Interpretation of Curriculum Designs

INTERPRETATION OF CURRICULUM DESIGNS
Facilitator
SESSION PLAN
Introduction
Activity 1 (Overview of curriculum designs and 1 hour
presentations)
Activity 2 (critiquing of sample schemes of ½hour
work)
Activity 3 (Preparation of Schemes of work and 1½hours
presentations)
Activity 4 (Critiquing of sample lesson plans) ½ hour
Activity 5 (Preparation of lesson plans and peer 2¼hours
teaching
Conclusion ¼hours
INTRODUCTION
• The Competency Based Curriculum (CBC) was rolled

out in Kenyan primary schools in 2017
• In 2026, learners will transition to Senior School
• This session aims at enhancing your knowledge and
skills in the interpretation of curriculum designs for
effective lesson delivery in the classroom
Activity 1: Overview of
the curriculum design
Open a CBC curriculum design and

identify its components
Components of the curriculum
design
• National Goals of Education
• Appendices
• Level Learning Outcomes
• Essence statement • Suggested assessment
• Learning Area/Subject Outcomes methods
• Strands
• Sub strands
• Suggested learning
• Specific Learning Outcomes resources
• Suggested Learning Experiences
• Key Inquiry Question(s) • Suggested non-formal
• Core competencies to be developed
• Values to be in acquired by learners
activities
• PCIs to be addressed
• Link to other subjects
• Community Service
• Suggested assessment rubrics Learning project
What are National Goals of
Education?
• National goals of Education are statements that
describe the needs of the society that are to be met
through education.
• Attainment of the National Goals of Education
contributes to the overall development of the country.
• National goals are attained through cascade model in a
series of learning outcomes.
National Goals of Education
• Education in Kenya addresses societal needs of the

Kenyans and Kenyan residents.
• National Goals of Education reflect the Kenya society
needs in a summary form, expressing the general
problems that education at any level is expected to
solve.
• There are 8 National goals of Education in Kenya (Refer
to the curriculum designs)
Essence Statement
• An essence statement gives a general overview of a

learning area. It summarizes the fundamental ideas of
each learning area.
• It also explains the rationale and justification of
inclusion of the learning area in the curriculum (Refer
to the essence statement in any of the learning areas)
LEARNING OUTCOMES
• They are the end result of
2. Learning /Subject Area Outcomes
what the learner is able to
• These learning outcomes indicate
demonstrate upon completion
what the learner is expected to
of a lesson, sub-strand, strand
achieve in a given learning area.
or level.
3. Specific Learning Outcomes
Categories of Learning • Each strand/sub strand/theme in
Outcomes. the curriculum designs has
1. Level Learning Outcomes specific learning outcomes which

are geared towards achieving the
• These are the demonstrable
general learning outcomes.
end results expected in
learners after having gone
Progression of Learning
outcomes
SPECIFIC LEARNING OUTCOMES
• Specific learning outcomes are stated in specific terms: they
are specific, measurable, achievable, realistic and time bound
(SMART)and have a context.
• Specific learning outcomes are anchored on the sub strands
for the learning area.
• Example: By the end of the lesson, the learner should be
able to identify causes of fire in nature (Grade 8 Integrated
Science: sub-strand- classes of fire).
• Is the specific learning outcome SMART?
What characterizes good
specific learning outcomes?
• A good learning outcome begins with an action verb,
followed by the object of the verb and a phrase that
gives the context.
• Preferably only one verb is used in a learning
outcome.
• The learning outcomes should be observable.
• Learning outcomes are amenable to assessment.
• Avoids vague/ non-measurable terms like know,
Designing learning outcomes
• The outcome statement includes a verb that will clearly
illustrate what action learners need to engage in to
demonstrate their competencies.
• The action could demonstrate a change at the level of
knowledge, a skill or an attitude.
• The outcome also has an object, which answers the
question “what”
• The outcome also has a context, which answers the
question “why”, “where”, ‘’how” and “when”
Reflection
In the following SLO, identify the action verb,

object and context :
By the end of the lesson, the learner should be
able to calculate the area of circles in different
situations (Grade 8 Mathematics-Sub-strand
area)
Learning Outcomes and
Learning Experiences
• Learning experiences provide the context or
environment that enhances the attainment of learning
outcomes
• The experiences and tasks learners go through must
have a direct bearing on the learning outcomes
• Experiences that are unrelated to the outcomes leads
to confusion and lack of internalization of concepts.
• Learning experiences are interactions in which learning
takes place
Activity 2:
Critique the provided schemes of

work in your subject/ learning area
groups
Activity 3: Breaking down specific
learning outcomes into teachable units
a)Select a sub-strand and break down the

specific learning outcomes into the
number of lessons in the sub-strand
b)Prepare a scheme of work for the sub-
strand above
Activity 4
Critique the lesson plans

provided in your
subjects/learning areas
Activity 5: Lesson planning
and peer teaching
a)Prepare a lesson plan for one of

the lessons in the scheme of work
above
b)Peer teach the lesson
CONCLUSION
• Level learning outcomes, general learning area outcomes and
learning area specific learning outcomes, work progressively
towards the National Goals of Education.
• Outcomes are a projection of what we expect
• Outcomes focus on results of the learning experiences and
should be related to each other. They reflect the desired end
of the learning experience.
• Outcomes are linked to assessment because they define
what learners are expected to demonstrate.

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• The Competency Based Curriculum (CBC) was rolled

Open a CBC curriculum design and

• Education in Kenya addresses societal needs of the

• An essence statement gives a general overview of a

1. Level Learning Outcomes specific learning outcomes which

In the following SLO, identify the action verb,

Critique the provided schemes of

a)Select a sub-strand and break down the

Critique the lesson plans

a)Prepare a lesson plan for one of

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