Learning paths
Rubrica brings learner records, teacher review and follow-up into one view, helping turn evidence into a considered next step.
Join the waitlist Product in development.Evidence informs a discussion, a reviewed choice and a next step. New learning returns to the record for follow-up.
The teacher's view
A learner’s progress appears across classwork, projects, observations, assessment and reflection. When records sit in different places, teachers have to piece them together to see what is established, what is missing and what deserves another look.
Rubrica is designed to group relevant records by learner and learning outcome, then surface items that need review. A teacher can scan the evidence and its context, rather than rereading an entire history, before deciding what to do next. KICD describes assessment as ongoing evidence gathering that informs teaching and learner support; Rubrica’s review queue is a product design for making that work easier to follow.
Rubrica learning paths will organize short-term learning support and help people prepare for discussions about Senior School subject choices.
Connect a curriculum outcome to classwork, projects, observations or learner reflection. A teacher reviews the evidence, chooses practice or another support activity, and sets a check-in to see how it went.
A flexible support plan can change as new evidence and learner goals emerge.
The formal choices are Arts and Sports Science, Social Sciences, and STEM. Rubrica can help organize evidence-linked options and questions for a teacher-reviewed discussion with the learner and family.
Subject combinations depend on the school’s current offer.
Evidence before suggestions
Group the relevant evidence and reasons so a teacher can review the case without reconstructing it from the learner’s full history.
Learner recordsConfigurable school rules
Proposed school-configurable rules can identify when a teacher should look again. They make local review conditions explicit without turning them into national placement criteria.
Example school rule, not KICD policy. A missing evidence prompt leads to teacher review, not an automatic judgment about the learner.
Specify the outcome, evidence needed, trigger and any review window. A rule might flag an outcome with no recent work sample or ask for a check-in after planned support.
Keep the rule version, owner, effective dates and approval history with each result, so staff can tell which condition applied at the time.
Show what is absent or inconsistent and prompt a teacher to gather or review it. Missing data should lead to abstention or follow-up, not a low score.
Optional AI can retrieve approved, source-grounded learning material and help a teacher prepare a useful discussion. It remains separate from the deterministic review rules.
AI assistanceUse approved curriculum sources to explain relevant subjects and tracks, and suggest activities or tasters related to a stated interest or learning goal.
Draft questions for the learner and family, or outline alternatives a mentor may want to discuss. Show the source and evidence behind each suggestion.
If sources do not support a suggestion, records are missing or evidence conflicts, say what is unknown and ask for review. Preserve the draft and let a teacher accept, edit or decline it.
AI suggestions are not eligibility scores or pathway selections. A teacher decides whether they are relevant before sharing them.
Support and pathway discussions both need a return point: record what happened, hear the learner’s view and decide whether anything should change.
Learning targetA teacher reviews the evidence and selects an outcome that needs practice, enrichment or another observation.
Use relevant curriculum material, adapt an existing activity, or review an optional AI draft before giving it to the learner.
Attach the work or observation to the outcome. A teacher considers what it shows and whether further practice or a different activity would help.
Record the teacher’s choice and a review date. New evidence returns to the learning record so the plan can change as the learner progresses.
Kenya's senior school pathways
KICD’s Basic Education Curriculum Framework describes three formal pathways, with tracks and subject combinations within them. Learners consider their interests and options in light of the national process and school subject offers.
Includes visual arts, performing arts and sports science.
Includes humanities, languages and business studies.
Includes science, technical and engineering study, and career and technology studies.
A Rubrica review can bring evidence-linked options together with a learner’s stated preference, mentor reasoning and questions that need discussion. The record can then show the family response, school sign-off, any request for more evidence, and a follow-up or taster. This supports an informed conversation; each reason remains traceable to its evidence and reviewer.
KICD defines the formal pathway structure. The review queue, configurable school rules and proposed AI assistance described here are Rubrica design decisions, not national curriculum requirements.
Keep learner and family participation visible, and make each review or change understandable later.
A teacher can accept, adjust or set aside a suggestion, request more evidence, or record a different choice with detailed reasons. Keep the underlying evidence, source identifiers, rule version, reviewer and changes together so the decision can be followed over time.
Learners and families should be able to see an accessible explanation, share a preference or disagreement, and ask for a record correction or fresh review. The school review step and any sign-off should be recorded, with an opportunity to revisit the plan after a taster or follow-up activity.
The planned review process limits each discussion to the information it needs. Families see records for their linked child, and staff access follows their school assignment. Corrections retain a reviewer and date. Optional AI receives selected evidence and curriculum context, with teacher review before sharing.
Primary curriculum and assessment references for this page.
Official lists of approved materials, including Senior School course books.
Defines pathways and tracks; discusses assessment and learner interests.
Assessment, feedback and learner support.
Assessment tools and outcome evidence.
Human-centred, age-appropriate AI guidance.
Teacher agency and accountability for AI.
Learner choices and school capacity in 2025.
No. Rubrica organizes evidence for discussion. Formal pathway choices and placements follow the national process and are not made by Rubrica.
Yes. Arts and Sports Science, Social Sciences, and STEM are the three pathways described by KICD. Rubrica’s review and support workflow is a separate product design.
No. AI ideas are optional and require teacher review.
Keep the decision open, identify what is missing and gather relevant evidence.
Yes. Learners and families can share another view and request correction or review. Record updates.
Join the waitlist for product updates and news about access.
