RETOOLING OF JS TEACHERS ON CBC AND CBA

INDIGENOUS LANGUAGES

April, 2025

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 • Reading • Essay writing
• Listening for comprehension comprehension • Social Writing
• Attentive Listening • Extensive Reading • Creative Writing
• Public Speaking • Reading for • Writing for
• Story telling information information
• Self Expression • Intensive Reading • Functional Writing
• Presentation Skills

LISTENING AND
READING WRITING
SPEAKING
 UNIQUE ASPECTS SUMMARY

Infusion of
Provision as a
Skills Grammar and
Non-formal
Coverage literary
programme
aspects
Focus on Suggested
Thematically
Vocabulary Vocabulary
organised
Building section

Showcasing of
skills and
concepts
 UNIQUE ASPECTS OF IL
• IL enjoys an opportunity to be provided at this level through
the Non-formal dimension of education.

FORMAL: NON-FORMAL: FORMAL:

GRADES 1-3 GRADES 4-9 GRADES
10-12

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 Indigenous Languages is largely pillared on this.
• Suggested vocabulary section provides suggested scope on
target vocabulary.
 UNIQUE ASPECTS (CONT…)
Content is organised thematically to provide the contexts for
language learning. Most importantly is to allow for a wide
opportunity for vocabulary coverage.
Some of the themes covered across the Grades 7 – 8 are:
• Personal responsibility
• Health
• Travel
• Natural resources
• Professions
• Music
 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 handled from a different
dimension at this level (Non-formally).
• 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 Indigenous Languages from Grades 7 - 9

is as a Non-formal programme; In Senior School it
will be as a Formal programme in the Social Sciences
Pathway.
• The skills covered in Grades 7 - 9 lay the foundation
for further development at Senior School.
 Subject Specific Pedagogy
Transformative pedagogy Examples
Problem Based learning Public speaking, discovery, project, oral presentations, pre-
reading and post reading activities, mind-mapping, creating,
chain story telling
Differentiated learning Activities that appeal to the five senses such as project work,
watching videos, developing posters, viewing ansd listening to
audio-visual materials, creating mental images, collaborative
writing and generally integrating technology in langauge
learning
Reflective learning Making predictions, linking what they read to own expereinces,
demonstration
Blended learning Using ICT to practise production of speech sounds, computer
generated language games
 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, the sub
strands and specific learning outcomes. KIQs 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
 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.