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Grade 5 English – Listening Task

Title

“My Desired Occupation”

Background

Every student has a desire to have a profession, a job, career or occupation after school. There are various occupations in life and everyone must make a decision about which one to pursue. It is important to know about these careers before choosing one.

Prepare and present a 3-minute speech about an occupation of your choice and try to bring out the significance of the occupation.

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THE TASK

This CALA has two separate parts – Part A and Part B. You need to complete both parts.

PART A

Develop and implement a plan to research on an occupation of your choice and its importance in society to inform the design of your 3-minute speech.
As part of your plan, list key questions that you want to find facts about, and note sources for this information.
As you gather this information, record notes about the facts associated with your occupation and its importance as well as ideas about how you might present these facts to your peers to ensure that your speech has appropriate:

-register

-interest and

-impact.

You can record your questions, sources and notes on the student Worksheet, or you can record them orally using a recording device.
When you are finished doing your research and making the plan for your speech, submit your research to your teacher for marking.

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PART B

Use the facts that you researched and the presentation ideas that you generated in Part A to prepare and deliver your 3-minute speech.
Remember that you want your speech to have appropriate:

-register

-interest and

-impact.

You will also need to consider practical elements associated with speaking to an audience such as:

-voice projection

-fluency

-eye contact and

-gestures.

You will present your speech to peers at a time allocated by your teacher and in order to make your presentation more interesting you might consider a dress code related to the occupation

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HOW YOU WILL BE ASSESSED

To assess your speech, your teacher will assess both your planning evidenced in Part A and your delivery evidenced in Part B.
Achievement standards specific to this CALA will be provided so that you are aware of the assessment criteria.

Some CALA “tips”

Before you present your speech, think about key elements of “good” speeches that you are aware of – for example, a strong beginning, clarity of key points, coherence, poise, etc.
While you are speaking, you can use notes or prompt cards to assist you to remember the structure of your speech and key points.
Remember that you are trying to show your teacher your highest level of speech making, so include language and communication skills that will demonstrate this level of understanding.

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Grade 5 English - Achievement Standards “My Desired Occupation”

CALA Title: My Desired Occupation
Achievement Standards
Dimensions/Criteria	A Excellent/Very Good 17-20	B Good 14-16	C Satisfactory 10-13	D Basically adequate 7-9	E Inadequate 0-6
Understanding and responding to context	Excellent/very good use of ideas and information from a variety of sources to prepare a highly relevant speech	Good use of ideas and information from a variety of sources to prepare a relevant speech	Satisfactory use of ideas and information from limited sources to prepare a basically relevant speech	Limited use of ideas and information from few sources to prepare a speech	Little or no use of ideas and information from very few sources to prepare a speech
Understanding and controlling communicative features	Excellent/very good use of communicative features e.g. register, intonation, fluency, gestures	Good use of communicative features	Satisfactory use of communicative features	Limited use of communicative features	Little or no use of communicative features
Creating and evaluating meaning	Excellent/very good knowledge of subject matter	Good knowledge of subject matter	Satisfactory knowledge of subject matter	Limited knowledge of subject matter	Little or no knowledge of subject matter

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Form 2 Maths – CALA 1 – Statistics CALA

SUBJECT	MATHEMATICS	LEVEL	FORM 2
CALA Type	Short answer using real life statistics
Topic	Statistics
Concepts/�Skills	Data collection and classification Data representation Measures of central tendency
Dimensions/�Criteria�to be assessed	Understand, interpret and communicate mathematical information related to everyday life Develop the ability to apply mathematical knowledge and techniques in a wide variety of situations, both familiar and unfamiliar Develop good habits such as thoroughness and neatness
Objectives �to be assessed	Collect, classify and tabulate statistical data Read, interpret, draw and make simple inferences from bar charts and pie charts Calculate mean and mode from given data
CALA Context Pupils will collect and examine data about road traffic around their school zone to determine how traffic control might improve safety for pupils. They will interpret, present and explain data collected and calculate averages. Teacher Notes: - Teachers should allow adequate time for the collection of the data prior to pupils responding to the CALA items – see CALA Description below. - Teachers should prepare a table to display the data collected by pupils. Results from each group for each 15-minute time-slot should be averaged and recorded in a table similar to the one shown below.

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Table: The number of vehicles passing our school during the school week.	Time	Monday	Tuesday	Wednesday	Thursday	Friday
	Time	Monday	Tuesday	Wednesday	Thursday	Friday
Morning	7.00 - 7.15
	7.15 - 7.30
	7.30 - 7.45
	7.45 - 8.00
Afternoon	3.30 - 3.45
	3.45 - 4.00
	4.00 - 4.15
	4.15 - 4.30
CALA Description Title -Safety On Our Roads Background - Your school is on a busy road and teachers are worried about the safety of pupils crossing the road. Your teacher has decided that it would be helpful to survey the number of vehicles that pass by the school around the beginning and end of the school day to determine when traffic control is needed. A survey will be conducted by small groups of pupils for 15-minute time slots between 7.00am and 8.00am, and between 3.30pm and 4.30pm, from Monday to Friday. Results from each group will be averaged and displayed in a table made by your teacher. You should use this table to complete the CALA below.

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Form 2 Maths – CALA 1 Cont…

The CALA - To help decide when traffic control is needed answer these four items, making use of the data in the table as needed.

Item 1 - a. Calculate the average number of vehicles passing the school in the morning from 7.00am to 8.00am and in the afternoon from 3.30pm to 4.30pm. b. Draw an appropriate graph to show this information. c. How did you decide which graph to use?

Item 2 - Traffic control will only be provided if the number of vehicles exceeds ___ in a 30 minute time period. Which times is traffic control needed? Use the data to decide, and show your working.

Item 3 - At another school, five pupils collected similar data from 7.30am to 7.45am. Their average was 12 cars. Another pupil said he also collected data at the same time. When his total was added to the group’s, the average became 16 cars. What was his total? Show your working.

Item 4 - Write a brief report for the School Head outlining the need for extra traffic control. Make use of the data in the table to justify your recommendations. How you will be assessed:

Your answers and working on all four items will be assessed. Achievement standards specific to this CALA will be provided so that you are aware of the assessment criteria.

Some CALA tips:

Remember that you are trying to show your teacher your highest level of understanding of this topic, so give clear answers and show your working when requested.
You may want to include graphs and tables in your answers

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FORM 2 MATHEMATICS – STATISTICS CALA:LEARNER GUIDE

Name		School
Class		Date

“Safety On Our Roads”

Background

Your school is on a busy road and teachers are worried about the safety of pupils crossing the road.

Your teacher has decided that it would be helpful to survey the number of vehicles that pass by the school around the beginning and end of the school day to determine when traffic control is needed.

A survey will be conducted by small groups of pupils for 15-minute time slots between 7.00am and 8.00am, and between 3.30pm and 4.30pm, from Monday to Friday.

Results from each group will be averaged and displayed in a table made by your teacher. You should use this table to complete the CALA below.

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The CALA

To help decide when traffic control is needed answer these four items, making use of the data in the table as needed.
Item 1
Calculate the average number of vehicles passing the school in the morning from 7.00am to 8.00am and in the afternoon from 3.30pm to 4.30pm.
Draw an appropriate graph to show this information.
How did you decide which graph to use?

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The CALA cont…

Item 2

Traffic control will only be provided if the number of vehicles exceeds ___ in a 30 minute time period.

Which times is traffic control needed?

Use the data to decide and show your working

Item 3

At another school, five pupils collected similar data from 7.30am to 7.45am. Their average was 12 cars. Another pupil said he also collected data at the same time. When his total was added to the group’s, the average became 16 cars. What was his total? Show your working.

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The CALA cont…

Item 4

Write a brief report for the Principal outlining the need for extra traffic control outside the school. Make use of the data in the table to justify your recommendations.

How you will be assessed

Your answers and working on all four items will be assessed.
Achievement standards specific to this CALA will be provided so that you are aware of the assessment criteria.

Some CALA “tips”

Remember that you are trying to show your teacher your highest level of understanding of this topic, so give clear answers and detailed working when requested.
You may want to include graphs and tables in your answers.

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Form 2 Mathematics – CALA 1 – Statistics CALA�Achievement Standards

CALA Title: “Safety on Our Roads”
Achievement Standards
Objectives	Grade 1-2 100-90	Grade 3-4 89-70	Grade 5-6 69-50	Grade 7-8 49-40	Grade 9 39-0
Dimension: Understand , interpret and communicate mathematical information related to everyday life
Collect, classify and tabulate statistical data	Excellent collection, classification and tabulation of statistical data	Very good collection, classification and tabulation of statistical data	Satisfactory collection, classification and tabulation of statistical data	Below average collection, classification and tabulation of statistical data	Not pleasing collection, classification and tabulation of statistical data
Dimension: Develop the ability to apply mathematical knowledge and techniques in a wide variety of situations, both familiar and unfamiliar
Read, interpret, draw and make simple inferences from bar charts and pie charts Calculate mean and mode from given data	Excellent application of mathematical knowledge and techniques in 4 items	Very good application of mathematical knowledge and techniques in 3 items	Satisfactory application of mathematical knowledge and techniques in 2 items	Unsatisfactory application of mathematical knowledge and techniques in 3 items	Failed to apply mathematical knowledge in the 4 items
Dimension: �Develop good habits such as thoroughness and neatness	4 items have been completed thoroughly and include detailed explanations, as well as highly appropriate presentation	3 items have been completed thoroughly and include detailed explanations, as well as appropriate presentation	2 items have been completed thoroughly with some detailed explanation, as well as appropriate presentation	1 item has been completed thoroughly and in some items explanations lack detail	No items have been completed thoroughly and explanations lack detail or are not provided

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Grade 5 Mathematics – CALA1 – Perimeter Task Teacher Guide

Subject Mathematics Level Grade 5

CALA Type Short Answer Response: Demonstrating understanding of perimeter through closed and open questions.

Topic Measures Concepts/Skills Length

- estimation- measuring - calculating perimeter - drawing

Dimensions/Criteria to be assessed ‐ Develop sound mathematical skills that enable learners to interact more meaningfully with the environment

-Understand, use and communicate mathematical information

-Think and express themselves clearly and logically

Objectives to be assessed:

-Estimate and measure length using standard and non-standard units

-Find the perimeter of a figure using formulae or by measuring

-Draw rectangles and squares of different sizes to establish the perimeter

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Grade 5 Mathematics – CALA1 – Perimeter Task Teacher Guide

CALA Title “Sports Courts”
CALA Context Our school has land available in the school grounds to build two new playing courts. The school needs to make a decision about which two courts to build from Netball, Basketball, Tennis and Volley Ball. The standard sizes of the courts that could be constructed at school are shown in the table. The column displaying “Additional safety area” refers to the space around each court that is needed for players to move around safely and be free of any obstacles.
Court Type	Length	Width	Additional safety area
Netball	30.5 m	15.25 m	3.05 m on each side
Basketball	28 m	15 m	2 m on each side
Tennis	23.77 m	10.97 m	2 m on each side and 3 m on baselines
Volley Ball	18 m	9 m	2 m on each side

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Grade 5 Mathematics – CALA1 – Perimeter Task Teacher Guide

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Grade 5 Maths – CALA 1 – Perimeter CALA �Achievement Standards

CALA Title: “Sports Courts”
Achievement Standards
Dimensions/Criteria	100-80	79-60	59-50	49-30	29-0
Develop sound mathematical skills that enable them to interact more meaningfully with their environment	Excellent development of sound mathematical skills in measuring and calculating perimeter and drawing rectangles and squares of different sizes	Good development of sound mathematical skills in measuring and calculating perimeter and drawing rectangles and squares of different sizes	Satisfactory development of mathematical skills in measuring perimeter and drawing rectangles and squares of different sizes, but lacks accuracy in calculations	Unsatisfactory development of mathematical skills in measuring perimeter and drawing rectangles and squares of different sizes, lacks accuracy in calculations and measuring	Cannot measure, calculate perimeter or draw rectangles and squares with accuracy
Understand, use and communicate mathematical information	Sophisticated understanding, use and communication of ideas related to perimeter demonstrated	Sound understanding, use and communication of ideas related to perimeter demonstrated	Some understanding, use and communication of ideas related to perimeter demonstrated	Limited understanding, use and communication of ideas related to perimeter demonstrated	Little or no understanding, of ideas related to perimeter demonstrated
Think and express themselves clearly and logically	Excellent thinking and expression Very clear logical presentation	Can think and express themself clearly and logically	Can think and express themself, but presentation is hard to follow	Can express themself, but not very clear and not logical	Cannot think and express themself clearly and logically

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FORM 2 ENGLISH – REPORT WRITING CALA�“ABOUT OUR SCHOOL”

Background

Your school’s history is likely to have many interesting chapters. From the time that the school began until now, it has developed, grown and changed, and many different students and teachers have come and gone. Different subjects will have been taught and different activities, events and celebrations will have taken place.
What do you know about the history of your school, and what would you like to know?

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THE CALA

This CALA has two separate parts – Part A and Part B. You need to complete both parts.

PART A

Develop and implement a plan to research one aspect of your school’s history and write a report between 250 and 300 words about these different aspects.
Think of ways you might collect evidence about these different historical aspects. For example, what resources will you make use of? What might you read? Who might you to talk to?
As part of your research plan, list key questions that you want to find facts about, and note sources for this information.
As you gather the information, record notes about the facts associated with the different historical aspects as well as ideas about how you might present these facts to produce a written report that is: - accurate - coherent and interesting.
Record your questions, sources and notes on the CALA Worksheet.
When you are finished doing your research and making the plan for your report, submit your research to your teacher for marking.

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FORM 2 ENGLISH PART B

Use the facts that you researched and the presentation ideas that you generated in Part A to prepare your written report.
Remember that you want your report to be: - accurate - coherent and -interesting.
You will also need to consider practical elements associated with report writing such as:

- title - introduction - sub-headings

- diagrams, photos or other images and - conclusion.

Be sure to draft and edit your report prior to publishing it and submitting it to your teacher for marking.

How you will be assessed

To assess your written report, your teacher will assess both your planning evidenced in PART A and your final report submitted in PART B.
Achievement standards specific to this task will be provided so that you are aware of the assessment criteria.

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FORM 2 ENGLISH - CALA “TIPS”

Before you begin writing your report, think about key elements of “good” reports that you are aware of – for example, an appropriate introduction, clarity of key points, coherence, interest etc.
Remember that you are trying to show your teacher your highest level of report writing, so include language, organisation and writing skills that will demonstrate this level of understanding.

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FORM 2 ENGLISH – CALA 2 - ACHIEVEMENT STANDARDS

CALA Title: About our school
Achievement Standards
Dimensions/Criteria	A Excellent/Very Good 21 - 25	B Good 17 - 20	C Satisfactory 13 - 15	D Inadequate 7 - 12	E Unsatisfactory 0 - 6
Understanding and responding to context	Good use of ideas and information from a variety of sources to prepare a highly relevant report.	Effective use of ideas and information from a variety of sources to prepare a relevant report	Sound use of ideas and information from limited sources to prepare a basically relevant report.	Limited use of ideas and information from few sources to prepare a report.	Little or no use of ideas and information from very few sources to prepare a report.
Understanding and controlling report writing skills	Excellent/ very good use of report writing skills e.g. language, diction, syntax	Good use of report writing skills	Satisfactory use of report writing skills	Limited report writing skills	Poor report writing skills
Creating and evaluating meaning	Excellent/very good knowledge of subject matter	Good knowledge of subject matter.	Satisfactory knowledge of subject matter.	Limited knowledge of subject matter	Little or no knowledge of subject matter.