2. Rules
Co-Creating Space for Transformation
1. Hold an Open Heart
2. Speak with “I” statement
3. Stay Curious
4. Be on your Learning Edge
5. Practice Confidentiality
6. Take Radical responsibility
Essential Agreements
9. GROWING
Analytical thinking and innovation
Active learning and learning dialogues
Creativity, Originality and initiative.
Technology Design and programming.
Critical Thinking and Analysis.
Complex Problem Solving.
Leadership and Social Influence.
Emotional Intelligence
Reasoning, Problem Solving and ideation.
System Analysis and Evaluation
DECLINING
Manual dexterity, endurance and precision.
Memory, verbal, auditory and special abilities.
Management of financial and material
resources.
Technology Installation and maintenance.
Reading, Writing, Math and active listening.
Management of personnel
Quality control and safety awareness
Coordination and time management
Visual Auditory and speech abilities.
Technology use monitoring and control
Jobs
10. New Jobs
“We are currently preparing learners for jobs that don’t yet exist …using technologies
that haven’t been invented…in order to solve problems we don’t even know are
problems yet-RICHARD
Weather Design
Engineer
AI Lawyers
Human Organ
Engineer
Nano Technology
Engineer
Robot Sports
Promoter
3D Cutting Printer
Designer
Autonomous
Transport Specialist
Memory
Augmentation
Specialist
3D food Printer Bio-
chemist
Augmented reality
Architect
Drone Fleet on-
demand Manager
Robot Behaviour
Designer
Gene Programmer
Human Technology
Integration
Specialist
13. Core Competencies for Basic Education
1.Communication and Collaboration
Critical Thinking and Problem Solving
Imagination and Creativity
Citizenship
Digital Literacy
Learning to Learn
Self Efficacy
20. Community Service Learning is critical
in holistic development of the
learners?
STRONGLY DISAGREE -------------------------------------- STRIONGLY AGREE
21. Pillars of BECF
Principles of the BECF
Opportunity
Excellence
Diversity
Inclusion
Parental Empowerment and Engagement
Community Service Learning
Differentiated Curriculum and Learning
22. 19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Lower Secondary
3 Years
Primary
6 Years
Pre-Primary
2 Years
Arts &
Sports
3 Years
Social
Sciences
3 Years
Stem
3 Years
TERTIARY EDUCATION &
TRAINING
WORLD OF WORK
FOUNDATION AND
INTERMEDIATE
PRE
VOCATIONAL
SKILLS
Vocational
Skills
Special Needs
Education
Stage Based
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
23. 19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Lower Secondary
3 Years
Pre-Primary
2 Years
Arts &
Sports
3 Years
Social
Sciences
3 Years
Stem
3 Years
TERTIARY EDUCATION &
TRAINING
WORLD OF WORK
FOUNDATION AND
INTERMEDIATE
PRE
VOCATIONAL
SKILLS
Vocational
Skills
Special Needs
Education
Stage Based
Upper Primary
3 Years
Lower Primary
3 Years
Early
Years
Education
Middle
School
Education
Senior
School
Tertiary
and
University
Education
24.
25. Learning Outcomes for Middle School Education
•Apply literacy, numeracy skills and logical thinking appropriately in
self-expression
•Communicate effectively in diverse contexts.
•Apply digital literacy skills appropriately for communication and
learning in day to day life.
•Practise hygiene, appropriate sanitation and nutrition to promote
health.
•Explore, manipulate, manage and conserve the environment
effectively for learning and sustainable development.
• Demonstrate ethical behaviour and exhibit good citizenship as a
civic responsibility
• Demonstrate social skills, spiritual and moral values for peaceful
co-existence.
•Demonstrate appreciation of the country’s rich, diverse cultural
heritage for harmonious co-existence
•Manage pertinent and contemporary issues in society effectively.
By end of Middle School, the learner should be
able to:
26. Learning areas :Lower Secondary
Core Subjects:
A learner will be required to study 12
core subjects provided:
1.English
2.Kiswahili or KSL for learners who
are deaf
3.Mathematics
4.Integrated Science
5.Health Education
6.Pre technical and Pre vocational
Education
7.Social Studies
8. Religious Education
Christian Religious Education
Islamic Religious Education
Hindu Religious Education
9. Business Studies
10. Agriculture
11. Life Skills Education
12. Sports and Physical Education
•ICT will be cross cutting in all subjects
27. Optional Subjects:
Minimum of one and a maximum of two
subjects according to personality, abilities,
interests and career choices:
Home Science
Computer Science
Performing Arts
Foreign Languages: Arabic, Chinese, French, German…
Kenyan Sign Language
Indigenous Languages
Visual Arts
28. Learning Outcomes for Senior School
1.Communicate effectively and utilise Information and Communication Technology across varied
contexts.
2.Apply basic research and scientific skills to manipulate the environment and design solution to
problems.
3.Uphold national, moral and religious values for harmonious living.
4. Demonstrate active local and global citizenship for harmonious co-existence.
5. Apply and promote health care strategies for their wellbeing.
6. Demonstrate active local and global citizenship for harmonious co-existence.
7. Apply and promote health care strategies for their wellbeing.
4. Protect, preserve and improve the environment for sustainability.
7. Exploit individual talents for leisure, self-fulfilment, career growth, further education and training.
8. Manage pertinent and contemporary issues responsibly.
9. Demonstrate appreciation of diversity in people and cultures for harmonious co-existence.
10. Apply mathematical, logical and critical thinking skills to problem solving
31. SPORTS SCIENCE
Core Subjects
Community Service
Physical Education
Human Physiology
Legal and Ethical Sports
Life Skills in sports
Options
Ball Games
Athletics
Indoor Games
Gymnastics
Swimming
Boxing
Martial Arts
Outdoor Pursuit
Advanced Physical Education
33. VISUAL ARTS
Core Subjects
Community Service
Physical Education
Legal and Ethical Issues in Arts
Communication Skills
Options
Fine Art
Applied Art
Time Based Media (Photography,
Video, Film)
Crafts
34. LANGUAGES & LITERATURE
Core Subjects
Community
Service
Physical
Education
Options
English Language
Literature in English
Lugha ya Kiswahili
Fasihi ya Kiswahili
Kenya Sign Languages
Foreign Language (Arabic, French, German, Chinese)
35. HUMANITIES & BUSINESS STUDIES
Core Subjects
Community
Service
Physical
Education
Options
History
Citizenship
Geography
Christian Religious Education
Islamic Religious Education
Hindu Religious Education
Business Studies
38. TECHNICAL AND ENGINNERING
Core Subjects
Community Service
Physical Education
ICT
Mathematics
Physics/Physical Science
Chemistry/Biology/Biological Science
Options
Agriculture Technology
Geoscience Technology
Marine and Fisheries Technology
Aviation Technology
Wood Technology
Metal Technology
Power Mechanics Technology
Construction Technology
Media Technology
Electronics Technology
Manufacturing Technology
Mechatronics Technology
Foods and Nutrition
Home Management
39. CARRER & TECHNOLOGY STUDIES (CTS)
Core Subjects
Community Service
Physical Education
ICT
Options
Exterior Design and Landscaping
Construction
Photography
Graphic Designing & Animation
Food & Beverage
Motor Vehicle Mechanics
Carpentry & Joinery
Fire Fighting
Metalwork
•Clothing & Interior Design
Leather Work
Culinary Arts
Hair Dressing & Beauty Therapy
Plumbing & Ceramics
Welding & Fabrication
Tourism & Travel
Air Conditioning & Refrigeration
Animal Keeping
40. The Adaptor
Characteristics of the 21st Century Teacher
The Communicator
The Learner
The Visionary
The Leader
The Model
The Collaborator
The Risk Taker
41. What Must 21st C teachers do to Develop Critical Thinking in Students?
42. Ideal Learning Environment
1. Teacher and Student are all
learners.
2. The focus is more on questions,
less on answers.
3. Understanding is more
21st Century Teaching and Learning
43. Name: Dr. Maina WaGĩokõ
Head Professional Learning Development
Center
Global Teacher Prize Finalist
Global Lead Facilitator
Researcher
Examiner
Author
Affiliation: Aga Khan Academies
Email: learningunpackedapplied@gmail.com
Cell: +254722721656
Twitter: @drmainawagioko
Facebook: Maina Gathinjaga WaGîokõ
Instagram: drmainawagioko
LinkedIn: Maina Gathinjaga WaGĩokõ
Editor's Notes
24-3
45-1
3+2=5
The three EsFacilitates Engagement Relevance and Responsiveness Citizenship
5+3=8
The adoption of technology demand for the acceptance, use, integration and infusion of technology in teaching and learning. The adoption will facilitate curriculum engagement which enables active learning and deepens the learning experiences.
Active Learning
Inquiry based learning
Experiential Learning
The enhancement of the curriculum can be amplified by adopting the technology to make learning relevant.
This may include -Inviting Specialist Speakers to the learning experiences -Zoom, Skype in the classroom-Connecting classes across the globe on a discussion or project -Classroom Connection programmes
17+5=22
The adoption if the curriculum will further facilitate the enrichment which include linking the content with pertinent and contemporary issues as well as opportunities to catch values.
22+5=27
This can be facilitate by making the learning relevant and responsive. An approach could be connecting the learning experiences to the real life situation and the challenges the learns are observing or facing in real life.Technology will facilitate this by -Accessing information about the community -Databases, Websites The technology preside affordance to the linkage to real life and will make the learning to be connected to the community and the learners to relate to real life experience as well as make meaning in how the concepts they are learning are relevant to their communities.
27+5=32
The learning should note be limited to a class or a lesson but it should be extended beyond the lesson through linkages to other learning areas (interdisciplinary units), Non-formal and community service learning. The interdisciplinary will be facilitated by collaborative planning which are enhanced by technology.Collaborative technology may include -Microsoft Team, Classroom OneNote, Google Classroom, Edmodo among others. The non-formal and community service learning will be facilitate when the learning is extended as a project or a problem learning approach. In this approach the learning is connected to issues of the community as a project or to solve a problem. Technology can facilitate problem, project based learning through research and collaboration. Some technologies that might be useful include One-drive, Dropbox, Publisher, MovieMaker, Canvas among others.The extension facilitate the development of citizenships skills which include taking action, solving problem and contributing the community. The projects are meant to impact on the community. The project include formal linkage with the coursework and part of the learner grade is tied to service learning activities. The variety of project and problem solving allows the learners to learn and develop skills. The problem solved will serve two aspect -allowing the learners to link the learning to their community -allowing the community to appreciate the role of the learners and learning in the community.Some of the community service learning may include
32+5=37
Direct Service-Learning: person-to-person, face-to-face service projects in which the students’ service directly impacts individuals who receive the service from the students. Examples include
Tutoring other students and adults
Conducting art/music/dance lessons for youth
Giving presentations on violence and drug preventionHelping in a homeless shelter
Creating life reviews for Hospice patients
Indirect Service-Learning: working on broad issues, environmental projects, or community development–projects that have clear benefits to the community or environment, but not necessarily to individually identified people with whom the students are working. Examples include
Compiling a town historyRestoring historic structures or building low-income housing
Removing invasive plants and restoring ecosystems in preserve areas for public use
Research-Based Service-Learning: gathering and presenting information on areas of interest and need–projects that find, gather, and report on information that is needed.
Examples include
Writing a guide on available community services and translating it into Spanish and other languages of new residents
Conducting longitudinal studies of local bodies of water; water testing for local residents
Gathering information and creating brochures or videos for non-profit or government agencies
Mapping state lands and monitoring flora and fauna
Advocacy Service-Learning: educating others about topics of public interest–projects that aim to create awareness and action on some issue that impacts the community. Examples include
Planning and putting on public forums on topics of interest in the community
Conducting public information campaigns on topics of interest or local needs
Working with elected officials to draft legislation to improve communities