DIPLOMA IN PRIMARY TEACHER EDUCATION

(DPTE)

CHILD DEVELOPMENT AND PSYCHOLOGY

CURRICULUM DESIGN
 First Published in 2021

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or
transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or
otherwise, without the prior written permission of the publisher.

ISBN: 978-9966-31-978-4

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
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

Page | i
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

Page | ii
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 21st 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.

PROF. CHARLES O. ONG’ONDO

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Page | iii
TABLE OF CONTENTS

FOREWORD.......................................................................................................................................i

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

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

Page | v
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

Page | vii
 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

Page | viii
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.

ix | P a g e
 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.
10. Integrate pertinent and contemporary issues in learning to enable learners to cope with
daily challenges.

x|Page
ESSENCE STATEMENT
This course on Child Development and Psychology deals with how children grow physically,
mentally, emotionally, and socially. An awareness of these facets relating to child psychology and
development are crucial for a primary school teacher. By studying the various stages of early
childhood and adolescent development, the teacher trainee would be equipped with knowledge
about children’s ability at different ages. The role of a primary school teacher should not just be
supervision and provision of education to children but also to keep a watchful eye on their various
aspects of development. This course is designed to equip and develop knowledge and skills that
would enable the teacher trainee effectively guide the young learners. It provides knowledge on
different aspects of growth and development of the child and the requirements at different stages
of development. Additionally, it brings to the fore the fact that every child has different mental
ability and learns at different pace levels. Child psychology helps the teacher to study the ability,
interests, intelligence, and needs of the child as well as the different techniques of teaching for
effective communication. The inclusion of this course to teacher preparation will raise both the
competence and profile of teachers as professionals.

GENERAL LEARNING OUTCOMES

By the end of the course the primary school teacher trainee should be able to:
1. Analyse major developmental milestones of children in the areas of physical, cognitive, and
emotional development
2. Compare and contrast various theoretical frameworks that relate to the study of human
development
3. Evaluate the effectiveness of child development theories in terms of their practical applications
in learning.
4. Analyse the effect of biological, environmental and cultural influences on development of
children.
5. Apply appropriate theoretical approaches when analysing aspects of child growth and
development.

xi | P a g e
Strand Sub-Strand Specific Learning Suggested Learning Experiences
Outcomes
1.0Child Growth 1.1 Concepts in By the end of the Teacher trainee to:
and Human child growth sub-strand the Search for information using ICT devices and print media on te
Development and teacher trainee development, personality, memory, intelligence, attitude, mo
Development should be able to: learning) related to child growth and development.
a) Differentiate Differentiate between the terms growth and development.
(3hrs) terminologies Develop charts displaying different aspects of child growth an
related to child
growth and
development
b) Distinguish
between growth
and development
in children.
c) differentiate the
physical,
cognitive, social
and emotional
development in
children
d) Appreciate the
concepts of
growth and
development in
children
Core- Competencies to be developed:
Pedagogical content knowledge– as trainees’ design learning environment that is responsive to physical, cognitive, socio, cultu
participation and success of all learners.
Digital literacy – As trainees search information on terminologies child growth and development using ICT devices
Communication and collaboration as trainees discuss in groups different aspects of the concept of child growth and developm
Values:
Love and Responsibility as trainees engage in group discussions
Respect as trainees work together

1|Page
 Strand Sub- Specific Suggested Learning Experiences Key
Strand Learning Inquiry
Outcome Questions
s
1.0 Child 1.2 By the Teacher trainee to: 1. What
Gro Hum end of are the
wth an the sub-  Differentiate the functions the reproductive functio
and Repr strand, organs nal
Hum oduc the  Brainstorm on how fertilization occurs in differe
an tion teacher human being nces of
Deve and trainee  Research and write an essay on factors that parts of
lopm pren should be influence prenatal development in a human human
ent atal able to: being male
deve a) Discuss  Find out about the types and effects of and
lopm the teratogen and make a PowerPoint female
ent functio presentation on the same reprod
ns of uctive
3hrs male system
and s?
female 2. How

2|Page
 reprod can we
uctive prevent
organs abnor
in a malities
human in new
being born
b)Describ babies
e
fertiliza
tion in
a
human
being
c) Analyse
the
factors
that
influen
ce
prenat
al
develo
pment
in a
human
being
d)Discuss
the
types
and
effects
of
teratog
ens on
the
foetus
e) Discuss
how to
mitigat
e
issues
that
could
lead to
abnor
malitie
s in

3|Page
 new-
born
babies
f) Appreci
ate the
healthy
develo
pment
of the
foetus
Core- competences:
Creativity and innovation – As trainees use information technology resources to enhance learner
engagement.
Pedagogical content knowledge – As trainees identify and nurture learners’ talents for self-
fulfilment
Values:
Love and Responsibility as trainees engage in group discussions.
Integrity-as they discuss the functions of male and female reproductive organs

Suggested Assessment rubrics

Indicators Exceeds Meets Approaching Below

Expectation expectations expectation expectation
Discuss the Excellently Discusses the Discusses some Discusses the
functions of male discusses the functions of male functions of functions of
and female functions of male and female male and female male and
reproductive and female reproductive reproductive female
organs in a human reproductive organs in a organs in a reproductive
being organs in a human being human being organs in a
human being human being
with difficulty
Describe Describes Describes Describes Describes
fertilization in a fertilization in a fertilization in a fertilization in a fertilization in
human being human being with human being human being a human
ease partly being with
difficulty
Analyse the factors Critically analyses Analyses the Analyses some Analyses very
that influence the factors that factors that factors that few factors
prenatal influence prenatal influence influence that influence
development in a development in a prenatal prenatal prenatal
human being human being development in a development in development
human being a human being in a human
being
Discuss the types Discusses skilfully Discusses the Discusses some Discusses the
and effects of the types and types and effects types and types and

4|Page
 teratogens on the effects of of teratogens on effects of effects of
foetus teratogens on the the foetus teratogens on teratogens on
foetus the foetus the foetus
with difficulty
Discuss how to Confidently Discusses how to Discusses some Discusses how
mitigate issues discusses how to mitigate issues mitigation to mitigate
that could lead to mitigate issues that could lead issues that could issues that
abnormalities in that could lead to to abnormalities lead to could lead to
new-born babies abnormalities in in new-born abnormalities in abnormalities
new-born babies babies new-born babies in new-born
babies with
difficulty
.

Strand Sub Specific Suggested Learning Experiences Key

Strand Learning Inquiry
Outcomes Questi
ons
1.0 Child 1.3 Brain By the end Teacher trainee to: What is
Growt Develo of the sub-  Search information on internet and print the
h and pment strand, media on brain development and brain respons
Human in the lateralization. ibility
Develo young teacher  Discuss brain development in the children of care
pment childre trainee in the first five years givers
n should be  Make charts on the structure and functions in
able to: of the brain. enhanci
3hrs a) Analyse  Brainstorm on the importance of early ng
the years in relation to brain development. brain
process  do a write up on the responsibilities of lateraliz
of brain caregivers in enhancing normal brain ation?
develop development
ment
and
lateralis
ation in
children
in the
first 5
years
b) Examine
factors
which

5|Page
 contribu
te to
normal
brain
develop
ment in
children
c) Identify
the
responsi
bilities
of care
givers in
enhanci
ng
normal
brain
lateraliz
ation
d) Appreci
ate the
importa
nce of
brain
develop
ment in
children
Core- competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Values:
Unity and Responsibility as they reflect on diversities of brain development in early years.

Suggested Assessment rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Analyse the Confidently Analyses the Analyses with Hardly analyses
process of brain analyses the process of brain some difficulty the process of

6|Page
 development process of brain development the process of brain
and lateralisation development and brain development and
in children in the and lateralisation lateralisation in development and lateralisation in
first 5 years in children in the children in the lateralisation in children in the
first 5 years first 5 years children in the first 5 years
first 5 years
Examine factors Excellently Examines Examines some Examine factors
which contribute examines factors factors which factors which which contribute
to normal brain which contribute contribute to contribute to to normal brain
development in to normal brain normal brain normal brain development in
children development in development in development in children with
children children children difficulty
Identify the Critically Identifies the Identifies some Hardly identify
responsibilities identifies the responsibilities of the the
of care givers in responsibilities of care givers in responsibilities of responsibilities of
enhancing of care givers in enhancing care givers in care givers in
normal brain enhancing normal brain enhancing enhancing normal
lateralization normal brain lateralization normal brain brain
lateralization lateralization lateralization

Strand Sub- Specific Suggested Learning Experiences Key

Strand Learning Inquiry
Outcomes Questio
ns
1.0 Child 1.4. By the end Teacher trainee to: What
Grow Physi of the sub-  Search the internet information on physical, develop
th cal, strand, biological and socio-emotional changes in mental
and cogni teacher children between infancy and adolescence changes

7|Page
 Huma tive, trainee ( infants, toddlers, pre-schoolers, school occur at
n socia should be age(6to 10 yrs) and adolescents) differen
Devel l and able to:  Visit schools, resource centres, and hospitals t stages
opme emo a) Discuss in groups to obtain information on physical, of child
nt tiona the cognitive, social and emotional changes develop
l physica  Make observations on children in various ment
devel l, institutions and evaluate how different factors up to
opm cogniti influence their growth and development adolesc
ent ve, ence?
social
3hrs and
emotio
nal
change
s in
childre
n from
infancy
to
adolesc
ence
b) Appreci
ate
physica
l,
biologic
al and
socio-
emotio
nal
change
s in
childre
n at
differe
nt
stages
of
develo
pment

Core- competences to be developed:

Creativity and innovation – as trainees use information technology resources to enhance learner
engagement.
Pedagogical content knowledge – as trainees identify and nurture learners’ talents for self-
fulfilment.

8|Page
Digital literacy as trainees use ICT devices to search for information on human development
Values:
Responsibility: as trainees engage in group discussions. Respect as trainees work together

Suggested Assessment rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Discuss the Confidently Discuss all the Discuss some of Discuss the
physical, discusses the physical, the physical, physical,
cognitive, physical, cognitive, cognitive, social cognitive, social cognitive, social
social and social and and emotional and emotional and emotional
emotional emotional changes changes in changes in changes in
changes in in children from children from children from children from
children from infancy to infancy to infancy to infancy to
infancy to adolescence adolescence adolescence adolescence with
adolescence difficulty

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
2.0 Factors 2.1Biological By the end of the The teacher trainee to: What
Influencing Factors sub-strand, the  Discuss the biological biological
Child Growth teacher trainee factors which factors
and 3hrs should be able influence child influence

9|Page
 Development to: growth and child growth
development such as and
a) Analyse how genetic inheritances, developmen
biological brain chemistry, t?
factors hormone levels,
influence child nutrition, and
growth and gender.
development  Observe children at
b)Appreciate different stages of
biological development and
factors that take note of factors
influence that influences their
growth and growth and
development development
in children  Make a report on
factors that influence
child growth and
development
 Search for
information on the
internet and print
media on biological
factors which
influence child
growth and
development.
 Watch video clips on
the effects of
biological factors
which influence child
growth and
development
Core- competences to be developed:
Pedagogical content knowledge – through provision of a variety of information resources as
well as the technological tools to mediate learning and enhance learner engagement.
Communication and collaboration – through participation in activities and partnership with
communities.
Values:
Responsibility as trainees as they make a report on factors that influence child growth and
development
Respect as trainees work together to understand how biological factors influence child growth
and development
Suggested Assessment rubrics
Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Analyse how Confidently Identifies and Identifies Identifies some
biological factors Identifies biological explain some biological

10 | P a g e
influence child factors that biological biological factors that
growth and influence child factors that factors that influence child
development growth and influence child influence child growth and
development growth and growth and development
development development with difficulty

Strand Sub Specific Suggested Learning Experiences Key

Strand Learning Inquiry
Outcomes Question
s
2.0 2.2 By the end Teacher trainee to 1. Why is
Factors Mater of the  Brainstorm in pairs and groups the matern
Influen nal, sub- importance of maternal and child health al child

11 | P a g e
cing Child strand, and nutrition in promoting good health. health
Child Healt the  Use ICT devices and print media to search and
Growt h and teacher information on the importance of maternal nutritio
h and Nutri trainee n
and child health and nutrition in promoting
Develo tion should be import
pment able to: good health. ant for
3hrs a) Analyse  Report in plenary the findings on good
the importance of maternal and child health health?
importa and nutrition in promoting good health 2. What
nce of  Visit health facilities to observe maternal are the
matern and child health care services offered. nutritio
al and  Write a report on health care services nal
child offered to both mother and child and needs
health present the findings. for
and  Discuss the importance of proper nutrition good
nutritio health
to the mother and the growing baby
n in of
enhanci mother
ng and
good child?
health.
b) Disting
uish the
health
and
nutritio
nal
needs
of both
the
mother
and
child in
order
to
promot
e good
health.
c) Appreci
ate the
importa
nce of
matern
al and
child
health
and

12 | P a g e
 nutritio
n in
promo
ting
good
health.

Core- competences
Citizenship and leadership – as they visit health facilities to observe maternal and child health
care services offered
Digital Literacy –as they use ICT devices and print media to search information on the importance
of maternal and child health and nutrition
Values:
Responsibility as trainees write a report on health care services offered to both mother and child
Suggested Assessment Rubrics
Indicato Exceeds Meets Approaching Expectation Below
rs Expectati Expectati Expectation
on ons
Analyse Explains Explains Explains the importance of maternal and Can explain
the and and child health and nutrition in enhancing good some
importa describes describe health importance
nce of the the of maternal
maternal importanc importan and child
and child e of ce of health and
health maternal maternal nutrition in
and and child and child enhancing
nutrition health health good health
in and and with
enhanci nutrition nutrition difficulty
ng good in in
health. enhancing enhancin
good g good
health health
with ease
Distingui Explains Distingui Attempts to distinguish the health and Distinguish
sh the correctly, shes the nutritional needs of both the mother and the health
health consistent health child. and
and ly and and nutritional
nutrition confidentl nutrition needs of
al needs y the al needs both the
of both health of both mother and
the and the child with
mother nutritiona mother difficulty.
and l needs of and
child. both the child.
mother
and child.

13 | P a g e
Strand Sub- Specific Suggested Learning Experiences Key
Strand Learning Inquiry
Outcomes Question
s
2.0 2.3 By the end The teacher trainee to: Why are
Factor Environm of the sub-  Search for information on the internet and environm
s ental strand, the print media on biological factors which ental
Influe Factors teacher influence child growth and development. factors
ncing trainee  Watch video clips on the effects of importan
Child 3hrs should be environmental factors which influence child t to child
Growt able to: growth and development growth
h and a) Analyse  Simulate and role-play situations that and
Devel environ depict how environmental factors influence developm
opme mental growth and development. ent?
nt factors
that
influenc
e child
growth
and
develop
ment
b) Appreci
ate
environ
mental
factors
that
influenc
e
growth
and
develop
ment in

14 | P a g e
 children

Core- competences to be developed:

Pedagogical content knowledge as trainees use ICT devices.
Creativity and innovation through Resource Development and Utilizations – as trainees use
resources which reflect diversity of learners their knowledge, attributes and capabilities.
Values:
Love and responsibility as trainees engage in group discussions
Social justice-as they visit different places and institutions to observe how growth and
development of young children is affected by different environmental factors and make a report
Suggested Assessment rubrics
Indicat Exceeds Meets Approaching Expectation Below
ors Expectation Expectatio Expectation
ns
Analyse Critically Analyses Analyses some environmental Analyses some
environ analyses environme factors that influence child growth environmental
mental environment ntal factors and development factors that
factors al factors that influence child
that that influence growth and
influenc influence child development
e child child growth growth and with assistance
growth and developme
and development nt
develop
ment

Strand Sub Specific Learning Suggested Learning Key Inquiry

Strand Outcomes Experiences Questions
2.0 Factors 2.4 Socio By the end of the Teacher trainee to: What are the
that impact cultural sub-strand, the  Hold debates on how gender issues
on Child issues teacher trainee different socio-cultural that
Growth and should be able to: and gender issues that influence
Development 3hrs a) Discuss socio affect child growth and child growth
cultural and development. and
gender issues  Illustrate different socio- development
that influence cultural and gender in your
child growth and issues that affect the community?
development growth and
b) Analyse gender development of children
issues influence  Watch in groups, videos
child growth and relating to socio-cultural
development and gender issues that
c) Appreciate the affect growth and
role of gender development of young
issues in child children in different

15 | P a g e
 growth and communities.
development.  Suggest ways in which
socio-cultural and
gender issues in the
community affect child
growth and
development.
 Present at plenary how
cultural issues affecting
growth and
development of children.

Core- competences to be developed:

Pedagogical content knowledge - innovations when using ICT devices;
Digital literacy through the use of ICT devices and assessment data to improve learning and
achievement on cultural issues that influence child growth and development.
Values:
Integrity-as they illustrate different socio-cultural and gender issues that affect the growth and
development of children
Responsibility as trainees make suggestions on remedies to socio cultural and present on how
cultural issues affecting growth and development of children.

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Discuss gender Identifies and Identifies and Identifies and Identifies some
issues that explains correctly explain gender explain some gender issues that
influence child and with issues that gender issues influence child
growth and confidence gender influence child that influence growth and
development issues that influence growth and child growth development in
child growth and development and the community
development in the in the development
community community in the
community

16 | P a g e
Strand Sub Specific Learning Suggested Learning Key Inquiry
Strand Outcomes Experiences Questions
2.0 Factors that 2.5 Role By the end of the Teacher trainee to: 1. Why is play
impact on of Play sub-strand, the  Create play, games, important for
Child Growth teacher trainee sport activities and child growth
and 2hrs should be able to: materials for and
Development a) Explain the promotion of growth development?
role of play in and development in 2. What are the
child growth children characteristics
and  Search for types of of children’s
development play and materials play
b) Discuss types ideal for young materials?
of play and children using ICT
materials devices and print
needed for media.
stimulation of  Make a list of types of

17 | P a g e
 young people play and materials
c) Analyse the that promote growth
importance of and development of
play for young children.
children’s  Discuss the
growth and characteristics of play
development and play materials for
d) Appreciate young children in
role of play in groups.
children in  Visit pre-schools or
enhancing Institutional Homes to
growth and identify the different
development. types of play,
materials provided
and how they are
used and write a
report.
 Suggest how play and
use of play materials,
influence growth and
development of
young children and
write a report
Core- competences to be developed:
Digital literacy –as they use of ICT devices to search for information on environmental factors
that influence growth and development of children
Pedagogical content knowledge – as they evaluate and improvise learning resources to support
the teaching of Psychomotor and Music activities

Values:
Respect as trainees they suggest how play and use of play materials, influence growth and
development of young children and write a report
Suggested Assessment Rubrics
Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Explain types of Confidently explain Explains types of Attempts to Explains types
play and play types of play and play and play explain some of play and
materials, play materials, materials, types of play play materials
importance of importance of play importance of and play on child
play and it’s and it’s influences play and it’s materials on growth and
influences on on child growth and influences on child growth development
child growth and development child growth and and with difficulty
development development development
Identify, collect Critically identifies, Identifies, Identifies and Identifies and
and make collects and makes collects and collects some collects play

18 | P a g e
appropriate play appropriate play make play materials materials that
materials that materials that appropriate play that promote promote child
promote child promote child materials that child growth growth and
growth and growth and promote child and development
development development growth and development with
development for assistance
effective
learning.

Strand Sub Specific Suggested Learning Experiences Key

Strand Learning Inquir
Outcomes y
Ques
tions
2.0 Factors 2.6 Care By the end The teacher trainee to; What
Influen of of the sub-  Elicit the roles of care givers in providing type
cing Chil strand, the appropriate childcare services at different of
Child dren teacher stages of development care
Growt trainee  Hold discussions on challenges faced by care shoul
h and 3hrs should be givers while providing childcare services d be
Develo able to:  Suggest ways of overcoming challenges provid
pment a) Discuss faced by caregivers in the provision of child ed to
different care services. a
ways of  Simulate and role play different strategies child?
caring used by caregivers in enhancing children’s
for holistic development.
children  Watch videos on care of young children in
at

19 | P a g e
 different different contexts.
stages of  Visit various childcare institutions to observe
develop care given to young children and present a
ment report.
b) Evaluate
the roles
of care
givers to
children
in
promoti
ng
holistic
develop
ment.
c) Apprecia
te the
role of
care
givers
for
holistic
develop
ment of
children.

Core- competences to be developed:

Citizenship and leadership – through child care and protection.
Digital literacy through use of ICT for searching for information
Creativity and innovation through development and utilization-Design learning activities that
enable learners to use a variety of resources to enhance their learning in a subject area.
Link to Values:
Love and responsibility as trainees engage in group discussions.
Integrity –as they simulate and role play different strategies used by caregivers in enhancing
children’s holistic development

Suggested Assessment rubrics

Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation

20 | P a g e
 Evaluate the roles Evaluates the role of Evaluates the Attempts to Evaluates with
of care givers to care givers in role of care evaluate the difficulty some
children in order enhancing holistic givers in role of care role of care
to promote development of enhancing givers in givers in
holistic children with ease holistic enhancing enhancing
development. development holistic holistic
of children development of development of
children children

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
3.0 Theories of 3.1 By the end of the sub- The teacher trainee Why should a
Child Personality strand, the teacher to: teacher study
Growth development trainee should be able  Use ICT devices personality

21 | P a g e
 and Theories to: and print media theories of
Development a) Examine personality to research for child growth
3hrs development theories information on and
in relation to child the views of development?
personality
growth and
structure and
development development
b) Apply psychoanalytic such as
theory of psychoanalytic,
development in the Humanistic and
learning process of behaviouristic
young children.  Discuss the
views of
c) Suggest personality
personality
development structure and
challenges development
experienced by according to
learners psychoanalytic
d) Suggest ways in which and humanistic
personality theories and
can be used to behaviouristic
develop young theories.
learner’s personality  Use digital
e) Appreciate devices to gather
personality information on
personality
development theories
development of
in predicting learners at
children’s behaviour different
and how they learn developmental
stages
 Suggest ways of
applying
psychoanalytic
and humanistic
theories for
enhancing
personality
development in
young children
 Carry out a
simple study on
specific aspects
of personality
development
with primary
school learners

22 | P a g e
 and share your
findings with
your peers
 Suggest
personality
development
challenges
experienced by
learners in
primary schools
 Suggest ways in
which
personality
theories can be
used to develop
young learner’s
personality
Core- competences to be developed:
Digital literacy: As trainees us ICT devices to search for information
Pedagogical content knowledge: As trainees design a learning environment that is responsive to
the physical aspects to ensure participation and success of all learners.
Values:
Love-as the trainees carry out a study on specific aspects of personality development with primary
school learners and share your findings with your peers
Responsibility as trainees understand more about personality development of learners at different
developmental stages
Suggested Assessment Rubrics

Indicators Exceeds Meets Expectations Approaching Below

Expectation Expectation Expectation
Analyse Identifies Correctly analyses Attempts to analyse Rarely
psychoanalytic correctly and psychoanalytic to some extent attempts to
theories and confidently theories and psychoanalytic analyse
their the implication on theory, psychosexual psychoanalyti
implication on psychoanalytic children’s behaviour stages and some c theory and
children’s theories and and learning implication on some
behaviour and explains their children’s behaviour psychosexual
learning implication on and learning stages with
children’s assistance
behaviour and
learning

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences

23 | P a g e
3.0 Theories of 3.2 Cognitive By the end of the Teacher trainee Why should a
Child Growth Development sub-strand, the to: teacher study
and Theories teacher trainee  Search the cognitive
Development 3hrs should be able to: internet for development
a) Analyse cognitive information on theories?
development how children
theories in develop
relation to child intellectual
growth and abilities
development  Design activities
b) Apply the that can be
principles of used to
cognitive enhance
development cognitive
theories to development in
enhance learning young children
in children.  Make a
c) Appreciate the presentation on
role of cognitive the that
development
theories in
children learning
Core- competences to be developed:
Pedagogical content knowledge as trainees design learning environments that are responsive to
the cognitive aspects to ensure participation and success of all learners
Communication and collaboration-as trainees discuss and share on principles of cognitive
development
Link to Values:
Patriotism-as trainees understand diversities observed in children’s growth and development

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below Expectation

Expectation Expectations Expectation

24 | P a g e
Analyse cognitive Critically analyses Analyses Attempts to Rarely able to
development the cognitive correctly analyses some analyse the
theories and development cognitive cognitive cognitive
their application theories and their development development development
in acquisition of application in theories and theories and theories and their
knowledge and acquisition of their their application in
learning knowledge and application in application in acquisition of
learning acquisition of acquisition of knowledge and
knowledge and knowledge and learning
learning learning
Apply the Confidently Applies the Attempts to Rarely applies the
principles of applies and principles of applies some of principles of
cognitive explains the cognitive the principles of cognitive
development principles of development cognitive development
theories to cognitive theories to development theories to
enhance learning development enhance theories to enhance learning
in children. theories to learning in enhance in children with
enhance learning children learning in difficulty
in children children

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
3.0 Theories of 3.3 Language By the end of the The teacher 1. Why should a

25 | P a g e
 Child sub-strand, the trainee to: teacher study
Growth and evelopment teacher trainee  Search language
Development Theories should be able to: information on development
a) Analyse the internet on theory?
3hrs language stages of 2. How can
development in theory of learners
children language improve their
b) Apply the development speaking,
principles of and write a listening and
Language paper writing skills?
development to  Discuss how
enhance children
acquisition of develop
language in language in
children. reference to
c) Appreciate the and the role of
role language social
development interaction in
theories in the physical
promoting environment
acquisition of  Write a report
language in on factors that
children influence
language
development
Core- competences to be developed:
Digital literacy as trainees use digital devices to search for information on language
development.
Citizenship and leadership as trainees design learning environment that are responsive to the
language aspects to ensure participation and success of all learners.
Values:
Unity-as the trainees demonstrate crucial ingredients of effective communication.
Suggested Assessment Rubrics
Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Analyse Correctly and Correctly Attempts to Rarely able to
language consistently Analyses analyses some analyses with
development analyses language language language difficulty
theories development development development language
theories theories theories development
theories

26 | P a g e
Apply the Explains correctly Explains Attempts to explain Rarely explains
principles of and consistently correctly the the application of the application
Language language application of language of language
development development language development development
to enhance principles and development principles in principles in
acquisition of their application principles in learning learning
language in in learning with learning
children. confidence

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions

27 | P a g e
 Experiences
3.0 Theories of 3.4 By the end of the Teacher trainee 1. What
Child Psychosocial sub-strand, the to: social skills
Growth and teacher trainee  Search for are
Developme should be able to: information necessary
Developm nt Theories a) Analyse theories on the for
ent of psychosocial internet on effective
3hrs development in the stages of learning?
children. psycho-social 2. What are
b) Apply the theory of the
principles of development. limitations
psychosocial  Discuss stages of social
development of psycho- interaction
theories to social theory among
promote of learners?
children development
socialization and and how to
learning apply it in
process. learning to
c) Appreciate the young
significant of children.
psychosocial  Make a
development presentation
theories in on stages of
enhancing psycho-social
social theory of
behaviour development.
among  Suggest how
learners to apply
information
on stages
psycho-social
theory of
development
when dealing
with children.
 Simulate the
application of
psychosocial
theories is
facilitating
learning
Core- competences to be developed:
Pedagogical content knowledge – as trainees provide learners with a variety of information
resources as well as the technological tools to mediate learning
Digital literacy through the use of digital devices when searching for information on
emotional development

28 | P a g e
 Critical thinking and problem solving-as the trainees design learning environments that are
responsive to the emotional aspects to ensure participation and success of all learners.
Link to Values:
 Love-as they visit homes, learning institutions to observe children socializing to
appreciate individual differences
 Responsibility-as the trainees apply principles of psychosocial development theories
when teaching
Suggested Assessment Rubrics
Indicators Exceeds Expectation Meets Approaching Below
Expectations Expectation Expectation
Analyse Critically analyses Analyses Attempts to Rarely able to
psychosocia psychosocial psychosocial analyse some analyse some
l development development aspects of aspects of
developme theories and their theories and psychosocial psychosocial
nt theories implication in their development development
and their children implication theories and their theories and their
implication socialization in children implication in implication in
in children behaviours socialization children children
socializatio behaviours socialization socialization
n behaviours behaviours
behaviours
Explain Explain psychosocial Explains Explains a few Explains
psychosocia development psychosocial aspects of psycho psychosocial
l theories and their development social development
developme application in theories and development theories in
nt theories individual their theories and their individual
and their differences in social application in application in differences in
application behaviour individual individual social behaviour
in individual differences differences in with difficulties
differences in social social behaviour
in social behaviour
behaviour

Strand Sub Strand Specific Suggested Key Inquiry

Learning Learning Questions
Outcomes Experiences

29 | P a g e
4.0 Child Growth 4.1. Developmental By the end of Teacher trainee 1. What are the
and Human milestones in the sub-strand, to: developmenta
Development children the teacher  Research and l milestones a
trainee should do a write up developing
be able to: on child achieves
3hrs a) Differentiate developmental 2. What
the requisite milestones influences the
development (Physical, achievement
al milestones cognitive, of
in children at social, developmenta
infancy, emotional and l milestones
toddler, pre- communicatio of a child?
schooler, n) in children
school age (infancy,
and toddler, pre-
adolescent’s schooler,
stages. school age and
b) Examine adolescence)
delays and  Search
unusual information on
presentations the internet,
of milestones watch videos
in children. online on
c) Advocate for developmental
the need of milestones
appropriate achieved at
development different
al milestones stages of child
in children development
noting the
delays in every
stage (infancy,
toddler, pre-
schooler,
school age (3-
13 years)
 Suggest
possible
remedies and
interventions
to overcome
the issues
related to
achievement
of
developmental
milestone in

30 | P a g e
 young
children.
Core- competences to be developed:
Pedagogical content knowledge - Integrates the pedagogy of Community-Service-Learning in his/
her teaching/learning area/ subject.
Creativity and innovation – as trainees use information technology resources to enhance learner
engagement
Values:
Love and responsibility as trainees engage in group discussions.
Respect as trainees work together

Suggested Assessment rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Differentiate the Excellently Differentiates all Differentiates Hardly
requisite differentiates the requisite some of the differentiates
developmental the requisite developmental requisite the requisite
milestones in developmental milestones in developmental developmental
children at milestones in children at milestones in milestones in
various stages. children at various stages. children at children at
various stages. various stages. various stages.
Examine delays Critically Examines delays Examines some Examines
and unusual examines delays and unusual delays and delays and
presentations of and unusual presentations of unusual unusual
milestones in presentations of milestones in presentations of presentations
children. milestones in children milestones in of milestones
children children in children with
difficulty

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions

31 | P a g e
4.0 Growth, 4.2 Physical By the end of the Teacher trainee to: 1. How can
Development Development sub-strand, the  Use ICT devices physical
and Milestones teacher trainee and print media development
Milestones 2hrs should be able to: to search for in children be
a) Evaluate the different physical stimulated?
physical growth aspects of 2. How does
and development in physical
development children at development
milestones in different stages – influence
children at infancy, toddler, learning?
various stages pre-schoolers, 3. How can
b) Discuss the school age and healthy
importance of adolescent lifestyle among
physical  Discuss how learners be
development in children acquire promoted?
children physical
c) Demonstrate development at
how to stimulate different stages
physical growth in life.
and  Visit pre-schools
development in and Institutional
children Homes to
d) Discuss factors observe and
that influence identify physical
physical aspects of
development, development in
challenges children at
experienced and different stages.
suggested  Watch videos on
intervention how to stimulate
measures physical
e) Appreciate the development in
importance of young children at
physical aspects different stages.
of growth and  Discuss factors that
developmental
influence physical
milestones in
development in learning,
children
challenges experienced
and suggested
intervention measures
Visit hospitals, homes
and learning institutions
to observe and identify
physical aspects of
development in

32 | P a g e
 children at different
stages

Core- competences to be developed:

Creativity and innovation through the use of information technology resources to enhance learner
engagement
Pedagogical content knowledge by designing learning environments that are responsive to the
moral/spiritual aspects to ensure participation and success of all learners.
Values:
Responsibility –as the trainees discuss factors that influence physical development in learning,
challenges experienced and suggested intervention measures
Respect- As the trainees visit hospitals, homes and learning institutions to observe and identify physical
aspects of development in children at different milestone

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below Expectation
Expectation Expectations Expectation
Explain the Identifies and Explains Attempts to Can explain with
aspects of confidently explains correctly the explain some support the
physical growth the physical aspects importance of importance of importance of
and of growth and physical aspects physical physical aspects of
developmental developmental of growth and aspects of growth and
milestones and milestones and developmental growth and developmental
importance in importance in milestones for developmental milestones
application for application for stimulation in milestones.
stimulation in stimulation in children
children children
development
and learning

33 | P a g e
 Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
4.0 Growth, 4.3 Cognitive By the end of the Teacher trainee 1. What are the
Development Development sub-strand, the to: cognitive aspects
and teacher trainee  Use ICT devices of child growth
Milestones 2hrs should be able to: and print media and
a) Define to search for development?
cognitive different 2. What major
development cognitive cognitive
in children aspects of developmental
b) Examine how development in changes occur
cognitive children at during middle
development different childhood?
occurs in stages- infancy,
children at toddler, pre-
various stages schoolers,
c) Identify the school going
gaps related to age and
cognitive adolescents
development  Discuss factors
in children that influence
d) Appreciate the cognitive
importance of development.
cognitive in children at
aspect of various stages
development  Carry out action
in children at research on
different stages various aspects
in providing of cognitive
appropriate development in
stimulation young children
and make a
report on your
findings
 Visit pre-school
centres to
observe and
identify
cognitive
aspects of

34 | P a g e
 development in
children at
different stages.
 Watch videos
on how to
stimulate
cognitive
development in
young children
and write a
report.
 Develop
simple
psychometric
tests that can
be
administered
on young
learners.

Core- competences to be developed:

Creativity and innovation-as the trainees construct the cognitive aspects of child growth and
development
Self-efficacy –as the trainees appreciate the importance of cognitive aspect of development in
children at different stages in providing appropriate stimulation
Link to Values:
Responsibility –as the trainees visit pre-school centres to observe and identify cognitive aspects
of development in children at different stages.
Social Justices-as the trainees come up with suggestions on appropriate interventional measures
that can enhance cognitive development.

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below expectation
Expectation expectations expectation
Explains the Explains the Explains the Attempts to Rarely able to
importance of importance of importance explains explain the
cognitive aspect of cognitive aspect of of cognitive some the importance of
development in development in aspect of importance cognitive aspect of
children at children at different development of cognitive development in
different stages to stages to provide in children at aspect of children at different
provide appropriate different development stages with a
appropriate stimulation with stages to in children at difficulty
stimulation and ease provide different
effective learning appropriate stages
process. stimulation

35 | P a g e
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
4.0 Growth, 4.4 Social By the end of the Teacher trainee 1. What are
Developmen Developmen sub-strand, the to: the social
t and t teacher trainee  Use digital skills
Milestones should be able to: devices and children
2hrs print media to should
a) define social search for acquire?
development information on 2. How do
milestones in social aspects children
children of develop
b) Analyse the development socially?
aspects of social in children at
developmental different
milestones in stages.
children at  Discuss on the
various stages challenges
c) Critic the gaps related to
related to social social
development in development
children and how it can
d) Examine and be mitigated in
document the learning
social institutions.
interactions  Visit
between
institutions to
caregivers and
the child observe and
e) Appreciate the identify social
role of care givers aspects of
in socializing development
children

36 | P a g e
 in children at
different
stages and
write a report

Core- competences
Pedagogical content knowledge – as trainees use digital devices and print media to search for
information on social aspects of development
Citizenship and leadership –as trainees discuss on the challenges related to social development
and how it can be mitigated in learning institutions.

Values:
Responsibility-as trainees watch videos on how to stimulate social development in young
children and write a report.
Love-as trainees visit institutions to observe and identify social aspects of development.

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Explain the role of Creatively Explains correctly Explain some Explains with
care givers in Identifies and the role of care roles of care guidance the
socializing children correctly explain givers in givers in role of care
at different stages the role of care socializing socializing givers in
to provide givers in socializing children at children at socializing
appropriate children at different stages different children at
stimulation and different stages to to provide stages to different
promote effective provide appropriate provide stages to
learning. appropriate stimulation appropriate provide
stimulation stimulation appropriate
stimulation

37 | P a g e
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
4.0 Growth, 4.5Emotional By the end of the Teacher trainee 1. How can
Development Development in sub-strand, the to: emotional
and children teacher trainee  Discuss factors developmen
milestone should be able to: that influence t be
s 2hrs a) Synthesise how emotional stimulated
emotions development in children?
influence in children. 2. How do
behaviour in  Observe children
children at different manifest
various stages emotional their
b) Examine the manifestations emotions?
emotional in young 3. What should
behaviour children be done to
manifestations in  Suggest ways ensure
children at of promoting learners are
various stages positive aware of
c) Suggest ways of control of their own
promoting emotions in and others
positive control of children emotions?
emotions in  Use ICT devices
children and print
d) Discuss the media to
challenges related search for
to emotional different
development in emotional
children aspects of
e) Appreciate the development

38 | P a g e
 importance of in children at
emotional different
development in stages.
children and its  Demonstrate
relation to emotional
behaviour behaviour
manifestations. manifestations
in children at
different
stages of
development
 Watch videos
on how
emotions in
children
influence
learning and
development
of young
children and
write a report.
 Discuss the
challenges
related to
emotional
development
in children
Core- competences to be developed:
Digital literacy-as trainees use ICT devices and print media to search for different emotional
aspects of development in children at different stages
Learning to learn-as trainees discuss the challenges related to emotional development in
children
Values:
Responsibility-as trainees identify emotional behaviour manifestations in children at different
stages of development
Respect as trainees discuss the challenges related to emotional development in children
Suggested Assessment Rubrics
Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Explain importance Confidently Explain Explain some Explain
of emotional explain importance of importance of importance of
development in importance of emotional emotional emotional
children and its emotional development development in development
relation to development in in children and children in children
behaviour children and its its relation to with
manifestations. relation to behaviour assistance
behaviour manifestations

39 | P a g e
 manifestations

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
4.0 Growth, 4.6 Moral By the end of the Teacher trainee to: 1. How do
Development and spiritual sub-strand, the  Write essays on children
and Developmen teacher trainee moral and spiritual acquire
Milestones t in children should be able to: aspects of moral
a) discuss how development in developm
2hrs moral children. ent at
development  Use ICT devices to different
search for different stages?
occurs in
moral /spiritual 2. How can
children
aspects of morals be
b) Examine the inculcated
development in
moral in
children at
behaviour children?
different stages.
manifestations
 Visit pre-schools
in children
and Institutional
c) Apply
homes to observe
appropriate
and identify how
moral
challenges related
strategies to
to moral and
enhance
spiritual
acceptable
development are
moral
dealt with amongst
behaviour in
learners
children.
 Watch videos on
d) Appreciate the
how
importance of
moral/spiritual
appropriate
aspects in
moral
children influence
development.

40 | P a g e
 learning and
development of
young children and
write a report.
 Demonstrate how
moral /spiritual
development
influences learning
in children.
 Suggest ways
that can be used
to promote
moral/spiritual
development in
young children.

Core- competences to be developed:

Creativity and innovation through the use of information technology resources to enhance
learner engagement. Inclusion
Pedagogical content knowledge by designing learning environments that are responsive to the
moral/spiritual aspects to ensure participation and success of all learners.
Values:
Responsibility-as trainees suggest ways of promoting moral/spiritual development in young
children
Patriotism-as trainees write essays, visit pre-schools and Institutional homes
Suggested Assessment Rubrics
Indicators Exceeds Meets Approaching Below
Expectation Expectations Expectation Expectation
Examines moral Accurately Correctly Attempts to Rarely explains
and spiritual describes and explains how explains to some how moral
development in explains moral extent how development
children and its Consistently how development moral occurs in
importance in moral occurs in development children and its
relation to development children occurs in importance
behaviour occurs in children and its
manifestations children importance
and learning.
Apply Correctly and Correctly applies Attempts to Rarely applies
appropriate consistently appropriate apply appropriate
strategies to applies strategies that appropriate strategies that
enhance appropriate enhance strategies that enhance
acceptable moral strategies that acceptable moral enhance acceptable
behaviour in enhance behaviour in acceptable moral moral behaviour
children. acceptable moral children behaviour in in children
behaviour in children

41 | P a g e
 children

Strand Sub-Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
4.0 Growth, 4.7 Aesthetic By the end of the Teacher trainee 1. Why is aesthetic
Developmen Development sub-strand, the to: development
t and in children teacher trainee  Brainstorm important for
Milestones should be able to: strategies of young children?
2hrs a) Analyse how aesthetic 2. What ways can
children acquire development in teachers and
different forms young children parents
of aesthetic  Use ICT devices promote
development. to search for aesthetic
b) Suggest ways of different development in
assessing aesthetic schools?
aesthetic aspects of
development in development in
children children at
c) Suggest ways different
that can be used stages.
to promote  Suggest ways
aesthetic of assessing
development in aesthetic
young children. development in
d) Appreciate the children
importance of  Plan for
aesthetic activities which
development in can develop
children in aesthetics in
relation to children
physical and
 Visit pre-
social

42 | P a g e
 environment. schools and
Institutional
homes and find
out the
challenges
related to
aesthetic
development in
young children
at different
stages
 Discuss in
groups how
aesthetic
development
influences
learning in
children.
 Suggest ways
that can be
used to
promote
aesthetic
development in
young children.

Core- competences to be developed:

Pedagogical content knowledge –as they suggest ways of assessing aesthetic development in
children and plan for activities
Creativity and innovation: through designing learning environments that are responsive to the
aesthetic aspects to ensure participation and success of all learners.
Values:
Love –as they work together to devise ways of assessing aesthetic development in children
Suggested Assessment Rubrics
Indicators Exceeds Expectation Meets Approaching Below Expectation
Expectations Expectation

Analyse different Excellently identifies Explains the Explains Explains some

aspects of and explains the different some aspects of aesthetic
aesthetic different aspects of aspects of aspects of development in
development in aesthetic aesthetic aesthetic children
children, development in development developmen
children with ease in children, t in children,
Describe Describe and Explain Describe Attempts to Rarely describes the
measures to correctly and correctly the describe the measures to address

43 | P a g e
address the consistently measures measures to measures to the challenges in in
challenges in to address the address the address the relation to aesthetic
relation to challenges in relation challenges in challenges in development
aesthetic to aesthetic relation to relation to
development development aesthetic aesthetic
development developmen
t

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
4.0 Growth, 4.8 Language By the end of the Teacher trainee 1. What are the
Developmen Developmen sub-strand, the to: ways a teacher
t and t in children teacher trainee  Use digital can promote
Milestones should be able to: devices and speaking,
2hrs a) Evaluate the print media to listening and
stages of search for writing in
language information on learners?
development in importance of 2. How can care
children language givers
b) Analyse aspects development stimulate
of language in young language

44 | P a g e
 development in children development
children  Discuss on in children?
c) identify language
challenges development
related to in children at
language different
development in stages and the
young children influence on
at different learning and
stages and the write a paper.
strategies to  Discuss the
overcome them different
d) Develop simple language
psychometric aspects of
tests for development
learners at during learning
different levels in young
of language children.
learning.  Visit Pre-school
e) Appreciate the centres to
importance of observe and
language
identify
development in
children. challenges
related to
language
development
in young
children at
different
stages.
 Watch videos
on how to
stimulate
language
development
in young
children and
write a report.
 Suggest
strategies to
be enhanced
on challenges
related to
learning.

45 | P a g e
  Develop simple
psychometric
tests for
learners at
different levels
of learning.

Core- competences to be developed:

Digital literacy as trainees use digital devices to search for information on language
development.
Citizenship and leadership as trainees design learning environment that are responsive to the
language aspects to ensure participation and success of all learners.
Values:
Love, respect, responsibility which should be demonstrated as crucial ingredients of effective
communication
Suggested Assessment Rubrics

Indicators Exceeds Expectation Meets Approaching Below

Expectations Expectation Expectation
Analyse aspects Confidently explains Explains Explains aspects of Explains some
of language aspects of language aspects of language aspects of
development in development in language development in language
children children development children development in
in children children
Evaluate the Critically describes, Correctly Attempts to Hardly
stages of evaluates and evaluates and explain the stages describes, and
language explains consistently describes the of language explains the
development in the stages of stages of development in stages of
children language language children language
development in development development in
children in children children
Examine Correctly describes Correctly Attempts to Hardly explains
appropriate and explains examines explain appropriate
intervention to appropriate appropriate appropriate intervention to
address intervention to intervention intervention to address
language address language to address address language language
development development language development development
challenges challenges faced at development challenges faced at challenges
faced at different stages challenges different stages faced at
different stages faced at different stages
different
stages

Strand Sub-Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences

46 | P a g e
4.0 Growth, 4.9 Cultural By the end of the Teacher trainee to: 1. How does
Development Development sub-strand, the  Discuss culture
and in children teacher trainee different influence
Milestones should be able to: aspects of learning of
2hrs a) Analyse cultural
children?
different aspects development in
of cultural 2. What is the role
children at
development in various stages of the teacher
children at  Develop in promoting
different stages. strategies for cultural
b) Examine how cultural development in
culture has development in children?
influenced child children
growth and  Suggest
development probable
c) Suggest challenges for
probable effective
challenges to cultural
effective cultural development in
development in young children
young children  Use ICT devices
d) Appreciate to search for
different aspects different
of cultural cultural
development in development
children at  Visit pre-schools
different stages and Institutional
homes and
communities to
observe and
identify cultural
practices that
influence
growth and
development of
young children.
 Watch videos on
how culture
influences
learning and
development of
young children
and write a
report.
 Discuss in
groups how
cultural

47 | P a g e
 development
influences
learning in
children.
Core- competences to be developed:
Citizenship and leadership through child care and protection against harmful cultural beliefs and
practices; and through designing learning environments that are responsive to the cultural
aspects to ensure participation and success of all learners.
Communication and collaboration through group discussion on cultural development.
Values:
 Love, respect, responsibility which should be demonstrated as crucial ingredients of
effective communication.
Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Analyse different Critically explains Explains Attempts to Hardly explain
aspects of describes correctly different explain different different
cultural different aspects of aspects of aspects of cultural aspects of
development in cultural cultural development in cultural
children at development in development in children at development in
different stages children at children at different stages children at
different stages different stages different stages

Examine how Correctly explains Correctly Attempts to Hardly explains

culture has and describes explains how explain how influences child
influenced child confidently how culture culture influences growth and
growth and culture influences influences child child growth and development
development child growth and growth and development
development development

48 | P a g e
Strand Sub Strand Specific Learning Suggested Learning Key
Outcomes Experiences Inquiry
Questions
4.0 Growth, 4.10Growth By the end of the sub Teacher trainer to: How can
Development Monitoring strand the teacher  brainstorm the teachers
and and trainee should be able meaning of the address
Milestones Promotion to: terms growth the issue
(GMP) a) Discuss the monitoring and of obesity
importance of promotion in in
2hrs growth monitoring children children?
and promotion in  Discuss the
young children importance of
b) Use growth
anthropometrics monitoring and
measurements to promotion to
monitor growth and determine the
development. developmental
c) Analyse growth trends in young
monitoring and children
promotion  Conduct a case
documents to study of a child
determine children using growth
development trends monitoring
and intervention. records and
d) Appreciate the compare the
importance of findings with the
growth, monitoring child’s unfolding
and promotion growth and
development.
 Use
anthropometrics
measurements to
monitor growth
and development
 Visit healthcare
centres to
observe the
process and tools
used in growth
monitoring and

49 | P a g e
 promotion.
 Write and
present a report
on the process of
growth
monitoring and
promotion.
 Use ICT devices
and print media to
establish the
intervention
measures that
promote desired
growth an
Core- competences to be developed:
Assessment Competency– through utilizing assessment data to improve learning and
achievement;
Pedagogical content knowledge - as trainees apply variety of information resources as well as
the technological tools to mediate learning and enhance learner engagement.
Values:
Love and responsibility as trainees engage in group discussions and visit health centres
Respect as trainees work together.
Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Examine the Confidently Correctly and Attempts to Hardly explains
importance of describes and explains the explain the the importance
growth and explains the importance of importance of of growth and
monitoring importance of growth and growth and monitoring
promotion in growth monitoring monitoring promotion in
children in monitoring and promotion in promotion in children to
determining the promotion in children to children to determine the
developmental children to determine the determine the developmental
trends in determine the developmental developmental trend in
children. developmental trend in children. trend in children. children.
trend in children.
Use Correctly and Correctly uses Attempts to use Hardly uses
anthropometrics consistently uses anthropometric anthropometric anthropometric
measurements to anthropometric equipment to equipment to equipment to
monitor growth equipment to monitor growth monitor growth monitor growth
and monitor growth and development and and
development. and development of children development of development of
of children children children with
difficulty.
Analyse growth Correctly and Correctly Attempts to Hardly analyses
monitoring and interprets analyses the analyse the the growth

50 | P a g e
promotion consistently growth growth monitoring and
documents to interprets the monitoring and monitoring and promotion
determine growth promotion promotion documents
children monitoring and documents documents
development promotion
trends documents with
intervention. confidence

Strand Sub-Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
4.0 Growth, 4.11 By the end of the Teacher trainer to: 1. What are types
Developmen Abnormalitie sub strand the  Using ICT of abnormalities
t and s in Growth teacher trainee devices to in children
Milestones and should be able to: search for before, during
Development a) Analyse types information on and after birth?
of children of types, effects of 2. How do
abnormalities abnormalities abnormalities
3hrs that occur in (before, during influence child
children before, and after birth) growth and
during and  Discuss the development?
after birth. types of 3. What
b) Account for the abnormalities intervention
causes of that occur in measures can be
abnormalities children at taken to prevent
before, during different stages abnormalities in
and after birth of development young children?
in children (before, during
c) Appreciate the and after birth)
types, cause  Discuss possible
and effect of ways of
abnormalities preventing
that occur in incidences of
children before, abnormality in
during and children
after birth.  Visit special
education
institutions,
hospitals, and
children homes
and make
observations
cases of

51 | P a g e
 abnormality.
 Write a report
on your findings
and share it
with your peers
Core- competences to be developed:
Assessment Competency – As trainees utilize assessment data to improve learning and
achievement;
Pedagogical content knowledge - Provides learners with a variety of information resources as
well as the technological tools to mediate learning and enhance learner engagement.
Communication and Collaboration: As trainees discuss in groups issues on growth, monitoring
and promotion.
Values:
Integrity: As trainees write and present a report in plenary types, causes and effects of
abnormalities before, during and after birth in children which explain their behaviour
manifestations and intervention measures to enhance growth and development.

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Analyse types of Correctly and Explains the Explains the Explains the
abnormalities consistently types, causes and types, causes types, cause
that occur in explains the types, effects of and effects of and effect of
children before, causes and effects abnormalities abnormalities abnormalities
during and after of abnormalities that occur in that occur in that occur in
birth. that occur in children before, children children
children before, during and after before, during before, during
during and after birth and after birth and after birth
birth with
assistance
Account for the Excellently explains Correctly explains Attempts Explains and
causes of and describes the the causes of explains and describes the
abnormalities causes of abnormalities in describes the causes of
before, during abnormalities in children before, causes of abnormalities
and after birth in children before, during and after abnormalities in children
children during and after birth in children before, during
birth with before, during and after birth
confidence and after birth with difficulty

52 | P a g e
Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
5.0Personality 5.1Theories By the end of the sub- Teacher trainee to: What are the
Development of strand the teacher  Using ICT devices views of
Personality trainee should be and print media Sigmund Freud
able to: search for in
3hrs a) Analyse the views information on psychoanalytic
of personality structures, types theory and
structure, types and traits of humanistic
and traits personality theory by Carl
according to according to Rogers on
psychoanalytic Sigmund Freud’s personality
theories to psychoanalytic development?
understand the theory and Carl
stages of Rogers in
personality humanistic theory
development and  Examine the
their relevance in views of
learning humanistic
b) Examine the theories on self-
views of concept (self -
humanistic worth, self-image,
theories on self- ideal-self and
concept in positive regard) in
personality personality
development to development to
making learner making learner
develop self- develop self-
actualization in life actualization in life

53 | P a g e
 c) Apply personality  Brainstorm on the
development concept of
theories in personality and
learning to the influence it
develop self- has on learning on
actualization in life learners. And
d) Suggest ways of make plenary
making presentations
appropriate  Discuss
interventions on personality
personality development
development challenges
among learners common among
e) Appreciate the learners
role of personality  Suggest ways of
theories in making
learning appropriate
interventions on
personality
development
among learners
 Develop charts on
structures of
personality
according to
various
personality
theorists Sigmund
Freud, Eric Erikson
 Suggest ways of
applying
psychoanalytic
and humanistic
theories for
enhancing
personality
development in
young children
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Values:
Responsibility and Integrity: As the trainees use ICT devices and print media search information
and discuss on views of personality structure, types and traits according to Sigmund Freud in
psychoanalytic theory

54 | P a g e
Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Examine the Correctly explains Correctly Attempts to Explain with
role of with consistence explains the role explain some difficulty roles
personality the role of of personality roles of of personality
theories in personality theories in personality theories in
learning to cater theories in learning to cater theories in learning to
for individual learning to cater for individual learning to cater cater for
differences and for individual differences and for individual individual
develop self- differences and develop self- differences and differences and
actualization in develop self- actualization develop self- develop self-
life actualization in life among learners actualization in actualization
among learners life among learners
Apply Consistently Correctly applies Attempts to Applies
personality applies with personality apply personality personality
development confidence the development development development
theories in personality theories in a theory in a theories in a
learning development learning learning learning
theories in a environment environment environment
learning with difficulty
environment

Stran Sub Specific Learning Outcomes Suggeste Key

d stran d Inquiry
d Learning Questi
Experien ons
ces
5.0 5.2. By the end of sub strand the teacher trainee should be Teacher What
Pers Dete able to: trainee causes
onali rmin a) Demonstrate the role of genetics and environment in to: individ
ty ants determining personality development among  Use ual
Deve of learners ICT person
lopm Pers b) Analyse how genetics and environment determine device ality
ent onali personality development among learners s and differe
ty c) Appreciate the role of genetics and environment in print nces
determining personality development among media among
2hrs learners to learner
resear s?
ch on
inform
ation
on
deter

55 | P a g e
 minan
ts of
perso
nality
develo
pment
(gene
tics
and
enviro
nment
) in
young
childr
en.
 Discus
s on
the
role
geneti
cs
(Brain
chemi
stry,
Horm
one
levels,
Nutriti
on
and
Gende
r) and
enviro
nment
(home
and
school
) play
in
deter
minin
g
perso
nality
develo
pment
in

56 | P a g e
 young
childr
en.
 Sugge
st
variou
s
metho
ds of
behavi
our
contro
l and
the
role
played
by
home
and
school
in the
develo
pment
of
perso
nality
in
childr
en.
 Descri
be the
roles
played
by
(Love
and
Accep
tance,
Time
spent
at
home
and
school
,
Perso
nal

57 | P a g e
 identi
ficatio
n,
Secure
home
and
school
enviro
nment
s,
Socio-
emoti
onal
aspect
s,
School
readin
ess
and
School
climat
e) in
deter
minin
g
perso
nality
develo
pment
in
learne
rs.
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to research on information on determinants of
personality development
Pedagogical Content Knowledge – as trainees suggest various methods of behaviour control
and the role played by home and school in the development of personality.
Values:
Love and Peace as they brainstorm in pairs or groups the determinant of personality
Suggested Assessment Rubrics
Perfor Exceeds Meet Expectations Appro Below
mance Expectations aching Expecta
Indicat Expect tions
ors ations
Demon Correctly explains Correctly explains the role of genetics Attem Explains
strate and describes and environment in determining pts to with
the consistently with personality development among learners explai difficult

58 | P a g e
role of confidence the role ns the y some
genetic of genetics and role of roles of
s and environment in geneti genetics
environ determining cs and and
ment in personality enviro environ
determ development nment ment in
ining among learners in determi
person deter ning
ality mining persona
develo person lity
pment ality develop
among develo ment
learner pment among
s among learners
learne
rs

Strand Sub strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
5.0Personality 5.3. Defence By the end of sub Teacher trainee 1. What is the
Development Mechanisms strand the teacher to: importance of
trainee should be  Use ICT devices defence
2hrs able to: and print media mechanisms?
a) Discuss types, to research 2. What are the
causes and further on types, characteristics of
application of causes, defence a well-adjusted
defence mechanisms learner?
mechanism observed in
among learners young children.
b)Analyse types,  Discuss
causes and characteristics
characteristics of of learners with

59 | P a g e
 defence socio-emotional
mechanism and behavioural
among learners disorders in
c) Discuss young children.
characteristics of  Suggest
learners with preferable
socio-emotional strategies and
and behavioural intervention
disorders in measures on
young children. managing
d)Suggest learners with
preferable socio-emotional
strategies and and behavioural
intervention disorders.
measures on  Discuss the
managing types, causes of
learners with defence
socio-emotional mechanism and
and behavioural their application
disorders. in learning.
e) Appreciate  Discuss the
types, causes characteristics
and of well-adjusted
characteristics of learners.
defence
mechanism
among learners
in a learning
environment
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on types, causes, defence
mechanisms.
Pedagogical Content Knowledge – as trainees analyse types, causes and characteristics of
defence mechanism among individuals.
Values:
Unity: as the trainees use ICT devices and print media search information discuss types, causes
and characteristics of defence mechanism among learners in a learning environment to enhance
a well-adjusted personality.
Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Examine causes Correct explain Correctly explain Attempts to explain with
and and describes types, causes and explain some difficulty some
characteristics of with confidence characteristics of types, causes types, causes
defence and consistency defence and some and
mechanism types, causes and mechanism characteristics characteristics

60 | P a g e
among learners in characteristics of among learners of defence of defence
a learning defence mechanism mechanism
environment to mechanism among learners among learners
enhance a well- among learners
adjusted
personality

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Strand Sub strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
6.0 Learning 6.1 Hereditary By the end of the Teacher trainee 1.What causes
in children Factors and sub-strand the to: individual
learning teacher trainee  Use digital differences in
should be able to: devices and learning?
2hrs a) Distinguish the print media to 2.What is the
role played by research for role of genes
biological information on in the
(heredity or how Genetic determination
genetic) factors in factors of individual
contributing to influence differences in
individual intellectual learning?
differences in ability of the
learning. learners.
b) Correlate heredity  Design an
factors to action research
individual plan to identify
differences in the effect of
learning. hereditary
c) Design an action factors on
research plan to children’s
identify the effect learning
of hereditary  Suggest ways
factors on of applying
children’s learning interventional
d) Appreciate the measures to
role played by prevent the
genetics in the effect of
determination of hereditary
human traits in factors on
learning learning.
Core- competence to be developed:
Pedagogical innovations: As they search information using electronic media
Citizenship and leadership: As the go through child care and protection against harmful cultural
beliefs and practices; and through designing learning environments that are responsive to the
cultural aspects to ensure participation and success of all learners.
Communication and collaboration: As they discuss in group.
Values:
Responsibility as trainees engage in group discussions.
Respect as trainees work together.

62 | P a g e
Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Distinguish the role Confidently explains the Attempts to Hardly explains
played by genetics in explains and role played explain the role with difficulty
the determining describes the role by genetics in played by the role played
human traits to played by genetics the genetics in the by genetics in
accommodate in the determining determining determining the
individual differences human traits with human traits human traits determination
among learners confidence. of human traits

63 | P a g e
Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
6.0Learning 6.2 By the end of the Teacher trainee to: What is the role
in children Environmental sub-strand the  Use ICT devices of environment
Factors and teacher trainee and print media to in the
Learning should be able to: search for determination
a) Examine the role information and of individual
2hrs played by discuss on how differences?
environmental environmental
factors in factors determine
determining human traits to
human traits cater for
that contribute individual
to individual differences among
differences learners.
among learners.  Discuss
b) Appreciate the environmental
role played by challenges that
environment in inhibit learning.
the  Suggest ways
determination of creating a
human traits in conducive
learning environment in
order to enhance
learning
Core- competence to be developed:
Pedagogical innovations as they search information using electronic media
Citizenship and leadership-as trainees discuss different aspects of the environment and how they
influence learning.
Values:
Love and responsibility as trainees engage in group discussions.
Respect as trainees work together.
Suggested Assessment Rubrics

Perfo Exceeds expectations Meet expectations Approaching Below

rman expectations expect
ce ations
indica
tors
Exami Explains the Explains the Explains some Hardly
ne environmental factors in environmental environmental factors in explai
role determining human traits factors in determining human traits ns
playe that contribute to determining human that contribute to some
d by individual differences traits that individual differences enviro
envir among learners and contribute to among learners nment
onme demonstrate to other individual differences al

64 | P a g e
ntal teacher trainees among learners factors
factor in
s in deter
deter mining
minin huma
g n
huma traits
n trait that
that contri
contri bute
bute to
to r individ
indivi ual
dual differe
differ nces
ences among
amon learne
g rs
learn
ers.
Str Su Specific Learning Outcomes Suggested Learning Experiences Key
an b Inquir
d str y
an Questi
d ons
6.0 6.3 By the end of the sub-strand the Teacher trainees: How
Le Int Teacher trainee should be able to:  Using ICT devices and print media to can
ar elli a) Define the concept of intelligence search for information on different differe
nin ge in children types of intelligence among nt
g nc b) Critique different types of learners types
in e intelligence theories on children  Develop psychometric tools that can of
chi in c) Develop psychometric tools that be applied on primary school intellig
ldr chi learners to assess and evaluate ence
can be applied on learners to
en ldr their level of intelligence and share be
assess and evaluate their level of
en with your peers used
intelligence  Visit educational institutions and use to
d) Discuss factors that influence psychometric tools to assess the bring
2h intelligence in children intelligence level of the learners harmo
e) Appreciate different types of  Suggest strategies of handling ny
intelligence among learners learners with different types of among
intelligence learne
rs with
individ
ual
differe
nces in
learnin

65 | P a g e
 g?

Core - competence Developed:

Pedagogical innovations as they search information using electronic media
Communication and collaboration through group discussion on cultural development
Values:
Integrity –as trainees suggest strategies of handling learners with different types of intelligence
to bring harmony in learning environment

Suggested Assessment Rubrics

Performance Exceeds expectations Meet Approaching Below

indicators expectations expectations expectations
Examine different Consistently Explains Attempts to Hardly
types of describes and different types explain some explains
intelligence explains different of intelligence types of different
among learners in types of intelligence among learners intelligence types of
relation to according to different according to among learners intelligence
specific theories theories among different among
learners theories learners
Critique factors Consistently and correctly explain Attempts to Hardly
that influence correctly describes factors that explain factors explain
intelligence in and explains factors influence that influence factors that
that influence intelligence in intelligence in influence
children
intelligence in children children intelligence
according to children according to according to according to in children
different theories. different theories different different according to
theories theories different
theories

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Str Sub Specific Learning Outcomes Suggested Learning Experiences Ke
an strand y
d In
qu
iry
Q
ue
sti
on
s
6. 6.4 By the end of the sub-strand the Teacher trainees to: W
0L Fa Teacher trainee should be able to:  Using ICT devices and print media ha
ea ct a) Analyse the role of environment search for information on the role t
rni or and genetics in determining of environment and genetics in ar
ng s intelligence determining intellectual e
in th b) Distinguish causes of individual differences among learners th
chi at differences in intelligence among  Discuss factors that influence the e
ldr in learners level of intelligence of learners’ ca
en flu c) Discuss intervention measures for (mental retardations, us
en the differences in the chromosomal damage and es
ce intelligences. Down’s syndrome, metabolic of
Int d) Appreciate the causes of disorder, birth hazards and ex
ell extremes in intelligence, role of psychosocial causes, the gifted). tre
ig environment and genetics in  Report in plenary findings on the m
en determining intelligence causes of extremes in intelligence es

67 | P a g e
 ce in children. in
int
2hrs elli
ge
nc
e
a
m
on
g
lea
rn
er
s?
W
ha
t
int
er
ve
nti
on
m
ea
su
re
s
ca
n
be
us
ed
to
ad
dr
es
s
ch
all
en
ge
s
in
th
e
lev
el

68 | P a g e
 of
int
elli
ge
nc
e
in
lea
rn
er
s?

Core- competence to be developed:

Pedagogical innovations as they search information using electronic media
Communication and collaboration through group discussion on cultural development
Values:
Peace and Integrity: As they watch videos on extremes in intelligence and visit institution of
Special Needs Education

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Explain the causes Excellently explains Explains the Explains some Explains with
of extremes in and describes the causes of causes of difficulties the
intelligence in causes of extremes extremes in extremes in causes of
children in intelligence in intelligence in intelligence in extremes in
learners children. children. intelligence in
children
Examine the role Correctly explains Explains Attempts to hardly explains
of environment and describes with correctly the explain the role the role of
and genetics in confidence the role role of of environment environment
determining of environment environment and genetics in and genetics in
extremes in and genetics in and genetics in determining determining
intelligence in determining determining extremes in extremes in
children extremes in extremes in intelligence intelligence

69 | P a g e
 intelligence intelligence among children
Intervention Correctly explains Correctly Attempts to Explains
measures to cater and describes explains explain intervention
for all learners in consistently intervention intervention measures to
learning intervention measures to measures to cater for all
environment measures to cater cater for all cater for all learners in the
for all learners in learners in the learners in the learning
learning learning learning environment
environment environment environment with difficulty

St Sub Specific Learning Outcomes Suggested Learning Experiences Key

ra strand Inqu
nd iry
Que
stion
s
6. 6.5Theor By the end of the sub-strand the Teacher trainee to: How
0L ies of Teacher trainee should be able to:  Using ICT devices and print can
ea Intellige a) Examine various theories of media search for information on intell
rni nce intelligence in human beings theories of intelligence igen
ng b) Analyse the concept of multiple (Steinberg’s, Triarchiac and ce
in 2hrs intelligence and how it informs Howard Gardener) theo
ch curriculum and learning  Discuss individual intellectual ries
ild c) Apply appropriate intelligence differences among learners be
re theories during curriculum  Use ICT devices and print media appli
n delivery in order to improve to research on different types ed in
learning of intelligence and how it is the

70 | P a g e
 d) Appreciate theories of measured. lear
intelligence in relation to  Discuss challenges encountered ning
individual differences among by learners with multiple proc
learners intelligence ess?
 Suggest ways of improving
diverse intelligence abilities of
learners
Core- competence Developed:
Pedagogical innovations as they search information using electronic media
Communication and collaboration through group discussion on cultural development
Values:
Love, Responsibility, Respect, Peace , Integrity
Suggestive Assessment Rubrics
Performance Exceeds Meet Approaching Below
Indicators Expectations Expectations Expectations Expectations
Examine various Correctly explains Correctly Attempts to Hardly explains
theories of and describes with explains explain theories of
intelligence in confidence theories theories of theories of intelligence in
human beings of intelligence in intelligence in intelligence in human being.
human beings human beings human beings
Apply appropriate Correctly explains Correctly Attempts to Applies with
intelligence and describes and applies the apply theories difficulty with
theories during applies with theories of of intelligence difficulty
curriculum delivery confidence theories intelligence in in the learning theories of
in order to of intelligence in the learning environment intelligence in
improve learning learning environment the learning
environment environment

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
6.0 Learning 6.6 Memory By the end of the sub- Teacher trainee to: 1. What does
in children strand the teacher  Deduce appropriate memory
trainee should be able statements that are entail?
2hrs to: related to aspects of
a) Analyse the types, memory (the more 2. How can
stages and the you learn, the more memory be
process of memory you can store improved
in learning information’ You do among
b) Distinguish the you remember, you learners?
types, stages and hear, you forget
process of memory .)‘
to promote  Use ICT devices and
information print media to
storage research on the
c) Appreciate the role types, stages and
of memory to process of memory.

71 | P a g e
 encode, store and  Develop strategies
retrieve for application of
information in theories of
enhancing learners’ memory in learning
memory  Write a report on
how to apply the
memory theory in a
primary class.
 Dramatize different
forms of activities
that stimulate
remembrance.
Core- Competences to be developed:
Pedagogical content knowledge – as trainees organize the content into effective learning and
teaching progression and uses knowledge of the content and teaching strategies to develop
and implement engaging learners’ learning activities as they search information using
electronic media.
Assessment competency– engages learners actively in assessment process in order to develop
their capacity to co-construct criteria for success, self –monitoring and provide descriptive
prompt and specific feedback to learners.
Values:
Responsibility as trainees engage in group discussions.
Respect as trainees work together.

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

indicators expectations expectations expectations expectations
Analyse the Confidently and Correctly Attempts to Explains the
types, stages correctly explains analyses the explain the types and
and the process and describes types and types and stages of
of memory in consistently the stages of stages of memory
learning types and stages of memory memory process with
memory process process process difficulty
Explain the role Correctly and Correctly Attempts to Explains the
of memory to confidently explains explains the explains the role of
encode, store and describes the process of role of memory memory to
and retrieve process of memory memory to to encoding, encoding,
information in in relation to encoding, storing and storing and
enhancing encoding, storing storing and retrieving retrieving
learners’ and retrieving retrieving information information

72 | P a g e
memory information information with difficulty

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
6.0 Learning 6.7 Sensation By the end of sub- Teacher trainee to: 1. What are the
in children and strand the teacher  Use ICT devices and differences
Perception trainee should be print media to between
able to: research on sensation and
2hrs a) Analyse the characteristics and perception?
quantity of factors that influence 2. What are the
stimuli and perceptions and factors that
quality of understand how influence
stimulation to young children make perception?
discriminate sense of different
one stimulus stimuli.
from another.  Suggest ways of
b) Examine the dealing with
various sense challenges

73 | P a g e
 organs and how encountered by
they adapt to learners to make
sensation. sense of different
c) Appreciate the stimuli in learning
importance of  Discuss the principles
quantity of in Gestalt laws of
stimuli and organization and
quality of how sensory
stimulation, information is
sense organs organized
and how they  Discuss by using
adapt to examples the
sensation. importance of
sensation and
perception in
learning
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Communication and collaboration as learners discuss in groups
Values:
Responsibility as trainees engage in group discussions.
Respect as trainee’s work together.

Suggested Assessment Rubrics

Performance Exceeds expectations Meet Approaching Below

indicators expectations expectations expectations
Analyse the Correctly and Correctly Attempts to Explains the
quantity and consistently explains explains the explains the importance of
quality of with confidence the importance of importance of quantity and
stimulation to importance of quantity and quantity and quality of stimuli
discriminate quantity and quality quality of stimuli quality of of stimulation
one stimulus of stimuli of of stimulation stimuli of and how they
from another. stimulation and how and how they stimulation enhance
they enhance enhance and how they learning with
learning, learning, enhance difficulty,
learning,

74 | P a g e
Examine the Critically and Critically Attempts to Rarely examines
sense organs confidently examine examines how examine how how sense
and how they how sense organs sense organs sense organs organs adapt to
adapt to adapt to sensation adapt to adapt to sensation
sensation. sensation sensation

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
6.0 6.8 By the end of sub- Teacher trainees to 1. Why should
Learning Development strand, the teacher be guided: learners
in of Emotions trainee should be able  Using ICT devices express their
children in children. to: and print media emotions
a) Analyse the search for freely?
2hrs development and information on 2. How do
importance of development, emotions
expressing expression and influences
emotions influence of learning?
appropriately emotions on
among learners. learning
b) Analyse the  Discuss the

75 | P a g e
 development and influence of
influence of emotions on
emotions on learning for
learning learners and make
c) Appreciate the a write up.
development,  Suggest ways in
expression and which a teacher
influence of can assist learners
emotions in the to control their
learning emotions in
environment. various
compelling
situations.
 Carry out a simple
study on how
learners express
their emotions in
different
circumstances and
make plenary
presentations.
 Develop an action
plan for learners
on how to control
their emotions for
effective learning
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Communication and collaboration as learners discuss in groups
Link to Values:
Respect: As the trainees report findings in the plenary on the development, expression and
influence of emotions on learning for learner’s wellbeing and harmonious co – existence for
better performance in learning environment

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Analyse the Correctly explains Explains Attempts to Hardly explains
development, and describes correctly the explains the the
expression and confidently the development, developments, developments,

76 | P a g e
influence of development, expression and expression and expression and
emotions on expression and influence of influence of influence of
learning influence of emotions on emotions on emotions on
emotions on learning learning learning
learning

Strand Sub Specific Learning Suggested Learning Key Inquiry

strand Outcomes Experiences Questions
6.0 Learning 6.9 By the end of sub- Teacher trainee to: How do
in Emotions strand, the  Use ICT devices and print emotions
children in teacher trainee media to research on influence
learning should be able to: Schachter Singer’s two - behaviour?
a) Examine the types factor theory of emotions,
2hrs and functions of highlighting their

77 | P a g e
 emotions and relevance to learning.
their correlation  Observe emotional
to the learning behaviour manifestations
process of young children.
b) Appreciate types  Carry out a study on
and function of aspects of emotional
emotions and behaviour in young
their correlation children and make a
to learning report on findings
 Search the internet on
causes of negative
emotions in young
children
Core- competence Developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Communication and collaboration as learners discuss in groups
Values:
Responsibility as trainees engage in group discussions.
Respect as trainees work together
Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Examine types and Critically examines Correctly Attempts to Explains some
functions of and explains types explains types explains some types and
emotions in and functions of and function of types and function of
learners and their emotions in emotions in function of emotions in
correlation to learners and their learners and emotions in learners and
learning correlation to their correlation learners and their
learning to learning their correlation to
correlation to learning
learning

Str Sub strand Specific Suggested Learning Experiences Key

an Learnin Inquiry
d g Questi
Outcom ons
es
6.0 6.10Devel By the Teacher trainee to: 1. How
Le opment end of  Use ICT devices and print media to research on does

78 | P a g e
arn of the sub- formation and development of attitude in young attit
ing Attitude strand children. ude
in s the  Suggest ways in which a teacher can utilize various influ
chi teacher functions of attitudes in making appropriate ence
ldr 2hrs trainee environmental adjustments to enhance learning for learn
en should young children er’s
be able  Discuss the components of ABC model and their beha
to: application to learning for young children viou
a) Discu  Carry out a research on how attitude formation r?
ss the influences learning in young children 2. How
devel  Suggest ways in which positive attitude formation can
opme can be developed in young children learn
nt of  Discuss the teacher’s role in promoting attitude ers
and change in learners. be
forma assis
tion ted
of to
attitu deve
de in lop
learn posi
ers tive
attit
Analy ude
se the towa
functi rds
ons of learn
attitu ing?
de
and
factor
s
influe
ncing
learn
er’s
attitu
de in
the
learni
ng
envir
onme
nt
b) Exami
ne
the
comp

79 | P a g e
 onent
s of
ABC
mode
l of
attitu
de
and
its
releva
nce in
influe
ncing
learn
er’s
attitu
de in
the
learni
ng
envir
onme
nt
c) Sugge
st
ways
in
which
positi
ve
attitu
de
forma
tion
can
be
devel
oped
in
young
childr
en
d) Appre
ciate
the
impor
tance

80 | P a g e
 the
comp
onent
s of
ABC
mode
l of
attitu
de
and
its
releva
nce in
influe
ncing
learn
er’s
attitu
de in
the
learni
ng
envir
onme
nt for
appro
priate
adjust
ment
Core- Competence to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors,
colleagues, and communities of learning.
Communication and collaboration as learners discuss in groups
Link to Values:
Responsibility as trainees engage in group discussions.
Respect as trainees work together

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Discuss the Correctly describes Correctly Attempts to Hardly explains
development of and explains explains the explain the the
attitude in confidently the development development of development of
learner’s development of of attitude in attitude in attitude in

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life attitude in learner’s life, learner’s life, learner’s life,
learner’s life
Analyse the Consistently and Correctly Attempts to Hardly explains
functions of correctly explains explains explain functions of
attitude and and describes functions of functions of attitudes and
factors influencing functions of attitudes and attitudes and factors
learner’s attitude attitudes and factors factors influencing
in the learning factors influencing influencing influencing learner’s
environment learner’s attitude learner’s learner’s attitude in the
in the learning attitude in the attitude in the learning
environment learning learning environment
environment environment

Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
6.0 Factors 6.11 School By the end of the sub Teacher trainee to be 1. What is the
Influencing Readiness strand the teacher guided to : importance of
Learning and trainee should be able  Discuss information smooth
Transition to: on different levels transition in
a)Distinguish different of learning (pre- learning?
2hrs levels of transition primary to lower 2. What
in learning and primary and lower influences
appropriate primary to upper smooth
strategies which primary) of transition of
enhance smooth transition and its learners from

82 | P a g e
 transition importance in one level to
b) Account for various learning in order to another?
characteristics of adapt appropriate
transition and how strategies to
they influence enhance smooth
learning as children transition in
transit from one learning
level of education to  Discuss factors that
another. influence smooth
c)Appreciate different transition at
levels of transition different levels of
and its importance learning.
in learning in order  Write an essay on
to adapt smooth transition at
appropriate different levels of
strategies to education
enhance smooth  Visit education
transition in learning institutions in your
locality and observe
and make
recommendations
on how the issue of
smooth transition
has been addressed.
In schools visited
Core- Competences to be developed:
Assessment Competency – As trainees utilize assessment data to understand the status of
learners improve learning and achievement;
Pedagogical content knowledge - Provides learners with a variety of information resources as
well as the technological tools to mediate learning and enhance learner engagement.
Collaboration and collaboration: As trainees discuss in groups issues of transition.
Values:
Love; Brainstorm in pairs or groups different levels of transition in learning
Responsibility as trainees visit education institutions in their locality and observe and make
recommendations on effective transition

Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below
Expectation expectations Expectation Expectation
Distinguish Correctly describes Correctly Attempts to Explains
different levels and explains explains explain a few different levels
of transition confidently and different levels levels of of transition
and its consistently of transition in transition and its and its
importance in different levels of learning importance in importance in
learning in transition in institutions learning learning with
learning learning institution difficulty

83 | P a g e
institutions

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
7.0 7.1 Operant By the end of the Teacher trainee to: What are the
Theories Conditioning sub-strand the  Use ICT devices to principles of
of teacher trainee search for information operant
Learning 2hrs should be able to: on principles of conditioning
a) Describe the operant conditioning theory and its
principles of by B.F. Skinner and its application in
operant application in learning learning?
conditioning to cater for individual

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 theory and its differences among
relevance in learners.
learning  Brainstorm on how
b) Demonstrate children learn.
operant  Write and present a
conditioning report in plenary on
theory in a principles of operant
learning conditioning
environment  Make a debate on the
and its pros and cons of
relevance in application of operant
learning. conditioning theory in
c) Appreciate the learning.
principles of  Make suggestions on
operant how a teacher can
conditioning apply the operant
theory and its condition theory to
relevance in facilitate learning.
learning
Core-Competences to be developed:
Pedagogical content knowledge - innovations when using ICT devices;
Communication and collaboration through group discussion
Values:
Respect: As they use ICT devices, search information and discuss on principles of operant
conditioning by B.F. Skinner and its application in learning to cater for individual differences
among learners.

Suggested Assessment Rubrics

Performance Exceeding Meets Approaching Below

indicators Expectation expectations expectation expectation
Describe the Correctly describes Correctly Attempts to Explain with
principles of and explain with explains the explain some difficulty some
operant confidence the principles of principles of principles of
conditioning principles of operant operant operant
theory and its operant conditioning conditioning conditioning

85 | P a g e
relevance in conditioning theory theory and its theory and theory and
learning and its relevance in relevance in some of its some of its
learning learning relevance in relevance in
learning learning
Demonstrate Correctly applies Correctly Attempts to Hardly applies
operant consistently with applies the apply the consistently the
conditioning confidence the operant operant operant
theory in a operant conditioning conditioning conditioning
learning conditioning theory theory in a theory in a theory in a
environment and in a learning learning learning learning
its relevance in environment environment environment environment
learning
.

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
7.0Theories of 7.2Classical By the end of the Teacher trainee to: What is the
Learning Conditioning sub-strand the  Use ICT devices to relevance of
teacher trainee search for information classical
should be able on principles of conditioning
3hrs to: classical conditioning theory in
a) Examine the by John Pavlov and its learning?
principles of application in learning

86 | P a g e
 classical to cater for individual
conditioning differences among
and its learners.
relevance in  Brainstorm on how
learning. children learn.
b) Demonstrate  Write and present a
classical report in plenary on
conditioning principles of classical
theory in a conditioning
learning  Make a debate on the
environment pros and cons of
c) Appreciate application of classical
the principles conditioning theory in
of classical learning.
conditioning  Make suggestions on
theory and its how a teacher can
relevance in apply the classical
learning condition theory to
facilitate learning
Core- Competences to be developed:
Pedagogical content knowledge - innovations when using ICT devices.
Communication and collaboration through group discussion
Values:
Integrity: As they report in plenary finding on principles of classical conditioning theory and its
application in learning to cater for individual differences among learners.
Suggested Assessment Rubrics
Performance Indicators Exceeds Meet Approaching Below
Expectations Expectations Expectations Expectations
Examine the principles of Correctly Correctly Attempts to explain with
classical conditioning examines and explain the explain some of difficulty
theory and its relevance explain principles of the principles of some the
in learning consistently the classical classical principles of
principles of conditioning conditioning classical
classical theory and its theory and some conditioning
conditioning relevance in of its relevance theory and
theory and its learning in learning some its
relevance in relevance in
learning learning

Demonstrate Correctly and Correctly Attempts to applies Hardly

classical conditioning consistently applies the consistently with applies
theory in a learning applies with classical confidence the consistently
environment confidence the conditioning classical with
classical theory in a conditioning theory confidence
conditioning learning in a learning the classical
theory in a environment environment conditioning

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 learning theory in a
environment learning
environment

Strand Sub Specific Learning Suggested Learning Key Inquiry

strand Outcomes Experiences Questions
7.0 7.3Social By the end of the Teacher trainee to: What is the
Theories Learning sub-strand the  Use ICT devices to search for relevance of
of Theory teacher trainee information on principles of social learning
Learning should be able to: social learning theory and theory in
2hrs a) Evaluate the its application in learning to learning
principles of cater for individual situation?

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 social learning differences among learners.
theories and  Brainstorm on how children
their relevance learn.
in learning  Write and present a report
b) Demonstrate the in plenary on principles of
principles of social learning theory
social learning  Make a debate on the pros
theory and its and cons of application of
relevance in social learning theory in
learning. learning.
c) Appreciate the  Make suggestions on how a
principles of teacher can apply the social
social learning learning theory to facilitate
theory and its learning
relevance in
learning
Core- competence to be developed:
Pedagogical content knowledge - innovations when using ICT devices
Citizenship and leadership through child care and protection against harmful cultural beliefs and
practices; and through designing learning environments that are responsive to the various
learning theories to ensure participation and success of all learners.
Values:
Responsibility: As the trainees use ICT devices to search information and discuss on the principles
of social learning theory and its relevance in learning to cater for individual differences among
learners.
Suggested Assessment Rubrics
Performance Exceeds Meet Approaching Below
Indicators Expectations Expectations Expectations Expectations
Explain the principles Explain the Explain the Explain some Explain some
of social learning principles of principles of the principles the principles
theory and its social learning social learning of social of social
relevance in learning theory and its theory and its learning learning
relevance in relevance in theory and theory and
learning learning some its some its
relevance in relevance in
learning learning
Demonstrate social Correctly applies Correctly applies Attempts to Hardly
learning theory in a consistently with the social Correctly applies the
learning environment confidence the learning theory in apply the social
social learning a learning social learning learning
theory in a environment theory in a theory in a
learning learning learning
environment environment environment

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Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
7.0 7.4 Information By the end of the sub- Teacher trainee to: What is the
Theories of Processing strand the teacher  Use ICT devices to relevance of
Learning Learning Theory trainee should be able search for information
to: information on processing
2hrs a) Defend the principles of theory in
principles of information learning?
information processing by Jean
processing learning Piaget and its
theory and its application in
relevance in learning.
learning  Brainstorm on how

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 b) Demonstrate the children learn.
principles of  Write and present a
information report in plenary on
processing learning principles of
theory and its information
relevance in processing.
learning  debate on the pros
c) Appreciate the and cons of
principles of application of
information information
processing learning processing theory in
theory and its learning.
relevance in  Make suggestions on
learning how a teacher can
apply the information
processing to
facilitate learning
Core- Competences to be developed:
Critical thinking and problem solving: as trainees debate on the pros and cons of application of
information processing theory in learning
Learning to learn and reflective practice – as trainees suggest how a teacher can apply the
information processing to facilitate learning
Values:
Integrity: Report in plenary finding on the principles of information processing learning theory
and its relevance in learning to cater for individual differences among.

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Explain the Discuss and Explain the Explain some Explain with
principles of explain the principles of principles of difficulty some the
information principles of information information principles of
processing information processing processing information
learning theory processing learning theory learning processing
and its relevance learning theory and its relevance theory and its learning theory
in learning and its relevance in learning relevance in and some its
in learning learning relevance in
learning
Demonstrate Correctly applies Correctly applies Attempts to Hardly applies the

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Information consistently with the Information apply the Information
Processing confidence the Processing Information Processing
Learning theory Information Learning theory Processing Learning theory in
in a learning Processing in a learning Learning a learning
environment Learning theory in environment theory in a environment
a learning learning
environment environment

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
7.0 7.5 Memory By the end of the Teacher trainee to: 1. What causes
Theories Theories sub-strand the  Using ICT devices and forgetting
Of teacher trainee print media search among
Learning 2hrs should be able to: information and learners?
a) Examine the discuss on why 2. How can
factors that forgetting occur, learners be
influence various theories of guided to
forgetting among forgetting (disuse / enhance
learner to be able decay theory and their
to design various interference theory memory?
ways of enhancing such as Atkinson-
remembering Shiffrin’s theory) and

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 b)Analyse theories of various ways of
forgetfulness to enhancing memory.
establish causes of  Discuss why learners
forgetting learnt forget what is learnt
information and and what should be
various ways of done improve memory
enhancing memory  Report in plenary
c) Appreciate why findings on why
forgetting occur in forgetting occur in
learning, various learning, various
theories of theories of forgetting
forgetting in order (disuse / decay theory
to come up with and interference
various ways of theory) and various
enhancing ways of enhancing
remembering to remembering to
improve memory. improve memory.
Core- Competences to be developed:
Pedagogical innovations as trainees search information using electronic media on memory
theories.
Citizenship and leadership-as trainees discuss what causes forgetfulness and what should be
done improve memory.
Values:
Respect-As the teacher trainees brainstorm in pairs or groups why learners forget what is learnt
and what should be done improve memory.

Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Analyse factors Correctly explains Correctly Attempts to Hardly
that influence and describes with explains why explain and explains why
forgetting in confidence why forgetting describes with forgetting
learning, forgetting occurs in occurs in confidence why occurs in
learning, learning, forgetting occurs learning,
in learning,
Examine theories Correctly describes Correctly Attempts to Hardly
of forgetting and and explains describes and describes various explains
ways of enhancing confidently and explains various theories of theories of
remembering to consistently theories of forgetting and forgetting

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improve memory. various theories of forgetting and ways of and ways of
forgetting and ways of enhancing enhancing
ways of enhancing enhancing memory memory
memory memory

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Strand Sub strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
7.0 7.7 By the end of the Teacher trainee to: 1. How can
Theories Motivational sub-strand the Use ICT devices and print media Maslow’s
of Theories teacher trainee to research on types of motives theory of
Learning should be able to: and their implications on motivation
2hrs a) Examine the types learning and report the findings be applied
of motivation and in plenary. to cater for
their relevance on Describe the types of motives individual
learning (primary, stimulus and social differences
b)Apply different motives), motivation (extrinsic in learning?
types of motives and intrinsic motivation) how 2. What are
and motivation to they relate to learning. the
stimulate learning. Discuss the effect of motivation implication
c) Appreciate the on learning for young children. s of
importance of Design a model for motivation different
types of motives for learners. types of
and motivation Discuss application of motives to
and their motivation theories in the learning?
implication on learning process of young
learning children.

Core- Competences to be developed:

Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees demonstrate ability access a broad range of
professional learning opportunities from multiple resources including coaches, mentors, colleagues,
and communities of learning.
Values:
Peace: as trainees brainstorm in pairs or groups on ways of motivating learners to learn
Suggested Assessment Rubrics
Performance Exceeds Meet Approaching Below
Indicators Expectations Expectations Expectations Expectations
Examine the Correctly explains Correctly Attempts to Explains with
importance of with confidence and explains the explain the difficulty the
types of motives consistency the importance of importance of importance of
and motivation importance of types types of motives types of types of
and their of motives and and motivation motives and motives and
implication on motivation and their and their motivation motivation and
learning implication on implication on and their their implication
learning learning implication on on learning
learning
Apply different Correctly applies Correctly Attempts to Hardly applies
types of motives consistently with applies apply motivational
and motivation confidence motivational motivational theory in a
to stimulate motivational theories in a theories in a learning
learning in theories in learning learning learning environment
learning environment environment environment
environment.

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Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
8.0 8.1. By the end of sub Teacher trainee to: 1. What difference
Guidance Overview of strand the teacher  Use ICT devices and between
and Guidance trainee should be print media to find guidance and
Counselling and able to: information on counselling?
Counselling a) Describe the guiding and 2. How can the
importance of counselling and the learners be
3hrs guidance and importance of helped to
counselling for guidance and manage the
the learner counselling to young emotional and
b) Discuss causes of children. psychological
socio-emotional  Discuss the issues that
and difference between affect them?
psychological guidance and
issues and how counselling and its
they affect young significance to
learners learners when
c) describe handling challenges
Guidance and they encounter
counselling during learning.
theories and  Suggest preferable
their relevance ways of handling
to learning. challenges young
d) Appreciate children face during
importance of learning
guidance and  Discuss causes of
counselling in socio-emotional and
assisting learners psychological issues
to manage (anger, grief,
emotional and depression, anxiety
psychological and stress) and how
issue they affect young
learners
 Search information
on the internet on
different types
 Guidance and
counselling theories
(person centred
theory- Carl Rogers
and Cognitive
behavioural therapy
by All on Berk) and
their relevance to
learning and present

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 in class.

Core- Competences
Pedagogical content knowledge – as trainees use ICT devices and print media to find information
on guiding and counselling.
Collaboration and collaboration as trainees discuss in groups how to manage emotion .
Values:
Responsibility: As trainees engage in group discussions. Harmony and respect as trainees work
together.
Suggested Assessment Rubrics

Performance Exceeds Meet Approaching Below

Indicators Expectations Expectations Expectations Expectations
Discuss the confidently and Correctly explains Attempts to Explains with
importance of with consistency the importance of explain the difficulty
guidance and explains the guidance and importance of importance of
counselling in importance of counselling in guidance and guidance and
assisting learners guidance and assisting learners counselling in counselling in
to manage counselling in to manage learners assisting learners
emotional and assisting learners emotional and to manage assisting to
psychological to manage psychological emotional and manage
challenges. emotional and challenges. psychological emotional and
psychological challenges. psychological
challenges. challenges.

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Strand Sub strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
8.0 8.2. By the end of sub strand Teacher trainee to: What are
Guidance Qualities the teacher trainee  Use ICT devices and the qualities
and of an should be able to: print media to search of an
Counselling Effective a) Describe the qualities information research effective
Counsellor of an effective further on the counsellor?
counsellor in assisting qualities of an
learners manage their effective counsellor,
2hrs emotional and the general
psychological counselling
challenges in life techniques, types and
b) Discuss the general stages of counselling.
counselling  Suggest preferable
techniques and types management
and stages of strategies on
counselling emotional and
c) Analyse the basic psychological
skills required for challenges in young
assisting learners children.
manage their  Discuss the qualities of
emotional and an effective counsellor
psychological and the general
challenges in life counselling techniques
d) Appreciate to be used by young
importance of an learners.
effective counsellor  Discuss on the
and the use of basic qualities of an
skills in assisting effective counsellor
learners manages and the general
their emotional and counselling techniques
psychological and types and stages
challenges in life. of counselling
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on brain development.
Pedagogical Content Knowledge – as trainees simulate qualities of an effective counsellor and
basic skills for assisting learners manage their emotional and psychological challenges.
Link to Values:
Love: As trainees engage in group discussions.
Suggested Assessment Rubrics
Performance Exceeds Expectations Meet Approaching Below
Indicators Expectations Expectations Expectations

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Analyse Correctly explains Correctly Attempts to explain Explains with
qualities of an and describes with explains the some qualities and difficulty the
effective confidences and qualities and skills of an effective qualities of
counsellor consistency the skills skills of an counsellor and the. an effective
. and qualities of effective counsellor
effective counsellor counsellor

Strand Sub-Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
9.0 9.1Developmental By the end of the sub- Teacher trainee 1. How can
Practicum Milestones strand, the teacher to: information on
( 4hrs) trainee should be able  collect developmental
to: Analyse, milestones, be
a) Collect, analyse and interpret collected and
report information information analysed?
on developmental and on 2. How is a
milestones at developmenta research
different stages of l milestones report on
child growth and and present acquisition of
development the findings specific
b)Write a report on milestones of
information children below
collected about 6 – 12 years
developmental be written and
milestones in presented
children .
Core- Competences to be developed:
Digital Literacy as trainees use ICT devices to search for information on child growth and
development
Pedagogical Content Knowledge – as trainees analyse, interpret and present the findings on
developmental milestones
Value:
Responsibility: As trainees engage in group discussions.
Suggested Assessment Rubrics
Indicators Exceeds Meets Approaching Below
Expectation expectations expectation expectation
Collect, analyse Creatively Writes an Attempts to write a Writes a report
information on designs a accurate report report on with difficulty on
developmental research study on information information information
milestones in and accurately collected on collected on collected on
children aged collects, collates developmental developmental developmental
up to 12 years and analyses milestones of milestones of milestones of
and make a information on children children’s children
report developmental development. development in
milestones of order to make

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 learners aged up some conclusions
to 12 years and on child growth
write a report and development.

Strand Sub-Strand Specified Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
9.0 9.2. By the end of the sub Teacher trainee to: Why is
Practicum Assessment of strand the teacher trainee  Collect, analyse monitoring
Growth and should be able to: and compile a of growth
Development a) Monitor growth and report on growth, and
( 4hrs) development in children and promotion in promotion
up to 12 years children in children
b) Examine the trends of  Discuss the trends important?
growth and development of growth and
in children development in
c) analyse the findings on children
how children grow and  Design simplified
develop articles or posters
d) Appreciate the by using the
importance of findings for
monitoring and sensitisation
evaluation of growth,  Peer teach trends
and promotion in growth, and
children promotion in
children up to 12
years
Core- Competences to be developed:
Self-efficacy-as trainees brainstorm the purpose of monitoring growth and development of
children
Communication and collaboration as trainees peer teach trends growth, and promotion in
children up to 12 years
Creativity and innovation –as trainees design simplified articles or posters by using the findings
for sensitisation
Values:
Social Justice: as the teacher trainees collect, analyse and write report
Responsibility-as teacher trainees monitor trends of growth and development in children
Suggested Assessment Rubrics

Indicators Exceeds Meets Approaching Below

Expectation Expectations Expectation Expectation
Monitor and Critically uses Correctly Attempts to Monitors and
evaluate growth, correct steps to monitors and monitor and evaluates with
and promotion monitor and evaluates evaluates difficulties

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in children up to evaluate information on growth, and growth, and
12 years information on growth, and promotion in promotion in
growth, and promotion in children up to 12 children up to 12
promotion in children up to 12 years years
children up to 12 years
years

Use the Uses the Correctly uses Uses some Uses with
information to information to the information information to challenges the
explain the explain the to explain the explain the information to
trends of growth trends of growth trends of growth trends of growth explain the
and and and and trends of growth
development in development in development in development in and
children children with children children development in
ease children
Explore the Explores and Explores Explores some Explores with
findings on how discuss the accurately the findings on how assistance the
children grow findings on how findings on how children grow findings on how
and develop to children grow children grow and develop to children grow
create and develop and develop to create and develop to
awareness excellently create awareness create
among awareness among awareness
stakeholders among stakeholders among
stakeholders stakeholders

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