DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)
HISTORICAL AND COMPARATIVE FOUNDATIONS OF
EDUCATION
CURRICULUM DESIGN
First Published in 2021
All rights reserves. No part of this book 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.
ISBN: 978-9914-724-59-2
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) calls for transformative and
reflective teachers who shall take advantage of existing opportunities to implement curricula in
different learning contexts. This, in turn, has implications for Pre-service Teacher Education (PTE).
Therefore, the Ministry of Education will upgrade the level of PTE for Primary School teachers to
the Diploma level to enable the student teachers achieve higher levels of professional and
practical competencies required to implement the reformed curriculum. The MoE is satisfied that
the Diploma in Primary Teacher Education (DPTE) programme has been developed with insights
from research findings, particularly the Needs Analysis for Teacher Education, international
benchmarking and sufficient stakeholder engagement. These insights have resulted in the
conceptualization and design of a PTE programme which aims to produce a competent teacher
committed to nurturing every learner's potential for sustainable development.
The MoE is also confident that the curriculum designs have been developed through a
consultative process that involved panelists, course panels and the Academic Committee which is
presided over by the MoE. It is important to note that the curriculum designs provide a link
between the National Goals of Education, the General Learning Outcomes for DPTE and the
Specific Learning Outcomes for each learning area. There are also a variety of suggested learning
experiences, modes of assessment and resources amongst other critical components.
Implementers of the DPTE programmes shall need to ensure that this link is upheld consistently to
fulfil the vision of producing a professional, reflective and ethical teacher.
It is my expectation that the DPTE curriculum designs will serve as valuable reference materials to
teacher educators and guide consistent implementation of PTE in all institutions in Kenya.
PROF. GEORGE A. O. MAGOHA, CBS
CABINET SECRETARY
MINISTRY OF EDUCATION
Page | i
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 which
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, which necessitates 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 be in tandem with the aspirations of the nation.
To enable teachers to effectively their expected leading roles in curriculum implementation, there
is a need for adequate preparation during pre-service training in professionalism, content,
pedagogy and desirable values. Consequently, the curriculum designs for the Diploma in Primary
Teacher Education (DPTE) have provided courses that will enable the development of
competencies necessary to realise the vision and mission of the CBC as captured in the Basic
Education Curriculum Framework (KICD, 2017).
In these designs, 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 DPTE curriculum designs shall facilitate production of competent teachers for
Kenya, the East African region and the rest of the world.
It is my hope that the Teacher Training Colleges will adhere to the guidelines in the designs to
ensure efficiency and consistency in Pre-service Teacher Education in Kenya.
DR. JULIUS O. JWAN, MBS
PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION
Page | ii
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 and training, below 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. 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). Accordingly, the development of the Curriculum Designs for the Diploma in
Primary Teacher Education (DPTE) takes cognisance of the tenets of CBTE, key among them being
the need to ensure student teachers get opportunities to comprehensively engage with the
content for their target learners, the interactive pedagogies and socially acceptable values that
would nurture every learner’s potential. Therefore, a key feature of the curriculum design for each
course is the integration of content with pedagogy and 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 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.
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 DPTE and lead to the graduation of competent
teachers who shall successfully implement the CBC in Kenya and internationally.
PROF. CHARLES O. ONG’ONDO
DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
Page | iii
Page | iv
TABLE OF CONTENTS
FOREWORD ............................................................................................................................... i
TABLE OF CONTENTS ................................................................................................................v
INTRODUCTION .......................................................................................................................vi
REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) ...................... vii
NATIONAL GOALS OF EDUCATION ...........................................................................................x
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) ...... xi
ESSENCE STATEMENT ............................................................................................................. xii
COURSE GENERAL LEARNING OUTCOMES ............................................................................. xii
Page | v
INTRODUCTION
The development of the curriculum for Diploma in Primary Teacher Education (DPTE) is a critical
milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum
designs herein have been developed to prepare the student teacher to be able to effectively guide
the learners at the Primary 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
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 Courses that ensure congruence with the CBC vision, mission, pillars and
guiding principles as enshrined in the Basic Education Curriculum Framework (KICD, 2017).
The DPTE seeks to develop the teacher to act as 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 at college. This is to ensure that the teacher trainee is
given adequate time to practice how to facilitate learning of the different strands prescribed in the
curriculum designs.
The Curriculum Designs for the Diploma in Primary Teacher Education (DPTE) are packaged
according to courses of training as follows:
Professional Learning areas
1. Child Development and Psychology
2. Curriculum Studies
3. Educational Resources
4. ICT Integration in Education
5. Educational Assessment
6. Communication and Research Skills
7. Inclusive Education
8. Educational Leadership and
Management
9. Sociological and Philosophical
Foundations of Education
10. Historical and Comparative
Foundations of Education
11. Micro Teaching
12. Practicum
Integrated Content and Pedagogy Learning
areas
1. English
2. Kiswahili
3. Mathematics
4. Science and Technology
5. Agriculture
6. Home Science
7. Religious Education: CRE/IRE/HRE
8. Social Studies
9. Physical and Health Education
10. Art and Craft
11. Music
12. Indigenous Language
13. Foreign Languages: French/ Arabic/
German/ Mandarin (Chinese)/ KSL
Page | vi
REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)
ENTRY REQUIREMENTS
The entry requirements for the Diploma in Primary Teacher Education (DPTE) shall be C Plain
Mean Grade in the Kenya Certificate of Secondary Education examination (KCSE) or its equivalent
(as equated by the Kenya National Examinations Council (KNEC). The Special Needs Candidates
(SNE) could be admitted with C Minus (-) Grade in KCSE or equivalent for the respective
Diplomas. This refers to Candidates who have Special Needs
DURATION OF TRAINING
The duration for the Diploma in Primary Teacher Education (DPTE) shall be three years.
SUBJECTS OFFERED
The trainee undertaking the Diploma in Primary Teacher Education (DPTE) shall take ALL courses
specified in the DPTE curriculum; which includes Professional Courses and learning areas
(subjects) in Primary School Curriculum.
MICRO-TEACHING AND PRACTICUM
Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum;
hence a course design has been developed for it. There shall be two (2) school term practicum
sessions for which guidelines shall be developed.
AWARD OF DIPLOMA
To be awarded the Diploma in Primary 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).
ii) Complete the required hours for the Practicum and pass the stipulated assessment as
directed by the Kenya National Examinations Council (KNEC).
Note: If the student fails to meet the requirements for award of the Diploma in Primary Teacher
Education he/she will be allowed to repeat the specific component or learning area failed
GRADING
The Diploma in Primary Teacher Education (DPTE) shall be graded as stipulated by the Kenya
National Examinations Council (KNEC).
Page | vii
TABLE 1: DISTRIBUTION OF PROFESSIONAL COURSES
SUBJECT
PROFESSIONAL COURSES
1.
Child Development and
Psychology
2.
Curriculum Studies
3.
Educational Resources
4.
ICT Integration in Education
5.
Educational Assessment
6.
Communication and Research
Skills
7.
Inclusive Education
8.
Educational Leadership and
Management
9.
Sociological and Philosophical
Foundations of Education
10. Historical and Comparative
Foundations of Education
11. Micro Teaching
SUB TOTAL
TERM
1
TERM
2
TERM
3
TERM
4
TERM
5
TERM
6
Sub
Total
10
10
10
10
10
10
60
30
10
10
10
10
20
10
10
10
10
20
10
10
10
10
20
10
10
10
30
120Hrs
80Hrs
80Hrs
90
30
30
30
30
10
10
10
30
30
10
10
10
30
10
10
10
30
60Hrs
40Hrs
40Hrs
30
420Hrs
TERM 7
Micro
Teaching Subject
Practicals
TERM
8
TERM
9
TOTAL
FOR COURSE
PROFESSIONAL
COURSES
(420 Hours )
Page | viii
TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)
SUBJECT
1
2
3
4
English
Kiswahili
Mathematics
Science and
Technology
5
Agriculture
6
Home science
7
Religious Education:(CRE, IRE, HRE)
8
Social Studies
9.
Physical and Health
Education
10. Art and craft
11. Music
12. Indigenous Languages
13
Foreign Languages:
French/ Arabic/
German/ Mandarin
(Chinese)/ KSL
SUB TOTAL
TOTAL
TERM 1
TERM 2
TERM 3
TERM 4
TERM 5
TERM 6
SUB
TOTAL
30
20
30
20
30
20
30
20
30
20
30
20
30
20
30
20
30
20
30
20
30
20
30
20
180
120
180
120
TERM 7
Micro
Teaching Subject
Practicals
30
20
30
30
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
120
120
120
20
20
20
20
10
20
10
20
10
20
30
20
30
20
30
120
120
20
30
10
10
10
10
30
20
20
10
30
20
20
10
10
20
20
30
20
20
30
30
20
30
20
30
120
120
120
120
20
20
20
20
230 Hrs
350
270 Hrs
350
270 Hrs
350
290 Hrs
350
310 Hrs
350
310 Hrs
350
1680 Hrs
2100
300
TERM 8
TERM 9
TOTAL
FOR COURSE
Practicum
Practicum
300 Hours
300 Hours
+
CONTENT&
PEDAGOGY
(SUBJECTS)
(1680 Hrs)
+
PRACTICUM
(600Hrs)
300
300
3000 HRS
Page | ix
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 contribution to the
life of the nation.
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 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.
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.
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
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 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 selfdisciplined, self-reliant and integrated citizens.
Page | x
v)
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 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.
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.
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 development and conservation. It should lead
the youth of Kenya to appreciate the need for a healthy environment.
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)
By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for primary school learners to emulate for
development of good citizenship
2. Communicate and collaborate effectively with learners, peers, parents and the community
to create a conducive learning environment.
3. Use appropriate pedagogical approaches to facilitate learning for primary school learners in
and out of the classroom
4. Apply inclusive practices to support all primary school learners including those with
disabilities and special educational needs
5. Employ ICT skills in the learning process to enhance digital literacy
6. Employ appropriate assessment approaches to promote effective learning
7. Identify and nurture learner’s potential and talents for appropriate placement and
transition into lower secondary education.
8. Develop environmental conservation skills in primary school learners to promote education
for sustainable development
9. Create innovative and effective solutions to challenges in the learning process.
10. Integrate pertinent and contemporary issues in learning to enable learners to cope with
daily challenges.
Page | xi
ESSENCE STATEMENT
Historical and comparative foundations of education is a core professional area of study in the
Diploma Teacher Education Course. It informs the trainee on trends of education within and across
nations. Historical and comparative education as an area of study is of great value to the
educational stakeholders in general and particularly policy makers, curriculum developers and
educational managers. Most issues in this course are linked to the social-economic and political
realities of selected countries. These are further related to issues like equal opportunity and
curriculum relevance among other issues which are all interpreted differently in different cultures
and educational systems. The teacher trainee is expected to use evaluative approaches to
investigate best practices in education and how the same compares with other countries.
Moreover, Historical and Comparative education exposes the teacher trainee to a dynamic and
changing society. The course prepares a reflective and innovative teacher. It helps the trainee to
substantiate their arguments and judgments on the significance of the trends and events taking
place in different systems of education. The course enables the trainee to develop values such as
responsibility, love, social justice, peace, unity, integrity and respect for each other’s opinion as
teacher the trainee carries out activities in learning. The course maps out education development
globally and compares these global aspects with the African traditional education, Islamic education
as well as Western education in order to inform trends and changes in our education system. These
trends in turn inform other disciplines across the Teacher Education Course.
COURSE GENERAL LEARNING OUTCOMES
By the end of the course, the teacher trainee should be able to:
1.
2.
3.
4.
5.
6.
Trace the historical development of basic education in Kenya from pre-colonial period to the
present
Recognize efforts made in the development of teacher education in Kenya.
Employ best practices and model appropriate values in the learning process.
Interpret and apply policies governing education systems in different countries to enhance best
practices in education.
Demonstrate understanding of global educational trends and practices and their influence on
education practices
Acquire and develop the necessary professional pedagogical competencies and ICT skills to
facilitate effective learning.
Page | xii
Strand
Sub Strand
1.0 Overview of 1.1. Introduction to
Historical and
Historical and
Comparative
Comparative
studies
studies.
(1 Hour)
Specific Learning
Outcomes
By the end of the
sub strand, the
teacher trainee
should be able to:
a) explore the
meaning and
purpose of
historical and
comparative
foundations of
education.
b) discuss the
relevance of
historical and
comparative
foundations in
teacher
education.
c) apply the
knowledge of
historical and
comparative
foundation in
selecting
learning
experiences.
d) acknowledge
the relevance
of history of
education and
comparative
studies to
learning.
Suggested Learning
Experiences
Teacher trainee:
 brainstorms on
meaning of
historical and
comparative
foundations of
education, search
definitions from
the internet and
other sources and
make notes.
 discusses the
purpose of
historical and
comparative
foundations of
education.
 searches for
information from
the internet and
other sources on
the relevance of
historical and
comparative
foundations of
education to a
teacher. Write
reports and share
findings.
 debates on the
significance of
historical and
comparative
foundations of
education to
education theory
and practice.
Key Inquiry
Questions
Why should
a teacher
have the
knowledge
of historical
and
comparative
foundations
of
education?
Core Competencies to be developed
 Communication and collaboration - as the teacher trainee discusses the purpose of historical
and comparative foundations of education.
 Digital literacy skills - as the teacher trainee searches information from the internet and other
sources on the relevance of historical foundations and comparative education to a teacher
Page | 1
Values
Respect – As the teacher trainee discusses the purpose of historical and comparative foundations of
education.
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Indicator
expectations
expectations
Exploring
Explores meaning Correctly
meaning and
and purpose of
explores
purpose of
historical
meaning and
historical
foundations and
purpose of
foundations and
comparative
historical
comparative
education with
foundations and
education.
ease
comparative
education.
Investigating the Skillfully and
Accurately
importance of
accurately
investigates the
historical and
investigates the
importance of
comparative
importance of
historical and
foundations in
historical and
comparative
teacher
comparative
foundations in
education.
foundations in
teacher
teacher education education
Applying the
Applies the
Applies the
knowledge of
knowledge of
knowledge of
historical and
historical and
historical and
comparative
comparative
comparative
foundation in
foundation in
foundation in
selecting learning selecting learning selecting learning
experiences.
experiences with
experiences.
a lot of ease
Approaches
expectations
To some extent
explores meaning
and purpose of
historical
foundations and
comparative
education
Below
expectations
Has difficulty
exploring meaning
and purpose of
historical
foundations and
comparative
education
Makes effort in
investigating the
importance of
historical and
comparative
foundations in
teacher
education
To some extent
applies the
knowledge of
historical and
comparative
foundation in
selecting learning
experiences.
Investigates the
importance of
historical and
comparative
foundations in
teacher education
with support
Applies the
knowledge of
historical and
comparative
foundation in
selecting learning
experiences with
guidance.
Page | 2
Strand
Sub Strand
1.0 Overview of
Historical and
Comparative
studies
1.2 Early
Forms of
Education
( 3 Hours)
Specific Learning
Outcomes
By the end of the sub
strand the teacher
trainee should be
able to:
a) examines the aims
and characteristics
of African
traditional and
Islamic education
in Preindependence
Kenya.
b) use relevant
methods of
African Traditional
and Islamic
education for
effective learning.
c) evaluate the
limitations of
African traditional
education and
Islamic education.
d) compare and
contrast African
traditional
education and
Islamic education.
e) appreciate the
contribution of
African traditional
and Islamic
education to the
development of
education in
Kenya.
Suggested Learning
Experiences
Teacher trainee:
 brainstorms on
the concept of
African
traditional
education.
 discuss the aims,
features, content,
pedagogy and
structure of
African
traditional
education by
engaging a
resource person.
 visits Islamic
educational
institutions in the
community to
collect
information on
the aims,
features, content
and structure of
traditional Islamic
education
(madrassa) in
Kenya. Write a
report and
present findings.
 brainstorms and
discuss how
pedagogy in
African
traditional
education and
Islamic education
(madrassa) can
be applied in
modern day
education.
 discusses the
limitations of
Key Inquiry
Questions
How did the
early forms of
education
influence the
development
of education in
Kenya?
Page | 3
African Traditional
Education and
Islamic education
(Madrassa) during
pre-colonial
period.
 gathers
information from
the internet and
other sources and
discuss the
similarities and
differences
between African
traditional
education and
Islamic education
(madrassa). Write
a summary of
deliberations and
share.
 debates on the
contributions of
African Traditional
Education and
Islamic education
(madrassa) to the
development of
education in
Kenya.
Core Competencies to be developed:
 Pedagogical content knowledge – as the teacher trainee discusses the aims, features, content,
pedagogy and structure of African traditional education by engaging a resource person.
 Critical thinking and problem solving - as the teacher trainee debates on the contributions of
African Traditional Education and Islamic education (madrassa) to the development of education
in Kenya.
Values:
 Peace - As the teacher trainee discusses the aims, features, content, pedagogy and structure of
African traditional education by engaging a resource person.
 Respect - As the teacher trainee debates on the relevance and contributions of African
Traditional Education and Islamic education (madrassa) to the development of education in
Kenya.
Page | 4
Suggested Formative Assessment Rubric
Level
Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Examines the aims
and characteristics
of African
traditional
education and
Islamic education.
Examines the
aims and
characteristics of
African
traditional
education and
Islamic
education. with a
lot of ease
Correctly
examines the
aims and
characteristics of
African
traditional
education and
Islamic
education.
Examines some
aims and
characteristics
of African
traditional
education and
Islamic
education
.
Examines the
aims and
characteristics of
African traditional
education and
Islamic education
with assistance
Using relevant
methods of
African Traditional
education and
Islamic education
for effective
learning.
Uses relevant
methods of
African
Traditional
education and
Islamic education
for effective
learning.
Appropriately
uses relevant
methods of
African
Traditional
education and
Islamic education
for effective
learning
With assistance
makes little effort
to use relevant
methods of
African Traditional
education and
Islamic education
for effective
learning.
Evaluating the
limitations of
African traditional
education and
Islamic education.
Evaluates the
limitations of
African
traditional
education and
Islamic education
with ease
Efficiently
evaluates the
limitations of
African
traditional
education and
Islamic
education.
Uses some
relevant
methods of
African
Traditional
education and
Islamic
education for
effective
learning.
Evaluates some
of the
limitations of
African
traditional
education and
Islamic
education.
Comparing and
contrasting
African traditional
education and
Islamic education.
Consistently and
accurately
compares and
contrasts African
traditional
education and
Islamic
education.
.
Accurately
compares and
contrasts African
traditional
education and
Islamic
education.
To some extent
compares and
contrasts
African
traditional
education and
Islamic
education.
Has a difficulty
comparing and
contrasting
African traditional
education and
Islamic education.
Indicator
Has difficulty
evaluating the
limitations of
African traditional
education and
Islamic education.
Page | 5
Strand
Sub Strand
2.0 Western
Education
before
Independence
in Kenya
2.1. Establishment
of Western
Education
( 2 Hours)
Specific Learning
Outcomes
Suggested
Learning
Experiences
By the end of the Teacher trainee:
sub strand the
 brainstorms on
teacher trainee
the aims of
should be able
missionary
to:
education in
a) evaluate the
Kenya before
aims of
independence.
missionary
 use ICT and other
education
resources to find
before
out the purpose
independence
of missionary
b)discuss the
education,
characteristics
discuss and
of missionary
share findings.
education
 researches using
before
ICTs (digital
independence.
content, radio,
c) critique the
TV among
management
others)on the
of education by
characteristics
missionaries
features,
d)explore the
content,
role of
pedagogy and
missionaries in
structure of
the
missionary
development
education in
of education
Kenya before
e) assess African
independence,
response to
write a report
Missionary
and share the
education
findings
before
 read and
independence.
critiques the
f) recognize the
management of
contributions
missionary
of various
education in
religious
Kenya, write a
organization to
report and share
education
 searches for
information on
the role played
by missionaries
Key Inquiry
Questions
1. Why were
missionaries
interested in
educating
Africans?
2. How did
Africans
respond to
Western
education?
Page | 6
Strand
Sub Strand
Specific Learning
Outcomes
Suggested
Learning
Experiences
in the
development of
education in
Kenya. Discuss
and share
information
 discusses the
African response
to missionary
education by
engaging a
resource person
and make notes.
Key Inquiry
Questions
Core- Competences to be developed
 Critical thinking and problem solving – As the teacher trainee reads and critiques the
management of missionary education in Kenya.
 Digital literacy skills - As the teacher trainee uses ICT and other resources to find out the
purpose of missionary education
Values
 Unity -As the teacher trainee discusses the African response to missionary education by
engaging a resource person
 Responsibility - As the teacher trainee researches using ICTs (digital content, radio, TV
among others) on the characteristics features, content, pedagogy and structure of missionary
education in Kenya before independence,
Suggested Formative Assessment Rubric
Exceeds
Meets
Level
expectations
expectations
Indicator
Evaluate the
Evaluates the aims
Appropriately
aims and
and purpose of
evaluates the
purpose of
missionary
aims and
missionary
education with
purpose of
education
ease
missionary
education
Investigating
the
characteristics
of missionary
education in
Kenya
Skillfully and
effectively
investigates the
characteristics of
missionary
education
Effectively
Investigates the
characteristics
of missionary
education
Approaches
expectations
Below expectations
Sometimes
evaluates the
aims and
purpose of
missionary
education
Attempts to
evaluate the aims
and purpose of
missionary
education with
support
Occasionally
investigate the
characteristics
of missionary
education
Has difficulty
investigating the
characteristics of
missionary
education
Page | 7
Critiquing the
management
of education
by
missionaries
in Kenya
Exploring the
roles of
missionaries
in the
development
of education
in Kenya
Systematically
critiques the
management of
education by
missionaries in
Kenya
Comprehensively
and effectively
explores the roles
of missionaries in
the development of
education in Kenya
Appropriately
critiques the
management of
education by
missionaries in
Kenya
Effectively
explores the
roles of
missionaries in
the
development of
education in
Kenya
To some extent
critiques the
management of
education by
missionaries in
Kenya
Explores some
roles of
missionaries in
the
development of
education in
Kenya
With guidance
critiques the
management of
education by
missionaries in
Kenya
Puts little effort to
explores some the
roles of missionaries
in the development
of education in
Kenya
with some help
Page | 8
Strand
Sub Strand
2.0 Western
Education
before
Independence
in Kenya
2.2Education
during the
Colonial
Period
( 2 Hours)
Specific Learning
Outcomes
Suggested
Learning
Experiences
By the end of the sub
Teacher trainee:
strand, the teacher
 brainstorms on
trainee should be able
the
to:
circumstances
a) assess the reasons
that led to the
for the
involvement of
establishment of
the colonial
education
government in
commissions before
the provision of
independence
education
b) conduct research on  searches for
the
information
recommendations
from the
of education
internet and
commissions before
other sources
independence
and discuss on
c) critique the African
the reasons for
response to colonial
the
education before
establishment
independence.
of education
d) Research on factors
commissions
that led to the
before
establishment of the
independence
local native councils  researches on
and independent
the
schools
recommendati
e) appreciate the role
ons of
played by education
education
commissions before
commissions
independence in the
before
development of
independence
education.
and their
influence on
education.
(Fraiser, Phelps
Stokes,
Beecher,
Binns)write a
report and
make
presentations.
 discusses the
factors that
led to the
Key Inquiry
Questions
Why did the
colonial
government
develop
interest in
the provision
of education
to Africans in
Kenya?
Page | 9
Strand
Sub Strand
Specific Learning
Outcomes
Suggested
Learning
Experiences
establishment
of the local
native
councils and
independent
schools. which
learning
outcome is
facilitated by
this?
 searches
information
using ICT son
how Africans
responded to
colonial
education,
make notes
and share
findings.
 debates the
role played
by education
commissions
before
independenc
e in the
development
of education
Key Inquiry
Questions
Core Competencies to be developed
 Digital Literacy skills- as the teacher trainee searches for information from the internet and
other sources and discuss on the reasons for the establishment of education commissions
before independence.
 Communication and collaboration- as the teacher trainee debates the role played by
education commissions before independence in the development of education in Kenya
Values
 Peace and unity - as the teacher trainee discusses the factors that led to the establishment
of the local native councils and independent schools in Kenya
Page | 10
Suggested Formative Assessment Rubric
Level
Indicator
Assessing the
reasons for the
establishment of
education
commissions
before
independence
Exceeds
expectations
Assesses the
reasons for the
establishment of
education
commissions
before
independence
with a lot of ease
Conducting
Skillfully and
research on the
accurately
recommendation conducts
s of education
research on the
commissions
recommendation
before
s of education
independence
commissions
before
independence
Critiquing African Confidently and
response to
appropriately
colonial
critiques African
education
response to
colonial
education
Researching on
Comprehensively
factors that led to and effectively
the establishment researches on
of the local native factors that led to
councils and
the establishment
independent
of the local native
schools
councils and
independent
schools
Meets
expectations
Correctly assesses
the reasons for
the establishment
of education
commissions
before
independence
Approaches
expectations
Assess some
reasons for the
establishment of
education
commissions
before
independence
Accurately
conducts
research on the
recommendation
s of education
commissions
before
independence
Appropriately
critiques African
response to
colonial
education
Makes
progressive effort
to conduct
research on the
recommendation
s of education
commissions
before
independence
Attempts to
critique African
response to
colonial
education
Effectively
researches on
factors that led to
the establishment
of the local native
councils and
independent
schools
Partially
researches on
factors that led to
the establishment
of the local native
councils and
independent
schools
Below
expectations
Assesses the few
reasons for the
establishment of
education
commissions
before
independence
with assistance
Has difficulty
conducting
research on the
recommendation
s of education
commissions
before
independence
Makes little effort
to critique African
response to
colonial
education with
support
Has challenges
researching on
factors that led to
the establishment
of the local native
councils and
independent
schools
Page | 11
Strand
Sub Strand
Specific Learning
Suggested Learning
Key Inquiry
Outcomes
Experiences
Questions
2.0 Western
2.3
By the end of the
Teacher trainee:
What is the
Education
Development sub strand, the
influence of
 discusses on the
before
of Western
teacher trainee
Western
limitations of western
Independence
education in
should be able to:
education on
education in meeting
in Kenya
Kenya
a) examine the
the education needs of Africans?
strengths and
Africans and share
( 1 Hour)
limitations of
findings.
western
 searches for
education in
information using ICT,
meeting the
and debate the
education needs
contributions of
of Africans
western education to
b) conduct a
the development of
research on the
education in Kenya.
contributions
Write a report of
made by the
deliberations.
western
 carries out research
education in the
and write a paper on
development of
the comparison
formal
between colonial and
Education.
missionary education
c) compare and
and their contributions
contrast
to the development of
missionary
Education in Kenya
education and
 carries out a survey in
education by the
the community to
colonial
establish how western
government.
education has fostered
d) acknowledge
social and economic
the relevance of
development in
western
historical and
education in
contemporary Kenyan
economic and
society, write a report
social
and share findings.
development
Core Competencies to be developed
 Assessment Competency – as the teacher traineecarries out a survey in the community to
establish how western education has fostered social and economic development in historical
and contemporary Kenyan society.
Values
 Respect - as the teacher trainee debates on the contributions of western education to the
development of education in Kenya
Page | 12
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Indicator
expectations
expectations
Examining the
Examines the
Appropriately
strengths and
strengths and
examines the
limitations of
limitations of
strengths and
western education western
limitations of
in meeting the
education in
western
education needs
meeting the
education in
of Africans
education needs
meeting the
of Africans with
education needs
ease
of Africans
Conduct research
on the
contributions
made by the
western education
in the
development of
formal Education
in Kenya
Effectively and
skillfully conducts
research on the
contributions
made by the
western
education in the
development of
formal Education
in Kenya
Effectively
conducts
research on the
contributions
made by the
western
education in the
development of
formal Education
in Kenya
Comparing and
contrasting
missionary
education and
education by the
colonial
government in
Kenya.
Compares and
contrasts
missionary
education and
education by the
colonial
government in
Kenya with a lot
of ease
Appropriately
compares and
contrasts
missionary
education and
education by the
colonial
government in
Kenya.
Approaches
expectations
Examines the
strengths but
cannot examine
the limitations of
western
education in
meeting the
education needs
of Africans
Below
expectations
Makes little
effort to examine
the strengths
and limitations of
western
education in
meeting the
education needs
of Africans.
Makes
progressive effort
to conduct
research on the
contributions
made by the
western
education in the
development of
formal Education
in Kenya
Compares but
cannot contrast
missionary
education and
education by the
colonial
government in
Kenya.
Has difficulty
conducting
research on the
contributions
made by the
western
education in the
development of
formal Education
in Kenya
Compares and
contrasts
missionary
education and
education by the
colonial
government in
Kenya with
assistance.
Page | 13
Strand
Sub Strand
2.0 Western
Education
before
Independence
2.4 Western
and African
Traditional
education
( 1 Hour)
Specific Learning
Outcomes
By the end of sub
strand, the teacher
trainee should be able
to;
a) evaluates the
similarities and
differences between
western and African
traditional education
before independence.
b) discuss the reasons
why western
education gained
favour among Africans
before independence.
c) appreciate the role
played by Western
education in
promoting literacy
and development in
Kenya.
Suggested Learning
Experiences
Teacher trainee:
 brainstorms on the
similarities and
differences between
Western education
and African
traditional
education.
 writes a paper on
the similarities and
differences between
western education
and African
traditional
education and
share.
 discuss, write a
report and present
findings on the
reasons why
western education
gained favour
among Africans.
Key Inquiry
Questions
What did
Africans
stand to
lose in
embracing
Western
education?
Core Competencies to be developed

Selfefficacy-as the teacher trainee presents reports on reasons why western education gained
favour among Africans

Assessmen
t competency:-as the teacher trainee interviews members of the community to assess the
influence of western education on African indigenous education, culture, religion and
communal values.
Values:
 Patriotism- as the teacher trainee interviews members of the community to assess the
influence of western education on African indigenous education, culture, religion and
communal values.
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Evaluates
Evaluates similarities Accurately
Evaluates
With guidance
similarities and and differences in
evaluates
similarities but attempts to
differences in
western and African
similarities and
cannot explore evaluate
western and
traditional education differences in
the differences similarities and
African
with a lot of ease
western and
in western and differences in
Page | 14
traditional
education
Discussing on
reasons why
western
education
gained favour
among Africans
Correctly and
consistently reports
on reasons why
western education
gained favour among
Africans
African traditional
education
African
traditional
education
western and
African traditional
education
Correctly reports
on reasons why
western education
gained favour
among Africans
Puts effort in
reporting on
reasons why
western
education
gained favour
among Africans
Has difficulty
reporting on
reasons why
western education
gained favour
among Africans
Page | 15
Strand
Sub Strand
3.0
Development
of Education in
Kenya after
Independence
3.1
Education
Commissions
after
Independence
( 4 Hours)
O
Specific Learning
Suggested Learning
Outcomes
Experiences
By the end of the
Teacher trainee:
sub strand, the
 brainstorms and
teacher trainee
discuss the reasons
should be able to:
for establishing
a) assess the
education
reasons for the
commissions in Kenya
establishment of
after independence
education
and make notes.
commissions
 searches for
after
information from
independence.
various sources (ICTs
b) Differentiate the
and print) on the
recommendation
mandate,
s made by
recommendations
different
and impact of
education
education
commission after
commissions in Kenya
independence in
after independence
Kenya.
(Ominde, Mackay,
c) investigating the
Gachathi, Bessy,
impact of the
Kamunge,
recommendation
Koech,Odhiambo).
s of education
Write a report and
commission on
make presentations.
the development  discuss the
of education
similarities and
d) compare and
differences in
contrast the
policies, financing,
implementation
management and
and impact of
curriculum
education
implementation of
systems in Kenya
education systems in
since
Kenya since
independence.
independence (7-4-2e) recognize the
3, 8-4-4, 2-6-6-3) by
role played by
engaging a resource
education
person. Write a
commissions
report and share.
after
Which learning
independence in
outcome
the development
 debates the role
Key Inquiry
Questions
1. What role
did
education
commissio
ns after
independe
nce play in
the
developme
nt of
education
in Kenya?
2. What
factors
influenced
the change
in
education
systems in
Kenya?
Page | 16
of education
played by
education
commissions after
independence in
the development of
education in Kenya.
 talks to teachers in
the community on
significant reforms
in education since
independence and
their impact on
basic education in
Kenya. Discuss and
share findings.
Core Competencies to be developed
 Communication and collaboration - as the teacher trainee talks to teachers in the community
on significant reforms in education since independence and their impact on basic education in
Kenya.
 Pedagogical content knowledge-as the teacher trainee searches for information from various
sources (ICTs and print) on the mandate, recommendations and impact of education
commissions in Kenya after independence
Values
 Responsibility - As the teacher trainee talks to teachers in the community on significant
reforms in education since independence and their impact on basic education in Kenya.
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Indicator
expectations
expectations
Assessing the
Assesses the
Correctly assesses
reasons for the
reasons for the
the reasons for
establishment of
establishment of
the establishment
education
education
of education
commissions
commissions
commissions
after
after
after
independence
independence
independence
with a lot of ease
Differentiating
Effectively and
Effectively
the
accurately
differentiates the
recommendation differentiates the recommendation
s made by
recommendation s made by
different
s made by
different
education
different
education
commissions
education
commissions
after
commissions
after
independence in
after
independence in
Kenya.
independence in
Kenya
Approaches
expectations
Assesses some
reasons for the
establishment
of education
commissions
after
independence
Below
expectations
Attempts to
assess some of the
reasons for the
establishment of
education
commissions after
independence
Differentiates
some
recommendatio
ns made by
different
education
commissions
after
independence
in Kenya
Has difficulty
differentiating
some
recommendations
made by different
education
commissions after
independence in
Kenya
Page | 17
Kenya
Investigating the
influence of the
recommendation
s made by
education
commissions
after
independence to
the development
of education in
Kenya
investigates the
influence of the
recommendation
s made by
education
commissions
after
independence to
the development
of education in
Kenya with ease
Effectively
investigates the
influence of the
recommendation
s made by
education
commissions
after
independence to
the development
of education in
Kenya
Comparing and
contrasting the
implementation
and impact of
education
systems in Kenya
since
independence.
Confidently
compares and
contrasts the
implementation
and impact of
education
systems in Kenya
since
independence.
Compares and
contrast the
implementation
and impact of
education
systems in Kenya
since
independence.
Shows
progressive
effort in
investigating
the influence of
the
recommendatio
ns made by
education
commissions
after
independence
to the
development of
education in
Kenya
Compares but
cannot contrast
the
implementation
and impact of
education
systems in
Kenya since
independence.
With assistance
attempts to
investigate the
influence of the
recommendations
made by education
commissions after
independence to
the development
of education in
Kenya.
Has difficulty
comparing and
contrasting the
implementation
and impact of
education systems
in Kenya since
independence.
Page | 18
Strand
Sub Strand
3.0
Development of
Education in
Kenya after
Independence
3.2
Development
of Basic
Education
(1 Hour)
O
Specific Learning
Outcomes
By the end of the sub
strand, the teacher
trainee should be
able to:
a) explore the trends
in the
development of
basic education
after
independence.
b) examine the
influence of
policies on the
development of
basic education
after
independence.
c) assess the
challenges facing
implementation
of free primary
education in
Kenya.
d) recognize the
importance of
basic education in
promoting literacy
in Kenya
Suggested Learning
Experiences
The teacher trainee:
 discusses the trends
in the development
of basic education
in Kenya and share.
 reads and
document the
developments in
education as a
result of sessional
and policy papers
and executive
orders and share
findings.
 searches for
information on the
developments in
the implementation
of basic education
in Kenya (Universal
Primary Education
1974, Free Primary
Education 1979,
Free Primary
Education 2003 and
the Basic Education
Act 2013 among
others). Write a
paper making
comparison of the
developments and
share findings.
 interviews teachers
in the community
to find out the
impacts and
challenges in the
implementation of
free basic
education in Kenya.
Document findings
Key Inquiry
Questions
Why is basic
education
important?
Page | 19
and share.
 brainstorms on
possible solutions
to the challenges
that have faced
implementation of
free basic
education.
 discusses on the
importance of basic
education in Kenya.
Core Competencies to be developed
 Citizenship and leadership - as the teacher trainee interviews teachers in the community to
find out the impacts and challenges in the implementation of free basic education in Kenya.
Values
 Peace - as the teacher trainee discusses the importance of basic education in Kenya.
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Exploring the
trends in the
development of
basic education in
Kenya.
Examining the
influence of
sessional and
policy papers and
executive orders
on the
development of
basic education.
Assessing the
challenges facing
the
implementation of
basic education in
Kenya
Skillfully
explores the
trends in the
development of
basic education
in Kenya
Examines the
influence of
sessional and
policy papers
and executive
orders on the
development of
basic education
with a lot of
ease
Appropriately
assesses the
challenges
facing the
implementation
of basic
education in
Kenya
Correctly explores
the trends in the
development of
basic education in
Kenya
Effectively
examines the
influence of
sessional and
policy papers and
executive orders
on the
development of
basic education.
Correctly assesses
the challenges
facing the
implementation of
basic education in
Kenya
Attempts to
explore the
trends in the
development of
basic education
in Kenya
To some extent
examines the
influence of
sessional and
policy papers
and executive
orders on the
development of
basic education.
Assesses some
challenges facing
the
implementation
of basic
education in
Kenya
Has difficulty
exploring the
trends in the
development of
basic education
in Kenya
Makes little
effort to
examine the
influence of
sessional and
policy papers
and executive
orders on the
development of
basic education.
Attempts to
assess the
challenges facing
the
implementation
of basic
education in
Kenya
Page | 20
Strand
Sub Strand
3.0
Development
of Education in
Kenya after
Independence
3.3 Legal
Provisions in
the
Development
of
Education
(1 hour)
Specific Learning
Outcomes
By the end of sub
strand, the teacher
trainee should be
able to:
a) Explore the
legal provisions
that have
promoted the
development of
education since
independence.
b) Assess the
influence of
legal provisions
in the
development of
education
c) Acknowledge
the contribution
of legal
provisions in
education to
the
development of
education
Suggested Learning
Experiences
Teacher trainee to: searches for
information on the
legal provisions that
assist in the
implementation of
basic education in
Kenya (Basic
Education Act, TSC
Act, KNEC Act, KICD
Act, Public Health
Act, Children’s Act,
Public Procurement
Act).
 read documents
and other relevant
materials and write
a report on how
legal provisions in
education enhance
the implementation
of basic education
 reviews the
sessional papers,
policy documents
and executive
orders on education
and their influence
on basic education
and share findings.
 debates the
contribution of laws
in education to the
development of
education
Key Inquiry
Questions
In which way do
legal issues affect
the development
of education?
Core Competencies to be developed
 Creativity and innovation- as the teacher trainee dramatizes how legal provisions in education
enhance the implementation of basic education in Kenya.
 Digital literacy Skills - as the teacher trainee utilizes ICT to search for legal provisions that assist
in the implementation of basic education
Page | 21
Values:
 Respect - as the teacher trainee debates to compare the contribution of different legal
frameworks in the development of education;
 Integrity - as the teacher trainee utilizes ICT to search for legal provisions that assist in the
implementation of basic education.
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Evaluating the legal
provisions that
have promoted the
development of
education in Kenya
since
independence.
skillfully
evaluates the
legal provisions
that have
promoted the
development of
education in
Kenya since
independence.
Assessing the
influence of legal
provisions in the
development of
education
Comprehensively
assesses the
influence of legal
provisions in the
development of
education
Comply with the
required legal Acts
in education so as
to promote
learning.
Appropriately
and consistently
complies with the
required legal
Acts in education
so as to promote
learning.
Accurately
evaluates the
legal
provisions that
have
promoted the
development
of education in
Kenya since
independence.
Correctly
assesses the
influence of
legal
provisions in
the
development
of education
Appropriately
complies with
the required
legal Acts in
education so
as to promote
learning.
Attempts to
evaluate the
legal provisions
that have
promoted the
development of
education in
Kenya since
independence.
Has
difficultyevaluating
the legal provisions
that have
promoted the
development of
education in Kenya
since
independence
Assesses the
influence of
some legal
provisions in the
development of
education.
Makes little effort
to assess the
contribution of
legal provisions in
the development
of education.
Often complies
with the
required legal
Acts in
education so as
to promote
learning.
Inconsistent in
complying with the
required legal Acts
in education so as
to promote
learning.
Page | 22
Strand
Sub Strand
4.0
Development
of Teacher
Education in
Kenya
O
Specific Learning
Outcomes
4.1
By the end of the
Trends in the
sub strand, the
Development teacher trainee
of Teacher
should be able to:
Education
a) trace the
development of
(2 hours)
teacher
education in
Kenya from
colonial period
up to date.
b) evaluate the
policy
documents that
have guided
teacher
education
before and after
independence.
c) assess the
impact of the
early teacher
training colleges
in the
development of
teacher
education
d) investigate the
expansion of
teacher training
colleges from
preindependence
period to date.
e) acknowledge
the importance
of teacher
education to the
implementation
of basic
education.
Suggested Learning
Experiences
The teacher trainee
 brainstorms on the
development of
teacher education in
Kenya.
 writes a research
paper tracing the
development of
teacher education in
Kenya from colonial
period up to date.
 reads the policy
documents that have
guided teacher
education over the
years, write and share
findings
 searches information
from various sources
(ICTs and print) and
discuss the role played
by early teacher
training colleges in the
development of
teacher education,
write a paper and
share.
 researches on the
growth and expansion
of teacher training
colleges in Kenya from
pre-independence
period to date.
 debates on the
importance of teacher
education to the
implementation of
basic education
Key Inquiry
Questions
1. Why
should we
have
trained
teachers?
2. Why
should a
teacher
study
trends in
teacher
education?
Page | 23
Core Competencies to be developed
 Pedagogical content knowledge- as the teacher trainee reads the policy documents that have
guided teacher education in Kenya over the years
 Communication and collaboration-as the teacher trainee discusses the role played by early
teacher training colleges in the development of teacher education in Kenya.
Values
Respect - as the teacher trainee discusses the role played by early teacher training colleges in the
development of teacher education in Kenya.
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Tracing the
development of
teacher
education
before
independence
Elaborately
traces the
development of
teacher education
before
independence
Evaluating the
policy
documents that
have guided
teacher
education in
Kenya.
Skillfully and
correctly
evaluates the
policy documents
that have guided
teacher education
in Kenya.
Assessing the
role played by
early teacher
training colleges
in the
development of
teacher
education in
Kenya
Investigating the
expansion of
teacher training
colleges in Kenya
from preindependence
Objectively and
comprehensively
assesses the
impact of early
teacher training
colleges in the
development of
teacher education
in Kenya
Accurately and
effectively
investigates the
expansion of
teacher training
colleges in Kenya
from pre-
Correctly traces
the
development of
teacher
education
before
independence
Correctly
evaluates the
policy
documents that
have guided
teacher
education in
Kenya.
Accurately
assesses the
role played by
teacher training
colleges in the
development of
teacher
education in
Kenya
Effectively
investigates the
expansion of
teacher training
colleges in
Kenya from preindependence
To some extent
traces the
development of
teacher education
before
independence
Makes little effort
to trace the
development of
teacher education
before
independence
Shows progressive
effort in
evaluating the
policy documents
that have guided
teacher education
in Kenya.
Has difficulty in
evaluating the
policy documents
that have guided
teacher education
in Kenya.
Attempts to assess
the role played by
early teacher
training colleges in
the development
of teacher
education in
Kenya
Assesses the role
played by early
teacher training
colleges in the
development of
teacher education
in Kenya with
guidance.
Puts effort to
investigate the
expansion of
teacher training
colleges in Kenya
from preindependence
Makes little effort
to investigate the
expansion of
teacher training
colleges in Kenya
from preindependence
Page | 24
period to date
independence
period to date
Strand
Sub Strand
4.0
Development
of Teacher
Education in
Kenya
4.2
Reforms in
Teacher
Education.
(1 hour)
O
period to date
Specific Learning
Outcomes
By the end of the sub
strand, the teacher
trainee should be able
to:
a) examine the
reforms in teacher
education since
independence
b) assess the gains and
challenges in the
development of
teacher education
since independence
c) apply the
knowledge gained
to improve practice
in the teaching
profession.
d) recognize the role
of various
stakeholders in
promoting teacher
education in Kenya
period to date
period to date
Suggested Learning
Experiences
The teacher trainee
 brainstorms on the
reforms in teacher
education since
before independence.
 searches information
using ICT and other
resources on the steps
taken to reform
teacher education
 discusses the gains
and challenges faced
in the development of
teacher education.
 holds discussions with
peers on the
advantages of
professional training
for teachers.
 debates the role of
various stakeholders
in promoting teacher
education
Key Inquiry
Questions
Why are
reforms
necessary in
teacher
education?
Core Competencies to be developed;
Critical thinking and problem solving - as the teacher trainee debates the role of various
stakeholders in promoting teacher education in Kenya.
Values
Love and unity - as the teacher trainee holds discussions with peers on the advantages of
professional training for teachers
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Examining the
reforms in teacher
education in
Consistently
examines the
reforms in
Correctly
examines the
reforms in teacher
Fairly examines the
reforms in teacher
education in Kenya
Has difficulty
examining the
reforms in
Page | 25
Kenya since
independence
teacher
education in
Kenya since
independence
education in
Kenya since
independence
since independence
teacher
education in
Kenya since
independence
Assessing the
gains and
challenges in the
development of
teacher education
Assesses the
gains and
challenges in
the
development
of teacher
education with
a lot of ease
Effectively
assesses the gains
and challenges in
the development
of teacher
education
To some extent
assesses the gains
and challenges in
the development of
teacher education
Applying the
knowledge gained
to improve
practice in the
teaching
profession.
Correctly and
consistently
applies the
knowledge
gained to
improve
practice in the
teaching
profession.
Consistently
applies the
knowledge gained
to improve
practice in the
teaching
profession.
Attempts to apply
the knowledge
gained to improve
practice in the
teaching profession.
Makes little
effort to
assess the
gains and
challenges in
the
development
of teacher
education
Requires
guidance to
apply the
knowledge
gained to
improve
practice in the
teaching
profession.
Page | 26
Strand
Sub Strand
5.0 Systems
of Education
5.1 Determinants
of Education
System
( 2 hours)
Specific Learning Suggested Learning
Outcomes
Experiences
By the end of sub Teacher trainee
strand the
 brainstorms on factors
teacher trainee
influencing the choice
should be able to:
of the education
a) Evaluate
system of a country.
factors that
 searches for
influence the
information using ICTs
choice of a
and other resources
country’s
and discuss factors that
education
influence the choice of
system.
a country’s education
b) Evaluate the
system write a report
various
and share findings.
education
(Geographical
system that
environment/populatio
have been
n, Economic factors,
adopted in
Social and cultural
Kenya.
factors, Historical
c) Appreciate
factor, Political factor,
education
Language factor,
systems of
Technological factors).
different
 Debates factors that
countries.
influence the choice of
a country’s education
system.
 Discusses the factors
that have influenced
Kenya’s choice of its
education system.
Key Inquiry
Questions
What
determines
a country’s
education
system?
Core Competencies to be developed
 Learning to learn and reflective practice - as the teacher trainee uses the information gained
to discuss the factors that have influenced Kenya’s choice of its education system.
Values
Responsibility - as the teacher trainee searches for information using ICTs and other resources and
discuss factors that influence the choice of a country’s education system.
Page | 27
Suggested Formative Assessment Rubric
Level Exceeds
Meets expectations
Indicator
expectations
Approaches
expectations
Below
expectations
Evaluates
factors that
influence the
choice of a
country’s
education
system with
assistance.
Assesses
merits and
demerits of
factors that
influence the
choice of an
education
system for a
country with
assistance.
Attempts to
apply
knowledge
acquired to
evaluate the
education
system in
Kenya.
Evaluating
factors that
influence the
choice of a
country’s
education
system.
Systematically
evaluates factors
that influence
the choice of a
country’s
education
system.
Accurately
evaluates factors
that influence the
choice of a
country’s education
system.
Evaluates most of
the factors that
influence the choice
of a country’s
education system.
Assessing merits
and demerits of
factors that
influence the
choice of an
education system
for a country.
Elaborately
assesses merits
and demerits of
factors that
influence the
choice of an
education system
for a country.
Correctly assesses
merits and
demerits of factors
that influence the
choice of an
education system
for a country.
Assesses most of
the merits and
demerits of factors
that influence the
choice of an
education system
for a country.
Applying
knowledge
acquired to
evaluate the
education system
in Kenya.
Correctly and
consistently
applies
knowledge
acquired to
evaluate the
education system
in Kenya.
Correctly applies
knowledge
acquired to
evaluate the
education system in
Kenya.
Applies most of the
knowledge acquired
to evaluate the
education system in
Kenya.
Page | 28
Strand
Sub Strand
5.0 Systems of
Education
5.2 Global
Systems of
Education
( 1 hour)
Specific Learning
Outcomes
By the end of the
sub strand, the
teacher trainee
should be able to:
a) examine the
curriculum,
management,
structure,
policies and
practice of
some global
systems of
education
b) compare and
contrast the
global systems
with that of
Kenya.
c) appreciate the
best practices
of education in
the global
systems of
education.
Suggested Learning
Experiences
Teacher trainee:
 brainstorms on some global
practices and policies in
education.
 searches for information
using ICTs and other
resources on curriculum,
management structure,
policies and practice of
some global systems of
education such as Finland,
Seychelles, Singarpore and
make notes.
 writes a paper on similarities
and differences between the
global systems of education
such as Finland, Seychelles,
Singarpore and so on with
that of Kenya Write a report
and present.
 Discusses the best practices
of global systems of
education that can be
utilised in Kenya’s education
system and make a report.
Key Inquiry
Questions
Why should
a teacher
study the
education
systems of
other
countries?
Core Competencies to be developed
 Creativity and innovation - as the teacher traineedevelops a model on the best practices from
global systems of education and display.
 Self-efficacy -as teacher trainee discuss the best practices of global systems of education that
can be utilised in Kenya’s education system.
Values
 Respect - as teacher trainee debate on similarities and differences between the global systems
of education with that of Kenya.
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Examining the
Examines the
Correctly
Attempts to
Examines
curriculum,
curriculum,
examines the
examine the
the
management
management
curriculum,
curriculum,
curriculum,
structure,
structure, policies
management
management
management
policies and
and practice of
structure, policies structure, policies
structure,
practice of
global systems of
and practice of
and practice of
policies and
global systems
education with a lot
global systems of
global systems of
practice of
Page | 29
of education.
of ease
education
education
Comparing and
contrasting the
systems of
global systems
of education
with that of
Kenya.
Adequately
compares and
contrasts the global
systems of
education with that
of Kenya with a
great measure of
success.
Accurately
compares and
contrasts the
global systems of
education with
that of Kenya.
Compares the
global systems of
education with that
of Kenya but has
challenges
contrasting them.
global
systems of
education
with
assistance.
Has
challenges
comparing
and
contrasting
the global
systems of
education
with that of
Kenya.
Page | 30
Strand
5.0 Systems of
Education
Sub Strand
Specific Learning
Outcomes
5.3 Systems
By the end of the
of Education sub strand the
in Africa
teacher trainee
should be able to:
(1 hour)
a) Assess the
curriculum,
management,
structure,
policies and
practice of
selected
education
systems in
Africa.
b) Compare the
system of
education of
selected
education
systems Africa
with the Kenyan
one.
c) value the best
practices of
education
systems of
countries in
Africa.
Suggested Learning
Key Inquiry
Experiences
Questions
Teacher trainee:
1. How would
you rate the
 searches for information
education
using ICT and other
standards in
resources on the
Africa?
curriculum,
management, structure, 2. Why should
a teacher
policies and practice of
study
selected education
education
systems of countries in
system in
Africa such as Senegal,
Africa?
Ghana, South Africa,
Egypt, and so on
 debate the similarities
and differences between
the of selected education
systems of countries in
Africa with the Kenyan
education system.
 Read and write a paper
on the comparison of the
African countries
education systems
 discusses and determine
the best practices of
selected education
systems of countries in
Africa.
 develops a model on the
best practices from
selected education
systems of countries in
Africa and display.
Core Competencies to be developed
 Digital literacy skills: as the teacher trainee uses ICT and other resources search for information
on the curriculum, management structure, policies and practice of selected education systems
in Africa
 Communication and collaboration: As the teacher trainee participates in discussion on the best
practices of selected education systems in Africa
Values
 Respect - As the teacher trainee debates on similarities and differences between the selected
education systems in Africa with the Kenyan education system.
 Unity –As the teacher trainee participates in discussion on the best practices of selected
education systems in Africa.
Page | 31
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Indicator
expectations
expectations
Assessing the
Assesses the
Correctly assesses
curriculum,
curriculum,
the curriculum,
management
management
management
structure, policies
structure,
structure, policies
and practice of
policies and
and practice of
selected education
practice of
selected
systems of
selected
education
countries in Africa
education
systems of
systems of
countries in Africa
countries in
Africa with a
lot of ease
Comparing and
Skilfully
Accurately
contrasting the
compares and compares and
selected education
contrasts the
contrasts the
systems of
selected
selected
countries in Africa
education
education
with the Kenyan
systems of
systems of
education system.
countries in
countries in Africa
Africa with
with the Kenyan
the Kenyan
education system.
education
system.
Approaches
expectations
Assesses most of
the curriculum,
management
structure, policies
and practice of
selected education
systems of countries
in Africa
Compares and
contrasts most
aspects of selected
education systems
of countries in
Africa with the
Kenyan education
system.
Below
expectations
Assess the
curriculum,
management
structure,
policies and
practice of
selected
education
systems of
countries in
Africa with
assistance.
Compares and
contrasts the
of selected
education
systems of
countries in
Africa with the
Kenyan
education
system with
assistance.
Page | 32
Strand
5.0 Systems of
Education
Sub Strand
Specific Learning
Outcomes
5.4 Systems of
By the end of the
Education in sub strand, the
Eastern
teacher trainee
Africa
should be able to:
Region
a) examine the
curriculum,
( 1 hour)
management,
structure,
policies and
practice of
education in
selected
countries in the
Eastern African
region
b) compare and
contrast the
systems of
education of
selected
countries in
Eastern Africa
with the Kenyan
one.
c) appreciate the
best practices of
education
among countries
in the Eastern
African Region.
Suggested Learning
Key Inquiry
Experiences
Questions
Teacher trainee :
1. How is
education
 searches for
in East
information using ICT
Africa?
and other resources
2. What
on the curriculum,
kind of
management,
education
structure, policies and
systems
practice of education
exist in
in selected countries
Eastern
in the Eastern African
Africa?
region such as
Rwanda, Uganda
Ethiopia and so on and
make notes.
 discusses the
similarities and
differences between
the education systems
of selected countries
in Eastern Africa with
the Kenyan education
system and document
the resolutions.
 discusses and select
the best practices
from education
systems of selected
countries of Eastern
Africa.
 develops a model on
the best practices
from education
systems of selected
countries of Eastern
Africa and display.
Core Competencies to be developed
 Communication and collaboration - as teacher trainee discuss the similarities and differences
between the education systems of selected countries in Eastern Africa with the Kenyan
education system and document the resolutions
 Pedagogical content knowledge- as the teacher trainee searches for information using ICT and
other resources on the curriculum, management structure, policies and practice of education in
selected countries in the Eastern African region and makes notes.
Page | 33
Values
 Integrity- as the teacher trainee uses ICT and other resources search for information on the
curriculum, management structure, policies and practice of education in selected countries in
the Eastern African region.
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Approaches
Below
expectations
expectations
expectation s
expectations
Indicator
Assessing the
Assesses of the
Correctly
Assesses most
Assess the
curriculum,
curriculum,
assesses the
of the
curriculum,
management
management
curriculum,
curriculum,
management
structure, policies
structure, policies
management
management
structure, policies
and practice of
and practice of
structure,
structure,
and practice of
education in
education in
policies and
policies and
education in
selected countries selected countries
practice of
practice of
selected
in the Eastern
in the Eastern
education in
education in
countries in the
African region
African region with selected
selected
Eastern African
a lot of ease
countries in the
countries in the region with
Eastern African
Eastern African assistance.
region
region
Comparing and
Systematically
Accurately
Compares and
Compares and
contrasting the
compares and
compares and
contrasts the
contrasts the
system of selected contrasts the
contrasts the
system most
system of
countries in
system of selected system of
aspects of
selected
Eastern Africa
countries in
selected
selected
countries in
with the Kenyan
Eastern Africa with countries in
countries in
Eastern Africa
education system. the Kenyan
Eastern Africa
Eastern Africa
with the Kenyan
education system.
with the Kenyan
with the
education system.
education
Kenyan
system.
education
system.
Page | 34
Strand
Sub Strand
5.0
Systems of
Education
5.5
Systems of
Education
in Kenya
(1 hour)
Specific Learning
Outcomes
By the end of the
sub strand, the
teacher trainee
should be able to:
a) examine
international
systems of
education in
Kenya
b) evaluate the
management of
curriculum in
selected
international
systems in Kenya
c) appreciate the
contribution of
selected
international
systems in Kenya.
Suggested Learning
Experiences
Teacher trainee:
 searches for the
rationale, aims and
structure of education
of selected international
systems in Kenya using
ICT and other resources,
(Montessori, Accelerated
Christian Education
(ACE), General
Certificate of Education
(GCE)…..)Discuss, write a
report and share.
 reviews the curricula
management of selected
international systems in
Kenya
 debates on the
contribution of selected
international systems of
education in Kenya.
Key Inquiry
Questions
1. What is the
structure and
curriculum of
international
systems of
education in
Kenya?
2. Why do we
have different
education
systems in
Kenya?
Core Competencies to be developed
Self-efficacy - as the teacher trainee debates on the contribution of selected international systems
of education in Kenya.
Values
Responsibility - as the teacher trainee visits the County education office to collect information on
the policies governing international systems of education in Kenya. Discuss and share findings.
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Approaches
Below
Indicator
expectations
expectations
expectations
expectations
Examining the
rationale, aims and
structure of
education in
selected
international
systems in Kenya
education systems
in Kenya
Examines the
rationale,
aims and
structure of
education in
selected
international
systems of
Kenya
education
systems in
Kenya with a
Accurately
examines the
rationale, aims
and structure of
education in
selected
international
systems in Kenya
education systems
in Kenya
Sometimes
examines the
rationale, aims
and structure
of education in
selected
international
systems in
Kenya
education
systems in
Kenya
Attempts to
examine the
rationale, aims and
structure of
education in
selected
international
systems in Kenya
education systems
in Kenya
Page | 35
lot of ease
Comparing Kenya’s
education system
with international
systems in Kenya
Evaluating the
management of
curriculum in
selected
international
systems in Kenya
Compares
Kenya’s
education
system with
international
systems in
Kenya with a
lot of ease
Systematically
evaluates the
management
of curriculum
in selected
international
systems in
Kenya
Appropriately
compares Kenya’s
education system
with the selected
international
systems in Kenya
Accurately
evaluates the
management of
curriculum in
selected
international
systems in Kenya
To some extent
compares
Kenya’s
education
system with
international
systems in
Kenya
Attempts to
evaluate of the
management
of curriculum in
selected
international
systems in
Kenya
Has
difficultycomparing
Kenya’s education
system with
international
systems in Kenya
Makes little
attempt to
evaluates the
management of
curriculum in
selected
international
systems in Kenya
Page | 36
Strand
Sub Strand
6.0 Global
Trends in
Education
6.1 Global
Trends in
education
(2 hours)
Specific Learning
Outcomes
By the end of the
sub strand, the
teacher
trainee
should be able to:
a) examine the
influence of
international
declarations on
education practices
of a country.
b) investigate the
impact of
international
declarations on
education practice
in Kenya.
c) appreciate the role
played by the
international
community on the
development of
education in Kenya.
Suggested Learning
Experiences
Teacher trainees:
 gathers information using
ICT and other resources and
discuss how the
international declarations
influence education
practices of a country. Write
a report and make
presentations.
 discusses international
declarations that impact
basic education in Kenya
(Universal Primary Education
(UPE), Education for All
(EFA), Education for
Sustainable Development –
ESD among others)
 visits a learning resource
centre and document how
the international
declarations have impacted
education practice in Kenya
and share findings.
 debates on the influence of
global trends in education
on education in Kenya.
Key Inquiry
Questions
How do
international
declarations
influence
education
practice?
Core Competencies to be developed
 Digital literacy skills- as the teacher trainee uses ICT and other resources gather information on
how international declarations influence education practices of a country.
 Pedagogical content knowledge -as the teacher trainee gathers information on the
international declarations that impact basic education in Kenya.
Values
 Social Justice -as the teacher trainee shares findings on how international declarations have
impacted education in Kenya.
 Integrity - as the teacher traineeuses ICT and other resources to examine how international
declarations influence education practices of a country.
Page | 37
Suggested Formative Assessment Rubric
Level
Exceeds
Meets
Indicator
expectations
expectations
Approaches
expectations
Below
expectations
Examining the
influence of
international
declarations on
education
practices of a
country.
Appropriately and
accuratelyexamin
es the influence
of international
declarations on
education
practices of a
country.
Accurately
examines the
influence of
international
declarations on
education
practices of a
country.
Attempts to
examine the
influence of
international
declarations on
education
practices of a
country.
Puts little effort
to examine the
influence of
international
declarations on
education
practices of a
country.
Investigating the
impact of
international
declarations on
education
practice in Kenya.
Consistently and
appropriatelyinve
stigates the
impact of
international
declarations on
education
practice in Kenya.
Appropriately
investigates the
impact of
international
declarations on
education
practice in Kenya.
Puts progressive
effort to
investigate the
impact of
international
declarations on
education practice
in Kenya.
Has difficulty
investigating the
impact of
international
declarations on
education
practice in
Kenya.
Page | 38
Strand
Sub Strand
6.0
Global Trends
in Education
6.2 Alternative
Modes of
Education in
Kenya
(2 hours)
Specific
Learning
Outcomes
By the end of the
sub strand, the
teacher trainee
should be able
to:
a) examine
alternative
modes of
education in
Kenya.
b) employ
alternative
modes of
education
for delivery
of learning.
c) design an
instructional
strategy for
home
schooling
d) recognise
the
relevance of
alternative
modes of
education in
Kenya.
Suggested Learning
Experiences
Key Inquiry
Questions
Teacher trainees:
 brainstorms on
alternative modes of
education in Kenya.
 gathers information
using ICT, discuss and
critique alternative
modes of education in
Kenya (multi grade,
multi shift, mobile
schools, homeschooling, e-learning,
open learning and
exchange programs)
 researches on the use
of alternative modes of
education in Kenya and
how they influence
relevance, gender,
equity, access and
retention in education.
Write a report and
share.
 discusses with a
resource person the
curriculum structure
used in alternative
modes of education in
Kenya.
 prepares a sample time
table and scheme of
work for home
schooling.
1. How do
alternative
modes of
education
influence
education?
2. Why do we
use
alternative
modes of
education?
Core Competencies to be developed
 Learning to learn and reflective practice -as the teacher trainee uses knowledge from the
discussion with the resource person to prepare a sample time table and scheme of work for
home schooling.
 Creativity and innovation - as the teacher traineedesigns an instructional strategy for home
schooling.
Values
 Social justice -as the teacher trainee designs strategies for alternative modes of education
 Patriotism - as the teacher traineeemploys alternative modes of education for effective and
Page | 39
quality delivery of learning
Suggested Formative Assessment Rubric
Level
Indicator
Examining
alternative
modes of
education in
Kenya.
Designing an
instructional
strategy for
home schooling
Exceeds expectations
Meets
expectations
Approaches
expectations
Below
expectations
Examines alternative
modes of education
with a lot of ease
Correctly
examines
alternative
modes of
education
Appropriately
designs an
instructional
strategy for
home
schooling
Examines some
alternative modes
of education
Has difficulty
examining
alternative
modes of
education
Requires
assistance to
design an
instructional
strategy for
home
schooling
Creatively and
appropriately designs
an instructional
strategy for home
schooling
Attempts to design
an instructional
strategy for home
schooling
Page | 40
Strand
Sub Strand
Specific Learning
Outcomes
Suggested Learning Experiences
Key Inquiry
Questions
6.0 Global
Trends in
Education
6.3 Global
Treaties on
Education
( 1 hour)
By the end of sub
strand, the
teacher trainee
should be able to;
a) Discuss the
various global
treaties on
education
b) compare and
contrast the
achievement of
Sustainable
Development
Goals
(SDGs)no. 4 in
Kenya, Uganda
and Tanzania.
c) appreciate the
achievement of
Sustainable
Development
Goals (SDGs) in
Kenya.
Teacher trainee:
 searches for information on
Sustainable Development Goals
(SDGs) using ICT and other
resources and share findings.
 debates on the achievement of
Sustainable Development Goal
(SDG)no. 4 in Kenya, Uganda
and Tanzania.
 discusses the similarities and
differences in the achievement
of Sustainable Development
Goals (SDG)no. 4 in Kenya,
Uganda and Tanzania
 composes, practice and present
poems on Sustainable
Development Goal (SDG) no. 4.
 creates digital messages on
ways of achieving Sustainable
Development Goals (SDGs)no. 4
and share the information with
the community using social
media.
How have
countries in
East Africa
implemented
Sustainable
Development
Goal (SDG)
no. 4?
Core Competencies to be developed
 Digital literacy - as the teacher traineecreates digital messages on ways of achieving Sustainable
Development Goals (SDGs) no. 4 and share the information with the community using social
media.
 Creativity and innovation-as the teacher traineecomposes poems on Sustainable Development
Goal (SDG) no. 4.
Values
 Unity -as teacher trainee compose, practice and present poems on Sustainable Development
Goal (SDG) no. 4.
 Patriotism- as the teacher traineecreates digital messages on Sustainable Development Goal
(SDG) no. 4 and share the information with the community using social media.
Page | 41
Suggested Formative Assessment Rubric
Level Exceeds
Meets
Indicator
expectations
expectations
Approaches
expectations
Below
expectations
Critiquing the
achievement of
Sustainable
Development Goal
(SDG) no. 4 in
Kenya, Uganda
and Tanzania
Appropriately
critiques the
achievement of
Sustainable
Development
Goal (SDG) no. 4
in Kenya, Uganda
and Tanzania
Critiques most of
the achievement
of Sustainable
Development Goal
(SDG) no. 4 in
Kenya, Uganda
and Tanzania
Inconsistently
critiques the
achievement of
Sustainable
Development
Goal (SDG) no. 4
in Kenya, Uganda
and Tanzania
Accurately
compares and
contrasts the
achievements of
Sustainable
Development
Goal (SDG) no. 4
in Kenya, Uganda
and Tanzania
Compares and
contrasts most of
the achievements
of Sustainable
Development Goal
(SDG) no. 4 in
Kenya, Uganda
and Tanzania
Attempts to
compare and
contrast the
achievements of
Sustainable
Development
Goal (SDG) no.
4in Kenya,
Uganda and
Tanzania
Comparing and
contrasting the
achievements of
Sustainable
Development Goal
(SDG) no. 4 in
Kenya, Uganda
and Tanzania
Systematically
critiques the
achievement of
Sustainable
Development
Goal (SDG) no. 4
in Kenya, Uganda
and Tanzania
with evidence.
Elaborately
compares and
contrasts the
achievements of
Sustainable
Development
Goal (SDG) no. 4
in Kenya, Uganda
and Tanzania
Page | 42