TURKANA UNIVERSIRTY COLLEGE

( A CONSTITUENT OF MASINDE MULIRO UNIVERSITY OF SCIENCE AND

TECHNOLOGY)

COMPETENCY BASED CURRICULUM PORTFOLIO

SAMOEI KIPLIMO COLLINS

EDA/B/2021/0242

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 TOPIC ONE: COMMUNITY BASED LEARNING (DR. KOROS)

COMMUNITY SERVICE JOURNAL

DAY ONE

A VISIT TO CHILDREN'S HOME: ERAI AKUJ.

JOURNAL ENTRY: Children's home visitation.

DATE: 22/03/2025.

LOCATION: ERAI AKUJ AMINA .( BOYS).

TIME: 9:30am- 1:30pm.

Today, I visited a children’s home, where I had the chance to witness firsthand the care and
support provided to vulnerable children. Upon arrival, I was warmly welcomed by the staff, who
shared with me the various programs aimed at fostering both emotional and educational growth.
I spent time interacting with the children through simple activities like drawing and games,
which allowed me to connect with them on a personal level. The children’s eagerness to engage
and their excitement to share their stories highlighted the importance of creating a safe, nurturing
environment where they feel valued and supported.

During my visit, I also spoke with the caregivers and educators, who explained the challenges
they face, especially in addressing the diverse needs of children from various backgrounds, many
of whom have experienced trauma. The staff’s dedication to providing stability and emotional
healing was evident, and it reinforced the critical role they play in shaping the children’s futures.
Before leaving, I had the opportunity to learn about the home’s future initiatives, such as
community engagement and increased parent involvement, which aim to further enhance the
children’s well-being. The experience was eye-opening and reaffirmed the significance of
creating spaces where children can heal, learn, and grow in a supportive, loving environment.

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 DAY TWO

COMMUNITY SERVICE AT THE DISPENSARY

Date: 25/03/2025

Location: CANNAN VILLAGE

Time: 8:00 AM – 5:00 PM

Today, I had the opportunity to assist with the construction work at Canaan Dispensary, a project
aimed at improving healthcare access for the local community. My tasks for the day included
carrying building materials, mixing cement, and clearing the construction site. Although the
work was physically demanding, there was a deep sense of satisfaction knowing that every effort
was contributing to a project that would serve the health needs of the community. Working
alongside other volunteers and construction workers, I learned valuable lessons about teamwork,
collaboration, and the importance of patience and persistence in completing such a vital project.
As the dispensary structure began to take shape, I felt immense pride, knowing that the facility
would soon provide much-needed medical services to those in need.

This experience was a reminder of the importance of dedicating our time and energy to causes
that improve the lives of others. Despite the challenges of physical labor, such as the heat and the
strenuous nature of the tasks, I found the work rewarding. The collaborative spirit on the site
made even the most difficult parts of the day manageable, and I felt connected to the team’s
shared purpose. Contributing to the construction of a healthcare facility that will support the
well-being of so many in the future left me with a deep sense of fulfillment. This experience
reinforced my belief in the power of community-driven projects and strengthened my resolve to
continue supporting initiatives that make a positive impact on others' lives

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 DAY THREE

TREE PLANTING

Date: Monday, April 11,2025

Location: Turkana University, Kenya.

Time: 10:00 AM –1:00 PM

Today, I participated in a tree-planting exercise at Turkana University College, a meaningful

event that brought together students, staff, and community members all working toward a
common goal: to make the university more environmentally friendly. The day began early with
preparations, where we dug holes, placed young tree seedlings in the ground, and watered them
generously. Each tree was carefully supported with sticks to help them withstand the strong
winds typical of the region. Despite the intense heat and the physical demands of the task, there
was a strong sense of teamwork and determination. We encouraged each other, fully aware that
our efforts would not only benefit the university but also help improve the broader Turkana
environment.

By the end of the day, hundreds of trees had been planted across the campus, and there was a
deep sense of pride and achievement among all participants. It was fulfilling to know that we
were contributing to fighting desertification, promoting biodiversity, and enhancing the local
atmosphere. This experience reminded me of the importance of caring for the environment and
how collective action, no matter how small, can lead to significant, lasting change. I look
forward to witnessing the growth of these trees and the transformation they will bring to Turkana
University College, making it a greener and more beautiful place for future generations.

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 DAY FOUR

LITTER COLLECTION

Date: 12/03/2025
Location: LODWAR TOWN

Time: 10:00 AM- 4:30 PM

Today, I participated in a litter collection activity around Lodwar Town, an event aimed at cleaning up
the area and promoting environmental responsibility. The group was divided into teams, each assigned
to different sectors of the town. Equipped with gloves and trash bags, we set out to tackle the litter
problem. As we worked, I was shocked by the vast amount of waste scattered throughout the area—
plastic bottles, food wrappers, discarded containers, and broken glass were just some of the items that
had accumulated over time. The scale of the issue was overwhelming, but we remained focused and
determined to make a difference.

The task was physically demanding, requiring constant bending and walking, but we worked
together efficiently, sorting the trash into recyclables and non-recyclables. It was a long and
tiring process, but by the end of the activity, the area looked drastically cleaner and more
inviting. It was rewarding to see the immediate impact of our efforts, and the transformation was
visible to all who passed through the area. The experience made me reflect on how easily litter
can accumulate, especially in public spaces, and how important it is for everyone to dispose of
waste properly. This event reinforced the need for continuous public awareness campaigns to
encourage responsible waste disposal and to highlight the long-term benefits of keeping our
surroundings clean. I left with a sense of accomplishment and a renewed commitment to
reducing my own waste and encouraging others in the community to do the same.

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 DAY FIVE

CREATING AWARENESS ON HIV/AIDS

Date:

Location: LODWAR TOWN

Time : 8:00 AM-12:00 PM

Today, I participated in an HIV awareness campaign in Lodwar Town, aimed at educating the
local community about HIV prevention, testing, and treatment. The day began with an
informative session where health professionals and local leaders provided valuable insights into
HIV transmission, prevention methods, and the importance of regular testing. I assisted in
distributing educational materials like brochures and posters, encouraging individuals to visit the
mobile testing units set up nearby. Throughout the day, we engaged with the community,
answering questions and dispelling misconceptions about HIV. Many individuals expressed
gratitude for the information shared, though some showed hesitation, especially older members
of the community who still held onto stigmatizing beliefs. It was clear that while some progress
had been made, there is still work to be done to break down the stigma surrounding HIV.

This experience made me realize the ongoing challenge of addressing misconceptions and
stigma, which continue to prevent individuals from seeking testing and treatment. Despite the
success of the mobile testing units and the positive response from many community members, it
became evident that continuous education is necessary to shift attitudes and encourage more
people to take proactive steps in safeguarding their health. The campaign also highlighted the
need for more personal engagement and resources, such as trained counselors, to provide support
and encouragement. Overall, the event reinforced the importance of awareness and education in
reducing stigma and promoting HIV prevention, and I left feeling motivated to continue
advocating for better access to information and healthcare services in the community.

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 DAY SIX

TEACHING AND MENTORSHIP AT A LOCAL CHURCH

Date:

Location: Kanam Kemer

Time: 10:00 AM- 1:30 PM

Today, I had the opportunity to engage in teaching and mentorship at a local church in Lodwar
Town. The purpose of the session was to provide guidance to the youth group, focusing on
personal development, faith, and community building. I began by sharing insights from scripture,
emphasizing the importance of building a strong foundation of values, integrity, and discipline in
their daily lives. We discussed how these principles can help them navigate challenges and make
positive contributions to their families and community. After the teaching session, I spent time
mentoring individuals, listening to their personal struggles, and offering advice on how to
overcome obstacles and grow in their faith.

The experience was deeply fulfilling as I witnessed the eagerness of the youth to learn and
engage with the material. It was encouraging to see how much they valued the mentorship,
especially when they shared their personal goals and dreams for the future. I reflected on how
essential it is for the church to provide not only spiritual guidance but also practical mentorship
that helps young people thrive in all aspects of life. The challenges in the community,
particularly in terms of limited opportunities for personal growth, made this session even more
impactful. By the end of the day, I felt a sense of accomplishment, knowing that I had made a
positive difference in the lives of these young individuals. This experience reinforced my belief
in the power of mentorship and the importance of supporting the youth in realizing their
potential.

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 TOPIC TWO: FOUNDATION IN COMPETENCY BASED EDUCATION (DR. TONUI)

The Need for Competency-Based Education System in Kenya

Introduction

Since gaining independence in 1963, Kenya has implemented multiple education reforms aimed
at improving the quality and relevance of education. However, despite these efforts, the
traditional 8-4-4 system, introduced in 1985, has faced significant criticism for its theoretical
emphasis, limited development of practical skills, and inadequate preparation of learners for the
dynamic 21st-century economy. In response, Kenya launched the Competency-Based Education
(CBE) system in 2017, shifting from a content-driven to a skills-oriented educational framework.
This essay explores the necessity of CBE in Kenya, highlighting its ability to address the
shortcomings of the 8-4-4 system, meet labor market demands, foster holistic learner
development, promote inclusivity, and contribute to sustainable national development.

Addressing the Limitations of the 8-4-4 System

The 8-4-4 education system prioritized broad-based academic knowledge but often at the
expense of critical skills development. It heavily emphasized rote learning and high-stakes
examinations, sidelining creativity, critical thinking, and problem-solving. Consequently, many
students graduated without the practical skills necessary for real-world success. Additionally, the
rigid one-size-fits-all curriculum failed to accommodate learners’ diverse talents and interests,
leading to disengagement and unrealized potential.

In contrast, the Competency-Based Education system prioritizes the acquisition of a broad set of
competencies—including cognitive, socio-emotional, ethical, and practical skills. By focusing on
the application of knowledge rather than its memorization, CBE ensures that education is
relevant, engaging, and practical, producing graduates who are better equipped to navigate
complex real-world challenges.

Alignment with Labor Market Demands

In today’s globalized and technology-driven economy, the nature of work is rapidly evolving,
requiring a workforce that is adaptable, innovative, and skilled in diverse fields. The 8-4-4
system’s academic rigidity resulted in a significant mismatch between educational outcomes and
labor market needs.

CBE responds to this challenge by integrating technical, vocational, entrepreneurial, and digital
literacy skills into the curriculum. It emphasizes real-world learning experiences, continuous
assessment, and adaptability, thereby equipping learners for a wide range of career opportunities,
including in emerging sectors. Moreover, the focus on lifelong learning skills ensures that
graduates remain relevant in a fast-changing economic landscape.

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Holistic Development of Learners

Traditional education in Kenya predominantly emphasized academic excellence, often neglecting

emotional, social, and ethical development. Yet, for learners to succeed personally and contribute
positively to society, a holistic education approach is necessary.

CBE promotes the development of critical life skills, such as communication, collaboration,
problem-solving, and ethical decision-making. By nurturing cognitive, emotional, and social
competencies, CBE cultivates balanced individuals capable of adapting to diverse societal roles,
fostering national cohesion and responsible citizenship.

Enhancing Equity and Inclusivity

Equity and inclusivity are fundamental principles of a just education system. However, the high-
stakes examinations and standardized approach of the 8-4-4 system often marginalized learners
from disadvantaged backgrounds, entrenching social inequalities.

The CBE framework seeks to remedy this by personalizing learning, recognizing diverse
learning styles and talents, and offering multiple pathways to success. Continuous assessments,
flexible curricula, and an emphasis on practical skills allow all learners to achieve their full
potential, regardless of socio-economic status.

Promoting Sustainable Development

Kenya’s Vision 2030 emphasizes the need for a skilled, innovative, and globally competitive
workforce to drive sustainable economic growth. Education plays a critical role in this agenda.

CBE supports sustainable development by embedding sustainability concepts within the

curriculum, fostering environmental consciousness, and nurturing innovation and
entrepreneurship. Learners are equipped to contribute to solving pressing global challenges such
as climate change and sustainable resource management, ensuring that Kenya’s development is
inclusive and resilient.

Conclusion

The adoption of the Competency-Based Education system marks a transformative shift in

Kenya’s educational landscape. It addresses the critical shortcomings of the traditional 8-4-4
model, aligns learning with modern labor market needs, and fosters the holistic development of
learners. Furthermore, it enhances educational equity and inclusivity and supports the nation’s
sustainable development goals. By embracing CBE, Kenya positions itself to nurture a
generation of empowered, skilled, and responsible citizens ready to contribute meaningfully to
national and global progress.

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 Prepare a table that details the contrasts of knowledge based curriculum and competency
based curriculum

Aspect Knowledge-Based Curriculum Competency-Based

Curriculum
1. Focus Acquisition of specific content Development of specific
knowledge and information skills, abilities, and
competencies
2. Structure Organized around subjects and Organized around outcomes
academic disciplines and mastery of specific
competencies
3. Assessment Exams and tests that measure Performance-based
knowledge retention assessments that measure skill
and competency mastery
4. Learning Pace Typically time-based, with set Flexible, allowing students to
durations for courses and progress at their own pace
grades upon mastering competencies
5. Instructional Approach Teacher-centered, with Student-centered, with active
lectures and direct instruction learning, projects, and real-
world tasks
6. Outcome Emphasis on understanding Emphasis on applying
and recalling information knowledge and skills in real-
life situations
7. Curriculum Design Standardized content delivered Personalized learning paths
to all students based on individual student
needs and goals
8. Role of Teacher Primary source of knowledge, Facilitator, mentor, and guide
authoritative figure who supports student learning
journeys
9. Student Role Passive recipient of Active participant in the
information learning process

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10. Feedback Periodic, based on tests and Continuous, based on
assignments performance and progress in
mastering competencies
11. Learning Environment Traditional classroom settings Varied settings including
classrooms, online platforms,
and real-world environments

Competency-Based Curriculum (CBC) Structure from Pre-Primary to Senior School

The Competency-Based Curriculum (CBC) in Kenya is designed to equip learners with essential
skills, knowledge, attitudes, and values to thrive in the 21st century. It emphasizes holistic
development through well-structured stages and three specialization pathways at senior school.
Here's a detailed and organized breakdown:

1. Pre-Primary Education (PP1 and PP2)

Age Group: 4–5 years

Teaching Objectives:

 Develop foundational literacy and numeracy skills.

 Foster social, emotional, and physical development.
 Encourage creativity, problem-solving, and critical thinking.
 Cultivate ethical values and social responsibility.

Structure:

 Levels: Pre-primary 1 (PP1) and Pre-primary 2 (PP2).

 Method: Play-based and activity-centered learning.
 Key Learning Areas:
o Language Activities
o Mathematical Activities
o Environmental Activities
o Psychomotor and Creative Activities
o Religious Education Activities
o Life Skills

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2. Lower Primary (Grades 1–3)

Teaching Objectives:

 Strengthen literacy, numeracy, and cognitive skills.

 Foster inquiry-based learning and critical thinking.
 Enhance communication and interpersonal skills.
 Integrate basic technology use in learning.

Structure:

 Subjects:
o English, Kiswahili, Indigenous Language
o Mathematics
o Environmental Activities
o Hygiene and Nutrition
o Religious Education
o Creative Arts
 Skills Focus: Foundational digital literacy and social interaction.

3. Upper Primary (Grades 4–6)

Teaching Objectives:

 Deepen literacy, numeracy, and digital literacy.

 Encourage creativity, critical thinking, and problem-solving.
 Promote healthy living and social skills.
 Introduce basic scientific and technological principles.

Structure:

 Core Subjects:
o English, Kiswahili, Mathematics
o Science and Technology
o Social Studies
o Religious Education
o Agriculture, Home Science
o Physical Education, Health Education
 Learning Style: Applied learning, projects, and practical activities.

4. Lower Secondary (Grades 7–9)

Teaching Objectives:

 Develop higher-order thinking and analytical skills.

 Foster practical, hands-on learning.

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  Support personal growth and career awareness.
 Prepare learners for specialization in Senior School.

Structure:

 Subjects:
o Languages (English, Kiswahili, Foreign Languages)
o Mathematics
o Integrated Science
o Social Studies
o Business Studies, Agriculture
o Life Skills Education
o Sports and Physical Education
 Focus: Broad exposure to help learners identify interests and talents.

5. Senior School (Grades 10–12) – Specialization Pathways

Senior School allows learners to specialize according to their talents, interests, and career
aspirations. It is divided into three pathways:

A. Arts and Sports Science Pathway

Specializations:

 Performing Arts (Music, Drama, Dance)

 Visual Arts (Fine Arts, Crafts, Design)
 Sports Science

Objectives:

 Enhance creativity and physical fitness.

 Develop artistic expression and appreciation of cultural diversity.
 Prepare for careers in the arts and sports industries.

B. Social Sciences Pathway

Specializations:

 Humanities (History, Geography, Religious Studies)

 Languages
 Business Studies
 Social Sciences

Objectives:

 Build understanding of human behavior and society.

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  Enhance communication, critical thinking, and analytical skills.
 Prepare for roles in administration, social work, teaching, and business.

C. STEM Pathway (Science, Technology, Engineering, and Mathematics)

Specializations:

 Pure Sciences (Biology, Chemistry, Physics)

 Applied Sciences
 Engineering Sciences
 Technical and Vocational Education and Training (TVET)

Objectives:

 Promote scientific inquiry and innovation.

 Develop technical and engineering skills.
 Equip learners for careers in science, technology, and engineering fields.

Implementation Strategies Across All Levels

 Continuous assessment and formative evaluations to monitor learner progress.

 Integration of Information and Communication Technology (ICT) in all learning areas.
 Strong collaboration with industries, higher education institutions, and communities for
internships and mentorships.
 Emphasis on developing key competencies like:
o Critical Thinking
o Problem Solving
o Collaboration
o Creativity
o Communication
o Citizenship and Ethical Practice

Conclusion

The Competency-Based Curriculum is designed to nurture well-rounded individuals with

practical skills, ethical values, and the ability to adapt to a dynamic world. From foundational
learning at pre-primary to specialized pathways at senior school, CBC aims to prepare learners
for personal success, higher education, employment, and national development.

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 TOPIC THREE: PARENTAL ENGAGEMENT AND EMPOWERMENT (DR KANUS)

Strategies for Parental Engagement and Empowerment

Parental engagement and empowerment are crucial for improving children's educational
outcomes and overall well-being. Effective strategies for achieving this goal include fostering
communication, providing involvement opportunities, offering educational support, promoting
cultural competence, running empowerment programs, encouraging community engagement,
building positive relationships, and utilizing feedback mechanisms.

Communication
Regular communication is essential for keeping parents informed about their child’s academic
and behavioral progress. Schools should provide updates through various channels, such as
newsletters, emails, and parent-teacher meetings. Additionally, it’s important for schools to
establish open lines of communication, allowing parents to easily reach teachers, counselors, and
administrators. Tools like messaging apps and online portals can facilitate this process, ensuring
that parents stay connected and informed.

Involvement Opportunities
Engaging parents in school activities can greatly benefit both students and the school
community. Schools should encourage parents to volunteer in classrooms, school events, and
extracurricular activities. Additionally, involving parents in decision-making processes, such as
through parent-teacher associations or school boards, empowers them to have a say in the
direction of their children’s education. This involvement fosters a stronger partnership between
schools and families.

Educational Support
Offering workshops and training sessions for parents is another vital strategy for empowering
them to support their children’s education. These workshops can cover topics like child
development, study skills, and ways to reinforce learning at home. Additionally, providing
parents with resources such as educational games, books, and online platforms helps them create
a conducive learning environment outside the classroom.

Cultural Competence
Acknowledging and respecting the cultural, linguistic, and socioeconomic diversity of families is
key to creating an inclusive school environment. Communication should be adapted to meet the
needs of diverse families, with materials available in different languages when necessary.
Organizing cultural events that celebrate the diversity of the school community fosters an
atmosphere where all families feel valued and included.

Empowerment Programs
Offering leadership training for parents can help them become effective advocates for their
children and active members of their school communities. Support networks such as parent

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groups also play a vital role in empowering parents by providing them with a space to share
experiences and offer mutual support. These programs build a stronger, more connected parent
community that can positively impact the educational environment.

Community Engagement
Collaboration with local businesses, nonprofits, faith-based organizations, and government
agencies can expand the resources and opportunities available to families. Hosting community
events, such as open houses, health fairs, and family nights, strengthens the connection between
the school and the wider community, providing a sense of belonging and shared responsibility
for the educational success of students.

Positive Relationships
Building trust and rapport with parents is essential for effective engagement. Schools should be
transparent, approachable, and consistent in their communication to create strong, positive
relationships with families. Taking the time to understand each family’s unique circumstances
allows schools to offer personalized support, ensuring that every child’s needs are met both at
school and at home.

Feedback Mechanisms
Regularly seeking feedback from parents through surveys and focus groups is vital for improving
school programs and practices. It’s essential that schools not only collect this feedback but also
respond to it by making visible changes. This shows parents that their input is valued, creating a
more collaborative and responsive educational environment.

The Importance of Communication and Collaboration Between Stakeholders

Effective communication and collaboration among stakeholders—parents, teachers,

administrators, community organizations, and policymakers—are essential for successful
parental engagement and empowerment. Their interactions help build trust, align goals, empower
parents, enhance problem-solving, and ultimately boost student achievement.

Building Trust and Relationships

Transparent and open communication fosters trust between parents and schools, which
encourages more meaningful engagement. Regular, respectful communication also strengthens
relationships, creating a support network around students that enhances their educational
experience and emotional well-being.

Creating a Shared Vision

Collaboration ensures that all stakeholders are working toward common objectives, such as
improving student achievement, promoting inclusivity, and fostering a positive school
environment. When all parties are aligned, the strategies between home and school are
consistent, providing students with a stable foundation for learning and development.

Empowering Parents
Sharing information about students' progress and school expectations enables parents to make
informed decisions about their children's education. Collaborative efforts allow parents to access

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additional resources, such as workshops and external support services, which help them better
support their children's learning and development.

Enhanced Problem-Solving
By bringing together a diverse group of stakeholders, schools can draw upon a variety of
perspectives to develop creative and effective solutions to challenges. Effective communication
ensures that issues are quickly identified and addressed, reducing potential disruptions to
students' education and fostering a positive school climate.

Boosting Student Achievement

When parents, teachers, and the community collaborate, students receive consistent and
complementary support both at home and at school. This holistic support system motivates
students, reinforces positive behaviors, and encourages academic success, leading to improved
outcomes across the board.

Promoting Cultural Competence and Inclusivity

Collaboration helps stakeholders understand and respect the diverse cultural and linguistic
backgrounds of the school community. Tailoring communication strategies to meet the needs of
different families ensures that all parents can actively participate in their children’s education,
contributing to a more inclusive and culturally aware school environment.

Improving Policy and Practice

Effective communication channels enable schools to gather feedback from parents, helping to
refine policies and teaching practices. When decisions are based on real-world experiences and
stakeholder input, they are more likely to be effective, sustainable, and relevant to the needs of
students and their families.

Conclusion
In summary, effective communication and collaboration are fundamental for successful parental
engagement and empowerment. When schools, families, and communities work together toward
common goals, they create a supportive and inclusive environment that enhances student
success. By fostering strong relationships, sharing resources, and addressing challenges
collectively, stakeholders can help ensure that every child has the opportunity to thrive
academically and personally.

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 TOPIC 4: COMPETENCY BASED ASSESSMENT (DR. NANCY KISALA)

Course Topic: African Resistance against Colonial Rule

Sub-topic: Causes, Forms, and Effects of African Resistance

Learning Outcomes:

 Students should be able to describe key African resistance movements and their causes.
 Students should analyze different resistance strategies and their effectiveness.
 Students should work collaboratively to research and present a resistance movement.
 Students should critically assess the short-term and long-term impacts of African
resistance on colonial rule and African societies.

Assessment:

 Project-Based Assessment: Students work in groups to research a selected African

resistance movement and produce a comprehensive report and presentation.
 Case Study Analysis: Students examine a specific resistance event and discuss causes,
events, outcomes, and historical significance.
 Research Paper: Students investigate deeply into a chosen resistance movement.
 Group Presentation: Students collaboratively present their research findings.
 Practical Assessment: Students simulate a negotiation or conflict situation from the
colonial era, demonstrating understanding of historical perspectives.

Assessment Task:

Students will research an African resistance movement (e.g., Nandi Resistance, Maji Maji
Rebellion, Zulu Resistance) and present:

 A historical background of the resistance

 The causes and motivations behind the resistance
 Key figures and events
 Strategies used and challenges faced
 The immediate and long-term impacts on African society and colonial rule
 A creative element (e.g., reenactment, posters, timelines)

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ASSESSMENT RUBRIC

Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement
(1)
Knowledge and Demonstrates deep Demonstrates Demonstrates Shows limited
Understanding understanding of good basic understanding;
historical facts, understanding understanding many
concepts, and with minor with several inaccuracies.
events with inaccuracies. errors.
detailed
explanations.
Critical Thinking Analyzes Provides good Limited Little or no
and Analysis historical events analysis with analysis with analysis; simple
deeply; shows some critical weak statements only.
excellent cause- insights. connections.
effect relationships
and critical
insights.
Research and Use Effectively uses a Uses several Uses few Rarely uses
of Evidence wide range of sources; minor sources; limited sources or uses
reliable historical errors in integration into irrelevant
sources and integration. arguments. evidence.
integrates them
seamlessly.
Communication Presents Information is Some parts Disorganized
and Presentation information generally clear unclear; limited presentation;
clearly, logically, with minor use of historical poor
and fluently with organization terms. terminology use.
proper historical issues.
terminology.
Creativity and Highly creative Shows creativity Minimal Lacks creativity;
Originality and original in in some parts of creativity; direct copying
presenting the work. mostly or repetition.
historical findings conventional
(e.g., through responses.
stories, debates,
posters).
Collaboration Actively Participates well Limited Rarely
and Participation participates, leads with occasional participation; participates or
(for group work) discussions, and prompting. needs frequent disrupts group
collaborates support. efforts.
effectively with
others.

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Values and Clearly Shows good Limited Little or no
Citizenship demonstrates awareness of connection to demonstration
Awareness appreciation for diversity and values and of national
diversity, heritage, heritage. citizenship. values.
and national
values.

Assessment Process

1. Project Assignment

 Topic: Choose a major African resistance movement against colonial rule (e.g., Nandi
Resistance, Maji Maji Rebellion, Zulu Resistance, Mau Mau Uprising) and analyze its
causes, course of events, key figures, strategies, and impacts.
 Research: Conduct thorough historical research using academic books, journals,
government archives, credible historical documentaries, and primary sources where
available.
 Analysis: Evaluate the effectiveness of the resistance, assess the short- and long-term
outcomes, and critically link the movement to the broader historical narrative of African
nationalism and independence.

2. Group Collaboration

 Formation of Groups: Students will form groups (5–7 members per group).
 Role Allocation: Each group member will be assigned specific sections of the project
such as historical research, sourcing primary evidence, critical analysis, timeline creation,
and preparing visual or creative elements.
 Teamwork Check-ins: Groups must submit weekly progress reports summarizing tasks
completed, challenges faced, and the contribution of each member to ensure
accountability and equitable participation.

3. Final Project Submission

 Written Report: Submit a detailed 15–20 page project report, including:

o Historical background
o Causes and motivations of the resistance
o Key leaders and major events
o Resistance strategies and methods
o Outcomes and impacts (short-term and long-term)
o Historical analysis and critical commentary
o References in proper academic format (APA, MLA, or Chicago style)
 Creative Element: Include a visual or creative section such as a resistance timeline, a
skit reenactment, interview scripts, or posters highlighting key moments.
 Presentation: Prepare a 10–12 minute group presentation summarizing the major
findings, using PowerPoint, posters, dramatizations, or videos to enhance understanding.

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4. Presentation Day

 Presentation: Each group will deliver their presentation to the class, making use of
appropriate visual aids (e.g., PowerPoint slides, posters, short videos, or dramatizations).
 Interactive Q&A: After each presentation, classmates will ask questions, and the
presenting group must answer confidently, demonstrating a deep understanding of their
topic.
 Peer Review: Each group will be peer-assessed based on their presentation, creativity,
depth of research, and teamwork.

FKey Competencies Assessed:

 Critical and Creative Thinking

 Communication and Collaboration
 Citizenship and Historical Inquiry
 Research and Academic Writing Skills
 Ethical Leadership and Responsibility

TOPIC FIVE: PEDAGOGY (DR. LOKIDOR)

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1. Five Types of Knowledge Fundamental to Pedagogy in Competency-Based Curriculum
(CBC)

Content Knowledge (CK):

Content Knowledge refers to the teacher's deep understanding of the subject matter they are
responsible for teaching. In the context of CBC, possessing robust content knowledge is crucial,
as it enables teachers to effectively guide students in acquiring the core competencies associated
with that subject. Teachers who have strong content knowledge can facilitate learning in a way
that helps students build both subject-specific and transferable skills, ensuring that they achieve
mastery in key areas.

Pedagogical Knowledge (PK):

Pedagogical Knowledge is the teacher's understanding of teaching methods, instructional
strategies, and how to manage classrooms effectively. In CBC, this knowledge helps teachers
plan lessons that are engaging and meaningful for learners. It includes understanding how to
apply various teaching methods, including inquiry-based learning, project-based learning, and
experiential learning, to enhance student engagement and competency development. Teachers
must be able to select and implement strategies that cater to different learning styles and abilities,
making lessons more effective and inclusive.

Pedagogical Content Knowledge (PCK):

Pedagogical Content Knowledge is a combination of content knowledge and pedagogical
knowledge. It represents the ability to teach specific content in ways that make it comprehensible
to learners. Teachers with strong PCK not only understand what to teach but also how to present
it in a manner that is clear, engaging, and accessible. This integration of teaching methods with
subject-specific knowledge ensures that students grasp difficult concepts and can apply their
learning in real-life contexts.

Assessment Knowledge:
Assessment Knowledge refers to a teacher’s ability to assess students' competencies effectively,
using both formative and summative assessment tools. Teachers must understand how to
measure student progress, provide constructive feedback, and adjust teaching strategies based on
the results. In CBC, assessment is integral to tracking learners' progress in acquiring
competencies. Teachers must be proficient in using assessments such as quizzes, projects,
portfolios, and observations, which allow for continuous monitoring and adjustment to meet each
student's needs.

Technological Knowledge:
With the increasing integration of digital tools into teaching practices, teachers need to possess
technological knowledge to enhance learning experiences. This involves using educational
technologies such as learning management systems, digital tools for interactive learning, and
platforms that support collaboration. Teachers should also be adept at promoting digital literacy,
ensuring that students are prepared for the digital world. The use of technology in CBC can
enhance student engagement, allow for personalized learning, and support the development of
critical 21st-century skills.

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2. Four Advantages of Pedagogical Content Knowledge (PCK) to a Teacher in Junior
Secondary School

Improves Lesson Delivery:

Pedagogical Content Knowledge enables teachers to deliver content in ways that are not only
clear but also engaging. By understanding how best to present the material, teachers can avoid
common barriers to learning, such as confusion or disinterest. Effective lesson delivery allows
students to more easily comprehend complex topics, making the learning process smoother and
more enjoyable.

Enhances Learner Understanding:

Teachers with strong PCK are able to anticipate and address misconceptions that learners may
have. With an in-depth understanding of the content and the best ways to explain it, teachers can
offer explanations that help students overcome their difficulties, leading to a deeper
understanding. This also helps create a classroom environment where students feel supported in
their learning journey.

Supports Differentiation:
PCK allows teachers to differentiate instruction, ensuring that learning experiences meet the
needs of all students, regardless of their abilities or learning styles. Whether through adjusted
teaching methods, different materials, or personalized feedback, differentiated instruction helps
all students engage with the content at their level. This approach helps ensure that every learner,
whether advanced or struggling, can achieve success.

Promotes Confidence and Competence:

When teachers possess strong PCK, they feel more confident in their ability to teach complex
topics. This confidence not only boosts their performance in the classroom but also positively
impacts their students. Teachers who understand both the content and how to teach it effectively
are more likely to provide high-quality education, which results in better learning outcomes for
students.

3. As a Newly Employed Teacher at Kanam Comprehensive School: 8 Things to Do to

Attain Specific Learning Outcomes

Understand the CBC Curriculum Design:

Start by familiarizing yourself with the Competency-Based Curriculum (CBC) design, including
its structure, learning areas, and performance indicators. Understanding the curriculum
frameworks will help you navigate the subject areas and align your teaching with expected
outcomes.

Develop Lesson Plans Aligned with Outcomes:

Create lesson plans that are competency-based, focusing on specific learning outcomes. These
plans should clearly outline the knowledge, skills, and values students are expected to gain, and
include a variety of instructional methods and assessments to ensure that all competencies are
addressed.

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Use Learner-Centered Teaching Methods:
Incorporate interactive, student-centered teaching methods such as group discussions, hands-on
activities, and inquiry-based learning. These approaches help to actively engage students and
encourage them to take ownership of their learning, ultimately enhancing their skills acquisition.

Integrate Assessment for Learning:

Incorporate continuous assessment methods such as observations, portfolios, quizzes, and
projects to monitor student progress. Assessment should be used to guide instruction, provide
feedback, and adjust strategies to meet the needs of individual learners, ensuring that they are
making steady progress toward competency development.

Differentiate Instruction:
Recognize that students have diverse learning styles and abilities. Tailor your teaching strategies
to accommodate these differences. Differentiated instruction ensures that every student has the
opportunity to succeed, regardless of their starting point, and helps foster an inclusive classroom
environment.

Create a Conducive Learning Environment:

Establish a safe, inclusive, and stimulating classroom environment where students feel
comfortable exploring ideas, asking questions, and making mistakes. A positive learning
environment encourages curiosity, fosters creativity, and promotes a sense of belonging, which is
essential for student success.

Collaborate with Stakeholders:

Work closely with colleagues, parents, and the broader community to support the holistic
development of students. Engaging with other stakeholders provides a broader support system
for students and helps create a well-rounded learning experience that extends beyond the
classroom.

Engage in Professional Development:

Commit to continuous professional growth through attending workshops, taking courses, and
engaging in reflective practice. Professional development will help you stay up to date with the
latest educational strategies, research, and trends, ensuring that your teaching remains effective
and relevant

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