We follow the British National Curriculum and CBC Kenya’s National Curriculum. Our vision of our education curriculum reforms is to enable every child to become an engaged, empowered and ethical citizen. This will be achieved by providing every child learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21st century. This shall be accomplished through the provision of excellent teaching, school environments and resources and a sustainable visionary curriculum that provides every learner with seamless, competency based high quality learning that values every learner.

Foster nationalism, patriotism, and promote national unity | Primary School | Rainbow Connection | Mombasa

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and harmonious co-existence.

Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

Social Needs
Education should instill social and adaptive skills in the learner for effective participation in the family, community, national, regional and international development.

Economic Needs
Education should prepare the learner with requisite competences that support a modem and independent growing economy. This should translate into high standards of living for every individual,

Technological and Industrial Needs
Education should develop in the learner necessary competences for technological and industrial development for the nation in tandem with global trends.

Promote individual development and self-fulfillment
Education should provide opportunities to the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society.

Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Kenya Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values.

Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through community service learning.

Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices iii a dynamic society.

Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations, Education should empower the learner to respect, appreciate and participate in the opportunities within the international community. Education should also enable the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails.

Promote positive attitudes towards good health and environmental protection
Education should inculcate in the learner the value of physical and psychological well-being for self and others, it should promote environmental preservation and conservation, including animal welfare. For sustainable development.

Skills-based:
At Rainbow Connection under the Primary School | Rainbow Connection | Mombasa we believe in First, Competency-Based Curriculum learning is centered on real-world skills and competency development.

Critical and Independent Thinking:
Learners’ improved ability to recognize, manage, and build upon their own competencies and evidence of learning.

Relevant Information:
CBC is structured and designed to meet present needs and students are more likely to be employed once qualified.

Increased Productivity:
Communication and constructive feedback improve as a result of a Competency-based system.

Personalized Support:
Students get individual support and help from their mentors or trainers who offer customized services based on their skills

Engaging:
One of the strongest outcomes of Competency-Based Curriculum is increased student engagement.

Flexible:
The Competency-Based Curriculum is more flexible as the structure depends on an individual learner.

Better Understanding:
A greater understanding of learning outcomes throughout the academic institution.

Goal-Oriented:
Courses, learning resources, and assessments aligned to well-defined goals.

We place emphasis on core skills to ensure that there is a firm understanding of mathematical skills from an early age.
Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.
Our children build on their learning from the Foundation Phase and further develop their mathematical skills, knowledge and understanding through learning about and using ‘number’, ‘measures and money’, ‘shape, position and movement’ and ‘handling data’.
Teachers include a balance of opportunities to promote enjoyment of learning through practical activity, exploration and discussion.
In mathematics our aim is to develop ability to think clearly and logically with independent thought and critical thinking skills. During the learning journey,learners are able to communicate mathematically and express their findings using concrete math vocabulary.

We use English as a medium of communication. The child develops the ability to communicate clearly, accurately and effectively when speaking.
All areas of English; spellings, grammar, reading, writing, comprehension and spoken language are covered in interactive lessons. Teachers facilitate themed learning that integrates subjects, giving more meaning to the learners. Learners are given opportunities to explore, create and present tasks from different themes they have studied. The students become curious, reflective and responsible working with information and ideas. Students are encouraged to be innovative, persuasive, fluent writers and presenters.
We ensure our learners have a well nurtured love for reading which is encouraged from the nursery level. They are encouraged to engage with different types of texts, understand their contexts, explore deeper meaning and become aware of different ideas and expressions. Students learn to interpret and evaluate texts. In the process they learn to value and appreciate different authors and writing styles.
Through the process we aim for our learners to have a better understanding of literature around them, making them understand their world better and ready to make a difference for tomorrow’s world. The learners from pre-primary 2 will join lower primary in grade 1 at about 6 years of age and spend 3 years in this part of Early Years Education before exiting to middle school at the end of grade 3.

The learners from pre-primary  will join lower primary in grade 1 at about 6 years of age and spend 3 years in this part of Early Years Education before exiting to middle school at the end of grade 3. Primary School | Rainbow Connection | Mombasa

The following will be the Subjects in lower primary

Middle School Education 6 years (upper primary and lower secondary)
This shall comprise three years of upper primary and three years of lower secondary education.
Upper primary is part of middle school. It is a three yearprogramme where learners are exposed to a broad curriculum and given an opportunity for exploration and experimentation.

Subjects for Upper Primary