Last reviewed: 24 October 2026
Community service learning (CSL) is one of the distinctive parts of the Competency Based Curriculum. It asks learners to identify a need in their community, plan a response and carry it out, learning skills and values along the way. This guide explains what CSL is, how it is assessed and how parents can support it safely.
On this page
What CSL is
KICD describes community service learning as an experiential learning strategy that links classroom learning with community service. In junior school, CSL is integrated into Social Studies, and in senior school it continues as part of the core programme. Learners work in groups to choose a community issue, research it, plan an activity, carry it out and reflect on what they learned.
Example CSL projects
- Cleaning a market or water point and campaigning against littering.
- Planting trees at the school or a local health centre.
- Running a hand-washing awareness campaign at a primary school.
- Collecting and donating books to a community library.
- Helping elderly neighbours with a garden, with permission and supervision.
- Road safety awareness for younger pupils.
The CSL cycle
- Identify a need through observation, interviews or a simple survey.
- Plan the activity: goals, resources, roles, timelines and risks.
- Act by carrying out the activity with community partners.
- Reflect on what changed, what was learned and what could be improved.
- Report through a presentation, poster or written report.
How it is assessed
Teachers use rubrics to assess planning, teamwork, communication, problem solving, and values such as responsibility, respect, integrity and patriotism. Reflection is important: learners should explain how the activity affected the community and themselves. Evidence includes plans, photos, attendance records and reflective journals.
The parent’s role
- Help your child think of genuine local needs.
- Connect the group with community contacts, such as a chief, church, mosque or health worker, where appropriate.
- Make sure activities are supervised and safe, especially near roads, water or tools.
- Give consent for photographs and outings as the school requests.
- Encourage reflection by asking what they learned.
Safety and consent
CSL should never put learners at risk. Activities should be approved by the teacher, supervised by adults and avoid hazards. Photos of community members, especially children, need consent.
Choosing a good issue
The best CSL issues are small, local and visible: a blocked drainage channel, a littered path, a library with no books. Learners should be able to see the change they make.
Costs
CSL does not need to be expensive. The best projects use time, effort and local resources rather than money. If a group is asked to raise funds, ask the teacher how it will be accounted for.
Why CSL matters
CSL builds the core competencies of citizenship, communication and collaboration, critical thinking and problem solving. It also helps learners discover interests, such as health, environment or social work, that can guide pathway choices in senior school. See CBC pathways.
Back to the projects and assessment hub, or read about junior school projects.
Sources
- KICD, community service learning guidelines and junior school Social Studies curriculum design
- KICD, Basic Education Curriculum Framework
CBC Guides is independent and is not approved by KICD or KNEC.