unit 1 purposes and characteristics of school based … · 2016. 9. 19. · purposes of school...

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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 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 30 percent 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 student, the test must be spread over a longer time, allowing the student 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 student will be a more accurate indicator of the student‘s performance in the subject.

2. Use of different test modes

The performance of a student 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 student 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 students 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, the SBA programme will encourage students 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 student especially in the area of students‘ class projects. The process allows the teacher to provide assistance to students in the form of advice on various aspects of students‘ projects. The teacher is expected to provide constructive feedback to help students reach better understanding of their projects. Students 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 student 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 student-centred learning

One of the major problems that lead to low performance of students 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 students. 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 student individually or in groups, the freedom to explore different ideas and skills to produce something of their own. This is the student-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/students 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

Fourth Class Assessment Task (CAT4): To be collected by end of Week 12 Term 2



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

Fourth Class Assessment Task (CAT8): To be collected by end of Week 12 Term 3



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

Fourth Class Assessment Task (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

NUMBER OF ASSESSMENTS

AND MARK ALLOCATION IN A TERM Distribution of the four assessments in each term, the number of items in each task and mark allocation for upper primary are indicated in Tables 1 below. CAT1-3 are marked out of 50 and the project is marked out of 100. The table is self explanatory. The same number of items and mark allocation should be maintained in CATS 5-12 in Terms 2 and 3.

Table 1 Number of Items and Mark Allocation for Class Assessment Tasks: P4 – P6

PRIMARY 4

PRIMARY 5

PRIMARY 6

No. of Items

Mark Allocation

No. of Items

Mark Allocation

No. of Items

Mark Allocation

CAT 1

10

10

10

10

10

10

CAT 2 (Group Exercise)

1 - 3 items

20

1-3 items

20

1-3 items

20

CAT 3

10

20

10

20

10

20

Total Marks for CATs

50

50

50

End of Term Examination

50

50

50

Total Marks for CAT1-3 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 SBA of assessments per term

4

200

4

200

4

200

The marks for the three CATs, CAT1-3 totaling 50 marks should be added to the marks from the End-of-Term examination making a total of 100 marks and used for grading the performance of the pupil in the term. The SBA project should be marked out of 100 and graded separately. 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 The number of syllabus objectives that schools are expected to have completed in the first term, second term and in the third term of each school year have been determined for purposes of the SBA. From the objectives determined for each term, objectives that are considered very 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 have been selected and used for developing the sample items in the CATs for this handbook. The teacher is expected to follow a similar process to identify those objectives to be tested in the CATs. First of all, the teacher should put the syllabus objectives into three terms. After this has been done, the teacher should consider each of the objectives for each term and then determine the critical objectives in the following manner: 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 Class Assessment Task 1 (CAT1) After completing the above, the teacher should then write test items for those objectives selected for each term. Bear in mind that CAT1 for each of the three terms, is an individual assessment and is administered after the first four weeks of the term. The objectives to be used for CAT1 are therefore the objectives to be taught in the first four weeks of each of the terms. CAT1 will be administered, scored and reported to provide information on each pupil‘s performance on the items set in the task. CAT1 will be weighted 20% and should essentially cover the following separate profile dimensions of the material taught in class:

Knowledge

Understanding

Application Class Assessment Task 2 (Group Exercise) CAT2 will be the second class assessment in Term 1 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.

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The group exercise will therefore be designed around one, two or three critical and important but difficult specific objectives in the subject. 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. CAT2, CAT6 and CAT10 - Double Period The group exercise will be conducted over two lesson periods, that is, 60 minutes. The exercise will be based on topics pupils have had difficulty with in the first and second months of the term. The cooperative learning exercise with teacher facilitation should help pupils to develop mastery over the selected topics. CAT1, CAT2 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 exercise. The teacher should go round the groups as they work and offer help as may be needed without giving correct answers. The intention 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. Scoring CAT2, CAT6 and CAT10 The 20 marks for each of the above CATs are categorized into the following score boundaries:

16 - 20 12 - 15 8 - 11 4 - 7 0 - 3

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.

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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. Class Assessment Task 3 (CAT3 and CAT7) The third class assessment will come at the end of the eleventh week of each term. In setting CAT3 and CAT7 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 month 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) Class Assessment Task 11 (CAT 11) Using an overlapping system, 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. CAT3, CAT7 and CAT11 should include items that are based on high ability thinking including

Analysis

Application of principles and ideas to unfamiliar and real life situations

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.

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Similarly, it is not desirable to write 10 items for Oral work in Ghanaian Languages and Culture, or 10 items English CAT1 and CAT3 since English and Ghanaian Language and Culture consists 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.

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UNIT 4

SBA PROJECTS 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 analysis, evaluation, self-correction and synthesis of ideas and skills toward creation of a new product, a new idea or a new process as said already. There will be one group project in each term scored out of 100. 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 students will carry out will be of the right type and standard. Six project topics will be centrally developed. Teachers are expected to develop additional three topics for the year, meaning that there will be 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 student groups 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. Projects should include high-order abilities such as analysis, evaluation and inventive thinking involving the generation of new ideas and skills, creation of new and original products and new processes. There will be one project work in each term.

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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.

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. Effects of belief in witchcraft 7. How to recycle some of our waste materials 8. How to plan our villages 9. How to keep our villages, towns and cities clean 10. How to prevent the spread of malaria 11. How to prepare one‘s self for future work

12. Helping Ghana to become a democratic country 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

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 (P5, P6) 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.

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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. 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

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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.

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.

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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 because 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

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on areas the pupil performed poorly. For example, CAT9 of Primary 4 Mathematics, requires pupils to carry out a task on shape and space. As part of the task, pupils are required to draw different triangles including a right—angled triangle and label them. If a pupil is not able to identify and label the right-angled triangle, giving zero will not help the pupil. In this case, the teacher has to provide feedback that tells the pupil what they did wrong and also provide information on what to do to get such task correct in the future.

MARKING AND GRADING Two sets of marks are to be recorded at the end of a term. In Term1, CAT1, CAT2 and CAT3 totalling 50. Similarly, in Term 2, CAT 5, CAT 6 and CAT 7 while CAT 9, CAT 10 and CAT 11 will be for Term 3. These three marks should be added to the End-of-Term examination marks of 50 making a total of 100 for each term and used for grading. Structured questions do not all carry the same marks in most cases. A question based on application or analysis generally carried move marks than a question based on knowledge or understanding. 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:

17

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

18

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. The End-of-Term Examination Some guidelines for developing the end-of-term examination have been provided in all the Basic School syllabus. 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


19

End-of—Term 3 Examination



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.

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UNIT 6

GUIDELINES FOR PROJECT DEVELOPMENT AND PROJECT ASSESSMENT

The following guidelines are provided for teachers to consider in developing and assessing projects for their classes.

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 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): English P4, Term 1, SRN 1.1.3 and 1.3.1 and Creative Arts P4 Term1 SRN 1.1.1 (Indicate the leading or organizing subject) Connecting Subject(s) and Syllabus References: Indicate the connecting subjects. Example: Citizenship Education and ICT Citizenship Education: P4 term 1 SRN: 3.2.1 ICT: P4 Term 1 SRN: 1.2.2 and 3.2.2

21

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 students are expected to have acquired by the end of the project

PROJECT ASSESSMENT Guidelines are provided for the assessment of the following: writing involving mathematics or investigations; writing on projects involving practical products or science in Tables 3, 4 and 5.

Table 3

Assessment of Mathematics and Investigative Writing Projects

Assessment Criteria

Mark Allocation

1.

2.

3.

Expression Grammatical correctness of language Outputs Drawing Reports Presentations Demonstrations Dance Role-play etc

40 marks

30 marks

30 marks

Total

100

22

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

23

Table 5

Assessment of Science Projects

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/Internet sources – 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

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

Project Report and Presentation Report write-up - Content should include the ff: - Main Objective - Methods/processes - Tools used - Suggested uses of product - Advantages of device/object/product ii. Report Presentation (Reporting and Communication) -Introduction -Delivery (Participation from group members) -Conclusions -Answering questions

20

(15) (5)

Total marks

100

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UNIT 7

SCHOOL BASED ASSESSMENT PROJECTS FOR LOWER PRIMARY SCHOOLS

Project topics are provided for upper primary classes. 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 three project topics to the number supplied in this handbook to make a total of about ten 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. The project titles supplied to schools provide the following:

Project title

Project brief

Detailed description

Subject area connections

Syllabus references

Project objectives

Project outputs

Project outcomes

25

PRIMARY 4 PROJECTS The list of Primary 4 projects are as follows:

1. My World Of Shapes, Space And Colours

2. Taboos And Development

3. My Dream Place

4. When I See The Moon

5. Solar Energy In Action

PROJECT 1

Project Title : MY WORLD OF SHAPES, SPACE AND COLOURS .Project Brief : Pupils undertake a project which observes and uses

natural shapes, forms and colours to make new designs. Project Description: Human beings over the years have depended on nature for the development of technology and inventions. In this project, pupils observe and collect ideas from nature, by taking pictures of natural shapes, forms and colours as well as measuring, scaling and drawing or designing. They use these ideas to design and make functional and decorative objects for the home, school and the community. Leading Subject:

Mathematics : SRN 1.1.4, 4.11.3 (shape and space)

Connecting Subjects and References:

RME : SRN 1.2.1

English Language : SRN 4.5.1

Science : SRN 1.1.2 – 1.1.4, 1.2.2.

ICT : SRN 1.2.1

Creative Art : SRN 2.6.1

Ghanaian Language and Culture: SRN 1.3.1 & 3.3.1

Project Objectives

The pupils will be able to:

1. identify naturally occurring shapes or forms and colours e.g. the shape of a leaf, the

colour of a flower and the form of a bird.

2. relate natural shapes/forms and colours to technology and inventions e.g. the bird and

aeroplane, the dragon fly and the helicopter, the colour of the crow and the priest‘s

cassock and collar.

3. draw inspiration from natural shapes and forms to make a design for reproduction using

skills in Mathematics by measuring, drawing and scaling.

4. use the finished design to make functional objects for the school, home and the

community.

5. develop communication strategy to create awareness about the dependence of living

things on non-living things.

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Project Outcomes

1 skills in measuring, scaling and designing developed

2 critical thinking, problem solving, communication and collaborative skills improved

.

Project Outputs

1. Oral presentations on their experiences with natural shapes, forms and colours made.

2. Functional and decorative objects based on ideas from nature e.g. toy cars, flower

vases, furniture

and decorative objects produced.

2. Patterns printed from natural objects

3. An exhibition on items produced from shapes, forms and colours mounted.

PROJECT 2

.Project Title : TABOOS AND DEVELOPMENT .Project Brief : Pupils undertake a project to show the effects of taboos on development.

. Project Description: Taboos are the don‘ts prescribed by the society as improper or unacceptable for religious or social reasons. Taboos may have negative as well as positive effects on development. In this project, pupils take on the role of social scientists to research into taboos and analyse the effects they have on individuals, the community, the environment, and development in general. Pupils document taboos under the following categories.

taboos concerning human beings, such as pregnant women, old men, children, twins, physically challenged, hunchback, albino and widow.

taboos on occupations, e.g. farming, fishing, carving, weaving and pottery.

taboos on food crops, fish, animals etc.).

taboos on preparation of herbal medicine.

taboos on institutions, e.g. chieftaincy and inheritance.

taboos on heavenly bodies, such as the sun, moon and the earth.

taboos on the environment, e.g. land, rivers, seas, mountains and forest.

taboos on utterances, e.g. cursing, and swearing. They are to present their report in the form of songs, poems and artworks to educate the community. Leading Subject(S):

RME : SRN 2.3.1 – 2.3.3

Connecting Subjects and references:

English Language : SRN 1.5.1 – 1.5.2

Creative Art : SRN 1.1.1, 1.1.2. SRN 2.3.1

Ghanaian Language and Culture: SRN 1.7.3

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Project Objectives: The pupils will be able to:

1. find out and record taboos in their community.

2. classify the taboos into categories as provided under Project Description above.

3. analyse taboos to identify their positive and negative effects on development.

4. identify taboos which help to preserve the environment.

5. develop communication strategies to create awareness about taboos that help to

preserve societal values, norms and ethics.

Project Outputs

1. A booklet on taboos in the community produced.

2. Oral presentation on taboos and their effects on development in their community given.

3. Songs, poems or play to educate their peers composed and performed.

4. Pictures or posters to depict their impressions about taboos designed, made and mounted.

Project Outcomes

1. Investigative, communicative, analytical and collaborative skills developed. 2. Skills in composition of poems and songs acquired. 3. Skills in planning, preparation and mounting of exhibition acquired.

PROJECT 3

Project Title : MY DREAM PLACE Project Brief : Children make a pictorial representation of an interesting place they wish

to visit or have visited (e.g. special site, gardens and parks).

. Project Description: Everyone desires to live in a place that provides maximum satisfaction,

comfort and security. How such a place should be varies from one person to the other based on taste and status. In this project, pupils imagine/select a place that gives them special desire and satisfaction. They may select any writing style (creative or informative), describe it and tell what makes the place special to them. They compose poems, songs and artworks to portray their dream place.

Leading Subjects:

English Language : SRN 1.1.3

SRN 4.5.1

Ghanaian Languages: SRN 3.6.1 & 3.6.2

Connecting Subjects and References:

Creative Arts : SRN 2.3.1

Citizenship Education: SRN 3.2.1

ICT : SRN 1.2.1

Mathematics : SRN 3.10.2

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.Project Objectives: The pupils will be able to:

1. identify or imagine a special place that gives his/her special feelings and

satisfactions.

2. analyse critically the main issues concerning the place.

3. design and compose a pictorial representation; drawing, painting, collage and

photomontage (e.g. using any appropriate tools, materials, skills and technology,

etc.)

4. Estimate and measure the time, distance and cost of travelling to the dream place.

5. compose a short story, poem or song about the selected place based on their

imagination.

Project Outputs

1. Picture of the place designed and made.

2. Stories, songs or poems on the areas place composed.

Project Outcome

1. Communication, collaboration, self-direction, creativity, innovation and critical

thinking skills improved.

PROJECT 4

Project Title : WHEN I SEE THE MOON Project Brief : Pupils research into and document traditional moonlit activities that go in their communities.

Project Description: In traditional Ghanaian societies, moonlight offers the opportunities for

community members to socialise and entertain themselves. In this project, pupils assume the roles of Cultural Anthropologists, Folklorists and Cultural Advocates to research into the dying but latent traditional moonlit activities such as storytelling, games, music and dance. They analyse the contribution of these activities to the moral, physical and mental development of growing children. They identify and examine the factors that have contributed to the low patronage and ineffectiveness of the moonlit activities in recent times.

Leading subjects and references: Ghanaian Language and Culture : SRN 1.7.1 – 1.7.3 Connecting Subjects and References: Integrated Science : SRN 3.1.3 English Language : SRN 1.3.1 – 1.3.3 SRN 4.5.1 SRN 4.6.1 Creative Arts : SRN 2.3.1

Project Objectives: The pupils will be able to:

1. observe and record the different faces and brightness of the moon in a month.

2. find out the reasons why the moon has different faces and brightness during the month.

3. conduct a research into the traditional moonlit activities of their communities.

29

4. explore contemporary activities that are displacing moonlit activities. They state their

effects on the

leisure time of the growing child.

5. learn and perform some of the moonlit activities e.g. song games, hide and seek, music

and dance.

6. develop new moonlit games and choreograph new dance movements for physical

activities, gymnastics and aerobics.

7. document their findings through audio-visual recordings, drawings and paintings, etc.

8. create public awareness through performances, press releases and audio-visual

presentations.

Project Outputs

1. Games and choreographed dance movements physical activities such as gymnastics

and aerobics created and performed..

2. Audio-visual recordings, drawings and paintings on moonlit activities produced.

Project Outcomes

1. Investigative, communicative, creative and innovative skills developed.

2. Awareness of the importance of latent but neglected moonlit games of the

Ghanaian/African created.

3. Skills in observation, data collection and analysis acquired.

4. Skills in composition of dance movements and games developed

5. New ways of reducing stress and promoting health through relaxation and

entertainment acquired.

6. Skills in predicting the periodic changes in the faces and brightness of the acquired.

PROJECT 5

Project Title : SOLAR ENERGY IN ACTION Project Brief : Pupils conduct a project with solar energy as an alternative energy

source.

Project Description: Do you know that the energy from the sun can be used for or cooking? Solar energy can be used to cook thereby reducing the damages caused by traditional fuel sources, which destroy the environment. In this project, pupils take up the roles of solar engineers to explore the use of solar as an alternative source of energy. They design and construct a solar energy gadget for cooking, drying and preserving food items using local materials. Pupils construct a structure with wood or clay to contain a metal container, e.g. milo tin, with a hand lens. The hand lens is used to direct the sun rays to obtain maximum heat energy. Pupils further explore the potency of the gadget by using it during different times of the day and redirecting the rays of the sun to achieve a desired purpose. Pupils organise an exhibition to demonstrate the efficiency of the project and share experiences with the community.

Leading Subject: Integrated Science : SRN 4.1.3

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Connecting Subjects and References: Mathematics : SRN 4.10.4 (measurement of area) English Language : SRN 1.4.6 (describe and talk about events) Creative Arts : SRN 2.5.1 (demonstrate basic skills in designing modeling, casting and carving) Project Objectives The pupils will be able to:

1. find out the sources of energy used in their community and its effect on the environment.

2. research into other alternative sources of energy. 3. investigate the use of solar energy as an alternative source of energy. 4. design and construct a solar heating system. 5. use the gadget to cook, dry and preserve food items. 6. organise an exhibition to demonstrate the efficiency of the product and share

experiences with the community.

Project Outputs

1. Suitable materials for constructing a solar heating system identified. 2. A solar heating system designed, constructed and used. 3. An exhibition of solar heating gadget mounted.

Project Outcomes

1. Psychosocial, investigative, creative and collaborative skills improved.

2. Communication strategies for organizing exhibition and sharing new products acquired. 3. Knowledge and skills for selecting suitable materials for constructing a solar heating

system acquired.

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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. Citizenship Education 2. Creative Arts 3. English 4. Ghanaian Languages and Culture 5. ICT 6. Mathematics 7. Natural Science 8. Physical Education 9. Religious and Moral Education

32

GUIDELINES FOR WRITING

AND ADMINISTERING CLASS ASSESSMENT TASKS

IN

CITIZENSHIP EDUCATION

33

Citizenship Education CAT 1

CITIZENSHIP EDUCATION PRIMARY 4

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

MARK ALLOCATION

Individual Tasks CAT 1 consists of 10 items. These should be based on topics treated in the first four weeks.

Teacher will let the questions set reflect the tasks outlined and make the conscious effort to assess not only knowledge, but also comprehension, application and other cognitive learning levels.

10 marks

identify his/her individuality (SRN 1.1.1)

Pupils to indicate things about themselves which help them to know themselves. Set a multiple type question. Award one mark for a correct answer.

1 mark

identify his/her strengths. (SRN 1.1.2)

Pupils to identify any two factors that affect the habits of people. Award one mark for any correct factor identified.

1 mark

identify his/her strengths. (SRN 1.1.2)

Pupils to draw a table as shown below and categorize any one of their strengths and weaknesses in the columns provided.

No. Strengths Weaknesses 1

Award 1 mark for any strength and weakness stated.

1 mark

explain how individuals can improve on their strengths and talents. (SRN 1.1.3)

Pupils to explain how they can improve on their strengths and talents. Set a structured type question and award 1 mark for any explanation.

1 mark

explain the importance of inter-personal relationships. (SRN 1.2.2)

Pupils to give one reason why ‗inter-personal relationship‘ is important. Award 1 mark for any one correct reason explained.

1 mark

34


TERM ONE

CAT 1 Cont‘d

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

explain the importance of inter-personal relationships. (SRN 1.2.2)

Pupils to summarize in their own words the things which show that someone is not a friend. Set a completion type question and award 1 mark for any 2 correct answers.

1 mark

Explain the importance of inter-personal relationships. (SRN 1.2.2)

Pupils to give the reasons why they need good friends. Set a multiple choice type question and award 1 mark for a correct response.

1 mark

describe how to initiate interpersonal relationships. (SRN 1.2.3)

Pupils to suggest anyone thing to consider in choosing a friend. Set a multiple choice question and award 1 mark for any two things listed.

1 mark

describe how to initiate interpersonal relationships. (SRN 1.2.3)

Pupils to be asked to write any means of non-verbal communication. Award 1 mark for any means of non-verbal communication stated.

1 mark

describe how to initiate inter-personal relationships. (SRN 1.2.3)

Pupils to describe any way of initiating inter-personal relationships. Award 1 mark for a correct description.

1 mark

35


PRIMARY 4 TERM ONE


MARK ALLOCATION

Group Exercise CAT 2 consists of 1-3 items. These should be based on topics treated in the fifth to eighth weeks. In addition, you may set items from difficult-to- teach objectives in the first term. demonstrate skills for sustaining good interpersonal relationships (SRN 1.2.4) identify some values cherished in the community. (SRN 2.1.2)

Teacher should divide class into groups. Number of groups to be determined by size of groups. Award a total of 20 marks for any of the group work. Teacher to guide pupils in groups to discuss and write things to do to maintain good relationships with others. Things expected include:

Respect for friends and other people,

Truthfulness,

Sharing with friends,

Saying ―Sorry‖ when you are wrong. Accept maximum of four correct answers. Award four marks each for any four things. *The groups‘ comportment, cooperation, collaboration and discipline, including their final output (report) will earn them their deserved mark. Pupils in groups to identify values cherished in the:

Home

School

Community Teacher to guide the groups to report their findings in their individual exercise books and award marks as follows:

Award two marks for each of three values identified in the home.

Award two marks for each of three values identified in the school.

Award two marks for each of three values identified in the community.

The groups comportment, cooperation, collaboration and discipline, including their final output (report) will earn them their deserved mark.

20 marks

36


PRIMARY 4 TERM ONE


MARK ALLOCATION

CAT 3 consists of 10 items as follows:

Administer 10 tasks using supply type items and semi-structured items. The items must test understanding and application. Give much of the marks here.

20 marks

demonstrate how societal values guide his/her decisions and actions (SRN 2.1.3)

Pupils to state any three responsibilities they have at home. Set a completion type item.

(SRN 2.1.3)

Pupils to mention any two responsibilities of a good citizen. Set a supply type item

(SRN 2.1.3)

Pupils to write out the appropriate responsibilities against the values stated in the table below.

Value Responsibility

a. Patriotism b. Hard work c. Obedience d. Honesty

Award marks for each correct responsibility stated.

explain why they should uphold their values (SRN 2.1.4)

Pupils to give at least two examples each of values upheld in the places listed in the table below.

Place Values a. Home b. School c. community

Award marks for each correct value stated.


Pupils to describe what they would do in the following situations:

a. You have found money on the school compound.

b. A stranger calls you to follow him/her. c. A pupil falls down. d. Two pupils fighting at school

Award marks for any situation 2 correctly described.

37


CAT 3 Cont‘d


MARK ALLOCATION

explain why they should uphold their values. (SRN 2.1.4)

Pupils to relate the appropriate values against the following responsibilities.

Responsibility Value a. Sweeping the classroom. b. Locking up the classroom

everyday after school.

c. Sharing your food with your friend.

d. Helping an elderly person.

Award one mark for each correct value stated.


Pupils to justify why citizens must obey the law. Award marks for each of two justifications given.


Pupils to defend any one importance of peace to a country. Award marks for any one importance defended.


Pupils to suggest ways of keeping the community clean. Award marks for each of two ways suggested.


Pupils to show how values help the community to develop. Award marks for each of any two ways shown.

38


PRIMARY 4 TERM TWO


MARK ALLOCATION

Individual Tasks


10 marks

Identify the national symbols. (SRN 2.2.1)

Pupils to identify the national symbols through a multiple choice type question.

SAMPLE ITEM One of the following is not a national symbol

a) National Flag b) ―Adowa‖ dance c) National Anthem d) Coat of Arms

Award one mark for correct answer.

1

identify the national symbols.(SRN 2.2.1)

Pupils to describe the features of the national flag. Award a mark each for any four correct features described.

1

1

1

identify the national symbols. (SRN 2.2.1) explain the significance of the national symbols.(SRN 2.2.3)

Pupils to describe the Coat of Arms bringing out such features as the two flying eagles, the shield, the motto, ―Freedom and Justice‖ and the star. Set a supply type item and award a mark for any one feature described. Pupils to explain the significance of any 2 of the colours of the National Flag in the table below.

Colours Meaning Red Yellow The Black Star Green

Award one mark for any two correct s of the colours of the National Flag.

39

Citizenship Education CAT 5 TERM TWO

CAT 5 Cont‘d


MARK ALLOCATION

explain the significance of the national symbols.(SRN 2.2.3)

Pupils to defend why the National Flag is important. Award one mark for any one correct explanation given.

1

1

1

explain the significance of the national symbols.(SRN 2.2.3) explain the significance of the national symbols.(SRN: 2.2.3)

Pupils to write down the date Ghana attained her Independence. Set a multiple choice type item. Pupils to state one significance of the flying eagles in a multiple choice type item.

demonstrate his/her commitment to the national symbols (SRN 2.2.4)

Pupils to summarise any two things the National Pledge wants them to do.

1

explain the significance of the national symbols.(SRN 2.2.4)

Pupils to explain the various ways in which they are committed to the national anthem and the national flag Award a mark for commitment to the national anthem and a mark for commitment to the national flag.

1

explain the significance of the national symbols. (SRN 2.2.4)

Pupils to explain any one responsibility they have to the state. Award a mark for any of two responsibilities to the state if well explained.

1

40



MARK ALLOCATION

Group Assignment

Pupils will be grouped for this assignment. The size of the groups will depend on the size of the class. Teacher to help the groups to do the selection of the tasks.

20 marks

Explain Citizen and Community. (SRN 3.1.1)

Pupils in groups will discuss the meaning of citizenship education through a brainstorm, identify the characteristics of a good citizen and write out their findings in their exercise books for presentation. For meaning of Citizen, award 4 marks. Award 3 marks for each of 4 characteristics identified of a good citizen. *The groups‘ comportment, cooperation, collaboration and discipline, including their final output (report) will earn them their deserved mark. Award a maximum of 4 marks for exhibition of any of the qualities listed above.

4

12

4 Analyse critically issues in given situations. (SRN 3.2.1)

Organize the class into groups for the exercise. Let each group analyse issues in the following given situations:

a) Expressing your opinion at a school function. b) You found money in the classroom. c) Someone of the opposite sex wants you to be

his/her lover. d) A stranger lures you to an obscure place.

Award 4 marks each for points under a) – d) well discussed and reported in the exercise books. Award 4 marks for comportment etc as stated in the guidelines for CAT 2.

16

4

41



MARK ALLOCATION

CAT 7 is a written test.

Administer 10 tasks, using supply, completion and multiple choice type items.

20 marks

Explain ‗Authority‘ and ‗Power‘ (SRN 3.3.1)

Pupils to give two examples of people in authority in their school. Award 1 mark each for correct answers.

2


Pupils to state who owns authority in the following places: a) Home b) Community c) Nation Award 1 mark each for (a), (b) and (c)

1


Pupils to identify the head of the traditional authority in their community. Award 1 mark for a correct answer.

1


Pupils to explain the term ‗Power.‘ Set a supply type of item and award 2 marks for a correct answer.

2

Describe how the community is organised (SRN 3.3.2)

Pupils to explain any two ways in which the headmaster can show respect to members of the school. Set an essay type item and award 1 mark for each of any two ways explained.

2

Describe how the community is organised (SRN 3.3.2)

Pupils to show how the community is organized. Set a structured type item. Award 2 marks for well-explained answer.

2

42


CAT 7 Cont‘d


MARK ALLOCATION

Describe how the community is organised (SRN 3.3.2) Describe how the community is organised (SRN 3.3.2)

Explain how law and order is maintained in the community (SRN 3.3.3)

Pupils to draw the structure of authority of their school. Accept at least 4 layers systematically drawn for a maximum of 4 marks. The layers will include Head of School, teachers, prefects, pupils. Pupils to give examples of what leaders need from the community in governance. Set a multiple choice item.

SAMPLE ITEM Leaders need: a) food and clothing from members of the

community. b) children. c) co-operation d) a farm. Award 1 mark for correct answer. Pupils to mention any two institutions which maintain law in the community. Award 1 mark each for any correct answer.

4

1

2

Demonstrate the role of the individual in the community (SRN 3.3.4)

Pupils to describe any one role performed by the following people in the community.

Person Roles Father Doctor Chief

Award 1 mark each for any of the roles described.

3

43


PRIMARY 4

TERM THREE


MARK ALLOCATION

Individual Tasks CAT 9 consists of 10 items. These should be based on topics treated in the first four weeks.


10 marks

Explain the term ‗Constitution.‘ (SRN 3.4.1)

Pupils to explain what a Constitution is. Set a completion type of question. Award 1 mark for a correct answer.

1

Explain the term ‗Constitution.‘ (SRN 3.4.1)

Pupils to explain reasons why it is important for a country to have a Constitution. Set a supply type of question. Award 1 mark each for any two correct reasons given.

1

Explain the term Constitution. (SRN 3.4.1)

Pupils to explain what the statement ‗The Constitution is Supreme‘ means. Set a multiple choice type question. Award 1 mark for a correct answer.

1

Explain how the constitution is used to govern. (SRN 3.4.2)

Pupils to state the name given to the group of people elected to advise the Presidency. Set multiple choice type question. Award 1 mark for a correct answer.

1

Explain how the constitution is used to govern. (SRN 3.4.2)

Pupils to mention the name given to the highest court in Ghana. Set a multiple choice type question. Award 1 mark for a correct answer.

1

Illustrate his/her role sustaining the constitution (SRN 3.4.3)

Pupils to describe acts that will violate the Constitution of Ghana. Set multiple choice type item. Award 1 mark for a correct answer.

1

44


CAT 9 Cont‘d


MARK ALLOCATION

Illustrate his/her role sustaining the constitution (SRN 3.4.3)

Pupils to outline what they would do to defend the Constitution of Ghana. Set a structured type question. Award 1mark for any one way described.

1

Explain ‗Human Rights.‘ (SRN 4.1.2)

Pupils to explain what fundamental human rights are and give one example. Set a structured type question. Award 1 mark for the explanation.

1


Pupils to describe any two fundamental human rights mentioned in the 1992 Constitution of Ghana. Set a structured type item. Award 1 mark each for a correct answer.

1


Pupils write out any one difference between fundamental human rights and freedoms of the individual.

Fundamental Human Rights

Freedoms of Individuals

1

Award 1 mark each for any human rights and freedoms stated.

1

45



MARK ALLOCATION

Group Exercise CAT 10 consists of 1-3 items. These should be based on topics treated in the fifth to the eighth week. You may add a third exercise on a topic that has proved difficult to teach and learn in the first two months of the term. Describe ways in which the rights of individuals can be abused (SRN 4.1.3) Explain the need to respect the rights of others (SRN 4.1.4)

Put the class into groups for the exercise. As pupils work, go round the groups and offer advice on problems they encounter. Use questions to check the understanding of each pupil as you go round. The mark for CAT 10 is 20 marks. The group that produces the best work will get the total marks, followed by the group that produces the next best work. Where each group produces very good work, award each pupil the total marks.

Pupils in groups to describe how their fundamental human rights can be abused in the following places:

Home

School

Community - Award 1 mark for each of any 5 correct human rights abuses described in the home. - Award 1 mark for each of any 5 human rights

abuses described in the school. - Award 1 mark for each of any 5 human rights abuses described in the community. The groups‘ comportment, cooperation, collaboration and discipline, including their final output (report) will earn them their deserved marks. Pupils to explain why it is important to respect the rights of other people. Reasons include to: a) Promote peace in the community. b) Ensure good inter-personal relationships. c) Promote fairness among people. d) Create a good environment for development. Accept a maximum of four reasons and award four marks for each correct reason well explained. Award four marks for group comportment, etc.

20 marks

5

5

5

5

16

4

46



MARK ALLOCATION

CAT 11 consists of 10 items

Administer the tasks using completion, structured and multiple choice type items.

20 marks

Demonstrate ways of asserting his/her rights. (SRN 4.1.5)

Pupils to explain ‗Assertiveness‘. Set a multiple choice type question. Award 1 mark for a correct answer.

1

Demonstrate ways of asserting his/her rights. (SRN 4.1.5) Demonstrate ways of asserting his/her rights. (SRN 4.1.5)

Pupils to outline steps to be taken in asserting their rights in a given situation. Set a structured type question. Award 1 mark each for any two correct steps outlined. Pupils to explain what they would do if someone prevents them from claiming their rights. Set a structured type item. Award 1 mark for a correct explanation.

2

Demonstrate ways of asserting his/her rights. (SRN 4.1.5)

Pupils to describe how to assert their rights. Set structured type question. Award 2 marks each for two correct ways stated.

4

Describe ways of claiming his/her rights (SRN 4.1.6)

Pupils to defend the reasons why it is important to assert their rights. Set a structured type question. Award 1 mark each for any two well-defended points.

2


Pupils to mention any two institutions which help people to claim their rights. Set a supply type question. Award 1 mark each for any two correct institutions mentioned.

2


Pupils to describe how state institutions help people to claim their rights. Set supply type question. Award 1 mark each for any two correct ways described.

2

47


CAT 11 Cont‘d


MARK ALLOCATION

Describe ways of claiming his/her rights (SRN 4.1.6) Describe ways of claiming his/her rights (SRN 4.1.6)

a) Pupils to list two means of claiming one‘s rights

apart from using state institutions. b) Pupils to explain the means listed in (a). Set structured type questions. Award one mark each for any two means listed in (a). Award 1 mark each for the two means well-explained. Pupils to outline how they can claim their rights to food at home. Set multiple choice type item. Award 1 mark for one correct answer.

4

1


Pupils to demonstrate different ways they can use to claim their rights to education. Set supply type question. Award 1 mark each for any two ways explained.

2

48



IN

CREATIVE ARTS

49

Creative Arts CAT 1

PRIMARY FOUR TERM ONE

CAT 1 (Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Composition Combine long and short sounds to create rhythmic patterns (SRN 2.3.2) Identify basic beats in a piece of music performed (2 pulse-measure) (SRN 3.2.4)

Pre-requisite skills and knowledge Before undertaking this task, the teacher should have explained beat as the way one‘s heart beats. The pupil should have:

checked the pulse of their hearts.

tapped the heart beat on their laps

accompanied with singing.

created rhythm using symbols

Again, the teacher should have explained to pupils that:

rhythm is a combination of long and short

sounds.

Sample Activities A pupil to :

1. combine symbols to create his/her own

rhythmic patterns.

2. perform his/her created rhythmic patterns

for his/her peers to listen in class and

critique (appreciate and appraise).

3. indicate the pulse measure of the music

e.g. 2 pulse measure.

10 marks

Creation of own rhythmic patterns using symbols = 3 Performance of created rhythmic patterns = 2 Ability to indicate beats (2 pulse measure) = 3 Appraisal/Appreciation of performances = 2

50

Creative Arts CAT 2


CAT 2

(Group Work)



MARK ALLOCATION

Design and compose a picture, make a picture and collage with mix media. (SRN 1.1.1) (SRN 2.1.1)

Pre-requisite knowledge and skills To be able to undertake the following tasks successfully the pupil should acquire knowledge and skills for the performance and assessment of both the process and product. This includes the ability to: (a) execute an artistic project individually and together with others, evaluate and report. (b) listen to and respect the ideas and views of others in discussion, making and appreciation of a work of art. (c) generate and use ideas from memory and imagination. (d) create elements of art (at least 3) to design/compose a picture or pattern based on stories, events, themes, plants, animals, figures, etc. Knowledge and skills to be demonstrated include: observation, perception, listening, pre-imaging, drawing, painting, appreciation, cutting and pasting, printmaking, etc. Sample Activities Organise the class into groups. Each group to brainstorm, investigate, discuss, generate and use ideas to plan and make a picture OR pattern on paper or card for any of the following places:

Group 1: home

Group 2: school library

Group 3: place of worship

Group 4: KG classroom

20 marks Process = 6

Handling of tools,

materials and

equipment

Psychosocial skills

i.e. tolerance,

patience,

perseverance,

teamwork,

cooperation, sharing

etc.

Product = 10 Design/composition

Creativity/Originality

Craftsmanship/

Skilfulness

Finishing/decoration

Function/usefulness

Response = 4 Ability to talk about

the finished work and

share experiences

e.g.

Use of the elements

of design and product

Process

Generation of ideas

Likes/dislikes of

product etc.

51

Creative Arts CAT 2


CAT 2 (Cont‘d) (Group Work)



MARK ALLOCATION

Guidelines for carrying out the group activities:

choose theme/topic/ideas from folklore, parable, event, scene, topical issue e.g. child trafficking

choose techniques e.g. drawing, painting,

cutting and pasting (collage) and printmaking.

use verbal appreciation and reporting

procedure, for example, explanation of:

(i) ideas and reasons

(ii) choice of materials, tools, equipment

and why?

(iii) choice of techniques and reasons.

(iv) how the item was executed, problems involved and how they were solved.

(v) usefulness of the item (social, cultural, religious, educational)

52

Creative Arts CAT 3





MARK ALLOCATION

Make a plaited item (SRN 2.4.1) Make and decorate item by construction and assemblage (SRN 2.5.1)

Pre-requisite skills and knowledge required The teacher should have taught pupils how to make an item by:

(a) deriving ideas from natural and man-made environment through observation, perception, imagination, pre-imaging, critical thinking, designing, composing,

(b) translating ideas into expressive activities in making 3-dimensional objects.

Sample Activities A pupil to choose and perform one of the following:

1. Design and make a decorative and useful

item/container for a purpose, using

appropriate tools, materials and techniques.

2. Design and make a sculpted item to satisfy

an identified need of a person in the

community using appropriate techniques,

tools and materials.

Choice of techniques: Modelling, casting, plaiting, carving, weaving, coiling, stitching, crocheting, construction, assemblage, cutting, joining

Choice of materials: Example - fabric, thread, wire, rope, clay, wood, metal, paper, card, paper mache. Choice of ideas/theme/topic: toys, animal and human forms, mats, baskets, bowls, clothing, decorative items for walls, floor, table, etc.

20 marks

Process = 6

Handling of tools,

materials and

equipment

Psychosocial skills

i.e. tolerance,

patience,

perseverance,

teamwork,


etc.



Craftsmanship/

Skilfulness


Function/usefulness



share experiences

e.g.

Use of the elements


Process

Generation of ideas

Likes/dislikes of

product etc.

53

Creative Arts CAT 5

PRIMARY FOUR TERM TWO

CAT 5 (individual Work)


MARK ALLOCATION

Listening and Observing Demonstrates the ability to listen to a variety of music and describe the expressive qualities of the elements of music. (SRN 2.3.3)

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

Dynamics in music is seen in two ways: Speed of

the music, otherwise known as tempo and

Intensity sometimes described as volume of

sound produced.

Tone-colour: Sounds produced by different

objects are not the same. The quality of sound is

known as Tone-colour. Play a drum and bell and

see whether their sounds are the same. They are

different, because one is made of wood and the

other is made of metal.

Rhythm: This refers to the combination of long

and short sounds graphically represented thus:

Texture: This refers to how different instruments

(e.g. drums) are combined in a piece of music.

Sample Activity Teacher selects and plays a recorded vocal music and asks pupils to identify the following:

a) Two voice parts.

b) Two percussion (drumming) instruments

playing.

c) High-pitched instruments.

d) Low-pitched instruments.

e) Sing any song of their choice applying two of

the elements identified.

f) Describe and explain any of the elements

they heard in the music.

Note: Do the elements suggest any emotion to

them?

10 marks

Identification of voice parts = 2 Identification of high and low pitched instruments = 3 Performance = 2 (singing of own song) Ability to talk about the performance = 3

54

Creative Arts CAT 6

PRIMARY FOUR TERM TWO

CAT 6 (Group Work)


MARK ALLOCATION

Draw and shade to make a picture and use appropriate skills to do free hand lettering (SRN 1.1.1) (SRN 1.2.1)

Pre-requisite skills and knowledge The pupils should have had a lesson/experience in how to design and make artistic works together with others, willingly and actively with useful contribution. Sample Activities Teacher Creates and discusses imaginative or real scenarios/issues requiring the use of creative activities, for example, the school has decided to use a classroom or place to stage a play to educate people on truancy and indiscipline of the youth. Teacher puts pupils into convenient groups to:

Group 1: Design and make a decorative wall

pattern for the interior or exterior of the room by

drawing and painting.

Group 2: Design and make a real or abstract

objects for decorating an identified place or item in

the room.

Group 3: Design and use lettering skills to label

appropriate places or objects for identity and

direction (e.g. seat, entrance, exit, toilet, urinal).

Group 4: Compose a simple but relevant song to

be performed by the group using costumes and

props.

Procedure for Reporting, Assessment and Appreciation (i) Presentation of finished item by each group

to satisfy the purpose (ii) Verbal explanation of ideas used and why? (iii) Tools and materials used and why? (iv) Techniques and elements of art used and

why? (v) Roles performed by each member. (vi) Problems encountered and how they were

solved

20 marks

Process = 6

Handling of tools,

materials and

equipment

Psychosocial skills

i.e. tolerance,

patience,

perseverance,

teamwork,


etc.



Craftsmanship/

Skilfulness


Function/usefulness



share experiences

e.g.

Use of the elements


Process

Generation of ideas

Likes/dislikes of

product etc.

55

Creative Arts CAT 7

PRIMARY FOUR

TERM TWO

CAT 7

(Individual Work)


MARK ALLOCATION

Design and make items by coiling and stitching using appropriate techniques. Design and make simple articles with crocheting stitches. Use clay slab to make items. Use appropriate tools and materials to make decorative and functional items by construction and assemblage. (SRN 2.4.1) (SRN 2.4.3) (SRN 2.5.1) (SRN 2.6.1)

Pre-requisite skills and knowledge Pupils should have acquired skills, attitude and artistic experience in expressing, designing and making 3-dimensional items. Skills include: (a) idea development from the natural and man-

made environment.

(b) use of appropriate techniques, tools, materials

and equipment (including ICT) to make 2 and 3-

dimensional items.

(c) appreciation of own and other‘s work. Choice of familiar techniques: Coiling and stitching, crotcheting, modelling (by coiling and building) construction and assemblage with variety of materials, weaving, plaiting, creating and using elements and principles of design. Sample Activities A pupil to:

(a) (i) design and make a 3-dimensional item to satisfy an individual need (e.g.

personal, member of family, class, friend) using appropriate tools, equipment and techniques.

(ii) explain the procedure, techniques, Elements of design and purpose of the item. OR

(b) Design and make a simple flat article using crocheting stitches

Suggested items: For clothing, decoration at home, school, office, cultural, music, dance, religious performance.

20 marks Process = 6

Handling of tools,

materials and

equipment

Psychosocial skills

i.e. tolerance,

patience,

perseverance,

teamwork,

cooperating, sharing

etc.



Craftsmanship/

Skilfulness


Function/usefulness



share experiences

e.g.

Use of the elements


Process

Generation of ideas

Likes/dislikes of

product etc.

56

Creative Arts CAT 9

PRIMARY FOUR TERM THREE



MARK ALLOCATION

Composition Create artistic works within selected parameters/ guidelines. (SRN 2.3.2)

Pre-requisite skills and knowledge Before undertaking this task the pupil should have had the opportunity to discuss the following: That If you were to design or build a house, some aspects of it would be the same (two windows side by side would probably be the same size and shape). Some would be different (in one place you might choose to place a door rather than a window) and others would be similar. The principle is applicable to music; the quality of same, different, and similar are used in music to achieve unity i.e. ― the same‖ and variety – i.e. ― difference‖, such as they are in designing a house. If you sing Da N‘a se you will realize that the phrase 1 (i.e. Section 1) is repeated. Phrase 3 (or section 3) is a repetition of phrase 1. You will also see that the song can be divided into three sections. Phrase 1 is the first section. This first section is repeated as phrase 3. Phrase 2 that forms the second section provides a contrasting (i.e. different) section. If we use letters to show the sections, then the first section (phrase 1) will be ‗A‘, the second section (phrase 2) will be ‗B‘, and the third section (phrase 3) will be ‗A‘ as it is a repeat of the first section (phrase 1). The idea of unity and variety here is that phrases 1 and 3 stand for the unity while the second phrase stands for the variety. In other words, phrases 1 and 3 are the same while 2 is different. Let some of the pupils sing the song Da N‘ase for others to analyse. Sample Activities Teacher sings a short three-section song a number of times for pupils to listen and do the following:

1. The pupil creates two new phrases in addition

to what the teacher sung.

2. The pupil creates two similar phrases.

3. The pupil sings the phrases created.

10 marks

Ability to create new phrases = 4 Ability to create similar phrases = 4 Ability to sing the created phrases = 2

57

Creative Arts CAT 10

PRIMARY: FOUR TERM THREE

CAT 10

(Group Work)


MARK ALLOCATION

Mix colours and paint pictures. Make patterns using spraying techniques. Use basic skills to do pen lettering (SRN 1.1.1) (SRN 1.2.1) (SRN 1.2.2)

Pre-requisite skills and knowledge Pupils should have acquired and applied artistic skills and knowledge in:

- mixing primary and secondary colours to paint a picture/pattern of objects or scenes that relate to familiar ones in the natural and man-made environment.

- painting pictures/patterns that portray Ghanaian concepts about colour.

- creating a collage or pattern using multi-media or printmaking techniques.

- communicating ideas/messages by pen lettering.

Sample Activities Teacher to group pupils to choose and make one of the following:

1. compose and paint a picture from memory or imagination or observation based on Ghanaian colour concepts.

2. compose a picture in collage to express Ghanaian ideas/themes using a variety of materials.

3. compose and make a picture to express your feelings or ideas about social problems in the community using appropriate techniques.

4. design and make a picture/pattern to communicate a message about a problem in your school using printmaking and lettering techniques.

Suggested areas for ideas: Ghanaian ideas and themes based on: animals, plants, minerals, events (activities) in rural and urban areas, homes, work places, markets, places of worship, farms, play grounds, lorry stations, festivals, outdoor, funeral, religious ceremonies, etc.

20 marks

Process = 6

Handling of tools,

materials and

equipment

Psychosocial skills

i.e. tolerance,

patience,

perseverance,

teamwork,

cooperation,

sharing etc.


Creativity/Originalit

y Craftsmanship/

Skilfulness

Finishing/decoratio

n

Function/usefulness


the finished work

and share

experiences e.g.

Use of the elements

of design and

product

Process

Generation of ideas

Likes/dislikes of

product etc.

58

Creative Arts CAT 11

PRIMARY: FOUR TERM THREE

CAT 11

(Individual Work)



MARK ALLOCATION

Identify suitable fabrics for making handkerchief, scarf or chemise. (SRN 2.4.1) Turn a narrow hem or roll an edge of handkerchief, scarf or chemise. (SRN 2.4.2) Design and work motifs in handkerchief, chemise or scarf (SRN 2.4.3)

Pre-requisite skills and knowledge The pupil should have been taken through:

working of variety of stitches

turning a narrow hem

designing of motifs

Skills: turning a narrow hem or rolling an edge with ‗w‘ stitches or fine stitches. Sample Activities A pupil to:

1. select suitable fabric for making handkerchief or

scarf or chemise and turn a narrow hem or roll

the edges of the articles and neaten them.

2. Design and work simple motifs in the article

with embroidery stitches.

20 marks

Appropriateness of fabric = 2 How concealed is the hem or edge = 8 Fine hemming and embroidery stitches = 8 Designing of motifs = 2

59



IN

ENGLISH LANGUAGE

1

English CAT 1 (P4)

ENGLISH

CAT 1


MARK

ALLOCATION Recite a poem. (SRN 1.1.1) Identify common and proper nouns. (SRN 2.1.3) Change from one tense to another (SRN 1.3.1) Using simple past and present perfect tense forms appropriately. (SRN 2.3.2)

Copy the words of a known poem on the board. Read through the poem a number of times and ask pupils to recite it with correct stress and rhythm. SAMPLE ITEM Recite the poem with correct rhythm Read the passage below: One day, Adu and Salamatu went to Accra. They went with their father to a big shop. They saw many things. There were a lot of toys in the shop. Their father bought balloons, toy guns, toy lorries and toffees for them. Write two common nouns and two proper nouns from the passage in the table as shown below: e.g.

Proper Nouns Common Nouns Adu shop

Award 1 mark for each correct name (1 x 4 = 4). Write 2 sentences in the simple present tense form. Pupils read the sentences and rewrite them in the simple past tense form. SAMPLE ITEM Change the following sentences from the present tense to simple past tense form. Example: John plays football. John played football.

a) Mother bakes cakes at home. b) Joshua writes a letter to his friend.

Award 1 mark for each correct sentence.

Write 4 short sentences in the simple past tense with the verbs underlined. Pupils change the underlined verbs into present perfect tense form.

20 marks

2 marks

2 marks

Note: P1 English Language is captured on the time table as 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.

1

English CAT 1 (P4)

CAT 1 (Cont‘d)


MARK

ALLOCATION Read and answer questions (SRN 3.2.3)

SAMPLE ITEM

Change the following sentences into the present perfect tense.

(a) Amina went to the market (b) Tekyi spent all his money.

Award 1 mark for each correct sentence. Pupils read a passage and answer questions based on it. Three questions should be factual, two inferential should test the meaning of words. Meaning of words can be tested using multiple choice questions. SAMPLE ITEM Read the passage and answer the questions that follow. The School Excursion. Class four pupils will travel to the Akosombo Dam on Saturday. They will visit the swimming pool and the primary school. They will also eat and play games in the Akosombo Hotel.

QUESTIONS

1. Which pupils are going on the visit?

2. Where will they visit?

3. Do you think they will enjoy the visit?

4. Why do you think they will travel on Saturday?

Award 1 mark for each correct answer. In the passage „visit‟ means

a. come b. go to c. return d. arrive

2 marks

4 marks

2 marks

2

English CAT 1 (P4)

CAT 1 (Cont‘d)



MARK

ALLOCATION Using punctuation. (SRN 4.2.2) Identify subjects in sentences. (SRN 2.5.1) Re-arranging events. (SRN 4.4.1)

Write 4 unpunctuated sentences on the board. Pupils read sentences and punctuate them correctly. SAMPLE ITEM Rewrite the following sentences correctly.

1. Will you visit me tomorrow. 2. When Kweku comes we‟ll visit you.

Award 1 mark for a correctly punctuated sentence. Write sentences on the board containing subjects and predicates. Pupils read sentences and identify the subjects in them. SAMPLE ITEM Underline the subjects in the following sentences.

1. My village is very beautiful 2. My mother and father live in Takoradi.

Award 1 mark for each correct answer. Write a short passage/story of 6-8 sentences on the board in a jumbled order. Pupils read the sentences and re-arrange them in logical order. SAMPLE ITEM a. The rain fell and watered the plants. b. The seeds germinated. c. The farmer has a good harvest. d. The farmer planted his crops. Award 2 marks for a correct logical arrangement.

2 marks

2 marks

2 marks

3

English CAT 2 (P4)

CAT 2

(GROUP ACTIVITY)



MARK

ALLOCATION

Change sentences from simple present tense to present perfect tense. (SRN 2.3.1) Composition: Re-arrange events in logical sentences. (SRN 4.4.1)

i. Write 10 sentences in simple present tense on the

board ii. Pupils in groups read the sentences. iii. Groups discuss the meaning of the sentences and

identify the verbs. iv. The groups rewrite the sentences in the present

perfect tense.

Write a story/passage of about 10 sentences on the board in jumbled order. In groups, pupils read and discuss the sentences. They then rewrite the passage arranging the sentences in logical order. SAMPLE ITEM Re-arrange the following sentences to form a composition piece/story. Give the passage a title. She washed and ironed it. Her dress became dirty. She looked neat and tidy again. Ama fell down on the way. The rain fell yesterday. The ground became slippery. Ama left home for school. She went back home. Award 1 mark for each correctly placed sentence and 2 marks for a suitable title.

20 marks

10 marks

10 marks

4

English CAT 3 (P4)

CAT 3



MARK

ALLOCATION

Write a poem (SRN 1.1.3) Use Adjectives (SRN 2.2.2) Identify types of adverbs. (SR 2.4.1)

Read a simple poem of about six lines to pupils. Write the same poem on the board. Pupils read the poem several times and write their own using the teacher‟s as a model. SAMPLE ITEM Write a short poem of not more than six lines. Write 5 sentences on the board leaving a blank space in each to be filled with an adjective. Pupils copy the sentences filling the spaces with the correct form of the adjective. SAMPLE ITEM Fill the blank spaces with the correct forms of the adjectives in bracket.

1. The National Theatre is ______ than the Cedi House. (big)

2. Mr. Ampong is a very _____ man. (tall) 3. An aeroplane is ________ than a car. (fast) 4. Abena is the ______ of the three girls. (young) 5. Fiifi is _______, he can solve this problem. (clever)

Writes 2 sentences on the board. Each sentence must have an adverb. Pupils read sentences and write down the adverb in each sentence. They also state the type of adverb. SAMPLE ITEM Write the adverb and the type in the table provided below. 1. The choir sang loudly. 2. They travelled home yesterday. e.g.

Adverb Type of Adverb

soon

time

20 marks

2 marks

2 marks

1 mark

5

English CAT 3 (P4)

CAT 3 Cont‘d



MARK

ALLOCATION Reading Comprehension (SRN 3.2.3) Using verbs (SRN 2.5.1)

Select a suitable passage and set comprehension questions on it. Pupils read the passage and answer the questions. SAMPLE ITEM Read the passage and answer the questions. The teacher blew the whistle twice. All the children ran onto the playground. Mr. Mensa said, “Choose a bean-bag, a ball, a hoop or a skipping rope. Move about freely. Throw and catch your bean bag or ball with either your left hand or your right hand”. The children moved freely on the playground doing the activities their teacher had told them to do. As the activities were going on, their teacher said, “spread out and use all the space” The children spread out and began to do their activities. When they had done the activities for a few minutes, Mr. Mensah spoke to the children again.

1. Who blew the whistle? (a) the children (b) the teacher (c) the referee

2. Where did the children run to?

3. Why did the teacher ask the children to spread out and use all the space?

4. What was the last thing Mr. Mensah did?

Award 1 mark for each correct answer for questions 3 and 4. Write sentences on the board leaving the verbs out. List the verbs needed in a jumbled order. Pupils copy sentences filling the blank spaces with the correct verb. SAMPLE ITEM Fill in the blank spaces with the listed verbs, become, eat, walk.

1. We ________ to school everyday. 2. I shall _____ a doctor in future. 3. We _______ food when we are hungry.

Award ½ marks for each correct answer.

½ marks

½ marks

3 marks

1½ marks

6

English CAT 3 (P4)

CAT 3 Cont‘d



MARK

ALLOCATION Writing a descriptive composition (SRN 4.5.1) Conjunctions (SRN 2.6.2)

Provide a blank filling in exercise based on specific composition topic. Pupils copy the sentences filling in the blank spaces with the appropriate information. SAMPLE ITEM Write a composition on the topic: „Myself‟ by filling in blank spaces. My name is …………….. I come from ……………… I am …………….. years old. I attend the ………….. school and I am in class ……………………………. My father‟s name is ………………………………. And my mother‟s name is ………………… ……… I have …………. brothers and ……….sisters. We live at ………………………… Award ½ mark for each correct answer. Write pairs of short/simple sentences on the board. Pupils rewrite the sentences joining the pairs of sentences with suitable conjunctions. SAMPLE ITEM Join the following pairs of sentences with either „and‟ or „but‟

1. He spoke to me. I could not hear his voice. 2. The thief stole the money. The thief ran away

with it. Award ½ mark for each correct answer.

5 marks

1 mark

7

English CAT 3 (P4)

CAT 3 Cont‘d



MARK

ALLOCATION Use conjunction (SRN 2.6.2) Use verbs appropriately (SRN 2.5.1) Penmanship (SRN 4.1.1)

Pupils write sentences with given conjunctions. SAMPLE ITEM Write 1 sentence with each of the following: „so‟, „and‟ „but‟. Award 1 mark for each correctly written sentence. Write sentences with blank spaces for the verb to be inserted. Provide two forms of verbs for each space. Pupils fill in the blank spaces with the correct forms of verbs. Look for subject-verb agreement. SAMPLE ITEM Select the correct verbs in the brackets to complete the sentences.

1. Our teacher _____ a bicycle. (has/have) 2. John and Issa _____ friends (is/are)

Award ½ mark for each correct answer. Select ascending and descending letters that are not easy to write. Pupils to copy sentences in which these ascenders and descenders occur. SAMPLE ITEM Copy the sentence five times: “Every good boy deserves favour.”

2 marks

1mark

8

English End of Term 1 Test (P4)

END OF TERM 1 TEST

OBJECTIVES



MARK

ALLOCATION

Reading Comprehension Read a passage and answer questions on it.

NOTE: The end of term test for upper Primary should consist of 15 items/questions. Five of the most important objectives for Term 1 have been selected for the end of Term 1 test. Use the five objectives to construct a test of 15 items/questions. The examples below show that each of the five objectives has been used to write a number of items/questions. Suggested number of items to be written for each objective has been indicated under the objectives. Pupils reading aloud individually read a short passage of about 40 words aloud. The passage should be (un seen). In other words it should not be one the pupils have read before. SAMPLE ITEM: Read the passage aloud: It was a market day so there were many people. Buses and Taxis had brought people and goods to the market. There were traders selling many things and there people buying a lot of things. Adwoa was in the market too. Scoring 30 – 40 words read correctly – 3 marks 5 – 9 - ½ 20 – 29 words read correctly – 2 marks below 5 words 10 – 19 words read correctly – 1 mark below 5 words 0 Teacher selects/composes a passage of about 150 words. Pupils read the passage silently and answer questions based on it. Pupils also give contextual meaning to identify words in the passage. Questions must include factual, inferential, speculative or predictive types. SAMPLE ITEM Read the passage below carefully and answer the questions that follow it. WHAT’S IN A NAME Naming new born babies is important in most parts of the world. Yoruba is a tribe in Nigeria. They name their babies at a special ceremony. This is done when the child is eight days old. In Ghana, children are given names immediately they are born. These names are given according to the day of the week on which they are born and their sex.

9


END OF TERM 1 TEST

OBJECTIVES



MARK

ALLOCATION

Use the Simple Past Tense and Present Perfect Tense. (4 items)

Birthday Girls Boys Monday Adwoa Kojo Tuesday Abena Kwabena Wednesday Ekua Kwaku Thursday Yaa Yaw Friday Efia Kofi Saturday Ama Kwame Sunday Akosua Kwesi

1. Where in the world do you find the Yorubas?

A. Ghana B. Guinea C. Nigeria

2. When do the Yorubas name their children?

A. On the last day of the week. B. On the day of the week they are born. C. Eight days after the child is born.

3. What is the name of a Ghanaian girl born on

Tuesday?

A. Abena B. Adwoa C. Kwabena

4. On what day of the week was Kwaku born? 5. Do you think naming a new-born baby is

important? ………………………………………………………… Why?.......................................................................

Source: Tradition from Africa (Golding, 1998). Pupils chose an appropriate word to complete a given sentence. SAMPLE ITEM

1. Adjo _______ her English book yesterday (lose, has lost, lost)

2. My mother ______ so she will give me money (comes, has come, coming)

3. I _____ my work so I can play (finish, has finished, have finished)

4. Our school team _____ the last match (loses, lose, lost)

10


END OF TERM 1 TEST

OBJECTIVES Cont‘d



MARK

ALLOCATION Use of naming words (nouns) in sentences. (4 items) Use of Adverbs in sentences. (4 items)

Punctuation and capitalization Use of the comma, full stop, the question mark and capital letters.

Provides two names of people and names of two days of the week: Ofori, Amina, Thursday and Saturday. Pupils write one sentence with each of the naming words for one mark each.

SAMPLE ITEM Use each of the naming words in a sentence of your own. Pupils select suitable adverbs to compel given sentences. Provides 3 adverbs: quickly, quietly, loudly. Pupils copy the words and use each of them in sentences.

SAMPLE ITEM

Choose the correct word to fill he blank space. (quickly, quietly, loudly.)

1. You must run (soon, quietly, loudly) home 2. Will you come (fast, now, happy)? 3. We must learn (hurriedly, hard, loudly)

(1 mark for each correct sentence).

Provide a short unpunctuated passage. Pupils read the unpunctuated passage and rewrite it punctuating it fully. (The passage must lack three or four capital letters, two commas, one question mark and at least one full stop. (2 marks for each correct punctuation or capitalization, total of 10 marks).

SAMPLE ITEM

A very long time ago there was a man called mr. gyebi he lived at a village called kajebi he did not have a wife because his wife had died a year ago janet was her name (Award 8 marks for a fully punctuated passage deduct 1 mark each wrong punctuation mark.)

11

English CAT 5 (P4)

CAT 5 GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs) MARK

ALLOCATION

Recite poem (SRN 1.1.1)

Listen to story (SRN 1.3.2)

Writing Composition (SRN 4.5.1)

Reading comprehension. (SRN 3.2.4)

Copy the words of a known poem on the board. Read through the poem a number of times and ask pupils to individually recite the poem with correct stress and rhythm.

SAMPLE ITEM Recite the poem with correct rhythm.

Ask questions orally and pupils write answers to the questions.

SAMPLE ITEM Listen to this story attentively and answer questions based on it. Once upon a time ________

Write the topic on the board. Ask pupils to study the topic. Write questions based on it. Pupils use their answers to the questions to write the composition.

SAMPLE ITEM Describe how you spent the last holidays. The following questions will help you. When did you go on holidays? With whom did you spend the holidays? Where did you visit during the holidays? What did you do in the holidays? What happened at the place? Did you make new friends? Did you enjoy the holidays?

Select a specific passage for class. Write questions based on the passage. Pupils read the passage and answer questions based on it. (The questions should be made up of four factual questions; two inferential and four vocabulary questions).

SAMPLE ITEM Read this passage and answer the question. Mr. Bin was a very obedient person. When he was a boy, he had always obeyed his parents and teachers and now, he is always careful never to break the law.

He was not very rich, but he owned a small car which he always drove very slowly and carefully.

One day, in one of the busiest streets in the town, a policeman saw him pushing his car instead of driving it. He said to Mr. Kojo Bin; ‗if your petrol is finished, why don‘t you go and get some from the petrol filling station over there?‘ He pointed to a petrol station only a few meters away.

10 marks

2 marks

2 marks

3 marks

12

English CAT 5 (P4)

CAT 5 Cont‘d



MARK

ALLOCATION

Writing composition (SRN 4.5.1)

“Oh no”, said Mr. Kojo Bin, “I‟ve got plenty of petrol, thank you”. “Well, if the engine won‟t work, I‟m sure there‟s someone at the petrol station who can do something about it”. 1. Mr. Kojo Bin never broke the law because a. he had always obeyed his parents. b. he had always obeyed his teachers. c. he was a very obedient person. d. he was afraid of policemen. 2. Why did Mr. Kojo Bin drive his car slowly and carefully? Because he. a. did not want to break the law. b. he was afraid of the police. c. thought it was only a small car. d. was not very rich. 3. When the policeman saw Mr. Kojo Bin pushing the car, he first thought that. a. the car needed petrol. b. the engine would not work. c. Mr. Kojo Bin had not seen the petrol station. 4. The writer says that the petrol station was a. a few metres away on the other side of the road. b. a few metres on the same side of the road. c. a few metres away but did not say on which side of the road. 5. Why was Mr. Bin pushing his car? 6. From the passage what do these words mean? parents – (A. teachers B. father and mother C. helpers D. always – (A, sometime B carefully C. all the time D. yesterday) break – (A. spoil B. disobey C. damage D. talk about) Write a composition topic on the board. Let pupils write a short composition of about 80 words on the selected topic.

SAMPLE ITEM Write a composition on the topic: My father You may use the following guidelines. His name Where he lives? (Town/City, Region, District,) His hometown Where he works. His hobby. His favourite food.

3 marks

2 marks

2 marks

2 marks

13

English CAT 5 (P4)

CAT 5 Cont‘d



MARK

ALLOCATION Join Sentences (SRN 2.6.2) Forming the comparative and superlative forms of the adjective. (SRN 2.2.2) Use of the adverbs. (SRN 2.4.1) Use of naming words (nouns) (SRN 2.1.4)

Provide pairs of sentences and a number of linking words. Pupils join each pair of sentences with an appropriate linking word selected from the list provided. Pupils underline the linking verbs used. SAMPLE ITEM Join the following with ‗and‘ but‘ ‗or‘ or ‗so‘.

1. The room was dark. I put the light on. 2. He spoke to me. I could not hear his voice. 3. Joe is going to the beach. Sena is going to the

beach too.

Provide adjectives in the positive form: high, slow, clean, bright, bold, dark. Pupils add ‗er‘ or ‗est‘ to each of them and assign them to their respective columns ie Comparative and Superlative. SAMPLE ITEM: Complete the table below.

Positive Comparative Superlative high slow clean bright bold dark

Provide 3 adverbs e.g. slowly, carefully, neatly. Pupils copy the words and use them in sentences.

SAMPLE ITEMS

Use each of the adverbs provided in two separate sentences. Award ½ mark for each correct sentence. Provide two names of people and names of two days of the week. Ofori, Elorm, Sundays and Mondays. Pupils use each naming word to write a sentence

SAMPLE ITEM

Use each of the naming words provided to form a simple sentence using the simple present and simple past tenses. Award ½ mark for each correct sentence.

1 mark

3 marks

1 mark

2 marks

14

English CAT 5 (P4)

CAT 5 Cont‘d



MARK

ALLOCATION Punctuation (SRN 4.2.1)

Provides a short unpunctuated passage. Pupils read the unpunctuated passage and rewrite it fully and punctuate it. SAMPLE ITEM very long time ago there was a man called Mr. Gyebi he lived at a village called Kadjebi he did not have a wife because his wife had died. Janet was her name (Award 8 marks for a fully punctuated passage deduct I mark for each wrong punctuation mark.)

English CAT 6 (P4)

CAT 6



MARK

ALLOCATION Identify word classes

Important rivers in Ghana (SRN 1.4.12)

Put pupils in groups of five (5) each Provide them with a passage. Let each group read, identify and write all words under these word classes as they appear in the passage. Nouns, prepositions, adjectives, verbs, pronouns. Make a list of the names of some important rivers in Ghana. Indicate the districts and regions they are located. SAMPLE ITEM River Regions Districts

Densu

Eastern Greater Accra

-Kraboa Coal-tar Akuapim South, Ga South etc

20 marks

10 marks

10 marks

15

English CAT 7 (P4)

CAT 7



MARK

ALLOCATION Identify subjects (SRN 2.5.1)

Identify verbs. (SRN 2.5.1)

Re-arrangement of events (SRN 4.4.1)

Punctuating in sentences (SRN 4.2.2)

Putting punctuations in sentences (SRN 4.2.2)

Write sentences on the board. Pupils copy the sentences and underline the subject of each sentence.

SAMPLE ITEM Underline the subjects in the following sentences:

1. Mother does the cooking in the house. 2. A leather shoe is stronger than a canvas shoe. 3. Grandfather is the oldest man I have ever met.

Write sentences on the board. Pupils read and copy the sentences. Pupils underline all verbs in the sentences. SAMPLE ITEM Underline all the verbs in the following sentences.

1. The children play many games. 2. The teachers teach us very well. 3. Thieves are dangerous people.

Write a short passage of about 6 – 8 jumbled up sentences Pupils rearrange the sentences in logical order. Put them in the boiling water. Peel and wash the cassava and plantain. Light the fire and put some water in a pot. Fetch some cassava and plantain Cut them into pieces Wash the pieces of cassava and plantain.

Write unpunctuated sentences on the board. Pupils read and punctuate them correctly.

SAMPLE ITEM Insert question marks, commas, full stops and capital letters at the correct places in these sentences.

1. do you think the medicine will make him better 2. monday comes after tuesday. 3. thirty days have september april june and

november 4. if he goes to the clinic the doctor may give him

some medicine

Award ½ mark for each correctly punctuated sentence.

Select a passage from a text book. Write the passage on the board omitting all the punctuation marks for pupils to insert them.

20 marks

3 marks

2 marks

2 marks

2 marks

16

English CAT 7 (P4)

CAT 7 Cont‘d



MARK

ALLOCATION

Reading Comprehension. (SRN 3.2.3)

Writing Composition (SRN 3.2.3) Reciting a poem (SRN 1.1.1)

SAMPLE ITEM Punctuate the passage with capital letters, full stops and commas. on some highways footbridges are provided or pedestrian crossings are marked across the road children should learn to use them it is safe to cross the road at these points it is also a good idea to ask for help from older people. Select a passage from a text book. Let pupils read the passage silently and answer at least 5 questions based on it. Pupils again give contextual meanings to 3 keywords in the passage. Award ½ mark for each correct answer. Compose a simple composition and leave blank spaces. Pupils select words from the list provided to fill the blank spaces. SAMPLE ITEM MY CLASS TEACHER My teacher is _______. He is about forty years old.

She/He comes from _____ in the ____ region He/She

comes to school everyday. I like/do not like him/her

because_____

Award ½ mark for each correctly filled blank. Teacher calls pupils individually to his/her table and ask them to recite a known poem with correct stress and rhythm. Award 1 mark for a correctly recited poem.

3 marks

2 marks

1 mark

17

English CAT 7 (P4)

CAT 7 Cont‘d



MARK

ALLOCATION Compose a poem (SRN 1.1.3) Reading comprehension (SRN 3.2.4)

Asks pupils to compose a poem. Teacher calls pupils individually to recite the composed poem to class for marks. Award 1 mark for a good written poem and 1 mark to its recitation. Select a passage from pupils textbook. Pupils read the passage silently and summarize it in four sentences. Award 3 marks for a well-written summary.

2 marks

3 marks

18


END OF TERM 2 TEST

OBJECTIVES



MARK

ALLOCATION Read and answering questions based on the passage/text read.

Pupils individually read a short text aloud. Refer to End of Term 1 Test for sample. Select/Compose a passage of about 150 words. Let pupils read the passage silently and answer at least 5 questions based on it. Pupils again give contextual meanings to keywords in the passage. Questions must be graded so as to cover all types of questions viz. factual, inferential, speculative or predictive and synthesis.

SAMPLE ITEM

Read the passage below carefully and answer the questions that follow:7 THE TORI DAM The Tori Dam was started in 1960. Eleven years later, this dam across the River Keri was completed. A huge lake, Lake Buari, was formed behind it. The dam is 3.5 kilometres long. It is used to generate hydroelectricity and to control the amount of water in Keri. Thanks to Lake Buari, the river always has enough water for farmers. The Tori Dam has done a lot of good. However, it has also spoilt many things. Many towns and villages were lost when Lake Buari was full. Their people had to start their lives all over again at other places. Old churches were also destroyed. Some were rebuilt on higher ground. Others were left to be covered in water by the lake.

1. What is the name of the Lake in the passage? 2. In the passage what happened in 1960?

A. The Tori Dam was finished. B. The Tori Dam was started. C. Lake Buari was full. D. The River Keri was discovered.

19


END OF TERM 2 TEST

OBJECTIVES



MARK

ALLOCATION Identify subjects in sentences.

3. Write down two reasons why the Tori Dam is

important? ________________________________________ ________________________________________

4. Ancient temples are mentioned in this passage because ________________________________

A. they were beautiful B. they were large C. they were damaged D. they block the flow of water

5. When was the Dam completed? A. 1911 B. 1935 C. 1960 D. 1971

6. How long is the Tori Dam?

A. 13.5 kilometers B. 5.3 C. 30.5 D. 3.5

7. Which of the following is correct according to the

passage? A. The Lake created the Dam B. The Dam created the Lake C. The Dam created the River D. The River created the Dam

Provide sentences containing subject and predicate. Pupils underline the subject in each of the sentences.

SAMPLE ITEMS

Underline the subjects in the following sentences:

1. My parents are travelling to Kumasi. 2. The teacher is in the classroom.

Award 2 marks for each correct answer.

20


END OF TERM 2 TEST

OBJECTIVES


MARK

ALLOCATION Identify verbs in sentences.

Join sentences.

Form the comparative and superlative forms of the adjective. Composition (Fill in the blanks)

Composition

Write sentences containing verbs. Pupils underline the verbs in the sentences. SAMPLE ITEMS Underline the verb in each sentence:

1. The children play in the classroom. 2. Mansa runs to school every morning.

Award 1 mark for each correct answer. Provide 4 pairs of sentences and a number of linking words. Pupils join each pair of sentences with a linking word selected from the list provided and underline the linking word used.

SAMPLE ITEMS

Choose the correct word to join these pairs of sentences. („and,‟ „but,‟ „or‟ and „so‟)

1. The room was dark. I put the light on 2. He spoke to me. I could not hear his voice. 3. Joe is going to the beach. Lorna is going to the

beach too.

Award 1 mark for each correct sentence. Provide adjectives in the positive form: big, neat, loud, small, weak, white. Pupils add „er‟ or „est‟ to each of them and assign them to their respective columns ie Comparative and Superlative. Pupils write a composition by rearranging jumbled up sentences. SAMPLE ITEMS Rearrange these sentences to write a composition about a boy called Jonas

1. He ra back home, but nobody was there. 2. When he arrived at school, he found that he had 3. “What are you doing here?” she asked. 4. Jonas left home for school early. 5. On his way back he met his mother. 6. The doors were locked.

Pupils write out a composition of about 80 words on a given topic.

21

English CAT 9 (P4)

CAT 9



MARK

ALLOCATION Describe a process (SRN 1.4.3) Read Comprehension (SRN 3.2.3)

Use conjunctions. (SRN 2.6.2)

Use modals (SRN 2.7.1)

Write a story. (SRN 2.5.1)

This is a listening and speaking task. Hence, invite pupils individually to perform/demonstrate the task. Look out for correct pronunciation and language. SAMPLE ITEM Describe how to boil yam for an ampesi meal. Select passage from the pupils‟ text book and set questions on it. Pupils read the passage carefully and answer 4 questions based on it. Questions must comprise factual and inferential types, SAMPLE ITEM: Refer to CAT 5 section B Award 1 mark for each correct answer. Pupils use given conjunctions in sentences. Invite pupils individually to your teacher table to make sentences using each of the target conjunctions. Each child makes 2 sentences.

SAMPLE ITEM Hand over cards bearing the conjunctions „and‟, „but‟ „so‟, „or‟ to the child one at a time and ask him/her to make a sentence with the word on the card.

Award 1 mark for each correct sentence. Write treated modals on the board. Pupils use the modals in sentences.

SAMPLE ITEM Use two of the following words in a sentence.

Can. could, may. Tell a familiar story to the class. Pupils write their own stories using teacher‟s own as a guide. Look out for correct language and organization of thought and facts. Note: Pupils who are unable to write their own story, may rewrite teacher‟s story

SAMPLE ITEM Listen carefully to the story: Now write your own story. Your story must have a beginning, middle and an ending. Note: You may read/tell your story two or three times if necessary. Content – 2, Organization - 2, Expression - 4, Mechanical skills - 2

20 marks

4 marks

2 marks

10 marks

22

English CAT 9 (P4)

CAT 9 (Cont‘d)



MARK

ALLOCATION Change sentences from one tense to another. (SRN 2.3.2)

Write 4 sentences in the simple present tense. Pupils read the sentences and re-write them in the simple past tense. SAMPLE ITEM Rewrite these sentences in the past tense

1. I read my book in class. 2. Sena writes on the board. 3. The school tea trains daily. 4. Fati takes her sister to school.

Award 1 mark for each sentence.

4 marks

23

English CAT 10 (P4)

CAT 10



MARK

ALLOCATION CAT 10 Perform a sketch. (SRN 1.5.1) Carry out instructions. (SRN 1.2.1)

1. Put pupils into groups of 5.

2. Tell or read a story to each group.

3. Groups share roles and assemble the costumes

needed for the various roles.

4. All group members should participate in the

activity. Where the roles are fewer than the number, of members, teacher should ensure that pupils act the roles in turns.

Put pupils into groups of 5 each. Write instructions on the board Let pupils in each group carry out the instructions and report back to the class. Teacher must move from one group to another regularly to ensure that every pupil participates.

20 marks

10 marks

10 marks

24

English CAT 11 (P4)

CAT 11



MARK

ALLOCATION Describe an important person (SRN 1.4.6)

Reading Comprehension (SRN 3.2.1)

Identify the subjects in sentences (SRN 2.5.1)

Use verbs appropriately. (SRN 2.5.1)

Pupils select a person they think is important and talk about him/her. 1. Allow pupils time to think of the person 2. Provide guidelines ie. key information to be given on

the person chosen:

SAMPLE ITEM Describe an important person you know or have heard about

- Name - Nationality/Hometown/Residence - Occupation/position - What makes the person important?

Select a passage from pupils‟ text book. Pupils read the passage silently and answer 6 questions based on it. Questions should be both factual and inferential. SAMPLE ITEM Refer to CAT 5, section B for sample Award 1 mark for each correct answer. Teacher provides 2 sentences from pupil‟s text books. Pupils read sentences, copy and underline all the subjects in the sentences. SAMPLE ITEM Underline the subjects in the following sentences. 1. The flowers on the back of the compound are beautiful. 2. My mother came to visit me at school. Award ½ mark for each correct answer. Teacher writes sentences on the board and provides two forms of verbs at the end of each sentence. Pupils fill in the blank spaces with the correct verb chosen from the two alternatives. Look out for subject verb-agreement.

20 marks

3 marks

1 mark

25

English CAT 11 (P4)

CAT 11(Cont‘d)



MARK

ALLOCATION

Use adjectives (SRN 2.2.2)

Arrange events and ideas in logical order (SRN 4.4.1)

SAMPLE ITEM Select the correct verb in the brackets to complete the sentences. 1. School children -------------not work for money (does, do).

2. The city ------------ good street lighting. (has, have).

3. We often ------------ our grandparents. (visit, visits

4. The boy -------------- scared (feels, feel).

Award ½ mark for each correct answer. Write positive forms of adjectives on the board. Pupils complete.

SAMPLE ITEM Complete the table with the comparative and superlative forms of the adjectives given. POSITIVE COMPARATIVE SUPERLATIVE Wise Good Broad Bad

Award ½ mark for each correct form inserted. Treat a topic with pupils. Jumble events and ideas on the board. Pupils write jumbled ideas in logical orders. SAMPLE ITEM A BIRTH DAY PARTY. Write a simple story on the board with the jumbled sentences. Pupils rewrite the story by re-arranging the sentences in a logical order. SAMPLE ITEM Re-arrange the following sentences to tell a story.

- They came in their numbers. - Before the party ended Abena cut her birthday

cake. - They all enjoyed the parts. - Abena invited her friends for the party. - Abena‟s birthday was last Saturday. - They came in their numbers. - Her father decided to hold a party for her.

Content – 2, organization - 2, Expression - 4, mechanical skills - 2

2 marks

4 marks

10 marks

26


END OF TERM 3 TEST

OBJECTIVES



MARK

ALLOCATION

Read a passage aloud. (SRN 3.1.3) Reading Comprehension Reade a given text and answer questions based on it.

Pupils individually read a short text of about 40 words aloud. SAMPLE ITEM It was five o‟clock. Efua had still not come back from school. Her mother was worried so she decided to go to Efua‟s friend‟s house. On the way, she met Efua‟s friend. “Where is Efua?” the woman asked. “l don‟t know”, came the reply. Scoring: 30 - 40 words read correctly - 5 marks 20 – 29 words read correctly - 4 marks 10 – 19 words read correctly - 3 marks 5 -9 words read correctly - 2 marks 3 – 4 world read correctly - 1 mark Below 3 words read correctly - 0 mark Pupils read an „unseen‟ passage and answer questions on it. The Tiger and the Rabbit Long, long ago, all the animals in the world lived in a village called Mmoakrom. They lived happily together, but no animal liked the tiger because he wanted to eat them up. He had sworn to eat all the small animals especially the rabbit. The rabbit was very clever. He could think very fast and most of the animals liked him. He knew that the tiger was a stupid, foolish, and silly beast and he decided to hide from the tiger. But the rabbit knew that one day the two of them would meet somewhere, because they both liked to roam about a lot. One day, when the tiger was coming home from the forest, he saw the rabbit resting under a big mango tree. The tiger ran quickly to the rabbit and said, “Aha! Today you will not run away from me. I shall eat you up.”

27


OBJECTIVES

Cont‘d



MARK

ALLOCATION

Suddenly, the little rabbit got up and answered calmly, “You can eat me up if you wish. I have been trying to die for a very long time. If only you knew what could happen, you would also want to die. So you hurry up and eat me up. But as for you, ah! I am sorry.”

1. The animals liked the rabbit because he was……. A. rude and crazy. B. a fast runner. C. clever and could think fast. D. clever and stupid.

2. The rabbit thinks the tiger is a …… A. caring, silly and a jovial beast B. loving, strong and a silly beast C. silly, stupid and a foolish beast D. playful, silly and a funny beast

3. When did the tiger and the rabbit meet?

……………………………………………………… ………………………………………………………

4. in the passage “calmly” means

A. loudly. B. quickly. C. quietly. D. immediately.

5. Why did the Tiger decide to eat all the small

animals? ……………………………………………………… ………………………………………………………

6. What do you think happened in the end? ………………………………………………………

28


END OF TERM 3 TEST

OBJECTIVES

Cont‘d



MARK

ALLOCATION Use conjunctions appropriately Use adjectives correctly in the various degrees. Use Modals correctly. Use the subject - verb agreement appropriately. Write a short story.

Pupils fill in blank spaces with the appropriate conjunction: „or,‟ „and,‟ „but,‟ „so‟

SAMPLE ITEM

1. Korkor _________ Akweley are twins. 2. The woman called Yaw __________ he did not

hear her. Award 1 mark for each correct answer Provide a number of sentences with blank spaces to be filled. Pupils copy the sentences and provide them with the correct comparative or the superlative forms of the adjectives.

SAMPLE ITEM

Choose the correct form of the word in bracket to complete the sentence.

1. It is usually _________ than this in the summer (hot)

2. Grace is the _______ girl in the school (short) Award 1 mark for each correct answer. Let pupils use modals appropriately in sentences.

SAMPLE ITEM

Use each of the following in a sentence of your own: can, could, may Award 1 mark for each correct answer. Pupils fill in blank spaces in sentences with the correct form of verbs. The verbs selected should be underlined once.

SAMPLE ITEM

a) The chief and his elders __________ talking. with the policeman. (is, are)

b) Kwasi ___________ to school everyday (run/runs).

Teacher tells pupils a simple story. Pupils write their own stories with the teacher‟s example. Look out for correct language and organisation of thought/facts.

SAMPLE ITEM

Write a short story of your own.

29


END OF TERM 3 TEST

OBJECTIVES

Cont‘d



MARK

ALLOCATION

Write short notes Pupils write short notes to write friends on a given topic: SAMPLE ITEM You need a book in order to do your homework but you do not have it. Write a short note to your friend to allow you to use his book your note must be about 30 words. Scoring: Content

- 2 marks Organisation - 2 marks Expression - 4 marks Mechanical Skills - 2 marks

References 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. Examples of such children‘s books are:

1. Afua Becomes a Pilot by aania L.S. Seade

2. To Have a Son Like You by Rachel Carnegie

3. Six Ananse Stories by S.Y. Manu

4. The Pot of Gold Dust and Other Stories by Jane Osafoa Dankyi

5. Around the African Fire by Sarah Opong

6. Creative English (for Primary Schools) by Edward Appiah Boakye/Linda Aba Yankey

7. The Young Dectatives

8. Serwa and Ofosu

9. Simple English for Primary Schools by W.Y. Ansah; M. Lansah

30



IN

GHANAIAN LANGUAGES AND CULTURE

31

Ghanaian Languages and Culture CAT 1 (P4)


PRIMARY FOUR TERM: 1

CAT 1 Individual Work

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK ALLOCATION

4th week Oral/Writing Skills Reading Comprehension Skills

Writing Skills

Composition

1.1.1

1.1.2

2.1.1

3.1.1

3.1.1

CAT 1 should consist of four sections comprising: Oral skills, reading skill, grammar and composition labelled sections A, B, C and D respectively. The section should be marked out of 20 and converted to 10. Sample items have been provided as a guide.

SAMPLE ITEMS SECTION A

1. Explain what is meant by environmental degradation. 2. List one cause and one effect of environmental degradation.

SECTION B 3. Teacher to select a short text of about four/five sentences. Teacher invites pupils one after the other to read aloud to assess pronunciation and stress/intonation patterns.

SECTION C

4. Teacher to write the five words below on the black/white board. Pupils copy the words and provide their plural forms. e.g. (a) bag (b) book (c) tree (d) baby (e) box

SECTION D 5. Write six sentences on ―My family.‖

10 marks

32


TERM: 1


SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

CAT 2 8th week

Composition

1.2.1

Instruction: CAT 2 is a group exercise to be done in class within 2 periods classroom. Teacher to ensure full participation of group members through close supervision. There must be a leader for each group.

SAMPLE ITEMS

1. (a) Discuss any three ways in which man degrades the environment and suggest a possible solution to each. (b) Pupils to write a report using the format below. (i) What is environmental degradation? (ii) Give four examples of types of environmental degradation. (iii) Select two of the examples identified and discuss them. (iv) State the agents that cause them. (v) Suggest ways to check them. Reports to be submitted to teacher for editing. Edited reports to be used to start a class journal.

10 marks

33


TERM: 1


SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

CAT 3

11th week

8th Week

Oral/Writing

Oral Skills

Reading Skills

Writing Skills

1.3.1

1.2.1

1.2.1.

2.2.1

CAT 3 like CAT 1 covers the four sections of oral, reading, grammar and composition. Items to consist of challenging/critical objectives in the section of the syllabus.


1. Write a traditional game you like best? 2. State two reasons why you like the game.

SECTION B - PASSAGE 3. There are many ways in which the rivers of West Africa are of use to man. The major rivers offer many different ways for the creation of jobs. But their most important help to man is their use to generate and produce electricity. The Niger has been damned at Kainji, the Volta at Akosombo and Kpong and others elsewhere. They provide drinking water for man and his livestock – so important in the dry lands of West Africa. The rivers and lakes created by the dams provide sources where fishing as a job and food are provided. The fish from the rivers also create job for fishmongers. The lands around the rivers provide agricultural opportunities for farmers living around them. We should not forget that many rivers are now cheap means of travelling. Travelling by water is common in Ghana, The Gambia, Nigeria, Cote d‘Ivoire and others. Answer the questions that follow

(a) Mention any two ways in which our rivers are useful.

(b) Mention two specific jobs rivers can create for people living around rivers.

(c) Apart from farm produce, what other food do rivers produce?

(d) What is the most important advantage rivers with dams can offer?

(e) Mention two West African countries that have dams produce electricity.

(f) Give a tile to the passage.

10 marks

34


CAT 3 (Cont‘d)

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Composition

3.2.3

SECTION C - GRAMMAR

4. Change the past tense forms of the verbs in the following sentences into their present tense e.g. Past tense: She weeded the bushy path. Present Tense: She weeds the bushy path. i) He ate the food. ii) The girl swept the room. iii) Mensa read his new book. iv) Kumi was our teacher. v) He told a lie.

SECTION D 5. Teacher to request pupils to look for a picture/photograph of a place, a person, a house from magazines, pamphlets, journals, etc. and bring them for the exercise. Pupils to write six sentences about their pictures.

10 marks

35



CAT 5 Individual

Work

SYLLABUS REFERENCE

NUMBER

GUIDELINE FOR WRITING AND ADMINISTERING CLASS ASSESSMENT

TASKS (CATs)

MARK ALLOCATION

4th week

Oral skills Reading Skills

1.4.2 1.5.1

2.2.2

SAMPLE ITEMS

SECTION A 1. State two reasons for keeping to time. 2. Select any traditional occupation and mention one of its values.

SECTION B

COMPREHENSION - PASSAGE

3. One day, fire spread around the Konkonkyi village. The brave men of the village tried to stop it but soon, several houses were burnt down. The yam and maize barns kept in the field were all erased to the ground. Some sheep and goats which had gone to the bush to graze died in the fire. Crops that have not been harvested were completely destroyed. That evening, my grandmother who was devastated said, ―I do not know how the fire started this time. Perhaps, it may be palm wine tappers who did it. If these men are not careful with their torch, the fire can easily catch dry grass or leaves. Some hunters also set fire to rat or glasscutter holes but often, don‘t put the fire off. When the wind blows, it fans the fire which spread to the nearby dry bush or grass. Before the rainy season, many farmers set fire to the slashed fields to get rid of the weeds. The fire destroys plants and animals. It kills not only rats and snakes, but also birds, hares and duikers and many useful insects. My dear children, never set fire to the bush because you can‘t control it.‖

10 marks

36

Ghanaian Languages and Culture CAT 5 (P4) PRIMARY FOUR TERM: 2

CAT 5 (Cont‘d)

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Composition

3.1.1

3.5.3

Answer these questions 1. Where did the fire destroy many things? 2. Which people tried to stop the fire? 3. Write two things destroyed and two animals killed. 4. Mention any two causes of fire outbreaks identified in the passage. 5. Why did grandmother advise that we should not set fire to the bush?

SECTION C

4. Use ‗and‘ and ‗or‘ to join words to form two sentences. Punctuate the sentence below. i saw the house of mr dauda on monday he did not come to the mathematics class

SECTION D Write five sentences about your headmaster.

37


CAT 6 SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

CAT 6 8th week

3.5.1

SAMPLE ITEM

This is a group exercise to be done in class. It should take two periods. It requires close supervision of groups and ensuring full participation of members. 1. Groups to select and write a folktale with the following clearly marked out. - introduction (including the opening formula) - body (with a paragraph for each major event) - conclusion (including the moral(s) - write the closing formula separately - identify: (a) the main character (b) the setting

38


CAT 7 Individual

Work

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

11th week

Oral Skills

Reading Skills

1.5.1

1.6.1

3.5.3

CAT 7 should consist of four sections comprising: Oral skills, reading skill, grammar and composition labelled sections A, B, C and D respectively. The section should be marked out of 20 and converted to 10. Sample items have been provided as a guide.

SAMPLE ITEM SECTION A

1. Write four traditional occupations and the products of each. 2. Mention three traditional costumes and the occasions they are worn.

SAMPLE ITEM SECTION B

COMPREHENSION PASSAGE 3. The song of a tree I am so young! Why burn me? You destroyed grandma just a year ago Why not let me live? I am slim, young and innocent Tell me my faults And I‘ll pay you ten cents Please! Please, Let me live. In five years, oh dear! I will give you charcoal In twenty years, oh dear! I will give you doors and windows You will surely need me for some furniture Do you know I am real wealth? Or you don‘t know my worth? I am too young a tree to be burnt. I am too young to be felled. I am even too slim to satisfy your wants.

20 marks

39


CAT 7 Individual

Work

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

11th week (Cont‘d)

Writing Skills Composition Skills

3.5.3

Answer the questions that follow.

(a) State two reasons why the young tree

is pleading to be left alone.

(b) Write two ways that the young tree

may become useful if left to grow up to

twenty.

(c) Why does the young tree use ―oh dear‖

in his appeal?

(d) Does the young tree think it will live

forever? Explain.

SAMPLE ITEM

SECTION C 4. Write the three sentences and put in the following punctuation marks. a) full stop b) comma c) question mark 1. Go out and shout. 2. Yes we are here. 3. Jack, where are you? 5. Each pupil to choose a fruit and write five sentences about it. Use the format.

- Write the name of the fruit.

- Where is it normally found (grassland

area)?

- Which people like it most?

- What other use could the fruit be used

for?

- Which animals also like it?

20 marks

40




CAT 9 Individual

Work

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

4th week

Oral Skills

Reading

Skills

1.7.1

1.7.2

2.2.1

This is an individual exercise that covers all 3 sections of the syllabus.


1. Write how a folktale begins and ends in your locality. 2. Write three characters in the folktales of your locality.

SAMPLE ITEMS SECTION B

COMPREHENSION PASSAGE 3. My uncle Asiedu‘s wife has delivered a bouncing baby girl. She is one week old and her outdooring comes on today. She will be given a name. Many family members and friends will attend the outdooring ceremony. The child and her mother will dress nicely, precisely in white clothes. Uncle Asiedu will give them dresses, some foodstuff, condiments and two fowls. If he can afford, he will give them a sheep or a goat. During the naming ceremony, the child will be put on the lap of her grandmother. They will place two small cups on a table. One will be filled with water and the other will be filled with wine. The child will be named after Opanin Akoto. As part of the ceremony, the grandmother will dip her index finger into the water and looking at the child, she says. ―From today onwards, you will be called Abena Akoto.‖ After this, she will touch the tongue of the baby with the water on her index figure and say to her, ―Abena Akoto, when you see water, say it is water.‖ The grandmother will then dip her index finger into the wine and while touching the tongue of Abena Akoto will say to her, ―Abena Akoto, when you see wine, say it is wine.‖

10 marks

41


GHANAIAN LANGUAGES AND CULTURE PRIMARY FOUR TERM: 3

CAT 9 (Cont‘d)

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Individual Work Writing Skills Composition

3.6.1

3.6.1

After this, the mother‘s relatives will take the foodstuff and the fowls or sheep away to prepare food for the mother and the family members. The men that have gathered there will drink palm wine and chat till the food is ready. They eat to their satisfaction before they leave for their various homes. Answer these questions 1. What ceremony took place in the passage? 2. Who was the child named after? 3. On what day was the child born? 4. What does the grandmother mean by her statement, ―Abena if you see wine, say it is wine‖? 5. What happens after the ceremony is over? 6. Give an appropriate title to the passage.

SAMPLE ITEMS

SECTION C Teacher provides pictures for each pupil for this exercise. 4. Observe the picture given to you. Write three sentences about what you see in it.

SAMPLE ITEMS SECTION D

5. Pupils to write on: ―A Happy Day in My Life‖

20 marks

42



CAT10 SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Group Work

8th week

3.7.1

This is a group exercise to be done in class for two periods. This particular exercise aims at challenging the imagination of pupils. Pupils are to do a critical study of a picture and state: 1. eight things that they like about it. 2. six things they expect but have not been included. Reports to be submitted for editing and added to class journal after presentation in class. The secretaries of each group to make a presentation on behalf of the group with support from members. Report to be read in class.

20 marks

43



CAT 11

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Individual Work 11th week

Oral Skills

Reading Skills

1.7.2

1.7.3

2.2.1

This is an individual exercise that covers all aspects of the subject. Pupils to provide responses in writing.

SAMPLE ITEM SECTION A

1. For a story-telling session to be possible write missing element.

(a) The narrator

(b) The story (script)

(c) The space

(d) The main character

2. Write the ending of a story you have heard. It should include the moral lesson.

SAMPLE ITEM SECTION B - PASSAGE

3. Long ago, when there were many palm trees and canes, people were weaving basket made of palm fronds and canes. Our population keeps growing and people need places to build houses. We need space for factories to manufacture textiles, cars, drugs for our use. There is pressure our land. Our material needs are competing for space but the land size remains the same. In our country, today, plastic bags have become a plaque. They have come to take the place of baskets. Today, it is clear we can‘t do without plastic bags as containers. They are cheap, easy to get, provide the services baskets used to provide. Above all, they don‘t occupy so much space as baskets do.

20 marks

44




CAT 11 (Cont‘d)

SYLLABUS REFERENCE

NUMBER


TASKS (CATs)

MARK ALLOCATION

Individual Work 11th week

Writing Skills

3.2.1

3.7.1

But plastic bags have become a worry. They make our environment unattractive, choke gutter and cause flooding. Please, let‘s do something about the plastic plague. Answer the questions that follow

(a) Write two items from which baskets were

made in the past.

(b) Write two reasons why we don‘t have

enough space for houses today.

(c) Give two reasons why there are no cane

baskets today.

(d) Why are plastic containers preferred

today?

(e) Write two reasons why plastic containers

are a worry today.

SECTION C

4. Change the tenses of the verbs underlined into the simple present tense.

(a) John came in late.

(b) Paul and Peter sold rice at the market.

(c) Werner taught the P3 class.

SECTION D

5. This is a complete story whose sentences are jumbled up. Re-arrange the sentences to capture the real story. Luckily, no passenger got injured. There was nobody sitting or standing under the tree at that moment. Yesterday, there was a lorry accident at Mamfe. But a kiosk was completely destroyed. A policeman came there and said, ―Everybody should be careful on the road!‖ A bus tried to overtake a car. It crashed into a nearby tree.

45

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

46

ICT CAT 1 (P4)

PRIMARY 4 TERM 1

CAT 1

Individual Exercise

GUIDELINES FOR WRITING AND ADMINISTERING SBA TASKS

MARK

ALLOCATION

Care for ICT tools and maintaining a clean computer laboratory. (SRN 1.1.1) Drag hold and drop (SRN 1.2.1)

CAT 1 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher SAMPLE ITEM Award 1 marks for each correct answer

1. Mention 3 ways of maintaining a clean ICT tool.

2. To maintain clean ICT environment there should be: No ___________ No ___________ No ___________

3. Give at least 2 reasons why it is important to keep the ICT laboratory clean.

4. Teacher to open a Game application (Solitaire) for pupils to practice clicking, dragging and dropping. Award marks according to the number of cards a pupil is able to drop.

10 marks 3 marks 2 marks 5 marks

47

ICT CAT 2 (P4)

PRIMARY 4 TERM 1

CAT 2

Group exercise


MARK

ALLOCATION

General care of ICT tools and environment. (SRN 1.1.1)

Drag hold and drop (SRN 1.2.1)

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

1. In groups of 3, pupils discuss and type the ‗dos‘ and ‗don‘ts‘ of the use of a computer laboratory.

2. Pupils to to rearrange the following letters in the text boxes to form 5 words using drag, hold and drop skills Words should not be less than 3 letters long

Award 2 marks for each word.

20 marks 10 marks 10 marks

A

E

I N E

B

G

D

C

M W

S

U P

A A

E B

O

G

O D

G

O

S W S G

A I

A

A

N N G T T T G N

48

ICT CAT 3 (P4)

PRIMARY 4 TERM 1

CAT 3 Individual test

GUIDELINES FOR WRITING AND ADMINISTERING SBA TASKS MARK ALLOCATION

General care of ICT tools and environment (SRN 1.1.1) Drag hold and drop (SRN 1.2.1) Fair copying (SRN2.2.1 )

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

1. State 2 ways of maintaining a clean laboratory environment and explain why it is important to keep the laboratory clean.

2. Mention 3 ‗dos‘ and 3 ‗donts‘ in caring for ICT tools

Section B Practicals

3. Pupils to drag files and drop them into folders on desktop.

4. Pupils to open A notepad application and type a short paragraph on any topic e.g. My School, My Favourite Food, My Best Friend

20 marks 2 marks 6 marks 4 marks 8 marks

49

ICT CAT 5 (P4)

PRIMARY 4 TERM 2

CAT 5

Individual Exercise


MARK

ALLOCATION

General care of ICT tools and environment (SRN 1.1.1) Sustained copying (SRN 3.2.1) (SRN 3.2.2) Drag hold and drop (SRN 1.2.1)

CAT 1 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. SAMPLE ITEMS 1. Why is it important to care for ICT tools?

2. Mention one ICT tool in your house and explain how you care for it.

3. Open a paint application to draw and colour given images using the mouse. 4. Teacher to give a short passage containing alphabets and numeral to type

NOTE: The focus should be on the mouse skills, not the competition.

10 marks

2 marks

2 marks

3 marks 3 marks

50

ICT CAT 6 (P4) PRIMARY 4 TERM 2

CAT 6 Group exercise


Sustained copying (SRN 3.2.1) (SRN 3.2.2)

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

1. In groups of three compose a short poem no a topic of your choice.

2. Type the poem in a word processing application. Award 10 marks for the poem. Award 10 marks for typing the poem.


51

ICT CAT 7 (P4)

CAT 7 Individual Test


Switching on the computer (SRN 2.1.1) Basic parts and functions of the computer (SRN 3.1.1)

CAT 1 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. Pupils use knowledge and skills acquired to demonstrate the correct procedure for switching on a computer and opening applications. SAMPLE ITEMS Section A

1. Describe how to switch on a computer. 2. Name the main parts of the computer hardware ( I mark for part mentioned) 3. State the function of 2 of the parts:

(Award 2 marks each) Section B Practicals

4. Switch on a computer and type a short passage. (Teacher to give pupils the passage to type)

Award 2 marks for switching on the computer and 3 marks for typing.

5. Draw any shape and colour. Award 3 marks for drawing and 2 marks for colouring

20 marks


5 marks

5 marks

52

ICT CAT 9 (P4)

PRIMARY 4 TERM 3

CAT 9 Individual exercise


Basic Parts and functions of the computer hardware (SRN 3.1.1) Typing longer passages applying the typing skills acquired (SRN 3.2.2)

CAT 1 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. SAMPLE ITEMS

1. What are the main components of a computer? ( 1 mark each component) .

2. Identify and name the basic parts of the computer hardware. ( ½ mark for each correct answer)

3. State the one functions of at least 2 parts of the computer hardware.

Award 1 mark for each correct answer.

4. Teacher to give pupils a passage from Pupils‘ textbook to type.

10 marks


4 marks

53

CAT 10 (P4)

CAT 10 Group exercise


Typing longer passages applying the typing skills acquired (SRN 3.2.2)

CAT 1 consists of at most 3 items marked over 20. Sample of items have been provided as guide to the teacher. SAMPLE ITEMS

1. In groups of 3 pupils to : i. take a survey on the school compound. ii. write their findings iii. type and save on desktop.

Award: 5 marks for writing findings written 10 marks for typing 5 marks for saving.

20 marks

54

ICT CAT 11 (P4)

PRIMARY 4 TERM 3

CAT 11

Individual Test


MARK

ALLOCATION

Basic parts and functions of the computer hardware (SRN 3.1.1) Use a graphic programme to draw objects and shape

CAT 1 consists of 10 items marked over 20. Sample items have been provided as guide to the teacher. Teacher to provide a picture of a computer for pupils to label. Award marks for each correct part labeled. SAMPLE ITEMS Section A

1. Use the following names to label the computer below (Monitor, System Unit, Mouse, Keyboard)

2. State one function of any 4 parts labelled. Section B Practicals

4. Draw an image and colour it to represent an information e.g. Ghana flag. Sankofa symbol

20 marks 5 marks 8 marks 7 marks

Note : In addition to the Government approved textbooks, the following books were consulted 1. Primary ICT 1-6 by Peter Asiedu, Stella Esi Ankama, Henric Atta Baah Yeboah

A B

D E

C

1



IN

MATHEMATICS

2

Mathematics CAT 1 (P4)

MATHEMATICS CLASS ASSESSMENT TASKS

PRIMARY 4 TERM 1

CAT 1

GUILDLINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Finding number of vertices of shapes Identifying a point, a line and a vertex (4.1.1) Finding points of intersections of lines identify points of intersection of lines (SRN 4.1.2)

CAT 1 has 10 items. A sample of 10 items is provided. 1. Draw a plane shape with sides less than six. Pupils to find the number of vertices. SAMPLE ITEM Find the number of vertices of the shape above. 2. Draw a plane shape with more than 3 sides but less than six sides. Pupils to find the number of sides. SAMPLE ITEM How many sides does the shape have? 3. Draw three lines, which intersect at three different points. Label the points of intersection and the end points of the line segments with letters of the alphabet. Let pupils write the letters representing two points of intersection. SAMPLE ITEM E C B G H J A D F Name two points of intersection of these lines.

10 marks

3


CLASS ASSESSMENT TASK PRIMARY 4 TERM 1

CAT 1 (Cont‘d)


MARK

ALLOCATION

Writing the place value of digits in numbers State the place-values of digits of numbers 0 –100,000 (2 items) (SRN 4.2.2)

4. Write a five-digit number and underline the digit representing thousands. The digit should be more than 1. Pupils to write the place-value for the digit underlined. SAMPLE ITEM 3 6 2 5 7 Write the place-value for the digit underlined. 5. Write a 4-digit number and underline the digit representing hundreds. The underlined digit should not be less than 4. Pupils to write the value of the underlined digit. SAMPLE ITEM 2 5 7 3

Write the value of the underlined digit.

4


CAT 1 (Cont‘d)

GUILDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK

ALLOCATION

Finding missing numbers for multiples of 10,000 Write the multiples of thousands and ten thousands up to 100,000 (SRN 4.2.3) Writing numerals for numbers Write the numerals for numbers stated in words up to ten thousand. (SRN 4.2.4)

6. Write a sequence of six multiples of 10,000. The

first multiple should be more than 10, 000 but less than 50,000. Leave out the third and the fifth multiples for pupils to complete.

SAMPLE ITEM Complete the following: 30,000, 40,000, , 60,000, , 80,000. 7. Write five multiples of thousands on the number

line. The first number should be more than 1000 but less than 6000. Represent the second and fourth points by boxes for pupils to fill in the boxes.

SAMPLE ITEM 2000 4000 6000 Fill in the boxes 8. Write a number in words. The number should be

between thousand and ten thousand and should not include multiples of 10. Pupils to write the numeral for the number.

SAMPLE ITEM Write the numeral for two thousand, four hundred and five.

5


CAT 1 (Cont‘d)


MARK

ALLOCATION

Comparing numbers Compare two numbers using the symbols =,< or >. (SRN 4.2.5)

9. Write a 5 digit number and its expanded form. The

digits should not involve zeros. Represent them horizontally leaving a gap between the number and the expanded form. Pupils to use the symbols =, < or > to make the sentence true.

SAMPLE ITEM 35427 30,000 + 5000 + 200 + 40 + 7 Fill in the gap using the symbols. =, < or > 10. Write two 4 –digit numbers horizontally leaving a

gap between them. Exclude multiples of 10. Pupils to use one of the symbols =, < or > to fill the gap to make the sentence true.

SAMPLE ITEM 8574 8564 Fill in the gap using one of the symbols =, < or >

6


CAT 2


MARK

ALLOCATION

Operations in numbers Use two or more basic operations to write number sentences. (SRN 4.3.2)

CAT 2 has 1-3 sample items. 1. Put pupils into a reasonable number of groups. Write

2-digit numbers on pieces of paper for each group to pick one. Let each group use any two operation signs to operate on two 1-digit numbers to get the number picked as an answer.

Two examples are given below 21 = (3+4) x 3 19 = 3 x (3+2) + 4

20 marks

7


CAT 3


MARK

ALLOCATION Writing numbers that are not divisible by two Write numbers that can be divided by 2 and those that cannot (SRN 4.3.3)

Finding sum Add 4 to 5-digits numbers with sums less 100,000. (SRN 4.4.1) Finding Difference Subtract 4-digit numbers and 5-digit numbers. (SRN 4.4.2) Solving story problems Solve word problems involving addition and subtraction. (SRN 4.4.3)

CAT 3 has 10 items. Samples have been provided as a guide.

1. Write four 2-digit numbers less than 30. Three of the

numbers should be even with one odd. Pupils to write the one that cannot be divided by 2.

SAMPLE ITEM 15,18,22,26 Which of these numbers cannot be divided by 2? 2. Write an addition sentence involving two 5- digit

numbers vertically. The digits for the numbers should be such that the addition involves regrouping from tens to hundreds, hundreds to thousands and thousands to ten thousands. Pupils to find the sum.

SAMPLE ITEM 3 7 5 3 4 + 4 3 6 8 2 3. Write a sentence involving subtraction of a 4-digit number from a 5-digit number. Pupils to find the difference. SAMPLE ITEM 4 6 8 5 7 - 3 6 3 4 4. Write a story problem involving subtraction of a 2 -digit number from a 3-digit number with renaming from the tens to ones and from hundreds to tens. Ask pupils to find the difference. SAMPLE ITEM Amu brought 576 exercise books to his store. If he sold 389 of them, how many were left?

20 marks

8


CAT 3 (Cont‘d)


MARK

ALLOCATION

Sorting out numbers Write numbers that can be divided by 2 and those that cannot. (SRN 4.3.3) Solving work problems Word problems involving addition and subtraction. (SRN 4.4.3) Finding total mass Find the total mass of 2 or 3 objects. (SRN 4.5.2)

Finding duration of events Finding the duration between two given times in hours and minutes (SRN 4.5.4)

5. Write list of numbers between 1-18 and let pupils sort out even or odd from the list. SAMPLE ITEM 1, 3, 4, 6, 7, 9, 11, … Sort out even numbers 6. SAMPLE ITEM 5, 6, 7, 8, 9, 10, 12 Sort out odd numbers. 7. Write a story problem involving addition of two 3-digit numbers with renaming in ones place. Pupils to find the sum. SAMPLE ITEM Mr. Attah sold 437 tiles to a shop and 246 tiles to another shop. Find the total tiles sold. 8. The number of adults at a cinema show was 546 and the number of children was 128. How many more adults than children were at the cinema show? 9. Write a story problem involving the masses of three objects, in grams. The masses should be 3 digits but less than 1000 grams. Pupils to find the total mass SAMPLE ITEM The mass of a tin of Milo is 437 grams; the mass of a tin of Milk is 170 grams and the mass of a box of sugar is 584 grams. Find the total mass of the three items. 10. Write a story of an event given the time it starts and ends. Let pupils find the duration of the event. SAMPLE ITEM A class starts a test at 8.30am and ends at 10.00 am. For how long did the test last?

9

Mathematics CAT 5 (P4) PRIMARY 4 TERM 2

CAT 5

GUILDLINES FOR WRITING AND ADMINISTERING


MARK

ALLOCATION

Solving story problem Solve word problems involving addition and subtraction (1 item). (SRN 4.4.3) Adding and subtracting fractions Add and subtract fractions with different denominators (2 items). (SRN 4.6.3)

Ordering Fractions Compare unit fractions and order fractions in ascending and descending order. (SRN 4.6.2)

CAT 5 has 10 items. A sample of 10 items has been provided. 1. Write a story problem involving addition of two 3-digit numbers with renaming in the ones and tens places. Pupils to find the sum.

SAMPLE ITEM

Mr. Inkoom sold 457 cups to a shop and 245 cups to another shop. Find the total cups he sold to the two shops 2 Write an addition sentence involving the addition of

two fractions with different denominators. The denominators should not be more than 6 and the numerator should be 1. Let pupils find the sum.

SAMPLE ITEM

Add:

3. Write four unit fractions with denominator not more than 8. Pupils to compare and order them in ascending order. SAMPLE ITEM

, , and

Arrange in ascending order.

10 marks

10


CAT 5 (Cont‘d)



MARK

ALLOCATION

Comparing fractions Compare unit fractions and order fractions in ascending and descending order. (SRN 4.6.2) Finding products Build multiplication facts up to product 100 and factors up to 10. (SRN 4.7.1) Finding products Multiply 2 or 3-digit numbers by 1-digit, with regrouping. (SRN 4.7.2)

4. Write 3 different fractions and place them randomly.

The numerators of the fraction should be 1 and the denominators should not be more than 8. Pupils to arrange the fractions in a descending order.

SAMPLE ITEM

Arrange the following fractions in a descending order.

5. Write a multiplication sentence involving two factors

less than 10 but more than 3. The factors should not be repeated. Let pupils find the product.

SAMPLE ITEM 5 x 7 = 6. Write a multiplication sentence involving a 3-digit

number by 1 digit number with regrouping presented vertically. The three-digit number should be more than 200 but less than 800. The digits should not include zeros and the 1-digit number should be more than 2 but less than 8. Let pupils find the product.

SAMPLE ITEM

3 8 3 x 5

11


CAT 5 (Cont‘d)



MARK

ALLOCATION

Multiplying by multiples of 10 Multiply 2- and 3-digit numbers by multiples of 10 up to 100. (SRN 4.7.3)

Finding products Multiply 2- or 3-digit numbers by 2-digit numbers. (SRN 4.7.4)

7. Write a multiplication sentence involving multiplication of a 3-digit number by a 2-digit number more than 10 but a multiple of 10. The multiplication should involve regrouping. Write the sentence vertically for pupils to find the product. SAMPLE ITEM

354

x 30 8. Write a multiplication sentence vertically involving multiplication of a 3-digit number by a 2-digit number with regrouping. The 3-digit number should not include zeros. The 2-digit number should be less than 40 and should not include multiples of 10. Let pupils find the product. SAMPLE ITEM

186 x 25 9. Write a multiplication sentence vertically, involving two digit numbers. The numbers should be more than 20 but less than 80 and should not include multiples of 10. The numbers selected should be such that the multiplication involves regrouping. Let pupils find the product. SAMPLE ITEM 46 x 32

12


CAT 6



MARK

ALLOCATION

Measurements of Mass/Weight and Time Measure and record the mass of an object in kilograms and grams. (SRN 4.5.1)

CAT 6 consists of 1-3 items. A sample item has been provided as a guide. 1. Put pupils into a reasonable number of groups. Let

each group collect four different objects whose weights have been indicated on them. Let the group write the weight for each of the objects and find the total weight (mass). Let each group use the format below for their recordings.

SAMPLE ITEM

NAME OF OBJECT WEIGHT/MASS 1 2 3 4 etc.

Total

20 marks

13


CAT 7



MARK

ALLOCATION

Finding quotients Divide 2-digit numbers by divisors up to 6 and 10. (SRN 4.8.2) Comparing quotients Use the symbol =, >, or < to compare two division sentences. (SRN 4.8.4) Solving Word Problems Solve simple word problems involving division. (SRN 4.8.5)

CAT 7 consists of 7 items. A sample of 10 items have been provided as a guide. 1. Write a mathematical sentence involving division of a 2-digit number by a 1- digit number. The dividend should be more than 50 and should be a multiple of the divisor. The divisor should be more than 2 but less than 7. The division sentence must be written in a horizontal form. Pupils to find the quotient. SAMPLE ITEM 64 ÷ 4 = 2. Write a division sentence involving a 2-digit number more than 30 by a divisor greater than 2 but not more than 6. Represent the divisor by a box for pupils to find the divisor (the box).

SAMPLE ITEM

42 ÷ = 7 Fill in the box.

3. Write two division sentences involving a 2-digit number more than 20 but less than 50 by a divisor greater than 2 but less than 7. Represent the sentences horizontally leaving a gap between them. Pupils to compare by using one of the symbols =, >, or <

SAMPLE ITEM

45 ÷ 5 36 ÷ 3 Use one of the symbols =, >, or < to make the statement true. 4. Write word problems involving division of a 2-digit number by a divisor 6. Pupils to solve the problem. SAMPLE ITEM Six equal boxes have a total mass of forty-two kilograms. What is the mass of one box? 5. Write a story problem involving division of a 2-digit

number by a divisor more than 2 but less than 7. Pupils to find the quotient.

SAMPLE ITEM

A mother had 32 tins of milk. She shared it equally among her 4 children. How many tins did each child get?

20 marks

14


CAT 7 (Cont‘d)



MARK

ALLOCATION

Fractions II Locating fractions on the number line Locate tenths and their decimal names on number. (SRN 4.9.1) Changing common fractions to decimal fractions Change halves and fifths to decimal fractions. (SRN 4.9.2)

6. Draw a number line showing tenths and their decimal names from 0 to 1. Write the decimal names on top and the tenths below. Write decimal names for 2 points and the third with a box. Write the name of the tenths for the decimal names, one represented by a box. Represent the tenth of the 2nd decimal name by a box. Pupils to write the decimal name and the tenths represented by boxes.

SAMPLE ITEM

0.1 0.4

Fill in the boxes. 7. Write a fraction in fifths and let pupils write the decimal name. SAMPLE ITEM

Write the decimal name for

15


CAT 7 (Cont‘d)



MARK

ALLOCATION

Writing percentage names for fractions Change fifths and tenths to percentages. (SRN 4.9.5) Finding sum of lengths Add measures of length in metres and centimetres. (SRN 4.10.3)

Dividing 2-digit numbers Divide 2-digit numbers by a divisor from 6 to 10. (SRN 4.8.2)

8. Write a fraction in fifths for pupils to change to percentage. SAMPLE ITEM

Write as a percentage.

9. Write the measures of three lengths in metres and centimetres vertically. The measures in metres should be 1digit -and that of the centimeters should be 2-digits less than 100. The sum of the three measures in centimeters should be more than 100. Let pupils find the sum. SAMPLE ITEM

Metres Centimeters

1 34 2 42

+ 5 26 10. Write a division sentence involving 2-digit numbers by Pupils to solve the problem. SAMPLE ITEM

48 ÷ 8 =

16

Mathematics CAT 9 (P4) TERM 3

CAT 9



MARK

ALLOCATION

Finding quotients Divide 2-digit numbers by divisors up to 6 and 10. (SRN 4.8.2) Comparing quotients Use the symbol =, <, or > to compare two division sentences (SRN 4.8.4) Solving word problems Solve simple word problem involving division. (SRN 4.8.5)

CAT 9 consists of 10 items. A sample of 10 items have been provided as a guide.

1. Write a mathematical sentence in a horizontal

form involving division of a two-digit number by 10. The dividend should be more than 10 but less than 100. Let pupils find the quotient.

SAMPLE ITEM 40 ÷ 10 = 2 Write two sentences involving division of a 2-digit

number by a divisor more than 1 but less than 7. Represent the sentences horizontally leaving a gap between them. Pupils to compare by using one of the symbols =, > or < to fill the space.

SAMPLE ITEM

21 ÷ 3 24 ÷ 4 Fill in the gap using one of the symbols =, > or < 3. Write a simple story problem involving division of a 2-digit number more than 20 by a divisor greater than 2 but not more than 6. Let pupils find the quotient.

SAMPLE ITEM

Mr. Addo shared 24 pens among 4 pupils. How many pens did each pupil get?

10 marks

17


CAT 9 (Cont‘d)



MARK

ALLOCATION

Writing decimal names for common fractions Relate decimal names to hundredths (SRN 4.9.3) Writing percentages for common fractions Relate percent name to hundreds (SRN 4.9.4) Counting common fractions to percentages Change fifths and tenths to percentages (SRN 4.9.5) Finding the sum of lengths Add measures of length in metres and centimetres (SRN 4.10.3)

4. Write a fraction in hundredths with the numerator

more than 10 but not a multiple of 10. Pupils to write the decimal name.

SAMPLE ITEM

Write the decimal name for

5. Write a hundredth with a numerator more than 10.

Pupils to write the percent name. SAMPLE ITEM

Write as a percentage

6. Write a fraction in tenths with a numerator more than

1. Let pupils change it to hundredths and write the percent name.

SAMPLE ITEM

Change to hundredths and write the percent name.

7. Write measures of lengths of three objects in metres

and centimetres. The metres should be 2-digits and the sum of the measures in centimetres should be more than 100. Pupils to find the sum.

SAMPLE ITEM The lengths of three light poles are 12 metres 56cm, 13 metres 25 cm and 15 meters 44cm respectively. Find the total length of the three poles.

18


CAT 9 (Cont‘d)



MARK

ALLOCATION

Finding Area of a square or rectangle Find the number of unit squares that will cover a square/rectangular region (SRN 4.10.4) Identifying right-angle triangles Identify right-angled triangles (SRN 4.11.2)

8. Cut out a unit square. Draw a rectangle and divide it into unit squares that can be obtained from it using the dimensions. The dimensions should be a 1-digit number which is more than 2. The dimensions should not be written but shown in the number of divisions of each side. Assist pupils to find the total number of square units. SAMPLE ITEM 1 Square unit.

How many square units can you get from this rectangle? 9. Draw three different types of triangles including a right-angled triangle and label them A, B and C. Let pupils identify the right-angled triangle by writing the letter representing it.

SAMPLE ITEM

Which of these is a right-angled triangle?

A B C

19


CAT 9 (Cont‘d)



MARK

ALLOCATION

identifying isosceles triangles Identify triangles that have two equal sides (SRN 4.11.3)

10. Draw three different triangles including an isosceles triangle and label them A, B and C. Mark the equal sides of the triangles. Pupils to select the triangle with two equal sides.

SAMPLE ITEM

Which of the triangles is an isosceles?

C A B

20


CAT 10



MARK

ALLOCATION

Collecting and Handling data Represent data using a simple block or picture graph and answer questions on it. (SRN 4.12.2)

CAT 10 has 1-3 items. A sample item has been provided as a guide. Put pupils into a reasonable number of groups. Provide each group with a die. Let pupils to throw the die 20 times and record the number of times each face shows up. Make sure every pupil takes part in the activity. Assist pupils to represent their results as block graph by using squares to represent the number of times each number shows.

20 marks

21


CAT 11



MARK

ALLOCATION

Collecting and Handling data Represent data using a simple block or picture graph and answer questions on it. (SRN 4.12.2)

Investigating numbers Find different numbers that will add up to a given sum from a given list of numbers. (SRN 4.13.1)

CAT 11 consists of 10 items. A sample of 10 items is provided as a guide. 1. Draw a block graph showing data collected on 6 items. The number for each item should be less than 10. Let pupils answer two questions based on the format below using the graph. a. Which of the items has the highest number? b. How many (name of item) are there? SAMPLE ITEM The graph shows the number of books 6 pupils in P. 4 have. Use it to answer the questions below. 8 7 6 5 4 3 2 1 Aku Ato Avotri Musa Ben Oye

2. a. Who has the highest number of books? b. How many books has Oye? Write an addition sentence for 3 pairs of numbers.

Represent the addends by boxes and equate it to a two digit number less than 20. Pupils to write any 3 different numbers to represent the boxes to make the sentences true.

SAMPLE ITEM + = Fill in the boxes to make the sentence true.

20 marks

13

22


CAT 11 (Cont‘d)



MARK

ALLOCATION

Write multiples of numbers up to multiples of 10 (SRN 4.13.2) Continue a pattern of numbers (SRN 4.13.4) Finding sum of lengths Add measures of lengths in metres and centimetres (SRN 4.10.3)

Relating milliliters to litres Relate millilitre to litre (SRN 4.14.1)

3. Write a sequence of multiples of numbers (about 4 or 5). Pupils identify the number whose multiples are given. SAMPLE ITEM

(a) 16, 20, 24, 28, These numbers are multiples of and

4. Write a sentence of 4 numbers that follow a given pattern. Assist pupils to continue the pattern with the next 2 numbers.

SAMPLE ITEM

2, 6, 10, 14, ,

Write the next two numbers. 5. Write addition sentences involving measures of lengths in metres and centimetres. Pupils to find the sum. SAMPLE ITEM 5m 60cm + 1m 20cm = 6. Write an uncompleted sentence combining measures

in millilitres to make up one litre. Let pupils complete. SAMPLE ITEM

500m + 300m + m = 1

Complete the sentence.

23


CAT 11 (Cont‘d)



MARK

ALLOCATION

Interpreting picture graphs Represent data using a simple block or picture graph and answer questions on it (SRN 4.12.2) Finding sum of lengths in decimals Add measures of lengths in metres and centimetres (SRN 4.10.3) Changing fractions to percentages Change fifths and tenths to percentages (SRN 4.9.5)

7. Draw a picture graph showing data collected on a

number of items. Pupils to answer questions on it.

SAMPLE ITEM The graph shows the number of glass cups collected by each class.

Class 1

Class 2

Class 3

Class 4

(i) How many glass cups has class 3? (ii) Which class has the highest number of glass

cups? (iii) Which class has the least number of glass

cups? 8. Write two lengths in metres and centimetres. Pupils to

add the lengths and write the sum in decimals.

SAMPLE ITEM Add 3m 25cm to 2m 32cm and write the answer in the decimal. 9. Write a fraction in tenths. Assist pupils to change it to

hundredths, then to percentage. SAMPLE ITEM

= =

Fill in the box.

24


CAT 11 (Cont‘d)



MARK

ALLOCATION

Finding Area of a square or rectangle Find the number of unit squares that will cover a square/rectangle region (SRN 4.10.4)

10. Cut out a unit square. Draw a square for pupils to find

the number of unit squares that can cover it. SAMPLE ITEM A square unit

How many square units can cover this square?

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

1. Primary Mathematics

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

10. Mathematical Activities for Early Childhood, Shaidia Ent.

11. Early Mathematics for KG, Kindergarten Education

25



IN

INTEGRATED SCIENCE

26

Integrated Science 1 (P4)

INTEGRATED SCIENCE

PRIMARY FOUR TERM 1

CAT 1

GUIDELINES FOR WRITING AN ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

Sort plants into different groups based on type of roots, stems, leaves and hardness or softness of stem (SRN1.1.1– 1.1.5) Group plants according to their root system. (SRN1.1.2)

CAT 1 consists of 10 items. Use objectives test items, consisting of multiple choice, completion or supply type items to assess the three tasks. Include an item or two that require high ability thinking. A number of sample items have been provided to guide you. Follow the sample items to write some more items to meet the required number of items. SAMPLE ITEM 1

1. In the Table below show by a tick the correct type of stem of the plant listed.

2. Plant Type of stem Type of leaf Mango

hard

soft

broad leaves

narrow leaves

Cucumber Sweet Potato

Groundnut Pawpaw Guinea corn

Sample item 2 Look carefully at the diagram below and answer the questions on it. 1. What type of root system does the plant have

2. Write down the type of root system in the space provided.

Type of Plant Type of Root

Pepper

Tomato

Grass

Mango

10 marks

27


INTEGRATED SCIENCE

PRIMARY FOUR TERM 1

CAT 1 (Cont‘d)


MARK ALLOCATION

Draw and label the main parts of a leaf. (SRN1.1.3)

3. Which of the following plant leaves looks like the

open hand? A. Pawpaw B. Pineapple C. Cassava D. Banana

4. Write down three differences between maize and mango leaves.

Maize 1. ____________________ Leaf 2. ____________________

3. ____________________ Mango 1. ____________________ Leaf 2. ____________________ 3. ____________________

1. Label the 3 parts of the leaf below.

A

B

C

28

Integrated Science 2 (P4) PRIMARY FOUR TERM 1

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

MARK ALLOCATION

Group animals according to their movement, living places and body covering. (SRN 1.2.1 & 1.2.2)

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. CAT 2 consists of group exercises. Each group should take a nature walk around the school compound to identify animals that have their homes in plants, holes, soil, on branches of trees, in webs, etc. Members should draw two of the homes found. Group orally presents report on the observations made and drawings to support their report. (Award 5 marks based on the following: Drawing - 2 marks Label horizontal with no crossing - 3 marks) Group 1: Complete the table by filling in name of animal and body covering. Animal Movement Name of animal Body Cover Walking

Swimming

Flying

Hopping/Jumping

Gliding

Draw and label the living places of three of the animals you listed. State two uses of the animals you have listed. Note: You may search the internet to assist you. Describe how the living places of the animals have been made.

20 marks

29


PRIMARY FOUR TERM 1

CAT 2 (Cont‘d)


MARK ALLOCATION

State the uses of some animals (SRN 1.2.3)

Take good care of pets. (SRN 1.2.6)

Group 2: 1. Name 10 different animals and 10 plants and state their uses. 2. Draw a diagram using arrows to show that some animals use some plants for food. 3. Draw a diagram using arrows to show that some animals use other animals for food. Group 3 1. List four types of pets. 2. Discuss and report on how to care for pets. 3. Draw a pet that is also used as security in the house.

30



MARK ALLOCATION

List the characteristics of metals (SRN 1.3.1) Group materials into metal and non-metals (SRN 1.3.2)

CAT 3 consists ten items. CAT 3 will constitute 20 marks of the Class Assessment scores for the term. Set multiple choice, supply response type, items. Few sample items have been done for you. SAMPLE ITEMS 1

1. List six characteristics of metals.

Note: List of characteristics of metals such as

- hardness - shiny surfaces - can be beaten into shapes - conduct heat and electricity. - Can be drawn into wires.

Fill in the blank spaces

2. Two methods of changing the shape of

metals is to____it or put it under____.

Pupils will be required to group materials into metals or non-metals. SAMPLE ITEMS 2 1. Group the materials below into metals and non metals.

Illustrate the following: Silver, rubber, chalk, iron, candle, aluminium, copper, Zinc, stick, foam, smoke.

Award 1 mark for each correct answer for the 8 materials 2. Name the metals used for the following:

i. Hoe for farming ii. Electricity wire iii. Guitar strings iv. Louvre frames

20 marks

31


CAT 3 (Cont‘d)


MARK ALLOCATION

Name some metals (SRN 1.3.3-1.3.4) and state their uses in e very day life. Name some metals and non-metals (SRN 1.3.3)

SAMPLE ITEMS 3 1. List 3 metals and write down 2 uses of each. Pupils give responses such as: Silver - i. make trophies ii. make silver jewel Iron - i. making cooking pots

ii. iron rods for building Aluminium - i. cooking utensils ii. roofing sheets Set 3 other items. 2. A friend says cane basket cannot be made using metals. Do you agree or disagree? Give reasons for your answer. SAMPLE ITEM 4 1. Build the names of four metals from the following word square.

A C N O N S K N O R I I S X F P R L T S O H P V Q A O G M E R C U R Y R R Z P L B E D D L O G E D

An example has been done to guide pupils. 2. Tell if the following materials are made from metals, non-metals or both. roofing sheet books pencil chalk Responses should be as follows: roofing sheet - metal, non-metal books - metals and non-metals pencil - non-metal, metal chalk - non-metal 3. Name three industries that use metals and non- metals in their work. 4. List the metals used in making the following:

i. Cooking pot ii. Ear rings iii. refrigerator iv. roofing of buildings

32



MARK ALLOCATION

Describe some uses of non-metals (SRN 1.3.8) Explain the causes of rusting and the effects of rusting (SRN 1.4.1) Demonstrate how to prevent rusting (SRN1.4.4)

CAT 5 consists of ten items. CAT 5 will constitute 10 marks of the Class Assessment scores for the term. Set multiple choice, supply response type, items. Few sample items have been done for you. SAMPLE ITEMS 1

1a. Name the part of a cooking pot made of a non-metal. 1b. Why are non-metals used to make the handles of tools and cooking utensils made from silver? 2. Name two objects made from the following non- metals. i. Wood ii. Plastic iii. Glass

SAMPLE ITEMS 2 1. Explain why iron rods and burglar proof are painted when used in constructing buildings. 2. Study the table below and answer the questions that follow. Group A are the metals and how they are used. The items in group B are ways of preventing rusting of some metals. Match the items in Group A correctly with the item in group B. Group A Group B 1. Iron rod in a window of a building 2. Iron roofing sheets 3. Working parts of a machine 4. Aluminium cooking utensil 5. An Iron wire

1.Smearing with oil or grease 2. Painting 3. Coating with metals that don‟t rust

10 marks

33


P4 TERM 2 CAT 6


MARK ALLOCATION

Differentiate clinical thermometer from a laboratory thermometer (SNR 1.5.2)

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. CAT 6 will constitute 20 marks of the Class Assessment scores for the term. Group the class into three. All the three groups will work on the same task. Note: Safety warning: Clinical and laboratory thermometers can easily break. The mercury in them is poisonous; handle with care. Supply each group with clinical and laboratory thermometers. In a group (consisting 5 members), study carefully the two thermometers in terms of:

1. Length 2. divisions on the stem 3. free flow of liquid in the stem 4. temperature ranges it can measure

Give three differences between a clinical and a laboratory thermometer. Draw the two thermometers and label the parts. Find the name of the liquid running through the stem of each thermometer. Can laboratory thermometer be used in clinics? Explain your answer. Group leaders: to report for each group.

20 marks

34


P4 TERM 2 CAT 6

(Cont‘d)


MARK ALLOCATION

Present the report from the group and support the report with labeled diagrams. Quality should be based on:

Accuracy in the report.

Good drawing and correct labels.

Identification of type of liquid in thermometer (mercury).

Accurate reading of the unit.

35


P4 TERM 2 CAT 7


MARK ALLOCATION

Explain the concept of convection (SRN 2.1.2) Describe what leads to poor ventilation in the home. (SRN 2.1.6)

CAT 7 consists 10 items. CAT 7 will constitute 20 marks of the Class Assessment scores for the term. Set multiple choice, supply response type, items. Few sample items have been done for you. SAMPLE ITEMS 1

1. Explain how convection is used in the working

of coal pot.

Pupils should be expected to state in the explanation that: Hot air is lighter and rises Cold air is denser and takes the place of hot air The flow of cold air to replace hot rising air is called convection.

2. The ventilation of a room uses

A. conduction

B. convection

C. radiation

SAMPLE ITEMS 2

1. Describe three ways of preventing poor ventilation in homes.

Points to be stressed should include: i. Windows or vents on the house to allow free

flow of air. ii. Avoid overcrowding. iii. Windows that are always opened. iv. locate windows properly.

2. Draw a diagram to show land and sea breezes.

3. Describe how land and sea breezes occur.

20 marks

36


P4 TERM 2 CAT 7

(Cont‘d)


MARK ALLOCATION

Sea breeze (points to be awarded marks).

(a) Land becomes warmer than the sea.

(b) Warm wind above the land rises

(c) Cool wind from the sea blows to the land

(d) It happens during the day.

Land breeze (points to be awarded marks)

(a) Sea becomes warmer than land

(b) Warmer wind from the sea rises

(c) Cool wind from the land replaces the rising

wind on the sea

(d) It happens in the night

3. Complete the statements below with the following words: (fresh, day, convection and ventilation): a. Heat travels in liquid by a process called_____ b. The sea breeze blows during the___________ c. Homes without windows have poor________ d. A room is said to be ventilated when the air in

the room is pure and____________________ 4. List three things that will happen when one sleeps in poorly ventilated room. Points to be used include: (possible response) a. Heat in the room b. Stale air c. Sweat, bad breath and bad smell from the bodies of people. d. Feeling tired.

37


P4 TERM 3 CAT 9


MARK ALLOCATION

Describe the movement of the moon around the Earth (SRN 3.1.3) Explain the concept of satellite (SRN 3.1.5)

CAT 9 consists ten items. CAT 9 will constitute10 marks of the Class Assessment scores for the term. Set multiple choice, supply response type, items. Few sample items have been done for you. SAMPLE ITEMS 1 Use the words in the box to complete the following statements. 1. The body which goes round the Earth is the_____. 2. The Moon is a__________of the Earth. 3. The Moon____________sunlight onto the Earth. 4. Total_______happens when the Moon is between

the Earth and the Sun. Write down the answer to question 5. 5. How long does the Moon take to go round the

Earth?

SAMPLE ITEMS 2 Select the correct missing words from the box to fill in the blank spaces in the following statements:

1. Satellite is the name given to objects which __________a planet.

2. The Moon is a____________satellite 3. Scientists use satellites to take______about

the Earth. 4. Satellites are also used to send telephone and

__________messages around the world.

10 marks

Internet, natural, orbits, pictures

reflects, Satellite, eclipse, Moon, orbits

38


P4 TERM 3 CAT 9 (cont‘d)


MARK ALLOCATION

Distinguish between luminous and non-luminous bodies. (SRN 3.1.2)

SAMPLE ITEMS 3 Select the correct answer: 1. What happens when a girl uses a hand lens to direct sunlight onto a dry leaf? The leaf will A. burn B. be wet C. shine 2. A boy uses a hand lens to direct sunlight onto a

plane mirror. The mirror will A. Burn into flames B. Reflect the sunlight C. Absorb the sunlight. 3. Which of the following substances are non- luminous materials? Charcoal Star Moon Sun Water Glass

39


P4 TERM 3 CAT 10


MARK ALLOCATION

Identify some sources of energy (SRN 4.1.2)

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 CAT 10 consists of group exercises. Group 1 Activity The group should take a nature‟s walk around the school compound to identify animals that have their homes in plants, holds, soil, on branches of trees, in webs, etc. Group orally presents report on the observations made and drawings to support their report. Group 2 Activity 1. Group should find out how the following materials

are used to produce electricity.

i. fire wood ii. running water iii. batteries iv. chemicals v. wind vi. solar energy

2. Find things that use food as the source of energy.

(a) sources of energy that is produced from the work of chemicals (e.g. carbide – hunters‟ searchlight), lime in water (calcium carbonate), Batteries.

(b) How do the sources being worked on produce light?

20 marks

40


P4 TERM 3 CAT 10 (Cont‘d)


MARK ALLOCATION

Group 3 Activity 1. Pupils in groups identify and give two examples of forces applied in local games such as: Football, Table Tennis, Volley ball List the role the force play in the game (e.g. stopped ball, change direction of the ball, crush ball etc.) 2. Pupils in groups give two examples of the following forces in nature.

(a) frictional force (b) elastic spring force (c) magnetic force (d) gravitational force

3. Springs, traps and catapults are forces but not energy – Do you agree or disagree? Give reasons.

41


P4 TERM 3 CAT 11


MARK ALLOCATION

Design and make an inductor (coil) (SRN 5.2.1) Investigate the behavior of inductor and capacitor when connected in a d.c circuit. (SRN 5.2.2)

CAT 11 consists ten items. CAT 11 will constitute 20 of the Class Assessment scores for the term. Set multiple choice, supply response type, items. Few sample items have been done for you. Pupils will be required to give simple response to the following test item. SAMPLE ITEMS 1 1. The correct material for making an inductor is____ (a) an insulator (b) an insulated wire (c) A bare wire (d) A thread 2. The inductor is stronger__________ (a) when the coil is filled with air (b) when the coil is filled with soft iron (c) when the coil is filled with rubber Pupil will be required to orally describe or write the process which follows: SAMPLE ITEMS 2 Describe in steps how to prepare an inductor (coil). Pupils will be required to follow the following steps. Each correct step should be awarded 1 mark. Step 1 Gather materials such as: insulated wire, nail or round stick cellotape. Step 2 Leave a length of insulated wire at the left end and wind the wire around a nail or round stick. The winding must be close. Step 3 Use cellotape to fix the ends together but leave (a) short length of the insulated wires at the ends. Precaution: do not scrape the insulation on the wire. Pupil will be required to draw the symbol for an inductor as it appears in an electronic circuit.

20 marks

42


P4 TERM 3 CAT 11 (Cont‘d)


MARK ALLOCATION

Name some diseases of the skin (SRN 5.3.1)

Complete the sentences with the following: i. battery ii. store iii. inductor iv. resistor

a. A d.c. circuit is powered by________________ b. The main work of a capacitor is to____________a

charge when connected in a circuit. c. An electronic component which resists change in

current in a circuit is called_________________ d. Apart from storing energy a___________ acts as a

_______________. Correct answers are as follows:

Capacitor, steady current regulator. e. What does the resistor do in an electronic circuit?

reduces the current that passes through it and saves other components from damage.

f. What role does the Light Emitting Diode (LED)

play in an electronic circuit? SAMPLE ITEMS 3 Fill the blank spaces in the table with the correct words.

Name of Disease

Cause of disease

How to Prevent it

Signs of Disease

Ringworm

fungus

Eczema Personal hygiene

Scabies

Mites

Measles Rashes on the body

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

1. Integrated Science for Upper Primary 4 Peter Asiedu and Henric Attah Baah Yeboah

2. Integrated Science for Upper Primary 4 J A Quarm

3. Integrated Science for Upper Primary 4 Kojo Borbor and Afua Frimpomaa

43


ASSESSMENT TASKS

IN

PHYSICAL EDUCATION

44

Physical Education 1 (P4)

PHYSICAL EDUCATION

PRIMARY 4 - TERM ONE

CAT 1 GUIDELINES FOR WRITING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

EVALUATION/ COMMENTS

Demonstrates Cardiovascular Endurance through fast walking over a distance of 1,500m. (SRN 1.1.1)

TASK Pupils to walk briskly over a distance of 1,500m within 20-30mins. MATERIALS/PERSONNEL NEEDED

Stop watches.

A marked terrain of 1,500m.

Whistle/clapper/starting gun.

Personnel to support officiating.

Lap score cards (if necessary).

ADMINISTRATION OF TASK

Assemble pupils at the starting point

Brief pupils to walk on the left shoulder of road, facing in-coming vehicles (if the course is near where vehicles ply.

From starter‘s command pupils start the walk

Time and record when they cross the finish line.

TEACHER‘S EXPECTATION

Body is kept erect.

Feet contact ground on the heel.

Arms are bent and kept close to the body.

Arms are swung gently.

EVALUATION

Walks 1,500m below 25mins. - High

Performance

Walks 1,500m between 25mins – 30mins. -Average

Performance

Walks 1,500m above 30mins. -Low

Performance

45





Demonstrates Cardiovascular Endurance Within 8-15mins. (SRN 1.1.1)

TASK Pupils to run 1,500m in 8-15min MATERIAL/PERSONNEL NEED

Timing materials:- stop watches, mobile phones

Whistles/clapper

A measured 1,500m course

Personnel to officiate

Lap score card


Put pupils in 2 groups.

Pupils start behind the starting line and at a command from the starter, run the 1,500m race.

Pupils are timed as they cross the finishing line.

Take records of pupil‘s times.

TEACHER‘S

EXPECTATION Keep trunk erect.

Run to cross the line.

EVALUATION

Runs 1,500m in less than 10mins.

-High Performance Runs 1,500m in

10-15mins. -Average Performance Runs 1,500m in

more than 15mins. -Low

Performance

46





Jumps to take off on both feet (from standing position) to cover a distance of 1.0 – 1.5m. (SRN 1.2.1)

TASK Pupils to perform the standing broad jump (double take off) to cover a distance of 1.0 – 1.50m. MATERIALS/PERSONNEL NEEDED Skittles/cones.

Tape measure.

A marked area of 10cm intervals.

ADMINISTRATION

Pupils stand in two files behind the take-off line

At teacher‘s command, pupils leap forward towards the marked distances

Teacher determines distance leaped by pupils

TEACHER‘S EXPECTATION Giving in at the

knees.

Swinging arms vigorously to gain height.

Lifting the arms and stretching the trunk when in flight.

EVALUATION Jumps to cover a

distance above 1.3m - High

Performance

Jumps a distance between 0.5 – 1.3m - Average

Performance

Jumps a distance below 0.5m -Low

Performance

47





Demonstrate the crouch start and take-off to cover a distance of 5m using human support. (SRN 1.1.1)

TASK Pupils get into their marks (using the crouch start) and take-off to cover a distance of 5m in pairs one behind the other. MATERIALS NEEDED Tape measure, whistle, clapper, and skittles. ADMINISTRATION

Pupils in front go into the crouch start

Partner behind presents both legs in the form of a starting block for support.

Pupil in front fixes leg firmly on the human support.

At the crouch position rest on fingers and knee.

At a command raise body to assume an inclined elevation with buttocks‘ higher than shoulder (set position)

From teachers command (whistle/clapper), push on the human support, swing arm vigorously and take-off.

Run a distance of 5m.

TEACHERS‘ EXPECTATION

Fingers firmly bridged behind the starting line.

Arm shoulder width apart with elbows locked.

Look down at take-off and gradually raise the head and body as distances increase.

EVALUATION Correct arm and

feet placement behind the line.

Feet firmly placed on the block.

Strong push for effective take-off from block.

– High

Performance.

Correct arm and feet placement behind the line and the feet firmly placed on the block.

- Average

Performance

Only one or none of the above.

- Low

Performance.

48





Demonstrates passing the ball with inside of the foot to a team mate 10-15m away. (SRN 2.1.1)

TASK Pupils in groups of 3 give 10 consecutive passes to each other with inside of the foot. MATERIALS NEEDED

Skittles, cones.

Tape measure.

Footballs, rubber balls or stuffed balls.

ADMINISTRATION

Put pupils in pairs facing each other with a ball

Each pair, 2m apart with ball pass the ball with the inside of the foot

Increase the distance between pupils to 3m, 4m and then 5m

Pupils do the activity walking, and then trotting

Increase the number to 3.


Placement of the non-kicking foot beside the ball.

Kicking the mid-section of the ball.

Keeping eyes on the ball.

Kicking foot should continue towards direction of ball after the kick.

EVALUATION

Each team of (3), passing ball 8-10 times continuously. – High Performance Each team passing ball 5-7 times continuously. -Average Performance Each team passing ball less than 4 times continuously. - Low Performance

49




EVALUATION/ REMARKS

Demonstrate the underarm (dig) pass over a target of 1.80m. (SRN 2.1.12)

TASK Pupils to perform the underarm play (dig) over a distance of 1.80m high to a team mate. MATERIALS AND PERSONNEL NEEDED

A volleyball net/rope/cross bar.

A volleyball/rubber balls.

Tape measure.

ADMINISTRATION

Put pupils into groups according to the number of balls available.

Leader (facing group) throws ball to pupils to ―dig‖ ball to him (leader)

In two ranks, facing, students dig the ball to each other

Pupils toss the ball to partners who move to play it back

TEACHERS‘ EXPECTATION Stretching arms

together to play ball.

Locking of the elbows.

Playing ball with the lower part of the arms.

Hitting the lower section of the ball.

Hitting ball to a height of 1.8m.

EVALUATION

Meeting 4-5 of teacher‘s expectation

- High Performance Meeting 2-3 of

teacher‘s expectations.

-Average Performance

Meeting 1 of teacher‘s expectations. - Low

Performance

50


P4 TERM 3



EVALUATION/ REMARKS

Move to throw a 20cm long baton/stick from Javelin stance over a distance of 10-15 (SRN 1.3.1)

TASK Pupils to move to throw a 30cm long stick/baton, with one foot in front, over the shoulder to a distance of 10-15m. MATERIALS NEEDED

Tape measure

30cm long sticks/batons


In rank behind a line pupils throw sticks over the shoulder one after the other

Pupils retrieve sticks and come back to stand behind the line.

Pupils jog from 5m away and throw to a target.

Pupils from 10m away run towards the line, plant the foot opposite the throwing arm and throw towards the target.

Pupils recover on the non-throwing legs.


Single handed throw.

Snapping of wrist during release.

Carrying of stick over the shoulder.

EVALUATION A throw of

10m and above. – High

Performance

A throw of 6-9m. – Average

Performance

A throw below 6m. – Low

Performance

51


P4 TERM 3



EVALUATION/ REMARKS

Catches ball with stretch arms and throws it to a mate 6m away (SRN 2.3.1)

TASK Pupils jump to catch a ball, make a two point landing, and throw to a mate 6m away MATERIALS NEEDED

Rubber balls

Stuffed balls

Skittles/cones

Tape measure


In pairs face to face, one meter apart

Practise throwing and catching within one meter

Increase the distance to 2m

Jumping and making a two point landing with catching and throwing

Increase the distance to 6m and practise two point landing to catch the ball and throw


Catch with two hands.

Throw towards the chest of the partner.

Perform the two-point landing.

EVALUATION 8-10

continuous two-point landing to catch and throw the ball to partner – High Performance

4-7 continuous two-point landing to catch and throw the ball to partner – Average Performance

Below 4 continuous two-point landing to catch and throw the ball to partner – Low Performance

52


P4 TERM 3



EVALUATION/ REMARKS

Demonstrates 3 Rhythmic activities in succession while running (SRN 3.2.1)

TASK Pupils run, take-off and part the legs to land. Do this activity 3 times consecutively ADMINISTRATION OF TASK

Practise 5 steps rhythmic run (free facing teacher)

Practise 5 steps rhythmic run to take-off

Practise 5 steps rhythmic run to take-off and split legs in the air

Combine the 3 movements and perform them 3 consecutive times.

TEACHERS‘ EXPECTATION EVALUATION

1. Keep body erect

2. Smooth rhythmic running

3. Legs straight with locked knees when parting the legs

4. Giving in (bending)at the knee when landing

EVALUATION

Run, take-off and part legs correctly - High Performance

Does two correctly –Average Performance

Only one correctly - Low Performance

53


ASSESSMENT TASKS

IN

RELIGIOUS AND MORAL EDUCATION

54

Religious and Moral Education 1 (P4)

RELIGIOUS AND MORAL EDUCATION

PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 1 consists of 10 items or questions based on the following objective. Explain how God expects humankind to respond to his commands. (SRN 2.1.1)

CAT 1 should be administered as a written test. Set the 10 items/questions following these guidelines. Set six objective test items made up of multiple choice true/false, matching and completion or supply test items. The remaining four items should be made up of structured items. SAMPLE ITEMS 1. Why should we be committed to God? (a) He created us (b) We are afraid of him (c) We need to be like him 2. Two things that God expects of committed Christians are_________and_________. They are to love God and their neighbours. True/False? 3. People who are committed to God will go to_____when they die? 4. ______is the cleaning of the face, head, eyes, ears, foot and hands before prayer is said. (a) wudu (b) Asr (c) Isha 5. Laws given by the gods in ATR are called________ 6. ________is the first promise God made to Humankind. 7. Describe the first sign of commitment to God?

8. Explain how a Muslim is expected to show

commitment to Allah.

9. Describe two things God expects from humankind.

10. Identify two commandments in the Holy Bible that show Christians commitment to God.

10 marks

1mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

55


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 2 consists of two and not more than three exercises based on the following objective. Explain why good deeds are rewarded and bad deeds punished. (SRN 2.2.1)

CAT 2 should be conducted as group exercise and should be conducted in two lessons of one hour. The following two exercises have been given as examples for you. You may add another exercise on a topic that has proved difficult to teach and learn in the first two months of the term. Put pupils into groups to carry out the exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding each pupil as you go round. Give 20 full marks to the group(s) that shows the 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 person who would not be contributing much to the group should be awarded any mark in the range 15 – 18 depending on the judgement of the teacher, depending on the mark awarded to the group. Award 15 marks for the group that shows fairly good understanding of the concepts and performs quite well in the activities. A mark in the range of 11 – 14 may be awarded to the pupil(s) who do not measure up well with the rest of the group. Award 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. Award 14 marks for the group(s) in the activities that show little understanding of the concepts and makes many errors. SAMPLE ITEMS

1. Discuss five behaviours that can are rewarded and punished at school and give four reasons for such rewards.

2. Discuss five behaviours that are rewarded and

punished at the end give four reasons for such punishments.

20 marks

56


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 3 consists of 10 items or questions based on the following objectives. Mention some practices in their community that sustain the environment. (SRN 2.3.1) Explain how the destruction and misuse of the environment affect the life of people. (SRN 2.3.4)

CAT 3 should be administered as a written test. Set 10 items/questions following these guidelines. Set six objective test items made up of multiple choice, true/false, matching and completion or supply test items. The remaining four items should be made up of structured items. SAMPLE ITEMS 1. Which of the days is set aside for non-fishing in the sea? (a) Mondays (b) Tuesdays (c) Fridays 2. ______prevents people from destroying the forest. (a) germs (b) birds (c) fishes 3. One of the things that can be used to destroy the environment is______________ 4. Dirty and unhealthy environment can produce__ 5. These are natural things in the environment except______________ (a) forest (b) seas (c) cars 6. We must avoid surface mining because it removes the________which is needed for plant growth. 7. State two ways in which human beings depend on the environment. 8. Identify three ways in which human beings can keep the environment clean and healthy. 9. Explain in two sentences how taboos can help maintain the environment. 10.What two things does God expect of a committed Christian?

20 marks

1 mark

2 marks

1 mark

1 mark

1 mark

2 marks

3 marks

3 marks

3 marks

3 marks

57


PRIMARY FOUR

TERM ONE



MARK ALLOCATION

CAT 5 consists of 10 items based on the following objectives. Identify those in authority in the family (SRN 3.1.1)

CAT 5 should be administered as a written test. Set the 10 items/questions following these guidelines. Set six objective test items which can be made up of multiple choice, true/false, matching and completion or supply test items. The remaining four items should be made up of structured or constructed response items.

SAMPLE ITEMS

1. Who is the head of the nuclear family? (a) Grandmother (b) Father (c) Mother 2. Who is the head of the extended family? (a) Grandfather (b) Uncle (c)Aunt 3. It is the family head who has the highest

authority in the extended family. True / False?

4. My father‘s sister is my_____________

5. People in authority in the family Represent Ancestors. True / False? 6. Two people who exercise authority in the nuclear family are_______and________ 7. Describe two duties authorities perform in the nuclear family. 8. Explain in two sentences why it is important to be loyal to our parents. 9. Identify four people in the family whom we need to obey. 10. Describe two effects that one‘s dishonest

behaviour will have on the family.

10 marks

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

58


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 6 consists of two and not more than three exercises based on the following objective. Explain the importance of being a loyal member of the family. (SRN 3.1.2)

CAT 6 should be conducted as a group exercise and should be conducted in two lesson periods of one hour. CAT 6 should be conducted as group exercise and should be conducted in two lessons of one hour. The following two exercises have been given as examples for you. You may add another exercise on a topic that has proved difficult to teach and learn in the first two months of the term. Put pupils into groups to carry out the exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding each pupil as you go round. Give 20 full marks to the group(s) that shows the 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 person who would not be contributing much to the group should be awarded any mark in the range 15 – 18 depending on the judgement of the teacher, depending on the mark awarded to the group. Award 15 marks for the group that shows fairly good understanding of the concepts and performs quite well in the activities. A mark in the range of 11 – 14 may be awarded to the pupil(s) who do not measure up well with the rest of the group. Award 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. Award 4 marks for the group(s) in the activities that show little understanding of the concepts and makes many errors. SAMPLE ITEMS

1. Discuss five things a loyal member of the family does and its impact on the family.

2. Draw the nuclear family tree and show the importance of being loyal to parents.

20 marks

59


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

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

Identify the moral lessons from the sacred scriptures/oral sacred teaching. (SRN 4.1.1) Describe types of prayer in the three main religions. (SRN 4.2.1)

CAT 7 should be administered as a written test. Set the 10 items/questions following these guidelines. Set six objective test items made up of multiple choice, true/false, matching and completion or supply test items. The remaining four items should be made up of structured or constructed response items. SAMPLE ITEMS 1. Scriptures contain messages from (a) Prophets (b) God (c) Angels 2. The Islamic prayer said at the sunset is called (a) Maghrib (b) Zuhr (c) Fajr 3. The main source of moral teachings in Traditional religion is______________ (a)Prayer (b) Wise sayings (c) Parables 4. The prayer of traditionalist is called_________ 5. The Bible is divided into how many parts? (a) Four (b) Two (c) Six 6. The Holy Qur‘an is composed of 114 chapters. True / False? 7. Describe two types of prayers in any one of the three religions. 8. Explain two moral lessons we can learn from the story of the prodigal son.

9. Identify the instructions that the Qur‘an gives to children towards their parents. 10. Describe four items used in pouring libation.

20 marks

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

2 marks

4 marks

4 marks

4 marks

60


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 9 consists of 10 items or questions based on the following objectives. Tell the story of the call of the three religious leaders. (SRN 5.1.1) Describe some virtues exhibited by the three religious leaders. (SRN 5.1.2)

CAT 9 should be administered as a written test. Set the 10 items/questions following these guidelines. Set six objective test items which can be made up of multiple choice, true/false, matching and completion or supply test items. The remaining four items should be made up of structured or constructed response items. SAMPLE ITEMS

1. Jesus was baptized by____________ (a) Matthew (b) Peter (c) John the Baptist

2. Muhammad received his call to prophet hood

through________________ (a) a revelation (b) Khadijah (c) Abu Talib

3. When Okomfor Anokye was born he was

holding_____________________ (a) sword (b) whisk (c) calabash

4. Khadijah loved Muhammad because he was

_______________

5. Prophet Muhummad went to the cave of Hira to meditate because of__________

6. One moral lesson we can learn from the baptism of Jesus is_______________

7. Describe two virtues that were shown by the Holy Prophet Mohammed towards the poor.

8. Explain two virtues Jesus taught on the ―Sermon on the Mount.

9. Describe two virtues traditional believers cherish

very much.

10. Identify any two virtues of any religious leader

and show how you can apply it to your life.

10 marks

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

61


PRIMARY FOUR

TERM ONE


MARK ALLOCATION

CAT 10 consists of two and not more than three exercises based on the following objective. Apply some of the virtues of the religious leaders to their lives. (SRN 5.1.3)

CAT 10 should be conducted as a group exercise and should be conducted in two lesson periods of one hour. CAT 10 should be conducted as group exercise and should be conducted in two lessons of one hour. The following two exercises have been given as examples for you. You may add another exercise on a topic that has proved difficult to teach and learn in the first two months of the term. Put pupils into groups to carry out the exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding each pupil as you go round. Give 20 full marks, awarded to the group(s) that shows the 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 person who would not be contributing much to the group should be awarded any mark in the range 15 – 18 depending on the judgement of the teacher, depending on the mark awarded to the group. Award 15 marks for the group that shows fairly good understanding of the concepts and performs quite well in the activities. A mark in the range of 11 – 14 may be awarded to the pupil(s) who do not measure up well with the rest of the group. Award 10 marks for the group(s) that shows satisfactory understanding of the concept after a number of errors. Award 4 marks for the group(s) in the activities that show little understanding of the concepts and makes many errors. SAMPLE ITEMS

1. Make a list of 10 virtues you have learnt from the

leaders of the three main religions in Ghana.

2. Show how you would apply 5 of these virtues in

the home.

20 marks

62

Religious and Moral Education 11 (P4) PRIMARY FOUR

TERM ONE



MARK ALLOCATION

CAT 11 consists of 10 items/questions based on the following objective.

Outline the religious importance of the various festivals. (SRN 6.1.1)

Explain the moral significance of religious festivals. (SRN 6.1.2)

CAT 11 should be administered as a written test. Set the 10 items/questions following these guidelines. Set six objective test items which can be made up of multiple choice, true/false, matching and completion or supply test items. The remaining four items should be made up of four structured or constructed response items. SAMPLE ITEMS

1. The religious importance of Eid-ul-Adha is to remember_____________ (a) obedience and faithfulness to God (b) building of an alter to God (c) blessings for Ishmael 2. Picnics that people go on Easter Monday are for people to relax and have fun with other people. True / False?

3. Which of the following is a religious importance of a Traditional festival? (a) thanking the gods for another year (b) settling disputes among families (c) teaching the youth their culture. 4. Christians celebrate Palm Sunday to remember __________________ 5. Odwira is celebrated by the Akuapems in order to welcome the new year. True / False? 6. Hogbetsotso is to the Anlos as Kundum is to___

7. Identify one sacred passage or oral tradition and explain its moral value.

8. Describe three importance of Easter.

9. Identify three significance of Eid-ul-Fitr.

10. Compose a simple song that can tell us about any one attribute of God.

20 marks

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unit 1 purposes and characteristics of school based … · 2016. 9. 19. · purposes of school...

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