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LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
| STAMPED 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
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | Comments | |
| 1.0 | LISTENING | |||||
| 1.1 | Common greetings and farewell related to relationship. | |||||
| Respond appropriately to greetings with reference to relationship in and out of school. | ||||||
| Respond appropriately to farewell with reference to relationship in and out of school | ||||||
| Enjoy responding to greetings and farewell with reference to relationship in and out of school. | ||||||
| 1.2 | Listening for comprehension | |||||
| Answer questions correctly after a listening experience in class. | ||||||
| Solve simple riddles in and out of school. | ||||||
| Sing songs with actions in and out of school. | ||||||
| Recite poems and rhymes with actions in and out of school. | ||||||
| Take pleasure in activities that involve listening for comprehension. | ||||||
| 1.3 | Active listening | |||||
| Pay attention to conversations in and out of school. | ||||||
| Answer questions after listening to a story. | ||||||
| Respond to simple instructions in and out of school. | ||||||
| Appreciate the contribution of others during conversations. | ||||||
| 1.4 | Passing information | |||||
| Convey verbal messages effectively in and out of school. | ||||||
| Retell short stories in and out of school. | ||||||
| Engage in dialogue in and out of school. | ||||||
| Take pleasure in passing verbal messages and retelling short stories in and out of school. | ||||||
| 1.5 | Auditory discrimination | |||||
| Identify all letter sounds in the classroom environment. | ||||||
| Differentiate closely related letter sounds in and out of school | ||||||
| Experience pleasure through play in and out of school. | ||||||
| 1.5 | Auditory memory | |||||
| Say letter sounds after the teacher in class. | ||||||
| Recall letter sounds in and out of class. | ||||||
| Enjoy playing auditory memory games in and out of class. | ||||||
| 2.0 | SPEAKING | |||||
| 2.1 | Common greetings and farewell related to relationship | |||||
| Use vocabulary related to greetings with reference to relationship in and out of school. | ||||||
| Use vocabulary related to bidding farewell with reference to relationship in and out of school. | ||||||
| Greet people appropriately with reference to relationship in and out of school. | ||||||
| Bid people farewell appropriately with reference to relationship in and out of school. | ||||||
| Appreciate greeting and bidding people farewell with reference to relationship in and out of school. | ||||||
| 2.2 | Self-expression | |||||
| Express their needs and ideasVerbally in and out of school. | ||||||
| Use appropriate vocabulary to express their needs and ideas in and out of school. | ||||||
| Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school. | ||||||
| 2.3 | Polite Language | |||||
| Use appropriate vocabulary when making requests in and out of school. | ||||||
| Use appropriate vocabulary to excuse self and apologize in and out of school. | ||||||
| State the appropriate vocabulary for excusing self and making requests in andout of school. | ||||||
| Appreciate making requests, excusing self and apologizing when need arises. | ||||||
| 2.4 | Audience awareness | |||||
| Speak clearly when talking to others in and out of class. | ||||||
| Speak loud enough for the audience to hear in school and at home. | ||||||
| Demonstrate ability to speak confidently in and out of class. | ||||||
| Enjoy speaking to others inand out of class. | ||||||
| 2.5 | Passing information | |||||
| Convey messages effectively at home and in school. | ||||||
| Retell short stories in andout of school. | ||||||
| Use relevant vocabulary when engaging in dialogue. | ||||||
| Take pleasure in passing verbal messages and retelling stories in and outof school. | ||||||
| 2.6 | Naming | |||||
| Name objects, animals, people and colours in the immediate environment. | ||||||
| Name safe objects in theimmediate environment. | ||||||
| Name unsafe objects in theimmediate environment. | ||||||
| Experience pleasure in naming colours, objects andpeople in the immediateenvironment. | ||||||
| 2.7 | Articulation of letter sounds | |||||
| Articulate vowels and consonants correctly in and out of class. | ||||||
| Demonstrate awareness of letter-sound correspondence in and out of class. | ||||||
| Take pleasure in activitiesrelating to letter sounds in and out of class. | ||||||
| 3.0 | READING | |||||
| 3.1 | Book handling skills | |||||
| Demonstrate book handling skills in and out of school. | ||||||
| Demonstrate ability toarrange books properly. | ||||||
| Take pleasure in book handling and storage activities. | ||||||
| 3.2 | Reading readiness skills | |||||
| Demonstrate left-right eye orientation when reading | ||||||
| Demonstrate top-bottomorientation skills when reading | ||||||
| Turn pages from right to leftwhen opening a page | ||||||
| Enjoy participating in pre-reading activities in and out of school | ||||||
| 3.3 | Print awareness | |||||
| Talk about pictures in and out of school. | ||||||
| Demonstrate awareness of print in and out of school. | ||||||
| Show interest in readingin and out of school. | ||||||
| Enjoy reading picturesin and out of school. | ||||||
| 3.4 | Visual Discrimination | |||||
| Identify differences and similarities in objects and pictures at home and at school. | ||||||
| Match and pair pictures andobjects at home and at school. | ||||||
| Take pleasure in visual discrimination activities at home and at school. | ||||||
| 3.5 | Visual memory | |||||
| Recall objects, colours and pictures in the immediate environment. | ||||||
| Recall letters of the alphabet in and out of class. | ||||||
| Talk about what they have seen in the immediate environment. | ||||||
| Have pleasure in visual memory activities in and out of class. | ||||||
| 3.6 | Reading posture | |||||
| Identify correct reading posture in pictures. | ||||||
| Sit appropriately when reading in and out of class. | ||||||
| Enjoy participating in activities on reading posture in and out of class. | ||||||
| 3.7 | Letter recognition | |||||
| Match upper case letters with corresponding lower case letters in class. | ||||||
| Take pleasure in letter matching activities in and out of class. | ||||||
| 3.8 | Reading syllables | |||||
| Read syllables in and out of class. | ||||||
| Demonstrate ability to read syllables in class | ||||||
| Enjoy participating in activities that involve reading syllables. | ||||||
| 3.9 | Reading three to four letter words | |||||
| Demonstrate ability to blend syllables to read three to four letter words in and out of class. | ||||||
| Read three to four letter words correctly in and out of class. | ||||||
| Enjoy participating in activities that involve reading three to four letter words in and out of class. | ||||||
| 4.0 | WRITING | |||||
| 4.1 | Book handling | |||||
| Demonstrate ability to handle books appropriately in and out of class. | ||||||
| Arrange books properly in and out of class. | ||||||
| Enjoy participating in book handling activities in and out of class. | ||||||
| 4.2 | Writing readiness skills | |||||
| Hold a writing tool properly in and out of class. | ||||||
| Turn pages from right to left during a writing activity in and out of class. | ||||||
| Take pleasure in prewriting activities inand out of class. | ||||||
| 4.3 | Writing posture | |||||
| Sit appropriately when writing in and out of class. | ||||||
| Derives pleasure in activities for writing posture in and out of class | ||||||
| 4.4 | Eye-hand coordination skills | |||||
| Demonstrate eye-hand coordination when writing in and out of class. | ||||||
| Enjoy participating in eye-hand coordination activities in and out of class. | ||||||
| 4.5 | Pattern writing | |||||
| Write simple cursive patterns in and out of class. | ||||||
| Use audio visual materials to make simple cursive patterns in and out of class. | ||||||
| Hold writing tools appropriately when writing. | ||||||
| Experience pleasure in cursive pattern writing activities in and out of class | ||||||
| 4.6 | Letter formation | |||||
| Form letters correctly in and out of class. | ||||||
| Demonstrate ability to form letters correctly in and out of class. | ||||||
| Have pleasure in letter formation activities in and out of class. | ||||||
| 4.7 | Writing letters of the alphabet | |||||
| Demonstrate ability to write letters properly in and out of class. | ||||||
| Write letters of the alphabet properly in and out of class. | ||||||
| Enjoy using basic tools for letter writing activities in and out of class. | ||||||
| 4.8 | Writing three to four letter words (allow variation depending on the language) | |||||
| Write three to four letter words in class. | ||||||
| Copy own name in class. | ||||||
| Have pleasure in participating in writing activities in and out of class. |
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 | CLASSIFICATION | |||||
| 1.1 | Sorting and grouping | |||||
| identify similarities and differences between objects for distinguishing one object from the other | ||||||
| sort and group objects intheir environment | ||||||
| group objects in the environment according to more than one attribute | ||||||
| appreciate the materials in the environment for their uniqueness and diversity | ||||||
| 1.2 | Matching and pairing | |||||
| identify similarities among objects in the environment | ||||||
| identify differences amongobjects in the environment | ||||||
| match objects according to likeness or sameness in the environment | ||||||
| pair objects related to eachother according to sameness,likeness, use, typerelationship, part and whole | ||||||
| use appropriate vocabularyrelated to matching andpairing objects for effectivecommunication | ||||||
| appreciate the use of differentobjects in the environment | ||||||
| 1.3 | Ordering | |||||
| collect and identify differentobjects in their environment for exploration and enjoyment | ||||||
| Arrange objects in the immediate environment according to size in ascending up to five objects for comparison. | ||||||
| Arrange objects in the immediate environment according t size in descending order. | ||||||
| arrange objects in the environment according to more than one attribute | ||||||
| differentiate objects of differentsizes in the environment | ||||||
| use different objects in the environment in their daily activities | ||||||
| use appropriate vocabularyrelated to ordering in their daily life experiences for effective communication | ||||||
| appreciate different objects ormaterials in the environment | ||||||
| 1.4 | Patterns | |||||
| Observe objects in the environment for the purpose of identifying patterns. | ||||||
| identify similarities anddifferences among objects | ||||||
| arrange similar objects tomake a pattern | ||||||
| use different objects tomake patterns | ||||||
| identify patterns in different objects within the environment (clothes, animals, seeds, leaves) | ||||||
| Identify the repeating partof the patterns. | ||||||
| appreciate pattern s in theirenvironment | ||||||
| enjoy making different patterns with objects found in the environment | ||||||
| 2.0 | NUMBERS | |||||
| 2.1 | Rote counting | |||||
| rote count numbers 1-50 for developing numeracy skills | ||||||
| rote count using actions upto 50 for enhancing acquisition of numeracy | ||||||
| enjoy rote counting up to50 in their daily life. | ||||||
| 2.2 | Number recognition | |||||
| identify numerals 1-20 for enhancement of acquisition of formation of number symbols | ||||||
| appreciate use of numbers and develop curiosity for numbers in daily life experiences. | ||||||
| 2.3 | Counting concrete objects | |||||
| observe objects in differentgroups or sets fordistinguishing different typesof similar objects | ||||||
| count concrete objects 1-20 fordeveloping skills | ||||||
| demonstrate one to onecorrespondence whilecounting concrete objects | ||||||
| enjoy counting objects withintheir environment | ||||||
| appreciate the use of one to one correspondence in real lifesituations | ||||||
| demonstrate number value bycounting concrete objects
| ||||||
| 2.4 | Number sequencing | |||||
| identify number symbols 1-20 for acquisition of numeracy skills | ||||||
| arrange number cards in sequence 1-20 for appreciation of increase in value | ||||||
| arrange number cards in sequence by completing missing numbers | ||||||
| enjoy arranging numbers in sequence in day to day experiences | ||||||
| 2.5 | Number value | |||||
| collect objects from the environment | ||||||
| count groups of objects in the environment and select the corresponding number symbol. | ||||||
| differentiate the number valueof objects in the environment | ||||||
| appreciate the value of numbers in their daily life experiences | ||||||
| Relate number value withobjects in the environment. | ||||||
| 2.6 | Symbolic representation of number (number writing) | |||||
| identify number symbols up to 20 for association of spoken number and its symbolic representation | ||||||
| form and write numbers 1- 20 on a surface for representing quantities of objects or items by symbols | ||||||
| write number symbols 1-20on a surface for enjoyment | ||||||
| form number symbols 1-20using ICT for digital literacy | ||||||
| Appreciate the use ofnumbers within their environment. | ||||||
| 2.7 | Number puzzle | |||||
| rearrange number cards 1-20 in thecorrect order | ||||||
| identify different parts of numerals1-20 using not more than ten parts | ||||||
| join different parts of numbers to form complete number symbols 1-20 with not more than 10 parts | ||||||
| enjoy completing number puzzles indaily life | ||||||
| relate number symbols with theobjects in the environment | ||||||
| use ICT to complete number puzzles | ||||||
| 2.8 | Putting together | |||||
| collect different groups ofsimilar objects for counting | ||||||
| identify sets of similar objects in the environment for counting | ||||||
| put similar objects together with a sum not exceeding 9 | ||||||
| enjoy the activities of puttingtogether objects in their day to day experiences | ||||||
| appreciate that things becomemore when put together | ||||||
| 2.9 | Taking away | |||||
| collect different groups of similarobjects or items | ||||||
| count objects in different sets toestablish the number in each set | ||||||
| take away fewer objects from setsnot more than 9 | ||||||
| count the number of the remainingobjects after taking away | ||||||
| enjoy the activities of taking away objects and counting the remainders in the day to day life experiences | ||||||
| 3.0 | MEASUREMENT | |||||
| 3.1 | Sides of objects | |||||
| observe different objects with straight sides in the environment | ||||||
| identify different sides of objects in the environment | ||||||
| manipulate objects of different sides in the environment | ||||||
| enjoy measuring sides of objects using arbitrary units | ||||||
| 3.2 | Mass (heavy and light) | |||||
| collect different objects from the environment | ||||||
| lift different objects in theenvironment for comparing their heaviness | ||||||
| compare heavy and light objects in the environment | ||||||
| appreciate objects of differentmass in their environment | ||||||
| enjoy manipulating objects ofdifferent mass in daily life experiences | ||||||
| 3.3 | Capacity (how much can a container hold) | |||||
| fill and empty different containers with different objects and substances | ||||||
| compare sizes of containersusing through filling and emptying using differentsubstances and objects | ||||||
| appreciate the use of objectsof different sizes in theenvironment | ||||||
| enjoy filling and emptyingcontainers in the environment | ||||||
| 3.4 | Time (Daily routines) | |||||
| compare sizes of shadows at different times of the day to determine their sizes | ||||||
| use vocabulary related to time for effective communication | ||||||
| observe tools used fortelling time | ||||||
| name tools used for telling time (clock ;calendar; mobile phone; animals and birds) | ||||||
| name the days of the week and the months of the year | ||||||
| appreciate management of time when doing different activities | ||||||
| 3.6 | Money (Kenyan currency coins and notes) | |||||
| observe types of Kenyancurrency for familiarity | ||||||
| identify Kenyan currency coins and notes for distinguishing them from other currencies | ||||||
| buy items using Kenyan coins and notes of different denominations | ||||||
| save money for future use | ||||||
| make a simple budget basingon own needs | ||||||
| appreciate the use of Kenyancurrency in their daily life | ||||||
| 3.7 | Area (surfaces of objects) | |||||
| observe objects with different surfaces in the environment for determining their sizes | ||||||
| identify surfaces of differentobjects in the environment | ||||||
| cover surfaces of different objects by using not more than 20 smaller similar objects | ||||||
| use appropriate vocabulary related to surfaces of objects for effective communication | ||||||
| Appreciate different surfacesof objects in the environment. |
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 | |||||
| 1.1 | Drawing from observation | |||||
| use appropriate tools todraw simple pictures | ||||||
| draw simple representation from observation | ||||||
| appreciate each other’s,drawing | ||||||
| 1.2 | Drawing from Memory | |||||
| identify drawing materials | ||||||
| use appropriate tools todraw simple pictures | ||||||
| draw symbolicrepresentation of things found in the classroom frommemory | ||||||
| appreciate each other’s,drawing | ||||||
| 1.3 | Printing | |||||
| identify printingmaterials | ||||||
| develop simple printingtools | ||||||
| create patterns using different objects for creativity | ||||||
| appreciate own andother pupils work | ||||||
| 1.4 | Colouring | |||||
| recognize common colours in the environment for use in colouring | ||||||
| display ability to use colour media freely for enjoyment | ||||||
| appreciate and talk abouttheir work | ||||||
| 1.5 | Painting | |||||
| identify painting materials | ||||||
| paint freely on paper forfamiliarization of materials | ||||||
| use finger technique forpainting | ||||||
| paint freely for enjoyment | ||||||
| appreciate own and otherspainted work | ||||||
| 1.5 | Mosaic | |||||
| identify materials formaking mosaic
| ||||||
| Make mosaic pictures using locally available Materials for aesthetics. | ||||||
| make collage pictures using locally available materials for enjoyment | ||||||
| appreciate the use oflocally available materials for making mosaic | ||||||
| 1.6 | Collage | |||||
| identify material for making collage | ||||||
| make collage pictures usinglocally available materials for aesthetics | ||||||
| make collage pictures usinglocally available materials for enjoyment | ||||||
| Appreciate their own and otherpupils work and develop self-esteem. | ||||||
| 2.0 | MODELLING TECHNIQUES | |||||
| 2.1 | Ball technique | |||||
| identify different types of materials used in modelling | ||||||
| model items using ball techniques | ||||||
| model for enjoyment | ||||||
| Express their ideas, feelings and emotions through modelling. | ||||||
| 2.2 | Coil technique | |||||
| identify different types of material used in coil technique | ||||||
| model items using coiltechniques | ||||||
| model for enjoyment | ||||||
| Express their ideas, feelings and emotions through Modelling. | ||||||
| 2.3 | Slab Technique | |||||
| identify different types of material used in slab technique | ||||||
| model items using slab techniques | ||||||
| model for enjoyment | ||||||
| Express their ideas, feelings and emotions through modelling. | ||||||
| 3.0 | PAPER CRAFT | |||||
| 3.1 | Paper folding | |||||
| identify different methods of folding papers for creativity | ||||||
| make items using folding techniques for problem solving | ||||||
| make items using paper folding techniques for fun | ||||||
| 4.0 | CREATING SHAPES AND FORMS USING ICT | |||||
| 4.1 | Creating shape forms | |||||
| identify drawing icons for familiarization with digital devices | ||||||
| use digital device to create shapes and forms creativity | ||||||
| appreciate the use of ICT increating shapes and forms | ||||||
| 5.0 | PAPER CRAFT | |||||
| 5.1 | Weaving | |||||
| identify materials forweaving | ||||||
| make weaves using paper forcreativity | ||||||
| appreciate the use of localmaterials for making woven articles | ||||||
| 6.0 | CONSTRUCTION | |||||
| 6.1 | 3-Dimensional forms | |||||
| identify materials for construction | ||||||
| create forms in 3-d using locally found materials for innovation | ||||||
| handling construction materials for exploration and enjoyment | ||||||
| appreciate self and otherswork | ||||||
| 7.0 | ORNAMENTS | |||||
| 7.1 | Beading | |||||
| identify locally available materials for beading | ||||||
| make an item using coloured beads for creativity | ||||||
| appreciate self and otherswork | ||||||
| 7.2 | Bracelets | |||||
| identify local materials for making bracelets | ||||||
| make and decorate bracelets for friendship. | ||||||
| making bracelets for enjoyment | ||||||
| 8.0 | PERFOMANCE | |||||
| 8.1 | Dance | |||||
| Perform a free dancing style for enjoyment. movement for enjoyment | ||||||
| dance in pairs andgroups for cooperation | ||||||
| respond to changes in tempo and rhythms through body
| ||||||
| perform traditional dances within the locality to enhance culture | ||||||
| 8.2 | Musical rhymes | |||||
| recite rhymes with repetitive phrases and rhythmic patterns | ||||||
| display the ability to recitesimple rhymes | ||||||
| perform simple rhymes forentertainment | ||||||
| recite a range of musical rhymes to enhance creativity | ||||||
| appreciate others talents as they perform simple rhymes | ||||||
| 8.3 | Rhythmic patterns | |||||
| identify musical instruments usedfor performing rhythmic patterns e.g. percussion | ||||||
| display the ability to create rhythmic movements through dance, nodding and swaying for enjoyment | ||||||
| create rhythm using percussioninstruments to enhance tempo | ||||||
| appreciate others talent as they perform rhythmic patterns using percussion instruments | ||||||
| 8.4 | Singing games | |||||
| identify different cultural singing games for harmonious core existence | ||||||
| perform varied cultural singing games using props for enjoyment | ||||||
| express feelings through singing games for appreciation | ||||||
| 8.5 | Pay simple musical instruments | |||||
| identify various music ICTdevice for familiarization | ||||||
| play simple musicalinstruments for enjoyment | ||||||
| display ability to play various simple musical instruments including ICT device | ||||||
| play simple instruments and make movement for talent development | ||||||
| 9.0 | LISTENING AND RESPONDING | |||||
| 9.1 | Musical sounds | |||||
| listen to sounds from the environment for familiarization | ||||||
| imitate sounds made fromthe environment for vocal development | ||||||
| appreciate sounds from theenvironment for correct response | ||||||
| 10.0 | BASIC MOTOR SKILLS | |||||
| 10.1 | Locomotive Skills | |||||
| identify common terms usedin outdoor activities such as climbing/sliding, throwingand catching for correct response | ||||||
| climb and slide on playing objects for enjoyment | ||||||
| observe safety during climbing and sliding on playing objects | ||||||
| 10.2 | Non-locomotive skills | |||||
| identify common terms used in turning and twisting activities for appropriate response | ||||||
| turning and twisting forflexibility | ||||||
| turn and twist for safety | ||||||
| 10.3 | Manipulative skills | |||||
| kick freely for enjoyment | ||||||
| display the ability to balance the body for kicking technique | ||||||
| display manipulative skillsthrough bouncing ball for distance estimation | ||||||
| bounce and kick balls safely | ||||||
| bounce and kick balls forenjoyment | ||||||
| 11.0 | SWIMMING | |||||
| 11.1 | Pool safety | |||||
| identify basic water safety and hygiene rules for application in the pool | ||||||
| demonstrate ability to follow safety rules accordingly | ||||||
| 11.2 | Water orientation | |||||
| confidently move around the pool in readiness for swimming | ||||||
| opening eyes confidently in water for safe swimming | ||||||
| identify basic floating techniques for swimming | ||||||
| appreciate the use of water forrecreation | ||||||
| 12.0 | FUN GAMES | |||||
| 12.1 | Modern/Traditional fun games | |||||
| identify some fun games within their environment for play | ||||||
| perform fun games forenjoyment | ||||||
| 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 | |||||
| Name different structures andbuildings found at home, | ||||||
| Identify different buildings andstructures at home, | ||||||
| Talk about the uses of buildingsand structures at home, | ||||||
| Appreciate buildings andstructures. | ||||||
| 1.3.2 | People found at home | |||||
| name people found at home for self- awareness, | ||||||
| tell the relationships between people found at home for harmonious living | ||||||
| talk about people found at home for harmonious living | ||||||
| talk about work done by people at home | ||||||
| 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 | ||||||
| Appreciate the need touse courteous words | ||||||
| Use greetings and respond with actions appropriately | ||||||
| Show empathy to theneedy | ||||||
| 1.5 | Neighbourhood | |||||
| identify the classmates by names for harmonious living | ||||||
| name the classmates as neighbours for interpersonal relationships | ||||||
| identify physicalfeatures in the neighbourhood forsafety and security | ||||||
| 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 | ||||||
| tell critical times to wash hands | ||||||
| appreciate the need towash hands at critical times | ||||||
| 2.2 | Care for the nose | |||||
| tell the importance of having a personal handkerchief, | ||||||
| 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, | ||||||
| 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 | ||||||
| Talk about the uses of water in the environment | ||||||
| Play with waterfor enjoyment and discovery | ||||||
| appreciate the importance of water in the environment | ||||||
| 3.5 | Soil | |||||
| talk about the safety measures when playing with soil, | ||||||
| play with soil for enjoyment and exploration, | ||||||
| Appreciate playing withsoil for enjoyment. | ||||||
| 3.6 | Sound | |||||
| recognize the sources of sounds produced in the immediate environment, | ||||||
| talk about sounds produced in the immediate environment, | ||||||
| Respond to different sounds in the environment appropriately. | ||||||
| 3.7 | Smell | |||||
| identify the bodypart used in smelling, | ||||||
| recognize the pleasant and unpleasant smell in the immediate environment, | ||||||
| Respond appropriately to the pleasant and unpleasant smell in the surrounding, | ||||||
| Appreciate the pleasant smell in the immediate environment. | ||||||
| 3.8 | Light | |||||
| talk about different sources of light in the immediate environment, | ||||||
| play with shadows | ||||||
| appreciate uses of light in the immediate environment | ||||||
| 4.0 | ENVIRONMENTAL CARE AND SAFETY | |||||
| 4.1 | Care for the immediate environment | |||||
| identify waste materials and items that require disposal in the immediateenvironment | ||||||
| dispose waste materials appropriately | ||||||
| appreciate living in aclean environment | ||||||
| 4.2 | Safety in the environment | |||||
| talk about safe places, objects and activities in the immediate environment, | ||||||
| talk about dangerous places in the immediate environment, | ||||||
| talk about dangerous objects in the immediate environment, | ||||||
| talk about dangerous activities in the immediate environment, | ||||||
| to recognize safe and dangerous places, objects and activities in the immediate environment, | ||||||
| talk about how to identify strangers within their immediate environment | ||||||
| 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 | |||||
| identify God as the providerfor their needs, | ||||||
| Sing simple songs on God as a provider to enhance their knowledge of God, | ||||||
| identify God as a healer fortheir spiritual and physical nourishment, | ||||||
| recite short poems of God as a healer stories to enhance their trust in God, | ||||||
| display understanding of God is a provider and healer for their spiritual growth, | ||||||
| Appreciate God as theprovider and healer. | ||||||
| 1.2 | Creation (parts of the body) | |||||
| Name his /her parts of the body that God created in his own image and likeness | ||||||
| Demonstrate some ways of caring parts of the body as the temple of the holy spirit | ||||||
| Appreciate his/her parts of the body as wonderfully made by God | ||||||
| 1.3 | Plants and domestic animals | |||||
| name plants found at home and school as part of God’s creation | ||||||
| name animals found at home and school as part of God’s creation | ||||||
| state simple ways of taking care of plants and some domestic animals | ||||||
| demonstrate taking care of some domestic animals and plants for social responsibility | ||||||
| Appreciate plants and animals found at home and school as God’s creation. | ||||||
| 1.4 | Name of God according catchment | |||||
| identify the name of God as used in his/her catchment area for personal knowledge | ||||||
| identify the name of God in other communities for peaceful co-existence | ||||||
| appreciate the name of God according to his/her catchment area for self – awareness | ||||||
| desire to know the name of God as used in other communities to promote unity | ||||||
| 1.5 | Communicating to God through prayer | |||||
| mention simple prayers at different times for his/her spiritual nourishment | ||||||
| Recite prayers for different times as part of his/her spiritual growth. | ||||||
| respect different times of prayer for his/her spiritual growth | ||||||
| Appreciate prayer as one of the most important way of talking to God. | ||||||
| desire to pray at alltimes | ||||||
| 2.0 | HOLY BIBLE | |||||
| 2.1 | The Bible | |||||
| 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 | |||||
| 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 | ||||||
| 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 | |||||
| Identify the church as a place of worship | ||||||
| Identify different places of worship that exists in his/her community for peaceful co-existence. | ||||||
| demonstrate activities that take place in the church for-example singing, praying and giving offerings as thanks giving to God | ||||||
| colour a picture of a church as a place of worship for self-efficacy | ||||||
| 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 | ||||||
| desire to participate in the activities that are done during the church service for self fulfilment | ||||||
| appreciate the activities that take place during church service for spiritual nourishment | ||||||
| 5.3 | Behaviour in the Church | |||||
| identify good behaviour for desirable Christian living | ||||||
| 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 | ||||
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
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 | |
| 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 |
|
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