KENYA INSTITUTE OF CURRICULUM DEVELOPMENT A Skilled and Ethical Society SENIOR SCHOOL CURRICULUM DESIGN BIOLOGY GRADE 10 2025ist Published in 2025 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: 978-9914-52-915-9 Published and printed by Kenya Institute of Curriculum DevelopmentFOREWORD The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research mect the aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, National Curriculum Poliey 2019, the United Nations Sustainable Development Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. Towards achieving the mission of Basic Education, the Ministry of Education (MoE) embarked on a reform process that culminated in the adoption of a Competency Based Education (CBE) system in 2017. This eame after extensive researc, stakeholder engagement international ‘benchmarking and consideration of the 21* Century socio-economic realities. CBE in Kenya adopted a 2-6-3-3 structure where the numbers indicate the years leamers take at various levels in Basic Education (Pre-Primary, Primary, Junior School and Senior School; respectively) ‘CBE has for critical elements: The Competency Based Curriculum (CBC), Pedagogy (teaching and learning), Resources and the Competency Based Assessment. The MoE oversees the provision of resources while the ather components (Curriculum, Pedagogy and Assessment are handled by the Kenya Institute of Curriculum Development, (KICD), Teachers Service Commission, (TSC) and the Kenya National Examinations Couneil (KNEC); respectively. KICD has successfully developed curriculum designs that have been used in the implementation ofthe Competency Based Curriculum (CBC) for the Pre-Primary, Primary and Juniors School levels. The first cohort of learners pursuing the CBC will transit to Senior School (Grades 10-12) in 2026. The curriculum designs at this level are expected to facilitate leamers to acquire relevant knowledge, sills, values and attitudes, (competencies) in preparation for tertiary education and the world of work. I urge all agencies of the GoK and other stakeholders in Educa to use the designs to plan for effective and efficient implementation of Competency Based Education, MR. JULIUS MIGOS OGAMBA CABINET SECRETARY, INISTRY OF EDUCATIONPREFACE ‘The Ministry of Education (MoE) through the State Department for Basic Education, has been implementing the Competency Based Education (CBE) since the adoption of the Basie Education Curriculum Framework (KICD, 2017) duting the national convention in January 2017. The Kenya, Institue of Curiculum Development (KICD) developed Competency Based Curiculum (CBC) designs that were used for pilot studies in 2017 and 2018 before the roll-out at Pre-Primary and Primary Early Year (Grades ! 103 in 2019. The curriculum was then introduced inthe subsequent grades ‘through a phase in “phase ou strategy, to ensure a smooth transition. Currently the fst cohort of CBC Teamers are at Grade 9 ~ the lst grade at Junior School. The implementation of CBE has since benefited immensely fom the recommendations of the Presidential Working Party on ‘Education Reforms (PWPER) tht were released in August, 2023 and fully implemented, in tems of euriculum designs. Grade 10 i the entry class ofthe Senior School (SS) in Basic Education, a very critical level where leamers shall have the opportunity to focus on pathways, tracks and subjects oftheir choices guided by the potentials demonstrated at earlier levels. The Senior School shall; therefore, form a Foundation for further eduction and traning andior inital competences fr the Industry. This is an important scp in the realisation of the Vision and Mission of the curiculum reforms as enshrined inthe Sessional Papet No. | of 2019 whose tile is: Towards Realizing Qualiy, Relevant and Inclusive Education and Training for Sustainable Development in Kenya. ‘The Grade 10 curriculum designs, like the designs fo earlier levels, are anchored on the Kenyan National Goal of Education. They also present «essence slatements, general and specific expected learning outeomes as well as strands and sub strands for the learning areas. The designs also outline suggested learning experiences, key inquiry questions, core competencies, Pertinent and Contemporary Issues (PCs), values and suggested assessment. ‘The Ministry of Education, through the State Department for Basic Education commits to provide resources and relevant guidelines fora smooth implementation of the CRC. Its expected thatthe designs will guide teachers to eflectvely Filia lamers to attain the expected leaming outcomes for Grade 10 specifically and Senior School in general, AMB. PROF. JULIUS BITOK, MBS PRINCIPAL SECRETARY ‘STATE DEPARTMENT FOR BASIC EDUCATION MINISTRY OF EDUCATIONACKNOWLEDGEMENT ‘The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula, programmes and curriculum support materials for Basie and Tertiary Education and Training, The eurrieulum development process involves research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (KICD.2017), that responds tothe demands of the 2" Century, the United Nations Sustainable Development Goals (SDGs). Affican Agenda 2063, East African ‘Community Protocol and the aspirations captured inthe Kenya Constitution 2010 and the Kenya Vision 2030. KICD receives its funding from the GoK to enable the suecessful achievement of the stipulated mandate and implementation of the Government and Education sector plans, The Institue also receives support from development pariners targeting specific programmes, The Grade 10 curriculum designs were developed with the support of the World Bank and GoK through the Kenya Primary Education Equity in Learning Programme (KPEELP): & project coordinated by the MoE. Therefore, the Institut is very grateful tothe GoK, through the MoE and. the development partners (especially The World Bank) for support in terms of policy guidance, resource provision and capacity building Specifically, I wish to express special thanks to the Cabinet Secretary-MoE and the Principal Secretary-State Department for Basic Education, We also wish to acknowledge the KICD curriculum development officers and other staf, all teachers, educators who took part as panelists; the institutions that participated and representatives of various stakeholders for their roles in the development of the Grade 10 curriculum designs. In relation o this, we acknowledge the support of the Chief Executive Officers ofthe Teachers Service Commission (TSC), the Kenya, National Examinations Couneil (KNEC) and other ageneies in the sector for their suppor in the process of developing these designs. Finally, we ae very grateful to the KICD Couneil Chairperson and other members ofthe Couneil for consistent guidance and oversight. We assure all teachers, parents and other stakeholders that these curriculum designs will effectively guide the implementation of the CBE at Grade 10 and preparation of learners for transition to further education and training or the world of work. PROF. CHARLES 0, ONGONDO, PhD, MBS. DIRECTOR/CHIEF EXECUTIVE OFFICER ‘A INSTITUTE OF CURRICULUM DEVELOP‘TABLE OF CONTENTS FOREWORD, PREFACE ‘ACKNOWLEDGEMENT, TABLE OF CONTENTS, NATIONAL GOALS OF EDUCATION... ‘THE SENIOR SCHOOL IN THE COMPETENCY BASED CURRICULUM. LEARNING OUTCOMES FOR SENIOR SCHOOL LIST OF SUBJECTS AT SENIOR SCHOOL LESSON DISTRIBUTION AT SENIOR SCHOOL ESSENCE STATEMENT. SUBJECT GENERAL LEARNING OUTCOMES... SUMMARY OF STRANDS AND SUB STRANGS.. STRAND 1.0: CELL BIOLOGY AND BIODIVERSITY. ‘STRAND 2.0: ANATOMY AND PHYSIOLOGY OF PLANTS. ‘STRAND 3.0: ANATOMY AND PHYSIOLOGY OF ANIMALS. APPENDIX: SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES. 2 a 320NATIONAL GOALS OF EDUCATION Education in Kenya should: 1. Foster nationalism and patriotism and promote national unity Kenya's people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by resolving conflicts and promoting positive atitudes of mutual respect, which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation, 2. Promote the social, economic, technological and industrial neds for national development Education should prepare the youth ofthe country to play an effective and productive role inthe life ofthe nation 8) Social Needs Education in Kenya must prepare children for changes inatitudes and relationships which are necessary forthe smooth progress ofa rapidly developing modern economy. There is bound tobe a silent social revolution inthe wake of rapid modemisation Euucation should assist our youth to adapt to this change ') Economic Needs Education in Kenya should produce citizens with the skill, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya i building a modem and independent economy, which isin need of an adequate and relevant domestic workforce ©) Technological and Industrial Needs Education in Kenya should provide leamers withthe necessary skills and attitudes for industrial development, Kenya recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system i deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends. 3. Promote individual development and self-fulfilment Education should provide opportunities forthe fullest development of individual talents and personality It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.. Promote positive attitudes towards good he J. Promote sound moral and religious values Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children grow up into sel-disciplined, self-reliant and integrated citizens. Promote social equity and respom Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment. Promote respect for and development of Kenya's rich and varied cultures Education should insti in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development to build a stable and moder society. . Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the international community. It is part of the complicated and! interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this intemational community with all the obligations and responsibilities, rights and benefits that this membership entails, and environmental protection Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need fora healthy environment.‘THE SENIOR SCHOOL IN THE COMPETENCY BASED CURRICULUM Senior School isthe fourth level of Basic Education inthe Competency Based Curriculum (CBC) that learners shall proceed to after the Pre Primary School, Primary School and Junior School levels. The essence of Senior School is to offer learners a pre-tertiaryfuniversty! pre- ‘career experience in which the learners have an opportunity to choose pathways, tracks and subjects where they shall have demonstrated interest and/or potential at the earlier levels. Senior School comprises three years of education for learners generally in the 16-18 years age bracket and lays the foundation for further education and traning a the teary level an the world of work. In the CBC vision, leamers exiting this level are expected to be engaged, empowered and ethical citizens ready to participate in the socio-economic development of the nation Atthis evel learners shall take seven (7) learning areasas recommended by the Presidential Working Party on Educational Reforms (PWPER, 2023), These shall comprise four compulsory learning areas namely: English, Kiswahili, Fssential Mathematics/Core Mathematics and Community Service Learning (CSL). Learners will choose between Core Mathematics (for learners pursuing the Science Technology Engineering and Mathematics Pathway) and Essential Mathematies (for learners pursuing the non-STEM pathways). The learner will select ‘three learning areas depending on their career choice, aptitude interest and personality with guidance by the career teacher at Senior School. LEARNING OUTCOMES FOR SENIOR SCHOOL By the end of Senior School, the learner should be able to: L. Communicate effectively and utilise information and communication technology actoss varied contexts 2. Apply mathematical, logical and critical thinking skills for problem solving 3. Apply basic esearch and scientific skills to manipulate the environment and solve problems. 4. Exploit individual talents for leisure, selffultilment, career growth, further education and training. 5. Uphold national, moral and religious values and apply them in day-to-day life, 6. Apply and promote health eae strategies in day-to-lay life 1 8 9. U Protect, preserve and improve the environment for sustainability Demonstrate active local and global citizenship for harmonious co-existence Demonstrate appreciation of diversity in people and cultures, (0. Manage pertinent and contemporary issues responsibly.LIST OF SUBJECTS AT SENIOR SCHOOL, Core Subjects Arts & Sports ‘Social Sciences Science, Technology, Engineering & Science Mathematics (STEM) T Enalish 3 Sports and! 9__Literature in English 2 Bioloay 2. KiswahilKSL Recreation 10, Indigenous Languages 24. Chemistry 3. Core Mathematics’ | 6, Music and Dance | 11. Fasibi ya Kiswahili 25. Physies Essential Mathematics | 7. Theatreand Film | 12. Sign Language 26. General Science 4. Community Service| 8 Fine Ans 1B. Arabic 21 Agriculture Learning (CSL) 14. French 28. Computer Studies 1S, German 29. Home Seience 16. Mandarin Chinese 30. Aviation 17, Christian Religious Education | 31. Building Construction 18, Islamic Religious Education | 32. Electricity 19. Hindu Religious Edueation 33. Metalwork 20, Business Studies 34. Power Mechanics 2. History and Citizenship 35. Wood Technology 22. Geosraphy 36. Media Technology 37,_Marine and Fisheries Technolog Note: ‘8) Physical Education (PE) and Information Communication and Technology (ICT) willbe offered tall learners to facilitate learning, enjoyment and acquisition of life skills. 'b) Every schoo! shal offer Pastoral/Religious Programme of Instruction (PIRPD to enhance moral, spiritual and character development of the learners ©) There shall be One lesson for personal or group study to deepen knowledge and enhance skills in areas of choive by the leamers. ‘Table 2 below provides guidelines on distribution of lessons at Senior School.LESSON DISTRIBUTION AT SENIOR SCHOOL, Subjects No of Lessons Per Week (40 mi Core Subjects 4 T_English 2 Kiswahili 3._ Essential Mathematies/Core Mathematics 4. Community Service Learning lective Subjects 'S._Eleetive | 6. Elective 7_Elestive 3 * Physical Education ICT Skills FPP * Learmor Personal [Group Stud as] nn ‘Total Number of Lessons