Kenya Institute of Curriculum Development (KICD) has urged secondary school principals and teachers to actively engage in the review of Grade 10 curriculum under the Competency-Based Curriculum (CBC).
The agency said collaborative review will refine and enhance the educational framework that will shape the future of Kenya's children.
Stakeholders can access the draft versions of the Grade 10 curriculum design on the KICD’s website at www.kicd.ac.ke.
They are encouraged to provide feedback on critical aspects, including essence statements, anticipated learning outcomes, the scope and sequence of topics and sub-topics, recommended learning experiences, proposed assessment methods, learning materials, and extracurricular activities.
KICD Chief Executive Officer, Charles Ong’ondo, emphasised the importance of feedback in crafting a curriculum that meets the diverse needs of Kenyan students.
"We want stakeholders to share their perspectives on any pertinent suggestions related to the Grade 10 curriculum design and the implementation of the CBC at the senior school level," said Prof Ong’ondo adding that all feedback should be submitted by July 31.
KICD's proposal includes offering 40 learning areas for Grade 10 in senior secondary. However, students will be required to select only seven subjects from the pool. Mandatory subjects for all students include English, Kiswahili, Community Service Learning, and Physical Education (PE).
“At this level, learners shall take seven learning areas as recommended by the Presidential Working Party on Education Reforms. These shall comprise four compulsory learning areas and three learning areas chosen by the learner according to their selected pathways,” reads part of the curriculum design.
Within the Science, Technology, Engineering, and Mathematics (STEM) curriculum, students will have a selection of 17 subjects.
These include Advanced Mathematics, Mathematics, Biology, Chemistry, Physics, General Science, Agriculture, Computer Studies, Home Science, Drawing and Design, Aviation Technology, Building and Construction, Electrical Technology, Metal Technology, Power Mechanics, Wood Technology, Media Technology, and Marine and Fisheries Technology.
The Social Science pathway offers subjects such as Advanced English Literature in English, Indigenous Language, Kiswahili Kipevu/Kenya Sign Language, Fasihi ya Kiswahili, Sign Language, Arabic, French, German, and Mandarin Chinese.
"While English and Kiswahili are compulsory, learners who opt for these learning areas as their subjects of specialisation shall go through a differentiated curriculum in terms of scope, experiences, and assessment. Such learners shall take advanced English or Kiswahili Kipevu with an additional two lessons," the design states.
The Social Science pathway includes History and Citizenship, Geography, Christian/Hindu/Islamic Religious Education, and Business Studies.
The Arts and Sports Science pathway offers subjects such as Sports and Recreation, Physical Education, Music and Dance, Theatre and Film, and Fine Arts.
With only a year left for the pioneer class of CBC to transition to senior secondary, there is pressing need for input to ensure the curriculum is robust and comprehensive.
Kenya Secondary Schools Heads Association chairman, Willy Kuria, has called on teachers to participated in the curriculum review.
“We have now been called upon to formally share what we always criticise about CBC. We have an opportunity to share through our input to Grade 10 designs,” said Kuria.
