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THE UNITED REPUBLIC OF TANZANIAMINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND VOCATIONAL TRAINING
SYLLABUS FOR PRIMARY EDUCATIONSTANDARD II
2016
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© Ministry of Education, Science,Technology and Vocational Training, 2016
ISBN.
First edition, 2016
Designed and prepared by:Tanzania Institute of EducationPlot No. 686, Ali Hassan Mwinyi RoadP. O. Box 35094Dar Es SalaamTanzania
Tel: 255 22 2773005Fax: 255 22 2774420Website:www.tie.go.tz /Baruapepe: [email protected]
All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Ministry of Education, Science,Technology and Vocational Training.
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TABLE OF CONTENTS
Acknowledgments ....................................................................................................................................................... ivForeword ...................................................................................................................................................................... v1.0 Introduction ........................................................................................................................................................... 12.0 Structure of the syllabus ........................................................................................................................................ 13.0 Objectives .............................................................................................................................................................. 14.0 Competence ........................................................................................................................................................... 24.1 Reading ................................................................................................................................................................. 24.2 Writing .................................................................................................................................................................. 24.3 Numeracy .............................................................................................................................................................. 24.4 To maintain health and the environment ............................................................................................................... 34.5 To play and promote arts ....................................................................................................................................... 35.0 Main Competence: READING ........................................................................................................................... 36.0 Main Competence: WRITING ........................................................................................................................... 98.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT .................................................... 179.0 Main Competence: TO PLAY AND PROMOTE ARTS ........................................................................................ 22
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Preparation of any curriculum involves several stakeholders. The Ministry of Education and Vocational Training (MoEVT) together with the Tanzania Institute of Education appreciate the contribution of all the stakeholders who were involved in the preparation of this syllabus. Special thanks go to the following organisations, groups and individuals: TZ21, EQUIP-T, CBP together with curriculum developers, teachers and tutors from teacher training colleges who participated in the preparation of the syllabus.
Acting Director GeneralTanzania Institute of Education
Acknowledgements
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Foreword
The decision to improve the curriculum for standard I and II was a result of government plan to develop the skills of Reading, Writing and Arithmetic (3Rs). This plan has taken into account results from research that show that some pupils complete primary school without acquiring the 3Rs skills. This syllabus focuses on building the capacity of teachers to help pupils to develop their skills in the 3Rs and it has been prepared taking into consideration the primary school curriculum for Standard I and II of 2005. The curriculum emphasizes the use of learner-centered teaching and learning approaches and the phonics approach in learning how to read. The content of this syllabus is organized into the competences of Reading, Writing and Arithmetic, Health and Hygiene, Environmental Education, Sports and Games, and Fine and Performing Arts.
This syllabus is supposed to be implemented as directed. However, schools have the opportunity of taking into account their school contexts when planning and implementing the syllabus. It is important to make sure that pupils get the recommended number of lessons for each major skill as indicated in the syllabus for Standard I and II. Moreover, assessment will be done with consideration of the set standards of performance. Therefore, all teachers and non-teaching staff in schools have the responsibility of ensuring that this syllabus is implemented successfully and all pupils get equal opportunities in learning pro-cess. It is my expectation that pupils will develop the intended competencies.
Prof. Eustella BhalalusesaCommissioner of EducationThe Ministry of Education and Vocational Training
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This syllabus has been prepared from the primary school curriculum for Standard I and II of the year 2015. The main objective of this syllabus is to enable the pupil of Standard II to build competences of Reading, Writing and Arithmetic (3Rs). These skills are an important base for enabling the pupil to effectively learn and cope with different subjects at higher levels. Also, the learning of 3Rs is aimed at providing the pupils with strategies for independent learning.
1.1 Introduction
This syllabus is focused on activities for pupils, which form the main basis for the Standard I and II so that he or she can wholesomely implement it as intended. The content of this syllabus is organized into introduction, objectives and the competences intended to be developed in Reading, Writing and Arithmetic, Health and Hygiene, Environmental Education, Sports and Games, and Fine and Performing Arts. The fourth part of this syllabus consists of matrices for teaching which have four (4) columns namely (1) Specific competence, (2) learners' activities, (3) assessment criteria, and (4) assessment of pupils’ level of performance.
2.0 Structure of the syllabus
This syllabus has been prepared to enable the Standard II pupil to:a) Develop skills of Reading, Writing and Numeracy, b) Communicate in a simple way, c) Maintain health, hygiene and environmentd) Develop a strong body, e) Develop sense of cooperation with others,f) Have a positive attitude towards learning,g) Appreciate the environment, and h) Develop self-awareness and talents andi) Promote creativity in sports, games and arts.
3.0 Objectives
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4.0 Competence This syllabus is focused on five key competencies that are divided into different areas that will enable a student to build key competencies as follows:
4.1 Reading a) Communicating orally b) Phonics (sound-letter relationship) c) Reading and listening for comprehension d) Reading Fluently e) Using vocabulary
4.2 Writing a) Forming letters and developing hand writing b) Forming word in print style c) Writing in correct sequence of events d) Writing with sensation and originality e) Writing with accuracy and coherency
4.3 Numeracy a) Recognizing numbers. b) Using number operations c) Recognizing numbers and relationships d) Recognizing measurements e) Recognising shapes and figures f) Listing and collecting objects
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4.4 To maintain health and the environment a) Recognizing parts of the human body. b) Identifying ways of protection against diseases. c) Recognizing living things found in the environment. d) Cleaning and caring the environment e) Identifying different ways of providing first aid.
4.5 To play and promote arts a) Playing familiar games b) Drawing, decorating and modelling c) Singing and playing simple musical instruments d) Performing arts/ role plays that promote the skills of 3Rs
The main competence in reading is organized into specific sequenced reading competences, that when completed is expected to enable pupils to read according to the objectives of the curriculum. The sequence is shown clearly in the following table:
5.0 Main Competence: READING
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
5.1 Communicating orally
a) To conduct oral communication between two pupils in the game of their choice
Oral communication between two pupils in the game of their choice is conducted correctly
Conducts oral communication with his/her friends in the game of their choice with many errors
Conducts oral communication with his/her friends in the game of their choice with a few errors
Conducts oral communication with his/her friends or colleagues in the game of their choice correctly
Conducts oral communication with his/her friends in different games
b) To narrate a story and explain the message conveyed from that story
Narration of a story and explanation of the message conveyed from that story is done correctly
Narrates a story but fails to explain the message conveyed in that story
Narrates a story and explain the message conveyed in that story with errors
Narrates a story and explains the message conveyed from that story correctly
Narrates various events about ceremonies
c) To narrate various events about ceremonies
Narration of various events about ceremonies has been done correctly
Narrates some events about ceremonies with many errors
Narrates various events about ceremonies with few errors
Narrates various events about ceremonies correctly
Narrates various events of different kind
5.2 Phonics (sound-letter relationship)
a) To identify isolated (e.g. t, b, a, g, d) and blended sounds (e.g. ch, tr, gl, ea ,ee) by pronouncing the given words
Isolated and blended sounds by pronunciation of given words are identified correctly
Identifies isolated and blended sounds by pronouncing given words with many errors
Identifies isolated and blended sounds by pronouncing given words with a few errors
Identified isolated and blended sounds by pronouncing given words correctly
Reads and recites isolated and blended sounds in words
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
b) To read and recite isolated and blended sounds in words by using games and word cards
Isolated and blended sounds in words by using games and word cards are read and recited accurately
Reads and recites sounds by using games and word cards with many errors
Reads and recites sounds by using games and word cards with a few errors
Reads and recites sounds by using games and word cards accurately
Reads and re-cites similar and different sounds in words by using games and minimal pairs
c) To identify and recite similar and different sounds in words by using games and minimal pairs
Similar and different sounds in words by using games and minimal pairs are identified and recited accurately
Identifies and recites similar and different sounds using games and minimal pairs with many errors
Identifies and recites similar and different sounds using games and minimal pairs with a few errors
Identifies and re-cites similar and different sounds using games and minimal pairs accurately
Identifies and recites similar and different sounds using various tools
5.3 Reading and Listening for comprehension
a) To use a text to predict series of events
The use of a text to predict series of events is done correctly
Reads a text to pre-dict series of events with many errors
Reads a text to predict series of events with a few errors
Reads a text to predict series of events correctly
Use pictures in text to describe characters in the story
b) To use pictures in text to describe characters in the story
The use of pictures in a text to describe characters in a story is done correctly
Uses pictures in a text to describe characters in a story with many errors
Uses pictures in a text to describe characters in a story with a few errors
Uses pictures in a text to describe characters in a story correctly
Uses a text to read and answer questions for comprehension and vocabulary development
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
c) To use a text to read and answer questions for comprehension and vocabulary development
Reading a text and answering questions for comprehension and vocabulary development is done correctly
Uses a text to read and answer questions for comprehension and vocabulary development with many errors
Uses a text to read and answer questions for comprehension and vocabulary development with a few errors
Uses a text to read and answer questions for comprehension and vocabulary development correctly
Uses a text to identify new vocabulary used to develop comprehension in reading
d) To use a text to identify new vocabulary used to develop comprehension in reading
The use of a text to identify new vocabulary used to develop comprehension in reading is done correctly
Uses a text to identify new vocabulary used to develop comprehension in reading with many errors.
Uses a text to identify new vocabulary used to develop comprehension in reading with a few errors
Uses a text to identify new vocabulary used to develop comprehension in reading correctly
Uses stories to identifies new vocabulary used to develop compre-hension in reading
e) To associate the story from the text with real-life situations
Association of the story from the text with real life experiences is done correctly
Associates a story from a text without real-life experiences
Associates a story from a text with real-life experiences with a few errors
Associates a story from a text with real-life experiences correctly
Identifies real-life situations from the stories
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
5.4 Reading fluently
a) To read letters, syllables, words and sentences by using charts and passages/text correctly
Reading of letters, syllables, words and sentences by using charts and text is done correctly
Reads letters, syllables, words and sentences by using charts and texts with many errors
Reads letters, syllables, words and sentences by using charts and texts with a few errors
Reads letters, syllables, words and sentences by using charts and passages/texts correctly
Reads by moving the eyes (scanning) across the lines that form the text in order to build accuracy in reading
b) To read by moving the eyes (scanning) across the lines that form the text in order to build accuracy in reading
Reading by moving the eyes across the lines that form the text in order to build accuracy in reading is done accurately
Reads by moving the eyes across the lines that form the text in order to build accuracy in reading with many errors
Reads by moving the eyes across the lines that form the text in order to build accuracy in reading with a few errors
Reads by moving the eyes across the lines that form the text in order to build accuracy in reading accurately
Reads simple stories to develop accurate reading
c) To use punctuation marks (.,?!) in reading appropriately
The use of punctuation marks(.,?!) in reading is done appropriately
Able to use punctuation marks (.?) in reading appropriately
Able to use punctuation marks (.,?) in reading appropriately
Able to use punc-tuation marks (.,?!) in reading appropriately
Uses multiple punctuation marks in reading
d) To read simple stories to develop accurate reading
Reading of simple stories to develop accuracy is done correctly
Reads simple stories with many errors
Reads simple stories with a few errors
Reads simple stories correctly
Able to read long stories
a) To read texts with fluency
Reading of texts with fluency is done correctly
Reads texts with no fluency
Reads texts with less fluency
Reads text with fluency
Reads stories with fluency
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
5.5 Using Vocabulary
a) To develop common vocabulary using pictures, real objects and actions
Common vocabulary are developed correctly using pictures, real objects and actions
Develops less vocabulary using pictures, real objects and actions
Develops some vocabulary using pictures, real objects and actions with much support
Develops common vocabulary using pictures, real objects and actions with less support
Develops vocabulary using multiple ways
b) To develop common vocabulary by forming family words
Common vocabulary by forming family words are developed correctly
Develops less vocabulary by forming family words
Develops some vocabulary by forming family words with much support
Develops common vocabulary by forming family words correctly
Develops vocabulary through listening and reading comprehension
c) To develop vocabulary through listening and reading comprehension
Vocabulary are developed through listening and reading comprehension
Develops less vocabulary through listening and reading comprehension
Develops some vocabulary through listening and reading comprehension with much support
Develops vocabulary through listening and reading comprehension with less support
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
6.1 Forming letters and developing handwriting (forms of writing)
a) To write sentences with joined letters in order to improve handwriting
Sentences with joined letters in order to improve handwriting are written correctly
Unable to write sentences with joined letters
Writes sentences with joined letters with some errors
Writes sentences with joined letters correctly in order to improve handwriting
Attempt to write a coherent paragraph by joining letters (cursive style)
a) To write a text of 2 paragraphs (cursive style)
A text of 2 paragraphs (cursive style) is written correctly
Writes a text in print style
rites a text of 2 paragraphs mixing print and cursive styles
Writes a text of 2 paragraphs in cursive style correctly
Writes a longer text in cursive style
6.2 Forming words in print style
a) To write English words of two or more syllables
English words of two or more syllables are written correctly
Able to write English words of one and two syllables with errors
Writes English words of two and three syllables with errors
Writes English words of two or more syllables correctly
Writes syllables conversantly
b) To write words using three consonants and a vowel common in English words (e.g. stra, stro, scre )
Writing three consonants and a vowel to form a syllable which is common in English language words is done correctly
Unable to write three consonants and a vowel to form a syllable
Writes three consonants and a vowel to form a syllable in English words with errors
Writes three consonants and a vowel to form a syllable in English words language words correctly
Writes three syllable words above grade level
c) To use capital and lower case letters correctly
Using of capital and lower case letters correctly
Uses capital letters at the beginning of a sentence
Uses capital letters for proper nouns, with errors
Uses capital letters at the beginning of a sentence and for proper nouns.
Distinguishes when to use capital letters for proper or regular nouns
The main competence of writing is organised into specific sequenced competences which, when completed, will enable the pupil to write according to the objectives of the curriculum. The sequence is shown clearly in the following Table:
6.0 Main Competence: WRITING
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
d) To use pictures to develop vocabulary (nouns and verbs)
Using pictures to develop vocabulary (nouns and verbs) is done appropriately
able to use pictures to develop simple vocabulary
Uses pictures to develop few vocabulary (nouns and verbs)
Uses pictures to develop vocabulary (nouns and verbs) appropriately
Attempt to use vocabulary to construct complex sentences
e) To construct complex sentences (more than six words, with comma)
Constructing complex sentences (more than six words, with comma) is done correctly
Unable to construct complex sentences
Constructs complex sentences with errors
Constructs complex sentences correctly
Attempts to use dialogue in simple sentence
6.3 Writing in correct sequence of events
a) To write guided sentences in developmentally appropriate logical flow
Writing guided sentences in developmentally appropriate logical flow is done correctly
Writes guided sentences in inappropriate logical flow
Writes some of the guided sentences in appropriate logical flow
Writes guided sentences in developmentally appropriate logi-cal flow
Writes a story in logical order
b) To write a short story in logical order
Writing a short story in logical order is done correctly
Writes a short story in poor logical flow
Writes a short story in logical order story with errors
Writes a short story in logical order correctly
Write a long story in logical order
6.4 Writing with sensation and originality (Adhering to appropriate principles of writing)
a) To write complex sentences with the correct use of the punctuation marks (.! ?, ‘)
Writing of complex sentences with the correct use of the punctuation marks (, .! ? ’) is done correctly
Writes complex sentences with the use of three basic punctuation marks (.!?)
Writes complex sentences with the use of four punctuation marks (.!?,)
Writes complex sentences with the use of five basic punctuation marks (.!?,’)
Write complex sentences using quotation marks
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
6.5 Writing with accuracy and coherency
a) To write a coherent and comprehensible short story (1 to 2 paragraphs)
Writing a coherent and comprehensible short story (1 to 2 paragraphs) is done correctly.
Attempts to write a paragraph with few sentences with errors
able to write a short story (1-2 paragraphs) with errors in sentence structure and coherence
Writes a coherent and comprehensible short story (1 to 2 paragraphs)
Writes longer coherent and comprehensible story with extended details
b) Write a coherent and comprehensible informational text
Writing a coherent and comprehensible informational text
Unable to write a coherent and comprehensible informational text
Write a coherent and comprehensible informational text with errors
Write a coherent and comprehensible informational with limited understanding of proper form
Writes informational text with proper form
c) Write a meaningful and coherent letter
Writing a meaning-ful and coherent is done properly
Writes personal information to a friend, but not in form of a letter
Attempts form of a letter with errors
Writes a simple coherent letter in proper form
Writes a coherent letter in proper form with extended description and details
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Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
7.1 Recognizing numbers.
a) Counting things or objects from 100 to 1000
Counting of different things or objects from 100 to 1000 has been performed correctly.
Able to count objects from 100 to 1000
Able to count objects from 100 to 1000 with errors
Able to count objects from 100 to 1000
Able to count objects into the thousands
b) Reading numbers from 100 to 1000
Reading numbers from 100 to 1000 has been performed correctly.
Unable to read numbers from 100 to 1000
Able to read numbers from 100 to 1000 with mistakes in pronunciations
Able to read numbers from 100 to 1000
Able to read numbers into the thousands
c) Filling non- sequential numbers.
Numbers in non-sequential have been filled correctly.
Able to fill sequential numbers
Able to fill non-sequential numbers with errors.
Able to fill non-sequential numbers correctly.
Able to fill numbers in a complex pattern.
d) Writing of numbers 100-1000.
Numbers from 100-1000 have been written correctly.
Unable to write numbers 100-1000
Able to write numbers 100-1000 with errors
Able to write numbers 100-1000
Able to write numbers into the thousands
a) Identifying number value (ones, tens and hundred)
Number value has been identified correctly.
Able to identify number value into two digits (ones and tens)
Able to identify number value into three digits (ones, tens and hundred) with errors
Able to identify number value into three digits (ones, tens and hundreds)
Able to identify number value into four digits (ones, tens, hundreds and thousands)
The main competence of numeracy consists of specific competences to be accomplished for the learner to acquire appropriate numerical literacy as per curriculum goals. The details are presented in the matrix below
7.0 Main Competence: NUMERACY
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Specific Competence
Pupil’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
7.2 Using number operations.
a) Adding objects to get a sum not exceeding 1000.
Adding objects to get a sum not exceeding 1000 has been performed correctly.
Able to add objects to get a sum of dou-ble digits
Able to add objects to get a sum not exceeding 1000 with errors
Able to add objects to get a sum not exceeding 1000
Able to add objects into the thousands
a) Adding numbers to get a sum not exceeding 1000.
Addition of numbers has been performed correctly.
Able to add numbers into double digits
Able to add numbers to get a sum not exceeding 1000 with errors
Able to add num-bers to get a sum not exceeding 1000
Able to add numbers into the thousands
b) Subtracting numbers less than 1000
Subtraction of numbers has been performed correctly
Able to subtract double digit numbers
Able to subtract numbers less than 1000 with errors
Able to subtract numbers less than 1000
Able to subtract numbers involving thousands
7.3 Recognizing numbers.
a) Identifying one third of an object
One third of an object has been identified correctly.
Unable to identify one third of an object
Able to identify one third of an object with errors
Able to identify one third of an object
Able to identify one third of an object and to read the numeral 1/3
b) Reading and writing one third
One third has been read correctly.
Unable to read one third
Able to read and write one third with errors
Able to read one third
Able to read and write 1/3
a) Identifying, reading and writing two third of an object.
Two third of an object has been identified correctly.
Unable to identify, read and write two thirds
Able to identify and read two thirds with errors
Able to identify, read and write two thirds
Able to identify, read and write any fractions
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Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Compe-
tence7.4 Recognizing numbers and relationships
a) Adding Tanzania coins not exceeding 1000
Relevant Tanzanian coins have been added correctly.
Unable to add Tanzania coins
Able to add Tanzania coins with errors
Able to add Tanzania coins
Able to add Tanzania coins into thousands
b) Comparing values of Tanzanian coins.
Tanzanian coins have been compared in terms of their values correctly
Unable to compare values of Tanzanian coins
Able to compare values of Tanzanian coins with errors
Able to compare values of Tanzanian coins
Able to compare Tanzanian notes
c) Identifying Tanzanian bank notes
Tanzanian bank notes have been identified correctly
Unable to identify Tanzanian bank notes
Able to identify Tanzanian bank notes with errors
Able to identify Tanzanian bank notes
Able to identify Tanzanian bank notes and compare their value
d) Comparing values of Tanzanian bank notes.
Comparing values of Tanzanian bank notes have been performed correctly.
Unable to compare values of Tanzanian bank notes
Able to compare values of Tanzanian bank notes with errors
Able to compare values of Tanzanian bank notes contrast
Able to add Tanzanian shillings into thousands
e) Add Tanzanian shillings to obtain a sum not exceeding 1000 shillings
Addition involving Tanzanian shillings has been performed correctly
Unable to add Tanzanian shillings to obtain sum not exceeding 1000 shillings
Able to add Tanzanian shillings to obtain a sum not exceeding 1000 shillings, with errors
Able to add Tanzanian shillings to obtain a sum not exceeding 1000 shillings
Able to add Tanzanian shillings into ten thousands
f) Subtracting Tanzanian shillings
Subtraction involving Tanzanian shillings has been performed correctly
Unable to subtract Tanzanian shillings
Able to subtract Tanzanian shillings with errors
Able to subtract Tanzanian shillings
Able to subtract Tanzanian shillings with five digits (10,000 Tsh)
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Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
7.5 Recognising measurements
a) Identifying measurement tools of length
Measurement tools of length have been identified correctly.
Unable to identify measurement tools of length
Able to identify measurement tools of length with errors
Able to identify and use measurement tools of length with errors
Able to identify and use different measurement tools
b) Identifying measurement tools of weight.
Measurement tools of weight have been identified correctly.
Unable to identify measurement tools of weight
Able to identify measurement tools of weight with errors
Able to identify and use measurement tools of weight with errors
Able to identify and use different measurement tools
c) Identifying measurement tools of volume
Measurement tools of volume have been identified correctly.
Unable to identify measurement tools of volume
Able to identify measurement tools of volume with errors
Able to identify and use measurement tools of volume with errors
Able to identify and use different measurement tools
7.6 Recognising shapes and figures
a) Identifying triangles, quadrilaterals and circles figures.
Quadrilateral, triangles, and circles figures have been identified correctly.
Able to identify triangles, quadrilaterals and circles, with errors
Able to identify triangles, quadrilaterals and circles
Able to identify triangles, quadrilaterals and circles, and describe characteristics
Able to identify triangles, quadrilaterals and circles, and compare their characteristics
b) Drawing triangles, quadrilaterals and circles figures.
Quadrilateral, triangles, and circles figures have been drawn correctly.
Unable to draw triangles, quadrilaterals and circles.
Able to draw triangles, quadrilaterals and circles with errors.
Able to draw triangles, quadrilaterals and circles.
Able to draw dimensional figures.
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Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
c) Differentiate dimensional figures.
Dimensional figures have been differentiated correctly.
Unable to differentiate dimensional figures.
Able to differentiate dimensional figures with errors.
Able to differentiate dimensional figures.
Able to describe dimensional figures.
d) Explaining two dimensional figures.
Two dimensional figures have been explained correctly.
Unable to name explain two dimensional figures.
Able to explain name two dimensional figures with errors.
Able to explain name three dimensional figures.
Able to name and describe three dimensional and three-dimensional figures
e) Drawing two dimensional figures.
Two dimensional figures have been drawn correctly.
Unable to draw two dimensional figures.
Able to draw two dimensional figures with errors.
Able to draw two dimensional figures.
Able to draw two- and three-dimensional figures, and describe how they are drawn.
7.7 Gathering Data
a) Identifying real objects from the environment.
Real objects have been identified correctly.
Unable to ask or answer questions using number.
Able to ask questions that can be answered using number.
Able to ask and participate in data collection to answer questions that can be answered using number
Able to ask and answer questions that can be answered using numbers.
b) Collecting and analyzing real objects from the environment
Real objects have been collected and analyzed correctly
Unable to gather data.
Able to gather data that is incomplete.
Able to gather simple data correctly.
Able to gather complicated data.
c) Representing quantities of real objects by using drawings
Representation of quantities of real objects by using drawings has been performed correctly
Unable to represent data,
Able to represent data with errors in the representation,
Able to represent data accurately,
Able to represent data using complex representations.
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The main competence is to maintain healthy and environment. It is divide into specific competences where by upon their successful completion will enable pupils to maintain personal health, hygiene and the environment according to the objectives of the curriculum. The organization of the specific competences is shown in the following table:
8.0 Main Competence: TO MAINTAIN HEALTH AND THE ENVIRONMENT
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
8.1 Recognizing parts of the human body
a) To describe the functions of external parts of human body
Functions of external parts of human body are described correctly
Able to identify external parts of the human body and explain functions of eyes, nose, ears, mouth and hands.
Able to explain with some mistake the functions of some external parts of human body
Describes functions of many external parts of human body
Able to describe functions of many external parts of human body and explain how to clean them
8.2 Recognizing ways of protection against diseases
a) To describe various ways of keeping water and food safe and clean.
Various ways of keeping water safe and clean are described correctly
Able to identify various ways of keeping water safe and clean.
Able to explain some basic ways of keeping water safe and clean
Describe basic ways of keeping water safe and clean
Able to describe and advise others on ways of keeping water safe and clean
b) To use cleaning procedure to clean utensils
Cleaning procedure to clean utensils are used appropriately
Unable to use cleaning procedures to clean utensils
Able to use some cleaning procedures to clean utensils
Uses cleaning procedures to clean utensils appropriately
Able to use cleaning procedures to clean utensils and advise others
c) To describe procedures for using toilet properly
Procedures for using toilet properly are described
Identify procedures for using toilet properly
Able to describe some main procedures for using toilet properly
Describes main procedures for using toilet properly
Describes main procedures for using toilet properly and advice others how to use toilet properly
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Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
d) To wash clothes and describe procedures for ironing clothes
Washing clothes and description of procedures for ironing them are done effectively
Either able to wash clothes with limited productive results or to describe some procedures for ironing clothes
Able to wash clothes with limited productive results and describe some procedures for ironing clothes
Washes clothes successful and describe procedures for ironing clothes
Able to wash clothes successful and describe procedures for ironing clothes and teach others
e) To describe ways of protecting against infectious diseases to human health (HIV and AIDS and cholera, diarrhea, TB )
Ways of protecting against infectious diseases to human health are described correctly
Able to identify ways of protecting against infectious diseases to human health
Able to identify and explain some ways of protecting against infectious diseases to human health
Describes main ways of protecting against infectious diseases to human health correctly
Describes main ways of protecting against infectious diseases to human health and advice others
8.3 Recognizing living things found in the environment
a) To value and describe the benefits of domestic animals found in their environment
The benefits of domestic animals found in their environment are valued and explained effectively
Able to identify domestic animals and explain some of their benefits
Able to describe main benefits of domestic animals found in their environment
Values and describes the benefits of domestic animals found in their environment effectively
Able to value and describe benefits of the domestic animals found in their environment and advice on how to protect them
b) To describe the benefits of wild animals found in their environment
The benefits of wild animals found in their environment are described correctly
Able to identify wild animals and explain some of their benefits
Able to describe some benefits of wild animals found in their environment
Describes main benefits of wild animals found in their environ-ment
Describes benefits of the wild animals and advice how to protect them
19
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
c) To describe effect of harmful animals and insects found in the environment
The effect of harmful animals and insects found in the environment are correctly
Able to identify harmful animals and insects found in the environment
Able to describe some harmful animals and insects found in the environment
Describes the effect of harmful animals and insects found in the environment correctly
Describes the effect of harmful animals and insects found in the environment and explain how to protect against them
d) To describe benefits of plants found in the environment
The benefits of plants found in the environment are described correctly
Able to identify some beneficial plants found in the environment
Able to describe some of basic benefits of plants found in the environment
Describes benefits of plants found in the environment correctly
Describes benefits of plants found in the environment and teach others how to protect them
8.4 Cleaning and caring the environment
a) To use various tools for cleaning the environment
Various tools for cleaning the environment are used appropriately
Able to identify various tools for cleaning environment
Able to use some tools for cleaning the environment
Uses tools effectively for cleaning environment appropriately
Able to use tools for cleaning environment and advise others to clean environment
b) To describe common risky behaviors and its prevention in the environment
Common risky behaviors and its prevention in the environment are described correctly
Able to identify common risky behaviors and its prevention in the environment
Able to explain some common risky behaviors and its prevention in the environment
Describes common risky behaviors and its prevention in the environment correctly
Able to describe common risky behaviors and its prevention in the environment and advice others
c) To describe and use the procedures for planting seeds
The procedures for planting seeds are described and used effectively
Able to list some procedures for planting seeds
Able to describe the some procedures for planting seeds
Describes the main procedures and uses them for planting seeds effectively
Able to describe the main procedures and use for planting seeds and teach others
20
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
8.5 Identifying different ways of providing first aid
a) To describe uses of precaution signs
Uses of precaution signs are described correctly
Able to identify pictures of precaution signs
Describes purpose of some precaution signs
Identifies and describes purpose of most common precaution signs correctly
Able to identify and describe purpose of most common precaution signs and make precaution signs
b) To differentiate procedures for provision of first aids for cuts and electric shock victims
Procedures for provision of first aids for cuts and electric shock victims are differentiated correctly
Able to identify some procedures for provision of first aids for cuts and some for electric shock victims
Identify common procedures for provision of first aids for cuts and electric shock victims
Able to differentiate procedures for provision of first aids for cuts and electric shock victims correctly
Able to differentiate procedures for provision of first aids for cuts and electric shock victims and explain importance of first aids provision
c) To use role plays to demonstrate provision of first aid for cuts victims
Role plays to demonstrate provision of first aid for cuts are used effectively
Unable to use role plays to demonstrate provision of first aid for cuts
Able to use role plays to demonstrate provision of first aid for cuts at a limited level
Uses role plays to demonstrate provision of first aid for cuts clearly effectively
Able to use detailed role plays to demonstrate provision of first aid for cuts and discuss with others how to prevent accidents
21
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
d) To demonstrate procedures for provision of first aid for electric shock victims
Procedures for provision of first aid for electric shock victims are demonstrated correctly
Able to identify procedures for provision of first aid for electric shock victims
Able to demonstrate some procedures for provision of first aid for electric shock victims
Demonstrates main procedures for provision of first aid for electric shock victims
Able to demonstrate main procedures for provision of first aid for electric shock victims and explain the effect of that accident
22
The main competence of playing and promoting arts is divide into specific competences where by upon their successful completion will enable pupils to engage in playing sports and games, and performing arts according to the objectives of the curriculum. The organization of the specific competences is shown in the following table:
9.0 Main Competence: TO PLAY AND PROMOTE ARTS
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
9.1 Playing simple games
a) To play simple games following their rules correctly
Playing simple games following their rules correctly
Unable to play simple games following their rules
Able to play some simple games according to their rules correctly
Able to play given simple games according to their rules correctly
Able to play given simple games and others according to their rules correctly
b) To play children’s familiar games correctly
Playing children’s familiar games correctly
Unable to play children’s familiar games
Able to play some children’s familiar games correctly
Able to play given children’s familiar games correctly
Able to play children’s familiar and other games correctly
c) To perform physical exercises well.
Performing physical exercises well
Unable to perform physical exercise
Able to perform some physical exercises well
Able to perform given physical exercises well
Able to perform all given physical exercises excellently
d) To play ball games according to the rules.
Playing ball games according to their rules competently
Unable to play ball games
Able to play some ball games according to their rules competently
Able to play given ball games according to their rules competently
Able to play all given ball games and others according to their rules competently
e) To play athletic sports
Playing athletic sports according to their rules competently
Unable to play athletic sports according to their rules
Able to play some athletic sports according to their rules competently
Able to play given athletic sports according to their rules competently
Able to play given athletic sports according to their rules highly competently
23
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
9.2 Drawing, decorating and modelling
a) To draw letters of the alphabet in three dimensions and decorate them
Drawing and decorating the letters of the alphabet in three dimensions well
Unable to draw and decorate letters of the alphabet in three dimensions
Able to only draw some letters of the alphabet in three dimensions well
Able to drawn and decorate1letters of the alphabet in three dimensions very well
Able to draw and decorate letters of the alphabet in three dimensions excellently
b) To draw numerals in three dimensions and decorate them
Drawing numerals in three dimensions sand decorating them well
Unable to draw numerals in three dimensions and decorated them
Able to draw some numerals in three dimensions well
Able to draw given numerals in three dimensions and decorated them well
Able to drawn given numerals in three dimensions and decorated them very well
c) To model letters of alphabet and numerals by using various materials.
Modeling letters of alphabet and numerals using various materials successfully.
Unable to model letters of alphabet and numerals using various materials
Able to model only letters of alphabet successfully
Able to model given letters of alphabet and numerals successfully
Able to model given letters of alphabet and numerals and put decorations successfully
d) To print motifs (pattern) of numbers and letters of alphabet by pressing
Printing numerals and letters of alphabet by pressing correctly.
Unable to print motifs of numerals and letters of alphabet
Able to print some motifs of numerals and letters of alphabet by pressing correctly
Able to print given motifs of numerals and letters of alphabet by pressing correctly
Able to print given motifs of numerals and letters of alphabet by pressing using different colors correctly
24
Specific Competence
Learner’s Activities Performance Criteria
BenchmarkingBeginning Developing Competence Above Competence
9.3 Singing and playing simple musical instruments
a) Sing and play simple musical instruments
Singing songs to promote the skills of 3Rs successfully
Unable to sing songs to promote the skills of 3Rs
Able to sing some songs to promote 3Rs successfully
Able to sing all given songs to promote 3Rs successfully
Able to sing all given songs and patriotic ones to promote 3Rs successfully
b) To play musical instruments
Playing musical instruments well
Unable to play musical instrument
Able to play some musical instru-ments well
Able to play all given musical instruments well
Able to play all given and other musical instruments very well
9.4 Performing arts/role plays that promote the skills of 3Rs
To perform plays that promote skills of 3Rs
Performing plays that promote 3R skills
Unable to perform plays that promote skills of 3Rs
Able to perform some plays that promote skills of 3Rs
Able to perform all given plays that promote skills of 3Rs
Able to perform all given plays and others that promote skills of 3Rs correctly