RETOOLING OF JS TEACHERS

INDIGENOUS LANGUAGES

MAY, 2024

1
 REFLECTION

What do I know about the learning of

Indigenous Languages (IL) at Junior School
level?

What would I want clarified?

 ESSENCE STATEMENT
This course seeks to:
 expose learner to ideas/contexts for language acquisition,
 develop language skills and competencies acquired at lower
levels,
 enhance learner’s potential to be proficient in their language of
choice,
 provide opportunities to showcase learner’s concepts and skills,
 spark interest to pursue IL at Senior school and beyond,
 expose learner to possible future careers,
 It is a pre-requisite for the study of IL at higher levels.
 SUMMARY OF STRANDS AND SUB STRANDS
• Listening for information (2) • Reading • Essay writing (4)
• Listening for comprehension(2) comprehension (4) • Social Writing (2)
• Attentive Listening (2) • Extensive Reading (4) • Creative Writing (4)
• Public Speaking (2) • Reading for • Writing for
• Story telling (4) information (8) information (6)
• Self Expression (2) • Intensive Reading (2) • Functional Writing (2)
• Presentation Skills (4)

LISTENING AND
READING WRITING
SPEAKING
 UNIQUE ASPECTS SUMMARY

Provision as a NFP Skills Coverage

Infusion of Grammar and Focus on Vocabulary

literary aspects Building

Thematically organized Suggested Vocabulary section

Showcasing of skills and Unique structures and

concepts orthographies
 UNIQUE ASPECTS OF IL
• IL enjoys an opportunity to be provided at this level (Grade)
through the Non-formal dimension of education.

FORMAL: GRADES 1-3

This fosters flexibility and learner-centredness. It also largely

contributes to lifelong and life wide learning by emphasising
continuous learning beyond formal schooling.
 UNIQUE ASPECTS (CONT…)
• Skills coverage: Productive (Speaking and Writing) and Receptive
(Listening and Reading) skills for language acquisition.
• Grammar and literary aspects have been infused to be learnt
alongside the 4 skills.
• Focus has been laid on vocabulary building. Language
acquisition in IL is largely pillared on this.
• Content is organised thematically to provide the contexts. Most
importantly is to allow for a wide opportunity for vocabulary
coverage.
• Suggested vocabulary section provides suggested scope on
target vocabulary.
 UNIQUE ASPECTS (CONT…)
• Showcasing of skills and concepts: 6 sessions have been
intentionally allocated to provide an opportunity for
showcasing of skills and concepts developed by learner.
• *This language has been pitched slightly lower in comparison
to English and Kiswahili, since it is a young learning area
handled from a different dimension at this level.
• It is the only learning area carrying very unique and possibly
distinct (more than 45) languages with unique
orthographies/structures. This unique quality has been taken
into account in the development of the design.
 LINK TO SENIOR SCHOOL

• Provision of IL in Grade 8 is as a Non-formal programme; In

Senior School it will be as a Formal programme in the Social
Sciences Pathway.
• The unique provision for IL across the 2 dimensions (formal
and later non-formal) allows for a holistic approach making
learning of IL at Junior School a valuable complement for SS).
• The skills covered in Grade 8 lay the foundation for their
further development at SS.
SUBJECT SPECIFIC PEDAGOGY
SUBJECT SPECIFIC PEDAGOGY
 BREAKDOWN OF SLOS
• SAMPLE 1: THEME 7-SPORTS AND GAMES
Strand Sub Strand Specific Learning Outcomes

7.3 Writing 7.3.1 Essay writing – By the end of the sub strand, the learner should be able to:
Descriptive composition a) identify descriptive words from a text on sports and
games,
(2 lessons) b) write a descriptive composition on a topic related to the
 Descriptive composition theme for information,
 Adjectives c) advocate for use of appropriate descriptive words in
communication.

• Lesson 1: Descriptive words -adjectives (identifying adjectives from

texts, constructing sentences, playing language games on adjectives)
• Lesson 2: Writing a descriptive composition (preparing outline,
listing adjectives, writing essay{240-280 words}, peer reviewing)
 BREAKDOWN OF SLOS
• SAMPLE 2: THEME 8- INDIGENOUS MUSIC
8.1 Listening and Speaking 8.1.1 Story telling – Ogre By the end of the sub strand, the learner should be able
narrative to:
a) explain the characteristics of a good story teller for
(2 lessons) information,
 Characteristics of a good b) retell an ogre narrative from the community for
storyteller effective communication,
 Moral lessons c) acknowledge the role of ogre narratives in the
preservation of culture.

• Lesson 1: Characteristics of a good storyteller. (use of gestures,

audience involvement, tonal, variation, using dramatization, etc)
• Lesson 2: Retelling an ogre narrative from the community
(story session, moral lessons, recording the session, peer
reviewing).
Strand Sub Strand Specific Learning Outcomes Suggested Key Inquiry
Question(s)
2.3 Writing 2.3.1 Social writing – By the end of the Sub Strand, the learner should be 1. Why do we present
Cards able to: cards to people?
(2 lessons) a) identify the key components of a card for 2. How can we make
information, cards more
 Invitation card
appealing when
b) design a card (invitation card, appreciation card,
 Appreciation card designing them?
congratulatory card) for effective communication,
 Congratulatory card
c) advocate for the role of social writing in enhancing
communication.

The words in red show the relationship between the Key Inquiry Questions, and the sub
strands and specific learning outcomes. Key Inquiry Questions help to focus on the
learning, probe for deeper meaning, set the stage for further questioning and foster the
development of critical thinking skills and higher order capabilities such as problem
solving.
 VALUES, CORE COMPETENCIES AND PCIS
• IL is a perfect driver for the values, core competencies and PCIs.
Example:
Values: Sub strand 3.1.1
Unity: This is enhanced as the learner cooperates with others to role
play the conversation while correcting the conversational
errors made.
Respect: The learner displays patience when discussing
with peers common conversational errors among speakers.
• The themes are carefully chosen to provide contexts for learning.
They are also intentionally spread to align to all the National
Goals of Education while addressing Pertinent and
Contemporary Issues.
 ASSESSMENT TOOLS

• Portfolio- (would be largely used for showcasing/exhibitions,

collections)
• Observation schedules
• Checklists
• Rating scale
• Learner’s profile
• Rubrics
• Anecdotal records, etc
 SAMPLE ASSESSMENT TOOLS
Grade 8, Strand: Reading; Sub strand: Reading for Comprehension

Learner’s Profile

Learner’s Name Kalumba Keni

Grade Grade 8

Teacher’s Name Mwoni Weene

Subject Indigenous Languages

Strand/Strand Reading

Learning Outcome: Use the vocabulary on the theme to construct sentences in

appropriate tenses for communication.
Criteria Learner’s strengths Learner’s needs Preference/intere
sts

Explain vocabulary Explains most None observed None observed

related to the theme for vocabulary related to
effective the theme for
communication, effective
communication
Use the vocabulary on Use the vocabulary Has challenges Enjoys
the theme to construct on the theme to writing down the constructing
sentences in construct sentences in sentences correctly sentences orally
appropriate tenses appropriate tenses
 SAMPLE LESSON PLAN

Administrative Details
School CBC Junior School Date 25/05/2024

Subject/ Indigenous Time 8 – 8:40

Learning Area Languages
Year 2024 Grade 8
Term 2 Roll Boys 20 Girls 30

Teacher’s Name: Rahab Wambugi TSC No: 223

Details Gender: F
 SAMPLE LESSON PLAN

Strand Writing
Sub Strand Functional Writing - Posters
Lesson Learning By the end of the lesson, the learner should be able to:
Outcomes a) identify features of a poster for information,
b) draft a poster on the theme for effective
communication,
c) acknowledge the importance of posters in creating
awareness for inter-ethnic cohesion.

Key Inquiry Questions How can posters be used to foster cohesion among
people?
Learning Resources Sample poster featuring inter-ethnic cohesion, Grade 8
English book page 51
Organisation of Learning Learners will work individually and in groups.
 SAMPLE LESSON PLAN (CONT..)
INTRODUCTION Learners to discuss in groups how posters are used in communication in the society
: in relation to the theme of social cohesion – One Kenya, One Nation
LESSON STEP 1: Learners to study a sample poster in groups and make notes on
DEVELOPMENT:
different parts of the poster they can identify.
(Value: unity is developed as learners display team spirit while studying
the poster in groups)
STEP 2: learners are guided to discuss the features of a poster using the
sample provided.This includes: appealing layout, well organised, well-
constructed, clear and concise message, appropriate amount of text and
graphics.
STEP 3: Learners draft a poster on the theme in pairs.
(Core competency: creativity and imagination as learners exchange ideas
to inspire creativity when drafting the poster in pairs)
 SAMPLE LESSON PLAN (CONT…)

Extended Activity The learner to share the message in their

draft poster with their parent or guardian.
(PCI: Inter-ethnic cohesion is enhanced as
the learner shares the message in their draft
poster with their parent or guardian)

Conclusion Learners to discuss the importance of posters in

communication.
Reflection All the learners were able to draft their posters.
These will need to be reviewed and refined.
 SAMPLE RECORD OF WORK COVERED
School CBC Junior School
Grade 8
Subject/Learning Area Indigenous Languages
Year 2024
Term 2
Teacher’s Details Name: Rahab Wambugi TSC: No. 112 Gender: F
Date Strand Sub Strand Lesson Work Done Reflection Signature
Skill(s)
25/07/2024 Writing Functional Creating a) Studied and All learners were RahabW
Writing posters identified able to create
features of a draft posters.
poster These will be
b) Created a draft reviewed and
poster on the shared during the
theme for next lesson.
effective
communication
 IMPROVISATION OF LEARNING MATERIALS
Teachers of Indigenous Languages do not always have to purchase
resources. To cut down on costs involved in the purchase of resources,
they can make some of the following resources in collaboration with the
learners:
 Posters featuring language items such as vocabulary and sentences
 Computer generated graphic organisers such as mind maps
 Word cards
 Sentence strips
 Flash cards
 Sentence booklets
 IMPROVISATION OF LEARNING MATERIALS
Examples of improvisations that can be made in Grades 7, 8 and 9
include:
 Cuttings from newspapers and magazines can be used to create of
comic books or small booklets
 Cartons meant for disposal
 Paper cuttings
 In cases where there is no internet connectivity, the teacher can
use a mobile phone during a listening lesson
 Written assignments can be prepared on charts and posted on the
classroom wall in instances where the learners are not able to
upload their assignments.