GRADE 3 REPORT CARD
Download a free copy of the report book here; Grade 3 Report Card.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIGN
SCHOOL STAMP
MATHEMATICS ACTIVITIES ASSESMENT:
KEY:EX EXCEEDING EXPECTATION ,MT –MEETS EXPECTATION,AP-APPROACHES EXPECTATION BE-BELOW EXPECTATION.
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Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENTS |
| 1.0 |
NUMBERS |
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| 1.1 |
Number concept |
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Use ordinary numbers to identify position from 1st -20th |
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| 1.2 |
WHOLE NUMBERS |
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Count numbers forward and backward up to 1000 |
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Identify place value up to thousands |
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Read numbers 1-100 in words |
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Identify missing numbers in number patterns up to 1000 |
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| 1.3 |
FRACTION |
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IDENTIFY ½,1/4,AND 1/8 as part of a whole |
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Identify ½,1/4,and 1/8 as part of a whole |
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| 1.4 |
ADDITION |
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Add a 3 digit number to a 2 digit number without re-grouping with sum not exceeding 1000 |
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Add 3 digit numbers without regrouping |
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Add 3 single digit numbers with sum up to 27 |
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Add2-3 digits numbers with single re-grouping with sum not exceeding 1000 |
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Work out missing numbers In patterns involving addition up to 1000 |
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Create number patterns involving addition up to 1000 |
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| 1.5 |
SUBTRACTION |
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Subtract up to 3 digit numbers without regrouping |
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Subtract up to 3 digit numbers without regrouping |
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Subtract up to 3 digit numbers involving missing numbers with single regrouping |
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Work out missing numbers in number pattern involving subtraction up to 1000 |
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| 1.6 |
MULTIPLICATION |
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| 1.7 |
Division |
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Represent division as repeated subtraction up to 5 times |
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Relate division to multiplication up to 9*10=90 |
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| 2.0 |
Measurement |
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| 2.1 |
Measure length in meter |
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Add and subtract length in meters |
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Estimate mass up to 20 meters |
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| 2.2 |
Mass |
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Measure mass in kilogram |
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Add and subtract capacity in kg |
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| 2.3 |
capacity |
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Measure capacity in liters |
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Add and subtract capacity in liters |
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Estimate capacity up to 5 liters |
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| 2.4 |
Time |
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Read and tell time using the digital clock |
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Read and tell time using ‘past ‘and to the hours using the clock face |
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Write time using past and to the hour |
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Add and subtract time involving hours and minutes without conversion in real life situation |
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| 2.5 |
money |
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identify Kenyan currency notes up to 1000 |
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Count money in different denomination up to cash 1000 |
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Add and subtract money involving up to 1000 |
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Relate money to goods and services up to cash 1000 |
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Carry out shopping activities involving change and balance |
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Appreciate spending and saving of money in real life situation |
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Differentiate between needs and wants |
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| 3.0 |
Geometry |
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| 3.1 |
Position and direction |
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Move along a straight line from a point |
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Turn to the right from a point |
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Turn to the left from a point |
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| 3.2 |
Shapes |
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Make pattern involving rectangles,circles,triangle,ovals and squares |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENGLISH ACTIVITIES ASSESMENT
KEY EX-EXCEEDING EXPECTATION, MT-MEETS EXPECTATION, AP-APPROACHES EXPECTATION, BE-BELOW EXPECTATION.
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Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENT |
| 1.0 |
LANGUAGE ACTIVITY |
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| 1.1. |
Listening and speaking |
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Listen attentively during a conversation |
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Respond to simple specific directional instruction in communication |
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Use common gestures and facial expression in communication |
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| 1.2 |
Pronunciation and vocabulary |
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Recognizes new words used in themes |
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Pronounce the vocabulary related to the theme correctly |
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Use vocabulary learnt to communicate confidently |
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| 1.3 |
Language structure and function |
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Use subject verb agreement to construction sentences on daily activities in relation to when they take place |
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Use indefinite pronoun (nobody, anybody, somebody) in communication to talk about daily activities at home and at school |
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Use singular and plural forms of irregular nouns for effective communications e.g. foot-feet, tooth-teeth, mouse-mice, ox-oxen |
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Use will/shall to talk about what they would want to become In future |
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Identify words that express future time/action for effective communication |
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Use opposite to construct simple sentence about safety at home ,school and environment |
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Use preposition to talk about the position and location of objects, people, animals and places. |
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Ask questions using what, when, how, why and where to learn about saving |
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Respond correctly to questions using what ,when ,how ,why ,whose ,where |
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Identify wh –word in a story ,poem or conversation for effective oral communication |
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Use adjective to describe people, things and actions in a festival |
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Describe given nouns in relation to shape ,colour and size correctly |
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Identify comparative and superlatives that are to describe people and things during play time and sports |
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Form comparatives and superlatives appropriately based on given examples |
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Use conjunction to talk about nutrition and disease e.g. and ,but ,because |
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| 2.0 |
READING |
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| 2.1 |
Letter sound knowledge (phoenix reading ) |
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Read longer words with letter –sound correspondence and combine sounds to read longer words accurately |
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| 2.2 |
Word reading |
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Read more and longer words without letter-sound txt correspondence |
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| 2.3 |
Connected text and fluency |
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Read a text of about 200 words transitioning from phrasal to fluent reading |
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Read at least 90 words per minute fluently and accurately and with expression |
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| 2.4 |
Comprehension |
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Make production based on picture and titles and anticipate possible outcomes on a common text |
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Read and retell a story, poem or conversation. |
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Answer a simple direct and indirect questions based on a text of about 200 words |
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| 3.0 |
WRITTING |
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Handwriting |
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Demonstrate neat and legible handwriting |
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| 3.1 |
Spelling |
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Spell and write words correctly for effective in communication |
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| 3.3 |
Punctuate |
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Recognize appropriate punctuation marks in a text |
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Use full stops ,capital and small letters ,questions marks correctly |
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| 3.4 |
GUIDED WRITINNG |
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Write words from a prompt to demonstrate mastery of vocabulary |
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Recognition the correct form and meaning of the words to be used in filling I |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
SHUGHULI ZA KISWAHILI
Viwango:KUZ-kuzidishamatarajio,KUF-kukaribiamatarajio,MB-mbalinamatarajio
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Wekaalamakuashiriakiwango cha mwanafunzi
ipasavyo |
KUZ |
KUF |
KUK |
MB |
MAPENDEKEZO |
| 1.0 |
SHAMBANI |
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| 1.1 |
Kusoma |
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Kutambuasautimbilitofautizinazotamkwapamoja |
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Kutamkasautilengwaifaaavyo |
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Kusomasilabizasautilengwa |
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Kusomamaneno,vifungunahadithizinazohusishasautilengwa |
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| 1.2 |
Msamiati |
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Kutambuanakuelezamaanayamsamiatiunaohusishashughulizashambani |
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Kutungasentensiakitumiamsamiatiwashambani |
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| 1.3 |
Kusikilizanakuzungumza |
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Kusikilizamasimulizikuhusushambanikwamakini |
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Kutajanakuelezavifaavinavyotumikashamabani |
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Kuelezashughulizinazofanywashambani |
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| 1.4 |
KUSOMA HADITHI |
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Kusomahadithizapichazinazohusushamba |
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Kusikilizahadithizikisomwanakujibumaswalikwausahihi |
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Uchangamfuwakusomahadithi |
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| 1.5 |
KUANDIKA |
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Kuandikakisakifupikwahatinadhifukulingananamada |
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| 1.6 |
SARUFI |
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Kutumianafasiyatatuwakatiujao- umojanawingikatikasentensikwausahihi |
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Kusomanakuandikavifungunanafsiyatatukwaumojanawingi |
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| 2.0 |
UZALENDO |
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| 2.1 |
Kusoma |
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Kutambuanakutamkasautimbilitofautizinazotamkwapamoja |
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Kusomasilabizasautilengwa |
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Kusomahadithizilizonamanenoyaliyonasautilengwa |
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Kusomakwakutumiasilabizinazotokananasautilengwa |
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| 2.2 |
MSAMIATI |
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Kutambuamsamiatiambaounaohusiananauzalendo |
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Kuelezamaanayamsamiatiunaohusiananauzalendo |
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Kutumiamsamiatiwauzalendokatikasentensi |
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| 2.3 |
Kusikilizanakuzungumza |
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Kutambuanakuyatumiamanenoyanayoonyeshauzalendokatikamawasiliano |
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Kusimulia visa vinavyojumuisha mambo yanayowezakuimarishauzalendo |
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Kuonyeshausikivukupitiakusikilizamasimulizi |
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| 2.4 |
KUSOMA HADITHI |
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Kutambuarangizabendera |
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Kusomanakutambuamanenoyanayousiananauzalendo |
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Kusomanakusikilizahadithikuhusuuzalendo |
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| 2.5 |
KUANDIKA |
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Kuandikakisakifupikwahatinadhifukulingananamada |
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| 2.6 |
SARUFI |
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Kutungasentensiakitumia (-ake-na-ao) |
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| 3.0 |
MIEZI YA MWAKA |
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| 3.1 |
Kusoma |
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Kutambuanakutamkasautimbilizinazotamkwapamoja |
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Kusomasilabizasautilengwa |
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Kusomamanenokwakutumiasilabizinazotokananasautilengwa |
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| 3.2 |
MSAMIATI |
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Kutambuamieziyamwaka |
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Kuandikamajinayamieziyamwakakwamfuatano |
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Kutungasentensikwakutumiamajinayamiezi |
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| 3.3 |
Kusikilizanakuzungumza |
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Kusikilizamasimulizakuhusumieziyamwaka |
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Kusimuliakuhusumatukiokatikamiezitofauti |
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| 3.4 |
KUSOMA HADITHI |
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Kusikilizahadithiikisomwanakujibumaswaliipasavyo |
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Kusomahadithikuhusumiezi |
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Kufahamuhadithiiliyosomwa |
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Kuchangamkiakusomahadithi |
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| 3.5 |
KUANDIKA |
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Kuandikakisakifupikwahatinadhifu |
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Kujazamapengokwenyehadithikwamanenomwafaka |
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| 3.6 |
MSAMIATI(TARAKIMU) |
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Kutambuanakusomanambari 1-100kwa maneno |
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| 3.7 |
sarufi |
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Kuakifishasentensiipasavyokwakutumiakikomo. |
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| 4.0 |
Kazimbalimbali |
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Kutambuanakutamkasautimbilizinazotamkwapamojailikuimarishamatamshi |
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Kusomasilabizasautilengwa |
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Kuandikasilabinamanenoyanayohusishasautilengwa |
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| 4.2 |
msamiati |
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Kutambuamsamiatiwakazimbalimbali |
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Kutungasentensuiakitumiamsamiatiwakazi |
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| 4.3 |
Kusikilizanakuzungumza |
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Kusikilizakwamakinimasimulizikuhusukazimbalimbali |
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Kuelezakuhusukazitofauti |
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Kuthaminikazitofauti |
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| 4.4 |
Kusomahadithi |
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Kutambuapichazawatukazimbalimbali |
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Kusomahadithikwaushihi |
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| 4.5 |
Kuandika |
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Kuandikakisakifupikwahatinadhifu |
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| 4.6 |
sarufi |
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Kukanushanyakatikwausahihi(li, na –ta ) |
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| 5.0 |
usalama |
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| 5.1 |
msamiati |
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Kutambuamsamiatiambaohutumiwakatikausalama |
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Kutumiamsamiatiunaohusiananausalamakatikakutungasentensi |
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| 5.2 |
Kusikilizanakuzungumza (masimulizi) |
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Kusimuliakuhusunjiazakudumishausalama |
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| 5.4 |
Kusomahadithi |
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Kutambuapichazinazoonyeshausalama |
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Kusomahadithikuhusuusalamakwaustadi |
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Kusikilizahadithiunayosomewakwaumakini |
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| 5.5 |
Kuandika |
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Kuandikakisakifupikwahatinadhifu |
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| 5.6 |
Sarufi |
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Kutajanakuandikakinyume cha vitendokwausahihi |
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| 6.0 |
USAFI WA MAZINGIRA |
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| 6.1 |
Msamiati |
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Kutambuanakutajamsamiatiwausafiwamazingira |
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| 6.2 |
Kusikilizanakuzungumza |
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Kutofautishamazingirasafinayasiyosafi |
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Kutambuaumuhimuwamazingirasafi |
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Kuelezakuhusuusafiwamazingiranajinsiyakuyatunza |
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| 6.3 |
Kusomahadithi |
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Kutambuamsamiatiulioyumiwakatikahadithi |
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Kusikilizamwalimukwamakini |
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Kusomahadithikwaufasaha |
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| 6.4 |
Kuandika |
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Kuandikakisakifupikuhusumazingirakwahatinadhifu |
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| 6.5 |
Sarufi |
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Kutumiaharakanapolepolekwakutungasentensi |
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| 7.0 |
DUKANI |
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| 7.1 |
msamiati |
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Kutambuanakuelezamsamiatiwadukani |
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Kutumiamsamiatiwadukanikatikasentensi |
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| 7.2 |
Kusikilizanakuzungumza |
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Kuelezashughulizadukani |
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Kusikilizamasimulizikuhusuuuzajikwamakini |
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| 7.3 |
Kusomahadithi |
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Kusomahadithikuhusudukanikwaufasaha |
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Kudhaminibiasharamaishanikamanjiamojayakutegemeamaishani |
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| 7.4 |
Kuandika |
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Kuandikakisakifupikwahatinadhifu |
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| 7.5 |
Sarufi |
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Kutumiaalamayakuulizaipasavyokatikasentensi |
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| 8.0 |
NDEGE NIMPENDAYE |
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| 8.1 |
Msamiati |
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Kutajamajinayandegembalimbali |
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Kutambuamsamiatikuhusunjiazakutunzandege |
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| 8.2 |
Kusiklizanakuzungumza |
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Kutajaainazandegewanyumbani |
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Kutambuandegeampendendayenakusimuliakumhusu |
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Kusikilizakwamakinimasimuliziyawengine |
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| 8.3 |
Kusomahadithi |
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Kusomanakusikilizahadithizinazohusundege |
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Kufahamuhadithialiyoisomanaaliyoomewa |
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| 8.4 |
kuandika |
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Kuandikakisakifupikwahatinadhifu |
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| 8.5 |
sarufi |
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Kutumia “juuya” “chiniya” kwaufasahakatikasentensinamawasiliano |
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| 9.0 |
SOKONI |
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| 9.1 |
Msamiati |
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Kutambuamsamiatiunaohusiananashughulizasokoni |
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| 9.2 |
Kusikilizanakuzungumza |
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Kutajavituvinavyopatikanasokoni |
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Kutajawatuwanaopatikanasokoni |
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Kuelezashughulizinazoendeshwasokoni |
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Kuelezaumuhimiwasoko |
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| 9.3 |
Kusomahadithi |
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Kusomahadithikuhususokonikwaufasaha |
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Kufahamuhadithialiyoisomanaaliyosemewailikupataujumbe |
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| 9.4 |
Kuandika |
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Kuandikakisakifupikutumihatinadhafu |
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| 9.5 |
Sarufi |
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Kutumia ‘’ndaniya ‘’ na ‘’ njeya’’ katikasentensiilikuimarishamawasiliano |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
C.R.E ACTIVITIES ASSESSMENT
KEY: EX- exceeding expectation, MT-meets expectation, AP-approaches expectation, BE –Below expectation
| |
Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENT |
| 1.0 |
CREATION |
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| 1.1 |
SELF AWARENESS |
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Appreciate himself/herself as created in the image and likeness of God for his glory |
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Recognize god as the creator of every part of his/her body to glorify him |
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Control thoughts and feelings in daily life |
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Make choices that are acceptable to God in their life |
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| 1.2 |
MY FAMILY |
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Recognize the head of the family and respect them |
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Name family members in the nuclear and extended family for identification |
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Draw the family tree to understand relationship within the family |
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| 1.3 |
ADAM AND EVE |
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Acknowledge God as the creator of Adam and eve as our first parents o earth |
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Describe how Adam and eve disobeyed God and desire to obey God in their daily lives |
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State the results of disobeying Gods command to avoid sin |
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Explain the importance of obeying parents to live a harmonious family life |
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Explain the importance of obeying teachers to promote good relationship at school |
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| 2.0 |
THE HOLY BIBLE |
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| 2.1 |
The bible as the word of god |
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Differentiate the bible from other books as a holy book used by Christians |
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Explain how the writing of the bible was different from other books and respect it |
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Name the four gospel book in the new testament of Jesus Christ |
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Appreciate the bible as a guide in their daily lives |
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| 2.2 |
THE BIBLE STORY |
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Narrate what happened in the story of Moses and the burning bush ad relate it with the holy place of worship |
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Discuss how Moses expressed obedience and apply it in their daily lives |
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| 2.2.2 |
The big fish swallows Jonah |
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Narrate the story of Jonah and be obedient to God |
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| 2.2.3 |
Naaman is healed |
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Describe the healing of Naaman and desire to have faith in God |
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Appreciate Gods as the healer of all diseases |
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| 2.2.4 |
The three Hebrew me are rescued from fire |
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Narrate the story of the three Hebrew men to strengthen their relationship with God |
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Trust God to cope with daily challenges |
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| 2.2.5 |
Elisha and the boys |
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Explain the story of Elisha and the boys and relate it to their daily challenges |
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Apply the story in their daily lives by respecting the elderly at home church school and the community |
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| 3.0 |
THE EARLY LIFE OF JESUS CHRIST |
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| 3.1 |
Wise men guided by the star |
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Identify the star that guided the wise men and desire to be by God in their daily lives |
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Describe how the wise men were guide by the stars |
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| 3.2 |
Home town of Jesus Christ |
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Name the home town of Jesus Christ and their own towns to promote a sense of belonging |
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| 3.3 |
The good Samaritan |
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Narrate the story of good Samaritan and relate it to their daily lives |
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Appreciate the act of the good Samaritan by being kind to people in need |
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| 3.4 |
The little boy with fives loaves and two fish |
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Explain the miracles of the five loaves and two fish and practice kindness to others |
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State the number of baskets that remained after feeding the people and relate it to keeping the environment clean |
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Appreciate the miracle of the fives loaves and two fish by sharing with others |
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| 3.5 |
Jesus Christ walks o water |
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Describe the miracle of Jesus Christ walking on water and having faith in god |
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Appreciate Jesus power in their lives to overcome daily challenges |
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| 3.6 |
Raising of Jairus daughter |
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Analyze the miracle of raising Jairus daughter and have faith in god |
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Appreciate the power of Jesus over death |
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| 3.7 |
Easter |
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Mention the importance of Easter in the of Christians |
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Identify the resurrection of Jesus Christ by taking part in Easter celebration |
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| 4.0 |
CHRISTIAN VALUES |
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| 4.1 |
Honesty |
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Narrate the story of animals and Saphira and desire to be honest in their lives |
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Explain the importance of respecting other peoples items for harmonious living |
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| 4.2 |
Thankfulness |
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Describe ways of thanking God for crating them |
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Thank God for their family friends and teachers ad appreciate them at the time |
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| 4.3 |
Forgiveness |
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Describe the story of the unforgiving servant and relate it to their interaction with others |
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Desire to forgive others I their day to day lives |
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| 4.4 |
TURST |
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Identify people they can trust for their own safety |
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Mention the people to report to incase of danger for appropriate action to be taken |
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Discus the effect of talking about others for harmonious living |
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| 4.5 |
Responsibility |
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Discus the importance of personal hygiene for healthy living |
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Develop responsibility by not expecting a reward when they do chores at home |
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| 5.0 |
THE CHURCH |
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| 5.1 |
prayer |
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Recite the lords and apply in their daily lives |
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Show respect to God during prayer by adopting different posture of prayer |
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| 5.2 |
The holy spirit |
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Discus the coming of the holy spirit on the day of Pentecost and relate it to their lives |
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Identify the work of the holy spirit in the life of a Christian |
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Appreciate the fruit of the holy spirit by living harmoniously with others |
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Desire to be led by the holy spirit as they make decision in life |
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|
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
| |
Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENTS |
| 1.0 |
BASIC MOTOR SKILLS |
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| 1.1. |
LOCOMOTORS SKILLS |
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| 1.1.1 |
SKIPPING |
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Name parts of the body that are in use during skipping |
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Appreciate the importance of observing health habits for our well being |
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| 1.1.2 |
GALLOPING |
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Preforming galloping in different ways such as directions,pathways,levels and different tempo such as slowly, moderate and fast |
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Establish the relationship through galloping for critical thinking and problem solving |
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Observing rules |
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| 1.1.3 |
DODGING |
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Name the body parts that are in use during dodging for the body awareness |
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Perform dodging in different ways: directions pathways and levels |
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Establish relationship while dodging |
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Appreciate dodging for strength,co-ordinates balance and self esteem |
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Obey riles when playing games for own and safety |
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| 1.1.4 |
SLIDING |
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Explore sliding in different ways for the body awareness |
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Perform sliding In different ways |
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Establish relationship through sliding |
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Appreciate sliding for strength coordinate, balance and self esteem |
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Observe |
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| 1.2 |
NON-LOCOMOTOR SKILLS |
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| 1.2.1 |
TWISTING |
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Perform twisting I different ways |
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Establish relationship through twisting for critical thinking and problem solving |
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Appreciate twisting for strength,co-ordination balance and self –esteem |
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Obey rules when playing games |
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| 1.3 |
MANIPULATIVE SKILLS |
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| 1.3.1 |
STRIKING |
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Perform striking in different ways |
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Establish relationship through striking for critical thinking and problem solving |
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Observe rules while playing games |
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| 1.3.2 |
PUNTING |
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Identify parts of the body use for punting |
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Perform punting in different ways |
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Establish relationship |
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| 1.3.3 |
DRIBBLING |
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Name the body parts that are used in dibbling |
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Perform dribbling in different ways for co-ordinations ,endurance and balance |
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Appreciate and develop attitude and willingness while playing |
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| 2.0 |
SWIMMIING |
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| 2.1 |
WATER SAFETY |
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| 2.1.1 |
H.E.L.P (Heart escape lessening position) |
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Name a floating technique that they know for self- esteem |
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Explain the meaning of H.E,L.P |
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| |
PERFOM H.E,L.P FOR SURVIVAL |
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APPRECIATE H.E,L.P for rescue |
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Obey swimming rules for own and other safety |
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| 2.2 |
BASIS SWIMMING SKILLS |
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| 2.2.1 |
ARM ACTION IN WATER FRONT CRAWL |
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Demonstrate different actions that the arm can make in water for body awareness |
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perform the body action in front crawl in swimming |
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Observe the rule |
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Establish relationship in water |
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| 2.2.2 |
KICKING(LEG action in water) IN FRONT CRAWL |
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Perform kicking –leg action in front crawl in swimming |
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Appreciate the game |
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Make relationship through playing the game |
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Observe rule |
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| 2.2.3 |
STRAFISH FLOAT |
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| |
Name some fish that lives in water |
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| |
Perform starfish float In water for survival |
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| |
Appreciate floating in water using the starfish float for survival |
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|
| 3.0 |
GYMNASTIC |
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| 3.1 |
STASTIC BALANCE |
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| 3.1.1 |
V BALANCE |
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| |
Name body parts in use during v balance |
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| 3.2 |
DYNAMIC BALANCE |
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| 3.2.1 |
BEAM BALANCE |
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| |
Perform beam balance for strength, balance and co-ordination |
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Appreciate the beam balance perform |
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Make relationship through performance of beam balance |
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| |
Observe rules while playing the game |
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| 3.3 |
STATIC BALANCE |
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| 3.3.1 |
CRAB STAND BALANCE |
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| |
Perform the crab stand balance for strength and coordination |
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| |
Appreciate performing the crab and stand balance |
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| |
Make relationship through playing the game |
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| |
Observe rules while playing the game |
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| 3.4 |
DYNAMIC BALANCE |
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| 3.4.1 |
BACKWARD ROLL |
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| |
Name the body part in use during crab walk |
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| |
Perform crabwalk |
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| |
Appreciate crab walk strength ,coordination and excellence |
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| |
Obey rules during crab walk |
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|
|
PHYSICAL COMPETENCE ASSESSMENT
KEY: EX EXCEEDING EXPECTATION, MT –MEETS EXPECTATION, AP-APPROACHES EXPECTATION BE-
BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
LITERACY ACTIVITIES ASSESSMET
KEY: EX-exceeding expectation, MT-meets expectation AP-approaches expectation BE-Below Expectation
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Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENT |
| 1.0 |
LISTENING AND SOEAKING |
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| 1.1 |
IMITATION |
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Creatively use appropriate language with different people |
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Listen and respond appropriately |
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Control thought and feelings in daily lives |
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| 1.2 |
Story telling |
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Use digital knowledge to create stories |
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Acquire an accurately use appropriate words and phrase from stories |
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develop an interest in telling stories for pleasure |
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Demonstrate techniques of effective story telling |
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| 1.3 |
Effective communication (sharing experience ) |
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Use compound and complex sentence to link thought |
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Listen and use talk to organize and clarify thoughts and ideas |
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Communicate needs and feelings in a variety of ways |
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Demonstrate willingness to interact with others |
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Appreciate the importance of sharing one another’s feelings |
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| 1.4 |
Talk about |
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Identify messages conveyed in a thematic story and engage in oral discussions |
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Use appropriate expression to describe people situations and events |
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Develop an interest to read stories ad text |
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| 1.5 |
Presentation skills |
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Ask critical question on the decision making in their environment |
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Subsequently position their views using appropriate words example :firstly ;secondly ;lastly |
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| 2.0 |
READING |
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| 2.1 |
INDEPENDENT READING |
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Identify the main idea in a passage |
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Silently read a given passage |
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Develop an interest In reading for pleasure |
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Effectively answer question from independent reading |
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Use learnt vocabulary from own reading |
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| 2.2 |
Reading comprehension |
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Read with accuracy, fluency and understanding |
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Locate information in a text |
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Develop an interest in reading widely on varied subject |
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| 3.0 |
WRITING |
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| 3.1 |
Sentence formation |
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Write a variety of compound and complex sentence structure |
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Make and organize notes and paragraph appropriately |
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Use writing to generate and organize |
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| 3.4 |
Spelling instruction |
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Correct misspelled words |
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Spell words correctly in writing |
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| 3.3 |
HANDWRITING |
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Use capital letters correctly |
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Use appropriate spacing between words |
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Use of legible and neat handwriting |
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| 3.4 |
CREATIVE WRITING |
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Creatively create simple texts in written and digital formats |
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Use connecting words appropriately and effectively in writing |
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Develop an interest in writing |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
MUSIC ACTIVITIES ASSESMENT
KEY:EX-EXCEEDING EXPECTATION,MT-MEETS EXPECTATION,AP-APPROACHES EXPECTATION,BE –BELOW EXPECTATION
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Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENTS |
| 1.0 |
PERFORMING |
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| 1.1 |
Songs |
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Identify and name different types of song performed for different purpose in the community for awareness |
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Sing a variety of age song appreciation songs in unison paying attention to accuracy in pitch and rhythm for enjoyment and self-expression |
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Sing all verses of the Kenya national anthem in English and Kiswahili with proper etiquette for patriotism cohesion and peaceful coexistence. |
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Sing 3- part rounds keeping to the respective parts for enjoyment |
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Execute the elements of music to the singing for effective communication |
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Express ideas feeling and emotions through singing for self |
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Appreciate the importance of singing songs from devices culture and time |
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Record own and others performance using electronic device for appreciation and digital literacy |
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| 1.2 |
Singing games |
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Perform various singing games drawn from local and other culture for enjoyment |
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Perform singing games with coordinated body movements for aesthetic effect |
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Perform singing games while observing own and safety |
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Practice games etiquette for integrity |
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Share available resources during the performance of singing games for equity |
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Appreciate and enjoy performing singing games from diverse culture
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| 1.3 |
Musical instrument |
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Identify and name different string instrument used in music making |
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Identify string instrument visually and aurally in preparation for improvisation |
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Demonstrate the skills of playing string instrument to improve performance |
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Use locally available materials to make improvised creativity |
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Use improvised string instrument to accompany song for enjoyment |
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Used improvised percussion wind and string instrument for enjoyment and digital literacy |
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| 1.4 |
DANCE |
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Use body movement that are part of daily experience in variety of ways in dance enjoyment |
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Use body zones and body parts appropriately in response to music |
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Apply locomotors and non-locomotors/axial movement imaginatively to create own dance |
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Observe basic element of of dance in a dance performance for effective execution of dance |
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Practice etiquette during during dance performance for integrity |
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Perform appropriate simple dance from diverse culture for appreciation and enjoyment |
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Appreciate and enjoy performing different cultural dance for cultural preservation |
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Use digital devices to learn and record various dances for digital literacy and enjoyment |
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| 2.0 |
CRATING AND COMPOSING MUSIC |
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| 2.1 |
Rhythm |
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Improvise rhythmic accompaniment to familiar songs using body percussion and other instrument for enjoyment |
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Create own simple rhythmic patterns using body percussion and other improvised percussion for creativity and imagination |
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Use digital devices for creating rhythmic accompaniment to familiar songs for enjoyment |
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| 2.2 |
Melody |
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Identify melodic variations in familiar simple tunes demonstrating an awareness of pitch and rhythm |
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Create melodic variation to familiar tunes in preparation for composition |
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Apply variation of tempo and dynamic of familiar songs for enjoyment |
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Use new words to a familiar tune for effective communication |
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Create own melodic patterns from differently pitched objects to enhance creativity |
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Use digital device In creating and recording own created melodic pattern for digital literacy and presentation to others for discussion |
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| 3.0 |
LISTENING AND RESPONDIG |
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Element of music |
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Express initial personal reactions to musical performance for self-expression |
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Distinguish and categorize sounds heard for aural discrimination |
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Relate selected music to personal experience/story/event/for emotional expression |
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Imitate short melodies with literacy in pitch and rhythm for aural development |
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Use appropriate terminology in explaining/discussing music listened to effective communication |
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Relate specific music to appropriate events in the community |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT
KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations
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Tick appropriately under each categories to rate of learners ability |
EX |
MT |
AP |
BE |
COMMENT |
| 1.0 |
HEALTHPRACTICES |
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Importance of breakfast |
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State the meaning of breakfast |
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Identify time when breakfast |
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Name food items for breakfast as a healthy habit |
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Tell the importance of breakfast as a healthy habit |
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| 1.2 |
Oral hygiene |
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Identify good habits that promote healthy teeth |
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Identify harmful oral habits that damage their teeth |
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Brush teeth properly |
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| 1.3 |
Uses of different rooms in the house |
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name different rooms in the house |
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Mention uses of different rooms in the house |
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List equipment in different rooms in a house |
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| 1.4 |
Cleaning utensils |
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Tell reasons for cleaning utensils |
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Name materials used for cleaning utensils |
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Clean dry and store utensils properly |
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| 1.5 |
Danger of second hand smoke |
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Mention substances that people smoke that are harmful |
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Explain the word second hand smoke |
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Mention effect of the second hand smoke to our health |
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| 1.6 |
Keeping water safe from contaminated |
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Explain water contamination |
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Show ways in which water is contaminated |
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| 1.7 |
Re-using water and soap at home |
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Explain the meaning of reusing |
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Mention the way of re-using water at home |
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| 2.0 |
Personal hygiene |
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Using and caring for personal items |
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| 2.1 |
Identify personal items used for personal cleanliness |
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Identify reasons we shouldn’t share personal items |
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State method of cleaning personal items |
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3.1 |
Food |
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Basic taste of food |
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Identify four basic taste in a variety of food |
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Classify food according to their tastes |
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| 3.2 |
Eating habit |
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Mention what family members and friends eat and drink |
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Mention food likes and dislike of friends and family members |
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Give reasons why different people like different foods |
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| 3.3 |
Meals and snacks |
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Tell the number of meals taken daily |
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Tell the difference between meals and snacks |
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Mention the importance of taking meals and snacks at the right time |
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| 3.4 |
Grouping of foods |
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Group foods according to different parts of the plant they come from |
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| 3.5 |
Food for school going children |
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Mention foods eaten by school going children |
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State the amount of food suitable for school going children and dangers of eating too much |
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State importance of eating enough food |
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| 3.6 |
Food advertisement |
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Tell the effect of food advertisement on their feeling and food choice |
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Can choose healthy foods without influence of advertisement and guide others to do the same |
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| 3.7 |
Handling an cooking food |
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Name hygiene practice while handling food |
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State factors to observe when buying food from a food vendor |
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| 4.0 |
Safety education |
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| 4.1 |
Waste disposal in classroom |
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Identify types of waste found in the classroom |
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classroom |
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Practice waste collection and proper disposal of waste in the classroom |
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| 4.2 |
Accidents and basic first aid |
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Tell accidents occurring in the classroom |
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Name the course of common accidents in the classroom |
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Explain ways of preventing common accidents |
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Demonstrate first aid procedure for accident |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ART AND CRAFT
KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation
| |
Tick appropriately under each category to rate learners ability |
EX |
MT |
AP |
BE |
COMMENT |
| 1.0 |
Drawing |
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| 1.1 |
Forms |
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Identify a variety of forms in physical and ICT |
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Identify tools and material used in drawing forms |
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Drawing simple forms |
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Appreciate own and others work |
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| 1.2 |
Texture |
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Identify types of texture in physical and ICT |
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Identify materials and tools that can be used in creating texture |
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Create simple texture effect in drawing |
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| 2.0 |
PAINT AND COLOUR |
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| 2.1 |
Paint shapes and observation |
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Identify and name material used for painting |
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Mix paint correctly and paint simple shape |
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Draw and paint the national flag |
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Paint simple shapes using ICT |
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| 3.0 |
PARTTER MAKING |
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| 3.1 |
TEXTURES PATTERN |
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Create simple texture patterns for self-expression |
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| 3.2 |
Shape pattern |
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Observe shape pattern in the environment and in digital media |
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Create simple shape pattern for self-expression |
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| 3.3 |
Letter pattern |
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Observation of letter pattern in the environment and ICT |
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Create simple letter pattern fleshed or using ICT |
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| 4.0 |
Mounting technique |
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| 4.1 |
collage |
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Collection of materials from the sorounding |
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environment |
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Create simple pictures in collage using locally available materials |
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| 5.0 |
Decorating forms |
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| 5.1 |
Decorating egg shells |
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Observe teacher sample and decorate egg shells by painting and pasting colored papers |
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| 5.2 |
Decorating plastic containers |
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Decorate plastic container by pasting colored papers |
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| 6.0 |
ornaments |
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| 6.1 |
Double strand neckless |
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Observe beaded ornaments from teachers sample |
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Create necklace with local materials using double strand beading |
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| 6.2 |
Double strand bracelet |
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Observe teachers sample |
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Create own bracelet using double strand beading with local materials |
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| 7.0 |
FABRIC DECORATION |
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Printing on fabric with cut out stamps |
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Observe cut out stamp printed fabric from teachers samples |
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Print fabric using cut out stamps for decoration |
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| 8.0 |
MODELLING |
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| 8.1 |
Slab technique |
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Observing items made using slab technique materials and tools from the teacher |
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Model simple objects using slab technique |
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| 8.2 |
Pallet technique |
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Observing teachers items made using pallet technique materials tools |
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Model simple object using pallet technique |
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| 9.0 |
sculpture |
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| 9.1 |
toys |
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Make simple toys using local materials for playing |
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Appreciate playing with toys |
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| 9.2 |
kites |
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Make simple kites using locally available materials |
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Appreciate playing with toys |
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| 10.0 |
weaving |
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Weaving on a serrated card loom |
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Weave one color table mat using a serrated loom for self-expression |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENVIRONMENT ACTIVITIES ASSESSMENT
KEY: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE-Below Expectation
| |
Tick appropriately under each category to rate learner’s ability |
EX |
MT |
AP |
BE |
COMMENTS |
| 1.0 |
ENVIRONMENT AND ITS RESOURCES |
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| 1.1 |
Weather |
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Exploring unfavorable weather conditions |
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Describe unfavorable weather conditions |
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Observe the effects of unfavorable weather conditions for safety |
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| 1.1.2 |
Develop curiosity in identifying effects of weather |
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Identify ways of keeping safe from unfavorable weather conditions |
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Keep safe from unfavorable weather conditions |
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Demonstrate knowledge of keeping safe from unfavorable weather conditions |
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| 1.2 |
Water |
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| 1.2.1 |
Making water safe |
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Identify ways of making water safe and clean for use at home |
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Make water clean and safe |
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Construct a simple water filter for cleaning water at home |
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Appreciate using clean and safe water to reduce health risks |
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| 1.3 |
Soil |
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| 1.3.1 |
Exploring soil characteristics |
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Differentiate soils by texture from provided soil samples |
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Differentiate soil by size of soil particle |
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Name the three type of soil based on their characteristics |
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Develop interest in characteristics of soil as an environmental resources |
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| 1.4 |
Plants |
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| 1.4.1 |
Identify different type of plants |
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Categorize plants in the immediate environment according to specified features |
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Appreciate the rich diversity in plants |
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| 1.42 |
Safety when handling plants |
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Describe safe ways of handling different plants |
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Observe safety when handling different plants in the immediate environment |
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Appreciate the need to handle plants responsibly to reduce health risks |
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| 1.5 |
Animals |
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| 1.5.1 |
Importance of animals |
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State different uses of animals to people |
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Identify different uses of animals to people |
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Identify different animals that provide food products |
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Appreciate the importance of animals to people |
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| 1.6 |
Energy: heat |
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| 1.6.1 |
Sources of heat |
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Identify source of heat in the environment |
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Match different sources of heat to their fuels to the environment |
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Identify use of fuel energy in the environment |
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Use heat energy responsibly |
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| 1.6.2 |
Dangers of heat energy |
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Identify materials that can start fire in the house |
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Identify dangers of heat energy at home |
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Demonstrate an understanding of safe ways of moving from the house in case of fire outbreak |
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| 2.0 |
SOCIAL ENVIRONMENT |
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| 2.1 |
Harmonious leaving in the community |
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| 2.1.1 |
Sanitation in the community |
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Describe ways of keeping the market place clean |
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Participate in keeping the market place clean to promote social cohesion |
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Appreciate a clean market place for good health |
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| 2.2 |
Keeping safe in the community |
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| 2.21 |
Identify the appropriate ways of responding to strangers in the community |
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Respond appropriately to strangers in the community |
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Take personal responsibility in keeping safe to limit risks |
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| 2.2.2 |
Safe and dangerous places in the community |
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Identify safe places in the community |
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Identify dangerous places in the community |
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Keep personal safety in the community |
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Respond appropriately to security threats in the community |
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| 2.3.0 |
Safe travel |
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| 2.3.1 |
Basic road safety signs |
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Recognize basic road safety signs |
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Use basic road safety signs appropriately to enable safe travel |
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Appreciate the use of basic road safety sign in enabling safe travel |
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| 2.4.0 |
Environmental and cultural events in the community |
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State how cultural events promote environmental and social wellbeing in the community |
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Participate in cultural events that promote environmental and social wellbeing in the community |
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Develop interest in environmental and cultural events to promote social wellbeing in the community |
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| 2.5.0 |
Enterprise projects |
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| 2.5.1 |
Waste management for income generation project at school |
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Identify ways of using waste responsibly to generate income |
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Determine suitable waste management activity to generate income at school |
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Participate in waste management activity in school to generate income |
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Develop interest in undertaking income generating activities in waste management |
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| 3.0 |
CARING FOR THE ENVIRONMENT |
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| 3.1 |
Caring for plants |
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| 3.1.1 |
Communicating plants protection messages in the community |
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Give ways of protecting plants in the community |
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Create and communicate persuasive messages on plants protection |
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Appreciate plant protection in the community |
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| 3.2 |
Caring for animals |
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| 3.2.1 |
Caring for animals in distress |
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TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA |
GRADE EXAM 1 |
GRADE EXAM 2 |
GRADE EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
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| LANGUAGE ACTIVITIES |
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| ENVIRONMENTAL ACTIVITIES |
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| CRE/IRE/HINDU ACTIVITIE |
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| LITERACY ACTIVITIES |
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| MOVEMENT ACTIVITIES |
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| HYGENE AND NUTRITION ACTIVITIES |
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| ART AND CRAFT ACTIVITES |
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| KISWAHILI ACTIVITIES |
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| MUSIC ACTIVITIES |
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GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA |
GRADE EXAM 1 |
GRADE EXAM 2 |
GRADE EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
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| LANGUAGE ACTIVITIES |
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| ENVIRONMENTAL ACTIVITIES |
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| CRE/IRE/HINDU ACTIVITIE |
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| LITERACY ACTIVITIES |
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| MOVEMENT ACTIVITIES |
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| HYGENE AND NUTRITION ACTIVITIES |
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| ART AND CRAFT ACTIVITES |
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| KISWAHILI ACTIVITIES |
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| MUSIC ACTIVITIES |
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|
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA |
GRADE EXAM 1 |
GRADE EXAM 2 |
GRADE EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
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| LANGUAGE ACTIVITIES |
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| ENVIRONMENTAL ACTIVITIES |
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| CRE/IRE/HINDU ACTIVITIE |
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| LITERACY ACTIVITIES |
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| MOVEMENT ACTIVITIES |
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| HYGENE AND NUTRITION ACTIVITIES |
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| ART AND CRAFT ACTIVITES |
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| KISWAHILI ACTIVITIES |
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| MUSIC ACTIVITIES |
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|
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
ANNUAL SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA |
GRADE EXAM 1 |
GRADE EXAM 2 |
GRADE EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
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| LANGUAGE ACTIVITIES |
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| ENVIRONMENTAL ACTIVITIES |
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|
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| CRE/IRE/HINDU ACTIVITIE |
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| LITERACY ACTIVITIES |
|
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| MOVEMENT ACTIVITIES |
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| HYGENE AND NUTRITION ACTIVITIES |
|
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| ART AND CRAFT ACTIVITES |
|
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| KISWAHILI ACTIVITIES |
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| MUSIC ACTIVITIES |
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|
|
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
SOCIAL /BEHAVIOUR REPORT
KEY
S – SATISFACTORY
I – IMPROVEMENT
Report to be completed by the class teacher
| BEHAVIOUR |
ASSESMENT |
| Considering for others |
|
| Organization for school resources |
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| Accepts responsibility |
|
| Works independently |
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| Works well with others |
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| Completes assignments at school |
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| Completes home assignments |
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| Participates in community service learning |
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| Use time wisely |
|
| Has reverence for God as per a super being |
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| |
|
|
OTHER COMMENTS FROM THE TEACHER |
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| |
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| |
|
CBC assessment book grade 3 pdf
GRADE 3 REPORT CARD
Download a free copy of the report book here; Grade 3 Report Card.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
PASSPORT
PHOTO
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIGN
SCHOOL STAMP
MATHEMATICS ACTIVITIES ASSESMENT:
KEY:EX EXCEEDING EXPECTATION ,MT –MEETS EXPECTATION,AP-APPROACHES EXPECTATION BE-BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENGLISH ACTIVITIES ASSESMENT
KEY EX-EXCEEDING EXPECTATION, MT-MEETS EXPECTATION, AP-APPROACHES EXPECTATION, BE-BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
SHUGHULI ZA KISWAHILI
Viwango:KUZ-kuzidishamatarajio,KUF-kukaribiamatarajio,MB-mbalinamatarajio
ipasavyo
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
C.R.E ACTIVITIES ASSESSMENT
KEY: EX- exceeding expectation, MT-meets expectation, AP-approaches expectation, BE –Below expectation
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
PHYSICAL COMPETENCE ASSESSMENT
KEY: EX EXCEEDING EXPECTATION, MT –MEETS EXPECTATION, AP-APPROACHES EXPECTATION BE-
BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
LITERACY ACTIVITIES ASSESSMET
KEY: EX-exceeding expectation, MT-meets expectation AP-approaches expectation BE-Below Expectation
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
MUSIC ACTIVITIES ASSESMENT
KEY:EX-EXCEEDING EXPECTATION,MT-MEETS EXPECTATION,AP-APPROACHES EXPECTATION,BE –BELOW EXPECTATION
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT
KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations
3.1
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ART AND CRAFT
KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENVIRONMENT ACTIVITIES ASSESSMENT
KEY: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE-Below Expectation
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERMLY SUMMATIVE ASSESSMENT
TERM
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
ANNUAL SUMMATIVE ASSESSMENT
TERM
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
SOCIAL /BEHAVIOUR REPORT
KEY
S – SATISFACTORY
I – IMPROVEMENT
Report to be completed by the class teacher
OTHER COMMENTS FROM THE TEACHER
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