Basic Education Curriculum Framework (Kenya 2017) PDF

Basic Education Curriculum Framework Nurturing Every Learner’s Potential REPUBLIC OF KENYA Basic Education Curriculum Framework...

Basic Education Curriculum Framework Nurturing Every Learner’s Potential REPUBLIC OF KENYA Basic Education Curriculum Framework 2017 KENYA INSTITUTE OF1CURRICULUM DEVELOPMENT Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Basic Education Curriculum Framework Nurturing Every Learner’s Potential REPUBLIC OF KENYA 2 Engaged, Empowered & Ethical Citizens 1 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Foreword The Basic Education Curriculum Framework (BECF) is the outcome of extensive stakeholder engagement, a national needs assessment study, deliberations from a national curriculum reform conference and several benchmarking studies. The Framework is aligned to the Constitution of Kenya, Vision 2030, the East African Community Curriculum Harmonization Structures and Framework, and other policy documents that express the aspirations of the country. The BECF is based on pillars which are anchored on values and underpinned by theoretical approaches and guiding principles. The BECF has been developed to actualise the curriculum reforms. Its purpose is to provide a comprehensive conceptualisation of reforms in basic education; pre-primary education, primary education, secondary education, and inclusive education. The Framework outlines the vision for the curriculum reforms, including the overarching mission, the pillars of the reforms, the organisation of basic education, core competencies to be achieved in basic education, curriculum approaches adopted in the Framework, general learning outcomes, Subjects and subjects, necessary policies that will facilitate implementation of the curriculum reforms, appropriate pedagogical practices, proposed formative and summative assessment approaches, teaching and learning resources, and other critical issues that will contribute to the success of the reforms. This Framework is expected to catalyse the achievement of the goals of Vision 2030. It is my hope that all educators at all levels of education and training will anchor their provision of basic and teacher education on this Framework. Dr Fred Matiang’i Cabinet Secretary Ministry of Education 3 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Acknowledgements I wish to acknowledge the invaluable contribution of the various individuals and organisations in the development of the Basic Education Curriculum Framework. KICD is indebted to the National Steering Committee, chaired by the Cabinet Secretary, Dr Fred Matiang‟i, for providing leadership to the entire process. The Permanent Secretary, Ministry of Education, Dr Belio Kipsang, and other senior Ministry of Education Officials were quite instrumental in providing important insights in critical policy issues that gave shape to the Framework. I wish to thank both the National Assembly and the Senate, and specifically the members the Education Committee, for taking time to share their thoughts on important legislative issues that required consideration in the Framework. The Institute is indebted to Mr Peter Hall Jones through the British Council for providing technical support to conceptualisation, design and development of the Framework. I applaud the members of the KICD Curriculum Reforms Technical Committee and curriculum developers for their tireless efforts to develop the Framework. I also wish to acknowledge the support of the following organisations for their support during the development of the Framework: 1. Government Ministries, Departments and Agencies 2. Development Partners, including UNICEF and UNESCO 3. Religious organisations, NGOs and Civil Society Organisations 4. The various KICD Subject Panels and the Academic Committee for validation and approval of the Framework 5. Ministry of Education Consultants I also extend my gratitude to the stakeholders who attended the many forums, including the National Conference and discussed the Framework extensively. Last, but not least, I acknowledge the support of Ms Debbie Howard and Mr Peter Douglas of the British Council, for editing and copy editing the Framework respectively. Dr Julius O. Jwan Director/CEO Kenya Institute of Curriculum Development 4 Engaged, Empowered & Ethical Citizens  Basic Education Curriculum Framework Nurturing Every Learner’s Potential Table of Contents Foreword.............................................................................................................................................................. 3 Acknowledgements............................................................................................................................................. 4 Table of Contents................................................................................................................................................ 5 Definition of Terms............................................................................................................................................. 8 Background Information..................................................................................................................................... 8 Curriculum Reforms Vision.............................................................................................................................. 10 Curriculum Reforms Mission........................................................................................................................... 10 National Goals of Education............................................................................................................................. 11 Basic Education Curriculum Framework Pillars............................................................................................. 13 Values............................................................................................................................................................. 13 Theoretical Approaches................................................................................................................................ 14 Guiding Principles......................................................................................................................................... 19 Core Competencies for Basic Education......................................................................................................... 21 Subjects.......................................................................................................................................................... 27 Organization of Basic Education...................................................................................................................... 27 Early Years Education....................................................................................................................................... 28 Learning Outcomes for Early Years Education.......................................................................................... 29 Pre-primary Education.............................................................................................................................. 30 Essence Statements for the Pre-primary Curriculum.............................................................................. 30 Subjects...................................................................................................................................................... 32 Essence Statements for Lower Primary................................................................................................... 32 Middle School Education..................................................................................................................................34 Learning Outcomes for Middle School........................................................................................................ 35 Upper Primary........................................................................................................................................... 36 Subjects for Upper Primary...................................................................................................................... 36 Essence Statements for Upper Primary School....................................................................................... 37 Secondary Education......................................................................................................................................... 40 5 Engaged, Empowered & Ethical Citizens  Basic Education Curriculum Framework Nurturing Every Learner’s Potential Lower Secondary........................................................................................................................................... 40 Subjects for Lower Secondary School..................................................................................................... 41 Essence Statements for Lower Secondary School.................................................................................. 42 Senior School..................................................................................................................................................... 51 Senior School..................................................................................................................................................... 51 Learning Outcomes for Senior School..................................................................................................... 52 Pathways.................................................................................................................................................... 52 Arts and Sports Science Pathway............................................................................................................. 55 Subjects in Senior School......................................................................................................................... 66 Essence Statements for Senior School..................................................................................................... 70 Education for Learners with Special Educational Needs..............................................................................102 Pertinent and Contemporary Issues in the Curriculum.................................................................................110 Assessment.......................................................................................................................................................113 Guiding Principles of Competency Based Assessment............................................................................116 Assessment Instruments for Formative Assessment.................................................................................118 Performance Indicators...............................................................................................................................123 Teacher Capacity for Formative Assessment............................................................................................124 Competency Assessment for Learners with Special Educational Needs.................................................127 Capacity Building Framework for a Competency Based Curriculum.........................................................128 Learning Outcomes for Capacity Building of Curriculum Implementers...............................................130 Sustainability of Continuous Professional Development.........................................................................133 References........................................................................................................................................................135 APPENDIX 1: Rational for Distribution of learner‟s in the Pathways at Senior School...............................141 6 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Acronyms and Abbreviations AU African Union BECF Basic Education Curriculum Framework CBC Competency Based Curriculum CSL Community Service Learning CTS Career and Technology Studies ECDE Early Childhood Development and Education ESD Education for Sustainable Development ET Engineering Technology GCED Global Citizenship Education ICT Information and Communication Technology IEP Individualized Educational Plan KIE Kenya Institute of Education KICD Kenya Institute of Curriculum Development KNEC Kenya National Examinations Council KCBC Kenya Competence Based Curriculum LSE Life Skills Education LSV Life Skills and Values PCI Pertinent and Contemporary Issues SNE Special Needs Education SS Senior School STEM Science, Technology, Engineering and Mathematics TSC Teachers' Service Commission VTC Vocational Training Centres 7 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Definition of Terms Activities of Daily Living Skills: This subject is concerned with helping learners with disabilities become as independent as possible in the environment in which they live, so that they can function safely at their highest capacity. It includes skills such as eating, dressing, personal hygiene, mobility, toileting, exploring the environment and behaviour management. Adaptation of Syllabuses: The adjustment to or modification of the curriculum to accommodate the learning requirements of learners with special educational needs in areas which cannot be accessed despite assistive aids and additional learning materials. Individualized Educational Plan: An educational plan for each learner who qualifies for special education services based on a personalized evaluation. Pathway: The career area that a learner selects as he/she prepares to specialize. There are three career areas which the learner shall select from depending on his/ her interest, ability and aptitude. Sensory Integration: A subject that involves the process of learning the skills of organization, identification, and interpretation of sensory information in order to represent and understand the environment. Specialist Syllabuses: Syllabuses developed to meet the unique needs of learners with special educational needs. Subjects: Learning areas, learning activities or courses offered at each level. Tracks: Cluster of subjects within a pathway. 8 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Background Information The 8-4-4 system of education was introduced in 1985 following the recommendations of the 1981 „Presidential Working Party on the Establishment of the Second University in Kenya‟ (Republic of Kenya, 1981). The guiding philosophy of the system was „education for self- reliance‟. Several Task Force reports as well as summative and formative evaluation reports led to curriculum reviews in 1992, 1995 and 2002. However, these reviews only addressed issues of curriculum content, overloads within and across subjects, unnecessary overlaps and emerging issues. The reviews have not adequately addressed fundamental issues that would transform society by enhancing the productivity of every Kenyan citizen and accelerate economic growth. 'The Summative Evaluation of the Curriculum' (KIE, 2009), indicated that the curriculum content and its implementation was academic and examination oriented. In addition to curriculum overload, most schools were not adequately provided with equipped workshops to facilitate the learning of practical skills and teachers were not sufficiently trained. The graduates at secondary school level did not acquire adequate entrepreneurial skills for self-reliance. Apart from the high unemployment arising from this phenomenon, there was also the risk of the emergence of social vices such as increased crime, drug abuse and antisocial behaviour. Furthermore, the current curriculum does not provide flexible education pathways for identifying and nurturing the talents and interests of learners early enough to prepare them for the world of work, career progression and sustainable development. Assessment, which is crucial for the provision of quality education, has been limited to summative assessment (assessment of learning) whilst the majority of teachers hardly ever use formative assessment (assessment for learning). This has led to a situation where there is fierce competition in learning instead of a focus on the acquisition of requisite knowledge and skills. The curriculum makes little provision for the recognition of the learner‟s potential, gifts and talents due to an unnecessary focus on examination. This has contributed to increased drop out and wastage rates in the education sector as well as high unemployment. Based on the 2012 „Report of the Task Force on the Re-alignment of the Education Sector to the Kenya Vision 2030 and Constitution of Kenya 2010‟ chaired by Professor Odhiambo, the Government developed the Sessional Paper No. 2 of 2015 on „Reforming Education and Training in Kenya‟. The Sessional Paper states that the education sector is guided by the national philosophy, which places education at the centre stage of the country‟s human and economic development. The Sessional Paper recommends reforming the Education and Training Sector to provide for the development of the individual learner‟s potential in a holistic and integrated manner, while producing intellectually, emotionally and physically balanced citizens. It further recommends a competency based curriculum; establishment of a national learning assessment system; early identification and nurturing of talents; the introduction of national values and national cohesion and their integration into the curriculum; and the introduction of three learning pathways at senior school level. 9 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Kenya Vision 2030 and Sessional Paper No. 2 of 2015 put a strong emphasis on the importance of science, technology and innovation but the current curriculum does not provide deliberate policies, appropriate pedagogical approaches and sufficient resources to lay a strong foundation for the development of these skills. In addition innovative, vocational and technical skills considered important for meeting the demand for skilled labour and the country‟s goal of industrialization are not well catered for in the mainstream curriculum. Curriculum Reforms Vision The vision of the basic education curriculum reforms is to enable every Kenyan to become an engaged, empowered and ethical citizen. This will be achieved by providing every Kenyan learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21 st century. This shall be accomplished through the provision of excellent teaching, school environments and resources and a sustainable visionary curriculum that provides every learner with seamless, competency based high quality learning that values every learner. In order to do this, highly knowledgeable, reflective, professional teachers that have additional enhanced skills and confidence in a range of modern pedagogical tools such as coaching, facilitating, and mentoring shall be developed and supported. This will enable teachers to act as role models for learners, caring for and inspiring every child to achieve his or her potential. It will also enable teachers to be flexible in adapting this new curriculum to meet the needs, talents and interests of every child, constantly diagnosing the learner‟s needs and collaborating with other stakeholders that influence the child such as parents, other professionals and the local and wider community. To provide bespoke, differentiated, innovative learning experiences that ensure each and every child can take their place in the world with confidence and pride as 21st century Kenyans. This new curriculum shall ensure that all learning can be made contextually relevant for every learner‟s holistic growth and development so that they can all become independent, confident, co-operative, and inspired learners who love learning and are keen, focused and able to apply their learning in order to make constructive contributions as productive responsible citizens who co-operate with peers around the world in their learning, through enhanced digital literacy and mastery. In so doing, the reformed curriculum seeks to ensure that the next and future generations of Kenyan citizens shall be both patriotic and global, equipped with the skills, knowledge, attitudes and values to thrive in the modern world, confident about their proud and rich cultural heritage and contributing this heritage to make the world a better place for everyone. Curriculum Reforms Mission The mission of the basic education curriculum reforms is „nurturing every learner’s potential’. The curriculum will be designed to ensure that it provides opportunities to identify the potential that every learner brings to school and nurture this potential through the learning pathways and 10 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential tracks that will be provided at Senior School. The mission will ensure that no child is labelled a failure at the end of basic education. National Goals of Education The Framework will be anchored on the National Goals of Education. Education in Kenya should: 1. Foster nationalism, patriotism, and promote national unity Kenya‟s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence. 2. Promote social, economic, technological and industrial needs for national development Education should prepare the learner to play an effective and productive role in the nation. a) Social Needs Education should instil social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development. b) Economic Needs Education should prepare a learner with requisite competences that support a modern and independent growing economy. This should translate into high standards of living for every individual. c) Technological and Industrial Needs Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with global trends. 3. Promote individual development and self-fulfilment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one‟s interests, talents and character for positive contribution to the society. 4 Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values. 5. Promote social equity and responsibility 11 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including for learners with special educational needs and disabilities. Education should also provide the learner with opportunities to develop and practice shared responsibility and accountability through community service learning. 6. Promote respect for and development of Kenya’s rich and varied cultures Education should instil in the learner appreciation of Kenya‟s rich and diverse cultural heritage. The learner should value own and respect other people‟s culture as well as embrace positive cultural practices in a dynamic society. 7. Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails. 8. Promote positive attitudes towards good health and environmental protection Education should inculcate in the learner the value of physical and psycho-social well- being for self and others. It should promote environmental preservation and conservation, including animal welfare, for sustainable development. 12 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Basic Education Curriculum Framework Pillars The basic education curriculum framework vision and mission are supported by three important pillars; values, theoretical approaches and guiding principles. Figure 1: Pillars of the Basic Education Curriculum Framework Values Values are defined as standards that guide an individual on how to respond or behave in a given circumstance. Our values influence how we feel, act and make choices in life. Internationally, there has been a rise in the challenges and issues related with cultural integration, as well as ethnic and religious diversity. In Sub-Saharan Africa, scholars have argued that the way ethnic groups interact has been responsible for Africa‟s low economic growth, political instability and conflict, high inequality, and low provision of public goods and services. The teaching of values will facilitate the achievement of the curriculum reforms' vision, particularly with respect to developing ethical citizens. The thrust of this will be to nurture learners who do the right thing because it is the right thing to do. Students will be guided to learn 13 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential about and appreciate the effort and sacrifice that built the country and to see beyond their self- interests to the needs of the community. As a result, they will be provided with opportunities to contribute fully to the world around them – economically, culturally, socially and politically. Basic education will build capacities in learners that will enable them to be stewards of the earth, and to minimize negative environmental impacts. It will also nurture them to build relationships through humility, fairness and open-mindedness, and with teamwork and communication. The teaching and learning of values will also enable them to value diversity in all people, and to demonstrate respect, empathy and compassion for all people. In Kenya, there is a noticeable values and behavioural crisis among the general population and young people in particular (Pernell, 1990). Many youngsters are growing up without the desired values, positive attitudes and psychosocial competencies needed to function as responsible citizens. The primary responsibility for inculcating values rests with parents and the community, but education too has an important role to play in this regard. The Framework recognises that values are important to the socio-economic development and stability of the country, in the same way that competencies in academics are important. The Framework will take advantage of the fact that learners spend most of their formative years in school, which presents opportunities for the curriculum to mould and reinforce values upon which the learner‟s character is formed. The Framework will adopt a values based approach to education that will create learning opportunities within the formal, non-formal and informal curriculum dimensions to inculcate the desired values in all learners. According to the Constitution of Kenya, 2010 it is imperative that the State Department responsible for education develops and incorporates values in to the curricula at all levels of education. The values stated in the Constitution include responsibility, respect, excellence, care and compassion, understanding and tolerance, honesty and trustworthiness, trust, and being ethical. The Framework will incorporate these and other important values that may emerge in the subject of time. Theoretical Approaches A theory is an abstract general explanation of observations or a subject under study that can be relied upon to provide guidance for practice. It attempts to predict behaviour or reach a reasonable and general set of explanations for an underlying issue. The Basic Education Curriculum Framework is underpinned by several theories. Instructional Design Theory This theory offers explicit guidance towards a new curriculum that explains how to help students learn and develop in the wake of emerging globalization. Perkins, (1992) describes the instructional design theory which offers guidance for fostering cognitive learning as "Clear information, in terms of goals, knowledge needed and performance expected; Thoughtful practice, in terms of opportunities for learners to engage in learning actively and reflectively; Informative feedback, in terms of clear and thorough counsel to learners, and; Strong intrinsic or extrinsic motivation." Instructional design theory is design-oriented because it focuses on the means to attain given goals for learning and offers guidelines on methods to use in different situations in curriculum 14 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential implementation. Values play an important role in instructional design theory. They underlie both the goals the curriculum pursues and the methods it offers to attain the goals. All these will be articulated in this BECF which takes cognizance of the place of values as an anchor for the pillars of the curriculum. The BECF also provides a vision for the reforms and engages critical stakeholders and policy makers to identify with it. This will provide a strong momentum for change in achieving the reforms' vision. Visible Learning Theory John Hattie (2012) observes that globally, fundamental changes in education systems have important implications for curriculum reform. Learners need to be able to think about and solve problems, work in teams, communicate through discussions, take initiatives and bring diverse perspectives to their learning. In addition, students need to learn more, yet they have little time available to learn it (Lee and Zemke, 1995). Learners also need to demonstrate the impact of the achievement of national goals of education. Visible learning means an enhanced role for teachers as they become evaluators of their own teaching. Hattie asserts that visible learning and teaching occurs when teachers see learning through the eyes of students and help them become their own teachers. It entails making student learning visible to teachers so that they can know whether they are having an impact on this learning, this is an important component of becoming a lifelong learner. This resonates with the Sustainable Development Goals. The „learning‟ part of visible learning is the need to think of teaching with learning in the forefront and with the idea that we should consider teaching primarily in terms of its impact on student learning. When the teaching is visible the student knows what to do and how to do it. When the learning is visible the teacher knows if learning is occurring or not. Teaching and learning are visible when the learning goal is not only challenging but is explicit. Furthermore, both the teacher and the student work together to attain the goal, provide feedback, and ascertain whether the student has attained the goal. Evidence shows that the greatest effects on student learning come when not only the students become their own teachers (through self-monitoring, and self-assessment), but when the teachers become learners of their own teaching. In successful classrooms, both the teaching and learning are visible. This theory is important in designing a competency based curriculum. It provides directions on the nature of engagement in the learning process between the teacher, the learner and the environment. It also provides a basis for designing a formative and criterion referenced assessment, which is the bedrock of a competency-based curriculum. Constructivism Theories Different proponents of the constructivist theory have opined that human beings construct all knowledge while participating in different mental and physical experiences. In constructivism, the learner builds a personal interpretation of the world based on experiences and interactions and learning is a process of constructing knowledge rather than acquiring or communicating it. Among its proponents are Dewey, Vygotsky, Piaget, Brunner, and more recently Gardner and Hattie. 15 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential i. Dewey’s Social Constructivism Dewey felt that the curriculum should ultimately produce students who would be able to deal effectively with the modern world. Therefore, curricula should not be presented as finished abstractions, but should include the child‟s preconceptions and should incorporate how the child views his or her own world. Dewey uses four instincts, or impulses, to describe how to characterize children‟s behaviour. The four instincts according to Dewey are social, constructive, expressive, and artistic. Curricula should build an orderly sense of the world where the child lives. He hoped to use occupations to connect miniature versions of fundamental activities of life with classroom activities. The way Dewey hoped to accomplish this goal was to combine subject areas and materials. By doing this, he made connections between subjects and the child‟s life. According to Dewey, education is growth and not an end in itself, and thus the curriculum should arise from students' interests and should be hands-on and experience based rather than abstract. This theory underscores the emphasis of continuous, participatory and experiential learning. This is an emphasis of the practical aspect of the basic education curriculum in the curriculum reforms. ii. Vygotsky’s Social-Cultural Development Theory Vygotsky‟s social-cultural theory emphasized that teaching and learning are highly social activities and that interactions with teachers, peers and instructional materials influence the cognitive and affective developments of learners (Kim and Baylor, 2006). The theory argues that learning takes place when learners interact with each other, or have other social contact. Learners negotiate meanings with people in the environment, and they achieve goals through interacting, both explicitly and implicitly, with the teacher, peers, materials, and atmosphere embedded in the context. This theory underpins the basic education curriculum framework in terms of conceptualising and designing the necessary paradigm shifts that will facilitate creating rich learning environments which will stimulate all learners and help them to fulfil their potential. Vygotsky‟s theory emphasizes that while adults may learn independently, children require mediation from others before they can learn on their own. He called this process of moving from being mediated by others to learning independently scaffolding. Within scaffolding, he identified an optimal point where learning takes place and called this the Zone of Proximal Development (ZPD). The concepts of scaffolding and ZPD will be useful in designing the pedagogical shifts that teachers will be trained in to facilitate adoption of a competency based curriculum in basic education. Activities in the classroom will include journaling, experiential activities, and collaborative and co- operative learning. iii. Gardner’s Multiple Intelligence Theory Gardner‟s theory grew out of constructivism. It states that learners possess different kinds of minds and therefore learn, remember, perform, and understand in different ways. He argues that we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Recognising this enables learners to leverage their strengths and purposively target and 16 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential develop their weaknesses. Pedagogical approaches under this theory emphasize the importance of a learner centred classroom, self-directed learning and delivery of instruction via multiple mediums. Where individuals differ is in the strength of these intelligences – the so-called profile of intelligences – and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. Gardner says that these differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well. Given the need to identify, develop and nurture the talents of learners in the reformed curriculum, Gardner's argument that learners can leverage their strengths is more likely to be educationally effective since learners learn in ways that are identifiably distinctive. The broad spectrum of learners – and perhaps society as a whole – would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means. Criterion referenced assessment that is aligned to a learner‟s competencies can be situated within Gardner‟s multiple intelligences theory. This type of assessment is emphasized in the BECF. iv. Piaget’s Cognitive Development Theory Piaget‟s theory deals with how humans gradually come to acquire, construct, and use knowledge. He looked at the impact a person's childhood had on their development, and the ways in which maturation affect a child's increasing capacity to understand their world. Piaget asserted that children cannot undertake certain tasks until they are psychologically mature enough to do so. According to this theory, there is progressive reorganization of mental processes resulting from biological maturation and environmental experience. It is important to note that children's thinking does not develop entirely smoothly, instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. These points are in four stages of cognitive development: sensory motor (0-2 years), language development and conceptual thought (2-7 years), concrete operations (7-11 years) and formal operations (11 years and above). This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Parents are encouraged to provide a rich, supportive environment for their child's natural propensity to grow and learn. Parent involvement in learning is an active element in reforming the basic education curriculum. v. Bruner’s Cognitive Development Theory Bruner's constructionist theoretical framework is based on the theme that learners construct new ideas or concepts based upon existing knowledge. According to Brunner (1976) the facets of the learning process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences. The theory emphasizes the significance of categorization in learning as "to perceive, to conceptualize, to learn, to make decisions." Interpreting 17 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential information and experiences by similarities and differences is a key concept. The theory identifies four key themes: a) The role of structure in learning and how it may be made central in teaching. Structure refers to relationships among factual elements and techniques. b) Readiness for learning and spiral curriculum. Bruner believed that any subject could be taught at any stage of development in a way that fit the child's cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and elaborating to the level of full understanding and mastery. c) Intuitive and analytical thinking should both be encouraged and rewarded. He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make intuitive leaps. d) Motivation for learning. He felt that ideally, interest in the subject matter is the best stimulus for learning. Bruner was against external competitive goals such as grades or class ranking. Just like the other constructivists, Bruner placed emphasis on learning instruction that allows learners to discover principles for themselves and knowledge being structured in a way that is readily grasped by learners. vi. Erik Erikson’s Theory of Psychosocial Development This theory attempts to describe personality development throughout the entire lifespan of an individual in eight distinct stages. Erikson proposed a lifespan model of development that entails five stages in childhood (from birth to the age of 18 years) and three stages in adulthood. According to Erikson, there is plenty of room for continued growth and development throughout one‟s life. The theory is underpinned by the epigenic principle which presupposes that personality develops in a predetermined order, and builds upon each previous stage. Reference to this theory will be made to minimize frustration and ensure that education tasks given to the child are in alignment with their stage of development. Erikson assumes that a crisis occurs at each stage of development. These crises are of a psychosocial nature because they involve the psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social). Successful negotiation of each stage results in a healthy personality and the acquisition of basic virtues. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. To help each learner achieve the expected learning outcomes, a competence based curriculum will ensure that outcomes are commensurate with the learner's stage of development. The following table gives a summary of the tasks or crises a human being is expected to negotiate in order to move to the next stage of development. 18 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential (McLeod 2016) According to Erikson the curriculum aims at fostering both lower and high level skills concurrently where the teacher remains a guide or facilitator while the learner constructs their own knowledge through exploration and experiential learning. Learners as they grow are active participants in the learning process through collaborating with others in group projects, hands-on exploration, and aiming at authentic tasks and product development. Learning goals are stated in terms of growth and increased ability to work independently and collaboratively. Pedagogy and assessment therefore as discussed in these theories are inclined towards the 21 st century skills and competencies which the basic education curriculum aspires to achieve in the curriculum reforms. Guiding Principles The Framework is based on the following guiding principles: 1. Opportunity In order to achieve the reforms' vision and mission, the curriculum provides learners with a variety of opportunities to enable them to identify their needs, talents and potential. This will enable them to participate in the world of work and the development of the nation. The emphasis will be on equal access to education for all. This will enable learners to enjoy learning and reduce wastage in terms of learners leaving school because the curriculum is not relevant to their needs. 2. Excellence Every learner will be nurtured to excel in their areas of greatest interest and ability. The Framework values excellence and competitiveness rather than raw competition for examination grades. This will play a role in helping to reduce the challenge of malpractice in examinations because each learner will be guided to excel in their area of interest and ability. 3. Diversity and Inclusion 19 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential There are two dimensions in the guiding principle of diversity and inclusion. First, the Framework will guide learners to appreciate Kenya‟s diversity in terms of race, ethnicity, gender, language, culture, and religion. The second dimension relates to the fact that learners are different in terms of their learning needs and abilities and these differences need to be respected and valued within an inclusive learning environment. Inclusion will entail ensuring that all learning institutions accommodate all learners regardless of their physical, emotional, intellectual, or any other need. It involves provision of reasonable accommodation characterized by flexibility, responsiveness and support. The Framework recognises that not all learners are academically gifted but considers every learner‟s social and cognitive capabilities, their needs and desires, and respects the differences in the way children learn. The ultimate aim is to guarantee basic education for every learner according to their abilities and needs. The curriculum reforms should address the needs of children and youth who are out of school, and adults, to increase their access to and participation in education, and hence, raise their literacy levels for personal and national social economic development. 4. Differentiated Curriculum and Learning Differentiated curriculum and learning builds on the principle of diversity and inclusion. It ensures that the curriculum content and instructional approaches are appropriate for each learner. It provides space for teachers to adapt the curriculum to suit the learner. It does not demand that every learner learn the same content in the same way, in the same number of hours and at the same time. 5. Parental Empowerment and Engagement Parents play a very important role in determining the success of a child‟s education. They have a shared responsibility with schools to provide an enabling environment that is conducive to learning and which motivates the child to achieve their full potential. The Framework will provide opportunities for schools to empower parents to contribute to the learning outcomes for their children and to be engaged at all tiers and levels of basic education. 6. Community Service Learning Involving students in community service is a form of experiential education that enables students to apply their knowledge and skills in a different setting. Teachers then support students to analyse what they have learned by taking part in this activity and how it might be applied to their academic and personal development. Community service learning entails a balanced emphasis on both students‟ learning and addressing real needs in the community. Learning outcomes are linked to meaningful human, safety, educational, and environmental needs that are co-determined with community partners and service recipients. The service experience is brought back to the classroom to enhance learning. Learners work on real problems that make academic learning relevant while simultaneously enhancing their social skills, analytical ability, civic and ethical responsibility, self-efficacy, and career development. 20 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Core Competencies for Basic Education Sessional Paper No. 2 of 2015 on „Reforming Education and Training in Kenya‟ recommends a reformed curriculum that adopts a competency based approach. This is also recommended by the EAC Curriculum Harmonization Structures and Framework. A competency based approach enables meaningful connections within and between subject areas through a focus on competencies. Subjects and Subjects will continue to be taught and will be the vehicles through which the core competencies are developed over time. In view of the different interpretations of the meaning of a competency based curriculum, and specifically for basic education, the Framework provides clarity on the concept itself and also how the curriculum will be designed, implemented and assessed. In the context of the Kenyan Competency Based Curriculum (KCBC), competency will be understood as „the ability to apply appropriate knowledge and skills to successfully perform a function‟. Within this context, the curriculum will be designed to emphasize the importance of not only developing skills and knowledge but also applying these to real life situations. The integration of pertinent and contemporary issues and service learning into the framework will provide the opportunity for learners to develop and apply their skills and knowledge, or in other words, their competencies. Based on the Needs Assessment Study carried out by KICD, and the vision and mission of the BECF, the seven core competencies to be achieved by every learner in basic education are: 1. Communication and Collaboration 2. Self-efficacy 3. Critical Thinking and Problem Solving 4. Creativity and Imagination 5. Citizenship 6. Digital Literacy 7. Learning to Learn The Framework seeks to develop these competencies so that all Kenyans can thrive in the 21 st century. Communication and Collaboration Communication is the act of transferring information from one place to another, whether vocally, visually, or non-verbally. The discipline of communication focuses on how people use messages to generate meanings within and across various contexts, cultures, channels, and media. The discipline promotes the effective and ethical practice of human communication. Spitzberg (1988) defines communication competence as the ability to interact well with others in terms of accuracy, clarity, comprehensibility, coherence, expertise, effectiveness and appropriateness. On the other hand Friedrich (1994) suggests that communication competence is best understood as "a situational ability to set realistic and appropriate goals and to maximize their achievement by using knowledge of self, other, context, and communication theory to generate adaptive communication performances." 21 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential In this respect, it can be argued that being able to communicate effectively as intended is the most important of all life skills. How well information can be transmitted and received is a measure of how good our communication skills are. Developing communication skills helps in all aspects of an individual‟s life. Parks (1985) maintains that communicative competence can effectively be measured by determining if, and to what degree, the goals of interaction are achieved. He emphasizes three interdependent themes: control, responsibility, and foresight; and argues that to be competent, learners must not only 'know' and 'know how,' but rather they must also 'do' and 'know that we did'. He defines communicative competence as the degree to which individuals perceive they have satisfied their goals in a given social context without jeopardizing their ability or opportunity to pursue their other subjectively more important goals. A useful framework for understanding communication competence was designed by Spitzberg and Cupach (1984). They propose a model that can be used to understand communication referred to as the component model of competence. The model asserts that communication competence is mutually defined by the interdependency of the cognitive component (concerned with knowledge and understanding), the behavioural component (concerned with behavioural skills), and the affective component (concerned with attitudes and feelings about the knowledge and behaviours) by interactions in an interpersonal encounter within a specific context. This then implies that education at each level should endeavour to enhance the learner‟s acquisition of effective communication skills through which they can interact and express themselves during the learning process. In this respect, it would be prudent to be cautious when deciding on the language to be used as a medium of instruction at the early year‟s education level. It is also important to take cognizance of appropriate modes of communication for learners with special educational needs. Collaboration is the process of two or more people or organizations working together to realize shared goals. Collaboration may require leadership, although this can be social within decentralized or egalitarian groups or teams that work collaboratively in relation to gaining greater resources, recognition and motivation. Strategies for effective communication enhance the attainment of greater collaboration among groups that ultimately increase the success of teams as they engage in collaborative problem solving. Collaboration is also present in opposing goals exhibiting the notion of adversarial collaboration, though this is not a common case for using the word. Collaborative learning is a system in which two or more people co-operate in a learning experience to share and contribute to each member's understanding of a topic and to complete a given task. Collaborative learning is designed to help learners learn from each other and can be an important aspect of the school curriculum. Lesson plans for collaborative learning may vary greatly. Sometimes teachers will build a lesson designed specifically to teach collaborative learning and teamwork. There are many team building games and activities that can be done in a classroom that force learners to work together to complete a task. Other collaborative learning exercises are designed around a particular school subject. For instance, in a speech class, a teacher might put learners up into teams and have them work together to make a presentation on a subject together. In this scenario, learners can learn just as much as if they were 22 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential developing a presentation on their own, but they get the added benefit of learning how to collaborate. Self-efficacy Self-efficacy is a person‟s belief about his or her capabilities to perform tasks or assignments that can change and transform his or her life. It determines how the person feels, thinks, behaves and motivates themselves. Self-efficacy has the potential to determine four major processes namely cognitive, motivational, affective and selection processes. A strong sense of self-efficacy enhances a learner‟s accomplishment and personal well-being in many ways. Learners with high assurance in their capabilities approach difficult tasks as challenges to be mastered, rather than as threats to be avoided. Self-efficacy fosters intrinsic interest and deep engrossment in activities. Learners set themselves challenging goals and maintain a strong commitment to them. Self-efficacy as a competence will enable learners to develop and nurture intra-personal skills and values such as self-awareness, self-esteem, confidence and personal integrity. These competencies will enhance the learner‟s ability to heighten and sustain efforts in the face of failure and effectively manage stressful situations. A learner with a strong sense of self-efficacy will be courageous and bold enough to set and pursue personal educational, family, community, entrepreneurial, professional, and career goals in all forms of employment that will lead to personal accomplishment (British Council, 2016). An efficacious learner will be aware of the resources at their disposal and will take personal responsibility for the use, care, management, protection and preservation of these resources. A learner with strong self-efficacy will be internally motivated to establish and maintain healthy interpersonal relationships. They will demonstrate interpersonal relationship skills such as assertiveness, empathy, effective communication, negotiation skills, non-violent conflict resolution skills and peer pressure resistance skills. Creative and critical thinking that leads to effective decision making and problem solving is based on a strong sense of self-efficacy (British Council, 2016). Capacity building of teachers and parental engagement are two crucial factors that would determine acquisition of self-efficacy. The school will be expected to provide opportunities for parents to be empowered and engaged in the affairs and welfare of their children‟s education. Critical Thinking and Problem Solving An important outcome of quality education is teaching learners how to think critically. The British Council (2015) identifies three types of thinking: reasoning, making judgements, and problem solving. It is possible for learners to reason in an uncritical way. When learners are empowered with critical thinking, they avoid being subjective, and use logic and evidence to arrive at conclusions. Critical thinking also facilitates exploring new ways of doing things and learner autonomy. Learners learn that for every issue there are multiple perspectives that they can explore, rather than a rigid recall and regurgitation of information. 23 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Critical thinking is important for lifelong learning. It helps learners to have an open mind and be ready to listen and appreciate information and opinions that may sometimes conflict with their earlier held beliefs and positions. Critical thinking and problem solving are useful for learners of all ages and in all the subjects and disciplines offered in the basic education curriculum. For example, in the sciences learners need to think critically about observations and patterns to develop ideas on how to solve problems. These competencies are also important for solving problems in their lives and communities, and will ultimately help them to fulfil their potential, which is the vision for the basic education curriculum. This will contribute to addressing the unemployment challenge in Kenya. Critical thinking and problem solving will be developed through age appropriate activities and programmes in the school curriculum. For example, at pre-primary school level learners can be asked to come up with the best ways of using and keeping their books, stationery and other personal items safe. At the other end of the basic education spectrum, learners can be asked to come up with the best ways of addressing the challenge of scarce resources such as water in the school and community. Creativity and Imagination Creativity and imagination refers to the ability to form new images and sensations in the mind, and to turn them into reality (British Council, 2016). It is the ability to imagine things that are not real, to form pictures in the mind of things that one has not seen or experienced, and turn those pictures into real things. It also refers to the act or power of forming mental images of things that are not present to the senses, or that are never wholly perceived in reality, and creating physical representations of those images. Imagination only exists or happens in the mind, and it remains in the mind. Creativity and imagination on the other hand, is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. It is a phenomenon whereby something new and valuable is formed. In educational terms, creativity and imagination refers to the ability of learners and their teachers to form images and ideas in their minds, and turn them into real, visible creations. Learners who are imaginative and creative are able to make life interesting for themselves and others around them. They are able to use the knowledge, skills and values acquired in the learning process to create new ideas that result in products that add value to their lives and to the lives of others around them. The competence based curriculum recognizes this hidden ability in learners. It will therefore, inspire learners‟ imagination by presenting knowledge in ways that encourage learners to think as individuals. It will create scenarios that help learners to engage in imagination and encourage them to develop creations steered by the imagination. Their ability to imagine will be stretched through exposure to challenging situations that help to expand their thinking and creativity skills. The curriculum will also create room for innovative ways of teaching as well as creating an environment conducive to learning that offers all learners opportunities to explore their full potential in and through creativity and imagination. Citizenship 24 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Historically, human beings have always formed communities based on a shared identity. Such identities are forged in response to a variety of human needs, which might be economic, political, religious or social. As group identities grow stronger, those who hold them in commonality with others organize themselves into communities, articulate their shared values, and build governance structures to support their beliefs. The individuals in these communities identify themselves as citizens. Citizenship is the state of being vested with the rights, privileges, and duties of a citizen. It creates a sense of belonging and attachment to one‟s nation. A sense of citizenship helps to equip young people to deal with situations of conflict and controversy knowledgeably and tolerantly. They are able to understand the consequences of their actions, and those of the adults around them. Global citizenship is a way of living which recognizes that our world is an increasingly complex web of connections and interdependencies. One in which our choices and actions may have repercussions for people and communities locally, nationally or internationally. It nurtures personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimize harm to our planet. Digital Literacy Digital literacy can be described as having the knowledge, skills and behaviours which are necessary to effectively and safely use a wide range of digital content and devices. Such devices include mobile phones, smart phones, tablets, laptops and desktops among others. All these fall within the category of network enabled devices. Digital literacy focuses mainly on network enabled devices and should not be confused with computer literacy skills. However, traditional forms of literacy and computer literacy are enhancers in the acquisition of digital literacy skills. Individuals are presumed to be digitally literate if they possess a broad range of digital skills and knowledge, and have a basic understanding of the potential uses of computing devices. Digital literacy skills also include being able to use computer communication networks, being able to engage in online communication and social networks, being aware of and adhering to ethical behaviour protocols, being aware of societal issues raised through digital media, and being able to search, evaluate and use information channelled through digital platforms. Furthermore, the digital literate individual should also have the ability to safely and securely use technology while being able to assess the nature of the information acquired in order to support and enhance the environment (British Council, 2015). Digital literacy as a competence therefore encompasses knowledge and skills concerning the appropriate application of a variety of hardware platforms such as computers, tablets and mobile devices, and their software including but not limited to web search or internet application software. Digital literacy is a dynamic competence due to the fast-changing world of information communication technology and the ongoing development of technological devices as well as their related software. This is an area in which there is constant innovation and development as the industry attempts to keep up with a globally increasing demand for efficient and effective communication technologies.. Currently, digital literacy is considered as one of the main core competencies for learning and life in the 21 st century. It 25 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential challenges existing thinking and practice while leading to a more innovative, creative and often transformational learning. Learning to Learn Learning is a continuous process that begins at birth and continues until death; it is the process through which we use our experience to deal with new situations and to develop relationships. As a concept, it involves far more than thinking as it incorporates the whole personality – senses, feelings, intuition, beliefs, values and will. If we do not have the will to learn, we will not learn and if we have learned, we are actually changed in some way. If the learning makes no difference it can have very little significance beyond being random ideas that float through our consciousness. Learning to learn is the ability to pursue and persist in learning, to organise one‟s own learning by the effective management of time and information, both individually and in groups. This competence includes awareness of one‟s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn helps learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts. There are four pillars of learning: Learning to know, learning to do, learning to be and learning to live to live together. A competency based curriculum has the following strengths: 1. Learner-focused The focus should be less on the school and the system and more on the education and the learner. The curriculum should be responsive and relevant to learners and enable flexibility for teachers – who are designers of learning opportunities – to enable them to meet the diverse needs of the students. 2. Focus on Competencies More focus should be directed to competencies and less on content. The goal should be the appropriate application of knowledge, and not necessarily just its acquisition. This kind of curriculum enables the creation of meaningful connections within and among subject areas by focusing on competencies. Subjects/subjects/disciplines will continue to be taught and will be the vehicle through which literacy, numeracy and other competencies are developed over time. 3. Opportunities for Local Decision Making and Greater Depth of Study Prescriptive curricula with limited flexibility should be avoided, as should programs that have fewer learning outcomes. The goal is to enable greater flexibility at the local level. Teachers will have autonomy in implementing the curriculum while teaching. 4. Balance Between Formative and Summative Assessment Too much focus on summative assessment should be avoided. A range of assessment that focuses on the development of student learning outcomes, cross-curricular competencies, and literacy and numeracy should be adopted. 26 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential 5. Digitally Based The design of the curriculum within a collaborative digital application enables it to be improved continuously and supports learning with flexible timing and pacing through a range of learning environments. 6. Collaborative and Co-development Models Collaboration by all stakeholders in the curriculum design should be the norm. Co-creation of the curriculum with partners and stakeholders taps into local expertise to enhance its design and development. Content delivery will be flexible and exploratory. 7. Synchronous Development Sequential development needs to be replaced with synchronous development. An integrated approach to develop programmes of study, assessments, and learning and teaching resources supports a common approach that encourages interdisciplinary learning. Subjects These are the subjects taught at various levels of the education. For example, English, Mathematics, Science and Technology. Subjects are the means through which the key competencies, values and knowledge will be taught across all levels of learning. However, they are not static and may change to address the ever changing needs of society. Organization of Basic Education Basic Education will be organized into three (3) levels: Early Years Education, Middle School Education and Senior School. Figure 2 presents a summary of the structural model. 27 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Figure 2: Basic Education Structural Model Early Years Education This shall comprise two years of pre-primary and three years of lower primary school education. 28 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Figure 3: Early Years Education Structural Model Learning Outcomes for Early Years Education By the end of early years‟ education, the learner should be able to: 1. Demonstrate basic literacy and numeracy skills for learning. 2. Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts. 3. Demonstrate appropriate etiquette in social relationships. 4. Apply creativity and critical thinking skills in problem solving. 5. Explore the immediate environment for learning and enjoyment. 6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing. 7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living. 8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence. 9. Apply digital literacy skills for learning and enjoyment. 29 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Pre-primary Education All learners are expected to begin their education at this level. It is a two year programme. Subjects for Pre-primary (Two Years) 1. Language Activities 2. Mathematical Activities 3. Environmental Activities 4. Psychomotor and Creative Activities 5. Religious Education Activities NB: Digital literacy and pertinent and contemporary issues will be integrated across all Subjects. Essence Statements for the Pre-primary Curriculum Language Activities Language is an important tool for facilitating learning as children use it to interact with their immediate environment. It is a medium of communication and a critical component of socialization as it equips learners with skills that are necessary for listening and speaking as well as developing literacy skills. Language acquisition at the formative level of human development is based on several theoretical frameworks attributed to a number of early childhood specialists and theorists such as Tricia (2004). The essence of this activity area is to develop oral, reading readiness and writing readiness competencies in order to lay the foundation for language acquisition. In pre-primary education, the medium of instruction is the language of the catchment area. The aim of teaching language activities at pre-primary school level is to enable learners to express themselves fluently and to assist them to improve the listening ability, concentration, understanding and memory. Mathematical Activities Mathematical activities are important for laying a firm foundation for logical thinking and problem solving. Learning mathematics at pre-primary level empowers children to engage in basic analysis of problems and development of appropriate solutions in day to day life. It enhances logical and critical thinking, accuracy and problem solving. During the early childhood stage of development, learners are more engaged when using manipulative (carbonneau et al, 201; Cocket and Kilgour, 2015). Similarly, Piaget and Bruner attest that children at this level use hands-on manipulation to physically arrive at a mathematical solution. Pre-primary mathematics curricula should therefore comprise learning basic mathematical concepts through manipulation of concrete objects and not abstract knowledge. Activities at this level form a firm foundation for the acquisition of competencies in classification, number and measurement skills. Environmental Activities 30 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Environmental activities entail the relationship between human beings and their environment. These activities enable the child to develop positive relationships, appreciate the surrounding environment and cultural heritage, develop observation and discovery skills, and acquire life skills required to ensure safety in their environment. The curriculum must therefore offer opportunities for the children to explore the environment around them in order to acquire knowledge and skills that form the foundation for further learning. Exploration of the environment allows unlimited opportunities for children to learn and satisfy their curiosity and makes learning more fun for them. The essence of environmental activities at the pre-primary level is to develop social, experimentation and discovery, personal hygiene and safety skills among the children. Nature study activities are best learnt through the inquiry method which includes simple experimentation and observation. Social activities deal with acquisition of values and attitudes which aid in the holistic development of an individual, while safety activities mainly deal with life skills that ensure children remain safe and are not exposed to risks that may endanger their lives. Psychomotor and Creative Activities Psychomotor and creative activities at pre-primary level enable learners to develop both fine and gross motor skills which are necessary for the control and co-ordination of different parts of the body. These activities enhance exploration and development of personal talents and skills as well as appreciation of their cultural heritage. Pre-primary physical and creative curriculum comprises play and learning activities through which children exercise their bodies thereby facilitating blood and oxygen circulation for healthy and strong growth and development as well creative activities through which children develop their fine motor skills, imagination and creativity thereby developing their talents. Religious Activities Children need to participate in activities that integrate religion and moral values. Teachers should help children to appreciate people of different religious backgrounds and to differentiate right and wrong at an early age so they can grow up as upright members of the society. Children need to be introduced to such values at an early age. Youniss et al (1999) found that the importance of religion was consistently and positively associated with engaging in service activities. It is therefore important to emphasize religious education in schools in order to instil acceptable religious and moral values in young children. Religious Education Activities at pre-primary level comprise learning about the supernatural being (God). The aim of moral and religious activities at pre-school level is to develop awareness and appreciation of the generosity, love and care of God in all He has created, and to enable children to acquire the qualities of sharing, respect, kindness, getting along with others. Lower Primary 31 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential The learners from pre-primary 2 will join lower primary in grade 1 at about 6 years of age and spend 3 years in this part of Early Years Education before exiting to middle school at the end of grade 3. Subjects The following will be the Subjects in lower primary 1. Literacy 2. Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 3. English Language Activities 4. Indigenous Language Activities 5. Mathematical Activities 6. Environmental Activities 7. Hygiene and Nutrition Activities 8. Religious Education Activities 9. Movement and Creative Activities NB:  ICT will be a learning tool in all areas.  Pertinent and contemporary issues will be mainstreamed in all Subjects. Essence Statements for Lower Primary Literacy Literacy is the ability to read, write and use language proficiently. According to UNESCO, literacy is a basic human right. Literacy as a subject addresses the ability of the learner to make meaning of letters and sounds thus making sense of written codes. It shall be taught in the first language of the learner. At this foundational level, literacy aims at equipping the learner with basic skills in reading and writing to aid in all other Subjects. It will assist the learner to communicate with others as well as promote learning to learn. Indigenous Language Activities Kenya is a multi-ethnic community where people speak various languages and dialects. These languages and dialects communicate valuable cultural values and norms that need to be transmitted across successive generations. Indigenous language activities will therefore be carried out in the language of the catchment area. Such activities will include listening, speaking, pre-reading and pre-writing. This will enhance the acquisition of language and relevant vocabulary as well as the acquisition of foundational skills and knowledge in speaking, reading and writing in indigenous languages. In addition, it will enable the learner to be actively involved in the learning process as emphasized by social constructivism, which states that the responsibility of learning should reside increasingly in the learner (Glasersfeld, 1989). Learning in a language the learners are familiar with will make it easier for them to construct their own understanding and look for meaning in their daily experiences, thus reinforcing their unique strengths. 32 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Concrete activities designed to help learners develop their strengths can also trigger their confidence to develop areas in which they are not as strong, which resonates with the theory of multiple intelligences (Gardner, 1983). All learning experiences, as Gardner emphasizes, do not have to relate to a person's strongest area of intelligence. These experiences will prepare the learner for careers where indigenous languages are required such as in media houses, translation services and other public speaking fora. It is expected that learners will gradually acquire, construct, and use knowledge through the different learning levels. The skills and knowledge gained at this level will be a stepping stone to the next level of learning. Kiswahili Language Activities or KSL for Learners Who Are Deaf Kiswahili is the national language and one of the two official languages of communication in the country. Learners should be exposed to the language at the earliest possible time in their schooling. Kenya Sign Language (KSL) will be the alternative language for learners who are deaf. English Language Activities English is one of the official languages of communication in country. It is also the second highest spoken language globally. Learners should be taught the foundational skills of reading and writing the English language at the earliest opportune time. Mathematical Activities Numeracy is a foundational skill that prepares the learner for number work and mathematics in higher levels of schooling. Numeracy activities involve identification and value placement of mathematical numerals as well as basic mathematical operations such as addition, subtraction and multiplication. Environmental Activities This is an integrated subject comprising science, social and agriculture activities. The learner shall be equipped with basic knowledge and skills for the exploration of the immediate environment as well as learning and enjoyment. This will lay a foundation for sustainable development concepts that will be learned at a higher level of learning. Hygiene and Nutrition Activities Hygiene and nutrition activities equip learners with the basic knowledge, skills and attitudes that promote a healthy lifestyle. The learner is given the ability to take care of their own wellbeing as well as that of others. The learner shall be engaged in practical activities that promote healthy eating and hygiene practices that contribute to healthier lifestyles. Other topics to be covered will include regular monitoring of growth, oral and dental health, immunization and de-worming. Religious Education Activities Kenyan society celebrates various religious faiths. The constitution advocates for the development of values, and religious education is one of the channels through which the requisite values are inculcated in learners. This subject aims at equipping the learner with knowledge, skills, values and psychosocial competencies that assist them to grow up as socially, emotionally and spiritually balanced individuals. Moral, religious and life skills activities will enhance the learner's skills of knowing and living with oneself and others. In line with constructivist theory the teaching and learning of religious education has essential principles 33 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential which include making links between learners own experiences, needs, interests and beliefs, and the content being studied, while engaging in collaborative and co-operative problem solving. Movement and Creative Activities This subject encompasses art, craft and physical education. The learner will be equipped with basic knowledge, skills and attitudes that will enable them to express themselves in creative and healthy ways. This is anchored in Dewey's social constructivism theory which posits that learning should be experiential, participatory and arise from the learner's interests. The activity based approach advocated in this subject aims at giving the learner an opportunity to think for themselves and articulate their thoughts through creativity and collaboration. This helps the learner to think for themselves and develop critical reflection skills. Middle School Education This shall comprise three years of upper primary and three years of lower secondary education. This is illustrated in Figure 4. 34 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Figure 4: Structure of the Middle School Comprising Upper Primary and Lower Secondary Learning Outcomes for Middle School By end of middle school, the learner should be able to: 1. Apply literacy, numeracy skills and logical thinking appropriately in self-expression. 2. Communicate effectively in diverse contexts. 3. Demonstrate social skills, and spiritual and moral values for peaceful co-existence. 4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development. 5. Practice hygiene, appropriate sanitation and nutrition to promote health. 6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility. 7. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence. 8. Manage pertinent and contemporary issues in society effectively. 9. Apply digital literacy skills appropriately for communication and learning. 35 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential Upper Primary Upper primary is part of middle school (Figure 5). It is a three year programme where learners are exposed to a broad curriculum and given an opportunity for exploration and experimentation. Figure 5: Part of Middle School: Upper Primary Subjects for Upper Primary 1. English 2. Kiswahili or Kenya Sign Language (for learners who are deaf) 3. Home Science 4. Agriculture 5. Science and Technology 6. Mathematics 7. Religious Education (CRE/IRE/HRE) 8. Creative Arts 9. Physical and Health Education 10. Social Studies Optional: 11. Foreign Languages (Arabic, French, German, Mandarin) NB: 36 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential  ICT will be cross cutting in all subjects.  Pertinent and contemporary issues and life skills will be mainstreamed in all Subjects.  A pastoral program of instruction will be conducted once a week. Essence Statements for Upper Primary School Kiswahili or Kenyan Sign Language for Learners Who Are Deaf The learning of Kiswahili and Kenyan Sign Language as national languages is a continuation of the same from lower primary. The grammar in these languages will further be developed so that reading and writing skills will be enhanced so that by the end of the level the learners are quite proficient in these languages. They should be able to write and communicate effectively in these languages. English Language After their first exposure to reading and writing at lower primary level, learners at upper primary level will be exposed to higher order knowledge, skills and attitudes on language development. This will enhance their reading and writing skills and be able to communicate effectively in English. Indigenous Languages This subject will further develop the language skills acquired in lower primary as well as positive attitudes and behaviours towards learning. Having been exposed to concrete language activities and basic reading and writing skills in lower primary, learners' thought processes will be more mature and according to Piaget they will be capable of solving problems in a more logical manner at this level. Learners will therefore be provided with a rich and supportive environment to enhance the development of their potential in indigenous language learning. Learners will also be equipped with language skills to enable them to acquire a second language more proficiently and achieve more academic success. In addition, learning in a language they are already familiar with will give learners the required confidence to participate more actively in the learning process and think critically as well as imaginatively. Learners at this level will be equipped with the necessary skills to enable them interact with peers, teachers and instructional materials to enhance their cognitive and affective development. This is with regard to Vygotsky's social-cultural development theory that asserts that learning is highly a social activity. Moreover, the subject will provide the opportunity to nurture acceptance and appreciation for cultural diversity. The knowledge and skills acquired at this level will support further cognitive and learning development at lower secondary level. Learners will be expected to advance their learning in the mother tongue in order to become linguists and specialise in such areas as the development of orthographies. Home Science This is a multi-disciplinary area of study that encompasses foods and nutrition, meal management, home management, clothing and textiles. At this level, the learner will be exposed 37 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential to basic knowledge, skills and attitudes on planning, preparing and cooking healthy foods in order to prevent and manage illnesses. Other components will include First Aid, aspects of personal hygiene and good grooming, managing adolescence, and needlework among others. Emphasis will be on practical aspects in order to develop good personal habits. The subject will build on the knowledge, skills and attitudes that were introduced in lower primary under the subjects of hygiene and nutrition and environmental activities. Home science will also strengthen the foundation for development of higher competencies in lower secondary home science and health education. Agriculture Kenya requires competent manpower for its agro-based economy. Agriculture should be taught from the earliest levels of education. In upper primary, the agriculture subject will build on competencies introduced in lower primary under the subject of environment activities. It will also enhance the learner's competencies in participation in sustainable development. Learners will be taught how to maximise the use of available spaces and resources in order to practice agricultural skills. Learners will be involved in the practical activities of producing both indigenous and exotic foods to enable them contribute to enhancing food security in the country. These skills will also enhance the competencies of agriculture in lower secondary. Science and Technology Science is the practice of engaging with the human pursuit of knowledge in order to understand relationships within the living and non-living universe. Science is the mother of invention. Since Kenya's Vision 2030 envisages an industrialized and knowledge based economy, then science must be taught in primary education. Science, Technology and Innovation (STI) are identified in both Vision 2030 and the Constitution as key drivers of the economy in the 21st century. Technology, which basically refers to use of tools will be introduced in science at this level. This will enable learners to prepare for Science, Technology, Engineering and Mathematics (STEM) in subsequent levels of the education cycle. This subject will build on the competencies introduced at lower primary level under the subject of environment. Inquiry based learning approaches will be employed throughout the learning experiences in this area as advocated by John Dewey's social constructivist theory which emphasizes that the learner should be given the opportunity to learn through participation in hands-on activities. Mathematics We live in a world of mathematics whereby we count, add, subtract or divide throughout our social interaction. Mathematics involves understanding numbers and the numerical operations used to develop strategies for mental mathematics, estimation and computational fluency. It is impossible to think of a world without mathematics. It is applied in the business, scientific, social, religious and political worlds. It is therefore imperative that children are taught mathematics from pre-primary age. At this level mathematics will build on the competencies acquired by the learner in the area of mathematical activities at lower primary. It will also enhance the learner's competencies in numeracy as a foundation for STEM in higher levels of the education cycle. Religious Education 38 Engaged, Empowered & Ethical Citizens Basic Education Curriculum Framework Nurturing Every Learner’s Potential At upper primary level, religious education (CRE/IRE/HRE) serves to impart morals, ethics and values at a deeper level. This subject builds on the competencies introduced in lower primary in the integrated subject of moral, religious and life skills activities. The knowledge, skills and attitudes fostered here will help the learner to cope with the challenges of life. Emphasis should be on aspects of religion that help learners appreciate their own and other's religious beliefs and values. This is in line with constructivist theory as advanced by Vygotsky and Dewey to teaching and learning religious education studies. The essential principles involve making links between the learner's own experiences, needs, interests and beliefs, and the content, while engaging in collaborative and c