New (Revised) Curriculum Design for 2025 Grade 4-9

The presidential task force on education came up with various recommendations on the CBC Curriculum. These have let to new curriculum designed, different from the 2024 (Rationalized) You can download these below.

Lesson Allocation for Grade 5 and All Upper Primary Classes

Number of Lessons per Week Per subject in Grade 6

English 5
Kiswahili / Kenya Sign Language 4
Mathematics 5
Religious Education 3
Science & Technology 4
Agriculture 4
Social Studies 3
Creative Arts 6
Pastoral/Religious Instruction Programme 1
Total 35

English Grade 4-9 Curriculum Design 2025

English is a major language for education, information, trade, diplomacy, social networking, science, technology, the
internet, and travel. It is also the international common tongue, and the most commonly learned foreign language in today’s
world. In Kenya, English is learned as a second language and functions both as an official language, and the medium of
instruction from Grade Four. Hence, mastery of English will not only enhance learning in Junior School, but will also
prepare the learner to communicate appropriately in the national and international arenas.
Proficiency in English is key to the realisation of the National Goals of Education, the link to the global community, and the
door to the worldwide information network. For this reason, the Upper Primary School learner must be equipped with
adequate oral, reading, and writing competencies in the English language. This will enable the learner to function
competently in varied national and global communicative contexts.

English Curriculum Design General Learning Outcomes

By the end of the Upper Primary Level, the learner should be able to:
a) listen for the main idea and specific information from a variety of print and digital texts.
b) speak, at the right speed, accurately, and with expression on a variety of subjects and genres.
c) read a variety of texts fluently, interpretively, and with comprehension for lifelong learning.
d) use grammatical forms to communicate ideas, opinions, and emotions appropriately in different settings.
e) write texts for various purposes legibly, accurately, creatively, and cohesively for self-expression.
f) apply Digital Literacy skills to enhance their language competency.

Grade 4 -6 Science and Technology Curriculum Design

Science and Technology is a learning area which engages in the human pursuit to understand the relationships between the living and non-living universe. Science is a discipline that deals with explanations and predictions about nature and the universe while technology is the application of science to create devices that can solve problems and do tasks.
The achievement of Kenya Vision 2030 greatly depends on Science, Technology and Innovation. Sessional Paper No.1 of 2005
highlights the fact that for a breakthrough towards industrialisation, achievement of the desired economic growth targets and
social development, a high priority needs to be placed on the development of human capital through education and training by promoting the teaching of sciences and information technology. This is also highlighted in the Sessional Paper 14, 2012, which stresses the need for sustainable basic and higher education, with an emphasis on science, technology and innovation (ST&I).

This makes it necessary for Science and Technology to be taught at Upper Primary Education level.
This learning area builds on the competencies introduced at the Lower Primary under the learning area of Environmental
Activities and equips the learner with pre-requisite skills required in Integrated Science and Pre-technical Studies at the Junior
School level. These enable learners to prepare for Science, Technology, Engineering and Mathematics (STEM) in subsequent
levels of the education cycle. Inquiry-based learning (IBL), project-based learning (PBL), problem-based learning (PBL) and
social scientific issue learning (SSI) approaches will be employed throughout the learning experiences in this learning area as
advocated by John Dewey’s social constructivist theory, which emphasises that the learner should be given an opportunity to
learn through hands-on activities. Engineering design shall be used as a pedagogical strategy to bridge science concepts with
other learning areas to solve simple open-ended problems, develop creative thinking and analytical skills among learners, make decisions, and consider alternative solutions to address a variety of situations.

Science and Technology in Grade 4-6

By the end of Upper Primary School, the learner should be able to:
a) Interact with the environment for learning and sustainable development.
b) Apply digital literacy skills appropriately for communication, learning and enjoyment.
c) Appreciate the contribution of science and technology in the provision of innovative solutions.
d) Use scientific knowledge to observe and explain the natural world.
e) Make functional discoveries that impact individuals and the wider society.
f) Use innovative approaches as well as critical thinking and problem-solving skills to stimulate scientific inquiry, at the local,
national and global levels for lifelong learning.

CRE Curriculum Design Grade 6, 8

Christian Religious Education is the study of God’s self-revelation to human beings through personal experiences, the Holy
Spirit, the life and ministry of Jesus Christ and the Bible. This learning area builds on competencies introduced in early years of
education. It aims to equip the learner with Christian moral values and life skills that will enable him or her to make informed
moral decisions. These values include obedience, sharing, responsibility, honesty and respect. The skills include praying,
meditating, interpreting scriptures, leadership, self-esteem, self-awareness, assertiveness, peer pressure resistance and decision
making.

The main method of teaching and learning CRE is the life approach. Hence this learning area endeavours to develop a God-
fearing, responsible, assertive, honest and obedient learner. In light of this, the learner will be able to make sound day-to-day

choices under the guidance of the Holy Spirit.

CRE Learning Outcomes -Curriculum Design

By the end of Primary Education, the learner should be able to:
a) Demonstrate an awareness of God as the sole Creator and Heavenly Father.
b) Apply the teachings of Jesus Christ in his/her interaction with others to form harmonious relationships.
c) Acquire Christian moral values and principles to be able to make informed decisions in day- to-day life.
d) Recognize the Church as the people of God and effectively serve as a responsible member.
e) Utilize Christian values and morals in the use of digital devices and social media platforms.
f) Appreciate the Bible as the Word of God and apply its teachings in day-to-day life.

PP1, PP2 CURRICULUM Revised DESIGNS

GRADE 9 Revised CURRICULUM DESIGN

GRADE 1-3 CURRICULUM DESIGN