Virtual Tour


At MKASS, the Art and Design department aims at developing the student’s;

  1. ability to research and record from direct observation and personal experience;
  2. ability to identify and solve problems in visual and/or other forms;
  3. creativity, visual awareness, critical and cultural understanding;
  4. imaginative,creative and personal response;
  5. confidence, enthusiasm and a sense of achievement in the practice of Art and Design;
  6. growing independence in the refinement and development of ideas and personal outcomes;
  7. investigation and experimentation with a range of media, materials and techniques, including new media where appropriate;
  8. experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions;
  9. knowledge of a working vocabulary relevant to the subject and an interest in, and a critical awareness of other practitioners, environments and cultures;
  10. Investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

This is in line with the objectives and aims as set out in the syllabus for both IGCSE and KCSE.


Our school offers the IGCSE Art and Design which generally covers the following areas of study:

Painting and related Media



Graphic Media


Mono printing

Relief Printing


Screen Printing

Three Dimensional Studies



Environmental/Architectural Design


Product Design


Photography, Digital and Lens Media

Still Imagery

Moving Imagery

Graphic Communication





Textile Design

Printed and / or Dyed Fabrics

Constructed Textile Design

Fashion Design



The KCSE Art and Design course covers similar areas of study and are generally divided as follows:

  1. Elements of Art and Design
  2. Principles of Art and Design
  3. Drawing
  4. Painting
  5. Graphic Design
  6. Fabric Decoration
  7. Weaving and Tapestry
  8. Multi-Media crafts Mosaic-Collage and  Montage and Photo montage
  9. Jewellery/Ornaments Sculpture
  10.  Pottery


Biology at Mount Kenya Academy is offered in both IGCSE and KCSE curricular at O level. This Department aims to nurture and stimulate an interest in and respect for the Natural World. Biology is quite popular at the school, given that many of our students opt to take it at both IGCSE and KCSE. Our main objective is to enable the learner appreciate the environmental problems and develop workable solutions besides having a good understanding of ourselves.


Mount Kenya academy has a well-equipped specialist Biology laboratory, together with a prep room. The Department is well resourced with the necessary equipment to carry out student-centred practical investigations, which form an integral part of the learning process at Mount Kenya. The School is lucky to be located on the foothills of Mount Kenya and therefore we have ready access to the wild, very necessary for the study of Biology.


Biology is taught throughout the school as a separate science from Years 9 to 11.The IGCSE course runs from Years 9 to 11. The Department follows the Cambridge International Examinations specifications (codes 0610).  IGCSE places an increasing emphasis on the applications of Biology in today’s society and issues such as the causes of heart disease, methods of birth control, genetic engineering and the ecological impact of humans on the environment are investigated. Experimental work forms an integral part of the course.

Biology in Year 9 

Students join Mount Kenya Academy in Year 9 and participate in three lessons of Biology every two weeks. The IGCSE Biology course begins in Year 9 and the topics of Characteristics of Living Organisms, Cell Structure and Organization, Enzymes, and Movement In and Out of Cells are learnt.

The Year 9 Biology course is assessed at the end of Year 9 with an end-of-year examination, in which students complete two papers comprising multiple-choice questions and structured questions with a weighting of approximately 30% and 70% respectively.

 Biology in Year 10

At the end of Year 9 a good number of the students decide to carry on with IGCSE Biology into Years 10 and 11. The lesson hours double from 1 and a half to about three hours of Biology per week. In Year 10 the topics are plant and animal nutrition, Transport in Plants and Humans, Respiration, Gaseous Exchange and co-ordination in Plants are covered.  The Year 10 Biology course is assessed at the end of Year 10 with an end-of-year examination, in which students complete three papers comprising multiple-choice questions, structured questions and practical questions with a weighting of 30%, 50% and 20% respectively.

Biology in Year 11

In Year 11, the topics of Sexual Reproduction, Growth and Development, Inheritance, Excretion, Homeostasis, Coordination and Control are mastered.  The IGCSE Mock examinations are taken in January after which the decision whether to take the easier Core or the more challenging extended exam is made. At the end of the course CIE IGCSE Biology is examined as follows: Paper 1 multiple choice (core and extended) 45 minutes Paper 2 structured short answer (core only) 1 hour 15 minutes Paper 3 structured short answer (extended only) 1 hour 15 minutes Paper 5 practical test (core and extended) 1 hour 15 minutes

In the KCSE curriculum, Biology is taught from form one to form four.

In form one the topics that are covered include cell organization, movement in and out of the cell, plant and animal nutrition. At the end of the year the students sit one theory paper.

In form two we cover transport in plants and animals, gaseous exchange, respiration and excretion. At the end of form two, the students are allowed to choose to proceed with Biology at form 4 based on their performance in the end of year exam which is a theory paper weighing 100%

In form three the work covered include classification, reproduction in both plants and animals and growth and development. At the end of the year they sit two paper, a theory and practical paper weighing 60% and 40% respectively.

In the final year Form 4, the students cover genetics, evolution co-ordination and support and movement. In the month of March they sit a pre-mock exam comprising three papers: – Paper 1, paper 2 and a practical paper 3 weighing 30%, 30% and 40% respectively. This is also repeated in July as they sit the mock exams

During the course, all students are expected to cover the work required for the extended examination. However, some students are recommended to sit the easier core exam once the results of their mock exam are known.The school uses a combination of highly experienced and trained teaching staff as well as up to date lab equipment to enhance the students learning environment.  The Teaching study is greatly supported by an equally well trained and experienced lab technician not to mention a group of highly motivated students.

The department is working towards making Biology as alive as can be by incorporating Biology into every aspect of life. This is achieved mainly during trips and trail walks away and around the school compound. This has also gone a long way in improving their skills in making observations, collecting and analysing data.   The career talks we have from time to time have enabled the students realize that the Biology related field is wider that we all had visualized. There is more out there. We are training Genetic engineers, neurosurgeons and other great Biology related career persons.

Any country’s wealth and influence in the world is founded on its trade and industry and the efficiency of the business community is vital in an ever increasing competitive world.\

Department aims

  • Assist the student acquire necessary knowledge, skills and attitudes in business studies for the development of self and the nation
  • Encourage the learners appreciate the role of business in society.
  • Encourage the students to acquire necessary entrepreneurial knowledge, skills and attitudes for starting and operating business.
  • Help the student develop ability for enquiry, critical thinking and rational judgement.
  • Assist the learner to develop a firm foundation for further education and training in business related fields.

IGCSE Curriculum:

Mount Kenya academy currently offers Cambridge IGCSE from year 9 to year 11.The subject is compulsory in year 9 but optional in year 10 and 11.

Cambridge International Examinations IGCSE Business Studies is accepted by universities and future employers as proof of an understanding of business concepts and techniques across a range of different types of businesses. Successful IGCSE Business Studies students gain lifelong skills, including:

  • Understanding different forms of business organizations, the environments in which businesses operate and business functions such as marketing, operations and finance.
  • An appreciation of the critical role of people in business success.
  • Confidence to calculate and interpret business data.
  • Communication skills including the need to support arguments with reasons; and
  • Ability to analyse business situations and reach decisions or judgements.

The syllabus provides both a foundation for further study at A Level and an ideal preparation for the world of work.Syllabus content includes:

  • Business and the environment it creates.
  • Business structure, organization and control.
  • Business activity to achieve objectives.
  • People in business.
  • Regulating and controlling business activity.

Assessment involves two papers taken in May/June of Year 11. It includes:

  • Paper 1 (50%), five compulsory short-answer and structured/data response questions from the entire syllabus;and
  •  Paper 2 (50%), five compulsory questions arising from a given case-study (not pre-released) from the entire syllabus.

KCSE Curriculum:

The school also offers the Kenyan Curriculum of education from form one to form four. This prepares the students not only to sit the two business studies papers in the final exams but also to acquaint them with relevant knowledge that is essential in the modern business world. The syllabus and curriculum guideline from Kenyan Ministry of Education guides on the content to be delivered in each level.

Form 1: The form one syllabus basically introduces learners to business studies, business environment as well as satisfaction of human wants.

Form 2: the syllabus introduces learners to forms of business units, ways the government is involved in business as well as the role of communication, transport and communication in business.

Form 3: learners get to know how prices of goods and services are determined, chains of distribution for various goods as well as how to determine national income in a country. The learner also gets introduced to business accounting.

Form 4: the learner gets further into accounting and gets exposed to public finance, money and banking, inflation as well as economic development.

Final Evaluation:

  • Paper 1 (100%), this paper which consists of short answer questions.
  • Paper 2 (100%), this paper consists of six questions.  Of which students are required to answer any 5 questions.

Away from class: 

  1. Students are exposed to business trips.
  2. The school in conjunction with the department also runs a micro finance program where ladies from the nearby Chaka shopping centre get loans which they use to start and run small scale businesses. The business students assist in training the ladies and closely monitoring their businesses. This is a great motivator for the students who get to apply the knowledge learnt in class into the business world.

Chemistry is a practical science with a lot of application in and outside school. At MKASS the students are allowed to approach the Chemistry with this understanding. They are introduced to Chemistry by investigating purity of substances and separation of mixtures. This helps our learners to interact with laboratory apparatus, learn safety precautions and acquire practical skills which they require in the course. The introduction enable our learners to understand that Chemistry is applied in everyday life, such medicine, problem solving e.g. management of bad weather by applying salt to snow on the roads.

The course develops into investigation of composition of inorganic and organic matter most of which we interact with in day to day life. The learners acquire scientific language which is universal enabling them to read and interpret scientific concepts from various sources. They also learn how use of chemical products affects the environment. At this point they sensitized about environmental conservation which is one of the core values of our school.

On completion of the course the learners have the necessary prerequisite knowledge that prepares them for the next level of education. The course is handled by competent faculty who make learning of Chemistry interesting. The faculty has consistently posted good results in Chemistry over the years and many students pick the subject at senior classes   At MKASS we have KCSE Kenyan Curriculum and IGCSE British Curriculum. The two syllabi have a lot in common but the degree of depth greatly varies. Most of the major topics in both syllabi are the same, such as experimental techniques, structure and bonding, periodic table, electrochemistry and organic chemistry.


The school has one well equipped laboratory where most of the lessons are conducted. The laboratory has most of the required apparatus, fume chamber and serviced smoke detector. Safety is well catered for and necessary measures are put in place.

KCSE Chemistry


The standard eight graduates are introduced to chemistry by learning laboratory apparatus as well as safety measures. This prepare them for practical nature of the subject throughout the course. At the end of form one the students have grasped major concepts of chemistry especially the elements and scientific language necessary for communication. They sit for an end of year exam which is used as a feedback whether learning is taking place.


The students discuss the periodic table, structure and bonding, salts and carbon and its compounds. At this point the learners have fully grasped nature of chemistry and most of them like it. At the end of the year the students are allowed to continue or discontinue with the subject. Majority of them continue with the subject due to its importance in pursuance of science based careers. Chemistry gels well with Biology and Physics based courses, making it almost compulsory to any student pursuing science course.


The bulk of the syllabus is taught at this level. Majority of the students have made chemistry a choice subject. They are therefore willing to learn and make teaching and learning interesting. The syllabus is complete by June of the fourth year, leaving ample time for revision.

The course is divided into three examination papers that are compulsory;

  • Paper 1; Short structured questions that covers most of the topics, 2 hours
  • Paper 2; Structured questions that covers the main topics, 2 hours
  • Paper 3; Practical, 2 hours and 15 minutes The department has consistently produced good results. It prides itself as the best performed science 2012 with a mean of 8.4.


The school receives students from both British and Kenyan curriculum, we follow CIE syllabus. They are introduced to chemistry by discussing experimental concepts in laboratory apparatus and separation of mixtures. Practical work starts right from year 9, making teaching and learning of chemistry more interesting. Leaning is continuously evaluated through progressive test and at the end of year 9 a formative test is done. The students are allowed to continue or discontinue with the subject to year 10. Parents and a career counsellor is invited so that the students can make informed decision in full support of the parents.

Chemistry year 10 and 11

Most students choose to pursue chemistry to this stage mainly due to its importance to their dream careers. The main topics are discussed and first term of year 11 the syllabus is complete. The students sit for mock exams two weeks after the Christmas break giving a feedback on core and extended candidates. Majority of the students register for extended.

The course is divided into three main examination papers. All students sit;

  • Paper 1; multiple choice ,45 minutes, weighted at 30% of the final grade
  • Paper 5; practical ,1 hour and 15 minutes, weighted 20% of the final grade.

Then either:

  • Paper 2, structured questions comprising of core component of the syllabus, 1 hour 15 minutes, weighted 50% of the final grade.
  • Paper 3, structured questions comprising of extended component of the syllabus, 1 hour 15 minutes weighted 50% of the final grade.

The department has consistently done well over the years. It prides as the department with the highest A* in 2013 results; 28% A*, 22% A, 22% B, 17% C, 10% D and 1% E.

Christian religious education (CRE) is one of the academic subjects in our school curriculum. The subject has a unique role of bringing to one a vivid awareness of God and how He reveals himself to us in through personal experiences.

Mount Kenya Academy being a Christian school, the youth are helped to respond to Gods teachings as they relate to their parents, classmates and other people of the world. Christian religious Education also helps a student develop morally and spiritually. Life skills and abilities such as critical and creative thinking, as well as decision making are acquired to help student develop positive behavior so that they are able to deal effectively with the demands of everyday life.

The main objectives of CRE is to 

  • To get a better understanding of God
  • To enable one use the knowledge and attitudes acquired to think critically and make appropriate social, moral and spiritual decisions.
  • To appreciate one own religion and those of others.
  • To help one develop a sense of self-worth and identity for ourselves and others.
  • To promote international consciousness
  • To help form a bridge for further studies and career development.
  • To contribute to the achievement of the National goals of Education.

 The National goals are 

  • Creation of National unity.
  • National development (economic and social needs)
  • Individual development and self-fulfilment.
  • Social equity.
  • Respect and development of cultural heritage.
  • International consciousness.

The study of CRE is compulsory in form one and two, becoming an optional subject in form three. It is tested at the end of form four by KNEC.

The final examinations consist of two papers (1&2), both 2 ½ hours each.


Invaluable moral and spiritual guidance is the domain of this important subject.

The English Department offers both the KCSE and IGCSE (Cambridge) English Language and IGCSE (Cambridge) English Literature. As a department, we endeavor to ensure that our students excel in eloquence and written proficiency.

Our key aim is to work from Form 1 for those taking the KCSE syllabus and Year 9 for the IGCSE with regard to infiltrating a love for English language and literature. The teaching of English should develop students’ abilities to use language effectively, to communicate through speech and also become writers who are passionate and have an insight to a wide range of texts.

Pupils should be prepared to read widely across all the genres of literature, and to read critical and theoretical texts. They should use the opinions of major critics and theorists both to test their own opinions against and to gain a better understanding of the process of acute and illuminating analysis.

There are strong links between the English and clubs department and recent debate sessions have helped students in public speaking which is also boosted by the writers club that helps horn the student’s skills or writing, reading and speaking.

French is offered at Mount Kenya Academy Senior School as a modern foreign language in both curriculum i.e. KCSE and IGCSE. The Department aims to help students develop competence and proficiency in communication, as well as a cross-cultural awareness and a long-lasting love for the learning of the French language. This eventually allows students to enhance their future career opportunities in various fields   We try as much as we can to make the subject more enjoyable through a varied range of activities that takes account of the abilities and skills of each learner. To help build personal confidence, promote social and presentation skills, we put emphasis on communicative activities through pair work, group activities as well as teacher-learner interaction. Being an optional subject, we encourage a positive learning experience basing on the learner’s needs and interests. In addition to in-school learning activities, we attend various functions with French touch in the country which add to the excitement of learning the language with enthusiasm.


Generally, the main aim of the department in both curriculum  is to ensure that each student is given the opportunity to reach their full potential in all areas of linguistic competence in the learning of French. Therefore, candidates should be able to demonstrate:

  • Listening – the ability to understand and respond to the spoken language
  • Speaking – the ability to communicate in speech
  • Reading – the ability to read, understand and respond to written language
  • Writing – the ability to communicate in writing

The course specification (syllabus) in IGCSE is as follows:


French is compulsory to all year 9 students. The course begins with revision of the present tense, use of adjectives, asking questions and using reflexive verbs, and moves on to introduce the perfect tense, adverbs of frequency, and the comparative and superlative. The imperfect and future tenses are introduced, and the use of the pronoun .


French is elective to year 10 students. The course begins with revision of adjectives, and the use of emphatic pronouns.  There is a focus on correct use of the present, perfect, future and imperfect tenses. The use of prepositions and en + present participle is dealt with. Practice of past papers is started to improve examination technique and preparation for the IGCSE oral examination is begun.


The course begins with a focus on the correct use of future, present and past tenses. Use of pronouns, prepositions, negatives and adjectival agreement are revised. There is a major focus on preparation for the oral examination, and on practice of past papers to improve examination technique.


The following list gives some idea as to the general content studied in IGCSE:

Area A – Everyday activities e.g. home life and school routine, food, health and fitness.

Area B – Personal and social life e.g. self, family and personal relationships, holidays.

Area C – The world around us e.g. home town and local area, natural and made environment, people, places and customs.

Area D – The world of work e.g. continuing education, careers and employment. Area E – The international world e.g. tourism at home and abroad, life in other countries and communities.

Mount Kenya Academy Senior School follows both the Kenyan system (8-4-4) and the I G C S E (British System of education).

IGCSE History

 History is taught at all levels starting with Year 9 where all the students are required to take History lessons for the whole year. At the beginning of Year 10 history becomes an optional subject and those who choose to continue get 4 lessons in a week until they clear year 11.

History in Year 9

Students joining Mt Kenya Academy Senior School in Year 9 are introduced to World History which helps them to identify with global issues like the world war1. They have three lessons in a week of which one is used for further reading in the E – learning Centre.


  • Stimulate interest and enthusiasm in the study of History.
  • Promote the acquisition of knowledge and understanding of human activity in the past.
  • Promote an understanding of the nature of cause and consequence, continuity and change, similarity and difference.
  • Encourage international understanding.
  • Foster independent thinking and making informed judgments of issues.
  • Encourage the development of linguistic and communication skills.

The key objectives of this course is to equip the students with an ability

  •  o recall, select, organize and apply knowledge
  • To understand interpret, evaluate and use context sources as evidence in their conclusions.
  • To understand the change and continuity, cause and consequence, similarity and difference.

History in Years 10 and 11

Students in Years 10 and 11 follow the Cambridge International Examination (CIE) IGCSE History syllabus covering the following areas:

  • Peace treaties after World War 1;
  • The League of Nations 1920s and 1930s;
  • World war 1 and 2
  • The Cold War
  • International relations between 1919-1939

In addition to the above a depth study course is offered which is an alternative to course work. This covers an area (country) in details such as Britain, China, Germany and South Africa among others.

Various skills such as recall, note taking, essay planning and writing are developed. Others include interpreting sources in order to infer from them; evaluating according to the nature of the source and the circumstances of its production; evaluating by cross-referencing to other sources; evaluating with reference to contextual knowledge; and synthesizing evidence from a range of sources to draw conclusions.

Continuous assessment tests are given internally throughout the term while at the end of the term students sit internal exams.Mock examinations are taken by Year 11 students in Term 2 in preparation for the final exams in Term 3.

Three components are given;

  • Paper 1; core content and depth studies, short essay questions (40% of the total marks)
  • Paper 2; source based questions on a specified area of the core content (33% of total marks)
  • Paper 4; essay  questions on the depth studies (27% of the total marks)

Co-curricular Activities

The History Department at Mt Kenya is organizing a trip to Germany with the aim of visiting historical museums, Dachau concentration camp among others. This is open to all history students in both the systems and any other student.

8-4-4 History

History is a compulsory subject in Form one and two. At this level the students are exposed to such areas as

  • Early man,
  • Importance of studying history and government,
  • Transport and communication,
  • Industrialisation
  • Peoples of East Africa
  • Constitution making process in Kenya.

General objectives

  • Recognize and appreciate the importance of studying History and Government.
  • Promote a sense of nationalism patriotism and national unity.
  • Identify assess and appreciate the rich and varied cultures of the Kenyan people and other people.
  • Derive through the learning of History and Government an interest in further learning.
  • Promote a sense of awareness and need for a functional democracy of the Kenyan people and other nations.

At Form three and four  level the students who opt to take history are exposed to wider topics in both paper 1 and 2.

Paper 1: Kenyan History

Paper 2: World History.

Topics covered  include;


  • World wars
  • League of nations
  • United Nations organisation
  • Pan- Africanism
  • National philosophies
  • Lives and contribution of Kenyan leaders
  • Political development and the struggle for independence in Kenya


  • Constitution making in Kenya
  • Citizenship
  • Devolved government
  • Public revenue and expenditure
  • Electoral process in Kenya, India, America and Britain
  • Formation, structure and functions of the government of Kenya

Continuous assessment tests are given throughout the year and at the end of every term and year an exam is given. The form four students seat for their mock exams in July second term in preparation of the KCSE exam in October.

The Home Science subject falls under the Creative and Technical Arts Department.

It is offered in the 8-4-4 curriculum at present and Food and Nutrition will be introduced in the IGCSE curriculum in 2015.

MKASS had the first candidate class sit the KNEC Home Science exam in 2013. The results are yet to be published though there’s hope they students did well being a pioneer class.

The Home Science Lab at MKASS is well equipped with assorted modern kitchen equipment and sewing machines. This allows the leaners to practice using the equipment as they do the practical work in sewing and cookery.

The lab is also adequately stocked in terms of expendable /consumable resources ranging from fabric to assorted food items and supplies.

 Topics taught in general include;

  • Foods and Nutrition
  • Nutritional Disorders
  • Deficiency Diseases
  • Child Care
  • Maternal health Care
  • Home Management
  • Personal Grooming and Hygiene
  • First Aid and Care for the sick at home
  • Laundry work
  • Kitchen Appliances Use, Choice and Care
  • Environmental Hygiene
  • Interior Design –Hard and Soft Furnishings
  • Clothing and Garment Construction
  • Repair and Maintenance of Clothes
  • Consumer Education

Aims of teaching the subject

The aim is to instil life skills and health which is beneficial to all in class and in life in general. This subject is pretty much hands on and has attracted a good number of students.

More specifically the following is desired of all;

  • Awareness be raised in feeding habits and food choices
  • Manage to prepare at least  a balanced diet for breakfast, lunch or Supper
  • Serve the Food items in an attractive manner
  • Exercise good grooming in school and at home
  • Manage the Environment without compromise
  • Appreciate Style and Design
  • Maintain Clothes and do basic repair on garments
  • Be a wise/Shrewd Consumer  given the diverse market outlets
  • Care for ones health in pregnancy (girls) and prospective fathers to be sensitized of the needed care
  • Care for the child from birth to adulthood


A host of careers which one can pursue after having studied Home Science are

  • Food Science
  • Nutritionist
  • Teaching
  • Interior Design
  • Clothing Designer
  • Chef
  • Cateress
  • Waiter
  • Cabin Crew Attendant
  • Nursing
  • Community Worker
  • Any Culinary Field

Cookery Club/Crafts Club

  •  A cookery Club has recently been launched with Ms Mary Githitho as the Patron. It has, as usual attracted a good number of students.
  • The aim is to have the students learn some crafts and cookery skills even if they do not take Home Science as an examinable subject.
  • The club meets weekly on Thursday after school in the Home Science room. The 2 subject teachers work as a team to fulfil the objectives of the Club.

Other Activities

  • The Home Science department is very instrumental in ensuring that any guests being hosted at the school are well taken care of especially in the food service division. This is in close collaboration with the Kitchen department.
  • We also assist students with basic repair work of garments in case of an emergency.

Head of Department: Mr I G Stamp (acting)

Teaching staff:  Ms Lucy Kamau, Mr Samuel Mwangi, Ms Waruguru Muriuki, Mr Paul Obita.

“Logic is the hygiene the mathematician practices to keep his ideas healthy and strong.”

Hermann Klaus Hugo Weyl (1885-1955)


In line with the school’s mission to educate the whole person for life, members of mathematics department do their best to expose the learners to all aspects of day-to-day life and show them how mathematics can help.  Students are encouraged to become confident, independent thinkers and problem solvers who can then creatively approach challenges with the necessary language to pose relevant questions and the necessary skills to find answers. Mathematics teaching aims at enabling learners to:-

  • Understand the numerical skills required for everyday life whilst striving to foster a sense of the beauty and power of the subject.
  • Apply mathematics in everyday situations and understand how mathematics plays a part in the world around them;
  • Develop an ability to apply mathematics in other subjects.
  • Use mathematics as a means of communication with emphasis on clear expression.
  • Study further, this and related subjects.


When teaching mathematics, we set challenging targets, with high expectations of every student and ensure they all achieve their full potential. We aim to provide a smooth transition for students between Key Stages and ensure progression in teaching and learning throughout their education period.

Recognising that pupils learn in many ways, our teaching methods offer a variety of approaches that engage and motivate all of them and demand their active participation. This is because we see a clear correlation between student enjoyment and success.

Mathematics is taught in three dedicated Mathematics rooms which are dedicated to the subject.  The department is well equipped with a variety of teaching aids and text books that are recommended.  Every year, many students progress to the next level of education and without strain, take up mathematics and other courses that heavily depend on mathematics.

Core Curriculum

Mathematics Club 

Students with a very keen interest in Mathematics meet every Tuesday at 4 pm to 5:30 pm for various activities in mathematics.  Students learn how to take a practical approach to mathematics, engage in mathematical activities, discussions on mathematical issues and learning through puzzles and games.

Mathematics day 

This is a day that the school has dedicated for mathematical activities to take place including a maths quiz, presentations and compound face lift.


Students take part in a number of mathematics contests which are held annually.  Contests are used to motivate learners and strengthen teamwork.  It is also a good avenue for extending gifted learners.

Kenya Science and Engineering Fair

Students present mathematics projects in these competitions.  Teachers-in-charge guide the students on how to write reports on research work as well as present their own innovations to a panel of judges.  Every year a number of our student are recognised and awarded merits at different levels for their performances in the competition.  This activity builds confidence and communication skills in line with our above aims.

 “Acquiring preemptive knowledge about emerging technologies is the best way to ensure that we have a say in the making of our future.” Catarina Mota

 Department aims:

  1. Help candidates to develop and consolidate their knowledge, skills and understanding in ICT and be aware of new and emerging technologies;
  2. Encourage candidates to develop further as autonomous users of ICT;
  3. Encourage candidates to continue to develop their ICT skills in order to enhance their work in a variety of subject areas;
  4. Provide opportunities for candidates to analyse, design, implement, test and evaluate ICT systems;
  5. Encourage candidates to consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues;
  6. Help candidates to improve their skills and increase their awareness of the ways in which ICT is used in practical and work-related situations. 

 IGCSE Curriculum:

Mount Kenya academy currently offers Cambridge IGCSE from year 9 to year 11. This prepares students to sit the three ICT Cambridge O levels examinations; two of which are practical.

Students are exposed to research and practical work to help them cultivate competence in the subject. Students find this a more refreshing and enjoyable method to learn ICT.

IGCSE ICT is split in two parts each consisting of 8 chapters:

Part one: Theory topics

1. Types and components of computer systems

2. Input and output devices

3. Storage devices and media

4. Computer networks

5. Data types

6. The effects of using ICT

7. The ways in which ICT is used

8. Systems analysis and design

  • The first three topics majors in introduction to computing where the basic computing principle of input, processing, output and storage are discussed.
  • Topic four gives an insight to computer networking where key concepts such as types of networks, networking devices among others.
  • Topic five which acts as a prerequisite to the practical topic 11(data manipulation). This topic prepares a student with relevant skills to design database structure.
  • Topic 6 and 7 majors in elaborating Effects, both positive and negative effects of ICT. They elaborate the shift in way of doing things brought about by technology.
  • Topic 8 shines the light on System Development Life cycle.

Part two: Practical topics:

9. Communication

10. Document production

11. Data manipulation

12. Integration

13. Output data

14. Data analysis

15. Website authoring

16. Presentation authoring

  •  Topic 9 and 10 provides insight on the basics of communication and document production. The learner gets acquainted with emailing concepts such as creating an address book, file attachments, fundamentals of word processor.
  • Topic 11 entails database design and creation. Learners are exposed to various database objects such as tables, queries and reports.  This topic builds on the theoretical knowledge acquired from topic 5.
  • Topic 12 equips candidates with ability to integrate data from different sources into a single document, presentation, web site, spreadsheet or report.
  • Topic 13 equips candidates with necessary skills to produce output in a specified format.
  • Data analysis topic allows candidates to use a spreadsheet to create and test a data model, extract and summarize data, and to represent this data graphically while website authoring acquaints the student with knowledge to design and develop a static website.
  • Finally, presentation authoring give students a change to create and control an interactive presentation.

Final Evaluation:

Paper1: Theory paper that is partial multiple choice questions. It examines topics one through to 8.

Paper 2 and Paper 3: practical papers drawn from the second section of the syllabus.

KCSE Curriculum:

The school also offers the Kenyan Curriculum of education from form one to form four. The syllabus and curriculum guideline from Kenyan Ministry of Education guides on the content to be delivered in each level.

  • Form 1: The form one syllabus is basically, theoretical and covers the introduction to computing.
  • Form2: The form two syllabus is mainly practical with the last two topics being theoretical.  It gives a learner the opportunity to develop hands on the keyboard skills in different areas such as word production, data analysis, database design and development as well as publications.
  • Form 3: The is theoretical with the following topics:
  1. Data presentation in a computer
  2. Data processing
  3. Elementary programming principles and
  4. System development

Form 4: contains four theory topics. Other than networking and data communication, the other topics help the students appreciate ICT capabilities by learning its application areas, impacts and career opportunities.

Final Evaluation:

Paper1: This is theory paper which consists of both structured and questions requiring short answers.

Paper2: This is practical paper drawn squarely from Practical topics in form two syllabus. This prepares the students not only to sit the computer studies papers in the final exams but also to acquaint them with relevant ICT knowledge that is essential in the modern days.

Paper3: This practical project which is developed within 7 months. The students are required to develop a system using any DBMS preferably Microsoft Access.

Swahili is spoken by over 130 million people, chiefly in Tanzania, Kenya, Congo (Kinshasa), Burundi, and Uganda, and serves as a lingua franca for additional millions in East Africa, including Europeans, Arabs, and Indians as well as Africans. The language is also taught in some universities outside of the African continent.  In Kenya, Kiswahili is both the national and official language. The contribution of this language to the political, social and economic development especially in Kenya cannot be over emphasised.

At Mount Kenya Academy Kiswahili is offered in both IGCSE and KCSE. The subject is more demanding in KCSE compared to IGCSE which is majorly translation.

In KCSE, students are expected to sit for 3 papers namely:

Paper 102/1 -Insha

Paper 102/2 –Lugha

Paper 102/3–Fasihi

IGCSE has only one paper-3162/1. It has 4 sections namely:

  1.  Translation from Swahili to English
  2. Translation from English to Swahili
  3.  Reading comprehension in Swahili
  4. A composition in Swahili

Kiswahili is a compulsory subject in KCSE while in IGCSE students have an opportunity to choose.

This is a creative arts program that involves both classroom teaching, instrumental coaching and performance of vocal and instrumental music. The program offers high class training in:

  • Strings (Violin, Viola, Cello)
  • Voice
  • Brass and woodwind instruments(trumpet, cornet, trombone, tuba, saxophone, clarinet, recorder, flute,Guitar Piano
  • Western drum sets
  • African instruments(Ohangla drum set, Marimba and chivoti)

Our mission is to improve the students’ musical talents, both in theory and practice. Our goal is to ensure that the students achieve Merits in their ABRSM exams and any other Music exam they sit for. The students sit for the ABRSM international exam, and thereafter awarded with a Certificate for the different grade levels i.e. Grade 1-8.  Students who are interested in these instruments receive individual coaching from the following teachers:

  • Mr. Kimari – piano
  • Ms. Ann – Strings
  • Ms. Grace – Voice
  • Mr. Mathenge – Guitar
  • Mr. Aran – Brass and Woodwind
  • Ms. Judith – Ohangla drums and Chivoti
  • Mr. Mumba – Western drum sets and Marimba

(A tuition fee is charged for each instrument.)

Due to increasing number of students taking part in the program, the Music department has gone beyond coaching to performing. Groups formed include the:

  • String orchestra – Ms. Ann
  • Brass band- Mr. Aran
  • The choir- Ms. Judith
  • The students’ band- Ms. Judith and Mr. Mathenge

All these groups have performed in various events in and out of school.


The choir, brass band and the Orchestra have all performed in the Kenya Music festival to the National level.

Physics is one of the sciences that contribute greatly to the technological and industrial development of a nation. The Knowledge acquired is used to discover and explain the order of the physical environment in a wide range of disciplines such as medicine, energy, industries, telecommunication, agriculture, sports, aviation, conservation and management of the environment. The study of the subject is essential for any student considering a career involving scientific knowledge and critical thinking in solving problems.

In Mount Kenya Academy, we offer both the Kenya certificate of secondary education (KCSE) syllabus examined by the Kenya National Examination Council (KNEC) and the IGCSE physics syllabus examined by the Cambridge International Examinations Board.

Physics as a subject is split in to the following key areas.

Mechanics; it involves the study of bodies in motion under the influence of forces.( linear, circular, and oscillatory motions).

Electricity and magnetism; It deals with the relationship between electric currents and magnetic fields and their extensive applications in the working of electric motors, magnetic relays, transformers, telephone receivers and d.c. generators.

Geometrical optics; It deals with the behaviour of light as it traverses various media. Optical instruments such as telescopes, microscopes, and endoscopes which use fibre optics are discussed.

Waves; In this area propagation of energy through space is discussed. Effects such as refraction, reflection, diffraction and interference of light and sound are well explained using the wave theory.

Thermodynamics; it involves the study of the transformation of heat to other forms of energy with reference to gas behaviour and the accompanying changes in pressure and volume.

Atomic and Nuclear Physics; It involves the study of particles constituting the nucleus and the accompanying energy changes. This area covers radioactivity, nuclear fusion and fission and electronics.

In Mount Kenya Academy senior school, physics is compulsory in forms 1 and 2 for those doing KCSE syllabus and in Year 9 for IGCSE syllabus however it is optional in year 10, year 11, form 3 and 4.

There are four examination papers in IGCSE final year in which the students are registered for either core or extended depending on their academic ability. The exams are done in May/June or October November.

  • Paper 1 , multiple choice for  all candidates, 45minutes.
  • Paper 2, short structured, for core students 1hour 15 minutes.
  • Paper 3 short structured for extended students1hour 15 minutes.
  • Paper 5 practical for all candidates 1 hour 15 minutes.
  • Paper 6 Alternative to practical 1hour 15 minutes.

In the KCSE system of education, students in the final year are entered for 3 examinations done in October /November.

  • Physics paper 1 short structured questions  2hours
  • Paper 2 physics short structured questions 2hours.
  • Physics paper 3 practical session  2hours 15 minutes

It is our desire as a school to continue encouraging the students to take up the subject as it will help them to :

  • Use the knowledge acquired in the conservation and management of the environment.
  • Appreciate the role physics is playing in promoting health in the society.
  • Be innovative and contribute technological and industrial development
  • Observe safety precautions in all aspects of life.
  • Open up horizons for many available careers.