JUNIOR SCHOOL

RETOOLING.

ENGLISH

NOV 2024
 ESSENCE OF ENGLISH CURRICULUM
• The Constitution of Kenya 2010 accords English the status of
one of the official languages. According to the Language in
Education Policy of 1976, English is the language of
instruction from Grade Four onwards.
• English is a language of communication at both local and
international levels.
• Mastery of English enhances access to academic, social, and
professional opportunities. English at Junior School will
expose learners to both knowledge and use of the English
language and literary appreciation.
 ESSENCE OF ENGLISH CURRICULUM
• It will build on the competencies acquired at the upper
primary school level in Listening, Speaking, Reading,
Writing, and Grammar in Use.

• English will lay a firm foundation for the learners'

efficient and effective use of the language as a
communication tool and the medium of instruction at
Senior School. In addition, it will be a stepping stone for
further study of English, Literature in English, and other
pathways.
 COMPETENCIES IN ENGLISH

English curriculum aims

4. Writing
to develop the following
competencies: 5. Networking
6. Cultural Sensitivity
1. Speaking 7. Research
2. Listening 8. Phonetics
3. Reading 9. Empathy
10. Interpersonal Skills
 Introduction
English is a compulsory subject in Grade 7- 9 and has
been allocated 5 lessons per week.
English language design is organised into strands and
sub strands. The strands are:
• Listening and Speaking,
• Reading I and Reading II (which accommodates
simple aspects of literature),
• Writing,
• Grammar in Use.
 STRANDS AND SUB
STRANDS
Listening and Reading I Sub strands: Grammar in Use Sub Reading II Sub Writing Sub Strands:
Speaking Sub Strands: strands:
strands:

Conversational Skills: Intensive Reading Word Classes: Nouns Intensive Handwriting: Legibility and Neatness
Polite Language Extensive Reading: Word Classes: Nouns Reading: Mechanics of Writing: Punctuation
Oral Presentations: Independent Reading Word classes: Verbs and Trickster Marks
Oral Narratives Intensive reading: Simple tense Narratives Writing Narrative Paragraphs
Listening for poems Word Classes: Verbs Intensive Paragraphing: Using examples and
information and the Reading for information and and Tense Reading: Class incidents
main idea meaning Word Classes: Reader Functional Writing: Friendly Letters
Listening Intensive Reading Comparative and Intensive Mechanics of Writing: Commonly
Comprehension: Study Skills: Synonyms and Superlative Adjectives Reading: Poetry Misspelt Words
Selective Listening Antonyms Word Classes: Adverbs Intensive Composition Writing: Writing Process
Pronunciation: Reading: Fluency Word Classes: Personal Reading: Class Composition Writing: Self-Assessment
Sounds and Word Intensive Reading: Visuals and possessive pronouns Readers Creative writing: Narrative
Stress Intensive Reading – Word Classes: Simple Intensive compositions
Conversation Skills: distinguishing main ideas Prepositions Reading: Oral Functional Writing: Packing and
Listening Extensive Reading: Grade- Word Classes: Narratives Shopping lists
Comprehension: appropriate fiction materials Conjunctions and, but, Intensive Spelling antonyms, synonyms, and
Listening for Details Study Skills: Note Making or Reading: Oral numbers
Listening Extensive Reading: Non- Word Classes: literature Songs The writing Process: Dialogues
Comprehension: Fiction materials Determiners Intensive Creative Writing: Narrative
Explanatory Intensive Reading- Adjective Formed from Reading: Composition
Narratives Comprehension Nouns Characters in Creative Writing: Descriptive Writing
Pronunciation: Intensive Reading: Adjectives Formed from class readers (200 – 240 words)
Consonant and Comprehension Strategies Verbs Intensive Functional Writing: Notices
Vowel Sounds Study Skills: Summarising Phrasal Verbs: put, Reading: Poetry and Posters
Oral Presentations: Reading Fluency come and give in a given Intensive
Delivering Speeches text, reading: Class
Interviews Sentences: Simple Reader
Sentences
 Pedagogy
Some of the methods that could enhance English language proficiency are:
 Project based learning, for example, developing a school magazine
 Problem based learning, for example, an oral literature project
(preservation of cultural heritage)
 Use of learning technologies, for example, a mobile phone to learn
pronunciation
 Experiential learning, for example, news reading
 Discussions (buzz groups, debates among others)
 Inquiry based learning –When taking learners through the characters in
the class readers
 Collaborative and cooperative learning- peer strategies
 Dramatic techniques (drama, simulation, readers theatre, hot seating
and role play)
 Suggested Learning Resources
• Print materials-e.g. books, magazines, newspapers,
journals
• Digital resources- TV, radio, smart phones, cell phone
• Realia
• resource persons,
• posters
• souvenirs
• tickets
• Models
 Some Methods of Assessing English in JS
oral interviews learner portfolios
public speaking self-assessment
peer assessment  standardised reading
self-assessment assessments
standardised listening keeping a record of books
assessments read
reading aloud poetry recitations
note taking
 Some Methods of Assessing English in JS
question and answer simulations
learner journals oral reading
dictation recitations
spelling role play
sentence construction summary writing
gap filling essay writing
correcting errors in creative writing
written work functional writing
dramatisation
 Assessment Tools

• questionnaire • projects
• observation schedule • anecdotal records
• oral/aural question • portfolio
• rubrics • checklists
• rating scales
• journals
Breakdown of lessons on the time table
There are 150 lessons allocated to the subject
5 lessons per week
10 weeks in a term
3 terms in a year
Lesson 1- Listening and speaking
Lesson 2 – Reading I
Lesson 3 – Grammar in Use
Lesson 4 – Reading II
Lesson 5 - Writing
 Thematic Approach
To contextualise language learning the Grade 7-9 English Curriculum has
adopted a thematic approach.
The design has 15 themes each of which features the four strands:
• Listening and Speaking,
• Reading I and Reading II,
• Grammar in Use,
• Writing
Note: // there are two reading lessons every week.
The second intensive reading lesson accommodates simple aspects of
literature since, literature is not a stand alone subject. The Grade 7-9
learners will also not be exposed to set books. Rather, they will be expected
to read class readers.
 Guidelines for teaching of Class Readers
Rationale
The genre selected for study as a class reader for Grade 7 is the
novella, Grade 8 the short story and Grade 9 The play. The
intended outcome is to:
• enhance a reading culture among learners which is
extremely valuable in lifelong learning;
• prepare learners for the study of Literature in English in the
Social Sciences pathway in Senior School;
• expose learners to simple literary aspects useful in their day-
to-day interactions taking cognizance of the fact that some
will not pursue Literature in English at Senior School
 Teaching of Class Readers in Junior School
The learner at Junior School level:
• will be guided to read a variety of class readers to expose them
to the diverse concepts and skills in the design. This will form a
backdrop on which aspects such as speaking, listening, reading,
writing and grammar in use are brought to the fore;
• is expected to adequately interact with varied readers for
familiarisation with basic aspects of literary appreciation and
enjoyment as well as enhance a reading culture;
• should not be exposed to in-depth literary analysis.
• It is important to note that only books approved by KICD and
recommended for the level ought to be used as class readers.
 Assessment of Class Readers
• As envisaged in the design, formative and summative
assessment of readers should not be pegged to specific class
readers.
• This is because readers are NOT set texts or set books as they
are commonly referred to. Assessment tasks should be of a
general in nature targeting concepts and skills spelt out in the
curriculum design.
• Additionally, assessment should be prepared and conducted
in such a manner that it will accord all learners a level playing
field irrespective of the class reader they have studied.
Sample Scheme of Work
Administrative Details
School Hope Centre Junior School
Year 2024
Term 3
Subject/ English
Learning Area

Grade 8
Teacher’s Name TSC Number: Gender
Details
Week Lesso Strand Sub-strand Lesson Learning Learning Key Inquiry Learning Assessment Reflection
n Outcomes Experiences Questions Resources
10 1 Listening Oral By the end of the The learner is What do you computer Oral Part of the
and Presentations: lesson, the learner guided to: enjoy during a devices with questions, lesson was
Speaking Oral should be able to: • watch live or storytelling audio-visual observation not fully
Narratives a) outline the oral recorded oral session? recordings of checklist covered
narrative performances narrations or since the
performance of narratives How can you dramatization performan
techniques for as a class, become a of story telling ces were
effective • discuss the good sessions, engaging.
delivery, oral storyteller resource Arrangeme
b) use oral performance persons nts will be
narrative techniques in made to
techniques groups, ensure all
during the • perform oral learners
performance, narratives in present
c) appreciate the groups while their work.
importance of peers watch,
performance • record and
techniques in then give
the successful feedback.
delivery of oral
material.
Sample Lesson Plan
Administrative Details
School CBC Junior Date 10/11/2024
School

Subject/Learning English Time 8 – 8:40

Area

Year 2024 Grade 8

Term 2 Roll Boys 23 Girls 25

Teacher’s Details Name: Tito TSC No: 112 Gender: F

Strand: Listening and Speaking
Sub strand: Oral Presentations: Oral Narratives
Lesson Learning Outcomes
By the end of the lesson, the learner should be able to:
a) outline the oral narrative performance techniques for effective delivery,
b) use oral narrative techniques during the performance,
c) appreciate the importance of performance techniques in the successful delivery of oral
material.
Key Inquiry Questions
1. What do you enjoy most during a storytelling session?
2. How can you become a good storyteller?
Learning Resources
Digital devices with audio-visual recordings of narrations or dramatisation of storytelling,
resource person
Organisation of Learning
Learning will take place in an actual classroom.
Learners will work individually, in pairs and small groups.
Introduction
The learner responds to the following question: ‘What do you enjoy most
during a storytelling session?’
Lesson Development
Step 1
Perform (or watch live or a recorded oral performance of) a narrative as a
class.
The core competency of self-efficacy will be developed as the learners
perform or react to the performance.
Step 2: In pairs, learners discuss what they think made the session interesting
and write down the points in their note books.
This enhances Life Skills Education as a PCI and more specifically effective
communication as the learner makes notes.
Step 3. Learners perform oral narratives in groups while peers watch, record,
and then give each other feedback on techniques used.
This enhances communication and collaboration. It also enhances the value of
unity as the learner collaborates with peers to perform and record an oral
narrative.

Extended Activity
The learner to retell the story as well as lessons learnt from the story to their
parents, siblings or peers.

This promotes the value of responsibility as the learner takes up the assigned
tasks. It also promotes the PCI of parental engagement and empowerment.
Conclusion
Learners are guided to discuss the following question:
How can you become a good story teller?

Reflection
The lesson went on well as learners grasped the concepts as
expected. Searching for content online however was slow due to
connectivity challenges.
RECORD OF WORK
Administrative Details
School Hope Centre Junior School
Grade 8
Subject/ English
Learning
Area
Year 2024
Term 2
Teacher’s Name: Tito TSC Number: 112 Gender: F
Details
 RECORD OF WORK
Date Strand Sub Strand Lesson Work Done Reflection Signature
Skill(s)
7/112024 Listening Oral Oral • Performing/ The learners
and presentations: Presentations: watching live or enjoyed the
speaking Narratives Oral Narratives recorded oral lesson
performances because it
• Searching for was quite
information on interactive,
narrative connectivity
techniques and challenges
making notes not-
• withstanding.
Using narrative
techniques in a
performance
 Thank
you