Schemes of work

Mathematics (F I - IV) schemes of work
Physics schemes of work
Biology schemes of work
Chemistry schemes of work
Agriculture schemes of work
Geography form one schemes of work
Geography form two schemes of work
Geography form three schemes of work
Geography form four schemes of work
History form one schemes of work
History form two schemes of work
History form three schemes of work
History form four schemes of work
Business studies form one schemes of work
Business studies form two schemes of work
Business studies form three schemes of work
Business studies form four schemes of work


More subjects are on the way.

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ADSI teacher can now make money online.

I am pleased of how the ADSI teachers are commending the program.

Gichuri John a teacher of English testifies that the use of ICT in teaching and learning has really boosted the performance of the subject in his school.

Screenshot showing performance of a student.

It should also be remembered that last year a School in Kiambu County , one of the schools participating in the African Digital Schools Initiative (ADSI) Programme scooped the ICT Teacher of the year Award for 2018 for Mr Kayesi. Mr Kayesi is a School Based Coordinator at the Karuri school verseeing all (ADSI) project activities in terms of ICT Integration.

Mr Kayesi

In his remarks he said "The Africa digital school initiative program played a major role in me realizing this achievement, since I joined the program, I have gained a lot of knowledge on how to integrate ICT in the classroom, ADSI equipped me with the pedagogical skills such as designing an exemplary ICT integrated lessons from the lesson plans design, presentation, use of OERs, coming up with learner centered lessons incorporating the 21stcentury skills all this aligned to TPACK skill set..."

Today I have received an email from Google informing me that this blog has been approved for placement of paid advertisements. That means Google will be placing adverts on this blog and I will earn a commission for every valid click that my visitors make on the adverts.
Thanks to ADSI a program that opened our eyes on the issue of online presence. It has enabled me disseminate information to my learner's even when they are on holiday. The blog has also helped me link with many other teachers worldwide who read and contribute to my articles.
I am looking forward to learning more through the ADSI program this year.
Happy New year.

KNUT and KUPPET may not be fighting for the ordinary teacher

As the media continuously report on what the teachers' unions are saying, they have never taken time to understand what the ordinary teacher is saying. There are pertinent issue affecting teachers which the unions have paid very little attention to or have never even tried to air.

1. Medical schemes

Every month teachers pay for two medical schemes. One medical scheme should be improved to offer the teachers quality services.

AON collects billions monthly from teachers yet majority of the facilities listed in the scheme either don't take the insurance cover or they don't offer the medical services sought by the affected teachers.

Where are the unions on these? Could they be beneficiaries of the proceeds?

2. Housing finance

Another mouth to feed is being introduced to the teachers' payslips, the housing finance. The unions are silent about it thanks to COTU Secretary General Francis Atwoli for standing and fighting for workers ( teachers included).

3. Transfers for ordinary teachers

While many ordinary teachers have applied for transfers, the unions are busy fighting for just 3,000 teachers who are heads, not to be transferred. Nobody is fighting for those teachers who wish to move closer to their families or change the working environment.

Why is there an election in our country every 5 years to change the leadership?

Let the heads move to new stations every 5 years. Some heads have colonised there stations worsening the working conditions for those who serve below them.

TSC is right on delocalization.

4. Over working

One worker overworked in the north of river Limpopo and south of the Sahara desert, is the Kenyan teacher. S/he doesn't even have working hours.

Teachers are working day and night for seven days a week. They even perform the role of parents like changing the diapers.

Teachers want clear laid out working hours, if it's 8 am to 5 pm let it be so. They have family too to take care of.

5. Poor pay

Teachers are poorly paid and it is for this reason that all loan lending institutions run for teachers. Many have stagnated in one job group for over two decades.

Let the teachers' unions stop chasing the rats and instead let them go for the giants and elephants affecting the teachers.

The direction the unions are taking today is not the best for the teachers. KNUT and KUPPET may be fighting for their stomachs or cartels or few teachers or politicians or just chasing wind while teachers are left suffering yet paying billions to these unions.

Erwin Mogusu,

A teacher and blogger in Nyamira County

omogusu@gmail.com

Omtatah challenges the rollout of the new education system in court.

The first term of the year 2019 is to start tomorrow. It's start will not be without bumps and potholes.
The KNUT has announced a countrywide teachers strike that is to start today. On the same day, activistOkiya Omtatah has filed an application in the High Court seeking to stop the rollout of the 2-6-3-3-3 curriculum to replace the 8-4-4 system.In his application under certificate of urgency, Omtatah says that the Competency based Curriculum is being rushed and rolled out in “an arbitrary, unreasonable and haphazard manner without having been subjected to public participation”.


He said that there is no legal, policy, and regulatory framework governing the implementation of the CBC.

The application dated December 31, 2018 lists the Ministry of Education as first defendant and Attorney General as second.

“There is no legal basis for rolling out the CBC since the Sessional Paper for the CBC has not been published in Parliament for debate and approval,” Omtatah says.

He says that to the extent that the CBC is generally being rolled out in total disregard of provisions of the Constitution, Articles 1, 2, 3( 1 ), and 259( 1 ) were and continue to be violated.

Omtatah said the CBC is being rolled out without public participation as provided in the law.

He says the system was conceptualised and operationalised through “an opaque process shrouded in mystery, without transparency and accountability”.

The activist said that there was and continues to be the general disregard for the rule of law in the manner the system was conceptualised and is being operationalised.

Omtatah said Kenyans will suffer great loss as the application will be overtaken by events, and the Constitution and the rule of law will continue to be violated and or threatened. He says he has a right of access to the constitutional court to protect the Constitution and to safeguard his rights and those of other Kenyans which have been, are being and are in danger of further infringement.



“This Honourable Court has unfettered powers and jurisdiction to make the orders sought,” Omtatah said.He said that the system is being rushed, without adequate preparation and regard for its suitability, the national values of sustainable development. He pointed out that the national government is implementing changes to pre-primary education without involving county governments, which devolves pre-primary education, was violated and continues to be violated.

“I have right of access to the Constitutional Court to protect the Constitution and to safeguard his rights and those of other Kenyans which have been, are being and are in danger of further infringement,” he said. Adding the court has unfettered powers and jurisdiction to make the orders sought.

Last month, the government made a U-turn over the implementation of the new curriculum for PP1, PP2, grades 1,2 and 3.

Education CS Amina Mohamed said the curriculum will be implemented starting this month and not in 2020 as earlier indicated.

Amina had on Tuesday last week said the country is not ready for the new school curriculum.

She said the ministry will roll it out when there are teaching materials, teachers trained, and infrastructure put in place. She said the postponement would allow for more stakeholder consultation

“The design is fantastic. The devil is in the details of implementation. We need to have all the stakeholders on board,” Amina said.

She said poor planning and a hasty roll out led to the failure of the national roll out, which had been planned for this month.
President Uhuru Kenyatta appologiza to the parents for the confusion over the rollout of the new curriculum.

43 Teachers to be feted for exemplary work

The Teachers Service Commission, TSC, is set to reward 43 teachers for exemplary performance and long service. The teachers, most of whom, have been examiners for a period of more than 20 years will, apart from receiving promotions from the employer, have their names presented to the President, HE Uhuru Kenyatta, for further recognition and awards. These revelations were made by TSC Chief Executive Officer, Dr. Nancy Macharia, during the releasing exercise of this year’s Kenya Certificate of Secondary Education, KCSE, results on Friday.
“This year, I wish to recognize these forty (teachers) who have consistently rendered exemplary services as examiners for twenty years and above. Over the years they have risen to the positions of either chief examiners or assistant chief examiners. The TSC will be recognizing them in line with the Commission’s policy on recognition and award. And, in addition, we shall also be forwarding their names to his excellency the President (Uhuru Kenyatta) to confer them with awards and honours,” Said Dr. Macharia.
The teachers to be feted are:
Jane Wangui G
Marion Kithinji
Gikonyo GM
Oyuga B. Asioya
Barasa W. Enos
Gitabari J. Njagi
Mugoh N. Simon
Muhindi J. K
Muluka S. Nzilu
Matu W. Grace
Mohammed A. Ali
Omoro Moses
Kipyegon S. Benard
Muchwanju O. Moses
Ngahu K. Benjamin
Vincent Mulure
Nyaanga Zachary
Christopher Kulei
Motanya Isaac
Mutambo K. Albert
Eunice M. Mashaka
Nyariki R. Orina
Said O. Hinga
Khamis M. Omar
Kezia Ochieng
Chege Agnes Wangui
Catherine K. Mavyala
Denis K. Ibala
Gabriel K. Kinyoho
Kiruga S. Nduta

How to receive KCSE 2018 examination results online or via SMS

1. Visit the KNEC schools’ portal by clicking on: https://www.knec-portal.ac.ke/. This will take you to the KNEC schools’ portal home page.

2. Under the ‘SECONDARY SCHOOLS (KCSE)’ tab, click on Performance analysis link.

3. In the next window, indicated as; KCSE- PERFORMANCE ANALYSIS, enter the User name and password as used during the registration process. Now log into the portal and the results will be displayed there in terms of mean grade summary and Aggregate point Summary.

4. To download the results, click on the export icon on the window and select your preferred format i.e PDF, word, excel….

The results will download automatically, once you select the format.

How to receive the results via SMS

1. Go to Compose New SMS in your phone.

2. Type your full KCSE 2018 index Number.

3. Send the SMS to 20076.

Please send the SMS once the results have been announced. Each SMS costs KShs. 25

MODERN PHYSICS (theories of relativity and quantum physics)

Physicists often refer to the theories of relativity and quantum physics as “modern physics,” to distinguish them from the theories of Newtonian mechanics and Maxwellian electromagnetism, which are lumped together as “classical physics.” As the years go by, the word “modern” seems less and less appropriate for theories whose foundations were laid down in the opening years of the 20th century. After all, Einstein published his paper on the photoelectric effect and his first paper on special relativity in 1905, Bohr published his quantum model of the hydrogen atom in 1913, and Schrödinger published his matter wave equation in 1926. Nevertheless, the label of “modern physics” hangs on.

All in all, two lines of investigation are truly “modern”, but at the same time have the most ancient of roots. They center around two deceptively simple questions:
What is the universe made of?
How did the universe come to be the way it is?
Progress in answering these questions has been rapid in the last few decades. Many new insights are based on experiments carried out with large particle accelerators. However, as they bang particles together at higher and higher energies using larger and larger accelerators, physicists come to realize that no conceivable Earth-bound accelerator that can generate particles with energies great enough to test the ultimate theories of physics. There has been only one source of particles with these energies, and that was the universe itself within the first millisecond of its existence.

In the 1930s, there were many scientists who thought that the problem of the ultimate structure of matter was well on the way to being solved. The atom could be understood in terms of only three particles—the electron, the proton, and the neutron. Quantum physics accounted well for the structure of the atom and for radioactive alpha decay.
The euphoria did not last. By the end of that same decade, there was discoveries of a host of new terms and a veritable flood of particles (such as muon, pion, kaon, and sigma), names that you should not try to remember. All the new particles are unstable; that is, they spontaneously transform into other types of particles according to the same functions of time that apply to unstable nuclei.

If you are temporarily bewildered, you are sharing the bewilderment of the physicists who lived through these developments and who at times saw nothing but increasing complexity with little hope of understanding. If you stick with it, however, you will come to share the excitement physicists felt as marvelous new accelerators poured out new results, as the theorists put forth ideas each more daring than the last, and as clarity finally sprang from obscurity.

The main message of this piece of writing is that, although we know a lot about the physics of the world, grand mysteries remain.