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

Moi Girls High Kamusinga is a Girls’ only boarding school, located in Kibingei location, Bungoma 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.

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MOI GIRLS HIGH SCHOOL, KAMUSINGA 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.

MOI GIRLS HIGH SCHOOL, KAMUSINGA 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 with a mean score of 5.965 (C plain). This is how and where you can receive the KCSE results.

Moi girls kcse analysis
Moi girls kcse analysis
Here are some of the 2019 KCSE examination top schools in Bungoma County:
  • Friends School Kamusinga: 9.16 (B plain)
  • Lugulu Girls 8.323 (B- minus)
  • Cardinal Otunga Girls High School: 7.2 (C+ plus)
  • Kimilili Boys 6.983 (C+ plus)
  • Kibabii Boys High School 6.897 (C+ plus)
  • Kimobo friends Secondary 6.53 (C+ plus)
  • Cheptais 6.5 (C+ plus)
  • St. Cecilia Misikhu Girls 6.491 (C plain)
  • Teremi Boys 6.46 (C plain)
  • Naitiri Boys 6.1 (C plain)
  • Chesamisi 5.978 (C plain)
  • Moi Girls kamusinga 5.965 (C plain)
  • Bungoma High 5.85 (C plain)
  • Namachanja 5.82 (C plain)
  • Mbakalo 5.662 (C plain)
  • Bokoli 5.59 (C plain)
  • Khasoko 5.419 (C- minus)
  • Nalondo 5.293

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MOI GIRLS HIGH SCHOOL, KAMUSINGA 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: Moi Girls High Kamusinga
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 36621108
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT: 0733-398366
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 282, Kimilili 50204
  • SCHOOL’S EMAIL ADDRESS: [email protected]
  • SCHOOL’S WEBSITE: https://www.moigirlskamusinga.sc.ke

MOI GIRLS HIGH SCHOOL, KAMUSINGA BRIEF HISTORY

Moi Girls, Kamusinga started as a Harambee school in 1973 on Kamusinga A.C Primary ground. The establishment was spearheaded by Reverend Jesse Okadapau, an Anglican Church Parish Vicar. The primary school classrooms were used for the first batch of twenty-seven students who were all day- scholars from the neighborhood.

In 1981 the government took over the running of this school. The school changed its name from CPK Kamusinga Girls to Moi Girls High School Kamusinga on 1st February 1988 when His Excellency the former President Daniel Torotich Arap Moi, visited the school and held a Harambee which helped the school to expand its land to twenty-eight acres from five. He later donated a bus to the school.

The first headteacher was late Mr. Mathias Kinanja before Mr. Isaac Wanyonyi took over. Mrs. Mary Ndinyo took over in 1978 and headed the school up to 1992. Senior Principal Mrs. Winfrida Wanjala led the school up to 2001 when she handed it over to Mrs. Walilula. After Mrs. Walilula, Dr. Josphine Wanyama took over.
Moi Girls School becomes full boarding in 1993 with two streams. a third stream was started in 1993 before a fourth one was started in 1994.
Currently, the school has eight streams and the population of 1228 students 52 teachers and 34 support staff.

Moi Girls’ has been a champion in handball national champions from 2012 to date and East Africa Champions in 2013 in Gulu Uganda and 2016 in Kenya.
Moi Girls, Kamusinga is an Extra county school of choice in Western Region, It is an ACK Sponsored Secondary Education and talent development center.
The teachers, administration, and staff are committed to provide a safe and nurturing learning environment for our students by providing the best learning opportunities for them.

The institution offers a rich educational experience that combines academic, religious, social, artistic, athletic and extra-curricular elements to help each girls child develop to her fullest potential.

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MOI GIRLS HIGH SCHOOL, KAMUSINGA VISION

To be an exemplary institution in nurturing a holistic individual academically, spiritually and socially.

MOI GIRLS HIGH SCHOOL, KAMUSINGA MISSION

A school that provides quality education by imparting knowledge, skills, and values to learners to become productive and competitive members of society.

MOI GIRLS HIGH SCHOOL, KAMUSINGA MOTTO
MOI GIRLS HIGH SCHOOL, KAMUSINGA CORE VALUES
  • Godliness: The school is founded on Christian faith, which upholds the God-fearing spirit.
  • Integrity: We advocate for moral uprightness, truthfulness, and accountability of one’s action.
  • Respect: We strive to respond to all that needs our attention with total regard for those in authority.
  • Teamwork: We embrace cooperation and coordination in working for the success of our school.
  • Self-drive: We endeavor to all the tasks without being supervised
MOI GIRLS HIGH SCHOOL, KAMUSINGA MANDATE
  1. To provide a conducive environment where quality teaching and learning takes place
  2. To prepare and involve learners in co-curricular activities for molding their abilities and competences
  3. To prepare the learner morally and spiritually so as to fit in the society
  4. To provide and maintain appropriate institutional resources and learner-friendly services
  5. To provide trust through professional courtesy, fair treatment, and shared decision making.
MOI GIRLS HIGH SCHOOL, KAMUSINGA 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.

Moi Girls Kamusinga accepts admission applications from prospective students and those interested are encouraged to contact the school for general enquiries by way of telephone +254737373679 or e-mail by using [email protected]. All applications for admission into Moi Girls Kamusinga are considered by the Admission team comprising of:-

  1. The Principal
  2. HOD Admission
  3. Boarding Mistress

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.


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BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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MOI GIRLS HIGH SCHOOL, KAMUSINGA PHOTO GALLERY

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

MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA
MOI GIRLS HIGH SCHOOL, KAMUSINGA

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Moran Publishers produces new book, ‘Kenya’s Fifty Years of Diplomatic Engagement ‘

Moran (E.A.) Publishers Ltd is pleased to release a book titled Kenya’s Fifty Years of Diplomatic Engagement (From Kenyatta to Kenyatta) edited by Amb. Kipyego Cheluget. This debut title on Kenya’s journey in foreign relations since independence was launched yesterday Thursday 29th November 2018 at the University of Nairobi’s Taifa Hall at 6.00 p.m.

The Guest of Honour was His Excellency Hon. Kalonzo Musyoka , EGH, 10th Vice President of the Republic of Kenya, Party leader Wiper Democratic Party and former Minister of Foreign Affairs of Kenya.

Other key guests included Amb. (Dr.) Amina Mohamed, EGH, CAV. CS. Ministry of Education and Moran Board of Directors chairman, His Excellency Hon. Moody Awori among other diplomats and educationists

Finally, we can pride ourselves in the benefits of the foreign relations we have established the world over. The milestones achieved in terms of international peace and economic standing can only be faithfully associated with the solid relationships we have created with the world.

Nothing explains the worldwide networks Kenya has established better than Kenya’s Fifty Years of Diplomatic Engagement. A glimpse into the reasons rational nations will give everything to be at peace with others, and why Kenya chose not to align itself to the West or East during the Cold War cannot be taken for granted. This publication gives you a moment to connect with the achievements and challenges experienced by our own diplomats like Bethwel Kiplagat and others as they traversed the world’s war-torn and dangerous terrains in search of peace for Kenya and other states cannot be underestimated.

As a highly experienced academic and diplomat, Amb. Kipyego Cheluget took it upon himself to compile and publish the experiences of Kenya’s diplomats since independence when Mzee Jomo Kenyatta took over the presidency of Kenya to 2015 when Kenya celebrated 50 years of its foreign relations.

Display of Moran Publishers' latest book.
Display of Moran Publishers’ latest book. The book is titled, ‘Kenya’s Fifty Years of Diplomatic Engagement’

Many people will view the Ministry of Foreign Affairs as an unnecessary expense to the taxpayers. This can be assumed as true because Kenya has never reached the state of anarchy as the case is in the countries to the east and north. Kenya’s Fifty Years of Diplomatic Engagement will expose the reader to the painful truth that invasions experienced to our border on east can be attributed to the fact that we have no neighbor to talk to, and no space in which to install our mission and so ‘Talk and relate well with the world and have your peace’ is an unavoidable truth.

Kenya’s Fifty Years of Diplomatic Engagement is a mirror of Kenya’s former and current position in the world. Has it been a smooth sail since 1961 when the first Kenyan diplomatic mission was set? Does posting diplomats to other countries payback? Is there a need for studies in international or foreign relations? Is documenting the history of Kenya’s diplomatic relations any important? This publication says it all; exposing the challenges that the very first diplomats like Leonard Kibinge had to endure when they were required to represent Kenya in foreign offices with no clue of what was required of them!

Image may contain: 1 person, standing and sitting

Photo- UNES University Bookstore working on the Sales — at University of Nairobi, Main Campus,outside Taifa Hall.

Kenya’s Fifty Years of Diplomatic Engagement renders valuable information and practice to foreign affairs practitioners, students of foreign and international relations, researchers, academia and all people interested in the history of Kenya’s foreign relations and policies.

MUSIC SCHEMES OF WORK FORM 1-4 (EDITABLE)

 

MUSIC  FORM 1 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
5 ARRIVAL OF FORM ONE STUDENTS AND ORIENTATION  
6 1&2 Introduction Branches of Music; theory, aural, history of music and practical’s By the end of the lesson, the learner should be able to:

·        Name the different branches of music

·        Discussion

·        Making of notes

·        Text book

·        Board

KIE music syllabus

KNEC music syllabus

 
  3 Music Definition and importance By the end of the lesson, the learner should be able to:

·        Define music and give its importance

·        Discussion

·        Making of notes

·        Text book

·        Board

KIE music book 1

Foundation music book1

 
  4&5 Music Elements of music By the end of the lesson, the learner should be able to:

·        Name and explain each of the elements of music

·        Discussion

·        Note taking

·        Text book

·        Board

Foundation music book1  
7 1&2 THEORY: Rhythm Note values

Rests

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

·        Identify note values and their correspondent rests

·        Clapping

·        Discussion

·        Text book

·        Board

Foundation music book1  
  3 HISTORY:

African

Social environ influences on music By the end of the lesson, the learner should be able to:

·        State the social environmental influences on music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1Music of Africa by Kwabena Nketia  
  4&5 THEORY: Rhythm Time signature

Definition, use

Types

Bars and bar lines

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

·        Define time signature and its use

·        Name the types of time signature i.e simple and compound

·        Discussion

·        Note taking

·        Text book

·        Board

Foundation music book1  
8 1&2 THEORY:

Rhythm

Simple time: 2/4,3/4,4/4

Compound time: 6/8

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

·        Tell the difference between time signatures

·        Discussion

·        Note taking

·        Text book

·        Board

Foundation music book1  
  3 HISTORY: Introduction to Western music Origin of Music ·        Explain the origin of Music ·        Discussion

·        Note taking

·        Text book

·        Board

Foundation music book1

Music and appreciation

 
  4&5 AURALS: Rhythm Drum rhythm on monotone By the end of the lesson, the learner should be able to:

·        Clap rhythms and write down different drum rhythms

·        Clapping rhythms

·        Writing   given drum rhythms

·        Drum

·        Text book

·        Board

Foundation music book1

KIE book 1

 
9 1&2 THEORY: Rhythm Simple duple, triple and quadruple time

Compound duple time

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

·        Identify different time signatures as simple or compound; duple, triple or quadruple

·        Clapping rhythms in different time  signatures ·        Text book

·        Board

Foundation music book1

KIE book  1

 
  3 HISTORY: African History Role and functions of music By the end of the lesson, the learner should be able to:

·        State and explain the role and functions of music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music of Africa

KIE book 1

 
  4&5 PRACTICALS Major scale  major arpeggio By the end of the lesson, the learner should be able to:

·        Sing the scales ascending and descending

·        Singing ·        Piano KNEC  Syllabus  
10 1&2 THEORY: Rhythm Accents and grouping of notes By the end of the lesson, the learner should be able to:

·        Clap rhythms accenting the 1st beats of the bar

·        Group notes in simple and compound time

·        Clapping rhythms

·        Note taking

·        Text book

·        Board

Foundation music book1  
  3 PRACTICALS Minor scale

minor arpeggio

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

·        Sing the scales ascending and descending

·        Singing ·        Piano KNEC  Syllabus  
  4&5 HISTORY: Western history Periods in western music; Medieval period By the end of the lesson, the learner should be able to:

·        Name the periods in western music and explain the types of music during the medieval period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
11 1&2 THEORY: Rhythm, melody Grouping of notes in comp- ound time

The staff and clefs

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

·        Group notes appropriately in compound time.

·        Define a staff

·        Explain the difference between treble and bass clef

·        Discussion

·        Note taking

·        Text book

·        Board

Foundation music book1  
  3 HISTORY: Western history Medieval period By the end of the lesson, the learner should be able to:

·        List the characteristics of music during the medieval period

·        List composers during the medieval period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
  4&5 AURALS: Rhythm Melodic  rhythm on monotone By the end of the lesson, the learner should be able to:

·        Identify the rhythm of a melody played

·        Clapping rhythms

·        Writing rhythms

·        Piano Foundation music book1

KIE book 1

 
12 1&2 THEORY: Melody Pitching the staff using different clefs By the end of the lesson, the learner should be able to:

·        Name the lines and spaces of the staff using the bass and treble clef

·        Discussion

·        Naming the staff

·        Text books

·        Board

Foundation music book1  
  3 HISTORY: African history Occasions of music  in Traditional African Society By the end of the lesson, the learner should be able to:

·        Name occasions when music was required

·        Discussion

·        Note taking

·        Text books

·        Board

Music of Africa by Kwabena Nketia

Foundation music book1

 
  4&5 AURALS Melodic  rhythm in simple time By the end of the lesson, the learner should be able to:

·        Identify the rhythm of a melody played

·        Identifying and writing rhythms ·        Piano

·        Board

Foundation music book1

KIE book 1

 
13 1&2 THEORY Major scale By the end of the lesson, the learner should be able to:

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

·        Construct the scales of C and G major

·        Construct scales

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book1

KIE book 1

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

·        Sing a folk song from an African community

·        Singing ·        Teacher’s collection Teacher’s repertoire  
  4&5 HISTORY: Western Secular and sacred music during the medieval  period By the end of the lesson, the learner should be able to:

·        Give examples of secular and sacred music during  the medieval period

·        Note making

·        Discussion

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
14 1&2 THEORY Scales of D    and A major By the end of the lesson, the learner should be able to:

·        Construct the scales of D and A major

·        Construct scales

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Categories of music By the end of the lesson, the learner should be able to:

·        Group music into different categories

·        Note making

·        Discussion

·        Text books Folk music    of Kenya

Foundation music book1

 
  4&5 THEORY Rhythm; Grouping of notes By the end of the lesson, the learner should be able to:

·        Group notes correctly according to time signature

·        Note taking

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
15 1&2 THEORY Scales By the end of the lesson, the learner should be able to:

·        Construct G, D and A   major with key signature

·        Construct scales

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

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

·        Clap different rhythms given according to the   time signature

·        Identify rhythms played

·        Clapping rhythms ·        Rhythms

·        Piano

Teacher’s  repertoire  
  4&5 HISTORY: Western Secular and sacred music   in the renaissance period By the end of the lesson, the learner should be able to:

·        List the secular and sacred music in the renaissance period

·        Note taking

·        Discussion

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
16 END TERM EXAMS  

 

 

 

 

MUSIC  FORM 1 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE  
1 1-5 REPORTING  AND CAT 1 EXAMS  
2 1&2 THEORY Major scales    of F, Bb and Eb By the end of the lesson, the learner should be able to:

·        Construct scales of F, Bb and Eb

·        Construct scales

·        Note taking

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African General characteristics of African  music By the end of the lesson, the learner should be able to:

·        State the characteristics of African music

·        Note taking

·        Discussion

·        Text books Folk music    of Kenya

Foundation music book1

 
  4&5 AURALS Drum rhythm on monotone By the end of the lesson, the learner should be able to:

·        Identify rhythms played

·        Listening

·        Identifying rhythms

·        Discussion

·        Cassette

·        Drum

Teacher’s  repertoire  
3 1&2 THEORY Scales By the end of the lesson, the learner should be able to:

·        Construct the scales F, Bb and Eb with key signature

·        Construct scales

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 PRACTICALS Folk song By the end of the lesson, the learner should be able to:

·        Sing folk songs in groups

·        Singing ·        Teacher’s collection Teacher’s repertoire  
  4&5 HISTORY: Western Development  of polyphony By the end of the lesson, the learner should be able to:

·        Describe the development of polyphony during the renaissance period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
4 1&2 THEORY Sol-fa notation of a major  scale By the end of the lesson, the learner should be able to:

·        Write sol-fas to a major scale

·        Sing the diatonic major scale in sol-fa

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Changing trends in   music By the end of the lesson, the learner should be able to:

·        State some of the current trends affecting music

·        Note taking

·        Discussion

·        Text book Foundation music book1  
  4&5 PRACTICALS Recorder By the end of the lesson, the learner should be able to:

·        Have correct fingering of the recorder

·        Play G, A, B  and C   correctly

·        Playing recorder ·        Music scores Teacher’s repertoire  
5 1&2 THEORY Transposition By the end of the lesson, the learner should be able to:

·        Transpose a melody an octave up or down

·        Transposing melodies

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 AURALS Rhythm on monotone, compound  time By the end of the lesson, the learner should be able to:

·        Identify rhythms played

·        Identifying rhythms

·        Discussion

·        Drum

·        Piano

Teacher’s repertoire  
  4&5 HISTORY Renaissance composers By the end of the lesson, the learner should be able to:

·        Name composers during the renaissance period

·        Note taking

·        Discussion

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
6 1&2 THEORY Technical names By the end of the lesson, the learner should be able to:

·        Name the technical names of each sol-fa note of the scale

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: Analysis of African melodies Structure of African melodies By the end of the lesson, the learner should be able to:

·        Analyze an African folk  song

·        Discussion

·        Note taking

·        Listening

·        Cassette Teacher’s repertoire  
  4&5 AURALS Rhythm By the end of the lesson, the learner should be able to:

·        Clap rhythms in    compound time

·        Write rhythms played in compound time

·        Clapping rhythms

·        Identifying rhythms

·        Drum

·        Cassette

Teacher’s repertoire

Foundation music book1

 
7 1&2 THEORY Intervals By the end of the lesson, the learner should be able to:

·        Define an interval as major, minor or perfect

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

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

·        Learn fingering of C, D, E and F

·        Playing recorder ·        Teacher’s collection Teacher’s repertoire  
  4&5 HISTORY: Western Forms of   music in the Renaissance period By the end of the lesson, the learner should be able to:

·        Name forms of music during the renaissance period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
8 1&2 THEORY Quality of intervals By the end of the lesson, the learner should be able to:

·        Describe intervals

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Ornaments By the end of the lesson, the learner should be able to:

·        Name, perform ornaments in African music

·        Discussion

·        Note taking

·        Text book Folk music    of  Kenya  
  4&5 PRACTICALS Recorder

Voice

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

·        Play the recorder with correct fingering

·        Sing a piece of music

·        Playing the recorder

·        Singing

·        Recorder

·        Piano

·        Music scores

Teacher’s repertoire  
9 1&2 THEORY Diminished  & augmented   intervals By the end of the lesson, the learner should be able to:

·        Describe diminished and augmented intervals

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

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

·        Write melody on staff

·        Writing melodies ·        Text books

·        Board

Foundation music book1

KIE book 1

 
  4&5 HISTORY: Western Composers By the end of the lesson, the learner should be able to:

·        Name composers in the renaissance period and their works

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
10 1&2 THEORY Four-bar melody By the end of the lesson, the learner should be able to:

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

·        Write a four-bar melody

·        Note making

·        Writing melodies

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 PRACTICALS Sight singing By the end of the lesson, the learner should be able to:

·        Sight sing short melodies

·        Singing ·        Music scores

·        Text book

Teacher’s repertoire

Foundation music book1

 
  4&5 HISTORY: Western Renaissance period By the end of the lesson, the learner should be able to:

·        List characteristics of renaissance music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
11 1&2 THEORY Four-bar melody By the end of the lesson, the learner should be able to:

·        Write a four-bar melody and sight sing it

·        Note making

·        Writing melodies

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Choral performance   of folk songs By the end of the lesson, the learner should be able to:

·        Describe performance of traditional African folk songs

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Voice

Recorder

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

·        Sing music from a score

·        Play the recorder

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
12 1&2 THEORY Melody   writing By the end of the lesson, the learner should be able to:

·        Write lyrics to a given melody

·        Note making

·        Writing melodies

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 AURALS Melody on  staff By the end of the lesson, the learner should be able to:

·        Write music on the staff

·        Listening ·        Cassette Teacher’s repertoire  
  4&5 HISTORY: Western Renaissance period By the end of the lesson, the learner should be able to:

·        List and explain the characteristics of renaissance music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
13 1&2 THEORY Harmonic  triads By the end of the lesson, the learner should be able to:

·        Define triads

·        Construct triads

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Ensemble By the end of the lesson, the learner should be able to:

·        Describe different types of ensembles

·        Discussion

·        Note taking

·        Text books Foundation music book1

Folk music    of Kenya

 
  4&5 AURALS Melody: leap By the end of the lesson, the learner should be able to:

·        Write melody with a leap  of 3rd on the staff

·        Writing melodies

·        Listening

·        Cassettes Teacher’s repertoire  
14 1&2 THEORY Harmonic  triads By the end of the lesson, the learner should be able to:

·        Construct triads in major keys and root position

·        Construction of triads ·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Melodic instruments By the end of the lesson, the learner should be able to:

·        State the role of melodic instruments

·        Discussion

·        Note taking

·        Text books Foundation music book1

Folk music    of Kenya

 
  4&5 HISTORY: Western Western analysis By the end of the lesson, the learner should be able to:

Analyze music for form, clef, key

Analyze  music Music scores Foundation music book1  
15   END OF TERM TWO EXAMINATIONS  

 

MUSIC SCHEMES OF WORK, FORM ONE 2012, THIRD TERM

 

MUSIC  FORM 1 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Triads By the end of the lesson, the learner should be able to:

·        Name triads of a major scale

·        Discussion

·        Taking notes

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Role of rhythmic instruments By the end of the lesson, the learner should be able to:

·        State the role of rhythmic instruments in an  ensemble

·        Discussion

·        Note making

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS African vocal By the end of the lesson, the learner should be able to:

·        Sing solo-response folk song

·        Singing ·        Teacher’s collection Teacher’s repertoire  
3 1&2 THEORY Triads By the end of the lesson, the learner should be able to:

·        Construct primary triads without key signature

·        Construction of triads

·        Discussion

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 AURALS Melodies in simple time By the end of the lesson, the learner should be able to:

·        Write melodies played in simple time on the staff

·        Writing melodies ·        Cassette Teacher’s repertoire  
  4&5 HISTORY: Western Analysis By the end of the lesson, the learner should be able to:

·        Analyze music pieces

·        Analyzing music ·        Music scores Teacher’s repertoire  
4 1&2 THEORY Rhythm: Time signature and bar lines By the end of the lesson, the learner should be able to:

·        Group notes correctly according to the time signature

·        Insert bar lines to given rhythm

·        Discussion ·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Inter relationships   of members of the ensemble By the end of the lesson, the learner should be able to:

·        State the relationship of  the instruments in an ensemble

·        Discussion

·        Note making

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 AURALS Melodic intervals By the end of the lesson, the learner should be able to:

·        Describe intervals heard from ear

·        Identifying and describing intervals ·        Piano

·        Cassette

Teacher’s repertoire  
5 1&2 THEORY Construction   of scales By the end of the lesson, the learner should be able to:

·        Construct scales with and without key signature

·        Construction of scales ·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 AURALS Melodic intervals By the end of the lesson, the learner should be able to:

·        Describe intervals heard   by ear

·        Describe intervals ·        Cassette Teacher’s repertoire  
  4&5 HISTORY: Western Medieval and renaissance By the end of the lesson, the learner should be able to:

·        Compare and contrast medieval music and renaissance music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book1

Music an appreciation

 
6 1&2 THEORY: Rhythm Note values

Rests

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

·        Identify note values and their correspondent rests

·        Clapping

·        Discussion

·        Text book

·        Board

Foundation music book1  
  3 HISTORY: African Dances By the end of the lesson, the learner should be able to:

·        Perform dances from different communities in Kenya

·        Singing

·        Dancing

·        Teacher’s collection Teacher’s repertoire  
  4&5 THEORY Major scale By the end of the lesson, the learner should be able to:

·        Construct the scales of C and G major

·        Construct scales

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book1

KIE book 1

 
7 1&2 THEORY Scales of D    and A major By the end of the lesson, the learner should be able to:

·        Construct the scales of D and A major

·        Construct scales

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book1

KIE book 1

 
  3 HISTORY: African Dances By the end of the lesson, the learner should be able to:

·        Perform dances from different communities in Kenya

·        Singing

·        Dancing

·        Teacher’s collection Teacher’s repertoire  
  4&5 THEORY Scales By the end of the lesson, the learner should be able to:

·        Construct the scales F, Bb and Eb with key signature

·        Construct scales

·        Note taking

·        Text books

·        Board

Foundation music book1

KIE book 1

 
8   REVISION AND END OF TERM THREE EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

MUSIC  FORM 2 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE  
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY: Rhythm, simple time Grouping of notes

 

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

·        Clap rhythms in simple  time

·        Group notes according to the time signatures

·        Clapping rhythms

·        Discussion

·        Pieces with rhythms Teacher’s repertoire

Foundation music book 2

 
  3 PRACTICALS Rhythm By the end of the lesson, students should be able to:

·        Clap  rhythms in   compound time

·        Clapping rhythms ·        Pieces with rhythms Teacher’s repertoire  
  4&5 HISTORY: Western Instruments of the orchestra By the end of the lesson, students should be able to:

·        Name the instruments of a family

·        Listening

·        Discussion

·        Text book

·        Board

Music an appreciation  
3 1&2 THEORY: Scales Construction   of major scales By the end of the lesson, students should be able to:

·        Construct the scales of E and D with and without key signature

·        Discussion

·        Construction of scales

·        Text books

·        Board

KIE book 2

Foundation music book 2

 
  3 HISTORY: African African music instruments By the end of the lesson, students should be able to:

·        Define membranophones

·        Explain how drums are tuned

·        Name the function of drums in an ensemble

·        Listening

·        Discussion

·        Text books

·        Board

Folk music of Kenya

Music of Africa

 
  4&5 PRACTICALS Technical exercises: Major, minor scales By the end of the lesson, students should be able to:

·        Perform major and minor scales

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
4 1&2 THEORY: Rhythm, compound time Grouping of notes By the end of the lesson, students should be able to:

·        Clap rhythms in    compound time

·        Group notes according to time signatures

·        Discussion

·        Clapping rhythms

·        Text book

·        Board

Foundation music book 2

Teacher’s repertoire

 
  3 AURALS Major intervals By the end of the lesson, students should be able to:

·        Major 2nd ,3rd and 6th

·        Listening

·        Identifying intervals

·        Syllabus

·        Text books

MOEST syllabus  
  4&5 THEORY: Major scale Construction   of major scales, C,G,D,A,E,F,Bb, Eb and Ab By the end of the lesson, students should be able to:

·        Construct all the major scales

·        Construction of scales

·        Discussion

·        Text books

·        Board

KIE book 2

Foundation music book 2

 
5 1&2 THEORY: Minor scale Construction   of minor scales By the end of the lesson, students should be able to:

·        Construct melodic minor scales

·        Construction of scales

·        Discussion

·        Text books

·        Board

KIE book 2

Foundation music book 2

 
  3 HISTORY: African Harp and Lyre By the end of the lesson, students should be able to:

·        Describe lyre and harp

·        Explain parts of the instruments

·        Name examples of harps and lyres

·        Discussion

·        Reading

·        Text books

·        Board

Music of Africa

Folk music    of Kenya

Instruments of Kenya

 
  4&5 AURALS Minor and perfect intervals By the end of the lesson, students should be able to:

·        Identify the intervals when played

·        Listening

·        Identifying intervals

·        Text books

·        Syllabus

KIE book 2

Foundation music book 2

 
6 1&2 THEORY: Transposi- tion Transposition  of melodies By the end of the lesson, students should be able to:

·        Transpose melodies from one key to another at a specified interval

·        Transposi- tion of melodies ·        Text books

·        Board

KIE book 2

Foundation music book 2

 
  3 PRACTICALS Sequence and arpeggios By the end of the lesson, students should be able to:

·        Perform the scalic  sequence and arpeggios

·        Singing

·        Playing of recorder

·        Piano

·        Recorders

Syllabus  
  4&5 THEORY: Triads Primary, secondary and diminished triads By the end of the lesson, students should be able to:

·        Write primary and secondary triads in their various positions i.e. root, 1st inversion and 2nd inversion

·        Construction of triads ·        Board

·        Text books

KIE book 2

Foundation music book 2

 
7 1&2 THEORY Harmonic  triads By the end of the lesson, students should be able to:

·        Write triads as required

·        Identify triads in the  various position and to describe triads

·        Naming  triads

·        Spelling out notes of a triad

·        Text books

·        Board

·        Piano

Foundation music book 2

KIE book 2

 
  3 HISTORY: African Musical bows By the end of the lesson, students should be able to:

·        Name and explain how music is produced in the musical bows

·        Discussion

·        Explanation

·        Text books

·        Board

Music of Africa

Instruments of Kenya

Folk music    of Kenya

 
  4&5 PRACTICALS Major scale By the end of the lesson, students should be able to:

·        Sing the major scale with sol-fa and using vowel sound

·        Singing ·        Piano MOEST Syllabus  
8 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Recognize triads in the various position

·        Name them using roman numerals and indicate the scale in which they are found.

·        Recognizing triads

·        Description  of triads

·        Text books

·        Board

·        Piano

Foundation music book 2

KIE book 2

 
  3 AURALS Intervals By the end of the lesson, students should be able to:

·        Describe intervals played harmonically

·        Listening

·        Discussion

·        Piano Teacher’s repertoire  
  4&5 HISTORY: African Factors affecting traditional African music By the end of the lesson, students should be able to:

·        Name and explain factors affecting Traditional  African music

·        Discussion

·        Explanation

·        Note taking

·        Text book

·        Board

Foundation music book 2  
9 1&2 THEORY Musical terms and signs By the end of the lesson, students should be able to:

·        Explain the meaning of various musical terms and signs

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 2

KIE book 2

 
  3 HISTORY: African Factors affecting traditional African music By the end of the lesson, students should be able to:

·        Name and explain factors affecting Traditional  African music

·        Discussion

·        Explanation

·        Note taking

·        Text book

·        Board

Foundation music book 2  
  4&5 AURALS Intervals:  Minor   intervals By the end of the lesson, students should be able to:

·        Describe minor intervals played harmonically

·        Listening

·        Discussion

·        Piano

·        Cassettes

Teacher’s repertoire  
10 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Write and describe triads in their various positions

·        Construction and description   of triads ·        Text books

·        Board

Foundation music book 2

KIE book 2

 
  3 PRACTICALS Minor scale By the end of the lesson, students should be able to:

·        Sing the melodic minor scale, ascending and descending, using sol-fa then vowels

·        Singing ·        Piano MOEST Syllabus  
  4&5 HISTORY: African Aerophones By the end of the lesson, students should be able to:

·        Name different types of aerophones

·        Explain sound production  in aerophones

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 2

Music of Africa

Instruments of Kenya

 
11 1&2 THEORY Melody writing By the end of the lesson, students should be able to:

·        Write a four bar melody

·        Writing melodies

·        Discussion

·        Text books

·        Board

Melody writing by Annie Warburton

Foundation music book 1

 
  3 HISTORY: African Idiophones By the end of the lesson, students should be able to:

·        Name examples of idiophones

·        Explain sound production  in idiophones

·        Discussion

·        Note taking

·        Text books

·        Board

Music of Africa

Instruments of Kenya

 
  4&5 PRACTICALS Minor scale By the end of the lesson, students should be able to:

·        Sing the harmonic minor scale, ascending and descending, in sol-fa then using a vowel sound

·        Singing ·        Piano    
12 1&2 THEORY Melody writing By the end of the lesson, students should be able to:

·        Write an eight bar melody

·        Writing melodies

·        Discussion

·        Text books

·        Board

Melody writing by Annie Warburton

Foundation music book 2

 
  3 AURALS Perfect intervals By the end of the lesson, students should be able to:

·        Identify perfect 4th and 5th

·        Listening

·        Discussion

·        Cassettes

·        Piano

Teacher’s repertoire  
  4&5 HISTORY: Western Renaissance period By the end of the lesson, students should be able to:

·        Name characteristics of music during the renaissance period

·        Name composers during renaissance period

·        Discussion ·        Students’ notes Music an appreciation  
13 1&2 THEORY Major scales

C, G, D, A, E, F, Bb, Eb, and Ab

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

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

·        Construct the major scales with and without key signature

 

·        Construction of scales

·        Discussion

·        Text book Foundation music book 2  
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing or play melodies in simple time

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
  4&5 HISTORY: Western Baroque   period By the end of the lesson, students should be able to:

·        Explain the term baroque

·        Name some characteristics of baroque music

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 2

Music an appreciation

 
14 1&2 THEORY Minor scales By the end of the lesson, students should be able to:

·        Construct minor scales using the key signatures of their relative major scales

·        Construction of scales

·        Discussion

·        Text book Foundation music book 2  
  3 HISTORY: African Classification By the end of the lesson, students should be able to:

·        Classify instruments as aerophones

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing the major scale and major arpeggio ascending and descending

·        Singing

·        Playing the recorder

·        Piano

·        Recorders

MOEST syllabus  
15 1&2 THEORY Translation from staff to sol-fa notation By the end of the lesson, students should be able to:

·        Translate given melodies from staff to sol-fa  notation

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book 2  
  3 AURALS Rhythm By the end of the lesson, students should be able to:

·        Clap rhythms

·        Reproduce played    rhythms

·        Listening

·        Clapping

·        Drum Teacher’s repertoire  
  4&5 HISTORY: Western Baroque    music By the end of the lesson, students should be able to:

·        Note some baroque composers and their    works

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 2

Music an appreciation

 
16   END OF TERM ONE EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MUSIC  FORM 2 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Describe triads

·        Write primary triads and their inversions in major keys

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book2

KIE book 2

 
  3 HISTORY: African Aerophones By the end of the lesson, students should be able to:

·        Give examples of aerophones

·        Explain sound production  in aerophones

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 AURALS Harmonic intervals By the end of the lesson, students should be able to:

·        Recognize harmonic intervals

·        Identifying intervals

·        Listening

·        Cassette

·        Piano

Teacher’s repertoire  
3 1&2 THEORY Intervals By the end of the lesson, students should be able to:

·        Describe and write given intervals

·        Discussion

·        Listening

·        Piano Foundation music book2  
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sing given melodies

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
  4&5 HISTORY: Western Baroque   period:  forms of music By the end of the lesson, students should be able to:

·        Define the terms:- concerto, mass, opera, oratorio, cantata

·        Differentiate between opera and oratorio

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book2

Music an appreciation

 
4 1&2 THEORY Translation By the end of the lesson, students should be able to:

·        Translate melodies from sol-fa to staff notation

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 HISTORY: African Characteristics of African  music By the end of the lesson, students should be able to:

·        Write down the main features of African music

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing the major, minor scales, ascending and descending

·        Sing major and minor arpeggios ascending and descending

·        Sing the  scales and arpeggios to vowel sound

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
5 1&2 AURALS Rhythm on monotone By the end of the lesson, students should be able to:

·        Write on monotone rhythms played

·        Listening ·        Drum

·        Cassette

Teacher’s repertoire  
  3 AURALS Melody By the end of the lesson, students should be able to:

·        Write a four bar melody in simple time

·        Listening

·        Writing melodies

·        Cassette Teacher’s repertoire  
  4&5 HISTORY Baroque   period By the end of the lesson, students should be able to:

·        Appreciate some of the Baroque music

·        Listening ·        Cassette Music an appreciation  
6 1&2 PRACTICALS Melodies in major keys By the end of the lesson, students should be able to:

·        Sight sing melodies in  major keys

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
  3 HISTORY: African Characteristics of African  music By the end of the lesson, students should be able to:

·        Write down the main features of African music

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 AURALS Melodic dictation By the end of the lesson, students should be able to:

·        Reproduce sol-fa pitches   as played

·        Listening

·        Writing melodies

·        Cassette Teacher’s repertoire  
7 1&2 THEORY Translation By the end of the lesson, students should be able to:

·        Translate melodies from sol-fa to staff notation and vice versa

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing technical exercises

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
  4&5 AURALS Melodic dictation By the end of the lesson, students should be able to:

·        Write melodies played in minor keys

·        Listening

·        Writing melodies

·        Cassette Teacher’s repertoire  
8 1&2 THEORY Minor scales By the end of the lesson, students should be able to:

·        Construct scales in minor keys

·        Construction of scales

·        Discussion

·        Text book Foundation music book 2  
  3 HISTORY: African Singing songs By the end of the lesson, students should be able to:

·        Learn some African songs and sing them

·        Singing ·        Teacher’s collection Teacher’s repertoire  
  4&5 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing or play given melodies

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
9 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Construct  primary triads   in both  major and minor keys

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book2

KIE book 2

 
  3 AURALS Melodic dictation By the end of the lesson, students should be able to:

·        Sing orally the pitches to sol-fa

·        Write the music on a staff

·        Listening

·        Writing melodies

·        Cassette Teacher’s repertoire  
  4&5 HISTORY Baroque   period By the end of the lesson, students should be able to:

·        State the characteristics of music in the baroque  period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book2

Music an appreciation

 
10 1&2 THEORY Minor scales By the end of the lesson, students should be able     to:

·        Construct minor scales  with and without key signature

·        Construction of scales

·        Discussion

·        Text book Foundation music book2  
  3 PRACTICALS Sight singing ·        Sing/play short pieces of music in major keys on  sight ·        Singing

·        Playing the recorder

·        Recorders

·        Sight singing pieces

Teacher’s repertoire  
  4&5 HISTORY: Western Baroque and renaissance By the end of the lesson, students should be able to:

·        Compare and contrast music during the renaissance and  baroque periods

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book2

Music an appreciation

 
11 1&2 THEORY Translation By the end of the lesson, students should be able to:

·        Translate melodies from staff to sol-fa notation

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 HISTORY: African Folk song and dance By the end of the lesson, students should be able to:

·        Explain the difference between a folksong and a folk dance

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing/play major scale and arpeggio ascending and descending

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
12 1&2 THEORY Translation By the end of the lesson, students should be able to:

·        Translate melodies from sol-fa to staff notation

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 AURALS Rhythm on monotone By the end of the lesson, students should be able to:

·        Write on monotone drum rhythm played

·        Listening ·        Drum Teacher’s repertoire

Foundation music book2

 
  4&5 HISTORY: Western Instruments; percussion By the end of the lesson, students should be able to:

·        Identify percussion instruments used in an orchestra

·        Discussion

·        Note taking

·        Text books

·        Board

Music an appreciation  
13 1&2 THEORY Translation By the end of the lesson, students should be able to:

·        Translate music from staff to sol-fa notation and vice versa

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 HISTORY: African Folksong and dance By the end of the lesson, students should be able to:

·        Learn a folksong or dance from an African   community

·        Singing ·        Teacher’s collection Teacher’s repertoire  
  4&5 AURALS Rhythm on monotone By the end of the lesson, students should be able to:

·        Write on monotone the rhythm of a melody in simple time adding bar  lines and time signature

·        Listening ·        Drum Teacher’s repertoire

Foundation music book2

 
14 1&2 THEORY Transposition By the end of the lesson, students should be able to:

·        Transpose a given melody an octave above and    below

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book2  
  3 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing/play the scalic sequence with ‘la’ sound

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
  4&5 HISTORY: Western Double and single reed woodwinds By the end of the lesson, students should be able to:

·        Give examples of double reed woodwinds and single reed woodwinds

·        Discussion

·        Note taking

·        Text books

·        Board

Music an appreciation  
15   END OF TERM TWO EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MUSIC  FORM 2 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Transposition By the end of the lesson, students should be able to:

·        Transpose a given melody from one key to another according to instructions given

·        Transposing melodies

·        Discussion

·        Text book Foundation music book2  
  3 HISTORY: African Instruments By the end of the lesson, students should be able to:

·        Classify various  instruments in their different categories

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing/play minor scale and arpeggio ascending and descending

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
3 1&2 THEORY Intervals By the end of the lesson, students should be able to:

·        Describe intervals written on the staff fully

·        Discussion

·        Note making

·        Text book Foundation music book2  
  3 AURALS Intervals By the end of the lesson, students should be able to:

·        Identify the melodic intervals played

·        Listening

·        Discussion

·        Piano

·        Cassette

Teacher’s repertoire  
  4&5 AURALS Rhythm on monotone By the end of the lesson, students should be able to:

·        Write on monotone the rhythm of a melody in compound time adding time signature and bar  lines

·        Listening ·        Drum Teacher’s repertoire Foundation music book2  
4 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Construct triads of both major and minor keys in root position

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book2

KIE book 2

 
  3 HISTORY Instruments By the end of the lesson, students should be able to:

·        Explain the mode of sound production in various African instruments

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 THEORY Triads By the end of the lesson, students should be able to:

·        Construct triads in 1st inversion

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book2

KIE book 2

 
5 1&2 THEORY Triads By the end of the lesson, students should be able to:

·        Construct 2nd inversion triads

·        Constructing triads

·        Discussion

·        Note making

·        Text books

·        Board

Foundation music book2

KIE book 2

 
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing/play given melodies

·        Singing

·        Playing the recorder

·        Music scores Teacher’s repertoire  
  4&5 PRACTICALS Set pieces By the end of the lesson, students should be able to:

·        Learn the KCSE set pieces

·        Singing

·        Playing the recorder

·        KCSE set pieces’ scores Set pieces’ scores  
6 1&2 THEORY: Minor scale Construction   of minor scales By the end of the lesson, students should be able to:

·        Construct melodic minor scales

·        Construction of scales

·        Discussion

·        Text books

·        Board

KIE book 2 Foundation music book2  
  3 THEORY: Triads Primary, secondary and diminished triads By the end of the lesson, students should be able to:

·        Write primary and secondary triads in their various positions i.e. root, 1st inversion and 2nd inversion

·        Construction of triads ·        Board

·        Text books

KIE book 2 Foundation music book2  
  4&5 PRACTICALS Technical exercises: Major, minor scales By the end of the lesson, students should be able to:

·        Perform major and minor scales

·        Singing

·        Playing the recorder

·        Recorders

·        Piano

Syllabus  
7&8   END OF YEAR EXAMINATIONS  

 

 

 

MUSIC  FORM 3 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Time   signature;

Simple and compound

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

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

·        Insert bar lines to given rhythms

·        Insert appropriate time signature to given rhythms

·        Note taking

·        Clapping rhythms

·        Tapping rhythms

·        Written exercise

·        Text books

·        Board

KIE book 3

Foundation music book 3

Rudiments and theory   of music

 
  3 PRACTICALS Sight singing melodies in simple time By the end of the lesson, students should be able to:

·        Sight sing melodies in simple time without modulation

·        Vocal exercises

·        Sight singing

·        Recorder playing

·        Recorders

·        Sight singing pieces

Teacher’s repertoire

Foundation music book 3

 
  4&5 HISTORY: Western Orchestral instruments; Brass By the end of the lesson, students should be able to:

·        Describe and draw the instruments

·        Name the instrument after hearing its sound

·        Listening

·        Drawing

·        Note taking

·        Discussion

·        Cassette

·        Text books

Foundation music book 3

Music an appreciation

 
3 1&2 THEORY Harmony; Chords in  major and minor keys By the end of the lesson, students should be able to:

·        Construct chords found in major and minor keys

·        Constructing chords ·        Text books

·        Board

KIE book 3

Foundation music book 3

 
  3 HISTORY: African Classification   of African  music instruments By the end of the lesson, students should be able to:

·        Name the different categories of instruments, describe each and give examples

·        Discussion

·        Explanation

·        Taking notes

·        Text books Music of Africa

Folk music    of Kenya

 
  4&5 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing melodies in different keys

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
4 1&2 THEORY Melody  writing; 12 bar melodies By the end of the lesson, students should be able to:

·        Write a 12 bar melody

·        Writing melodies ·        Text book Foundation music book 3  
  3 AURALS Rhythmic dictation By the end of the lesson, students should be able to:

·        Listen and write down rhythms

·        Listening

·        Clapping rhythms

·        Writing

·        Drum

·        Text books

·        Cassette

KIE book 3

Foundation music book 3

 
  4&5 HISTORY: Western Romantic period By the end of the lesson, students should be able to:

·        Describe the   characteristics of music during the Romantic   period

·        Explanation

·        Discussion

·        Note taking

·        Listening

·        Text books

·        Cassette with romantic   period music

Music an appreciation

Foundation music book 3

 
5 1&2 THEORY Four-part harmony By the end of the lesson, students should be able to:

·        Harmonize simple   melodies using I, IV and V chords

·        Written exercise

·        Discussion

·        Text books KIE book 3

Foundation music book 3

 
  3 HISTORY: African Instruments; Membrano- phones By the end of the lesson, students should be able to:

·        Explain how membranophones are played

·        Name the dances accompanied by the drum

·        Give the role of the instrument in an ensemble

·        Discussion

·        Note taking

·        Text books KIE book 3

Foundation music book 3

Folk music of Kenya

 
  4&5 AURALS Cadences and Intervals By the end of the lesson, students should be able to:

·        Describe cadences as perfect, imperfect, plagal and imperfect

·        Describe intervals

·        Listening

·        Singing

·        Description

·        Cassette

·        Piano

Teacher’s repertoire

Foundation music book 3

 
6 1&2 THEORY Harmony; Use of I, IV, and V  in root   position By the end of the lesson, students should be able to:

·        Harmonize melodies using chords I, IV and V in root position

·        Note making

·        Harmonizing melodies

·        Melodies for harmonizing

·        Text books

Foundation music book 3  
  3 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing or play technical exercises

·        Singing

·        Playing recorder

·        Recorders

·        Piano

Syllabus  
  4&5 HISTORY: Western Analysis By the end of the lesson, students should be able to:

·        Analyze a given piece of music

·        Note making

·        Analyzing

·        Discussing

·        Text books Music an appreciation

Teacher’s notes

 
7 1&2 THEORY Musical ornaments By the end of the lesson, students should be able to:

·        Interpret various musical ornaments

·        Discussion

·        Note taking

·        Text books Rudiments   of music

Foundation music book 3

 
  3 HISTORY: African Idiophones By the end of the lesson, students should be able to:

·        Describe idiophones and explain how they are  played

·        Description

·        Note taking

·        Text books Foundation music book 3

Folk music    of Kenya

 
  4&5 PRACTICALS Set pieces By the end of the lesson, students should be able to:

·        Sing or play set pieces

·        Singing

·        Playing recorders

·        Recorder

·        Piano

Set pieces  
8 1&2 THEORY Musical signs By the end of the lesson, students should be able to:

·        Explain the meaning and use of various musical   signs

·        Discussion

·        Note taking

·        Text books Rudiments   of music

Foundation music book 3

 
  3 AURALS Melody By the end of the lesson, students should be able to:

·        Write melodies and rhythms played

·        Listening

·        Writing melodies

·        Cassettes Teacher’s repertoire  
  4&5 HISTORY: Western Romantic period By the end of the lesson, students should be able to:

·        Name composers during this period and their    works

·        Discussion

·        Note taking

·        Text books Music an appreciation

Foundation music book 3

 
9 1&2 THEORY Musical ornaments By the end of the lesson, students should be able to:

·        Describe various musical ornaments

·        Perform music as required with ornaments

·        Discussion

·        Note taking

·        Singing

·        Text books

·        Music scores

 Foundation music book 3  
  3 HISTORY: African Kayamba By the end of the lesson, students should be able to:

·        Describe and explain how   a kayamba is played

·        Name the category of instruments that a kayamba belongs to

·        Discussion

·        Note taking

·        Text books Music of Africa

Folk music    of Kenya

 
  4&5 AURALS Minor  melodies

Rhythm on monotone

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

·        Write melodies played in minor keys

·        Write on monotone rhythms of melodies  played

·        Listening

·        Writing melodies

·        Writing rhythms

·        Cassettes Teacher’s repertoire  
10 1&2 THEORY Repeat signs

Terms for specific notes

Ornaments

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

·        Perform and express in terms indicated

·        Interpret ornaments correctly

·        Singing

·        Discussion

·        Music scores Teacher’s repertoire  
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing melodies with modulation

·        Vocal warm up

·        Singing

·        Playing the recorder

·        Recorders Teacher’s repertoire  
  4&5 AURALS Melodic dictation By the end of the lesson, students should be able to:

·        Differentiate between major and minor keys

·        Listening ·        Cassettes Teacher’s repertoire  
11 1&2 THEORY Harmony By the end of the lesson, students should be able to:

·        Harmonize a melody using chords I, IV, V and VI

·        Answering questions ·        Short melodies Teacher’s repertoire  
  3 HISTORY: African Instruments By the end of the lesson, students should be able to:

·        Classify African instruments into different categories

·        Discussion ·        Text books Folk music of
Kenya

Music of Africa

 
  4&5 PRACTICALS African folk song By the end of the lesson, students should be able to:

·        Sing a folk song from any African community

·        Singing ·        Teacher’s collection Students’ folksongs  
12 1&2 THEORY Melody writing By the end of the lesson, students should be able to:

·        Write a melody of 16 bars

·        Writing melodies

·        Discussion

·        Text books Foundation music book 3  
  3 HISTORY: Western Wood winds By the end of the lesson, students should be able to:

·        Give examples of wood winds

·        Discussion ·        Text book Music an appreciation  
  4&5 AURALS Melodic dictation By the end of the lesson, students should be able to:

·        Listen to melodies in a minor key and write them

·        Listening ·        Cassettes Teacher’s repertoire  
13 1&2 THEORY Translation By the end of the lesson, the learner should be able  to:

·        Translate melodies from staff to sol-fa notation

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book 3  
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sing/play at sight

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
  4&5 HISTORY: Western Classical   period By the end of the lesson, students should be able to:

·        Describe the   characteristics of classical period

·        Discussion

·        Note taking

·        Text books

·        Board

 Foundation music book 3

Music an appreciation

 
14-16   REVISION AND END OF TERM ONE EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MUSIC  FORM 3 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Harmony: Supertonic chord By the end of the lesson, students should be able to:

·        Use the supertonic chord    in harmonizing a melody

·        Harmonizing melodies ·        Text book Foundation music book 3  
  3 HISTORY: African Membrano-phones By the end of the lesson, students should be able to:

·        Describe different membranophones

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sing/play on sight

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
3 1&2 THEORY Transposition; Use of clefs By the end of the lesson, students should be able to:

·        Transpose melodies from one clef to another

·        Translation   of melodies

·        Discussion

·        Text book Foundation music book 3  
  3 AURALS Drum Rhythm By the end of the lesson, students should be able to:

·        Write rhythms played on the drum

·        Listening ·        Drum

·        Cassette

Teacher’s repertoire  
  4&5 HISTORY: Western Sonata, canonn fugue By the end of the lesson, students should be able to:

·        Describe different types of form

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 3

Music an appreciation

 
4 1&2 THEORY Harmony; Submediant chord By the end of the lesson, students should be able to:

·        Harmonize using submediant chord

·        Harmonizing melodies ·        Text book Foundation music book 3  
  3 HISTORY: African Membrano- phones By the end of the lesson, students should be able to:

·        March instruments with communities in which    they are found

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 AURALS Rhythm in compound  time By the end of the lesson, students should be able to:

·        Clap rhythm in compound time

·        Write rhythms given accurately

·        Listening

·        Clapping

·        Drum

·        Cassette

Teacher’s repertoire  
5 1&2 THEORY Melody writing By the end of the lesson, students should be able to:

·        Write a melody and  modulate to the relative minor

·        Writing melodies

·        Discussion

·        Text books Foundation music book 3  
  3 HISTORY Prescribed composers By the end of the lesson, students should be able to:

·        Explain the history of the prescribed composers,  their works and their contribution to music

·        Discussion

·        Note making

·        Text book Music an appreciation  
  4&5 HISTORY: Western Analysis By the end of the lesson, students should be able to:

·        Analyze  melodies  harmonically

·        Note making

·        Discussion

·        Text book Melody writing and analysis  
6 1&2 THEORY Harmony: Supertonic By the end of the lesson, students should be able to:

·        Use supertonic chord in harmony

·        Harmonizing melodies ·        Text book Foundation music book 3  
  3 HISTORY: African Songs  and dances By the end of the lesson, students should be able to:

·        Describe dances from the coast

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Melodies in minor keys By the end of the lesson, students should be able to:

·        Sight sing melodies in  minor  keys

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
7 1&2 THEORY Ornaments; Turn, appogiatura By the end of the lesson, students should be able to:

·        Write ornaments and interpret different ornaments

·        Writing ornaments

·        Discussion

·        Text book Foundation music book 3  
  3 AURALS Melody By the end of the lesson, students should be able to:

·        Write melodies  played in minor keys

·        Listening ·        Cassettes Teacher’s repertoire  
  4&5 HISTORY: Western Form; Sonata, Canon, Fugue By the end of the lesson, students should be able to:

·        Describe different types of form

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 3

Music an appreciation

 
8 1&2 THEORY Harmony; first inversion By the end of the lesson, students should be able to:

·        Harmonize using 1st inversion

·        Harmonizing melodies ·        Text book Foundation music book 3  
  3 AURALS Melodies in minor keys By the end of the lesson, students should be able to:

·        Sing and write melodies in minor keys

·        Listening ·        Cassettes Teacher’s repertoire  
  4&5 AURALS Cadences By the end of the lesson, students should be able to:

·        Identify cadences played

·        Listening ·        Cassettes Teacher’s repertoire  
9 1&2 AURALS Modulation By the end of the lesson, students should be able to:

·        Identify the key in which a melody has modulated to

·        Listening

·        Discussion

·        Cassette Teacher’s repertoire  
  3 PRACTICALS Technical exercises By the end of the lesson, students should be able to:

·        Sing or play technical exercises

·        Singing

·        Playing the recorder

·        Syllabus

·        Piano

MOEST syllabus  
  4&5 HISTORY: Western Classical   period By the end of the lesson, students should be able to:

·        State characteristics of Classical music

·        Name composers during the classical period

·        Discussion

·        Note taking

·        Text books

·        Board

Foundation music book 3

Music an appreciation

 
10 1&2 THEORY Harmony: 2nd inversion By the end of the lesson, students should be able to:

·        Use chords in 2nd inversion for harmony

·        Harmonizing melodies ·        Text book Foundation music book 3  
  3 HISTORY: African Dances By the end of the lesson, students should be able to:

·        Classify dances according  to the ethnic group performed

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sight sing/play melodies given

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
11 1&2 THEORY Ornaments By the end of the lesson, students should be able to:

·        Write and interpret   various  ornaments

·        Writing ornaments

·        Discussion

·        Text book Foundation music book 3  
  3 AURALS Intervals By the end of the lesson, students should be able to:

·        Identify harmonic intervals played

·        Listening ·        Cassettes Teacher’s repertoire  
  4&5 HISTORY: African Songs and  dances By the end of the lesson, students should be able to:

·        Classify songs and dances according to ethnic group

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
12 1&2 THEORY Harmony; 1st interval By the end of the lesson, students should be able to:

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

·        Harmonize melodies using first intervals

·        Note making

·        Written exercise

·        Text book Foundation music book 3  
  3 PRACTICALS Sight singing By the end of the lesson, students should be able to:

·        Sing at sight given   melodies

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
  4&5 HISTORY: Western Prescribed composers By the end of the lesson, students should be able to:

·        Discuss and analyze prescribed composers and their works

·        Discussion

·        Note making

·        Text book Music an appreciation  
13-15 END OF TERM TWO EXAMINATIONS  

 

 

 

 

 

 

 

 

MUSIC  FORM 3 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Harmony: 2nd inversion By the end of the lesson, students should be able to:

·        Harmonize melodies using 2nd inversion

·        Note making

·        Written exercise

·        Text book Foundation music book 3  
  3 HISTORY: African Dances By the end of the lesson, students should be able to:

·        Describe  dances from various communities in Kenya

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
  4&5 PRACTICALS Folk song By the end of the lesson, students should be able to:

·        Sing a song from an   African community

·        Singing ·        Teacher’s collection Students’ folksongs  
3 1&2 THEORY Transposition: up a minor 3rd By the end of the lesson, students should be able to:

·        Transpose a melody up a minor 3rd

·        Transpose a melody  down a minor 3rd

·        Explanation

·        Note making

·        Written exercise

·        Text book Foundation music book 3  
  3 AURALS Cadences By the end of the lesson, students should be able to:

·        Identify cadences played

·        Listening ·        Cassette Teacher’s repertoire  
  4&5 HISTORY: African Vocal music; solo, lullabies, work songs By the end of the lesson, students should be able to:

·        Describe the types of African vocal music

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
4 1&2 THEORY Melody writing By the end of the lesson, students should be able to:

·        Write a 16 bar melody   with one modulation

·        Writing melodies

·        Discussion

·        Text books  Foundation music book 3  
  3 HISTORY: African Dances By the end of the lesson, students should be able to:

·        Perform some African dances

·        Performing dances ·        Teacher’s collection Teacher’s repertoire  
  4&5 AURALS Aural tests By the end of the lesson, students should be able to:

·        Answer aural questions given

·        Listening ·        Cassette Teacher’s repertoire  
5 1&2 THEORY Acciacatura  and trill By the end of the lesson, students should be able to:

·        Write the given ornament i.e. acciaccatura  and trill   in full

·        Writing ornaments

·        Discussion

·        Text book Foundation music book 3  
  3 PRACTICALS Set pieces By the end of the lesson, students should be able to:

·        Perform the set piece for KCSE

·        Singing

·        Playing recorders

·        Recorder

·        Piano

Set pieces  
  4&5 HISTORY: African Basic characteristics of folk song By the end of the lesson, students should be able to:

·        Explain the basic characteristics of folk song

·        Discussion

·        Note taking

·        Text books Folk music    of Kenya

Music of Africa

 
6-8 END OF YEAR EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MUSIC  FORM 4 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY Melody writing By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody

·        Melody writing

·        Discussion

·        Text book Foundation music book4  
  3 PRACTICALS Vocal By the end of the lesson, the learner should be able to:

·        Sing at the correct pitch  and rhythm of given songs

·        Singing ·        Piano Teacher’s repertoire  
  4&5 HISTORY: Western 20th century period By the end of the lesson, the learner should be able to:

·        Explain music in the 20th century

·        Note making

·        Discussion

·        Text book Foundation music book4 Music an appreciation  
3 1&2 THEORY Harmony; 1st inversion By the end of the lesson, the learner should be able to:

·        Use chords in 1st inversion

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

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

·        Identify concords and discords in intervals    played

·        Listening

·        Discussion

·        Piano Teacher’s repertoire  
  4&5 PRACTICALS Technical exercises By the end of the lesson, the learner should be able to:

·        Sing technical exercises as required for KCSE

·        Singing

·        Playing recorder

·        Syllabus MOEST syllabus  
4 1&2 THEORY Harmony 1st inversion By the end of the lesson, the learner should be able to:

·        Use chords in 1st inversion Ib, iib, IVb, Vb and viib

·        Identify 1st inversions

·        Add ATB to melodies given

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 AURALS Melodies in a major key By the end of the lesson, the learner should be able to:

·        Listen to melodies played and write them

·        Listening

·        Writing

·        Discussion

·        Cassette Teacher’s repertoire  
  4&5 HISTORY: Western Prescribed composers By the end of the lesson, the learner should be able to:

·        Write notes on KCSE prescribed composers

·        Discussion

·        Note making

·        Text book Music an appreciation  
5 1&2 THEORY Transposition:  C clef By the end of the lesson, the learner should be able to:

·        Transpose melodies from one clef to another

·        Note making

·        Discussion

·        Text book Foundation music book4

KIE book 4

 
  3 PRACTICALS Sight singing By the end of the lesson, the learner should be able to:

·        Sight sing given melodies   in correct pitches

·        Singing

·        Playing recorder

·        Sight singing pieces Teacher’s repertoire  
  4&5 AURALS Rhythm;  Simple and compound  time By the end of the lesson, the learner should be able to:

·        Write on monotone the rhythm of melodies    played

·        Listening

·        Discussion

·        Cassette

·        Piano

Teacher’s repertoire  
6 1&2 THEORY Melody writing By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody   with at least one modulation

·        Writing melodies

·        Discussion

·        Text book Foundation music book4  
  3 PRACTICALS Set pieces By the end of the lesson, the learner should be able to:

·        Sing or play KCSE set   pieces

·        Singing

·        Playing recorder

·        Recorders

·        Piano

KCSE set pieces  
  4&5 HISTORY: African Prescribed  work By the end of the lesson, the learner should be able to:

·        Analyze prescribed African music

·        Answer questions orally

·        Listening

·        Discussion

·        Note making

·        Prescribed   work cassette Prescribed work  
7 1&2 THEORY Harmony: 2nd inversion By the end of the lesson, the learner should be able to:

·        Harmonize melodies with 2nd inversion

·        Discussion

·        Note making

·        Text book Foundation music book4  
  3 HISTORY: African Traditional dances By the end of the lesson, the learner should be able to:

·        Describe dances from various ethnic groups

·        Identify various ethnic groups dances

·        Discussion

·        Note making

·        Text book Folk music    of Kenya  
  4&5 PRACTICALS Rhythm By the end of the lesson, the learner should be able to:

·        Clap various rhythm

·        Reproduce rhythms on dictation

·        Clapping rhythms

·        Discussion

·        Music scores Teacher’s repertoire  
8 1&2 THEORY Melody   writing By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody   with modulation

·        Writing melodies ·        Text book Foundation music book4  
  3 AURALS Intervals By the end of the lesson, the learner should be able to:

·        Recognize and write intervals played

·        Listening

·        Discussion

·        Cassette

·        Piano

Teacher’s repertoire  
  4&5 HISTORY Prescribed Western    music  (Gloria by Antonio  Vivaldi) By the end of the lesson, the learner should be able to:

·        Listen and analyze the music critically

·        Listening

·        Discussion

·        Note making

·        Prescribed  music Prescribed work  
9 1&2 THEORY General music knowledge By the end of the lesson, the learner should be able to:

·        Answer questions on general music knowledge

·        Discussion

·        Note making

·        Student’s notes

·        Text books

Foundation music books 1-4  
  3 HISTORY: African Traditional dances By the end of the lesson, the learner should be able to:

·        Describe dances from various ethnic groups

·        Identify various ethnic groups dances

·        Discussion

·        Note making

·        Text book Folk music    of Kenya  
  4&5 AURALS Melody By the end of the lesson, the learner should be able to:

·        Write melodies played

·        Listening

·        Discussion

·        Cassette Teacher’s repertoire  
10 1&2 THEORY Rhythm By the end of the lesson, the learner should be able to:

·        Add bar lines to rhythms according to the time

·        Discussion

·        Note making

·        Text book Foundation music book4  
  3 PRACTICALS Folk song By the end of the lesson, the learner should be able to:

·        Sing  a folk song  from an African community

·        Singing ·        Teacher’s collection Teacher’s repertoire  
  4&5 AURALS Cadences By the end of the lesson, the learner should be able to:

·        Recognize cadences   played

·        Listening

·        Discussion

·        Cassette Teacher’s  repertoire  
11 1&2 THEORY Melody   writing By the end of the lesson, the learner should be able to:

·        Write 16 bar melodies   with at least one modulation and sequence

·        Writing melodies

·        Discussion

·        Text book Foundation music book4  
  3 AURALS Intervals By the end of the lesson, the learner should be able to:

·        Recognize intervals played

·        Listening

·        Answering questions

·        Piano

·        Cassette

Teacher’s repertoire  
  4&5 HISTORY: Western Prescribed composers By the end of the lesson, the learner should be able to:

·        Write notes on prescribed composers

·        Reading

·        Discussion

·        Text book Music an appreciation  
12 1&2 THEORY Four-part harmony By the end of the lesson, the learner should be able to:

·        Harmonize simple   melodies using I, IV and V chords

·        Written exercise

·        Discussion

·        Text books KIE book 4

Foundation music book4

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

·        Describe the kind of modulation in a given melody

·        Listening ·        Cassette Teacher’s repertoire  
  4&5 HISTORY: African Prescribed works By the end of the lesson, the learner should be able to:

·        Listen and answer questions orally

·        Analyze prescribed African music

·        Listening

·        Discussion

·        Explanation

·        Cassette Syllabus  
13 1&2 THEORY Harmony: 2nd inversion By the end of the lesson, the learner should be able to:

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

·        Use 2nd inversion in harmony

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 PRACTICALS Folk songs By the end of the lesson, the learner should be able to:

·        Perform  songs from different communities

·        Singing ·        Teacher’s collection Students’ folksongs  
  4&5 HISTORY: Western Prescribed Composers By the end of the lesson, the learner should be able to:

·        Explain the history of the prescribed composers,  their works and their contribution to music

·        Discussion

·        Note taking

·        Text book Music an appreciation  
14-16 END OF TERM ONE EXAMINATIONS

 

 

 

 

 

 

MUSIC  FORM 4 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES ACTIVITIES RESOURCES REFERENCE REMARKS
1 1-5 REPORTING TO SCHOOL AND CAT 1 EXAMS  
2 1&2 THEORY General  music knowledge By the end of the lesson, the learner should be able to:

·        Answer questions on general music knowledge

·        Discussion

·        Note making

·        Text books

·        Students’ notes

KIE book 4 Foundation music books 1-4  
  3 HISTORY: African Prescribed African music By the end of the lesson, the learner should be able to:

·        Analyze the work given

·        Listening ·        Cassette Cassette  
  4&5 PRACTICALS Sight singing

Technical exercises

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

·        Sight sing/play different melodies

·        Sing/play technical exercises

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
3 1&2 THEORY Ornaments; Acciacatura, mordent By the end of the lesson, the learner should be able to:

·        Write and identify various ornaments

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 AURALS Rhythm on monotone By the end of the lesson, the learner should be able to:

·        Write rhythm of given melody inserting bar lines and   time signature

·        Listening

·        Clapping rhythms

·        Writing

·        Drum

·        Text books

·        Cassette

KIE book 4 Foundation music book4  
  4&5 HISTORY: Western Prescribed composers By the end of the lesson, the learner should be able to:

·        Discuss and analyze prescribed composers

·        Discussion

·        Note making

·        Text book

·        Teacher’s material

Music an appreciation  
4 1&2 THEORY Modulation; relative minor By the end of the lesson, the learner should be able to:

·        Write 16 bar melody with modulation to the relative minor

·        Writing melodies

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 HISTORY: African Prescribed African work By the end of the lesson, the learner should be able to:

·        Analyze  the  work given

·        Listening ·        Cassette Cassette  
  4&5 AURALS Modulation By the end of the lesson, the learner should be able to:

·        Identify the modulation in a piece of music played

·        Listening ·        Cassette Teacher’s repertoire  
5 1&2 THEORY Translation By the end of the lesson, the learner should be able to:

·        Translate a melody from staff to sol-fa notation

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 PRACTICALS Set pieces By the end of the lesson, the learner should be able to:

·        Perform the set piece for KCSE

·        Singing

·        Playing recorders

·        Recorder

·        Piano

Set pieces  
  4&5 HISTORY: Western Prescribed Western piece By the end of the lesson, the learner should be able to:

·        Analyze the piece of music given

·        Listening

·        Discussion

·        Note making

·        Prescribed  music Prescribed work  
6 1&2 THEORY Harmony, 2nd inversion By the end of the lesson, the learner should be able to:

·        Harmonize  a melody using 2nd inversion of chords

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

 
  3 HISTORY: African Instruments By the end of the lesson, the learner should be able to:

·        Classify various  instruments into their correct category

·        Discussion

·        Explanation

·        Taking notes

·        Text books Music of Africa

Folk music    of Kenya

 
  4&5 PRACTICALS Folk song By the end of the lesson, the learner should be able to:

·        Perform folk songs from various ethnic groups

·        Singing ·        Teacher’s collection Students’ folksongs  
7 1&2 THEORY Transposition By the end of the lesson, the learner should be able to:

·        Transpose  a given melody   a perfect 5th up or down

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

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

·        Identify various intervals that are played and describe them fully

·        Listening

·        Singing

·        Description

·        Cassette

·        Piano

Teacher’s repertoire

Foundation music book4B

 
  4&5 HISTORY: Western Prescribed  work By the end of the lesson, the learner should be able to:

·        Analyze prescribed KCSE work

·        Listening

·        Discussion

·        Note making

·        Prescribed  music Prescribed work  
8 1&2 THEORY Melody   writing By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody with a modulation, a sequence and a repeat

·        Discussion

·        Writing melodies

·        Text book KIE book 4

Foundation music book4B

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

·        Discuss various dances  from different ethnic groups

·        Discussion

·        Note making

·        Text book Folk music    of Kenya  
  4&5 AURALS Modulation By the end of the lesson, the learner should be able to:

·        Identify the type of modulation used in a   music passage

·        Listening ·        Cassette Teacher’s repertoire  
9 1&2 PRACTICALS Set pieces By the end of the lesson, the learner should be able to:

·        Sing/play the KCSE set pieces, observing all dynamics

·        Singing

·        Playing recorders

·        Recorder

·        Piano

Set pieces  
  3 PRACTICALS Technical exercises By the end of the lesson, the learner should be able to:

·        Sing/play the technical exercises appropriately

·        Singing

·        Vocal exercises

·        Recorders MOEST syllabus  
  4&5 HISTORY Folk songs and dances By the end of the lesson, the learner should be able to:

·        Tell the difference    between folksong and folk dance

·        Perform folksongs and folk dances

·        Discussion

·        Singing

·        Text book Folk music    of Kenya  
10 1&2 THEORY Modulation By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody   with a modulation to the dominant

·        Writing melodies

·        Discussion

·        Note making

·        Text book KIE book 4

Foundation music book4

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

·        Write on monotone the rhythm played inserting  bar lines and time  signature

·        Listening

·        Clapping rhythms

·        Writing

·        Drum

·        Text books

·        Cassette

·        Piano

KIE book 3

Foundation music book3

 
  4&5 PRACTICALS Sight singing By the end of the lesson, the learner should be able to:

·        Sight sing/play a given melody

·        Singing

·        Vocal exercises

·        Sight singing pieces

·        Recorders

Teacher’s repertoire  
11 1&2 THEORY Melody   writing By the end of the lesson, the learner should be able to:

·        Write a 16 bar melody with a modulation, a sequence and a repeat

·        Discussion

·        Writing melodies

·        Text book KIE book 4

Foundation music book4

 
  3 HISTORY: African Prescribed African work By the end of the lesson, the learner should be able to:

·        Analyze  the  work given

·        Listening ·        Cassette Cassette  
  4&5 HISTORY: Western Prescribed composers By the end of the lesson, the learner should be able to:

·        Discuss and analyze prescribed composers

·        Discussion

·        Note making

·        Text book

·        Teacher’s material

Music an appreciation  
12 1&2 THEORY Transposition: By the end of the lesson, the learner should be able to:

·        Transpose melodies from one clef to another

·        Note making

·        Discussion

·        Text book Foundation music book4

KIE book 4

 
  3 PRACTICALS Technical exercises By the end of the lesson, the learner should be able to:

·        Sing/play the technical exercises appropriately

·        Singing

·        Vocal exercises

·        Recorders MOEST syllabus  
  4&5 AURALS Melody By the end of the lesson, the learner should be able to:

·        Write melodies played

·        Listening

·        Discussion

·        Cassette Teacher’s repertoire  
13-15 MOCK EXAMS  

 

ESTABLISHMENT OF COLONIAL RULE IN KENYA HISTORY TOPICAL REVISION

ESTABLISHMENT OF COLONIAL RULE IN KENYA

  1. 10. Identify one reason that made Nabongo Mumia to collaborate with the British. (1 mark)
  • To consolidate his position & that of his kingdom
  • To secure military support against his enemies e.g. The Luo of Uganya.
  • To obtain material benefits from the British
  • To secure military support to expand his kingdom.
  • To gain prestige and fame by associating with the British.

(Any 1 x 1 =1 mark)

  1. 11. State two problems that the imperial British East African company faced in administering

       Kenya.

  • Lack of funds
  • Rivalry from the German company over control of the region
  • Hostility and attacks by the local people
  • Lack of personnel to administer the colony.
  • Lack of coordination between the Headquarters and company representatives in Kenya.
  • Lack of good means of transport and communication to facilitate the coordination of their activities
  • Lack of experienced administrators.
  • Tropical diseases unfavourable climate.                                  (Any 2 x 1 = 2 marks)

 

12.Give the main reason why the British were able to conquer Kenyan communities during the 

     19th century.

  • Military superiority of the British (1 x 1 =1 mark)

 

  1. 13. Give two reasons why the Africans were opposed to British colonial rule.
  • Loss of independence
  • Land alienation
  • Imposition of taxes
  • Disruption of African culture
  • Disruption of coastal trade by the British
  • Introduction of the kipande system
  • Racial segretarion
  • Lack of African representation in the Leg-co
  • Low wages
  • Brutal treatment

( Any 2 x 1 = 2 marks)

 

  1. 14. Give one reason why Africans were denied equal educational opportunities with other races during the colonial period.
  • Europeans wanted to maintain semi-skilled labour for the colony.
  • Fear of competition from educated Africans

(Any 1 x 1 =1 mark)

 

  1. State two terms of the Anglo-German agreement of 1880.
  • 1km coastal strip was awarded to the sultan of Zanzibar (10 miles)
  • The islands of pembe, pate, Zanzibar and Lamu and River Ruvuma were given to the Germans.
  • Witu and territory between River Umba and Ruvuma were given to the Germans.
  • The territory between river Umba and Jumba were given to the British.

(Any 2 x 1 = 2 marks)

ANS 10,11,12,13,14,15. DIST 1.

 

5.State two limitations of the Anglo-German agreement of 1886    (2mks)

  • It left the western boundary (Uganda) undefined
  • It created pockets of German territories in British E. Africa. 2 points x 1mk = 2mks

ANS 5 DIST 2

 

  1. Two factors that contributed to the Portuguese success in their conquest of Kenyan coast
  • They had superior weapons/arms
  • They had well trained soldiers
  • The rivalry/disunity among the coastal towns
  • Ruthless attacks by the Portuguese
  • Reinforcements of the Portuguese from Goa
  • Weaknesses of the Turkish/Persia navies in the Indian ocean

Any 2 x 1 = 2mks

  1. Two African communities which portrayed mixed reactions to the establishment of

colonial rule in Kenya

  • Agikuyu
  • Akamba
  • The luo

2 x 1 = 2mks

  1. Main reasons why the British were able to congure Kenya during the 19th century

– Military superiority of the British

1 x 1 = 1mk

  1. (a) Five reasons why some African communities resisted the establishment of British rule in

Kenya

  • They were against the alienation of their land
  • They were opposed to the payment of taxes e.g. hut tax and poll tax
  • They were opposed to the Kipande system
  • They were opposed to lack of political representation
  • They were opposed to forced labour on European farms
  • They were opposed to the government policy of destocking
  • Imposition of unpopular leaders by the British
  • Racial discrimination
  • Some of the communities were encouraged by their religious leaders to resist
  • They wanted to protect their independence against foreign invadene
  • Those communities which were militarily superior to their neighbors believed that no other race/community could defeat them and thus resisted

Any 5 x 1 = 5mks

(b) The results of the Agiriama resistance to the establishment of British colonial rule in Kenya

  • The Agiriama lost their independence as they become part to the British protectorate
  • The leaders of the resistance i.e. Mekatilili wa Menza and Wanje were arrested and deported to Kisii
  • They lost a lot of property like cattle and foodstuffs which were either destroyed or confiscated by British soldiers
  • They lost their land which the British used for white settlement
  • There was loss of life due to the use of explosives/gun fire
  • They were disrupted from their trading activities as they fought against the British.
  • They were prohibited from brewing traditional liquid which had been an important social/ a source of livelihood
  • The Kayas were destroyed by British forces thereby forcing the Agiriama to sue for peace.

Any 5 x 2 = 10mks

ANS 6,7,8,20 DIST 3

 

6.Two special interest groups that participated in the scramble of Kenya

  • Missionaries
  • Traders / imperialists
  • Explorers                                     1 x 2 = 2 Marks

 

7.Two ways in which colonial land policies promoted settler farming / agriculture

  • Land was acquired for farming
  • Africans were available labour
  • Settlers were issued with title deeds which ensured their land ownership             1 x 2 = 2 Marks

8.Two argument advanced by the colonial government to deny Africans academic education

  • Africans would be aware of their rights
  • Africans were assumed not to have the mental capacity to pursue academic education 1 x 2 = 2 Marks

ANS 6,7,8 DIST 4

 

  1. Identify one method of colonial administration applied by the British in Kenya (2mks)

–           Direct in Kenya

–           Indirect rule

ANS 6 DIST 6

 

  1. Give two reasons why Nabongo Mumia collaborated with the British             ( 2 mks)
  2. i) He wanted  British protection in order to securely be accepted as king of the Wanga

to be paramount chief.

  1. ii) He wanted their assistance against his hostile neighbors e.g the Luo of Ugenya.

iii)       He needed their support to expand his territory.

  1. iv) He needed European goods for prestige and fame.                           (Any 2 x 1 = 2 mks)
  2. a) What were the activities of imperial British East Africa ( IBEA CO) between

1888 and 1895.                                                                                              ( 5 mks)

  1. i) It traded with the local communities promoted legitimate trade.
  2. ii) It established administrative posts / maintained  law and order / levying and collecting

taxes.

iii)       It discouraged slave trading.

  1. iv) It provided information about the interior of  East Africa.
  2. v) It built the Uganda
  3. vi) It secured the British sphere of influence / promoted the spread of western civilization.

vii)      It secured the British sphere of western civilization.

viii)     If suppressed African resistance against the British .

  1. ix) It pioneered the construction of roads / improved infrastructure.

ANS 8,18 DIST 7

 

  1. Identify two communities which offered mixed reaction to the British during the scramble and partition of     Kenya.                               (2mks)

-Akamba

-Agikuyu

-Luo

  1. a) State five reasons why the British used indirect rule in the administration of colonial Kenya

-Inadequate means of transport and communication

-Lack of sufficient personnel to effectively run the colony

-Lack of enough financial resources to be used in the administration of the colony

-The British used the local rulers under indirect role so as to effectively recruit labour and collect taxes         as a source of revenue

-The British personnel were not willing to move into the interior to administer

-Lack of adequate resources in the colony worth direct rule for effective exploitation (5×1=5mks)

  1. b) Factors which promoted the growth of African nationalism in Kenya between 1945 and 1963

-Experience gained by ex-servicemen enabled them to spear head the struggle for             independence

-Acquisition of independence by India and Pakistan (1947) and Ghana (1957) inspired           African            nationalist

-The role of trade unions

-The Mau-Mau activities

-Formation of UNO (1945) which advocated for granting of independence

-Formation of political parties e.g. KANU helped to mobilize Kenyans against colonial           rule

-The labour party in Britain was in favoured of decolonization. (5×2=10mks) well – explained

22.a) Explain the results of Wanga collaboration with the British

-It led to colonization of western Kenya

-Some of Wanga people were appointed into administration

-Mumia of Wanga was made a paramount chief

-The British used the kingdom as a base in the administration of western Kenya.

-Mumia lost his independence to the British

-Wanga was assisted by the British to subdue their enemies

-British helped him to expand his kingdom                                      (7×1=7mks)

  1. b) How did the Agiriama resist the British during the colonial period?

-They objected to conscription into KAR in 1914

-They barred young men from providing labour

-They caused some to migrate to marginal areas (Taru desert) in order to escape tax payment

-They disobey the British administrators

-They denounced all appointed puppet rulers in support of the council of elders.

-They attacked European missionaries and administrators

-They attacked villages of converts and loyal chiefs and headmen

-They disrupted economic activities                                       Any (4×2 =8mks)

ANS 7,21,22 DIST 8

 

  1. State two terms of Anglo –Germany Agreement of 1886                                                 (2mks)
  2. i) The sultan of Zanzibar was given a ten -, mile coastal strip which included Islands of

Pate, Merca and Lamu.

  1. ii) Wiu and the territory between River Umba and Ruvuma came under German sphere of influence  .

iii)       The British were to take the land between river Umba and Juba in the North.

  1. iv) Western boundary  g Uganda was left open for any interested power.      2 x 1 = 2mks
  2. Identify two responsibilities granted to the Imperial British East Africa Company by the

            Royal Charter of 1888                                                                                                          (2mks)

  1. i) To establish political authority in British East Africa and maintain law and order

and security in the area .

  1. To develop and regulate trade by facilitating the movement of goods  and  people between the coast and the interior.
  • To collect taxes / institute custom duty in the area.
  1. To develop and civilize the indigenous people under the close monitoring of the Imperial Consul based in Zanzibar.                         2×1 = 2mks
  2. State two problems which faced Africans in reserves during the colonial period. (2mks)
  3. Disruption of economic activities such grazing, farming.
  4. Poverty/insecurity.
  • Congestion / Overcrowding / Outbreak of diseases/Overgrazing /soil erosion.
  1. Restriction in movements
  2. Men abandoned their families in search of employment. 2×1 = 2mks

20a)     Identify three factors which facilitated the establishment of British rule in Kenya

            during the nineteenth century                                                                                              (3mks)

 

  1. Missionaries pacified Africans to accept colonial rule.
  2. Presence of the trading company(IBEACO)
  • The British had superior weapons for conquest.
  1. Collaboration of African communities with the British.
  2. The British got financial assistance from London.
  3. Construction of the Kenya- Uganda railway which speeded up the movement of troops to the interior.
  • Signing up of treaties with Africans and the British.
  • The British used divide and rule strategy
  1. The Africans had been weakened by Natural calamities e.g. famine /drought/locusts.
  2. Disunity among the Africans Any 3×1 =3mks

 

  1. b) Explain six reasons for the Maasai collaboration with the British.             (12mks)
  2. i)       They had been weakened by human and the cattle diseases.
  3. ii) Natural calamities such as drought, locust invasion.
  • Severe famine which made them look for food from the British.
  1. The Nandi raided Maasai reduced their economic and military power.
  2. Succession disputes between Lenana and Sendayo.
  3. The Kedong massacre made the Maasai to fear fighting back as about 100 Maasai were killed.
  • Lenana wanted to protect his position as a chief.
  • The maasai wanted back their women & children from Kikuyu who they kept custody after the 1891 famine
  1. The Maasai wer engaged in civil wars 6×2  = 12mks.

 

ANS 8,9,10,20 DIST 9

 

  1. Give one term of the Anglo-German agreement of 1890 (1mk)
  2. German officials recognized Uganda as a British sphere of influence
  3. Germany abandoned her claim over the Witu enclave in exchange for Heligoland with the British
  4. The Sultan of Zanzibar retained the 16 km Coastal strip Any 1×1 = 1mark
  1. a) Give three reasons why the British used direct rule in administering most parts of Kenya                                                                                                   (3mks)
  1. To ensure effective control over the Africans
  2. Britian desired to control the economy of Kenya to maximize profits
  3. The indigenous institutions / political institutions based on local chiefs had been destroyed during the British occupation of Kenya
  4. Most Kenyan communities had resisted British occupation of Kenya hence the British feared results
  5. Direct rule was one of the most effective ways of exercising the Berlin Conference stipulations                                            Any 3×1 = 3marks
  6. b) Why did the Imperial British East Africa Company rule come to an end in 1895?      (12mks)
  7. Lack of funds to undertake its tasks
  8. Rivalry from the German company for the control of the region
  9. Hostility and attacks by the local people
  10. Lack of enough personnel to administer the colony / lack of experienced administrators
  11. Lack of proper co-ordination between the headquarters and the company representatives in Kenya
  12. Lack of good means of transport to facilitate the co-ordination of their activities
  13. Tropical diseases and unfavorable climate

ANS 8,19 DIST 10

 

 

 

  1. – Resistance from the local communities.             (1×1=1mk)

ANS 5 DIST 12

 

10.State problems which the imperial British East Africa had in administering the Kenya protectorate.

  1. i) Corruption of official of the company led to misappropriation of funds
  2. ii) Lack of knowledge or experience needed to accomplish their duties

Lack of navigable rivers making transport slow and expensive.

iii) The company agencies encountered resistance from the African communities                              while carrying out their activities

  1. iv) The region though vast, lacked strategic natural resources for exploit
  2. v) There were no proper channels of communication between the head office in                       vi) Europe and offices in colony.                                              Any 2×1=2mks
  3. v) Inadequate personnel to administer the vast area one.

11.Name two Kenyan communities who offered mixed reaction to British colonization.

  1. i) The Agikuyu
  2. ii) The Luo

iii) The Akamba                                                                           Any 2×1=2mks

 

18.(a) Three reasons why the Wanga collaborated with the British

  1. i) Need for protection against their neighbours like Nandi, Bukusu and Luo of
  2. ii) Need to protect their independence and position f the king

iii)Need for European goods such as guns

  1. iv) Nabongo wanted to use the British to expand his territory
  2. v) Nabongo saw no need to resist having seen how the British dealt with resisting
  3. vi) Nabongo wanted his people to acquire western education and Christianity.                                                                            Any 3 one mark (3×1=3mks)

ANS 10,11,18 DIST13

 

 

5.Mention one method used to occupy Kenya by the British during the colonial period.                                                                                                                                                 (1mk)

  • Signing of treaties
  • Collaboration
  • Military expedition
  • Operational bases

1 x 1 = 1 mark

6.Give one term of the second Anglo-German Treaty (Heligoland Treaty) of 1890.               (1mk)

  • Uganda was recognized as an area within the British sphere of interest.
  • Germany abandoned her claim over Witu in exchange of the island of Heligoland.
  • The British laid claim over Kenya and the sultan’s dominions.
  • Germany acquired a strip on Lake Tanganyika and also bought the coastal strip from the sultan of Zanzibar.
  • The Heligoland completed the process of scramble and partition of East Africa.

1 x 1 = 1 mark

7.What was the duty of the colonial secretary during the colonial period?                         (1mk)

 

  • He was the overall co-ordinator of the colonial policies. He was based in London.

1 x 1 = 1 mark

8.Give one reason why the British used indirect rule in Kenya.                                        (1mk)

 

  • Inadequate personnel
  • Insufficient funds
  • Fear of resistance by African communities

1 x 1 = 1 mark

 

ANS 5,6,7,8 DIST 14

 

3.Main methods of used by the British in the occupation of Kenya. (2 mks

  • military conquest
  • signing of treaties

2 x1 = 2mk

18.(a) Why did  Nabongo Mumia of Wanga collaborate with the British (5 mks)

  • Wanted to consolidate his position and that of his kingdom.
  • Wanted to secure military support against his enemies e.g. the Luo and Abagusii.
  • Wanted to obtain material benefit from the British.
  • Wanted to acquire military support to expand his kingdom.
  • Wanted to gain fame and prestige by associating with the British.

(5 x 1 = 5 mks)

 

  • What were the consequences of Maasai collaboration with the British? (10mks)
  • Maasai were accorded favours. favoured status. They were rewarded with cattle acquired from uncooperative communities.
  • The maasai were used to pacify the resisting communities e.g. the Nandis, the luo and the Bukusu.
  • Lenana was recognized as the paramount chief of the Maasai.
  • The maasai lost their land.
  • They lost their independence. (2 x 5 = 10mks)

ANS 3,18 DIST 15

 

  1. The maasai were shifted from laikipia and pushed to southern Ngong reserve. 1×1 = 1mk

 

  1. To cater for European interests such as roads, electrification and schools in different areas of the colony.                        1×1 = 1mk
  2. (a) Reasons why Nabongo mumia of the wanga collaborated with the British during the colonial period
  • To boast his personal image/prestige
  • To be made paramount chief
  • To get protection against the luo, nandi etc
  • To get modern fire arms.
  • To achieve territorial expansion.
  • Had realized his weakness as compared to the British.
  • Western civilization. (1 x 7 = 7

(b) How wanga collaboration benefited them.

  • Mumia was made paramount chief over other communities
  • Wanga served as missionaries
  • An administrative centres was built in w
  • The wanga people benefited from trade since wanga became a trade terminus.
  • The wanga acquired firearms
  • The wanga people and other abaluya developed enemity.
  • They were employed as social agents in wastern kenya.
  • His Head quarter became an administrative centre.
  • They benefited from western education. (8 x 1 = 8mks)

 

ANS 10,11,20 DIST 16

 

  1. – To spread Christianity

– To abolish slave trade

– To settle surplus population from Europe

– Social Darwinism (To civilize Africans)

– Missionaries appealed for protection.                                                                     (2 x 1=2mks)

  1. – 1920 (1 x 1=1mk)
  2. – Luhya (1 x 1=1mk)

ANS 6,7,8 DIST 17

 

  1. To administer territories (colonies) on behalf of the British (1 x 1 = 1mk)
  2. i) Fort Hall (Muranga)
  3. ii) Fort Smith (Kabete)
  • Mumias
  1. Fort Ternan(2×1=2mks)

ANS 5,8 DIST 18

 

8.Give two reasons why the colonial government denied Africans in Kenya equal educational opportunities with other races.

  1. Europeans did not want competition for job from educated Africans.
  2. The colonial government wanted to produce a semi skilled labour force from Africans for the colony.
  • Higher education enlightened Africans about European oppression.
  1. Racial discrimination against Africa was extended to education.

        2 x 1 = 2 marks)

 

9.Identify the main factor which made all forms of resistance to Europeans invasion in Kenya fail.

  1. The British had superior weapons.

1 x 1 = 1marks

19.a)      List three communities in Kenya that resisted British invasion.

  1. Nandi
  2. Pokot
  3. Bukusu
  4. Turkana
  5. Gusii
  6. Luo
  7. Taita
  8. Somali

(3 x 1 = 3mrks)

 

  1. b) Explain the reasons why Kenyan communities were defeated by the British during the establishment of colonial rule.
  • The communities were not united hence they were easily defeated.
  • They had inferior weapons as compared to the superior British weapons.
  • The soldiers had little knowledge about the British militia techniques.
  • Their population had been weakened by catastrophes such as famine and  civil strikes.
  • Their leaders lacked adequate organizational skills to mobilize the people.
  • Some African communities collaborated.
  • Some African communities collaborated.
  • The soldiers were demoralized when many warriors were captured and killed.
  • The economic base of the communities was destroyed by the British making them weak

(6pts x 2 = 12mrks)

 

ANS 8,9,19 DIST 19

8          State two accomplishment of the IBEAC rule in colonial Kenya. (2mks)

            –Pacified resisting communities e.g. Nandi, Massai and Akamba

– Laid the basis for colonial administration by establishing forts e.g. at

Kibwezi, Machakos, smith and Dagoretti

 

 

9          Give two communities in Kenya that had mixed reaction to colonial occupation (2mks)

            – Akamba

– Agikuyu

– Luo

 

10        Identify two problems faced by the local Government during the colonial period (2mks)

            – Shortage of trained and experience personnel

-Poor transport and communication

– Lack of mineral resources leading to inadequate of funds

-Rivalry between the settlers and the local people

– European officials e.g DC’s had a lot of powers in the councils

 

17        (a)  Explain five reasons why Lenana collaborated with the British during

 the colonial period (5mks)

  • Natural calamities e.g. outbreaks of small pox, rinderpest and pneumonia affected both people and livestock
  • They feared the power of the guns used by the whites in the Kedong Massacre
  • The rise of the Nandi as a political power weakened the Maasai because they kept raiding them
  • Civil war between the two Maasai subgroups i.e the Purko led by Laibon Mbatian and the Kwavi led by Supet
  • Succession disputed between Lenana and Sendeyo after Mbatian’s death
  • Severe famine due to natural calamities made Lenana seek assistance in terms of food from the British forts and Kikuyu land.
  • Maasai wanted assistance from the British to get back their women and children who had been left in the custody of the Agikuyu during the 1891 famine

(1 x 5 )

(b)   What were the consequences of the Wanga collaboration with the British in  Kenya during the colonial period (10 mks)

(i)        British rule was established over western Kenya

(ii)       Mumias (Elureko) became an administrative centre for the British]

(iii)      Nabongo was declared a paramount chief

  • Wanga chiefs relatives (sons) were used to rule various parts of Western

Kenya e.g. Idakho, Maragoli

  • Nabongo Mumia was consulted by the British in the appointment of headmen and chiefs in western Kenya
  • Wanga Kingdom gained more territories e.g. samia, Busoga, Bunyala
  • Wanga lost her independence
  • Wanga gained material benefits through trade, western education and religion.

ANS 8,9,10 DIST 20.

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FORM 4 BIOLOGY SCHEMES OF WORK TERM 1-3

SCHEMES  OF  WORK                             BIOLOGY  FORM  FOUR                           TERM ONE  YEAR  2021-2026

W

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

            /

RESOURCES

REF.

REMARKS

1 1 GENETICS

 

The concept of variation.

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

Define Genetics.

Define variation.

Exposition of new concepts.

Probing questions on some variations in human beings.

Observe some variations in human beings such as tongue rolling, finger prints, students’ heights, etc.

Discussion on the concept of variation.

 

 

 

Ink pad, hand lenses, white paper.

 

KLB BK IV.

PP 1-2.

 
2-3 Discontinuous variation. Define discontinuous variation. Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.

Discussion on the concept of discontinuous variation.

 

 

  KLB BK IV.

P 3.

 
4,5 Continuous variation.

 

 

 

 

 

Define continuous variation.

Give examples of characteristics that show continuous variation.

 

 

 

 

 

Class activity ; students measure and record their heights;

Plotting of frequency-height graph;

Analyzing the graph;

Discussion with probing questions.

 

Metre rules/ tape measure,

Graph papers

 

KLB BK IV.

PP 3-4

 

 
2 1-2 Causes of variation. Discuss causes of variation. Exposition of new concepts.

Discussion with probing questions.

 

 

  KLB BK IV.

P 4

 
2 3-4 The chromosome. Describe the structure of chromosomes. Exposition of new concepts.

Probing questions.

Discussion.

 

  KLB BK IV. PP 4-5.  
5 Chromosomal behaviour during mitosis. Describe chromosomal behaviour during mitosis. Exposition;

Teacher demonstrations;

Drawing diagrams;

Detailed discussion.

 

Scissors,

Manilla papers, thread, cellotape.

KLB BK IV. PP 5-6  
3 1-2 Chromosomal behaviour during meiosis. Describe chromosomal behaviour during meiosis. Exposition;

Teacher demonstrations;

Drawing diagrams;

Detailed discussion.

 

Scissors,

Manilla papers, threads, cellotape.

KLB BK IV. PP 6-7  
3-4 Genes and DNA. Describe the structure of genes and DNA.

Identify the role of DNA.

Expository approach. Chart- the double helix DNA. KLB BK IV. PP 7-8  
5 DNA replication. Describe DNA replication.

Explain the role of DNA in protein synthesis.

Exposition;

Drawing mRNA strands.

  KLB BK IV. PP 9-10  
4 1 First law of heredity. Describe Mendel’s experiments.

State Mendel’s first law.

Exposition with explanations.   KLB BK IV. PP 11-12  
2-3 Monohybrid inheritance. Define monohybrid inheritance.

Differentiate between genotype and phenotype.

Draw diagrams to show genetic crosses.

Q/A to review Mendel’s first law.

Drawing diagrams to show genetic crosses.

Discussion with probing questions.

 

  KLB BK IV. PP 12-14  
4-5 Genetic crosses using a punnet square. Show fusion of gametes  using a punnet square. Completing a punnet square;

Brief discussion.

  KLB BK IV. PP 14-15  
5 1-2 Ratios of phenotypes and genotypes. Explain the concept of probability in inheritance of characteristics. Q/A  to review phenotypes and genotypes.

Simple experiments on probability.

Discussion.

 

Beans of  two different colours, beakers. KLB BK IV. PP 15-17  
3-4 Incomplete dominance. Cite examples of incomplete dominance.

Illustrate incomplete dominance with diagrams.

Exposition;

Discussion;

Drawing diagrams.

  KLB BK IV. PP 19-20.  
5 Inheritance of ABO blood groups. Identify the four blood groups and their genotypes.

Illustrate inheritance of blood groups with diagrams.

 

Exposition;

Discussion;

Drawing diagrams;

Supervised practice on inheritance of blood groups.

  KLB BK IV. PP 20-21  
6 1 Inheritance of ABO blood groups. Illustrate inheritance of blood groups with diagrams.

 

Exposition;

Discussion;

Drawing diagrams;

Supervised practice on inheritance of blood groups.

  KLB BK IV. PP 20-21  
2 Inheritance of Rhesus factor. Describe inheritance of Rhesus factor. Exposition;

Discussion.

 

  KLB BK IV. PP 21-22  
3-4 Determining unknown genotypes. Determine unknown genotypes using test crosses and selfing crosses. Exposition;

Probing questions;

Drawing illustrative diagrams;

Discussion.

 

  KLB BK IV. PP 22-23  
5 Sex determination in man. Describe sex determination in man. Exposition;

Drawing illustrative diagrams;

Discussion.

 

  KLB BK IV. PP 23-24  
7 1-2 Sex-linked genes and traits. Identify sex-linked traits in man.

Illustrate inheritance of sex-linked traits with diagrams.

 

Probing questions;

Drawing illustrative diagrams;

Discussion.

 

  KLB BK IV. PP 24-27  
3-4 Non-disjunction. Explain effects of non-disjunction as a chromosomal abnormality. Exposition of new concepts;

Discussion.

 

  KLB BK IV. PP 30-33  
5-1 TEST  & MID – TERM BREAK        
8
2-3 Gene mutation. Differentiate between chromosomal and gene mutation.

Identify types of gene mutation.

Q/A to review types of chromosomal mutation;

Using sequence models to show chromosomal mutations.

Discussion.

 

Models to show Chromosomal mutations. KLB BK IV. PP 33-35  
4-5 Disorders due to gene mutations. Explain some disorders due to gene mutations.

Illustrate genetic disorders with diagrams.

 

Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.

Drawing illustrative diagrams.

 

  KLB BK IV. PP 35-38  
9 1-2 Disorders due to gene mutations. Illustrate genetic disorders with diagrams.

 

Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.

Drawing illustrative diagrams.

 

  KLB BK IV. PP 35-38  
3-4 Applications of genetics. Identify areas of practical application of genetics. Probing questions;

Open discussion;

Topic review.

 

  KLB BK IV. PP 39-45  
5 EVOLUTION

 

Meaning of evolution.

Theories of origin of life.

 

 

Define evolution.

Explain the theories of life.

 

 

Brain storming;

Probing questions;

Q/A on creation theory;

Exposition of chemical theory.

 

  KLB BK IV. PP 49-51  
10 1-2 Evidence for organic evolution. Cite evidence for organic evolution. Brain storming;

Probing questions;

Exposition;

Discussion.

 

  KLB BK IV. PP 51-59  
3-4 Comparative anatomy and homologous structures. Define divergent evolution.

Give examples of homologous structures.

Examine forelimbs of vertebrates;

Discuss adaptations and use of the limbs.

Forelimbs of vertebrates. KLB BK IV. PP 59-63  
5 Comparative anatomy and homologous structures. (contd) Define divergent evolution.

Give examples of homologous structures.

Examine forelimbs of vertebrates;

Discuss adaptations and use of the limbs.

Forelimbs of vertebrates. KLB BK IV. PP 59-63  
11 1 Convergent evolution and analogous structures. Define convergent evolution.

Give examples of analogous structures.

Give examples of vestigial structures.

Examine wings of insects; wings of birds / bat.

Discuss observations.

 

Wings of insects, wings of birds / bat. KLB BK IV. PP 63-64  
2-3 Convergent evolution and analogous structures.(contd) Define convergent evolution.

Give examples of analogous structures.

Give examples of vestigial structures.

Examine wings of insects; wings of birds / bat.

Discuss observations.

 

Wings of insects, wings of birds / bat. KLB BK IV. PP 63-64  
4 Larmack’s theory of evolution. Explain Larmack’s theory of evolution. Expositions and explanations.

 

  KLB BK IV. P 67  
5 Darwin’s theory of natural selection. Explain Darwin’s theory of natural selection.

Cite examples of natural selection in action.

Expositions and explanations;

Probing questions;

Topic review.

 

  KLB BK IV. PP 67-72  
1213   END  OF  TERM  ONE EXAMS  

SCHEME  OF  WORK                             BIOLOGY  FORM  FOUR                           TERM TWO   YEAR  2020

W

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

            /

RESOURCES

REF.

REMARKS

1 1-2 RECEPTION, RESPONSE &

CO-ORDINATION

 

Meaning of stimulus, response and irritability.

 

Tactic responses.

 

 

 

 

Define of stimulus, response and irritability.

Explain the need for sensitivity and response.

Identify types of tactics responses.

 

 

 

 

 

Brain storming;

Exposition;

Group experiments-chemotaxis in termites;

Discussion.

 

 

 

 

 

Brad crumbs, termites, dry sand, moth balls.

 

 

 

 

KLB BK IV. PP 73-74

 
3-4 Tropism and types of tropism. Identify types of tropism.

State differences between tropisms and taxes.

Examine previous plant set –ups on response to light, gravity;

Probing questions and discussion.

Seedlings, klinostat, corked beaker. KLB BK IV. PP 74-78  
5 Nastic responses. Identify types of nastic responses Q/A and discussion.   KLB BK IV. PP 78-80  
2 1-3 Role of auxins in tropisms. Explain the role of auxins in tropisms. Examine previous plant set –ups on response to light, gravity; contact;

Probing questions and discussion.

  KLB BK IV. PP 80-83  

 

 

 

 

 

4-5 Response and

Co-ordination in animals.

 

The nervous system.

 

 

 

 

State components of the nervous system.

Describe the structure of  nerve cells.

 

 

 

 

Descriptive and expository approaches.

 

 

 

 

Illustrative diagrams.

KLB BK IV. PP 84-85  
3 1 Types of neurons.

 

The brain.

Identify types of neurons.

 

Describe structure of the human brain.

Descriptive and expository approaches. Illustrative diagrams. KLB BK IV. PP 85-88  
2 Reflex actions. Differentiate between simple and conditioned reflex actions. Illustrate a simple reflex arc.

Probing questions on differences between simple and conditioned reflex actions.

Illustrative diagrams. KLB BK IV. PP 88-90  
3,4 Transmission of  a nerve impulse. Describe the transmission of  a nerve impulse. Descriptive and expository approaches. Illustrative diagrams. KLB BK IV. PP 90-93  
5 The endocrine system. Identify components of endocrine system.

Compare endocrine system. With nervous system.

Discussion; tabulate the differences. Illustrative diagrams. KLB BK IV. PP 93-6  
4 1-2 The mammalian eye. Identify major parts of the human eye.

Explain image formation and interpretation in the eye.

Brain storming;

Discussion with probing questions.

Chart- the human eye. KLB BK IV. PP 93-100  
3-4 Accommodation of the eye. Explain the role of ciliary muscles in accommodation of the eye. Discussion with probing questions,

Drawing illustrative diagrams.

 

Chart- focusing far and near points. KLB BK IV. PP 100-1  
5 Defects of vision and their correction. Identify defects of vision.

Explain correction of vision defects.

Detailed discussion with probing questions;

Drawing illustrative diagrams.

 

Illustrative diagrams. KLB BK IV. PP 101-4  
5 1 Defects of vision and their correction. Identify defects of vision.

Explain correction of vision defects.

Detailed discussion with probing questions;

Drawing illustrative diagrams.

 

Illustrative diagrams. KLB BK IV. PP 101-4  
2 The human ear. Identify major parts of the human ear.

 

 

Descriptive and expository approaches.

Drawn diagrams.

Illustrative diagrams. KLB BK IV. PP 104-5  
3 Hearing. Explain how the ear perceives sound. Descriptive and expository approaches.

 

  KLB BK IV. P 106  
4 Body balance and posture. Explain how the ear maintains body balance and posture. Descriptive and expository approaches.

 

  KLB BK IV. PP 107-8  
5 Defects of the ear. Identify some defects of the ear. Descriptive and expository approaches.

 

  KLB BK IV.

P 108

 
6 1 SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

 

Importance of support and movement in plants.

 

 

 

 

 

 

Explain the importance of support and movement in plants.

 

 

 

 

 

Brain storming;

Probing questions;

Discussion.

  KLB BK IV. PP 111-2  
2 Arrangement of tissues in a monocotyledonous stem. Draw and label a transverse section of a monocotyledonous stem. Examine transverse section of a monocotyledonous stem. Monocotyledo-nous stem, eg. tradescantia, microscope,

Razors.

KLB BK IV. PP111-2.  
6 3,4 Arrangement of tissues in a dicotyledonous stem. Draw and label a transverse section of a dicotyledonous stem.

Draw and label a transverse section of herbaceous and woody stems.

 

 

Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.

 

Herbaceous stem, microscope, slides,

Razors.

KLB BK IV. PP 111-5  
5 Stem tissues. Identify some stem tissues.

Explain the role of stem tissues.

Drawing and labeling diagrams;

Discussion.

Illustrative diagrams. KLB BK IV. PP 113-5  
7 1 Wilting in plants. Compare the rate of wilting of herbaceous and woody stems.

Account for difference in rate of water loss.

 

Uproot herbaceous and woody plants;

Observe tem for about 30 min;

Brief discussion.

 

  KLB BK IV. P 116  
2-3 The exoskeleton. Describe the structure of the exoskeleton. Examine movement of a live arthropod;

Observe muscles of the hind limb of a grasshopper;

Relate the observations to the function of the exoskeleton.

 

A live arthropod,

E.g. grasshopper, millipede.

KLB BK IV. PP 116-7  
4-5

 

 

 

 

 

 

The endoskeleton.

 

 

 

 

 

 

Describe the structure of the endoskeleton.

 

 

 

 

 

Observe skeleton of a vertebrate;

Compare it with an exoskeleton.

Discuss the contrasting features.

 

The human skeleton.

 

 

 

 

 

KLB BK IV. PP 117-8  
5 TEST          
8 1 Locomotory features  of  a finned fish. Identify the locomotory features of a finned fish. Observe external features of a tilapia.

Drawing and labeling;

Discussion.

A freshly killed tilapi    
2-3 Locomotion in a finned fish. Explain how locomotion occurs in a finned fish.

Explain how a fish is adapted to locomotion in its habitat.

Review external features of a tilapia.

Detailed discussion.

A freshly killed tilapia. KLB BK IV. PP 117-8  
4 Tail power of a fish. Calculate the tail power of a fish. Measure length of tail, length of a tilapia fish.

Calculations.

Discussion on significance of tail power in locomotion.

A freshly killed tilapia. KLB BK IV. PP 118-9  
5 Support and movement in mammals.

 

The skull and rib cage.

 

 

 

 

Describe the structure of the skull and rib cage.

 

 

 

 

 

Observe the human skull and rib cage of a rat / rabbit.

Detailed discussion.

 

 

 

 

 

Human skull, rib cage of rat / rabbit.

 

 

 

 

 

KLB BK IV. PP 119-120

 
9 1-2 The vertebral column.

 

Cervical and thoracic vertebrae.

Describe the features of the vertebral column.

Identify types of vertebrae.

Explain adaptations of cervical and thoracic vertebrae to their functions.

Examine cervical and thoracic vertebrae. Cervical and thoracic vertebrae. KLB BK IV. PP 121-2  
3-4 Thoracic and lumbar vertebrae. Explain adaptations of Thoracic and lumbar vertebrae to their functions. Examine thoracic and lumbar vertebrae.

Draw labeled diagrams;

Brief discussion.

Thoracic and lumbar vertebrae. KLB BK IV. PP 122-3  
9 5 The sacral and caudal vertebrae. Describe the features of the sacral and caudal vertebrae.

Explain adaptations of sacral and caudal vertebrae to their functions.

 

Examine sacral and caudal vertebrae.

Draw labeled diagrams;

Brief discussion.

Sacral and caudal vertebrae. KLB BK IV. P 124  
10 1-2 The appendicular skeleton. Describe the features of the appendicular skeleton. Examine the appendicular skeleton of a rabbit /sheep.

Brief discussion..

Appendicular skeleton of a rabbit /sheep.

 

KLB BK IV. PP 124-5  
3,4

 

 

Fore limb. Identify bones of the fore limb. Examine bones if the fore limb;

Drawing labeled diagrams;

Discussion.

Bones of the fore limb. KLB BK IV. PP 126-7  
5 Hind limb. Identify bones of the hind limb. Examine bones if the hind limb;

Drawing labeled diagrams;

Discussion.

Bones of the hind limb. KLB BK IV. P 127  
11-13   END  OF  TERM  EXAMS  – TRIAL EXAM  
 

 

 

 

 

 

 

 

 

 

 

 

SCHEME  OF  WORK                             BIOLOGY  FORM  FOUR                           TERM THREE YEAR  2020

W

NO

L/

NO

TOPIC/

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

            /

RESOURCES

REF.

REMARKS

1 1 Movable joints. Identify features of movable joints. Examine the synovial  joint.

Brief discussion.

 

Synovial joint model. KLB BK IV. P 127  
2 Ball and socket joint. Identify features of ball and socket joint. Examine the synovial joint.

Discuss observations.

Synovial joint model. KLB BK IV. P 128  
3,

 

4

The hinge joint.

 

Movement of a joint.

Identify features of hinge joint.

 

Describe movement of a joint.

Examine a hinge joint.

 

Observe movement of the fore arm;

 

Discussion.

Illustrative diagrams. KLB BK IV. PP 128-9  
 

5

                                       PRACTICAL TEST
2 1 Skeletal muscles. Describe features of skeletal muscles. Examine diagrams of skeletal muscles;

Brief discussion.

Illustrative diagrams. KLB BK IV. PP 129-30  
2-3 Smooth or visceral muscles. Describe features of smooth muscles. Examine diagrams of smooth muscles;

Brief discussion.

Illustrative diagrams. KLB BK IV. PP 129-30  
4-5 Cardiac muscles. Describe features of smooth muscles. Examine diagrams of smooth muscles;

Brief discussion;

Topic review.

Illustrative diagrams. KLB BK IV. PP 130-1  
    REVISION FOR K.C.S.E. EXAMINATION    
    K.C.S.E EXAMINATION    

 

Moi Forces Academy, Lanet; KCSE Performance, KNEC Code, Contacts, Location, Admissions, History, Fees, Portal Login and Postal Address

Moi Forces Academy is a Girls’ only boarding school located near Lanet Barracks in Nakuru County; Rift valley region. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

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

MOI FORCES ACADEMY SCHOOL’S PHYSICAL LOCATION

Moi Forces Academy is a Girls’ only boarding school located near Lanet Barracks in Nakuru County, Rift valley region. It is a national school.

MOI FORCES ACADEMY SCHOOL’S INFO AT A GLANCE

  • SCHOOL’S NAME: Moi Forces Academy, Lanet
  • SCHOOL’S TYPE: Girls only boarding school
  • SCHOOL’S CATEGORY: National
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: ocated near Lanet Barracks in Nakuru County, Rift valley region.
  • SCHOOL’S KNEC CODE: 27500007
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 1238, Nakuru 20100
  • SCHOOL’S EMAIL ADDRESS: [email protected]anet.sc.ke
  • SCHOOL’S WEBSITE: https://moiforcesacademylanet.sc.ke/

MOI FORCES ACADEMY SCHOOL’S BRIEF HISTORY

The School Started in 1986 after the former Head of state His Excellency President Daniel Toroitich Arap Moi and the Board of Governors decided that Moi Forces Academy- Nairobi should cease to be a co-educational institution.

it a girls’ national boarding school, sponsored by the Kenya Defense Forces with 80% of the students, therefore, are from the Defense Forces families, while 20% are from the Civilian Families. It started as a Double streamed school, but due to demand for higher education for the girl child, the school has grown to be 5-streamed, and in 2015,  we added a sixth stream.

The streams Namely are:

  • East
  • West
  • North
  • South
  • Central
  • Meridian.

The school has had three Principals since inception

  • Miss Zilphah Omondi (1986-2000)
  • Mrs.Cecilia Ng’etich    (2001-2005)
  • Miss. Elizabeth N. Njoroge (2006- to date)

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

Here are links to the most important news portals:

MOI FORCES ACADEMY SCHOOL’S VISION

To be a Learning center for education

MOI FORCES ACADEMY SCHOOL’S MISSION

To equip students with all services, that will enable them to integrate with the dynamic society

MOI FORCES ACADEMY SCHOOL’S MOTTO

In Knowledge Dwells strength

MOI FORCES ACADEMY SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

MOI FORCES ACADEMY 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.

MOI FORCES ACADEMY SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2018 Kenya Certificate of Secondary Education, KCSE, exams the school registered a total of 190 candidates who managed to score a mean of a B(plain) with a performance index of 65.962. In 2019, the school clinched position fifty three (53) after attaining a mean score 8.4 (B- minus).

Also read;

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

MOI FORCES ACADEMY SCHOOL’S PHOTO GALLERY

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

Student's life and times at Moi Forces Academy Lanet/ Pictorial view.
Student’s life and times at Moi Forces Academy Lanet/ Pictorial view.

Also read:

TSC posting, employment, letters for newly recruited teachers

The Teachers Service Commission, TSC, sends a letter of employment (Letter of probationary employment) to a newly recruited teacher after successfully vetting the teachers’ documents. The letter is sent to the teacher through the station where the teacher has been posted to serve under TSC terms. In the letter the Commission Secretary spells out the entry level of the teacher i.e Secondary School Teacher II for teachers entering the profession as degree holders. The station where the teacher has been posted and the subjects to be handled are also written on the employment letter.

TERMS OF EMPLOYMENT.

A newly recruited teacher works on probation for a period of not less than six (6) months. In some cases the probation period may be extended if the teacher’s performance is unsatisfactory; at worst, the teacher’s employment may be terminated before completion of the probation period. To be confirmed on permanent terms, the head of institution fills a recommendation form for the teacher that is sent to TSC for approval.

The teacher is expected to proceed to the posted institution as indicated on the employment letter and has a grace period of 30 days from the effective date; as stated on the letter.

The employment letter also spells out the expected basic salary per year depending on the entry grade of the teacher. The teacher is also entitled to monthly allowances pegged on his/ her grade. Allowances that the teacher may get include, but not limited to: House allowance and Commuter allowance. Teachers working in areas classified as hardship get hardship allowance on top of the two allowances. While, those working at schools with differently abled learners also receive Special allowance.

The teacher is expected to work in any part of the country where the Commission feels his/ her services are required. Additionally, the teacher will have to serve at the initial work station, where the first posting has been made, for a period of not less than five (5) years before requesting for a transfer. Though, in some cases such a teacher may be transferred under special consideration from the Commission on such grounds as Medical and insecurity; as may be deemed fit by TSC.

The employment letter is also copied to the Principal or head of institution and the TSC County Director.

Read Also;

KHAMIS High School 2021/2022 KCSE Results Analysis, Grade Count

KHAMIS High School 2021/2022 KCSE Results Analysis, Grade Count

KHAMIS High School recorded a fair result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance. Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.

 

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

GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X 2021 MSS 2020 MSS Dev
NO OF CANDIDATES 136 0 0 0 1 1 7 6 25 27 40 28 1 0 3.765 4.82 -1.06
SCHOOL MEAN GRADE D+ (plus)                               . .
UNIVERSITY DIRECT ENTRY 9                               . .
TOTAL CANDIDATES 136                               . .
% DIRECT ENTRY 6.617647                               . .

TSC promotions lists and venues 2021 per county; 32,431 applicants are shortlisted

The Teachers Service Commission, TSC, has released the lists of shortlisted applicants for the 15,000 advertised promotions vacancies in 2021 (Download the lists below). Teachers who applied for promotions vacancies can now download the lists and check their respective interview dates, venues and time. The lists feature names of applicants for Deputy Principal I, Deputy Principal II, Senior Lecturer, Deputy Principal III, Curriculum Support Officers, Head Teacher, Senior Master IV, Deputy Head Teacher II, Senior Lecturer IV and Senior Master IV promotion vacancies.

The interviews will be carried out between February 8 and 19, 2021 at TSC County offices countrywide. The county interview committee shall be composed of: the county director (chairperson), host sub county director (secretary), the county Human Resource Officer and all other sub county directors from the county.

See also; TSC promotion interview questions and their answers 2021

WHAT TO EXPECT DURING THE INTERVIEWS.

Before attending the interviews ensure that you prepare well. A number of questions will be asked during the interviews. You can get a full guide to the interview questions and responses here; Latest TSC Interview areas, questions and new marking scheme/ Score sheet for teachers seeking TSC Promotions; This is all you need to know.

REQUIRED DOCUMENTS DURING THE INTERVIEWS

If you have been shortlisted for the interviews, then you shall be required to present the following valid statutory documents during interviews:

a. Letter of appointment to the current grade;
b. Letter of appointment/deployment to the current responsibility;
c. Certificate of Good Conduct from Director of Criminal Investigations;
d. Clearance Certificate by Higher Education Loans Board (HELB);
e. Clearance Application from Ethics and Anti-Corruption Commission (EACC);
f. Clearance Certificate from a Credit Reference Bureau;
g. Tax Compliance Certificate from Kenya Revenue Authority (KRA);
h. Highest academic Certificate.

See also;

TSC LISTS OF SHORTLISTED APPLICANTS PER COUNTY 2021.

Get the lists of shortlisted applicants per county, below;

MAKUENI COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/MAKUENI-LIST-OF-SHORTLISTED-TEACHERS-FOR-PROMOTIONS-2021.xlsx” viewer=”microsoft”]

SIAYA COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/SIAYA-COUNTY-LIST-OF-SHORTLISTED-TEACHERS-FOR-PROMOTIONS-2021.xlsx” viewer=”microsoft”]

NAROK COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/Copy-of-master-NAROK-list.pdf”]

KISII COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/TSC-PROMOTION-LIST-KISII.xlsx” viewer=”microsoft”]

NYAMIRA COUNTY LIST

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/TSC-LIST-OF-SHORTLISTED-CANDIDATES.xlsx” viewer=”microsoft”]

Check back for more lists,here.

2019 KCSE results for Nyanza Region Schools

The 2019 Kenya Certificate of Secondary Education, KCSE, exam results are officially out. Below are preliminary results for secondary schools in the Nyanza Region:

  • Light Acadamy – Mean grade of 9.84
  • Maranda( Candidature; 704)-Siaya County- 8.9
  • Agoro Sare()-Homa Bay county- 8.8
  • Kanga Boys()-Migori County- 8.7
  • Kiage Tumaini (Candidature; 25)-Kisii- 8.6
  • Asumbi Girls(405)-Homa Bay- 8.58519
  • Kisii High School (445)-Kisii County- 8.3
  • Nyambaria High School (477)-Nyamira County- 8.0105
  • St.Peters Nyakimencha(263)-Nyamira county- 7.806
  • Orero Boys High School-Homa Bay County- 7.8
  • Homa Bay Boys(348)-Homa Bay County- 7.73
  • St.Charles Lwanga Ichuni Girls(366)-Kisii County- 7.65
  • Kisumu Boys()-Kisumu County – 7.4
  • Riokindo Boys High School(259)-Kisii County- 7.35
  • Cardinal Otunga High School, Mosocho (199)-Kisii County- 7.289
  • Rapogi High School-Migori County- 7.2
  • Ng’iya Girls(392)-Siaya County- 7.0512
  • Gendia High School (115)-Homa Bay County- 6.466
  • Kuoyo Kochia(163)-Homa Bay County- 6.2683
  • Mirogi Boys High School (124)-Homa Bay- 6.163
  • St.Paul’s Igonga High School (75)-Kisii county- 5.8904

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

Here are links to the most important news portals: