2025 New Curriculum Design for All Subjects Grade 5,6,7,8

Revised Curriculum Designs for 2025 Grade 5-9

Grade 5 Mathematics Curriculum Design 2025

Mathematics is a learning area that involves computation in numbers and arithmetic, shapes, spatial relations and information
processing in the form of data. It is a vehicle of development and improvement of a country’s economic development. By
learning mathematics, learners develop an understanding of numbers, logical thinking skills and problem solving skills.
Mathematics is applied in business, social and political worlds. At this level mathematics will build on the competencies
acquired by the learner in the early years of education. Learning mathematics will also enhance the learner’ competencies in
numeracy as a foundation of STEM at the higher levels of Education cycle. Mathematics is also a subject of enjoyment and
excitement as it gives learners opportunities for creative work and fun.

MATHEMATICS LEARNING OUTCOMES FOR GRADE 5-8

By the end of Primary Education, the learner should be able to:
a) Demonstrate mastery of mathematics/number concepts by working out problems in day-to-day life.
b) Apply measurement skills to find solutions to problems in a variety of contexts.
c) Apply properties of geometrical shapes and spatial relationships in real life experiences.
d) Apply data handling skills to solve problems in day-to-day life.
e) Analyze information using algebraic expressions in maths.
f) Apply mathematical ideas and concepts to other learning areas or learning areas and in real life contexts.
g) Develop confidence and interest in mathematics for further learning and enjoyment.
h) Develop values and competencies for a cohesive harmonious living in the society.
i) Manage pertinent and contemporary issues for enhanced inter-personal relationships.

Agriculture Schemes of Work 2025 Revised For Grade 5, 6

Agriculture is an integrated learning area comprising aspects of agriculture and home science. The learners will acquire knowledge, skills, attitudes and values related to conservation of resources, food production, hygiene and related production techniques. The learning area anchors on socio-economic pillar of Kenya Vision 2030 to promote health, hygiene, food and nutrition security through education. The curriculum will develop competencies in personal and environmental hygiene, foods and nutrition, basic clothing construction, laundry, crop and animal production and conservation of resources. The acquired knowledge, skills and attitudes will forms grounds for further development of the competencies in junior school and beyond.

AGRICULTURE GENERAL LEARNING OUTCOMES IN CURRICULUM DESIGN

By the end of Upper Primary school, the learner should be able to:

appreciate agricultural and household skills as a worthy niche for hobby, career development, further education and training. participate actively in agricultural and household activities in conservation of resources, use scarce resources through innovative practices to contribute towards food and nutrition security, engage in food production processes for self-sustainability, health and economic development, adopt personal and environmental hygiene practices for healthy living, apply the use of appropriate production techniques, innovative technologies, digital and media resources to enhance sustainable agricultural and household practices

2025 Grade 7 Revised Creative Arts Curriculum Design

Creative Arts is an integrated learning area that consists of Art and Craft, Music and Physical Health Education. This design
provides an avenue for symbiotic relationship in the triad where learning areas mutually benefit from each other from resource development to skill execution (inter/ multidisciplinary integration).

The learning area is organised in three strands namely; Creating and Executing, Performing and Displaying and Appreciation
in Creative Arts. The learning experiences are structured to develop learners’ creativity, and nurture functional and aesthetic
sensitivity that leads to the acquisition of transferable skills useful in other learning areas and contexts.

This is supported by Howard Gardner’s theory of multiple intelligences, which holds that each person has different ways of learning and different intelligences they use in their daily lives. It is also anchored on Dewey’s social constructivism theory, which emphasises experiential and participatory approaches in the learning process.

Digital literacy, as a 21st-century skill, has intentionally been embedded to enable the learner to interact, create, store and
disseminate knowledge and skills (product) using emerging technologies and trends in education. Subsequently, this curriculum
will prepare the learner to acquire the knowledge, skills and attitudes to transit to the Junior School.

Grade 8 German, French and Chinese Curriculum Design 2025

Kenya is part of the international community and therefore the learner shall be given an opportunity to learn foreign languages in addition to the national, official and indigenous languages. These foreign languages include: Arabic, French, German and Mandarin. The Learner is expected to acquire the four language skills: listening, speaking, reading and writing at a basic level.
Focus of learning at this level will be socialization and the learner will be given an opportunity to acquire language competencies in experiential, innovative and flexible programs Foreign languages learning at this level is guided by social-constructivism and environmental theories. Learning of these languages will promote international consciousness and appreciation of one’s own and other cultures. The learner will transit to senior school having acquired basic proficiency equivalent to A1 (Basic Language Level).

Mandarin Chinese, French and German Curriculum Designs

By the end of the course the learner should be able to:
a) communicate information effectively about everyday issues.
b) listen actively to varied speakers in varied contexts and respond appropriately.
c) read varied simple texts on familiar matters for information and enjoyment.
d) interact with others on familiar topics in a simple manner.
e) write simple texts on subject matter relating to their everyday experiences.
f) use varied media to access and create information to enhance German language learning.
g) appreciate own and other people’s culture for national cohesion and international consciousness.
h) apply acquired knowledge and skills to address challenges in everyday life

PP1, PP2 CURRICULUM Revised DESIGNS

GRADE 9 Revised CURRICULUM DESIGN

GRADE 1-3 CURRICULUM DESIGN