approved list of school textbooks and other instructional materials for ecde, primary schools and

200 Pages·2015·4.14 MB·English

REPUBLIC OF KENYA
MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY

APPROVED LIST OF SCHOOL TEXTBOOKS
AND OTHER INSTRUCTIONAL MATERIALS
FOR ECDE, PRIMARY SCHOOLS AND
TEACHER TRAINING COLLEGES

REVISED 14TH EDITION
VOLUME ONE

JANUARY 2015

© 2015 MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY

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ABBREVIATIONS
AB Answers Book
AC Art anDay Careraft
AG Agriculture
BC Book Care
BE Business Education
CR Christian Religious Education
DEO District Education Officer
DK Kamusi
EAEP East Africa Education Publishers
ECDE Early Childhood Development Education
EN English
GM Geography related materials
GoK Government of Kenya
HA Guidance anDay Careounselling / HIV Aids Education
HR Hindu Religious Education
HS Home Science
IR Islamic Religious Education
JKF Jomo Kenyatta Foundation
KICD Kenya Institute of Curriculum Development
KLB Kenya Literature Bureau
KS Kiswahili
MA Maths
MB Minute Book
MoEST Ministry of Education Science and Technology
MT Mother Tongue
MRE Muslim Religious Education
MU Music
OIMC Other Instructional Materials Category
OUP Oxford University Press
PB Pupils Book
PE Physical Education
PTE Primary Teacher Education
SC Science
SS Social Studies
SRBK Supplementary Reading Books in Kiswahili
SRBE Supplementary Reading Books in English
SIMSC School Instructional Materials Selection Committee
SEPU School Equipment Production Unit
TB Text Book
TBC Text Book Centre
TG Teacher’s Guide
TR Teacher’s Reference
WC Wall charts and maps
YOP Year of Publication

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TABLE OF CONTENTS
ABBREVIATIONS ..................................................................................................................................... ........II

TABLE OF CONTENTS ....................................................................................................................................... 3

(A).
  INTRODUCTION ..................................................................................................................................................6

(B).
  STATUS OF THE APPROVED LIST ........................................................................................................................6

(C).
  LAYOUT OF THE BOOK ......................................................................................................................................6

(E). HOW SHOULD SCHOOLS SELECT THEIR INSTRUCTIONAL MATERIALS? ...............................................................................8

EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) ACTIVITY AREAS ................................................. 10

(A)
  MATHEMATICS ACTIVITIES .................................................................................................................................10

(B)
  SOCIAL ACTIVITIES ...........................................................................................................................................10

(C)
  RELIGIOUS ACTIVITIES (CRE) .............................................................................................................................10

(D)
  LIFE SKILLS DEVELOPMENT ACTIVITIES ................................................................................................................11

(E)
  MUSIC AND MOVEMENT ACTIVITIES .....................................................................................................................11

(A)
  LANGUAGE ACTIVITIES: READERS/FLASH CARDS .....................................................................................11

(B)
  LANGUAGE ACTIVITIES: WORKBOOKS/FLIP CHART ...................................................................14

(C)
  MATHEMATICS ACTIVITIES: WORKBOOK .......................................................................................16

(D)
  SCIENCE ACTIVITIES: WORKBOOK ...................................................................................................18

(E)
  SOCIAL ACTIVITIES:WORKBOOK .......................................................................................................19

PART TWO ...........................................................................................................................................................27

PRIMARY EDUCATION .................................................................................................................................... 27

1. PUPIL’S BOOKS .........................................................................................................................................................27

(A)
  LANGUAGES ....................................................................................................................................................27

(B)
  SCIENTIFIC SUBJECTS .......................................................................................................................................33

2. TEACHERS’ GUIDES ...................................................................................................................................................44

(A)
  LANGUAGES ....................................................................................................................................................45

SECTION 2: REFERENCE MATERIALS .......................................................................................................................65

(A)
  LANGUAGES ....................................................................................................................................................65

(D)
  ARTS AND HUMANITIES .....................................................................................................................................71

2. REFERENCE MATERIALS FOR TEACHERS .......................................................................................................................73

(A)
  LANGUAGES ....................................................................................................................................................73

(B)
  SCIENTIFIC SUBJECTS .......................................................................................................................................75

(C)
  ARTS AND HUMANITIES .....................................................................................................................................76

(D)
  PHYSICAL EDUCATION ......................................................................................................................................79

SECTION 3: SUPPLEMENTARY READING BOOKS .....................................................................................................79

(A)
  READERS IN ENGLISH .......................................................................................................................................89

(C)
  MOTHER TONGUE ...........................................................................................................................................152

(III) SCIENCE ..............................................................................................................................................................153

(IV) CRE ...................................................................................................................................................................154

SECTION 4: DICTIONARIES .....................................................................................................................................154

(C)
  MOTHER TONGUE DICTIONARY ......................................................................................................... 167

SECTION 5: OTHER TEACHING / LEARNING SUPPORT MATERIALS .......................................................................167

(D)
  ENGLISH ............................................................................................................................................... 79

PRIMARY EDUCATION: DIGITAL CONTEMPORARY & EMERGING ISSUES ...........................................................170

ECDE DIPLOMA TEACHER EDUCATION ....................................................................................................... 176

PRIMARY TEACHER EDUCATION ................................................................................................................. 178

APPENDIXES ................................................................................................................................................ 179

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APPENDIX 1: PUBLISHERS’ ADDRESSES ..................................................................................................... 179

APPENDIX 2: PUBLISHERS’ CODE OF CONDUCT ......................................................................................... 183

APPENDIX 3: BOOKSELLERS’ CODE OF CONDUCT ..................................................................................... 184

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FOREWORD

This guide gives the revised comprehensive list of textbooks and other instructional materials which have been
approved by the Ministry of Education Science and Technology (MoEST), for use in our ECDE, Primary Schools, and
ECDE and PTE Colleges covering all subjects and other areas in the curriculum. This book is organized into four (4)
parts, namely; Part I: ECDE, Part 2: Primary, Part 3: ECDE Diploma and Part 4: PTE Colleges.
For the ECDE schools, the list contains titles on the following Activity Areas: Mathematics, Social Activities, Religious
Activities, Life Skills development, Music and Movement Activities. For the Primary schools the list contains titles on:
Book Care, Agriculture, Art and Craft, Business Education, English, Social Studies, Guidance and counselling,
HIV/Aids Education, Home Science, Kiswahili, Mathematics, Physical Education, Science, Life Skills Education and
General Readers. This list covers Learners’ Course Books, Teachers’ Guides and other instructional materials such as
Reference books, Dictionaries, Atlases and Readers.
It should be noted that during the evaluation and vetting exercise, emphasis was laid on the quality and relevance of
the materials to the level of the learner. Following the promulgation of the constitution, some amendments were
effected on the Primary Education and Primary Teacher Education Social Studies syllabi. However, it is important to
note that these amendments do not affect the curriculum content.
In view of the above , this curriculum calls for the authors to address issues of gender, environment, HIV/Aids, child
rights, human rights, corruption, drug abuse, school safety, peace education among others as encapsulated in the
current constitution. As the changes occur, some of the books currently in the market or in use will be rendered less
appropriate.
Schools are expected to select all their books from this Approved List and ensure that they examine the
recommended books before they make their choices. The criteria and procedures are given in the School Textbook
Management Handbook. It is important that schools stick to the approved book policy and select only one course
book per subject for each class. While the Ministry’s long term policy is one book per pupil, it is recommended that in
the short term, a ratio of 1 book per 3 pupils in the lower primary (1-4) and 1 book per 2 pupils in the upper primary (5-
8) be used. In institutions where books were bought four years ago, there will be a need to replace the old stock in
case of wear and tear.
The listing of the course books for the ECDE, Primary schools and Primary Teacher Training Colleges is done by
class/level, according to the title within each subject or category of instructional materials and DOES NOT IN ANY
WAY SUGGEST AN ORDER OF PREFERENCE.
Therefore all stakeholders are strongly advised to carefully read the instructions given therein. In addition, a list of bona
fide booksellers which was provided by the Kenya Book Sellers Association is appended.

Mohammed Mwinyipembe
Ag. Director of Quality Assurance and Standards
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GENERAL INFORMATION
(A). INTRODUCTION
In order to effectively implement the Free Primary Education, the MoEST, in consultation with its development
partners, agreed on a profile of the minimum requirements for provision of school instructional materials. Funding is
provided via School Instructional Materials Bank Accounts to every school.
Schools have discretion over the choice of their instructional materials but will be expected to achieve the following in
their spending decisions:
(cid:0) The provision of basic supplies of stationery to every student in the school
(cid:0) The achievement of the basic supply targets for each of the categories of instructional materials as described in
the Textbook Management Handbook
(B). STATUS OF THE APPROVED LIST
This Approved List of Textbooks and Other Instructional Materials, Revised 14th Edition, January 2015,
contains the course books (pupil’s books and teacher’s guides) and other instructional materials (reference books for
pupils and teachers, dictionaries, readers and other subject areas), which have successfully been vetted by the Kenya
Institute of Curriculum Development. The vetting process aims at ensuring that the books follow the recommende
Curriculum, are of appropriate quality and acceptable standard.
The evaluation aims at selecting books for the implementation of Curriculum and the number of course books per
subject and per grade has been limited to six. This is has been the regulation holding in the Approved List for all levels
of learning.
All Public ECDE, primary and secondary schools, ECDE and Primary Teacher Training Colleges in Kenya are supplied
with a free copy of the Approved List through their respective DEOs. A school can order any textbook or other
instructional material that may be needed for any class and in any subject so long as these titles/items are
contained in this Approved List of the 14th edition of 2015.
(C). LAYOUT OF THE BOOK
To make this edition of the approved list more user-friendly, it has been divided into 4 main parts;
Part I - ECDE
Part 2 - Primary
Part 3 - ECDE Diploma
Part 4 - PTE Colleges
These main parts are further sub-divided into sections. Within each subject / category of book titles are classified according to
the following order:
(i)   Class or level of learners
(cid:0) The class (e.g. class 1) or group of classes (e.g. lower primary 1 - 4), followed by the next class in ascending order.
(cid:0) Within each subject, the titles are arranged by class and not by the publisher.
(ii)   Course Book Materials
To make it easier for reference, the course books have been clustered into groups of subjects (as illustrated in page 9 (table I). It
will therefore be easier for a school to order books for a particular type of subject. These textbooks are divided into pupil’s books
and teacher’s guides.
(iii)   Non Course book Titles
All non-course book titles have been classified into the following areas;-
(cid:0) Reference materials by subject for pupils and teachers
(cid:0) Supplementary Reading Books in English and Kiswahili
(cid:0) Dictionaries – English, Kiswahili, Mother Tongue, Mathematics and Music
(cid:0) Other Teaching/Learning Support Materials (Geography related Materials and Wall charts)
Table 1: Summary of book Categorization
Group of Subject Area Subject Areas /Other instructional material Code
category
Languages English EN
Kiswahili KS
Mother Tongue MT
Scientific subjects Mathematics MA
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Science SC
Agriculture AG
Arts and Humanities Art anDay Careraft AC
Music MU
Social Studies SS
Geography, History anDay Careivics GH
Christian Religious Education CR
Islamic Religious Education IR
Muslim Religious Education MR
Hindu Religious Education HR
Business Education BE
Life skills Guidance anDay Careounseling / HA
HIV Aids Education
Home Science HS
Physical Education PE
Book Care BC
Supplementary Reading English SRBE
books Kiswahili SRBK
Dictionaries In English DE
Kamusi DK
Other learning/teaching Geography related materials GM
support materials Wall charts and maps WC
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(D). Ordering for Books
Before placing orders for course books and other instructional materials, School Instructional Materials Selection
Committees (SIMSC) should first of all familiarize themselves with the contents of the entire booklet. It is equally important that
those involved in placing textbook orders should have a good knowledge and understanding of the range of books available in
the market. They should also know the names of the publishers and authors cover prices and suitability of a given title to be
purchased. It is of utmost importance that, prior to placing textbook orders the SIMSC should familarise themselves with the
publishers’ and booksellers’ addresses anDay Careode of conduct - all provided as appendices. Schools should order according
to their needs by class and subjects.
SIMSC should make note of the distinctions between sections as follows:
Section 1: dealing with the Course book titles
Section 2: dealing with only Reference materials
Section 3: dealing with all Supplementary Reading books in both English and Kiswahili.
Section 4: dealing with English Dictionaries and Kamusi ya Kiswahili
Section 5: dealing with Other Teaching Learning Materials for Learners and Teachers.
(i) Codes
A serial number, in ascending order, is assigned to each title as the Code. SIMSC must ensure that appropriate Code number is
entered. However, The Code does NOT imply merit. SIMSC should make their prudent choice.
(E). HOW SHOULD SCHOOLS SELECT THEIR INSTRUCTIONAL MATERIALS?
The Management Handbook gives a detailed step by step advice on how schools should select their instructional materials.
Nevertheless, here is a summary of the steps to be taken and the traps to avoid:
i) The Procedure
(cid:0) The school should set up a School Instructional Materials Selection Committee (SIMSC) and list the members of the
committee in the Minute Book.
(cid:0) Subject teachers must be involved in selecting the books.
(cid:0) The SIMSC should first make a list of the textbooks, teachers’ guides and other instructional materials that are already
in the school so that the most urgent priorities for new books can be decided.
(cid:0) The SIMSC should study the present MoE Approved List, or any additional circulars on the textbooks, to determine
which books and other instructional materials to purchase. It should be noted that no books/items outside the
Approved List issued by MoEST can be purchased using funds given to schools. Beware of “false” Approved
Lists: some have been known to be in circulation by Publishers.
(cid:0) When the SIMSC have all the information that they want, another SIMSC meeting should be called to decide on the
books/items to order.
(cid:0) The total cost of the selected items must NOT be more than the budget that the school has been allocated.
(cid:0) All the decisions on selection should be recorded in the SIMSC Minute Book which must be signed by the Secretary
and the chairperson of the SIMSC.
ii) Textbook selection advice anDay Careriteria
Although all the books in the MoEST Approved List have been vetted by K.I.C.D. subject panels, the school will still need to
consider the following factors in relation to their own requirements:
Syllabus Coverage
Does the content of the book fully cover the syllabus in that subject?
Does the content meet the objectives of the syllabus?

Content of Books
How appropriate is the vocabulary and general language level?
Is the presentation of topics clear and easy to understand?
Are the content and activities relevant to the children's needs and interests?
Does the teachers’ guide fit the needs of your teachers? Does it provide good ideas that can be easily introduced into classes?

Illustrations and Layout
Are the illustrations clear, appropriate and attractive?
Do they contribute to learning?
Is the page attractively laid out?
Is the printing clear?
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Is the size of the book appropriate? (e.g. large size textbooks are sometimes difficult if a school doesn’t have enough desks
anDay Carehairs for students to use)

Exercises and Activities
Are the exercises and activities clear?
Do they encourage pupils to think for themselves and apply their knowledge?
Do they contribute to the learning process?
Are they varied?
Do they include sufficient problem-solving activities?
Are they appropriate and relevant?
Are they interesting and motivating?
Is there sufficient number of activities?
Do the activities encourage the development of different skills and attitudes?
Do the exercises/activities encourage children to work both on their own and in groups?

Price
Is the price reasonable?
Durability
How strong is the binding?
How strong is the paper and the cover?
How well is the cover finished?

Overall Assessment
What are the books’ strong points?
What are the books’ weak points?
How well do they compare with other books on the Approved List?
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PART ONE
EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) ACTIVITY AREAS
SECTION 1: COURSE MATERIALS FOR PUPILS AND TEACHERS
(A)   MATHEMATICS ACTIVITIES
Code Class Title / YOP Author(s) Publisher Price YOA
(KSh)
1. Day care Little Birds: Mathematics Activities Level 1 (PB), Frank Mogaka Longhorn (K ) Ltd 180.00 2009
2009 Jane C. Rono 230.00
Teacher’s Guide
2. Day care Vikas ECDE: Mathematics Activities (PB), 2009 Joan Komora Navneet Publications 145.00 2009
Teacher’s Guide Josephine Onyambu (India) ltd(Bookman 115.00
Consultants ltd)
3. Day care Little Angels: Mathematics Activities (PB), 2009 Diane Omondi Abantu 165.00 2009
Teacher’s Guide 130.00
4. Pre- Little Birds: Mathematics Activities Level 3 (PB), Frank Mogaka Longhorn (K ) Ltd 180.00 2009
Primary 2 2009 Jane C. Rono 230.00
Teacher’s Guide
5. Pre- Little Angels: Mathematics Activities (PB), 2009 Diane Omondi Abantu 195.00 2009
Primary 2 Teacher’s Guide 165.00

(B)   SOCIAL ACTIVITIES

Code Class Title/YOP Author(s) Publisher Price YOA
(KSh)
6. Day care Little Birds: Social Activities Level 1, (PB), 2009 Francis Muraya Gacugu Longhorn (K ) Ltd 180.00 2009
Teacher’s Guide 230.00
7. Day care Let’s Enjoy Social Activities: Day Care (PB), 2009 Akinyi Oyugi East African 200.00 2009
Teacher’s Guide Educational Publishers 185.00
8. Pre- Little Birds: Social Activities Level 3, (PB), 2009 Francis Muraya Gacugu Longhorn (K ) Ltd 180.00 2009
primary 2 Teacher’s Guide 230.00
9. Pre- Great Start ECDE Social Activity Book pre- Nellie Olang Longman Kenya 275.00 2009
Primary 2 primary 2, (PB), 2009 (Text Book Centre)
Teacher’s Guide 275.00
10. Pre- Alpha Social Activities for Pre-primary 2 (PB), Maurice W. Sakwa Kenya Literature 235.00 2009
Primary 2 2009 Charles G. Mwaniki Bureau 100.00
Teacher’s Guide Dorcas W. Mwangi

Religious Activities (CRE)

Code Class Title Author(s) Publisher Price YOA
(KSh)
11. Day care Alpha CRE for Day care (PB), 2009 Abijah Nyaga James Kenya Literature 114.00 2009
Teacher’s Guide Shiphrah Gichaga Bureau 84.00
Winnie W. Magonda
12. Pre- Alpha CRE for pre-primary 1, (PB), 2009 Abijah Nyaga James Kenya Literature 200.00 2009
primary 1 Shiphrah Gichaga Bureau
Teacher’s Guide Winnie W. Magonda 140.00
13. Pre- Little Birds: CRE Activities level 3, (PB), 2009 Francis Muraya Gacugu Longhorn (K ) Ltd 180.00 2009
primary 2 Teacher’s Guide 230.00

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