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KISE ENGLISH Js Retooling April 2025

The document outlines the English curriculum for Junior School in Kenya, emphasizing its role as an official language and a medium of instruction from Grade Four. It details the curriculum structure, including strands and sub-strands focused on listening, speaking, reading, writing, and grammar, with a thematic approach to contextualize learning. Additionally, it highlights the importance of class readers in fostering a reading culture and preparing students for further studies in literature, while providing guidelines for assessment that ensure fairness across different readers.

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15 views12 pages

KISE ENGLISH Js Retooling April 2025

The document outlines the English curriculum for Junior School in Kenya, emphasizing its role as an official language and a medium of instruction from Grade Four. It details the curriculum structure, including strands and sub-strands focused on listening, speaking, reading, writing, and grammar, with a thematic approach to contextualize learning. Additionally, it highlights the importance of class readers in fostering a reading culture and preparing students for further studies in literature, while providing guidelines for assessment that ensure fairness across different readers.

Uploaded by

elimuonlinepdfresources
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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RETOOLING OF JS

TEACHERS ON CBC AND


CBA
.
ENGLISH
April 2025
ESSENCE OF ENGLISH CURRICULUM
• The Constitution of Kenya 2010 accords English the status of
one of the official languages. According to the Language in
Education Policy of 1976, English is the language of
instruction from Grade Four onwards.
• English is a language of communication at both local and
international levels.
• Mastery of English enhances access to academic, social, and
professional opportunities. English at Junior School will
expose learners to both knowledge and use of the English
language and literary appreciation.
ESSENCE OF ENGLISH CURRICULUM
• It will build on the competencies acquired at the upper
primary school level in Listening, Speaking, Reading,
Writing, and Grammar in Use.

• English will lay a firm foundation for the learners'


efficient and effective use of the language as a
communication tool and the medium of instruction at
Senior School. In addition, it will be a stepping stone for
further study of English, Literature in English, and other
pathways.
STRANDS AND SUB STRANDS
1.Listening and speaking

2.Reading(Reading 1 &2)

3.Writing

4.Language use.
Listening and Reading I Sub strands: Grammar in Use Sub Reading II Sub Writing Sub Strands:
Speaking Sub Strands: strands:
strands:

Conversational Skills: Intensive Reading Word Classes: Nouns Intensive Handwriting: Legibility and Neatness
Polite Language Extensive Reading: Word Classes: Nouns Reading: Mechanics of Writing: Punctuation
Oral Presentations: Independent Reading Word classes: Verbs and Trickster Marks
Oral Narratives Intensive reading: Simple tense Narratives Writing Narrative Paragraphs
Listening for poems Word Classes: Verbs Intensive Paragraphing: Using examples and
information and the Reading for information and and Tense Reading: Class incidents
main idea meaning Word Classes: Reader Functional Writing: Friendly Letters
Listening Intensive Reading Comparative and Intensive Mechanics of Writing: Commonly
Comprehension: Study Skills: Synonyms and Superlative Adjectives Reading: Poetry Misspelt Words
Selective Listening Antonyms Word Classes: Adverbs Intensive Composition Writing: Writing Process
Pronunciation: Reading: Fluency Word Classes: Personal Reading: Class Composition Writing: Self-Assessment
Sounds and Word Intensive Reading: Visuals and possessive pronouns Readers Creative writing: Narrative
Stress Intensive Reading – Word Classes: Simple Intensive compositions
Conversation Skills: distinguishing main ideas Prepositions Reading: Oral Functional Writing: Packing and
Listening Extensive Reading: Grade- Word Classes: Narratives Shopping lists
Comprehension: appropriate fiction materials Conjunctions and, but, Intensive Spelling antonyms, synonyms, and
Listening for Details Study Skills: Note Making or Reading: Oral numbers
Listening Extensive Reading: Non- Word Classes: literature Songs The writing Process: Dialogues
Comprehension: Fiction materials Determiners Intensive Creative Writing: Narrative
Explanatory Intensive Reading- Adjective Formed from Reading: Composition
Narratives Comprehension Nouns Characters in Creative Writing: Descriptive Writing
Pronunciation: Intensive Reading: Adjectives Formed from class readers (200 – 240 words)
Consonant and Comprehension Strategies Verbs Intensive Functional Writing: Notices
Vowel Sounds Study Skills: Summarising Phrasal Verbs: put, Reading: Poetry and Posters
Oral Presentations: Reading Fluency come and give in a given Intensive
Delivering Speeches text, reading: Class
Interviews Sentences: Simple Reader
Sentences
POINTS TO NOTE

English in Grade 7- 9 and has been allocated 5 lessons per


week.
English language design is organised into strands and sub
strands. The strands are:
1. Listening and Speaking,
2. Reading I and Reading II (which accommodates simple
aspects of literature),
3. Writing,
4. Grammar in Use.
Breakdown of lessons on the time table
There are 150 lessons allocated to the subject
5 lessons per week
10 weeks in a term
3 terms in a year
Lesson 1- Listening and speaking
Lesson 2 – Reading 1
Lesson 3 – Grammar in Use
Lesson 4 – Reading II
Lesson 5 - Writing
Thematic Approach
To contextualise language learning the Grade 7-9 English Curriculum has
adopted a thematic approach.
The design has 15 themes each of which features the four strands:
• Listening and Speaking,
• Reading I and Reading II,
• Grammar in Use,
• Writing
Note: There are two reading lessons every week.
The second intensive reading lesson accommodates simple aspects of
literature since, literature is not a stand alone subject.
The Grade 7-9 learners will also not be exposed to set books. Rather, they
will be expected to read class readers.
Guidelines for teaching of Class Readers
The genre selected are:
Grade 7 is novella
Grade 8 the short story.
Grade 9 Play.
The intended outcome is to:
• enhance a reading culture among learners which is extremely
valuable in lifelong learning;
• prepare learners for the study of Literature in English in the Social
Sciences pathway in Senior School;
• expose learners to simple literary aspects useful in their day-to-day
interactions taking cognizance of the fact that some will not pursue
Literature in English at Senior School
Why Class Readers in Junior School
The learner at Junior School level:
• will be guided to read a variety of class readers to expose
them to the diverse concepts and skills in the design,
• is expected to adequately interact with varied readers for
familiarisation with basic aspects of literary appreciation
and enjoyment as well as enhance a reading culture;
• should not be exposed to in-depth literary analysis.
Note: That only books approved by KICD and recommended
for the level ought to be used as class readers.
Assessment of Class Readers
• As guided in the design, formative and summative assessment of
readers should NOT be pegged to specific class readers.
• This is because readers are NOT set texts or set books as they are
commonly referred to.
• Assessment tasks should be of a general in nature targeting concepts
and skills spelt out in the curriculum design.
• Additionally, assessment should be prepared and conducted in such a
manner that it will accord all learners a level playing field
irrespective of the class reader they have studied.
Thank
you

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