CURRICULUM DESIGNS

NATIONAL GOALS OF EDUCATION IN KENYA

2/11/2023

What Are The National Goals Of Education In Kenya?

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.
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.
1. Social Needs
  Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.
2. Economic Needs
  Education should prepare the learner with requisite competences that support a modem and independent growing economy. This should translate into high standards of living for every individual,
3. 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.
Promote individual development and self-fulfillment
Education should provide opportunities to the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
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.
Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through community service learning.
Promote respect for and development of Kenya's rich and varied cultures
Education should instill 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 iii a dynamic society.
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.
Promote positive attitudes towards good health and environmental protection
Education should inculcate in the learner the value of physical and psychological well-being for self and others, it should promote environmental preservation and conservation, including animal welfare. For sustainable development.

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US Mathematics Curriculum

27/10/2023

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Overview of US Mathematics Curriculum

The current mathematics curriculum in the United States varies across states, but there are some common trends and frameworks that influence mathematics education nationwide.

The Common Core State Standards for Mathematics (CCSSM) have had a significant impact on mathematics education in the United States, although not all states have adopted them.

These standards provide guidelines for the development of curriculum frameworks and describe the knowledge and skills that students should develop at each grade level.

US mathematics curriculum, Common Core State Standards, content areas, trends, resources

In general, the mathematics curriculum in the United States follows a sequence of courses in secondary school, which typically includes:

Pre-algebra
Algebra 1
Geometry
Algebra 2
Pre-calculus
Calculus

It is worth noting that some schools may teach Algebra 2 before Geometry, and Trigonometry is usually integrated into one or several of these courses

The curriculum frameworks for mathematics in the United States increasingly emphasize learning mathematical content in the context of real-world situations. There is also a focus on computational thinking and mathematical fluency to solve problems and foster a deeper understanding.

The curriculum topics covered in the upper elementary school (Grades 3 to 5) include numbers, geometry, and measurement and data. In middle school (Grades 6 to 8), the curriculum topics expand to include numbers, algebra, geometry, and statistics and probability.

Here is a summary of the mathematics curriculum topics in upper elementary school (Grades 3 to 5):

Numbers:

Concepts of whole numbers, including place value and ordering
Adding, subtracting, multiplying, and/or dividing with whole numbers
Concepts of multiples and factors; odd and even numbers
Concepts of fractions, decimals, and number patterns

Geometry:

Parallel and perpendicular lines
Comparing and drawing angles
Elementary properties of common geometric shapes
Graphing points on the coordinate plane

Measurement and Data:

Solving problems involving measurement, estimation of intervals of time, money, and mass
Converting like measurement units within a given measurement system
Measurement using mathematical tools (e.g., ruler and protractor)
Finding and estimating areas, perimeters, and volumes
Organizing and interpreting data using graphs and tables

In middle school (Grades 6 to 8), the mathematics curriculum topics expand to include more advanced concepts:

Numbers:

Understanding negative numbers and rational numbers
Computing with fractions, decimals, and integers
Concepts of problem-solving involving ratios, proportions, and percent

Algebra:

Simplifying and evaluating algebraic expressions
Solving linear equations and inequalities
Understanding functions and patterns

Geometry:

Properties of geometric shapes
Understanding congruent and similar figures
Applying measurement formulas for perimeters, areas, and volumes

Statistics and Probability:

Analyzing and interpreting data sets
Using random sampling and probability models
Investigating patterns of association in bivariate data

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Introduction to The Pre-primary curriculum designs in Kenya

26/9/2020

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Introduction to The Pre-primary curriculum designs in Kenya

The Pre-primary curriculum design has been developed to embrace the competence based learning approach as stipulated in the basic education curriculum frame-work (BECF). The curriculum design is available in two volumes which cater for children at the pre-primary level in the country. It has been divided into two levels:

Level I (pre-primary 1) for children aged four years and
Level II (pre-primary 2) for children aged five years.

The curriculum covers the following learning areas:

Language,
Mathematical,
Environmental,
Psychomotor and
Creative and Religious Education activity areas.

Each learning activity area has both the general and specific learning outcomes clearly stipulated. The learning experiences and the key inquiry questions have also been provided specifically to give guidance to the users during the curriculum delivery process.

The curriculum has clearly identified core competences to be acquired by learners as they engage in activities in different learning areas. These core competences include: communication and collaboration, critical thinking and problem solving, imagination and creativity, citizenship, digital literacy, learning to learn and self-efficacy.

Pertinent and contemporary issues (PCIs) have been integrated into the curriculum design to prepare learners for the ever-changing society specifically in order to address the changing needs of the society and ensure the learner’s safety. These include life skills development through storytelling, living values, moral values and social responsibility.

This curriculum emphasizes hands-on experiences as learners manipulate real objects and models. Interaction with nature is also emphasized whereby learners are encouraged to observe living and non-living things in their immediate surroundings as well as during nature walk, field trips or visits to places of interest.

The curriculum emphasizes holistic development of the learner. This can be achieved by embracing the thematic integrated learning approach which is ideal for teaching learners in their formative stage of development. The themes are derived from things and situations that learners are likely to interact with in everyday life. Each theme is expected to cuts across all the activity areas. Learning at the pre- primary level is expected to be flexible hence a theme may be interrupted to enable learners use an emerging situation as the learning theme for the period.

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General Learning Outcomes for Early Years Education

26/9/2020

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General Learning Outcomes for Early Years Education

By end of Early Years Education, the learner should be able to:

Communicate appropriately using verbal and/or non-verbal modes in a variety of contexts
Demonstrate basic literacy and numeracy skills in learning
Apply digital literacy skills for learning and enjoyment
Apply creative and critical thinking skills in problem solving
Practice hygiene, nutrition, sanitation, safety and nutrition to promote health and well being
Practice appropriate etiquette for interpersonal relationships
Explore the immediate environment for learning and enjoyment
Demonstrate acquisition of emotional. physical, spiritual, aesthetic and moral development
Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living for balanced living

General Learning Outcomes for Early Years Education

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