OVERVIEW OF THE BASIC EDUCATION CURRICULUM FRAMEWORK

Pillars of the basic education curriculum framework and their relevance to learning.

They include: Values, theoretical approaches and guiding principles.

Values

These are principles, qualities, beliefs or standards that guide an individual to respond or behave in a given circumstance or situation.

Our values influence how we feel, act and make choices in life. Internationally, there has been a rise in the challenges and issues related with
cultural integration, ethnic and religious diversity. In Sub-Saharan Africa, scholars have argued that the way ethnic groups interact has been
responsible for Africa’s low economic growth, political instability and conflict, high inequality, and low provision of public goods and services.

In Kenya, there is a noticeable value and behavioural crisis among the general population and young people in particular (Pernell, 1990).

Many youngsters are growing up without the desired values, positive attitudes and psychosocial competencies needed to function as responsible
citizens. The primary responsibility for inculcating values rests with parents and the community, but education too has an important role to play in
this regard. The Framework recognizes that values are important to the socio-economic development and stability of the country, in the same way
that competencies in academics are important.

The Framework takes advantage of the fact that learners spend most of their formative years in school, which presents opportunities for the
curriculum to mould and reinforce values upon which the learner’s character is formed. The Framework adopts a values-based approach to
education that creates learning opportunities within the formal, non-formal and informal curriculum dimensions to inculcate the desired values in
all learners.
The teaching of values facilitates the achievement of the curriculum reform vision, particularly with respect to developing ethical citizens. The
thrust of this is to nurture learners who do the right thing because it is the right thing to do. Learners are guided to learn about and appreciate the
effort and sacrifice that built the country and to see beyond their self-interests to the needs of the community. As a result, they are provided with
opportunities to contribute fully to the world around them – economically, culturally, socially and politically. Basic education builds capacities in
learners that enables them to be stewards of the earth, and to minimize negative environmental impacts. It also nurtures them to build relationships
through humility, fairness and open-mindedness, and with teamwork and communication. The teaching and learning of values also enable them to
value diversity, and to demonstrate respect, empathy and compassion for all people.

Core values in the Basic Education Curriculum Framework.

Theoretical Approaches

A theory is an abstract general explanation of observations or a subject under study that can provide guidance for practice. It attempts to predict
behaviour or reach a reasonable and general set of explanations for an underlying issue. Several theories underpin the Basic Education Curriculum
Framework. These are:

Theoretical framework
By the end of the sub strand the teacher trainee should be able to;

a) Analyze the theories underpinning the BECF (discuss the concept of theories and its importance to teacher education curriculum)
b) Relate the theories of the BECF to different learning areas.
c) Evaluate how theories in BECF advance differentiated learning and learning approaches.
d) Examine how learning theories propagated nurturing every learner’s potential.

Instructional Design Theory

This theory offers explicit guidance towards a new curriculum that explains how to help learners learn and develop in the wake of emerging
globalization.

Perkins, (1992) describes the instructional design theory which offers guidance for fostering cognitive learning as "Clear information, in terms of
goals, knowledge needed and performance expected; Thoughtful practice, in terms of opportunities for learners to engage in learning actively and
reflectively; Informative feedback, in terms of clear and thorough counsel to learners, and; Strong intrinsic or extrinsic motivation."

Instructional design theory is design-oriented because it focuses on the means to attain given goals for learning and offers guidelines on methods
to use in different situations in curriculum implementation.
Values play an important role in instructional design theory. They underlie both the goals the curriculum pursues and the methods it offers to
attain the goals.

All these are articulated in BECF, which takes cognizance of the place of values as an anchor for the pillars of the curriculum.

The BECF also provides a vision for the reform and engages critical stakeholders and policy makers to identify with it. This provides a strong
momentum for change in achieving the reform vision.

Visible Learning Theory

John Hattie (2012) observes that globally, fundamental changes in education systems have important implications for curriculum reform.

Learners need to be able to think about and solve problems, work in teams, communicate through discussions, take initiatives and bring diverse
perspectives to their learning. In addition, learners need to learn more, yet they have little time available to learn it (Lee and Zemke, 1995).
Learners also need to demonstrate the impact of the achievement of national goals of education.

Visible learning means an enhanced role for teachers as they become evaluators of their own teaching. Hattie asserts that visible learning and
teaching occurs when teachers see learning through the eyes of learners and help them become their own teachers.

It entails making the learner’s learning visible to teachers so that they can know whether they are having an impact on learning; an important
component of becoming a lifelong learner. This resonates with the Sustainable Development Goals. The ‘learning’ part of visible learning is the
need to think of teaching with learning in the forefront and with the idea that we should consider teaching primarily in terms of its impact on
learner learning.

When the teaching is visible, the learner knows what to do and how to do it. When the learning is visible, the teacher knows if learning is
occurring or not.
Teaching and learning are visible when the learning goal is not only challenging but is explicit. Furthermore, both the teacher and the learner
work together to attain the goal, provide feedback, and ascertain whether the learner has attained the goal.

Evidence shows that the greatest effects on learner learning come when not only the learners become their own teachers (through self-monitoring,
and self-assessment), but when the teachers become learners of their own teaching.

In successful classrooms, both the teaching and learning are visible. This theory is important in designing a competency-based curriculum. It
provides directions on the nature of engagement in the learning process between the teacher, the learner and the environment. It also provides a
basis for designing a formative and criterion referenced assessment, which is the bedrock of a competency-based curriculum.

Constructivism Theories

Different proponents of the constructivist theory have opined that human beings construct all knowledge while participating in different mental
and physical experiences. In constructivism, the learner builds a personal interpretation of the world based on experiences and interactions and
learning is a process of constructing knowledge rather than acquiring or communicating it. Among its proponents are Dewey, Vygotsky, Piaget,
Brunner, and more recently Gardner and Hattie.
Dewey’s Social Constructivism

Dewey argued that the curriculum should ultimately produce learners who would be able to deal effectively with the modern world.

Therefore, curricula should not be presented as finished abstractions, but should include the child’s preconceptions and should incorporate how
the child views his or her own world.

Dewey uses four instincts, or impulses, to describe how to characterize children’s behavior

The four instincts according to Dewey are social, constructive, expressive, and artistic.

Curricula should build an orderly sense of the world where the child lives. He hoped to use occupations to connect miniature (small) versions of
fundamental activities of life with classroom activities.

The way Dewey hoped to accomplish this goal was to combine subject areas and materials. By doing this, he made connections between subjects
and the child’s life.

According to Dewey, education is growth and not an end in itself. Therefore, the curriculum should arise from learners' interests, be hands-on and
experience based rather than abstract. The theory underscores the need for continuous, participatory and experiential learning, with an emphasis
on the practical aspect of the basic education curriculum.

Vygotsky’s Social-Cultural Development Theory

Vygotsky’s social-cultural theory emphasized that teaching and learning are highly social activities and that interactions with teachers, peers and
instructional materials influence the cognitive and affective developments of learners (Kim and Baylor, 2006).
The theory argues that learning takes place when learners interact with each other, or have other social contact. Learners negotiate meanings with
people in the environment, and they achieve goals through interacting, both explicitly and implicitly, with the teacher, peers, materials, and
atmosphere embedded in the context.

The theory underpins the basic education curriculum framework in terms of conceptualizing and designing the necessary paradigm shifts that
facilitates creating rich learning environments which stimulates all learners and help them to fulfil their potential.

Vygotsky’s theory emphasizes that while adults may learn independently, children require mediation from others before they can learn on their
own. He called this process of moving from being mediated by others to learning independently as scaffolding.

Within scaffolding, he identified an optimal point where learning takes place and called this the Zone of Proximal Development (ZPD). The
concepts of scaffolding and ZPD will be useful in designing the pedagogical shifts that teachers can be trained on to facilitate adoption of a
competency-based curriculum in basic education. Activities in the classroom includes journaling, experiential activities, collaborative and co-
operative learning.

Gardner’s Multiple Intelligence Theory

Gardner’s theory grew out of constructivism. It states that learners possess different kinds of minds and therefore learn, remember, perform, and
understand in different ways.

He argues that we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, use of
the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.

Recognizing this enables learners to leverage their strengths and purposively target and develop their weaknesses. Pedagogical approaches under
this theory emphasize the importance of a learner cantered classroom, self-directed learning and delivery of instruction via multiple media.
Individuals differ in the strength of intelligences (profile of intelligences) and in the ways in which such intelligences are invoked and combined
to carry out different tasks, solve diverse problems, and progress in various domains.

Gardner says that these differences challenge an educational system which assumes that everyone can learn the same materials in the same way
and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased
toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well.

Given the need to identify, develop and nurture the talents of learners in the reformed curriculum, Gardner's argument that learners can leverage
their strengths is more likely to be educationally effective since learners learn in ways that are identifiably distinct.

The broad spectrum of learners – and perhaps society as a whole – would be better served if disciplines could be presented in a number of ways
and learning could be assessed through a variety of means.

Criterion referenced assessment that is aligned to a learner’s competencies can be situated within Gardner’s multiple intelligences theory. This
type of assessment is emphasized in the BECF.

Piaget’s Theory Cognitive Development

Piaget’s theory deals with how humans gradually come to acquire, construct, and use knowledge.

He looked at the impact a person's childhood had on their development, and the ways in which maturation affect a child's increasing capacity to
understand their world.

Piaget asserted that children cannot undertake certain tasks until they are psychologically mature enough to do so.
According to this theory, there is progressive reorganization of mental processes resulting from biological maturation and environmental
experience.

It is important to note that children's thinking does not develop entirely smoothly, instead, there are certain points at which it "takes off" and
moves into completely new areas and capabilities.

These points are in four stages of cognitive development: sensory motor (0-2 years), language development and conceptual thought (2-7 years),
concrete operations (7-11 years) and formal operations (11 years and above).

This has been taken to mean that before these ages, children are not capable (no matter how bright) of understanding things in certain ways, and
has been used as the basis for scheduling the school curriculum.

Parents are encouraged to provide a rich, supportive environment for their child's natural propensity to grow and learn. Parent involvement in
learning is an active element in reforming the basic education curriculum.

Bruner’s Cognitive Development Theory

Bruner's constructionist theoretical framework is based on the theme that learners construct new ideas or concepts based upon existing knowledge.

According to Brunner (1976) the facets of the learning process include selection and transformation of information, decision making, generating
hypotheses, and making meaning from information and experiences.

The theory emphasises the significance of categorization in learning as "to perceive, to conceptualize, to learn, to make decisions." Interpreting
information and experiences by similarities and differences is a key concept. The theory identifies four key themes:
 a) The role of structure in learning and how it may be made central in teaching. Structure refers to relationships among factual elements and
techniques.
b) Readiness for learning and spiral curriculum. Bruner believed that any subject could be taught at any stage of development in a way that fit
the child's cognitive abilities. Spiral curriculum refers to the idea of revisiting basic ideas over and over, building upon them and
elaborating to the level of full understanding and mastery.
c) Intuitive and analytical thinking should both be encouraged and rewarded. He believed the intuitive skills were under-emphasized and he
reflected on the ability of experts in every field to make intuitive leaps.
d) Motivation for learning. He felt that ideally, interest in the subject matter is the best stimulus for learning. Bruner was against external
competitive goals such as grades or class ranking.
Just like the other constructivists, Bruner placed emphasis on learning instruction that allows learners to discover principles for themselves and
knowledge being structured in a way that is readily grasped by learners.

Erik Erikson’s Theory of Psychosocial Development

This theory attempts to describe personality development throughout the entire lifespan of an individual in eight distinct stages.
Erikson proposed a lifespan model of development that entails five stages in childhood (from birth to the age of 18 years) and three stages in
adulthood.

According to Erikson, there is plenty of room for continued growth and development throughout one’s life.

The theory is underpinned by the epigenetic principle that presupposes that personality develops in a predetermined order, and builds upon each
previous stage.

Application of this theory serves to ensure that education tasks given to the child are in alignment with their stage of development thereby
minimizing learner frustration.

Erikson assumes that a crisis occurs at each stage of development. These crises are of a psychosocial nature because they involve the
psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).

Successful negotiation of each stage results in a healthy personality and the acquisition of basic virtues. Failure to complete a stage can result in a
reduced ability to complete further stages and therefore an unhealthier personality and sense of self.

To help each learner achieve the expected learning outcomes, a competence-based curriculum will ensure that outcomes are commensurate with
the learner's stage of development.
The following table gives a summary of the tasks or crises a human being is expected to negotiate in order to move to the next stage of
development:

Stage Psychosocial Crisis Basic Virtue Age

1. Trust vs Mistrust Hope Infancy (0 to1 ½)

2. Autonomy vs Shame Will Early Childhood (1 ½ to

3)

3. Initiative vs Guilt Purpose Play Age (3 to 5)

4. Industry vs Inferiority Competency School Age (5 to 12)

5. Ego Identity vs Role Fidelity Adolescence (12 to 18)

Confusion

6. Intimacy vs Isolation Love Young Adult (18 to 40)

7. Generativity vs Stagnation Care Adulthood (40 to 65)

8. Ego Integrity vs Despair Wisdom Maturity (65+)

According to Erikson (Mcheod, 2016), the curriculum aims at fostering both lower and high-level skills concurrently where the teacher remains a
guide or facilitator while learners construct their own knowledge through exploration and experiential learning.

Learners are active participants in the learning process through collaborating with others through hands-on exploration and group projects.
Learning goals are stated in terms of growth and increased ability to work independently and collaboratively.

Pedagogy and assessment therefore as discussed in this theory are inclined towards the 21st century skills and competencies, which the basic
education curriculum aspires to achieve in the curriculum reforms.

Guiding Principles

The Framework is based on the following guiding principles:

Opportunity

In order to achieve the reform vision and mission, the curriculum provides learners with a variety of opportunities to enable them to identify their
needs, talents and potential. This enables them to participate in the world of work and the development of the nation. The emphasis is on equal
access to education for all that enables learners to enjoy learning and reduce wastage in terms of dropping out of school because the curriculum is
not relevant to their needs.

Excellence
Learners are nurtured to excel in their areas of greatest interest and ability. The Framework values excellence and competitiveness rather than raw
competition for examination grades, thereby reducing the challenge of malpractice in examinations because learners are guided to excel in their
areas of interest and ability.

Diversity and Inclusion

There are two dimensions in the guiding principle of diversity and inclusion. The first dimension offers learners the opportunity to appreciate
Kenya’s diversity in terms of race, ethnicity, gender, language, culture, and religion. The second dimension relates to the fact that learners are
different in terms of their learning needs and abilities and these differences need to be respected and valued within an inclusive learning
environment. Inclusion entails ensuring that all learning institutions accommodate all learners regardless of their physical, emotional, intellectual,
or any other need. It involves provision of reasonable accommodation characterized by flexibility, responsiveness and support. The Framework
recognizes that not all learners are academically gifted but considers every learner’s social and cognitive capabilities, his/her needs and desires,
and respects the differences in the way children learn. The ultimate aim is to guarantee basic education for every learner according to his/her
abilities and needs.

The curriculum reform addresses the needs of children, youth and adults who are out of school, to increase their access to and participation in
education, and hence, raise their literacy levels for personal and national social economic development.

Differentiated Curriculum and Learning

Differentiated curriculum and learning builds on the principle of diversity and inclusion. It ensures that the curriculum content and instructional
approaches are appropriate for each learner. It provides space for teachers to adapt the curriculum to suit the learner. It does not demand that every
learner learns the same content in the same way, in the same number of hours and at the same time.
Parental Empowerment and Engagement

Parents play a very important role in determining the success of a child’s education. They have a shared responsibility with schools to provide an
enabling environment that is conducive to learning and, which motivates children to achieve their full potential. The Framework provides
opportunities for schools to empower parents to contribute to the learning outcomes for their children and to be engaged at all tiers and levels of
basic education.

Community Service Learning

Involving learners in community service is a form of experiential education that enables learners to apply their knowledge and skills in a different
setting. Teachers then support learners to analyse what they have learned by taking part in this activity and how it might be applied to their
academic and personal development.

Community service learning entails a balanced emphasis on both learners’ learning and addressing real needs in the community. Learning
outcomes are linked to meaningful human, safety, educational, and environmental needs that are co-determined with community partners and
service recipients. The service experience is brought back to the classroom to enhance learning. Learners work on real problems that make
academic learning relevant while simultaneously enhancing their social skills, analytical ability, civic and ethical responsibility, self-efficacy, and
career development.

Core Competencies for Basic Education

Sessional Paper No. 2 of 2015 on ‘Reforming Education and Training in Kenya’ recommends a reformed curriculum that adopts a competency-
based approach. The EAC Curriculum Harmonization Structures and Framework also recommends the same approach. A competency-based
approach enables meaningful connections within and between learning areas through a focus on competencies. The learning areas serve as
vehicles through which the core competencies are developed over time. In view of the different interpretations of the meaning of a Competency
Based Curriculum, and specifically for basic education, the Framework provides clarity on the concept itself and also how the curriculum is
designed, implemented and assessed.

In the context of the Kenyan Competency Based Curriculum (KCBC), a competency is understood as ‘the ability to apply appropriate knowledge,
skills, attitudes and values to successfully perform a function’. Within this context, the curriculum is designed to emphasise the importance of not
only developing skills and knowledge but also applying these to real life situations. The integration of pertinent and contemporary issues and
service learning into the framework provides the opportunity for learners to develop and apply their skills and knowledge, or in other words, their
competencies.

Based on the Needs Assessment Study carried out by KICD, and the vision and mission of the BECF, the seven core competencies to be achieved
by every learner in basic education are:

1) Communication and Collaboration

2) Self-efficacy
3) Critical Thinking and Problem Solving
4) Creativity and Imagination
5) Citizenship
6) Digital Literacy
7) Learning to Learn
The Framework seeks to develop these competencies so that all Kenyans can thrive in the 21st century.
Communication and Collaboration

Communication is the act of transferring information from one place to another, whether vocally, visually, or non-verbally. The discipline of
communication focuses on how people use messages to generate meanings within and across various contexts, cultures, channels, and media. The
discipline promotes the effective and ethical practice of human communication.

Spitzberg (1988) defines communication competence as the ability to interact well with others in terms of accuracy, clarity, comprehensibility,
coherence, expertise, effectiveness and appropriateness. On the other hand, Friedrich (1994) suggests that communication competence is best
understood as "a situational ability to set realistic and appropriate goals and to maximize their achievement.

In this respect, it can be argued that being able to communicate effectively as intended is the most important of all life skills. How well
information can be transmitted and received is a measure of how good our communication skills are. Developing communication skills helps in all
aspects of an individual’s life.

Parks (1985) maintains that communicative competency can effectively be measured by determining if, and to what degree, the goals of
interaction are achieved. He emphasises three interdependent themes: control, responsibility, and foresight; and argues that to be competent,
learners must not only 'know' and 'know how,' but rather they must also 'do' and 'know that we did'. He defines communicative competency as the
degree to which individuals perceive they have satisfied their goals in a given social context without jeopardizing their ability or opportunity to
pursue their other goals.
A useful framework for understanding communication competence was designed by Spitzberg and Cupach (1984). They proposed a model that
can be used to understand communication referred to as the component model of competency. The model asserts that communication competency
is mutually defined by the interdependency of the cognitive component (concerned with knowledge and understanding), the behavioral
component (concerned with behavioral skills), and the affective component (concerned with attitudes and feelings about the knowledge and
behaviours).

The foregoing assertions then imply that education at each level should endeavor to enhance the learner’s acquisition of effective communication
skills through which they can interact and express themselves during the learning process. In this respect, caution and care prevailed upon the
decision on the language to be used as a medium of instruction at the Early Year’s Education level. It is also important to take cognizance of
appropriate modes of communication for learners with special educational needs.

Collaboration is the process of two or more people or organizations working together to realize shared goals. Collaboration may require
leadership, although this can be social within decentralized or egalitarian groups or teams that work collaboratively in relation to gaining greater
resources, recognition and motivation. Strategies for effective communication enhance the attainment of greater collaboration among groups and
ultimately increases the success of teams as they engage in collaborative problem solving.

Collaborative learning is a system in which two or more people co-operate in a learning experience to share and contribute to each member's
understanding of a topic and to complete a given task. Collaborative learning is designed to help learners learn from each other and can be an
important aspect of the school curriculum. There are many team building games and activities that can be done in a classroom that force learners
to work together to complete a task. Other collaborative learning exercises are designed around a particular school subject. For instance, in a
speech class, a teacher might put learners up into teams and have them work together to make a presentation on a subject together. In this scenario,
learners can learn just as much as if they were developing a presentation on their own, but they get the added benefit of learning how to
collaborate. Lesson plans for collaborative learning may vary greatly. Sometimes teachers can develop a lesson designed specifically to teach
collaborative learning and teamwork.

Self-efficacy

Self-efficacy is a person’s belief about his or her capabilities to perform tasks or assignments that can change and transform his or her life. It
determines how the person feels, thinks, behaves and motivates themselves. Self-efficacy has the potential to determine four major processes
namely cognitive, motivational, affective and selection processes.

A strong sense of self-efficacy enhances a learner’s accomplishment and personal well-being in many ways. Learners with high assurance in their
capabilities approach difficult tasks as challenges to be mastered, rather than as threats to be avoided. Self-efficacy fosters intrinsic interest and
deep engrossment in activities. Learners set themselves challenging goals and maintain a strong commitment to them.

Self-efficacy as a competency enables learners to develop and nurture intra-personal skills and values such as self-awareness, self-esteem,
confidence and personal integrity. These competencies enhance the learner’s ability to heighten and sustain efforts in the face of failure and
effectively manage stressful situations. A learner with a strong sense of self-efficacy is courageous and bold enough to set and pursue personal
educational, family, community, entrepreneurial, professional, and career goals in all forms of employment that leads to personal accomplishment
(British Council, 2016). An efficacious learner is aware of the resources at their disposal and takes personal responsibility for the use, care,
management, protection and preservation of these resources.

A learner with strong self-efficacy is internally motivated to establish and maintain healthy interpersonal relationships. They demonstrate
interpersonal relationship skills such as assertiveness, empathy, effective communication, negotiation skills, non-violent conflict resolution skills
and peer pressure resistance skills. Creative and critical thinking that leads to effective decision making and problem solving is based on a strong
sense of self-efficacy (British Council, 2016). Capacity building of teachers and parental engagement are two crucial factors in the acquisition of
self-efficacy. The school provides opportunities for parents to be empowered and engaged in the affairs and welfare of their children’s education.

Critical Thinking and Problem Solving

An important outcome of quality education is teaching learners how to think critically. The British Council (2015) identifies three types of
thinking: reasoning, making judgements, and problem solving. When learners are empowered with critical thinking, they avoid being subjective,
and use logic and evidence to arrive at conclusions. Critical thinking also facilitates exploring new ways of doing things and learner autonomy.
Learners learn that for every issue there are multiple perspectives that they can explore, rather than a rigid recall and regurgitation of information.

Critical thinking is important for lifelong learning. It helps learners to exercise flexibility and open-mindedness to opinions that may sometimes
conflict with their own beliefs and positions. Critical thinking and problem solving are useful for learners of all ages and in all the learning areas
and disciplines offered in the basic education curriculum. For example, in the sciences learners need to think critically about observations and
patterns to develop ideas on how to solve problems. These competencies are also important for solving problems in their lives and communities,
and ultimately helps them to fulfil their potential, which is the vision for the basic education curriculum. This contributes to addressing the
unemployment challenge in Kenya.

One way of developing critical thinking and problem solving is through provision of age appropriate activities and implementation of suitable
programmes in the school curriculum. For example, at pre-primary school level learners can be asked to come up with the best ways of using and
keeping their books, stationery and other personal items safe. At the other end of the basic education spectrum, learners can be asked to come up
with the best ways of addressing the challenge of scarce resources such as water in the school and community.

Creativity and Imagination

Creativity and imagination refer to the ability to form new images and sensations in the mind, and to turn them into reality (British Council, 2016).
It is the ability to imagine things that are not real, to form pictures in the mind of things that one has not seen or experienced, and turn those
pictures into real things. It also refers to the act or power of forming mental images of things that are not present to the senses, or that are never
wholly perceived in reality, and creating physical representations of those images. Imagination only exists or happens in the mind, and it remains
in the mind. Creativity and imagination on the other hand, is characterized by the ability to perceive the world in new ways, to find hidden
patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. It is a phenomenon whereby something new
and valuable is formed.

In educational terms, creativity and imagination refers to the ability of learners and their teachers to form images and ideas in their minds, and
turn them into real, visible creations. Learners who are imaginative and creative are able to make life interesting for themselves and others around
them. They are able to use the knowledge, skills and values acquired in the learning process to create new ideas that result in products that add
value to their lives and to the lives of others around them. The competence-based curriculum recognizes this hidden ability in learners. It therefore,
endeavours to inspire learners’ imagination by presenting knowledge in ways that encourage learners to think as individuals. It creates scenarios
that help learners to engage in imagination and encourage them to develop creations steered by the imagination. Their ability to imagine is
stretched through exposure to challenging situations that help to expand their thinking and creativity skills. The curriculum also creates room for
innovative ways of teaching as well as creating an environment conducive to learning that offers all learners opportunities to explore their full
potential in and through creativity and imagination.

Citizenship

Historically, human beings have always formed communities based on a shared identity. Such identities are forged in response to a variety of
human needs, which might be economic, political, religious or social. As group identities grow stronger, those who hold them in commonality
with others organize themselves into communities, articulate their shared values, and build governance structures to support their beliefs. The
individuals in these communities identify themselves as citizens.

Citizenship is the state of being vested with the rights, privileges, and duties of a citizen. It creates a sense of belonging and attachment to one’s
nation. A sense of citizenship helps to equip young people to deal with situations of conflict and controversy knowledgeably and tolerantly. They
are able to understand the consequences of their actions, and those of the adults around them.

Global citizenship is a way of living which recognizes that our world is an increasingly complex web of connections and interdependencies. A
world in which our choices and actions may have repercussions for people and communities locally, nationally or internationally. It nurtures
personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just,
and what minimizes harm to our planet.
Digital Literacy

Digital literacy can be described as having the knowledge, skills and behaviours which are necessary to effectively and safely use a wide range of
digital content and devices. Such devices include mobile phones, smart phones, tablets, laptops and desktops among others. All these falls within
the category of network enabled devices. Digital literacy focuses mainly on network enabled devices and should not be confused with computer
literacy skills. However, traditional forms of literacy and computer literacy are enhancers in the acquisition of digital literacy skills.

Individuals are presumed to be digitally literate if they possess a broad range of digital skills and knowledge, and have a basic understanding of
the potential uses of computing devices. Digital literacy skills also include being able to use computer communication networks, being able to
engage in online communication and social networks, being aware of and adhering to ethical behaviour protocols, being aware of societal issues
raised through digital media, and being able to search, evaluate and use information channelled through digital platforms. Furthermore, the digital
literate individual should also have the ability to safely and securely use technology while being able to assess the nature of the information
acquired in order to support and enhance the environment (British Council, 2015). Digital literacy as a competence therefore encompasses
knowledge and skills concerning the appropriate application of a variety of hardware platforms such as computers, tablets and mobile devices, and
their software including but not limited to web search or internet application software.

Digital literacy is a dynamic competence due to the fast-changing world of information communication technology and the ongoing development
of technological devices as well as their related software. This is an area in which there is constant innovation and development as the industry
attempts to keep up with a globally increasing demand for efficient and effective communication technologies. Currently, digital literacy is
considered as one of the main core competencies for learning and life in the 21st century. It challenges existing thinking and practice while
leading to a more innovative, creative and often transformational learning.
Learning to Learn

Learning is a continuous process that begins at birth and continues until death; it is the process through which we use our experience to deal with
new situations and to develop relationships. As a concept, it involves far more than thinking as it incorporates the whole personality – senses,
feelings, intuition, beliefs, values and will. If we do not have the will to learn, we will not learn and if we have learned, we are actually changed in
some way. If the learning makes no difference it can have very little significance beyond being random ideas that float through our consciousness.

Learning to learn is the ability to pursue and persist in learning, to organize one’s own learning by the effective management of time and
information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available
opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating
new knowledge and skills as well as seeking and making use of guidance. Learning to learn helps learners to build on prior learning and life
experiences in order to use and apply knowledge and skills in a variety of contexts. There are four pillars of learning: Learning to know, learning
to do, learning to be and learning to live together.

Strengths of CBC

A competency-based curriculum has the following strengths:

Learner-focused

There is less focus on the school and the system and more focus on education and the learner. The curriculum is responsive and relevant to
learner’s needs. It enables teachers - who are designers of learning opportunities- to meet the diverse needs of learners.
Focus on Competencies

There is less focus on content since the goal is appropriate application of knowledge and not just acquisition. A curriculum that focuses on
competencies enables the creation of meaningful connections within and among learning areas and disciplines.

Opportunities for Local Decision Making and Greater Depth of Study

Prescriptive curricular offer limited flexibility. The goal of CBC is to enable greater flexibility at the local level. Content delivery is flexible and
exploratory. Teachers have the autonomy to implement the curriculum while teaching.

Balance Between Formative and Summative Assessment

CBC offers a range of assessments that focuses on varied assessment of student learning outcomes and cross -curricular experiences.

Digitally Based

The design of the curriculum within a collaborative digital application enables continuous improvement and supports learning with flexible timing
and pacing through a range of learning environments.

Collaborative and Co-Development Models

Collaboration by all stakeholders in the curriculum design is the norm and co-creation of the curriculum with partners and stakeholders taps into
local expertise to enhance the design development.

Synchronous Development

Synchronous development replaces sequential development.

Learning Areas
These are the subjects taught at various levels of education such as English, Mathematics, Science and Technology. They are the means through
which the key competencies, values and knowledge are taught and attitudes instilled across all levels of learning. However, they are not static and
may change to address the ever-changing needs of society.

CURRICULUM DESIGN INTERPRETATION.

ESSENCE STATEMENT
 A general overview of a learning area.
 Summarizes the fundamental ideas of each learning area.
 Explains the rationale and justification of inclusion of the learning area in
the curriculum.

LEARNING OUTCOMES

Clear statements of what the learner is expected to achieve and how

he or she is expected to demonstrate that achievement. Thus, learning
outcomes are:
• More precise, easier to compose and far clearer than objectives
• reflect essential knowledge, skills or attitudes
 • focus on results of the learning experiences
• reflect the desired end of the learning experience, not the means
or the process.

• represent the minimum performances that must be achieved to

successfully complete a course.

TYPES 0F LEARNING OUTCOMES

1) Level learning outcomes-level of education
2) General learning outcomes-learning area
3) Specific learning outcomes- strand/lesson
FORMULATING LEARNING OUTCOMES.

 Beginning each learning outcome with an action verb followed by the object of
the verb then by a phrase that gives the context.
 NOTE-they should be smart.
 VERB- says what should be done by the learner like identify, name,
describe, collect, appreciate, design, choose, formulate, build, justify etc.
Verbs are of knowledge, skills and value based.
 OBJECT- it answers the question what.
 CONTEXT- answers the question ‘why’, ‘where’, ‘how’ and ‘when.’
 Example ; choose(verb) foods rich in vitamin C(object) in the locality(context)
 Name (verb)the parts of the body used in swimming(object) for body
awareness(context)
 Play (verb)a conditioned game (object) for enjoyment(context)
TAXONOMIES OF EDUCATION.
 Classification of educational objectives into an ascending order of complexity.
 There are two types of taxonomies. i.e

1)BLOOM’S TAXONOMY (BENJAMIN BLOOM

 He gives six categories of measurable cognitive abilities namely;

knowledge, comprehension, application, analysis, synthesis and evaluation.

 He describes the affective, psychomotor and cognitive domains.
The revised Bloom’s taxonomy is as follows;
 Remember-involves being able to recall, defining or labeling. The verbs used
are; arrange, choose, cite, define, relate, repeat, reproduce, review, select, study,
tabulate, indicate, list, label, name, memorize, locate, listen, quote, provide,
outline, read, recognize, record, match, meet.
 Understand-to summarize/classify. Verbs used are; acquire, outline,

paraphrase, approximate, articulate, associate, discuss, describe, calculate,

characterize, clarity, classify, compare, convert, defend, demonstrate, compare,
compute, contrast, detail, differentiate, distinguish, elaborate, estimate,
example, expand upon, explain, express, extend, factor, generalize, give,
identify, illustrate, infer, interact, interpret, locate,, observe, reference, report,
research,
 Apply-requires some level of implementation or to follow a procedure- verbs

used include; acquire, adapt, allocate, apply, ascertain, assign, attain, back up,
calculate, capture, change, choose, classify, collect, complete, compute,
conclude, conduct, construct, create, customize, demonstrate, derive, determine,
develop, diminish, discover, dramatize, employ, examine, execute, exhibit,
experiment, expose, express, graph, illustrate, implement, interpret, interview,
 investigate, list, make, manage, manipulate, modify, operate, paint, perform,
plot, practice, predict, prepare, price, process, produce, provide, react, record,
relate, respond, role-play, roundoff, schedule, select, sequence, show, stimulate,
sketch, solve, subscribe, tabulate, teach, transcribe, transfer, translate, use
 Analyze-breaks down parts of a concept for deeper analysis. Verbs in use;

analyze, arrange, appraise, audit, blueprint, break down, calculate, compare,

confirm, correlate, contrast, criticize, debate, deduce, detect, diagnose, diagram,
discuss, dissect, distinguish, document, examine, experiment, graph, infer,
inquire, inspect, interpret, investigate, layout, manage, maximize, measure,
optimize, order, organize, outline, plot, point out, probe, program, quantify,
query, question, relate, research, review, scrutinize, select, separate, sequence,
sift, size up, solve, specify, study, subdivide, survey, test, train, transform, value.
 Evaluate-critiquing/making a judgement based on research. Words used;

appraise, argue, assess, choose, compare, conclude, contrast, counsel, criticize,

critique, debate, defend, determine, diagnose, discuss, enhance, estimate,
evaluate, grade, infer, interpret, investigate, judge, justify, predict, prescribe,
prove, recommend, referee, reframe, reject, relate, release, report on, research,
 review, revise, score, select, summarize, support, tell why, test, validate, value,
verify, weigh
 Create-developing something new based on all the learning. Words used;

abstract, act, adapt, animate, anticipate, assemble, blend, build, change, code
collaborate, combine, communicate, compare, compile, compose, concoct,
construct, correspond, create, cultivate, depict, derive, design, develop, devise,
enhance, express, establish, facilitate, format, formulate, hypothesize,
imagine, import, improve, incorporate, initiate, integrate, interface, intervene,
invent, join, lecture, make, make up, manage, model, modify, modifier,
negotiate, network, organize, originate, overhaul, perform, plan, predict,
portray, prepare, prescribe, pretend, process,
 produce, program, progress, propose, rearrange, reconstruct, relate, reinforce,
reorganize, revise, rewrite, role-play, sequence, setup, show, specify, structure,
substitute, suggest, summarize, suppose, synthesis, tell, validate, visualize, write.
DOMAINS IN BLOOMS TAXONOMY.
 Affective-describes learning outcomes that emphasize on self-awareness and

expression of feelings, interests, attitudes, appreciations, values and emotions.

 Psychomotor/kinesthetics- concerned with physical performances with

movement/ with activities where the gross and fine muscles are used for
expression /interpretation of information/concepts.
 Cognitive-involves development of intellectual skills and abilities/mental
development.
2) Depth of knowledge (Norman Webb)
 These are broken down into four levels.
 All the levels define stratified categories of cognitive processes/how learners
think.
 DOK 1-learners memorize/ Recall and production.
 DOK 2 -learners compare and contrast information which summarizes as
concept /skill. Compare and basic reasoning.
 DOK3-learners make decisions about ways to solve problems. This involves
planning and complex reasoning. This is strategic thinking.
 DOK 4-learners analyze the results of experiments, draw upon multiple
sources to formulate creative solutions and investigate unique and challenging
 problems that require complex understanding. Synthesis of information and
interpretation of data to solve problems. This is extended thinking.
3.1 LEARNING EXPERIENCES.
 Are activities/tasks that learners should carry out in order to develop desired
knowledge, skills, values and attitudes.
 They focus on developing the learners’ cognitive, physical and emotional
domains.
 They are interactions in which learning takes place.
 They are interactions between the learner and external conditions
in the environment o which they can react. TYPES OF
LEARNING EXPERIENCES.
 Formal-are organized/structured, guided and intentional
 Non-formal- take place outside formal learning environments but within
some kind of organization framework. Need not follow a formal design.
 Informal-takes place outside schools and arise from learners’ involvement in
activities that are not undertaken with a learning purpose in mind. Are
involuntary and inescapable part of daily life incidental.
PURPOSE OF LEARNING EXPERIENCES.
 Assist learners acquire and apply knowledge, skills, values and attitudes.
 Helps learners acquire and apply intended competencies.
 Enhances modeling of core values.
 Self- regulate and evaluate their learning.
 Engage deeply in the learnt concepts.
 Reflect on learning process.
 Interact with others during
the learning process.
CHARACTERISTICS OF
LEARNING
EXPERIENCES.
 Involves activities.
 Requires interaction.
 Constitutes learning.
 Learning occurs randomly.
 Learning involves problem solving.
 Learning is a process of acquiring information.
FACTORS CONSIDERED FOR CHOICE OF LEARNING EXPERIENCES.
 Relevance to intended learning outcomes/learning outcome.
 Learning environment.
 Time required for the experience.
 Developmental age level/age appropriateness.
 Safety.
 Learning resources.
WHAT INFORMS LEARNING EXPERIENCES.
 Differentiated learning.
 Multiple intelligence.
 Prior knowledge
 Learning styles.
3.2 KEY INQUIRY QUESTIONS.
 Are questions that help focus on learning.
 They probe for deeper meaning and set the stage for further questioning.
 Foster the development of critical thinking skills and higher
order capabilities such as problem solving.
CHARACTERISTICS OF GOOD KEY INQUIRY
QUESTIONS.
  Integrates technology to support learning.
 Encourages collaboration amongst learners, teachers and the community.
 Is thought provoking and intellectually engaging, often sparking discussion and
debate.
 Is open-minded, non-judgemental, meaningful and purposeful.
 Requires support and justification not just an answer.
 Raises additional questions and sparks further inquiry.
 Can’t be effectively answered by recall alone.
3.3 LINK TO OTHER SUBJECTS.
 Refers to transfer of knowledge, skills and attitudes learnt in one area to another.
 The teacher is expected to make conscious effort to use concepts in one
learning area to relate knowledge, skills and attitudes to another learning
area.
 The linkage gives learners a holistic perception of learning by allowing them to
see inter-relationship in different learning areas.
 All the learning subjects are interrelated and no one can be taught in isolation.
 The interrelationship will enable learners achieve learning outcomes in all
learning areas.
 Example in English-vocabulary in weather sub strand, words like calm,
cloudy, rainy and windy will be taught like in environmental activities. In
home science and Agriculture- kitchen garden. In Science and Social Studies,
sources of water.
Importance of interrelationship between learning areas.
 Promotes transfer of knowledge and skills from one learning area to the other.
4.0 MICRO TEACHING.
4.1. MICRO TEACHING.
Micro-teaching and its role in learning.
  An action of conducting a mean lesson to class mates before the actual teaching
practice commences/real teaching.
Role of micro-teaching in learning/advantages.
 Cultivates courage/confidence. Allows the trainee learn new skills and art of
teaching. It gives an opportunity to develop confidence. Facing fellow
colleagues enables elimination of fear hence cultivate confidence.
 Exposure-provides exposure to trainees. They are exposed to real teaching which
includes preparations.
 Time management/planning. Trainees are timed to complete their activities
within stipulated time. This trains them the aspect of time management as they
have to cover a particular content within a specified period.
 Feedback/share experiences. It enables interaction between and classmates.
After the lesson time is given for them to give feedback. A platform is created
where experiences are shared.
 Class control/organization. The trainee has the opportunity to practice
management skills. They are expected to maintain discipline and give guidance
on the activities taking place.
  Creativity/innovation. They are expected to interestingly present their teaching
in varying styles. It calls for creativity and innovation to decide the best
methods to use for various stages.
 Promotes good manipulation of content. Trainees have the opportunity to
work on the specific content hence manipulation skills on content.
 Promotes familiarization with professional documents. Gives trainees chance
to familiarize themselves with the necessary documents on preparation and use.
Disadvantages.
 Is involving in terms of preparation.
 Takes a lot of time.
Procedure of conducting micro-teaching lesson.
 Preparation of scheme of work and lesson plan.
 Lesson preparation(marking operational area/resources).
 Lesson implementation.
 Reflection.
Challenges likely to be faced.
 Poor time management.
 Poor demonstrations.
 Poor content delivery.
 Inadequate resources.
 Over planning.
 Lack of confidence.
 Poor class organizations.
 Inappropriate attire.
 CHARACTERISTICS OF GOOD LESSONS.
 Time management. Should start in time, end in time. Equitable and effectively
managed.
 Teacher preparation for the lesson.

 Presentation. Should have good mastery and variety of aids.

 Dress-the teacher should be well dressed.

 Nature of lesson. Lively, interesting, motivating, captivating and enjoyable.

  Participation. Both the learner and teacher should be actively involved.
 Class control. Teacher to be in charge and have few disciplinary problems.

 Learning activities should be varied to cater for varied needs

Differences between micro-teaching and teaching practice.

Micro-teaching Teaching practice
-performed in college -performed in the TP
environment school.
-teaching same level -teaching school
learners
-takes less time/given learners( pre-
by trainer
-involves feedback by primary/primary)
all others learners
-takes whole lesson
-feedback by the
assessor only
Skills required by a teacher in micro-teaching.
Skills of introducing a lesson.
 Establishes a rapport with learners.
 Creates interest.
 Sustains learners attention.
 Links the previous knowledge to the current.
 Promotes curiosity.
 Uses devices/resources that
motivates the learners. Skills
of probing and prompting.
 Questions must be;
 Stimulating/inspiring/interesting
 Helping to seek further clarification.
 Promotes creativity.
 Creates awareness of what of what to be learnt.

Skills of explanation
 Explanations should be;
 Clear.
 Well sequenced.
  Relevant to the content taught.
 Simple.
 Interesting and captivating.
 Give appropriate
and relevant. Skills of
stimulus variation.
 Arouses learners interest.
 Brings variety of
learning approaches.
Skills of audio-visual
aids.
 Clarifies concepts.
 Reinforces ideas.
 Draws attention of the learner to what is being taught.
 Expresses holistic picture of the content.
 Adds variety to the content.
 Creates learners interest.
Skills of classroom management.
 Addressing learners by name.
 Keeping learners in eye span.
 Checking inappropriate behavior.
 Giving clear instructions.
 Establishing norms of
classroom behavior.
Skills of concluding a
lesson.
 This is a way of wrapping up the lesson in ways that benefit learners.
 It emphasizes the purpose of the session with review and closure.
 Should be
interesting.
Ways of
concluding
lessons.
 Making oral review of what was learnt.
 Can give extended activity.
 Getting feedback from the
learners on what was learnt.
Skills of using the chalk /white
board.
 These are reusable writing surfaces on which text/drawings are made.
 They are the most commonly used tools in learning.
 They are the simplest visual learning tools.
  They allow learners interact with the learning material.
 They are helpful to both teacher and learner.
 Provide content to learners from a central location.
 Communicate with learners easily.
​

PROFESSIONAL DOCUMENTS.
4.2.
 These are official documents developed to make learning efficient and effective
as the teacher implements the curriculum.
 Development is guided by the curriculum designs thereby enhancing the
teacher’s understanding of the designs.
 The types of professional documents include; scheme of work, lesson plan,
record of work, progress record and individualized education Programme.
Schemes of work. Is the breakdown of the curriculum design into teachable
units that are handled from the lesson.
Components of a scheme of work.
 Administrative information
 Week
 lesson
 Strand
 Sub strand
 Specific learning outcomes
 Learning experiences
 Key inquiry questions
 Learning resources
 Assessment
 Reflection.
SCHEME OF WORK TEMPLATE.
 Institution
 Subject/learning area------------------------------
 Term
 Tear
 WK LS STR SUB SPECI LEA KI LEAR ASSES REFLE
N AN Q SMEN CTION
D STR FIC RNIN NING T
AN LEAR G RESO
D NING EXP URCE
OUTC S
OMES

LESSON PLAN.
 Lesson plan. Is a documented procedure of the delivery of content within a
specified duration.
 Is a plan of what the learners will learn within a specified period of time. A
work plan showing all activities that will take place in the lesson.
 Breakdown of the scheme of work into teachable units.
 Shows what needs to be accomplished within time allocated for the lesson.
 Enables teachers contextualize the lesson activities at a glance.
 Adopts inquiry based learning techniques when planning, since they are
learner centred and key to successfully implementation of Competency
Based Learning.
 Establishes the learning outcomes to be achieved during the lesson.
 Considers the teachers ‘ability, background and learning approach to use among
others.
 Ensure the availability of relevant and appropriate materials for the lesson.
 Determine appropriate assessment methods to use.
 Factors to consider when lesson planning.
 Age of learner.
 Nature of learner.
 Grade/level/year of learner.
 Learner’s entry behavior.
 Learning resources.
 What will be learnt.
Factors to consider when developing a lesson plan.
 Specific learning outcomes.
 Learning experiences.
 Key inquiry questions.
 ICT integration.
  Learning resources.
 Core competences to be achieved.
 Values.
 Assessment.
 Homework etc
Components of a lesson plan.
 Administrative information in tabular form.
 Strand
 Sub strand
 Specific learning outcomes-----------------------
 Key inquiry
 Learning resources
 Organization of learning- where learning will take place/how learners will be
organized e.g group work, pair work.
 (core competences, PCIs and values that have been incorporated in each step
e.g the core competency of learning to learn will be developed as the learner
conducts research online parts of the body, digital literacy as learners watch
video clip on parts of the body)
 Introduction
 Lesson development
 Step 1
 Step2
 Step3
 Step4
 Step5
 Extended activity- activities that will be given in the form of assignment, take
away etc
 Conclusion
 Reflection
  Community service learning activity--------------------------------------
RECORD OF WORK.
 Record of work. A written document which a teacher writes and keeps as he
teaches to show what has been covered and the reflection over a period of time.
 Provides evidence of work covered by the teacher.
Components.
 Administrative details.
 School
 Learning area
 Name of teacher
 grade
 Time frame-indicates date when lesson was covered.
 Lesson-order of the lesson in the week.
 Work done-accounts for the sub strands in accordance to learning outcomes.
 Reflection-statement expressing the teacher’s experiences in relation to
components of the entire lesson, successes and failures of the lesson as well as
suggestions for improvement.
 Signature-teacher’s identity. Helps in accountability and transparency.
Sample of a record of work.
Administrative
details. School
Grade---------
Learning area---
-------------
Strand
Sub-
strand
Name of
teacher
Date Lesson Record reflectio Signatur
of n e
 work
done

Importance of a record of work.

 Provides evidence of work covered by the teacher which shows accountability
and transparency.
 Involves storing and managing records appropriately so that the information will
be available when needed.
 Provides continuity of teaching of a particular grade since new teachers are able
to trace where to start teaching from.
 Allows both teacher and learner to reassess the teaching learning relationship.
 Helps identify learners who need more help, guidance and support and helps
them understand what they need to do next to improve.
 Effectively monitors the progress of the teacher and the learner for planning and
decision making.
PROGRESS RECORD.
  Learners progress record. Document showing the learners progress- throughout
the learning period.
 Is made up of learner’s academic achievements, skills and abilities and school
reports.
Importance of progress records.
 Helps teachers plan appropriate learning experiences that will meet the learners
needs.
 Helps in identifying learners who are slow for appropriate action.
 Provides school leadership team with information about the progress learners are
making.
 Provides information if learners are meeting age-appropriate expectations and
are on track to meet expected outcomes.
 Are a source of information for parental engagement with the school on how
their children perform.
 Enables teachers track the continuous learning process of learners.
 Provides information on accurate production of enriched certificates.

Qualities of effective progress record.

 Be simple and easily understood by internal and external users.
 Relate to key indicators about attainment and progress.
 Use language that is sensitive to those whose attainment is currently below age-
related expectations.
Sample progress record.
Na
me
Sch
ool
Gra
de
Learning area
Ratings: exceeds expectation (4), meets expectation (3), approaches expectation (2),
below expectation(1)
Performan Exceed Meets Approa Below Remarks.
ce s expecta ches expecta
indicators/ expecta tion expecta tion
ratings tion tion
 Consistently/exc
ellently……
 Is able to…..
 Trys to…./
 Struggles…/not
able
to…/rarely……
ASSESSMENT TOOL
 Assessment tool. The techniques used to
measure learners’ academic abilities and
skills/to measure ones’ progress towards
academic proficiency in a learning area.
They are used to make informed
decisions regarding strategies to
enhance learners’ learning.
INDIVIDUALIZED EDUCATION
PROGRAMME.(IEP)
 Is a written plan that describes what the
teacher and other professionals will do to
meet special needs of a learner.
 It focuses on individual learner’s
needs, thereby allowing him/her to
acquire knowledge, skills, attitudes
and values at his/her own pace.
 Is developed by multidisciplinary team
composed of the learner, special
education teacher, assessment officer,
psychologist, speech therapist,
occupational therapist, physiotherapist,
social worker and parents.
 IEP therefore is a plan whereby
teachers, support personnel and
parents work together as a team to
meet the needs of individual learners
who require individualized support.
It provides a description and action plan for
the
UNITY