The Ministry of Education has released Guidelines for Timetabling and Curriculum Based Establishment in Competency Based Education (CBC) for for PP1-PP2 & Grade 1 to 10
SECTION A
GUIDELINES FOR TIMETABLING
1. Introduction
Developing an effective timetable and daily routine is essential for fostering a productive learning environment where both learners and educators can interact to achieve intended learning outcomes. A well-structured timetable not only ensures that all learning areas are covered comprehensively but also promotes implementation of balanced academic and co-curricular activities. These guidelines outline procedure for developing timetables that optimize utilisation of time, teaching and learning experiences, enhance student engagement, and support the achievement of overall educational goals in institutions of learning.
Timetabling process
- All schools shall establish a time tabling committee comprising of the following,
- Deputy Head of the institution – Chair person
- Senior teacher
- Teacher representatives from pre-primary, primary, and junior school level
- Heads of subject/each learning area
- Heads of departments
- The timetabling committee shall hold planning meetings at the beginning of every term to develop or review the school timetable.
- The timetable shall be presented to the head of institution for approval
- The approved timetable shall be displayed in all administrative offices, and notice
- Every teacher shall extract their respective timetable for use in implementing the
2. Time tabling for regular school
- Timetablingguidelines for pre-primary schools
- Thereshall be 5 lessons per day cumulatively adding up to 25 lessons per week inclusive of PPI/Religious programs.
- Eachlesson shall be 30
- Reportingtime for all pre-primary schools shall be at 8.30
- Learnerswho arrive before 30 am shall be guided by the the teacher on free choice activities.
- Lessonsin all schools across the country shall start at 00 am and end at 12.00 pm.
- Thetime between 8.30am and 9.00 am shall be utilized for health check and roll
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Thereshall be no double lesson on the
- Creativeactivities lessons shall be plotted before a
- Twohealth breaks shall be provided where the first break shall be 10 minutes and the second one 20 minutes.
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 1: Lesson distribution per learning area for pre-primary schools
| S/no | Activity learning area | Number of lessons |
| 1 | Language activities | 5 |
| 2 | Mathematical activities | 5 |
| 3 | Creative activities | 6 |
| 4 | Environmental activities | 5 |
| 5 | Religious activities | 3 |
| Pastoral Programme of Instruction (PPI) /Religious programs | 1 | |
| Total | 25 | |
Source : KICD
Note: See appendix 1 for sample Pre- Primary Time Table
2.2 Timetabling guidelines for Grade 1 to 3
- Thereshall be 6 lessons per day and one PPI per week cumulatively adding up to 31 lessons per week.
- Eachlesson shall be 30
- Reportingtime for grade 1-3 in primary schools shall be at 8.00
- Lessonsin all schools across the country shall start at 8.20 am and end at 30pm.
- Thetime between 00am and 8.20 am shall be utilized for health check roll call and assembly.
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Thereshall be no double lesson on the
- Creativeactivities lessons shall be plotted before a
- Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes and the second one 30 minutes.
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 2: lesson distribution per learning area for grades 1-3
| S/No. | Learning Area | Number of
Lessons |
| 1. | Indigenous Language Activities | 2 |
| 2. | Kiswahili Language Activities / Kenya Sign Language Activities | 4 |
| 3. | English Language Activities | 5 |
| 4. | Mathematical Activities | 5 |
| 5. | Religious Education Activities | 3 |
| 6. | Environmental Activities | 4 |
| 7. | Creative Activities | 7 |
| Pastoral Instruction Programme (PPI)/ Religious programs | 1 | |
| TOTAL | 31 |
Source : KICD
Note: See appendix 2 for sample Time Table for grade 1, 2 and 3
2.3 Timetabling guidelines for Grade 4, 5, and 6
- Thereshall be 7 lessons per day and one PPI cumulatively adding up to 35 lessons per
- Eachlesson shall be 35
- Reportingtime for grade 4, 5 & 6 in primary schools shall be at 8.00
- Lessonsin all schools across the country shall start at 8.20 am and end at 35pm.
- Thetime between 00am and 8.20 am shall be utilized for health check and roll call and assembly.
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
- Thereshall be no double lesson on the
- Creativeactivities lessons shall be plotted before a
- Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes, the second one 30 minutes and lunch break.
- Plottingof lessons shall be balanced allocating different learning areas for morning and afternoon hours
- Non-formalprogrammes shall be plotted on the timetable after the last lesson at 35 pm.
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 3: Lesson distribution per learning area for grades 4, 5 and 6
| S/No. | Leaning Area | Lessons |
| 1. | English | 5 |
| 2. | Kiswahili/ Kenya Sign Language | 4 |
| 3. | Mathematics | 5 |
| 4. | Religious Education | 3 |
| 5. | Science & Technology | 4 |
| 6. | Agriculture | 4 |
| 7. | Social Studies | 3 |
| 8. | Creative Arts | 6 |
| Pastoral Programme of Instruction (PPI)/religious programs | 1 | |
| TOTAL | 35 |
Source : KICD
Note: See appendix 3 for sample Time Table for grade 4, 5 and 6
2.4 Timetabling guidelines for grade 7, 8 and 9
- Thereshall be 8 lessons per day and one PPI per week cumulatively adding up to 41 lessons per week.
- Eachlesson shall be 40
- Reportingtime for grade 7, 8 and 9 in junior schools shall be at 00 am.
- Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
- Thetime between 00 am and 8.20 am shall be utilized for roll call, assembly and or house meetings where applicable.
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
- Creativeart and sports lessons shall be plotted before a
- Thereshall be only one double lesson for integrated science, creative art and sports, pre- technical studies and Agriculture for practical activities.
- Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
- Healthbreaks shall be provided after every two lessons where the first break shall be 10 minutes, the second one 30 minutes and lunch break of one hour.
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 4: Lesson distribution per learning area for grades 7, 8 and 9
| S/No. | Learning Area | Number of Lessons |
| 1. | English | 5 |
| 2. | Kiswahili/Kenya Sign Language (KSL) | 4 |
| 3. | Mathematics | 5 |
| 4. | Religious Education | 4 |
| 5. | Social Studies | 4 |
| 6. | Integrated Science | 5 |
| 7. | Pre-technical Studies | 4 |
| 8. | Agriculture | 4 |
| 9. | Creative Arts and Sports | 5 |
| Pastoral Programme of instruction | 1 | |
| 41 |
Source : KICD
Note: See appendix 4 for sample Time Table for grade 7, 8 and 9
3. Timetabling for special needs Education
- Timetablingguidelines for foundation level
- Thereshall be 4 lessons per day cumulatively adding up to 20 lessons per week including
- Eachlesson shall be 30
Note: Learning is individualised for learners with special needs and therefore, time allocation is dependent on completion and mastery of specific tasks. The suggested time of 30 minutes per lesson is a guide.
- Reportingtime for foundation level in special schools shall be at 30 am.
- Learnerswho arrive before 30 am shall be given free choice activities.
- Lessonsin all special schools across the country shall start at 00 am and end at 12.00 noon.
- Thetime between 30 am and 9.00 am shall be utilized for health check and roll call.
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Healthbreaks of 30 minutes shall be provided after every two
- PsychomotorActivities shall be plotted before a break
- Plotting of lessons shall adhere to the allocation per learning area as tabulated in table
Table 5: Lesson distribution per learning area in foundation level
| S/No. | Learning Area | Number of lessons | |
| 1 | Communication and Social Skills | 4 | |
| 2 | Activities of Daily Living Skills and Religious Education | Activities of Daily Living Skills | 4 |
| Religious Education | 2 | ||
| 3 | Sensory Motor and Creative Activities | Sensory Perception | 1 |
| Psychomotor Activities | 2 | ||
| Creative Activities | 1 | ||
| Music and Movement | 1 | ||
| 4 | Orientation and Mobility | 2 | |
| 5 | Pre-numeracy Activities | 2 | |
| Pastoral Programme of Instruction (PPI) | 1 | ||
| Total Lessons Per Week | 20 | ||
Source : KICD
Note: See appendix 5 for sample Time Table for foundation level
3.2 Timetabling guidelines for intermediate level
- Thereshall be 6 lessons per day cumulatively adding up to 30 lessons per week including
- Eachlesson shall be 30
- Reportingtime for intermediate level schools shall be at 00 am.
- Lessonsin all schools across the country shall start at 20 am and end at 12.10 pm.
- Thetime between 00am and 8.20 am shall be utilized for health check and roll call.
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
- Healthbreaks shall be provided after every two lessons where the first break shall be 20 minutes and the second one 30 minutes.
- MovementActivities shall be plotted before a break
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 6: Lesson distribution per learning area for intermediate level
| S/No | Learning Area | Number of lessons | |
| 1 | Communication and Social Skills | 5 | |
| 2 | Daily Living Skills and Religious Education | Daily Living Skills | 4 |
| Religious education | 2 | ||
| 3 | Sensory Motor Integration | 4 | |
| 4 | Numeracy Activities | 3 | |
| 5 | Creative Activities | Art and Craft | 4 |
| Music | 2 | ||
| 6 | Movement Activities | 5 | |
| Pastoral Programme of Instruction (PPI) | 1 | ||
| Total Lessons Per Week | 30 | ||
Source : KICD
Note: See appendix 6 for sample Time Table for intermediate level
3.3 Timetabling guidelines for pre-vocational level
- Thereshall be 8 lessons per day and one PPI cumulatively adding up to 40 lessons per
- Eachlesson shall be 40
- Reportingtime for pre-vocational level schools shall be at 00 am.
- Lessonsin all schools across the country shall start at 8.20 am and end at 3.20
- Whenplotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another.
- Thereshall be only one double lesson for Pre-vocational skills
- Plottingof lessons shall observe balance in distribution of learning areas for morning and afternoon hours across the week.
- Healthbreaks of 30 minutes shall be provided after every two
- Non-formalprogrammes shall be plotted on the timetable after the last lesson at 20 pm.
- PhysicalEducation shall be plotted before a break
- Plottingof lessons shall adhere to the allocation per learning area as tabulated in table
Table 7: Lesson distribution per learning area for pre-vocational level
| Sno. | Learning Area | Number of Lessons |
| 1. | Prevocational Skills | 18 |
| 2. | Communication and Functional Literacy Skills | 4 |
| 3. | Daily Living Skills and Nutrition | 4 |
| 4. | Physical Education | 5 |
| 5. | Religious Education (CRE/IRE/HRE) | 2 |
| 6. | Music and Movement | 2 |
| 7. | Social Studies | 4 |
| Pastoral Programme of Instruction (PPI) | 1 | |
| Total | 40 |
Source : KICD
Note: See appendix 7 for sample Time Table for pre-vocational level
NOTES
1. Curriculum
The learning areas to be plotted on the timetable shall be derived from the KICD approved curriculum designs.
2. Daily routine
The basic education regulations 2015 provides reporting time for day schools not be earlier than 7.15 am . 8.00 am to 3.30 pm is class hours and 3.30 pm to 4.45 pm cocurricular activities.
For boarding schools time is 8.am to 3.30 pm is class hours. 3.30 to 4.45 pm cocurricular activities. 5.00 pm to 7.30 pm is elf directed activities. 7.30 pm to 9.30 pm preps. 9.30 pm to 6am is bed time. 6am to 8am supervised routine activities.
3. Health breaks
Each level has been allocated two health breaks in the morning session. The durations of the health breaks for the various levels are different since they are determined by the number of learning areas/subjects per day and the duration of a lesson. The learning institutions should therefore make appropriate arrangements on how to manage health breaks for the different levels.
4. Creative Activities, Creative Activities and Sports/Psychomotor/Movement Activities/Physical Education
These learning areas shall be plotted before a break to allow learners adequate time to prepare for the next lesson
5. Plotting of lessons on the time table
When plotting lessons on the timetable, the committee shall ensure that learning areas with similar skills, knowledge or concepts do not follow one another. This enhances the learner’s interest and reduces monotony in skill, concept and knowledge acquisition.
6. Exceptions
In areas that experience extreme temperatures, the time table start times and end time can be adjusted so long as the requisite contact hours for learners are maintained.
7. Pastoral programmes of instruction
The PPI lessons shall be handled by a responsible member of a recognized religious faith within the school community and which is legally registered in Kenya.
8. Parental Empowerment and Engagement
Learning institutions should create opportunities for information sharing and involvement of parents/guardians in the implementation of curriculum.
9. Non-formal activities
The timetable committee shall plot specified non-formal programmes after class activities as from 3.20 to 4.45 pm. This may include; games, clubs and societies, guidance and counselling and community service learning,
SECTION B
GUIDELINES FOR CURRICULUM BASED ESTABLISHMENT (CBE)
1.0 Introduction
Curriculum Based Establishment (CBE) is the number of teachers that a school needs for effective curriculum implementation. All schools including preprimary , primary, junior school and special needs school are required to have an approved CBE to ensure standards in curriculum delivery are adhered to.
2.0 Process
The following are the steps that preparation of a CBE takes:
- The school applies to Principal Secretary through the Sub County Director of Education (SCDE) for an approved CBE
- The Sub CountyQuality Assurance and Standards Officer (SQASO) verifies the learning areas/subjects taught and total number of lessons across all the streams in the school in order to determine the exact number of teachers required
- TheSub County Quality Assurance and Standards Officer (SCQASO) computes the school CBE and attaches the registration certificate for confirmation of approved number of streams and enrolment.
- The SCDE forwards the school request to the PS for approval by the Head – Quality Assurance and Standards.
- Uponapproval it is dispatched to CEO Teachers Service Commission (TSC) for provision of teachers and copied to County Director of Education (CDE), SCDE and the Directorate responsible for the respective level and the school.
3.0 Considerations for development of Curriculum Based Establishment
Curriculum Based Establishment considers the following areas:
- Learningareas/ subjects that are offered in an institution
- Numberof lessons allocated for each learning area / subject
- Sizeof the institutions, in terms of streams in each class
- Numberof administrative positions in an institution
- Minimum/maximum number of lessons allocated to each teacher
- Shortfallin lesson allocation based on the administrative posts available in an institution N/B- Institutions should regularly review CBE so as to ensure that it is relevant
4.0 Curriculum Based Establishment at various levels
The guidelines provide instructions for determining CBE for Age Based and Stage Based pathways
4.1 Age Based Pathway
- CurriculumBased Establishment for Pre-primary
The CBE for pre-primary schools is determined by the total number of classes. There will be one teacher per class. The recommended class size is 25 learners.
2. Curriculum Based Establishment for Primary
The CBE for primary schools is determined by the total number of classes plus one who is the Head of the Institution.
The school shall be staffed with a head teacher, Deputy Head teachers, Senior teachers and teachers depending on the number of streams, number of classes and enrolment as tabulated below. Where the school qualifies to have two deputy head teachers, they will be in charge of academics and administration respectively. The recommended class size is 45 learners.
Establishment of House Teachers (Senior Master) will be based on enrolment of boarders in the school where there shall be one house teacher for every 270 learners where applicable
The head teacher will have a workload of at least 15 lessons Table 1: Curriculum Based Establishment (CBE) for grade 1 – 6
| Stream/s | Classes | Maximum Enrolment | CBE | Deputy Head Teachers | Senior Teachers |
| 1 | 6 | 270 | 7 | 1 | 1 |
| 2 | 12 | 540 | 13 | 1 | 1 |
| 3 | 18 | 810 | 19 | 1 | 2 |
| 4 | 24 | 1080 | 25 | 2 | 2 |
| 5 | 30 | 1350 | 31 | 2 | 2 |
| 6 | 36 | 1620 | 37 | 2 | 3 |
| 7 | 42 | 1890 | 43 | 2 | 4 |
| 8 | 48 | 2160 | 49 | 2 | 4 |
| 9 | 54 | 2430 | 55 | 2 | 4 |
| 10 | 60 | 2700 | 61 | 2 | 5 |
3. Curriculum Based Establishment for grade 7, 8 and 9
The CBE for junior school shall be guided by the following:
- CBE shall be based on a minimum teaching load of 27 lessons per week for a teacher and maximum class size of 45 learners.
- Where there are two Deputy Principals in an institution, one shall be responsible forAcademics and the other The principal will have a workload of at least 10 lessons and the deputy principals and Senior masters will have a work load of at least 20 lessons per week
- Establishment of deputy principals and senior masters shall be based on school enrolmentas presented in table 3
- Establishment of House Teachers (Senior Master) shall be based on enrolment of boardersin the school where there shall be one house teacher for every 270 learners
- Calculation of CBE shall be based on the learning areas/subjects offered in the school and the number of streams.Calculation of CBE for a one streamed school shall be as follows:
Step 1. Determine Teachers required per learning/subject
- Thenumber of lessons per learning area/subject is calculated by adding the lessons taught at each grade for example, English Grade 7 =5, Grade 8=5, Grade 9 =5, Total 15 lessons
- Ateacher is required to have a workload of 27 lessons
- To calculate the number of teachers required per learning area/subject, divide the total numberof lessons by 27, therefore teachers required to teach English from grade 7 to 9 will be15/27 = 0.555
- Stepiii shall be repeated for all learning areas
- Thetotal number of teachers required by the school shall be calculated by adding up the teachers required in all the learning areas
- Theabove steps are illustrated in table
Table 2. Lesson allocation per learning/subject area per week and teachers required
| Subject/learning area | Grade 7 | Grade 8 | Grade 9 | Total Lessons | Teachers Required |
| English | 5 | 5 | 5 | 15 | 0.555 |
| Kiswahili/Kenya Sign Language (KSL) | 4 | 4 | 4 | 12 | 0.444 |
| Mathematics | 5 | 5 | 5 | 15 | 0.555 |
| Religious Education | 4 | 4 | 4 | 12 | 0.444 |
| Social Studies (Including Life Skills) | 4 | 4 | 4 | 12 | 0.444 |
| Integrated Science | 5 | 5 | 5 | 15 | 0.555 |
| Pre-Technical Studies | 4 | 4 | 4 | 12 | 0.444 |
| Agriculture | 4 | 4 | 4 | 12 | 0.444 |
| Creative Arts and Sports | 5 | 5 | 5 | 15 | 0.555 |
| PPI | 1 | 1 | 1 | 3 | 0.111 |
| GRAND TOTAL | 41 | 4 1 | 41 | 123 | 4.551 |
Note: If the number of streams is more than one, multiply the number of lessons per learning area with the number of streams and divide by 27 to get the number of teachers required per learning area/Subject.
Step 2: Determining shortfalls in lesson allocation
Shortfalls in lesson allocation arise as a result of Principals, Deputy Principals and Senior Masters being allocated less than 27 lessons per week due to their administrative duties. The recommended lessons allocation is as follows:
- Principal- 10 lessons per week
- DeputyPrincipal – 20 lessons per week
- SeniorMaster – 20 lessons per week
The shortfalls for a one streamed school are calculated as follows:
| Principal | (27 – 10) x 1 | = 17 Lessons |
| Deputy Principal | (27 – 20) x 1 | = 7 Lessons |
| Senior Master | (27 – 20) x 1 | = 7 Lessons |
| Total shortfall | = 31 lessons |
Therefore, teachers required for the shortfall are 31/27 = 1.148
Step 3: Determining the total CBE for a one streamed Junior School
C.B.E = Teachers required in Step 1 + Teachers Required in Step 2
= 4.551 + 1.148 = 5.699 = 6 Teachers
Note: If the answer has decimals, it should be rounded off to the next whole number.
Principals, Deputies and Senior Masters Establishment
If the School has more than one stream, the Principals, Deputies and Senior Masters establishment shall be as tabulated in table 3
Table 3. Principals, Deputies and Senior Masters Establishment
| Stream/s | Classes | Principal | Deputy
Principal/s |
Senior Master/s |
| 1 | 3 | 1 | 1 | 1 |
| 2 | 6 | 1 | 1 | 2 |
| 3 | 9 | 1 | 1 | 2 |
| 4 | 12 | 1 | 1 | 4 |
| 5 | 15 | 1 | 1 | 4 |
| 6 | 18 | 1 | 1 | 5 |
| 7 | 21 | 1 | 1 | 5 |
| 8 | 24 | 1 | 2 | 6 |
| 9 | 27 | 1 | 2 | 6 |
| 10 | 30 | 1 | 2 | 6 |
| 11 | 33 | 1 | 2 | 7 |
| 12 | 36 | 1 | 2 | 7 |
Note: See appendix 8 for calculated Curriculum Based Establishment for Junior School
4.2 Stage Based Pathway
- CurriculumBased Establishment Foundation and Intermediate Level
The CBE for foundation and intermediate levels will be determined by the number of learners, type and severity of disabilities as indicated in table 4.
Table 4. Ratio of teacher to learners
| S/NO | Disability | Teacher: learner ratio |
| 1. | Severe Autism | 1:1 |
| 2. | Severe Cerebral Palsy | 1:1 |
| 3. | Deaf blindness | 1:1 |
| 4. | Multiple disabilities | 1:1 |
| 5. | Intellectual disabilities (Mild to Moderate) | 1:4 |
2. Pre-Vocational Level
The CBE for pre-vocational level will be determined by the number of learners and type of disabilities as indicated in table 5.
Table 5. Ratio of Teacher to Learners
| S/NO | Disability | Teacher: learner ratio |
| 1. | Autism | 1:4 |
| 2. | Cerebral Palsy | 1:4 |
| 3. | Deaf blindness | 1:4 |
| 4. | Multiple disabilities | 1:4 |
| 5. | Intellectual disabilities (Mild to Moderate) | 1:4 |
Appendix 1: Sample timetable for pre-primary level
| Time
Day |
Before 8:30 | 8:30 –
9:00 |
9:00 – 9:30 | 9:30 – 10:00 | 10:00 –
10:10 |
10:10 – 10:40 | 10:40 –
11:00 |
11:00 – 11:30 | 11:30 – 12:00 | 12.00-
1.00 |
After 1.00 |
| Monday | Free choice activities | Health Check and Roll
Call |
Language Activities | Mathematical Activities | Health Break | Creative Activities | Health Break | Religious Activities | Environmental Activities | Lunch Break | Rest/quiet activities/home |
| Tuesday | Free choice activities | Health Check and
Roll Call |
Mathematical Activities | Creative Activities | Health Break | Language Activities | Health Break | Environmental Activities | Creative Activities | Lunch Break | Rest/quiet activities/home |
| Wednesday | Free choice activities | Health Check and Roll Call | Environmental Activities | Religious Activities | Health Break | Creative Activities | Health Break | Language Activities | Mathematical Activities | Lunch Break | Rest/quiet activities/home |
| Thursday | Free choice activities | Health Check and Roll Call | Mathematical Activities | Language Activities | Health Break | Creative Activities | Health Break | Environmental Activities | Religious Activities | Lunch Break | Rest/quiet activities/home |
| Friday | Free choice activities | Health Check and Roll Call | PPI | Creative Activities | Health Break | Environmental Activities | Health Break | Language Activities | Mathematical Activities | Lunch Break | Rest/quiet activities/home |
Appendix 2: Sample timetable for grade 1-3
| Time
Day |
8:00 – 8:20 | 8:20 – 8:50 | 8:50 – 9:20 | 9:20 – 9:30 | 9:30 – 10:00 | 10:00 –
10:30 |
10:30 –
11:00 |
11:00 – 11:30 | 11:30 – 12:00 | 12:30
pm |
|
Monday |
Health Check & Roll Call |
Indigenous Language |
Creative Activities |
Health Break |
English Language |
Mathematical Activities |
Health Break | Religious Education Activities |
Environmental Activities |
Lunch Break |
|
Tuesday |
Health Check & Roll Call |
Kiswahili Language |
Mathematical Activities |
Health Break |
English Language |
Creative Activities |
Health Break |
Indigenous Language |
Creative Activities |
Lunch Break |
|
Wednesday |
Health Check & Roll Call |
English Language |
Religious Education Activities | Health Break |
Mathematical Activities |
Creative Activities |
Health Break |
Kiswahili Language |
Environmental Activities |
Lunch Break |
|
Thursday |
Health Check & Roll Call |
Mathematical Activities |
Creative Activities |
Health Break |
Environmental Activities |
Kiswahili Language |
Health Break |
English Language |
Creative Activities |
Lunch Break |
|
Friday |
PPI |
English Language |
Environmental Activities |
Health Break |
Kiswahili Language |
Creative Activities |
Health Break |
Mathematical Activities |
Religious Education Activities |
Lunch Break |
Appendix 3: Sample timetable for grade 4, 5 and 6
| Time
Day |
8:00 –
8:20 |
8:20 – 8:55 | 8:55 – 9:30 | 9:30 –
9:50 |
9:50 –
10:25 |
10:25 –
11:00 |
11:00
– 11:30 |
11:30 –
12:05 |
12:05 –
12:40 |
12:40 –
2:00 |
2:00 – 2:35 | 2:35 – 4.00 |
|
Monday |
Assembl y, Health Check & Roll Call |
English |
Mathemati cs |
Health Break |
Social Studies |
Creative Arts |
Health Break |
Science & Tech |
Kiswahili/K SL |
Lunch Break |
Religious Ed |
Non-formal Programs |
|
Tuesday |
Assembl y, Health Check & Roll Call |
Kiswahili/K SL |
Creative Arts |
Health Break |
Science & Tech |
English |
Health Break |
Mathemati cs |
Creative Arts |
Lunch Break |
Agriculture |
Non-formal Programs |
|
Wednesda y |
Assembl y, Health Check & Roll Call |
Mathematic s |
English |
Health Break |
Agricultur e |
Kiswahili/K SL |
Health Break |
Creative Arts |
Religious Ed |
Lunch Break |
Social Studies |
Non-formal Programs |
|
Thursday |
Assembl y, Health Check & Roll Call |
English |
Mathemati cs |
Health Break |
Social Studies |
Science & Tech |
Health Break |
Kiswahili/K SL |
Agriculture |
Lunch Break |
Creative Arts |
Non-formal Programs |
|
Friday |
Assembl y, Health Check & Roll Call |
PPI |
English |
Health Break |
Mathema tics |
Creative Arts |
Health Break |
Religious Ed |
Science & Tech |
Lunch Break |
Agriculture |
Non-formal programs |
Appendix 4 Sample timetable for grade 7, 8 and 9
| Time
Day |
8:00 – 8:20 |
8:20 –
9:00 |
9:00 –
9:40 |
9:40
– 9:50 |
9:50 –
10:30 |
10:30 –
11:10 |
11:1
0 – 11:4 0 |
11:40 –
12:20 |
12:20 –
1:00 |
1:00
– 2:00 |
2:00 –
2:40 |
2:40 –
3:20 |
3:20 –
4:45 |
|
Monday |
Roll Call/Asse mbly |
English |
Mathemat ics | Heal th Brea
k |
Integrate d Science | Integrate d Science | Heal th Brea
k |
Religious Education | Kiswahili/ KSL | Lun ch Brea
k |
Agricultu re | Social Studies | Non- formal Progra
ms |
|
Tuesday |
Roll Call/Asse mbly |
Agriculture |
Social Studies |
Heal th
Brea k |
Creative Arts/Sport s | Creative Arts/Sport s | Heal th
Brea k |
Mathemati cs |
English |
Lun ch
Brea k |
Pre- technica l Studies |
Kiswahili/ KSL |
Non- formal
Progra ms |
| Wednes day | Roll Call/Asse mbly | Kiswahili/ KSL | Integrate d Science | Heal th Brea k |
English |
Mathemat ics | Heal th Brea k | Religious Education | Creative Arts/Sport s | Lun ch Brea k | Social studies | Pre- technical Studies | Non- formal Progra ms |
| Thursda y | Roll Call/Asse mbly | Integrated Science | Social Studies | Heal th
Brea k |
Mathemat ics | Religious Education | Heal th
Brea k |
Agriculture |
Agriculture |
Lun ch
Brea k |
Creative Arts/Spo rts |
English |
Non- formal
Progra ms |
|
Friday |
PPI |
Religious Education |
Integrate d Science |
Heal th
Brea k |
English |
Mathemat ics |
Heal th
Brea k |
Kiswahili/ KSL |
Creative Arts/Sport s | Lun ch
Brea k |
Pre- technica l Studies | Pre- technical Studies | Non- formal
Progra ms |
Appendix 5 Sample timetable for foundation level
| Time
Day |
8:00 –
8:30 |
8:30 –
9:00 |
9:00 – 9:30 | 9:30 – 10:00 | 10:00 –
10:30 |
10:30 – 11:00 | 11:00 –
11:30 |
11:30 –
12:00 |
|
Monday |
Free choice activities | Health Check and Roll
Call |
Communication and Social Skills | Activities of Daily Living |
Break |
Sensory Perception | Pre- numeracy Activities | Lunch Break |
|
Tuesday |
Free choice activities | Health Check
and Roll Call |
Religious Education | Activities of Daily Living |
Break |
Orientation and Mobility | Psychomotor Activities | Lunch Break |
|
Wednesday |
Free choice activities | Health Check
and Roll Call |
Pre-numeracy Activities | Music and Movement |
Break |
Communication and Social Skills | Creative Activities | Lunch Break |
|
Thursday |
Free choice activities | Health Check and Roll
Call |
Communication and Social Skills | Psychomotor Activities |
Break |
Activities of Daily Living | Orientation and Mobility | Lunch Break |
|
Friday |
Free choice activities | Health Check and Roll Call |
PPI |
Activities of Daily Living |
Break |
Communication and Social Skills | Religious Education | Lunch Break |
Appendix 6 Sample timetable for intermediate level
| Time
Day |
8:00 –
8:20 |
8:20 – 8:50 | 8:50 – 9:20 | 9:20 –
9:40 |
9:40 – 10:10 | 10:10 –
10:40 |
10:40
– 11:10 |
11:10 – 11:40 | 11:40 – 12:10 | 12.10-
1.10pm |
|
Monday |
Assembly Health Check and Roll
Call |
Communication and Social Skills |
Numeracy Activities |
Break |
Sensory Motor Integration |
Movement Activities |
Break |
Daily Living Skills |
Art and Craft |
Lunch Break |
|
Tuesday |
Assembly Health Check and Roll Call |
Numeracy Activities |
Movement Activities |
Break |
Religious Education |
Art and Craft |
Break |
Music |
Communication and Social Skills |
Lunch Break |
|
Wednesday |
Assembly Health Check and Roll Call |
Sensory Motor Integration |
Communication and Social Skills |
Break |
Numeracy Activities |
Movement Activities |
Break |
Art and Craft |
Daily Living Skills |
Lunch Break |
|
Thursday |
Assembly Health Check and Roll Call |
Daily Living Skills |
Religious Education |
Break |
Music |
Sensory Motor Integration |
Break |
Communication and Social Skills |
Movement Activities |
Lunch Break |
|
Friday |
Assembly Health Check and Roll Call |
PPI |
Movement Activities |
Break |
Communication and Social Skills |
Daily Living Skills |
Break |
Sensory Motor Integration |
Art and Craft |
Lunch Break |
Appendix 7 Sample timetable for pre-vocational level
| Time
Day |
8:20-9:00 |
9:00-9:40 |
9:40-
9:50 |
9:50-
10:30 |
10:30-11:10 |
11:10
– 11:40 |
11:40-
12:20 |
12:20-1:00 |
1:00-
2:00 |
2:00-2:40 |
2:40-3:20 |
3:20-4:00 |
|
Monday |
Communic ation and Functional Literacy Skills |
Prevocation al Skills |
Break |
Prevocat ional Skills |
Music and Movement |
Break |
Daily Living Skills and Nutrition |
Physical Education |
Lunch Break |
Prevocati onal Skills |
Social Studies |
Non- formal Programm es |
|
Tuesday |
Daily Living Skills and Nutrition |
Prevocation al Skills |
Break |
Prevocat ional Skills |
Physical Education |
Break |
Social Studies |
Prevocational Skills |
Lunch Break |
Prevocati onal Skills |
Religious Education |
Non- formal Programm es |
|
Wednesda y |
Social Studies |
Prevocation al Skills |
Break |
Prevocat ional Skills |
Daily Living Skills and Nutrition |
Break |
Prevocation al Skills |
Physical Education |
Lunch Break |
Prevocati onal Skills |
Communicat ion and Functional Literacy Skills | Non- formal Programm es |
|
Thursday |
Communic ation and Functional Literacy Skills |
Prevocation al Skills |
Break |
Prevocat ional Skills |
Physical Education |
Break |
Religious Education |
Music and Movement |
Lunch Break |
Prevocati onal Skills |
Social Studies |
Non- formal Programm es |
|
Friday |
PPI |
Prevocation al Skills |
Break |
Prevocat ional Skills |
Physical Education |
Break |
Communica tion and Functional Literacy
Skills |
Daily Living Skills and Nutrition |
Lunch Break |
Prevocati onal Skills |
Prevocation al Skills |
Non- formal Programm es |
Appendix 8: Calculated Curriculum Based Establishment for 1 – 12 streams for Junior School
| Stream/s | Classes | Maximum Enrolment | Number of lessons | CBE | Deputy Principal/s | Senior Master/s
/HODs |
| 1 | 3 | 135 | 123 | 6 | 1 | 1 |
| 2 | 6 | 270 | 246 | 11 | 1 | 2 |
| 3 | 9 | 405 | 369 | 16 | 1 | 2 |
| 4 | 12 | 540 | 492 | 21 | 1 | 4 |
| 5 | 15 | 675 | 615 | 25 | 1 | 4 |
| 6 | 18 | 810 | 738 | 30 | 1 | 5 |
| 7 | 21 | 945 | 861 | 35 | 1 | 5 |
| 8 | 24 | 1080 | 984 | 40 | 2 | 6 |
| 9 | 27 | 1215 | 1107 | 44 | 2 | 6 |
| 10 | 30 | 1250 | 1230 | 49 | 2 | 6 |
| 11 | 33 | 1485 | 1353 | 54 | 2 | 7 |
| 12 | 36 | 1620 | 1476 | 58 | 2 | 7 |
