Which of the following is NOT an assessment tool for continuous assessment?

Which type of assessment will consist of examinations which will take place at the end of each month or term?

Which of the following levels will have a National Assessment?

Who is the principal supervisor of the implementation of this curriculum?

Who will offer in-service training to teachers and other stakeholders through Tanzania Institute of Education?

Who are the foremost internal monitors of the implementation of the curriculum?

Evaluation of a curriculum aims at identifying areas which need to be improved. The evaluation will touch all aspects of the curriculum including objectives, content, teaching and learning methods, availability of aids to evaluate pupils' progress, ability of teachers to teach and the teaching and learning environment. Continuous evaluation of the curriculum will involve various stakeholders led by the Tanzania Institute of Education. Final evaluation will be after every four years, whereas continuous evaluation will be done throughout the course of teaching and learning.

1. What is the main aim of curriculum evaluation? (0 mk)
2. List five aspects of the curriculum that are touched by the evaluation. (0 mk)
3. Who leads the continuous evaluation of the curriculum? (0 mk)
4. How often is the final evaluation conducted? (0 mk)

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The success of the implementation of the curriculum will be based on the performance of the pupils. The criteria of performance assessment and levels which will be followed appear in Table 25.

1. Refer to Table 25. For Kiswahili, what does the assessment criterion 'Kuwasiliana katika miktadha mbalimbali' mean? (0 mk)
2. Refer to Table 25. For Kiswahili, what are the performance indicators for 'Kusoma na kufahamu kujenga uwezo wa kujieleza kwa namna mbalimbali'? (0 mk)
3. Refer to Table 25. For English, what does the assessment criterion 'Comprehend oral and written information' entail? (0 mk)
4. Refer to Table 25. For English, what skills are assessed under 'Acquire and use vocabulary through the four language skills'? (0 mk)
5. Refer to Table 25. For Mathematics, what is assessed under 'Developing confidence and thinking skills in everyday life'? (0 mk)

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Use the provided criteria to assess the pupil's ability in: 1. Acquiring the skills of discovery and predicting various changes in the environment. 2. Managing different economic activities in the community and the nation. 3. Predicting events and taking precautions.

1. What is the main difference between special classes/departments and inclusive classes, as highlighted in the table? (2 mk)
2. Acquiring the skills of discovery and predicting various changes in the environment. (1 mk)
3. Use acquired listening skills to understand audio and written documents on various occasions. (0 mk)
4. Identify the main difference between the two approaches of providing education. (2 mk)
5. Explain two ways in which teaching and learning materials can be adapted for inclusive classes. (4 mk)
6. Use acquired reading skills to read and understand texts, announcements, and messages in various communication situations. (0 mk)
7. Explain two ways in which the time allocated for learning activities differs between the two approaches. (4 mk)
8. Managing different economic activities in the community and the nation. (1 mk)
9. Discuss two similarities in the provision of teaching and learning materials and methods for disabled learners in both approaches. (4 mk)
10. According to the table, how should the time for learning be adjusted for pupils with disabilities in inclusive classes? (2 mk)
11. Predicting events and taking precautions. (1 mk)
12. Listen, pronounce and read phonemic symbols. (0 mk)
13. State two advantages of the Inclusive classes approach over the Special classes/departments approach. (4 mk)
14. Discuss the importance of setting alternative expectations for disabled pupils in inclusive settings. (4 mk)
15. How does the table suggest that feedback mechanisms should be modified for disabled learners in an inclusive environment? (2 mk)

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The following are types of assessment: Initial assessment, Diagnostic assessment, Continuous assessment, Summative assessment and National assessment. Briefly explain any THREE of the above types of assessment.

1. Initial assessment (2 mk)
2. Diagnostic assessment (2 mk)
3. Continuous assessment (2 mk)
4. Summative assessment (2 mk)
5. National assessment (2 mk)

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List any FOUR tools that can be used in continuous assessment.

1. Observation (1 mk)
2. Interviews (1 mk)
3. Assignments (1 mk)
4. Oral questions (1 mk)
5. Portfolios (1 mk)
6. Project work (1 mk)
7. Practicals (1 mk)

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State the purpose of National Assessment.

1. Purpose 1 (1 mk)
2. Purpose 2 (1 mk)

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Mention the key supervisors of curriculum implementation at the school level.

1. Supervisor 1 (1 mk)
2. Supervisor 2 (1 mk)
3. Supervisor 3 (1 mk)

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17.0 Parents and Community Participation Upbringing and development of a child begins at the family level in collaboration with the community. The parents and the community are important pillars in improving the education and growth of the pupil. The progress of pupils should be monitored especially in the areas of academic progress and character formation and they should be assisted so as to learn effectively. On the other hand parents and the community should collaborate in the improvement of the school infrastructures.

1. Explain the role of parents and the community in the upbringing and development of a child. (2 mk)
2. Outline two ways in which parents and the community can collaborate in improving the school infrastructures. (2 mk)

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18.0 Private and Public Partnership (PPP) The main rationale for developing public private partnerships (PPPs) in education is to maximize the potential for expanding equitable access to schooling and for improving learning outcomes. The government recognised the role of various stakeholders in the provision of education as stated in the Education and Training Policy of 2014. In curriculum issues private organization may contribute to teacher orientation or training on curriculum, curriculum development; and research as well as enhance teaching and learning materials.

1. State the main rationale for developing public private partnerships (PPPs) in education. (1 mk)
2. According to the Education and Training Policy of 2014, what role do various stakeholders play in the provision of education? (1 mk)
3. Identify two areas in curriculum issues where private organizations may contribute. (2 mk)

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Use the provided criteria to assess the pupil's ability in: 1. Respecting the community. 2. Appreciating the community. 3. Being responsible.

1. Use acquired oral expression skills to participate in different conversations. (0 mk)
2. State one competence on environmental education for Class III-IV that involves cooperation. (1 mk)
3. Respecting the community. (1 mk)
4. List the specific competences related to the main competence 'Kuwasiliana katika miktadha mbalimbali'. (3 mk)
5. Use acquired written production skills to write various texts and messages in communication situations. (0 mk)
6. List two competences on environmental education for Class V-VI. (2 mk)
7. Appreciating the community. (1 mk)
8. One specific competence related to art. (1 mk)
9. Perform various games, sports and artistic activities to provide entertainment arts in competitions and recreational activities. (0 mk)
10. Being responsible. (1 mk)
11. Develop acceptable table manners. (0 mk)
12. Two specific competences related to entrepreneurship. (2 mk)

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Assess the pupil's ability in: 1. Being resilient. 2. Being a person of integrity. 3. Promoting peace and harmony.

1. State the main aim of Social Science learning area. (2 mk)
2. List the specific competences related to the main competence 'Kutumia msamiati katika miktadha mbalimbali'. (3 mk)
3. Two specific competences related to self-love and loving others. (2 mk)
4. Utiliser des compétences acquises de la production orale dans des conversations diverses. (0 mk)
5. Being resilient. (1 mk)
6. Utiliser des compétences acquises de la production écrite pour rédiger des textes et messages dans de contextes divers. (0 mk)
7. Being a person of integrity. (1 mk)
8. Two specific competences related to environmental protection. (2 mk)
9. One specific competence related to school pride. (1 mk)
10. Utiliser des compétences acquises de la réception écrite pour analyser des textes dans de contexte différents. (0 mk)
11. Promoting peace and harmony. (1 mk)
12. Make things using materials available in the environment. (0 mk)
13. One specific competence related to cherishing Tanzanian values. (1 mk)

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Describe the role of feedback in continuous assessment.

1. Role of feedback (3 mk)

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Discuss the statement: 'Supervision of this curriculum is consistent to the decentralization of certain educational responsibilities from central government to local governments.'

1. Discussion (3 mk)

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Explain how monitoring reports are used to improve the implementation of the curriculum.

1. Use of monitoring reports (3 mk)

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Evaluate the learner's ability based on the following criteria: 1. Comprendre à l’oral et à l’écrit des informations dans des occasions diverses. 2. S’exprimer à l’oral et à l’écrit dans des situations diverses. 3. Produire à l’oral et à l’écrit en utilisant le vocabulaire acquis dans des situations différentes.

1. Identify any two (2) subjects included in the Practical and Artistic Subjects learning area. (2 mk)
2. Based on the text, describe the scope of co-curricular activities in schools. (2 mk)
3. Develop readiness for learning. (0 mk)
4. Comprendre à l’oral et à l’écrit des informations dans des occasions diverses. (1 mk)
5. Find markets for small scale business. (0 mk)
6. What guidelines should be followed for teaching games, sports, and art? (2 mk)
7. S’exprimer à l’oral et à l’écrit dans des situations diverses. (1 mk)
8. Produire à l’oral et à l’écrit en utilisant le vocabulaire acquis dans des situations différentes. (1 mk)
9. Know the principles of money management. (0 mk)
10. Who participated in the research conducted by the Tanzania Institute of Education in Stage Two? (3 mk)
11. What documents did the curriculum experts refer to in Stage Three, apart from the research report and previous curricula? (2 mk)
12. To whom was the improved curriculum submitted for approval after Stage Four? (1 mk)

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