Grade 5 Project PHE Project: PERFORMANCE TASKS
Download All Grade 5 Projects: July 2023
Instructions to the teacher
- This is section A of Grade 5 PHE 2023 SBA consists of performance-based assessment tasks and the assessment of Core Competencies and Values (Task 1, 2, 3 and 4). Section A (Written task) will be uploaded and administered later as per the circular to schools on the administration of 2023 SBAs.
- The assessment tasks are to be undertaken by all learners in Grade 5
- Tasks are structured as follows:
Task 1- Performance Task-Standing Discus Throw (6 marks)
Task 2- Demonstration of the core competency of Citizenship (3 marks)
Task 3- Project: Making tracking signs for an outdoor excursion (6 marks)
Task 4- Demonstration of the value of love (3 marks) - Each learner is required to attempt all the tasks.
- Learners with disabilities should be assessed using the adapted assessment tools. Teachers may modify the adaptations suggested/Tasks based on individual learner’s needs but should not compromise assessment and reporting of learner competencies.
- Teachers in the school should collaborate where necessary to ensure successful administration of the assessment.
- The teacher to:
a) Familiarize with the assessment tool before administration.
b) Use the appropriate mode of communication when instructing the learner.
c) Guide and support the learner accordingly in the performance of all tasks.
d) Ensure that the assessment is done within the prescribed period.
e) Organize for advance provision of materials required for the assessment.
f) Use the available or improvised materials where necessary.
g) Always ensure the safety of each learner during the assessment.
h) Share and discuss the assessment instructions with learners so that they are aware of what is expected of them as far as performance of the assessment tasks is concerned.
i) Maintain evidence of each learner’s performance in all the tasks for reference.
Task 1: Performance Task-Standing Discuss Throw (6 marks)
Instructions to the teacher
The teacher to:
i. Identify a safe area for performing the standing discuss.
ii. Provide appropriate discus(s)/improvised discus (s) for learners to throw.
iii. Give each learner a maximum of three chances to perform the throw.
iv. Focus on the attributes specified on the checklist and not the distance thrown.
v. Ensure safety of each learner during the performance of the task.
vi. Use the checklist provided to assess the learner’s competency in performing the standing discus throw.
vii. Use the scoring guide provided to rate the learner’s performance.
Checklist for Assessing Learner’s competency in performing the standing discus throw.
Checklist for Assessing Learner’s competency in performing the standing discus throw.
| Task 1: Performance Task-Standing Discuss Throw | |||
| Skills to be assessed | Descriptors | Marks | |
| 1. | Stance | Body standing in an upright position with one leg forward. | 1 |
| 2. | Grip | Holding the discuss with the dominant hand. Placing the discuss on the open palm with fingers spread and supporting the discuss on the edge | 1 |
| 3. | Swing | Moving the throwing hand backwards and then swinging forward with force at 45 degrees to release the discuss | 1 |
| 4. | Body | Shifting the body weight from the rear leg during the backswing to the leading leg during the release of the discus | 1 |
| 5. | Release | Releasing the discuss by spinning it with the finger at approximately 45 degrees to propel it forwards to the landing sector | 1 |
| 6. | Recovery | Stepping forward with the rear foot for stability as the discuss leaves the hand and the releasing hand fully stretching towards the direction of the release | 1 |
| Total | 6 | ||
Task 2:Grade 5 PHE: Assessment of the core competency of citizenship
(Maximum marks 3) Instructions to the teacher:
The teacher to:
- Assess the acquisition of core competency of citizenship as learners interact with teachers and peers, and as they perform the discus throw during the assessment sessions.
- Use the checklist provided to assess learners of core competency of citizenship.
- Use the scoring guide provided to rate each learner’s performance in the core competency of citizenship. iv. Consider a demonstration of any three of the attributes of citizenship outlined in the checklist.
Checklist for Assessing Learner’s acquisition of the Core Competency of Citizenship
| Task 2: Assessment of the core competency of citizenship | ||
| Core Competency | Attributes of the core competency of citizenship | Marks |
| Citizenship (Observe manifestation of at least 3 attributes) | Demonstrates trustworthiness and honesty | (3) |
| Accommodates others when improvising the nets | ||
| Adheres to rules and regulations /respects authority | ||
| Familiarity to the immediate environment | ||
| Cooperates with others and shows group attachment | ||
| Resolves conflict or disagreement | ||
| Avoid hurting others | ||
Task 3: Grade 5 PHE Project Work: Tracking Signs for an Outdoor Excursion
(6 marks)
Instruction to the teacher
- Organize the class into groups of 5-8 learners or as may be appropriate.
- Groups should be constituted appropriately considering all the necessary aspects.
- Guide the learners to gather appropriate locally available materials for making tracking signs.
- Instruct the learners to make/construct/model any five tracking signs that can be used in an outdoor excursion.
- Ensure that the project is undertaken at school since learners are working in groups.
- Guide learners to create time to on the assessment project. vii. Monitor every stage of the project. viii. Give adequate instructions to the learners. ix. Ensure safety of all learners as they perform the task.
- Inform the learners that the project is to be undertaken within a period of 4 weeks.
- Develop a work plan with milestones to enable project completion within the specified period.
- Use the checklist provided to assess the groups competency in designing tracking signs. xiii. Assign the group score to individual learner. xiv. Use the scoring guide provided to rate the learner’s performance.
Checklist for Assessing Learner’s competency in modelling/making tracking signs.
| Task 4: Modelling/Making tracking signs. | |||
| Aspects to be assessed | Description (Descriptor) | Marks | |
| 1 | Choice of materials | Materials should be obtained from natural environment | 1 |
| 2 | Creativity | The tracking signs are explicitly designed | 1 |
| 3 | Layout | The general outlook of the laid-out tracking sign should be logical | 1 |
| 4 | Correctness /matching the sign with information being relayed | Accuracy of the information as portrayed by the tracking sign. appropriateness of the sign to their use. | 1 |
| 5 | Authenticity | Originality in modeling and laying out of the signs | 1 |
| 6 | Number of signs modelled | At least five well-made/modelled tracking signs | 1 |
| Total Marks | 06 | ||
Task 4: Grade 5 PHE Project 2023 Assessment of the Core Value of Love
(Maximum of 3 marks) Instructions to the teacher:
The teacher to:
- Assess the demonstration of love as learners perform various activities of the project and as they interact with others during the assessment sessions.
- Use the checklist provided to assess the learner’s acquisition of the value of love.
- Use the scoring guide provided to rate each learner’s acquisition of the value of love.
- Consider demonstration of any three of the attributes of love outlined in the checklist.
Checklist for the assessment of the value of love.
| Task 4: Assessment of the learner’s acquisition of the value of love. | ||
| core value: | Attributes of Love | marks |
| Love (Observe manifestation of at least 3 attributes) | Forgives others | (3) |
| Avoids Inflicting Pain in others | ||
| sharing resources and ideas with others | ||
| Showing a caring attitude when working in groups | ||
| Guiding and supporting others | ||
| Showing respect to teachers and peers | ||
