DSTE CURRICULUM STUDIES CD NOVEMBER 2022

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
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DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE)
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CURRICULUM STUDIES
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CURRICULUM DESIGN
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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
2022
First Published in 2022
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All rights reserved. No part of this document may be reproduced, stored in a retrieval system or transcribed, in any
form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written
permission of the publisher.
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ISBN: 978-9914-43-786-7
Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for education, training and research meet the aspirations of the Kenya Constitution,
2010 and the Kenya Vision 2030. In relation to this, the Ministry of Education (MoE) seeks to ensure that policy documents developed are consistent with
the international education commitments and other conventions to which Kenya is a signatory. The Competency Based Curriculum (CBC) at Junior and
Senior Secondary level calls for development of transformative and reflective teachers who can identify and utilise existing opportunities to implement
curricula in different learning contexts. This, in turn, has implications on Pre-service Secondary Teacher Education (PSTE).
To respond to this challenge, the Ministry of Education has developed the Diploma in Secondary Teacher Education curriculum designs to enable the student
teachers achieve higher levels of professional and practical competencies required to implement the reformed curriculum at the Junior and Senior Secondary
school level. The MoE appreciates that the Diploma in Secondary Teacher Education (DSTE) course has been developed with insights from research findings,
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particularly the Needs Assessment for Teacher Education, international benchmarking and sufficient stakeholder engagement. These insights have resulted in
the conceptualization and design of a Pre-service Secondary Teacher Education (PSTE) programme which aims to produce a competent teacher committed
to nurturing every learner's potential for sustainable development.
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The curriculum designs have been developed through a consultative process that involved all relevant stakeholders: Curriculum Developers from the Kenya
Institute of Curriculum Development (KICD), University Lecturers, tutors from Diploma Teacher Training Colleges (DTTCs), officers from the Kenya
National Examinations Council (KNEC), Teachers Service Commission (TSC), Directorate of Teacher Education (MoE) and the Directorate of Quality
Assurance and Standards at MoE among others. It is important to note that the curriculum designs provide a link between the National Goals of Education,
the Level Learning Outcomes for DSTE, subject general learning outcomes and the specific learning outcomes for each learning area. There are also a variety
of suggested learning experiences, assessment and resources amongst other critical components. Implementers of the DSTE course will need to ensure that
this link is upheld consistently to fulfil the vision of producing a professional, reflective and ethical teacher.
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It is my expectation that the DSTE curriculum designs will serve as valuable reference materials to teacher educators and guide in effective implementation
of the Pre-service Secondary Teacher Education (PSTE) Course.
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PROF. GEORGE A. O. MAGOHA, EGH
CABINET SECRETARY
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PREFACE
The Sessional Paper No. I of 2019, Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development, is the policy
framework for the Education Sector that seeks to actualise the tenets of the Kenya Vision 2030. The social strategy for achieving Vision 2030 reiterates the
need to invest in the people of Kenya, and prioritizes modernisation of teacher training as a key component. The Ministry of Education (MoE) recognises that
ensuring a vital human resource for quality teaching is the foundation of any successful education system. The Sessional Paper explains the shift from a
Content - Focused Curriculum for Basic Education to a Competency Based Curriculum (CBC). This has necessitated the change in the Teacher Education
Curriculum to align it with the aspirations of the nation.
To enable teachers to effectively fulfil their expected leading roles in curriculum implementation, there is need for adequate preparation during pre-service
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training in professionalism, content, pedagogy and desirable values. Consistent with the CBC, the KICD has developed a Teacher Education Curriculum
Framework (TECF) which emphasises the need to adopt a Competency Based Teacher Education (CBTE). Consequently, the curriculum designs for the
Diploma in Secondary Teacher Education (DSTE) have provided for professional and common courses to enable the trainees acquire the pre-requisite
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competences to effectively discharge their duty as teachers. This will enable them to support learners in Junior and Senior Secondary to develop the
competencies necessary to realise the vision and mission of the CBC as captured in the Basic Education Curriculum Framework (KICD, 2017).
Micro Teaching and Practicum have been given prominence in order to enhance experiential learning with support from experienced teachers as mentors.
Therefore, MoE is convinced that the DSTE curriculum designs will facilitate production of competent teachers thus help Kenya become a middle-income
industrialized nation as per the key tenets of the Constitution 2010, the National Goals of Education and the Kenya Vision 2030.
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It is my hope that the Teacher Training Colleges will adhere to the guidelines in the designs to ensure efficiency and consistency in the implementation of the
Pre-service Secondary Teacher Education Course in Kenya.
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DR. JULIUS O. JWAN, MBS
PRINCIPAL SECRETARY STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION
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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2018) mandates the Institute to develop
curricula and curriculum support materials for basic and tertiary education except the university. The curriculum development process
for any level involves thorough research, international benchmarking and robust stakeholder engagement.
Through this systematic and consultative process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in
the Basic Education Curriculum Framework (BECF), that responds to the demands of the 21st Century and the aspirations captured in
the Kenya Constitution 2010, and the Kenya Vision 2030, East African Commission Protocol and the United Nations Sustainable
Development Goals. Accordingly, the development of the Curriculum Designs for the Diploma in Secondary Teacher Education
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(DSTE) takes cognisance of the tenets of CBTE, key among them being the need to ensure student teachers get opportunities to
comprehensively engage with the learners’ content, the interactive pedagogies and socially acceptable values that would nurture every
learner’s potential. Therefore, a key feature of the curriculum design for each subject is the integration of content with pedagogy and
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provisions for experiential learning through sufficient time for Micro – Teaching and the Practicum.
I wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators who took part as panelists, the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of
the Teacher Education curriculum designs.
I give special thanks to the Cabinet Secretary – Ministry of Education, the Principal Secretary – State Department of Early Learning
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and Basic Education, the Secretary Teachers Service Commission (TSC) and the Chief Executive Officer of the Kenya National
Examinations Council (KNEC) for their support in the process.
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Finally, I am very grateful to the KICD Council for very consistent guidance in the process. I assure all student teachers, teacher
educators and other stakeholders that these Curriculum Designs will effectively guide the implementation of the DSTE and lead to the
graduation of competent teachers who shall successfully implement the CBC in Kenya and internationally.
PROF. CHARLES O. ONG’ONDO, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD .................................................................................................................................................................................. iii
PREFACE ........................................................................................................................................................................................ iv
ACKNOWLEDGEMENT ................................................................................................................................................................ v
TABLE OF CONTENTS ................................................................................................................................................................ vi
INTRODUCTION ..........................................................................................................................................................................vii
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REGULATIONS FOR THE DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE) ................................................ ix
TABLE 1: SUGGESTED TIME DISTRIBUTION FOR PROFESSIONAL LEARNING AREAS............................................. xi
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TABLE 2: SUGGESTED TIME DISTRIBUTION FOR CONTENT + PEDAGOGY (SUBJECTS) ....................................... xiii
NATIONAL GOALS OF EDUCATION ...................................................................................................................................... xiv
LEVEL LEARNING OUTCOMES .............................................................................................................................................xvii
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ESSENCE STATEMENT .......................................................................................................................................................... xviii
GENERAL LEARNING OUTCOMES ........................................................................................................................................ xix
SUMMARY OF STRANDS , SUBSTRANDS AND TIME ALLOCATION .............................................................................. xx
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STRAND 1.0 CURRICULUM DEVELOPMENT ..................................................................................................................... 1
STRAND 2.0 CURRICULUM MONITORING AND EVALUATION .................................................................................. 23
STRAND 3.0: CURRICULUM CHANGE AND INNOVATION ............................................................................................ 30
STRAND 4.0: CURRICULUM FRAMEWORKS .................................................................................................................... 37
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INTRODUCTION
The development of the curriculum for Diploma in Secondary Teacher Education (DSTE) is a critical milestone in the
implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum designs have been developed to prepare the
student teacher to be able to effectively guide the learners at the Secondary level of Basic Education.
It is envisaged that the teacher educator will guide the teacher trainee appropriately to embrace the shift from the Objective-Based
to the Competency Based Curriculum which is hinged on use of learner-centred methodologies for realisation of the expected
outcomes. In addition, the emphasis on formative assessment to facilitate learning should be underscored as the basis for
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determining learner aptitude and performance. Other key aspects that have been introduced include structured micro-teaching, a
longer period for the practicum and the introduction of specific Professional learning areas that ensure congruence with the CBC’s
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vision, mission, pillars and guiding principles as enshrined in the Basic Education Curriculum Framework (KICD, 2017).
The DSTE curriculum seeks to mould a teacher who will become a facilitator in the learning process taking into consideration
the different abilities and learning styles of individual target learners. The curriculum has been designed with emphasis on
experiential and reflective learning to develop appropriate pedagogical content knowledge; hence the emphasis on integrated
content and pedagogy for the student teachers while undergoing training. This is to ensure that the teacher trainee is given
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adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs.
The Curriculum Designs for the Diploma in Secondary Teacher Education (DSTE) are packaged according to subjects or learning
areas of training as follows:
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PROFESSIONAL LEARNING AREAS Pure Sciences
1. Educational Psychology 8. Mathematics
2. Curriculum Studies 9. Chemistry
3. Educational Resources 10. Physics
4. ICT Integration in Education 11. Biology
5. Educational Assessment 12. Integrated Science
6. Research and Communication Skills Applied Sciences
7. Inclusive Education 13. Agriculture
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8. Educational Leadership and Management 14. Health, Foods and Nutrition
9. Sociological and Philosophical Foundations of Education 15. Home Science
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10. Historical and Comparative Foundations of Education 16. Health Education
11. Micro Teaching 17. Home and Hospitality Management
12. Community Service Learning (CSL) 18. Computer Science
13. Practicum Humanities
19. Religious Education: CRE/IRE/HRE
INTEGRATED CONTENT AND PEDAGOGY
LEARNING AREAS
Languages
1. English
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21. Business Studies
22. History and citizenship
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23. Geography
2. Kiswahili/ KSL 24. Life skills Education(LSE)
3. Indigenous Languages Arts and Sports Science
Foreign Languages (Optional) 25. Sports and Recreation
4. Arabic 26. Physical Education(PE)
5. French 27. Applied Arts
6. German 28. Visual Arts
7. Mandarin (Chinese)
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29. Fine Arts 38. Aviation Technology
30. Music and Dance 39. Leatherwork
31. Performing Arts 40. Hairdressing and Beauty Therapy
32. Theatre and Film 41. Power Mechanics Technology
Technical and Engineering and Career Technology Studies 42. Pre-Technical Studies
(TE and CTS) 43. Fashion Design & Interior Decor
33. Wood Technology 44. Metal Technology
34. Building Construction 45. Textile Design Technology
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35. Welding and Fabrication 46. Mechatronics
36. Electrical Technology 47. Media Technology
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37. Electrical Installation
REGULATIONS FOR THE DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE)
ENTRY REQUIREMENTS
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The entry requirements for the Diploma in Secondary Teacher Education (DSTE) shall be a Mean Grade of C+ (Plus) in the
Kenya Certificate of Secondary Education examination (KCSE) or its equivalent as equated by the Kenya National Examinations
Council (KNEC). The Candidates with Special Needs could be admitted with C (Plain) and C (Plus) in the two teaching subjects,
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C- (Minus) in English, C- (Minus) in mathematics for science based combinations D+ (Plus) in mathematics for non-science-
based ones in KCSE or its equivalent for the respective Diplomas.
DURATION OF TRAINING
The duration for the Diploma in Secondary Teacher Education (DSTE) shall be 2940 Hours THREE years.
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SUBJECTS OFFERED
The trainee undertaking the Diploma in Secondary Teacher Education (DSTE) shall take TWO core teaching subjects and a
COMMON subject. Life Skills Education (LSE) and Physical Education are COMPULSORY subjects, the core teaching
subjects shall PREFERABLY be drawn from those taught at senior school. ALL teacher trainees shall also take 12
Professional learning areas/ subjects.
MICRO-TEACHING AND PRACTICUM

Micro Teaching shall be undertaken as a learning area set to prepare teacher trainee for pedagogical content knowledge which
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they are expected to learn from term 1 of their training. It is also a pre-requisite for the micro teaching in term seven and
subsequent Practicum. A design for it has therefore been developed. There shall be two (2) school term practicum sessions for
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which guidelines shall be developed.
AWARD OF DIPLOMA
To be awarded the Diploma in Secondary Teacher Education, the candidate must achieve the following:
i) Complete the required hours for coursework and pass the stipulated assessment as directed by the Kenya National
Examinations Council (KNEC).
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ii) Complete the required hours for the Practicum and pass the stipulated assessment as directed by the Kenya National
Examinations Council (KNEC).
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Note: If the student fails to meet the requirements for award of the Diploma in Secondary Teacher Education he/she will be
allowed to repeat the specific component or learning area in which they did not perform well.
GRADING
The Diploma in Secondary Teacher Education (DSTE) shall be graded as stipulated by the Kenya National Examinations
Council (KNEC).
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TABLE 1: SUGGESTED TIME DISTRIBUTION FOR PROFESSIONAL LEARNING AREAS
SUBJECT TERM TERM TERM TERM TERM TERM Sub TERM 7 TERM TERM TOTAL
1 2 3 4 5 6 Total Micro 8 9 FOR COURSE
Teaching
-
Subject
Practicals 300Hrs 300Hrs
PROFESSIONAL
LEARNING PROFESSIONAL
AREAS LEARNING
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1. Educational 10 10 10 10 20 60 AREAS
Psychology (480 Hours)
2. Curriculum 30 20 20 20 90
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Studies
3. Educational 10 10 10 30
Resources
4. ICT Integration 10 10 10 30
in Education
5. Educational 10 10 10 30
Assessment
6. Research and
Communication
Skills
10 10
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10 30
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7. Inclusive 10 10 10 30
Education
8. Educational 20 10 30
Leadership and
Management
9. Sociological 10 10 10 30
and
Philosophical
Foundations of
Education
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10. Historical and 10 10 10 30
Comparative
Foundations of
Education
11 Community 10 10 10 20 10 60
Service
Learning
12. Micro Teaching 30 30
SUB TOTAL 130Hrs 110Hrs 110Hrs 90Hrs 40Hrs 0 Hrs 480Hrs
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TABLE 2: SUGGESTED TIME DISTRIBUTION FOR CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)
SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM TERM TOTAL
1 2 3 4 5 6 TOTAL Micro 8 9 FOR
Teaching COURSE
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Subject
Practicals
1. Life Skills 20 20 20 20 20 20 120 40
Education(LSE)
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2. Physical Education 60 60 60 60 80 40 360 65
3. Common Subjects 60 60 60 60 70 50 360 65
4.. 1st Teaching Subject 40 50 50 60 70 90 360 65
5. 2nd Teaching Subject 40 50 50 60 70 90 360 65
SUB TOTAL 220

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240
Hrs
240
Hrs
260
Hrs
310
Hrs
290
Hrs
1560
Hrs
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TOTAL 350 350 350 350 350 290 2040 300 300 300 2940
HRS
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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide
them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young
people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual
respect which enable them to live together in harmony and foster patriotism in order to make a positive
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contribution to the life of the nation.
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ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the
nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary
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for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social
revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this
change.
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b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities
that are required to support a growing economy. Kenya is building up a modern and independent economy
which is in need of an adequate and relevant domestic workforce.
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c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial
development. Kenya recognizes the rapid industrial and technological changes taking place, especially in
the developed world. We can only be part of this development if our education system is deliberately
focused on the knowledge, skills and attitudes that will prepare our young people for these changing global
trends.
iii) Promote individual development and self-fulfilment
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Education should provide opportunities for the fullest development of individual talents and personality. It
should help children to develop their potential interests and abilities. A vital aspect of individual development
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is the building of character.
iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the
acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated
citizens.
v)
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Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
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opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid
place in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.
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vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of
peoples and nations. Education should therefore lead the youth of the country to accept membership of this
international community with all the obligations and responsibilities, rights and benefits that this membership
entails.
viii) Promote positive attitudes towards good health and environmental protection.
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Education should inculcate in young people the value of good health in order for them to avoid indulging in
activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
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development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy
environment.
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LEVEL LEARNING OUTCOMES
By the end of the Course the Teacher Trainee should be able to:
1. Use knowledge, skills and attitudes acquired to promote acquisition of competencies in various subject areas
for effective curriculum delivery.
2. Model appropriate behaviour and values for secondary school learners to emulate for development of good
citizenship
3. Communicate and collaborate effectively with learners, peers, parents and the community to create a
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conducive learning environment.
4. Use appropriate pedagogical approaches to facilitate learning for secondary school learners in and out of the
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classroom
5. Apply inclusive practices to support all secondary school learners including those with disabilities and special
educational needs
6. Employ ICT skills in the learning process to enhance digital literacy
7. Employ appropriate assessment approaches to promote effective learning
8. Nurture learner’s potential and talents for appropriate placement and transition for further education and into
9.
the world of work.
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Develop environmental conservation skills in secondary school learners to promote education for sustainable
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development
10. Create/Develop innovative and effective solutions to identified challenges in the teaching and learning
process
11. Integrate pertinent and contemporary issues in learning to enable learners cope with challenges in day-to-day
life.
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ESSENCE STATEMENT
Curriculum refers to all planned programmes that facilitate formal, non-formal and informal learning. Curriculum
guides the process of education for individual growth and development to contribute to the well-being of the society.
The Curriculum Studies subject is a dynamic learning area that prepares the teacher trainee to formulate learning
outcomes, analyze the teaching methods, learning experiences and forms of assessments necessary for effective
learning. It enables a teacher trainee to apply learning strategies that embrace theoretical foundations in curriculum
and use the acquired competencies to research, design, implement, assess and disseminate innovative educational
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practices in various contexts in line with and the National Goals of Education. The Constitution of Kenya (2010)
provides the values that Kenyans should uphold in order to achieve a stable and progressive nation. The values stated
in the Constitution include responsibility, respect, excellence, care and compassion, understanding and tolerance,
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honesty and trustworthiness, trust, and being ethical. Teacher training and professional development should help
trainees to understand the underlying principles, aims and approaches to Value-based Education (VbE), so as to
demonstrate the positive values, attitudes and behavior that they expect from their learners. The Teacher Education
Curriculum Framework (TECF) will adopt the Values- based Approach that will create learning opportunities within
the formal, non-formal and informal curriculum dimensions to inculcate the desired values in all learners.
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Nurturing values for character formation and development of skills among learners is important to the socio-economic
development and stability of the country. Parental Empowerment and Engagement (PE&E) is an important aspect of
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learning in Competency Based Curriculum (CBC). Parents need to be engaged in a number of activities that learners
participate in at school and other programmes.
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and
community service to enable learners to reflect experience and learn from the community. The subject also provides
teacher trainees with a good foundation on Pertinent and Contemporary Issues (PCIs) which are current and of concern
in society. The Basic Education Curriculum Framework (BECF) calls for mainstreaming of PCIs based on experiential
learning anchored on an inquiry based approach and built on values aimed at enhancing character formation.
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GENERAL LEARNING OUTCOMES
By the end of the subject the teacher trainee should be able to:
1. Utilise curriculum theories, principles and models in designing appropriate learning experiences for effective
implementation of the cbc.
2. Create curriculum innovations to respond to the varied needs, abilities and interests of learners in tandem with the
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changing needs of the society.
3. Interpret curriculum frameworks and designs to ensure proper implementation and achievement of intended
outcomes in cbc.
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4. Carry out monitoring and evaluation of the curriculum using appropriate techniques and tools to provide feedback
to relevant stakeholders.
5. integrate core competencies, pertinent and contemporary issues and values in the learning process
6. Engage with parents and communities to improve learning outcomes.
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SUMMARY OF STRANDS , SUBSTRANDS AND TIME ALLOCATION
STRANDS SUB STRANDS HOURS
1.0 Curriculum Development 1.1 Background to Curriculum Development 4

1.2 Dimensions of a Curriculum 6
1.3 Foundations of a Curriculum 4
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1.4 Theories, Models and Principles of Curriculum 6
Development
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1.5 Curriculum Development Cycle 4
1.6 Curriculum Design 8
1.7 Taxonomies of Learning 6
2.0 Monitoring and Evaluation 2.1 Curriculum Monitoring 5
2.2 Curriculum Evaluation 5
3.0 Curriculum Change and
Innovation
4.0 Curriculum Frameworks R
3.1 Curriculum Change
3.2 Curriculum Innovation
4.1 Basic Education Curriculum Framework in Kenya
6
6
4
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4.2 Teacher Education Curriculum Framework in Kenya 4
(TECF)
4.3 Curriculum Frameworks from other Countries 6
4.4 Values Based Education (VbE) 3
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4.5 Parental Empowerment and Engagement (PE&E) 3
3
4.6 Community Service Learning (CSL)
4.7 Community Service Learning Integration Strategies 3
4.8 Pertinent and Contemporary Issues (PCIs) 2
4.9 Gender Issues in Education 2
TOTAL 90
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STRAND 1.0 CURRICULUM DEVELOPMENT
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
1.0 Curriculum 1.1 Background By the end of the sub The teacher trainee to: 1. What are the
Development to strand, the teacher • Brainstorm in groups common
Curriculum trainee should be able to; the concepts and terminologies
Development a) examine the concepts terminologies used in used in
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and terminologies curriculum studies Curriculum
used in curriculum such as education, Studies?
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studies, curriculum, cbc, 2. Why is the
b) analyse elements of a curriculum design. knowledge of
school curriculum, • Use digital devices to curriculum
c) distinguish between search and present on studies
the various types of elements of important to
curricula, a teacher
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components of a
school curriculum.
curriculum
• Research and write a
paper on the types of
trainee?
3. What
informs the
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curriculum such as
e) analyse the 21st overt, explicit, National
century skills and written, hidden, and Goals of
their relation to CBC , null. Education in
f) appreciate use of a Kenya?
school curriculum in
• Discuss the 4. How do you
components of a
learning. integrate
school curriculum
1
• Discuss the different
importance of types of
competency based curriculum
curriculum in relation for maximum
to the 21st century learning?
skills
• Debate on importance
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of Curriculum Studies
to a teacher trainee.
Core Competences to be developed:
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• Communication and collaboration is enhanced as they brainstorm in groups the concepts and terminologies used
in Curriculum Studies
• Digital literacy as trainees search and present to their peers on determinants of curriculum
Values:
• Unity and peace as they embrace social cohesion demonstrated through teamwork and class presentations.
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• Responsibility as they search for information using digital devices
Pertinent and Contemporary Issues (PCIs):
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• Critical thinking as trainees examine the importance of curriculum studies and as they research and write a
paper on types of curriculum
• Problem solving as trainees critically examine the importance
• Effective communication as trainees presents their researched paper
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Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below Expectations
Indicator Expectations expectations Expectations
Ability to examine Creatively examines Examines the key Examines some the Examines any one key
key concepts and of the key concepts concepts and key concepts and concepts of
terminologies used and terminologies terminologies. terminologies used terminology used in
in curriculum used in curriculum used in curriculum in curriculum studies curriculum
studies. studies studies
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Ability to analyze Analyzes unique Analyzes the all Analyzes five Analyzesless than 3
elements of a and new elements of the main elements elements of a school elements of a school
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school curriculum. a school curriculum of a school curriculum curriculum
curriculum
Ability to Distinguishes more Distinguishes the Distinguishes three Distinguishes less
distinguish various than four main types four main types of types of curricula than three types of
types of curricula. of curricula. curricula curricula.
Ability to examine
the elements of a
school curriculum R
Examines all the
main elements of a
school curriculum
Examines all the
elements of a
school curriculum
Examinesthree,four
or five elements of
a school curriculum
Examines less than
three elements of a
school curriculum
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suggests new but leaves out a few
elements details
Ability to discuss Discusses with Discusses the Discusses some Needs assistance to
the importance of a examples the importance of a importance of a CBC discusses the
CBC in relation to importance of a CBC in relation to in relation to 21st importance of CBC in
21st Century skills CBC in relation to 21st Century skills. Century skills relation to 21st
st
21 Century skills Century skills
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Strand Sub Strand Specific learning outcomes Suggested learning Key inquiry
Experiences questions
1.0 1.2 By the end of the sub strand, The teacher trainee to: 1. Why is it
Curriculum Dimensions the teacher trainee should be • compare and contrast important to
Development of a able to; contributions of various use different
Curriculum a) examine the dimensions of curriculum dimensions. dimensions
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the curriculum applied in • Analyse the formal, non- of a
curriculum designs, formal, informal and curriculum in
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b) develop learning emerging dimensions of the learning
experiences that incorporate curriculum in learning process?
the different dimensions of • Develop sample learning 2. How do you
curriculum in the learning experiences that apply various
process, incorporate the different dimensions
c) appreciate the role of each of curriculum
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learning.
dimensions of curriculum
from specific designs
• Make plenary
in the
learning
process?
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presentations on
importance of the various
dimensions of curriculum
using digital media.
Core competences to be developed:
• Communication and collaboration as the teacher trainees make plenary presentations on importance of the
various dimensions of a curriculum
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• Reflective practice as the teacher trainees compare and contrast the various dimensions of a curriculum
• Creativity and Innovation as teacher trainee’s develop activities that apply to different dimensions of learning
in schools
• Critical thinking and Problem Solving as they develop new informal and non-formal activities that befit their
locality.
Values:
• Co-operation as teacher trainees develop activities that incorporate the different dimensions of a curriculum
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• Responsibility as teacher trainees share tasks during plenary presentation
• Patriotism as they develop new informal and non-formal activities that can be applied in the society.
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• Analytical thinking as trainees compare and contrast different dimensions of curriculum
• Effective communication as trainees make plenary presentations
• Self-esteem as trainees develop activities that incorporate different dimensions of curriculum
R
D
5
Level Exceeds Meets expectations Approaches Below
Indicator Expectations Expectations Expectations
Ability to examine the Examines the four Examines the four Examines three Examines less
different dimensions of main dimensions of a dimensions of dimensions of a than three
a curriculum applied in curriculum applied in curriculum applied in curriculum applied dimensions of a
curriculum designs curriculum designs curriculum designs in curriculum curriculum
and gives unique designs applied in
T
examples curriculum
designs
AF
Ability to develop Develops innovative Develops learning Develops learning Develop learning
learning experiences in learning experiences experiences in all the experiences in experiences less
different dimensions of in different four dimensions of three dimensions than three
curriculum in the dimensions of curriculum in the of curriculum in dimensions of
learning process curriculum in the learning process the learning curriculum in the
Apreciates the role of

different dimensions of R
learning process
Apreciates the role
of more than four
Apreciates the role of
the four different
process
Apreciates the role
of the three
learning process.
Apreciates less
than three
D
curriculum in the different dimensions dimensions of different different
learning process of curriculum in the curriculum in the dimensions of dimensions of
learning process learning process curriculum in the curriculum in the
learning process learning process
6
Strand Sub Strand Specific Learning Suggested Learning Key
Outcomes Experiences Inquiry
Questions
1.0 Curriculum 1.3 Foundations By the end of the sub strand, The teacher trainee to: Why is it
Development of the trainee should be able • Brainstorm on the important to
Curriculum to; various philosophical consider the
a) analyse philosophical ideas and principles that various
ideas and principles that foundations
T
guide curriculum.
guide curriculum • Discuss the sociological of
development, factors that inform Curriculum?
AF
b) explore sociological curriculum development.
factors that influence a • Research on
curriculum. psychological
c) examine the role of foundations of
psychology in curriculum and make a
R curriculum development,
d) apply the historical
foundations of
plenary presentation.
• Discuss the historical
foundations of
D
curriculum in
curriculum
curriculum, appreciate
the importance of • Debate on the importance
considering various of considering the various
foundations of foundations of
Curriculum. curriculum.
7
• Digital literacy skills as teacher trainees search and present findings on the Psychological foundations of
Curriculum Studies
• Self-Efficacy as the teacher trainees interact and make plenary presentations
• Critical thinking as they debate and critique the ideas of their peers on the importance of foundations of
curriculum
Values
T
• Respect for each other as they debate on the importance of considering the various foundations of curriculum
when developing a curriculum
• Love and unity as they discuss, brainstorm and make presentations
AF
• Analytical thinking as trainees brainstorm on various philosophical ideas that guide curriculum
• Self-esteem as trainees make plenary presentations
Indicator
Level
Ability to analyze R
Exceeds Expectations Meets
expectations
Analyzes philosophical Analyses the
Approaches
Expectations
Analyses few
Below Expectations
Analyzes only one

D
philosophical ideas ideas that underpin philosophical philosophical philosophical ideas
that underpin curriculum ideas that ideas that that underpin
curriculum development giving underpin curriculum curriculum
development relevant examples curriculum development. development
development
8
Ability to analyze Distinctively analyzes Analyzes Analyzes few Analysis one
principles of principles of principles of principles of principle of
curriculum curriculum curriculum curriculum curriculum
development development development development development
Ability to explore Explores the Explores the Explores few Explores only one
sociological factors sociological factors sociological sociological sociological factor
that influence that influence factors that factors that that influence
Curriculum curriculum influence influence Curriculum
T
development and crafts curriculum Curriculum Development
new ones development
AF
Ability to examine the Creatively examines Examines the role Examines the role Examines the role of
role of psychology in the role of of psychology in of psychology in psychology in
curriculum psychological curriculum curriculum curriculum
foundation in development development with development with
curriculum few errors many errors
Ability to discuss
Historical foundations R
Development
Discusses the
Historical foundations
Discusses the
Historical
Discusses
Historical
Discusses Historical
foundations of
D
of Curriculum. of Curriculum beyond foundations of foundations of Curriculum with
the documented ones curriculum Curriculum with many errors
development few errors
9
1.0 Curriculum 1.4 Theories, By the end of the sub The teacher trainee to: 1. How do
Development Models strand, the teacher • Research and write a curriculum
and trainee should be able paper on the theories theories and
Principles of to; and models of models guide
Curriculum a) examine the main curriculum used in the
Development theories of curriculum
T
curriculum
curriculum development development
development, • Discuss the various process?
AF
b) analyze the use of theories and models of 2. How are the
models of curriculum principles of
curriculum in development. Curriculum
curriculum • Critique application Development
development, of the principles of applied in
R c) apply the principles

of curriculum
development in a
curriculum
development in the
sample curricula
CBC?
D
sample curriculum, developed
d) examine elements
of curriculum from
• Illustrate how the
principles are applied
specific models of
in a sample
curriculum,
curriculum
e) critique a sample
development process
curriculum using
10
the elements of • Draft a sample
curriculum, curriculum applying
f) appreciate the elements of
contributions of curriculum
curriculum theories development and
and models in present in plenary.
guiding curriculum • Discuss the
development.
T
importance of the
various theories and
models in curriculum
AF
development
Core competences developed:
• Pedagogical Content Knowledge: as the trainees examine principles, theories and models of curriculum
development and apply them when designing learning experiences.
• Digital literacy skills: as trainees use the digital devices to research on curriculum theories, principles and
models.
R
• Self-Efficacy as trainees write and present a sample curriculum
• Creativity and imagination as trainees design a sample curriculum
D
• Communication and collaboration: as trainees work together in groups sharing experiences and making
presentations.
• Critical thinking and problem solving: as they critique application of the principles of curriculum
development in the sample curricula developed
Values:
• Unity as trainees discuss in groups the theories, models and principles of curriculum development
11
• Co-operation as trainees work in groups.
• Responsibility as the trainees take individual assignments in their teams
• Analytical and critical thinking as trainees research and write a paper
• Assertiveness as trainees critique application of the principles of curriculum
• Effective communication as trainees make presentations
T
Level Exceeds Meets expectations Approaches Below
Indicator Expectations Expectations Expectations
AF
Ability to examine the Creatively examines Examines the main Partly examines Attempts to
main theories of the main theories and theories of theories of examine a theory of
Curriculum models of Curriculum curriculum curriculum
Development. Curriculum Development development development
Development
Ability to analyze the
Development R
Innovatively
of Curriculum
analyzes the models Simplistically
models of Curriculum analyzes the models of Curriculum
Development
analyzes the models
of Curriculum
Lacks coherence in
analyzing the
models of
D
Development Development Curriculum
Development
Ability to apply Creatively applies Applies principles Applies some Hardly applies one
principles of the principles of of curriculum principles of principle of
curriculum curriculum development in a curriculum curriculum
development in a development in a sample curriculum. development in a development.
sample curriculum. sample curriculum. sample curriculum.
12
Ability to examine Distinctively and Examines Examines some Struggles to
components of clearly examines components of components of examine any
curriculum from components of curriculum from curriculum from component of a
specific models of curriculum from specific models of specific models of specific curriculum
curriculum specific model of curriculum curriculum model.
curriculum
Ability to design a innovatively designs Accurately designs Somehow designs a Designs a sample
sample curriculum sample curriculum sample curriculum sample curriculum curriculum that is
T
using the elements of using the elements of using the elements using some faulty
curriculum. curriculum of curriculum elements of
AF
curriculum
R
D
13
Outcomes Experiences Question(s)
1.0 Curriculum 1.5 Curriculum By the end of the sub The teacher trainee to: 1. What is the
Development Development strand, the teacher • Discuss the current relevance of
Cycle trainee should be able curriculum development each of the
to; cycle used in kenya stages of
a) analyze the current • Brainstorm the rationale curriculum
curriculum development
T
of each of the stages of
development cycle the curriculum cycle?
used in kenya, development cycle. 2. What roles are
AF
b) Examine the roles • Illustrate the curriculum played by
of different development cycle. different
stakeholders stakeholders
involved in the
• describe the roles of during the
different stakeholders
curriculum curriculum
involved in the
R development
process,
c) appreciate the
process.
• Appraise the curriculum
development
process?
D
importance of
each stage of cycle used in kenya
curriculum
development.
14
• Digital literacy skills: as trainees search for the current curriculum development cycle used in Kenya
• Critical thinking as trainees brainstorm on the rationale of each stage of the curriculum development cycle.
• Communication and collaboration as trainees discuss the current curriculum development cycle used in
Kenya.
• Citizenship and leadership as trainees discuss the current curriculum development cycle used in Kenya.
Values:
T
• Respect as trainees listen to each other’s opinion during brainstorming
• Unity as trainees gets involved in class discussions on the rationale of each stage of curriculum development
AF
cycle.
• Patriotism as trainees discuss and appreciate curriculum development cycle used in Kenya
• Problem solving skills as trainees apply reflective practice in the analysis of the role of different stakeholders
• Negotiation skills as trainees brainstorm on the rationale of each stage of curriculum development
Indicator
Level
R
Exceeds Expectations Meets
expectations
Approaches
Expectations
Below
Expectations
D
Ability to analyze the Distinctively and Analyzes the Partially analysis Struggles to analyze
current curriculum creattively analyses the current the current any part the current
development cycle current curriculum curriculum curriculum curriculum
used in Kenya. development cycle used development development cycle development cycle
in Kenya and suggests cycle used in used in Kenya. used in Kenya
improvement Kenya.
15
Ability to examine Examines roles of Examines the Examines some Hardly examines
roles of different different stakeholders roles of different roles played by roles of a
stakeholders involved in the stakeholders stakeholders in stakeholder
involved in the curriculum development involved in the the curriculum involved in the
curriculum process and suggests curriculum development curriculum
development new stakeholders. development process. development
process. process. process.
T
AF
R
D
16
Strand Sub StrandSpecific Learning Suggested Learning Key Inquiry
1.0 Curriculum 1.6 By the end of the sub The teacher trainee to: a) What is a
Development Curriculum strand, the teacher • Brainstorm on the curriculum
Design trainee should be able different patterns of design?
to; curriculum designs. b) Why should a
a) describe different • Discuss the components teacher take
patterns of of a curriculum design in keen interest in
T
curriculum kenya every
designs, • Draft a sample scope and component of
AF
b) analyze the sequence chart in the curriculum
components of a curriculum design using a design?
curriculum design learning areas of their c) What is the
in kenya, choice difference
c) develop scope and • Draft a sample between
R sequence chart in
curriculum
design,
curriculum design using
the scope and sequence
chart developed.
learning
experiences
and learning
D
d) appreciate the • Debate on the importance activities?
need of a of a curriculum design in
curriculum design learning process.
in learning.
17
Core Competencies Developed
• Communication and collaboration as trainees work in groups in discussing principles of curriculum design in
• Pedagogical Content Knowledge as trainees develop scope and sequence charts
• Reflective practice as trainees brainstorm on different patterns of curriculum design
Values
• Unity as trainees brainstorm and discuss different patterns of curriculum design
T
• Respect as trainees present sample curriculum designs.
• Patriotism as the trainees discuss components of curriculum design in Kenya
AF
• Problem solving skills as trainees develop scope and sequence charts in curriculum design
• Analytical and creative thinking skills as trainees brainstorm on different patterns of curriculum design
• Effective communication skills as trainees debate and brainstorm on the importance of curriculum design
Indicator
Level Exceeds
Expectations R
Meets expectations Approaches
Expectations
Below Expectations
D
Ability to Systematically and Describes different Leaves a few details Leaves out many
describe different comprehensively patterns of curriculum while describing details while
patterns of describes different designs patterns of describing patterns of
curriculum patterns of curriculum designs. curriculum designs
designs curriculum designs
18
Ability to analyze Comprehensively Analyzes the Analyzes some Hardly Analyzes a
the components of analyzes the components of a components of a component of a
a curriculum components of a curriculum design in curriculum design curriculum design in
design in Kenya curriculum design in Kenya in Kenya Kenya with prompts
Kenya
Ability to drafts Uniquely drafts scope Drafts scope and Drafts scope and Draftss scope and
scope and and sequence charts sequence charts in sequence chart in sequence charts in
sequence charts in in a curriculum curriculum design curriculum design curriculum design
T
curriculum design design with some errors with many errors
AF
R
D
19
1.0 Curriculum 1.7 By the end of the sub The teacher trainee to: 1. Why are
Development Taxonomies strand, the teacher trainee • Discuss learning learning
of learning should be able to; taxonomies;original and taxonomies
a) examine various revised bloom and other important in
taxonomies of taxonomies curriculum
learning in relation to • Develop learning development?
T
curriculum outcomes for specific 2. 2. What
development, learning area using the determines
AF
b) generate learning revised bloom’s the choice of
outcomes using the taxonomy and present in learning
revised bloom’s plenary taxonomy
taxonomy and other • In groups, use digital used in
taxonomies, devices to research on generating
Rc) appreciate taxonomies

of learning in
generating learning
other taxonomies of
learning (eg solo’s,
webb’s and fink’s ) and
learning
outcomes?
D
outcomes. present in plenary
• Acknowledge the
importance of using
taxonomies of learning in
generating learning
outcomes .
20
Core Competencies to be developed:
• Pedagogical Content Knowledge as trainees apply taxonomies of learning in generating learning outcomes
• Critical thinking and problem solving as trainees generate learning outcomes using blooms taxonomy and
evaluate various taxonomies of learning
• Digital literacy skills as trainees search and present in groups on other taxonomies of learning
• Self-efficacy as trainees engage in class presentation
Values:
T
• Co-operation and responsibility as teacher trainees work in groups
• Respect as trainees critique presentations by their peers in class
AF
• Analytical thinking skills as trainees discuss taxonomies of learning
• Creative thinking skills as trainees show how taxonomies of learning are applied in a sample design
• Negotiation skills as trainees discuss and exchange views on taxonomies of learning
Indicator
Level Exceeds
R
Expectations
Ability to examine Examines various
Meets expectations
Examines various
Approaches
Expectations
Examines some
Below Expectations
Examines a
D
various taxonomies of taxonomies of taxonomies of taxonomy of learning
taxonomies of learning in relation learning in relation to learning in relation in relation to
learning in relation to Curriculum Curriculum to Curriculum Curriculum
to Curriculum Development and Development Development Development with
Development identifies unique prompts
aspects
21
Ability to generate Generates unique Generates learning Generates learning Generates learning
learning outcomes learning outcomes outcomes for different outcomes for two outcomes for one
for different levels for different levels of levels of knowledge levels of level of knowledge
of knowledge knowledge using using Blooms knowledge using using Blooms
using revised Blooms taxonomy taxonomy Blooms taxonomy taxonomy
Blooms taxonomy and other
taxonomies
T
AF
R
D
22
STRAND 2.0 CURRICULUM MONITORING AND EVALUATION
Strand Sub StrandSpecific Learning Suggested Learning Key Inquiry
2.0 Curriculum 2.1 By the end of the sub strand, The teacher trainee to: 1. What is the
Monitoring Curriculum the teacher trainee should be • use digital devices to purpose of
and Monitoring able to; search for concepts used in curriculum
Evaluation a) explore concepts related to curriculum monitoring monitoring?
T
curriculum monitoring, • Discuss the principles of 2. What
b) examine the principles of curriculum monitoring in should be
curriculum monitoring in monitored
AF
the context of cbc
the context of CBC, • Identify aspects of in a
c) describe the process of curriculum monitored and curriculum?
curriculum monitoring in the process of curriculum 3. Why should
Kenya, monitoring in kenya a teacher
d) analyse aspects of the observe
• In groups, develop tools
R
curriculum that should be
monitored,
e) develop and use tools to
for monitoring the
competency based
ethics in the
process of
curriculum
D
curriculum and practice
carry out curriculum monitoring?
the use the developed tools
monitoring, 4. What
to collect data.
f) overcome challenges challenges
encountered in • Discuss the challenges of is a teacher
curriculum monitoring, curriculum monitoring and likely to
how to overcome them experience
while
23
g) examine roles of different • Search for the roles of monitoring
agencies in the curriculum different agencies in the the
monitoring process, curriculum monitoring curriculum?
h) observe ethics when process
monitoring curriculum. • Simulate importance of
observing ethical issues in
curriculum monitoring.
T
• Digital Literacy skills as trainees use ICT tools in searching for more information on monitoring.
• Creativity and Innovation skills as teacher trainees develop monitoring tools
AF
• Critical thinking and problem solving as teacher trainees discuss application of assessment methods to specific
learners.
Values:
• Integrity as they debate on the importance of observing ethical issues in curriculum monitoring and use the
monitoring tools
R
• Responsibility as trainees discuss and present the various aspects of the curriculum that should be monitored
• Respect as trainees discuss the principles of curriculum monitoring in the context of Competency Based
D
Curriculum
• Cyber security skills as trainees use digital devices responsibly to search for concepts in curriculum
• Healthy relationship skills as trainees work in groups
• Problem solving skills as trainees develop tools for monitoring CBC
• Social cohesion as trainees discuss challenges of curriculum and when developing tools in groups
24
Level Exceeds Expectations Meets expectations Approaches Below Expectations
Indicator Expectations
Ability to explore Innovatively explores Explores concepts Explores few Explores very few
concepts related to concepts of curriculum of curriculum concepts of concepts of
curriculum monitoring with new monitoring curriculum curriculum
monitoring details monitoring leaving monitoring with
some details assistance
T
Ability to examine Examines new Examines the Examines few Examines a
the principles of principles of principles of principles of principle of
AF
curriculum monitoring in curriculum curriculum curriculum
monitoring in the curriculum in the monitoring in the monitoring in the monitoring in the
context of CBC context of CBC and context of CBC context of CBC context of CBC
gives examples when prompted
Ability to describe Distinctively and Describes the Describes few stages Describes a stagein
the process of
curriculum
monitoring in R
clearly describes the
process of curriculum
monitoring in Kenya
process of
curriculum
monitoring in
of the process of
curriculum
monitoring in Kenya
the process of
curriculum
monitoring in
D
Kenya Kenya Kenya with prompts
Ability to analyze Analyses aspects of Analyzes all Analyzes few aspects Analyzes only one
aspects of the curriculum to be aspects of the of curriculum that aspects of
curriculum that monitored and suggests curriculum that should be monitored curriculum that
should be new ones should be should be monitored
monitored monitored
25
Ability to develop Develops innovative Develops and uses Develops tools to Develops and uses
and use tools to tools to carry out tools to carry out carry out curriculum tools to carry out
carry out curriculum monitoring curriculum monitoring but uses curriculum
curriculum and uses them with no monitoring them with errors monitoring all with
monitoring errors many errors
Ability to vercome Overcomes challenges Able to overcome Overcomes most Overcomes few
challenges in curriculum challenges in challenges in challenges in
encountered in amonitoring and curriculum curriculum curriculum
T
curriculum suggests permanent monitoring. monitoring monitoring
monitoring solutions
AF
Ability to examine Examines in depth the Examines the roles Examines the roles Examines roles of
roles of different roles of different of different of few agencies in one agency in
agencies in agencies in curriculum agencies in curriculum curriculum
curriculum monitoring process a curriculum monitoring process monitoring process
monitoring process suggests new agencies monitoring process
Ability to observe
ethics in curriculum
monitoring R
Simulates observation
of ethics when
monitoring curriculum
Observes ethics in
curriculum
monitoring
observe some ethics
when simulating
curriculum
Simulates
observation of an
ethic in monitoring
D
with unique simulation monitoring process curriculum with
innovations prompts
26
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
2.0 Curriculum 2.2 By the end of the sub-strand, the The teacher trainee to: 1. What is
Monitoring Curriculum teacher trainee should be able to; • Discuss concepts related role of
and Evaluation a) explore the concepts related to to curriculum evaluation in curriculum
Evaluation curriculum evaluation in relation to competency evaluation?
relation to competency based based assessment 2. Why
assessment • Demonstrate the use of should a
T
b) evaluate learner’s progress various methods and tools teacher
using various assessment in evaluation of learner’s evaluate
AF
methods and tools, progress. learners?
c) prepare evaluation reports that • Discuss the role of
show learners’ progress in different agencies in the
learning, curriculum valuation
d) examine the roles of different process.
R
agencies in the curriculum
evaluation process,
e) appreciate the role of the
• Analyse the role of the
teacher in evaluation of
learners’ progress.
D
teacher in evaluating learners’
progress and acquisition of • Use digital devices or
competencies. resource persons to discuss
the roles of different
agencies in curriculum
monitoring and evaluation
27
• Assessment competence – as trainees design CBC programme’s assessment tools to gauge learners’ progress.
• Critical thinking and problem solving - as trainees decide on the best assessment methods for different
categories of programmes and making decisions on grading of the assessments.
• Pedagogical Content Knowledge- as trainees demonstrate the use of various methods and tools in curriculum
evaluation
• Creativity and Innovation as teacher trainee develop samples of evaluation reports showing learner’s progress
T
Values:
• Integrity as they design monitoring and evaluation tools relevant to Competency Based Curriculum.
• Respect as trainees discuss concepts related to curriculum evaluation in relation to Competency Based
AF
Assessment
• Resource mobilization and utilization skills as trainees prepare sample evaluation tools and as they search for
the appropriate digital devices
R
• Online safety skills as trainees use digital devices to search for information on the role of different agencies
• Integrity skills as trainees respect various sites of information as they search appropriate information online
D
Level Exceeds Expectations Meets expectations Approaches Below
Indicator Expectations Expectations
Ability to explore Compellingly explores Explores concepts Explores a few Explores one
concepts related to the concepts related to related to curriculum concepts related to concept related to
curriculum curriculum evaluation. evaluation curriculum curriculum
evaluation evaluation evaluation
convincibly unconvincingly
28
Ability to evaluate Innovates assessment Evaluates learner’s Evaluates learner’s Evaluates
learner’s progress methods and tools that progress using various progress using some learners progress
using various accurately evaluates assessment methods assessment methods using faulty
assessment learner’s progress and tools. and tools. assessment
methods and tools. methods and
tools.
Ability to prepare Prepares rich and Prepares evaluation Prepares simplistic Prepares
evaluation reports detailed evaluation reports that show evaluation reports to underdeveloped
T
that show learners’ reports to show learners’ progress in show learners’ evaluation reports
progress in learners’ progress in learning. progress in learning. to show learners’
AF
learning. learning. progress in
learning
Ability to examine Distinctively examines Examines the roles of Examines most of Examinesantly
the roles of the roles of different different agencies in the roles of different examines the
different agencies agencies in curriculum curriculum monitoring agencies in fewroles of
in curriculum
monitoring and
evaluation
evaluation
R
monitoring and and evaluation curriculum
monitoring and
evaluation
agencies in
curriculum
monitoring and
D
evaluation
29
STRAND 3.0: CURRICULUM CHANGE AND INNOVATION
Experiences Questions
3.0 Curriculum 3.1 By the end of sub strand, the The teacher trainee to: 1. What
Change Curriculum teacher trainee should be able to; • Research on the necessitates
and Change a) explore concepts related to differences between Curriculum
Innovation curriculum change, curriculum review Change?
T
b) examine factors that and curriculum 2. What
necessitate curriculum reform strategies can
change, • Brainstorm on the be used to
AF
c) analyse the process of factors that ensure
curriculum change, necessitate effective
d) evaluate the strategies of curriculum change in curriculum
curriculum change, a country. change?
e) analyze curriculum changes • Discuss the process 3. What changes
R
in kenya since
independence,
f) defend the change to
and importance of
curriculum change
• Critique curriculum
have occurred
in the Kenyan
curriculum
D
competency based since
changes in kenya
curriculum in kenya. independence?
since independence.
g) analyse the incorporation of
the 21st century skills in the • Brainstorm on the
competency based merits of the
curriculum, competency based
curriculum in kenya.
30
h) appreciate curriculum as • Discuss the influence
dynamic and responsive to of international
societal changing needs. conventions on
curriculum and
trends in education.
• Communication and collaboration as the trainees discuss the process and importance of curriculum change
• Digital literacy skills as they research on the differences between curriculum review and curriculum change
T
• Critical thinking and problem solving as trainees critique the curriculum changes since independence and
brainstorm on the merits of the Competency Based Curriculum in Kenya.
AF
• Reflective practice as trainees analyze incorporation of 21st century skills in CBC
Values:
• Unity and love as trainees brainstorm on the factors that necessitate curriculum change in a country
• Respect as trainees brainstorm on the merits of the Competency Based Curriculum in Kenya.
R
• Social justice as trainees discusses influence of international conventions on curriculum change in Kenya.
• Decision making skills for transition in life as trainees critique curriculum changes in Kenya.
D
• Educational Guidance skills as trainees brainstorms on the merits of CBC
• Civic responsibility skills as trainees identify and appreciate curriculum innovations in Kenya.
31
Ability to explore Very well organized Adequately Moderately Lacks organization
concepts related to in exploring the organized in organized in in exploring concepts
curriculum change concepts related to exploring concepts exploring concepts related to curriculum
curriculum change related to related to change
curriculum change curriculum change
T
Ability to examine Distinctively Examines factors Examines some Examines one factor
factors that examines factors that that necessitate factors that that necessitate
AF
necessitate curriculum necessitate curriculum change necessitate curriculum change
change curriculum change curriculum change
and expounds on
them
Ability to analyze the Creativelly and Analyzes the Leaves out some Leaves out many
change.
R
process of curriculum comprehensively
analyzes the process
of curriculum
process of details when
curriculum change. analyzing the
process of
details when
analyzing the
process of
D
change. curriculum change. curriculum change.
Ability to evaluate Evaluates in depth Evaluates the Partially evaluates Hardly evaluates
the strategies of the strategies of strategies o strategies of any strategy of
curriculum change curriculum change curriculum change curriculum change curriculum change
and suggests new exhaustively
ones
32
Ability to analyze Precisely and Analyzes Analyzes most Irrelevantly analyzes
curriculum changes in creatively analyses curriculum curriculum changes few curriculum
Kenya since curriculum changes changes in Kenya in Kenya since changes in Kenya
independence in Kenya since since independence since independence
independence independence
Ability to discuss the Compellingly and Discusses the Convincingly Unconvincingly
merits of Competency innovatively merits of discusses some discusses any merit
Based Curriculum in discusses the merits Competency merits of of Competency
T
Kenya. of Competency Based Curriculum Competency Based Based Curriculum in
Based Curriculum in in Kenya. Curriculum in Kenya
AF
Kenya. Kenya.
Ability to analyze the Creatively and Analyzes the Analyzes Attempts to analyze
incorporation of the uniquely analyses the incorporation of incorporation of the incorporation of
21st century skills in incorporation of the the 21st century most of the 21st any of the the 21st
Competency Based 21st century skills in skills in century skills in century skills in
Curriculum
R
Competency Based
Curriculum
Competency
Based Curriculum
Competency Based
Curriculum
Competency Based
Curriculum
D
33
Strand Sub Strand Specific Learning Suggested learning Key Inquiry
3.0 3.2 By the end of the sub The teacher trainees to: 1. What are
Curriculum Curriculum strand the teacher trainee • Brainstorm on current and some of the
Change Innovation should be able to; potential factors that may curriculum
and a) explore various necessitate curriculum innovations
Innovation curriculum innovations innovations in kenya . in Kenya?
in kenya, • Explore various curriculum 2. What
T
b) analyse the innovations in kenya necessitates
significance of • Assess the significance of curriculum
AF
curriculum innovations various curriculum innovation?
in kenya, innovations in kenya 3. What is the
c) embrace curriculum significance
innovation in Kenya to
• Debate on curriculum of
innovations and how they
conform to curriculum
conform to international
R international
conventions and trends
in education.
conventions and trends in
education.
innovation?
D
Core competences developed:
• Critical thinking and problem-solving as trainees brainstorm on current and potential factors that may necessitate
curriculum innovation in Kenya
• Creativity and Innovation – as trainees explore curriculum innovations in Kenya since independence
• Citizenship and leadership as trainees explore curriculum innovations in Kenya since independence
34
Values:
• Unity and co-operation as trainees debate on the current and potential factors that necessitate curriculum
innovations
• Respect as trainees debate on curriculum innovations and how they conform to international conventions and
trends in education.
• Problem solving and education guidance skills as trainees examine curriculum innovations in Kenya and
T
discuss their significance.
• Career pathways and social cohesion skills as trainees debate on curriculum innovation and how they conform
to international trends
AF
• Overcoming life and academic challenges skills as trainees brainstorm current and potential factor that
necessitate curriculum innovation.
R
D
35
Level Exceeds Expectations Meets Approaches Below
Indicator expectations Expectations Expectations
Ability to explore Explores with Explores various Explores some Needs assistance to
various curriculum examples the various curriculum curriculum explore a
innovations in curriculum innovations innovations in innovations in Kenya curriculum
Kenya. in Kenya Kenya innovation in
Kenya
T
Ability to analyze the Comprehensively Analyzes the Partially analyzes the Analyses the
significance of analyzes the significance of significance of significance of
AF
curriculum significance of curriculum curriculum curriculum
innovations in Kenya curriculum innovations innovations in innovations in Kenya innovations in
in Kenya Kenya Kenya
with prompts
R
D
36
STRAND 4.0: CURRICULUM FRAMEWORKS
4.0 Curriculum 4.1 By the end of the sub The teacher trainee to: Why should a
Frameworks Basic strand, the teacher trainee • Discuss the concept of a teacher take
Education should be able to; curriculum framework in keen interest
Curriculum a) examine the concept relation to CBC in every
T
Framework in of a curriculum • Use digital devices to component of
Kenya framework in relation search and present in class the Basic
to CBC components of the basic Education
AF
b) analyze the basic education curriculum Curriculum
education curriculum framework in kenya Framework?
framework in kenya • Identify and discuss how
c) apply the basic the components of the
education, curriculum basic education curriculum
R framework to the
learning process in
kenya,
framework are applied in
the competency based
curriculum in kenya
D
d) appreciate the need • Discuss the need for basic
for the basic education curriculum
education curriculum framework in the
framework in the competency based
competency based curriculum
curriculum.
37
Core competencies developed:
• Communication and collaboration as trainees analyze the components of the Basic Education Curriculum
Framework in Kenya
• Pedagogical Content Knowledge as trainees discuss how the components of Basic Education Curriculum
Framework are applied in the learning process in Kenya
• Digital literacy as they use digital devices to prepare and make class presentations
• Reflective practice as trainees apply the Basic Education Curriculum Framework to the learning process in
T
Kenya
Values:
• Unity as the trainees discuss the concept of a curriculum framework and the components of the Basic Education
AF
Curriculum Framework
• Responsibilities as trainees assume leadership roles in class presentation and perform their shared tasks.
• Social justice as trainees analyze the application of Basic Education Curriculum Framework in Kenya
• Patriotism as trainees explore the significance of Basic Education Curriculum Framework in Kenya
R
• Analytical thinking skills as trainees discuss concept of curriculum framework and analyze the BECF
• Skills on managing media and technology as trainees use digital devices to search for information on BECF
D
• Negotiation and social skills as trainees discuss the application of BECF components in CBC
38
Level Exceeds Meets expectations Approaches Below Expectations
Ability to examine Examines in depth the Sufficiently Partially examines Incompletely
the concept of a concept of curriculum examines the the concepts of examines the
curriculum framework concept of curriculum concepts of a
framework curriculum framework curriculum
framework framework
T
Ability to analyze Distinctively Analyses the Basic Analyzes some Analyzes a
the Basic analyses all Education components of the component the Basic
AF
Education components of the Curriculum Basic Education Education
Curriculum Basic Education Frameworks in Curriculum Curriculum
Framework in Curriculum Kenya Framework in Framework in Kenya
Kenya Framework and Kenya with prompts
suggests new
Ability to apply the

Basic Education
components
R
Logically applies the
Basic Education
Applies the basic
education
Applies some
aspects of the Basic
Applies an aspect of
the basic education
D
Curriculum Curriculum curriculum Education curriculum
Framework to the Framework to the framework to the Curriculum framework to the
learning process in learning process in learning process in Framework to the learning process in
Kenya Kenya Kenya learning process in Kenya with
Kenya. assistance
39
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
4.0 4.2 Teacher By the end of the sub strand, The teacher trainee to: Why is the
Curriculum Education the teacher trainee should be • Analyze the components of the Teacher
Frameworks Curriculum able to; teacher education curriculum Education
Framework in a) analyze the Teacher framework in kenya. Curriculum
Kenya Education Curriculum • Discuss how the components Framework
(TECF) Framework in Kenya, important?
T
of the teacher education
b) apply the Teacher curriculum framework are
Education Curriculum applied in the learning process
AF
Framework to the in kenya.
learning process in • Brainstorm on the relationship
Kenya, between the teacher education
c) relate the Teacher curriculum framework and the
Education Curriculum BECF
R
Framework with the
BECF,
d) appreciate the need for
• Discuss the need for the
teacher education curriculum
framework in the Competency
D
the Teacher Education
Based Curriculum in Kenya.
Curriculum Framework
to the Competence
Based Curriculum in
Kenya.
40
Core competencies developed:
• Communication and collaboration as they analyze the components of Teacher Education Curriculum
Framework in Kenya
• Pedagogical Content Knowledge as trainees discuss how the components of the Teacher Education Curriculum
Framework are applied in the learning process
• Citizenship and leadership as trainees analyze the components of the Teacher Education Curriculum
Framework in Kenya.
T
• Reflective practice as trainees brainstorm on the relationship between the Teacher Education Curriculum
Framework and the BECF
Values:
AF
• Respect as trainees brainstorm and discuss the components of teacher education curriculum framework
• Unity as trainees participate in the discussion and brainstorming sessions
• Patriotism as trainees analyze and appreciate the components of TECF in Kenya
R
• Creative thinking as trainees relate the TECF with the BECF
• Effective communication skills as trainees discuss how components of BECF are applied in the learning process
D
41
Ability to analyze the Comprehensively Analyzes the Analyzes some Analyzes an aspect of
Teacher Education analyzes the Teacher Teacher Education aspects of the the the Teacher
Curriculum Education Curriculum Curriculum Teacher Education Education
Framework in Kenya Framework in Kenya Framework in Curriculum Curriculum
and suggests Kenya Framework in Framework in Kenya
T
improvement Kenya with prompts
Ability to apply the Applies and innovates Applies the Applies some Applies an aspects of
AF
Teacher Education the Teacher Teacher Education aspects of the the Teacher
Curriculum Education Curriculum Curriculum Teacher Education Education
Framework in the Framework in the Framework in the Curriculum Curriculum
learning process in learning process learning process Framework in the Framework in the
Kenya learning process learning process with
Ability to relate the

Teacher Education R
Relates in depth the
Teacher Education
Relates the
Teacher Education
assistance
Relates the Teacher Relates the Teacher
Education Education
D
Curriculum Curriculum Curriculum Curriculum Curriculum
Framework with the Framework to the Framework to the Framework with the Framework to the
BECF BECF BECF BECF leaving some BECF leaving out
details many details
42
4.0 4.3 By the end of the sub strand, The teacher trainees to: Why is it
Curriculum Curriculum the teacher trainee should be • Use digital devices to research necessary to
Frameworks Frameworks able to; and write a paper for class study
from other a) analyze curriculum presentation on curriculum curriculum
Countries frameworks from other frameworks from around the frameworks
countries, world (such as; Asia, Europe, from other
T
b) compare curriculum America, Oceania) countries?
frameworks from other • Compare and contrast various
AF
countries in relation to the curriculum frameworks from
curriculum frameworks in around the world with kenya
Kenya, curriculum frameworks
c) appreciate the need for • Debate on the need for a
studying curriculum curriculum framework in the
Core competences to be developed:R frameworks from other learning process

countries.
D
• Communication and collaboration as trainees engage in class debates
• Self-efficacy as trainees present and critique their peers during class debate and discussions.
• Pedagogical Content Knowledge as they examine the frameworks from other countries
• Reflective Practice as trainees compare and contrast various curriculum frameworks from around the world
• Digital literacy as they as they research and write a paper on curriculum framework from various countries
Values:
43
• Respect is as trainees critique each other when making presentations
• Unity as trainees discuss and brainstorm on curriculum frameworks
• Social justice as trainees analyze the frameworks from other countries.
• Self esteem skills as trainees research and write a paper on curriculum frameworks from other countries
• Career exploration and alignment skills as trainees compare and contrast various curriculum frameworks from
around the world
T
• Effective communication and negotiation skills as trainees debate on the need for a curriculum framework in
the learning process
AF
Ability to analyze Persuasively Credibly analyzes Analyses various Analyzes any
curriculum
frameworks from
other countries R
analyzes curriculum
frameworks from
other countries
curriculum
frameworks from
other countries
curriculum
frameworks from
other countries from
curriculum
frameworks from other
countries with
D
other countries assisstance
44
Ability to compare Compares Compares the Compares few Compares any
curriculum curriculum curriculum curriculum curriculum framework
frameworks from frameworks from frameworks from frameworks from from another country
other countries with other countries with other countries with other countries with with the curriculum
the curriculum the curriculum the curriculum the curriculum frameworks in Kenya
frameworks in frameworks in frameworks in frameworks in Kenya with assistance
Kenya Kenya and points Kenya
out gaps
T
AF
R
D
45
Experiences Question(s)
4.0 4.4 By the end of the sub strand, the The teacher trainee to: 1. What is the
Curriculum Values teacher trainee should be able • Discuss in groups the difference
Frameworks Based to; meaning and importance between values
Education a) discuss the meaning and of values in the society. and Values
(VbE) role of values in society, • Model different contexts Based
b) examine the concept of that show the core values Education?
T
Values Based Education in real life. 2. Why is Values
(VbE), • Examine various Based
AF
c) analyze the principles of approaches used in Education
Values Based Education in incorporating values in the important?
relation to the Whole curriculum designs and
School Approach (WSA), learning process.
d) demonstrate the
application of Values
• Use digital devices to
R
Based Education in the
learning situation and real
search for more
information on values
from other countries and
D
life,
make group presentations
e) interpret the core values
in class.
identified in the Basic
Education Curriculum • Use digital devices to
Framework, research on principles of
values-based education
and make presentations
46
f) appreciate the importance
of values in the learning
process.
Core competencies to be developed:

• Communication and collaboration as the trainees discuss with their peers the meaning and importance of values.
• Reflective practice as trainees demonstrate the application of Values Based Education in the learning situation
and real life
T
• Digital literacy as trainees search for information on values from other countries.
• Pedagogical Content Knowledge as trainees identify various approaches used in incorporating values in the
AF
curriculum design and learning process
Values:
• Unity as trainees model different contexts that show the core values in real life.
• Responsibility as trainees discuss in groups and make presentations
• Social Justice as trainees examine various approaches used in incorporating values in the curriculum designs
and learning process
R
• Groups dynamics skills as trainees discuss in groups the meaning and importance of values in the society
D
• Peace education skills as trainees identify various approaches used in incorporating vales in the curriculum
• Information technology and cyber security skills as trainees use digital devices to learn more on values from
other countries
• Self esteem as trainees make presentations on values from other countries
47
Indicators Expectations Expectations
Ability to discuss Clearly and Clearly discusses the Partially clear and Unconvincibly
the meaning and convicingly discusses meaning and convincingly discusses
role of values in the meaning and importance of values discusses the meaning and
society. importance of values in the society. the meaning and importance of
in the society importance of values values in the society
T
in the society
Ability to Systematically Examines the concept Leaves out some Leaves out many
AF
examine the examines the concept of Values Based details when details when
concept of Values of Values Based Education examining the examining the
Based Education Education adds new concept of Values concept of Values
details Based Education Based Education.
Ability to analyze Analyses and Analyzes the Analyzes some Analyzes any
the principles of
Values Based
Education in R
innovatively applies
the principles Values
Based Education in
principles Values
Based Education in
relation to Whole
principles of Values
Based Education in
relation to Whole
principles of Values
Based Education in
relation to WSA
D
relation to WSA relation to Whole School Approach School Approach Whole School
School Approach Approach with
assistance
48
Ability to Creatively Demonstrates the Demonstrates the Demonstrates
demonstrate the demonstrates the application of Value application of some application of Value
application of application of Value Based Education in aspeccts of Value Based Education in
Values Based Based Education in the learning situation Based Education in the learning
Education in the the learning situation and real life the learning situation situation and real
learning situation and real life and real life life with assisstance
and real life
Ability to Accurate in Interpretes the eight Iterpretes most of the Interpretes four or
T
interpret core interpreting the eight core values in the core values in the less of the eight the
values in the core values in the BECF. BECF. core values in the
AF
BECF BECF and suggests BECF with
improvement. assistance
R
D
49
4.0 4.5 By the end of the sub The teacher trainee to: 1. Why is
Curriculum Parental strand, the teacher trainee • Use digital devices to Parental
Frameworks Empowerment should be able to; search for concepts in Empowerment
and a) distinguish between Parental Empowerment and
Engagement Parental Empowerment and Engagement and Engagement
(PE&E) and Parental necessary in
T
make class presentations.
Engagement, • Discuss justification the the learning
b) justify the role of need for parental process?
AF
Parental Empowerment empowerment and 2. How does the
and Engagement in engagement in the legal and
learning, learning process. policy
c) analyze the pillars of • Research on pillars and framework
Parental Empowerment strategies of pe&e and do influence
R and Engagement,
d) explore the strategies
of Parental
a class presentation.
• Brainstorm on the role of
stakeholders in pe&e for
Parental
Empowerment
and
D
Empowerment and Engagement?
resource mobilization and
Engagement in the
utilization.
learning process,
e) examine the role of • Discuss the legal and
stakeholders in Parental policy frameworks of
Empowerment and parental empowerment
Engagement, and engagement.
50
f) examine the legal and • In groups examine
policy framework for different ways of
Parental, empowering and
Empowerment and engaging parents for
Engagement. enhanced learning
g) Appreciate the role of outcomes and make a
Parental Empowerment class presentation
and Engagement in the
T
learning process.
AF
• Critical thinking and problem solving as trainees discuss the legal and policy framework of parental
empowerment and engagement
• Digital literacy skills as trainees use digital devices to search the concepts of Parental Empowerment and
Engagement
• Pedagogical Content Knowledge as trainees justifies the existence of Parental Empowerment and Engagement
R
for value creation in learners.
• Communication and collaboration as the trainees brainstorm on the role of stakeholders in PE&E for resource
mobilization and utilization.
D
• Self-efficacy as trainees brainstorm, discuss and make group and class presentations
• Citizenship and leadership as trainees brainstorm on the role of stakeholders in PE&E for resource mobilization
and utilization
Values:
• Respect; as trainees discuss the legal and policy framework of Parental Empowerment and Engagement
51
• Unity as the trainees examine different ways of empowering and engaging parents for enhanced learning
outcomes
• Integrity and Responsibility; as trainees use digital devices and listen to presentations from others.
• Social justice & Patriotism as trainees discuss the legal and policy frameworks of Parental Empowerment and
Engagement
• Role modeling skills as trainees role play different ways of empowering and engaging parents
T
• Civic responsibility skills as trainees discuss the legal and policy framework of PE&E
• Online safety skills as trainees use digital devices to search for concepts on PE&E
AF
• Self-awareness skills as trainees make class presentations on concepts of PE&E
Indicators Expectations Expectations
Ability to Distinctively and Distinguishes Somewhat Distinguishes parental
empowerment from parental

parental R
distinguish parental clearly distinguishes
empowerment from
parental distinguishes
empowerment from parental
parental empowerment
empowerment from
parental engagement
with prompts
D
engagement parental engagement engagement. from parental
engagement.
Ability to justify Compelingly justifies Justifies the role of Justifies some Justifies any role of
the role of Parental the role of Parental Parental roles of Parental Parental Empowerment
Empowerment and Empowerment and Empowerment and Empowerment and and Engagement in
Engagement in Engagement in Engagement in Engagement in learning with assistance
learning learning learning learning
52
Ability to analyze Creatively analyzes Analyzes the pillars Analyzes some Analyzesa pillar of
the pillars of the pillars of Parental Parental pillars of Parental Parental Empowerment
Parental Empowerment and Empowerment and Empowerment and and Engagement with
Empowerment and Engagement and Engagement Engagement assistance
Engagement suggests
improvement
Ability to explore Intensely explores the Explores the Simplistically Explores a strategy of
the strategies of strategies of Parental strategies of explores the Parental Empowerment
T
Parental Empowerment and Parental strategies of and Engagement in the
Empowerment and Engagement in the Empowerment and Parental learning process with
AF
Engagement in the learning process.. Engagement in the Empowerment and assistance.
learning process. learning process. Engagement in the
learning process.
Ability to examine Clearly examines Examines the role Examines the role Examines the role of a
the role of and innovates the role of stakeholders in of some stakeholder in Parental
stakeholders in
Parental
Empowerment and
Parental
R
of stakeholders in
Empowerment and
Parental
Empowerment and
Engagement
stakeholders in
Parental
Empowerment and
Empowerment and
Engagement with
prompts
D
Engagement Engagement Engagement
53
Ability to examine Distinctivelly and Examines the legal Leaves out some Leaves out many details
the legal and policy comprehensively and policy details when when examining the
framework for examines the legal framework for examining the legal and policy
Parental and policy framework Parental legal and policy framework for Parental
Empowerment and for Parental Empowerment and framework for Empowerment and
Engagement Empowerment and Engagement Parental Engagement
Engagement Empowerment and
Engagement
T
Ability to discuss Discusses with Discusses how Discusses some Discusses one way of
how parents can be examples how parents can be ways of how how parents can be
AF
empowered and parents can be empowered and parents can be empowered and
engaged empowered and engaged in the empowered and engaged in the learning
engaged in the learning process engaged in the process
learning process learning process
R
D
54
Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry
4.0 4.6 By the end of the sub The teacher trainee to: 1. How can
Curriculum Community Strand, the teacher • Discuss the concepts of: learners
Frameworks Service trainee should be able to; community service, contribute in
Learning a) analyse the concept community service learning, addressing
(CSL) of CSL in relation to fieldtrips and attachment issues in their
CBC, communities?
T
relation to CBC.
b) discuss the rationale • Brainstorm on the rationale 2. Why is it
for community for CSL necessary to
AF
service learning in • Identify community service incorporate
the learning process, learning activities that community
c) explore the promote learning and make service
components of class presentations. learning
community service activities in
• Discuss the components and
R learning,
d) analyse the
principles of
principles of community
service learning
• Watch and analyse videos
the learning
process?
D
community service
learning in the showing various community
learning process, service learning activities.
e) examine ways of • Describe the
engaging the implementation of
community in community service learning
in early years/middle school
55
community service and senior school
learning activities, (integrated versus stand-
f) analyse community alone)
service learning for • Review literature on the
the various levels of background that informed
learning, the inclusion of community
g) appreciate the service learning into the
importance of competency based
T
community service curriculum in kenya
learning in the
AF
learning process.
• Communication and collaboration as trainees discuss and make presentations
• Self-efficacy as trainees review literature that informed the inclusion of CSL into the curriculum
• Digital Literacy skills as trainees use digital devices to search, watch and analyse various CSL activities.
R
● Pedagogical Content Knowledge as trainees identify Community Service Learning activities that promote
learning and make class presentations.
Values:
D
• Respect and responsibility as trainees discuss and make presentations
• Peace and unity as trainees work together to discuss and make presentations
• Self-awareness skills as trainees discusses concepts, Components and principles of CSL
• Creative thinking as trainees identify CSL activities and class presentation
• Online safety skills as trainees watch and analyze videos on CSL activities
56
• Social cohesion skills as trainees debate on the benefits of CSL to stakeholders
• Resource mobilization and utilization skills as trainees describe implementation of CSL activities in various
levels of education
Exceeds Meets expectations Approaches Below Expectations
Level Expectations Expectations
Indicators
T
Ability to analyze Creatively analyzes Analyzes the Analyzes some Analyzes a part of the
the concept of the concept of concept of aspects of concepts concept of
Community Community Service Community Service of Community Community Service
AF
Service Learning. Learning Learning. Service Learning Learning with
assistance.
Ability to discuss Discusses in depth Discusses the Partially discusses Discusses a part of the
the rationale for the rationale for rationale for the rationale for rationale for
Community Community Service Community Service Community Service community service
Service Learning
in the learning
process R
Learning in the
learning process
Learning in the
learning process
Learning in the
learning process
learning in the
learning process with
prompt
D
Ability to explore Distinctively Explores the Exploring some Explores a component
the components of explores the components of components of of Community Service
community components of Community Service Community Service Learning with
service learning Community Service Learning Learning assistance
Learning and
suggests
improvement
57
Ability to analyze Analyzes with Analyzes the Analyzes some Needs assistance to
the principles of examples the principles of principles of analyze any principly
community principles of Community Service Community Service of Community Service
service learning Community Service Learning Learning Learning
Learning
Ability to Examines precise Examines ways of Examines basic ways Examines a wayof
examine ways of ways of engaging the engaging the of engaging the engaging the
engaging the community in community in community in community in
T
community in Community Service Community Service Community Service Community Service
Community Learning activities Learning activities Learning activities Learning activities
AF
Service Learning with assistance
Activity
Ability to analyze Comprehensively Comprehensively Leaves out some Leaves out many
community analyzes community analyzes details when details when analyzing
service learning service learning for community service analyzing community service
for the various
levels of learning
R
the various levels of
learning and suggests
unique improvement
learning for the
various levels of
learning
community service
learning for the
various levels of
learning for the
various levels of
learning
D
learning
58
4.0 4.7 By the end of the sub strand, The teacher trainee to: 1. How do you
Curriculum Community the teacher trainee should be • Examine the secondary identify
Frameworks Service able to; level curriculum designs to appropriate
Learning a) analyse community identify community service Community
Integration service learning learning activities that Service
Strategies activities in curriculum Learning
T
address challenges in the
designs for secondary community projects?
level, • Collaborate with other 2. What is the
AF
b) develop a community teachers in the learning role of the
service learning activity grade to develop one community in
that incorporates skills common community service Community
from different learning learning activity that Service
areas, incorporates skills from Learning
R
c) apply project based
learning in carrying out
the identified
different learning areas
• Implement a community
service learning project in
projects?
3. How can you
mitigate
D
community service the community using challenges as
learning activity, project based learning you carry out
d) develop assessment approach. Community
tools for the csl activity Service
carried out,
• Draft samples of tools to Learning
assess an identied csl
projects?
project.
59
e) administer assessment • Simulate the administration
tools for the csl carried of assessment tools for the
out, csl project
f) prepare a report on the • Write a report on the
community service community service learning
learning activity carried activity carried out.
out, • Organise an exhibition for
g) appreciate project based
T
their community service
learning strategy for learning projects to
community service community for feedback
AF
learning integration. and reflection
• Communication and Collaboration as trainees examine curriculum designs for secondary level to identify
community service learning activities
• Critical thinking and problem solving as trainees develop one common community service learning activity
R
for the learning grade that addresses community issues
• Creativity and Innovation as trainees implement the chosen community service learning projects
• Pedagogical Content Knowledge as trainees examine curriculum designs to identify community service
D
learning activities
• Self-efficacy as trainees write a report on the Community Service Learning activity carried out.
• Assessment as trainees develop tools to assess the community service learning project
Values:
• Respect as trainees discuss and make presentations
• Unity and peace as they work together to discuss and make presentations
60
• Social justice as trainees implement a Community Service Learning project in the community using project
based learning approach
• Analytical thinking skills as trainees analyze CSL activities in curriculum design
• Resource mobilization and utilization skills as trainees develop and administer CSL assessment tools
• Resolution skills as trainees develop CSL activities that incorporate various skills from different learning areas
• Financial literacy skills as trainees organize to collaborate with each other in developing a CSL that is cost
T
effective
• Self-awareness skills as trainees organize for a CSL exhibition
AF
Exceeds Meets Approaches Below Expectations
Level Expectations expectations Expectations
Indicators
Ability to analyze
Community
Service Learning R
Distinctively and
clearly analyzes
Community Service
Analyzes
Community
Service Learning
Analyzes a few
Community Service
Learning activities in
Analyzes a
Community Service
Learning activity in
D
activities in Learning activities in activities in curriculum designs for curriculum designs
curriculum designs curriculum designs curriculum designs secondary level. for secondary level
for secondary secondary level. for secondary with assistance
level. level.
61
Ability to develop Accurately and Develops a Developes a Developes a
a Community innovatively develops Community Community Service Community Service
Service Learning a Community Service Service Learning Learning activity that Learning activity that
activity that Learning activity that activity that incorporates skills incorporates skills
incorporates skills incorporates skills incorporates skills from only one learning from different
from different from different from different areas learning areas with
learning areas learning areas learning areas assistance
Ability to apply Very well organized Applies Project Moderately organized Applies Project
T
Project Based in applying Project Based Learning in in applying Project Based Learning in
Learning in Based Learning in carrying out the Based Learning in unorganized way in
AF
carrying out the carrying out the identified CSL carrying out the an identified CSL
identified CSL identified CSL activity identified CSL activity activity
activity. activity
Ability to develop Creatively develops Develops Sometimes accurate in Rarely accurate in
assessment tools assessment tools for assessment tools developing assessment developing
for the CSL
activity carried out carried out
R
the CSL activity for the CSL
activity carried out
tools for the CSL
activity carried out
assessment tools for
the CSL activity
carried out
D
Ability to Very well organized Administers Moderately organized Lacks organization
administer in administering assessment tools in administering in administering
assessment tools assessment tools for for the CSL assessment tools for assessment tools for
for the CSL the CSL activity activity carried out the CSL activity the CSL activity
activity carried out carried out carried out carried out
62
Ability to prepare Comprehensively Prepares a report Leaves out some Leaves out many
a report on the prepares a report on on the CSL details when details when
CSL activity the CSL activity activity carried out preparing a report on preparing a report
carried out carried out and adds a the CSL activity on the CSL activity
lot of details carried out carried out when
assisted
T
AF
R
D
63
4.0 4.8 Pertinent and By the end of the sub The teacher trainee to: 1. What are
Curriculum Contemporary strand, the teacher trainee • Search from the Pertinent and
Frameworks Issues (PCIs) should be able to; internet the meaning of Contemporary
a) examine the concept of pertinent and issues?
pertinent and contemporary issues in 2. Why should
contemporary issues in Pertinent and
T
society and share
learning, findings in a plenary Contemporary
b) analyse various session. Issues be
AF
pertinent and • Brainstorm on various integrated in
contemporary issues pcis as specified in the curriculum
that should be Basic Education designs?
integrated in the Curriculum 3. How can
curriculum, Framework Pertinent and
R
c) explore the effects of
pertinent and
contemporary issues on
• Discuss with peers the
effects of pertinent and
contemporary issues
Contemporary
Issues be
incorporated in
D
the school community, on the wellbeing of the the learning
d) justify the relevance of school community. process?
integrating pertinent
and contemporary
• Debate on the pros and
cons of integrating
issues in learning,
pertinent and
e) analyse ways of
contemporary issues in
incorporating pertinent
learning?
64
and contemporary • Analyze the different
issues in different approaches that can be
learning areas, used to incoporate
f) appreciate the Pertinent and
importance of pertinent Contemporary Issues
and contemporary in learning?
issues in the learning
process.
T
Core Competencies to be developed:
• Digital literacy skills as trainees search for information on Pertinent and Contemporary Issues in society
AF
• Self-efficacy as the trainees share and share findings in a plenary session.
• Pedagogical Content Knowledge as trainees show different ways of incorporating Pertinent and Contemporary
Issues in the curriculum designs.
• Communication and collaboration as trainees present and discuss information on Pertinent and Contemporary
Issues in society
Values:
R
• Unity; as trainees participate in class discussions and presentations.
• Integrity as teacher trainees debate on the pros and cons of integrating Pertinent and Contemporary Issues in
D
the curriculum design
• Respect and cooperation as trainees discuss with peers the effects of Pertinent and Contemporary Issues on the
wellbeing of the school community
• Socio -civic guidance skills as trainees discuss effects of PCIs on the school community wellbeing
• Empathy skills as trainees debate on pros and cons of integrating PCIs in the curriculum design
65
• Healthy inter and intrapersonal relationships skills as trainees present their findings in a plenary session
• Civic responsibility skills as trainees analyze the different approaches that can be used to incorporate PCIs in
the curriculum design

T
Ability to examine Examines in depth Sufficiently Partially examines
Examines any aspect
the concept of the concept of examines the the concept of
of the concept of
AF
Pertinent and Pertinent and concept of Pertinent Pertinent andPertinent and
Contemporary Issues Contemporary Issues and Contemporary Contemporary Issues
Contemporary Issues
in learning in learning Issues in learning in learning in learning with
prompt
Ability to analyze Analyzes with Analyzes various Analyzes some Needs assistance to
Contemporary Issues Pertinent and

that should be R
various Pertinent and examples various Pertinent and Pertinent and analyze any Pertinent
Contemporary Issues Contemporary Issues and Contemporary
Contemporary Issues that should be that should be Issues that should be
D
integrated in the that should be integrated in the integrated in the integrated in the
curriculum integrated in the curriculum curriculum curriculum
curriculum
66
Ability to explore logically explores Explores effects of Explores some Rudimentary explores
effects of Pertinent effects of Pertinent Pertinent and effects of Pertinent any effect of Pertinent
and Contemporary and Contemporary Contemporary Issues and Contemporary and Contemporary
Issues on the school Issues on the school on the school Issues on the school Issues on the school
community. community and community. community community.
suggests solutions.
Ability to analyze Creatively analyzes Analyzes ways of Partially analyzes Analyzes ways of
ways of ways of incorporating ways of incorporating
T
incorporating incorporating Pertinent and incorporating Pertinent and
Pertinent and Pertinent and Contemporary Issues Pertinent and Contemporary Issues
AF
Contemporary Issues Contemporary Issues in different learning Contemporary Issues in different learning
in different learning in different learning areas in different learning areas with prompts
areas areas areas
Ability to justify the Compellingly and Justifies the Sometimes Mostly unbelievable
relevance of
integrating Pertinent
and Contemporary R
Convincingly
justifies the
relevance of
relevance of
and Contemporary
believably justifies
the relevance of
in justifying the
relevance of
D
Issues in learning. integrating Pertinent Issues in learning and Contemporary and Contemporary
and Contemporary Issues in learning Issues in learning
Issues in learning
67
4.0 4.9Gender By the end of the sub The teacher trainee to: 1. What are
Curriculum Issues in strand, the teacher trainee • Discuss the concept of gender issues in
Frameworks Education should be able to: gender and gender in education?
a) examine the concept of education. 2. How can
gender as constructed • Dramatize a skit depicting gender-based
by the society, violence be
T
the place of the boy and girl
b) analyze the place of child at home, classroom eradicated?
gender in different and society. 3. To what extent
AF
contexts for appropriate • Watch a video on gender are your school
intervention, stereotyping in education in facilities
c) examine the effects of a school set up showing how genders
gender roles and duties and responsibilities responsive?
stereotyping in are allocated.
R
education,
d) suggest gender
mainstreaming
• Brainstorm the concept of
gender mainstreaming and
how well it can be
D
interventions both at
implemented in schools.
sch ool and in the
community, • analyze the forms and
e) analyze forms and effects of sexual and gender-
effects of sexual and based violence on learners,
gender-based violence learning, school, family and
community.
68
on learners and • Formulate ways of
families, eradicating gender-based
f) propose appropriate violence on learners in
approaches to support different situations.
the victims of gender- • Discuss appropriate
based violence in approaches to support the
schools, victims of gender-based
g) justify the need to
T
violence in schools
eradicate fgm in the • Discuss gender responsive
society, school environment by
AF
h) appreciate the benefits analyzing the available
of a gender responsive resources and their
school environment to allocation as well as
learning. utilization.
R
Core Competencies to be developed
• Pedagogical Content Knowledge as trainees brainstorm on the concept of gender mainstreaming and how well
D
it can be implemented in schools.
• Reflective practice as trainees formulate ways of eradicating Gender Based Violence on learners in different
contexts
• Communication and collaboration as trainees interact with peers during discussions.
69
Values:
• Responsibility as trainees analyze the forms and effects of sexual and gender-based violence in different
contexts
• Respect as trainees propose appropriate approaches to support the victims of gender-based violence in schools
• Social justice as trainees engage and discuss on the commitment to gender mainstreaming.
• Gender issues skills as trainees analyze effects of sexual and Gender Based Violence on learners
T
• Sexual and Gender Based Violence Prevention skills as trainees formulate ways of eradicating Gender Based
Violence on Learners
• Self-awareness as trainees dramatize a skit depicting the place of the boy and girl child
AF
• Self-management as trainees brainstorm the concept of gender mainstreaming and how well it can be
implemented in schools
R
D
70
Ability to examine Innovatively Examines the concept Sometimes accurate Rarely accurate in
the concept of examines the of gender as in examining the examining the
gender as concept of gender constructed by the concept of gender as concept of gender as
constructed by the as constructed by society constructed by the constructed by the
society the society society society
T
Ability to analyze Provides rich and Analyzes the place of Simplistically Analyzes
the place of gender detailed solutions gender in different analyzes the place of underdeveloped
AF
in different contexts to the place of contexts for gender in different concepts about the
for appropriate gender in different appropriate contexts for place of gender in
intervention. contexts for intervention appropriate contexts for
appropriate intervention appropriate
intervention intervention
Ability to examine
roles and R
Accurately
the effects of gender examines the
effects of gender
Mostly accurate in
examining the effects
of gender roles and
Sometimes accurate
in examining effects
of gender roles and
Rarely accurate in
examining the
effects of gender
D
stereotyping in roles and stereotyping in stereotyping in roles and
education stereotyping in education education stereotyping in
education education
71
Ability to suggest Logically suggests Reasonably suggests Somewhat reasonable in Illogical in
gender gender gender suggesting gender suggesting gender
mainstreaming mainstreaming mainstreaming mainstreaming mainstreaming
interventions both at interventions both interventions both at interventions both at interventions both at
school and in the at school and in the school and in the school and in the school and in the
community. community community. community community
Ability to analyze Systematically and Comprehensively Analyzes but leaves out Analyzes but leaves
forms and effects of comprehensively analyzes forms and some details on forms out many details on
T
sexual and gender- analyzes forms and effects of sexual and and effects of sexual forms and effects of
based violence on effects of sexual gender-based and gender-based sexual and gender-
AF
learners and families and gender-based violence on learners violence on learners and based violence on
violence on and families families learners and families
learners and
families
Ability propose Proposes many Proposes appropriate Propose a few Pproposes one
appropriate
approaches to
support the victims
appropriate
R
innovative and
approaches to
approaches to
support the victims
of gender
appropriate approaches
to support the victims of
gender
appropriate
approach to support
the victims of
D
of gender-based support the victims gender after being
violence in schools, of gender-based prompted
violence in
schools,
Ability to justify the Compellingly Justifies the need to Somehow justifies the unbelievably
need to eradicate justifies the need to eradicate FGM in need to eradicate FGM justifies the need to
FGM in the society the society in the society
72
eradicate FGM in eradicate FGM in
the society the society
T
AF
R
D
73

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DSTE CURRICULUM STUDIES CD NOVEMBER 2022

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REPUBLIC OF KENYA

Published and printed by Kenya Institute of Curriculum Development

PROF. CHARLES O. ONG’ONDO, MBS

REGULATIONS FOR THE DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE)

MICRO-TEACHING AND PRACTICUM

3. Common Subjects 60 60 60 60 70 50 360 65

4.. 1st Teaching Subject 40 50 50 60 70 90 360 65

5. 2nd Teaching Subject 40 50 50 60 70 90 360 65

SUB TOTAL 220

1.0 Curriculum Development 1.1 Background to Curriculum Development 4

4.3 Curriculum Frameworks from other Countries 6

4.4 Values Based Education (VbE) 3

Apreciates the role of

Analyzes only one

R c) apply the principles

Rc) appreciate taxonomies

Ability to apply the

Ability to relate the

Core competences to be developed:R frameworks from other learning process

Core competencies to be developed:

empowerment from parental

Suggested Formative Assessment Rubric

Contemporary Issues Pertinent and

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