THE KENYA NATIONAL EXAMINATIONS COUNCIL

MONITORING LEARNERS PROGRESS

2020

STAGE BASED CURRICULUM PATHWAY

FOUNDATION LEVEL

LEARNING AREA:

COMMUNICATION, SOCIAL AND PRE-LITERACY SKILLS

@2021 The Kenya National Examinations Council

Instructions to Schools

1. This assessment is to be undertaken by learners in the SNE Stage Based Curriculum

Pathway who are ready to transit to the Intermediate Level in the next Academic year
2. This assessment tool consists of four tasks.
3. Each learner shall be required to attempt all the tasks.
4. The teacher to:
a. familiarize with the tool before administration;
b. guide and support learners accordingly in the performance of all tasks;
c. ensure that the assessment is done within the prescribed period;
d. organize for advance provision of materials required for the assessment;
e. use locally available materials where necessary;
f. Ensure the safety of each learner at all times during the assessment;
g. use the checklists provided to assess learner’s competencies in various tasks;
h. use the guidelines provided to rate each learner’s performance in each;
i. make general comments on the learner after completion of the tasks;
j. fill in the individual learner’s score sheet to provide feedback to learners, parents,
and other stakeholders
k. fill the class assessment sheet in line with the individual learner’s score sheet.
l. Upload the content in the assessment sheet onto the KNEC portal

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Targeted General Learning Outcomes

a) Use cues, signs, and common signals in communication for effective social interaction.
b) Demonstrate appropriate use of augmentative and alternative communication in
supplementing speech to enhance interaction.
c) Apply pre-requisite skills for reading and writing to enable effective communication and
sound social interaction.

Standards

The learner can:

a) recognize pictures/identity behaviours used to communicate feelings;
b) recognize different sounds in the immediate environment using preferred sensory
channels;
c) Demonstrate self-awareness
d) take turns in performing an activity for effective social interaction.

Materials Required
The school should ensure that the following materials are availed to facilitate the assessment

(i) audio clips/sounds produced by a Dog, Cow, Cat, Chicken/cockcrowing, donkey, a

vehicle approaching, the horn of a car, bicycle/school bell ringing, a human being talking
(Digital tool such as Mobile phones or computers can be used to source and play the
sounds for learners)

Task Description

Task 1: Identification of the meaning of common symbols

(i) The teacher to present the following cutouts to each learner one at a time and ask the
learner to state/sign the meaning of the symbols presented. (learners with visual
impairment should Indicate/point/ touch the part of the body used for listening or

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 hearing, utensils used for eating food, tell what happens when one is happy, tell where we
catch the bus and what we use to cover ourselves from rains )
(ii) The teacher to use the checklist provided to assess the learner's ability to use common
symbols within the environment

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 The Checklist for assessing learner’s ability to use common symbols in the environment
Name of the School

Learner’s Name

Gender

Learning area

Level

Date of the assessment

Teacher’s Name
Meaning of symbols learner’s ability to identify the
meaning of common symbols
Teacher’s comments
Demonstrated Not Demonstrated

1 Ears/Listening
2 Plate/spoon/Food/
Feeding
3 Laughing/Happy

4 Sad/unhappy/Crying
5 Bus stop/
Stage/Travelling
6 Rains/ umbrella/covering self
from rains or intense sun
Learner’s performance level

Teacher’s General Remarks/Comments (strengths of the learner, areas which require

improvement and recommendations on intervention)

____________________________________________________________________________

____________________________________________________________________________

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Task 2: Awareness of environmental sounds/Discriminating sounds within the environment
i. The teacher to present various environmental sounds to each learner one at a time. These
sounds include those that are produced by the following: a dog, cow, cat, chicken/cock,
donkey, vehicle’s Vroom, vehicles Horn, bicycle of a bell’s ring, human being talking
and baby crying/someone wailing (Learners with hearing impairment should be shown
pictures of the specified animals/gadgets or human beings and asked to sign/tactual sign
the names of the animals specified/gadgets or machines shown)
ii. The teacher to use the checklist provided to assess the learner's ability to
recognize/discriminate the environmental sounds

iii. Rate the learner’s ability to discriminate among environmental sounds under three
performance levels as follows:

a) Performance level PL 3 (meeting expectation) Where learner identifies 7 to 9

sounds correctly
b) Performance level PL 2 (approaching expectation) Where learner identifies 4
to 6 environmental sounds correctly
c) Performance level PL 1 (below expectation) Where learner identifies less than 3
environment

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 The Checklist for assessing learner’s ability to discriminate sounds in the environment
Name of the School

Learner’s Name

Gender

Learning area

Level

Date of the assessment

Teacher’s Name
Sounds within the environment learner’s ability to
Sounds of: discriminate sounds in Teacher’s comments
the environment
Demonstrated Not Demonstrated

1 Dog
2 Cow
3 Cat
4 Chicken/Cockcrow
5 Donkey
6 Vehicle’s Vroom
7 Vehicles Horn
8 Bicycle's of a bell’s ring
9 Human being talking
Learner’s performance level

Teacher’s General Remarks/Comments (strengths of the learner, areas which require

improvement and recommendations on intervention)

____________________________________________________________________________

____________________________________________________________________________

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Task 3
Turn-taking and self-awareness
i. This assessment can be carried out either in an outdoor or in an indoor setting as may be
appropriate
ii. The teacher should demonstrate the performance of the activity accordingly
iii. Learners could be organized in a linear, semi-circle, or circular formation
iv. The teacher leads learners in performing a game song that mentions an individual
learner's name and mentions various parts of our bodies.
v. The teacher or a learner could lead the song and call out the name of a learner who will
be expected to step forward or in front or at the middle of the circle. The song continues
to mention various parts of our body including the Head, Ears, Feet, Hands, Shoulders,
Neck, Chest, and Waist).
vi. The learner in front or at the middle of the circle should be touching/pointing/showing the
parts of her/his body that are being mentioned in the song
vii. The learner in front or at the middle of the circle should exit when another learner's name
is called out as it is expected the next learner will be stepping forward too.
viii. The teacher will use the assessment checklist provided to assess the learner's ability to
take turns and to recognize various parts of self.

iv. Rate the learner’s ability to discriminate among environmental sounds under three
performance levels as follows:

a. Performance level PL 3 (meeting expectation) Where learner demonstrates 7 to

10 skills
b. Performance level PL 2 (approaching expectation) Where learner demonstrates
4 to 6 skills
c. Performance level PL 1 (below expectation) Where learner demonstrates less
than 4 skills

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 The Checklist for assessing learner’s Turn-taking skills and awareness of self
Name of the School

Learner’s Name

Gender

Learning area

Level

Date of the assessment

Teacher’s Name
Attributes of turn-taking and learner’s ability to take turns
and demonstrate self- Teacher’s comments
knowledge of self awareness
Demonstrated Not Demonstrated

1 Responding to the mention of

his/her name by stepping
forward
2 Head,
3 Ears,
4 Feet,
5 Hands,
6 Shoulders,
7 Neck,
8 Chest
9 Waist
10 Retreating when another
learner’s name is called out
Learner’s performance level

Teacher’s General Remarks/Comments (strengths of the learner, areas which require

improvement and recommendations on intervention)

____________________________________________________________________________

____________________________________________________________________________

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Task 4: Assessment of Core-Competence of Learning to Learn
The teacher to assess learners skills in the Core Competency of Learning to Learn using the
observation schedule provided

learners will be assessed on the Core Competency of Learning to Learn as they perform Tasks 1
to 3 in this assessment.

rate the learner’s achievement of Core Competency of learning to learn under three performance
levels as follows:
a) Performance level PL 3 (Meeting expectation) Where learner demonstrates 5
to 6 attributes
b) Performance level PL 2 (Approaching expectation) Where learner
demonstrates 3 to 5 attributes
c) Performance level PL1 (Below expectation) Where learner demonstrates less
than 3 attributes

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Assessment of Core Competency

Core Competency: Learning To Learn

Assessment Tool: Observation Schedule

School Name ________________________________________________________________

Learner’s Name___________________________________ Gender ____________________

Level _______________________________________________________________________

Teacher’s Name _________________________________________ Date ________________

SN Indicators of the Core Demonstrated Not Teachers comments

Competency of Learning to Demonstrated
learn
1 Dealing with new situations
appropriately
2 Recognizing feelings of self and
others
3 Displaying curiosity/interest/ to
learn new skills
4 Continued enthusiasm to
practice the acquired skill
5 Applying the acquired
knowledge in a variety of
contexts/settings
6 Seeking guidance/clarifications

Learners Performance Level

Teacher’s General Remarks/Comments (strengths of the learner, areas which require

improvement and recommendations on intervention)

____________________________________________________________________________

____________________________________________________________________________

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INDIVIDUAL LEARNER’S SCORE SHEET

SNE Stage Based Curriculum Pathway

Level: Foundation

Learning Area: Communication, Social and Pre-Literacy Skills

School…………………………………………………… School Code

Name of the Learner: …….………………………………………………………………………

Gender: Male Female

Date of Birth DD MM YYYY

Type of school Public Private

Location Rural Urban Informal Settlement

County …………………………………… County code

Sub-county …………………………………… Sub-county code

INSTRUCTIONS TO THE TEACHER/ASSESSOR

1. This learner’s score sheet should be used in reference to the provided Assessment tools
per task and All sections of this score sheet must be completed.

2. The teacher to indicate the learner’s level of performance against each criterion.

3. The teacher will comment on the strengths of the learner and highlight the areas of
difficulties where the learner requires support, make recommendations on remedial
strategies on the spaces provided after the checklist.

4. The learners’ progress report should NOT be used to rank or exclude any child from
transiting to the next level.

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 Description of the performance levels
(i) Performance level 3 (Meeting expectation) indicates that the learner has mastered the
required skill
(ii) Performance level 2 (Approaching expectation) indicates that the learner has acquired
the skills but not fully mastered
(iii) Performance level 1 (Below expectation) indicates that the learner is yet to acquire the
specified skills.
Performance Remarks
level (Indicate (Learners strength, areas of
Tasks Criteria level 1, 2, or 3) improvement, and intervention
strategies)
Task 1 Identification of the meaning of
common
Task 2 Discriminating various sounds in
the environment

Task 3 Turn-taking and self-awareness.

Task 4 Core Competency (Learning to

learn)

Validation

Class Teacher(s) Details

Name: Sign: Date:

Head Teacher’s Details

Date &
Name: Sign: Stamp:

Parents/Guardian Details

Name: Sign: Date:

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 Assessment Sheet
Identification of Discriminating Turn taking Core Teachers comments
the meaning of various sounds and self- Competency of
Criteria common in the awareness. Learning to
symbols environment Learn

Names of Learners
3 2 1 3 2 1 3 2 1 3 2 1

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