UNIT 1 PURPOSES AND CHARACTERISTICS OF ......2011/04/10 · more understanding and application of mathematical processes in everyday problems. 5. Moral and Spiritual Development:

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UNIT 1 PURPOSES AND CHARACTERISTICS OF SCHOOL BASED ASSESSMENT

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

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

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

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

external examination administered by WAEC.

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

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

the performance of the young person while in school

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

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

pupils the chance to receive a broad education.

CHARACTERISTICS OF SCHOOL BASED ASSESSMENT

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

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

2. Use of different test modes

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

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

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

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

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4. Teacher assistance and remediation

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

5. Reduced number of assessments and mark recordings

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

6. Emphasis on pupil-centred learning

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

7. Standardization of SBA Practice Across Schools

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

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

Pupils/pupils will acquire:

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

develop new processes and strategies.

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

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

different subjects.

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

and learn in the process.

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

more understanding and application of mathematical processes in everyday problems.

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

general positive attitude in life

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

and answer questions

SBA MODES AND TIMES OF ADMINISTRATION

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

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

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

Term 1

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

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

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

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

Term 2



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


Term 3



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


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

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UNIT 2

STRUCTURE OF ASSESSMENTS AND MARK ALLOCATION IN A TERM

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

Table 1

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

PRIMARY 1

PRIMARY 2

PRIMARY 3

No. of Items

Mark Allocation

No. of Items

Mark Allocation

No. of Items

Mark Allocation

CAT 1

5

10

10

10

10

10

CAT 2 (Group Exercise)

1 - 3 items

20

1-3 items

20

1-3 items

20

CAT 3

5

20

10

20

10

20

Total marks for CATs1-3

50

50

50

End of Term Examination

50

50

50

Total Marks for CATs1-3 and End of Term Exam

100

100

100

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

1 project

100

1 project

100

1 project

100

Total number of SBA assessments per term

4

200

4

200

4

200

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

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UNIT 3

DIRECTIONS FOR DEVELOPING AND

ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

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

Knowledge

Understanding

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

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

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

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

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

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

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

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

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

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

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

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

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

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

60% of objectives taught in the third month (Weeks 9 – 11 of the term) As in CAT1, the objectives selected for this CAT3 and CAT7 should also be objectives that are considered important in the units covered by the tests. Class Assessment Task 11 (CAT 11)

Using an overlapping system, the CAT11 should be developed in a way that it will consist of

20% of objectives taught in the first term

20% of objectives taught in the second term

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

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

Application of principles and ideas to unfamiliar and real life situations

Analysis

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

problem

Evaluation of situations

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

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

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UNIT 4

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

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

UNDERTAKING SBA PROJECTS

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

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

Emerging curriculum approach

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

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

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

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Table 2

Some Emerging Curriculum Topics and Related Subjects

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

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

3. Problems caused by lack of safe drinking

water in many of our communities

4. Making unsafe water safe for use

5. Why we must provide recreational centres in our villages

6. How to recycle some of our waste materials

7. How to plan our villages and communities

8. How to improve sanitation in our communities

9. How to prevent the spread of malaria

10. How to build a school park

11. How to prepare for future work

12. Types of conflict and how to resolve them

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

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

Textbooks

Magazines

Opinion of teachers, elders and friends

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

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

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

Dictionary

Encyclopedia

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

Tables

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

General Procedure in Project Reports

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

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

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

problem.

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

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

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

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

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

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

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

1. Select suitable title

2. Write the Introduction

3. Paragraph writing

4. Use of tables, graphs and pictures

5. Conclusions

Report Presentation

1. Short Introduction

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

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

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UNIT 5

USING SBA FOR IMPROVING LEARNING IN SCHOOLS

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

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

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

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

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MARKING AND GRADING

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

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

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

16

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

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

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

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

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

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

30 – 39: Project outcome below expectation 29 and Below: Project outcome far below expectation. Poor project in execution and in outcome. Must put in a lot of effort next time. Learning and Pedagogical Challenges and Some Solutions After marking and grading the CATs and the projects, the teacher will notice a number of the learning problems that pupils encountered as a result of misunderstandings during the instruction periods. The teacher could then adopt the following measures to help pupils overcome their learning problems and perform better on future tests and projects:

Counseling pupils

Organizing remedial teaching activities for low achievers

Organizing enrichment activities for high achievers

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

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

17

THE END-OF-TERM EXAMINATION

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

30% of the objectives of Term 1

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



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

Mathematics

Religious and Moral Education

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

20 objective type items marked out of 20

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

18

Group 2 Subjects (Languages)

English

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

Group 3 Subjects

Creative Arts

ICT

Music

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

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

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

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UNIT 6

GUIDELINES FOR PROJECT DEVELOPMENT AND PROJECT ASSESSMENT

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

Project title

Project brief

Detailed description

Subject area connections and syllabus references

Project objectives

Project outputs

Project outcomes

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

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

PROJECT DEVELOPMENT

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

20

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

21

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

Table 3

Assessment of Mathematics Investigative Prose Writing Projects

Assessment Qualities

Mark Allocation

1. 2. 3.

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

30

40

30

Total

100

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Table 4

Assessment of Practical Products: Creative Arts etc

Assessment Qualities

Mark Allocation

Lower Prim

Upper Prim

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

20

20

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

60

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

60

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

Project Report and Presentation

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

-Methods used -Tools used

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

20

(5)

(15)

20

(10) (10)

Total marks

100

100

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Table 5

Assessment of Science Projects: Lower Primary

Assessment Criteria

Mark Allocation

Process assessment

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

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

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

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

40

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

Project Output assessment

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

- Suitability - Safety / precautions

40

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

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

20

(5) (15)

Total marks

100

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

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UNIT 7

SCHOOL BASED ASSESSMENT PROJECTS

FOR LOWER PRIMARY SCHOOLS

Project topics are provided for lower 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.

PRIMARY 3 PROJECTS

The list of Primary 3 projects are as follows: 1. Care for Me 2. Be a Lady, Be a Gentleman 3. Schools Go Green 4. What our Friends Eat 5. Seasonal Wheel 6. Linking Families

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PROJECT TITLE (1) Project Title : CARE FOR ME Project Brief : Pupils undertake a project on children‘s rights to learn about their rights, child abuse situations and what to do when abused.

Detailed Description: Child abuse involves practices which affect the dignity of children. As media reports show, incidents of child abuse still persist in the Ghanaian society.

In this project, pupils take on the roles of journalists, child right advocates and gender activists to learn about children‘s rights. Pupils will identify various types of child abuse cases and suggest one way of preventing them.

Pupils create public awareness about injustices meted out to children in the communities. Pupils will conduct investigations in the community using observation schedules, interview guides and photographs from newspaper cutting, internet, etc. They will also record conversations with ICT tools and make pictorial representations of child abuse scenarios. They will further produce posters and mount exhibitions to educate the community.

Leading Subject: Religious and Moral Education

Connecting subjects and References

a. ICT SRN 1.1.1

b. English Language

c. Creative Arts SRN 1.2.1, 2.1.3

d. Mathematics

Project Duration: One term Project Objectives: The pupils will be able to:

1. identify incidents causes and of child abuse situations in the community.

2. create awareness about issues of child abuse in the community.

3. identify the various agencies that aid abused children.

Project Duration – 1 term

Project Outcomes

1. communication, collaboration, leadership, self direction, skills developed.

2. investigative.

3. creative and innovative skill developed

4. advocacy skills of child rights developed

5. suggest ways of caring for children and preventing abuse through posters,

poems,

songs, short plays etc.

Project Outputs

1. Graphical and pictorial representations of child abuse scenarios developed.

2. Songs, poems, stories, short plays on child abuse composed and performed.

3. A newspaper article on child abuse written

4. Slide show on child abuse scenarios produced and presented.

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PROJECT TITLE (2) Project Title : BE A LADY, BE A GENTLEMAN Project Brief : Pupils undertake a project to promote good manners and etiquette among themselves. Project Description: Manners and etiquette are the desirable and acceptable ways of behavour in a society. In this project, pupils take on the role of peer educators ones research on good behavour, manners and etiquette in the community. They interview adults and role models to identify good manners and etiquette in the community. They role-play scenarios to demonstrate good manners and etiquette. Pupils come out with songs, roles on good behaviour poems on good manners and etiquette. They prepare posters/flyers cartoons and an inventory/catalogue of good manners and etiquette children for a better society. Pupils take on the role of peer educate children.

Leading Subject: RME: 3.1.1.-3.1.3

Connecting subject and references:

Mathematics SRN 3.5.1

RME SRN 3.1.1 – 3.1.3

Ghanaian Language SRN 1.2.1, 1.2.2 & 1.2.3

English Language SRN1.3.1, 1.3.2, 1.4.8

Creative Arts SRN 1.1.1 – 1.1.2

Science SRN 5.1.1. – 5.1.2

ICT SRN 1.1.1

Project Duration: 1 term Project Objectives: The pupil will be able to:

1. identify good manners and etiquette in the community.

2. write rules and regulations on good behavior.

3. demonstrate good manners and etiquette.

4. respect each another and authority.

5. design, make and compose short plays to educate the public on good manners and

etiquette.

Project Outcomes

1. good manners/behavior demonstrated in children

2. communication and collaborative skills developed

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Project Outputs

1. an inventory/catalogue of good manners and etiquette in their communities prepared.

2. drama/role-play on good manners and etiquette performed.

3. stories, songs and poems on good manners and etiquette composed and performed.

4. posters/flyers cartoons on rules of good behaviour made and displaced.

PROJECT TITLE (3)

.Project Title : SCHOOLS GO GREEN Project Brief : Pupils undertake a project to preserve and beautify their

school environment.

Project Description: Environmental degradation is a common menace on school compounds. In

children take on the roles talk about of environmental activists/landscape designers and writers to engage in activities to beautify their school environment. They also draw attention to the need to preserve and beautify the environment. Pupils survey the school environment to identify areas that are degraded and the causes of such degradation. They design and construct flower beds, lawns, borders, container-gardens and rock gardens. They plant trees to check degradation and to beautify the landscape. Pupils make posters, signposts, labels and bulletin boards depicting a good environment and compose songs, stories and poems portraying environmental preservation. Leading Subject: Mathematics, RME, Ghanaian Languages and Culture. Connecting Subject and references: Mathematics, RME, Ghanaian Language, English Language Mathematics SRN 3.3.1 – 3.3.3

RME SRN 1.3.1 – 1.3.3

Ghanaian Language SRN 3.3.1

English Language SRN 4.2.1

Creative Arts SRN 2.3.1 & 2.4.1

Science SRN 1.1.1. – 1.1.3, 1.2.1 – 1.2.2

ICTSRN 1.1.1

Project Objectives: The pupils will be able to:

1. research into factors that degrade their school environment;

2. demonstrate skills in controlling environmental degradation e.g. planting trees, growing

hedges, checking erosion, creating flower beds and lawns;

3. design and make artefacts ways of protecting the school environment using posters,

bulletin boards, songs, stories, design and make artworks (posters, fliers, labels sign

posts) to educate on school environmental protection etc

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Project Duration: 1 term

Project Outcomes

1. knowledge and skills on environmental preservation acquired.

2. communication, collaborative and creative skills developed.

3. research skills acquired.

Project Outputs

1. lawns, flower beds, border plants and trees well maintained.

2. a model, mosaic, collage or a drawing of the school compound indicating its layout

produced.

3. sign posts (directional labels) to control pedestrian movement on the compound erected.

4. plants on school compound labeled with botanical and local names.

5. oral and pictorial reports on degraded areas of the school compound produced.

6. poems, stories and songs on ―Schools Go Green. Composed and performed

PROJECT TITLE (4)

Project Title : WHAT OUR FRIENDS EAT Project Brief : Pupils undertake a project to investigate various foods eaten by domestic animals Project Description: Animals, like human beings, need the right kinds of food to grow. Pupils play the role of ‗friends of animals‘ to investigate the types of food eaten by domestic animals. They interview people in their communities to find out about the types of food their animals eat. They observe animals feeding, take pictures or make sketches. They write creative stories, poems, rhymes and songs on animals and model animals in clay, papier marche and plasticine.

Leading Subject(s): Science, 1.3.1 – 1.3.3

Connecting Subjects and References: Mathematics, English Language, Creative Arts, ICT

Mathematics SRN 3.5.1


Creative Arts SRN 2.1.3, 2.3.1

Science SRN 1.3.1 – 1.3.3

ICT SRN 1.1.1

Project Objectives: The pupils will be able to:

1. survey and compile data on types of foods eaten by domestic animals.

2. suggest food for feeding domestic animals through oral presentations.

3. make posters and models of domestic animals and the types of food they eat.

4. write stories, poems, rhymes and songs on how to care for animals.

5. narrate folktales about animals and what they eat e.g. Why the hawk catches chicks?

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Project Duration 1 term

Project Outcomes

1. communication, collaborative and innovative skills developed

2. research skills developed

Project Outputs

1. posters, photo albums or a scrapbook of animals and the food they eat developed

2. stories, rhymes, poems and songs on animals and what they eat composed and

performed..

3. folktales on animals and what they eat narrated.

4. Images of animals modeled and displayed.

PROJECT TITLE (5)

Project Title : SEASONAL WHEEL Project Brief : Pupils undertake a project to construct a seasonal wheel to create

awareness about seasonal events in the community and their cyclic nature.

Project Description: Most natural events are cyclic in nature. These include the seasons. In this project, pupils play the roles of climatologists and meteorologists. They investigate and collect daily and weekly data which they will use to analyse seasonal weather and climatic conditions. They also use the information to construct a weather chart, a calendar and a seasonal wheel. Pupils will develop observational schedules to observe and record weather changes over a year. They will indicate different weather conditions i.e. dry, wet, windy, sunny, rainy, stormy for days, weeks and months. They also play the role of anthropologists to record and prepare a chart of socio-economic activities such as festivals, folktales fishing and forming. Leading Subject(s): Mathematics, SRN: 3.10.4, Natural Science 2.1.1 – 2.1.3

Connecting Subjects and References:

Mathematics SRN 3.10.4 – 2.1

Creative Arts SRN 1.1.1, 2.1.1


ICT SRN 1.2.1, 1.3.1

Physical Education SRN 3.2.2

Project Duration: 1term Project Objectives: The pupils will be able to:

1. record daily weather conditions over a period of one year using conventional signs

2. analyse weather information and prepare weather charts;

3. prepare a calendar of economic and socio-cultural activities.

4. research into folktales and stories associated with seasonal activities;

5. compose songs, poems and rhymes on the seasons;

6. organise an open day to exhibit their products.

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Project Outcomes

1. research and analytical skills developed.

2. communication and collaborative skills developed

Project Outputs

1. pictorial weather charts with symbols to depict various weather conditions

2. calendars/charts/artwork depicting seasonal activities made.

3. folktales, stories, songs, poems and rhymes on the seasons and their related activities

written and performed.

4. a seasonal wheel showing the cyclic nature of the seasons designed and made.

PROJECT TITLE (6)

Project Title : LINKING FAMILIES

Project Brief Pupils design a project to link members of their external and nuclear families.

Project Description: The family is the basic unit of the society. Everybody belongs to a family. In this project, pupils in groups take on the role of genealogists and researchers to educate their peers on how members of the nuclear and the extended families are connected. Pupils interview their parents and elders to trace their blood relations. They draw a family tree with the information obtained. They will interview parents, guardians and elders in the family about their roles and responsibilities. Pupils write down their findings and record discussion using ICT tools where possible. They role-play duties and responsibilities of members of the family. .Leading Subject(S): RME

Connecting Subjects and references

Subject Reference Numbers



Creative Art SRN 1.1.1

ICT SRN 1.1.1

RME SRN 3.1.1 – 3.1.2

Mathematics SRN 3.5.1, 3.5.2

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Project Objectives

Pupils will:

1. use the correct terminology to describe members of the family.

2. gather information on members of the extended family for two generations; e.g.

photograph

3. collect information on the roles and responsibilities of family members.

4. compose and perform a sketch on the duties of the members of the family, during a

family activity e.g. naming ceremony.

5. draw a family tree for two generations.

6. produce a glossary of kinship terminology.

Project Duration – 1 term

Project Outputs

1. a glossary of kinship terminology written.

2. albums or scrapbooks of members of the nuclear and extended families made.

3. family trees of extended family trees drawn, and exhibits over two generations.

4. a drama portraying the roles and responsibilities of family members at family functions,

performed.

Project Outcomes

1. communication and creative skills developed.

2. families‘ members identified.

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

33

GUIDELINES FOR WRITING AND ADMINISTERING CLASS

ASSESSMENT TASKS

IN

CREATIVE ARTS

34

Creative Arts P 3

PRIMARY THREE - TERM ONE

CAT 1 (Individual Work)

GUIDELINES FOR WRITING AND ADMINISTERING SBA TASKS (CATs)

MARK ALLOCATION

Draw and paint from imagination to express ideas and feelings and use cut-out letters of the alphabet to create pictures (SRN 1.1.1) (SRN 1.1.2)

Pre-requisite skills and knowledge As a pre-requisite for the performance of the task stated below, the teacher should have:

i. organised a general class discussion on issues based on imagination, fantasies, dreams, future aspirations, developments, sanitation, sports etc.

ii. guided the pupil to visualize and pre-image the activities, figures and scenes that characterize the events, and

iii. organised the pupil to collect and gather old magazines, journals, newspapers, calendars, posters, etc. having various letters in different sizes, forms and colours.

This will enable the pupil to be able to:

imagine and develop artistic ideas to reflect his/her dreams, desires etc.

draw to depict their feelings from imagination and memory,

choose colours that symbolize the mood created in the composition to paint the work,

select and cut-out letters from a number of magazines, newspapers etc. organise and paste them on a hard background to create figures, scenes, objects or patterns,

frame their work with an appropriately constructed frame,

discuss and assess their works intelligently using the right vocabulary.

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

a) Draw and paint from imagination to express your desires, feelings, ideas and expectations on personal, social, economic and cultural issues. Frame the work for class discussion (jury)

b) Cut, organize and paste letters of the alphabet from magazines, newspapers, calendars, etc. to create scenes or designs. Frame your work for appreciation.

10 marks Process = 3

Handling and use of tools and materials

Psychosocial skills i.e. tolerance, patience, concentration, independent work, friendliness, cooperation etc.

Product = 5

Design/layout/ Composition

Creativity

Craftsmanship/ Draughtsmanship

Finishing/neatness

Function/suitability

Response (appreciation and appraisal) = 2

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.

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Creative Arts P 3

PRIMARY THREE - TERM ONE

CAT 2 (Group Work)


MARK ALLOCATION

Performance Play simple rhythms from the musical ensemble in the locality. (SRN 2.1.3)

Pre-requisite skills and knowledge Before undertaking this task, pupils should have had the opportunity to handle and explored the use of at least one musical instrument.. As each type of instrument is introduced, care should be taken that all children have the opportunity to experiment with it and to learn to hold and play it correctly. The various ways of producing sounds on instruments should have been explored and discussed. When two or three kinds of instruments have been introduced, small ensembles may have been formed in class to accompany singing. Sample Activities Pupils in convenient groups:

a. select a local musical ensemble of their choice. b. play the time-line and rhythms of the supporting

instruments of the selected ensemble using real or improvised instruments.

c. create and play new rhythms d. appreciate their performances

20 marks Skills in playing rhythms = 8 Creativity/Originality= 8 Psychosocial skills i.e. teamwork, tolerance, patience etc. = 2 Ability to talk about their performances (appreciation and appraisal) = 2

36

Creative Arts P 3

PRIMARY THREE – TERM ONE



MARK ALLOCATION

Design and make stabiles and mobiles using a variety of tools, materials, and techniques. (SRN 2.4.1)

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

i. observe and discuss the forms, shapes, styles and characteristics of some examples of stabiles and mobiles,

ii. talk about the importance, uses and functions of familiar stabiles and mobiles in the beautification of an environment,

iii. examine the tools, materials, processes and finishing techniques that are used in the designing and making of some familiar stabiles and mobiles,

iv. handle and work with variety of tools, materials and techniques e.g. stitching,. modelling, cutting, folding, assembling, constructing, decorating and printing.

With these experiences the pupil will be able to:

identify the need for a stabile or mobile in either the home or the school,

design the form or shape of his/her stabile or mobile,

demonstrate skills and knowledge in the use of variety of materials, tools and techniques in making his/her design,

exhibit some level of maturity in the discussion and evaluation of his/her product.

Sample Activities A pupil to design and make a simple ‗stabile; or ‗mobile‘ to be used in the home or school, using variety of materials, tools and techniques. e.g.

Flower Vase

Jewellery Box

Fabric Toy

Gift Hampers

Tassels

Fringed Garlands

German Bell



Psychosocial skills i.e. tolerance, patience, concentration, independent work, friendliness, cooperation

Product = 10


Creativity


Finishing/neatness






ideas

- Likes/dislikes of

product etc.

37

Creative Arts P 3

PRIMARY THREE - TERM TWO



MARK ALLOCATION

Create a picture in paper montage. (SRN 1.1.1)

Pre-requisite skills and knowledge As a pre-requisite for the performance of this task, the pupil should have had:

i. a general class discussion on the socio-economic activities that go on in the community; e.g. festivals, communal labour, sanitation, health, sports, fashion, funeral, entertainment, trade and industry.

ii. an understanding of the characteristics, processes and techniques in producing a photomontage (paper montage).

iii. the experience of collecting and gathering old magazines, newspapers, calendars, journals, periodicals etc.

iv. a lesson on the process of studying the pictures in printed matter to build an idea or theme around it.

Having gone through the above activities the pupil should be able to:

create a theme/idea out of the pictures he/she has gathered.

cut, organize and paste pictures to reflect the theme, or

cut, organize and paste text and images to correspond with the chosen verse from the Bible/Quran/Wise sayings or topical issues.

assess and evaluate his/her project dispassionately.

Sample Activities A pupil to choose one of the following:

i. Organize cut-out images from magazines, newspapers, calendars and paste them to create a desired scene and frame it. Exhibit your work for class discussion and appraisal.

ii. Design and create a pictorial wall hanging using a selected short verse or line from the Holy Bible, Quran, a hymn or a poem, etc. Exhibit your work for class appreciation and appraisal.




Product = 5


Creativity


Finishing/neatness






ideas

- Likes/dislikes of

product etc.

38

Creative Arts P 3


CAT 6 (Group Work)

GUIDELINES FOR WRTING AND ADMINISTERING SBA TASKS (CATs)

MARK ALLOCATION

Performance Narrate and dramatize stories in the locality. (SRN 2.1.3)

Pre-requisite skills and knowledge Before undertaking this task, pupils should have had the opportunity to narrate and dramatize stories based on familiar themes in the locality, e.g. cleanliness, the harmful effects of malaria, HIV/AIDS. Also pupils should have had the opportunity to watch any of the following.

a) Drama

b) Concert

c) Film/Movie

Sample Activity Group pupils to create and perform their own drama based on a given theme. Also, let them select a simple song that could be sung alongside the performance.

20 marks Ability to create own story line (creativity and originality) = 8 Performance (coordination and use of space) = 8 Ability to talk about their performance (appreciation and appraisal) = 4

39

Creative Arts P 3




MARK ALLOCATION

Secure a hem with embroidery stitches and design simple motifs to decorate articles. (SRN 2.2.1) (SRN 2.2.2)

Pre-requisite skills and knowledge The pupil should have:

1. made simple decorative stitches 2. created simple motifs by drawing, tracing and

cutting 3. transferred motifs onto another surface by tracing

Sample Activities A pupil to:

1. secure the long side of the long flat article with embroidery stitches.

2. design simple motifs to decorate the article. 3. talk about the processes involved in the work e.g.

How he/she came about his/her motifs and how it was developed? What difficulties he/she encountered? How did he/she overcome the difficulties?

4. say what he/she likes or dislikes about the work. E.g. appropriate motif, fine stitches, suitable colours, neatness.




Product = 10


Creativity


Finishing/neatness






ideas

- Likes/dislikes of

product etc.

40

Creative Arts P 3

PRIMARY THREE – TERM THREE



MARK ALLOCATION

Design and make simple greeting cards with text and images. (SRN 1.2.1)

Pre-requisite skills and knowledge As a pre-requisite for the performance of this task, the teacher should have:

i. discussed ‗greeting cards‘ as a communication design and its importance in the life of the individual,

ii. asked pupils to examine samples of greeting cards and describe the features that they found on them,

iii. taken pupils through the techniques of making a greeting card,

iv. taken pupils through the process of pre-imaging, designing and making of their own greeting cards.

v. taught pupils the characteristics and qualities of a good greeting card, and

vi. led pupils to identify the materials suitable for making a greeting card.

The above exposure will enable the pupil to be able to:

develop an idea and come out with a message for his/her personal greeting card,

combine his/her text with images,

use combination of skills and techniques as well as variety of materials to produce his/her greeting card, and

finally discuss and assess his/her work intelligently using the right vocabulary.

Sample Activity A pupil to design and make a simple but well decorated greeting card with suitable text and images for e.g. a friend‘s birthday, mother‘s or father‘s day celebration. Use the techniques of lettering, ICT, patternmaking and/or printmaking. Present your work for appreciation and appraisal.




Product = 5


Creativity


Finishing/neatness






ideas

- Likes/dislikes of

product etc.

41

Creative Arts P 3

PRIMARY THREE - TERM THREE

CAT 10 (Group Work)


MARK ALLOCATION

Composition (Improvisation) Creates movements in dancing. (SRN 2.1.3)

Pre-requisite skills and knowledge Before undertaking this task pupils should have had the opportunity to discuss movement as an element of dance. Dancing is an activity children like to do and they are usually moved by any music they hear or listen to. In this task, the ability to create movement patterns is the focus. Pupils should have been guided to create their own movement patterns of occupations within their locality for the task. Note: Teachers should remember that creative movement is a form of dance that is personal and expressive. Sample Activity Pupils in convenient groups, create and perform movement patterns depicting occupations of their choice. The following could be a variation on the movements created.

a) Make creative movements when they hear the music.

b) Freeze when the music stops.

Note: There should be effective use of the leg, arm and head movements.

20 marks Composition of movement to depict an occupation = 10 Performance = 7

Movement: Leg,

arm and head

coordination

Ability to talk about their performance, experience and impression = 3

42

Creative Arts P 3

PRIMARY THRE - TERM THREE

CAT 11

(Individual Work) GUIDELINES FOR WRITING AND

ADMINISTERING SBA TASKS (CATs) MARK ALLOCATION

Construct paper boxes/packages according to specifications and decorate it. (SRN 2.4.2)

Pre-requisite skills and knowledge As a pre-requisite for the successful performance of this task, the teacher should have taken the pupil through the following;

i. the processes involved in creating a paper box according to specifications.

ii. the importance of accurate measurements. iii. examination, dismantling and refolding of old

paper boxes/packages e.g. chalk boxes iv. planning and constructing of his/her personal

boxes/packages. v. discussion of the features on some packages and

the importance of packaging in sales promotion. vi. how to design and produce a package for a

product. Knowledge in the above will enable the pupil to:

select a product and design a package.

demonstrate skills and knowledge in the use of different techniques and suitable materials.

plan, measure the dimensions, arrange text and images,

cut, fold and paste card to create a package.

appreciate and assess the finished product using the correct terminologies intelligently.

Sample Activity A pupil to design and construct, brand and decorate a package ideal for a new beverage product of his/her choice. Suggest a suitable brand name for the product and add any other information he/she considers necessary.




Product = 10


Creativity


Finishing/neatness






ideas

- Likes/dislikes of

product etc.

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

1. Creative Arts by Benjamin Osae, Ebenezer Agyiri Damptey

43


ASSESSMENT TASKS

IN

ENGLISH LANGUAGE

44

English CAT 1 (P3)

CAT 1

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

1) Recite a poem

with correct stress and rhythm. (SRN 1.1.1)

2) State words heard in a story.

(SRN 1.3.1)

3) Grammar:

Give the plural form of

nouns. (SRN 2.1.1) 4) Make two

sentences from a given substitution table. (SRN 2.2.2)

5) Copying: Copying short

paragraphs in good handwriting

(SRN 4.3.1)

CAT 1 should consist of 10 items which should be marked out of 20 and converted to 10 as in table 1. These sample items have been provided as a guide to the teacher to produce the 10 items.

Each pupil selects a poem learnt in class and recites it to the class. Note: Listen for correct pronunciation, stress and rhythm. (Award ½ marks for correct recitation with correct pronunciation, stress and rhythm; Pupils listen attentively to a short story of about 6 – 8 sentences. Call pupils individually to recall any 2 words they heard in the story. Note: Pupils who seem not to remember any word may be assisted with specific guides like mention the name of people, places etc in the story. (Award ½ mark for each correct word mentioned; total of 2 marks) Select two singular nouns for pupils to give their plural forms. One of the words should take the ‗s‘ to form the plural while the other should takes ‗es‘ E.g.: book – books; box – boxes. (Award ½ mark for each correct plural form. Teacher draws or puts up a prepared substitution table based on a specific structure on the board, each child picks an item from the table to form two correct sentences. (Award ½ mark for each correct sentence) Pupils write letters in the upper case. EXAMPLE Write the following letters in upper case: (capitals) e.g. q, h, r, w, (Award ½ mark for each correctly written letter)

10 marks

1 mark

2 marks

4 marks

1 mark 2 mark

Note: P1-P3, 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 programm

45

English CAT 2 (P3)

CAT 2 GROUP ACTIVITY


MARK ALLOCATION

1) Perform a

sketch from a given story (SRN 1.3.3)

2) Grammar: Making verbs to agree with their subjects.

(SRN 2.2.2)

Tell pupils a short and interesting story. Discuss the main events of the story with the pupils. Divide the pupils into groups. Each group selects an event/episode in the story and prepares to perform a sketch on it. Group leader assigns roles to members; decides on lines and costumes where necessary with teacher‘s guidance. Groups take turns to perform. (Award 5 marks for best sketch: good portrayal of characters, clear speech etc., 8 for the next best, 6, 4 and 2 marks in order of quality of sketch) Award an impression mark out of 10 based on: accuracy of portrayal of characters clear speech correctness of language etc. Briefly revise simple sentences in which the verb agrees with the noun. Members of each group co-operate and construct 10 simple sentences in which the nouns and verbs agree. (Award ½ mark for each correct sentence.

SAMPLE ITEM 1. Use each of the following doing words to form a sentence: is, are, eats, do, does, walks, work, sleep, dance, talks. Award ½ mark for each correct answer. 2. Use each of the following to form a sentence: i. The boy _______ ii. The man ______ iii. Bediako ______ iv. The girl _______ v. The boys ______ vi. The girls _______ vii. The men _______ viii. the teachers ______ ix. The woman ________ x. The singers ________ Award ½ for each correct sentence formed.

20 marks 10 marks 5 marks 5 marks

46

English CAT 3 (P3)

CAT 3


MARK ALLOCATION

1. Read aloud a given text at an appreciable speed with correct pronunciation. (SRN 3.1.1) 2. Reading Comprehension (SRN 3.2.1) 3. Grammar: Completion of sentences with appropriate

verbs (SRN 2.2.2)

4. Write letters that are difficult for pupils to write (SRN 4.1.1) 5. Write and say Tongue twisters. (SRN 4.1.2.)

CAT 3 should consist of 10 items which should be marked out of 20 and converted to 10 as in table 1. These sample items have been provided as a guide to the teacher to produce the 10 items. Let pupils individually read aloud a text of about 20 – 25 words to the teacher and answer 2 questions based on it. Award marks as follows: 20 – 25 words correctly read - 4 marks 15 – 19 words correctly read - 3 marks 10 – 14 words correctly read - 2 marks 5 - 9 words correctly read - 1 mark 0 - 5 words correctly read - 0 mark Pupils read a suitable passage selected by the teacher aloud and answer 4 questions each. Questions should elicit. Award 2 marks for each question answered correctly. i. Facts in the passage (2 questions for ½ mark) Teacher writes five simple sentences on the board omitting the verbs. Pupils copy the sentences inserting the omitted word. Let pupils to copy the sentences and use the correct form of one of the verbs in brackets to complete the sentence: SAMPLE ITEM Copy the sentences and fill in the blank spaces with the correct words.

i. My book _________ on the table (are, were, is)

ii. Goats _______ grass (walk, eat, jump) iii. We ________ in school (grow, cut, learn) iv. She is ________ to school (running, shouted, went)

Select six letters that are difficult for pupils to write well. Let pupils write the letters. Check for correctness and award ½ mark for each correctly written letter.

r, m, k, y, g, t Teacher writes a tongue twister on the board. ‗Baaba bought a bit of butter bread and found the butter bread bitter.‘ Pupils copy the tongue twister and individually read it out to the teacher. (Award 3 marks paying particular attention to the /b/ sound and the consonant cluster ‗br‘)

20 marks

4 marks

4 marks

4 marks 5 marks

3 marks

4 marks

47

English End of Term 1 Test (P3)

END OF FIRST TERM EXAMINATION

SECTION A READING (ORAL)

Read the passage aloud: Before Ali left home, he looked at the time ―Aah‖, he said, and ran all the way to school. He was lucky. He got to school just before the school gate was closed. He walked to his classroom, greeted Mrs. Adu and his friends and sat down. ―I was nearly late, ―Ali said to himself. Oral Questions Factual

1. What did Ali do before leaving home? 2. Where did he go? 3. Who was lucky? 4. When was the school gate closed?

Note: Each child answers any one of these questions. Inferential/Speculative Questions

1. Why did Ali run all the way? 2. Who is Mrs. Adu?

Note: A pupil answers just one of these questions. SECTION B GRAMMAR Choose the correct word to complete the sentences.

1. Ama and her sister __________ this school. A. attending B. attend C. attends

2. Amidu _____________ to the mosque every Friday. A. go B. went C. goes

3. Stephen has three _______________. A. mangoes B. mango C. mangos

48


4. We always ___________ football during break time.

A. plays B. play C. are playing

5. The thief ____________ over the wall yesterday.

A. jumped B. jumps C. jump

SECTION C COMPOSITION Fill in the blank spaces with the correct words.

My Friend

1. My friend‘s name is __________ 2. He/she is _______ years old. 3. He/she lives at __________ 4. He/she is in primary ____________ 5. ___________ is my friend because _______________ etc.

Fill in the correct letters in the blank spaces.

6. black – boa – d 7. te – ch – r 8. pup - - s 9. chur - h

49

English CAT 5 (P3)

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

MARK ALLOCATION

Reading Read aloud a text at an appreciable speed with correct pronunciation. (SRN 3.1.1)

Grammar: Identify Verbs in simple sentences:

(SRN 2.2.1)

Using upper case letters (SRN 4.2.2)

CAT 5 should consist of 10 items which should be marked out of 20 and converted to 10 as in table 1. These sample items have been provided as a guide to the teacher to produce the 10 items. Pupils individually read a short text of 20 – 25 words aloud. Let pupils individually read aloud a text of about 20 – 25 words to the teacher and answer 2 questions based on it. Award marks as follows: 20 – 25 words correctly read - 4 marks 15 – 19 words correctly read - 3 marks 10 – 14 words correctly read - 2 marks 5 - 9 words correctly read - 1 mark 0 - 5 words correctly read - 0 mark Pupils underline 2 verbs in the simple present and 2 verbs in the simple past in 4 sentences. SAMPLE ITEM Copy the sentences and underline the doing words.

1. I play football every Sunday afternoon.

2. My father gave me a new wristwatch.

3. We read an interesting story.

4. Jonas helps me with my homework.

Award ½ mark for each correct word underlined. Pupils re-write 4 sentences changing lower case letters to upper case letters where appropriate. SAMPLE ITEMS: Copy the sentences using capital letters at the correct places.

i. the books belong to esi. ii. we shall visit mansa today. iii. amina and abu attend our school. iv. all of us will miss Mr. Appiah.

(Award 1 mark for each correct use of the upper case letter)

10 marks 4 marks

4 marks

2 marks

50

English CAT 6 (P3)

CAT 6 GUIDELINES FOR WRITING AND ADMINISTERING

CLASS ASSESSMENT TASKS (CATs)

MARK ALLOCATION

1) Oral Language

describing common animals (SRN 1.4.3)

2) Conversation: Talking about a

place visited. (SRN 1.4.6)

Groups take turns to do the following: Each group member talks about a pet of his/her choice. The group discusses the pets talked about and selects one pet for the group‘s work. The group should draw a picture of the selected pet. Each group member should then write one sentence about the pet selected by the group. The group should then write each member‘s sentence under the picture they have drawn. Award 4 marks for the accuracy of the description, 4 marks for the correctness of the language and 2 marks for the picture and sentences. Each member in a group describes a place he/she has visited e.g.: zoo, market, castle, forest, farm etc. Group members together select two of the most interesting descriptions of places visited. The group should write 5 sentences on each of the two places. Award 4 marks for the accuracy of the description, 4 marks for the correctness of language and 2 marks for the written sentences.

20 marks 10 marks 10 marks

51

English CAT 7 (P3)

CAT 7


MARK ALLOCATION

1. Listening comprehension (SRN 3.2.2) 2. Grammar: changing sentences for the simple to the simple past (SRN 2.3.2) Using Preposition Correctly. (SRN 2.4.2)

Teacher invites children individually and reads aloud a short text of two or three sentences to each child. Teacher then asks two questions based on the text read. Preferably one of the questions should be factual and the other inferential. SAMPLE ITEM Listen carefully as I read the passage so that you can answer the questions I shall ask. When Stephen returned from school his mother was not at home. He went into the kitchen and prepared gari and beans. After eating he washed his school uniform.

1. Who was not at home? 1 mark.

2. Why did Stephen prepare gari and beans? 2 marks

(Award 1 mark for each correct answer) SAMPLE IEM Rewrite these sentences in the simple past tense. 1. We do Maths on Mondays. 2. My mother cooks our meals 3. The girls play football.

Award 1 mark for each correct sentence. SAMPLE ITEM Teacher writes 4 prepositions on the board. He then writes sentences leaving blanks to be filled with prepositions. The pupil copies the sentence and chooses the correct preposition to fill in each blank. SAMPLE ITEM Choose the correct preposition to fill the blank in each sentence: (on, into, over, under)

1. The thief jumped ----------- the wall.

2. Pour the water------------ the bowl.


52

English CAT 7 (P3)

CAT 7


MARK ALLOCATION

3. Reading comprehension (SRN 3.2.1) 4. Blank Filling (SRN 4.2.1)

Select a suitable text from the class textbook or some other source. The text may be photocopied or written on the board. Pupils write answers to 4 questions 3 of which must be multiple choice and one open ended. One of the multiple choice questions should be inferential. SAMPLE ITEM Ato, Abu, and Ami were walking home from the next village. Their school had played a match there. They had gone to buy coconuts. When they came everybody had left. The road was quiet. It was getting dark. They walked fast. Many times they turned and looked back. Ato coughed. Then everybody started running. QUESTIONS 1. What did the children go to do in the next village? (Factual)

a. They went to buy coconuts. b. Their school went to play a match. c. They went on an excursion.

2. Why were the children left behind? (Factual)

a. They were playing. b. They were walking slowly. c. They had gone to buy coconut.

Teacher writes a short composition on a familiar topic on the board leaving out blank spaces. Pupils copy the composition filling in the blank spaces with appropriate words/phrases. SAMPLE ITEM Copy the composition and fill in the blank spaces. My Best Friend My best friend is _____ he is _____ years old. He lives at ___ He attends _____ school. He is in class three. The subject he likes best is _____. He likes eating _____ and he likes to play _____. Score 1 mark for each blank correctly filled.

3 marks

53


END OF SECOND TERM EXAMINATION

SECTION A

READING COMPREHENSION Read the passage silently and choose the correct answers to the questions which follow. Ali and Mansa are friends. They live on the same street and they attend the same school. Last Saturday they attended a friend‘s birthday party. Their friend is Yao. It was his ninth birthday party and his parents and other relatives were also there. When his friends arrived, Yao felt happy and proud.

1. Where did Ali and Mansa go on Saturday? They went to

A. the street. B. School. C. a friends party.

2. Who live on the same street?

A. Ali and Yao. B. Mansa and Ali. C. Yao and Mansa.

3. Who did not attend a party?

A. Mansa‘s parents B. Yao‘s friends. C. Yao‘s relatives.

4. Yao was proud because…………….

A. it was his birthday. B. it was a friend‘s birthday. C. his friends came.

5. Give the passage a title.

54


SECTION B GRAMMAR Choose the correct words to complete the sentences.

1. Two of Uncle Kwesi‘s _____________ have been removed by the doctor.

A. tooths B. tooth C. teeth

2. The robbers carried sticks and ________________.

A. knives B. knifes C. knife

3. The boys _____________ when the teacher entered the room.

A. shout B. are shouting C. were shouting

4. My father _____________ for Accra yesterday.

A. leaves B. left C. is leaving

5. Please park your car ___________ the white house.

A. on B. in front of C. over SCTION C COMPOSITION Form 5 correct sentences from the table below:

I

He we

go

goes travels come

to

work

market Accra school

everyday.

on Saturday. every Friday.

Rearrange each of the following sets of letters to form a word hosue coko shrti jaervl obx

55

English CAT 9 (P3)


MARK ALLOCATIO

N 1. Listen to a story

and tell the lesson it teaches. (SRN 1.3.2)

2. Grammar:

Answer yes/no

questions

correctly using

the future tense

(SRN 2.6.1)

3. Reading

Comprehension: Answer

questions based on passages read to them.

(SRN 3.1.2)

4. Writing: Use the

comma correctly

in simple

sentences

(SRN 4.2.2)

Tell the class an interesting story with an underlying moral lesson. The lesson must be clear and vividly portrayed. Ask pupils to think and identify a lesson that they have learnt from the story. Ask each individual to tell you the lesson he/she learnt from the story and then write it down in his/her exercise book. (Award 2 marks for relevance and quality of the lesson identified.

Write 2 questions on the chalkboard using the future tense e.g: Will you iron your dress tomorrow? Answers should be: Yes, I will.

No, I won‘t. Each pupil writes one positive response and one negative response in future tense to questions posed by teacher. (Award 1 mark for each response, positive and negative)

Pupils read a short passage of about six sentences and answer 4 questions on the passage following this example: i. 2 items on meaning of 2 words in the passage. ii. 2 items dealing with understanding of issues in the

passage.

You can use multiple choice items for (i) and structured question type for (ii). (Award ½ mark for each item in (i) and 1 mark for each of (ii); total of 3 marks) Write four sentences with a list of items in each sentence on the board. There should be no commas in the sentences. Pupils copy the sentences inserting commas. SAMPLE ITEM: Copy the sentences. Put commas at the correct places. i. Ama bought yams okro pepper and plantain. ii. Fati has a ruler a pencil a crayon and an exercise book. Award ½ mark for each correct answer.


2 marks

56

English CAT 9 (P3)

CAT 9 Cont‘d


MARK ALLOCATION

5. Writing: Short description of a pet (dog/cat) (SRN 4.2.1)

Pupils are to write any two of the four sentences in their writing books putting in commas at the appropriate places. (Award ½ mark for each correctly placed comma. Provide a frame of the desired controlled composition type for pupils to write a short description of a pet. SAMPLE ITEM Fill the blanks to write a composition about your pet. I have a pet. It is a _______, It is about years old. The name I call it is ______ ________ is _____ in colour. It enjoys eating _______. I like it very much because it_________ Award ½ mark for each correct sentence.

3 mark 3 marks

57

English CAT 10 (P3)

CAT 10


MARK ALLOCATION

1. Tell the time

using the clock

face. (SRN 1.4.7)

2. Identifying and

using adjectives.

(SRN 2.8.2)

3. Writing Ordinal

numbers (SRN

2.7.2)

(i) In groups, members collaborate to make clock faces to show the following times: SAMPLE ITEM Make different clock faces to show the following times:

- Half past nine, Quarter to six - Quarter to ten, Half past six - 20 minutes past 11 - 10 minutes past 9 - 8 minutes to 7 o‘clock - 25 minutes to 3 o‘clock

(Award 2 marks for each of (i), and 1 mark for each of (ii)) Give each group a short passage which contains adjectives. Members of the groups read, identify and write down 4 adjectives in the passage. (Award ½ mark for each adjective, total of 6 marks)

Each group then writes one sentence using each of the 4 adjectives identified. Award: 2 marks for each correct sentence having an adjective. NOTE: Passages may be selected from the class reader, newspaper/magazines (Junior Graphic) library books etc. Group the numerals 1 - 40 as follows: 1 – 8 9 – 16 17 – 24 25 – 32 33 – 40 Each group leader picks two groups from each of the five sets above. The group lists the numbers (cardinals) selected and writes the appropriate ordinals against them. E.g.: 1 – 1st, 2 – 2nd (Award ½ mark for each correct ordinal)


58

English CAT 10 (P3)

CAT 10 (cont‘d)


MARK ALLOCATION

4. Writing the short and complete forms of dates. (SRN 1.4.4)

5. Writing birth dates. (SRN 2.4.4)

Pupils write the dates for yesterday, today and tomorrow using the two forms e.g: yesterday – 29 – 3 – 06; 29th March 2006 Today _________ Tomorrow _________ (Award 1 mark for each correct date; total of 3 marks) Each pupil writes his/her birth date. These must be artistically designed and compiled chronologically for publication on the class/school notice board/magazine. (Award 2 marks for correct dates and Award 2 marks for design)

3 marks 4 marks

59

English CAT 11 (P3)


CLASS ASSESSMENT TASKS (CATs) MARK

ALLOCATION

1. Form a sentences with the following ―Can I,‖ ―May I,‖ ―will you please‖ (SRN 1.4.8) 2. Identify possessive pronouns in sentences (SRN 2.9.2)

3. Underline personal pronouns in sentences (SRN 2.9.1)

4. Complete given sentences. (Subject verb agreement) (SRN 2.2.2)

5. Rearrange letters to form words. (SRN 3.1.3) 6. Answer questions on a passage heard (SRN 3.1.2)

Teacher creates situations for the pupils to make polite requests using, Can I_____ ? May I_____? Will you please_____? For example: One pupil asks to use another pupil‘s book. Each pupil writes 3 sentences using each of the three forms of polite requests above. (Award 1 mark for each correctly written request). Write four sentences containing possessive pronouns on the board. Pupils copy the sentences and underline the possessive pronouns (Award ½ mark for each correct possessive pronoun). Each pupil then uses any 3 of the possessive pronouns (my, your, his, her, our, your, their) in sentences. (E.g. I shall use your pen. I shall use her pen etc) (Award 1 mark for each correct sentence written) Teacher writes four sentences each containing a personal pronoun on the board. Pupils copy the sentences and underline the personal pronouns (personal pronouns to be used are: she, he, we, they). (Award ½ mark for each correct pronoun underlined). Teacher writes a sentence completion exercise made up of 4 sentences involving subject – verb agreement on the board. Pupils copy the sentences putting in the correct subjects or verbs. SAMPLE ITEM Complete the sentences below. My father _____to the farm on Saturdays They ________ to school every day. (Give 1 mark for each correct sentence). Teacher writes four words on the chalkboard jumbling up the letters. Pupils rearrange the letters to form words SAMPLE ITEM: Rearrange the letters to spell the words correctly.

1. vief

2. nien

3. rytos

4. ceak

Teacher reads a short text of 3 – 5 sentences aloud to the class and then asks each pupil 2 questions based on the passage. Questions should include factual and inferential/speculative questions. (Award 1 mark for each correct answer).

20 marks

3 marks 2 marks

3 marks

2 marks

2 marks 2 marks 2 marks 2 marks 2 marks

60

English CAT 11 (P3)

CAT 11 (Cont‘d) GUIDELINES FOR WRITING AND ADMINISTERING


ALLOCATION

7. Write out a number of sentences from a substitution table. (SRN 2.3.1) 8. Answer questions on passages read silently. (SRN 3.2.1)

9. Writing: Description of the school (SRN 4.2.1)

10. Write a short description of your headteacher. (SRN 4.2.1)

Teacher constructs a substitution table using the Simple Present or Simple Past Tenses. Pupils study the table and write three sentences from the table. Check the correct construction, spelling and penmanship. (Award 1 mark for each correct sentence) Give a short passage of about eight sentences. Pupils read the passage silently. Answer 4 questions based on the passage. Vary the questions to include factual, inferential and speculative. (1 mark for each response) SAMPLE ITEM Teacher writes 4 prepositions on the board. He then writes sentences leaving blanks to be filled with prepositions. The pupil copies the sentence and chooses the correct preposition to fill in each blank. Guide pupils to write a description of their school:

1. Name of school;

2. Where it is located –District and Region;

3. The materials used in building the school;

4. Materials used in roofing the school;

5. Number of classrooms;

6. Number of teachers. Pupils should write six

sentences. (Award a Maximum of 6 marks for

the written work)

Construct a substitution table on the board based on sentences given by pupils describing the headteacher. Pupils are to write six sentences from the substitution table. Check the spelling, correct sentences structure and penmanship. (Award a maximum of 5 marks for the work).

5 marks 6 marks

61


TERMINAL EXAMS

In Primary Three the end of term examinations will consist of three sections as follows: Section A: Reading Section B: Grammar Section C: Writing

SECTION A – Reading

The child will be required to read a short passage and answer questions based on it. The passage should be an unseen one. In other words, the passage should not be one that the child had previously read. At the end of the first term, the reading should be oral and the child should be assessed on:

i. Correct pronunciation, stress and intonation ii. Fluency of reading iii. Comprehension.

At the end of Terms 2 and 3, the passage selected should be silently read and assessment based on comprehension. Length of Text For the oral reading, the text should be a short one of three to five sentences ie – between 30 and 50 words. The silent reading passage for the second and 3rd terms may, however be a little longer, between 60 and 80 words.

Questions

Term 1: There should be 2 questions: One should demand factual information and the others. should elicit inferential information. Ama is nine years old, she goes to

school every day. She likes the school and learns hard Everybody likes Ama. How old is Ama? (Factual) Why does everybody like Ama? (Inferrential)

62


TERMS 2 and 3: There will be four (4) questions made of 2 factual and 2 inferential/speculative questions. For at least one of the questions the child must compose his/her own answer. The others may be of the following types

- Completion - Blank filling - Objective types etc.

SAMPLE SECTION A - COMPREHENSION

E.g: Last Saturday, Evans and his friends Ata, Abu and Mansa went to the bush behind his father‘s new house. They went to look for snails. They searched and searched but found no snails. On their way back Mansa stepped on something. She flashed her light and there were snails everywhere. Their baskets were full when they left the forest for their homes.

Questions

1) How many children went to the bush? (Factual)

A. One B. Three C. Four

2) Why did the children go to the bush? (Factual) They went to

A. hide B. look for snails C. eat snails

3) The children went to the bush ………………… (inferential)

A. at noon B. in the afternoon C. in the night

4) What do you think the children did with the snails? (Speculative – children frame own answers).

SECTION B – GRAMMAR

The grammar test for terms one, two and three will consist of 5 questions. The questions may require the pupil to underline. The correct answer, select from a group of alternative answers, complete a sentences correctly etc.

63


SECTION C - WRITING

This section will have 2 parts. The first parts tests basic composition writing, the other tests spelling.

Part 1

For writing, the teacher selects a relevant topic and an appropriate controlled composition type eg:

- Jumbled sentence composition. - Copying from a substitution table - Blank filling - Sentence completion - Matching etc.

Whichever the type selected the child should make 3 – 5 written responses. eg: sentence completion/fill the blank spaces:

My Friend

My friend‘s name is __________ He/she is _______ years old. He/she lives at __________ He/she is in primary ____________ ___________ is my friend because _______________ etc.

Part 2

The second part of the writing section will test spelling. The child may be required to

i. Fill in missing letters

A. scho __ l - (school)

B. t __ acher - (teacher)

C. k __ ife - (knife)

D. fa __ m __ r - (farmer)

ii. Rearrange jumbled letters into words targeted e.g.:

a. upc (cup) upbcorad (cupboard)

b. batle (table) hurch (church)

64


END OF THIRD TERM EXAMINATION

READING COMPREHENSION Read the passage silently and choose the correct answer to the questions which follow. It was time for English in Oko‘s class. All the pupils in the class knew that Oko‘s best subject was English. Mrs. Nyuiedzi, their class teacher, also knew that because Oko had the highest mark in the subject during first and second term examinations. But that morning Oko did not even raise his hand to answer any question. He looked very sick.

1. What was Oko‘s best subject?

a. Natural Science b. English c. Physical Education d.

2. Mrs. Nyuiedzi was

a. The headteacher of Oko‘s school. b. Oko‘s class teacher. c. The examination officer.

3. Who was the best pupil in English?

a. The first boy b. Mrs. Nyuiedzi c. Oko

4. Oko did not take part in the lesson because

a. he was sick b. he was unhappy c. he did not like English

5. Give a title to the passage.

SECTION B GRAMMAR Copy the sentences and underline the adjectives.

1. He told the children a long story. 2. Kindly bring the green ball.

65


Choose the word or words that best complete each sentence.

3. She bought this pen. The pen is _____________.

A. her B. hers C. herself 4. Will you come to my party?

A. No, I will B. Yes, I won‘t C. Yes, I will

5. The old woman carried the basket ________________.

A. herself B. himself C. her own SECTION C WRITING Write about your father by filling the blank spaces

My father My father is Mr. _______________ He is _________ years old. He is about _________ metres tall. He lives at ____________ My father is a __________ and works at ___________ He speaks _____________ and __________ very well. He ____________ in his free time. I like my father because ______________ Fill in the blank spaces with the correct letters h - - pital f - - mer b - - aus – hea – tea - - r tw - - ve Note In addition to the Government approved textbooks, the following books were consulted

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

2. The Clever Little Frong by Sarah F. Oppong

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

4. Journey to Heaven by Thomas Ntumy

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

Yankey

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

66


ASSESSMENT TASKS

IN

GHANAIAN LANGUAGES AND CULTURE

67

Ghanaian Languages and Culture CAT 1-4 (P3)

GHANAIAN LANGUAGES AND CULTURE

PRIMARY THREE TERM: 1

CAT 1 SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING


ALLOCATION

Individual Work 4th week

Oral Skilss

SRN 1.1.1 SRN 1.1.2 SRN 2.1.1 SRN 2.1.2 SRN 3.1.1

CAT 1 should consist of 10 items to be marked out of 20 and converted to 10 as in table 1. These sample items have been provided as a guide to the teacher to produce the ten items.

SECTION A SAMPLE ITEMS

1. Use appropriate register to express sympathy for the following: (a)the bereaved (b)the sick (c)the injured (d) a convalescent

2. What politeness market do you attach to your response to an elder‘s greetings?

SECTION B

1. Read _______________________

2. Read _______________________ that follows:

SECTION C

1. Use the two words given to form a sentence and

write them in your exercise books.

CAT 2 Week Group Work 8th week

SRN 1.3.1

SRN 1.4.2 SRN 1.4.4

CAT 2 is exercise(s) to be done in class in groups. The exercise covers two periods. SAMPLE ITEMS

1.a Select two traditional games and write three sentences about how each game is played. b. State two rules of each game.

2. Model two objects used at school.

3. Write two sentences each on how they are used

at school.

68




NUMBER



ALLOCATION

Individual Work 11th week

SRN 1.2.1

SRN 1.3.1

SRN 3.1.1 – 3.2.2

SRN 2.1.1

CAT 3 is an individual exercise covering topics/objectives selected from weeks one, two and three. Choose challenging objectives.

SECTION A 1. Demonstrate how to respond to request of

adults using a mate as an adult (Dialogue)

2. Select a traditional game, state three rules

about it.

Teacher to write three sentences leaving out the verbs words to be inserted by pupils. e.g. I am __________________ a new book tomorrow. (picking, selling, buying)

SECTION B Teacher to provide simple sentence cards displayed on a convenient place for pupils. Teacher invites a pupil at a time to pick and read.

69

Ghanaian Languages and Culture CAT 1-4 (P3) PRIMARY 3 TERM 2


NUMBER



ALLOCATION

Individual Work 4th week Oral and Writing Skills

Reading Skills

Writing

SRN 1.5.1 SRN 1.5.2 SRN 2.1.1 SRN 2.3.1

SRN 3.6.1

CAT 5 consists of 10 items from the three sections but pupils‘ answers should be written or read.

SECTION A

SAMPLE ITEMS 1. Write the names of the seven days of the week.

2. Write an activity associated with any two days of

the week.

SECTION B

1. Teacher to provide sentence cards with simple

sentences. Pupils to be invited to pick a card

and read.

2. Teacher to provide sentence cards with

compound sentence and use same steps as in 3 above.

SECTION C

3. Teacher to write the names of four objects in the classroom on the blackboard. Pupils to use each word to form a sentence.

CAT 6 Group Work 8th Week

SRN 1.2.2 SRN 1.2.3

1. This is a group exercise to cover two periods.

a) Teacher to assign groups to role-play or tell stories scenarios depicting the importance of: : patience : humility : truthfulness

b) The stories or role-plays must be written and submitted for assessment.

70


PRIMARY 3 TERM 2


NUMBER



ALLOCATION

CAT 7 Individual Work Oral Skills Reading Skills Writing

SRN 1.2.3 SRN 1.4.1 SRN 1.4.1

CAT 7 to have items from all sections of the syllabus.

SECTION A

1. Write two expressions: a) an everyday expression for ―I am sorry‖ b) an idiom for ―forgive and forget‖

SECTION B 2. Teacher to tell a story in which he/she uses two

unfamiliar idioms. Pupils to write the two idioms for discussion.

3. Teacher to explain or help pupils understand the contexts of the idiom through demonstration and suage.

SECTION C

4. Pupils to use each idiom in two separate sentences.

71

Ghanaian Languages and Culture CAT 10 (P3)


CAT 9

SYLLABUS REFERENCE

NUMBER



MARK ALLOCATION

8th week

SRN 1.4.6

SRN 1.4.7 SRN 1.5.2 SRN 2.4.1

SRN 3.5.1

SECTION A

SAMPLE ITEMS 1. Write about the uses of any three of the following items: i) the class register ii) the time-table iii) chalk iv) a bell/school drum. 2. Write about how one of the following is carried out: i) scrubbing a table ii) scrubbing the bathroom iii) mending a book

1. State the name of the festival celebrated in

your area and write two important values of

it.

SECTION B PASSAGE Long long ago, there was no food in the land. The animals were very hungry. Lion, the king of the forest was hungry. The birds were hungry. The reptiles were hungry. The fish were hungry. The crow who was very clever said, ‗Let us go and search for food otherwise we shall die‘. The crow flew away to search for food. She soon found a piece of bread and picked it. She flew to the top of a very tall tree. Dog did not find food. He raised his head and saw the crow on top of the tall tree. Dog saw the piece of bread in the mouth of the crow. Dog said to himself, ‗I must get the bread from the crow‘. Dog said, ‗Oh crow, you have a beautiful voice. Please, sing a nice song with your beautiful voice‘. The crow was pleased and proud so she opened her mouth to sing, Kwaa! Kwaa! Kwaa! Suddenly, the piece of bread fell. Dog wasted no time, she picked it and ran very fast into the thickest bush to enjoy it.

10 marks

72

Ghanaian Languages and Culture CAT 10 (P3)

CAT 9 Cont‘d

SYLLABUS REFERENCE

NUMBER

GUIDELINES FOR WRITING AND ADMINISTERING CLASS ASSESSMENT TASKS

(CATs)

MARK ALLOCATION

Answer these questions

1. Who is the king of the forest?

2. What happened to the animals long long ago?

2. Which animal found the piece of bread?

4. What happened when the crow opened her mouth to sing?

SECTION C

5a.The crow and the dog, which of the two is cleverer? 5b. Why do you say so? 5. Use your own words to complete the following sentences. e.g i) The farmer is planting _____________ ii) Karimu is writing in his ____________ etc. iii) Kofi was ___________ a bicycle etc.

CAT 10

SRN 3.6.1

1. Identify any three fruits in the community

and describe how they are preserved.

2. Pupils to state three uses each of the fruits.

20 marks

73

Ghanaian Languages and Culture CAT 11-12 (P3) PRIMARY THREE TERM 3


NUMBER



ALLOCATION

11th week

SRN 1.6.1

SRN 1.6.2

SECTION A

SAMPE ITEMS

1. Write the names of two major religions practised in your locality. Write the name and leader of one of the two religions. 2. a. State the days of worship of one of the two religions in your locality. b. Write three religious names popular in the religion. Write the name of one of their festivals.

SECTION B One day, Kweku came home as soon as school closed. He wanted to go out to play with his friends. He went straight to the kitchen soon after changing into his house dress. ―Who‘s that?‖ grandma shouted from her room. Grandma, ―It‘s me, Kweku‖ ―Have you closed from school?‖ the grandmother asked Kweku replied and went to greet the grandma. The grandmother gave him some money to go and buy some food. Kweku‘s mother had gone to sell in the market and so there was no cooked food at home. Answer the questions that follow: a) Which of these events occurred first? i. Kweku came home ii. Kweku went to the kitchen

iii. School closed from school

b) Where was the grandmother when Kweku came home?

20 marks

74


CAT 11 (cont‘d)

SYLLABUS REFERENCE

NUMBER



ALLOCATION

SRN 2.5.1

SRN 3.6.1

c) Which event occurred first? i. Kweku went to the kitchen. ii. Grandmother shouted, ―who‘s that? iii. Kweku went to greet the grandmother d) What did Grandmother give to Kweku? e) Why did Grandmother gave Kweku that thing.

SECTION C

1a. Write two sentences each about your classroom,

school, and home to be read to the class.

b. Read the sentences to _________________

75


ASSESSMENT TASKS

IN

INFORMATION AND COMMUNICATIONS TECHNOLOGIES

76

ICT CAT 1 (P3)

ICT

PRIMARY 3 TERM 1

CAT 1 Individual test



MARK

ALLOCATION

Ways in which ICT tools can be used in everyday life (SRN 1.1.1) Double clicking the mouse (SRN 1.2.1)

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

Pupils demonstrate their understanding of what ICT tools are during interaction with teacher.

SAMPLE ITEMS

1. Mention 2 ICT tools and their uses Award 1 marks for each. (Examples of ICT tools pupils could mention include radio, cell phones Television etc).

Create a scenario for pupils to provide answers:

2. What am I? You can use me to play music and type documents. You can use me to send and receive messages wherever you are. I can be used to watch movies and listen to news.

PRACTICAL 1. Pupils to use double clicking skills to select and open 2 icons on the desktop. Award 1 mark for each icon they successfully select and open. 2. Teacher gives pupils 3 short sentences to type. Award 1 mark for each correctly sentence typed.

10 marks 2 marks 3 marks 2 marks 3 marks

77

ICT CAT 2 (P3)

PRIMARY 3 TERM 1

CAT 2 Group exercise


MARK ALLOCATION

Double click the mouse (SRN 1.2.1)

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

1. Assign pupils to groups of 4 per computer to apply their double clicking skills in playing solitaire (computer game). If a group is able to finish playing in 20 minutes award 10 marks. Teachers to use his/her own discretion in awarding marks if pupils finish below 20 minutes.

2. Teacher to give pupils 2 ICT tools used in everyday life. Pupils to come out with 5 general uses of the given ICT tools. Award 2 marks for each correct answer.

E.g

Name of Tool General Use

Educational Use

1. Television 2. Radio


78

ICT CAT 3 (P3)

PRIMARY 3 TERM 1



MARK ALLOCATION

Identify ways in which ICT tools can be used in every life (SRN 1.1.1)

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

SAMPLE ITEMS Section A

1. Name the ICT tools provided below . tool listed. (1 mark each)

TOOL NAME EDUCATIONAL USE

2. State how the ICT tools are used in educated. Award 2 marks if a pupil is able to mention the use of the tool.


79

ICT CAT 3 (P3)

PRIMARY 3 TERM 1

CAT 3 (Cont‘d)


MARKS

Identify ways in which ICT tools can be used in every life (SRN 1.1.1)

Teacher to list some tools including non ICT tools for pupils to underline the odd ones. Award mark for each item underlined e.g.

3. Underline the odd one(s): Blender, DVD player, electric stove, Television, computer Section B PRACTICAL 4. Pupils to open a notepad application using the Start Menu and type 3 correct sentences applying the keyboarding and mouse skills. Award 1 mark for each correct sentence typed.

2 marks 3 marks

80

ICT CAT 5 and 6 (P3)

ICT PRIMARY 3 TERM 2

CAT 5

Individual Exercise



MARK ALLOCATION

Combining lower and uppercase characters in typing (SRN 1.1.1) Double click the mouse (SRN 1.2.1)

CAT 5 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher.

1. Teacher to select a passage containing upper and lower characters from any of Pupils‘ textbooks for them to type. Pupils double click skills to open a notepad application to type the passage.

If a pupil is able to open a notepad application award 2 marks If a pupil is able to type the passage accurately award 3 marks

2. Pupils to use the double clicking skills to locate and open paint and a notepad application Award 5 marks if a pupil is able to locate and open the programme.


81

ICT CAT 6 and 7 (P3) PRIMARY 3 TERM 2



MARK ALLOCATION

Identify ways in which ICT tools can be used in everyday life (SRN 1.1.1)

CAT 6 consists of at most 3 items marked over 20. Sample items have been provided as guide to the teacher. SAMPLE ITEMS

List 5 ICT tools used in the home, at school at hospital and write the uses and how they are operated. Discuss 5 safety precautions for using 5 ICT tools. Award 2 marks for each correct answer.


CAT 7 Individual Test

GUIDELINES FOR WRITING AND ADMINISTERING SBA TASKS

MARK ALLOCATION

Use of ICT tools in everyday use. (SRN 1.1.1)


1. Describe the operations of 2 ICT tools they are familiar with.

2. Lst at least 4 ICT tools for pupils to state places where they are commonly found and used. e.g.

ICT TOOL PLACES USES

Digital thermometer

calculator

Computer

Scale

3. Pupils to state 2 reasons why ICT tools they have in their homes are important

to their everyday life. Award marks for each reason given


82

ICT CAT 9(P3)

PRIMARY 3 TERM 3

CAT 9 Individual exercise


MARK ALLOCATION

Basic windows

management (SRN 3.1.1)

CAT 5 consists of 10 items marked over 10. Sample items have been provided as guide to the teacher. Pupils to use knowledge and skills in windows management to do the exercise. SAMPLE ITEM

1. Mention 3 buttons in the control box used to manage windows. e.g. close, maximize, restore and minimize button,

2. What is the difference between restore and maximize?

3. Pupils to demonstrate: a. How to minimize and maximize windows. b. How to restore windows.

Award 2 marks for each.


83

ICT CAT10 (P3)

PRIMARY 3 TERM 3



MARK ALLOCATION

Combine upper and lower case character to type short sentences and phrase. (SRN 2.2.1) Mouse skills (SRN 2.3.1)

CAT 10 consists of at most 3 items marked over 20. Sample items have been provided as guide to the teacher. Pupils in groups of 3 demonstrate their skills in combining upper and lower case characters to type a passage..

1. Teacher to give pupils longer passages from their textbooks to type.

2. Pupils to apply their mouse skills to draw object such as a house, a football, table, bus, an orange and colour.

Pupils to plan the layout on a paper before drawing on the computer. Award 6 marks for drawing and colouring Award 4 marks for planned layout.


84

ICT CAT 11 (P3 PRIMARY 3 TERM 3



MARK ALLOCATION

Basic windows management (SRN 3.1.1) Mouse skills (SRN 2.3.1)


SAMPLE ITEMS Section A Award 1 mark for each correct answer.

1. Mention 2 features used to manage windows. 2. Mention 2 features on the desktop screen is known as ……………………. 3. Label the arrow parts of the diagram below.

Award 2 marks each = 8 marks

Section B Practicals 1. Teacher to provide pupils with cut out shapes of triangle, polygon, rectangle, square

for pupils to drawing and colour using the ‗Fill colour‘.

2. Teacher to give pupils a short passage to type using their typing and keyboarding skills.

20 marks 2 marks 2 marks 4 marks 6 marks 6 marks

Reference: 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 Baah Yeboah.

A B

C D

85


ASSESSMENT TASKS

IN

MATHEMATICS

86

Mathematics (P3) PRIMARY 3 TERM ONE

CAT 1 GUIDELINES FOR WRITING ANDADMINISTERING


ALLOCATION

Finding place value

State the place-value of digit in numbers 0 – 9999 (SRN 3.1.2)

CAT 1 consists of 10 items. A sample of 9 items is provided. 1. Write a four-digit number and underline the digit

representing hundreds. The hundred should be more than 1. Pupils to write the value of the underlined digit.

SAMPLE ITEM 7 5 3 6 What is the value of the underlined digit? 2. Write a four-digit number and underline the digit

representing thousands. The thousand should be more than 1. Pupils to write the place-value of the underlined digit.

SAMPLE ITEM 6 5 3 2 What is the place-value of the underlined digit?

10 marks

87

Mathematics (P3)

TERM ONE

CAT 1 CONT. GUIDELINES FOR WRITIN AND ADMINISTERING


ALLOCATION Breaking, reading and writing numbers Break 4-digit numbers into thousands, hundreds, tens and ones and read and write them. (SRN 3.1.3)

Solving story problems

Solve word problems involving addition and subtraction. (SRN 3.2.5)

3. Write a four-digit number for pupils to state the

number of thousands, hundreds, tens and ones. Provide the frame for pupils to fill in. The digits should exclude zero and be more than 1

SAMPLE ITEM 3467 = thousands + hundreds + Tens + ones. 4. Break a four-digit number into thousands,

hundreds, tens and ones. Pupils to write the number.

SAMPLE ITEM Write the number for 7 thousands + 2 hundreds + 4 tens + 6 ones

SAMPLE ITEM 5. Write a story problem involving addition of two

3-digit numbers more than 200. The addition should be such that there will be no renaming. Pupils to find the sum.

SAMPL E ITEM

Oko bought 312 exercise books for himself and 217 for his brother. How many books did Oko buy altogether?

88

Mathematics (P3)

TERM ONE

CAT1 CONT. GUIDELINES FOR WRITIN AND ADMINISTERING


ALLOCATION

Comparing numbers

Use the symbols > and < correctly to compare numbers up to 10,000. (SRN 3.1.6)

Completing sentences

Use the basic addition facts. (SRN 3.2.1)

6. Write two four-digit numbers. The numbers

should not be multiples of 10 but should be more than 2,000. Pupils to use the symbols > or < to compare the numbers.

SAMPLE ITEM 3475 2375 Complete the sentence using >, < 7. Equate two horizontal addition sentences

whose sums are equal. Each addend should be greater than zero but less than 10. Leave out one of the addends in the second sentence for pupils to find it.

SAMPLE ITEM 3 + 4 = + 5 Fill in the box.

89

Mathematics (P3)

TERM ONE

CAT 1 CONT. GUIDELINES FOR WRITING AND ADMINISTERING


ALLOCATION

Adding of numbers

Add numbers up to the sums 9,999. (SRN 3.2.2)

Subtracting numbers

Subtract numbers (0 – 9,999). (SRN 3.2.3)

8. Write an addition sentence involving a four-digit

number and a three-digit number in a vertical form. The addition should involve renaming from ones to tens and also from tens to hundreds. Pupils to solve it.

SAMPLE ITEM 3 4 2 9 + 3 8 4 9. Write a subtraction sentence in a vertical form

involving subtraction of a 3-digit number from a 4-digit number. The digits should be arranged such that the subtraction in the tens and the ones will involve renaming. Let pupils to solve.

SAMPLE ITEM 4 6 5 4 - 3 7 5

90

Mathematics (P3)

TERM ONE


MARK ALLOCATION

Measuring lengths

(Measure distances and lengths (or heights) in metres and centimetres. (SRN 3.3.1)

CAT 2 consists of 1 – 3 items. A sample of 2 items is provided.

1. Put pupils into reasonable number of groups. Assign each group a length or distance of part of the school environment to measure. Each group should be provided with a metre rule graduated in centimetres. Let the groups give their answers in metres and centimetres. Some of the parts of the school environment that can be measured are: SAMPLE ITEM i. The lengths of the school field. ii. The breadths of the school field. iii. The length of the corridor of the school block. iv. The length of the flower bed. v. The length of the school compound, etc. 2. Put pupils into reasonable number of groups. Let each group measure the heights of the members in the group and record the heights in metres and centimetres.

20 marks

91

Mathematics (P3)

TERM ONE



ALLOCATION

Adding numbers

Add numbers up to the sum 9,999. (SRN 3.2.2)

Finding eighths

Identify one out of eight equal parts as one-eighth (SRN 3.4.1)

CAT 3 has 10 items. 9 sample items are provided.

1. Write an addition sentence involving a two-4-

digit numbers in a vertical form. The addition should involve renaming from ones to tens and from tens to hundreds.

Let pupils find the sum. SAMPLE ITEM 6 2 8 4 + 1 3 5 7 2. Draw two similar plane shapes. Pupils to divide

each into eight equal parts and write the number of eighths in the two wholes.

SAMPLE ITEM i. Divide each box into 8 equal parts

ii. How many eighths are there in the two wholes?

20 marks

92

Mathematics (P3)

TERM ONE



ALLOCATION

Identifying Fractions Identify and write the fraction one-third and one-sixth. (SRN 3.4.3) Collecting, measuring and recording data Collect data and record the results. (SRN 3.5.1)

Represent data as a simple block graph. (SRN 3.5.2)

3. Draw either a circle or a rectangle and divide it into 3 or 6 equal parts. Shade one part and let pupils write the symbol for the fraction shaded.

SAMPLE ITEM What fraction of the circle is shaded? 4. Write a data representing the results of four groups (events). Each group should not occur more than 8 times. Pupils to represent the number of times each group occurs as a block graph. SAMPLE ITEM 6 8 7 5 6 8 6 6 7 8 5 6 8 6 8 7 7 5 8 8 Represent this on a simple block graph.

93

Mathematics (P3)

TERM ONE



ALLOCATION Recording data Collect data and record the results. (SRN 3.5.1)

Identifying fractions

Identify and write the fractions one-third and one-sixth. (SRN 3.4.4)

Solving story problem

Solve word problems involving addition and subtraction. (SRN 3.2.5)

5. Write a data representing 20 results of an activity. Example, the result of tossing a die 20 times. SAMPLE ITEM A die is tossed 20 times and the results are as follows 2 4 5 1 3 5 5 2 2 3 4 2 1 1 3 3 2 1 4 4 Find the number of times each number shows. 6. Draw either a circle or a rectangle and divide it into either 3 or 6 equal parts shade one part for pupils to write the fraction for the shaded part. SAMPLE ITEM What fraction of the rectangle is shaded? 7. Write a word problem involving subtraction of a three-digit number from a four-digit number without renaming. Pupils to find the difference. SAMPLE ITEM Mr. Mensah brought home 2467 mangoes and gave out 253 to his wife. How many mangoes were left?

94

Mathematics (P3)

TERM ONE



ALLOCATION Collecting, counting and recording Collect data and record the results. (SRN 3.5.1)

Comparing fractions

Compare two like fractions. (SRN 3.4.5)

8. Make an illustration of three different kinds of shapes of different quantities. Mix the shapes up let pupils count and write the number of each kind. Each object should not be more than 6 SAMPLE ITEM How many ? How many ? How many ? 9. Write two fractions with the same denominator and leave a gap between them. Pupils to compare the fractions using one of the symbols > or < SAMPLE ITEM

Use > or < to complete the sentence.

95

Mathematics (P3)

TERM TWO



MARK ALLOCATION

Measuring capacities

measure the capacity of containers in litres. (SRN 3.6.1)

Measuring weights

Find the total weight of two or three objects. (SRN 3.6.4)

CAT 5 has 10 items. A sample of 9 items is provided as guide. 1. Draw three containers of different capacities. Label them with estimated capacities in litres. The estimated capacities should be 2 digits less than 40. Pupils to find the total capacities of the three containers. SAMPLE ITEM Find the capacity of the three containers. 2. Draw three objects of different weights. Label them with estimated weights in kilograms. The weight of each object should be a 2-digit number but not more than 90 kg. The figures should be multiples of 10. Pupils to find the total weight of the three objects. SAMPLE ITEM Find the total weight of the three objects.

10 marks

30

18

15

20kg

40kg

60kg

96

Mathematics (P3)

TERM TWO



ALLOCATION

Solving word problems Solve word problem involving addition and subtraction. (3.2.5)

Finding place – value

State the place-value of digits in numbers 0 - 9999 (SRN 3.1.2)

Adding numbers

Add numbers up to the sums 9,999. (3.2.2)

3. Write a story problem involving subtraction of 2-digit numbers more than 20 but less than 70. The digits for the ones should be selected such that the subtraction involves renaming. SAMPLE ITEM Addo had 56 bottle tops. He gave 29 to Aku, his sister. How many bottle tops has he left? 4. Write a four digit number and underline the hundreds. Pupils to write the place value for the underlined digit. SAMPLE ITEM 5 6 3 4 What is the place-value of the underlined digit? 5. Write an addition sentence involving two -4-digit numbers. The digits should be selected such that the sums of the tens and the ones will involve regrouping. Let pupils find the sum.

SAMPLE ITEM 4 3 7 6 + 2 4 8 6

97

Mathematics (P3)

TERM TWO



ALLOCATION

Writing symbols for fractions Identify and write the fractions one-third and one-sixth. (SRN 3.4.4)

Comparing fractions

Compare two like fractions. (SRN 3.4.5)

6. Draw a rectangle and write either one third or one sixth against it. Pupils to divide into the appropriate equal parts and shade the fraction shown. SAMPLE ITEM 1 3 Divide the rectangle into equal parts and shade the

fraction, .

7. Draw two similar plane shapes vertically and divide each into six equal parts. Shade two parts of one plane and three parts of the other one. Write their fractions against them using same denominators. Pupils to compare the two parts using the symbol > or < in between the planes.

SAMPLE ITEM

Fill in the gap by using the symbols > or <

98

Mathematics (P3)

TERM TWO



ALLOCATION

Comparing fractions

Use the symbols > and < correctly to compare two numbers up to 10,000. (SRN 3.1.5)

Comparing surfaces

Compare surfaces (regions) or plane – shapes (SRN 3.3.2) .

8. Write two 4-digit numbers. The numbers should not be multiples of 10 but should be more than 1000. Pupils to use one of the symbols > or < to compare the numbers. SAMPLE ITEM 4543 3728 Compare using >, or <. 9. Draw three similar plane shapes with different sizes of surfaces. Place them randomly and label them A, B and C. Pupils to arrange them in ascending order (starting from the smallest) by writing the labels. SAMPLE ITEM Arrange the shapes in ascending order using the labels.

A B

C

99

Mathematics (P3)

TERM TWO



ALLOCATION

Collecting counting and recording data Collect data by counting objects and record. (SRN 3.5.1)

Representing data

Represent data as simple block graph. (3.5.3)

CAT 6 has 1-3 items. A sample of 1 item is provided as guide.

1. A. Put pupils into reasonable number of groups and assign each group with one of the following

i. Counting of pupils in each of the six classes ii. Measuring of lengths of six objects in the school in metres e.g. length of the classroom, length of blackboard, the width of the classroom, height of cupboard, length of school field, width of school field etc. iii. The number of pupils in each section in the class. B. Let each group record the results in a tabular form e.g. Section No. Red 41 Blue 38 Green 35 Yellow 48 C. Let each group represent their data as block graph.

20 marks

100

Mathematics (P3)

TERM TWO



ALLOCATION

Finding product

Find the product of three 1-digit numbers up to product 36. (SRN 3.7.2) Finding missing factors Find missing factors in multiplication sentences involving three 1-digit numbers. (SRN 3.7.3) Building a division facts Build basic division fact up to 36. (SRN 3.8.1)

CAT 7 has 10 items. A sample of 8 items is provided 1. Write a multiplication sentence involving three-1-digit numbers. The digits should be more than 1. Pupils to find the product. SAMPLE ITEM 2 x 4 x 3 = 2. Present a multiplication sentence involving two 1-digit numbers whose product is more than 20 but less than 37. Each factor should be more than 3. Represent the second factor by a box and write the product. Pupils to fill in the box. SAMPLE ITEM 4 x = 32 Fill in the box. 3. Draw a group containing objects more than 10 but not more than 36. The number of objects should not be prime. Regroup objects into smaller equal groups. The objects in the smaller groups should not be more than 7. Based on the diagram, write a division sentence and represent the divisor by a box. Pupils to fill in the box. SAMPLE ITEM 18 ÷ = 6 Look at the diagram and fill in the box.

20 marks

101

Mathematics (P3)

TERM TWO

CAT 7 CONT.


MARK ALLOCATION

Solving story problems Solve simple word problems involving multiplication up to three factors. (SRN 3.7.6) Solving story problem Solve simple word problems involving division. (SRN 3.8.5) Multiplying Numbers Multiply a 2-dit number by a 1-digit number without renaming/regrouping. (SRN 3.7.4)

4. Write a simple story problem involving multiplication and let pupils solve. The factors should be 1-digit numbers more than 3. SAMPLE ITEM Abeiku counted 6 boxes of eggs. If each box contained 7 eggs, how many eggs did Abeiku count? 5. Write a simple story problem involving division of numbers and let pupils solve. The dividend should not be more than 24 and the divisor should be from 2 to 4 SAMPLE ITEM Mr. Baah has 24 oranges to be shared equally among his 4 children. How many oranges will each child get? 6. Write a multiplication sentence involving a 2-digit number and a 1-digit number without renaming. Present the sentence in a vertical form. The first factor should be the 2-digit and the second factor should be more than 2. Pupils to find the product. SAMPLE ITEM 4 3 x 3

102

Mathematics (P3)

TERM TWO



ALLOCATION

Finding missing factors Find missing factors in division sentences. (SRN 3.8.2) Solving story problems Solve word problems involving addition and subtraction. (SRN 3.2.5)

7. Write a division sentence in a horizontal form and represent the divisor by a box. The quotient should be more than 2 but less than 7. The dividend should be more than 17 but less than 25. The dividend and the quotients should be given. Pupils to fill in the box. SAMPLE ITEM 24 ÷ = 6 Fill in the box. 8. Write a simple story problem involving addition of two 2-digit numbers with renaming in the ones columns and let pupils solve. The digits should be more than 1 but less than 7. SAMPLE ITEM Aba bought 46 pencils and Araba bought 35 pencils. How many pencils have Aba and Araba altogether?

103

Mathematics (P3)

TERM THREE



ALLOCATION

Shapes and right angles Identify corners of rectangle/squares as right-angles. (SRN 3.9.2)

Identifying equal lines

Identify equal line segments of rectangles. (SRN 3.9.3) Drawing plane shapes Draw plane shapes from cut-out and solid shapes. (SRN 3.9.1)

CAT 9 has 10 items. A sample of 9 items is provided

1. Draw a plane shape with some square corners and

let pupils find the number of right angles in the shape.

SAMPLE ITEM How many right angles are there in the plane shape? 2. Draw a rectangle and label the sides A, B, C and D.

Pupils to find the sides that are equal. SAMPLE ITEM A B D C Name two equal sides 3. Draw four plane shapes including a rectangle and a square and label them A B C D. Pupils to write the letter that represents either the square or the rectangle. SAMPLE ITEM Which of the shapes is a rectangle?

10 marks

B

C

D

A

104

Mathematics (P3)

TERM THREE



ALLOCATION

Finding square corners of right-angles Identify corners of rectangles/squares as right angles. (SRN 3.9.2)

Finding missing factors in division Find missing factors in division sentences. (SRN 3.8.2)

4. Write the name of a simple plane shape and ask pupils to draw it. SAMPLE ITEM Draw a rectangle. 5. Draw four different plane shapes labeled A, B, C D and let pupils show the one that has four square corners (right angles). The destructors should include a four-sided figure which does not have four right angles (square corners). Three sided figure, and a star. The figures should be placed randomly. SAMPLE ITEM A Which letter represents a plane shape(s) with four square corners? 6. Write a division sentence in a horizontal form and represent the dividend by a box. The divisor should be more than 2 but less than 6. The dividend should be more than 25 but less than 37. The divisor and the quotients should be given. Pupils to fill in the box. SAMPLE ITEM ÷ 4 = 9 Fill in the box.

B C

D

105

Mathematics (P3)

TERM THREE



ALLOCATION

Building division facts

Build a division fact up to product 36. (SRN 3.8.1) Solving story problems Solve simple word problems involving division. (SRN 3.8.5)

7. Draw a group of objects more than 10 but less than 36. Circle every ‗n‘ object from the group, where ‗n‘ is 1-digit number greater than 3. Write a division sentence involving the total number of objects and ‗n‘. Represents the dividend by a box and ask pupils to fill in the box.

SAMPLE ITEM ÷ 4 = 6 Look at the diagram and fill in the box. 8. Write a simple story problem involving division of numbers and let pupils solve. The dividend should not be more than 36 and the divisor should be from 3 to 5. SAMPLE ITEM Mr. Mensah has 30 exercise books. He shared them equally among his 5 children. How many exercise books did each get?

106

Mathematics (P3)

TERM THREE



MARK ALLOCATION

Solving story problem

Solve simple word problems involving multiplication. (SRN 3.7.6)

9. Write a simple story problem involving multiplication of two numbers and let pupils solve. The product should not be more than 36 and the factors should be more than 3 but less than 10.

SAMPLE ITEM There are 4 boxes. In each of the boxes, there are 6 pencils. How many pencils are there altogether?

107

Mathematics (P3)

TERM THREE



ALLOCATION

Using currency notes and coins Use currency notes and coins up to GH¢50.00 in a play shop. (SRN 3.10.5)

CAT 10 has 1 – 3 items. 1 sample item is provided.

In groups of 6 let pupils operate a toy shop in turns. A member of each group plays the role of a ―shop keeper‖ while the other 5 members act as ―buyers‖. The teacher should prepare adequate token denominations in circulation for the play shop. The ―shop keeper‖ quotes the price of an item each ―buyer‖ asks for and the buyer pays with the appropriate denomination. Each transaction must be approved by the rest of the class. Marks should be awarded for each correct transaction with a ―buyer‖. If the ―buyer‖ pays with wrong denomination(s) and the shopkeeper accepts it the group looses that mark, but if the buyer pays with a wrong denomination and the shopkeeper detects and asks for the correct one the group should be awarded half of the mark. NB: If the class is such that the groups of 6 will not be possible use any reasonable number of groups and award the 5 marks for each transaction. Scale the total marks of each group to 30 marks.

20 marks

108

Mathematics (P3)

TERM THREE



ALLOCATION

Collecting, counting and recording Collect data and record the results. (SRN 3.5.1)

CAT 11 has 10 items. A sample of 8 items has been provided.

1. Draw a group of 3 different objects or shapes with

different quantities. The quantity of each of the objects should not be more than 6. Pupils to count each kind and record the number.

SAMPLE ITEM Count the number of shapes in each group and record. = = =

20 marks

109

Mathematics (P3)

TERM THREE



ALLOCATION

Subtracting numbers

Subtract numbers (0 – 9,999). (SRN 3.2.3)

Reading the clock

Tell time in hours and minutes. (SRN 3.10.4)

2. Write a subtraction sentence involving 3-digit

numbers vertically and let pupils solve. This should include renaming in the tens and ones column.

SAMPLE ITEM 3 4 2

- 1 5 8 3. Draw a clock and show the time in hours and

minutes. The measure in minutes should be in multiples of 5. Pupils to write the time shown.

SAMPLE ITEM What time is it?

12

11 1

10 2

9 ● 3

8 4

7 5

6

7 5

6

6

110

Mathematics (P3)

TERM THREE



ALLOCATION

Writing and reading dates Read the calendar and dates. (SRN 3.10.4) Writing multiples of fractions Write multiples of fractions and locate them on the number line. (SRN 3.11.1) Subtracting of fractions Subtract two like fractions. (SRN 3.11.3)

4. Let pupils write the date for the previous day. SAMPLE ITEM Write the date for yesterday. 5. Write a sequence of five multiples of a fraction

(1/6 or 1/3). Start with the first multiple. Put a dash (-) for the fourth term and let pupils find the missing term.

SAMPLE ITEM

Fill in the missing fractions. 6. Write a subtraction sentence involving two like

fractions. The denominator should be more than 3 but less than 9. Let pupils find the difference.

SAMPLE ITEM

=

Solve.

111

Mathematics (P3)

TERM THREE



MARK ALLOCATION

Adding fractions Add like fractions (SRN 3.11.2)

Identifying right angles Identify corners of rectangle/squares as right-angles. (SRN 3.9.2)

7. Write an addition sentence involving two like

fractions whose denominator is more than 3 but less than 9. Pupils to find the sum.

SAMPLE ITEM 3 + 2 6 6 Solve. 8. Pupils to identify a shape among three others that

has four right angles. The destructors should include a four sided figure which does not have four right angles a three sided figure and a star.

SAMPLE ITEM Which of these shapes has four right angles?

REFERENCES


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. Included are all government approved books

12. Early Mathematics for KG, Kindergarten Education

A B

C D

112


ASSESSMENT TASKS

IN

NATURAL SCIENCE

113

Natural Science (P3)


MARK ALLOCATION

Group materials into living and non-living things and differentiate between them. (SRN 1.11-1.1.2)

CAT 1 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 1 attracts 10 marks.

Pupils sort pictures or real objects into living and non-living things and come out with the differences between the two groups. SAMPLE ITEMS 1 Group the following objects into living and non-living things. (NOTE: the items in the question should be from the pupil‘s immediate environment and should include eggs and seeds). SAMPLE ITEMS 2 1. An object that can grow and breathe is a non-living thing (True or False?) SAMPLE ITEMS 3 1. Mention two things living things do that non-living things

cannot do

2. An object looking like yam was planted by a farmer. (a) What will happen if it is a real yam? (b) What will happen if it is a plastic made into a yam? Explain your answer.

10 marks

114



MARK ALLOCATION

Describe the composition of the soil. (SRN 1.1.1-1.1.3)

Demonstrate that sunlight is needed in the preparation of plants food. (SRN 1.2.3)

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

Fill a transparent container with water.

Dig some soil from the school garden and pour it into the water.

Shake and allow it to stand, making sure there is water above the soil.

Draw the container showing the different layers of soil particles.

Can this activity tell you that there are living things in the soil (YES or NO?)

If you take a new soil sample, what will you do to find out whether there is water in the soil?

What will you do to find whether there is air in a fresh soil sample?

GROUP 2 ACTIVITY Pupils find out the importance of sunlight to plants. Materials needed: wooden board, stone, lawn. Procedure:

Place the wooden board on the lawn and put a stone on the board.

Remove the board after a week (advance preparation).

Discuss your observations and make oral presentation about the importance of sunlight to plants.

20 marks

115



MARK ALLOCATION

Match animals in the community with the food they eat. (SRN 1.3.1-1.3.3)

State the meaning of matter and describe the three states of matter with examples. (SRN 1.4.1-1.4.3) Demonstrate that the three forms of substances co-exist in many materials. (SRN 1.4.4)

CAT 3 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 5 attracts 10 marks. Pupils to match animals in the community with the food they eat. SAMPLE ITEMS 1 Match the animals in A to what they feed on in B correctly.

A Animals

B What they feed on

Goat Meat Dog Plankton Lion Plant and meat Monkey bone Fowl bones Grasshopper leaves Fish bananas

Pupils to state the meaning of matter and describe the three states of matter with examples. SAMPLE ITEM 2

1. Explain the term matter? 2. Give three examples of matter. 3. How many forms of matter are there? 4. Give one example each of each form of matter. 5. Which form of matter flows? 6. Which form of matter flows fastest? 7. Which form of matter does not flow?

Pupils to demonstrate that the three forms of substances co-exist in some materials. SAMPLE ITEMS 3 1. Name two materials which contain solid, liquid and gas at the same time.

20 marks

116



MARK ALLOCATION

Tell the time and time events using digital and analogue stop watches. (SRN 1.5.1-1.5.3) Describe the composition and uses of soil. (SRN 1.1.1-1.1.3)

List sources of the materials plants use to prepare their food.

CAT 5 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 5 attracts 10 marks. Pupils to tell the time and time events using digital analogue stop watches. SAMPLE ITEMS 1

1. The instrument for recording time is the _________ 2. How many minutes make one hour? 3. Midday happens at what time? 4. How is the digital clock useful in the work of nurses? 5. How is the digital clock used by the sports teacher? 6. How is the analogue clock used in the school? 7. In what way can you use the shadow to tell the time?

Pupils to describe the composition and uses of soil. SAMPLE ITEMS 2

1. Soil is made from_____________. 2. State two uses of soil. 3. Soil contains animal parts (True or False?)

Pupils to list sources of the materials plants use to prepare their food. SAMPLE ITEMS 3

1. Plants get water from the ___________. 2. Food is prepared in the __________ of the plant. 3. Plants prepare their food using

A____, W____, S______and C________ 4. Food prepared by leaf is sent to other parts of the

plant through the_______

5. The excess food prepared by the plant is stored in the

__________of the plant.

10 marks

117



MARK ALLOCATION

Describe a season and the characteristics associated with Dry and Wet seasons in Ghana. (SRN 2.1.1-2.1.3)

CAT 6 should be performed in groups. Divide the class into three groups and allow two groups to perform one task. Try and have a mixture of high and low ability pupils. Each group‘s work should be preceded by advanced preparation to enable the pupils complete the activity within one hour. (Note: for large class size, sub-divide each group into two). There should be a group leader for each activity. Ensure that group members participate effectively. Each group should present a report (orally). Every member in the group should be given the chance to present part of the group‘s report. CAT 2 attracts 20 marks. GROUP 1 ACTIVITY Pupils discuss the two seasons (dry and wet) in Ghana and give a report on the following.

Months of the year for each season.

Weather condition during the season.

Farming activities during the season.

Dangers that can happen during each season.

The effects of the seasons on air transport.

Seasons and their effect on textile industry.

Availability of water during each season.

GROUP 2 ACTIVITY Pupils write story on the wet season. Use the following as a guide. Mama Ata went to the farm. It started to rain heavily ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ GROUP 3 ACTIVITY Pupils design a weather chart for a period of one week or more. Include symbols for rainy, windy, stormy, sunny weather. Draw a bar graph showing the rainy and sunny weather.

20 marks

118



MARK ALLOCATION

State the sense organs of the human body, their functions and describe their inter dependence. (SRN 3.1.1-3.1.7)

CAT 7 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 7 attracts 20 marks. SAMPLE ITEMS 1

1. Name the five sense organs of the human body and describe their functions.

2. A person steps on fire but does not feel anything. What sense organ in the person is not working?

3. Which sense organs help you taste substances? 4. Which sense organs can help you to move in a dark

room? 5. The sound from a radio was very loud, but Ali could not

hear. Give reasons why?

20 marks

119



MARK ALLOCATION

Create waves and demonstrate that waves carry energy. (SRN 4.1.1-4.1.2)

State the causes of body odour and demonstrate how to reduce it. (SRN 5.1.1-5.1.2)

CAT 9 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 9 attracts 10 marks. Pupils create waves and demonstrate that waves carry energy. SAMPLE ITEMS 1

1. Waves carry energy. (True or False) 2. When things vibrate they produce (a) food (b)waves (c)

light 3. List three instruments that use waves. 4. What is a microwave? 5. How is microwave applied in homes?

Pupils to state the causes of body odour and demonstrate how to reduce/remove it. SAMPLE ITEMS 2

1. What will make the armpit smell? 2. Explain why body odour is a bad thing. 3. List three main parts of the human body that produce

odour. 4. How do you reduce each of the body odour from the

areas listed.

10 marks


1. Natural Science for Primary School 3 Kojo Borbor and Afua Frimpomaa

2. Natural Science for Primary School 3 Peter Asiedu

3. Natural Science for Lower Primary 3 J A Quarm

120



MARK ALLOCATION

Create waves and demonstrate that waves carry energy. (SRN 4.1.1-4.1.2) Use simple electronic circuit to convert electrical energy into light energy or sound energy. (SRN 4.2.1)

CAT 10 should be performed in groups. Divide the class into four groups and allow two groups to perform one task. Try and have a mixture of high and low ability pupils. Each group‘s work should be preceded by advanced preparation to enable the pupils complete the activity within one hour. (Note: for large class size, sub-divide each group into two). There should be a group leader for each activity. Ensure that group members participate effectively. Each group should present a report (orally). Every member in the group should be given the chance to present part of the group‘s report. CAT 10 attracts 20 marks. GROUP 1 ACTIVITY Pupils create waves and demonstrate that waves carry energy. Materials needed: stone, water and washing basin. Procedure:

Fill the basin with water

Drop a small stone into the water.

What happens to the surface of the water?

In what direction is the movement of the water?

Why is a ripple in water able to move?

Now place a cork on the water.

Record what happens to the cork.

Draw how the cork moves.

GROUP 2 ACTIVITY Pupils use simple electronic circuit to convert electrical energy into: (1) Light energy, (2) Sound energy Materials needed: LED, resistor, a switch, a battery and buzzer. Procedure:

Connect a battery, a switch, a buzzer, an LED and a resistor in line (series).

Close and open the switch again and again.

Note what happened.

Compare the loudness.

Tell what happened to the buzzer.

Draw the circuit diagram as you see it.

20 marks

121



MARK ALLOCATION

Recognize the dangers associated with sharing personal effects with others. (SRN 5.1.3)

Identify causes of water pollution and demonstrate how to make dirty water clean. (SRN 5.2.1-5.3.1)

CAT 11 consists of 10 items. The test items must be varied to include: - supply type - multiple choice type - completion type and - items that require deep thinking. Sample test items have been provided to guide you. Add your own test items to make up the 10 items. CAT 11 attracts 10 marks. Pupils to recognize the dangers associated with sharing personal effects with others. SAMPLE ITEM S1

1. How is odour removed from the armpit and in between the thighs?

2. Write down two diseases each caused by (i) Poor Sanitation (ii) Disease germs

3. Which areas of the shirt deserve much attention when

washing it? Explain your answer.

Pupil to identify causes of water pollution and demonstrate how to make dirty water clean. SAMPLE ITEM S 2

1. What will happen if you wear the clothes of someone

suffering from measles?

2. Why is it not safe to use your brother‘s toothbrush?

3. What disease can you get if you use someone‘s comb,

socks, and towel?

SAMPLE ITEM 3 1. Mention three ways by which water is polluted. 2. Filtration is one way of making water________. 3. Draw the steps in filtering water using a filter and a

funnel. 4. Draw how sedimentation can be used to filter polluted

water. 5. What is distillation? 6. Draw how polluted water is distilled.

20 marks

122


ASSESSMENT TASKS

IN

PHYSICAL EDUCATION

123

Physical Education (P3)

TERM: ONE

P3 TERM 1 CAT 1



EVALUATION/ COMMENTS

Move in to throw objects from the side over a distance of 10 – 15m (SRN. 1.1.2)

TASK: Pupils to move in to throw objects by swinging the arm from the side. MATERIALS NEEDED

Tennis balls / bean bags / lemons / short sticks, etc.

Skittles / mini flags / ash / cones / lime etc. ADMINISTRATION OF TASK

Mark a throwing line and demarcate points 5m and 10m away from the throwing line.

Let pupils run from about 1m away and when they reach the throwing line they throw the objects.

5 m 5 m X X X

Throwing line Skittles / mini flags / ash / cones / etc.

10 marks TEACHER‘S EXPECTATIONS

A quick stop before the throw.

Hip turn to face forward.

Object flies straight forward.

EVALUATION

Throws over 10m - High Performance

Throws 5 - 10m – Average Performance

Throws below 5 m – Low Performance

124


P3 TERM 1 CAT 2




Kick ball to a mate using inside of the foot (SRN. 2.1.1)

TASK: Pupils in groups of 5 keep possession of ball as they pass the ball among themselves using the inside of the foot. MATERIALS NEEDED

Footballs

Skittles / cones. ADMINISTRATION OF TASK

Demarcate an area 20m by 20m

Group pupils in fives.

2 groups play at a time against each other.

A group passes ball amongst themselves using inside of foot.

Make rules to restrict pupils passing ball more than once at a time between two mates.

20 marks TEACHER‘S EXPECTATIONS EVALUATION

Ten (10) or more good passes

- High Performance

Five (5) to ten (10) good passes

– Average Performance

Less than 5 good passes

– Low Performance

125


P3 TERM 1 CAT 3




Perform 2 continuous forward rolls followed by a backward roll. (SRN.3.1.1– 3.2.1)

TASK: Pupils to perform 2 continuous forward rolls followed immediately with a back ward roll. MATERIALS NEEDED

Mattresses ADMINISTRATION OF TASK

Let pupils perform 2 continuous forward rolls.

Let them follow the rolls immediately with a backward roll.

20 marks TEACHER‘S EXPECTATIONS EVALUATION

2 forward rolls plus a backward roll

- High performance

2 forward rolls – Average Performance

1 forward roll – Low Performance

126


P3 TERM 2 CAT 5



Jump over objects 30-50cm high (SRN. 1.2.1)

TASK: Pupils to jump vertically over objects 30-50cm high. MATERIALS NEEDED

.Sticks

Canes

Skittles

Tables/ cones

Tape measure ADMINISTRATION OF TASK

Put pupils into groups of four(4)

Put each group behind an object to be jumped over

Demonstrate the activity to be performed by each group at each station-i.e. crouch jumps, bunny jumps, jumping over sticks, jumping from heights (30-50cm) to the ground.

Let each group perform it‘s assigned activity.

Let the groups rotate the stations.

TEACHER‘S EXPECTATIONS EVALUATION

Jumps over3-4 objects correctly

- High performance

Jumps over 1-3 objects correctly


Jumps over none of the objects.

– Low Performance

127


P3 TERM 2 CAT 6



Throw and catch ball to and from partners and shoot at targets 5m away (SRN. 2.1.1)

TASK: Pupils throw balls (with one hand), catch (with two hands) from partners and shoot at targets 5m away. MATERIALS NEEDED

Handballs

Tennis balls

Volleyballs

Rubber balls etc. ADMINISTRATION OF TASK

Pupils in pairs stand about 5m apart.

Pupils facing each other throw and receive balls to and from each other.

Pupils in pairs behind each other, throw ball at target 5m away in turns.

TEACHER‘S EXPECTATIONS

Good estimation in pupils‘ throws towards chest level.

Good judgments in the catch (eye-ball-hand coordination) towards chest level.

Arms reach stretch to catch a ball.

EVALUATION

Ball gets to target correctly

- High Performance

Ball drops within a meter before it reaches partner.


Ball moves a meter beyond receiver or bounces twice or more before it is caught.

–Low Performance

128


P3 TERM 2 CAT 7




Performs appropriate body movements in any local game. (SRN2.2.1.)

TASK: Pupils perform 3 traditional games of the locality involving kicking, jumping, clapping, etc. MATERIALS NEEDED Material/equipment needed to play the designed games. ADMINISTRATION OF TASK

Pupils state 3 traditional games in their locality.

Teacher demonstrates the movements in each of the games.

Pupils perform the rhythmic patterns involved in the dance


Pupils kick, jump and clapping in a rhythmic movements.

EVALUATION

Performs 3 dances. - High performance

Performs 2 dances. – Average Performance

Performs only no dance.

– Low Performance

129


P3 TERM CAT 9



Jumps over a distance of 1m (SRN1.1.1 )

TASK: Pupils to perform a single take-off horizontal jumps over a distance of 1m MATERIALS NEEDED

Skittles,

Cones,

Sticks,

Tape measure

Marked distance of 1-1.5m ADMINISTRATION OF TASK

Teacher arranges the skittles and cones

Teacher explains and demonstrates activities to students.

Pupils perform standing broad jump with single take-off.

Pupils jump over height with single take –off.


Single take-off.

Picking up of knee.

EVALUATION

Jumps a distance above 1m

- High Performance

Jumps 1 m – Average Performance

Jumps below 1m –Low Performance

130


P3 TERM 2 CAT 10




Design and play a ball game involving throwing and catching.

(SRN 2.1.1.)

TASK: Pupils in groups design and play a ball game involving throwing, catching and shooting. MATERIALS NEEDED Volleyballs Handballs Rubber balls (local/ foreign) Socks balls ADMINISTRATION OF TASK

Put pupils in groups

Let pupils design their ball game

Pupils state rules governing the game they have designed.

Teacher supports pupils with materials and equipment.

Let pupils‘ perform in class.


Rules should involve fair play.

Non-violent rules

Game should not be dangerous.

EVALUATION

A new game not known by anybody with clear rules.

- High performance

Game known to people but with new rules.


A game known to many people without new rules.

–Low Performance

131


P3 TERM 2 CAT 11




Perform required foot and arm movements in a named social dance.

(SRN 3.1.2 )

TASK: Pupils perform five (5) rhythmic body movements using foot and arms etc. in a named social dance. MATERIALS NEEDED Any musical instrument (local and foreign) ADMINISTRATION OF TASK

Pupils name a social dance.

Teacher guides pupils to explain the activity.

Pupils demonstrate rhythmic movements required in the dance.

Let pupils add music to the dance.


Pupils to perform five (5) rhythmic movements.

EVALUATION

Performs 4 body rhythmic movements

- High performance

Perform 2-3 rhythmic movements

-Average Performance

Perform less than one body movement.

–Low Performance

132


ASSESSMENT TASKS

IN

RELIGIOUS AND MORAL EDUCATION

133

Religious and Moral Education (P3)

TERM ONE


MARK ALLOCATION

CAT 1 consists of 10 items/questions based on the following objectives.

1. Explain the need for good relationship among people from different ethnic groups. (SRN 1.1.1)

2. Describe how people of different ethnic backgrounds can live peacefully with each other. (SRN 1.1.2)

CAT 1 should be administered as a written test. Set the items/questions following these guidelines.

1. Set 10 items/questions to cover all the objectives stated.

2. Set six objective test items, made up of Multiple Choice, True/False, Completion/Supply or Matching items. The remaining four questions should be made up of structured or constructed response items. The child is expected to write a full answer which may require some kind of analysis.

1. Human beings are different because of their (a) ability to eat (b) ability to reason (c) ability to move about. 2. Each ethnic group must respect the other

because they are all (a) from the same community (b) God‘s creation (c) related to each other

3. Naming and funeral ceremonies are the only

Akan traditional practices. True/False? 4. State one practice of your family that is different

from any of the ethnic groups in your community. _____________

5. Two types of food that are common to the

ethnic groups in my community are (a) _____________

(b)______________

10 marks

1 mark

1 mark

1 mark 1 mark

1 mark

134


CAT 1 (cont‘d)


MARK ALLOCATION

6. We can maintain good relationship with people if

we __________________________ each other. 7. Describe two ways in which members from two

or more ethnic groups can live together in peace. 8. Explain in two sentences what may happen

when people of different ethnic groups live together in peace

9. State two reasons why one should not look down

on other people‘s traditional practices. 10. Interpret the wise saying ‗United we stand

divided we fall‖

1 mark

1 mark 1 mark

1 mark 1 mark

135


TERM TWO



MARK ALLOCATION

CAT 2 consists of 2 items/questions based on the following objective. Explain the need for both boys and girls to respect each other. (SRN 1.1.3)

CAT 2 should be conducted as a group exercise and should be conducted in two lesson periods of 1 hour. You may add another exercise on a topic that has proved difficult to teach and learn in the second three weeks of the term.

Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round. SAMPLE ITEMS

1. Describe five ways by which boys and girls can tolerate each other to enhance a healthy living.

2. Discuss five ways by which boys can support girls in their daily activities.

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

20 marks

136

Religious and Moral Education (P3) TERM ONE



MARK ALLOCATION

CAT 3 consists of ten items/questions based on the following objectives.

Explain the need to be kind to animals (SRN 1.2.1) State how plants and animals contribute to a healthy environment (SRN 1.2.2)



2. Set six objective test items, made up of Multiple Choice, True/False, Completion/Supply or Matching items. The remaining four questions should be made up of Structured or Constructed Response items. The child is expected to write a full answer which may require some kind of analysis.

SAMPLE ITEMS 1. Two reasons why we must be kind to animals are (a)_________________ (b) ___________________ 2. Some animals we can use as Pets are _____ and _____ 3. Leather from animals can be used for the following except (a)bags (b)books (c)shoes 4. Animals can offer security and protection to human beings (True/False) 5. Two cruel things human beings can do to animals are (a)________________ (b)________________ 6. All the animals we keep in the home are known as ___________________ 7. Describe two activities that humankind can do to destroy the environment. 8. Give two reasons why we must be kind to animals. 9. Describe two ways by which plants can contribute to make an environment healthy. 10. Identify two ways by which we can keep the school compound clean and beautiful.

20 marks

2 marks 2 marks

1 mark 1 mark

2 marks

1 mark 4 marks

2 marks 4 marks

2 marks

137


TERM TWO


MARK ALLOCATION

CAT 5 consists of 10 items/questions based on the following objective:

Describe some of God‘s promises to humankind. (SRN 2.1.1)

Narrate stories of God‘s promises to people in the Holy Scriptures and Oral Tradition. (SRN 2.1.2)


1. Set 10 items/questions to cover all the objectives stated. 2. Set six objective test items, made up of Multiple Choice,

True/False, Completion/Supply or Matching items. The remaining four questions should be made up of structured or constructed response items. The child is expected to write a full answer which may require some kind of analysis.

SAMPLE ITEMS

1. Complete this Bible quotation ‗Ask and it shall __________

2. Complete this promise by Allah in the Qur‘an, ‗Call on Me, I shall ______________

3. One common traditional saying about God‘s promises to humankind is _____________

4. God‘s promises made to Christians can be found in the (a) Qur‘an (b) Bible (c) Hymns

5. God promised Abraham that he would be father of all nations. True/False?

6. God gives promises to (a) committed (b)wise people (c)respectful people

7. Describe one instance where God made a promise of a child to someone.

8. Explain the importance of any of God‘s promises to humankind.

9. State two ways by which Muslims respond to all promises.

10. Describe how any one of God‘s promises was fulfilled in the life of a Christian believer.

10 marks

1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark 1 mark

138


TERM TWO


MARK ALLOCATION

CAT 6 consists of 2 items/questions based on the following objective. Suggest the moral lessons you will derive from the responses of individuals to God‘s promises. (SRN 2.2.2)


Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round.

SAMPLE ITEMS 1. Discuss five moral lessons from God‘s promises

to humankind and show how these have affected the lives of humankind.

2. Discuss how you would practice the moral values learnt from God‘s promises in your lives.

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

20 marks

139


TERM TWO


MARK ALLOCATION

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

Mention ways in which other family members help mould his/her character. (SRN 3.1.1) Explain what he/she will do to live in harmony with other family members. (SRN 3.1.2)


1. Set10 items/questions to cover all the objectives stated.

2. Set six objective test items, which can be made up of Multiple Choice, True/False, Completion/Supply or Matching items. The remaining four questions should be made up of Structured or Constructed Response items. The child is expected to write a full answer which may require some kind of analysis.

1. Two members in my family who help to mould my character are ____________ and ___________

2. One responsibility of my parents is to promote my spiritual well being. True/False?

3. Grandparents are regarded as the (a)wise (b)polite (c)impatient members of the family

4. Which of the following is a member of the extended family? (a)father (b)brother (c)aunt

5. Two groups of people accused of being witches are ___________________________

6. Our aunts are our parent‘s (a)uncles (b) sisters (c)family head

7. Describe any type of family you know.

8. State one thing we must do to live in harmony with other members of our family.

9. Describe any two roles members of the family play in character formation.

10. State two benefits derived from our family members ______________

20 marks

2 marks 1 mark 1 mark 1 mark 2 marks 1 mark 4 marks 2 marks 4 marks 2 marks

140

Religious and Moral Education (P3) TERM THREE


MARK ALLOCATION

CAT 9 consists of 10 items/questions based on the following objective.

1. Describe the sacred scriptures/oral traditional teachings of the three main religions in Ghana. (SRN 4.1.1) Explain the moral importance of the sacred scriptures and oral tradition. (SRN 4.1.2)



2. Set six objective test items, made up of Multiple Choice, True/False, Completion/Supply or Matching items. The remaining four questions should be made up of structured or constructed response items. The child is expected to write a full answer which may require some kind of analysis.

SAMPLE ITEMS 1. God‘s written words are called (a)Scriptures (b)messages (c)traditions 2. What is the name given to the sayings of the Prophet Mohammed (a) Hadith (b) Sunnah (c) Angels 3. An ancient story to explain things is called (a)history (b)tradition (c)myth 4. The Holy Bible is divided into two True/False? 5. The name given to messages of Traditionalists which are not written down are ________________ 6. The Qur‘an contains messages sent to Muslims through ______ 7. Describe any one traditional practice in your community.

8. Explain the proverb ―if you patiently dissect an ant you can see its intestines‖.

9. State two importance of the Bible. 10. State one attributes which shows that God is omnipresent?

(a)

10 marks 1 mark 1 mark 1 mark

1 mark

1 mark

1 mark

1 mark 1 mark 1 mark

1 mark

141



MARK ALLOCATION

CAT 10 consists of 2 items/ questions based on the following objective. Explain the moral importance of the sacred scriptures and traditions. (SRN 4.1.3)


Put pupils into groups to carry out the following exercises. As they work, go round the groups and assist those in difficulty. Use questions to test the understanding of each pupil as you go round.

SAMPLE ITEM 1. Discuss five moral values you find in the scriptures

and oral traditions. 2. Discuss the importance of the sacred scriptures and

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

20 marks

142



MARK ALLOCATION

CAT 11consists of 10 items or questions based on the following objective: Narrate the story of the Ministry of the three religious leaders (SRN 5.1.1)

Explain the moral significance of the ministry of the leaders of the three main religions (SRN 5.1.2


2. Set10 items/questions to cover all the objectives stated.

3. Set six objective test items, which can be made up of Multiple

Choice, True/False, Completion/Supply or Matching items.

The remaining four questions should be made up of

Structured or Constructed Response items. The child is

expected to write a full answer which may require some kind

of analysis.

SAMPLE ITEMS

1. Which of the following disciples was the first to be called by

Jesus? (a) Peter (b) Matthew (c) Judas

2. Which of the following parables teaches kindness (a) the Prodigal son (b)The Good Samaritan (c)The Lost

Coin

3. Honesty is one of the virtues that the prophet Mohammed left

for Moslems. True/False?

4. One moral lesson learnt from the early life of the Prophet Mohammed is (a)honesty (b)greed

(c)violence

5. Which of the following identifies an African Traditional

Religious (ATR) leader on ceremonial days? (a) the kind of

dressing (b) the food he/she eats (c) the way he/she

walks.

6. Two effects of the life of Jesus on Christians are (i)

________ (ii) ___________

7. Describe two of the virtues that the prophet Mohammed left

for Moslems.

8. Explain two moral lessons learnt from the temptation of

Jesus.

9. Describe three, items that African Traditional believers use in

prayers.

10. Explain three moral significance of the ministry of the leaders

of the three main religions.

20 marks 1 mark

1 mark 1 mark 1 mark 1 mark

2 marks

3 marks

2 marks

4 marks

4 marks

Documents

UNIT 1 PURPOSES AND CHARACTERISTICS OF ......2011/04/10 · more understanding and application of mathematical processes in everyday problems. 5. Moral and Spiritual Development: