Kenya Institute of Curriculum Development Diploma in Teacher Education PDF

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT A Skilled and Ethical Society DIPLOMA IN TEACHER EDUCATION PRE-PRIMARY & PRIMARY MICROTEACHING CURRICULUM DESIGN 2024  First Published in 2021...

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT A Skilled and Ethical Society DIPLOMA IN TEACHER EDUCATION PRE-PRIMARY & PRIMARY MICROTEACHING CURRICULUM DESIGN 2024  First Published in 2021 Revised 2024 All rights reserved. No part of this document may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher. ISBN: Published and printed by Kenya Institute of Curriculum Development TABLE OF CONTENTS INTRODUCTION...............................................................................................................................................................................................iv REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P)................................... vii TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS....................................................................................................... ix TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS).....................................................................................................x NATIONAL GOALS OF EDUCATION............................................................................................................................................................ xi LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY (DTE–PP&P)...... xiii ESSENCE STATEMENT................................................................................................................................................................................. xiv SUBJECT GENERAL LEARNING OUTCOMES............................................................................................................................................ xv SUMMARY TIME ALLOCATION................................................................................................................................................................. xvi 1.0 MICRO TEACHING..................................................................................................................................................................................... 1 2.0 CURRICULUM DESIGN INTERPRETATION.......................................................................................................................................... 5 3.0 PROFESSIONAL DOCUMENTS.............................................................................................................................................................. 28 4.0 PEDAGOGICAL APPROACHES.............................................................................................................................................................. 43 5.0 MICRO TEACHING SKILLS............................................................................................................................................................................. 64 6.0 MICROTEACHING PROCESS.................................................................................................................................................................. 82 7.0 PRACTICUM............................................................................................................................................................................................. 91 Page | iii INTRODUCTION The development of the curriculum for Diploma in Teacher Education for the Pre-Primary and Primary level (DTE–PP&P) is a critical milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum designs herein have been developed to prepare the teacher trainee to be able to effectively guide the learners at the Pre-Primary and Primary School level; that is from Pre-Primary One (PP1) to Grade Six (G6) in Basic Education. It is envisaged that the teacher educator will guide the teacher trainees appropriately to embrace the shift from the Objective- Based to the Competency Based Curriculum which is hinged on use of learner-centred pedagogy for realisation of the stated expected learning outcomes. In addition, the emphasis on formative assessment to facilitate learning should be underscored as the basis for determining learner aptitude and performance. Other key aspects that have been introduced include structured micro-teaching, a longer period for the practicum and the introduction of specific Professional Courses that ensure congruence with the CBC vision, mission, pillars and guiding principles as enshrined in the Basic Education Curriculum Framework (KICD, 2017). The DTE-PP&P curriculum seeks to develop the teacher to act as a facilitator in the learning process taking into consideration the different abilities and learning styles of individual target learners. The curriculum has been designed with emphasis on experiential and reflective learning to develop appropriate Pedagogical Content Knowledge (PCK); hence, the emphasis on integrated content and pedagogy for the student teachers while at college. This is to ensure that the student teacher is given adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs. The Curriculum designs for the DTE-PP&P are packaged according to courses of training as follows: Professional Learning areas 1. Child Development and Psychology 2. Curriculum Studies 3. Educational Resources Page | iv  4. ICT Integration in Education 5. Educational Assessment 6. Research Skills 7. Inclusive Education 8. Educational Leadership and Management 9. Sociological and Philosophical Foundations of Education 10. Historical and Comparative Foundations of Education 11. Micro Teaching 12. Practicum Integrated Content and Pedagogy Learning areas 1. English 2. Kiswahili 3. Mathematics 4. Science and Technology 5. Agriculture 6. Home Science 7. Religious Education: CRE/IRE/HRE 8. Social Studies 9. Physical and Health Education 10. Art and Craft 11. Music 12. Indigenous Language Page | v 13. Foreign Languages: French/ Arabic/ German/ Mandarin (Chinese)/ KSL Page | vi REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P) Entry Requirements The entry requirements for the Diploma in Teacher Education – Pre-Primary and Primary shall be C Plain Mean Grade in the Kenya Certificate of Secondary Education examination (KCSE) or its equivalent (as equated by the Kenya National Examinations Council (KNEC). The Special Needs Candidates (SNE) could be admitted with C Minus (-) Grade in KCSE or equivalent Duration of Training The duration for the Diploma in Teacher Education – Pre-Primary and Primary shall be three years. Subjects Offered The trainee undertaking the Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) shall take ALL courses specified in the DTE- PP&P curriculum; which includes Professional Courses and learning areas (subjects) related to the content in the Pre-Primary and Primary School Curriculum. Micro-Teaching and Practicum Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum; hence a course design has been developed for it. There shall be two (2) school term practicum sessions for which guidelines shall be developed. Award of the Diploma To be awarded the Diploma in Teacher Education – Pre-Primary and Primary (DTE-PP&P), the candidate must achieve the following: i) Complete the required hours for coursework and pass the stipulated assessment as directed by the Kenya National Examinations Council (KNEC). Page | vii  ii) Complete the required hours for the Practicum and pass the stipulated assessment as directed by the Kenya National Examinations Council (KNEC). Note: If the student teacher fails to meet the requirements for award of the Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) he/she will be allowed to repeat the specific component or learning area failed. Grading The Diploma in Teacher Education – Pre-Primary and Primary (DTE PP&P) shall be graded as stipulated by the Kenya National Examinations Council (KNEC). Page | viii TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS SUBJECT TERM 1 TERM TERM TERM TER TER Sub TERM 7 TER TER TOTAL 2 3 4 M5 M6 Total Micro M8 M9 FOR COURSE Teaching - Subject Practicals PROFESSIONAL LEARNING AREAS PROFESSIONAL 1. Child Development and 10 10 10 10 10 10 60 LEARNING Psychology AREAS 2. Curriculum Studies 30 20 20 20 90 (420 Hours ) 3. Educational Resources 10 10 10 30 4. ICT Integration in 10 10 10 30 Education 5. Educational Assessment 10 10 10 30 6. Research Skills 10 10 4 24 7. Inclusive Education 10 10 10 30 8. Educational Leadership and 10 10 10 30 Management 9. Sociological and 10 10 10 30 Philosophical Foundations of Education 10. Historical and Comparative 10 10 10 30 Foundations of Education 11. Micro Teaching 30 30 SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hrs 40Hrs 414Hrs ix TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS) CONTENT + PEDAGOGY (SUBJECTS) SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM 8 TERM 9 TOTAL 1 2 3 4 5 6 TOTAL Micro FOR Teaching - COURSE Subject Practicals 1 English 24 34 34 35 29 30 186 30 Practicum Practicum 2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT& 3 Mathematics 30 30 30 30 30 30 180 30 300 Hours 300 Hours PEDAGOGY 4 Science and 20 20 20 20 20 20 120 30 (SUBJECTS) Technology (1680 Hrs) 5 Agriculture 20 20 20 20 20 20 120 20 6 Home science 20 20 20 20 20 20 120 20 + 7 Religious Education:- 20 20 20 20 20 20 120 20 PRACTICUM (CRE, IRE, HRE) (600Hrs) 8 Social Studies 20 20 20 20 20 20 120 20 9. Physical and Health 10 10 10 30 30 30 120 30 Education 10. Art and craft 10 30 30 10 20 20 120 20 11. Music 10 20 20 20 20 30 120 20 12. Indigenous Languages 10 20 20 20 30 20 120 20 13 Foreign Languages: 10 10 10 30 30 30 120 20 French/ Arabic/ German/ Mandarin (Chinese)/ KSL SUB TOTAL 230 Hrs 270 Hrs 270 Hrs 290 Hrs 310 Hrs 310 Hrs 1686Hrs TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS x NATIONAL GOALS OF EDUCATION Education in Kenya should: 1. Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation. 2. Promote the social, economic, technological and industrial needs for national development. Education should prepare the youth of the country to play an effective and productive role in the life of the nation. a) Social Needs Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. b) Economic Needs Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. c) Technological and Industrial Needs Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends. 3. Promote individual development and self-fulfilment Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. xi 4. Promote sound moral and religious values. Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. 5. Promote social equity and responsibility. Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. 6. Promote respect for and development of Kenya’s rich and varied cultures. Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. 7. Promote international consciousness and foster positive attitudes towards other nations. Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. 8. Promote positive attitudes towards good health and environmental protection. Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment. xii LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY (DTE–PP&P) By the end of the course the teacher trainee should be able to: 1. Model appropriate behaviour and values for Pre-Primary and Primary school learners to emulate for development of good citizenship 2. Communicate and collaborate effectively with learners, peers, parents and the community to create a conducive learning environment. 3. Use appropriate pedagogical approaches to facilitate learning for Pre-Primary and Primary school learners in and out of the classroom 4. Apply inclusive practices to support all Pre-Primary and Primary school learners including those with disabilities and special educational needs 5. Employ ICT skills in the learning process to enhance digital literacy 6. Employ appropriate assessment approaches to promote effective learning 7. Identify and nurture learner’s potential and talents for appropriate placement and transition into Junior School. 8. Develop environmental conservation skills in Pre-Primary and Primary school learners to promote education for sustainable development 9. Create innovative and effective solutions to challenges in the learning process. 10. Integrate pertinent and contemporary issues in learning to enable learners to cope with daily challenges. xiii ESSENCE STATEMENT Microteaching is a practical activity in which the art of facilitating learning is scaled down in terms of time for the lesson, lesson theme or concept as well as the number of learners. It gives the teacher trainee the opportunity to experiment with the facilitation of learning. The teacher trainee can still enhance their repertoire of skills after they have qualified. The Teacher Education programme shall include Microteaching as one of the core subjects under the professional areas and it shall serve to enable teacher trainees learn, practice and develop confidence in pedagogical content knowledge. The Microteaching session shall be a pre-requisite for the Practicum (Teaching Practice). Consequently, the Practicum in Teacher Education is offered for smooth transition from a teacher trainee to a qualified teacher. It is intended to enable the teacher trainee acquire knowledge, skills, values and attitudes necessary for a competent teacher. The teacher trainee is then able to link knowledge of theory to practice and reflect on the relevance of the chosen pedagogy. The Competency Based Curriculum (CBC) is learner-centred and therefore demands for more experiential approach to Pre- service Teacher Education; hence the need for an enhanced practicum in terms of scope and time. In the reformed TE curriculum, there shall be a minimum of two – school terms for practicum sessions at all levels of Teacher Education. The first practicum shall emphasise on supporting the teacher trainee to gain familiarity with the teaching/learning environment, gain confidence in facilitating learning and improve their professional and pedagogical content knowledge. The second practicum will introduce staged (incremental) assessment that focuses on the trainee’s effort and achievement. Literature and research on TE emphasises more in-school experience, supported by trained teacher mentors. The general learning outcomes for the practicum will apply to both sessions; though it should be emphasised that the first session focuses on the teacher trainees learning from the experienced teachers in the institutions, supported by their teacher educators; while the second session shall involve assessment by the teacher educators from the TE institutions. xiv SUBJECT GENERAL LEARNING OUTCOMES By the end of the course, the teacher trainee should be able to: 1. exhibit in-depth awareness of the curriculum designs and subjects for the level; 2. develop professional documents to facilitate teaching and learning; 3. plan and deliver a micro lesson backed by the necessary requirements; 4. utilise appropriate instructional and pedagogical skills to facilitate learning; and 5. undertake the requisite preparatory activities in readiness for the practicum. xv SUMMARY TIME ALLOCATION S/N Strand Sub strand Time (Hrs) 1. The Practice of Microteaching 1.1 The Concept of Microteaching 1 1.2 Phases in Microteaching 2. Curriculum Designs Interpretation 2.1 National Goals of Education 6 2.2 Essence Statement 2.3 Subject General Learning Outcomes 2.4 Strand and Sub strand 2.5 Specific Learning Outcomes 2.6 Suggested Learning Experiences 2.7 Suggested Key Inquiry Questions 2.8 Core Competencies to be developed 2.9 Values 3. Professional Documents 3.1 Nature of Professional documents 4 3.2 Schemes of Work 3.3 Lesson Plan 3.4 Records of Work 3.5 Individualized Education Programme (IEP) 3.6 Assessment Records 4. Pedagogical Approaches 4.1 Concept of Pedagogy 10 4.2 Experiential learning 4.3 Inquiry Based Learning (IBL) 4.4 Reflective Learning 4.5 Problem Based Learning 4.6 Project Based Learning 4.7 Blended Learning 4.8 Facilitation 4.9 Differentiated Learning 4.10 Collaborative and Cooperative Learning xvi  5. Microteaching Skills 5.1 Lesson Introduction Skills 4 5.2 Stimulus Variation 5.3 Questioning 5.4 Reinforcement 5.5 Explanation 5.6 Chalkboard/ Whiteboard Use 5.7 Classroom Management 5.8 Conclusion 6. Microteaching Process 6.1 Planning for Microteaching 3 6.2 Delivery of a Micro lesson 6.3 Evaluation of a Micro lesson 6.4 Micro lesson Reflection 7. Practicum 7.1 The Concept of Practicum 2 7.2 Preparations for Practicum 7.3 Administration of Practicum 7.4 Professional Conduct during Practicum Total 30 xvii 1.0 MICRO TEACHING Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question(s) 1.0 1.1The Concept of By the end of the sub The teacher trainee to: Why do we need Microteaching Microteaching strand, the teacher Assess in pairs the meaning of microteaching in Practice trainee should be able to; microteaching, teacher training? explain the meaning of Search for the meaning of What is the microteaching in a microteaching using digital devices contribution of learning environment, or other sources, microteaching to assess the procedure of Brainstorm with others as a class and the learning microteaching in the assess procedure to be followed for process? learning process, undertaking microteaching process, appreciate the Watch video clips showing the significance of procedure of microteaching, microteaching in teacher Sketch the procedure of trainee’s preparation. microteaching in the learning process. Core Competencies to be developed: Communication and collaboration: As teacher trainees brainstorm on the procedure of microteaching Learning to learn and reflective practice: As teacher trainees assess the contribution of microteaching in teacher training Values: Unity and respect: As teacher trainees brainstorm and make contributions regarding the procedure of microteaching Responsibility: As teacher trainees sketch the procedure of microteaching 1 Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to explain the Comprehensively and Clearly explains the To a certain extent, Only with prompts, meaning of clearly explains the meaning of clearly explains the explains the meaning of microteaching meaning of microteaching microteaching meaning of microteaching microteaching Ability to assess the Extensively and clearly Clearly assesses the To some extent, clearly Only with assistance, procedure of assesses the procedure of procedure of assesses the procedure assesses the procedure microteaching microteaching microteaching of microteaching of microteaching 2 Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question(s) 1.0 1.2 Phases in By the end of the sub The teacher trainee to: What guidance is Microteaching Microteaching strand, the teacher trainee required for effective Practice should be able to; Buzz in small groups with others the micro teaching? a) assess the phases of possible phases involved in microteaching in the microteaching. Summarise their learning process, points on a flip chart and display in b) outline the principles class, of microteaching for an Take a gallery walk looking at the effective experience, points presented by various groups c) recognize the regarding the phases of importance of the microteaching. Note the similarities phased approach in and differences, microteaching. Prepare an outline depicting the nature and application of the principles meant to guide microteaching, Debate with others the motion – Microteaching enhances the teacher trainee’s teaching skills. Core Competencies to be developed: Communication and collaboration: As teacher trainees participate in debating the given motion Creativity and innovation: As teacher trainees illustrate and make presentations regarding the phases involved in the execution of microteaching 3 Values: Respect: As teacher trainees debate while recognizing the different viewpoints offered by their colleagues Social justice: As teacher trainees allow for a balanced approach while debating the given motion Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to assess the With examples, correctly Correctly assesses To a certain extent, Only with assistance, phases in assesses the phases in the phases in correctly assesses the assesses the phases in microteaching microteaching microteaching phases in microteaching microteaching Ability to outline the Extensively and clearly Clearly outlines the To a certain degree, Only with assistance, principles of outlines the principles of principles of clearly outlines the outlines the principles microteaching microteaching microteaching principles of of microteaching microteaching 4 2.0 CURRICULUM DESIGN INTERPRETATION Strand Sub Specific Learning Suggested Learning Experiences Suggested Key Strand Outcomes Inquiry Question(s) 2.0 2.1 By the end of the sub The teacher trainee to: 1. What are the Curriculum National strand, the teacher trainee  Interact with curriculum designs to national goals of Design Goals of should be able to; identify the national goals of education? Interpretation Education a) show the relevance of education, 2. Why should national the national goals of  Read and share in small groups the goals of education education in the orientation and relevance of the be included in the curriculum, national goals of education. curriculum b) illustrate the linkage Summarize and present information document? between the national using a flip chart, goals of education and  Select one of the national goals of learning outcomes, education, discuss and make c) acknowledge the presentations on its relationship with significance of the level learning outcomes, subject national goals of general learning outcomes as well as education in the the specific learning outcomes, curriculum.  Illustrate on a manila paper the linkages depicted by the interrelationship between the national goals of education and the learning outcomes. 5 Core Competencies to be developed:  Self-efficacy: Teacher trainees illustrate the linkages depicting the interrelationship between the national goals of education and learning outcomes.  Learning to learn and reflective practice: Teacher trainees examine the orientation of the national goals of education Values:  Patriotism: Teacher trainees discuss, listen to presentations and make a commitment to contribute towards the achievement of national goals of education. Responsibility: Teacher trainees draw the interrelationship between the national goals of education and learning outcomes Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to show the Comprehensively and Clearly shows the To some degree, Only with guidance, relevance of the clearly shows the relevance relevance of the clearly shows the shows the relevance of national goals of of the national goals of national goals of relevance of the the national goals of education in the education in the curriculum education in the national goals of education in the curriculum curriculum education in the curriculum curriculum Ability to illustrate Distinctly and clearly Clearly illustrates the Somewhat, clearly Only with assistance, the linkage between illustrates the linkage linkage between the illustrates the linkage illustrates the linkage the national goals of between the national goals national goals of between the national between the national education and of education and learning education and goals of education and goals of education and learning outcomes outcomes learning outcomes learning outcomes learning outcomes 6 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Question(s) 2.0 Essence By the end of the sub strand, The teacher trainee to: What is the Curriculum Statement the teacher trainee should be Interact with curriculum designs to rationale for Design able to; identify the essence statements of inclusion of Interpretation appraise the essence statements various subjects, various subjects of subjects found in the Read, buzz and appraise in pairs the in the curriculum? curriculum, essence statements of various subjects illustrate the relevance of a found in the curriculum, given subject in the curriculum Discuss with others and illustrate the based on its essence statement, relevance of a given subject based on its appreciate the importance of essence statement. Make presentations. the subjects within the curriculum. Core Competencies to be developed:  Self-efficacy: Teacher trainee makes presentations on the rationale for teaching a given subject in the curriculum.  Communication and Collaboration: Teacher trainee takes part in discussions on the rationale for teaching a given subject to in the curriculum. Values: Peace and unity: As teacher trainees discuss, make and listen to presentations. 7 Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to appraise Elaborately and Correctly appraises the Partly, correctly Only with guidance, the essence correctly appraises the essence statements of appraises the essence appraises the essence statements of subjects essence statements of subjects in the statements of subjects statements of subjects in in the curriculum. subjects in the curriculum. in the curriculum. the curriculum. curriculum. Ability to illustrate Comprehensively and Accurately illustrates To some extent, Only with assistance, the relevance of a accurately illustrates the the relevance of a accurately illustrates the illustrates the relevance subject in the relevance of a subject in subject in the relevance of a subject in of a subject in the curriculum based on the curriculum based on curriculum based on the curriculum based on curriculum based on its its essence statement. its essence statement. its essence statement. its essence statement. essence statement. 8 Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question(s) 2.0 2.2 Subject By the end of the sub The teacher trainee to: 1. Why should a Curriculum General strand, the teacher trainee curriculum design Design Learning should be able to; Interact with curriculum designs to have subject Interpretation Outcome a) assess the relevance of identify and assess the relevance of the general learning s the subject general subject general learning outcomes in the outcomes? learning outcomes in curriculum, the curriculum, Using digital devices, search for the b) recognize the relevance of subject general learning contribution of subject outcomes in the curriculum design, general learning Read and share in small groups the outcomes in the structure of the subject's general curriculum. learning outcomes. Summarize and present information using a flip chart, Select one of the subject general learning outcomes, discuss and make presentations on their relationship with the national goals of education, level learning outcomes as well as the specific learning outcomes. Core Competencies to be developed: Digital literacy: Teacher trainees searches for information about subject general learning outcomes Learning to learn and reflective practice: Teacher trainees justifies the inclusion of the subject general learning outcomes in the curriculum 9 Values: Peace: Teacher trainees discuss, listen to presentations and appreciate the interrelationship between the subject general learning outcomes and the national goals of education Responsibility: Teacher trainees show the relationship between the subject general learning outcomes and the national goals of education Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to assess the Illustratively and clearly Cleary assesses the To a certain extent, On with prompts, relevance of the assesses the relevance of relevance of the clearly assesses the assesses the relevance subject general the subject general subject general relevance of the subject of the subject general learning outcomes in learning outcomes in the learning outcomes in general learning learning outcomes in the curriculum curriculum the curriculum outcomes in the the curriculum curriculum 10 Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question(s) 2.0 Curriculum 2.3 Strand By the end of the sub strand, The teacher trainee to: 1. What is the Design and Sub the teacher trainee should be  Research using digital devices the difference Interpretation Strand able to; various concepts related to between a strand a) analyse the strands and strands and sub strands in a and sub strand? sub strands in a specific subject, 2. How do concepts subject in the curriculum,  Interact with the school in sub strands b) interpret the link between curriculum designs to identify relate to the strands in a subject, strands and sub strands in certain strands? c) relate concepts in the sub subjects. Summarize information strand to the strand in the using a manila paper, curriculum design,  Discuss with others the strands d) acknowledge the and major concepts represented significance of the content in each strand, taught in each strand in  Brainstorm on the link between the curriculum design. the concepts in the sub strands and their respective strands,  Establish and make presentations on the ideas addressed in each strand within a given subject,  Discuss the organization of strands pointing out the logical flow and continuity of concepts taught in a subject. 11 Core Competencies to be developed: Self-efficacy: Teacher trainees make presentations on the ideas addressed in each strand within a given subject. Values: Respect: Teacher trainees brainstorm on the link between concepts in the sub strands and their respective strands. Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to analyse Elaborately and Accurately analyses the Analyses some strands Only with support, the strands and sub accurately analyses the strands and sub strands and sub strands analyses strands and sub strands in a specific strands and sub strands in in a specific subject in accurately in a specific strands in a specific subject in the a specific subject in the the curriculum subject in the subject in the curriculum curriculum curriculum curriculum Ability to interpret Comprehensively and Correctly interprets the Partially and correctly Only with assistance, the link between correctly interprets the link between strands interprets the link interprets the link strands and sub link between strands and and sub strands in a between strands and between strands and sub strands in a subject sub strands in a subject subject sub strands in a strands in a subject subject Ability to relate Logically and correctly Correctly relates Relates some concepts Only with support, relates concepts in the sub relate concepts in the sub concepts in the sub in the sub strand to the concepts in the sub strand strand to the strand strand to the strand in the strand to the strand in strand in the to the strand in the in the curriculum curriculum design the curriculum design curriculum design curriculum design design 12 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Question(s) 2.0 Curriculum 2.4 By the end of the sub strand, The teacher trainee to: 1. What are Design Specific the teacher trainee should be  Illustrate the link between the different learning Interpretation Learning able to; levels of educational outcomes (National outcomes? Outcomes a) interpret specific learning goals of education, level learning 2. Why are outcomes in a sub strand, outcomes, subject general learning learning b) formulate lesson specific outcomes and the specific learning outcomes learning outcomes from the outcomes), important sub strand’s specific  Discuss the domains of learning in a learning outcomes, considered when formulating learning lesson? c) acknowledge the outcomes (Knowledge, skills and implication of learning attitudes), outcomes in the learning  Brainstorm on the characteristics of good process. learning outcomes,  Outline and discuss the procedure of writing a learning outcome (Verb, object and context),  Using digital devices, search information on Bloom's taxonomy of educational objectives and make presentations on the levels of educational outcomes,  Select a sub strand together with its specific learning outcomes and formulate lesson specific learning outcomes. 13 Core Competencies to be developed: Communication and collaboration: Teacher trainees outline and discuss the procedure of writing learning outcomes. Values: Responsibility: Teacher trainees formulate lesson specific learning outcomes Suggested Formative Assessment Rubric Exceeds Expectation Meets Expectation Approaches Below Expectation Level Expectation Indicator Ability to interpret Elaborately interprets Interprets specific Partially interprets Only with assistance, specific learning specific learning learning outcomes in a specific learning interprets specific outcomes in a sub outcomes in a sub sub strand outcomes in a sub learning outcomes in a strand strand strand sub strand Ability to formulate Distinctly formulates Formulates lesson Partly formulates lesson Only with guidance, lesson specific lesson specific learning specific learning specific learning formulates lesson specific learning outcomes outcomes from the sub outcomes from the outcomes from the sub learning outcomes from from the sub strand’s strand’s specific sub strand’s specific strand’s specific the sub strand’s specific specific learning learning outcomes learning outcomes learning outcomes learning outcomes outcomes 14 Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key Experiences Inquiry Question(s) 2.0 Curriculum 2.5 Suggested By the end of the sub strand, the The teacher trainee to: 1. Why is it Design Learning teacher trainee should be able to; Brainstorm with others on necessary to Interpretation experiences a) evaluate the suggested learning the meaning of learning have learning experiences in the curriculum experiences, experiences? designs, Interact with the 2. How important b) analyse formal, non-formal and curriculum designs of are learning informal learning experiences various subjects, in small experiences? that aid the delivery of a groups. Discuss and lesson, make presentations c) examine the factors to consider focusing on the suggested when developing learning learning experiences, experiences, Identify, discuss and d) interrogate Gardner’s Multiple make presentations on Intelligence theory in relation formal, non-formal and to the development of learning informal learning experiences, experiences that facilitate e) formulate learning experiences learning, to achieve specific learning Brainstorm on the factors outcomes, to consider when f) appreciate learning experiences developing learning that learners undertake in experiences, school. Search information from the internet and other sources on Gardner’s 15  Multiple Intelligence theory. Take short notes for learning purposes, Make presentations on how the multiple intelligence theory influences the selection and formulation of learning experiences, Develop learning experiences that would facilitate achievement of the specific learning outcomes for the selected sub strands. Core Competencies to be developed:  Learning to learn and reflective practice: Teacher trainees develop learning experiences that would facilitate achievement of the specific learning outcomes for the selected sub strands.  Digital Literacy: Teacher trainees uses digital devices for learning purposes  Creativity and innovation: Teacher trainees formulates learning experiences for the chosen specific learning outcomes Values:  Peace: Teacher trainees participate in a discussion on formal, non-formal and informal learning experiences that facilitate learning. Responsibility: Teacher trainees formulates possible learning experiences to facilitate specific learning outcomes 16 Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Expectation Indicator Ability to evaluate Comprehensively and Correctly evaluates Correctly evaluates Only with support, learning experiences correctly evaluates learning learning experiences some learning evaluates learning in the curriculum experiences in the in the curriculum experiences in the experiences in the designs curriculum designs designs curriculum designs curriculum designs Ability to analyse Distinctively analyses Analyses formal, Partially analyses Only with assistance, formal, non-formal formal, non-formal and non-formal and formal, non-formal analyses formal, non- and informal learning informal learning informal learning and informal learning formal and informal experiences at school experiences at school experiences at school experiences at school learning experiences at school Ability to examine the Clearly examines factors Examines factors to Examines some Only with assistance, factors to consider to consider when consider when factors to consider examines factors to when developing developing learning developing learning when developing consider when learning experiences experiences experiences learning experiences developing learning experiences Ability to interrogate Comprehensively Interrogates Partially interrogates Only with guidance, Gardner’s Multiple interrogates Gardner’s Gardner’s Multiple Gardner’s Multiple interrogates Gardner’s Intelligence theory in Multiple Intelligence Intelligence theory Intelligence theory in Multiple Intelligence relation to theory in relation to in relation to relation to theory in relation to development of development of learning development of development of development of learning experiences experiences learning experiences learning experiences learning experiences 17 Ability to formulate Comprehensively and Correctly formulates Correctly formulates Only with guidance, learning experiences correctly formulates learning experiences some learning formulates learning to achieve specific learning experiences to to achieve specific experiences to achieve experiences to achieve learning outcomes achieve specific learning learning outcomes specific learning specific learning outcomes outcomes outcomes 18 Strand Sub Strand Specific Learning Suggested Learning Suggested Key Outcomes Experiences Inquiry Question(s) 2.0 Curriculum 2.6 Suggested By the end of the sub The teacher trainee to: 1. Why do we have Design Key strand, the teacher trainee Brainstorm with colleagues on suggested key Interpretation Inquiry should be able to; the meaning of a suggested inquiry questions in Question(s) a) justify the relevance of Key Inquiry Question (KIQ), the curriculum suggested key inquiry Search using digital devices the design? questions in the relevance of suggested KIQs in 2. How can learning process the curriculum designs, suggested key b) examine the Examine and discuss the inquiry questions characteristics of good characteristics of a good be used in a lesson? suggested key inquiry suggested key inquiry question, questions for learning Interact with curriculum purposes, designs of various subjects to c) suggest key inquiry identify key inquiry questions questions that will in each sub strand. Summarize guide the facilitation of a their uniqueness on a flip chart, lesson, Generate suggested key inquiry d) demonstrate the use of questions for specific lessons, suggested key inquiry share and discuss, questions in a lesson, Demonstrate a micro lesson to e) develop a positive show the use of suggested key attitude towards inquiry inquiry questions in a lesson. based approach to learning. 19 Core Competencies to be developed:  Self-efficacy: Teacher trainees demonstrate a micro lesson to show the use of suggested key inquiry questions.  Pedagogical content knowledge: Teacher trainees suggest key inquiry questions for a micro lesson Values:  Unity: Teacher trainees discuss the characteristics of a good suggested key inquiry question.  Responsibility: Teacher trainees generate suggested key inquiry questions for specific lessons Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to justify the Clearly justifies the Justifies the relevance Partially justifies the Only with support, relevance of suggested relevance of suggested of suggested key relevance of suggested justifies the relevance of key inquiry questions key inquiry questions inquiry questions in key inquiry questions suggested key inquiry in the learning process in the learning process the learning process in the learning process questions in the learning process Ability to examine the Broadly and accurately Accurately examines To some degree, Only with assistance, characteristics of good examines the the characteristics of accurately examines the examines characteristics suggested key inquiry characteristics of good good suggested key characteristics of good of good suggested key questions suggested key inquiry inquiry questions suggested key inquiry inquiry questions questions questions Ability to suggest key Illustratively suggests Suggests key inquiry Suggests some key Only with guidance, inquiry questions that key inquiry questions questions that will inquiry questions that suggests key inquiry will guide the that will guide the guide the facilitation will guide the questions that will facilitation of a lesson facilitation of a lesson of a lesson facilitation of a lesson guide the facilitation of a lesson 20 Ability to demonstrate With examples, clearly Clearly demonstrates Partially demonstrates Only with guidance, the use of suggested demonstrates the use of the use of suggested the use of suggested key demonstrates the use of key inquiry questions suggested key inquiry key inquiry questions inquiry questions in a suggested key inquiry in a lesson questions in a lesson in a lesson lesson questions in a lesson 21 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Question(s) 2.0 Curriculum 2.7 By the end of the sub strand, the The teacher trainee to: 1. Why should Design Core teacher trainee should be able to; Search for information on the competencies Interpretation Competencies a) analyse the core competencies internet and other sources on the be considered outlined in the Basic Education meaning of a competency in the in the Curriculum Framework learning process, learning (BECF), Refer to the BECF to identify the process? b) illustrate experiences that will core competencies to be 2. How should a lead to the development of developed by learners. Make teacher competencies in learners, class presentations, facilitate c) formulate learning experiences Discuss the learning experiences learning to that develop competencies in that promote the development of promote the learners, competencies among learners development d) implement learning (Formal, informal and non- of core experiences that promote the formal experiences), competencies development of competencies Organize and facilitate micro among in learners, lessons to demonstrate learners? e) appreciate the importance of facilitation of learning competence acquisition in the experiences that promote the learning process. development of competencies among learners. 22 Core Competencies to be developed:  Digital literacy: Teacher trainees search for information on the internet and other sources on the meaning of a competency in the learning process.  Critical thinking and problem solving: Teacher trainees formulate learning experiences that contribute to the realization of the desired competencies Values:  Responsibility: Teacher trainees organize and facilitate micro lessons to demonstrate facilitation of learning experiences that promote the development of competencies among learners.  Social justice: Teacher trainees make class presentations to their colleagues for learning purposes Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to analyse the Comprehensively and Clearly analyses the Clearly analyses some Only with assistance, core competencies clearly analyses the core core competencies core competencies analyses core outlined in the BECF competencies outlined in outlined in the BECF outlined in the BECF competencies outlined the BECF in the BECF Ability to illustrate With examples, clearly Clearly illustrates To some extent, Only with support, experiences that lead illustrates experiences that experiences that lead clearly illustrates illustrates experiences to the development of lead to the development of to the development of experiences that lead that lead to the competencies in competencies in learners competencies in to the development of development of learners learners competencies in competencies in learners learners 23 Ability to formulate Extensively and correctly Correctly formulates Correctly formulates Only with support, learning experiences formulates learning learning experiences some learning formulates learning that develop experiences that develop that develop experiences that experiences that competencies in competencies in learners competencies in develop competencies develop competencies learners learners in learners in learners Ability to implement Proficiently and clearly Clearly implements Partially implements Only with guidance, learning experiences implements learning learning experiences learning experiences implements learning that promote the experiences that promote that promote the that promote the experiences that development of the development of development of development of promote the competencies in competencies in learners competencies in competencies in development of learners learners learners competencies in learners 24 Strand Sub Specific Learning Suggested Learning Experiences Suggested Key Strand Outcomes Inquiry Question(s) 2.0 Curriculum 2.8 Values By the end of the sub The teacher trainee to: 1. What is values- Design strand, the teacher trainee Search for information on the internet based education? Interpretation should be able to; and other sources on the meaning of 2. How does a a) analyse the core values, teacher promote values outlined in the Refer to the BECF to identify the core acquisition of Basic Education values to be developed by learners, in values in the Curriculum small groups, learning process? Framework (BECF), Discuss the learning experiences that b) illustrate experiences promote the acquisition of values that lead to the among learners, acquisition of values Organize and facilitate micro lessons by learners, to demonstrate facilitation of learning c) formulate learning experiences to promote the experiences that acquisition of values among learners promote acquisition of (Formal, informal and non-formal values by learners, experiences). d) implement learning experiences that promote acquisition of values by learners, e) appreciate the importance of value- based education in Kenya. 25 Core Competencies to be developed: Communication and collaboration: Teacher trainees discuss with peers the learning experiences that promote the acquisition of values among learners. Digital literacy: Teacher trainees search for information from the Internet for learning purposes Creativity and innovation: Teacher trainees formulate experiences that contribute to the development of values among learners Values: Unity: Teacher trainees work with peers to organize and facilitate micro lessons to demonstrate facilitation of learning experiences that promote the acquisition of values among learners Social justice: Teacher trainees make presentations to their peers for learning purposes Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to analyse the Accurately and clearly Analyses the core Analyses some core Only with support, core values outlined in analyzes the core values values outlined in the values outlined in the analyses core values the BECF outlined in the BECF BECF BECF outlined in the BECF Ability to illustrate Precisely and correctly Correctly illustrates Correctly illustrates Only with assistance, experiences that lead illustrates experiences experiences that lead some experiences that illustrates experiences to the acquisition of that lead to the to the acquisition of lead to the acquisition that lead to the values by learners acquisition of values by values by learners of values by learners acquisition of values by learners learners 26 Ability to formulate Extensively formulates Formulates learning Formulates some Only with assistance, learning experiences learning experiences experiences that learning experiences formulates learning that promote that promote acquisition promote acquisition of that promote experiences that promote acquisition of values of values by learners values by learners acquisition of values by acquisition of values by by learners learners learners Ability to implement Proficiently implements Implements learning Partially implements Only with guidance, learning experiences learning experiences experiences that learning experiences implements learning that promote that promote acquisition promote acquisition of that promote experiences that promote acquisition of values of values by learners values by learners acquisition of values by acquisition of values by by learners learners learners 27 3.0 PROFESSIONAL DOCUMENTS Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Question(s) 3.0 By the end of the sub strand, The teacher trainee to: 1. Why are Professional Nature of the teacher trainee should be  Brainstorm on the use of professional Documents Professional able to; professional documents in documents Documents a) examine the use of curriculum implementation important to a professional documents and assessment of the teacher? in curriculum teaching /learning process, implementation and  Search for information on the assessment, internet and other sources on b) assess how professional the importance of documents make professional documents to the teaching and learning teacher and in learning. Share more effective, findings, c) interpret the different  Identify and discuss the types types of professional of professional documents documents used by a used by teachers, school teacher,  Discuss the manner in which d) appreciate the use of professional documents professional documents promote teaching and for a teacher. learning. Write a summary and present in class. 28 Core Competencies to be developed: Critical thinking and problem solving: As teacher trainees critique the function of professional documents. Digital literacy: As teacher trainees search information on the internet on the importance of professional documents. Values: Respect and Unity: As teacher trainees discuss and write how professional documents promote teaching and learning. Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to examine the Extensively examines Examines the use of Partly examines the use Only with support, use of professional the use of professional professional of professional examines the use of documents in documents in documents in documents in professional documents curriculum curriculum curriculum curriculum in curriculum implementation and implementation and implementation and implementation and implementation and assessment assessment. assessment. assessment. assessment. Ability to assess how Elaborately assesses Assesses how Partially assesses how Only with assistance, professional documents how professional professional professional documents assesses how make teaching and documents make documents make make teaching and professional documents learning more effective teaching and learning teaching and learning learning more make teaching and more effective. more effective. effective. learning more effective. Ability to interpret the Effectively interprets Interprets the different Partially interprets the Only with guidance, different types of the different types of types of professional different types of interprets the different professional documents professional documents documents used by a professional documents types of professional used by a school used by a school school teacher. used by a school documents used by a teacher teacher. teacher. school teacher. 29 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Question(s) 3.0 3.1 Schemes By the end of the sub strand, The teacher trainee to: 1. Why do we Professional of Work the teacher trainee should be Read and search information on the prepare a Documents able to; internet and other sources on the scheme of a) evaluate key components key components of a scheme of work? of a scheme of work, work. Share findings, 2. How do we b) use a curriculum design to Organise and participate with peers prepare a prepare a sample scheme on preparation of relevant schemes scheme of of work, of work using curriculum designs , work? c) develop an appropriate Organise and apply different scheme of work for use in components of a scheme of work in a micro-teaching lesson, teaching and learning, d) justify the relevance of a Brainstorm on the use and curriculum design in relevance of curriculum designs in developing a scheme of developing a scheme of work, work, Interact with various curriculum e) recognise the value of a designs and discuss their scheme of work in implications on teacher preparation. preparation for the micro- teaching lesson. Core Competencies to be developed: Digital literacy: As teacher trainee uses ICT in the learning process. Self-efficacy: As teacher trainee participates in preparing relevant schemes of work using curriculum designs 30 Values: Respect and unity: As teacher trainee participates with peers in preparing relevant schemes of work using curriculum designs Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to evaluate Clearly and correctly Correctly evaluates Partially evaluates key Only with guidance, key components of a evaluates key key components of a components of a scheme evaluates key scheme of work components of a scheme scheme of work of work correctly components of a scheme of work of work Ability to use a Effectively uses a Uses a curriculum To a certain extent, uses Only with assistance, curriculum design to curriculum design to design to prepare a a curriculum design to uses a curriculum design prepare a scheme of prepare a scheme of scheme of work prepare a scheme of to prepare a scheme of work work work work Ability to develop an Elaborately and clearly Clearly develops an To some degree, clearly Only with support, appropriate scheme of develops an appropriate appropriate scheme of develops an appropriate develops an appropriate work for use in a scheme of work for use work for use in a scheme of work for use scheme of work for use micro-teaching in a micro-teaching micro-teaching lesson. in a micro-teaching in a micro-teaching lesson. lesson. lesson. lesson. Ability to justify the Factually and correctly Correctly justifies the Partially and correctly Only with assistance, relevance of a justifies the relevance of relevance of a justifies the relevance of justifies the relevance of curriculum design in curriculum designs in curriculum design in a curriculum design in a curriculum design in developing a scheme developing a scheme of developing a scheme developing a scheme of developing a scheme of of work work of work work work 31 Strand Sub Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry Strand Question(s) 3.0 3.3 By the end of the sub strand, the The teacher trainee to: 1. Why do we prepare Professional teacher trainee should be able Identify and discuss the components a lesson plan? Documents Lesson to; and administrative details of a lesson 2. How do we use a plan, Plan a) examine the components lesson plan in and administrative details of Gather information from various sources and discuss how to use the teaching? a lesson plan, b) develop a sample lesson scheme of work to prepare a lesson plan using the scheme of plan. Share findings and experiences work, among peers, c) apply relevant aspects of the Prepare a sample lesson plan for lesson plan to facilitate teaching a micro lesson, teaching and learning, Illustrate how to manage time d) conduct peer presentation appropriately in a micro lesson, sessions to model relevant Use relevant resources to develop aspects of the lesson plan, lesson notes to accompany the e) illustrate the relevance of a sample lesson plan, lesson plan to a teacher and Organise and carry out peer the learning process, presentation sessions to model f) appreciate the use of a relevant aspects of the lesson plan, lesson plan when carrying Debate on the importance of a lesson out a micro-teaching lesson. plan to a teacher in the learning process. 32 Core Competencies to be developed: Communication and collaboration: As teacher trainee organises and carries out peer presentation sessions to model relevant aspects of the lesson plan. Creativity and innovation: As teacher trainee illustrates how to manage time appropriately in a micro lesson. Values: Respect: As teacher trainee debates on the importance of a lesson plan to a teacher and the learning process. Suggested Formative Assessment Rubric Level Exceeds Expectation Meets Expectation Approaches Below Expectation Indicator Expectation Ability to examine the Broadly examines the Examines the Partly examines the Only with assistance components and components and components and components and examines the administrative details administrative details of a administrative details administrative details components and of a lesson plan lesson plan of a lesson plan of a lesson plan administrative details of a lesson plan Ability to develop a Comprehensively Develops a lesson Partly develops a lesson Only with guidance sample lesson plan develops a lesson plan plan using the plan using the scheme develops a lesson plan using the scheme of using the scheme of work scheme of work of work using the scheme of work work Ability to apply Creatively and correctly Correctly applies To some extent, Only with support, relevant aspects of the applies relevant aspects of relevant aspects of correctly applies applies relevant aspects lesson plan in teaching the lesson plan in the lesson plan in relevant aspects of the of the lesson plan in and learning. teaching and learning. teaching and lesson plan in teaching teaching and learning. learning. and learning. 33 Ability to conduct peer Confidently conducts peer Conducts peer To some degree, Only with support, presentation sessions presentation sessions to presentation sessions conducts peer conducts peer to model relevant model relevant aspects of to model relevant presentation sessions to presentation sessions to aspects of the lesson the lesson plan aspects of the lesson model relevant aspects model relevant aspects plan plan of the lesson plan of the lesson plan Ability to illustrate the Effectively illustrates the Illustrates the Partly illustrates the Only with assistance, relevance of a lesson relevance of a lesson plan relevance of a lesson relevance of a lesson illustrates the relevance plan to a teacher and to a teacher and the plan to a teacher and plan to a teacher and of a lesson plan to a the learning process learning process the learning process the learning process teacher and the learning process 34 Strand Sub Specific Learning Outcomes Suggested Learning Experiences Suggested Key Strand Inquiry Question(s) 3.0 3.4 By the end of the sub strand, the The teacher trainee to: 1. Why are records Professional Records teacher trainee should be able to; Brainstorm on the use of different of work Documents of Work a) prepare relevant records of records of work as evidence of important work for use in the teaching tasks undertaken in the course of documents to a and learning process, curriculum delivery, Read