GRADE TWO CBC REPORT BOOK
Download a PDF Copy here; Grade 2 report card.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
| STAMPED 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
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 | ENVIRONMENT AND ITS RESOURCES | |||||
| 1.1 | Weather | |||||
| 1.1.1 | Responding to different weather conditions | |||||
| Name different weather conditions | ||||||
| Name ways of responding to different weather conditions to limit risk to self and others | ||||||
| 1.1.2 | Recording weather conditions | |||||
| Describe weather conditions at different time of the day | ||||||
| Come up with weather record chart using symbols for a period of two weeks | ||||||
| Show interest in recording weather conditions | ||||||
| 1.1.3 | Interpreting weather messages | |||||
| Interpret weather chart correctly | ||||||
| Communicating weather messages accurately | ||||||
| Interpreting and communicating weather messages | ||||||
| 1.2 | Water | |||||
| 1.2.1 | Storing Water | |||||
| State importance of storing water at home and school | ||||||
| Identify ways of storing water in school and at home | ||||||
| Draw different pictures of appropriate proper ways of water storage | ||||||
| Describe suitable ways of collecting small quantities of water at home and school | ||||||
| 1.3 | Soil | |||||
| 1.3.1 | Exploring soil | |||||
| Model objects using soil | ||||||
| Tell the soil that makes long ribbons | ||||||
| Name different types of soil found in their immediate environment | ||||||
| 1.4 | Plants | |||||
| Name parts of plants | ||||||
| Name different uses of plants | ||||||
| Able to draw different parts of a plant | ||||||
| 1.5 | Animals | |||||
| Categorizing animals in the environment | ||||||
| Observe safety when handling animals | ||||||
| 1.6 | Energy – Light | |||||
| Identify different sources of light in the environment | ||||||
| Produce light using different objects in the environment | ||||||
| Form shadows in the presence of light | ||||||
| Take precautions against harmful light energy | ||||||
| 2.0 | SOCIAL ENVIRONMENT AND ITS NEIGHBOURHOOD | |||||
| 2.1 | Locating places | |||||
| Point out the main features between home and school | ||||||
| Locate places using main features between home and school | ||||||
| 2.2 | National anthem | |||||
| Tell occasions when national anthem is sung | ||||||
| Sing national anthem well and demonstrate etiquette when singing | ||||||
| 2.3 | Child rights and responsibilities | |||||
| Outline child rights and responsibilities in school | ||||||
| Demonstrate responsibility as a child in school | ||||||
| 2.4 | School rules | |||||
| Outline rules that govern children in school | ||||||
| Consistently adhere to school rules | ||||||
| 2.5 | Class leadership | |||||
| Outline the work of good class leader | ||||||
| Appreciate and respond to class leader | ||||||
| 2.6 | The school community | |||||
| Outline members of school community and the work of school community | ||||||
| 2.7 | Enterprise project | |||||
| Analyze and create interest and income generating activities in the school environment. | ||||||
| Participating in initiating and management of class income generating projects | ||||||
| 3.0 | CARE FOR THE ENVIRONMENT | |||||
| 3.1 | Caring for plants | |||||
| Develop appropriate message for plant protection and actively participate in promoting plant protection | ||||||
| 3.2 | Caring for animals | |||||
| Identify ways of keeping animal shelter clean and secure | ||||||
| 3.3 | Managing waste | |||||
| Identify and sort out different types of waste in school | ||||||
| Identify dangers when handling waste in school | ||||||
| 3.4 | Care for water | |||||
| State the importance of keeping water safe | ||||||
| State ways of keeping water safe and participate in keeping water safe in school and at home | ||||||
| 3.5 | Re-using water | |||||
| Name way in which water can be re-used at school and in homes | ||||||
| Participate in re-using water to reduce wastage at home and in school | ||||||
| 3.6 | Energy conservation | |||||
| Recognize, create and display energy conservation message in school |
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
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | Comments | |
| 1.0 | NUMBERS | |||||
| 1.1 | Number concept | |||||
| Use locally available concrete objects to represent numbers 1- 100 | ||||||
| 1.2 | Whole Numbers | |||||
| Count numbers backward up to 100 | ||||||
| Identify place value up to 100 | ||||||
| Read and write numbers in words up to 30 | ||||||
| 1.3 | Fractions | |||||
| Identify a ½ as part of whole | ||||||
| Identify a ¼ as part of whole | ||||||
| 1.4 | Addition | |||||
| Add a 2 digit number to a 2 digit number without and with regrouping with sum not exceeding 100 | ||||||
| Work out missing numbers in patterns involving addition of whole numbers up to 100 | ||||||
| 1.5 | Subtraction | |||||
| Subtract up to two digit numbers without regrouping | ||||||
| Work out missing numbers in subtraction | ||||||
| 1.6 | Multiplication | |||||
| Represent multiplication as repeated addition using numbers 1,2,3,4 and 5 up to 5 times | ||||||
| Multiply single digit numbers by 1,2,3,4,5 and 10 | ||||||
| Division | ||||||
| Represent division as equal sharing and equal grouping | ||||||
| Divide numbers up to 30 by 2,3,4, and 5 without remainder | ||||||
| 2.0 | MEASUREMENT | |||||
| 2.1 | Length | |||||
| Measure length using fixed units | ||||||
| Measure length in meters | ||||||
| 2.2 | Mass | |||||
| Measure length using fixed units and in kilograms | ||||||
| 2.3 | Capacity | |||||
| Measure length using fixed units and in litres | ||||||
| 2.4 | Time | |||||
| Recite the number of days in each month of the year | ||||||
| Measure time using arbitrary units | ||||||
| Measure time using fixed units | ||||||
| Read, tell and write time by the hour and minute hand | ||||||
| 2.5 | Money | |||||
| Identify Kenyan coins and notes up to 200 | ||||||
| Count money in sh 1,sh 5 , sh 10, sh 20 , sh 50, sh 100, sh 200 | ||||||
| Relate money to goods and services | ||||||
| 3.0 | GEOMETRY | |||||
| 3.1 | Lines | |||||
| Draw and model curved and straight lines | ||||||
| 3.2 | Shapes | |||||
| Draw and make patterns using triangles,ovals, rectangles, circles and squares. |
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
|
| Tick appropriately under each categories to rate of learners ability | EX | MT | AP | BE | COMMENT |
| 1.0 | HEALTHPRACTICES | |||||
| Importance of breakfast | ||||||
| State the meaning of breakfast | ||||||
| Identify time when breakfast | ||||||
| Name food items for breakfast as a healthy habit | ||||||
| Tell the importance of breakfast as a healthy habit | ||||||
| 1.2 | Oral hygiene | |||||
| Identify good habits that promote healthy teeth | ||||||
| Identify harmful oral habits that damage their teeth | ||||||
| Brush teeth properly | ||||||
| 1.3 | Uses of different rooms in the house | |||||
| name different rooms in the house | ||||||
| Mention uses of different rooms in the house | ||||||
| List equipment in different rooms in a house | ||||||
| 1.4 | Cleaning utensils | |||||
| Tell reasons for cleaning utensils | ||||||
| Name materials used for cleaning utensils | ||||||
| Clean dry and store utensils properly | ||||||
| 1.5 | Danger of second hand smoke | |||||
| Mention substances that people smoke that are harmful | ||||||
| Explain the word second hand smoke | ||||||
| Mention effect of the second hand smoke to our health | ||||||
| 1.6 | Keeping water safe from contaminated | |||||
| Explain water contamination | ||||||
| Show ways in which water is contaminated | ||||||
| 1.7 | Re-using water and soap at home | |||||
| Explain the meaning of reusing | ||||||
| Mention the way of re-using water at home | ||||||
| 2.0 | Personal hygiene | |||||
| Using and caring for personal items | ||||||
| 2.1 | Identify personal items used for personal cleanliness | |||||
| Identify reasons we shouldn’t share personal items | ||||||
| State method of cleaning personal items | ||||||
| 3.1 | Food | |||||
| Basic taste of food | ||||||
| Identify four basic taste in a variety of food | ||||||
| Classify food according to their tastes | ||||||
| 3.2 | Eating habit | |||||
| Mention what family members and friends eat and drink | ||||||
| Mention food likes and dislike of friends and family members | ||||||
| Give reasons why different people like different foods | ||||||
| 3.3 | Meals and snacks | |||||
| Tell the number of meals taken daily | ||||||
| Tell the difference between meals and snacks | ||||||
| Mention the importance of taking meals and snacks at the right time | ||||||
| 3.4 | Grouping of foods | |||||
| Group foods according to different parts of the plant they come from | ||||||
| 3.5 | Food for school going children | |||||
| Mention foods eaten by school going children | ||||||
| State the amount of food suitable for school going children and dangers of eating too much | ||||||
| State importance of eating enough food | ||||||
| 3.6 | Food advertisement | |||||
| Tell the effect of food advertisement on their feeling and food choice | ||||||
| Can choose healthy foods without influence of advertisement and guide others to do the same | ||||||
| 3.7 | Handling an cooking food | |||||
| Name hygiene practice while handling food | ||||||
| State factors to observe when buying food from a food vendor | ||||||
| 4.0 | Safety education | |||||
| 4.1 | Waste disposal in classroom | |||||
| Identify types of waste found in the classroom | ||||||
| classroom | ||||||
| Practice waste collection and proper disposal of waste in the classroom | ||||||
| 4.2 | Accidents and basic first aid | |||||
| Tell accidents occurring in the classroom | ||||||
| Name the course of common accidents in the classroom | ||||||
| Explain ways of preventing common accidents | ||||||
| Demonstrate first aid procedure for accident | ||||||
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 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 | Self- awareness | |||||
| Able to state what they like about themselves as God’s creation | ||||||
| Being able to appreciate their physical appearance as created by God | ||||||
| State what they do at home as service to God | ||||||
| Recite psalms 139:13 correctly | ||||||
| 1.2 | My family | |||||
| Name members of extended family | ||||||
| Identify items that shouldn’t be shared | ||||||
| 1.3 | Creation of the sky,sun,moon and stars | |||||
| Recognize God as the creator of everything on the universe. The stars, sun and earth | ||||||
| Draw pictures of the stars, moon and sky to appreciate God’s creation | ||||||
| 2.0 | THE HOLY BIBLE | |||||
| 2.1 | Holy bible as a guide in daily lives | |||||
| Identify reasons for reading the bible to strengthen their in God | ||||||
| State how often they read the bible | ||||||
| Sing a song about the bible | ||||||
| 2.2 | Division of the bible | |||||
| Name the number of books in the old testament | ||||||
| Identify the first two books in the old testament | ||||||
| Read and recite Psalms 100:4 | ||||||
| 2.3 | The bible story ’the call of Samuel | |||||
| Describe the call of Samuel and relate it to their lives of their obedience to God | ||||||
| Demonstrate their obedience to God’s word | ||||||
| Noah and the Ark | ||||||
| State the reason WHY God chose Noah to build the Ark | ||||||
| Tell the story of Noah and the ark | ||||||
| Desire to obey God and the parents | ||||||
| 2.5 | Daniel is rescued from the den of Lion | |||||
| Mention numbers of time Daniel prayed to God and relate it to their lines | ||||||
| Acquire the skill of assertiveness by emulating Daniel | ||||||
| Appreciate God as the protector by trusting Him | ||||||
| 2.6 | The widow of Zarephath | |||||
| Narrate the story of the widow of zarephath and trust in God for their needs | ||||||
| Appreciate God in the miracle of multiplication of flour and oil and have faith in him as a provider | ||||||
| 3.0 | THE EARLY LIFE OF JESUS CHRIST | |||||
| 3.1 | Kindness of wise men | |||||
| list the gift given to baby Jesus | ||||||
| Develop the value of sharing and acquire the skills of assertiveness by refusing gift from strangers | ||||||
| Appreciate Jesus as a gift from God | ||||||
| 3.1 | Jesus Christ worked | |||||
|
| Develop the responsibilities of doing simple chores at home and churches | |||||
| Love the work by emulating Jesus Christ and assisting the parents at home | ||||||
| 3.3 | Jesus calm down the storm | |||||
| Explain the miracles of calming down the storm | ||||||
| Appreciate the meaning of calming down the storm and trusting God whenever face with challenges | ||||||
| 3.4 | Explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God | |||||
| Appreciate the response of the fishermen by obeying God | ||||||
| 3.5 | Healing of the man with withered hand | |||||
| Explain the healing of the man with a withered hand and relate it to their by trusting God for healing | ||||||
| Appreciate Jesus compassion by expressing kindness to other | ||||||
| 3.6 | Easter | |||||
| Discus the death of Jesus as a sign of total love for human kind | ||||||
| Demonstrate love for other | ||||||
| Appreciate Jesus Christ death and resurrection as the way of salvation | ||||||
| 4.0 | CHRISTIAN VALUES | |||||
| 4.1 | Sharing | |||||
| Identify items shared at school | ||||||
| Identify occasion when they can be shared | ||||||
| Always share items with others to show kindness | ||||||
| 4.2 | Obedience | |||||
| Obey teachers and students leadership | ||||||
| Obey parents and elders at home | ||||||
| 4.3 | Honesty | |||||
| Demonstrate honesty in school by telling the truth.Example: collecting lost money in school and taking it to the teacher | ||||||
| 4.4 | Thankfulness | |||||
| Identify reasons for thanking people and appreciate others kindness by always telling them “Thank you” | ||||||
| 4.5 | Forgiveness | |||||
| Forgive others daily | ||||||
| Tell the story of the prodigal son and relate it with their life of asking for forgiveness. Always ask for forgiveness when they wrong others. | ||||||
| Appreciate God’s forgiveness through Jesus Crucification | ||||||
| 4.6 | Responsibility | |||||
| Identify the items they carry to school to assist them in learning | ||||||
| Demonstrate the value of responsibility by taking care of items | ||||||
| 5.0 | THE CHURCH | |||||
| 5.1 | Prayer | |||||
| Pray often | ||||||
| Recite the Lord’s prayer | ||||||
| 5.2 | The Holy Spirit | |||||
| Name the promise Jesus gave to his disciples | ||||||
| Appreciate the work of the Holy Spirit in their day to day lives |
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
LANGUAGE 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 | LANGUAGE ACTIVITIES | |||||
| 1.1 | Listening and speaking | |||||
| Listen attentively during conversation | ||||||
| Respond to specific simple directional instructions in oral communication | ||||||
| Listen without interrupting | ||||||
| 1.2 | Pronunciation | |||||
| Recognize the consonant blends in different spoken words e.g. bl-blue, fl-flower | ||||||
| Use vocabulary learned to communicate confidently | ||||||
| 1.3 | Language structures and functions | |||||
| Use the past forms of the verb ‘to be’ correctly to construct sentences | ||||||
| Use objective pronoun ( you, us, him, her, me) correctly to construct sentences | ||||||
| Use various forms of the verb (to have) as a main verb | ||||||
| Use plural forms of nouns to construct simple sentences (-ies, -ves) Example city – cities. | ||||||
| Use present continuous tense to talk about food we eat, health and nutrition correctly. | ||||||
| Use present continuous tense correctly to talk about ongoing issues | ||||||
| Use present continuous tense to talk about actions that were ongoing in the past | ||||||
| Use ordinal and cardinal number to construct sentences and group objects | ||||||
| Use opposite to describe gender set of animals | ||||||
| Use simple propositions accurately to describe the position and location of things in the classroom | ||||||
| Tell direction of things correctly (across, to, at, beside, above, over, below) | ||||||
| Use ‘a’, ‘and’ and ‘the’ correctly in conversations | ||||||
| Use possessives correctly (yours, ours, hers, his) | ||||||
| Use what, where, when, whose to ask question | ||||||
| Use appropriate words to describe size, color, shape of objects. | ||||||
| Use conjunctions (and, but, although) to make short sentences during conversation. | ||||||
| 2.0 | READING | |||||
| 2.1 | Pre-reading | |||||
| Identify words correctly while reading | ||||||
| 2.2 | Phonic reading | |||||
| Naming letters and their sounds | ||||||
| Joining sounds to read words with letters | ||||||
| 2.3 | Word reading | |||||
| Read vocabularies with letter sounds fluently | ||||||
| 2.4 | Text reading | |||||
| Observe basic punctuation marks | ||||||
| Read at least 70 word per minute | ||||||
| Read a text transitioning from word by word to phrasal reading | ||||||
| 2.5 | Comprehension | |||||
| Making prediction over a text | ||||||
| Answering questions based on a story they have read | ||||||
| Making simple summary of the text | ||||||
| 3.0 | WRITING | |||||
| Pre-writing | ||||||
| Sit upright while writing | ||||||
| Hold a pencil appropriately | ||||||
| 3.2 | Handwriting | |||||
| Focus and follow lines when writing | ||||||
| Observe the shape and size of letters and words properly | ||||||
| 3.3 | Spelling | |||||
| Spell and write learnt words in the vocabulary correctly | ||||||
| 3.4 | Punctuation | |||||
| Punctuate sentences correctly using punctuation marks | ||||||
| 3.5 | Guided Writing | |||||
| Write sentences from a prompt and fill the gaps using correct words |
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 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 | LISTENING | |||||
| 1.1 | Listening attentively to simple sequenced instructions | |||||
| Use prompts to respond to questions | ||||||
| 1.2 | Word and sentence formation | |||||
| Identify the number of syllables in a word | ||||||
| Recognize words with similar sounds | ||||||
| Combine syllables to form words | ||||||
| Combine words to make simple sentences | ||||||
| 1.3 | Story telling | |||||
| Listen to a variety of stories and learn morals taught | ||||||
| Respond to questions and stories of (who, what, when) | ||||||
| Retell stories | ||||||
| Tell a story orally | ||||||
| 1.4 | Effective communication | |||||
| Listen attentively to songs, rhymes, conversations and stories | ||||||
| Communicate effectively using non-verbal cues | ||||||
| Use suitable vocabulary to express feelings and talk about experiences | ||||||
| 1.5 | Conversation | |||||
| Ask and answer relevant questions after listening to a story | ||||||
| Use words and sentences in speech accurately | ||||||
| Speak with ease | ||||||
| Listen and respond appropriately to others | ||||||
| 2.0 | SPEAKING | |||||
| 2.1 | Responding confidently to questions and instructions | |||||
| Use verbal and non-verbal cues to respond to questions and instructions | ||||||
| 2.2 | Phonological awareness | |||||
| Use multiple letter sounds to make syllables and words | ||||||
| Blend and segment syllables correctly to form words | ||||||
| Use words to make short meaningful sentences | ||||||
| 2.3 | Talk about | |||||
| Can talk about events and character in a story or a text | ||||||
| 2.4 | Presentation skills | |||||
| Express self appropriately and present ideas in order | ||||||
| 3.0 | READING | |||||
| Reading speed and fluency | ||||||
| Reading a story loudly and put expressive interpretation | ||||||
| 3.2 | Group reading | |||||
| Participate fully in group reading and read with ease during group reading | ||||||
| 3.3 | Silent Reading | |||||
| Read stories and passages silently showing sustained focus for longer periods | ||||||
| 3.4 | Answering comprehensive questions | |||||
| Summarizes texts read and answers questions with ease | ||||||
| 4.0 | WRITING | |||||
| 4.1 | Words and sentences formation | |||||
| Use words and phrase to write simple sentences | ||||||
| Differentiate lower and upper case letters while writing | ||||||
| 4.2 | Spelling | |||||
| Spell words and simple sentences correctly | ||||||
| 4.3 | Handwriting | |||||
| Spacing of words and basic punctuation | ||||||
| Joining of letters to form words | ||||||
| Differentiate small and capital letters | ||||||
| 4.4 | Self-comprehensive and creative writing |
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
KISWAHILI ACTIVITIES ASSESMENT
Viwango: Kuz-Kuzidisha matarajio, Kuf-Kufikia matarajio, Kuk-Kukaribia matarajio, mb-mbali na matarajio
| Weka alama kuashiria kiwango cha mwanafunzi ipasavyo | KUZ | KUF | KUK | MB | Mapendekezo | |
| 1.0 | SHULENI | |||||
| 1.1 | Sauti na majina ya herufi za Kiswahili | |||||
| Kutamka sauti lengwa kwa ufasaha | ||||||
| Kuandika herufi zinazowakilishwa na sauti lengwa ipasavyo | ||||||
| 1.2 | Kusikiliza na kuongea | |||||
| Tumia maneno ya maamkuzi ya nyakati za siku mwafaka | ||||||
| Kuamkua na kuitikia maakuzi ya nyakati mbalimbali ipasavyo | ||||||
| 1.3 | Msamiati | |||||
| Kutumia msamiati wa shuleni katika mawasiliano ya kila siku | ||||||
| Kuandika maneno na sentensi fupi kuhusu shule,rafiki | ||||||
| 1.4 | Kusikiliza na kuzungumza | |||||
| Taja na ueleze vitu vinavyopatikana shuleni | ||||||
| Kusikiliza kwa makini masimulizi yaw engine katika mjadala kuhusu shule | ||||||
| 1.5 | Kusoma hadithi | |||||
| Kutambua picha za vitu vinavyopatikana shuleni | ||||||
| Kusoma hadithi kwa ustadi | ||||||
| Kutambua na kutoa mafunzo ya hadithi aliyoisoma na aliyosomewa | ||||||
| Uchangamfu wa kusoma hadithi | ||||||
| 1.6 | Msamiati | |||||
| Kutambua nambari 11-50 | ||||||
| Kusoma nambari 11-50- (kwa maneno) | ||||||
| Kuandika nambari 11-50 (kwa maneno) | ||||||
| 1.7 | Kutumia –ako na –enu ipasavyo katika sentensi | |||||
| 2.0 | HAKI ZANGU | |||||
| 2.1 | Kutambua na kutamka sauti na majina ya Kiswahili | |||||
| 2.2 | Anatumia msamiati wa haki za watoto kwa ubunifu | |||||
| 2.3 | Kutaja na kueleza umuhimu wa haki za watoto na kuzutilia maanani | |||||
| 2.4 | Asome hadithi kwa ufasaha na kujibu maswali | |||||
| 2.5 | Tumia “vizuri” na “vibaya” katika sentensi ipasavyo | |||||
| 3.0 | USAFIRI | |||||
| 3.1 | Kutamka sauti lengwa ipasavyo | |||||
| 3.2 | Kutumia msamiati wa usafii katika kutunga sentensi | |||||
| 3.3 | Kutaja vyombo mbalimbali vya usafiri | |||||
| 3.4 | Kusoma haditho kwa ufasaha | |||||
| 3.5 | Matumizi ya herufi kubwa | |||||
| 4.0 | FAMILIA | |||||
| 4.1 | Kutamka sauti lengwa | |||||
| 4.2 | Kutumia maneno ya heshima na adabu ipasaavyo | |||||
| 4.3 | Kutumia msamiati wa familia katika mawasiliano kutaja majina | |||||
| 4.4 | Kusikiliza kwa makini na kueleza kuhusu watu wa familia | |||||
| 4.5 | Kusoma hadithi na kuielewa vizuri | |||||
| 4.6 | Kutumia maneo yanayoashiria vitendo kwa ufasaha | |||||
| 5.0 | USALAMA WANGU | |||||
| 5.1 | Kutamka sauti na herufi | |||||
| 5.2 | Kutambua msamiati ambao hutumiwa kwa usalama na kuunda sentensi akiyatumia | |||||
| 5.3 | Kuelezea jinsi ya kujiepusha na vitendo vinavyoweza kumdhuru | |||||
| 5.4 | Kusoma hadithi kuhusu usalama | |||||
| 5.5 | Kutumia sarufi huyo na hao | |||||
| 6.0 | HALI ZA ANGA | |||||
| 6.1 | Kusoma alfabeti za Kiswahili kwa mfuatano | |||||
| 6.2 | Kusoma na kutumia msamiati unaotumiwa katika hali ya anga | |||||
| 6.3 | Kusoma hadithi kwa usahihi | |||||
| 6.4 | Matumizi ya nafsi ya pili wakati uliopita | |||||
| 7.0 | LISHE BORA | |||||
| 7.1 | Kutambua msamiati kuhusu lishe bora | |||||
| 7.2 | Kuzungumzia juu ya chakula anachokipenda na umuhimu wa lishe bora | |||||
| 7.3 | Kusoma hadithi kwa ufasaha | |||||
| 7.4 | Kutumia hiki na hivi katika sentensi | |||||
| 8.0 | MNYAMA NIMPENDAYE | |||||
| 8.1 | Kutaja majina ya wanyama wa nyumbani | |||||
| 8.2 | Kutambua mnyama ampendaye na kusimulia kwa umakinifu | |||||
| 8.3 | Kusikiliza kwa umakinifu na kusoma hadithi kwa usahihi | |||||
| 8.4 | Kutumia sarufi “hili” na “haya” kwa usahihi | |||||
|
|
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 COMPETENCIES
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 | BASIC MOTOR SKILLS | |||||
| 1.1 | LOCOMOTOR SKILLS | |||||
| 1.1.1 | HOPPING | |||||
| Name the parts of the body that one uses during hopping | ||||||
| Observe rules and follow instructions while performing the exercise | ||||||
| Participation behavior, attitude and appreciation to own and others performance. | ||||||
| 1.1.2 | Leaping | |||||
| Name parts of the body that are in use while leaping | ||||||
| Perform leaping in different ways, levels and paths | ||||||
| Appreciate leaping/demonstrate attitude of enjoyment while leaping | ||||||
| 1.1.3 | Jumping for some distance | |||||
| Observe rules when playing the game | ||||||
| 1.2 | NON LOCOMOTOR SKILLS | |||||
| 1.2.1 | Pulling and pushing | |||||
| Perform pulling and pushing in different directions, level and speed | ||||||
| Obey rules when playing | ||||||
| Appreciate the game and activities | ||||||
| 1.2.2 | TURNING | |||||
| Perform turning in different directions, ways and levels | ||||||
| Make quarter turns, half turns and complete turns | ||||||
| Obey rules | ||||||
| Appreciate the game | ||||||
| 1.3 | Manipulative skills | |||||
| 1.3.1 | Kicking | |||||
| Name parts of the body that are in use while kicking | ||||||
| Perform kicking in different ways ,different ways , directions, speed | ||||||
| And level | ||||||
| Appreciate the game | ||||||
| Obey rules while playing | ||||||
| 1.3.2 | Stopping | |||||
| Name parts of the body that are in use when stopping | ||||||
| Perform stopping in different pathways and directions | ||||||
| Observe rules | ||||||
| Appreciate the game | ||||||
| 2.0 | Swimming | |||||
| 2.1 | Water safety | |||||
| 2.1.1 | Signs of drowning | |||||
| Name some floaters and sinkers | ||||||
| Role play and identify a drowning person for rescue | ||||||
| 2.1.2 | Rescuing drowning person | |||||
| Naming tools that can be used to rescue a drowning person | ||||||
| Design homemade rescuing devices | ||||||
| Role play rescuing a drowning person | ||||||
| Play simple water games | ||||||
| Observe rules while playing on water | ||||||
| 2.2 | Basic swimming skills | |||||
| 2.2.1 | Treading water | |||||
| Perform treading water for endurance | ||||||
| Obey pool rules | ||||||
| Participation behavior | ||||||
| 2.2.2 | Horizontal float (back float) | |||||
| Perform the horizontal float technique | ||||||
| Observe swimming pool rules | ||||||
| 2.2.3 | Gliding | |||||
| Perform gliding in water | ||||||
| Observe swimming rules | ||||||
| Appreciate gliding | ||||||
| 3.0 | GYMNASTIC | |||||
| 3.1 | Static balance | |||||
| Name parts of the body that are involved in back to back balance | ||||||
| Observe rules | ||||||
| Appreciate playing the game | ||||||
| 3.1.2 | Wheelbarrow balance | |||||
| Name parts of the body that are used during wheelbarrow balance | ||||||
| Observe rules for own and others safety | ||||||
| Appreciate wheelbarrow balancing | ||||||
| 3.2 | Dynamic balance | |||||
| 3.2.1 | Forward Roll | |||||
| Name body parts used in forward roll | ||||||
| Perform forward roll in different ways | ||||||
| 3.2.2 | Wheel barrow walk | |||||
| Perform wheel barrow walk freely |
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 | ||||||
| 1.1 | Forms | ||||||
| Identify a variety of forms in physical and ICT | |||||||
| Identify tools and material used in drawing forms | |||||||
| Drawing simple forms | |||||||
| Appreciate own and others work | |||||||
| 1.2 | Texture | ||||||
| Identify types of texture in physical and ICT | |||||||
| Identify materials and tools that can be used in creating texture | |||||||
| Create simple texture effect in drawing | |||||||
| 2.0 | PAINT AND COLOUR | ||||||
| 2.1 | Paint shapes and observation | ||||||
| Identify and name material used for painting | |||||||
| Mix paint correctly and paint simple shape | |||||||
| Draw and paint the national flag | |||||||
| Paint simple shapes using ICT | |||||||
| 3.0 | PARTTER MAKING | ||||||
| 3.1 | TEXTURES PATTERN | ||||||
| Create simple texture patterns for self-expression | |||||||
| 3.2 | Shape pattern | ||||||
| Observe shape pattern in the environment and in digital media | |||||||
| Create simple shape pattern for self-expression | |||||||
| 3.3 | Letter pattern | ||||||
| Observation of letter pattern in the environment and ICT | |||||||
| Create simple letter pattern fleshed or using ICT | |||||||
| 4.0 | Mounting technique | ||||||
| 4.1 | collage | ||||||
| Collection of materials from the sorounding | |||||||
| environment | |||||||
| Create simple pictures in collage using locally available materials | |||||||
| 5.0 | Decorating forms | ||||||
| 5.1 | Decorating egg shells | ||||||
| Observe teacher sample and decorate egg shells by painting and pasting colored papers | |||||||
| 5.2 | Decorating plastic containers | ||||||
| Decorate plastic container by pasting colored papers | |||||||
| 6.0 | ornaments | ||||||
| 6.1 | Double strand neckless | ||||||
| Observe beaded ornaments from teachers sample | |||||||
| Create necklace with local materials using double strand beading | |||||||
| 6.2 | Double strand bracelet | ||||||
| Observe teachers sample | |||||||
| Create own bracelet using double strand beading with local materials | |||||||
| 7.0 | FABRIC DECORATION | ||||||
| Printing on fabric with cut out stamps | |||||||
| Observe cut out stamp printed fabric from teachers samples | |||||||
| Print fabric using cut out stamps for decoration | |||||||
| 8.0 | MODELLING | ||||||
| 8.1 | Slab technique | ||||||
| Observing items made using slab technique materials and tools from the teacher | |||||||
| Model simple objects using slab technique | |||||||
| 8.2 | Pallet technique | ||||||
| Observing teachers items made using pallet technique materials tools | |||||||
| Model simple object using pallet technique | |||||||
| 9.0 | sculpture | ||||||
| 9.1 | toys | ||||||
| Make simple toys using local materials for playing | |||||||
| Appreciate playing with toys | |||||||
| 9.2 | kites | ||||||
| Make simple kites using locally available materials | |||||||
| Appreciate playing with toys | |||||||
| 10.0 | weaving | ||||||
| Weaving on a serrated card loom | |||||||
| Weave one color table mat using a serrated loom for self-expression | |||||||
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
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 | PERFORMING | |||||
| 1.1 | Songs | |||||
| Identify different types of songs performed for different purposes to enhance comprehension | ||||||
| Sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhyme | ||||||
| Sing verse 1,2 and 3 of Kenya National Anthem in English and in Kiswahili with proper etiquette | ||||||
| Execute the element of music while singing as a basis of musicianship | ||||||
| Use vocal techniques in singing | ||||||
| Express feelings, ideas and emotions through singing | ||||||
| Perform familiar songs individually (solo) or as a group (choral) | ||||||
| Sing familiar song with body movement | ||||||
| 1.2 | Singing games | |||||
| Perform various singing games drawn from local and other communities | ||||||
| Use of props, costumes and movement in performing | ||||||
| Appreciate and enjoy performing singing games | ||||||
| 1.3 | Musical Instruments | |||||
| Identify and name wind instruments used in music making | ||||||
| Playing wind instrument | ||||||
| Use improvised wind instrument to put accompaniments to songs and dances | ||||||
| Enjoy and appreciate playing wind instruments | ||||||
| 1.4 | Dance | |||||
| Use body movements in variety of ways in dance | ||||||
| Use dance to express feelings | ||||||
| Apply locomotor and non-locomotor movements creatively in own dance | ||||||
| Observe basic elements of dance during performing | ||||||
| Appreciate and practice etiquette during dance performing | ||||||
| 2.0 | Rhythm | |||||
| Identify and mimic animals, objects that make rhythmic patterns | ||||||
| Improvise rhythmic accompaniment to short, simple ,familiar songs | ||||||
| Create simple rhythmic patterns with short and long sounds and silences using body percussions | ||||||
| Record own created rhythms on digital devices | ||||||
| 2.2 | Melody | |||||
| Identify melodic variations in familiar simple tunes in preparation for own composition | ||||||
| Use digital device to record own variations to familiar songs | ||||||
| 3.0 | LISTENING AND RESPONDING | |||||
| 3.1 | Elements | |||||
| Express initial personal reactions to musical performances | ||||||
| Imitate short melodies with accuracy in pitch and rhythm | ||||||
| Relate specific music to appreciate events in the community | ||||||
| Respond to live or recorded performance with appropriate audience behavior | ||||||
| Discuss the message in the selected music | ||||||
| Appreciate and enjoy music drawn from diverse cultures and time through digital devices |
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 | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC 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
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC 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
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC 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 | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC 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 | |
| Organization for school resources | |
| Accepts responsibility | |
| Works independently | |
| Works well with others | |
| Completes assignments at school | |
| Completes home assignments | |
| Participates in community service learning | |
| Use time wisely | |
| Has reverence for God as per a super being | |
|
OTHER COMMENTS FROM THE TEACHER |
|
