An overview of the assessment tasks for all the six subject areas
Upcoming SlideShare
Loading in...5
×
 

An overview of the assessment tasks for all the six subject areas

on

  • 1,430 views

Describes the variety of assessment tasks and activities

Describes the variety of assessment tasks and activities

Statistics

Views

Total Views
1,430
Views on SlideShare
1,430
Embed Views
0

Actions

Likes
0
Downloads
5
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    An overview of the assessment tasks for all the six subject areas An overview of the assessment tasks for all the six subject areas Presentation Transcript

    • THE ASSESSMENT SCHEMES IN THE SIX LEARNING AREAS
      • A brief over view of the assessment tasks for all the six learning areas.
      • The assessment tasks will be administered as follows:
      • Term 1
      • End of month 1
      • End of month 2
      • End of month 3
      • The end of months 1 and 2 assessment tasks are tailored towards practical activities by pupils. Other forms of assessment may be used
      • End of month 3 will be a zonal assessment. This will primarily be a pencil and paper form of assessment except where not applicable.
      • This presentation will focus on the schemes of the six study areas.
      • 1 Literacy and Language Study area emphasizes the communicative approach to language teaching.
      • The pupil is in the centre of the teaching and learning process.
      • Pupil centredness may be achieved through:
      • (i) Integrating basic language and literacy skills.
      • (ii) Teaching language in a context.
      • (iii) Using authentic teaching materials.
      • (iv) Writing activities be related to pupils’ real life experiences.
      • (v) Putting learners in ability groups. This would enable the teacher to focus remedial teaching on those who need it most.
      • (vi) Using continuous assessment. This would enable the teacher to monitor the progress made by individual learners .
    • Teaching methods include:
      • (i) Drama
      • (ii) Role play
      • (iii)      Pair or Group work
      • (iv)      Debates
    • 2 Integrated Science
      • Previously known as Environmental Science. Integrated because not it includes:
      • Home Economics
      • Agricultural Science
      • Cross Cutting issues like Reproductive Health, HIV/AIDS
      • Hygiene, Nutrition, Substance Abuse, Water and Sanitaion
      • The topics in integrated science also run from Grade 1 to Grade 5. Again the level of complexity goes with the grade.
      • For example:
      • Grade 1 The Human Body:
      • 1 Identify the external parts of human body.
      • Grade 2 The Human Body:
      • 1 Demonstrate the movement of arms and legs.
      • Grade 3 The Human Body
      • 1 State the functions of the heart.
      • Grade 4 The Human Body
      • 1 Discuss the physical changes that take place at puberty.
    • Grade 5 The Human Body
      • 1 Identify and label the main parts of the digestive system in the human body (mouth, stomach, small intestine, large intestine and rectum).
    • 3 Creative and Technology Studies
      • Include subjects like:
      • Industrial Arts
      • Art and Design
      • Home Economics
      • Physical Education
      • Music
    • Teaching Methods
      • (i) Demonstration
      • (ii) Direct instruction
      • (iii) Project work
      • (iv) Field work
      • (v) Research
      • (iii)     Group work
      • Topics covered in this study area are:
      • Sports Skills Development
      • Drawing
      • Crafts e.g. knitting, crocheting, design and construction
      • Entrepreneural skills
      • Applied music – performance.
      • All these topics run through from Grade 1 to Grade 5 with increasing level of difficult.
      • 4. Mathematics
      • The Mathematics syllabus aims at enabling learners acquire mathematical knowledge and develop skills necessary for application in their daily lives.
      • The skills acquired should focus on encouraging communication of mathematical ideas among learners, problem solving and application to real life situations as well as developing interest in mathematics.
      • Communication in mathematics include reading, writing, listening, speaking and the use of written information.
      • (i) Distinguishing between objects according to shape, size and colour.
      • (ii) Handling tools and instruments
      • (iii) Using tools and instruments
      • (iv) Classifying objects according to given properties.
      • (v) Plan activities in sequence
      The practical work for pupils is through:
    • The level of difficult increases with the grade.
      • Grade 1 sets
      • (i) Sort objects according to size, colour and shape
      • Grade 2 sets
      • (i) Describe sets
      • Grade 3 sets
      • (i) State membership of a set (  ,  .{ }).
      • Grade 4 sets
      • (i) Describe a set of set notation (  ,  .{ }).
      • Grade 5 sets
      • (i) Use set notations.
    • 5 Social and Development Studies
      • The subject area covers a cross section of social issues.
      • These include:
      • HIV/AIDS,
      • Human Rights,
      • Democracy and Citizenship,
      • Substance Abuse,
      • Life Skills,
      • Education for Development,
      • Environment Issues and Spiritual and Moral Education.
      • The learner centred mode of teaching is equally recommended for social and development studies. The learners can be involved in individual work, pair/group work, field trips, project work, dram, role play, case studies, problem solving and demonstrations.
      • The aim of the Social and Development Studies is to prepare the learner physically, socially, culturally, emotionally, economically and spiritually. An opportunity to develop skills, knowledge, values and attitudes necessary for survival as an individual in society are accorded to the learner.
      • The topic on Living Together in Grade 5 may be taught for the whole term or two considering the number of outcomes to be achieved. The most important issue in continuous assessment is to ensure that the pupils have understood the first topic before moving to the new one.
    • 6 Community Studies
      • The Community Studies learning area focuses on the localized curriculum which constitutes about 20% of the whole curriculum. The study area recognizes the fact that the environment around the learner has an effect on his/her well being.
    • It is hoped that through this study area pupils will:
      • (i) Acquire local skills that will enable them contribute to sustainable development of their local communities.
      • (ii) Appreciate the need for involvement of their parents and members of the community in their education.
      • Teachers and parents can agree on how best to teach pupils. Some of the methods that can be used are inquiry, project work, apprenticeship, field work, research and practical work. The language for teaching pupils may not necessarily be English. A local language in the area may be used especially if the ‘teacher’ or instructor is a parent.
    • How to develop a localised curriculum
      • The following steps should be followed:
      • (i) Identification of activities
      • (ii) Planning
      • (iii)      Approval
      • (iv) Implementation and assessment
      • (v) Detailed instruction so how to do this are given in the outcome based curriculum
    • CONCLUSION
      • Assessment material prepared by Examinations Council of Zambia are just exemplar materials. The topics covered for community studies are those common in many parts of the country.
      • Remedial work should be given to pupils immediately after each lesson if need be.
      • Some topics may take more than a month or a term to be fully covered. Pupils should understand each topic before moving to the new one.
      • THE END
      • THANK YOU GOD BLESS