COMPETENCY-BASED CURRICULUM IN KENYA: GRADES 7 TO 9

COMPETENCY-BASED CURRICULUM IN KENYA: GRADES 7 TO 9

 

Kenya's education system was altered with the introduction of the Competency-Based Curriculum. Replacing the traditional 8-4-4 system, CBC focuses on skills, attitude, and application of knowledge rather than rote memorization. It aims at preparing the learner to face challenges of the 21st century by fostering the development of individual talents, critical thinking, and problem-solving. The Junior Secondary School phase, comprising Grades 7 to 9, is a vital component of this system, acting as a transition point where learners deepen their understanding, explore diverse disciplines, and build on foundational skills acquired in earlier grades.

CURRICULUM STRUCTURE AND OBJECTIVES

 

In the CBC framework, Grades 7 to 9 focus on molding learners' talents and preparing them for advanced education and careers. The curriculum provides opportunities to explore multiple learning areas while promoting holistic development. Core subjects include Mathematics, English, Kiswahili, Science, Social Studies, and Religious Education. Additionally, optional subjects such as visual arts, music, home science, and technical education allow learners to pursue interests and talents.

 

Key objectives at this stage are the development of critical thinking, collaboration, and fostering creativity. Learners are normally involved in practical activities, group projects, and research-based tasks that emphasize the use of knowledge in real situations. 

 

The Role of Pathways in CBC

A unique element of Grades 7 to 9 is the pathways that take learners into specializations and fields of interest and aptitude. The three pathways are:

1. Arts and Sports Science

   This is for learners who have talent and interest in creative and sporting disciplines. It has subjects such as visual arts, performing arts, music, and physical education.

2. Social Sciences

   With a focus on humanities, this strand encompasses such disciplines as geography, history, religious studies, and social ethics.

3. Science, Technology, Engineering, and Mathematics (STEM)

 

   For learners leaning toward technical and scientific fields, this strand encompasses advanced mathematics, applied sciences, and computer studies.

 

Pedagogical Approaches

The CBC focuses on the following learner-centered teaching approaches:

 

- Project-Based Learning: Learners work on projects that require research, teamwork, and problem-solving, often culminating in presentations or prototypes. 

- Inquiry-Based Learning: This approach encourages learners to ask questions, investigate solutions, and build knowledge through exploration. 

- Practical Assessments: Emphasis is placed on hands-on activities, such as experiments, artistic creations, and technical tasks, to enhance learning by doing.

These strategies ensure that the learners acquire both theoretical understanding and practical skills and attitudes necessary for personal and societal development.

Assessment in CBC

The CBC adopts a continuous assessment instead of an over-reliance on standardized examinations. Learners are thus assessed based on their performance in class activities, projects, portfolios, and formative assessments. By the end of Grade 9, learners undergo summative assessment to determine if they are ready for engagement in Senior Secondary School. Besides, the assessment is accompanied by a record of performance of the learner in different subjects and co-curricular activities.

The shift in assessment methods means that there is less pressure resulting from examinations and that assessments will give a more actual reflection of the capability of a learner and his progress. 

 

Challenges in Implementing CBC for Grades 7 to 9 

 

While CBC has its merits, it faces numerous challenges that are prevalent in Kenya. These are: 

 

1. Infrastructure: Some schools do not have prior facilities such as laboratories, workshops, and libraries to execute practical learning.

 

2. Training of Teachers: Not all teachers undergo complete training on CBC approaches, and at times this negatively reflects in teaching.

3. Parental Engagement: The curriculum demands parental involvement in supporting learning even at home, which could be an uphill task for some families, either because of the pressures of modern life or other resources constraints.

4. Resource Availability: Learning materials, including textbooks and equipment for practical lessons, are often inadequate or maldistributed.

5. Equity Issues: Rural and less-well-off schools face challenges in meeting the demands of CBC owing to a lack of funding and infrastructure gaps.

The Way Forward

In light of these challenges, the Kenyan government and stakeholders have taken the following measures, among others:

- More money invested in the infrastructural development of schools.

- More frequent training for teachers on how to deliver CBC.

- Sensitization for parents on their role in the new education system.

- Collaboration with private companies in resource and technological provision for disadvantaged schools.

Conclusion

The CBC for Grades 7 to 9 represents a bold step in the direction of a more inclusive, practical, and skills-based education system in Kenya.

In focusing on the holistic development of learners, it aims at creating future-ready individuals who can thrive in varied fields. However, this sustained effort calls for investment and collaboration by all stakeholders to overcome the challenges in the implementation of the CBC. As Kenya continues on this transformative journey, the Junior Secondary phase remains a cornerstone in shaping the nation’s educational landscape.