Методические рекомендации по использованию системы критериального оценивания учебных достижений учащихся всех уровней
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работу: 1.
Поднесите магнит к предметам, изготовленным из различных материалов, установите, все ли из них притягиваются магнитом. (учащиеся делают выводы) 2.
3.
Потрите иголку о магнит в одном направлении, а затем поднесите к скрепкам. Прилипают ли скрепки? Учащиеся делают выводы. В первом случае иголка не прилипла к скрепкам. Стоило иголке «пообщаться» с магнитом, как она сама стала магнитом. 4.
Вывод. Хорошо притягиваются магнитом чугун, сталь, железо. Критерии успеха Учащийся достиг цели обучения, если Учащийся стремится достичь цели обучения, если называет какие тела обладают магнитными свойствами; допускает ошибки при определении тел, обладающих магнитными свойствами; затрудняется сделать выводы. ,делает выводы, что не все тела обладают магнитными свойствами.
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Ссылка на учебную программу Цель обучения Рекомендации по оцениванию 5.3
Звук 1.5.3.1
Объяснять особенности распространения звука
Учитель оценивает умение учащихся объяснять особенности распространения звука; что звук может распространяться во всех направлениях. Учитель может оценить учащихся, используя практическое задание, в котором учащиеся экспериментируют с разными звуками, используя инструменты и предметы. Необходимо раздать учащимся ряд разных предметов, которые могут образовывать звуки разной громкости (например, музыкальные инструменты, повседневные предметы). Далее учащиеся экспериментируют с образованием звуков и их описанием. Доказательства могут включать в себя классные наблюдения, демонстрации и обсуждения.
определяет множество источников звуков разной громкости; испытывает затруднения в отборе звуков по громкости или производить звуки разной громкости, используя источники звуков. производит звуки разной громкости, используя источники звуков; объяснять особенности распространения звука.
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Ссылка на учебную программу Цель обучения Рекомендации по оцениванию 5.3
Звук 1.5.3.2
Различать естественные и искусственные источники звука Учитель оценивает умение учащихся узнавать и определять знакомые звуки, как естественные, так и производимые человеком. Предложите учащимся послушать несколько источников звука (с помощью подобранных аудио записей различных звуков) и установить, кем или чем производятся эти звуки. Задачей учащихся будет являться - точное распознавание естественных и искусственных источников звуков. Данную работу можно оформить на рабочих листах. Доказательства могут включать в себя классные наблюдения, демонстрации и обсуждения.
определяет естественные и искусственные источники звуков; затрудняется определить естественные и искусственные источники звуков. приводит примеры источников звуков.
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1 четверть Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE2 Use cardinal numbers 1 – 10 to count The teacher gives each learner a bag of coloured counters and asks him/her to count the (yellow/blue/red, etc.) ones one by one. Sources of evidence may include classroom observation or recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can count up to 10. struggle to use all of the numbers up to ten when count.
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Subject Programme reference Learning Objective Assessment Guidance Listening 1.L1 Recognise short instructions for basic classroom routines spoken slowly and distinctly Each learner is asked to (find/collect/touch/pick up/put on the table/put away) the (blue/red, etc.) numbers. Sources of evidence may include observing learners’ actions.
can recognise short instructions. can recognise only some short instructions or struggle to recognise them.
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Subject Programme reference Learning Objective Assessment Guidance Reading 1.R1 Recognise initial letters in names and places Matching exercise Give each learner a variety of images and a variety of initial sound cards. Learners match the image with the initial sound. For differentiation, the teacher can add or reduce the number of items. For extension, learners could make their own initial sound (letter/blend) cards. When the images have been successfully matched, learners ask and answer the question “What is your favourite (…)?” For extension, learners can add their own questions e.g. “What is your favourite (colour)?” etc. Sources of evidence may include a worksheet, classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can find the initial letter in the words and explain that it is the first letter in the words struggle to find the initial letter in the words and explain that it is the first letter in the words
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Subject Programme reference Learning Objective Assessment Guidance Reading
1.R3 Recognise some very high- frequency words from local environment Each learner is given the opportunity to read a set of word cards related to the local environment. Sources of evidence may include classroom monitoring.
can name the words related to the local environment. struggle to name the words related to the local environment.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE8 Use imperative forms of common verbs related to classroom routines Teacher collects evidence over time of each learner being able to use imperative forms related to classroom routines. Sources of evidence may include worksheets, writing or classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use imperative forms of common verbs related to classroom routines. struggle to use imperative forms of common verbs related to classroom routines.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE11 Use ‘there is /are’ to make short statements Give each learner a worksheet on which there is an image with objects (for example, a room containing objects, or a park, or a classroom, depending on the vocabulary you would like to practice). There must be more than one of some of the objects to elicit “There are…”. Ask the learner to describe the room/park/classroom.
Sources of evidence may include a worksheet and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use ‘there is /are’ to make short statements. struggle to use ‘there is /are’ to make short statements and make mistakes while using ‘there is /are’.
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Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S5 Produce words in response to prompts The teacher shows picture prompts to elicit correct words. The choice of picture prompts is based on the context, e.g. action words or objects related to the topic.
Sources of evidence may include classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can produce words in response to prompts. struggle to produce words in response to prompts.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE3 Use basic adjectives and colours to say what someone /something is or has The teacher has a set of cards of e.g. a red apple, a blue book etc. They are placed face down. There is also a picture of a girl on the teacher’s left and a picture of a boy on the teacher’s right. The teacher demonstrates by turning over one card and saying “I have (a red apple)”, turning over another card and placing it in front of the picture of the girl saying: “She has a (…)”, and the same with the picture of the boy: “He has a (…)”. The teacher invites the learner to do the same with the rest of the cards.
Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly use basic adjectives and colours to describe people and things. find it difficult to use basic adjectives and colours to describe people and things.
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Subject Programme reference Learning Objective Assessment Guidance Listening 1.L3 Recognise with support simple greetings Learners are each given a picture to identity and practice introduction sequences in pairs or with the teacher.
Sources of evidence may include classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can say and react with support to all simple greetings. struggle to say and react even with support to simple greetings.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE6 Use demonstrative pronouns
indicate things While other learners are working on an activity, the teacher takes one learner around the room asking “What colour
Or
If preferred, use images containing examples where learners must use ‘This is (colour)/that is (colour)’.
Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use demonstrative pronouns this/these to indicate things. struggle to use demonstrative pronouns this/these to indicate things
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE14 Use basic prepositions of location and position: in, next to, on, to describe where people and things are Learners complete a worksheet of gap-fill sentences, with an accompanying matching image, e.g. The book is … the table, The apple is … the bowl, The tea is … the cup, The boy is … his mother etc. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use basic prepositions of location and position (in, next to, on) correctly. struggle to use basic prepositions of location and position (in, next to, on)
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE3 Use basic adjectives and colours to say what someone /something is or Has Learners are shown similar images or objects to describe. This will build on knowledge and skills acquired in Term 1. Sources of evidence may include classroom monitoring and worksheets. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly use basic adjectives and colours to describe objects. struggle to correctly use basic adjectives and colours to describe objects.
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Subject Programme reference Learning Objective Assessment Guidance Reading
1.R3 Recognise some very high- frequency words from local environment Each learner reads a set of word cards related to the local environment. This will build on knowledge and skills acquired in Term 1.
Sources of evidence may include classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can name the words related to the local environment. struggle to name the words related to the local environment.
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Subject Programme reference Learning Objective Assessment Guidance Reading 1.R1 Recognise initial letters in names and places Matching exercise Each learner has a variety of animal and bird images and a variety of initial sound cards and they match the image with the initial sound. For differentiation, the teacher can add or reduce the number of items. For extension, learners could make their own initial sound (letter/blend) cards.
This will build on knowledge and skills acquired in Term 1. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can find the initial letter in the words and explain that it is the first letter in the words. struggle to find the initial letter in the words and explain that it is the first letter in the words.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE2 Use cardinal numbers 1 – 10 to count Each learner is asked to (find/collect/touch/pick up/put on the table/put away) the (blue/red, etc.) numbers. This will build on knowledge and skills acquired in Term 1. Sources of evidence may include classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can count up to 10. struggle to use all of the numbers up to ten when count.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE6 Use demonstrative pronouns
indicate things While other learners are working on an activity, the teacher can take one learner around the room asking ‘What colour is this/that?’ and ‘What colour are these/those?’ Teacher asks the learner to answer using ‘this/that’ or ‘these/those’ when answering.
If preferred, use images containing examples where learners must use ‘this/that,’ or ‘these/those’. This will build on knowledge and skills acquired in Term 1. Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use demonstrative pronouns this/these correctly in context. struggle to use demonstrative pronouns correctly in most contexts.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE8 Use imperative forms of common verbs related to classroom routines Teacher gives instructions to learners to follow. Learners tell other learners to do something similar. This will build on knowledge and skills acquired in Term 1. Sources of evidence may include classroom monitoring and recording.
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