OVERVIEW OF COMPETENCY BASED CURRICULUM

AND
BASIC EDUCATION CURRICULUM FRAMEWORK
 Session Objectives

By the end of the session, the participants should be able to:

a. Explain the rationale for the curriculum reforms,
b. Identify attributes of a 21st century learner,
c. Describe the pillars and theoretical approaches of CBC,
d. Appreciate the organisation of Basic Education as per the Basic
Education Curriculum Framework (BECF).
KWL
(Activity)
• 1. What I know about CBC & BECF
• 2. What I want to know about CBC &
BECF
 Rationale for Curriculum Reforms

Constitution of Kenya, 2010

•
Article 53 (1) (b) states, that every child has a right to free and
compulsory basic education
• Article 10, National Values and Principles of Governance
• Chapters 6, Leadership and Integrity
• Promoting Kiswahili as a national and official language and
English as official languages.
• Encouraging teaching and learning of KSL and Braille.
• Developing and promoting the use of indigenous languages.
• Emphasis on communication formats and
technologies accessible to persons with disabilities.
 Rationale Cont…d

The Kenya Vision 2030

• Integrating early childhood into primary education
• Reforming secondary curricula
• Modernizing teacher training
• Developing programmes for learners with special needs among
others
 Rationale Cont…d

Task Force Report chaired by Professor Odhiambo, 2012

recommended:
• Major curriculum reform to align it with the Constitution, 2010
and to address the dictates of Vision 2030
• Inclusion of community service programmes in the school
curriculum
 Rationale Cont…d

Draft Sessional Paper on ‘Reforming Education and Training in

Kenya’ recommends:
• Reforming the education sector to provide for the holistic
development of learners
• Recommends a competency based curriculum
• early Identification and nurturing of talents
• Introduction of values
• Introduction of three learning pathways at Senior Secondary
School level.
 Rationale Cont…d
Summative evaluation of the 8-4-4 system of education, 2009 recorded:
• 8-4-4 was academic and examination oriented.
• Teachers hardly use formative assessment (assessment for learning).
Assessment was limited to summative assessment (assessment of learning).
• Graduates at secondary school level also did not acquire adequate
entrepreneurial skills for self-reliance.
• Did not provide flexible education pathways for identifying and nurturing
aptitudes, talents and interests of learners early enough in order to prepare them
for the world of work, career progression and sustainable development.
• Identified skills gaps: agricultural, entrepreneurial, vocational and technical skills,
innovation and creativity and ICT .
Recommended a needs assessment survey
 Rationale Cont…d
KICD Needs Assessment Survey 2016, recommended:
• A curriculum reform
• A wide curriculum to cater for various talent areas to enable
learners achieve their potential and be better equipped to develop
themselves and the nation.
• A functional holistic curriculum that would produce an individual
with spiritual, moral and social aspects with ability to live amicably
with others.
• Development and acquisition competencies at every level of
learning
• A flexible and comprehensive educational structure and system
 Rationale Cont…d

East African Community Protocol

Recommendations on:
• National Goals of Education
• Structure for Basic Education
• Key Competences
• Learning areas/subjects
• Learning outcomes for ECD, Primary and
Secondary
• Guidelines on assessment
 Rationale Cont…d

Global Standards
UNESCO IBE – recommends curriculum review every
5 years
Sustainable Development Goal No 4 (ensuring quality
education for all & promotion of life long learning)
21st Learning (Skills and Approaches)
 Paradigm Shift

FROM (less) TO (more)

Content Focus Focus on Competencies

Rigid and Prescriptive curriculum Flexible with Opportunities for

with limited flexibility specialisation - pathways
Focus on summative assessment and Balance between formative and
competition (High stakes exams) summative assessment, and
excellence
Emphasis on Schooling Emphasis on Education

Teaching Learning
BASIC EDUCATION CURRICULUM FRAMEWORK
NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism and promote national unity

2. Promote social, economic, technological and industrial
needs for national development
3. Promote individual development and self-fulfillment
4. Promote sound moral and religious values
5. Promote social equity and responsibility
6. Promote respect for and development of Kenya’s rich and
varied cultures
7. Promote international consciousness and foster positive
attitude towards other nations
8. Promote positive attitude towards good health and
environmental protection
 Pillars of CBC
• Values
• Principles
• Theoretical Approaches

Activity:
In pairs discuss what values are.
Explain why they are necessary as a
pillar for CBC.
 Values
How Values are Integrated in the
• Love
Curriculum:
• Responsibility Mainly through infusion and
selection of learning environment
• Respect and suggested learning
• Unity experiences
Guidance and Counselling
• Peace programmes
• Patriotism Whole-School Approach which
involves learners, teachers,
• Social Justice support staff, Board of
Management, family members,
• Integrity
wider school community and
relevant stakeholders
 Principles
How the Principles have been
• Opportunity
• Excellence
applied in the curriculum:
• Diversity and
• Pathways open opportunity for
Inclusion
• Parental different categories of learners
Empowerment • Stress on excellence in all
and Engagement teaching and learning
• Community • Parents are engaged through
Service Learning extended learner activities
• Differentiated • Varied activities are suggested
Curriculum and to cater for the different learning
Learning styles
• Programmes on PEE, CSL,
 Theoretical Approaches
The Theories Have Been
• Vygotsky’s Socio-Cultural
Applied in the Curriculum in:
Theory
• Gardner’s Multiple • Designing the curriculum
Intelligences Theory
and lessons
• Selection of learning
• Piaget’s Theory of
experiences
Cognitive Development • Differentiated curriculum
and learning approaches
 Core Competencies in the BECF

1. Communication and Collaboration

2. Critical Thinking and Problem Solving
3. Citizenship
4. Imagination and Creativity
5. Digital Literacy
6. Learning to learn
7. Self Efficacy
 Pertinent and Contemporary Issues (PCIs)
No. Broad area Pertinent and Contemporary Issues
1. Health Related Issues HIV and AIDS, alcohol and drug abuse
prevention and lifestyle diseases

2. Life Skills and values Life skills, Values and human sexuality
Issues
3. Social Economic Issues Environmental, disaster risk reduction, safety
and security, countering terrorism, violent
extremism and radicalization, poverty
eradication, gender and animal welfare
 Other PCIs

• Values based Education (VbE)

• Citizenship
• Community Service Learning (CSL)
• Non-Formal Programmes - clubs and societies, sports
and games.
• Guidance services, career guidance, counselling
services, peer education, mentorship, learning to live
together
• Parental empowerment and engagement.
Learning Areas for Early Years Education
Pre Primary Education
Learning Area Lessons Per Week
1 Mathematical Activities 5
2 Language Activities/Kenya Sign 5
language/Pre Braille Activities
3 Environmental Activities 5
4 Psychomotor and Creative Activities 8 (5 lessons for
Psychomotor and 3 lessons
for Creative activities)
5 Religious Education(CRE,IRE,HRE) and 2 (1 PPI)
PPI
Total No of lessons per week 25
 Lower Primary Education
Learning Area Lessons Per Week
1
Literacy Activities and Indigenous 5
Languages /Braille
2
Kiswahili Language Activities/Kenya Sign 3
Language for learners who are deaf
3
English Language Activities 3
4
Mathematics Activities 5
5
Environmental Activities 5
6
Hygiene and Nutrition Activities 2
7
Religious Activities (CRE/IRE/HRE) 3
8
Movement and Creative Activities 8 (5 for Movement 2 for Art &Craft, 1
for music)
9
Pastoral Programme of Instruction 1
Total Lesson Per Week 35
 Learning Outcomes for Middle School
1. Apply literacy, numeracy skills and logical thinking appropriately in self-
expression
2. Communicate effectively in diverse contexts.
3. Apply digital literacy skills appropriately for communication and learning in
day to day life.
4. Demonstrate social skills, spiritual and moral values for peaceful co-
existence.
6. Explore, manipulate, manage and conserve the environment effectively for
learning and sustainable development. Practise hygiene, appropriate
sanitation and nutrition to promote health.
7. Demonstrate ethical behaviour and exhibit good citizenship as a civic
responsibility.
8. Manage pertinent and contemporary issues in society effectively.
9. Demonstrate appreciation of the country’s rich, diverse cultural heritage for
harmonious living
UPPER PRIMARY & JUNIOR SECONDARY LEARNING AREAS
1. Kiswahili Language /KSL 1. English
for learners who are deaf 2. Kiswahili / KSL (for learners who are
2. English language deaf)
3. Other Languages 3. Mathematics
4. Science and Technology 4. Integrated Science
5. Social Studies (Citizenship, 5. Health Education
6. Pre technical and Pre Career Education
Geography, History)
7. Social Studies (Citizenship, Geography,
6. Mathematics
History)
7. Home science 8. Religious Education (CRE/IRE/
8. Agriculture HRE/PPI)
9. Religious Education 9. Business Studies
(CRE/IRE/ HRE/PPI) 10. Agriculture
10. Creative Arts (Art, Craft, 11. Life Skills Education
Music) 12. Sports and Physical Education
11. Physical and Health
N/B: ICT will be a delivery tool for all
Education subjects.

 Option subject
 Option subject
UPPER PRIMARY
GRADE 4-6 LOWER SECONDARY
GRADE 7-9
 BROAD CURRICULUM AT JUNIOR SECONDARY
SCHOOL (JSS)
• Junior Secondary will expose learners to a broad based curriculum so as
to explore own abilities, personality and potential as a basis for choosing
subjects according to career paths of interest at the Senior Secondary
School (SSS).
• Learners will be expected to take 12 core subjects and choose a
minimum of one and a maximum of two from the provided optional
subjects according to personality, abilities, interests and career choices.
The focus will therefore be on the breadth rather than the depth of the
subjects.
• Furthermore, learners will undergo a rigorous career guidance
programme to enable them make informed choices as they transit to
SSS.

21/10/2024 32
OPTIONAL SUBJECTS FOR JUNIOR SECONDARY
SCHOOL
Learners will be expected to choose at least one
subject and at most two subjects from the list below:
• Visual Arts
• Performing Arts
• Home Science
• Computer Science
• Foreign Languages- German, French, Mandarin,
Arabic
• Kenya Sign Languages
• Indigenous Languages

10/21/2024 33
 Time Allocation at Junior Secondary School
1. Subject Number of Lessons Per Week
(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6 Pre-Technical and Pre-Career 5
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 2
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45
 CHARACTERISTICS OF LEARNERS IN THE TRANSITION TO

JUNIOR SECONDARY SCHOOL

a
The transition Period coincides with rapid physical, mental and
emotional growth and development (Age- 12 years )

Learners requirerelevant knowledge,andskills;social

cohesion, appropriate values,constantparental support,
andinvolvement.

Currently, asignificantschool drop-out ratehas been

recorded among Standard 7 learners (approx. 12 years),
which coincides with the age-bracket of transition to JSS .

21/10/2024 35
Activity

In groups, discuss the implications of the

characteristics of adolescents to the teacher.
 Characteristics …Continued (2)
 ADOLESCENT DEVELOPMENT MILESTONE AND CHALLENGES (GIRLS)
Stage with Age Early Adolescence Middle Adolescence
(ages 10-14 years)
(ages 15-17 years)

Physical  Puberty: Rapid growth period Secondary sexual characteristics advanced

Growth  Secondary sexual characteristics appear 95% of adult height reached

Intellectual/  Concrete thought dominates “here and Growth in abstract thought; reverts to
Cognition now” concrete thought under stress
 Cause-effect relationships underdeveloped Cause-effect relationships better understood
 Stronger “self” than “social awareness: Very self-absorbed
Autonomy  Challenge authority, family; anti-parent Conflict with family predominates due to
 Loneliness ambivalence about emerging independence
 Wide mood swings
 Things of childhood rejected
 Argumentative and disobedient
 Characteristics …Continued (3)
Stage with Age Middle Adolescence
 Early Adolescence
 (ages 10-14 years) (ages 15-17 years)

Body Image  Preoccupation with physical changes and critical of Less concern about physical changes but
appearance increased interest in personal attractiveness
 Anxieties about secondary sexual Excessive physical activity alternating with
characteristic changes lethargy
 Peers used as a standard for normal
appearance (comparison of self to peers)

Peer Group  Serves a developmental purpose Strong peer allegiances – fad behaviours
 Intense friendship with same sex Sexual drives emerge and teens begin to
 explore ability to date and attract a partner
Contact with opposite sex in groups
BASIC EDUCATION CURRICULUM FRAMEWORK

1 2 3 4 5 6 7 8 9

SCIENCES
Select a maximum of two
from the options BAC
K
Select one from the options
BACK
Select one from the options

BACK
Select a minimum of 3 subjects and a
BACK
maximum of 5 from the options
Select a minimum of 3
subjects and a maximum of 5
from the options
BAC
K
The learner will select a minimum
of three from the options
BACK
The learner will select one of the optional subjects

BACK
The learner will select one BACK
of the optional subjects
The learner will
select one of the
optional subjects
BACK
Appropriate Pedagogy and
Approaches
Learner centred
Teachers facilitate learners to think, solve
problems, evaluate evidence and
arguments and generate hypotheses.
Differentiated Learning

Teachers should have the ability to

recognise the diverse learning needs of
the learners and address them through
rich learning experiences.
Assessment Methods

CBC requires teachers with the ability

to employ formative assessment for
diagnostic purposes as well as for
planning and improving learning.
Pertinent and Contemporary
Issues
Teachers will be required to mainstream PCIs
in their learning areas based on experiential
learning and inquiry based approaches.
The acquisition of values and psychosocial
competencies will enable them deal with
behavioural crises of the learners.
 Inclusiveness
Teachers will:
• have the capacity to identify learners’
abilities and individual needs.
• use methods that encourage all learners to
participate in the learning process, including
learners with disabilities.
 Digital Literacy Skills

• CBC identifies Digital Literacy as a cross

curricular competency

• Teachers should be conversant with the

application of varied ICT tools for use in the
learning process.
 Community Service Learning
(CSL)
• CSL is a strategy in teaching and learning that
integrates meaningful community service with
instruction and reflection to enrich the learning
experience, teach civic responsibility and
strengthen community participation.

• Teachers should be able to use innovative

approaches and skills to facilitate CSL.
Parental Empowerment and
Engagement
• Teachers and parents are partners in child’s
learning process.

• Teachers should possess skills of creating

partnerships with parents to facilitate
participation in their children’s education.
 Communities of Practice

• Teachers should have the ability to interact with

colleagues with a view of learning from each other
and improving instruction.

• Quality Teachers Circles become the norm, teachers

engage in joint activities and discussions, share
information, resources and aim at generating and
sustaining professional development.
 Q & A Session

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