PP2 REPORT CARD.
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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 |
|