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UNIT 1 PURPOSES AND CHARACTERISTICS OF SCHOOL BASED ASSESSMENT

INTRODUCTION School Based Assessment (SBA) is a system for collecting periodic information on pupils‘ learning status for the purpose of planning improvement programmes in the performance of pupils. SBA, previously referred to as Continuous Assessment in the Ghanaian school system, has unfortunately not made the expected contribution to pupils‘ school performance due to a variety of reasons the most important of which was the large number of assignments that the teacher had to administer, mark and record. The new SBA presents a reduced number of assignments that can be easily handled by both teachers and pupils. It is expected that the new SBA will help teachers and pupils to achieve the objectives of the syllabuses and consequently raise the standard of learning in the country. This handbook provides guidelines to help the teacher in writing school based assessment tasks. For purposes of distinguishing items and questions used in class exercises and in tests such as the Basic Education Certificate Examination (BECE), we shall use the word ‗task(s)‘ for items, questions and projects in SBA.

PURPOSES OF SCHOOL BASED ASSESSMENT The Basic Education Certificate Examination (BECE) that Junior High School pupils sit at the end of nine year of basic education is administered by the West African Examinations Council (WAEC), an external examinations body. Thirty percent of the marks that WAEC uses to award grades at the BECE come from marks that pupils obtain on their performance in school. The 30 percent mark is an internal mark that comes from schools while the 70 percent mark is an external mark based on pupils‘ performance at the BECE. Assessment of the performance of pupils is therefore carried out in two ways: by external examinations and by internal examinations that is, the school based assessment. Pupils tend to do well on tests administered in their schools because they are more relaxed when taking tests in their own classrooms. The familiarity with their classroom and school surroundings helps them to do better on tests administered in school. External examinations during which pupils‘ work is supervised by people who are not known to the pupils, tend to create anxiety for some pupils. This anxiety may tend to reduce the level of performance on the part of some pupils. It is therefore generally accepted that the performance of pupils on tests administered by their teachers in their classrooms better reflects the true performance of the pupil. It is for this reason that the Ministry of Education decided that a percentage of the marks for the BECE should come from performance of pupils on their school based assessment. Education in the school system consists of a variety of practical work as well as theoretical work. SBA therefore gives schools the chance to ensure that the performance of pupils on both practical skills and theoretical knowledge is reflected in the marks pupils obtain on their End-of-Term examinations. Learning does not take place only in the classroom. Education is a broad concept and pupils are expected to learn from a variety of sources; from their teachers, from their friends and elders, from the library, from the Internet and generally from their environment. All these sources contribute to the education of the young person. The seriousness with which pupils learn in the classroom and outside the classroom should therefore be reflected in the assessment system of schools.

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The first purpose of SBA is therefore to ensure that the grades pupils obtain at the BECE

are based on their performance on the internal tests administered in school and on the

external examination administered by WAEC.

A second purpose of SBA is to give schools the chance to make sure that all aspects of

the education and training of the young person are taken account of in the assessment of

the performance of the young person while in school

SBA thirdly, provides pupils the chance to show the quality of their learning in and out of

school on the marks they obtain on their SBA assignments. The SBA in effect, gives

pupils the chance to receive a broad education.

CHARACTERISTICS OF SCHOOL BASED ASSESSMENT

The general characteristics of SBA are as follows: 1. Periodic collection of assessment information

To obtain accurate and reliable test data on a pupil, the test must be spread over a longer time, allowing the pupil to take tests at different times throughout the year. SBA prescribes the administration of one assignment at the end of each month of the school term. The average of the scores earned by the pupil will be a more accurate indicator of the pupil‘s performance in the subject.

2. Use of different test modes

The performance of a pupil can be better assessed if the assessment is made on different test modes such as class tests, class exercises, home work, projects and other practical activities. SBA will consist of class tests, class exercises and projects.

‗Homework‘ has been eliminated in the redesigned SBA programme and more prominence given to ‗projects‘. The justification for eliminating homework from the SBA programme is that it is not certain whether homework will be carried out for the pupil by an adult. Homework is important in the instructional system and teachers must therefore give homework as part of the instructional process. Homework will however, not be scored as part of the SBA. There will be situations, as in the projects, where the SBA will involve pupils in seeking views and opinions from teachers, parents, elders and school mates. This is the normal work practice in the adult world where the opinion of colleagues and views collected from books etc are vital for effective work performance. Teachers should encourage the search for information during the project period.

3. Inclusion of more complex thinking skills in the testing programme

A further characteristic of the SBA is that it includes tasks that require high ability thinking and performance. Such tasks require analytical thinking; the ability to generate different solutions to a problem; the ability to plan a project; and the ability to be innovative, generate new ideas and create new products etc. High level thinking skills generally require extended time for learning and responding. The addition of such skills in the SBA programme will encourage pupils to form the habit of using high level thinking skills in solving problems rather than the habit of memorizing class notes which defeats the purpose of education and does not help in problem solving.

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4. Teacher assistance and remediation

A fourth characteristic of the new SBA is that it fosters cooperation between the teacher and the pupil especially in the area of pupils‘ class projects. The process allows the teacher to provide assistance to pupils in the form of advice on various aspects of pupils‘ projects. The teacher is expected to provide constructive feedback to help pupils reach better understanding of their projects. Pupils learn to consult the teacher, classmates and other sources on aspects of their project work, while maintaining their position as the leader(s) in the project undertaking.

5. Reduced number of assessments and mark recordings

The SBA has been designed to reduce the amount of workload in the previous continuous assessment system by 64 percent on the part of the pupil and by 53 percent on the part of the teacher. The reductions have been made to reduce the tediousness in the SBA process and at the same time make SBA a more useful tool for improving school performance and for improving the thinking abilities of school children.

6. Emphasis on pupil-centred learning

One of the major problems that lead to low performance of pupils on national tests (National Education Assessment (NEA) and BECE) is the predominantly teacher-centred approach used in the instructional system in schools. As a method for improving this situation, the syllabuses that the Ministry of Education has issued to schools since 2000 have all stressed the importance of high ability thinking skills on the part of pupils. The full impact of this has yet to be realized. However, the SBA system puts a lot of stress on project undertaking. This is the component that allows the pupil individually or in groups, the freedom to explore different ideas and skills to produce something of their own. This is the pupil-centred learning component which should help in improving the standard of education in the country.

7. Standardization of SBA Practice Across Schools

The above characteristic is particularly important in Ghana. In previous years where class teachers had the option of setting their own continuous assessments, a variety of exercises, some good and many of them rather trivial, were used in the school system. The number of items used in the continuous assessment system was not uniform and the marking and grading systems differed from school to school. The current SBA system has been designed to improve the old practice of leaving schools to develop their own assignments by supplying schools with sample items/questions, project topics, marking and grading systems as a procedure for standardizing the SBA process across schools in the country.

SBA EMPHASES IN THE GHANAIAN SCHOOL SYSTEM The Ghana SBA is based on six related emphases as detailed below.

Pupils/pupils will acquire:

1. Thinking Skills: Better understanding of issues and the ability to generate ideas and

develop new processes and strategies.

2. Problem Solving Skills: The ability to understand a problem, looking at it from different

ways and adopting solutions based on combination of knowledge and practices from

different subjects.

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3. Cooperative Learning: The ability to work with class mates in groups to carry out projects

and learn in the process.

4. Working with Numbers: Greater ability in working with numbers and thereby acquire

more understanding and application of mathematical processes in everyday problems.

5. Moral and Spiritual Development: The attitude of fairness in dealing with others and a

general positive attitude in life

6. Formal Presentations Skills: The ability to make formal presentations before class mates

and answer questions

SBA MODES AND TIMES OF ADMINISTRATION

There will be three assessments and a project work in a term, making a total of twelve assessments for the year. The assessments for a term will consist of two tests, one group exercise and a project as follows:

i. Class tests ii. Group exercise iii. Project (investigative, experimental or materials production)

The assessments are referred to as Class Assessment Tasks (CAT). CAT1 will be a task made up of test items. CAT2 will be a group exercise. CAT3 will also be a class test. The project for the first term will be CAT4. The order of the twelve assessments for the three terms of the year will be as follows:

Term 1

First Class Assessment Task (CAT1): End of Week 4 of Term 1

Second Class Assessment Task (CAT2): End of Week 8 of Term 1

Third Class Assessment Task (CAT3) End of Week 11 of Term 1

Project (CAT4): To be collected by end of Week 12

Term 2

First Class Assessment Task (CAT5): End of Week 4 of Term 2

Second Class Assessment Task (CAT6): End of Week 8 of Term 2

Third Class Assessment Task (CAT7) End of Week 11 of Term 2

Project (CAT8): To be collected by end of Week 12

Term 3

First Class Assessment Task (CAT9): End of Week 4 of Term 3

Second Class Assessment Task (CAT10): End of Week 8 of Term 3

Third Class Assessment Task (CAT11): End of Week 11 of Term 3

Project (CAT12): To be collected by end of Week 12

Administration of SBA is expected to be completed by the end of the eleventh week to allow schools the time for preparation and administration of the End-of-Term Test in the twelfth or last week of the term. Preparations for the project work (CAT4, CAT8 and CAT12) involving topic selection and data collection will start in the second week of each term. Projects should be completed and submitted in Week 12 of the term or by the end of the term, whichever is earlier.

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UNIT 2

STRUCTURE OF ASSESSMENTS AND MARK ALLOCATION IN A TERM

Distribution of the number of items in each task and mark allocations for Lower Primary including the End-of-Term examination are indicated in Table 1 below.

Table 1

Number of Items and Mark Allocation for Class Assessment Tasks: P1 – P3

PRIMARY 1

PRIMARY 2

PRIMARY 3

No. of Items

Mark Allocation

No. of Items

Mark Allocation

No. of Items

Mark Allocation

CAT 1

5

10

10

10

10

10

CAT 2 (Group Exercise)

1 - 3 items

20

1-3 items

20

1-3 items

20

CAT 3

5

20

10

20

10

20

Total marks for CATs1-3

50

50

50

End of Term Examination

50

50

50

Total Marks for CATs1-3 and End of Term Exam

100

100

100

CAT 4: Project (Investigative, experimental, material production or combination of two)

1 project

100

1 project

100

1 project

100

Total number of SBA assessments per term

4

200

4

200

4

200

NOTE: The 10 marks for CAT1 for P1-P3 in English and Ghanaian Languages are not sufficient for the amount of items and questions the two subjects need for assessing work completed in the first month. For this reason, CAT1 should be marked out of 20 for only English and Ghanaian Languages and Culture. The marks obtained over 20 by pupils should then be divided by 2 to convert the marks to the range of 10 as required in the table above.

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UNIT 3

DIRECTIONS FOR DEVELOPING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

In writing items for the CATS, the teacher must first of all put the syllabus for the class into three terms, indicating the syllabus objectives that will be taught in each term. The items that should be written for the CATs should be based on the syllabus objectives that should be learnt in each term. This process has been used in developing the sample items in the CATS in this Handbook. Class Assessment Tasks 1, 5 and 9 CAT1, CAT5 and CAT9 are individual assessments and should be administered after the first four weeks of the term. The objectives to be used for these CATS are therefore the objectives to be taught in the first four weeks of each of the terms. Items for the CATS should be items that are important in the various units of objectives taught. The first CAT of the term has 10 marks in lower primary schools and should essentially cover the following separate profile dimensions of the material taught in class:

Knowledge

Understanding

Application Class Assessment Task 2, 6 and 10 (Group Exercise) CAT2, 6 and 10 will be the second class assessment in Terms 1, 2 and 3 and will be in the form of group exercise administered at the end of eight weeks of the school term. The purpose of the group exercise is to introduce pupils to the principles and ethics of cooperative learning that is, working together in groups to arrive at solutions together using the ideas and abilities of each group member. The second purpose is to ensure that the class is able to master the key topics they have problems with. For example, ―fractions‖ is a difficult topic in mathematics in all the primary school classes of the country. A group exercise could therefore be developed on fractions alone during which time the groups will discuss the concept of fractions, its meaning, methods for calculating fractions and also work a number of problems in fractions to make sure every pupil in the class understands fractions and can calculate fractions easily. The group exercise should be based on objectives that are considered important, those that are generally difficult for pupils and therefore may not be well taught in schools, those that involve a series of activities before the objective can be completed, and those that need high level creativity for learning. The teacher should consider the difficult objectives encountered in the first month and in the second month of the term and structure the group exercise around one, two or three of these objectives. In many cases, more than one important specific objective will be combined as a cluster objective for purposes of the group exercise. In a few cases as indicated in the case of fractions, only one topic which remains a problem could be set for the group exercise.

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A summary of the objectives to consider for the CAT2, CAT6 and CAT10 is provided as follows:

1. Objectives that are very critical in each term‘s work. (The understanding of such objectives is very important and crucial for continuing study of the subject)

2. Objectives that are difficult for pupils to understand and difficult to teach 3. Objectives that consist of a series of activities 4. Objectives that need creativity on the part of the pupil for learning performance Double Period for CAT2, CAT6 and CAT10

The group exercise will be conducted over two lesson periods, that is, 60 minutes. The co-operative learning exercise with teacher facilitation should help pupils to develop mastery over the selected topics. CAT2, CAT6 and CAT10 could also be used to provide preliminary exercises on a difficult topic that may occur in the third month of the term. In all the subjects, the critical and problematic topics that pupils have difficulty with, will be selected by the teacher for the group exercises.

The teacher should go round the groups as they work and offer help as may be needed without giving correct answers. The intention of the exercise is to get the groups to arrive at solutions themselves and acquire mastery over the difficult topics in the process. The teacher should give encouragement and possibly supply materials that the groups may need for their work as he or she goes round the groups.

The teacher should ask the various groups of pupils to give themselves a mark and a grade for the work they have done in each of CAT2, CAT6 and CAT10 at the end of the exercise. Pupils‘ statements on their perceived marks and grades are not final. The process of asking them ―to grade themselves‖ helps them to be conscious of their responsibility for working hard at problems in order to deserve high marks and grades. It is recognized that involving pupils in assessing their own work is a powerful learning motivator. The teacher‘s final mark and grade on the group‘s work will help pupils to realize how far they have to go to reach expected standards.

Marks will be awarded in relation to the effort and performance of each group. 20 full marks, or the highest mark, should be awarded the group(s) that shows understanding of the concepts in the topic and produces the best activities/results. Not all pupils in this top group may get the highest mark however. The teacher may notice, as he or she goes round the groups that one or two pupils in a group may not be performing at the same level as the rest of the group. This person may not be contributing much to the work of the group; or may be making more errors than the rest of the group. Bear in mind however, this pupil, because of their inclusion in the high achieving group, would have learnt a lot more in this group. Such a pupil should however be awarded any mark in the range 16 - 18 depending on the judgement of the teacher and depending upon the mark awarded the group.

Award a mark in the range of 12–15 to the group that shows fairly good understanding of the concepts and performs quite well in the activities. As in the first case above, a mark in the range of 12-13 may be allocated to a pupil(s) who do not measure up very well to the rest of the group.

Award a mark in the range of 8-11 to the group(s) that shows satisfactory or acceptable performance in the concepts of the exercise. As in the first cases, low performing pupils in the group should be awarded marks in the range of 8-9.

Award a mark in the range of 4-7 to the group(s) that shows little understanding of the concepts and makes many errors in the activities, and 0 – 3 for the group that shows extremely poor understanding of the work required.

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Class Assessment Tasks 3, and 7 (CAT3 and CAT7) In setting CAT3 and CAT7 in the first and second terms, the teacher should develop the tasks in such a way that they will consist of 20% of the instructional objectives of the first four weeks, 20% of the objectives of the second four weeks of the term and 60% of the instructional objectives studied from Week 9 – Week 11. The structure of CAT3 and CAT7 will be as follows:

20% of objectives taught in the first month (First four weeks of the term)

20% of objectives taught in the second month (Second four weeks of the term)

60% of objectives taught in the third month (Weeks 9 – 11 of the term) As in CAT1, the objectives selected for this CAT3 and CAT7 should also be objectives that are considered important in the units covered by the tests. Class Assessment Task 11 (CAT 11) Using an overlapping system, the CAT11 should be developed in a way that it will consist of

20% of objectives taught in the first term

20% of objectives taught in the second term

60% of objectives taught in the third term This system will ensure that pupils do not pay attention to only the instructional objectives taught in the third term, but to all the objectives taught in the year.

Beginning from Primary Class 2, CAT3, CAT7 and CAT11 should include items that are based on high ability thinking including

Application of principles and ideas to unfamiliar and real life situations

Analysis

Inventive thinking processes involving synthesis of ideas from various subjects to solve a

problem

Evaluation of situations

It is expected that classroom instruction will use real life and unfamiliar problems as illustrations to encourage pupils to apply their knowledge to problems of varying complexity. Number of Items to be Used in Different Subjects Bear in mind however, that although it has been determined that CATS1, 2 and 3 will include a specified number of items, that rule will not hold for all subjects. For example, ICT and Creative Arts need not write five or ten items for CAT1 or CAT3. These subjects are practically oriented subjects. In such subjects, the teacher could develop a topic or two that would be able to bring out the issues or concepts the teacher wishes to see in the response or responses. Similarly, it is not desirable to write 10 items for Oral work in Ghanaian Languages and Culture, or 10 items in English CAT1 and CAT3 since English and Ghanaian Language and Culture consist of a number of components whose assessment will need more than 10 marks. In Listening and Speaking in the languages, the teacher may require each pupil to listen to a statement and respond orally. Only one or two statements may be used in the Listening and Speaking assessment since there will be more than 50 other children waiting.

In the case of the languages, CAT1 should be marked out of 20 and the marks obtained converted to 10 as required.

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UNIT 4

SBA PROJECTS Group Projects: CAT4, CAT8, CAT12 The projects will consist of investigations, experiments, material production or combination of any two in the subject of study. A project could be based on investigations leading to the production of a physical product, a new idea or a new process. Projects should involve high-order abilities such as application, analysis, inventive thinking that is synthesis of ideas and skills toward creation of a new product, a new idea or a new process as said already. Some projects may last for two terms or a year. Such projects should be segmented in such a way that one segment would be completed and assessed at the end of a term and the remaining segment continued for presentation in the next term. Because of increasing numbers in the school system, all three projects will be carried out as Group Projects where four, five or more pupils will come together to undertake a project and give a report on their work. While the group should share the responsibilities involved in the project, the teacher must ensure that each member of the team will have specific duties to perform in the project undertaking and that each individual will contribute equally to the project execution. Where a class consists of manageable numbers, such as numbers lower than 45, the teacher can administer the projects as follows: CAT4: Group project CAT8: Group project CAT12: Individual project or Group project Project Topics Project topics will be centrally developed by CRDD in cooperation with the Teacher Education Division of GES every three years and distributed to all schools through the District Education Offices. The process for developing the project topics will ensure that the quality of the projects pupils will carry out will be of the right type and standard. A number of project topics, generally six or more, will be centrally developed. Teachers are expected to develop additional three topics for the year, meaning that there will be at least three topics for each term. This number will give teachers the chance to select project topics that are suitable for their respective localities in any term. Three topics a term will also give groups of pupils a wider scope to choose a topic that they find interesting and suitable in each term.

Pupils will have two weeks from the beginning of the term to consider and choose the project topic they wish to undertake for the term. There will be one project work in each term.

UNDERTAKING SBA PROJECTS

There are eight subjects on the Lower Primary School curriculum and nine subjects on the Upper Primary School curriculum. Since each pupil is required to carry out one project a term in each of the subjects on the curriculum, there is the likelihood that pupils may have too many projects to carry out within a term and teachers will have too many projects to mark in a term. To reduce the amount of time and effort required in projects undertaking and marking, the developers of the SBA projects have adopted two curriculum integration approaches for writing project topics for schools. The approaches are the fused curriculum approach and the emerging curriculum approach.

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Fused curriculum approach The fused curriculum approach is an integrated curriculum system. In this approach, two or more subjects may be fused together with one of them as the organizing subject. The fused curriculum is organized around one of the subjects while the other subject(s) is brought in as and when needed. Creative Arts for example, may be fused with Natural Science, ICT and English, with Creative Arts as the organizing subject in the fusion. Similarly, a project in English could be framed in a way that will require knowledge in Science, Mathematics and Religious and Morals Education. Following this approach, project topics are set in such a way that will require the pupil to demonstrate knowledge, skills and attitudes in a variety of subjects while carrying out a project.

Emerging curriculum approach

This approach is based on the felt needs of communities. Project tasks following this approach will be based on the critical needs of the localities where schools are situated. Projects may also be based on felt national needs. Some of the felt needs of our localities and the nation at large are as follows:

1. The conditions of many of our schools in the rural areas 2. Lack of health facilities in many of the rural areas 3. Lack of safe drinking water in many communities 4. How to make unsafe water safe to use 5. Providing recreational centres in our villages 6. How to recycle some of our waste materials 7. How to plan our villages 8. How to keep our villages, towns and cities clean 9. How to prevent the spread of malaria 10. How to prepare one‘s self for future work

The above list consists of some of the major needs of our villages, towns and cities. The subjects that could use integrated project approach for dealing with each of the topics listed above are indicated in the table on the next page.

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Table 2

Some Emerging Curriculum Topics and Related Subjects

Emerging Curriculum Topics: Primary 4 - 6 Subjects Related to the Emerging Topics

1. The conditions of many of our schools in the rural areas 2. Why we need health facilities in many of our rural areas

3. Problems caused by lack of safe drinking

water in many of our communities

4. Making unsafe water safe for use

5. Why we must provide recreational centres in our villages

6. How to recycle some of our waste materials

7. How to plan our villages and communities

8. How to improve sanitation in our communities

9. How to prevent the spread of malaria

10. How to build a school park

11. How to prepare for future work

12. Types of conflict and how to resolve them

English, ICT, and Creative Arts Natural Science, RME, Creative Arts, Citizenship and English Natural Science, Integrated Science, Citizenship Education and English Science and English Citizenship, Mathematics, Creative Arts, English and ICT RME, Citizenship Education and English Integrated Science, ICT, Citizenship, Creative Arts and English Integrated Science, Mathematics and Creative Arts Integrated Science and English Integrated Science, ICT and English Mathematics, English and Creative Arts Citizenship Education, ICT and English

Sources of Information for Projects: References Beginning from Primary 2 when pupils can read simple stories, it will be important for teachers to advise pupils to read and consult the following sources for information on their projects:

Textbooks

Magazines

Opinion of teachers, elders and friends

The Internet Pupils can interview the class teacher, parents and other elders in the community and their friends, especially their older friends for views, opinions and procedures. It is important for teachers to emphasize to pupils that the source of knowledge comes from books, magazines, radio and Television, newspapers, research reports, the opinion of people and their own individual observations. Children should therefore always observe the things around them very carefully and consult other important sources for information before starting their projects and during the course of their projects.

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Encourage pupils to use the following other sources in the course of their projects:

Word list or Glossary (available in some of the school textbooks)

Dictionary

Encyclopedia

The internet Presenting Material in Projects and Reports: Tables and Graphs Pupils should use a system of classifying and presenting material collected by using the following in their projects:

Tables

Block Graph or Bar Graph Projects that consist of tables and graphs are more interesting to read. They make the issues in the report or project clearer and they further help the owner of the project to score more marks.

General Procedure in Project Reports

Pupils in general need to show the following high ability thinking processes in their projects: Analytical thinking Analytical thinking, or critical thinking, involves the following:

1. Determining significant parts of a problem (key issues; causes/effects) 2. Determining errors/fallacies in arguments: logical and context errors 3. Determining relationships between parts of a problem (causes, sources and their

effects) 4. Highlighting major points, relationships and generalizations in a situation or

problem.

Inventive Thinking for Problem Solving (Generating solutions to real or imaginary problems) After going through analytical thinking process, the pupil should now be in a position to do the following:

1. Define an existing problem (in words, illustrations or both) 2. Consider alternative ways for solving a problem (in words, by illustrations, by pre-

imaging etc) 3. Create a new solution that improves a situation or an object in use (in words,

illustrations, and/or by developing a new object/device) 4. Improve and refine the new solution

The problem solving process described above is the synthesis or inventive thinking process. It is a process for solving problems by organizing ideas from a variety of sources and a variety of subjects to solve the problem or invent a new idea, appliance or gadget.

Teachers must make the effort to help pupils improve their thinking skills. The complicated nature of the present world makes it necessary for people to be better thinkers. No longer is it necessary for young people to memorize their class notes and regurgitate or reproduce their class notes during examinations. That time is past. Memorization cannot help to solve the problems of the moment nor the problems of the future. The present and the future rely more on high-ability thinking skills. High ability thinking skills and problem solving skills required in project work are applicable in all the subjects on the school curriculum.

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Project Report Writing and Presentation The teacher should bring the following points to the attention of pupils when writing their project reports: Report writing:

1. Select suitable title

2. Write the Introduction

3. Paragraph writing

4. Use of tables, graphs and pictures

5. Conclusions

Report Presentation

1. Short Introduction

2. Key points 3. Delivery 4. Conclusions 5. Responding to questions

Beginning from Primary 3, children should be taught to write in paragraphs, select a title for their work, use tables and graphs and present their reports to class using the key points in their work, and answer questions from their class mates. It is important for schools to start these processes early in the life of the child. Report writing and report presentation processes should therefore not only be emphasized in subjects like English and Mathematics, but should also be used in projects that involve production of an artifact, a painting, a gadget or any three dimensional object. A project involving painting for example, should be accompanied with a short written paper with paragraphs, suitable title, a table where relevant, and concluding summary. In every case, project reports should be edited before presentation.

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UNIT 5 USING SBA FOR

IMPROVING LEARNING IN SCHOOLS

The school based assessment system is both a formative and summative assessment system. It is a formative assessment system in the sense that it aims at improving the learning of pupils in the course of the instructional period. A formative assessment system is a quality control system. It helps the teacher to diagnose the problems of the pupil and then use the diagnostic information for planning remedial programmes for helping pupils toward improvement in their learning performance. It is a summative assessment system since SBA marks for the term or for the year are added to the end-of-term and end-of-year examination results to determine pupils‘ performance for the term or year. SBA is an important tool for improving the learning of pupils. We should note however, that merely recording the marks pupils obtain on the tasks without remedial instruction will not help the pupil nor the country to reach high standard of education. This means that after the administration and marking of each CAT, the class teacher should analyze the problems pupils faced on the items in the CAT and then organize a remedial session for the class. The value of SBA will be realized only if teachers allow time for pupils to complete the assignments and only if teachers spend at least one class period to explain the mistakes pupils made on the tasks and then offer more help and explanations for pupils to correct their mistakes and close the gap between their present knowledge and the expected standard of knowledge. The teacher should help the class to quickly go over the answers or responses for the items/questions most pupils got right and then focus on discussions of answers or possible answers for those items/questions many pupils got wrong. Very often the teacher will have to set one or two items similar to the ones pupils got wrong, for pupils to answer orally or by writing, and for the teacher to verify whether pupils have now understood the concepts in the items they got wrong in the CAT. In other cases, what may be needed to correct pupils‘ learning will be counseling. Diagnosis of Learning and Pedagogical Challenges Genuine answers to the following questions can help a teacher to identify the learning and instructional problems of their class. Q1. What items in the CAT proved difficult for all pupils? Q2. What items in the CAT were difficult for particular pupils? Q3. Why were the items in the CAT difficult for all pupils? (Interview pupils/whole class to

diagnose the sources of their problems; teach difficult topics again using a different method and give a short test)

Q4. Why were the items in the CAT difficult for particular pupils? (Interview pupils concerned to diagnose their problems, provide remedial instruction at a convenient time, or use peer teaching to correct the problem and give a short test)

Giving Feedback on SBA Performance Pupils should take active part in their own learning to be able to improve their learning performance faster. They can do this better if the teacher provides them with accurate feedback on their performance. Merely giving marks on pupils‘ SBA work will not help to improve learning. Apart from giving marks for each of the tasks, the teacher should provide diagnostic comments on areas the pupil performed poorly.

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MARKING AND GRADING Two sets of marks will be recorded at the end of the term. The first set of marks will be CAT1, CAT2 and CAT3 totaling 50. These three marks should be added to the End-of-Term examination marks of 50 for a total of 100 before grading. The second set of marks will be the marks for the project marked out of 100. Eight score ranges, grades and feedback comments for the two sets of marks are indicated below. (A+) Excellent Performance 90 - 100: Excellent performance. Makes very few errors. Must revise the following areas: (A) Very Good Performance 80 – 89: Very good performance. Could improve work if attention is given to the following

areas: (B+) Good Performance 70 - 79: Good performance. Makes a number of errors that could be corrected through extra

work. Has to work harder in the following areas: (B) Advanced Performance (B) 60 - 69 Advanced performance. Could improve work if attention is given to the following areas: (C) Proficiency Level Performance 50 - 59: Has proficiency for improvement. Particularly weak in the following areas: (D) Beginner‘s Performance 40 – 49 Beginner‘s performance; makes a number of errors that could be corrected through extra work. Has to work harder in the following areas: (D-) Performance Below Expectation 30 – 39 Performance rather weak and below expectation. Makes a number of errors that could be corrected through extra work. Has to work harder in the following areas: No Grade Possible (NGP) Scores From 29 and Below Has not done enough to deserve a grade. Particularly very weak on items which require knowledge in the following: (Provide information on the knowledge and skills required to improve performance) SBA Projects The SBA Project should be treated on its own. Projects are to be marked out of 100 and used for grading. Project grades should be recorded for each pupil per school term.

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Score Ranges and Feedback Comments on Projects (Marked out of 100) Eight mark ranges and their associated feedback comments for the projects are recommended as follows: 90 – 100: Excellent work in all respects

80 – 90: Very experienced performance in the project; Makes very few errors.

70 - 79: Experienced performance in the project; Makes very few errors.

60 – 69: Advanced performance in the project; could turn out a better project if attention is given to the following:

50 – 59: Advanced beginner‘s performance in the project; could turn out a better project if attention is given to the following:

40 – 49: Beginner‘s performance in the project; makes a number of errors that makes the outcome of the project fall below expected standard.

30 – 39: Project outcome below expectation 29 and Below: Project outcome far below expectation. Poor project in execution and in outcome. Must put in a lot of effort next time.

Learning and Pedagogical Challenges and Some Solutions After marking and grading the CATs and the projects, the teacher will notice a number of the learning problems that pupils encountered as a result of misunderstandings during the instruction periods. The teacher could then adopt the following measures to help pupils overcome their learning problems and perform better on future tests and projects:

Counseling pupils

Organizing remedial teaching activities for low achievers

Organizing enrichment activities for high achievers

Conducting Performance Appraisal Meetings with Parent Teacher Associations (PTAs) or holding discussions with individual parents on some of the difficulties their children are facing in their lessons and the possible help parents could give etc.

Value of Projects The redesigned school based assessment system emphasizes the pupil-centred instructional approach. This is achieved by planning the ‗projects‘ component of the SBA in a way that will require pupils to carry out investigations and experiments, and produce written or physical materials/objects using a variety of tools. It is estimated that if CAT3 is planned and developed in a way that will include at least 50 percent of high level abilities (analytical thinking, inventive thinking and evaluation), the addition of the contribution of the high level thinking in CAT3 to the 30 percent contribution of analytical and inventive thinking and production in CAT4 projects will raise the productive thinking component of individual pupils to at least 45 percent. It is expected that raising the level of productive thinking on the part of individual pupils will completely transform the quality of education in the basic school system. The critical part in all of this is the teacher. How to change the instructional process from teacher-centred approach to pupil-centred approach depends upon the teacher. Being able to bring about this change and being able to supervise the CAT projects effectively to make pupils realize their importance and power in the learning process are some of the critical expectations from teachers.

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THE END-OF-TERM EXAMINATION

Some guidelines for developing the end-of-term examination have been provided in all the Basic School syllabuses. It should further be added that while the End-of-Term 1 should be based on all the objectives taught in Term 1, the End-of-Term 2 examination should be based on 30 percent of the instructional objectives of Term 1 and 70 percent of the instructional objectives of Term 2. Overlapping the two tests is necessary to make pupils aware that they should not forget Term 1‘s work and concentrate only on the work of Term 2. Guidelines for setting the End-of-Term examinations are provided below. End-of-Term 1 Examination The examination should be composed of a representative sample of all syllabus objectives taught in Term 1 End-of—Term 2 Examination

30% of the objectives of Term 1

70% of the objectives of Term 2 End-of—Term 3 Examination

10% of the objectives of Term 1

20% of the objectives of Term 2

70% of the objectives of Term 3 Teachers are again reminded that at least 40% of the test items in the end-of-term tests should be of high-ability thinking type. This system for developing classroom tests will lead to rapid increase in the thinking ability of school children. Number of items in End-of-Term Examination The number of items for the end-of-term examination depends on the subject. As indicated earlier, some subjects will need fewer items than others. In general however, the following may be suggested for the respective groups of subjects: Group 1 Subjects

Mathematics

Religious and Moral Education

Natural Science The end-of-term examination for these subjects may consist of the following:

20 objective type items marked out of 20

The remaining 80 marks could be spread on structured questions and on questions that require some activities

Group 2 Subjects (Languages)

English

Ghanaian Languages and Culture

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The language subjects should test each of the major components of the subject appropriately using both objective-type items, structured questions and composition writing

Group 3 Subjects

Creative Arts

ICT

Music

Physical Education These subjects are activity oriented. The examination may consist of objective questions and activity oriented questions. NOTE: It is recommended that the End-of-Term examination questions should be divided into Section A and Section B where Section A will consist of objective items and Section B made of structured questions and other forms of activities.

Combining the SBA Component with the End-of-Term Examination Results

The performance of each student in a term or in a year is measured by the pupil‘s performance in CATS1-3; CATS 5-7 and CATS 9-11, in the project, and in the End-of-Term examination. Each set of assessment is made out of 100. This therefore makes it easier to combine CATS1-3 with the End-of-Term marks. Bear in mind that the project stands alone and should be marked and graded separately and reported in the combinations recorded in the Summary Performance Register and in the Student‘s Progress Record.

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UNIT 6

GUIDELINES FOR PROJECT DEVELOPMENT AND PROJECT ASSESSMENT

The following guidelines are provided for teachers to use in developing additional projects and assessing projects in their classes. The project titles supplied to schools provide the following:

Project title

Project brief

Detailed description

Subject area connections and syllabus references

Project objectives

Project outputs

Project outcomes

The teacher is expected to write project topics and guidelines following the above format and also work with the pupils to develop the dates or periods for the project activities. Project Outputs and Outcomes

Each of the projects for all classes is aimed at getting pupils to achieve certain outcomes.and also come out with some outputs as a result of their learning in the project undertaking. A number of outputs and outcomes have consequently been stated for each of the projects listed in this section. These outputs and outcomes are not exhaustive. The teacher is advised to observe the pupils as they go on with the projects. There may be other outputs and outcomes that may emerge and which the teacher could record as part of project outputs or outcomes.

PROJECT DEVELOPMENT

Project Title Project title refers to the name of the project. Before selecting the project title, go through the syllabus looking through the sections and units to identify interesting ideas that may be developed into a project. The project title should capture important skills required in the sections and units of a term in the subject. Since we are using the integrated approach in developing project topics, each topic selected should reflect skills and abilities from a variety of subjects. In most cases, we recommend the fused curriculum approach in which case each project will have an organizing subject, with other subjects coming in as supporting subjects for the project. The project title should be catchy and interesting. The selected project itself should also be interesting for pupils to do. Project Brief The project brief is a simple one sentence description of the project

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Detailed Description This is a description of the project in more than three sentences. The description should include what pupils should do in carrying out the project successfully. Class, Term and Year Write the class, the term and the year of the project. Example: Primary 5 Term 2 2012 Nature of Project Indicate whether the project is individual or group project Leading Subject(s): Example: Creative Arts, P3 Term 1 SRN: 1.1.1 and English Connecting Subjects and Syllabus References Examples: ICT, P2 Term 1 SRN: 1.2.2 and 3.2.2 Mathematics Natural Science Project Objectives This section consists of a list of the objectives pupils should accomplish in the project Project Activities List of activities to be carried out each week of the term toward project completion and presentation in Week 11 (Project activities have been provided in some of the topics in this Handbook) Project Duration: One Term Project Output(s) List of outputs expected as a result of the objectives and activities of the project Project Outcomes This is a list of the learning behaviours pupils are expected to have acquired by the end of the project

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PROJECT ASSESSMENT This section consists of guidelines for assessing a project. Projects can be of different types: investigative prose writing on a selected topic including products such as posters, drama etc. A second set of projects may involve application of scientific principles, while a third set of projects may involve development of artefacts or hard and ephemeral products including preparation of meals, items made of fabric etc. Guidelines are provided for assessing each of the three types of projects. Projects that involve writing and/or calculations as well as practical skills projects and science projects will be assessed on the basis of the qualities and mark allocations in Tables 3, 4 and 5. Note: Pupils at lower primary have not yet learnt to write well. Their reporting should therefore be an oral account of their completed projects.

Table 3

Assessment of Mathematics and Investigative Writing Projects

Assessment Qualities

Mark Allocation

1. 2. 3.

Expression Grammatical correctness of language Outputs Drawing Demonstrations – dance, role play etc

30

40

30

Total

100

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Table 4

Assessment of Practical Products: Creative Arts etc

Assessment Qualities

Mark Allocation

Lower Prim

Upper Prim

Process assessment -Attitude, commitment, cooperation and problem solving skills

20

20

Product assessment -Originality -Design: use and organization of elements and principles of art -Craftsmanship: skill in use of tools, materials, techniques, colour application etc. -Finishing -Usefulness/Suitability

60

(10) (10) (20) (10) (10)

60

(10) (10) (20) (10) (10)

Project Report and Presentation

i. Project write-up (Content should include the ff: - Main objective - Advantages of device/object/product ii. Project Presentation (Reporting and Communication)

-Methods used -Tools used

-Interpretation of product-colours used, symbols etc -Suggested uses of product) -Answering questions

20

(5)

(15)

20

(10) (10)

Total marks

100

100

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Table 5

Assessment of Science Projects: Lower Primary

Assessment Criteria

Mark Allocation

Process assessment

i. Identification of Project Idea (problem on which project is based {real or imaginary})

ii. Scientific principles underlying project iii. Preparations for project: Research

- Literature: Books – Primary data/information (/observations/ interviews)

- Appropriateness of materials – quality of materials iv. Attitude, commitment, cooperation skills

40

(5) (10) (15) (10)

Project Output assessment

i. Design: originality, organization of elements and principles of art ii. Craftsmanship: skill in use of tools, materials, techniques, iii. Finishing – smoothness, colour, etc iv. Usefulness of device/object

- Suitability - Safety / precautions

40

(5) (20) (5) (5) (5)

Project Report and Presentation i. Report write-up - Content should include the ff: - Main Objective - Advantages of device/object/product ii. Presentation (Reporting and Communication) -Methods used -Tools used -Suggested uses of product/device/object -Answering questions

20

(5) (15)

Total marks

100

Teachers should provide pupils with information on the qualities or criteria on which their project work will be assessed. The three criteria or qualities for assessing mathematical and investigative writing should be made known to them. Similarly, the three qualities or criteria for assessing practical projects as well as science projects should be made known to them. They should also be told the total marks awarded each assessment criteria. Every item in the Tables 3, 4 and 5 should be explained to them.

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UNIT 7 SCHOOL BASED ASSESSMENT PROJECTS

FOR LOWER PRIMARY SCHOOLS

Project topics are provided for Primary 2 in this Handbook. The teacher is expected to read the project topics and determine the terms in which the topics can be comfortably carried out by pupils considering the stage of learning reached by the class. The teacher is secondly expected to add at least three project topics to the number supplied in this handbook to make a total of ten nine projects for the class for a year.

Project Outputs and Outcomes Each of the projects is aimed at getting pupils to achieve certain outcomes and also come out with some outputs as a result of their learning in the project undertaking. A number of outputs and outcomes have consequently been stated for each of the projects listed in this section. These outputs and outcomes are not exhaustive. The teacher is advised to observe the pupils as they go on with the projects. There may be other outputs and outcomes that may emerge and which the teacher could record as part of project outputs or outcomes.

PRIMARY 2 PROJECTS

Primary 2 project topics supplied to schools are as follows: 1. Can‘t You Make Good Use of Me? 2. Together We Build 3. Good Deeds, Feel Good 4. Our Community, Our World 5. Refuse Management Expo!!! 6. A Special Place 7. Cooking With the Sun PROJECT TITLE (1) Project Title: CAN‘T YOU MAKE GOOD USE OF ME?

Project Brief: Design and make useful and beautiful artifacts from various ‗waste‘ materials. Detailed Description: ‗Waste‘ generation and disposal has become a major problem in most communities. However, these ‗waste‘ materials such as corn husk, bagasse (sugarcane chaff), empty shells, plastics, etc. become waste when they are not put into proper use. There is therefore the need to make use of ‗waste‘ materials to produce various decorative and functional artifacts such as toys, ropes, tables, counters and waste bins. Pupils will identify predominant ‗waste‘ materials generated in the community, assess their effects on the environment and use them to design and make functional and decorative artifacts. This will help keep the environment clean and healthy.

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Leading Subjects and References:

Creative Arts SRN 2.4.1

Natural Science SRN 5.1.1

Connecting Subjects and References:

Religious and Moral Education SRN 1.2.1

Mathematics SRN 2.5.2, 2.15.3

Ghanaian Languages SRN 3.7.1

English Language SRN 1.1.4

Physical Education. SRN 3.1.1

Project Objectives:

The pupil will: (a) identify predominant waste materials generated in the community. (b) assess the effects of the waste generated on the environment. (c) devise appropriate ways of managing/controlling the waste problem(s) in the community (d) design and make functional and decorative artefacts using the waste materials (e) make a presentation of their work.

Project output:

1. Report presented.

2. Designed hand made artifact e.g. collage, wall hangings, tables, toys, bags, dresses,

beads, door-mats, baskets, skipping ropes

3. Finished are products displayed.

Project outcomes:

1. 21st century skills such as enquiry, collaboration, communication, self-direction,

creativity, innovation, critical thinking and problem-solving skills developed.

2. A story, poem, sketch and music in the Local Languages and English Language

composed.

3. The public educated through various media on the need to keep the environment clean

and healthy.

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PROJECT TITLE (2)

Project Title TOGETHER WE BUILD

Project Brief: Design and create toys using different solid shapes/forms.

Detailed Description: Explore the natural and man-made environment

to identify solid shapes/forms. In groups pupils collect and examine

solid shapes/forms from their natural and man-made sources.

Pupils design and create toys using solid shapes/forms to satisfy

an identified need. Finished products are presented in an exhibition,

a forum, poster etc. Leading Subject and Reference

Mathematics P2 SRN 2.15.1 Connecting Subjects and References: English Language SRN 1.3.1

Ghanaian Languages: SRN 2.2.1

Creative Arts: SRN 2.4.1

Natural Science: SRN 1.6.1; 1.6.2; 1.6.3; 1.6.4

ICT: P2 SRN 3.1.1 Project Objectives:

Pupils will:

1. explore the environment.

2. identify and gather solid shapes/forms.

3. examine and group solid shapes/forms according to their natural and man-made

sources.

4. create toys using the solid shapes/forms to satisfy an identified need.

5. present final product and talk about it, using the appropriate words/terminologies.

Project output:

1. Varied toys in various colours and shapes designed and made.

2. Final works are displayed.

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Project outcomes:

1. 21st Century Skills, such as communication, collaboration, self-direction, leadership,

critical-thinking and problem-solving, creating, innovative skills developed.

2. Process of making the toys discussed along the following lines.

i. Materials and tools used.

ii. Characteristics of materials.

iii. Uses and benefits of toys.

iv. Problems encountered and how they were solved.

PROJECT TITLE (3)

Project Title: GOOD DEEDS, FEEL GOOD

Project Brief: Share simple good deed(s) you have performed, showing the details and motives behind this act.

Detailed Description: It is important to encourage good

deeds, moral values and responsible behaviour among

children in order to promote healthy interpersonal relationships.

Pupils assume the roles of good citizens of Ghana to recount some simple good deeds

they have shown or witnessed.

Pupils should appreciate that such memorable acts could go a long way to build a healthy, co-operative, peaceful and compassionate society that will foster certain great values such as honesty, courage, sacrifice, truthfulness, obedience, respect and hard work. Pupils should work in groups, doing a lot of cooperative learning activities and then

present them in the form of short stories, free writing, (i.e. developing their own style in

writing) drawings, sketches, poems and songs in local languages and English. The

project aims at encouraging positive attitudes among pupils.

Leading Subject and Reference:

Religious and Moral Education; SRN 2.1.8; 3.1.1; 3.2.1; 5.1.2; 6.1.2 Connecting Subjects and References: Physical Education; P2 SRN 2.3.1; 3.1.1; 3.1.2

English Language; P2 SRN 1.3.2; 1.1.4

Ghanaian Language; P2 SRN 1.2.1

God bless

this boy!!!

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Mathematics; P2 SRN 2.9.1

Creative Arts; P2 SRN 2.1.3

Project Objectives:

The pupil will be able to:

1. narrate experiences of his/her good deeds and that of others.

2. identify the motives behind the deeds.

3. narrate his/her experiences in class

4. express the shared experiences/good deeds through drawings, songs, poems, drama,

plays, etc.

5. record his/her experiences on tapes for future use.

Project output:

Songs and poems composed, sketches performed/dramatized and stories written/told.

Project outcomes:

1. Good deeds demonstrated and recorded by pupils in the home, school and the

community.

2. 21st Century Skills such as communication, collaboration, self-direction, sharing, enquiry

and creativity skills developed.

3. Pupil‘s confidence built through presentations.

4. Positive attitudes developed

PROJECT TITLE (4)

PROJECT TITLE: OUR COMMUNITY, OUR WORLD

Brief Description: Caring for and protecting things created by God.

Detailed Description: Pupils in groups find out about things created by God in their

communities. Through interviews and observation pupils collect information from the

community on how they protect, care for and sustain water bodies, plants, animals and

human beings. Pupils find out and express themselves on the need to protect and care

for nature through drawings/paintings, modeling, posters, rhymes, poems, songs, plays,

sketch, slogans. Through exhibitions, play, talks etc pupils share their findings with

peers and the community.

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Leading Subjects and References:

Natural Science: Section One SRN

Religious and Moral Education SRN 1.1.1

Connecting Subject(s) and Reference(s):

Ghanaian Languages: SRN 1.7.1

English Language SRN 1.1.4

Creative Arts P2 SRN 1.1.1, 2.3.1

Project Objectives:

The pupil will:

1. identify things created by God.

2. explain the importance of creation.

3. conduct interviews and observation to collect information on nature.

4. describe how to care for and protect nature.

5. design and make some items to show on how to care for and protect nature.

6. explain the need to protect and care for nature.

7. demonstrate skills of communication, collaboration and other human and moral values.

Project output:

1. Poems, songs, composed.

2. Drawings, paintings, posters, modeling etc produced.

3. Community and peers educated through exhibition and plays.

Project outcomes:

Skills such as communication, collaboration, sharing, self direction and creative skills

developed.

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PROJECT TOPIC (5)

Project Title: REFUSE MANAGEMENT EXPO!!! Project Brief: Work of art produced from locally generated refuse Detailed Description: Generation and disposal of refuse has become a problem in most communities. There is the need to find ways of reducing refuse generation and proper ways of disposing refuse to avoid its negative effects on the environment - human life, animals, water bodies, land and air. Pupils should research into the problem of how to reduce waste and come out with a solution

that will be produced in a newspaper report, a photo journal, and art works for exhibition.

Level/Class & Year: Primary 6, 20….

Subject area (s) connections: Creative Arts (organizing subject) with Citizenship Education, ICT, English Language, Ghanaian Languages and Culture, and Integrated Science Syllabus Reference(s)

Creative Arts: P6 Term 3 SRN 2.6.1 Citizenship Education: P6 SRN 2.1.2 ICT: P6 SRN 2.1.3 English Language: P6 SRN 1.1.4, 4.5.3, 4.6.2

Ghanaian Language: P6 (Writing Skills) 3.3.1 Integrated Science: P6 SRN 5.3.2

*Social Studies*

Project Objectives

Pupils will: 1) identify a predominant refuse generated locally through human activities

2) research into the factors that contribute to that refuse generation,

3) assess its negative effects on the environment: human life, animals, water bodies, land and air.

4) suggest ways of reducing refuse generation

5) design and make an art work using the refuse.

6) compose a poem or a song based on their findings and suggestions in any Language of

their choice

7) organize an exhibition for final product

8) compose a sketch or drama piece to be performed during open day/speech and prize-giving day on the effects of refuse on the environment.

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Project Activities

1. identify a predominant refuse generated area 2. research into the factors that contribute to its generation through interactions, interviews, observations, resource persons etc. 3. assess its effects on the environment - human life, animals, water bodies, land etc. 4. suggest ways of reducing the refuse through library research, internet surfing, and

sampling of opinions from respondents. 5. design and make an art work from refuse using any appropriate skills and technology. 6. describe the procedure in making the art work 7. produce final product:( report, photo journal and art works) 8. compose a poem or a song based on their findings and suggestions in any Ghanaian

language. 9. compose a sketch or drama piece to be performed during the school‘s open day to

educate the public on effects of refuse on the environment. 10. organize an open day to exhibit final products and perform the sketch or the drama

piece.

Project Duration: One year (Divide the project into three terms showing the activities and

outcomes that should be accomplished each term)

Project Timetable

Term One 1. Wk. 1 – 2: Create concept maps to identify a predominant refuse generated locally through human activities. 2. Wk. 3 – 6: Research the factors that contribute to refuse generation through interaction, interview and observations.

- Assess the impact of refuse generation on the environment - human life, animals, water bodies, land , air etc

- through sampling of opinions. - Write report

3. Wk. 7 – 8: Organize group presentation of reports 4. Wk. 9 – 10: Assess and grade pupils‘ group presentations. 5. Wk. 11 – 12: Collect refuse materials to be used to make the art work

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Term Two 1. Wk. 1 – 2: Brainstorm on art work to be made

2. Wk. 3: Design a sketch

3. Wk. 4: Produce final design

4. Wk. 5: Develop a plan for making the art work

5. Wk. 6 – 10 Produce final art work

6. Wk. 11 –12 Assessment of final project

Term Three 1. Wk. 1 – 2: Compose, a poem or a song based on their findings and suggestions for the

project in any Language of your choice.

2. Wk. 3 – 6: Compose a sketch or drama piece to be performed and assign roles and

responsibilities

3. Wk. 7: Rehearse sketch or drama piece

4. Wk. 8: Dressed rehearsal by groups

5. Wk. 9 : Organize an open day to exhibit final products

6. Wk. 10: Performance during school‘s open day/speech & prize giving day to educate

7. the public on effects of refuse on the environment.

8. Wk. 11: Educate public on their findings through the media e.g. radio or television

(optional)

Project Outputs-

1. A poem or a song in English or any Ghanaian language composed 2. A drama piece composed and performed 3. The public educated through electronic and print media. 4. Refuse well managed in homes and communities 5. Report written, submitted and presented

Project outcomes

Presentation, Communication (written and verbal), collaboration, Self-direction, creativity, innovation, critical thinking, problem solving, ICT, responsible leadership skills etc developed PROJECT TOPIC (6)

Project Title: A SPECIAL PLACE/SITE

Project Brief: Make a pictorial representation and write about a local place that is interesting

and precious to you.

33

Detailed Description: Pupils select one local place that gives them a special feeling and write a

poem/story and make pictorial representation about the place. They may select any writing style

(creative, informative, humorous, etc) to describe it, and tell what makes it special to them.

It is hoped that in thinking about their own special sites, learning about other pupils‘ special places, and taking action to preserve such places, they will strengthen their commitment to preserving our fragile Mother Earth.

Level/Class: Primary 4

Subject Area (s) connections: Creative Arts (organizing subject), Citizenship Education, ICT, and English Language. Syllabus Reference(s):

Creative Arts; P4 Term 1 SRN: 1.1.1 English language; P4 Term 1 SRN: 1.1.3 &1.3.1 Citizenship Education; P4 Term 1 SRN: 3.2.1 ICT; P4 Term 1 SRN: 1.2.2 & 3.2.2

Project Objectives

Pupils will be able to:

1. identify one local place that is very interesting and gives them a special feeling. 2. design and compose a pictorial representation; drawing, painting, collage,

photomontage, etc. using any appropriate tools, materials, skills and technology (e.g. camera phones, computers, printers, digital camera, video camera, scanners, etc.)

3. analyse critically the main issues concerning the place 4. compose a short story or a poem about the selected place.

Project Outcomes/Outputs:-

Common outcomes

Communication, Collaboration, Self-direction, Creativity, Innovation, Critical thinking skills developed. etc. Group outcomes

1. Picture of the place drawn 2. Story or an essay or poem composed

Project Guidelines/Activities

Pupils may use the following guidelines to undertake the project:

1. Brainstorm and come out with one local place or site that is very interesting and gives

them a special feeling

2. State the name of the place or site

3. create a pictorial representation of the site

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4. Explore the site and come out with a report in a form of a short story, a poem, essay or a

newsletter on the special site. (The following may guide pupils to come out with their

final report

5. Indicate origin, meaning or an interpretation of the name of the place or site, 6. State the type of settlement in which the place or site is located (indigenous, rural, urban,

cosmopolitan etc.), 7. Write about the most interesting things about the place or site, 8. What do you want other people to know about the place or site, 9. Why is the place so important to you? 10. What do you consider to be the main issues concerning the site. 11. What would you suggest to the assemblyman/woman or MP to do for the area and why?

Project Duration: One Term

Project Timeline Wk. 1 – 2; identification of the place or site, name and its origin, and type of settlement.

Wk. 3 – 6; gathering and documentation of other information about the site or place

(pictorial representation and story/poem writing)

Wk. 7 – 8; preliminary presentations and class discussions.

Wk. 9 – 10; final presentations and peer assessment.

Wk. 11 – 12; final assessment and grading of pupils/pupils.

Assessment guidelines Grading could be structured into distinct activities and tasks. Pupils are to be scored according

to their level of commitment and performance. The final score of the project could be in two

parts:

i. Every pupil in a particular group receives the same marks on the final product ii. A pupil receives individual score based on his/her participation and commitment to the

project. The two scores should be combined into one project score. NB Teacher to develop checklist and rubric for the assessment of pupils' work from the beginning to the end of the project i.e. Week1 – Week 12

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PROJECT TITLE (7)

Project Title: COOKING WITH THE SUN

Project Brief: Pupils experiment with an alternative energy source by making, testing and using

solar cookers

Detailed Description: Have you ever thought of how useful the sun is to the environment? How can we reduce the damages caused by traditional fuel sources that destroy the environment? One of the ways is to use environmentally friendly sources such as solar energy. One of the applications of the energy of the sun is solar cooking. Solar cooking is the use of sunlight or the sun‘s energy to cook food. Solar cooking is safe, free, non- polluting and sustainable. Imagine how this could be a blessing to your community, the nation and the world at large

Level/Class: P6 /JHS/SHS

Nature of project: Group project

Subject Area (s) connections: Integrated Science, Mathematics, English Language, Visual Arts,

Social Studies, ICT, Literature-in-English, BDT, Home Economics, Business Management,

Physics

Syllabus Reference(s) Integrated Science (organizing subject)

Mathematics,

English Language,

Visual Arts,

Social Studies,

ICT,

English,

BDT,

Home Economics,

Business Management,

Physics

36

Project Objectives:

Pupils/pupils to

plan, design and make a solar oven

compare insulation materials and heat trap materials, compare panel cookers to box

cookers, and investigate the effects of climate/weather change on the use of solar

cookers.

create advertisement to promote solar cooking

debate on the use of solar cookers.

write articles to Junior Graphic or local newspapers about benefits of using solar energy.

Project Outputs:-

1. Board games focusing on solar energy facts produced

2. Solar cook book with tips on converting standard recipes to solar oven recipes

produced

3. Mural depicting history of solar energy produced

4. A play or sketch about importance of solar cooking performed

Project outcomes:

Presentation, Communication (written and verbal), collaboration, Self-direction,

creativity, innovation, critical thinking, problem solving, ICT, responsible leadership

skills etc developed

Project Activities

Pupils/Pupils may use the following guidelines to undertake the project:

1. brainstorm and search for information on solar energy, its importance and uses

2. plan and design solar oven.

3. gather materials to make the oven

4. make a solar oven

5. compare insulation materials, panel cookers to box cookers, heat trap materials, and the

effects of climate/weather change on the use of solar cookers.

6. create advertisement to promote solar cooking

7. debate on the use of solar cookers.

8. write articles to Junior Graphic or local newspapers about benefits of using solar energy.

9. create web page on solar cooking.

10. write and present public service announcement for radio or TV about the need to

conserve energy, deforestation issues in your community, problems with fossil fuels, and

37

global warming.

11. create mural depicting history of solar energy.

12. write and perform play or sketch about importance of solar cooking.

13. compile solar cookbook with tips on converting standard recipes to solar oven recipes.

14. create games and demonstrations focusing on solar energy facts

Project Duration: One Year (Divide the project into three segments for three terms)

Project Time Table Term One Wk. 1 – 2: Brainstorm and search for information on solar energy, its importance and uses.

Wk. 3 – 6: Plan, design solar oven and gather materials to make the oven

Wk. 7 – 8: Make a solar oven Wk. 9 – 10: Compare insulation materials, panel cookers to box cookers, heat trap materials,

and the effects of climate/weather change on the use of solar cookers.

Term Two

Wk. 1 – 2: create advertisement for solar cooking.

Wk. 3 – 6: debate on use of solar cookers.

Wk. 7 – 8: write letters to local newspapers about benefits of using solar energy.

Wk. 9 – 10: create web page about solar cooking.

Wk 11 – 12: write and present public service announcement for radio or TV about need to

conserve energy, deforestation issues in your, problems with fossil fuels, and

global warming.

Term Three

Wk. 1 – 2: create mural depicting history of solar energy

Wk. 3 – 4: write and present public service announcement for radio or TV about need to

conserve energy, deforestation issues in your, problems with fossil fuels, a global

warming.

Wk 5 – 6: compile solar cook book with tips on converting standard recipes to solar oven

recipes.

Wk.7 – 8: create board games focusing on solar energy facts

Project Assessment (formative) Each term‘s grading would be on going based on distinct activities and tasks. Pupils are to be graded according to their level of commitment and performance. The final grade of the project could be in two parts. Every pupil in a particular group receives the same marks on the final product, and a pupil receives individual scores based on his/her participation and commitment to the project. The two grades could be combined into one project grade.

38

CAUTION: For this project, advise pupils never to look at the sun directly. They will destroy their eyes if they do so.

Types of Solar Cookers Developed by Pupils Pupils/pupils can name the solar cookers they develop themselves

a

The "CooKit" Foldable Family Panel

Windshield Shade Solar Funnel Cooker

The Fun-Panel

The Solar Funnel Cooker

Dual-Setting Panel Cooker

(DSPC) The Parvati Solar Cooker

The Reflective Open Box

Cooker

Parvati Solar Cooker (Twelve Sided)

The Pentagon Star Cooker

39

The Suntastic Cooker

The Primrose Solar Panel

Cooker

Dublin, Ohio class cooker

Box Cookers

The "Minimum" Solar Box

Cooker!

The "Easy Lid" Cooker

The Heaven's Flame Cooker

A Collapsible Solar Box

Cooker

A Simple Solar Water Pasteurizer

The SunPan

40

The Tire Cooker

A Tracking Box Cooker

The Inclined Box Solar Cooker

The Cob Solar Oven

Parabolic Cookers

A parabolic cooker

A Fresnel parabolic cooker

Double-Angled-Twelve-Sided

(DATS)

41

The Paracuina solar cooker

Portable Solar Barbeque

The Collapsible Parabolic

Cooker

42

UNIT 8

SAMPLE ITEMS FOR CLASS ASSESSMENT TASKS (CATs) Sample items for each of the CATs as well as project topics are presented in this handbook. The sample tasks do not always consist of the total number of items required in the respective CATs. In CAT1, Primary 1 for example, where only 5 items are required, some of the subjects in this handbook present less than 5 sample items; others may present 5 items. In CAT1 of Primary 2 to Primary 6 where 10 items are required, a number of the subjects present less than 10 sample items while one or two subjects present 10 sample items. In many cases, less number of items as required in the CAT is provided for the teacher as guides to help them in developing their own assessment tasks for their classes. Answers to Items in the CATS Note that no answers are provided for the items in any of the CATS in this Handbook. Teachers are expected to develop the answers themselves and also use every available resource to find out the correct answers. The pages following provide the guidelines for setting Class Assessment Tasks in the following eight lower primary school subjects:

1. Creative Arts 2. English 3. Ghanaian Languages and Culture 4. ICT 5. Mathematics 6. Natural Science 7. Physical Education 8. Religious and Moral Education

43

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

CREATIVE ARTS

44

Creative Arts P2

PRIMARY TWO - TERM ONE

CAT 1 (Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK

ALLOCATION Performance Perform basic movement patterns from dances in the locality. (SRN 2.1.3)

Pre-requisite skills and knowledge Dancing is a way of life in many African societies including Ghana. In Ghana all the ethnic groups have unique ways of performing their music and dance. The music and dance consist of drumming, singing and dancing. Pupils should have been taken through the local music and dance ensembles for them to study their patterns as well as their performance practice. (Teacher may engage performers from outside the school to perform for pupils to observe). Sample Activities Let each pupil choose a dance type and perform by:

Creating simple leg movements to the

music being performed.

Creating arm movements to the music

being performed.

Combining both legs and arms

movements.

Creating head movements to match the

music performed.

Combining all three movements.

.

10 marks Exploration of Movement –

Leg = 2 marks

Arm = 2 marks

Head = 2 marks

Combination of movement = 4 marks

45

Creative Arts P2 PRIMARY TWO - TERM ONE

CAT 2

(group Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK

ALLOCATION

Draw and paint from memory and imagination to express ideas and feelings. (SRN 1.1.1) (SRN 1.1.2)

Pre-requisite skills and knowledge To be able to undertake this activity creatively, the pupils should have had a walk around the school environment and beyond to observe familiar activities during certain times of the day e.g. early dawn, morning, noon, dusk and evening. Pupils should also have had the opportunity to dramatize some of the activities observed as well as some stories and events on topical and social issues in class. This will enable the pupils to be able to:

analyze the chain of events that go on within the community.

Identify, pre-image and sketch the sequence of a particular event or story.

select an ideal medium and technique e.g. drawing, painting, collage, etc. to create a desirable picture story in sequence.

show appreciation and enjoy the beauty of art in the natural or man-made environment.

demonstrate skills and knowledge in discussing art works with special reference to use of tools and materials, methods and processes involved, the challenges encountered and the functional value of the finished product.

Sample Activity Put pupils into convenient groups to select, design and make a picture in sequence (cartoon or comic strip), based on one of the following activities/scenes:

(a) at home (b) in the school (c) at the hospital (d) on the farm (e) during the festival (f) at the lorry park (g) at the market (h) folklore or story

20 marks Process = 6

Handling and use of

tools and materials

Psychosocial skills

i.e. Tolerance,

concentration,

independent work,

patience, co-

operation

Products = 10

Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 4

Ability to talk about

the finished work

and share

experience, e.g.

Use of elements of

design and product

Process

Generation of ideas

Problems

encountered

Likes/dislikes of

product etc.

46

Creative Arts P2

PRIMARY TWO - TERM ONE

CAT 3

(Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK

ALLOCATION

Work simple decorative stitches. (SRN 2.2.2) (SRN 2.2.3) (SRN 2.2.4)

Pre-requisite skills and knowledge To be able to undertake this activity the pupil should have been taken through the following:

identification and examination of tools and materials for stitching

handling and threading of needle

holding fabric correctly for sewing

measuring and fringing the edges of a flat article

Sample Activities A pupil to:

1. Make a stitch sampler of long and short

tacking, even tacking, running stitches and

decorative stitches

OR

2. Use tacking stitches and running stitches to

decorate the hem of a flat article.

20 marks Process = 6

Handling and use of

tools and materials

Psychosocial skills

i.e. Tolerance,

concentration,

independent work,

patience, co-

operation

Products = 10

Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 4

Ability to talk about

the finished work and

share experience,

e.g.

Use of elements of

design and product

Process

Generation of ideas

Likes/dislikes of

product etc.

47

Creative Arts P2

PRIMARY: TWO - TERM TWO

CAT 5

(Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK

ALLOCATION

Make an outline drawing in pencil or produce a picture or pattern using the mono-print technique (SRN 1.1.1) (SRN 1.2.1)

Pre-requisite skills and knowledge As a pre-requisite for the performance of the activity below, the pupil should have had the experience of handling, examining and drawing of shapes, forms and textures of natural and man-made objects. The pupil should have had an exposure in the use of the mono-print technique in creating desirable patterns and backgrounds. This will enable him/her to be able to:

identify and collect natural or man-made objects ideal for still-life drawing.

organize and set a still-life task, observe and study the arrangement and draw it in pencil for appreciation.

pre-image an idea and use the mono-print technique to produce an abstract or realistic picture.

Sample Activities A pupil to:

a) make an outline drawing of an object(s) set before class (still-life drawing)

OR b) use a mono-print technique to design and

print a picture based on an abstract or realistic idea.

10 marks Process = 3

Handling and use of

tools and materials

Psychosocial skills

i.e. Tolerance,

concentration,

independent work,

patience, co-

operation

Products = 5 Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 2 Ability to talk about

the finished work and

share experience,

e.g.

Use of elements of

design and product

Process

Generation of ideas

Likes/dislikes of

product etc.

48

Creative Arts P2

TERM TWO

CAT 6 (Group Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK ALLOCATION

Listening and Observing Suggests costumes for different dances, drama, and musical events. (SRN 2.1.3)

Pre-requisite skills and knowledge Before undertaking this task pupils should have had the opportunity to:

brainstorm about dances found in the

locality.

discuss the type of clothes dancers

wear on festive occasions.

talk about the costume used for various

dances in their locality.

watch drama and choral performances

on the television set.

compare the costumes of the two

groups of performers.

Sample Activities Put pupils into convenient groups to do the following:

(a) Create a short story (drama)

(b) Suggest costumes for the characters and give reasons

(c) Perform the short story (drama) for class appraisal.

Note: The performance must be accompanied by songs and dances.

20 marks Creation of story = 8 Suggestion of appropriate costumes = 4 Reasons for selection of costumes = 2 Performance = 6

49

Creative Arts P2

PRIMARY TWO - TERM TWO

CAT 7 (Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK ALLOCATION

Model human and animal forms, make a decorative toy or item by construction and assemblage. (SRN 2.3.1) (SRN 2.4.1)

Pre-requisite skills and knowledge To be able to undertake this task successfully, the pupil should have had the opportunity to:

i. walk around the school environment and beyond to observe familiar human and non human activities,

ii. perceive the shapes and forms of buildings and other architectural structures in the community,

iii. discuss the different types of buildings with special reference to basic geometric shapes and forms,

iv. make human and animal figures v. sketch the various ideas he/she has

formed in his/her mind.

This will enable the pupil to be able to:

make human and animal forms in action.

appreciate and examine the different architectural forms in the community.

pre-image and sketch ideas by adding and subtracting features to achieve a desired effect.

transfer the final sketch into a three-dimensional piece by using the techniques and methods of modelling, assemblage and/or construction.

demonstrate skills and knowledge in appreciating art works with special reference to the use of tools, materials, elements of art and procedures.

Sample Activities A pupil to select and any one of the following:

a) Design and model in clay a human or animal form in action or performing an activity. Exhibit your work for appreciation.

b) Imagine your dream house. Model, construct and/or assemble variety of materials to create your dream house. Exhibit and appreciate your work.

20 marks Process = 6

Handling and use of

tools and materials

Psychosocial skills

i.e. Tolerance,

concentration,

independent work,

patience, co-

operation

Products = 10

Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 4

Ability to talk about

the finished work and

share experience,

e.g.

Use of elements of

design and product

Process

Generation of ideas

Likes/dislikes of

product etc.

50

Creative Arts P2

PRIMARY: TWO - TERM THREE

CAT 9

(Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK

ALLOCATION

Mix and paint pictures with colours which match with colours of natural and man-made objects (SRN 1.1.1)

Pre-requisite skills and knowledge As a pre-requisite for the performance of the task below, the teacher should organize a trip to the community for the pupil to examine the different shades and tints of colour as they appear in nature and the changes that occur with time and within distance. Let the pupil pick samples of natural objects of their choice and mix colours to match that of the object. Furthermore, with specific references to some of the socio-cultural activities that take place in the community, the teacher should guide the pupil to investigate the relationship between the events and the colours used. This will enable the pupil to be able to:

identify the ranges and distribution of colour as they appear in nature for appreciation.

mix colours to match the colour of an object.

use colour to communicate ideas, wishes or feelings.

use the right words/terms to express themselves intelligently about their products.

appreciate and evaluate intelligently his/her product in terms of colour and mood created.

Sample Activities A pupil to choose one of the following:

a) Pick a natural or man-made object. Draw and colour the object to match with with the original. Finish by mounting and displaying the work for class appreciation.

b) Think of a particular mood or feeling that you have experienced e.g. joy, fear or anger. Draw and colour the picture to depict the mood or feeling. Finish by mounting and displaying the work for class

appreciation.

10 marks Process = 3

Handling and use of

tools and materials

Psychosocial skills

i.e. Tolerance,

concentration,

independent work,

patience, co-

operation

Products = 5

Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 2

Ability to talk about

the work and share

experience, e.g.

Use of elements of

design and product

Process

Generation of ideas

Likes/dislikes of

product etc.

51

Creative Arts P2

TERM THREE

CAT 10

(Group Work) GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Listening and Observing: Listen to and analyse variety of performances. (SRN 2.1.3)

Pre-requisite skills and knowledge Before undertaking this task pupils should have had the opportunity to:

name any piece of music they have heard

before.

talk about the composer and the music.

They should have, for example talked

about the mood, text, rhythm, instruments

used, dynamics and other aspects of

music, dance and drama.

Sample Activities Pupils in convenient groups choose one of the following:

1. MUSIC

a. Play the music you have chosen (one

highlife, one gospel) while pupils listen

attentively.

Note: In primary two you can ask pupils to

dance as you play the music for the first

time in order to motivate them.

b. Play the music again and direct pupils to

listen and identify specific instruments

such as:

i. Bass drum, lead guitar etc. in a

highlife piece, and imitate the

sounds they produce.

ii. Individual vocal parts in a gospel

song: let pupils tell the differences

in the voices heard.

20 marks Identification of instruments = 10 Identification of voice parts (high, low) = 10

52

Creative Arts P2

PRIMARY TWO - TERM THREE

CAT 10 (CONT‘D) (Group Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

2. DANCE

i. Teacher performs two or three dance types

from the locality whiles pupils observe the

basic movement patterns and do the

following:

a) Pupils identify the type of dances

performed.

b) Pupils tell the differences between the

dances present e.g. leg, arm and head

movements etc.

ii. Teacher guides pupils to create different

rhythmic patterns to a given pattern by the

teacher.

Pupils mark each rhythmic pattern with

symbols to show their differences, e.g.

Short Medium Long

Identification of types of dance = 6 Identification of movement patterns = 4 Differentiate between the dances = 4 Matching patterns with symbols = 6

53

Creative Arts P2

PRIMARY TWO - TERM THREE

CAT 11

(Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK

ALLOCATION

TERM 2 Work simple decorative stitches e.g. whipped, running, chain, blanket, loop (SRN 2.2.1)

Pre-requisite skills and knowledge The pupil should have acquired skills in making tacking, running and decorative stitches in making flat articles. Sample Activity A pupil to:

1. work simple decorative stitches to decorate a

flat article i.e. fringe mat.

2. state the function or the use of the article.

3. appreciate and assess his/her own and

friend‘s work. Explain why he/she thinks the

work is good or bad according to a given

criteria e.g. fine stitches, choice of colour,

design and neatness.

20 marks Process = 6

Handling and use of

tools and materials

Psychosocial skills

i.e. tolerance,

concentration,

independent work,

patience,

perseverance, co-

operation

Products = 10

Design/layout/

Composition

Creativity

Craftsmanship/

Draughtsmanship

Finishing/neatness

and suitability

Response = 4

Ability to talk about

the finished work

and share

experience, e.g.

Use of elements of

design and product

Process

Generation of ideas

Problems

encountered

Likes/dislikes of

product etc.

Note In addition to the Government approved textbooks, the following books were consulted Creative Arts by Benjamin Osae, Ebenezer Agyiri Damptey

54

GUIDELINES FOR WRITING

AND ADMINISTERING CLASS ASSESSMENT TASKS

IN

ENGLISH LANGUAGE

55

English, (P2)

PRIMARY 2 TERM 1

CAT 1

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. Sing a song with the correct rhythm. (SRN 1.1.1)

2. Recite a rhyme

with the correct stress and rhythm.

(SRN 1.1.2) 3. Write the names

of your friends. (SRN 2.1.1) 4. Copy words in

the lower case. (SRN 4.1.1)

5. Read short sentences made up of four (4) to words. (SRN 3.1.2)

Teacher sings a song eg. an action song for pupils to listen to. Teacher then calls pupils individually to sing the song with actions. SMAPLE ITEM Sing a song with actions.

(Award 1mark for singing and 1 mark for actions.) Teacher recites a familiar rhyme for pupils to listen to He/She then asks individual pupils to do same. SMAPLE ITEM Recite the rhyme, ― The lion, the lion has a tail‖ (Award 2 marks for a correctly recited rhyme.)

The child writes down the names of two of his/her friends. The pupil may copy a friend‘s name from an exercise book or a name card. SMAPLE ITEM Write the names of two of your friends.

(Award 1 mark for a correctly spelt name)

The pupil copies four words from the board in small letters (lower case). (Award ½ mark for each correct lower case word) SMAPLE ITEM Write these words in small letters; school, book, table, shirt, play, girl, pot, sheep.

Make a number of sentence cards. Each sentence should be between 4 – 6 words. Vary the number of words in the sentences. Eg.

a. The girls are eating.

b. This is a bag of rice.

c. Amina is singing a nice song.

The child selects any two of the cards, one at a time and reads the sentence on it. (Award 1 mark for a correctly read sentence.)

10 marks 2 marks 2 marks 2 marks 2 marks 2 marks

Note: P1-P3, English Language is captured on the time table as Language and Literacy. This guide was prepared in accordance with the English Language syllabus and the NALAP reading materials. The teacher should therefore read the assessment section of Let‘s Read and Write Teacher‘s Guides to help incorporate material into the Literacy programme.

56

English (P2)

TERM 1

CAT 2

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. Make two requests

with each of the following: ―may I‖ and ―please‖

(SRN 1.3.2) 2. Classify naming

words into names of people, places and things.

(SRN 2.1.1) 3. From the objectives

set for the first eight weeks of the term, teacher to select one objective that has proven difficult for pupils to understand and add to items (1) and (2) above.

Teacher assigns pupils to groups. Each group should have at least one book, a pencil, a pen and a ruler. Teacher guides pairs of pupils in the various groups to make requests to each other using ―may I‖ and ―please‖. The two pupils then change roles. Each pair of pupils in the groups is to make and respond to two requests. One request should involve the use of ―please‖ and the other request should involve the use of ―may I‖. Score 4 marks for each correct sentence. SMAPLE ITEM: Makes sentences like these.

1. May I have your book? 2. Please, give me your pen 3. May I use your book? 4. Give me your pen, please.

Teacher guides groups to classify a number of naming words into names of people, names of places and names of things. NOTE: Before this exercise, teach the class how to put information in the columns of a table. Make sure they understand the meaning of a column. SMAPLE ITEM Write each of the following naming words in the correct column for people, places and things: chair, Accra, pencil, Tamale, Ofori, boxes, Esi, Sunyani, Salamatu. eg.

People Places Things Ofori

Tamale

boxes

20 marks 8 marks 6 marks 6 marks

57

English, (P2)

TERM 1

CAT 3

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. State words heard in a

story (SRN 1.2.1)

2. Answer simple

questions based on a story.

(SRN 3.1.3)

3. Describe a picture.

(SRN 1.3.1) 4. Write own name.

(SRN 4.1.3)

Teacher tells a simple story of about four lines to the class and asks pupils individually to mention four words they heard. (Award ½ mark for each correct word.) SMAPLE ITEM Listen to the story: When Ama closed from school she did not go home. She went to play with her friends. After playing she went home. She forgot her school bag. When she went back the bag was not there. Now, say four words you heard in the story. (Award 1 mark for each word heard and pronounced.) Teacher tells a simple story of about four lines to the class and asks individual pupils to answer two questions based on the story. Note: pupils may answer questions on the earlier story.

SAMPLE ITEM 1. Where did Ama go after school? 2. Why did Ama forget her bag? (Award 2 marks for each correct answer)

Teacher invites pupils individually to look at a wall picture and describe it. Each says 2 sentences about the picture. SAMPLE ITEM Tell me what you see in the picture? (Award 2 marks for a good description using correct language; Award 1 mark for a fairly good description and fairly good language; Award ½ mark for weak description and weak language).

Teacher asks the pupil to mention his/her own name and write it.

20 marks 4 marks 4 marks 4 marks 2 marks

58

English, (P2)

CAT 3

(CONT‘D)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

5. Use doing words

correctly in simple sentences.

(SRN 2.2.1)

SAMPLE ITEM Write down your full name (on the blackboard in an exercise book or on a piece of paper).

(Award 2 marks for a well written name in good handwriting; 1 mark for one omitted letter and fairly good handwriting) Teacher writes doing words on the board. The child writes a sentence with each word.

SMAPLE ITEM Chose 3 of the words and write one sentence, with each of the words: come, walk, run, eat, sing, dance. (Award 2 marks for each correctly written sentence.)

6 marks

59

English CAT 5 (P2) PRIMARY 2 TERM 2

CAT 5

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. Make a request using

―may I‖ (SRN .1.3.2) 2. Read and copy 4

sentences from a substitution table

(SRN 4.2.1)

3. Write the letters a – n in both lower case and upper case.

(SRN 4.1.3)

4. Pick the card with the

word pronounced. (SRN 3.1.1)

5. Form a sentence using he/she, I or they. (SRN 2.4.1)

Teacher calls pupils individually to make two polite requests using ―may I‖ for different occasions and situations. Award 1 mark for a correct sentence made. SAMPLE ITEM Use ―may I‖ to ask for permission to leave the class room. Pupils construct sentences from a substitution table Write 4 sentences from the substitution table. (Award ½ mark for each correct sentence constructed.)

teachers singing

school children

reading.

The

drivers

are

sleeping.

girls

eating.

farmers

weeding.

Teacher asks pupils to write down the letters c – f in both lower and upper case in their exercise books. SAMPLE ITEM: Write down these letters in small letters (lower) and capital letters (upper case). c, d, _, e, f, Award ½ mark for a correct letter written in upper case and the lower case.

Teacher calls a pupil to his/her table, pronounces a word and asks pupils to look for a card bearing the word pronounced from a pack of word cards. (Each pupil listens to two words and picks two word cards. Award ½ mark for each correct card picked)

SAMPLE ITEM Pick the word ―chair‖

Teacher creates situations for pupils to form sentences with he/she, 1, they. ( Award 1 mark for each correct sentence) Answer the following questions:

1. Where are the pencils? (they)

2. How many brothers do you have?

3. Where is James? (He)

10 marks 2 marks 2 marks 2 marks 1 mark 3 marks

60

English (P2)

GROUP EXERCISE TERM 2

CAT 6

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. Classifying nouns

(SRN 2.1.1)

2. Talk about places

visited (SRN 1.2.1)

Each member of the group should have a pencil and a jotter. Teacher guide pupils to provide 6 names of people, 6 places and 6 things. Each group should categorize the names under the following headings:

PEOPLE

PLACES

THINGS

Amma

Wa

book

Award an impression marks out of 2 for care in making the table. In groups, let pupils talk about what they saw during an excursion/fieldtrip and draw a scene of the event. SAMPLE ITEM Pupils make a picture showing the places visited e.g. children playing in a park, a Chief‘s Palace, a hospital, a zoo, a market, a shop, oil exploration field. (Award 5 marks for a correct oral description and 5 marks a good drawing.)

20 marks 10 marks 10 marks

61

English (P2) TERM 2

CAT 7

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS (CATs)

MARK

ALLOCATION 1. Retell a story

told. (SRN 1.2.2)

2. Complete sentences in the present continuous tense. (SRN 2.4.1)

3. Copy three sentences from a substitution table. (SRN 4.2.1)

4. Fill in blanks with correct verb forms.

(SRN 2.6.1)

5. Spell familiar two three or four letter words. (SRN 4.3.1)

Teacher tells a story of about six sentences and asks the child to retell it. SAMPLE ITEM Retell the story you have heard. (Award 3 marks for accurate narration and 1 mark for correct pronunciation.) Teacher writes 6 sentences on the board leaving blank spaces for pupils to copy and fill in. The sentences should be in the present continuous tense SAMPLE ITEM Complete these sentences:

a. We are ____ to school.

b. I am _____my uniform ______

c. These girls are ______

d. The boys are ______

e. My sister is ______

f. He is _________

g. She is _______

h. The teacher is _____

(Award 1 mark for each correct sentence.) Teacher provides a substitution table and asks the child to copy four sentences from it. NOTE: The table must be based on a particular language structure taught in the term. Award 1 mark for correct answer. Teacher writes 4 sentences in the simple present tense leaving blanks. From the alternatives provided, the pupils choose words to complete the sentence. SAMPLE ITEM i. We ----- to school everyday. iii. The bird is ____ come flew coming flies comes flying ii. The children ----- at home. iv. I ____ banku everyday eating eating eatsa eats eat eat (Award 1 mark for each correct sentence written.)

Teacher reads out one two, three, or four letter words for pupils to write in their exercise books. NOTE: Select words from reading text and/or from story books they have read. (Award and 1 mark for each correctly written word.)

20 marks 4 marks 4 marks 4 marks 4 marks 4 marks

62

English (P2)

CAT 9

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

1. Answer questions on a simple story heard.

(SRN 1.2.1)

2. Discriminate sounds

(SRN 3.2.2)

3. Read short given sentences (SRN 3.1.2)

4. Using up, near and behind. (SRN 2.7.2)

5. Copy sentences from a substitution table. (SRN 4.2.1)

Read a simple story to pupils and call them individually to your table to answer two questions based on the story. (Award 1 mark for each correct answer) The child is given a set of 4-6 word cards made up of pairs of similar sound words. The teacher a words one at a time and the child picks the correct word cards. SAMPLE ITEM Spread the word card cards on your table. Then Say: I will say the words one at a time Pick the card which bears the correct word. Award ½ mark for each correct choice/answer Pupils to make two sentences and read the sentences to show difference or similarity in pronunciation of pairs of words. e.g., The boy beat the drum. The girl bit her finger. Teacher writes several simple sentences on sentence cards and then calls pupils individually to read any two of the sentences. (Award 1 mark for each sentence read with good pronunciation and appropriate stress) Invite the pupils individually to your table. Ask them to place an object (e.g. a book or a pen) up, near or behind an object. (Award ½ mark for each correct use of preposition)

Build a simple substitution table with sentences provided by pupils based on a grammar or writing topic. Call a few pupils to read sentences from the table. Each pupil to write 2 sentences from the substitution table. (Award 1 mark for each sentence).

10 marks 2 marks 2 marks 2 marks 2 marks 2 marks

63

English (P2)

CAT 10

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION 1. Use of prepositions

in sentences: up, down, into, in front of, behind.

(SRN 2.7.2)

2. Using upper and lower case letters

appropriately. (SRN 4.1.3)

Quickly revise the use of each of the prepositions in column 1. Each member uses two of the prepositions in sentences. Group members to correct each other when they make mistakes in using the prepositions. Teacher goes round each group and ensures that each member makes correct sentences with correct pronunciations of the prepositions. (Award a maximum of 10 marks to the group whose members generally use the prepositions correctly) Briefly revise the different types of naming words: names of persons, names of towns, villages, countries and names of ordinary things.

(Teacher should avoid using terminologies like ―proper nouns‖) Each group should do the following: i. Provide 15 words including names of people, names of

towns, and names of things. Example: table, kofi, ghana, pencil, abu, kumasi, wa,

basket, etc. ii. Put the names into 3 groups to show names of people,

names of towns/villages/country and names of things. (Award 5 marks for this activity) Each group should start each name of person, town/village/country with a capital letter. (Award 5 marks for this work)

20 marks 10 marks 10 marks

64

English (P2)

CAT 11

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION 1. Fill in the blanks with

appropriate letters or words (SRN 3.1.2)

2. Read simple sentences and answer questions on them. (SRN 3.3.1) 3. Read and retell a simple story (SRN 1.2.2) 4. Role-play a simple

story read. (SRN 1.4.2) 5. Write 3 – 4 letter words. (SRN 4.3.1)

1. Select 2 short sentences and 2 key words from a text read.

2. Write these on the board. 3. Rub off a letter from each of the two words and a

word from each sentence. Award ½ mark for each correct letter and 1 mark for each correct word inserted.

SAMPLE ITEM: Fill in the missing words and letters. i. sch _ ol ii. gi _ l. iii. Kofi is ___ boy. iv. Ama has a new _________. Call pupils individually to your table and let them read

two (2) simple sentences and answer two questions on them.

(Award 2 marks for each correct reading and 2 marks for correct answer) Read a simple story aloud to pupils. Call on each of them to read the story aloud. (Award 2 marks for a good reading) Call on individual pupils to retell the simple story (Award 2 marks for a good story retold with actions)

Let a pupil read a simple story. Call individuals to role-play characters in the story. (Award 4 marks for quality role-play) Let pupils give examples of simple words, especially 3 – 4 letter words and let them read the words aloud. e.g come, read, jump, sing pray, play SAMPLE ITEM - Teacher dictates 4 of the words for pupils to write into their exercise books. (Award 1 mark for each correctly written word.)

20 marks 4 marks 4 marks 4 marks 4 marks 4 marks

65

English (P2)

Note In addition to the Government approved textbooks, the following books were Consulted Texts for oral reading, comprehension and for summary may be written by the teacher or selected from such sources as children‘s newspapers, supplementary readers and other level appropriate story books.

1. The Magic Fruit Tree and Other Stories by Albin Kweku Korem

2. The Clever Little Frong by Sarah F. Oppong

3. The Iguana and the Mosquito by Aaron Ofori-Atta

4. Journey to Heaven by Thomas Ntumy

5. Creative English (For Primary Schools) by Edward Appiah Boakye, Linda Aba Yankey

6. Simple English for Primary Schools by W.Y Ansah, M. Lansah

66

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

GHANAIAN LANGUAGES AND CULTURE

67

GHANAIAN LANGUAGES AND CULTURE

TERM: 1

CAT 1 SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

4th week

1.1.1

CAT 1 just like the subsequent CATs will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective.

SECTION A ORAL SKILLS

In this section, pupils are to demonstrate how to greet and respond to everyday greetings. In addition, pupils have to demonstrate some acceptable manners. The test items to be set should be: multiple choice items. Fill in the blank and complete of sentences. SAMPLE ITEMS 1. State one value of greetings.

1. How do you greet your friend in the morning? a) Good evening b) Good afternoon

c) Good morning

2. How will you greet your sister in the evening? a) Good morning b) Good evening

c) Good afternoon

3. How will you greet your mother in the afternoon? a) Good morning b) Good evening

c) Good afternoon

4. Before we eat we must _____ our hands.

5. While we are eating we should not _______

6. What do we tell some one who is travelling?

7. The statement we make when someone is going to sleep is.

10 marks

68

Ghanaian Languages And Culture(P2)

CAT 1 (CONT‘D)

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

SECTION B

READING SKILLS In this section, pupils to match words with pictures and read them aloud. Listen and correct pronunciation and tone in pupils reading. SAMPLE ITEMS Match the following words with the corresponding pictures words pictures a. Knife ___

b. book ____

c. yam ____

d. dog ____

e. shoe ____ etc.

SECTION C WRITING SKILLS

In this section, pupils are to identify and copy material with precision. They are to trace from given drawing cards, or write from the chalkboard. SAMPLE ITEMS My father gave me a book

CAT 2

Group Activity

8th week

1.2.1

3.7.1

In this section, pupils are put into groups and are given two activities to select and perform. Each group must have the option to choose the activity that suits them. Teacher goes round on the groups to support them. SAMPLE ITEMS 1. Pupils in groups perform a play some

depicting a scene where someone is helping an

old lady carrying a load.

2. Pupils to draw a street scene and write three (3)

short sentences about it.

20 marks

69

Ghanaian Languages And Culture(P2)

CAT 3

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

11th week

1.5.1

1.5.3

CAT 3 just like the CAT1 will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective. Pupils are to dramatise a play and use work songs in their community. Teacher leads discussion on the importance of play and work songs. In their community.

SECTION A ORAL SKILLS

SAMPLE ITEMS 1. Teacher to teach any known work or play song for pupils to sing and enjoy. Some importance of work songs it.

- reduces fatigue and boredom.

- provides enjoyment

- inspires and allows work to go on

systematically.

Play songs – bring about unity and develops ones creativity.

SECTION B

READING SKILLS

Pupils are to identify poly-syllabic words from flash cards and read them. Introduce varied word games to reinforce the understanding of the poly syllabic words. SAMPLE ITEMS - Dagaare ____ fanfane - Gonja ____ jibala - Eve ____ amefoti - Dangme ____ tokota - Ga _____ kôkôdene - Akau ______ kônkônsa. etc.

20 marks

70

Ghanaian Languages And Culture(P2)

CAT 3 (CONT‘D)

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

3.4.1 3.4.2

SECTION C

WRITING SKILLS

In this section, pupils are to form and write three-letter words, and four letter words. Encourage pupils to form meaningful words through chackboard demonstration. SAMPLE ITEMS Write four and three letter words. The words that pupils write should be meaningful Twi Eve Dagbani Eg. dua ati dam boa devi sôli papa

71

Ghanaian Languages And Culture(P2)

PRIMARY TWO TERM: 2

CAT 5

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

4th week

1.4.1

2.5.1

CAT 5 just like the subsequent CATs will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective.

SECTION A ORAL SKILLS

In this section, teacher gives varied simple commands and observe pupils carry them out. Pupils also should give their peers commands for them to perform. SAMPLE ITEMS 1. – Bring it. - stand up. - sleep - run 2. - Go to the tree (command) - where are you going? (Question) - I am going to the tree (Answer) 3. – Bring the book (Command) - what are you doing? (Question - I am bringing the book (Answer) etc.

SECTION B

READING SKILLS

In this section pupils are to match upper case letters with their corresponding lower case letters, correctly. Pupils are to write the Upper case letters of the alphabet and match them with their lower case letters. They should also read them aloud individually. SAMPLE ITEMS 1. Write the upper case letter and the lower case Aa Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Kk, Ll… 2. Write two names. Begin the first letter with an upper case.

10 marks

72

Ghanaian Languages And Culture(P2)

CAT 5 (CONT‘D)

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

3.5.1 3.5.2

SECTION C

WRITING SKILLS

Pupils from and write two-word sentences. The sentence made should be meaningful. SAMPLE ITEMS Akan Gouja Dagaare Eve di kô ba sô wa kye nô anyi ti di Take note Pupils should read out what they have written. They should explain what they have written.

CAT 6 Group Activity 8th week

2.7.2

3.6.1

In this section, pupils are put into groups and are given two activities to select and perform. Each group must have the option to choose the activity that suits them. Teacher goes round on the groups to support them.

1. Teacher to provide a short passage for pupils to

identify and write the nouns and verbs in it.

2. Pupils to write ten three letter words and five four

letter words and read them to the class.

20 marks

73

Ghanaian Languages And Culture(P2)

CAT 7 SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

11th week

1.6.1

1.6.4

2.6.1

CAT 7 just like the CAT 1 will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective.

SECTION A ORAL SKILLS

In this section, pupils are to mention the characters in the story they have heard. They should also write some moral values they have learnt from the stories they have heard. Pupils may dramatise some of the scenes in their stories. SAMPLE ITEMS Answer the following questions 1. Who is the main character in your story? a) Ananse b) tiger c) donkey. 2. What is the behavior exhibited by old women 3. The Tiger was ________ a) Kind b) wicked c) greedy 4. State one moral you have learnt from the story 5. What is the behavior exhibited by Ananse. write two sentences under them.

SECTION B

READING SKILLS In this section, pupils are to read short and simple sentences with correct pronunciation. Teacher reads through the sentences thrice and ask individuals to read. SAMPLE ITEMS the mouse went to the church. It was very hungry, but there was no food for it. It therefore went to Agya Kwadwo‘s farm. It was lucky it got some left over food. It ate and ran away.

20 marks

74

Ghanaian Languages And Culture(P2)

CAT 7 (CONT‘D)

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

3.6.1

SECTION C

WRITING SKILLS

Pupils are to form and write three word sentences. They should read them out. SAMPLE ITEMS Write three word sentences into your exercise books. Eg. okra we nam (Akau)

A. Nya O? (Dagbani)

Baa ye nii (Ga etc.

75

Ghanaian Languages And Culture(P2)

TERM: 3

CAT 9 SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

4th week

2.7.2

CAT 7 just like the subsequent CATs will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective.

SECTION A ORAL SKILLS

In this section, pupils are to identify and list some of the things created by God. Pupils are to mention the things that surrounds them. eg. The sun, moon, stars, trees, birds, animals etc. They should also mention their uses. SAMPLE ITEMS 1. Write down two items created by God. 2. What do you get from plants. 3. what do you get from rivers. 4. state one importance of a dog. 5. why do we rear sheep?

SECTION B READING SKILLS

Pupils are to read simple sentences. They are to rearrange jumbled sentences. SAMPLE ITEMS Re-arrange the following jumbled sentences i. Saada going to is school ii.Boy the reading is book a iii.My teacher is a father.

SECTION C WRITING SKILLS

Pictures should be given to pupils to write sentences under the pictures. They are also to draw and label objects of their choice, and write sentence under them. SAMPLE ITEMS This is a girl This is a cat

10 marks

76

Ghanaian Languages And Culture(P2)

CAT 10 SYLLABUS

REFERENCE NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

Group Activity

8th week

1.6.1

3.6.2 -3.7.1

In this section, pupils are put into groups and are given two activities to select and perform. Each group must have the option to choose the activity that suits them. Teacher goes round on the groups to support them. 1. In your group select an interesting story and dramatize it. 2. Pupils to draw and label two objects of their choice and write two sentences on each

20 marks

77

Ghanaian Languages And Culture(P2)

CAT 11 SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

CAT 11

11th week

1.7.1

1.7.2

2.7.1 2.7.2

CAT 11 just like the subsequent CATs will have three (3) sections namely: Oral skills (Section A) Reading Skills (Section B) and Writing (Section C). In all cases the sections selected should be critical syllabus objective.

SECTION A ORAL SKILLS

In this section, pupils are to identify anything created by God. They are to draw it and write tow of its uses. For instance, God created human being to worship and praise him SAMPLE ITEMS 1. One of the things created by God is ________ 2. We get ____ from plants 3. When we are thirsty we drink _____ 4. We sell fowls to get _______

. . Tree Dog

SECTION B READING SKILLS

In, this section pupils are to combine nouns and verbs to form simple sentences. They should read out the simple sentences. SAMPLE ITEMS Form sentences with the give nouns and verbs 1. Amma dances 2. Kofi cries 3. Asi reads 4. Awabi jimps 5. Nyameama cooks.

20 marks

78

Ghanaian Languages And Culture(P2)

CAT 11 (CONT‘D)

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

3.6.1 3.7.1

SECTION C WRITING SKILLS

Pupils are given nouns to form simple sentences. They may draw some of the objects in their sentences. SAMPLE ITEMS 1. Use the following words to form simple sentences - pen - cock - bag - car - cutlass. 2. Draw one of the objects in your sentences.

79

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

FOR INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

80

ICT CAT 1 (P2)

PRIMARY 2 TERM 1

CAT 1 Individual exercise

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Double click the mouse

(SRN 1.1.1)

Use the spacebar and backspace in typing words (SRN 1.2.1)

CAT 1 consists of at most 10 items marked over 10. Sample items have been provided as guide to the teacher. Pupils to apply their mouse and keyboarding skills to to do the following

exercise. SAMPLE ITEMS

1. Double click on the file ―tech‖ to open and type 5 words using the

spacebar to separate them. ( 1 mark for opening the file and 1

mark each for words typed)

2. Type your name and your siblings using the spacebar to separate

the names.

3. Teacher to give pupils sentences that are widely spaced out to

close up using the backspace key.

.

10 marks 6 marks 1 mark 3 marks

81

ICT CAT 2 (P2)

PRIMARY 2 TERM 1

CAT 2 Group exercise

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK ALLOCATION

Double Clicking of Mouse (SRN 1.1.1)

CAT 2 consists of at most 3 items marked over 20. Sample items have been provided as guide to the teacher. SAMPLE ITEMS

1. In groups of 3, apply double clicking skills to open a paint application, draw different shapes and colour using the colour palette and ‗Fill with Colour tool.

Note: The focus is on mouse controlling. Award marks according to the number of shapes drawn. Awards 15 marks for drawing and 5 marks for colouring. Example of shapes that could be drawn have been provided.

{a} {b} {c}

20 marks

82

ICT CAT 3 (P2)

PRIMARY 2 TERM 1

CAT 3 Individual test

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Double Clicking of Mouse (SRN 1.1.1 ) The Use of Spacebar and Backspace Keys (SRN 1.2.1) Typing using the home, bottom, qwerty row, spacebar and backspace (P1. SRN 1.2.1& P2 SRN1.2.1)

CAT 3 consists of at most 10 items marked over 20. Sample of items have been provided as guide to the teacher. SAMPLE ITEMS

1. Open a paint application and use the mouse to draw an object. (e.g. table, chair, book). .

2. Replace the underlined letters with those in the brackets. e.g.

1. Mae (n) 2. wodan (m) 3. Tyne (p) 4. Fouu (r) 5. Beven (S)

(I mark for each correct answer) 3. Teacher to type 10 surnames for pupils in the class without spacing

them. Pupils to apply the mouse skills and space bar to separate the

surnames typed ( 1 mark for each)

20 marks marks 5 marks 10 marks

83

ICT CAT 5 and 6 (P2)

PRIMARY 2 TERM 2

CAT 5 Individual exercise

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS (CATs)

MARKS ALLOCATION

Use the spacebar and backspace to type words. (SNR 1.2.1)

CAT 5 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. SAMPLE ITEMS 1. Type full name. 2. Type the 2 names of a classmate.. 3. Pupils to write a short guided composition titled ‗My Self‘

10 marks 1marks 2 mark 2 marks 5 marks

CAT 6

Group Exercise Use the spacebar and backspace in typing words (SNR 1.2.1)

CAT 6 consists of at most 3 items marked over 20. Sample items have been provided as guide to the teacher. SAMPLE ITEMS . Pupils to use keyboarding skills to type words correctly. e.g.

1. In groups type your names and

3 type 7 three-letter works.

Award 2 marks for each name and word typed.

20 marks

84

a e b p c t

I o g u m n u

ICT CAT 7 (P2)

PRIMARY 2 TERM 2

CAT 7 Individual test

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Use of the spacebar and backspace to type words (SNR 1.2.1)

CAT 7 consists of 10 items marked over 20. Sample items have been provided as guide to the teacher. SAMPLE TEMS

Pupils to use keyboard knowledge and skills to complete given sentences. e.g.

1. Complete the following by selecting the correct word (Backspace,

spacebar, ASDF QWERTY)

i. The home keys are use to type …………….. ii. The …………. is used to leave spaces in typing iii. The …………… keys are found at the top of home row keys.

2. Teacher to type 5 common names for pupils to use the spacebar key to

separate them e.g. MaryKofi AtoAli

3. Teacher to give a set of jumbled letters of the alphabets for pupils to demonstrate their keyboarding skills to type 6 three letter words using the letters from the given set.

Sample of a set of jumbled letters have been provided as guidelines. Award 2 marks for each correct word.

20 marks 3 marks 5 marks 12 marks

85

ICT CAT 9 (P2)

PRIMARY 2 TERM 3

CAT 9 Individual exercise

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Double clicking the mouse (SNR 1.1.1) Use the spacebar and backspace keys to type words (SNR. 1.2.1)

CAT 9 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. SAMPLE ITEMS

1. Use the following to label the rows of keys on the keyboard (home

row, qwerty row, top row)

2. Teacher to save a file containing a picture in a sub-folder within a

folder on the desktop for pupils to demonstrate their double clicking

skills to open..

Award1 mark each if a pupil successfully opens the main folder,

sub-folder, and file containing picture.

3. Pupils to correct 2 words in a given passage using the backspace

key.

10 marks 4 marks 4 marks 2 marks

86

ICT CAT 10 (P2)

PRIMARY 2 TERM 3

CAT 10 Group exercise

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARKS ALLOCATION

Drawings images to present using information (SRN 3.1.1)

CAT 10 consists of at most 3 items marked over 20. Sample items have been provided as guide to the teacher. Pupils to demonstrate their mouse skills by combining 3 or more shapes and colours using the drawing tools of a paint application to present information e.g. SAMPLE ITEM

1. Draw two boys playing football in from of a house or children playing

in front of a red painted house.

Teacher to guide pupils in the use of the text tool to type their names. Award 15 marks for complete work and 5 marks for creativity.

20 marks

87

ICT CAT 11 (P2) PRIMARY 2 TERM 3

CAT 11 Individual test

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARKS ALLOCATION

Double Clicking the mouse (SRN 1.2.1) Combining Upper, Lower case characters to type short sentences (SRN 2.2.1)

CAT 11 consists of 10 items marked over 20. Sample items have been provided as guide to the teacher. Pupils to apply their mouse clicking skills to open Notepad using the shortcut icon on the desktop screen. Pupils are to type their names at the top of the opened document and type 5 three letter words given to them by the teacher.

Award 10 marks if a pupil is able to demonstrate double clicking skills to open Notepad

Award 5 marks if a pupil is able to type his/her name

Award 1 mark for each correct word typed.

20 marks

References Note In addition to the Government approved textbooks, the following books were Consulted Primary ICT 1-6 by Peter Asiedu, Stella Esi Ankama, Hensic, Atta Baah Yeboah

88

GUIDELINES FOR WRITING

AND ADMINISTERING CLASS ASSESSMENT TASKS

IN

MATHEMATICS

89

Mathematics (P2)

MATHEMATICS

CAT 1

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Numbers and Numerals 0 - 100 Assign numbers to groups of objects up to 100. (SRN 2.1.1) Breaking numbers Break two digit numbers into tens and ones, read and write them (SRN 2.1.2)

Assigning numbers on the number line Assign numbers 0 – 50 to points on the number line (SRN 2.1.6)

CAT 1 has 10 items. A sample of 5 items is provided as guide. 1. Draw structured group of 10 objects e.g. sticks, bottle

tops, multi base block and loose ones to illustrate a two digit number. The number should be between 30 and 50 and should not be a multiple of 10. Pupils to write the number.

SAMPLE ITEM

Write the number. 2. Write a two- digit number. Let pupils break them into

tens and ones. The number should be more than 20 but less than 40. The ones should be more than zero.

SAMPLE ITEM 23 = tens and ones. 3. Draw a number line for seven consecutive two digit

numbers not more than 20. Represent the fourth and sixth numbers with boxes. Pupils to fill in the boxes.

SAMPLE ITEM 12 13 14 16 18 Fill in the boxes.

10 marks

90

Mathematics (P2)

CAT 1 CONT.

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Addition Write addition sentence from word problem and solve them. (SRN 2.2.2) Subtraction Write subtraction sentences relating to word problems and solve them. (SRN 2.3.4)

4. Write word problem involving addition of two-1digit

numbers whose sum is more than 10 but less than 19. Each addend should be more than 2 and should not be repeated. Pupils to find the sum.

SAMPLE ITEM Kwesi collected 6 mangoes and Musa collected 9 mangoes. How many mangoes did they collect altogether? 5. Write subtraction sentences relating to word problems.

The greatest number should be between 10 and 18. Pupils to solve the problem.

SAMPLE ITEM Oko has 15 exercise books and Ladi has 7 exercise books. How many more books does Oko has than Ladi?

91

Mathematics (P2)

CAT 2

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Measurement of Length, Capacity and Weight Estimate and measure lengths and heights in metres. (SRN 2.5.2)

CAT 2 has 1 – 3 items. 1 sample item has been provided. 1. Materials required: Metre sticks and/or thrundle wheel. Put pupils into a reasonable number of groups. Assign each group to measure one of the following.

(i) The length of the classroom (ii) The length of the school field (iii) The corridor of the school building (iv) The length of the volley pitch (v) The length of the black board (vi) The width of the classroom (vii) Any other part of the school environment that

can be measured in metres. NB: In assigning the task to the groups, ensure that the work-load involve is about the same. If it requires that some of the lengths would have to be apportioned to different groups the teacher can go ahead to do so. E.g. large field can be apportioned to two or three groups.

20 marks

92

Mathematics (P2)

TERM ONE

CAT 3

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Numbers and Numerals 0 - 100 Break 2-digit numbers into tens and ones, read and write 2-digit numerals (SRN 2.1.2) Addition ( 0 – 18) Write addition sentence from word problems and solve them. (SRN 2.2.2) Numbers and Numerals 0 - 100 Use the symbols > and < correctly to compare two digit numbers up to 100. (SRN 2.1.4) Subraction Write subtraction sentence relating to word problems and solve them. (SRN 2.3.4)

CAT 3 has 10 items. A sample of 5 items is provided. 1. Write a 2-digit number less than 100 and greater

than 10. Pupils to write the value of each of the digits.

SAMPLE ITEM (i) 58 = tens ones (ii) 76 = tens ones 2. Write a simple story problem involving addition

with sum up to 18. Ask pupils to solve the problem.

SAMPLE ITEM Elorm has 9 mangoes. A friend gives her 7 more mangoes. How many mangoes has Elorm altogether? SAMPLE ITEM 3. There are 8 girls in P2 and 10 girls in P3. How many girls altogether are in P2 and P3? 4. Arrange two 2-digit numbers in a horizontal form

with a gap between them. The numbers should be

less than100. Pupils to compare the numbers by

using one of the symbols <, > and =

SAMPLE ITEM 69 87 Fill in the spaces with < or > 5. Write a simple story problem involving subtraction.

Pupils to solve the problem.

SAMPLE ITEM Mrs. Ofosu bought 16 eggs but 5 got broken. How many eggs were left?

20 marks

93

Mathematics (P2)

TERM ONE

CAT 5

GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Addition (Sum 0 – 99) Find the sum of 2-digit numbers, which does not involve renaming. (SRN 2.6.2) Solving word problems Solve simple word problems on addition of 2-digit numbers which do not involve renaming (SRN 2.6.6) Subtraction (Numbers less than 100) Perform subtraction operations involving two-digit numbers using the expanded and short forms without renaming/regrouping. (SRN 2.7.1)

CAT 5 has 10 items. A sample of 5 is provided.

1. Write an addition sentence involving two 2-digit numbers in a vertical form. The numbers should not be more than 50. The digits of the numbers should be selected such that the addition does not involve renaming and the sum is less than 100. Let pupils find the sum.

SAMPLE ITEM 43 + 34 2. Write a simple word problem on addition of two 2-digit numbers which do not involve renaming. The numbers should be less than 30 and the digits should not be repeated. Let pupils solve the problem.

SAMPLE ITEM Aba has 13 sweets and Salamatu has 16 sweets. How many sweets do they have altogether? 3. Write a subtraction sentence involving two 2-digit

numbers arranged in a vertical form. The first number should be more than 30 and the second number should be more than 10. The digits of the numbers should not involve 0 and should be selected such that the subtraction does not involve renaming. Let pupils find the difference.

SAMPLE ITEM 6 5 - 3 2

10 marks

94

Mathematics (P2)

TERM TWO

CAT 5 CONT.

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Solving word problems Perform subtraction operations involving 2-digit numbers using the expanded and short forms with renaming/ Regrouping. (SRN 2.7.2) Telling the time Tell the time by the hour, half-hour and quarter-hour. (SRN 2.9.2)

4. Write a simple word problem on subtraction of 2-digit numbers, which involves renaming. The numbers should not be more than 50. Pupils to solve the problem.

SAMPLE ITEM Azu has 35 mangoes. He gave 18 to his friend, Martey. How many mangoes are left for Azu? 5. Draw the face of the clock and fix a time. Pupils to tell the time by the hour, half-hour and quarter-hour. SAMPLE ITEM Tell the time.

12

11 1

10 2

9 ● 3

8 4

7 5

6

6

95

Mathematics (P2)

TERM TWO

CAT 6 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Identifying fractions 2 sample items have been provided. Identify half of a whole. (SRN 2.8.1) Identify one-fourth or one quarter of a whole object (SRN 2.8.3) Identify a fraction of a group of objects. (SRN 2.8.5) Measuring Time Use arbitrary units to measure time taken to complete simple events. (SRN 2.9.1) Identifying events Identify events which take an hour, half-hour or quarter-hour to complete. (SRN 2.9.3)

CAT 6 has 1-3 items. A sample item has been provided. Materials required: Strips of paper and counting materials such as bottle tops, seeds, counting sticks, cowries marbles etc. 1. Put pupils into reasonable number of groups. Provide each group with two strips of paper and a number of counting objects not more than 25. Let each group use the strips of paper to show one-half and one-fourth by folding and shading. Let the groups also show one-half and one-fourth using a collection of counting objects. For the one- half, the number of objects should be an even number more than 2 but less than 10. For the one-fourth the number of objects should be a multiple of 4, more than 4 but less than 17. Go round to inspect and award marks. 2. Put pupils into a reasonable number of groups. Let each of the groups perform two activities, one at a time. Some of the activities could be i. reading a paragraph/sentence of a passage ii. writing a sentence iii. running round the school field iv. Singing a song. v. Drawing an object vi. Walking from one end of the classroom to

another. vii. Counting a number of objects like such as

tables, pens, pencils, books etc. viii. Jumping given number of times. In performing each of the activities, let a member of the group clap alongside to determine the number of claps that takes to complete that activity. When they finish performing the two activities let each group answer these questions.

1. How many claps did you get for the first activity?

2. How many claps did you get for the second activity?

3. Which of the activities took a longer time? 4. How did you know?

20 marks

96

Mathematics (P2)

TERM TWO

CAT 7

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Finding fraction Recognise half of a whole object. (SRN 2.8.1) Recognise one-fourth or one-quarter of a whole. (SRN 2.8.3) Measuring of Time and Money Use token coins up to GH¢1.00 to buy items in a play shop. (SRN 2.9.5)

CAT 7 has 10 items. A sample of 5 items scored over 13 is provided.

1. Draw a geometrical shape and shade one- half of it. Pupils to write the fraction of the part shaded.

SAMPLE ITEM. What fraction of the circle is shaded? 2. Draw a plane shape and shade one-quarter of it.

Let pupils write the fraction shaded. SAMPLE ITEM What fraction of the shape is shaded? 3. Arrange a number of items at the play shop with

their price tags. Pupils to identify a number of items whose total cost is GH¢1.00.

SAMPLE ITEM Pencil = 10Gp Cup = 40Gp Pen = 20Gp Exercise book = 50Gp Erazer = 30Gp Identify items with total cost GH¢1.00.

20 marks

97

Mathematics (P2)

TERM TWO

CAT 7 CONT.

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Finding sums Add numbers which sum up to 999 (SRN 2.10.1)

4. Write an addition sentence involving two 3-digit numbers arranged vertically. The numbers should be more than 200 but less than 800. The selected digits should be such that the addition would involve carrying from ones to tens. But the tens and hundreds should not involve renaming. Pupils to find the sum. SAMPLE ITEM 217 + 434 5. Write a simple story problem involving addition of 2-digit numbers which involves renaming. The numbers should be less than 30. SAMPLE ITEM Kono bought a pen at 25Gp and an eraser at 18Gp. How much did he pay altogether?

98

Mathematics (P2)

TERM THREE

CAT 9

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION Multiplication Write a multiplication sentence for groups of two. (SRN 2.12.1) Solving story problem Solve simple word problems involving multiplication. (SRN 2.12.6) Finding product. Build multiplication table for 2 up to the product 18. (SRN 2.12.2)

CAT 9 has 10 items. 5 items are provided. 1. Draw a number of groups of objects to show a

multiplication sentence for 2. Write the multiplication sentence and let pupils use the illustration to find the product. The product should be more than 6 but less than 20

SAMPLE ITEM From the picture 2 x 4 = 2. Write simple word problem involving multiplication

for groups of two with product more than 6 but less than 15 and let pupils find the product

SAMPLE ITEM There are two pencils in a box. Adzo has six of such boxes. How many pencils has Adzo altogether? 3. Write a multiplication sentence for 2. The product

should be more than 8 but less than 19. Let pupils find the product.

SAMPLE ITEM 2 x 5 =

10 marks

99

Mathematics (P2)

TERM THREE

CAT 9 CONT.

GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Difference of two numbers Subtract a 2-digit number from a 3-digit number. (SRN 2.11.1) Sum of two numbers Add numbers which sums up to 999. (SRN 2.10.1)

4. Write a subtraction sentence involving

subtraction of a 2–digit number from a 3 digit number in vertical form. The two-digit number should be more than 20 and none of the digits should be zero. The digits selected should be such that the subtraction will involve renaming from tens to the ones only. Let pupils find the difference.

SAMPLE ITEM 3 5 4 - 2 6 5. Write an addition sentence involving two 3-digit

numbers whose sum is less than 1000. The addends should be more than 200. The digits should be selected such that the addition involves regrouping in the ones and tens. The numbers should be arranged vertically.

SAMPLE ITEM 438 + 285

100

Mathematics (P2)

TERM THREE

CAT 10

GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

. Identifying Plane slopes Identify plane shapes with straight edges (SRN: 2.15.3) Identify plane shapes by their names and the number of sides. (SRN: 2.15.4)

CAT 10 has 1 – 3 items. 1 sample item is provided as a guide Materials required: I. Geoboard 2. Elastic bands Put pupils into reasonable number of groups. Give each group a geoboard and 2 elastic bands of different colours. Let each group make 2 different plane shapes which have straight edges on the geoboard using the elastic bands. Let each group write the names of the plane shapes the group has made and the number of sides of each of them. Scoring procedure 3 marks for each plane shape formed on the geoboard giving a total of 6 marks. 3 marks each for correct name of plane shape. Total 6 marks. 4 marks for correct number of sides for each plane shape. Total 8 marks.

20 marks

101

Mathematics (P2)

TERM THREE

CAT 11

GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Finding numbers of equal groups Illustrate division as making equal groups. (SRN 2.13.2) Build basic division fact up to product 18 (SRN 2.13.4) Solving story problem Solve simple story problems involving division. (SRN 2.13.5)

CAT 11 has 10 items. A sample of 5 items is provided. 1. Draw a group of an even number of objects.

Pupils to group the objects in twos. Let pupils complete a division sentence using the illustration. Provide the dividend and represent the divisor and the answer by dash.

SAMPLE ITEM Use the drawing to complete the division sentence 18 = 2. Write a simple story problem involving division of

a number (product) by 2. The product should be an even number more than 7 but less than 15. Pupils to solve the problem.

SAMPLE ITEM Abu has 8 oranges. He shares them equally between Ama and Salamatu. How many oranges does each get?

20 marks

102

Mathematics (P2)

TERM THREE

CAT11 CONT.

GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Drawing block graph Represent data as simple block graphs. (SRN 2.14.3) Finding shapes with straight edges Identify plane shapes with straight edges (SRN 2.15.3) Number of sides of plane shapes. Identify plane shapes by their names and the number of sides.

3. Draw a group containing 3 different kinds of

objects/shapes. The number of each kind should not be more than 5. Pupils to count each of them and represent them as block graph.

SAMPLE ITEM

Count and show as block graph.

4. Draw two plane shapes one with straight edges

and the other without straight edges. Label them A and B. Pupils to write the letter that represents the plane shape with straight edges.

SAMPLE ITEM

Which one has straight edges? 5. Pupils to draw a named plane shape and write its

number of sides. SAMPLE ITEM i. Draw a triangle ii. How many sides does your triangle have?

A

B

103

References Note In addition to the Government approved textbooks, the following books were Consulted

1. Primary Mathematics, Peter Asiedu

2. Algebra & Trigonometry, Prentice Hall NJ 07458 Pearson

3. Primary Mathematics, 1,2,3,4,5,6 Sedco, Pearson

4. Primary Mathematics, 1,2,3,4,5,6 Unimax, Macmillan

5. Primary Mathematics, 1,2,3,4,5,6 Adwinsa

6. Primary Mathematics, 1,2,3,4,5,6 Sam Woode

7. Simple Mathematics, 1,2,3,4,5,6 Shaidia Ent.

8. Mathematics for Teacher Training in Ghana

9. Primary Mathematics for All, 1,2,3,4,5,6

104

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

NATURAL SCIENCE

105

Natural Science (P2)

PRIMARY TWO

CAT 1 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Describe various kinds of plants. (SRN 1.1.1) Group animals into birds, insects, fishes, reptiles and mammals. (SRN 1.2.1) Group animals according to where they live. (SRN 1.2.2)

CAT 1 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 1 attracts 10 marks. Pupil would be required to describe various kinds of plants as erect, creeping, climbing plants with broad leaves, narrow leaves, those that have flowers and those without flowers. SAMPLE ITEMS 1

1. Name two erect plants around your school. 2. Yam is a climbing plant? (True or False) 3. Compare a coconut tree and a sweet potato plant. 4. How can a climbing plant be helped to climb?

Pupil to group animals into birds, insects, fishes, reptiles and mammals. SAMPLE ITEMS 2

1. Name four birds found in the home. 2. Name two mammals found in your community. 3. Name two animals that do not have legs? 4. Fill the table with the animal that has the number of

legs shown.

Number of legs Name of

animal 2 4 6 8 10

(crab, spider, ants, goat, fowl). Pupils to group animals according to where they live. SAMPLE ITEMS 3

1. All fishes live in water. (True or False). 2. Crocodiles live in water alone. (True or False). 3. Where does the elephant live?

Tick the places where the following animals live. Animal Water Tree Top In the Soil Nest Fish

Monkey Birds Ants

10 marks

106

Natural Science (P2)

CAT 2 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Distinguish between animals in terms of their movement. (SRN 1.2.3) Identify drinking water and differentiate it from other liquids. (SRN:1.3.1-1.3.4)

CAT 2 consists of three tasks. The task should be performed in groups. Divide the class into three groups and assign one task to each group. Try and have a mixture of high and low ability pupils. Each group‘s work should be preceded by advanced preparation to enable the pupils complete the activity within one hour. (Note: for large class size, sub-divide each group into two). There should be a group leader for each activity. Ensure that group members participate effectively. Each group should present a report (orally). Every member in the group should be given the chance to present part of the group‘s report. CAT 2 attracts 20 marks. GROUP 1 ACTIVITY Pupil to distinguish between animals in terms of their movements. Procedure:

Let the group break into two, A and B and stand opposite to each other.

From group A, one person mentions the name of an animal.

Another person from group B demonstrates how the animal moves.

Repeat until each pupil has had his/her turn.

GROUP 2 ACTIVITY Pupils in group two to identify good drinking water and differentiate it from other liquids. Materials needed: water, orange juice, palm oil, kerosene, coca cola, honey, water melon juice, shea butter and transparent plastic containers or glass. (Caution: Do not taste the liquids). Procedure:

Collect clean water and other liquids like orange juice, coconut milk, palm oil and kerosene, engine oil, honey.

Take a clean transparent plastic container or glass.

Pour each liquid into a different container.

Label each container.

Look at the liquids.

Tell the colour of each of the liquids.

Smell the liquids.

Tell which liquids have colour and smell.

Feel the liquids between your thumb and the fore finger.

Pour out into a bottle and tell the sound it makes.etc.

Does the thickness of a liquid affect sound it makes?

20 marks

107

Natural Science (P2)

CAT 2 (Cont‘d)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Demonstrate the presence of air and mention some uses of air. (SRN 1.4.1, 1.4.2)

Complete the following table by ticking what you have observed about the liquids.

What I observe Pure water

Ho-ney

Fruit juice

Palm Oil

Kero-sene

Pito Engine Oil

Has colour

Has no colour

Has a smell

Feels thin

Feels thick

Flows fast

Flows slowly

GROUP 3 ACTIVITY Pupils in group three to demonstrate the presence of air and mention some uses of air. a). Materials needed: Plastic bag, (plastic film/wrap). Procedure:

Take a plastic bag.

Blow air into it.

Quickly twist the end and tie with a string or rubber band.

Hold the bag in between your two hands.

Can you push your hands together? (Tick, YES or NO).

What keeps your hands apart?

Let the air out of the bag.

Can you push your hands together now?

Explain what happened.

b) Materials needed: football without air, football pump. Procedure:

Sit on the football without air

Let your partner pump air into the football.

What happens?

Why did it happen?

108

Natural Science (P2)

CAT 3 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Group animals into how they produce their young ones. (SR 1.2.4) Name some sources and uses of water. (SRN 1.3.1, 1.3.2) Describe types of rocks and state some uses of rocks. (SRN 1.5.2)

CAT 3 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and -items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 3 attracts 20 marks. Pupil should group animals into how they produce their young ones. SAMPLE ITEMS 1

1. Name two animals that produce their young ones alive. 2. Name two animals that produce their young ones by

laying eggs.

3. Name one flying animal which produces its young ones alive.

SAMPLE ITEMS 2

1. List three sources of water. 2. Name two sources of drinking water.

3. Mention three ways by which we use water in the

home. 4. Compare rain water with water from the stream.

SAMPLE ITEMS 3

1. Describe two types of rocks in your community. 2. Mention two uses of rocks. 3. If you become a road maker what rocks will you use to

make a road to a house?

20 marks

109

Natural Science (P2)

CAT 5 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Measure and compare lengths, masses and volumes of objects and demonstrate the proper way to determine these physical quantities. (SSRN 1.6.1, 1.6.4)

Measure time of events. (SRN 1.6.5)

CAT 5 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 5 attracts 10 marks. Pupil to measure and compare lengths, masses and volumes of objects and demonstrate the proper way to determine these physical quantities. SAMPLE ITEMS 1

1. Mention two ways by which we can measure length of the

classroom. 2. What will happen when a big stone is put into a bowl full of

water 3. Two beer bottles are filled to the mouth with water, will the

bottles have the same volume of water? Explain your

answer. Pupils to measure the time of events. SAMPLE ITEMS 2 A clock has two hands.

1. Hand A is the minute hand. (True or False)? 2. Hand B is the hour hand. (True or False)?

10 marks

12

11 1

A

10 2

B

9 3

8 4

7 5

6

8

4

7

5

6

6

110

Natural Science (P2)

CAT 5 (Cont‘d) GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Forecast the weather making use of conditions that describes it. (SRN 2.1.1, 2.1.2)

SAMPLE ITEMS 2 (Cont‘d)

3. How many hours does it take the sun to reach over-head from 6:o‘clock in morning.

4. How many hours are there between 6 o‘clock in the

morning and 6 o‘clock in the evening?

5. How many days pass before we get one week?

Pupils to forecast the weather, making use of conditions that describe it. SAMPLE ITEMS 3

1. Name four different conditions of the weather.

2. The sky is dark, the sun is covered with clouds and the wind is strong. What may follow?

3. Arrange the following weather conditions in the order by

which rainfall happens. (sunny, windy, cloudy, rain).

10 marks

111

Natural Science (P2)

CAT 6 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Measure and compare lengths, masses and volumes of objects and demonstrate the proper way to determine these physical quantities. (SRN 1.6.1, 1.6.4)

Measure time of events. (SRN 1.6.5)

CAT 6 consists of three tasks. The task should be performed in groups. Divide the class into three groups and assign one task to each group. Try and have a mixture of high and low ability pupils. Each group‘s work should be preceded by an advanced preparation to enable the pupils complete the activity within one hour. (Note: for large class size, sub-divide each group into two). There should be a group leader for each activity. Ensure that group members participate effectively. Each group should present a rep ort (orally). Every member in the group should be given the chance to present part of the group‘s report. CAT 6 attracts 20 marks. GROUP 1 ACTIVITY Pupils measure and compare lengths, masses and volumes of objects and demonstrate the proper way to determine these physical quantities. Materials needed: bathroom scale. (Always correct the zero error) Procedure:

Take bathroom scale.

Stand on it and let your partner record your mass in kilograms.

Each pupil in the group should stand on the bathroom scale and record his or her mass.

Each pupil should repeat the weighing 3 times and record.

Compare the readings of each pupil.

Are the readings for each pupil close to each other? YES or NO?

Who has the smallest weight among the pupils? GROUP 2 ACTIVITY Pupils measure time of events. Materials needed: digital and analogue stop watches/clock. Procedure:

Establish a starting line and a finishing line

Teacher gives digital or analogue clock to pupils who are going to time the event and set it to zero.

Pupil with clock stand at finishing line.

Pupils who will walk stand at start line.

The command for the walk and the start of the clock should go together

The timer stops the clock when walker is on the finishing line

Note the time taken to walk from one end to the other.

20 marks

112

Natural Science (P2)

CAT 6 (Cont‘d)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Identify parts of the human body and their functions. (SRN 3.1.1, 3.1.2)

Repeat the timing with the same pupil running instead of walking.

How long does it take the pupil to walk from the start line to the finish line?

How long does it take the pupil to run from the start line to the finish line?

GROUP 3 ACTIVITY Pupils identify parts of the human body and state their functions. Materials needed: diagram of the chart of the human body with the following: head, eye, nose, ear, mouth, neck, chest, stomach hand and leg labeled with numbers. Procedure:

The leader of the group mentions a number label on the chart.

A member of the group mentions the name of the part and indicate how many of that part are found on the human body

Another member of the group states the functions of the part

The process is repeated until all the parts of the body listed above are covered.

113

Natural Science (P2)

CAT 7 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Describe the effects of dry and wet seasons on some human activities. (SRN 2.1.4) Name the colours in the rainbow and demonstrate its formation. (SRN 2.1.5, 2.1.6) Predict what happens when one loses a part of his/her body. (SRN 3.1.3)

CAT 7 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 7 attracts 10 marks. Pupils to describe the effects of dry and wet seasons on some human activities. SAMPLE ITEMS 1

1. Mention two things that happen during the wet season. 2. Mention one thing that makes you like the wet season. 3. What do farmers do to their crops in the dry season? 4. Mention one thing that makes you like the dry season. 5. What do fishermen do in a stormy day? 6. How important is the dry season to our mothers?

Pupils to name the colours of the rainbow and demonstrate its formation. SAMPLE ITEMS 2

1. Name the colours in the rainbow. 2. How many different colours are in the rainbow? 3. Draw the rainbow. 4. Describe an activity that will bring out the colours of

rainbow. SAMPLE ITEM S3

Tell what you cannot do if you have only one leg.

Tell what you cannot do if you do not have an arm.

Do people who have lost a part of the body always need

help? Give reasons for your answer.

State three causes which make people to lose part of their

body?

Tell how you will protect yourself so that you do not lose

part of your body

10 marks

114

Natural Science (P2)

CAT 9 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Draw and label a plant and state the functions of the leaves, stem and roots. (SRN 3.2.1-3.2.2) Differentiate between cold and hot and identify sources of energy that can make things cold or hot. (SRN 4.1.1-4.1.2) Identify sound and their sources and demonstrate that sound comes from vibrating objects. (SRN 4.2.1-4.2.2)

CAT 9 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 9 attracts 20 marks. Pupils to draw and label a plant and state the functions of the leaves, stem and roots. SAMPLE ITEMS 1

1. Draw a plant and label the leaves, stem and roots. 2. State one function each of the leaves, stem and roots

of a plant. 3. What happens if the leaves of cocoyam/cowpea plant

are always picked and used as vegetables? Pupils to differentiate between cold and hot and identify sources of energy that can make things cold or hot. SAMPLE ITEMS 2

1. Name two items that are always cold. 2. Tell how you will find out whether a substance is hot

or cold. 3. What causes hotness and coldness of substances? 4. Tell how you will make cold thing remain cold for a

long time Pupils should be required to identify sound according to the message it carries and demonstrate that sound carries energy and can do work. SAMPLE ITEM 3

1. Name two sources of sound. 2. A vibrating object produces _________ 3. What messages do these sounds carry? a). ‗gon-gon‘ beating in a community b). siren from a hospital ambulance. c). siren from a Fire Fighter. 4. What size of string will you place on your guitar to

make it produce a deep sound?

20 marks

115

Natural Science (P2)

CAT 10 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

State some effects of hotness or coldness on substances and demonstrate ways of keeping cold substances cold or hot substances hot. (SRN 4.1.3-4.1.4) Demonstrate that the nature of some substances change when they become hot or cold. (SRN 4.1.5)

CAT 10 consists of three tasks. The task should be performed in groups. Divide the class into three groups and assign one task to each group. Try and have a mixture of high and low ability pupils. Each group‘s work should be preceded by advanced preparation to enable the pupils complete the activity within one hour. (Note: for large class size, sub-divide each group into two). There should be a group leader for each activity. Ensure that group members participate effectively. Each group should present a report (orally). Every member in the group should be given the chance to present part of the group‘s report. CAT 10 attracts 20 marks. GROUP 1 ACTIVITY Pupils find out how they can make cold substances remain cold and hot substances remain hot for a long time. Materials needed: Two thermos flasks, ice water and hot water. Procedure:

Take two thermos flasks.

Pour ice water into one flask.

Pour hot water into the other flask.

After an hour, pour the water from each flask into different containers.

Touch the water with fingers.

Tell what happens.

Does the hot water remain hot?

Does the cold water (ice water) remain cold?

What other things can you use to make hot things hot and cold things cold?

GROUP 2 ACTIVITY Pupils find out the effect of coldness or hotness on the state of water Materials needed: Sachet water and a freezer. Procedure:

Take a sachet of water and observe it.

Put it in a freezer for one hour.

Take out the sachet water from the freezer.

Tell what happens to the state of the water.

What is the effect of coldness on the sachet of water?

Leave the sachet of water in the sun for some time.

Observe what happens to the frozen sachet water.

What is the effect of the hotness on the ice water?

20 marks

116

Natural Science (P2)

CAT 10 (Cont‘d)

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Interpret sound according to the message it carries and demonstrate that sound carries energy and can do work. (SRN 4.2.3-4.2.4)

GROUP 3 ACTIVITY Pupils demonstrate that sound carries energy and can do work. Materials needed: Loud speaker, pieces of paper, talking drum, sand. Procedure:

Stand in front of a working loud speaker.

Tell how you feel.

Place pieces of paper on the speaker.

Tell what happens to the paper.

Why are the pieces of paper blown away?

Put pieces of paper at the open end of a talking drum being beaten?

What happens to the pieces of paper?

CAT 11

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Explain and demonstrate ways of keeping the compound clean mention diseases associated with unclean toilet facilities. (SRN 5.1.1-5.1.2)

CAT 11 consists of ten (10) items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 9 attracts 20 marks. Pupils to explain and demonstrate ways of keeping the compound clean and mention diseases associated with unclean toilet facilities. SAMPLE ITEMS 1

1. Describe how you clean your school compound in the morning.

2. What disease can you get from the school toilet if it is not cleaned well?

3. How can a school compound stay clean?

20 marks

117

Natural Science (P2)

References In addition to the Government approved textbooks, the following books were also consulted

1. Natural Science for Primary School 2 Kojo Borbor and Afua Frimpomaa

2. Natural Science for Primary School 2 Peter Asiedu

3. Natural Science for Lower Primary 2 J A Quarm

CAT 11 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Demonstrate the uses of the inclined plane and pulley to lift load. (SRN 5.2.1) Tell the uses of the parts of a simple electronic circuit. (SRN 5.3.1)

Pupils to demonstrate the uses of the inclined plane and pulley. SAMPLE ITEMS 2

1. State two uses of a pulley? 2. It is easier to load goods onto trucks using loading

ramp (True or False?) 3. A ladder can be an inclined plane (True or False?) 4. In the nursery school which game uses inclined

plane? Pupils to tell the uses of the parts of a simple electronic circuit. SAMPLE ITEMS 3 1. State one use of each of the following items in

electronics a. Battery b. L.E.D. (Light Emitting Diode) c. Connecting wire d. Switch.

118

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

PHYSICAL EDUCATION

119

Physical Education (P2)

PHYSICAL EDUCATION

PRIMARY TWO TERM: ONE

CAT 1 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/COMMENTS

Push 500 gram object ( ball) from the shoulder over a distance of 7m (SRN. 1.1.1)

TASK: Pupils to push round objects from the shoulder. MATERIALS NEEDED

Rubber balls.

Stuffed balls.

Small medicine balls.

Any improved round object weighting 500 grams. ADMINISTRATION OF TASK

Put pupils in rank.

Let pupils toe line.

Pupils push objects from shoulder towards one direction. (Pupils push objects one after the other at teacher‘s command.)

TEACHER‘S EXPECTATIONS

Pupils push objects from shoulder.

Pupils extend arm with palm pointing towards direction of throw.

EVALUATION

A push of object 5m away.

- High performance.

A push of object between 3 to 5m away.

– Average Performance.

A push of object below 3m away.

– Low Performance.

120

Physical Education (P2)

CAT 2 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Design and demonstrate a minor game involving jumping, walking, running, dodging, hitting, striking, rhythmic movements, throwing, catching, etc. (SRN. 2.1.1)

TASK: Pupils in groups to perform a minor game involving jumping, walking, running, dodging, hitting, striking, rhythmic movements, throwing, catching, etc. MATERIALS NEEDED As per the minor games stated by the groups of pupils. ADMINISTRATION OF TASK

Put pupils in groups.

Let pupils design their minor games.

Provide groups with needed materials required to perform designed minor games.

Let groups perform in class.

TEACHER‘S

EXPECTATION

Specifically look for movements related to activity being performed by pupils. E.g. running movements should not be confused with walking. EVALUATION

Game is known to only few pupils. – High Performance.

Game is known to half the number of pupils in class. - Average Performance.

Game known to many pupils in the class –Low Performance.

121

Physical Education (P2)

CAT 3 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Perform rhythmic movements according to musical rhythm provided by teacher (SRN. 1.3.1)

TASK: Pupils perform rhythmic body movements. (Twisting, wriggling, jumping, sliding, bending, etc.) MATERIALS NEEDED Sound making equipment (e.g. milk tin, drum, castanet, etc) ADMINISTRATION OF TASK

Mention the body movements to be used.

Let pupils make movements according to the rhythm produced by the teacher.

TEACHER‘S

EXPECTATIONS

Pupils to perform (gross motor) whole body movements.

EVALUATION

Performs 3 gross motor activities.

- High performance

Performs 2 gross motor activities. - Average Performance

Performs 1 gross motor activity

– Low Performance

122

Physical Education (P2)

TERM 2 CAT 5

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Run 20m and pass a baton to partner using downward swing (i.e. from top to down). (SRN. 1.3.1)

TASK: Pupils run with batons in hand to pass them over to partners who also run with baton in hand. MATERIALS NEEDED

Running and passing objects e.g. sticks, pens, rubber batons etc.

Skittles / cones ADMINISTRATION OF TASK

Let pupils stand in groups of 5, 20m apart facing each other.

Let them in files face the other group.i.e

X X X X X X X X X X X X

Let them run to pass batons for assessment.

TEACHER‘S EXPECTATIONS

Carrying of baton to partners.

Downward swing action.

EVALUATION

Runs to hand over baton once

- High performance

Runs with baton but hands over 2x - Average Performance

Runs but drops baton before handing over

– Low Performance

123

Physical Education (P2)

TERM 2 CAT 6

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Performs ball juggling with a bat continuously for 10 min. (SRN. 2.2.1 – 2.2.2)

TASK: Pupils in groups of 5 juggle the ball with bats. MATERIALS NEEDED

Wooden bat.

Tennis balls. ADMINISTRATION OF TASK

Put pupils in groups of 5.

Let pupils stand in a circle of about 2m radius and facing inwards.

Let pupils juggle ball from a pupil to pupil trying to maintain ball in the air.

TEACHER‘S EXPECTATION

Elbows should be at right angle.

Keep bat at right angle with elbow.

Keep eye-ball-hand coordination.

Hit ball moderately.

EVALUATION

Maintain ball in the air for more than 8 mins

- High performance.

Maintain ball in the air for 5 - 7 mins. - Average Performance.

Maintain ball in the air for less than 5 mins.

– Low Performance.

124

Physical Education (P2)

TERM 2 CAT 7

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Perform a ‗U‘ turn in air to face different direction. (SRN. 3.1.1)

TASK: Pupils swing on a hanging rope / tyre. At the end of the swing, they leave the rope / tyre, turn body in air and land on a mattress/pit. MATERIALS NEEDED

Ropes / Swing.

Mattress.

Landing pit.

ADMINISTRATION OF TASK

Hang rope / tyre on a bar.

Let pupils hang on objects and swing to a direction.

Let pupils leave rope / tyre and turn in air.

TEACHER‘S

EXPECTATIONS

Full Turn – Turn body round to face course of movement

Half Turn – Turn to face where they swung from.

Quarter Turn – Turn to face the right or left side.

Three Quarters Turn – is rotate ¾ of a circle.

EVALUATION

Three quarter to full turn

- High performance

Half turn - Average Performance

Quarter turn – Low Performance

125

Physical Education (P2)

TERM 3 CAT 9

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Jump over 3 -5 objects, 20 – 40cm high and placed 50cm apart. (SRN. 1.2.1)

TASK: Pupils jump horizontally and vertically over obstacles. MATERIALS NEEDED

Sticks

Canes

Skittles

ADMINISTRATION OF TASK

Put pupils in groups of 5.

Arrange 5 objects in a straight line and 50cm apart.

Arrange them according to heights – 20cm, 30cm, and 40cm.

Let pupils jump over objects.

TEACHER‘S

EXPECTATIONS

Swing arms vigorously to aid lift.

Keep knees up for a while.

‗Give in‘ at the knee when landing. EVALUATION

Jumps over 4 – 5 obstacles.

- High performance.

Jumps over 2 – 3 obstacles. -Average Performance.

Jumps over below 1 obstacle.

– Low Performance.

126

Physical Education (P2)

TERM 3 CAT 10

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Hit ball thrown by a partner over a distance of 10 – 20 cm. (SRN. )

TASK: Pupils to hit ball thrown by a partner over a distance. MATERIALS NEEDED

Bats (round or flat) or rackets.

Tennis ball / rubber balls / stuffed ball.

Markers (skittles, cones).

Tape measure. ADMINISTRATION OF TASK

Put pupils in pairs: a hitter and a thrower.

They stand about 5m apart facing.

Thrower throws (i.e. arm swing is forward –upward) ball for partner to swing bat/racket to hit ball away.

TEACHER‘S EXPECTATIONS

Take a step forward.

Keep bat by the side in dominant hand.

Keep shoulder towards direction of target. EVALUATION

Ball travel over 15m - High performance.

Ball travels 10 - 15m - Average Performance.

Ball travels less than 10m

– Low Performance.

127

Physical Education (P2)

TERM 3 CAT 11

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Perform a rhythmic activity 3 times using any material of your choice. (SRN. 3.2.1)

TASK: Pupils perform a rhythmic activity involving sticks, balls, bands etc. MATERIALS NEEDED

Sticks

Balls

Bands

Canes etc. ADMINISTRATION OF TASK

Let pupils perform 3 succession of their own activity individually.

TEACHER‘S EXPECTATIONS

Rhythmic activities formed with materials provided.

Consistency in movements.

Formations of group.

EVALUATION

3 successful attempts

- High performance

2 successful attempts - Average Performance

1 successful attempt – Low Performance

128

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

RELIGIOUS AND MORAL EDUCATION

129

Primary (P2)

RELIGIOUS AND MORAL EDUCATION

TERM ONE

CAT 1 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 1 consists of 10 items/questions based on the following objective(s)

1. Explain the purpose for creating plants and animals (SRN 1.1.1) 2. Explain the need for cleanliness in religions practices.

CAT 1 should be administered as a written test. Set the items/questions following these guidelines. Set 6 objective test items which can be made up of multiple choice, True/False, completion/supply or matching times. The remaining four should be made up of structured items. SAMPLE ITEMS

1. Plants and Animals were created by ______

2. One of the uses of plants is ________

3. Which of the following animals can be used as a pet?

(a) grass cutter (b) rat (c) dog

4. Animals skins car be used for bags. True/False

5. One of the uses of animal sis for (a) shelter (b) belt

(c) decoration

6. Some plants can be used for food. True/False

7. Draw and colour one plant.

8. Discuss three uses of plants.

9. State two things created by God.

10. State one reason why the body should be cleaned.

10 marks 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark

130

Primary (P2)

CAT 2 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 2 consists of 2 items/questions based on the following objective. Explain the need for cleanliness as an important religious practice (SRN (1.2.1)

CAT 2 should be conducted as a group exercise and should be conducted in two lesson periods of 1 hour. You may add another exercise on a topic that has proved difficult to teach and learn in the second three weeks of the term. Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round. SAMPLE ITEMS

1. State four reasons why cleanliness is an important religious practice.

2. Explain four things you can do to avoid diseases and epidemics in your community.

Give 20 full marks to the group(s) that shows the understanding of the concepts in the topic and produces the best results. Not all pupils in this top group may get the highest mark. However, the person who would not be contributing much to the group should however be awarded any mark in the range 16-18 depending on the judgement of the teacher, depending on the mark awarded the group. Award 15 marks for the group that shows fair understanding of the concepts. A mark in the range of 11-14 may be awarded to a pupil(s) who do not measure up very well with the best of the group. 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. 4 marks for the group(s) that show little understanding of the concepts and makes many errors in the activities.

20 marks

131

Primary (P2)

CAT 3 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 3 consists of 10 items/ questions based on the following objective. 1. Explain why God is the sustainer of life. (SRN (1.3.1) 2. Mention some of the things parents do to show their commitment to God (SRN 2.1.1) 3. Explain the need for commitment to God. (SRN 2.1.2)

CAT 3 should be administered as a written test. Set the items/questions following these guidelines. Set 6 objective test items made up of multiple choice, True/False, completion/supply or matching times. The remaining four should be made up of structured items. SAMPLE ITEMS

1. God is not the only sustainer of life. True/False?

2. Which of the following shows the religious families commitment of a God? (a) naming (b) praying (c) outdooring.

3. One attribute of God which shows that he is the

sustainer of life is ____________

4. One thing which shows one‘s commitment to God is ___________

5. ______ ensures that all humankind enjoys a

happy life.

6. Marriage is the only religious ceremony that we have. True/False?

7. State two attributes of God.

8. Discuss two things parents do to show their

commitment to God.

9. State two of the reasons why we need to be committed to God.

10. State two religious ceremonies in your

community.

20 marks 1 mark 2 marks 2 marks 2 marks 2 marks 1 mark 3 marks 3 marks 2 marks 2 marks

132

Primary (P2)

CAT 5 GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs) MARK

ALLOCATION

CAT 5 consists of 10 items/ questions based on the following objective(s). Describe how your parents help to mould your character. (SRN (3.1.1) Identify specific roles he/she playe in the home towards his/her character formation (SRN 3.1.2)

Call pupils individually to the teacher‘s table and administer the test orally. SAMPLE ITEMS

1. One way in which parents help to mould the

character of children is through. (a) hardwork (b)

fighting (c) playing

2. One thing that children do that parents approve of

is (a) obedience (b) disrespectfulness (c) laziness

3. Accepting corrections is one of the roles of children

in their character formation. True/False?

4. One of the following does not promote peaceful

living in a family (a) fighting (b) sharing (c)

understanding

5. Showing love brings peace in the family.

True/False?

6. Obeying one‘s parents makes a child go astray.

True/False?

7. Discuss two roles of parents which help in the

character formation of their children.

8. Describe tone of the role of children in their

character formation.

9. Pupils to role-play a harmonies living at home.

10. Describe two things that parents do to mould the

character of their children.

10 marks 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark

133

Primary (P2)

CAT 6 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 6 consists of 2 items/questions based on the following objective. Identify specific roles he/she plays in the home towards his/her character formation. (SRN 3.1.2)

CAT 6 should be conducted as a group exercise and should be conducted in two lesson periods of 1 hour. You may add another exercise on a topic that has proved difficult to teach and learn in the second three weeks of the term. Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round. SAMPLE ITEMS

1. Discuss four roles that boys and girls play at home and the effect these have on their lives.

2. Identify and explain four roles that both boys

and girls perform in the home. 3. Discuss four acts/ways in which your

parents/guardians direct or guide your character formation.

Give 20 to the group(s) that shows the understanding of the concepts in the topic and produces the best results. Not all pupils in this top group may get the highest mark. However, the person who would not be contributing much to the group should however be awarded any mark in the range 15-18 depending on the judgement of the teacher, depending on the mark awarded the group. Award 15 marks for the group that shows fair understanding of the concepts. As in the first case, above a mark in the range of 11-14 may be awarded to a pupil(s) who do not measure up very well with the best of the group. 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. 4 marks for the group(s) that show little understanding of the concepts and makes many errors in the activities.

20 marks

134

Primary (P2)

CAT 7 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 7 consists of 10 items/questions based on the following objectives.

1. Explain how to live in harmonious with their parents. (SRN 3.2.1) 2. Explain how parents can promote harmonious living (SRN 3.2.2)

CAT 7 should be administered as a written test. Set the items/questions following these guidelines. Set 6 objective test items which can be made up of multiple choice, True/False, completion/supply or matching times. The remaining four should be made up of structured items. SAMPLE ITEMS

1. Two acts that bring about disunity in the home

are_______

2. Two acts that bring peace and harmony in the home

are ______

3. One effect of unity in the home is (a) not making

room for children to express their opinion on issues.

(b) children participate in decision making process.

(c) encouraging children to make sacrifices when

necessary.

4. Two of the behaviours of a pupil who comes from a

peaceful home are _____ and ______

(a) Hatred and love (b) joy and love (c) food and

love

5. One way by which parents can live in harmony with

children is when the children (a) go to school (b) obey

them (c) visit friends.

6. Parents can promote harmonius living with their

children by encouraging children to discuss their

problems with them. True/False.

7. Explain two ways in which children can live

harmoniously with their parents.

8. Describe two acts that bring about disunity in the

home.

9. Describe how parents can promote harmonious living in the home.

10. Explain two behaviours of pupils who come from peaceful homes.

20 marks 2 marks 2 marks 1 mark 1 mark 1 mark 1 mark 1 mark 2 marks 2 marks 6 marks 2 marks

135

Primary (P2)

TERM THREE

CAT 9 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 9 consists of 10 items based on the following objective. Tell the story of the early life of the leaders of the three main religions (SRN 5.1.1)

CAT 9 should be administered as a written test. Set the items/questions following these guidelines. Set 6 objective test items which can be made up of multiple choice, True/False, completion/supply or matching times. The remaining four should be made up of structured items. SAMPLE ITEMS

1. Two Titles Mohammed had were _____ and _____

2. Mohammed undertook his journey to Syria with his uncle at the age of twelve. True/False.

3. Jesus Christ taught and explained the

scriptures in the temple at the age of _______

4. Ôkomfo Anokye was born in (a) Kumawu

(b) Awukugua (c) Kumasi

5. Jesus was born in a (a) cave (b) manger (c) hotel

6. The Akan calendar is associated with _______

7. Name the leader of the Christian religion 8. Draw Jesus lying in the manager. 9. What two titles did Mohammed have?. 10. State two people that Mohammed stayed with

as a child.

10 marks 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark

136

Primary (P2)

CAT 10 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 10 consists of 2 items/questions based on the following objective.

1. Identify the virtues in the leaders of the three main religions

(SRN 5.1.2)

CAT 10 should be conducted as a group exercise and should be conducted in two lesson periods of 1 hour. You may add another exercise on a topic that has proved difficult to teach and learn in the second three weeks of the term. Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round. SAMPLE ITEMS 8. Discuss four virtues of any one of the leaders of the three

main religions and show how you can apply them in your life.

2a. Role-play any four virtues of any of the religious leaders. 2b. Discuss the role play stressing the virtues exhibited. Give 20 full marks to the group(s) that shows the understanding of the concepts in the topic and produces the best results. Not all pupils in this top group may get the highest mark. However, the person who would not be contributing much to the group should however be awarded any mark in the range 16-18 depending on the judgement of the teacher, depending on the mark awarded the group. Award 15 marks for the group that shows fair understanding of the concepts. A mark in the range of 11-14 may be awarded to a pupil(s) who do not measure up very well with the best of the group. 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. 4 marks for the group(s) that show little understanding of the concepts and makes many errors in the activities.

20 marks

137

Primary (P2)

CAT 11 GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

CAT 11 consists of 10 items/questions based on the following objective. 1. Describe the religious festivals of the three main religions in Ghana (SRN 6.1.1) 2. Tell the importance of the religious festival (SRN 6.1.2)

Call pupils individually to the table and administer the tasks. CAT 11 should be administered as a written test. Set the items/questions following these guidelines. Set 6 objective test items which can be made up of multiple choice, True/False, completion/supply or matching type times. The remaining four should be made up of structured items. SAMPLE ITEMS

1. One of the following is not an Islamic festival. (a) Hijra (b) Eid-ul-Fitr (c) Eid-ul-Adha

2. Religious Festivals bring about peace and unity. True/False

3. Tradition Mention two reasons why religious

festivals are celebrated. (a) remind people of their origin (b) share what they have (c) to organise communal labour.

4. Christians celebrate Easter to remember _____ 5. Eid-ul-Adha is celebrated by Moslems to

remember Prophet Ibrahim‘s sacrifice of his son. Ismael. True/False?

6. The Fetu Afahye festival is celebrated by the

people of _______

7. Explain two reasons why religious festivals are celebrated.

8. Explain the meaning of the following festivals

Odwira, Hogbetsotso 9. Describe two important activities performed

during celebration of any one of the religious festivals.

10. Explain two importance of prayers in the life of a

Believer.

20 marks 1 mark 1 mark 1 mark 2 marks 1 mark 2 marks 3 marks 3 marks 3 marks 3 marks