CURRICULUM DESIGNS
FOR LEARNERS WITH HEARING IMPAIRMENT GRADE 4
KENYAN SIGN LANGUAGE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
REPUBLIC OF KENYA
CURRICULUM DESIGNS
FOR LEARNERS WITH HEARING IMPAIRMENT
KENYAN SIGN LANGUAGE
GRADE 4
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
iii
First Published in 2018
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN : 978-9966-31-887-9
Published and printed by Kenya Institute of Curriculum Development
GRADE 4
iii ii
Essence Statement
Kenyan Sign Language (KSL), as any other language is conceptualized in the minds during the use of common manual/visual symbol codes in aspects of human communication. It enhances comprehension of signed language through observing and signing or finger spelling.
In this context, learners will mainly rely on Receptive and Expressive signing skills as the only mode of communication. The learners will benefit by observing, fingerspelling and signing.
Therefore the teacher should embrace the use of appropriate fingerspelling and signing while teaching the learners. The Kenyan Sign Language structure (KSL sign order) should be adhered to.
Constitution of Kenya (CoK) Article 7(3)b), which states that state shall promote and develop Kenyan Sign Language, this statement captures what has been done to improve the field of Deaf Education and public service accessibility just like other hearing individuals without any forms of discriminations and denial. Article 120, recognizes Kenyan Sign Language as one of the official language of Kenyan Parliament
iii iv FOREWORD The Basic Education Curriculum Framework (BECF) outlines the vision and mission for the curriculum reforms. The Vision of the curriculum reforms is to develop “an engaged, an empowered and ethical citizen” while the mission is “to nurture the potential of every learner”. The framework adopts a Competency Based Curriculum and has identified seven core Competencies, namely; communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy, learning to learn, and self- efficacy. It provides a variety of opportunities for identification and nurturing of learner’s potentials and talents in preparation for life and the world of work. It is also geared towards making learning enjoyable.
Curriculum designs are developed to enable implementation of the Basic Education Curriculum. The designs contain the National Goals of Education, outlines the middle school, subject general and specific learning outcomes. It also suggests a variety of learning experiences, assessment, resources and links the topics to Values, Pertinent and Contemporary Issues (PCIs:) and to other subjects. It is my hope that all educators in Upper Primary level will anchor their delivery of Basic and on these Curriculum Designs.
PROF: GEORGE A. O. MAGOHA EBS, CBS, MBS CABINET SECRETARY MINISTRY OF EDUCATION
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Table Contents Essence Statement ...... iii INTRODUCTION ...... 1 NATIONAL GOALS OF EDUCATION ...... 2 LEVEL LEARNING OUTCOMES FOR THE UPPER PRIMARY ...... 4 OVERVIEW OF HEARING IMPAIRMENT ...... 4 General Learning Outcomes for Kenyan Sign Language (KSL) ...... 8 DEAF CULTURE ...... 10 KSL WORD ORDER(Grammar) ...... 12 HOME (Structures) ...... 14 FAMILY ...... 18 DOMESTIC ANIMALS ...... 20 OCCUPATION (LOCAL) ...... 23 TOWNS IN OUR COUNTY ...... 26 PEOPLE IN OUR ...... 28 COMMUNITY ...... 28 SHOPPING ...... 30 DISEASES ...... 33 RECEPTIVE AND EXPRESSIVE SIGNING SKILLS ...... 33 INFORMATION COMMUICATION TECHNOLOGY (ICT) ...... 35
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INTRODUCTION
This design has been developed for learners in Grade 4. The designs are comprehensive enough to guide the teachers to effectively deliver the curriculum.
The teacher must understand the suggested Learning Outcomes and be able to use the Suggested Learning Experiences to achieve the outcomes. The teacher can also design own learning experiences as long as learners achieve the designed learning outcomes. A variety of learning experiences will ensure that learners are engaged in the learning experience. Practical experiences will allow learners to retain more in the learning process. The designs allow the teachers to use a variety of assessment methods but in the end, they must evaluate the achievement of the learning outcomes.
The curriculum designs are very critical and teachers must make reference to them consistently.
1 1 NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for harmonious co-existence.
2. Promote social, economic, technological and industrial needs for national development Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs Education should instil social and adaptive skills in the learner for effective participation in community and national development.
b) Economic Needs Education should prepare a learner with requisite Competencies that support a modern and independent growing economy. This should translate into high standards of living for every individual.
c) Technological and Industrial Needs Education should provide the learner with necessary Competencies for technological and industrial development in tandem with changing global trends.
3. Promote individual development and self-fulfilment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.
4 Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.
2 2 5. Promote social equity and responsibility Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through service learning.
6. Promote respect for and development of Kenya’s rich and varied cultures Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture, as well as embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect, appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.
8. Good health and environmental protection Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote environmental preservation and conservation, including animal welfare for sustainable development.
3 3 LEVEL LEARNING OUTCOMES FOR THE UPPER PRIMARY By the end of the middle school the learner should be able to: a) apply literacy, numeracy skills and logical thinking appropriately in self-expression; b) communicate effectively in diverse contexts; c) apply digital literacy skills appropriately for communication and learning in day to day life; d) demonstrate social skills, spiritual and moral values for peaceful co-existence; e) explore, manipulate, manage and conserve the environment effectively for learning and sustainable development; f) practise hygiene, appropriate sanitation and nutrition to promote health; g) demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility; h) manage pertinent and contemporary issues in society effectively; i) demonstrate appreciation of the country’s rich, diverse cultural heritage for harmonious living;
OVERVIEW OF HEARING IMPAIRMENT Hearing impairment refers to the inability to hear, either totally or partially, leading to difficulty in following conversational speech. Hearing impaired learners with a hearing loss of more than 90 dB have challenges in processing of linguistic information through audition with or without amplification. Hearing impaired learners are grouped depending on the degree of the hearing loss, age of the onset and the type of the loss. The table below summarizes the general impact the degree of hearing loss has on an individual.
Hearing Thresholds (dB Classification Impact HL)
-10 to 15 normal hearing Child can hear sounds and speech even if they are very soft
16 to 25 slight hearing loss Child may have trouble hearing soft speech, soft sounds, or
4 4 speech spoken from a distance
Child will consistently miss some speech sounds. This will be even more noticeable when there is background noise or when 26 to 40 mild hearing loss the child is not standing close to the person speaking. Speech and language development may be affected. Hearing aids will likely be beneficial.
Child just barely hears speech at a conversational level in a quiet environment and may or may not be able to understand 41 to 55 moderate hearing loss what is being said. The child's speech and language will likely be affected. Hearing aids are required.
Child may hear some speech sounds, but will be unable to understand speech without hearing aids. Speech and language 56 to 70 moderately-severe hearing loss development will be delayed. Hearing aids are required.
Child may detect loud sounds in the environment, but will not hear normal conversational speech. Child requires hearing aids 71 to 90 severe hearing loss in order to learn to speak. Sign language could be an option.
Child likely responds more to vibrations than to sounds. Child may or may not receive benefit from traditional hearing aids. 90+ profound hearing loss Cochlear implantation or the use of sign language are two options available that could benefit this type of loss.
5 5 Depending on the degree of hearing loss the learners with hearing loss are then grouped into two distinct groups, that is, learners who are Hard of Hearing (HoH) and learners who are Deaf.
Mild hearing loss Moderate hearing loss Hard of hearing Severe hearing loss (HoH) DEAF Profound hearing loss
Hearing impaired learners may also include the pre-lingual hearing impaired; these are children who are born deaf or those who acquire deafness at early age before acquisition of any speech. Post- lingual children include all those individuals who acquired deafness later in life after developing speech. This group of HI may have good speech and are good in lip reading.
Education for Hearing impaired learners in Kenyan context is offered in special residential, integrated schools and special units attached to the normal schools. The special residential education is offered in special schools meant for the hearing impaired both in primary from pre- school to class eight and in secondary school level from form one to form four. Integrated school is where HI learners learn with the hearing students but in different classes but are exposed to the same curriculum aspects and share common activities. The inclusive schools also called special units; is where the HI learners learn together with the hearing learners in the same classes with the support of a specialist or adaptations of the curriculum to attend to their needs.
This curriculum design has been adapted to suit the needs of learners with hearing impairment in all schools. The curriculum adaptation focuses on: Specific learning outcomes, suggested learning experiences, suggested community service, suggested resources, time, suggested learning resources and Assessment rubric. The suggested activities in this adapted curriculum are intended to guide the teacher implementing this curriculum. Learners with hearing impairment have limited meaningful audio interactions with their environment and as such they utilize their visual and residual auditory senses to acquire information, hence they require special consideration in the learning process. It is recommended that total communication (manual signs, gestures, body language, and lip reading among others) is used as a mode of communication in the day to day interactions with peers and the society; and this enables the learner to access meaningful learning. Visual and residual auditory senses should be stimulated to maximize potential in acquisition of knowledge, skills and attitudes. The learner, therefore, should make use of the available assistive devices and technology, for example, hearing aids, acoustic treated rooms and maintaining clear visual communication channel. Teachers should also adapt part of the content that contains sound since these learners cannot hear.
6 6 In addition, the Hearing Impaired learners require assistance in the learning process especially in the practical and oral oriented activities. The relevant adaptations including use of signs, lip reading and more time will be required in actual learning experiences and in examinations where applicable and should be individualized. Furthermore, other adaptations in the learning environment include making of learning resources usable to the learner; for example, adapting audio visual materials to have captions and/or sign language interpreter and brightly lit environment to suit the needs of the learner.
The instructions should be adapted to facilitate effective performance and mastery of the intended skill. Learners with hearing impairment being a diverse group, the teacher will be expected to ensure that specialized assessment is done on each learner in every class before deciding on the desired skill and competence levels to be achieved. It is also suggested that instructional and assessment time to vary according to the needs of the learner. Suggested adaptations in assessment may include, oral/signed testing and audio/visual recording among others. NOTE: Deviations in levels of accuracy and time allocation should be allowed based on the individual learner’s limitations (Kenya National Examination Council (KNEC) to workout modalities of fixing time and Mode of assessment). Cases of learners with multiple disabilities need to be considered.
7 7 General Learning Outcomes for Kenyan Sign Language (KSL)
By the end of early years’ education, the learner should be able to: 1. Demonstrate basic literacy and numeracy skills for learning. 2. Communicate appropriately using receptive and expressive (fingerspelling, signing and Non Manual Features) modes in a variety of contexts. 3. Demonstrate appropriate etiquette in social relationships. 4. Apply creativity and critical thinking skills in problem solving. 5. Explore the immediate environment for learning and enjoyment. 6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing. 7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral development for balanced living. 8. Demonstrate appreciation of the country's rich and diverse cultural heritage for harmonious co-existence. 9. Apply digital literacy skills for learning and enjoyment.
GRADE 4 SUGGESTED TIME ALLOCATION FOR STRANDS AND SUB- STRANDS
LESSON ALLOCATED TO EVERY STRAND RECEPTIVE AND EXPRESSIVE SIGNING 112 SKILLS TOTAL 112
THEMES 1. DEAF CULTIURE 2. KENYAN SIGN LANGUAGE (STRUCTURE SIGN ORDER) 3. HOME 4. FAMILY 5. DOMESTIC ANIMALS 6. OCCUPATION 7. TOWNS
8 8 8. PEOPLE IN OUR COMMUNITY 9. SHOPPING 10. DISEASES 11. INFORMATION COMMUNICATION TECHNOLOGY
9 9
STRAND SUB-STRAND Specific Learning Suggested Learning Experiences Key Inquiry Outcome Questions DEAF RECEPTIVE AND By the end of the sub-strand Learners could be guided to play games 1. APPROPRIATE CULTURE EXPRESSIVE the learner should be able to: that will enhance maintenance of EYE CONTACT (signing SKILLS a) use appropriate eye appropriate eye contact. TIME etiquette) contact during In pairs learners could be guided to share COMMUNIATIO Signing Etiquette communication, experiences in school and at home to N US MAINTAIN (Eye contact b) practice appropriate enhance turn-taking during conversation. HOW ,Turn-taking) turn-taking during Observe appropriate and inappropriate conversation, ways of turn-taking during a given 2. US c) practice appropriate way conversation. COMMUNICATI of drawing attention Watch a video clips showing learners ON POSSIBLE from others during taking turns during communication. INTERRUPT communication, In groups learners could be guided to HOW d) appreciate etiquette in dramatize drawing attention during their day to day signing. interaction.
Core competences to be developed: Communication and collaboration is enhanced as the learners share their experiences in drawing attention. Self-efficacy in enhanced as the learners express themselves. Digital literacy is developed as the learners watch videos clips showing turn-taking during communication. Links to PCIs: Link to values: Life skills – self-esteem is developed as learners express Respect is developed as the learners take turns and draw attention themselves. appropriately during communication. Link to other Learning Areas Suggested community service learning: English Language Use appropriate eye contact and turn-taking as they relate and Kiswahili communicate with other people in the community. Religious Education
10 10 Non-formal activities to support learning: Suggested assessment: Debate Observation/Signing Peer assessment Suggested resources Signed Video clips Kenyan Sign Language Drafts
Assessment Rubric Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations Expectations Maintaining Consistently and correctly Maintains appropriate Sometimes maintains Has difficulty in appropriate Eye maintains appropriate eye eye contact during appropriate eye maintaining Contact contact during communication. contact during appropriate eye communication. communication. contact during communication. Turn-taking Consistently demonstrates Demonstrates Sometimes maintains Has difficulty in appropriate turn-taking appropriate turn-taking appropriate turn- demonstrating during a given during a given taking during a given appropriate turn conversation. conversation. conversation. taking in a given conversation. Drawing Consistently and Appropriately draws Sometimes draws Rarely draws attention appropriately draws attention during attention attention attention during communication. appropriately during appropriately communication. communication. during communication.
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Strand Sub-strand Specific Learning Suggested Learning Key Inquiry Outcomes Experiences Questions
KSL SIGN RECEPTIVE AND ORDER EXPRESSIVE SKILLS By the end of the sub Learners could be 1. WORD ORDER (Grammar) Forms of KSL Sign strand the learner should guided to identify THERE KSL SIGN Order be able to: SUBJECT, OBJECT HOW (8 Lessons) a) identify KSL sign and VERB/OBJECT, order in sentences, SUBJECT and VERB 2. APPROPRIATE b) sign simple in simple KSL FACIAL sentences following sentences. EXPRESSION/NO the KSL sign order In pairs or groups, N MAMUAL for effective learners could be MARKER communication guided to sign DEMONSTRATE (OSV-Object sentences while HOW Subject Verb/SOV- observing KSL sign SUBJECT OBJECT order. VERB), Learners could be c) apply appropriate guided to apply facial appropriate facial expression/Non expression/Non Manual markers Manual markers when when signing KSL signing KSL sentences, sentences. d) appreciate the use of KSL word order in communication. Core competences to be developed: Communication and collaboration is enhanced as learners work in pairs and groups signing sentences following KSL sign order. Critical thinking and problem solving is enhanced as learners identify correct KSL sign order. Learning to learn is enhanced as learners use KSL sign order in communication.
12 12 Links to PCIs: Link to values: Life skill – Self-esteem is enhanced as learners sign sentences using Responsibility is developed as learners work in pairs KSL sign order. and groups during signing. Link to other Learning Areas: Suggested community service learning: None Involve community in practicing sign order in KSL Non-formal activities to support learning: Suggested assessment: Signing Poems using correct KSL sign order during clubs and society Observation Signing. Suggested resources: Signed Video clips KSL Interactive CD/DVD Kenyan Sign Language Drafts Assessment Rubric Indicators Exceeding Meeting Expectations Approaching Below Expectations Expectations Expectations Identifying KSL sign Consistently and Correctly identifies Sometimes identifies Has difficulty in order correctly identifies KSL sign order in KSL sign order in identifying KSL KSL sign order in sentences sentences sign order in sentences sentences. Signing simple Consistently and Correctly signs simple Sometimes signs Exhibits difficulties sentences on correctly signs sentences using KSL simple sentences when signing SOV/OSV simple sentences sign order. using KSL sign order. simple sentences in using KSL sign KSL sign order. order and assists other learners. Applying appropriate Consistently and Correctly applies Sometimes applies Rarely applies facial expression/Non correctly applies appropriate facial appropriate facial appropriate facial Manual Markers appropriate facial expressions when expressions when expressions when expressions when signing. signing. signing. signing.
13 13 Strand Sub-strand Specific Learning Suggested Key Inquiry Questions Outcomes Learning Experiences HOME (Structures) RECEPTIVE AND By the end of the sub strand Learners 1. STRUCTURE DIFFERENT EXPRESSIVE the learner should be able could be DIFFERENT HOME NAME SKILLS to: guided to WHAT Vocabulary a) appropriately fingerspell appropriatel Possessive various vocabularies y fingerspell 2. STRUCTURE DIFFERENT pronouns( related to home names of DIFFERENT HOME SIGN OUR, MINE, structures, various HOW YOUR) b) appropriately sign structures at various vocabularies home. related to home, Learners structures for effective could be communication, guided to c) demonstrate fluency in sign names signing simple sentences of various using possessive structures at pronouns, home d) Appreciate different appropriatel structures found in the y. homestead. Learner could be guided to construct sentences using possessive pronouns. Learners could be guided to 14 take
14 photographs of different structures in the homestead using various digital devices. Visit a nearby homestead and identify various structures (toilets, cowshed and food stores). Learners could be guided to model different structures in the homestead.
Core competencies to be developed Digital literacy is developed as the learners take photographs of different structures found at home
15 15 Link to PCIs Link to values: Lifeskill is Responsibility is enhanced as learners care of digital devices and structures found at home enhanced as Unity is promoted as learners work together in pairs or groups. learners construct various structure found in the homestead. Link to other Suggested community service learning: Learning Areas: Share signs of various structure in a home and extended family members with people they meet during Creative Arts their visit. Social Studies Religious Education Non-formal Suggested assessment: activities to support Observation and signing learning Self and Peer assessment Learners visit a nearby homestead and identify various structures (toilets, cowshed and food stores).
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Assessment Rubric Indicators Exceeding Meeting Expectations Approaching Below Expectations Expectations Expectations Fingerspelling of Consistently Accurately Fingerspells some Has difficulties in vocabularies related to and accurately fingerspells vocabularies related fingerspelling home structures fingerspells vocabularies related to home structures vocabularies vocabularies to home structures. correctly. related to related to home structures at home. structures and assists other learners. Signing various Consistently Correctly signs Signs some Learners signs vocabularies related and correctly vocabularies related vocabularies related vocabularies to home structures signs to home structures. to home structures related to vocabularies correctly. structures at home related to home she/he is familiar structures. with. Constructing Consistently Correctly construct Construct few Has challenges in sentences using and correctly sentences using sentences using constructing possessive pronouns constructs given possessive given possessive sentences using sentences using pronouns. pronouns. given possessive given pronouns. possessive pronouns and also assist other learners.
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Link to other Learning Areas Suggested community service learning: Strand Sub strand Specific Learning Suggested learning Key Inquiry Questions Religious studies Learners could visit extended family members and share Outcome Experience English language signs of titles with them. FAMILY RECEPTIVE AND By the end of the sub Learners could be guided 1. EXTENDED FAMILY Social Studies EXPRESSIVE strand learner should be to fingerspell titles of MEMBER Non-formal activities to support learning: Suggested assessment: able to: different extended family DIFFERENT Learners to telling stories about extended family members in groups. Observation and signing Extended Family a) fingerspell the titles members. DIFFERENT CALL Self and peer assessment members of extended family Learners could be guided HOW members, to sign titles of different Suggested resources: Pronouns (SHE, b) sign titles of extended family 2. EXTENDED FAMILY Family tree chart HE, ME, YOU) different extended members. MEMBER Family Photos family members, Learners could be guided DIFFERENT Resource persons c) construct simple to construct simple DIFFERENT SIGN KSL Drafts sentences using sentences using pronouns. HOW KSL DVD/CD pronouns, In pairs learners sign Assessment Rubric d) Appreciate the tittles simple sentences using 3. SIGN PRONOUN Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations of different tittles of different DIFFERENT Expectations extended family extended family DIFFERENT SIGN Fingerspelling Consistently and Accurately Fingerspells titles of Experiences difficulties in members. members. HOW titles of accurately fingerspells fingerspells titles some extended fingerspelling titles of extended Learners could be guided extended titles of extended family of extended family family members family members. to observe and sign family members. members. correctly. different extended family members. members on a family tree Signing titles Consistently and correctly Correctly signs Correctly signs the Has difficulties in signing the chart. of extended signs titles of extended titles of extended titles of extended titles of extended family Core competences to be developed: family family members. family members. family members but members. Communication and collaboration is developed as learners fingerspell and sign titles of different extended family members in pair or members. interchanges place of groups. articulation. Self-efficacy is enhanced as learners name their own extended family members. Constructing Consistently and correctly Correctly Constructs few Has challenges constructing Links to PCIs: Link to values: simple constructs simple constructs simple simple sentences simple sentences using Life skills is developed as learners help own extended family members Love – is enhanced as learners care for their own sentences sentences using pronouns. sentences using using pronouns pronouns. at home for example grandparents. extended family members at home for example helping using pronouns. correctly. grandparents with home chores. pronouns
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19 18 Link to other Learning Areas Suggested community service learning: Religious studies Learners could visit extended family members and share English language signs of titles with them. Social Studies Non-formal activities to support learning: Suggested assessment: Learners to telling stories about extended family members in groups. Observation and signing Self and peer assessment Suggested resources: Family tree chart Family Photos Resource persons KSL Drafts KSL DVD/CD Assessment Rubric Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations Expectations Fingerspelling Consistently and Accurately Fingerspells titles of Experiences difficulties in titles of accurately fingerspells fingerspells titles some extended fingerspelling titles of extended extended titles of extended family of extended family family members family members. family members. members. correctly. members. Signing titles Consistently and correctly Correctly signs Correctly signs the Has difficulties in signing the of extended signs titles of extended titles of extended titles of extended titles of extended family family family members. family members. family members but members. members. interchanges place of articulation. Constructing Consistently and correctly Correctly Constructs few Has challenges constructing simple constructs simple constructs simple simple sentences simple sentences using sentences sentences using pronouns. sentences using using pronouns pronouns. using pronouns. correctly. pronouns
19 19 Strand Sub-Strand Specific Learning Suggested Learning Key Inquiry Questions Core competences to be developed: Outcomes Experiences Communication and collaboration is enhanced as learners in pairs or groups discuss on different uses of domestic animals. DOMESTIC RECEPTIVE AND By the end of the sub 1. ANIMAL DIFFERENT . ANIMALS EXPRESSIVE strand learner should be Learners could be DIFFERENT HOME KEEP SIGNING SKILLS able to: guided to sign names NAME WHAT Links to PCIs: Link to values: a) sign names of different of different domestic Animal welfare is enhanced as learners take care of domestic animals at Responsibility is developed as learners care domestic Importance of domestic animals, animals (chicken, cow 2. TENSE PRESENT SIGN home. animals for example feeding them. domestic b) sign different products goat sheep, dog cat, HOW Respect is promoted as learners accept each other’s animals from domestic camel, and donkey). opinions during discussion. Present tense animals; Learners could sign Link to other subjects: Suggested community service learning: c) sign simple sentences different products English Language Learners communicate about the importance of domestic in present tense about from domestic Religious Education animals to members of the community. the use of domestic animals. Social Studies animals, Learner could be Non-formal activities to support learning: Learners to do the following: Suggested assessment: d) use pictures to sign guided to construct Signing Poems on domestic animals. Observation and signing different uses of sign simple sentences Puzzles Self and peer assessment domestic animals, in present tense about Guided questioning Games e) answer questions on the use of domestic Suggested resources: the use of domestic animals Pictures animals, In pairs learners could Photos of domestic animals and products f) appreciate the use of be guided to look at and taking care of pictures/watch signed Resource persons domestic animals at video clips of KSL DVD/CD home. different domestic animals then discuss their uses. Learners could be guided to construct simple sentences on the use of different domestic animals.
20 21 20 Core competences to be developed: Communication and collaboration is enhanced as learners in pairs or groups discuss on different uses of domestic animals. .
Links to PCIs: Link to values: Animal welfare is enhanced as learners take care of domestic animals at Responsibility is developed as learners care domestic home. animals for example feeding them. Respect is promoted as learners accept each other’s opinions during discussion. Link to other subjects: Suggested community service learning: English Language Learners communicate about the importance of domestic Religious Education animals to members of the community. Social Studies Non-formal activities to support learning: Learners to do the following: Suggested assessment: Signing Poems on domestic animals. Observation and signing Puzzles Self and peer assessment Guided questioning Games Suggested resources: Pictures Photos of domestic animals and products Resource persons KSL DVD/CD
21 21 Strand Sub Strand Specific learning Suggested Learning Key Inquiry Assessment Rubric outcomes Experiences Questions Indicators Exceeding Meeting Expectations Approaching Below Expectations OCCUPATION RECEPTIVE AND EXPRESSIVE By the end of the sub Learners could be 1. COMMUNITY Expectations Expectations (LOCAL) SIGNING SKILLS strand the learner guided to fingerspell YOUR Signing names of Consistently and Correctly signs names Correctly signs Experiences difficulties in vocabularies should be able to names of local OCCUPATIO animal products correctly signs of animal products names of few signing names of animal Future tense a) finger spell occupations in their N names of animal from domestic animals. animal products products from domestic names of local community. DIFFERENT products from from domestic animals. occupations in Learners could be DIFFERENT domestic animals animals. their community, guided to sign names FINGERSPEL and assists other b) sign names of of local occupations L HOW learners. local occupations in their community. in their Learners could be 2. COMMUNITY Constructing Correctly Correctly constructs Correctly Attempts to construct simple community, guided to sign YOUR simple sentences constructs simple simple sentences on the constructs simple sentences on the importance c) sign vocabularies vocabularies related OCCUPATIO on the sentences on the importance of domestic sentences on the of domestic animals with related to future to future tense N importance of importance of animals. importance of assistance. tense, Leaners could be DIFFERENT domestic animals domestic animals domestic animals d) construct simple guided to construct DIFFERENT and help other with assistance. sentences using simple sentences SIGN HOW learners do the future tense; using future tense. same. e) dramatize In groups, learners 3. SIGN different local role play different DIFFERENT Constructing occupations in Consistently and Correctly constructs Constructs few Attempts to construct simple local occupations in DIFFERENT simple sentences their community, correctly simple sentences using simple sentences sentences using present their community. SHOW using present f) watch video constructs simple present tense. using present tense correctly. Learners could be TENSE tense showing people sentences using tense correctly. guided to collect FUTURE present tense and involved in photos and pictures different SIGN HOW assists other of people involved in learners. occupations, different occupations. g) appreciate the Watch video showing different local people involved in occupations done different local by people in the occupations. community. 23
22 22 Strand Sub Strand Specific learning Suggested Learning Key Inquiry outcomes Experiences Questions OCCUPATION RECEPTIVE AND EXPRESSIVE By the end of the sub Learners could be 1. COMMUNITY (LOCAL) SIGNING SKILLS strand the learner guided to fingerspell YOUR vocabularies should be able to names of local OCCUPATIO Future tense a) finger spell occupations in their N names of local community. DIFFERENT occupations in Learners could be DIFFERENT their community, guided to sign names FINGERSPEL b) sign names of of local occupations L HOW local occupations in their community. in their Learners could be 2. COMMUNITY community, guided to sign YOUR c) sign vocabularies vocabularies related OCCUPATIO related to future to future tense N tense, Leaners could be DIFFERENT d) construct simple guided to construct DIFFERENT sentences using simple sentences SIGN HOW future tense; using future tense. e) dramatize In groups, learners different local 3. SIGN role play different DIFFERENT occupations in local occupations in their community, DIFFERENT their community. SHOW f) watch video Learners could be showing people TENSE guided to collect FUTURE involved in photos and pictures different SIGN HOW of people involved in occupations, different occupations. g) appreciate the Watch video showing different local people involved in occupations done different local by people in the occupations. community. 23
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Core competences to be developed: Creativity and imagination is enhanced as leaners role play different occupations in their community. Digital literacy is developed as learners watch video on different occupations. Links to PCIs: Link to values: Poverty eradication as learners develop interest and appreciate different Respect is enhanced as learners role play occupations in their community. different occupations in their community.
Link to other subjects: Suggested community service learning: English Language Share signs of local occupation in their Social Studies community with family members and Agriculture friends. Non-formal activities to support learning: Learners to sign : Suggested assessment: Signs poems on occupations. Observation and signing Self and peer assessment Suggested resources: Resource persons KSL drafts Photos showing different occupations Video clips showing different occupations KSL DVD/CD
24 24 Assessment Rubric Indicators Exceeding Expectations Meeting Approaching Below Expectations Expectations Expectations Fingerspelling Correctly fingerspells Correctly Fingerspells and Signs few names of local and signing and signs names of local fingerspells and signs some names occupations in their names of local occupations in their signs names of of local community and rarely occupations in community, peer local occupations occupations in their fingerspells the names. their assesses and assists in their community. community those experiencing community. difficulties. Dramatizing Interestingly dramatizes dramatizes Dramatizes local Rarely participates in different different local different local occupations with dramatizing different local occupations occupations occupations shyness. occupations
25 25 Strand Sub Strand Specific Learning Suggested Learning Key Inquiry Objective Experience Questions TOWNS IN RECEPTIVE/EXPRESSIVE By the end of the sub Learners could be 1. COUNTY OUR OUR COUNTY SIGNING SKILLS strand the learner should be guided to fingerspell CITY SAME Major towns and cities able to: names of cities and TOWN in our county a) appropriately towns found in their DIFFERENT Past tense fingerspell names of county. DIFFERENT cities and towns in the Learners in groups sign NAME WHAT county, names of cities and b) sign names of cities and towns found in the 2. COUNTY OUR towns in the county, county CITY SAME c) sign simple sentences Learners could be TOWN using past tense, guided to identify DIFFERENT d) appreciate the sign towns and cities in the DIFFERENT names of cities and map of the county, SIGN HOW towns in the county. In pairs, learners could 3. SIGN construct simple DIFFERENT sentences using past DIFFERENT tense. SHOW TENSE PAST SIGN HOW Core competences to be developed: Self-efficacy is enhanced as learners in group sign name of cities and major towns in the county. Citizenship is promoted as learners appreciate sign names of cities and major towns in the county by using them in simple sentences. Learning to learn is enhanced as learners locate cities and towns on the county map and demonstrate to other learners. Links to PCIs: Links to values: Social-economic issues are promoted as learners share their knowledge Patriotism is enhanced as learners sign names about social and economic activities of cities and towns in the map of the of cities and towns in the county. county. Link to other Learning Areas: Suggested community service learning: Social Studies Learners share about signs of cities and major Agriculture towns in county with family members and friends.
26 26 Non-formal activities to support learning: Suggested assessment: Learners to sign expressive poems on cities and towns. Observation and signing Peer assessment Suggested resources: Resource persons Map showing location of counties, cities and towns in Kenya. KSL Drafts KSL DVD/CD Google maps
Assessment Rubric Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations Expectations Signing Correctly signs the Correctly signs the Correctly signs Has challenges signing names names of names of cities and names of cities and the names of few of cities and towns in the cities and towns in the county towns in the county. cities and towns county. towns in the and assist other in the county. county learners sign the same.
Constructing Fluently and correctly Fluently and Correctly Has difficulties in constructing simple construct simple correctly construct construct simple simple sentences using past sentences sentences using past simple sentences sentences using tense. using past tense and assist other using past tense. past tense with tense learners do the same. assistance.
27 27 Strand Sub Strand Specific Learning Suggested Learning Experience Key Inquiry Outcome Questions PEOPLE IN RECEPTIVE By the end of the sub strand Learners could be guided to 1. TRIBE OUR AND the learner should be able fingerspell names of different tribes DIFFERENT COMMUNITY EXPRESSIVE to: living in their community. DIFFERENT SIGNING a) fingerspell names of Learners could be guided to sign THERE SKILLS different tribes found in names different tribes living in their COMMUNIT Tribes in our their community, community. Y OUR county b) sign names of different Learners could be guided to NAME Verbs tribes found in their construct simple sentences using WHAT (MOVE, community, verbs. 2. SIGN STAY, c) sign simple sentences Learners could be guided to observe DIFFERENT FARM, using verbs, photos or watch videos of people DIFFERENT REAR) d) appreciate the sign wearing attires from different tribes SHOW names of different tribes living in their community VERB SIGN in their community. Learners could be guided to collect HOW and display artefacts from different tribes in their community. 3. TRIBE DIFFERENT DIFFERENT THERE COMMUNIT Y OUR DRESS HOW
Core competences to be developed: Citizenship is promoted as leaners sign names and appreciate different tribes in their community. Digital literacy is promoted as learners operate videos and watch video clips of different people in their community. Learning to learn is developed as learners collect artefacts and photos and relate them to different tribes in their communities. Links to PCIs: Link to values: Life skills is enhanced as learners learn to live with each other Patriotism is promoted as learners appreciate different in harmony. tribes when carrying out the project.
28 28 Love as learners work together even though they are from different tribes. Links to other learning areas: Suggested community service learning: Social Studies As learners collects artefacts from different communities. English Religious education Creative Arts Non-formal activities to support learning: Suggested assessment: Learners to signs, collect, display and share artefacts. Observation Finger spelling Signing Suggested resources: Resource persons Realia from different communities KSL drafts KSL DVD/CD Video clips Assessment Rubric Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations Expectations Signing names of Appropriately signs names Appropriately signs Correctly signs Has challenges with different tribes in of different tribes in the names of different names of few signing names of the community community and gives tribes in the tribes in the different tribes additional sign names at the community. community. same time goes ahead to briefly explain origin of sign names of some tribes. Signing simple Consistently and correctly Consistently and Constructs Has challenges sentences using constructs simple sentences correctly constructs simple sentences constructing simple verbs using verbs and assist other simple sentences using verbs with sentences using learners. using verbs. support. verbs.
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Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry Question Experiences SHOPPING RECEPTIVE AND By the end of the sub strand the Learners could be 1. COMMON SHOP EXPRESSIVE learner should be able to: guided to fingerspell CENTER DIFFERENT SIGNING SKILLS a) finger spell names of various names of various places DIFFERENT NAME Common places of shopping (market, of shopping. WHAT places of butchery and shop); Learners could be shopping b) sign names of various places guided to sign names of 2. ITEM DIFFERENT Shopping items of shopping (market, various places of DIFFERENT BUY Prepositions butchery and shop); shopping. COMMON SHOP (ON, IN, c) sign names of items bought Learners could be CENTER NAME WHAT UNDER, from common places of guided to sign names of OUT,ABOVE) shopping; different items bought 3. SIGN DIFFERENT d) sign simple sentences using from various places of DIFFERENT SHOW prepositions; shopping. PREPOSITION SIGN e) appreciate variety of Learners could role play shopping places. HOW activities in a market scene. Learners could be taken to the nearest shopping centre to see different items. Learner could be guided to sign simple sentences using prepositions, Learners could work in groups to set up a shop in the class. Learners could be guided to come up with income generating projects in the school. 30
30 Core competences to be developed: Communication and collaboration is enhanced as learners work in groups to set up a shop in the classroom. Creativity and imagination is developed as learners role play market scenario. Self-efficacy is promoted as learners express themselves while they role play market scenario. Links to PCIs: Link to values: Poverty eradication as learners come up with income generating projects. Unity and peace as learners work in groups to collect items and set up a shop in the classroom. Link to other Learning Areas: Suggested community service learning: Social Studies As learners teach family members and peers signs names English of different items found in shopping places. Mathematics Non-formal activities to support learning: Suggested assessment: Learners to participate in different clubs and projects in the school. Observation Signing Project Suggested resources: KSL drafts KSL DVD/CD Pictures and photographs of various shopping places Realia
Assessment Rubric Indicators Exceeding Expectations Meeting Approaching Below Expectations Expectations Expectations Signing names of Accurately signs names of Correctly Signs names of Signs names of few various places of various places of shopping signs names various places of places of shopping with shopping. with ease and assists other of various shopping though with assistance. learners sign the same. places of some errors. shopping. Signing names of Consistently and accurately Accurately Correctly signs Able to sign names of different items signs names of different signs names names of some items items he/she is familiar
31 31 found in various items found in various places of items found found in the local with in the shopping places of shopping. of shopping and gives in the shopping places places. additional sign name shopping places. Constructing Consistently and correctly Consistently Constructs simple Has challenges in simple sentences constructs simple sentences and correctly sentences using constructing simple using prepositions using prepositions and constructs prepositions with sentences using assists other learners simple support. prepositions. sentences using prepositions
32 32 Specific Learning Suggested Learning Key Inquiry Strands Outcomes Experiences Questions Sub Strand DISEASES By the end of the sub Learners could be guided to 1 COMMON DISEASE strand the learner should fingerspell names of DISEASE SIGN HOW RECEPTIVE AND be able to: common diseases. EXPRESSIVE SIGNING a) finger spell names of Learners could be guided to 2 US POSSIBLE SKILLS common diseases; sign names of common AVOID CATCH Common diseases b) sign names of diseases. DISEASE DISEASE Adjectives(THIN, FAT, common diseases; Learners could be guided to HOW HEAVY, WEAK) c) construct simple construct simple sentences sentences using using adjectives. 3 ACTIVITY adjectives; In groups, learners could ACTIVITY d) appreciate observing discuss how to protect HYGIENE hygiene in their day themselves from common PROMOTE WHICH to day life to protect diseases. themselves from Learners could be guided to 4 SIGN DIFFERENT diseases. participate in activities that DIFFERENT SHOW promote hygiene at school, ADJECTIVE SIGN home and in the community. HOW
Core competences to be developed: Critical thinking and problem solving is developed as learners participate in activities that promote hygiene. Communication and collaboration is enhanced as learners discuss how to protect themselves from common diseases. Links to PCIs: Link to values: Health related issues as learners discuss how to protect themselves from Responsibility is enhanced as learners participate in common diseases and participate in activities that promote hygiene. activities that promote hygiene to prevent diseases. Link to other learning Areas: Suggested community service learning Hygiene and Nutrition As learners create awareness to peers and other English Language community members on appropriate health Science Activities precautions. Non-formal activities to support learning: Suggested assessment: Learners to participate in various activities that promote personal hygiene at Observation
33 33 home and the rest of the community. Signing Fingerspelling Self and peer assessment Suggested resources: KSL drafts Pictures of people showing suffering from various diseases. KSL DVD/CD
Assessment Rubric Indicators Exceeding Meeting Approaching Below Expectations Expectations Expectations Expectations Signing names Consistently and Correctly signs Correctly signs Has difficulties in signing names of of common correctly signs names of names of some common diseases. diseases names of common common common diseases. diseases. diseases. Constructing Consistently and Consistently and Correctly Has difficulties in constructing simple simple correctly correctly constructs simple sentences using adjectives. sentences using constructs constructs simple sentences using present tense, simple sentences using adjective with sentences using adjectives. support. adjectives and assists other learners
34 34 Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry Experiences Questions INFORMATION RECEPTIVE AND By the end of the sub strand Learners could be guided 1. VOCABULARY COMMUNICATION EXPRESSIVE the learner should be able to: to fingerspell vocabularies THERE ICT TECHNOLOGY SIGNING SKILLS a) fingerspell vocabularies related to ICT. SIGN HOW (ICT) Vocabularies related to ICT; Learners could be guided 2. PLURAL Plural forms in b) sign vocabularies related to sign vocabularies related THERE KSL KSL to ICT; to ICT. POSSIBLE c) construct simple In pairs or groups, learners SHOW HOW sentences in plural form could be guided to using vocabularies related construct simple sentences to ICT; in plural form using d) use digital devices vocabularies related to (phones, computers), ICT. e) Appreciate the use of Learners could visit vocabularies related to computer learning centres, ICT in communication. Core competences to be developed: Digital literacy is promoted as learners visit a computer laboratory and use ICT devices at their own leisure time. Communication and collaboration is enhanced as learners signs simple sentences in groups using vocabularies related to ICT. Learning to learn is developed as learners apply vocabularies related to ICT in simple sentences. Links to PCIs: Link to values: Life skills as learners use ICT devices in day-to-day living for example print Unity is promoted as learners work in pairs or document. groups, learners could be guided to construct simple sentences in plural form using vocabularies related to ICT. Link to other Learning Areas: Suggested community service learning: English Visiting a cyber and demonstrating to the Science technicians signs of ICT devices within the cyber. Non-formal activities to support learning: Suggested assessment: A visit to nearby cyber. Observation Signing
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35 Suggested resources: KSL Books Internet KSL DVD/CD KSL Drafts ICT devices
Assessment Rubric Indicators Exceeding Expectations Meeting Expectations Approaching Below Expectations Expectations Signing vocabularies Consistently and Consistently and Correctly signs few Only signs some related to ICT correctly signs correctly signs vocabularies related to vocabularies related to vocabularies related to vocabularies related ICT. ICT that she/he is ICT and assists other to ICT. familiar with. learners.
Constructing Consistently and Correctly constructs Constructs simple Has difficulties in simple Constructs simple simple sentences in sentences in plural constructing simple sentences in sentences in plural plural form using form using sentences in plural plural form form using vocabularies related vocabularies related to form using using vocabularies related to to ICT. ICT with support. vocabularies related vocabularies ICT and assist other to ICT. related to ICT. learners.
36 36 KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
Desai Road, Off Thika Rd., P.O. Box 30231 - 00100 Nairobi, Kenya. Telephone : +254 (020) 374 9900 - 9, 374 8204, 374 7994 Fax : +254 (020) 363 9130. Email : [email protected], Website : www.kicd.ac.ke