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Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance.
To manage both they need to learn time management skills.
The course improves driving skills.
The skills include driving, road laws and regulations, and how to carry out first aid in case of an accident among others.
Road risk assessment: The driver will learn how to assess risk factors on the road and be cautious enough to avoid accidents.
This means leadership skills will be needed.
The school can teach leadership learning skills.
Skills learned in the field like teamwork, leadership, critical thinking, and creativity can be implemented in class to improve performance.
To manage both they need to learn time management skills.
To qualify Craft certificate (Level 5) a grade of D plain and above in KCSE is required or a pass in artisan in the area of interest.
To undertake the Artisan course (Level 4,), you must have a KCPE or KCSE mean grade of D- and E.
The CBC intends to be more practical and student-based.
To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).
These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution.
These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards.
This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues.
It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others.
Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made.
The 7 core competencies in CBC are:
The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn.
The core values of CBC are:
The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical.
The CBC intends to be more practical and student-based.
To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).
These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution.
These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards.
This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues.
It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others.
Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made.
The 7 core competencies in CBC are:
The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn.
The core values of CBC are:
The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical.
Community service learning is an integrated learning where learners are involved in community service within their locality.
Collaboration and leadership skills: the activities require collaboration from different parties which is a skill students can learn.
The CBC intends to be more practical and student-based.
To achieve the national educational goals, the government through KICD developed a Basic Education Curriculum Framework (BECF).
These key values are included in the CBC curriculum to achieve the requirements of the Kenya constitution.
These competencies are the pillars or foundation of what should be learned by all learners from basic levels of learning upwards.
This helps deal with pertinent and contemporary issues in the curriculum since students will be equipped with knowledge on how to handle those issues.
It gives the student self-awareness, and self-esteem, and improves interpersonal skills among others.
Every day new knowledge is coming up, old knowledge is becoming absolute, and new theories are being made.
The 7 core competencies in CBC are:
The main competencies covered in CBC are communication and collaboration, self-efficacy, critical thinking and problem-solving, creativity and imagination, citizenship, digital literacy, and learning to learn.
The core values of CBC are:
The main values that guide the implementation of CBC are responsibility, love, respect, unity, peace, integrity, patriotism, excellence, care and compassion, understanding and tolerance, and being ethical.
(knowledge, skills and attitudes to be applied by learners) rather than mainly focusing on what learners are expected to learn about in terms of traditionally-defined subject content.
Establishment of Schools What began as a spiritual education, as a way to find and experience the presence of God and to express the knowledge learned, has blossomed into a forest of different types and modes of education affecting people of all ages.
Out of their need to grow spiritually it was realized that there was an urgent need to help people digest and disseminate all that they learned, they needed to teach them different skills not only to understand but to be able to share all that they learned with others.
We encourage all to follow our school core values of compassion, inclusiveness, presence commitment, empowerment and above all achievement which will bring a great positive impact in one’s life.
I help them improve their socialization skills by helping them to improve their academics .
The ideal candidate will be a dynamic servant leader, committed to upholding Catholic values while fostering collaboration with stakeholders.
While traditional classrooms are generally designed to dvelop a child's theoretical knowledge, the other aspects of learning such as moral develoment, social development, creative development, civic development, emotional and physical development of the child are greatly enhanced by co-curricular activities.
ERCEC offers broad range of clubs and activities which develop and nurture skills, talent and develops confidence in our learners.
These courses usually cover skills like veneering, carving and furniture design and construction.
This will be achieved through training on different skills to promote self-reliance.
Building the skills of its users continuously by conducting proper user education and instruction through a variety of methods in order to provide guidance to the library’s collection.
He has broad knowledge and skills on child protection issues.
Core competencies: 7.
• In pairs, participants to buzz on the vision and mission statements • Participants to state the national goals of education • Brainstorm on the meaning of a competence and Competence Based Curriculum (CBC) • In groups, participants brainstorm on the meaning of each core competence and its importance • Participants to discuss the organisation structure of Basic Education and the learning areas in EYE Learning resources 1.
EYE Curriculum Designs 3.
Mark pens SESSION 1: OVERVIEW OF BASIC EDUCATION CURRICULUM FRAMEWORK 1 Facilitators Notes Meaning of Competency Based Curriculum The Competency Based Curriculum focuses on acquisition of competences to enable the learner to cope with life challenges.
CBC’s goal is to identify every learner’s potential and nurture the potential.
The Pillars of BECF 1.
• Gardner’s Multiple Intelligences Theory • Piaget’s Theory of Cognitive Development Note The pillars for the CBC are explained in the Basic Education Curriculum Framework.
A competence is the ability to apply appropriate knowledge, skills, attitudes and values to successfully perform a function.
The Competency Based Curriculum (CBC) focuses on acquisition of the desired knowledge, skills, values and attitudes to enable the learner to cope with life challenges.
There are seven (7) core competencies to be achieved by every learner in Basic Education namely: • Communication and Collaboration • Critical Thinking and Problem Solving • Creativity and Imagination • Citizenship • Digital Literacy • Learning to Learn • Self-efficacy The competencies will be mainstreamed in the appropriate strands and lessons.
CHANGE OF CURRENT SUMMARY
3.Physical impairment Mathematics Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Sign language Kenya Sign language English Language Activities 3.Physical impairment Math Activities Mathematics Activities Environmental Activities Environmental Activities Psychomotor Activities Movement and creative Activities Kenya Learners will take the other learning areas as they are because they do not require adaptations.
1.
Communication, social and pre-literacy skills 2.
Activities of daily living skills and Religious Education 6 4.
Pre numeracy skills 5.
The facilitator may be guided by the questions below to reflect on the presentation 1.
SESSION 2: INTERPRETATION OF THE CURRICULUM DESIGNS Time: 2 Hours Session Outcomes Facilitators Notes Components of the curriculum design National Goals of Education Level learning outcomes Essence statement Learning area general outcomes Strands and Sub strands Specific learning outcomes Suggested learning experiences Key Inquiry Question(s) Core competences to be developed Pertinent and Contemporary issues developed Values Link to other learning areas Community Service Learning Non-formal activities to support learning Suggested learning and teaching resources Suggested assessment methods Assessment rubric ESSENCE STATEMENT An essence statement gives a general overview of a learning area.
Learning outcomes are the end result of what the learner is able to demonstrate upon completion of a lesson, sub-strand, strand or level.
The Competency Based Curriculum has three categories of learning outcomes.
8 b) Learning Area General learning outcomes These learning outcomes indicate what the learner is expected to achieve in a given learning area.
(c) Specific Learning Outcomes Every strand/sub strand/theme in the curriculum designs has specific learning outcomes which are geared towards achieving the general learning outcomes.
Values are standards set by the society to regulate behaviour of people who live there in.
Values influence how people feel, act and make choices in life environment that enhances academic attainment and develops learners’ values and social skills.
Nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens.
Values are intended to address the prevailing societal challenges and usher in a desirable future.
In the CBC, eight core values have been mainstreamed as follows: • Love • Responsibility • Respect • Unity • Peace • Patriotism • Social Justice • Integrity Mainstreaming values in the curriculum designs Mainstreaming is the process of identifying suitable opportunities in specific learning areas, where values can be incorporated in the learning experiences.
The CBC designs have Pertinent and Contemporary Issues (PCIs) that have been identified as significant in the life of an individual and the society.
COMMUNITY SERVICE LEARNING (CSL) is an experiential learning approach that provides opportunity to practice knowledge and skills learned in the school to out of school environment.
It promotes the learner’s growth in social skills by building strong and productive relationships with the community.
9 LINK TO OTHER LEARNING AREAS Link to other learning areas in CBC refers to transfer of knowledge, skills and attitudes learnt in one learning area to another.
The teacher is expected to make a conscious effort to use concepts in one learning area to relate knowledge, skills and attitudes to another learning area.
Linkages give learners a holistic perception of learning by allowing them to see interrelationships in different learning areas.
The facilitators will be asked to reflect on the presentation.
By the end of the session, the participant should be able to: a) discuss the meaning of a learning outcome.
(c) mainstream PCI’s and values in a learning outcome.
activities, learners can be engaged in learning areas.
(e) Discuss linkages across learning areas.
Components of a Learning Outcome 3.
Developing a specific learning outcome 4.
Mainstreaming PCIs and Values in the Learning Outcomes Learning Experiences • In groups participants discuss participants to be guided to discuss components of a learning outcome.
• Participants to develop learning outcomes for a lesson in different learning areas and report in plenary.