DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

SOCIOLOGICAL AND PHILOSOPHICAL FOUNDATIONS

OF EDUCATION
CURRICULUM DESIGNS
 First Published in 2021

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transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or
otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-724-58-5

Published and printed by Kenya Institute of Curriculum Development

The Government of Kenya is committed to ensuring that policy objectives for
education, training and research meet the aspirations of the Kenya
Constitution 2010 and the Kenya Vision 2030. In relation to this, the Ministry
of Education (MoE) seeks to ensure that policy documents developed are
consistent with the international education commitments and other
conventions to which Kenya is a signatory. The Competency Based Curriculum
(CBC) calls for transformative and reflective teachers who shall take
advantage of existing opportunities to implement curricula in different
learning contexts. This, in turn, has implications for Pre-service Teacher
Education (PTE).

Therefore, the Ministry of Education will upgrade the level of PTE for Primary
School teachers to the Diploma level to enable the student teachers achieve
higher levels of professional and practical competencies required to
implement the reformed curriculum. The MoE is satisfied that the Diploma in
Primary Teacher Education (DPTE) programme has been developed with
insights from research findings, particularly the Needs Analysis for Teacher
Education, international benchmarking and sufficient stakeholder
engagement. These insights have resulted in the conceptualization and design
of a PTE programme which aims to produce a competent teacher committed
to nurturing every learner's potential for sustainable development.

The MoE is also confident that the curriculum designs have been developed
through a consultative process that involved panelists, course panels and the
Academic Committee which is presided over by the MoE. It is important to
note that the curriculum designs provide a link between the National Goals of
Education, the General Learning Outcomes for DPTE and the Specific Learning
Outcomes for each learning area. There are also a variety of suggested
learning experiences, modes of assessment and resources amongst other
critical components. Implementers of the DPTE programmes shall need to
ensure that this link is upheld consistently to fulfil the vision of producing a
professional, reflective and ethical teacher.

It is my expectation that the DPTE curriculum designs will serve as valuable

reference materials to teacher educators and guide consistent
implementation of PTE in all institutions in Kenya.

PROF. GEORGE A. O. MAGOHA, CBS

CABINET SECRETARY
MINISTRY OF EDUCATION

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Page | ii
PREFACE

The Sessional Paper No. I of 2019, Towards Realizing Quality, Relevant and
Inclusive Education and Training for Sustainable Development, is the policy
framework for the Education Sector which seeks to actualise the tenets of the
Kenya Vision 2030. The social strategy for achieving Vision 2030 reiterates
the need to invest in the People of Kenya, which necessitates modernisation
of teacher training as a key component. The Ministry of Education (MoE)
recognises that ensuring a vital human resource for quality teaching is the
foundation of any successful education system. The Sessional Paper explains
the shift from a Content - Focused Curriculum for Basic Education to a
Competency Based Curriculum (CBC). This has necessitated the change in
the Teacher Education Curriculum to be in tandem with the aspirations of the
nation.

To enable teachers to effectively their expected leading roles in curriculum

implementation, there is a need for adequate preparation during pre-service
training in professionalism, content, pedagogy and desirable values.
Consequently, the curriculum designs for the Diploma in Primary Teacher
Education (DPTE) have provided courses that will enable the development of
competencies necessary to realise the vision and mission of the CBC as
captured in the Basic Education Curriculum Framework (KICD, 2017).

In these designs, Micro Teaching and Practicum have been given prominence
in order to enhance experiential learning with support from experienced
teachers as mentors. Therefore, MoE is convinced that DPTE curriculum
designs shall facilitate production of competent teachers for Kenya, the East
African region and the rest of the world.

It is my hope that the Teacher Training Colleges will adhere to the guidelines
in the designs to ensure efficiency and consistency in Pre-service Teacher
Education in Kenya.

DR. JULIUS O. JWAN, MBS

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION

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Page | iv
ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013

(Revised 2018) mandates the Institute to develop curricula and curriculum
support materials for basic and tertiary education and training, below the
university. The curriculum development process for any level involves
thorough research, international benchmarking and robust stakeholder
engagement.

Through this systematic and consultative process, the KICD conceptualised

the Competency Based Curriculum (CBC) as captured in the Basic Education
Curriculum Framework (BECF), that responds to the demands of the 21 st
Century and the aspirations captured in the Kenya Constitution 2010, and the
Kenya Vision 2030, East African Commission Protocol and the United Nations
Sustainable Development Goals. Consistent with the CBC, the KICD has
developed a Teacher Education Curriculum Framework (TECF) which
emphasises the need to adopt a Competency Based Teacher Education
(CBTE). Accordingly, the development of the Curriculum Designs for the
Diploma in Primary Teacher Education (DPTE) takes cognisance of the tenets
of CBTE, key among them being the need to ensure student teachers get
opportunities to comprehensively engage with the content for their target
learners, the interactive pedagogies and socially acceptable values that would
nurture every learner’s potential. Therefore, a key feature of the curriculum
design for each course is the integration of content with pedagogy and
provisions for experiential learning through sufficient time for Micro –
Teaching and the Practicum.

I wish to acknowledge the KICD curriculum developers and other staff, all
teachers and educators who took part as panelists, the Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders for
their various roles in the development of the Teacher Education curriculum
designs.

I give special thanks to the Cabinet Secretary – Ministry of Education, the

Principal Secretary – State Department of Early Learning and Basic
Education, the Secretary Teachers Service Commission (TSC) and the Chief
Executive Officer of the Kenya National Examinations Council (KNEC) for
their support in the process.

Finally, I am very grateful to the KICD Council for very consistent guidance in
the process. I assure all student teachers, teacher educators and other
stakeholders that these Curriculum Designs will effectively guide the
implementation of the DPTE and lead to the graduation of competent teachers
who shall successfully implement the CBC in Kenya and internationally.

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PROF. CHARLES O. ONG’ONDO
DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS

TABLE OF CONTENTS iv
INTRODUCTION v
REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) vi
NATIONAL GOALS OF EDUCATION ix
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE) x
ESSENCE STATEMENT xi
GENERAL LEARNING OUTCOMES xi

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INTRODUCTION
The development of the curriculum for Diploma in Primary Teacher Education
(DPTE) is a critical milestone in the implementation of Competency Based
Curriculum (CBC) in Kenya. The curriculum designs herein have been
developed to prepare the student teacher to be able to effectively guide the
learners at the Primary level of Basic Education.

It is envisaged that the teacher educator will guide the teacher trainee
appropriately to embrace the shift from the Objective-Based to the
Competency Based Curriculum which is hinged on use of learner-centred
methodologies for realisation of the expected 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 DPTE 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; hence the emphasis on integrated content and pedagogy
for the student teachers while at college. This is to ensure that the teacher
trainee is given adequate time to practice how to facilitate learning of the
different strands prescribed in the curriculum designs.

The Curriculum Designs for the Diploma in Primary Teacher Education (DPTE)
are packaged according to courses of training as follows:
Professional Learning areas Integrated Content and Pedagogy Learning
1. Child Development and areas
Psychology 1. English
2. Curriculum Studies 2. Kiswahili
3. Educational Resources 3. Mathematics
4. ICT Integration in Education 4. Science and Technology
5. Educational Assessment 5. Agriculture
6. Communication and Research 6. Home Science
Skills
7. Religious Education: CRE/IRE/HRE
7. Inclusive Education
8. Educational Leadership and 8. Social Studies
Management 9. Physical and Health Education
9. Sociological and Philosophical 10. Art and Craft
Foundations of Education 11. Music
10. Historical and Comparative 12. Indigenous Language
Foundations of Education 13. Foreign Languages: French/ Arabic/

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 11. Micro Teaching German/ Mandarin (Chinese)/ KSL
12. Practicum

REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

ENTRY REQUIREMENTS
The entry requirements for the Diploma in Primary Teacher Education (DPTE) 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 for the respective
Diplomas. This refers to Candidates who have Special Needs

DURATION OF TRAINING
The duration for the Diploma in Primary Teacher Education (DPTE) shall be three years.

SUBJECTS OFFERED
The trainee undertaking the Diploma in Primary Teacher Education (DPTE) shall take ALL courses
specified in the DPTE curriculum; which includes Professional Courses and learning areas
(subjects) in 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 DIPLOMA
To be awarded the Diploma in Primary Teacher Education, 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).
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 fails to meet the requirements for award of the Diploma in Primary Teacher
Education he/she will be allowed to repeat the specific component or learning area failed

GRADING
The Diploma in Primary Teacher Education (DPTE) shall be graded as stipulated by the Kenya
National Examinations Council (KNEC).

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 TABLE 1: DISTRIBUTION OF PROFESSIONAL COURSES
SUBJECT TERM TERM TERM TERM TERM TERM Sub TERM 7 TERM TERM TOTAL
1 2 3 4 5 6 Total Micro 8 9 FOR COURSE
Teaching -
Subject
Practicals
PROFESSIONAL COURSES
1. Child Development and 10 10 10 10 10 10 60 PROFESSIONAL
Psychology COURSES
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in Education 10 10 10 30
5. Educational Assessment 10 10 10 30
6. Communication and Research 10 10 10 30
Skills
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 10 10 10 30
Management
9. Sociological and Philosophical 10 10 10 30
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 420Hrs

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 TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)

SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 SUB TERM 7 TERM 8 TERM 9 TOTAL
TOTAL Micro FOR
Teaching COURSE
-
Subject
Practicals
1 English 30 30 30 30 30 30 180 30 Practicum Practicum +
2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT&
3 Mathematics 30 30 30 30 30 30 180 30 300 300 Hours PEDAGOGY
4 Science and 20 20 20 20 20 20 120 30 Hours (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 1680 Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS

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Page | xii
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) 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.

ii) 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.

iii) 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.

iv) 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.

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 v) Promote social equality 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.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil 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.

vii) 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.

viii. 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.

LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for 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 primary school learners in
and out of the classroom
4. Apply inclusive practices to support all 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 lower secondary education.
8. Develop environmental conservation skills in primary school learners to promote education
for sustainable development
9. Create innovative and effective solutions to challenges in the learning process.

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 10. Integrate pertinent and contemporary issues in learning to enable learners to cope with
daily challenges.

ESSENCE STATEMENT
Sociological and Philosophical Foundations of Education is an area of study in the Diploma Teacher
Education Course that focuses on how the learning environment and experiences influence
education and its outcomes. Sociology of education emphasizes that learning is a social process and
the origination of human intelligence in society or culture. The competency based curriculum
proposes that social interaction and culture have an impact on the cognitive development of the
learner. Learning is done through interaction and then integrated into an individual's mental
structure. Philosophy of Education is the branch of philosophy that addresses philosophical
questions concerning the nature, aims, and problems of education. It addresses the aims and
guiding ideals of education. It is also concerned with the appropriate criteria for evaluating
educational practices and outcomes. In addition, it addresses the authority of the state and of
teachers, and the rights of learners, parents and the character of purported education. This course
enables the teacher trainee to reflect on key issues on what and how learners learn. It exposes the
trainee to learning through real life experiences and environmental interactions. Subsequently, the
course is designed to enable the teacher trainee to understand the importance of interaction with
the learners in a learning situation. This course also, prepares the teacher trainee to critically
analyze and make informed judgments on the content, purpose and aims of education so as to
understand and participate effectively in the education process. It also prepares the teacher trainee
to appreciate education and schooling in providing competencies for proper adjustment in both the
learning environment and the larger society.
It enables them enhance their understanding of the school community in its entirety as part of the
society, as well as address social educational challenges that may arise in the learning process.

GENERAL LEARNING OUTCOMES

By the end of the course, the teacher trainee should be able to:-
1. Apply acquired knowledge, skills, values and attitudes on sociological and philosophical
concepts in education to promote effective learning.
2. Employ relevant pedagogical skills gained from philosophical and sociological theories of
education in facilitating learning.
3. Adhere to legal provisions on the rights of the child in education to promote the care, safety
and security of learners for effective learning.
4. Infuse inclusive, learner centered and culturally responsive, independent, transformative and
interactive learning approaches that reflect proper child rearing and socialization practices in
school and in society.
5. Collaborate with agents of socialization in education in supporting their role of socializing
learners and promoting communal values among learners.
6. Model and nurture instructional, technological and social skills, attitudes and values to respond
effectively to socio-economic and environmental challenges affecting education.

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 Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
1.0 OVERVIEW OF 1.1. Concepts in By the end of Teacher trainees: Why is
PHILOSOPHY Sociology sub-strand the  Brainstorm on the philosophy
AND and teacher trainee meaning of and sociology
SOCIOLOGY Philosophy should be able philosophy and of education
OF of Education to: sociology of important to
EDUCATION a) Evaluate education. a teacher?
(1 hr) sociological  Read on the aims
and and functions of
philosophical philosophy and
concepts in a sociology of
learning education, write a
situation. report and make
b)Distinguish the presentations.
dimensions of  Discuss the
education in philosophical and
relation to sociological
learning at definitions of
school. education.
c) Acknowledge  Search for
the information from
importance of the internet and
sociology and other sources on
philosophy of the dimensions of
education to a education (formal,
teacher. informal and non-
formal, cognitive,
normative,
dialogical and
creative),
distinguish them
and share
findings.
 Debate on the
importance of
philosophy and
sociology of
education to a
teacher and the
learning process.
Core Competencies to be developed:
Pedagogical Content Knowledge: As the trainee reads on the aims and functions of philosophy
and sociology of education.

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Values:
Respect: As the trainee debates on the importance of philosophy and sociology of education to a
teacher and the learning process.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Evaluating Always and Accurately To some extent Has difficulty
philosophical and accurately evaluates evaluates evaluating
sociological evaluates philosophical philosophical and philosophical
concepts in a philosophical and and sociological and sociological
learning sociological sociological concepts in a concepts in a
situation. concepts in a concepts in a learning situation. learning
learning situation. learning situation.
situation.
Distinguishing Accurately and Correctly Puts effort to Attempts to
the dimensions precisely distinguishes distinguish the distinguish the
of education. distinguishes the the dimensions of dimensions of
dimensions of dimensions of education. education with
education. education. guidance.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

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 Outcomes Experiences Questions
1.0 OVERVIEW OF 1. 2 Education By the end of sub- Teacher trainees: Why is
SOCIOLOGY as a strand the teacher  Search for education a
AND Process trainee should be information from process and
PHILOSOPHY and as a able to: the internet and a system?
OF System a) Distinguish other sources on
EDUCATION education as a the concept of
(1 hr) process and as a education as a
system in process and as a
school. system.
b) Investigate the  Debate on the
concept of differences
education as a between education
process and as a as a process and as
system in a system.
Kenya.  Discuss the
c) Acknowledge education system
the importance and make a critical
of education as judgement on the
a process and as school as a social
a system in organization. Make
learning. reports and share
findings.
 Discuss the
components of the
education process
and system and
share findings.
 Write a paper on
education as a
process of
socialization and
share.
 Write a report the
concept of
education as a
process and as a
system, and
present.
Core Competencies to be developed:
Critical thinking and problem solving: As the trainee debates on the differences between
education as a process and as a system.
Values:
Unity: As the trainee discusses the components of the education process and as a system and
share findings.

Suggested Assessment Rubrics

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Indicator Exceeds Meets Approaches Below expectation
expectation expectation expectation
Evaluating the Appropriately Accurately To some extent Has difficulty
distinction and correctly evaluates the evaluates the evaluating the
between evaluates the distinction distinction distinction between
education as a distinction between between education as a
process and as a between education as education as a process and as a
system. education as a a process process and as a system.
process and as a and as a system.
system. system.
Investigating the Accurately Correctly Makes progressive Makes an attempt
concept of investigates the investigates effort to to investigate the
education as a concept of the concept investigate the concept of
process and as a education as a of education concept of education as a
system. process and as a as a process education as a process and as a
system. and as a process and as a system.
system. system.

Strand Sub Strand Specific Learning Suggested Key Inquiry

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 Outcomes Learning Questions
Experiences
2.0 PHILOSOPHICAL 2.1 Philosophical By the end of the Teacher trainees: How does
FRAMEWORKS Frameworks sub-strand, the  Brainstorm to philosophy
AND in Education teacher trainee identify the of education
SOCIOLOGICAL should be able to: philosophical enable a
THEORIES IN (2 Hrs) a) Evaluate the frameworks in teacher to
EDUCATION different education. prepare for
philosophical  Search successful
frameworks information learning
applied to from various experiences?
education. sources and
b) Critique the discuss the
contributions of philosophical
philosophical frameworks
frameworks (metaphysics,
and logic,
philosophical epistemology
schools of and axiology)
thought to and their
learning. implication to
c) Interpret the learning.
Basic Education  Search for
Curriculum information
based on the from the
philosophical internet and
frameworks. other sources
d) Recognize on the
different philosophical
philosophies schools of
and how they thought
influence (idealism,
education and realism,
learning. existentialism,
pragmatism,
perennialism,
constructivism
and
progressivism)
and discuss
their
implication to
learning. Write
a paper and
share findings.
 Interact with
the Basic

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 Education
Curriculum
designs and
discuss how
metaphysics,
logic,
epistemology
and axiology
influence
education.
 Visit a school in
the community
and collect
information on
the application
of
philosophical
frameworks in
learning.
 Debate the
relevance of
philosophy of
education to
education and
learning.
Core Competencies to be developed:
Communication and collaboration: As the trainee discusses the contributions of philosophical
frameworks to education.
Learning to learn and reflective practice: As the trainee interacts with the Basic Education
Curriculum designs and discusses how metaphysics, logic, epistemology and axiology influence
education.
Values:
Responsibility: As the trainee visits a school in the community and collect information on the
application of philosophical frameworks in learning.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below expectation
expectation expectation expectation
Evaluating Accurately and Correctly Evaluates Attempts to evaluate
the different correctlyevaluates evaluates the some the different
philosophical the different different philosophical philosophical
frameworks philosophical philosophical frameworks frameworks applied
applied to frameworks frameworks applied to to education with
education. applied to applied to education. assistance.
education. education.
Critiquing the Systematically Critiques using Attempts to Has difficulty
contributions and factual critique the critiquing the

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of correctlycritiques information the contributions contributions of
philosophical using factual contributions of of philosophical
frameworks information the philosophical philosophical frameworks and
and contributions of frameworks and frameworks philosophical schools
philosophical philosophical philosophical and of thought to
schools of frameworks and schools of philosophical learning.
thought to philosophical thought to schools of
learning. schools of learning. thought to
thought to learning.
learning.
Interpreting Accurately and Accurately To some Requires guidance to
the Basic consistently interprets the extent interpret the Basic
Education interprets the Basic Education interprets the Education Curriculum
Curriculum Basic Education Curriculum based Basic based on the
based on the Curriculum based on the Education philosophical
philosophical on the philosophical Curriculum frameworks.
frameworks. philosophical frameworks. based on the
frameworks. philosophical
frameworks.

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Strand Sub-Strand Specific Suggested Key Inquiry
Learning Learning Questions
Outcomes Experiences
2.0 PHILOSOPHICAL 2.2. Western By the end of the Teacher trainees: How do
FRAMEWORKS Education sub-strand, the  Brainstorm to western
AND Philosophies teacher trainee identify western philosophie
SOCIOLOGICAL should be able philosophical s influence
THEORIES IN (2 Hrs) to: ideologies of education in
EDUCATION a) Examine education. Kenya?
western  Search
philosophical information
ideologies of from the
education in internet and
relation to other sources
the classroom and write a
instruction. paper on the
b) Evaluate the western
influence of
philosophical
western
ideologies of
philosophies
education(Socra
on education.
c) Apply tes – inductive
relevant learning, Plato –
aspects of Education for
western all, Jean Jacques
philosophies Rousseau –
to promote education for
learning. the whole
d) Appreciate person, Johann
the influence Pestalozzi –
of western Head, Heart and
philosophies Hands, Fredrick
to the Froebel –
learning education for
process. socialization,
John Dewey –
Pragmatism,
experientialism,
participatory
and functional
learning, Maria
Montessori –
Education
through play
and play things,
Jerome Bruner-

Page | 8
 learning theory
among others)
and their
influence to
education and
share findings.
 Discuss the
influence of
western
philosophies to
education
engaging a
resource
person.
 Visit the schools
around your
institution to
investigate how
ideologies in
western
philosophies
have influenced
education in the
community.
Core Competencies to be developed:
Pedagogical content knowledge: As the trainee searches information from the internet and
other sources and write a paper on the critical judgement on the western philosophical
ideologies of education.
Values:
Love: As the trainee discusses the influence of western philosophies to education by engaging a
resource person.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Examining Accurately and Accurately Examines some Puts little effort to
different correctly examines western examine some
western examines different philosophical western
philosophical different western ideologies of philosophical
ideologies of western philosophical education. ideologies of
education. philosophical ideologies of education with
ideologies of education. difficulties.
education.
Evaluating the Appropriately Appropriately Makes Attempts to
influence of and consistently evaluates the progressive effort evaluate the
western evaluates the influence of to evaluate the influence of
philosophies on influence of western influence of western

Page | 9
education. western philosophies on western philosophies on
philosophies on education. philosophies on education.
education. education.
Applying Effectively and Effectively To some extent Attempts to apply
relevant aspects efficiently applies relevant applies relevant relevant aspects
of western applies relevant aspects of aspects of of western
philosophies in aspects of western western philosophies in
learning. western philosophies in philosophies in learning.
philosophies in learning. learning.
learning.

Page | 10
Strand Sub Strand Expected Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
2.0 PHILOSOPHICAL 2.3 African By the end of Teacher trainees: How have
FRAMEWORKS philosophies the sub-strand,  Brainstorm to African
AND of education the teacher identify African philosophie
SOCIOLOGICAL trainee should philosophies that s influenced
THEORIES IN (2 Hrs) be able to: influence the
EDUCATION a) Assess education. developme
different  Search for and nt of
African read information education?
philosophies from the internet
of and other sources
education. on the African
b) Investigate philosophies of
on the education
influence of (Harambee
African philosophy-Jomo
philosophies Kenyatta African
on Socialism
education. sessional paper
c) Evaluate the no. 10 of 1965,
differences Nyayophilosophy
and of education for
similarities peace, love and
of African unity,ujamaa
philosophies philosophy of self-
and reliance,
ideologies of philosophy of
education. common man’s
d) Practice charter-Milton
social justice Obote among
when using others) and their
different influence to
philosophies education, share
in learning. findings.
e) Observe the  Discuss the
value of differences and
peace in the similarities of
learning African
process. philosophies and
ideologies of
education based
on their influence
to education.
 Debate on the
values in African

Page | 11
 philosophies and
ideologies of
education that
can be applied in
learning
institutions.
Core Competencies to be developed:
Digital literacy skills: As the trainee searches for and read information from the internet on the
African philosophies of education.
Values:
Peace - As the trainee debates values of African philosophies and ideologies of education that
can be applied in learning institutions.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Assessing Accurately and Correctly Assesses some Attempts to
different African correctly assesses assesses African assess African
philosophies of African African philosophies of philosophies of
education. philosophies of philosophies education. education.
education. of education
with ease.
Investigating on Accurately and Appropriately Shows Attempts to
the influence of appropriately investigates progressive effort investigate the
African investigates on on the in investigating influence of
philosophies on the influence of influence of the influence of African
education. African African African philosophies on
philosophies on philosophies philosophies on education.
education. on education. education.
Evaluating the Effectively and Correctly Makes Puts little effort
differences and correctly evaluates the progressive effort to evaluate the
similarities of evaluates the differences to evaluate the differences and
African differences and and differences and similarities of
philosophies similarities of similarities of similarities of African
and ideologies African African African philosophies
of education. philosophies and philosophies philosophies and and ideologies
ideologies of and ideologies ideologies of of education.
education. of education. education.

Page | 12
Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
2.0 PHILOSOPHICAL 2.4 Sociological By the end of the Teacher trainees: How have
FRAMEWORKS Theories sub-strand, the Discuss the sociological
AND of teacher trainee meaning and theories
SOCIOLOGICAL Education should be able purpose of influenced
THEORIES IN to: sociological education?
EDUCATION (2 Hrs) a) Explore theories of
sociological education.
theories of Read on the
education sociological
applied to theories
learning. (connectivism,
b) Distinguish the critical theory,
sociological functionalist
theories of theory, interaction
education theory, social
based on their learning theory,
implication to among others) and
education. their implication
c) Examine how to education,
sociological write a report and
theories share.
influence Source for
education information on the
systems and differences and
the learning similarities of the
process. sociological
d) Apply theories of
concepts of education using
sociological ICTs. Write a
theories to report and discuss.
promote Write a paper on
learning. how sociological
e) Acknowledge theories influence
the education systems
contribution of and the learning
sociological process.
theories to Collaborate with
education. teachers in the
community to
learn how to apply
concepts of
sociological
theories in
learning.

Page | 13
Core Competencies to be developed:
Pedagogical Content Knowledge: As the trainee reads the sociological theories and their
implication to education
Communication and collaboration: As the trainee collaborates with teachers in the community
to learn how to apply concepts of sociological theories in learning
Values:
Respect: As the trainee discusses the meaning and purpose of sociological theories of education.
Responsibility: As the trainee collaborates with teachers in the community to learn how to apply
concepts of sociological theories in learning.
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Exploring Correctly and Correctly To some extent Has difficulty
sociological efficiently explores explores exploring
theories of explores sociological sociological sociological
education in sociological theories of theories of theories of
learning. theories of education in education in education in
education in learning. learning. learning.
learning.
Distinguishing the Accurately and Accurately Attempts to Requires
sociological precisely distinguishes distinguish the assistance to
theories of distinguishes the the sociological distinguish the
education. sociological sociological theories of sociological
theories of theories of education. theories of
education. education. education.
Examining how Skillfully and Correctly Attempts to Has difficulty
sociological accurately examines how examine how examining
theories influence examines how sociological sociological how
education and sociological theories theories influence sociological
reporting findings. theories influence influence education and theories
education and education and reports findings. influence
reports findings. reports education.
findings.
Applying concepts Appropriately and Consistently Sometimes applies Makes little
of sociological consistently applies concepts of effort to apply
theories in applies concepts concepts of sociological concepts of
learning. of sociological sociological theories in sociological
theories in theories in learning. theories in
learning. learning. learning.

Page | 14
Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Question
Outcomes
3.0 LAWS ON THE 3.1 The UN By the end of Teacher trainees: How are the
RIGHTS OF Convention the sub-strand  Search for rights of the
THE CHILD IN on the the teacher information using child in
EDUCATION trainee should ICT and other
Rights of education
be able to: resources, read
the Child secured by the
a) Examine the and write a paper
UN on the UN international
(1 Hr)
Convention Convention on the community?
on the Rights Rights of the child
of the child as (convention on the
applied in Rights of the Child
school. Geneva (1989),
b) Evaluate the Jomtien (1990),
UN Salamanca
Convention Conference 1994,
on the Rights among others) and
of the child in share.
relation to  Discuss the United
practice in Nations (UN)
school. charter on the
c) Apply the UN declaration of
Convention human rights
on the Rights Article 26, write a
of the child in paper and share.
school.  Document the
d) Recognize the rights of the child
importance as stipulated in the
of the UN UN Convention on
Convention the Rights of the
on the Rights child.
of the child in
education.
Core Competencies to be developed:
Pedagogical content Knowledge: As the trainee writes a paper on the UN Convention on the
Rights of the child.
Values:
Responsibility: As the trainee documents the rights of the child as stipulated in the UN
Convention on the Rights of the child

Page | 15
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Examining the UN Accurately and Correctly To some extent Has difficulty
Convention on correctly examines the examines the examining the UN
the Rights of the examines the UN UN Convention UN Convention Convention on
child as applied in Convention on on the Rights of on the Rights of the Rights of the
school. the Rights of the the child as the child as child as applied in
child as applied in applied in applied in school.
school. school. school.
Evaluating the UN Accurately and Accurately Makes an Requires
Convention on consistently evaluates the attempt to assistance to
the Rights of the evaluates the UN UN Convention evaluate the evaluate the UN
child in relation to Convention on on the Rights of UN Convention Convention on
practice in school. the Rights of the the child in on the Rights of the Rights of the
child in relation to relation to the child in child in relation
practice in school. practice in relation to to practice in
school. practice in school.
school.
Applying the UN Appropriately and Appropriately Often applies Has difficulty
Convention on consistently applies the UN the UN applying the UN
the Rights of the applies the UN Convention on Convention on Convention on
child in school. Convention on the Rights of the the Rights of the Rights of the
the Rights of the child in school. the child in child in school.
child in school. school.

Page | 16
 Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
3.0 LAWS ON 3.2 The African By the end of the Teacher trainees: How are the
THE RIGHTS Charter on sub-strand the  Search for rights of the
OF THE the Rights teacher trainee information on the child in
CHILD IN of the Child should be able to: internet and other education
EDUCATION a) Interpret the sources on the secured by
(1 Hr) African charter African charters on the African
on the rights of child’s rights (Dakar charter on
the child as Education for All, the rights of
applied in 2000) African the child?
school. charter on the right
b) Evaluate the and Welfare of
African charter the Child (ACRWC)1
on the rights of 990, among
the child in others)discuss and
relation to share.
practice in  Debate the legal
school. laws and policies on
c) Apply the rights of the child
African charter with the help of a
on the rights of resource person.
the child in  Brainstorm on the
school. link between
d) Embrace the charters on the
African charter rights of the child
on the rights of and school practice,
the child in write a report and
education. share.
 Visit the children’s
department to find
out how they
enforce the rights of
the child in learning
institutions.
 Write a paper on
the application of
the rights of the
child in learning
institutions.
 Discuss the role of
the teacher in
promoting the rights
of the child in

Page | 17
 school.
Core Competencies to be developed:
Digital literacy skills: As the trainee searches for information from the internet on the African
charters on child’s rights
Citizenship and leadership: As the trainee debates the legal laws and policies on rights of the
child and discuss the role of the teacher in promoting the rights of the child in school.
Values:
Responsibility: As the trainee visits the children’s department to find out how they enforce the
rights of the child in learning institutions.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Interpreting the Accurately and Correctly To some extent Makes little
African charter correctly interprets the interprets the effort to
on the rights of interprets the African African charters interpret the
the child as African charters charters on the on the rights of African charters
applied in on the rights of rights of the the child as on the rights of
school. the child as child as applied applied in school. the child as
applied in school. in school. applied in school.
Evaluating the Adequately and Accurately Evaluates some Attempts to
African charter accurately evaluates the of the African evaluates the
on the rights of evaluates the African charter charter on the African charter
the child in African charter on on the rights of rights of the child on the rights of
relation to the rights of the the child in in relation to the child in
practice in child in relation to relation to practice in relation to
school. practice in school. practice in school. practice in
school. schoolwith
assistance
Applying the Appropriately and Consistently Makes Requires
African charter consistently applies the progressive assistance to
on the rights of applies the African African charter effort to apply apply the African
the child in charter on the on the rights of the African charter on the
school. rights of the child the child in charter on the rights of the child
in school. school. rights of the child in school.
in school.

Page | 18
Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
3.0 LAWS ON 3.2 National By the end of the Teacher trainees; 1. In which
THE RIGHTS Laws on the sub-strand the  Brainstorm on the ways do the
OF THE Rights and teacher trainee national laws and national laws
CHILD IN responsibilities should be able policies that and policies
EDUCATION of the Child to: address rights of address the
a) Explore the the child. rights of the
(3 Hrs) national laws  Discuss on the child in
on the rights laws and policies school?
and that address the 2. How do
responsibilities rights and schools
of the child as responsibility of ensure the
applied in the child in Kenya rights of the
school. and write a report. child are
b) Examine the  Debate on the link addressed?
rights and between national
responsibilities laws and the rights
of the child as of the child.
stipulated in  Read the
the constitution and
Constitution of analyse its
Kenya. requirements on
c) Relate the the rights of the
aspects of child, write a
child rights and report and share.
responsibilities  Search information
in the on the internet
children’s act and other sources
and the Basic on the aspects of
Education Act. child rights in the
d) Apply child’s Basic Education
rights and Act and the
responsibilities Children’s Act
as spelt out in relating to
the education. Write a
Constitution of paper and share.
Kenya, Basic  Search, download
Education Act, and watch video
and the clips on issues
Children’s Act. related to child
e) Uphold legal rights in education.

Page | 19
 provisions on  Discuss on the
the rights and requirements of
responsibilities sessional papers
of the child in and share the
school. findings relating to
the rights of the
child in education.
 Visit schools and
talk to the
teachers on the
importance of
observing the
rights of children
in school.
Core Competencies to be developed:
Citizenship and leadership: As the trainee visits schools and talk to the teachers on the
importance of observing the rights of children in school and applies child’s rights and
responsibilities as spelt out in the Constitution of Kenya, Basic Education Act, and the Children’s
Act.
Self-Efficacy: As the trainee debates on the link between national laws and the rights of the child.
Link to Values:
Social justice: As the trainee applies child’s legal issues as spelt out in the Constitution, basic
education act policies and guidelines for effective learning.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Exploring the Appropriately and Accurately Makes effort to Attempts to
national laws on accurately explores the explore the explore the
the rights and explores the national laws on national laws on national laws on
responsibilities national laws on the rights and the rights and the rights and
of the child as the rights and responsibilities responsibilities of responsibilities
applied in responsibilities of of the child as the child as of the child as
school. the child as applied in applied in school. applied in
applied in school. school. school.
Examining the Appropriately and Appropriately To some extent Has difficulty
rights and consistently examines the examines the examining the
responsibilities examines the rights of the rights of the child rights of the
of the child as rights of the child child as as stipulated in the child as
stipulated in the as stipulated in stipulated in Constitution of stipulated in the
Constitution of the Constitution the Kenya. Constitution of
Kenya. of Kenya. Constitution of Kenya.
Kenya.
Relating the Accurately and Correctly relates Relates some Has difficulty
aspects of child correctly relates the aspects of aspects of child relating the
rights and the aspects of child rights and rights and aspects of child
responsibilities child rights and responsibilities responsibilities in rights and
in the children’s responsibilities in in the children’s the children’s act responsibilities
Page | 20
act and the the children’s act act and the and the Basic in the children’s
Basic Education and the Basic Basic Education Education Act. act and the
Act. Education Act. Act. Basic Education
Act.
Applying child’s Skillfully and Consistently Makes progressive Requires
rights and consistently applies child’s effort to apply assistance to
responsibilities applies child’s rights and child’s rights and apply child’s
as spelt out in rights and responsibilities responsibilities as rights and
the Constitution responsibilities as as spelt out in spelt out in the responsibilities
of Kenya, Basic spelt out in the the Constitution Constitution of as spelt out in
Education Act, Constitution of of Kenya, Basic Kenya, Basic the Constitution
and the Kenya, Basic Education Act, Education Act, and of Kenya, Basic
Children’s Act. Education Act, and the the Children’s Act. Education Act,
and the Children’s Children’s Act. and the
Act. Children’s Act.

Page | 21
 Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
4.0 CHILD REARING 4.1 Child By the end of the Teacher trainees: What is the
AND Rearing sub-strand, the  Brainstorm on the role of a
SOCIALIZATIO and teacher trainee meaning of child teacher in
N PATTERNS Socializati should be able to: rearing and child rearing
on a) Assess the child socialization. and
Patterns rearing and  Search, download socialization
in the socialization and watch video ?
Global patterns clips to examine
Context globally. how expectant
b) Conduct mothers are
(1 Hr) research to find perceived and
out how treated in the
expectant international
mothers are context.
perceived and  Research and
treated in write a report on
western society. how expectant
c) Evaluate how a mothers are
child is received, perceived and
perceived and treated in western
treated in society.
western society.  Search for
d) Support child information from
rearing and the internet and
socialization in other sources and
the school and discuss how
the community. children are
e) Observe the reared and
value of love socialized in
when receiving international
and handling a context
child in school.  Dramatize how a
child is received,
perceived and
treated in western
society.

Page | 22
  Write a report on
child rearing in
western societies
and determine
how this impacts
learning and share
findings.
 Discuss the role
of teacher in
child rearing and
socialization.
 Create digital
messages on
good child
rearing and
socialization
habits and share
on social media.
Core Competencies to be developed:
Creativity and innovation: As the trainee creates digital messages on good child rearing and
socialization habits and share on social media.
Values:
Responsibility: As the trainee creates digital messages on good child rearing and socialization
habits and share on social media.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Assessing the Accurately and Correctly To some extent Attempts to
child rearing correctly assesses assesses the assesses child assess the child
and the child rearing child rearing rearing and rearing and
socialization and socialization and socialization socialization socialization
patterns patterns globally patterns patterns globally. patterns
globally. with a lot of ease. globally. globally.
Conducting Effectively and Skillfully Shows progressive Makes effort to
research to skillfully conducts conducts effort in conducting conduct
find out how research to find research to find research on how research to find
pregnant out how expectant out how expectant mothers out how
mothers are mothers are expectant are perceived and expectant
perceived perceived and mothers are treated in western mothers are
and treated treated in western perceived and society. perceived and
in western society. treated in treated in
society. western society. western society.
Evaluating Systematically and Accurately Attempts to Requires
how a child accurately evaluates how a evaluate how a assistance to
was evaluates how a child was child was received, evaluate how a
received, child was received, received, perceived and child is received,
perceived perceived and perceived and treated in western perceived and
Page | 23
 and treated treated in western treated in society. treated in
in western society. western society. western society.
society.
Supporting Adequately and Consistently Makes progressive Puts little effort
child rearing consistently supports child effort to support to support child
and supports child rearing and child rearing and rearing and
socialization rearing and socialization in socialization in the socialization in
in the school socialization in the the school and school and the the school and
and the school and the the community. community the community.
community. community.

Strand Sub Strand Specific Suggested Learning Key Inquiry

Learning Experiences Questions
Outcomes
4.0 CHILD REARING 4.2 Child By the end of Teacher trainees: How are
AND Rearing the sub-strand,  Discuss the rites of children
SOCIALIZATION and the teacher passage in African socialized in
PATTERNS Socializatio trainee should society. African
n Patterns be able to:  Role play on the communities?
in an a) Evaluate the rites of passage
African transition and ceremonies in
Context ceremonies African society.
and rites of  Carry out
(1 Hr) passage of investigations on
children in transition
African ceremonies and
society. rites of passage in
b)Explore the African traditional
communal society using
responsibility resources in the
in child community
rearing in (resource persons,
African cultural centres,
society. museum, learning
c) Practice resource centres
appropriate among others).
child  Discuss on
socialization communal
skills to responsibility and
promote socialization
learning in patterns in child
and out of rearing practices in
school. African society.
d)Observe the  Write a paper on
value of how children are
responsibility socialized in
Page | 24
 in rearing African society and
and make
socializing presentations.
the child.  Debate on
appropriate child
socialization
practices in African
society.
Core Competencies to be developed:
Citizenship and leadership: As the trainee discusses on communal responsibility and socialization
patterns in child rearing practices in African society.

Values:
Responsibility: As the trainee carries out investigations on the transition ceremonies and rites of
passage in African traditional society using resources in the community.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Evaluating Consistently and Accurately Evaluates some Makes little effort
the accurately evaluates the transition to evaluate the
transition evaluates the transition ceremonies and transition
ceremonies transition ceremonies and rites of passage ceremonies and
and rites of ceremonies and rites of passage of of children in rites of passage of
passage of rites of passage of children in African African tradition children in African
children in children in African tradition society. society. tradition society.
African tradition society.
society.
Exploring the Appropriately and Correctly explores Attempts to Has difficulty
communal correctly explores the communal explore the exploring the
responsibilit the communal responsibility in communal communal
y in child responsibility in child rearing in responsibility in responsibility in
rearing in child rearing in early years in child rearing in child rearing in
African early years in African tradition early years in early years in
society. African tradition society. African tradition African tradition
society. society. society.
Practicing Consistently and Consistently To some extent Attempts to
appropriate effectively practices practices practice
child practices appropriate child appropriate child appropriate child
socialization appropriate child socialization skills. socialization socialization skills.
skills. socialization skills. skills.

Page | 25
 Strand Sub Specific Learning Suggested Learning Key Inquiry
Strand Outcomes Experiences Questions
5.0 AGENTS OF 5.1 Family By the end of sub- Teacher trainees: How does
SOCIALIZATION strand, the teacher  Brainstorm and the family
IN EDUCATION (1 Hr) trainee should be discuss on the influence
able to: different structures the
a) Critique the of the family in education of
different society. a child?
structures of a  Conduct interviews
family in the in the community
Kenyan society. on roles of the
b) Analyse the role family, make
of the family as a summary notes and
socializing agent share.
in socializing the  Debate the role of
child and the family in
imparting values. socializing the child
c) Investigate how and imparting
structural and values.
socio-economic  Discuss the family
changes in a as an agent of
family impact the socialization.
learning of a child.  Search information
d) Support the role from the internet
of the parent in and other sources
socializing the and write a report
child, imparting on how structural
values and and socio-economic
providing quality changes in a family
education. impacts on the
e) Desire to uphold learning of a child.
the role of a  Discuss the role of
family as an agent the parent in

Page | 26
 of socialization socializing the child,
and a promoter of imparting values
unity. and providing
quality education.
Core Competencies to be developed
Citizenship and leadership: As the trainee supports the role of the parent in socializing the child,
imparting values and providing quality education
Values:
Responsibility: As the trainee supports the role of the parent in socializing the child, imparting
values and providing quality education

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Critiquing the Adequately and Accurately Makes Has difficulty
different accurately critiques the progressive critiquing the
structures of a critiques the different effort to critique different
family. different structures of a the different structures of a
structures of a family. structures of a family.
family. family.
Analyzing the Accurately and Correctly analyzes Analyzes some Has difficulty
role of the correctly analyzes the role of the roles of the analyzingthe
family in the role of the family in family in role of the
socializing the family in socializing the socializing the family in
child and socializing the child and child and socializing the
imparting child and imparting values. imparting values. child and
values. imparting values. imparting
values.
Investigating Efficiently and Efficiently Makes Has difficulty
how structural skillfully investigates how progressive investigating
and socio- investigates how structural and effort to how structural
economic structural and socio-economic investigate how and socio-
changes in a socio-economic changes in a structural and economic
family impacts changes in a family impacts on socio-economic changes in a
on the learning family impacts on the learning of a changes in a family impacts
of a child. the learning of a child. family impacts on the learning
child. on the learning of a child
of a child.
Supporting the Consistently and Consistently Sometimes Makes little
role of the appropriately supports the role supports the role effort to
parent in supports the role of the parent in of the parent in support the
socializing the of the parent in socializing the socializing the role of the
child, imparting socializing the child, imparting child, imparting parent in

Page | 27
 values and child, imparting values and values and socializing the
providing values and providing quality providing quality child, imparting
quality providing quality education. education. values and
education. education. providing
quality
education.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
5.0. AGENTS OF 5.2 Peer By the end of sub- Teacher trainees: How does
SOCIALIZATION Group strand, the teacher  Brainstorm on the the peer
IN EDUCATION trainee should be meaning of the peer group
able to: group as an agent of influence
(1 Hr a) Assess how the socialization. learning?
peer group  Search for
promotes information from the
socialization in internet and other
a learning sources on how the
institution. peer group
b) Conduct a promotes
research on the socialization in a
influence of the learning
peer group on a environment.
learner’s  Carry out research,
education, write a report and
attitudes and share findings on the
values. influence of the peer
c) Acknowledge group on an
the role played individual’s
by the peer academic
group as an achievement,
agent of personality,
socialization in attitudes, social
school. norms and
behaviour.
 Role play the
influence of peer
group on learning.
Page | 28
  Visit a learning
institution and guide
learners on how to
cope with peer
group influences.
Core Competencies to be developed:
Digital literacy skills: As the trainee searches information from the internet on how peer group as
an agent of socialization promotes socialization in the learning environment.
Values:
Respect: As the trainee role plays the influence of peer group on learning.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Assessing how Appropriately and Correctly Attempts to Puts little effort
the peer group correctly assesses assesses how assess how the to assess how
promotes how the peer the peer peer group the peer group
socialization in group promotes group promotes promotes
school. socialization in promotes socialization in socialization in
school. socialization school. school.
in school.
Conducting a Skilfully and Appropriately To some extent Requires
research on the appropriately conducts a conducts a guidance to
influence of peer conducts a research on research on the conduct a
group on a research on the the influence influence of peer research on the
learner’s influence of peer of peer group group on a influence of peer
education, group on a on a learner’s learner’s group on a
attitudes and learner’s education, education, learner’s
values. education, attitudes and attitudes and education,
attitudes and values. values. attitudes and
values. values.

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Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
5.0 AGENTS OF 5.3 By the end of sub- Teacher trainees: In which
SOCIALIZATION Community strand, the teacher  Brainstorm on the ways does
IN EDUCATION trainee should be meaning and the
(1 Hr) able to: purpose of the community
a) Evaluate how the community as an influence
community agent of learning?
influences a socialization.
child’s learning in  Discuss how the
school. community
b) Investigate how influences the
the community education of a
promotes values child.
in learners in  Search for
school. information from
c) Participate in various sources to
community find out how the
activities that community
promote promotes values in
learning. learners.
d) Recognize the  Role play how the
role played by community
the community inculcates values in
in promoting learners.
values of respect,  Participate in
love, peace and community
responsibility in a activities that
learning promote learning.
environment.  Write a report on

Page | 30
 the role played by
the community as
an agent of
socialization.
Core Competencies to be developed:
Communication and collaboration: As the trainee discusses the meaning and purpose of
community as an agent of socialization.
Values:
Patriotism: As the trainee participates in community activities that promote learning.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Evaluating ways Consistently and Correctly Occasionally Has difficulty
through which correctly evaluates ways evaluates ways evaluating ways
community evaluates ways through which through which through which
influences a through which community community community
child’s learning. community influences a influences a influences a
influences a child’s learning. child’s learning. child’s learning.
child’s learning.
Investigating how Effectively and Effectively Shows Attempts to
community efficiently investigates progressive effort investigate how
promotes values investigates how how in investigating community
in a learner community community how community promotes values
promotes values promotes promotes values in a learner
in a learner values in a in a learner
learner
Participating in Always and Actively Participate in Puts little effort in
community actively participates in some community participating in
activities that participates in community activities that community
promote community activities that promote activities that
learning. activities that promote learning. promote
promote learning. learning.
learning.

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Strand Sub Strand Specific Suggested Key Inquiry
Learning Learning Questions
Outcomes Experiences
5.0 AGENTS OF 5.4. Religious By the end of Teacher trainees; How do
SOCIALIZATION sub-strand,  Discuss the religious
IN EDUCATION Organizations teacher trainee meaning and organizations
should be able functions of influence
(1 Hr) to: religious education?
a) Explore the organizations
functions of and their
religious influence to
organizations education and
in promoting present
learning of findings.
values  Gather
among information on
learners in the role played
school. by religious
b)Analyse the organizations in
role played education.
by religious  Write a report
organizations on ways
in education. religious
c) Participate in organizations
educational promote value
activities based
organized by education.
religious  Visit a learning

Page | 32
 organizations institution in
in the the community
community. to find out how
d)Acknowledge religious
the role of organizations
religious have influenced
organizations learning.
in education.  Participate in
educational
activities
organized by
religious
organizations
that promote
socialization
among learners.
 Discuss how
religious
organizations
promote values
among learners.
 Search,
download and
watch video
clips showing
the role of
religious
organizations in
promoting
value based
education.
Core Competencies to be developed:
Learning to learn and reflective practice: As the trainee participates in educational activities
organized by religious organizations that promote socialization among learners.
Values:
Patriotism and love: As the trainee participates in educational activities organized by religious
organizations in the community.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Exploring the Accurately and Correctly Explores some Attempts to
functions of correctly explores explores the functions of explore the
religious the functions of functions of religious functions of
organizations. religious religious organizations. religious
organizations. organizations. organizations.
Analyzing the role Systematically and Accurately Makes Has difficulty
played by religious accurately analyzes the progressive analyzing the
Page | 33
organization in analyzes the role role played by effort to analyze role played by
education. played by religious religious the role played religious
organization in organization in by religious organizations in
education. education. organization in education.
education.
Participating in Always and Actively Sometimes Puts little effort
educational actively participates in participates in in participating
activities participates in educational educational in educational
organized by educational activities activities activities
religious activities organized by organized by organized by
organizations in organized by religious religious religious
the community. religious organizations organizations in organizations in
organizations in in the the community. the community.
the community. community.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
5.0 AGENTS OF 5.5 Media By the end of sub- Teacher trainees: How has
SOCIALIZATION strand, the  Discuss the meaning media as an
IN EDUCATION (1 Hr) teacher trainee of and differences agent of
should be able to: between socialization
a) Examine ways mainstream media influenced
in which media and social media. learning?
can promote  Read on the role of
values among mainstream and
learners. social media and
b) Use media to write a report.
carry out  Debate on the role
learning of mainstream
activities in media and social
school. media in education.
c) Observe  Read on how social
integrity when media influences
using media in learning, write a
learning. report and share.
d) Express  Download and
willingness to watch video clips on
utilize media in how mainstream
learning. media promotes
social justice in
education and
share.
Page | 34
  Read and compile
media reports to
show how media
promotes values
among learners
using the ICTs
(radio, television
among others).
 Discuss issues of
morality and
violation of laws
when using media
resources (internet,
publishing and
broadcast).
 Visit an institution in
the community to
investigate how
teachers use media
to promote learning.
Core Competencies to be developed:
Digital literacy skills: As the trainee downloads and watches video clips on how mainstream
media promotes social justice in education.
Values:
Integrity: As the trainee observes integrity when using media in learning.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Examining ways Adequately and Accurately To some extent Attempts to
in which media accurately examines ways examines ways in examine ways in
can promote examines ways in in which media which media can which media can
values among which media can can promote promote the promote the
learners. promote values the values values among values among
among learners. among learners. learners.
learners.
Using media Creatively and Correctly uses Uses some media Has difficulty
devices to carry correctly uses media devices devices to carry using media
out learning media devices to to carry out out learning devices to carry
activities. carry out learning learning activities. out learning
activities. activities. activities.
Observing Always and Always Sometimes Makes attempts
integrity when appropriately observes observes integrity to observe
using media in observes integrity integrity when when using media integrity when
learning. when using media using media in in learning. using media in
in learning. learning. learning.
Page | 35
Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
5.0 AGENTS OF 5.6 The By the end of Teacher trainees: Why the
SOCIALIZATION School sub-strand, the  Brainstorm on the school is
IN EDUCATION teacher trainee role of the school considered a
(2 Hrs) should be able as an agent of promoter of
to: socialization. equity and
a) Evaluate how  Search information nationhood?
the school is a using ICTs on how
promoter of the school is a
equity among promoter of
learners. equity, write a
b) Develop report and share.
suitable  Discuss ways the
strategies to school promotes
facilitate citizenship and
learning of nationhood.
values in  Organize activities
school. in the institution
c) Examine how that facilitate
a school learning of values
promotes (love, unity,
nationhood patriotism among
among others).
learners.  Gather information
d) Desire to from various
uphold the sources and

Page | 36
 role played by discuss how the
the school in school influences
promoting learner’s
unity and education.
citizenship.  Role play on how
the school
promotes unity.
Core Competencies to be developed:
Communication and collaboration: As the trainee discusses ways the school promotes citizenship
and nationhood.
Self-efficacy: As the trainee role plays on how the school is a promoter of unity.
Values:
Patriotism: As the trainee organizes activities in the institution that facilitate learning of values.
Social justice: As the trainee searches for information using ICTs devices on how a school is a
promoter of equity.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below expectation
expectation expectation expectation
Evaluating Appropriately and Accurately Sometimes Has difficulty
how a school is accurately evaluates evaluates how a evaluating how a
a promoter of evaluates how a how a school school is a school is a
equity. school is a is a promoter promoter of promoter of equity.
promoter of of equity. equity.
equity.
Developing Creatively and Correctly Develops some Requires assistance
suitable correctly develops develops suitable strategies in developing
strategies to suitable strategies suitable to facilitate suitable strategies
facilitate to facilitate strategies to learning of to facilitate
learning of learning of values facilitate national values in learning of values in
values in in school. learning of school. school.
school. values in
school.
Examining how Accurately and Accurately Examines with Makes attempts to
a school consistently examines some clarity how a examine how the
promotes examines how a how a school promotes school promotes
nationhood school promotes school unity. unity.
among unity. promotes
learners. unity.

Page | 37
 Strand Sub Strand Specific Suggested Learning Key Inquiry
Learning Experiences Questions
Outcomes
6.0 SOCIAL, 6.1 Social By the end of Teacher trainees: How can a
ECONOMIC AND issues in the sub-strand,  Discuss health teacher
ENVIRONMENTA Education the teacher issues and how respond to
L ISSUES IN trainee should they impact social issues
EDUCATION (2 Hrs) be able to: education and affecting
a) Evaluate how write a report. education?
health issues  Brainstorm on
impact the meaning and
education in types of social
Kenya. stratification.
b) Explore how  Discuss how
social social
stratification stratification
impacts influences
education in education, write
Kenya. a report and
c) Assess how share.
gender,  Search for
culture and information on
ethnic issues gender issues in
impact education using
education in ICTs, write a
Kenya. report on how
d) Employ they impact

Page | 38
 relevant learning and
strategies to share.
respond to  Role play on how
social issues gender issues
in education. impact
e) Desire to education.
uphold social  Search,
justice in download and
learning. watch video clips
showing how
cultural and
ethnic issues
impact learning.
 Engage a
resource person
to discuss how
cultural and
ethnic issues
impact learning.
 Search for
information on
social mobility
issues and
discuss how it
impacts learning.
 Discuss relevant
strategies that
can be used to
respond to social
issues that affect
learning.
 Visit a school in
the community
and share ways
in which they can
respond to social
issues affecting
learning.
Core Competencies to be developed:
Critical thinking and problem solving: As the trainee discusses relevant strategies that can be
used to respond to social issues that affect learning.
Citizen and leadership: As the trainee visits a school in the community and share ways in which
they can respond to social issues affecting learning.
Values:
Responsibility: As the trainee visits a school in the community and share ways in which they can
respond to social issues affecting learning.
Social justice: As the trainee discusses on gender and cultural issues in education.

Page | 39
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Evaluating how Appropriately and Accurately Makes progressive Attempts to
health issues accurately evaluates how effort to evaluate evaluate how
impact evaluates how health issues how health issues health issues
education. health issues impact impact education. impact
impact education. education. education.
Exploring how Always and Correctly Often explores Has difficulty
social correctly explores explores how how social exploring how
stratification how social social stratification social
impacts stratification stratification impacts education. stratification
education. impacts impacts impacts
education. education. education.
Assessing how Accurately and Accurately To some extent Makes little
gender culture consistently assesses how assesses how effort to assess
and ethnic issues assesses how gender culture gender culture and how gender
impact gender culture and ethnic ethnic issues culture and
education. and ethnic issues issues impact impact education. ethnic issues
impact education. education. impact
education.
Employing Efficiently and Correctly Employs some Attempts to
relevant correctly employs employs relevant strategies employ
strategies to relevant strategies relevant to respond to relevant
respond to social to respond to strategies to social issues in strategies to
issues in social issues in respond to education. respond to
education. education. social issues in social issues in
education. education.

Page | 40
Strand Sub Strand Specific Suggested Key Inquiry
Learning Learning Questions
Outcomes Experiences
6.0 SOCIAL ECONOMIC 6.2 Socio- By the end of Teacher trainees: How do
AND Economic the sub-strand,  Discuss social socio-
ENVIRONMENTAL Issues in the teacher economic issues economic
ISSUES IN Education trainee should and how they issues
EDUCATION be able to: affect education. affect
(2 Hrs) a) Evaluate  Write a research education?
socio- paper on how
economic corruption issues
issues and affect education
their impact and share.
to education.  Search for
b)Use relevant information on
strategies to the causes of
minimize school dropouts
wastage in in education from
education. the internet and
c) Share other sources,
information write a report
with teachers and share.
and parents in  Investigate and
the write a report on
community how betting
on how affects education

Page | 41
 betting affects and share
education. information with
d)Show teachers and
willingness to parents in the
share community.
information  Role play the
on effects of
intervention unemployment
measures that on education.
will reduce  Brainstorm on
the impact of strategies to
social minimize
economic wastage in
issues. education.
 Engage peers in
using strategies
that minimize
wastage in
education.
Core Competencies to be developed:
Digital Literacy skills: As the trainee searches for information on the causes of school dropouts in
education from the internet.
Critical thinking and problem solving: As the trainee engages peers in using strategies that
minimize wastage in education
Values:
Responsibility: As the trainee engages peers in using strategies that minimize wastage in
education.
Integrity: As the trainee shares information with teachers and parents in the community on how
betting affects education.

Suggested Assessment Rubrics

Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Evaluating Accurately and Correctly Shows Has difficulty
socio-economic correctly evaluates socio- progressive effort evaluating socio-
issues and their evaluates socio- economic issues in evaluating economic issues
impact to economic issues and their impact socio-economic and their impact
education. and their impact to education. issues and their to education.
to education. impact to
education.
Using relevant Effectively and Consistently Uses some Requires
strategies to consistently uses uses relevant relevant assistance to use
minimize relevant strategies to strategies to relevant
wastage in strategies to minimize minimize wastage strategies to
education. minimize wastage wastage in in education. minimize
in education. education. wastage in
education.
Page | 42
 Sharing Always and Always shares Makes attempts Has difficulty
information creatively shares information with to share sharing
with teachers information with teachers and information with information with
and parents in teachers and parents in the teachers and teachers and
the community parents in the community on parents in the parents in the
on how betting community on how betting community on community on
affects how betting affects how betting how betting
education. affects education. education. affects education. affects
education.

Strand Sub Strand Specific Suggested Key Inquiry

Learning Learning Questions
Outcomes Experiences
6.0 SOCIAL, 6.3 By the end of Teacher How do
ECONOMIC AND Environment the sub – strand trainees: environmenta
ENVIRONMENTA al Issues in the teacher  Brainstorm on l issues
L ISSUES IN Education trainee should environmental impact
EDUCATION be able to: challenges and learning?
(2 Hrs) a) Examine their impact on
environmenta education.
l challenges  Hold discussion
and their forums with a
impact on resource
education. person on how
b)Investigate climate change
environmenta impacts
l challenges education.
that affect  Search,
education. download and
c) Take part in watch a video
clip on how
Environmenta climate change
l conservation affects
activities in education,

Page | 43
 the write a report
community. and share.
d)Acknowledge  Visit the
the need to community and
provide a identify
suitable environmental
learning challenges that
environment affect
for learners. education and
share findings.
 Discuss how
schools deal
with waste
management.
 Brainstorm
strategies that
a teacher may
use to respond
to
environmental
issues affecting
learning.
 Take part in
environmental
conservation
activities in the
community.
Core Competencies to be developed:
Critical thinking and problem solving: As the trainee takes part in environmental conservation
activities in the community.
Assessment competency: As the trainee visits the community and identifies environmental
challenges that affect education.
Link to Values:
Patriotism: As the trainee takes part in environmental conservation activities in the community.
Unity: As the trainee holds discussion forums with a resource person on how climate change
impacts education.
Suggested Assessment Rubrics
Indicator Exceeds Meets Approaches Below
expectation expectation expectation expectation
Examining Appropriately Accurately To some extent Has difficulty
environmental and accurately examines examines examining
challenges and examines environmental environmental environmental
their impact on environmental challenges and challenges and challenges and
education. challenges and their impact on their impact on their impact on
their impact on education. education. education.
education.

Page | 44
Investigating Efficiently and Correctly Makes Attempts
environmental correctly investigates progressive effort toinvestigate
challenges that investigates environmental to investigate environmental
affect environmental challenges that environmental challenges that
education. challenges that affect education. challenges that affect education.
affect education. affect education.
Taking part in Consistently and Consistently Occasionally Puts little effort
environmental actively takes takes part in takes part in in taking part in
conservation part in environmental environmental environmental
activities in the environmental conservation conservation conservation
community. conservation activities in the activities in the activities in the
activities in the community. community. community.
community.
Assessment Methods Learning Resources

 Projects Work  Library resources

 Written work  Learning Resource Centres
 Observation  ICT resources (Radio, television, digital resources among others)
 Written reports  Open Education Resources (OER)
 Oral questions  Resource persons
 Interviews  Community (cultural centres, learning resource centres,
 Research work museums, archives among others)
 Written tests  Environment
 Religious institutions
 Learning institutions

Page | 45