For many ECDE and lower primary teachers in Kenya, the shift from the 8-4-4 system to the Competency-Based Curriculum (CBC) felt like a seismic change. The familiar focus on content memorisation and high-stakes exams has been replaced by a new language: competencies, pillars, and PCIs. This guide cuts through the jargon to translate the CBC’s core pillars into practical, everyday classroom activities for Pre-Primary (PP1 & PP2) and Grades 1-3.
The 7 CBC Pillars: From Abstract to Concrete
Think of the pillars as the DNA of the CBC. They are the overarching life skills and values we aim to weave into every lesson, not add-ons. Here’s what they mean for your daily teaching.
1. Communication and Collaboration
- What it means: Developing learners’ ability to express themselves confidently (in any language), listen actively, and work effectively with others.
- Daily Classroom Activities:
- “Think-Pair-Share”: After a story, ask a question. Give children time to think alone, then discuss with a partner, before sharing with the whole class.
- Group Projects: “Build a bridge with these blocks” or “Create a mural about our community.” Assign roles (materials manager, speaker, recorder).
- Show-and-Tell in Mother Tongue/Kiswahili: Builds confidence in oral expression and listening skills.
- Role-Play: Set up a mini-market to practice polite greetings, asking for items, and thanking.
2. Critical Thinking and Problem Solving
- What it means: Encouraging learners to ask questions, analyse information, make connections, and find solutions.
- Daily Classroom Activities:
- Open-Ended Questions: Move beyond “What colour is this?” to “Why do you think the caterpillar was hungry?” or “How could we arrange these chairs so everyone can see?”
- Prediction Jars: Before a science activity (e.g., what sinks or floats), have children predict outcomes and explain their reasoning.
- Puzzle Corners: Include age-appropriate puzzles, pattern blocks, and sequencing cards.
- “What Would You Do?” Scenarios: Present simple, relatable problems for discussion. “Your friend has a toy you want to play with. What can you do?”
3. Imagination and Creativity
- What it means: Nurturing the ability to generate original ideas, use materials innovatively, and express oneself through the arts.
- Daily Classroom Activities:
- Junk Modelling: Provide recycled materials (boxes, bottle tops, string) for free construction.
- Finish the Story: Start a narrative and let each child add a sentence.
- Creative Movement: “Move like this animal,” or “Show how this music makes you feel” with different genres of music.
- Open-Ended Art: Instead of coloring pre-drawn shapes, provide varied materials (cloth, leaves, paint, charcoal) and a theme (e.g., “My Family,” “The Rain”).
4. Citizenship
- What it means: Helping learners understand their rights and responsibilities within the family, school, community, and nation.
- Daily Classroom Activities:
- Classroom Rules Co-Creation: Involve learners in setting simple, positive rules. “We use gentle hands,” “We take turns.”
- Classroom Jobs: Rotate roles like line leader, plant waterer, book organizer, or peace helper.
- Community Helper Visits: Invite a local health worker, farmer, or artisan to class.
- Discuss National Symbols: Use songs, stories, and art to explore the flag, anthem, and coat of arms in an age-appropriate way.
5. Learning to Learn
- What it means: Developing self-awareness as a learner, building concentration, and acquiring strategies to acquire new knowledge.
- Daily Classroom Activities:
- Reflection Time: End the day with “What did you enjoy learning today?” or “What was tricky? How did you solve it?”
- Goal-Setting Stickers: Use simple visual goals. “I will tie my shoe,” “I will write my name.” Celebrate the process.
- Organisational Routines: Teach children how to care for and organise their own learning materials.
- “I Can” Brag Tags: Create a board where children can post drawings or notes about a new skill they’ve mastered.
6. Self-Efficacy
- What it means: Building a strong sense of self-worth, confidence, and the belief that “I can” through effort and persistence.
- Daily Classroom Activities:
- Process Praise: Focus on effort, not just outcome. “I see you worked so hard on that drawing!” instead of “That’s beautiful.”
- Break Down Tasks: For a challenging activity, guide them step-by-step to experience small successes.
- Display All Work: Create an inclusive gallery that values every child’s effort, not just the “best” ones.
- Encourage Risk-Taking: “It’s okay to try and not get it right the first time. Let’s try together.”
7. Digital Literacy
- What it means: Developing the safe and responsible use of technology as a tool for learning and communication.
- Daily Classroom Activities (Even with Limited Tech):
- Analogue Coding: Use arrows on cards to create a sequence for a “robot” (a classmate) to navigate an obstacle course.
- Camera Role-Play: Use a cardboard “tablet” to “take photos” of shapes or colours around the classroom.
- Online Safety Chants: Teach simple rules through songs. “Before you click, stop and think!” or “Keep personal info private.”
- If you have a single device: Use it for group viewing of a relevant educational video or to explore virtual field trips (e.g., a national park).
Integrating Pillars and PCIs: A Sample Lesson Flow
Topic: Water (Grade 2)
| Activity | Core Competency Pillars Addressed | PCI (Core Value) Integrated |
|---|---|---|
| 1. Brainstorm: “Where do we find water? How do we use it?” | Communication & Collaboration | Respect (taking turns to speak) |
| 2. Experiment: “Which items absorb water? (sponge, stone, cloth). Predict, test, record.” | Critical Thinking & Problem Solving | Responsibility (handling materials) |
| 3. Creative Expression: Paint/draw the “Water Cycle” based on a story. | Imagination & Creativity | Love (for the environment) |
| 4. Group Task: Create a poster “How to Save Water at School.” | Citizenship, Collaboration | Unity, Social Justice |
| 5. Reflection: “Why is water precious? What did we learn?” | Learning to Learn, Self-Efficacy | Integrity (honest reflection) |
Key Takeaways for the ECDE & Lower Primary Teacher:
- You Are Already Doing It: Many play-based and child-centred activities you already use naturally foster these pillars.
- Plan with Pillars in Mind: When lesson planning, ask: “Which pillars will this activity touch on? How can I make it more explicit?”
- Observe and Document: Your new role is to be an observant facilitator. Use checklists and portfolios to note how a child collaborates or solves a problem, not just if they got the right answer.
- Your Mindset is Key: Embrace a growth mindset for yourself and your learners. The CBC is a journey of discovery for everyone.
The CBC is not a heavier load, but a different lens through which to view the incredible work you already do. By consciously embedding these seven pillars into your daily routine, you are building the foundation for resilient, capable, and engaged Kenyan citizens.