Dear reader, my 40th treatise on Competency-Based Education (CBE) endeavours to unpack themes, strands and sub-strands as components of the curriculum design. Comparatively speaking, in 8-4-4, we have a syllabus, but in CBE, we talk of curriculum design. In 8-4-4, we have topics, but in CBE, we talk of strands. In 8-4-4, topics cascade to sub-topics, but in CBE, strands boil down to sub-strands. Consequently, in 8-4-4, we have lesson objectives, whereas in CBE, we talk of lesson learning outcomes (LLOs).
In CBE, a theme is a broad, familiar context extracted from the learner’s immediate environment. Themes are part and parcel of lived experiences used to organise learning in a meaningful and integrated manner. The Basic Education Curriculum Framework (BECF, 2017) explains that learning at the lower levels should be more learner-centred, experiential and anchored in real-life situations. It should be about what learners can observe, manipulate and relate to. Therefore, in this regard, a theme is not a subject or a topic in the traditional sense.
Delving deeper into the valuable vaults of a typical curriculum design, strands are broad, coherent categories or areas of learning, which strive to organise content thematically. This enables educators to focus on systematic development of knowledge, skills, attitudes and values. They break down strands into sub-strands. Then, translate them into lesson learning outcomes (LLOs) as well as activities.
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Ideally, the concept of “strands” originated from the modern curriculum theory and the thematic curriculum organisation. It’s highly influenced by constructivist and integrated curriculum philosophies. So, it was formalised in various curriculum reforms to cluster content across subjects. Heretofore, enabling coherent planning and progression of competencies.
Philosophy Behind Strands
Actually, there are four philosophies where strands are rooted. The first philosophy is integration, where strands encourage linking related concepts and skills across subjects. This supports a holistic understanding rather than having isolated facts. The second philosophy is progressive mastery, which acknowledges that by organising learning into strands, educators can sequence competencies from simple to complex, reflecting developmental appropriateness. The third philosophy is learner-centredness, where strands provide a flexible structure allowing teachers to design a raft of activities responsive to learners’ needs, interests and contexts. The fourth philosophy is a competency-based focus. Meaning, strands focus on what learners should be able to do. Instead of getting obsessed with content that must be covered.
Why Strands Instead of Topics
Topics are often discrete, isolated units of content, whereas strands strive to arrive at related topics in a broader and coherent approach. Strands support conceptual depth, thematic progression and integration of skills, which is quite important in a competency-based framework. Then, using strands ensures that learning is holistic, progressive and linked to real-world competencies, rather than fragmented knowledge.
For instance, taking the environment as a strand, broken down into sub-strands like plants, animals, health and hygiene. Then, lesson concepts can capture parts of a plant, animal habitats, personal hygiene and practices. Then, strands should be consistent across all levels of Basic Education: Pre-Primary, Lower Primary, Upper Primary, Junior School and Senior School. The only difference sprouts from the progression of concepts. Above all, the continuity ensures that learners build competencies progressively and coherently. Moving from foundational skills to more complex applications as they advance.
In a heroic book titled Interpretation of Curriculum Design, Mureithi Vincent Snr argues, in learning a language such as English, the curriculum is organised around 4 core skills: One, listening and speaking. Two, reading — intensive and extensive. Three, grammar or language use. Four, writing. In CBE, English is allocated 5 lessons from Pre-Primary through Senior School, to enhance careful coverage of the afore-mentioned four skills. In Pre-Primary, language use isn’t taught formally. However, there’s an introduction to writing.
Therefore, to achieve the allocated 5 lessons per week, listening, speaking and reading are repeated twice per week. While writing is allocated 1 lesson. This perfect arrangement reinforces oral comprehension, listening skills, and early reading abilities while introducing learners to the foundational writing skills. From Grade 1 up to Junior School, all four of the aforementioned language skills are taught. With lesson frequency emphasising reading — intensive and extensive, as the foundational skill for literacy and application. In the whole scheme of things, writing and reading receive additional emphasis so as to offer robust support to advanced comprehension, literary analysis and effective communication.
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Thematic Progression in CBE
Back to basics, on thematic foundations in Pre-Primary (PP1 and PP2), CBE adopts a thematic integrated learning approach as the primary organising principle. At that fledgling stage, themes originate from the learner’s immediate lived experiences. Then, they’re cut across all activity areas. The prescribed themes in PP1 include: Greetings and farewell, myself, my family, my home, my neighbourhood and my school. Furthermore, in PP2, themes focus on expanding learners’ world. There’s thematic progression from “my” to “our”, including: Greetings and farewell, our neighbourhood, our school, our market, animals, weather conditions, water, time and transport. The critical structural feature is the seismic shift from “my” in PP1 to “our” in PP2. This linguistic and cognitive progression is deliberate. PP1 focuses on identity formation and the immediate surroundings. Whereas PP2 tilts towards community systems and environmental awareness.
Finally, in Junior School, specifically Grade 9, themes include: Citizenship, science fiction, environmental conservation, consumer protection, relationships (community), leisure time, natural resource (marine life), tourism (international), heroes and heroines (world), social and mass media, income-generating activities, sea travel, sports — world cup (football) and tourist attraction sites — world. In Senior School (Grade 10), the progressive thematic learning in English includes: Etiquette, environment, technology, travel, careers, culture, sports and games, health and safety and income: types and sources.
By Victor Ochieng’
Victor Ochieng’ rolls out talks and training services in CBE/CBC. vochieng.90@gmail.com. 0704420232
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