HUMANITIES SUBJECTS’ PRESENTATION FOR THE

TRAINING OF GRADE SEVEN (07) TEACHERS

Session Objectives
1. By the end of the session, you should be able to:
2. Explain the meaning and essence of Humanities at Junior Secondary School Level
3. Identify subjects that fall under Humanities at Junior Secondary School Level
4. Identify the strands and sub strands for different Humanity Subjects at Junior Secondary
School Level
5. Outline Unique features of the Humanities Subjects at Junior Secondary School Level
6. Examine Transformative pedagogical approaches in the teaching of the Humanities
subjects
7. Explore suggested formative assessments in the Humanities
KWL
• 1. What I know about ….........
• 2. What I want to know about …............
 Session Outline
 Meaning and essence of Humanities subjects
 The Humanities Subjects at Junior Secondary School Level
 Essence Statements and General Learning Outcomes
 Strands and sub strands of Humanities Subjects at Junior Secondary School Level
 Unique features of the Humanities Subjects at Junior Secondary School Level
 Suggested Transformative pedagogical approaches in the teaching of the
Humanities
 Suggested Formative assessments in the Humanities
 Meaning of Humanities
 Humanities can be defined as a way of thinking about and responding to the world. The
actions are a response to human experiences, economically, socially, politically, morally,
intellectual, spiritually etc.
 Humanities subjects are a broad academic field under which students study various types
of human interactions, using methods that are largely analytical, critical or exploratory.
Essence for Humanity subjects
• Humanities prepare the learner for further education in different disciplines e,g
Sociology, Anthropology, Business Studies, Marketing, Accounting, Economics,
Commerce, Archaeology, Law, History, Political Science, Geography, Theology and
Religious Studies, among others.
• The primary purpose of humanities is to build and promote the leaner’s civic
competency.
• Humanities are an integrated academic fields comprising of Social Studies( History,
Citizenship, Geography), Christian Religious Education, Islamic Religious Education,
Hindu Religious Education, Life Skills Education and Business Studies.
Essence Statement… Cont’d
• The humanities enable us to reflect upon our lives and ask fundamental
questions of value, purpose, and meaning in a rigorous and systematic
way. The humanities build the learner’s competencies for:

Understanding and appreciating the

Critical and Reasoned and open-
minded discussion of the experiences of others, and the ways in
imaginative thinking which the issues that confront us now
basic values that are at
about the issues that stake in the various policies have been understood in other times,
confront us as citizens and practices that are places, and cultures.
and as human beings. proposed to address these .
Humanities Subjects at the Junior Secondary School Level

The humanities consist of seven subjects as follows:

1 2 3 4 5 6
• Social • Business • Christian • Islamic • Hindu • Life Skills
Studies Religious Religious Religious Education
Studies Education Education Education
 Time Allocation for the Humanities Subjects at the Junior School Level

Subject Number of Lessons Per

Week
(40 minutes per lesson)
Social Studies 3

Business Studies 3

Christian Religious Education (CRE) 3

Islamic Religious Education (IRE) 3

Hindu Education (HRE) 3

Life Skills Education 1

 Paradigm Shift in the Humanities Pedagogical Approaches
 Teachers presents  The teachers facilitate/guide/instruct
information based on learners to establish facts and concepts
their experience and for themselves.
training  Emphasis is on observation; exploring,
searching and making discoveries.
 The teacher is the  Learners will be prompted to take charge
custodian of of their own learning by exploring
information/knowledge and multiple view points e.g. brainstorming,
makes decision on debating, discussing, collaborating with
how/when to involve the others among other ways
learners
 Transformative Pedagogies in the Humanities

The Humanities emphasises the constructivist, cognitive and multiple intelligence theories which
involves making links between learner’s own experiences and connecting different learning styles by
engaging in participatory, interactive, collaborative and cooperative/ problem-solving activities. Besides
providing skills for lifelong learning; and to use a range of contemporary digital technologies to enhance
their learning. They include:
1.The use of debate
 It should help learners to engage deeply into the lesson, discuss how they apply the teachings and
improve their competencies like communication skills/self efficacy/problem solving etc.
2.Use of discussions in pairs/groups/class
This should be organised to help learners learn how to express their ideas, back up
their opinions with evidence, listen for understanding, and be willing to accept new information
 Transformative Pedagogies in the Humanities Cont…

3.Problem-based Learning-Learners construct content knowledge

and develop problem-solving skills as well as self-directed learning
skills while working towards a solution to the problem.
4.Cooperative-based learning -Promotes mutual support so that they
can all gain from each other’s efforts through interaction, and
strengthens learners’ communication skills and self-esteem. Learners
will interact through summarising the main points ,some will have
ability to explain with ease, other will write on the charts, others will
display or present.
 Questionnaires Observation
schedules
Checklists
Assessment in Written tests
Portfolio
the
Humanities: Rubrics Learner’s
Humanities require
Assessment profile
use of a variety of Tools
assessment tools to Projects
address the different Rating scales
learning styles and
diverse needs of the Journals
Anecdotal Oral or Aural
learners.
Records questioning
 1. Essence statement-Social Studies Grade 7

This presents the rationale/justification and philosophy for existing a

subject in the curricula.
1.Enable the learner to understand and evaluate how past human action has
an impact on the present and how it influences the future.
2.Promotes practical concepts of living together in a cohesive society.
3.It encourages civic responsibility and responsible leadership.
4.Provides the learner with knowledge, skills, values and attitudes necessary
for good character.
5.A self-directed learner who takes responsibility for his own learning, who
questions, reflects and perseveres in the pursuit of learning
 Essence statement-Social Studies Grade 7
6.Social studies facilitates the learner to gain a realization of his her
place, privileges, rights and responsibilities as a citizen.
7.Social studies promotes pride in our ethnic, cultural and religious
diversity for one indivisible sovereign nation.
8.It encourages civic responsibility and responsible leadership
provides the learner with knowledge, skills, values and attitudes necessary
for good character.
9.A self-directed learner who takes responsibility for his own learning, who
questions, reflects and perseveres in the pursuit of learning.
Social Studies Subject General learning outcomes

1. Demonstrate an understanding of historical concepts, historical sources and

evidence for development of identity and sense belonging.
2. Appreciate and be proud of the Kenyan cultural heritage and be willing to
further develop, preserve and share it globally Contribute to construction and
advancement of the social, economic and political development necessary for
learning and living
3. Develop understanding of values and basic principles of democracy,
governance, human rights and roles as a responsible citizen.
4. Cultivate respect and appreciation for diversity and differences that contribute to
international understanding for mutual social responsibility.
Social Studies Subject General learning outcomes

6.Understand the value of environment and its influence on human

activities to use, manage and conserve for sustainable development
7. Contribute to the management of contemporary and pertinent issues
as informed, engaged, ethical and responsive citizen to promote
sustainable living
8. Develop and apply social research and digital literacy competencies
to interpret phenomena for problem solving in society.
Strand Sub strands
1.0 Social Studies 1.1 Career and Entrepreneurial opportunities in Social Studies

2.0 Natural and Historic Built 2.1 Maps and Map Work
Environments 2.2 The Earth and the Solar system
2.3 Weather
2.4 Historical Information

3.0 People and Population 3.1 Scientific Theory about Human Origin
3.2 Early Civilization
3.3 Social Organization of selected African Communities up
to 1900
3.4 Human Diversity and inclusion
3.5. Peaceful Conflict resolution
3.6. Slavery and Servitude
3.7. Population Distribution in Africa
3.8. Field Work
Strand Sub Strands

4.0 Resources And Economic 1.1 Early agriculture

1.2.Economic Organization of Selected African
Activities Communities up to 1900
1.3.Internal Dynamics and Transformation in Africa
1.4.Sustainable use of resources

5.0. Political Developments And 5.1. Political Development in Africa up to 1900

Governance 5.2. The Constitution of Kenya
5.3. Democracy
5.4. Human Rights
5.5. African Diasporas
5.6. Global Citizenship
5.7. Global Governance
Example of Inter- Relationship in Social Studies between different learning outcomes and the
National Goals of Education

National Goals of
Education Level Learning Outcomes Social Studies General
Learning Outcomes
No. 2 : Appreciate and be
No.08: Demonstrate proud of the Kenyan cultural
ethical behaviour and heritage and be willing to
No. 1: Education in exhibit good citizenship further develop, preserve and
Kenya should foster as a civic responsibility share it globally
nationalism, patriotism No. 10: Demonstrate No. 4:Develop understanding
and promote national appreciation of the of values and basic principles
unity country’s rich, diverse of democracy, governance,
cultural heritage for human rights and roles as a
responsible citizen
harmonious living
No. 5: Cultivate respect and
appreciation for diversity and
differences that contribute to
international understanding
for mutual social responsibility
 Unique Features in Grade 7 Social Studies

• Citizenship Education (CE)-The curriculum provides for CE,which is inline with Sustainable
development goals target 4.7. The learner will acquire knowledge, skills attitudes and values on
concerns, interconnectedness and interdependency at local, national and global levels.
• Diversity and Inclusion
The curriculum offers opportunities for the learner to develop an understanding of diversity
through the teaching of Social Studies. The learners is expected to explore themes of co-
operation, human rights interdependence and peaceful conflict resolution.
• Community Service Learning(CSL)
The curriculum provides opportunities for a balanced emphasis on both learning and
addressing real needs in the community.
 Financial literacy (FL) and Consumer Literacy (CL)
• The curriculum provides for development of FL and CL competencies in the learner..
 Unique Features in Grade 7 Social Studies Cont…
 General History of Africa (GHA)
 The curriculum provides for elaboration of history of Africa-It enables the
learner to develop a strong desire to reclaim his/ her cultural identity, to rectify
widespread ignorance about their Continent’s history, to break free of
discriminatory prejudices,re-interpretation and writing of African histories and
to demonstrate the contribution of African cultures past and present to the
history of humanity at large. The works of the General History of Africa (GHA)
is a response to the need for Africa to tell Her Story from an Afro-centric
perspective.
 Business Studies Grade 7 –Essence Statement

• Business Studies is a dynamic and living subject aimed at equipping the learner
with knowledge, skills, values and attitudinal competencies in business.
• Business Studies at Junior & Senior secondary is an integrated subject.
• The main component integrated in Business Studies are Financial Literacy,
Commerce, Economics, Accounting and Entrepreneurship.
• At Junior Secondary the subject is compulsory to all learners.
• Business Studies comprise of 4 strands which runs from junior to Senior
secondary school.
Strands and Sub strands in Business Studies

Strands Sub strands

Business and money management skills 1. Introduction to Business Studies
2. Money
3. Personal goals
4. Talents and Abilities
Business and its environment 1. Business activities
2. Goods and services
3. Economic resources
4. Business communication
5. production of goods and services
6. Marketing of goods and services
Government and global influence in business •Government and Business
•Taxation in Kenya
Financial records in business •Business transactions
Unique Features in Business Studies

 A good host of financial Literacy and entrepreneurial skills.

 Promotes the values of integrity in business.
 Empowers learner through consumer literacy skills for good
governance and accountability in government and business.
 Enhances development of talents and abilities as business.
 Inculcates the significance of sustainable use of resources.
Grade 7 CRE-Essence Statement
1. The CRE Curriculum design for grade 7 seeks to support the holistic
aims of education by promoting personal growth and facilitating
spiritual development.
2. The biblical teachings blended with contemporary Christian
teachings aim at engaging the learners in the human experiences,
searching for information ,discussing, sharing and applying
different themes/ideas.
3. CRE exposes learners to a broad range of the teachings of the Bible
with an aim of promoting of mutual understanding and tolerance
for religions while upholding teachings of Jesus Christ and Christian
values. It facilitates moral development through the application of a
process of moral decision-making.
Essence Statement For CRE
4.It reinforces adherence to Christian values and the contribution of
Christianity to transformation of human life.
5.CRE is instrumental in determining and shaping positive attitude of a learner
towards God and humanity through life skills.
6.The place of a family and role of faith are primary influence of young
people’s live as well as the essence of inter-faith partnership and dialogue.
7.CRE encourages facilitators to adopt an effective learning environment
which is inclusive and supportive by recognising a learner’s diverse
background, experiences and challenges, therefore different learning styles,
multiple intelligences and individual abilities will be given priority.
Strands=6 Sub strands=15
1.0 Introduction to Importance of Studying Christian Religious Education
Christian Religious
Education(CRE)
2.0 Creation Accounts of Creation
Christian Responsibility over Animals, Fish and Birds
Christian Responsibility over Plants
African teaching on responsibility over Plants and Animals
3.0 The Bible Functions of the Bible
Divisions of the Bible
Bible Translation
Leadership in the Bible: Moses
4.0 The Life and Background to the Birth of Jesus Christ
Ministry of Jesus Christ
The Birth and Childhood of Jesus Christ
5.0 The Church Selected Forms of Worship
Role of the Church in Education and Health
6.0 Christian Living Christian Marriage and Family
Gambling as a form of addiction
 Relationship between different learning outcomes and the National
Goals of Education in CRE
Goal No.3.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. This goal can be realised through the first sub strand on the importance of
studying CRE

Level Learning Outcomes for Middle school.

Level learning outcome No.3:
Demonstrate social skills, spiritual and moral values for peaceful co-existence.
This level learning outcome helps to achieve the national goals No.3 through the learners understanding the meaning and
importance of studying CRE in Junior Secondary.

Subject General Learning Outcomes for CRE

Subject General Learning Outcome No.1
Read and analyse Biblical teachings to acquire knowledge, skills, values and attitudes that enable them make informed
decisions and choices in their day to day lives. Through reading the Bible, discussing, explaining, sharing and applying the
teachings learnt it promotes holistic skills development such as spiritual, social, moral, emotional ,mental, psychological, creative
and aesthetic in the life a learner.
 Unique features of CRE Curriculum design

1. The main source for learning and reference is the Bible, strictly the Good News Bible.
2. Societal norms/progressive cultural values and the constitution also compliment some
themes in teaching CRE.
3. CRE is an easy host of specific learning outcomes that are attitudinal/values , therefore
facilitators should ensure the expected values/positive attitudes are well embedded,
demonstrated and accounted for through learning experiences in and out of class.
• For example a specific learning outcome like appreciate Christian Religious Education for
sound moral and religious values.The corresponding suggested learning is use charts/
posters/flashcards to write messages and themes that promote sound moral and religious
values .
Unique features in CRE Curriculum design

4.Financial literacy, consumer literacy, consumer literacy and

citizenship education have been infused formally, non formally and
informally, tailored to the teachings in the Good News Bible.
• 5.CSL concepts incorporated in CRE with emphasis on application
of knowledge, skills, attitudes and values acquired in various
concepts/sub strands such gambling ,Christian Responsibility
over Animals, Fish and Birds and Christian Responsibility over
Plants
 Unique features in CRE Curriculum design
The currently CRE lesson is mainly introduced using a human
experience/life approach techniques by the facilitator/s asking
questions or giving a story .This was to enable learners to relate with
the concept and bring out their personal/communal/societal experience
for knowledge.
Now facilitator can allow the learners to brainstorm/debate/discuss
the story on their own, or instruct learners to look pictures or
illustrates, watch video clips and make observations, use aminations,
songs, audio resources or relia to understand the human
experience/life approach , apply and link knowledge during a lesson.
Unique features in CRE Curriculum design
 CRE has tasks/learning experience/sub strands that aim at building the
learner’s capacity for learner support programmes such as
Programmes Pastoral Instructions(PPI),Parental Engagement and
Empowerment(PEE),
. Guidance and counseling ,career guidance etc.
 Concepts in Financial literacy and consumer literacy have been
tailored to biblical teachings and mainstreamed under concepts on
Responsibility over plants/animals, gambling ,selected forms of
worship, Bible translation etc.
 LIFE SKILLS EDUCATION-Essence Statement
1. Life Skills Education is the study of the abilities for adaptive and positive behaviour
. that enable individuals to deal effectively with the demands and challenges of

everyday life.
2. It aims at enhancing the knowledge on and appreciation of oneself, the need to value
and promote good interpersonal skills, as well as improving the quality of
decisiveness in day-to-day life.
3. The need for the development and application of life skills is supported by Vygotsky’s
social-cultural development theory that presupposes that learning takes place when
learners interact with each other.
4. Learners negotiate meanings with people in the environment and achieve their goals
by interacting with teachers, peers, materials and the atmosphere embedded in the
context.
 LIFE SKILLS EDUCATION-Essence Statement

5.LSE is anchored on Article 10 of the Constitution of Kenya 2010 which prescribes

the national values and principles that need to be inculcated into all Kenyans.
6.The National Education Sector Plan (NESP 2018- 2022) which builds on successes
and challenges of previous sectoral plans, champions for a value-based education
system, and the need to transmit life skills, principles and values for personal, social
and economic development.
7.LSE equips the learners with psychosocial competencies and interpersonal skills
that enable them to make informed decisions, think creatively and critically.
 Strands and Sub strands
Strands Sub Strands
1.0 Personal Management Skills Self- Awareness
Self-Esteem
Managing Emotions
Managing Stress
2.0 Interpersonal- Relationship Skills Healthy Relationships
Effective Communication
Negotiation Skills
Non-violent Conflict Resolution
Assertiveness
Empathy
Managing Peer Influence
3.0 Decision- Making Decision-Making Process
 Hindu Religious Education Grades 7-
Essence Statement

 Hindu Religious Education (HRE) at Junior Secondary School level builds on

knowledge, skills, attitudes and values that were acquired and developed by the
learner at the primary school level.
 This is in line with relevant theoretical approaches such as Piaget’s Cognitive
Theory of Development, Vygotsky’s Theory of Learning and Erik Erikson’s Stages of
Psycho-social Development.
 Hindu Religious Education offers an avenue to learn and build positive
relationships and solve challenges collectively, with care, empathy, respect and
understanding of differences with people of different heritages and religions. This
contributes to solidarity and towards building a more tranquil and inclusive
society.
Contd…
 It also promotes and strengthens mutual understanding, appreciation
and respect for religious freedom and diversity. The learner is thus
guided to behave responsibly at local, national and global levels for a
more serene and sustainable world. This subject also contributes to the
empowerment of the learner, fostering inclusion and social cohesion.

• Hindu Religious Education reiterates the importance of core values and

empowers the learner to advance human rights and equality, with a
respect for different cultures and beliefs and with dignity offers the
opportunity to build a peaceful society.
Strands and Sub strands in HRE

Manifestation of Paramatma • Enlightened beings(Lord Krishna, Tirthankar

Neminath, Lord Buddha, Sri Guru Har Rai Ji, Guru
Har Kishan ji)
Scriptures • Sanatan/Vedic Scriptures (Yajur Ved –
Shanti Mantra (Ch. 36, 17) and Sangathan
mantra).
Principles of Dharma(dharmic • Principles of Sanatan/Vedic
Siddhant) Dharma Pranidaya
(compassion),Purusharth (hard
work),Punar janam
(reincarnation),Paramatma (Supreme
Being) and Prarthana (prayer)

Religious Practices • Buddhist Practices and Places of

Worship(Durga Pooja, Ayambil,
Vesak &GurPurab
6. Sanskaars (Rites of  Birth Ceremony (Jatkaram)
Passage)Sanatan/Vedic  Naming Ceremony (Naamkaran)
Sanskaars  Thread Ceremony (Upnyan)
 Beginning of education
(Vidyarambh)
 Marriage (Vivaah)
 Death rituals (Antyeshti)
Example of the Inter- Relationship in HRE between different Learning
Outcomes and the National Goals of Education
 Unique Features in HRE
1.Hindu Religious Education is a combination of four different faiths Sanatan/Vedic, Jainism, Buddhism and
Sikhism which originated from the Indian sub-continent. Each faith has its own flavor and each one
promotes:
Unity in diversity
Strong character with a focus on ethics.
Care of oneself and the environment
Growth of both spiritual and physical self.
2.Community service learning Project
This level in Junior Secondary concludes with a community service learning project. The project enables the
learner to reflect experience and learn from community. Learners need to choose one Pertinent and
contemporary issue suitable to their context and reality. It’s a whole school approach learners will be
guided by teachers.
 Islamic Religious Education (IRE)

Inter-relationship between learning Outcomes

NATIONAL GOAL OF EDUCATION
↓
Promote sound moral and religious values
↓
Level Learning Outcome for Middle School
↓
Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility
Subject Learning Outcome
↓
Acquire Islamic values that will enable them to grow as responsible and ethical citizens
↓
Specific Learning Outcomes
Practise truthfulness and forgiveness in day to day life to earn rewards from Allah .
 Islamic Religious Education

General Learning Outcomes

By the end of the Junior Secondary, the learners should be able to:
1.Appreciate the Qur’an as the primary source of guidance.
2.Deduce lessons from the selected Surah and Hadith, and apply them in daily life.
3.Emulate the practices of the Prophet as the best role model. Develop awareness and appreciation
of Pillars of Iman as the foundation of Islam.
4.Demonstrate interest and positive attitude towards performance of acts of Ibadah (worship)
appropriately
5.Acquire Islamic values that will enable them to grow as responsible and ethical citizen.
6.Appreciate Islamic history as a basis for culture and civilization, for peaceful co-existence.
Strands and Sub strands in IRE

1.Qu’ran Ulumul Qu’ran

Selected Chapters

2.Hadith Ulumul Hadith

Selected Hadith
3.Pillars of Iman Significance of Tawheed
Shirk
4.Devotional Acts Swalah
Zakat
Saum
5.Akhlaq •Dimension of morality in Islam
• Virtues in Islam
• Prohibitions in Islam
Strands and Sub strands in IRE

Strands in IRE Sub strands in IRE

6.Muamalat (Social relations) • Marriage

• Trade and finance in Islam
• Contemporary Issues for example rights of
women in Islam
7.Islamic Heritage and Civilization
7.Islamic Heritage and Civilization • Reforms introduced by the Prophet (S.A.W.)
social, political and economic
Interpretation of curriculum design
 TASK 1
In groups
1. Link a general Outcome in one of the subjects in Humanities
of your choice with a Middle School Level Learning Outcome
and a National Goal of Education respectively.
Task 2
2. Analyse two sub strands in one of the subjects in
Humanities of your choice and show what will be taught in
each lesson of 40 minutes indicating the leaning experiences /
activities the learners will be engaged in each of lesson.
Self-Reflection
1. I learnt…….
2. I need to learn more about…….
3.How I will apply what I have learnt
Suggestions I have for improvement of the session

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