The teachers in the department:

1. Mrs. Faith Ngaruiya H.O.D. (CRE / Geo)

2. Mrs. Sarah Musembi          (CRE/Swa)

3. Ms. Viola Odiwuor      (CRE/Hist)

4. Miss. Ivy Chege        (Hist / CRE)

5. Mr. Jared Otwabe    (Geo / Business Stud.)

6. Mr. Ibrahim Rashid        (I.R.E / Swa)

7. Ms. Ruth Omache          (Hist / Swa)

8. Mr. Wabule Emmanuel  (Geo / Business Stud.)

9. Mr. Evans Kirwa   (Geo/ Eng)

10. Mr. Victor Mairura      (Hist/ Swa) 

In our school, we offer Geography, History, Christian Religious Education (CRE), and Islamic Religious Education (IRE).

Geography:

It helps students develop a comprehensive understanding of the physical and human aspects of the world around them. Students learn about diverse geographical features, including landforms, climate patterns, and ecosystems. Moreover, they study human interactions with the environment, urbanisation, population dynamics, and resource management. The subject promotes critical thinking by encouraging students to analyse the impact of human activities on the natural world and vice versa. Field trips, map reading, and research projects are commonly used to enhance students' practical understanding of geographical concepts.

History:

It aims to give leaners insights into the past, fostering an appreciation for cultural heritage and the lessons learned from historical events. Students explore various periods, including pre-colonial, colonial, and post-colonial eras, with a focus on Kenya's history within the broader global context. The curriculum covers topics such as the struggle for independence, political changes, social movements, and economic developments. By studying history, students are encouraged to develop critical thinking, research skills, and an understanding of how past events influence contemporary society.

Christian Religious Education (CRE):

CRE offers students a chance to delve into religious beliefs, values, and ethics within a Christian context. The subject aims to promote moral and spiritual development, fostering virtues such as compassion, empathy, and ethical decision-making. Students explore biblical teachings, religious practices, and the role of Christianity in shaping cultural and societal norms. CRE encourages students to reflect on their personal beliefs and values while fostering tolerance and respect for other religions.

Islamic Religious Education (IRE):

IRE is an essential humanities subject in the Kenyan 8-4-4 system, catering to Muslim learners by providing insights into Islamic beliefs, traditions, and values. Like CRE, IRE seeks to instil moral and ethical values within a religious context. Students learn about the teachings of the Quran, the life of the Prophet Muhammad, Islamic history, and rituals. IRE encourages critical thinking by engaging students in discussions about the role of Islam in contemporary society, fostering an understanding of diversity and interfaith dialogue.

Conclusion

Humanities subjects have long played a critical role within the Kenyan 8-4-4 system by fostering holistic learner development through the study of geography, history, and religious education. Beyond content knowledge, these subjects nurture critical thinking, cultural appreciation, ethical values, and responsible citizenship. As Kenya transitions to the Competency-Based Education (CBE) system, the core strengths of the humanities remain highly relevant and are further enhanced through a learner-centred, skills-oriented approach. CBE builds on this foundation by emphasising competencies such as communication, problem-solving, collaboration, and civic responsibility, ensuring that learners are not only knowledgeable but also adaptable and socially responsive. This transition therefore reinforces the importance of humanities education in preparing learners to actively and meaningfully engage in an increasingly diverse, interconnected, and dynamic society.

MRS. FAITH NGARUIYA

H.O.D. HUMANITIES