PP2 REPORT CARD.
Download a free copy here; PP2 FREE REPORT BOOK.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIG
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIG
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIG
SCHOOL STAMP
LANGUAGE 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 |
LISTENING |
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| 1.1 |
Common greetings and farewell related to relationship. |
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Respond appropriately to greetings with reference to relationship in and out of school. |
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Respond appropriately to farewell with reference to relationship in and out of school |
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Enjoy responding to greetings and farewell with reference to relationship in and out of school. |
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| 1.2 |
Listening for comprehension |
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Answer questions correctly after a listening experience in class. |
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Solve simple riddles in and out of school. |
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Sing songs with actions in and out of school. |
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Recite poems and rhymes with actions in and out of school. |
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Take pleasure in activities that involve listening for comprehension. |
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| 1.3 |
Active listening |
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Pay attention to conversations in and out of school. |
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Answer questions after listening to a story. |
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Respond to simple instructions in and out of school. |
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Appreciate the contribution of others during conversations. |
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| 1.4 |
Passing information |
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Convey verbal messages effectively in and out of school. |
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Retell short stories in and out of school. |
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Engage in dialogue in and out of school. |
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Take pleasure in passing verbal messages and retelling short stories in and out of school. |
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| 1.5 |
Auditory discrimination |
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Identify all letter sounds in the classroom environment. |
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Differentiate closely related letter sounds in and out of school |
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Experience pleasure through play in and out of school. |
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| 1.5 |
Auditory memory |
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Say letter sounds after the teacher in class. |
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Recall letter sounds in and out of class. |
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Enjoy playing auditory memory games in and out of class. |
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| 2.0 |
SPEAKING |
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| 2.1 |
Common greetings and farewell related to relationship |
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Use vocabulary related to greetings with reference to relationship in and out of school. |
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Use vocabulary related to bidding farewell with reference to relationship in and out of school. |
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Greet people appropriately with reference to relationship in and out of school. |
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Bid people farewell appropriately with reference to relationship in and out of school. |
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Appreciate greeting and bidding people farewell with reference to relationship in and out of school. |
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| 2.2 |
Self-expression |
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Express their needs and ideasVerbally in and out of school. |
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Use appropriate vocabulary to express their needs and ideas in and out of school. |
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Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school. |
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| 2.3 |
Polite Language |
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Use appropriate vocabulary when making requests in and out of school. |
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Use appropriate vocabulary to excuse self and apologize in and out of school. |
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State the appropriate vocabulary for excusing self and making requests in andout of school. |
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Appreciate making requests, excusing self and apologizing when need arises. |
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| 2.4 |
Audience awareness |
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Speak clearly when talking to others in and out of class. |
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Speak loud enough for the audience to hear in school and at home. |
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Demonstrate ability to speak confidently in and out of class. |
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Enjoy speaking to others inand out of class. |
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| 2.5 |
Passing information |
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Convey messages effectively at home and in school. |
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Retell short stories in andout of school. |
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Use relevant vocabulary when engaging in dialogue. |
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Take pleasure in passing verbal messages and retelling stories in and outof school. |
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| 2.6 |
Naming |
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Name objects, animals, people and colours in the immediate environment. |
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Name safe objects in theimmediate environment. |
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Name unsafe objects in theimmediate environment. |
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Experience pleasure in naming colours, objects andpeople in the immediateenvironment. |
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| 2.7 |
Articulation of letter sounds |
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Articulate vowels and consonants correctly in and out of class. |
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Demonstrate awareness of letter-sound correspondence in and out of class. |
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Take pleasure in activitiesrelating to letter sounds in and out of class. |
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| 3.0 |
READING |
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| 3.1 |
Book handling skills |
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Demonstrate book handling skills in and out of school. |
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Demonstrate ability toarrange books properly. |
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Take pleasure in book handling and storage activities. |
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| 3.2 |
Reading readiness skills |
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Demonstrate left-right eye orientation when reading |
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Demonstrate top-bottomorientation skills when reading |
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Turn pages from right to leftwhen opening a page |
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Enjoy participating in pre-reading activities in and out of school |
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| 3.3 |
Print awareness |
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Talk about pictures in and out of school. |
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Demonstrate awareness of print in and out of school. |
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Show interest in readingin and out of school. |
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Enjoy reading picturesin and out of school. |
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| 3.4 |
Visual Discrimination |
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Identify differences and similarities in objects and pictures at home and at school. |
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Match and pair pictures andobjects at home and at school. |
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Take pleasure in visual discrimination activities at home and at school. |
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| 3.5 |
Visual memory |
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Recall objects, colours and pictures in the immediate environment. |
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Recall letters of the alphabet in and out of class. |
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Talk about what they have seen in the immediate environment. |
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Have pleasure in visual memory activities in and out of class. |
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| 3.6 |
Reading posture |
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Identify correct reading posture in pictures. |
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Sit appropriately when reading in and out of class. |
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Enjoy participating in activities on reading posture in and out of class. |
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| 3.7 |
Letter recognition |
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Match upper case letters with corresponding lower case letters in class. |
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Take pleasure in letter matching activities in and out of class. |
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| 3.8 |
Reading syllables |
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Read syllables in and out of class. |
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Demonstrate ability to read syllables in class |
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Enjoy participating in activities that involve reading syllables. |
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| 3.9 |
Reading three to four letter words |
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Demonstrate ability to blend syllables to read three to four letter words in and out of class. |
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Read three to four letter words correctly in and out of class. |
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Enjoy participating in activities that involve reading three to four letter words in and out of class. |
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| 4.0 |
WRITING |
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| 4.1 |
Book handling |
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Demonstrate ability to handle books appropriately in and out of class. |
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Arrange books properly in and out of class. |
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Enjoy participating in book handling activities in and out of class. |
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| 4.2 |
Writing readiness skills |
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Hold a writing tool properly in and out of class. |
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Turn pages from right to left during a writing activity in and out of class. |
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Take pleasure in prewriting activities inand out of class. |
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| 4.3 |
Writing posture |
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Sit appropriately when writing in and out of class. |
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Derives pleasure in activities for writing posture in and out of class |
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| 4.4 |
Eye-hand coordination skills |
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Demonstrate eye-hand coordination when writing in and out of class. |
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Enjoy participating in eye-hand coordination activities in and out of class. |
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| 4.5 |
Pattern writing |
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Write simple cursive patterns in and out of class. |
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Use audio visual materials to make simple cursive patterns in and out of class. |
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Hold writing tools appropriately when writing. |
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Experience pleasure in cursive pattern writing activities in and out of class |
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| 4.6 |
Letter formation |
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Form letters correctly in and out of class. |
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Demonstrate ability to form letters correctly in and out of class. |
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Have pleasure in letter formation activities in and out of class. |
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| 4.7 |
Writing letters of the alphabet |
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Demonstrate ability to write letters properly in and out of class. |
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Write letters of the alphabet properly in and out of class. |
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Enjoy using basic tools for letter writing activities in and out of class. |
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| 4.8 |
Writing three to four letter words (allow variation depending on the language) |
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Write three to four letter words in class. |
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Copy own name in class. |
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Have pleasure in participating in writing activities in and out of class. |
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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
MATHEMATICAL 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 |
CLASSIFICATION |
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| 1.1 |
Sorting and grouping |
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identify similarities and differences between objects for distinguishing one object from the other |
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sort and group objects intheir environment |
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group objects in the environment according to more than one attribute |
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appreciate the materials in the environment for their uniqueness and diversity |
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| 1.2 |
Matching and pairing |
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identify similarities among objects in the environment |
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identify differences amongobjects in the environment |
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match objects according to likeness or sameness in the
environment |
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pair objects related to eachother according to sameness,likeness, use, typerelationship, part and whole |
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use appropriate vocabularyrelated to matching andpairing objects for effectivecommunication |
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appreciate the use of differentobjects in the environment |
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| 1.3 |
Ordering |
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collect and identify differentobjects in their environment for exploration and enjoyment |
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Arrange objects in the immediate environment according to size in ascending up to five objects for comparison. |
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Arrange objects in the immediate environment according t size in descending order. |
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arrange objects in the environment according to more than one attribute |
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differentiate objects of differentsizes in the environment |
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use different objects in the environment in their daily activities |
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use appropriate vocabularyrelated to ordering in their daily life experiences for effective communication |
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appreciate different objects ormaterials in the environment |
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| 1.4 |
Patterns |
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Observe objects in the environment for the purpose of identifying patterns. |
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identify similarities anddifferences among objects |
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arrange similar objects tomake a pattern |
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use different objects tomake patterns |
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identify patterns in different objects within the environment (clothes, animals, seeds, leaves) |
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Identify the repeating partof the patterns. |
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appreciate pattern s in theirenvironment |
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enjoy making different patterns with objects found in the environment |
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| 2.0 |
NUMBERS |
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| 2.1 |
Rote counting |
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rote count numbers 1-50 for developing numeracy skills |
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rote count using actions upto 50 for enhancing acquisition of numeracy |
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enjoy rote counting up to50 in their daily life. |
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| 2.2 |
Number recognition |
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identify numerals 1-20 for enhancement of acquisition of formation of number symbols |
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appreciate use of numbers and develop curiosity for numbers in daily life experiences. |
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| 2.3 |
Counting concrete objects |
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observe objects in differentgroups or sets fordistinguishing different typesof similar objects |
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count concrete objects 1-20 fordeveloping skills |
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demonstrate one to onecorrespondence whilecounting concrete objects |
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enjoy counting objects withintheir environment |
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appreciate the use of one to one correspondence in real lifesituations |
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demonstrate number value bycounting concrete objects
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| 2.4 |
Number sequencing |
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identify number symbols 1-20 for acquisition of numeracy skills |
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arrange number cards in sequence 1-20 for appreciation of increase in value |
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arrange number cards in sequence by completing missing numbers |
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enjoy arranging numbers in sequence in day to day experiences |
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| 2.5 |
Number value |
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collect objects from the environment |
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count groups of objects in the environment and select the corresponding number symbol. |
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differentiate the number valueof objects in the environment |
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appreciate the value of numbers in their daily life experiences |
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Relate number value withobjects in the environment. |
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| 2.6 |
Symbolic representation of number (number writing) |
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identify number symbols up to 20 for association of spoken number and its symbolic representation |
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form and write numbers 1- 20 on a surface for representing quantities of objects or items by symbols |
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write number symbols 1-20on a surface for enjoyment |
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form number symbols 1-20using ICT for digital literacy |
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Appreciate the use ofnumbers within their environment. |
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| 2.7 |
Number puzzle |
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rearrange number cards 1-20 in thecorrect order |
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identify different parts of numerals1-20 using not more than ten parts |
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join different parts of numbers to form complete number symbols 1-20 with not more than 10 parts |
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enjoy completing number puzzles indaily life |
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relate number symbols with theobjects in the environment |
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use ICT to complete number puzzles |
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| 2.8 |
Putting together |
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collect different groups ofsimilar objects for counting |
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identify sets of similar objects in the environment for counting |
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put similar objects together with a sum not exceeding 9 |
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enjoy the activities of puttingtogether objects in their day to day experiences |
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appreciate that things becomemore when put together |
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| 2.9 |
Taking away |
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collect different groups of similarobjects or items |
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count objects in different sets toestablish the number in each set |
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take away fewer objects from setsnot more than 9 |
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count the number of the remainingobjects after taking away |
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enjoy the activities of taking away objects and counting the remainders in the day to day life experiences |
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| 3.0 |
MEASUREMENT |
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| 3.1 |
Sides of objects |
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observe different objects with straight sides in the environment |
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identify different sides of objects in the environment |
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manipulate objects of different sides in the environment |
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enjoy measuring sides of objects using arbitrary units |
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| 3.2 |
Mass (heavy and light) |
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collect different objects from the environment |
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lift different objects in theenvironment for comparing their
heaviness |
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compare heavy and light objects in the environment |
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appreciate objects of differentmass in their environment |
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enjoy manipulating objects ofdifferent mass in daily life
experiences |
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| 3.3 |
Capacity (how much can a container hold) |
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fill and empty different containers with different objects and substances |
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compare sizes of containersusing through filling and emptying using differentsubstances and objects |
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appreciate the use of objectsof different sizes in theenvironment |
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| |
enjoy filling and emptyingcontainers in the environment |
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| 3.4 |
Time (Daily routines) |
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| |
compare sizes of shadows at different times of the day to
determine their sizes |
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| |
use vocabulary related to time for effective communication |
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| |
observe tools used fortelling time |
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| |
name tools used for telling time (clock ;calendar; mobile phone; animals and birds) |
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| |
name the days of the week and the months of the year |
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| |
appreciate management of time when doing different activities |
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| 3.6 |
Money (Kenyan currency coins and notes) |
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| |
observe types of Kenyancurrency for familiarity |
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| |
identify Kenyan currency coins and notes for distinguishing them from other currencies |
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| |
buy items using Kenyan coins and notes of different denominations |
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| |
save money for future use |
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| |
make a simple budget basingon own needs |
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| |
appreciate the use of Kenyancurrency in their daily life |
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|
|
| 3.7 |
Area (surfaces of objects) |
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| |
observe objects with different surfaces in the environment for determining their sizes |
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| |
identify surfaces of differentobjects in the environment |
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| |
cover surfaces of different objects by using not more than 20 smaller similar objects |
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| |
use appropriate vocabulary related to surfaces of objects for effective communication |
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| |
Appreciate different surfacesof objects in the environment. |
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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
PSYCHOMOTOR AND CREATIVE ACTIVITIES ASSESMENT
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 |
Comments |
| 1.0 |
PICTURE MAKING TECHNIQUES |
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| 1.1 |
Drawing from observation |
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| |
use appropriate tools todraw simple pictures |
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| |
draw simple representation from observation |
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appreciate each other’s,drawing |
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| 1.2 |
Drawing from Memory |
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| |
identify drawing materials |
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| |
use appropriate tools todraw simple pictures |
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| |
draw symbolicrepresentation of things found in the classroom frommemory |
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| |
appreciate each other’s,drawing |
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| 1.3 |
Printing |
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| |
identify printingmaterials |
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develop simple printingtools |
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create patterns using different objects for creativity |
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appreciate own andother pupils work |
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| 1.4 |
Colouring |
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| |
recognize common colours in the environment for use in
colouring |
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display ability to use colour media freely for enjoyment |
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appreciate and talk abouttheir work |
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| 1.5 |
Painting |
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| |
identify painting materials |
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| |
paint freely on paper forfamiliarization of materials |
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use finger technique forpainting |
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| |
paint freely for enjoyment |
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| |
appreciate own and otherspainted work |
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| 1.5 |
Mosaic |
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| |
identify materials formaking mosaic
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| |
Make mosaic pictures using locally available Materials for aesthetics. |
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make collage pictures using locally available materials for enjoyment |
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| |
appreciate the use oflocally available materials for making mosaic |
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| 1.6 |
Collage |
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identify material for making collage |
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| |
make collage pictures usinglocally available materials for
aesthetics |
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| |
make collage pictures usinglocally available materials for
enjoyment |
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| |
Appreciate their own and otherpupils work and develop self-esteem. |
|
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| 2.0 |
MODELLING TECHNIQUES |
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| 2.1 |
Ball technique |
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| |
identify different types of materials used in modelling |
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| |
model items using ball techniques |
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| |
model for enjoyment |
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| |
Express their ideas, feelings and emotions through modelling. |
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| 2.2 |
Coil technique |
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| |
identify different types of material used in coil technique |
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| |
model items using coiltechniques |
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| |
model for enjoyment |
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| |
Express their ideas, feelings and emotions through Modelling. |
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| 2.3 |
Slab Technique |
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| |
identify different types of material used in slab technique |
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| |
model items using slab techniques |
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| |
model for enjoyment |
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| |
Express their ideas, feelings and emotions through modelling. |
|
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|
| 3.0 |
PAPER CRAFT |
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| 3.1 |
Paper folding |
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| |
identify different methods of folding papers for creativity |
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| |
make items using folding techniques for problem solving |
|
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| |
make items using paper folding techniques for fun |
|
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|
| 4.0 |
CREATING SHAPES AND FORMS USING ICT |
|
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|
| 4.1 |
Creating shape forms |
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| |
identify drawing icons for familiarization with digital devices |
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| |
use digital device to create shapes and forms creativity |
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| |
appreciate the use of ICT increating shapes and forms |
|
|
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|
|
| 5.0 |
PAPER CRAFT |
|
|
|
|
|
| 5.1 |
Weaving |
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| |
identify materials forweaving |
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| |
make weaves using paper forcreativity |
|
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| |
appreciate the use of localmaterials for making woven
articles |
|
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|
| 6.0 |
CONSTRUCTION |
|
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|
| 6.1 |
3-Dimensional forms |
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| |
identify materials for construction |
|
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| |
create forms in 3-d using locally found materials for innovation |
|
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| |
handling construction materials for exploration and enjoyment |
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| |
appreciate self and otherswork |
|
|
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|
|
| 7.0 |
ORNAMENTS |
|
|
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|
| 7.1 |
Beading |
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| |
identify locally available materials for beading |
|
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| |
make an item using coloured beads for creativity |
|
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| |
appreciate self and otherswork |
|
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|
|
| 7.2 |
Bracelets |
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|
|
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| |
identify local materials for making bracelets |
|
|
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| |
make and decorate bracelets for friendship. |
|
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| |
making bracelets for enjoyment |
|
|
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|
|
| 8.0 |
PERFOMANCE |
|
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| 8.1 |
Dance |
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| |
Perform a free dancing style for enjoyment. movement for
enjoyment |
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| |
dance in pairs andgroups for cooperation |
|
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| |
respond to changes in tempo and rhythms through body
|
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| |
perform traditional dances within the locality to enhance
culture |
|
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| 8.2 |
Musical rhymes |
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| |
recite rhymes with repetitive phrases and rhythmic patterns |
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| |
display the ability to recitesimple rhymes |
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| |
perform simple rhymes forentertainment |
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| |
recite a range of musical rhymes to enhance creativity |
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| |
appreciate others talents as they perform simple rhymes |
|
|
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|
| 8.3 |
Rhythmic patterns |
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| |
identify musical instruments usedfor performing rhythmic patterns e.g. percussion |
|
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| |
display the ability to create rhythmic movements through dance, nodding and swaying for enjoyment |
|
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| |
create rhythm using percussioninstruments to enhance tempo |
|
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| |
appreciate others talent as they perform rhythmic patterns using percussion instruments |
|
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| 8.4 |
Singing games |
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| |
identify different cultural singing games for harmonious core existence |
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| |
perform varied cultural singing games using props for enjoyment |
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| |
express feelings through singing games for appreciation |
|
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|
| 8.5 |
Pay simple musical instruments |
|
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| |
identify various music ICTdevice for familiarization |
|
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| |
play simple musicalinstruments for enjoyment |
|
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| |
display ability to play various simple musical instruments including ICT device |
|
|
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| |
play simple instruments and make movement for talent development |
|
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|
| 9.0 |
LISTENING AND RESPONDING |
|
|
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|
| 9.1 |
Musical sounds |
|
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| |
listen to sounds from the environment for familiarization |
|
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| |
imitate sounds made fromthe environment for vocal development |
|
|
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| |
appreciate sounds from theenvironment for correct
response |
|
|
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|
| 10.0 |
BASIC MOTOR SKILLS |
|
|
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|
| 10.1 |
Locomotive Skills |
|
|
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| |
identify common terms usedin outdoor activities such as
climbing/sliding, throwingand catching for correct response |
|
|
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| |
climb and slide on playing objects for enjoyment |
|
|
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| |
observe safety during climbing and sliding on playing objects |
|
|
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|
| 10.2 |
Non-locomotive skills |
|
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| |
identify common terms used in turning and twisting activities for appropriate response |
|
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| |
turning and twisting forflexibility |
|
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| |
turn and twist for safety |
|
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|
| 10.3 |
Manipulative skills |
|
|
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| |
kick freely for enjoyment |
|
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| |
display the ability to balance the body for kicking technique |
|
|
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|
| |
display manipulative skillsthrough bouncing ball for
distance estimation |
|
|
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|
|
| |
bounce and kick balls safely |
|
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| |
bounce and kick balls forenjoyment |
|
|
|
|
|
| 11.0 |
SWIMMING |
|
|
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|
|
| 11.1 |
Pool safety |
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|
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| |
identify basic water safety and hygiene rules for application in the pool |
|
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|
| |
demonstrate ability to follow safety rules accordingly |
|
|
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|
| 11.2 |
Water orientation |
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| |
confidently move around the pool in readiness for swimming |
|
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| |
opening eyes confidently in water for safe swimming |
|
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| |
identify basic floating techniques for swimming |
|
|
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| |
appreciate the use of water forrecreation |
|
|
|
|
|
| 12.0 |
FUN GAMES |
|
|
|
|
|
| 12.1 |
Modern/Traditional fun games |
|
|
|
|
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| |
identify some fun games within their environment for play |
|
|
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| |
perform fun games forenjoyment |
|
|
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| |
appreciate and acknowledge each other as they perform the fun games |
|
|
|
|
|
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
ENVIRONMENTAL ACTIVITIES ASSESMENT
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 |
Comments |
| 1.0 |
SOCIAL ENVIRONMENT |
|
|
|
|
|
| 1.1 |
Myself |
|
|
|
|
|
| |
talk about body parts (head, ears, eyes, mouth, hand,) for self-awareness, |
|
|
|
|
|
| |
Tell the uses of ears, nose mouth and eyes. for self-awareness,
|
|
|
|
|
|
| |
Appreciate one’sbody parts for self-esteem. |
|
|
|
|
|
| 1.2 |
Our School |
|
|
|
|
|
| |
talk about work done by different people in the school |
|
|
|
|
|
| |
participate indeveloping classroom rule (Dos and Don’ts)
for interpersonal relationships |
|
|
|
|
|
| |
appreciate the school community for harmonious living |
|
|
|
|
|
| 1.3 |
Our home |
|
|
|
|
|
| 1.3.1 |
Structures/building |
|
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|
| |
Name different structures andbuildings found at home, |
|
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| |
Identify different buildings andstructures at home, |
|
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|
| |
Talk about the uses of buildingsand structures at home, |
|
|
|
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|
| |
Appreciate buildings andstructures. |
|
|
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|
| 1.3.2 |
People found at home |
|
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| |
name people found at home for self- awareness, |
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| |
tell the relationships between people found at home for harmonious living |
|
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| |
talk about people found at home for harmonious living |
|
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|
| |
talk about work done by people at home |
|
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| |
Appreciate people found at homeand the work they do. |
|
|
|
|
|
| 1.4 |
Interpersonal relationship |
|
|
|
|
|
| |
Identify Courteous words used in day today life |
|
|
|
|
|
| |
Talk about the use of courteous words in day to day life for interpersonal relationship |
|
|
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|
| |
Appreciate the need touse courteous words |
|
|
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| |
Use greetings and respond with actions appropriately |
|
|
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|
| |
Show empathy to theneedy |
|
|
|
|
|
| 1.5 |
Neighbourhood |
|
|
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|
| |
identify the classmates by names for harmonious living |
|
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| |
name the classmates as neighbours for interpersonal
relationships |
|
|
|
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|
| |
identify physicalfeatures in the neighbourhood forsafety and security |
|
|
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|
| |
appreciate theclassmates as theirneighbours |
|
|
|
|
|
| 1.6 |
Dressing |
|
|
|
|
|
| |
identify clothes worn atdifferent times |
|
|
|
|
|
| |
dress and undressappropriately |
|
|
|
|
|
| |
to put on shoes correctly |
|
|
|
|
|
| |
appreciate one’s clothesfor self-esteem |
|
|
|
|
|
| 2.0 |
HEALTH PRACTICES |
|
|
|
|
|
| 2.1 |
Hand washing |
|
|
|
|
|
| |
tell the importance of washing hands for personal hygiene |
|
|
|
|
|
| |
wash hands appropriately |
|
|
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|
| |
tell critical times to wash hands |
|
|
|
|
|
| |
appreciate the need towash hands at critical
times |
|
|
|
|
|
| 2.2 |
Care for the nose |
|
|
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|
|
| |
tell the importance of having a personal handkerchief, |
|
|
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|
| |
wipe one’s nose appropriately, |
|
|
|
|
|
| |
appreciate the need to own and care for a personal handkerchief |
|
|
|
|
|
| 2.3 |
Care for teeth |
|
|
|
|
|
| |
tell the dangers of using substances that destroy teeth, |
|
|
|
|
|
| |
talk about actions thatdestroy teeth, |
|
|
|
|
|
| |
brush teeth using appropriate brushing material found in one’s locality , |
|
|
|
|
|
| |
Appreciate the need to care for teeth by avoiding eating sugary things. |
|
|
|
|
|
| 2.4 |
Toileting |
|
|
|
|
|
| |
talk about the importance of using a clean toilet, |
|
|
|
|
|
| |
Identify materials used for toileting |
|
|
|
|
|
| |
use the toilet properly for safety and hygiene,
|
|
|
|
|
|
| |
Appreciate proper useof toilet facilities. |
|
|
|
|
|
| 2.5 |
Food/feeding |
|
|
|
|
|
| |
talk about different types of foods for healthy living, |
|
|
|
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|
| |
feed self for good health and nutrition, |
|
|
|
|
|
| |
talk about dangers of sharing food from other people’s mouth, |
|
|
|
|
|
| |
talk about dos and don’ts while eating |
|
|
|
|
|
| |
Observe table manners whileeating. |
|
|
|
|
|
| 3.0 |
NATURAL ENVIRONMENT |
|
|
|
|
|
| 3.1 |
Plants |
|
|
|
|
|
| |
talk about plants in the immediate environment |
|
|
|
|
|
| |
observe plants in the immediate environment |
|
|
|
|
|
| |
talk about the uses of plants in the immediate environment |
|
|
|
|
|
| |
take care of plants found in their immediate environment |
|
|
|
|
|
| |
appreciate plants found in their immediate environment |
|
|
|
|
|
| 3.2 |
Animals |
|
|
|
|
|
| |
talk about animals in the immediate environment, |
|
|
|
|
|
| |
observe animals within the environment, |
|
|
|
|
|
| |
appreciate the presence of animals in the environment |
|
|
|
|
|
| 3.3 |
Weather |
|
|
|
|
|
| |
Talk about the different weather conditions. |
|
|
|
|
|
| |
observe weather conditionsin the immediate environment |
|
|
|
|
|
| |
appreciate different weather conditions in the environment |
|
|
|
|
|
| 3.4 |
Water |
|
|
|
|
|
| |
Talk about sources of water |
|
|
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| |
Talk about the uses of water in the environment |
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| |
Play with waterfor enjoyment and discovery |
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| |
appreciate the importance of water in the environment |
|
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|
|
| 3.5 |
Soil |
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| |
talk about the safety measures when playing with soil, |
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| |
play with soil for enjoyment and exploration, |
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| |
Appreciate playing withsoil for enjoyment. |
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| 3.6 |
Sound |
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| |
recognize the sources of sounds produced in the immediate environment, |
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| |
talk about sounds produced in the immediate environment, |
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| |
Respond to different sounds in the environment appropriately. |
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| 3.7 |
Smell |
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| |
identify the bodypart used in smelling, |
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| |
recognize the pleasant and unpleasant smell in the immediate environment, |
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| |
Respond appropriately to the pleasant and unpleasant smell
in the surrounding, |
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| |
Appreciate the pleasant smell in the immediate environment. |
|
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|
| 3.8 |
Light |
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| |
talk about different sources of light in the immediate environment, |
|
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| |
play with shadows |
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|
| |
appreciate uses of light in the immediate environment |
|
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|
|
| 4.0 |
ENVIRONMENTAL CARE AND SAFETY |
|
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| 4.1 |
Care for the immediate environment |
|
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| |
identify waste materials and items that require disposal in the immediateenvironment |
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| |
dispose waste materials appropriately |
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| |
appreciate living in aclean environment |
|
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|
| 4.2 |
Safety in the environment |
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| |
talk about safe places, objects and activities in the immediate environment, |
|
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| |
talk about dangerous places in the immediate environment, |
|
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| |
talk about dangerous objects in the immediate environment, |
|
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| |
talk about dangerous activities in the immediate environment, |
|
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| |
to recognize safe and dangerous places, objects and activities in the immediate environment, |
|
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| |
talk about how to identify strangers within their immediate environment |
|
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| |
Take safety precautions inthe school compound. |
|
|
|
|
|
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
CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
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 |
Comments |
| 1.0 |
GOD’S CREATION |
|
|
|
|
|
| 1.1 |
God as the provider and healer |
|
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|
| |
identify God as the providerfor their needs, |
|
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|
| |
Sing simple songs on God as a provider to enhance their knowledge of God, |
|
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|
| |
identify God as a healer fortheir spiritual and physical
nourishment, |
|
|
|
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|
| |
recite short poems of God as a healer stories to enhance their trust in God, |
|
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| |
display understanding of God is a provider and healer for their spiritual growth, |
|
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| |
Appreciate God as theprovider and healer. |
|
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|
|
|
| 1.2 |
Creation (parts of the body) |
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| |
Name his /her parts of the body that God created in his own
image and likeness |
|
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| |
Demonstrate some ways of caring parts of the body as the temple of the holy spirit |
|
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| |
Appreciate his/her parts of the body as wonderfully made by God |
|
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|
|
| 1.3 |
Plants and domestic animals |
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| |
name plants found at home and school as part of God’s creation |
|
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| |
name animals found at home and school as part of God’s creation |
|
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| |
state simple ways of taking care of plants and some domestic animals |
|
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| |
demonstrate taking care of some domestic animals and plants for social responsibility |
|
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| |
Appreciate plants and animals found at home and school as God’s creation. |
|
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|
|
| 1.4 |
Name of God according catchment |
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| |
identify the name of God as used in his/her catchment area for personal knowledge |
|
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| |
identify the name of God in other communities for peaceful co-existence |
|
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|
| |
appreciate the name of God according to his/her catchment area for self – awareness |
|
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| |
desire to know the name of God as used in other communities to promote unity |
|
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|
|
| 1.5 |
Communicating to God through prayer |
|
|
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|
| |
mention simple prayers at different times for his/her spiritual nourishment |
|
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| |
Recite prayers for different times as part of his/her spiritual growth. |
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| |
respect different times of prayer for his/her spiritual growth |
|
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| |
Appreciate prayer as one of the most important way of talking to God. |
|
|
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|
| |
desire to pray at alltimes |
|
|
|
|
|
| 2.0 |
HOLY BIBLE |
|
|
|
|
|
| 2.1 |
The Bible |
|
|
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|
| |
Identify the bible as a Holy book used by Christians for his/her spiritual growth |
|
|
|
|
|
| |
Sing simple songs onthe Bible as a Holy book of God to be
respected |
|
|
|
|
|
| |
appreciate the Bible as a Holy book |
|
|
|
|
|
| |
desire to read the Bibleas Holy book |
|
|
|
|
|
| 2.2 |
Handling the bible |
|
|
|
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|
| |
identify different waysof handling the Bible as a Holy book used by Christians to nurture a sense of responsibility |
|
|
|
|
|
| |
demonstrate different ways of handling the Bible with care to promote respect for the word of God |
|
|
|
|
|
| |
sing simple songs on how to handle the Bible |
|
|
|
|
|
| |
desire to handle the Bible with respect as a Holy book |
|
|
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|
|
| |
appreciate the importance of handling the Bible as part of his/her self-discipline |
|
|
|
|
|
| 3.0 |
CHRISTIAN RELIUOUS FESTIVALS AND RITUALS |
|
|
|
|
|
| 3.1 |
Christian festivals: Christmas and Easter |
|
|
|
|
|
| |
identify the Christian festivals for spiritual growth |
|
|
|
|
|
| |
give the meaning of Christmas as an important Christian celebration about God’s love |
|
|
|
|
|
| |
sing songs in praise ofChristmas as the birthday of Jesus Christ. |
|
|
|
|
|
| |
role play the Christmas events with joy |
|
|
|
|
|
| |
give the meaning of Easter as an important Christian celebration of God’s love |
|
|
|
|
|
| |
sing Easter songs in thankingJesus Christ for dying for us |
|
|
|
|
|
| |
appreciate Christmas andEaster as Christian celebrations of God’s love. |
|
|
|
|
|
| 3.2 |
Christian Rituals |
|
|
|
|
|
| |
identify some simple Christian rituals for his/her spiritual growth |
|
|
|
|
|
| |
Demonstrate some Christianrituals performed in his/her
church for spiritual nourishment |
|
|
|
|
|
| |
Roles play Christian rituals practiced according to different churches to nurturepeaceful coexistence amonglearners.
Appreciate taking part in Christian rituals in his/her
church to promote the values of love, responsibility and integrity |
|
|
|
|
|
| 4.0 |
CHRISTIAN VALUES |
|
|
|
|
|
| 4.1 |
Greatest commandment: Love of God and neighbour |
|
|
|
|
|
| |
state the greatest commandment of God for their spiritual growth |
|
|
|
|
|
| |
practice the love of God and neighbour to promote interpersonal relationship |
|
|
|
|
|
| |
role play on how love of God and neighbour should promote peaceful coexistence |
|
|
|
|
|
| |
sing songs of God’s love and neighbour to promote spiritual growth |
|
|
|
|
|
| |
desire to thank God for his love for mankind |
|
|
|
|
|
| |
appreciate the commandment on love of God and neighbour for spiritual growth |
|
|
|
|
|
| 5.0 |
PLACES OF WORSHIP |
|
|
|
|
|
| 5.1 |
Places of worship |
|
|
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|
| |
Identify the church as a place of worship |
|
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|
| |
Identify different places of worship that exists in his/her community for peaceful co-existence. |
|
|
|
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|
| |
demonstrate activities that take place in the church for-example singing, praying and giving offerings as thanks giving to God |
|
|
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|
| |
colour a picture of a church as a place of worship for self-efficacy |
|
|
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|
| |
respect different places of worship to promote religious tolerance |
|
|
|
|
|
| 5.2 |
Church services |
|
|
|
|
|
| |
identify different activities that take place during the church
service for harmonious living |
|
|
|
|
|
| |
demonstrate the activities that are performed during the
church service for interpersonal interaction |
|
|
|
|
|
| |
sing songs that relate to the activities that take place during the church service for spiritual growth |
|
|
|
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|
| |
desire to participate in the activities that are done during the church service for self fulfilment |
|
|
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|
| |
appreciate the activities that take place during church service for spiritual nourishment |
|
|
|
|
|
| 5.3 |
Behaviour in the Church |
|
|
|
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|
| |
identify good behaviour for desirable Christian living |
|
|
|
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|
| |
demonstrate good behavior in Church to show respect to God |
|
|
|
|
|
| |
recite short memory verses from the bible on good behaviour for spiritual development. |
|
|
|
|
|
| |
appreciate the importance of good behaviour in church to
promote love andharmony
desire to have good manners in the church |
|
|
|
|
|
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
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
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 |
Comments |
| 1.0 |
QUR’AN |
|
|
|
|
|
| 1.1 |
The Arabic alphabet with vowels (fat-ha (a), kasra (i) , dhumma (u) |
|
|
|
|
|
| |
recognize the alphabet with the given vowels in Arabic text |
|
|
|
|
|
| |
name correctly three vowels in the Arabic text |
|
|
|
|
|
| |
articulate correctly the sounds of Arabic alphabet
with vowels |
|
|
|
|
|
| |
write the Arabic alphabet from right to left adding
the vowels on them |
|
|
|
|
|
| 1.2 |
Surah Naas |
|
|
|
|
|
| |
Recite correctly……………. Surah Naas as a form of protection |
|
|
|
|
|
| |
handle the Qurán with respect as a Holy book |
|
|
|
|
|
| |
Appreciate reciting…………………. Surah Naas as a prayer |
|
|
|
|
|
| 2.0 |
PILLARS OF IMAN |
|
|
|
|
|
| 2.1 |
Belief inAllah (SWT) |
|
|
|
|
|
| |
identify oneself and others as Allah’s creation as stated in the Qur’an |
|
|
|
|
|
| |
appreciate the uniqueness of oneself and others as Allah’s creation |
|
|
|
|
|
| |
care for oneself and Allah’s other creation in the immediate
environment as a form of ibadaat/worship |
|
|
|
|
|
| 2.2 |
Belief in His Prophets (Prophet Muhammad)(S.A.W.) |
|
|
|
|
|
| |
mention the name of the parents of prophet Muhammad (S.A.W.) as a sign of love and respect |
|
|
|
|
|
| |
narrate simple short story on early years of prophet Muhammad’s (S.A.W.) |
|
|
|
|
|
| |
demonstrate love for prophet Muhammad (S.A.W.) by emulating his character (obedience) |
|
|
|
|
|
| |
appreciate the important role played by the parent to up bring their children |
|
|
|
|
|
| 3.0 |
DEVOTIONAL |
|
|
|
|
|
| 3.1 |
Pillars ofIslam –SwalahPostures ofSwalah (dailyprayer)
|
|
|
|
|
|
| |
Name the different posturesas used in ………………. |
|
|
|
|
|
| |
appreciate ……………as a pillar of Islam |
|
|
|
|
|
| |
Demonstrate the postures in performing ……… |
|
|
|
|
|
| 4.0 |
MORAL TEACHINGS |
|
|
|
|
` |
| 4.1 |
IslamicEtiquette |
|
|
|
|
|
| 4.1.1 |
Toileting |
|
|
|
|
|
| |
demonstrate appropriate toileting manners according to Islamic teachings |
|
|
|
|
|
| |
develop proper way of toileting in their day to day life |
|
|
|
|
|
| |
practice proper use of water during and after toileting
(Istinja) |
|
|
|
|
|
| 4.1.2 |
Manners of Eating |
|
|
|
|
|
| |
demonstrate eating manners according to Islamic teachings |
|
|
|
|
|
| |
practice Islamic manners of eating according to the sunnah (traditions) of the prophet (S.A.W.) |
|
|
|
|
|
| |
acquire Islamic phrases used before and after eating appropriately |
|
|
|
|
|
| 4.1.3 |
Islamic phrases (………(thank you) |
|
|
|
|
|
| |
pronounce correctly the Islamic phrase (Shukran) as a way of appreciation |
|
|
|
|
|
| |
use appropriately the given Islamic phrase in their day to
day life |
|
|
|
|
|
| |
appreciate the importance of the Islamic phrase (Shukran)
in their daily life |
|
|
|
|
|
| 4.1.4 |
Relationship (places of worship) |
|
|
|
|
|
| |
name places of worship in order to respect other people’s faith |
|
|
|
|
|
| |
co-exist harmoniously with people of other religions for interpersonal relations |
|
|
|
|
|
| |
use Masjid as a place of worship |
|
|
|
|
|
| 5.0 |
ISLAMIC FESTIVALS |
|
|
|
|
|
| 5.1 |
Eid |
|
|
|
|
|
| |
describe activities related to Eid as an Islamic festival |
|
|
|
|
|
| |
appreciate Eid as an Islamic festival |
|
|
|
|
|
| |
share happiness and joy during Eid by singing songs and exchanging gifts |
|
|
|
|
|
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
HINDU RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
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 |
Comments |
| 1.0 |
CREATION |
|
|
|
|
|
| 1.1 |
My extended family |
|
|
|
|
|
| |
Mention names of extended family members for self-awareness. |
|
|
|
|
|
| |
identify members of extended family by their names |
|
|
|
|
|
| |
Appreciate the members of extended family for mutual satisfaction. |
|
|
|
|
|
| 1.2 |
PanchMahabhoo
|
|
|
|
|
|
| |
identify the element Vayu(Air) in relation to the Panch Mahabhoot |
|
|
|
|
|
| |
appreciate the elementVayu(Air) as Paramatma’s
creation for life |
|
|
|
|
|
| 2.0 |
WORSHIP |
|
|
|
|
|
| 2.1 |
Basic Mantrasfor Jaap
|
|
|
|
|
|
| |
recite the Basic Mantra of each faith for worship respect to Paramatma |
|
|
|
|
|
| |
demonstrate the appropriate discipline for the recitation of
Mantras to show |
|
|
|
|
|
| |
appreciate recitation of Mantras as an act of worship. |
|
|
|
|
|
| 2.2 |
Musical Instruments used in worship |
|
|
|
|
|
| |
mention musical instruments used in worship |
|
|
|
|
|
| |
identify different instruments used in worship in the four faiths for familiarization |
|
|
|
|
|
| |
Appreciate the use of musical instruments in worship for spiritual growth. |
|
|
|
|
|
| 3.0 |
MANIFESTATIONS |
|
|
|
|
|
| 3.1 |
The EnlightenedBeings |
|
|
|
|
|
| |
name the Enlightened Beings according to the four faiths |
|
|
|
|
|
| |
identify the names of Enlightened Beings to familiarize with his/her faith |
|
|
|
|
|
| |
appreciate the Enlightened Beings to enhance faith in
Paramatma |
|
|
|
|
|
| 3.2 |
Belief inParamatma |
|
|
|
|
|
| |
mention the names ofDevis and Devtas tofamiliarize thelearner with belief inParamatma |
|
|
|
|
|
| |
Identify the Devisand Devtas as pertheir attributes to
deepen the learner’sfaith. |
|
|
|
|
|
| 4.0 |
Scriptures |
|
|
|
|
|
| 4.1 |
Name of scriptures |
|
|
|
|
|
| |
name Scriptures to promote religious identity and unity |
|
|
|
|
|
| |
identify Scriptures from other faiths to promote
peace and unity |
|
|
|
|
|
| |
Acknowledge all Scriptures as holy to promote religious tolerance. |
|
|
|
|
|
| 5.0 |
Yoga |
|
|
|
|
|
| 5.1 |
Simple postures |
|
|
|
|
|
| |
name simple yoga postures for good health |
|
|
|
|
|
| |
demonstrate simple yoga postures correctly for physical wellbeing |
|
|
|
|
|
| 5.2 |
Coping with emotion |
|
|
|
|
|
| |
Appreciate Yoga as a way for peaceful living by coping positively with anxiety. |
|
|
|
|
|
| 6.0 |
Sadachar |
|
|
|
|
|
| 6.1 |
General etiquette |
|
|
|
|
|
| |
mention words that express gratitude for a healthy relationship |
|
|
|
|
|
| |
demonstrate acts of obedience to foster harmony |
|
|
|
|
|
| |
Appreciate the blessings that may be bestowed upon him/her out of obedience. |
|
|
|
|
|
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA |
EXAM 1 |
EXAM 2 |
EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
|
|
|
|
| LANGUAGE ACTIVITIES |
|
|
|
|
| ENVIRONMENTAL ACTIVITIES |
|
|
|
|
| CRE/IRE/HINDU ACTIVITIES |
|
|
|
|
| LITERACY ACTIVITIES |
|
|
|
|
| PSYCHOMOTOR AND CREATIVE 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 |
EXAM 1 |
EXAM 2 |
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 ACTIVITIES |
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| LITERACY ACTIVITIES |
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| PSYCHOMOTOR AND CREATIVE ACTIVITIES |
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| |
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|
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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 |
EXAM 1 |
EXAM 2 |
EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
|
|
|
|
| LANGUAGE ACTIVITIES |
|
|
|
|
| ENVIRONMENTAL ACTIVITIES |
|
|
|
|
| CRE/IRE/HINDU ACTIVITIES |
|
|
|
|
| LITERACY ACTIVITIES |
|
|
|
|
| PSYCHOMOTOR AND CREATIVE ACTIVITIES |
|
|
|
|
| |
|
|
|
|
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 |
EXAM 1 |
EXAM 2 |
EXAM 3 |
AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES |
|
|
|
|
| LANGUAGE ACTIVITIES |
|
|
|
|
| ENVIRONMENTAL ACTIVITIES |
|
|
|
|
| CRE/IRE/HINDU ACTIVITIES |
|
|
|
|
| LITERACY ACTIVITIES |
|
|
|
|
| PSYCHOMOTOR AND CREATIVE ACTIVITIES |
|
|
|
|
| |
|
|
|
|
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 |
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| Organization for school resources |
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| Accepts responsibility |
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| 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 |
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| Has reverence for God as per a super being |
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OTHER COMMENTS FROM THE TEACHER |
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PRE-PRIMARY 2, PP2, ASSESSMENT REPORT CARD FREE
PP2 REPORT CARD.
Download a free copy here; PP2 FREE REPORT BOOK.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
PASSPORT
PHOTO
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIG
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIG
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIG
SCHOOL STAMP
LANGUAGE 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
MATHEMATICAL ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
environment
heaviness
experiences
determine their sizes
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
PSYCHOMOTOR AND CREATIVE ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
colouring
aesthetics
enjoyment
articles
enjoyment
culture
response
climbing/sliding, throwingand catching for correct response
distance estimation
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
ENVIRONMENTAL ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
for interpersonal relationships
relationships
times
in the surrounding,
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
CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
nourishment,
image and likeness
respected
church for spiritual nourishment
Appreciate taking part in Christian rituals in his/her
church to promote the values of love, responsibility and integrity
service for harmonious living
church service for interpersonal interaction
promote love andharmony
desire to have good manners in the church
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
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
with vowels
the vowels on them
environment as a form of ibadaat/worship
(Istinja)
day life
in their daily life
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
HINDU RELIGIOUS EDUCATION ACTIVITIES ASSESMENT
Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation
creation for life
Mantras to show
Paramatma
deepen the learner’sfaith.
peace and unity
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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