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GRADE 10 COMMUNITY SERVICE LEARNING (CSL) SCHOOL-BASED ASSESSMENT (SBA)

PROJECT IMPLEMENTATION HANDBOOK
A Practical Teacher's Guide to Implementing the 2026 KNEC Community Service Learning Project

HOW TO USE THIS HANDBOOK

This handbook has been developed as a practical guide to assist teachers in implementing the 2026 Grade
10 Community Service Learning (CSL) School-Based Assessment (SBA) It explains how teachers can plan,
facilitate, assess, document, and monitor every stage of the project from the launch of the assessment to the
submission of learner scores.

The handbook is organised according to the official project tasks and implementation steps. Each chapter
builds upon the previous one and provides practical procedures, classroom strategies, implementation
schedules, monitoring tools, assessment guidance, and portfolio requirements. Teachers are encouraged to
use this handbook alongside the official KNEC Grade 10 CSL Project Guidelines and Scoring Guide to
ensure faithful implementation of the assessment requirements.

FOREWORD
The implementation of Competency-Based Assessment requires teachers to move beyond assessing what
learners know to assessing what learners can do in authentic situations. The Grade 10 Community Service
Learning Project provides learners with an opportunity to demonstrate collaboration, leadership, critical
thinking, communication, creativity, citizenship, and responsible decision-making while addressing genuine
challenges within their school communities.

Successful implementation depends on careful planning, effective facilitation, continuous assessment, and
systematic documentation. This handbook has therefore been prepared to provide teachers with practical
guidance throughout the implementation process. It contains implementation schedules, facilitation
procedures, assessment strategies, portfolio requirements, monitoring tools, and ready-to-use templates that
simplify project management while ensuring compliance with KNEC requirements.

It is our hope that this handbook will enhance the quality of Community Service Learning projects, improve
learner experiences, and promote consistency in assessment practices across schools.

PREFACE
This handbook was developed in response to the need for a practical implementation resource for teachers
handling the 2026 Grade 10 Community Service-Learning School-Based Assessment Project.

While the official KNEC Guidelines clearly describe the assessment requirements, many teachers require
additional support in translating those requirements into day-to-day classroom practice. This handbook
bridges that gap by providing detailed implementation procedures, suggested timelines, assessment
checkpoints, portfolio evidence, sample facilitation strategies, monitoring tools, and practical examples that
can be adapted to different school contexts.

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The handbook does not replace the official KNEC Guidelines or the Scoring Guide. Instead, it complements
them by offering practical classroom support for teachers and school administrators responsible for
coordinating the project.

TABLE OF CONTENTS
How to Use This Handbook
Foreword
Preface
Chapter One
Understanding the 2026 Grade 10 Community Service Learning SBA Project
Chapter Two
Preparing the School for Successful Project Implementation
Chapter Three
Implementing Task One: Preparation Stage (Steps 1–4)
Chapter Four
Implementing Task Two: Project Implementation (Steps 5–6)
Chapter Five
Implementing Task Three: Reflection, Report Writing and Presentation (Steps 7–8)
Chapter Six
Assessment, Scoring, Moderation and Feedback
Chapter Seven
Portfolio Development and Evidence Management
Chapter Eight
Implementation Tools, Templates and Exemplars
Appendices
References
Index

CHAPTER ONE
Understanding the 2026 Grade 10 Community Service Learning School-Based Assessment Project
Chapter Introduction

The Grade 10 Community Service Learning (CSL) School-Based Assessment (SBA) Project is a
compulsory practical assessment designed by the Kenya National Examinations Council (KNEC) to enable
learners to demonstrate competencies through authentic community-based learning experiences. The 2026
project challenges learners to work collaboratively in identifying a real social problem within their school
community, designing an intervention, implementing the proposed solution, documenting every stage of the
process, reflecting on their experiences, and presenting the completed project.

Unlike conventional classroom assignments, this project is process-oriented. Teachers assess learners
continuously as they plan, collaborate, implement activities, document evidence, reflect on their learning,
and present their findings. Consequently, successful implementation requires systematic planning, effective
facilitation, continuous monitoring, and proper maintenance of both individual and group portfolios.
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This handbook has been developed to bridge the gap between the official KNEC guidelines and classroom
practice. It provides practical strategies, implementation schedules, classroom procedures, assessment
guidance, portfolio requirements, and ready-to-use tools that will enable teachers to implement the project
confidently and consistently.

Learning Outcomes for this Chapter

By the end of this chapter, the teacher should be able to:
• interpret the requirements of the 2026 Grade 10 CSL SBA Project;
• explain the project theme and expected learner outputs;
• describe the three assessment tasks and the eight implementation steps;
• identify the competencies, values, and assessment standards targeted by the project;
• understand the assessment structure and marking allocation;
• plan the implementation timeline from project launch to submission;
• identify the roles of teachers, learners, school administrators, and community partners.

1.1 Overview of the 2026 Grade 10 SBA Project

The 2026 Grade 10 Community Service Learning SBA Project is organised around the theme:
Building Inclusivity and Social Cohesion in Our Community
Learners work in groups of six to eight to investigate a social problem affecting their school community,
develop a realistic intervention, implement the intervention, evaluate its effectiveness, and communicate the
outcomes through a written report and oral presentation. Throughout the project, they are required to
maintain portfolios containing evidence of planning, implementation, reflection, and assessment.
The project is divided into three assessment tasks:
Task Stage Marks Purpose
Task 1 Preparation 40 Plan and organise the project
Task 2 Implementation 25 Execute and document project activities
Reflection, Report and
Task 3 35 Evaluate learning and communicate project outcomes
Presentation
Total 100

1.2 The Project Theme

Building Inclusivity and Social Cohesion in Our Community
The project requires learners to identify issues that affect harmonious living within the school community
and to propose practical solutions. Rather than addressing national or global challenges, learners focus on
authentic issues within their own school environment.
Examples include:
• exclusion of new learners;
• discrimination against learners with disabilities;
• bullying and cyberbullying;
• tribal or cultural stereotyping;
• poor integration of transfer students;
• gender-based exclusion in school activities;
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 • lack of participation in clubs and societies;
• conflict between day scholars and boarders;
• misuse of social media leading to conflict;
• weak peer support systems.
Teachers should guide learners to select problems that are observable, relevant, ethical to investigate, and
realistic to address within the available time and resources.

1.3 The Three Assessment Tasks

The project is organised into three sequential tasks:
Task 1: Preparation Stage (40 Marks)
Learners:
• form groups and elect leaders;
• understand the project requirements;
• identify a school community problem;
• design an intervention;
• prepare an implementation plan.
Task 2: Implementation Stage (25 Marks)
Learners:
• implement planned activities;
• work collaboratively with beneficiaries and stakeholders;
• document progress;
• maintain individual and group portfolios.
Task 3: Reflection, Report Writing and Presentation (35 Marks)
Learners:
• reflect individually and as a group;
• prepare the final project report;
• present project outcomes;
• complete portfolio documentation.

1.4 The Eight Official Project Steps

Task Step Focus
Task 1 Step 1 Group leadership formation and understanding the project
Step 2 Identification of a school community problem
Step 3 Designing an intervention or solution
Step 4 Project planning and organization
Task 2 Step 5 Implementation of project activities
Step 6 Documentation of project progress
Task 3 Step 7 Reflection
Step 8 Report writing and presentation

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Chapter Summary
The 2026 Grade 10 CSL SBA Project is a structured, process-based assessment that emphasises authentic
learning, collaboration, and continuous evidence collection. Understanding the project structure, assessment
tasks, and implementation steps is the foundation for successful project delivery. The following chapter will
guide teachers on preparing their schools, organising resources, developing implementation schedules, and
establishing systems that support effective project implementation before learners begin Task 1.

This chapter is intentionally designed as the opening of a professional handbook. It provides context
without repeating the official KNEC documents verbatim and prepares the reader for the practical
implementation chapters that follow.

This will make the handbook much more valuable than the official documents.
I also suggest beginning the book with a "How to Use This Handbook" section before Chapter One.

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 CHAPTER TWO

PREPARING THE SCHOOL FOR SUCCESSFUL PROJECT IMPLEMENTATION

Chapter Introduction
The success of the Grade 10 Community Service Learning (CSL) School-Based Assessment (SBA) Project
depends largely on the quality of preparation undertaken before learners begin Task One. Schools that
invest time in planning, organizing resources, orienting teachers and learners, and establishing clear
implementation procedures are more likely to deliver successful projects that meet the expectations of the
Kenya National Examinations Council (KNEC).

Preparation is not simply about acquiring materials; it involves creating an enabling environment where
teachers, learners, school administrators, and community partners understand their roles and
responsibilities. It also includes developing realistic timelines, preparing assessment tools, establishing
documentation systems, and ensuring that all project activities are conducted safely, ethically, and
efficiently.

This chapter provides practical guidance to assist schools in organizing every aspect of project
implementation before learners commence the assessment tasks.

Chapter Learning Outcomes

By the end of this chapter, teachers should be able to:
• establish an effective school implementation structure;
• prepare a realistic project implementation calendar;
• organize teachers, learners, and school administrators for project implementation;
• prepare assessment tools and learner portfolios;
• mobilize project resources;
• identify project risks and develop mitigation measures;
• establish documentation and monitoring systems;
• prepare learners for successful project implementation.

2.1 School Readiness for Project Implementation

Before launching the project, the school should assess its readiness using a structured checklist. Readiness
involves ensuring that the people, resources, timelines, and systems required for successful implementation
are in place.
A school is considered ready when:
• teachers understand the official project requirements;
• the implementation calendar has been developed;
• learners have been oriented;
• assessment tools are available;
• portfolios have been prepared;
• monitoring procedures have been established;

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 • required resources have been identified;
• school administration has approved the implementation schedule.
Best Practice: Conduct a school readiness meeting at least one week before the official launch of the
project.

2.2 Establishing the School SBA Implementation Team

Although the project is implemented by the CSL teacher, successful implementation requires support from
the entire school administration.
Recommended School Implementation Structure
Officer Primary Responsibilities
Approves the implementation plan, allocates resources, oversees quality
Principal
assurance, and supports stakeholder engagement.
Coordinates the project calendar, supervises implementation, and monitors
Deputy Principal
progress.
Supports teachers, monitors portfolios, conducts internal moderation, and
Head of Department
ensures adherence to timelines.
Facilitates all project activities, guides learners, assesses evidence, provides
CSL Teacher
feedback, and maintains assessment records.
ICT Teacher (where Assists learners in digital documentation, presentations, and electronic
available) portfolios.
Guidance and Supports learners during project implementation, especially where sensitive
Counselling Teacher social issues arise.
Class Teacher Monitors learner participation and attendance during project activities.

2.3 Developing the School Implementation Calendar

Every school should convert the official KNEC timeline into a practical school calendar.
The calendar should:
• indicate the beginning and end of every project stage;
• avoid clashes with examinations and co-curricular activities;
• provide sufficient time for portfolio development;
• allocate time for teacher feedback;
• provide moderation dates;
• include deadlines for report writing and presentations.
Sample School Calendar
Period Activity
15–19 June Teacher and learner orientation
22 June–24 July Task One implementation
August School holiday
1–30 September Task Two implementation

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Period Activity
1–15 October Task Three implementation
16–30 October Moderation, verification, score compilation
By 31 October Uploading learner scores

2.4 Teacher Preparation

Teachers should prepare themselves before guiding learners.
Professional Preparation Checklist
Teachers should:
✓ Read the KNEC Guidelines thoroughly.
✓ Understand the Scoring Guide.
✓ Study every assessment criterion.
✓ Prepare learner files.
✓ Develop assessment record sheets.
✓ Prepare observation checklists.
✓ Develop a monitoring schedule.
✓ Prepare teacher feedback forms.
✓ Organize portfolio storage.
✓ Familiarize themselves with ethical and safety requirements.
Teacher Tip: Conduct collaborative planning meetings with other Grade 10 teachers to ensure consistency
in project implementation and assessment.

2.5 Preparing Learners

Learners should not begin the project immediately after receiving the instructions. They require structured
orientation to understand the assessment process and expectations.
During learner orientation, teachers should explain:
• the purpose of the project;
• the project theme;
• expected learner outputs;
• assessment procedures;
• portfolio requirements;
• timelines;
• group work expectations;
• ethical considerations;
• safety precautions;
• assessment criteria.
Teachers should also allow learners to ask questions before implementation begins.

2.6 Resource Mobilization

Successful implementation depends on adequate preparation of resources. Schools should encourage
learners to use locally available and cost-effective materials wherever possible.
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Teacher Resources
• KNEC Guidelines
• KNEC Scoring Guide
• Attendance registers
• Assessment record sheets
• Observation checklists
• Teacher notebook
• Project calendar
• Monitoring forms
Learner Resources
• Exercise books
• Portfolio files
• Pens and markers
• Manila papers
• Flip charts
• Mobile phones or cameras (where permitted)
• Laptops or computers (where available)
• Internet access (where available)
School Resources
• Projector
• Printer
• Photocopier
• Library
• ICT laboratory
• Meeting room
• Notice boards

2.7 Preparing Learner Portfolios

Portfolio preparation should begin before Task One starts.
Each learner should prepare:
Individual Portfolio
Containing:
• learner profile;
• assessment number;
• project calendar;
• teacher feedback;
• meeting notes;
• activity records;
• photographs;
• reflection journals;
• assessment sheets;
• final report extracts.
Each group should also prepare a Group Portfolio containing:
• group membership list;
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 • leadership structure;
• implementation matrix;
• minutes of meetings;
• stakeholder consultations;
• project evidence;
• presentation materials;
• completed group report.

2.8 Risk Assessment and Safety Planning

Before implementation, teachers should identify possible risks and develop mitigation strategies.
Possible Risk Preventive Measures
Poor attendance Develop a clear attendance monitoring system.
Group conflicts Establish group rules and conflict resolution procedures.
Lack of resources Encourage use of locally available materials.
Poor documentation Schedule regular portfolio reviews.
Delays in implementation Develop realistic timelines with milestone checks.
Ethical concerns Reinforce confidentiality, respect, and inclusivity.

2.9 Communication with Stakeholders

Successful projects require support from different members of the school community.
Possible stakeholders include:
• Principal
• Deputy Principal
• Heads of Department
• Class teachers
• School counsellor
• Club patrons
• School prefects
• Board of Management representatives
• Parents (where appropriate)
• Alumni
• Community resource persons
Teachers should communicate project objectives, timelines, and expected roles before implementation
begins.

2.10 School Implementation Readiness Checklist

Before launching the project, confirm that:
Item Status
Teachers have read the official guidelines ☐
Teachers understand the scoring guide ☐

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Item Status
School implementation calendar developed ☐
Learners oriented ☐
Groups ready for formation ☐
Assessment tools prepared ☐
Portfolio files prepared ☐
Resources available ☐
Stakeholders informed ☐
Safety measures communicated ☐
Monitoring schedule prepared ☐
Moderation plan developed ☐

Best Practices
Schools that successfully implement the project often:
• begin planning early;
• hold regular teacher planning meetings;
• monitor learner progress weekly;
• provide continuous formative feedback;
• review portfolios frequently;
• document implementation systematically;
• encourage learner ownership of the project;
• celebrate project achievements during presentations.

Chapter Summary
Preparation is the foundation of a successful Grade 10 Community Service Learning SBA Project. Before
learners embark on Task One, schools should establish an implementation team, develop a practical
calendar, prepare teachers and learners, organize resources, establish documentation systems, and put in
place effective monitoring and safety procedures. Thorough preparation minimizes implementation
challenges and creates an environment in which learners can successfully complete all project tasks while
demonstrating the competencies, values, and skills expected in the assessment.

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 CHAPTER THREE

IMPLEMENTING TASK ONE: PREPARATION STAGE (STEPS 1–4)

Chapter Introduction
Task One is the foundation of the Community Service Learning (CSL) School-Based Assessment Project.
The quality of planning undertaken during this stage determines the success of the implementation,
documentation, reflection, and final presentation. Teachers should therefore avoid rushing learners through
the preparation process. Instead, they should facilitate inquiry, collaboration, decision-making, and project
planning while ensuring that every learner actively participates.
Task One consists of four sequential steps:
• Step 1: Group Leadership Formation and Understanding the Project
• Step 2: Identification of a School Community Problem
• Step 3: Designing the Intervention
• Step 4: Project Planning and Organisation
Each step builds on the previous one. Teachers should only proceed to the next step after confirming that
learners have completed the required activities and collected the necessary portfolio evidence.

Chapter Learning Outcomes

By the end of Task One, learners should be able to:
• work effectively in collaborative groups;
• identify an authentic school community problem related to the project theme;
• analyse the causes and effects of the identified problem;
• design a practical intervention;
• prepare an implementation plan;
• organise project resources and timelines;
• maintain accurate portfolio evidence.

Overview of Task One

Step Activity Expected Output Marks
Group Formation and Understanding the Functional groups with elected leaders and
Step 1 5
Project agreed rules
Identification of School Community
Step 2 Well-defined and justified problem statement 10
Problem
Step 3 Designing the Intervention Appropriate intervention designed 15
Step 4 Project Planning and Organisation Comprehensive implementation plan 10
Total 40

STEP 1: GROUP LEADERSHIP FORMATION AND UNDERSTANDING THE PROJECT

Purpose of Step 1
This step enables learners to establish effective working groups, understand the project requirements, and
prepare for collaborative project implementation.
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Teacher's Objectives
The teacher should:
• explain the purpose of the project;
• explain the assessment process;
• facilitate group formation;
• guide learners in electing leaders;
• explain leadership responsibilities;
• establish group expectations;
• clarify timelines;
• introduce portfolio requirements;
• explain ethical expectations;
• encourage teamwork and inclusivity.

Suggested Time Allocation

1 Week (22–26 June 2026)

Teacher's Activities
The teacher should:
1. Explain the project theme and objectives.
2. Discuss the assessment tasks and mark allocation.
3. Guide learners in forming groups of six to eight members.
4. Ensure gender balance and inclusivity during group formation.
5. Supervise the election of group leaders.
6. Explain the responsibilities of each leadership position.
7. Assist groups in selecting appropriate names or codes.
8. Explain the importance of teamwork.
9. Discuss conflict resolution strategies.
10. Introduce portfolio requirements.
11. Explain the project timeline.
12. Clarify expectations regarding attendance and participation.
13. Demonstrate how to conduct effective meetings.
14. Explain how evidence will be collected.
15. Record observations for assessment purposes.

Learners' Activities
Learners should:
1. Participate in group formation.
2. Elect group leaders democratically.
3. Accept leadership responsibilities.
4. Develop group rules.
5. Allocate responsibilities among members.
6. Prepare a communication plan.
7. Record contact details.
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 8. Hold the first official meeting.
9. Prepare meeting minutes.
10. Develop a project file.
11. Create an attendance register.
12. Ask questions about the project.
13. Agree on meeting schedules.
14. Begin individual portfolios.
15. Reflect on the importance of teamwork.

Resources Required
• KNEC Guidelines
• School implementation calendar
• Attendance register
• Flip charts
• Manila papers
• Marker pens
• Portfolio folders
• Exercise books
• Meeting minute templates

Teacher Facilitation Tips

• Encourage democratic leadership.
• Prevent learners from choosing friends only.
• Ensure every learner has a meaningful role.
• Observe interactions without dominating discussions.
• Promote respectful communication.
• Encourage quieter learners to contribute.
• Reinforce the importance of shared responsibility.

Assessment Focus
Observe learners' ability to:
• collaborate;
• communicate effectively;
• participate actively;
• demonstrate leadership;
• show respect for others;
• organise themselves.

Portfolio Evidence
Each learner should include:
• group membership list;
• leadership structure;
• meeting agenda;
• signed attendance register;
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 • minutes of the first meeting;
• project calendar;
• learner reflection;
• teacher observation notes;
• photographs of group activities;
• copy of agreed group rules.

Expected Outputs
At the end of Step One, every group should have:
✔ Group members confirmed
✔ Leaders elected
✔ Responsibilities allocated
✔ Meeting timetable prepared
✔ Group rules agreed
✔ Portfolios started
✔ Attendance register prepared
✔ Minutes recorded

STEP 2: IDENTIFICATION OF THE SCHOOL COMMUNITY PROBLEM

Purpose
Learners identify an authentic problem affecting inclusivity and social cohesion within the school
community.

Suggested Duration
1 Week (29 June–3 July 2026)

Teacher's Activities
The teacher should:
1. Explain what constitutes a community problem.
2. Guide learners on observation techniques.
3. Demonstrate brainstorming methods.
4. Explain interview procedures.
5. Guide learners in conducting simple surveys.
6. Discuss ethical data collection.
7. Help learners distinguish symptoms from root causes.
8. Encourage evidence-based discussions.
9. Moderate group presentations of proposed problems.
10. Approve the final problem selected.

Learners' Activities
Learners should:
• observe the school environment;

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 • interview members of the school community;
• conduct brainstorming sessions;
• list possible problems;
• analyse causes;
• identify effects;
• rank possible problems;
• justify their selected problem;
• prepare a written problem statement;
• present the problem to the teacher for approval.

Suggested Sources of Information

• Learners
• Teachers
• School prefects
• Guidance and counselling department
• School records
• Observation
• Notice boards
• Clubs and societies

Portfolio Evidence
• Observation notes
• Brainstorming records
• Interview questions
• Interview responses
• Survey summary
• Photographs (where appropriate)
• Mind maps
• Problem ranking matrix
• Final problem statement
• Teacher approval sheet

Teacher Feedback Examples

"The identified problem is relevant but requires clearer evidence."
"Consider narrowing the scope to make the intervention achievable."
"Excellent justification supported by observations."
"Collect additional information before confirming the problem."

STEP 3: DESIGNING THE INTERVENTION

3.3 Introduction
Once learners have identified and justified a school community problem, they proceed to design an
intervention. An intervention is the practical solution that the learners intend to implement in order to
address the identified problem.
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Teachers should emphasize that learners are not expected to solve every aspect of the problem. Instead,
they should design a realistic, achievable, and sustainable intervention that can be implemented within the
available time, resources, and school environment.

The intervention should demonstrate creativity, collaboration, responsible citizenship, and meaningful
participation by every group member.

Learning Outcomes
By the end of this step, learners should be able to:
• analyse the root causes of the selected problem;
• identify possible solutions;
• evaluate different intervention options;
• select the most appropriate intervention;
• justify their choice;
• identify beneficiaries;
• identify required resources;
• prepare an intervention proposal.

Suggested Time
6–10 July 2026 (One Week)

What is an Intervention?
An intervention is a planned activity or set of activities intended to improve a particular situation.
For example:
Identified Problem Possible Intervention
Bullying of new learners Peer mentorship programme
Poor inclusion of learners with disabilities Accessibility awareness campaign
Tribal segregation Diversity Week activities
Poor participation in clubs Club recruitment campaign
Cyberbullying Digital citizenship awareness programme
Poor conflict resolution Peer mediation programme
Gender stereotyping Gender inclusion campaign
Isolation of transfer students Buddy support programme

Teacher's Responsibilities
The teacher should:
1. Explain what an intervention is.
2. Differentiate between a problem and a solution.
3. Guide learners to identify realistic solutions.
4. Encourage evidence-based decision making.
5. Ensure proposed interventions are achievable.

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 6. Help learners consider available resources.
7. Encourage innovation and creativity.
8. Promote sustainability.
9. Guide learners in identifying beneficiaries.
10. Ensure interventions promote inclusivity.
11. Encourage participation by all group members.
12. Guide learners in preparing intervention proposals.
13. Approve suitable interventions.
14. Provide constructive feedback.
15. Record observations for assessment.

Learners' Activities
Learners should:
1. Review the identified problem.
2. Analyse the causes.
3. Brainstorm possible solutions.
4. Discuss advantages and disadvantages of each solution.
5. Select the most suitable intervention.
6. Explain why the intervention was selected.
7. Identify beneficiaries.
8. Identify project partners.
9. Identify resources required.
10. Develop intervention objectives.
11. Develop expected outcomes.
12. Present the proposal to the teacher.
13. Revise the proposal based on feedback.
14. File all evidence in the portfolio.

Classroom Activity
Brainstorming Session
Each group prepares a table like the one below.
Possible Solution Advantages Challenges Decision
Peer mentorship Easy to implement Requires volunteers ✔ Selected
Awareness posters Low cost Limited long-term impact Not selected
School assembly Requires administration Combine with
Reaches many learners
talks approval mentorship

Teacher Facilitation Questions

Teachers may ask:
• What causes this problem?
• Which cause can your group realistically address?
• Which intervention will produce the greatest impact?

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 • Who will benefit?
• Is the intervention achievable?
• Can it be completed within the project timeline?
• Is it safe?
• Is it ethical?
• Is it sustainable?

Expected Learner Responses

Learners should demonstrate that they can:
• justify their intervention;
• explain expected impact;
• identify beneficiaries;
• estimate required resources;
• identify possible challenges;
• explain sustainability.

Resources Required
• Flip charts
• Manila paper
• Marker pens
• School records
• Internet (where available)
• Library books
• Interview notes
• Observation records
• Brainstorming sheets

Assessment Focus
The teacher should assess learners' ability to:
• generate ideas;
• evaluate alternatives;
• solve problems;
• communicate effectively;
• collaborate;
• justify decisions;
• innovate.

Portfolio Evidence
Every learner should include:
• brainstorming notes;
• intervention planning worksheet;
• comparison table of possible interventions;
• selected intervention;
• justification;
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 • beneficiaries identified;
• expected outcomes;
• teacher comments;
• revised proposal;
• learner reflection.

Sample Teacher Feedback

"Excellent intervention that directly addresses the identified problem."
"Consider simplifying the intervention to make it achievable within the available time."
"Good justification. Identify additional beneficiaries."
"The intervention is innovative but requires clearer implementation procedures."

Common Challenges
Challenge Suggested Teacher Support
Learners propose expensive projects Guide them towards low-cost, locally available solutions.
Intervention is too broad Help learners narrow the scope.
Limited creativity Use brainstorming techniques and examples.
Weak justification Encourage learners to refer to evidence collected during Step Two.
Unequal participation Allocate specific responsibilities to every learner.

Best Practices
Teachers should encourage interventions that are:
• realistic;
• learner-led;
• inclusive;
• sustainable;
• community-centred;
• low-cost;
• innovative;
• measurable.

Expected Outputs
At the end of Step Three each group should have:
✓ Selected intervention
✓ Intervention objectives
✓ Expected outcomes
✓ Beneficiaries identified
✓ Required resources listed
✓ Teacher approval
✓ Portfolio evidence completed

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STEP 4: PROJECT PLANNING AND ORGANISATION

3.4 Introduction
Planning transforms the selected intervention into an organised project. During this stage, learners
determine what will be done, who will do it, when it will be done, what resources are required, and
how progress will be monitored.

A good implementation plan increases efficiency, accountability, teamwork, and successful completion of
project activities.

Learning Outcomes
Learners should be able to:
• prepare a realistic implementation plan;
• allocate responsibilities;
• prepare timelines;
• identify resources;
• estimate costs where applicable;
• identify risks;
• prepare monitoring procedures.

Suggested Time
13–17 July 2026 (One Week)

Teacher's Responsibilities
The teacher should:
1. Explain project planning principles.
2. Demonstrate preparation of an implementation matrix.
3. Guide learners in sequencing activities.
4. Help learners allocate responsibilities.
5. Assist learners in estimating resources.
6. Discuss budgeting where necessary.
7. Guide learners in preparing timelines.
8. Explain milestone setting.
9. Guide learners in identifying project risks.
10. Explain contingency planning.
11. Ensure equal participation.
12. Verify implementation plans.
13. Provide improvement feedback.
14. Approve final plans.
15. Record assessment observations.

Learners' Activities
Learners should:
• list implementation activities;
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 • arrange activities logically;
• allocate duties;
• identify resources;
• prepare timelines;
• identify stakeholders;
• prepare an implementation matrix;
• identify risks;
• propose mitigation measures;
• prepare monitoring schedules;
• revise plans based on teacher feedback.

Sample Implementation Matrix

Activity Person Responsible Resources Timeline Expected Output
Meet school administration Chairperson Letter, notebook Week 1 Approval obtained
Conduct awareness campaign All members Posters Week 2 Learners sensitised
Peer mentorship sessions Assigned members Venue Week 3 Sessions completed
Collect feedback Secretary Questionnaire Week 4 Feedback collected

Risk Assessment Table

Risk Likelihood Mitigation
Poor attendance Medium Reminder messages and attendance register
Bad weather Low Indoor alternative venue
Lack of materials Medium Use locally available resources
Group conflict Medium Teacher mediation

Resources Required
• Planning templates
• Calendars
• Flip charts
• Stationery
• School timetable
• Resource inventory
• Portfolio folders

Assessment Focus
Teachers should observe learners' ability to:
• organise work;
• plan systematically;
• allocate responsibilities;
• manage resources;
• anticipate challenges;
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 • collaborate effectively.

Portfolio Evidence
Each learner should include:
• implementation matrix;
• resource list;
• project timetable;
• risk assessment form;
• duty allocation sheet;
• meeting minutes;
• planning notes;
• teacher comments;
• revised implementation plan;
• personal reflection.

Best Practices
A strong implementation plan should be:
• clear;
• realistic;
• measurable;
• time-bound;
• flexible;
• inclusive;
• achievable;
• learner-owned.

End of Task One Checklist

Before moving to Task Two, confirm that each group has completed the following:
Requirement Complete (✓)
Group formed and leadership established ☐
Project rules developed ☐
School community problem identified ☐
Problem approved by teacher ☐
Intervention designed ☐
Intervention approved ☐
Implementation matrix prepared ☐
Roles allocated ☐
Resources identified ☐
Risk assessment completed ☐
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Requirement Complete (✓)
Individual portfolios updated ☐
Group portfolio updated ☐
Teacher feedback incorporated ☐

Chapter Summary
Task One equips learners with the planning, collaboration, and organisational skills needed to undertake a
successful Community Service Learning project. By the end of this stage, each group should have a clearly
defined school community problem, a well-designed intervention, a practical implementation plan, and
complete portfolio evidence. Teachers should review all documentation, provide feedback, and confirm
readiness before learners proceed to Task Two: Project Implementation, where the planned intervention is
put into action and documented through continuous assessment.

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 CHAPTER FOUR

IMPLEMENTING TASK TWO: PROJECT IMPLEMENTATION AND DOCUMENTATION

(STEPS 5–6)

Chapter Introduction
Task Two marks the transition from planning to action. During this phase, learners implement the
intervention designed during Task One and collect evidence demonstrating their participation, collaboration,
leadership, and problem-solving skills. Teachers play a critical role as facilitators, mentors, observers, and
assessors by guiding learners, monitoring progress, providing timely feedback, and ensuring that the project
remains focused on its intended objectives.

Unlike traditional assignments, Task Two is assessed continuously. Teachers should therefore observe
learners throughout the implementation period and assess both the process and the quality of participation.
Emphasis should be placed on authentic learning experiences, effective teamwork, ethical conduct, and
systematic documentation.

This chapter provides practical guidance on implementing Steps 5 and 6 of the Community Service
Learning project.

Chapter Learning Outcomes

By the end of Task Two, learners should be able to:
• implement their planned intervention effectively;
• work collaboratively with team members and stakeholders;
• demonstrate leadership and responsibility;
• manage project resources efficiently;
• document project activities systematically;
• maintain complete individual and group portfolios;
• evaluate progress and make appropriate adjustments where necessary.

TASK TWO OVERVIEW

Step Activity Expected Output Marks
Step 5 Project Implementation Intervention successfully carried out 15
Documentation of Project Complete project documentation and portfolio
Step 6 10
Progress evidence
Total 25

STEP 5: PROJECT IMPLEMENTATION

Purpose
The purpose of this step is to enable learners to put into practice the intervention developed during Task
One while demonstrating collaboration, responsibility, creativity, communication, leadership, and problem-
solving skills.

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Suggested Duration
1–25 September 2026

Implementation Flow

Teacher's Responsibilities
During implementation the teacher should:
1. Conduct a briefing before every implementation activity.
2. Confirm learner attendance.
3. Verify availability of required resources.
4. Monitor learner participation.
5. Observe teamwork and collaboration.
6. Encourage inclusive participation.
7. Ensure activities follow the approved implementation plan.
8. Ensure learners observe school safety regulations.
9. Guide learners experiencing difficulties.
10. Provide continuous formative feedback.
11. Observe leadership skills.
12. Record assessment evidence.
13. Take monitoring notes.
14. Encourage learner reflection.
15. Verify authenticity of learner work.
16. Ensure project timelines are followed.
17. Hold brief review meetings after activities.
18. Update assessment records.
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 19. Check learner portfolios regularly.
20. Prepare learners for documentation.

Learners' Responsibilities
Learners should:
1. Attend every project activity.
2. Carry out assigned responsibilities.
3. Cooperate with group members.
4. Demonstrate respect for beneficiaries.
5. Use project resources responsibly.
6. Observe school rules.
7. Demonstrate leadership when required.
8. Communicate effectively.
9. Solve problems collaboratively.
10. Adapt where necessary.
11. Record daily activities.
12. Take photographs where permitted.
13. Keep implementation records.
14. Seek clarification from the teacher.
15. Update portfolios after every activity.

Sample Weekly Implementation Schedule

Week Main Activity Teacher's Role Expected Evidence
Week 1 Launch intervention Observe, guide and assess Attendance, photographs, observation notes
Week 2 Continue implementation Monitor teamwork Activity records, learner journals
Week 3 Complete intervention Provide feedback Evidence of completed activities
Week 4 Evaluate implementation Facilitate review meeting Evaluation reports, teacher comments

Classroom Monitoring Checklist

Observation Item Yes No Comments
All learners participated ☐ ☐
Roles were clearly followed ☐ ☐
Learners collaborated effectively ☐ ☐
Resources were used responsibly ☐ ☐
Safety procedures observed ☐ ☐
Ethical conduct maintained ☐ ☐
Activities followed the implementation plan ☐ ☐

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Assessment Focus
During implementation the teacher should observe:
• collaboration;
• communication;
• leadership;
• creativity;
• critical thinking;
• responsibility;
• problem solving;
• participation;
• adaptability;
• respect for others.

Evidence to Collect During Every Activity

Teachers should encourage learners to gather evidence immediately after each activity.
Suggested evidence includes:
• attendance register;
• activity log;
• meeting minutes;
• teacher observation notes;
• learner reflection;
• photographs;
• short video clips (where permitted);
• beneficiary comments;
• learner journals;
• sketches and diagrams;
• samples of project materials;
• completed checklists.

Sample Teacher Feedback

"Excellent collaboration among group members."
"The intervention is progressing well. Improve time management."
"Remember to involve every member during implementation."
"Continue documenting activities immediately after each session."
"Excellent leadership demonstrated during today's activity."

Common Challenges During Implementation

Challenge Suggested Teacher Support
Low learner participation Reassign responsibilities and motivate learners.
Poor teamwork Facilitate group reflection and mediation.
Limited resources Encourage use of locally available alternatives.
Delays Review timelines and set short-term targets.

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Challenge Suggested Teacher Support
Poor documentation Conduct portfolio checks after each activity.

Best Practices
Teachers should:
• monitor continuously;
• provide immediate feedback;
• encourage learner ownership;
• recognise positive effort;
• document observations daily;
• maintain assessment records;
• celebrate milestones.

Expected Outputs
At the end of Step Five:
✓ Planned intervention completed
✓ Beneficiaries reached
✓ Teacher observations recorded
✓ Continuous assessment completed
✓ Portfolios updated
✓ Learner reflections begun

STEP 6: DOCUMENTATION OF PROJECT PROGRESS

Purpose
Documentation provides evidence that learning has taken place. It demonstrates how learners planned,
implemented, monitored, and evaluated the intervention.
Good documentation also supports fair assessment and authenticates learner participation.

Suggested Duration
22–30 September 2026
Documentation should occur throughout implementation, not only at the end.

Teacher's Responsibilities
The teacher should:
1. Explain the purpose of documentation.
2. Demonstrate proper portfolio organisation.
3. Guide learners in selecting relevant evidence.
4. Review portfolios regularly.
5. Verify authenticity.
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 6. Check completeness.
7. Provide written comments.
8. Ensure evidence is dated.
9. Confirm learner participation.
10. Prepare assessment records.

Learners' Activities
Learners should:
• organise evidence chronologically;
• label all photographs;
• write activity summaries;
• compile meeting minutes;
• prepare implementation logs;
• file observation notes;
• organise interview records;
• write daily reflections;
• compile teacher feedback;
• update both individual and group portfolios.

Organising Portfolio Evidence

Section A: Planning
• Group list
• Leadership structure
• Problem statement
• Intervention proposal
• Implementation matrix

Section B: Implementation
• Attendance
• Daily activity logs
• Meeting minutes
• Observation notes
• Teacher feedback
• Photographs
• Resource inventory

Section C: Evaluation
• Learner reflections
• Group reflection
• Beneficiary feedback
• Teacher assessment
• Improvement suggestions

Portfolio Quality Checklist

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Requirement Complete
Documents arranged chronologically ☐
Every activity dated ☐
Photographs labelled ☐
Teacher comments included ☐
Learner reflections completed ☐
Attendance records included ☐
Evidence authentic ☐
Portfolio neat and organised ☐

Teacher Portfolio Review Form

Area Excellent Good Needs Improvement
Organisation ☐ ☐ ☐
Completeness ☐ ☐ ☐
Authenticity ☐ ☐ ☐
Reflection ☐ ☐ ☐
Evidence Quality ☐ ☐ ☐

Sample Documentation Schedule

Day Documentation Activity
Monday Update attendance register
Tuesday File photographs
Wednesday Write learner journal
Thursday Teacher portfolio review
Friday Reflection and evidence verification

End of Task Two Checklist

Before proceeding to Task Three, confirm that:
Requirement Complete
Intervention implemented ☐
Teacher observations completed ☐
Attendance records updated ☐
Daily activity logs completed ☐

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Requirement Complete
Photographs organized ☐
Learner journals completed ☐
Teacher feedback filed ☐
Group portfolio updated ☐
Individual portfolios complete ☐
Documentation verified ☐

Chapter Summary
Task Two is the action phase of the Community Service Learning project. It provides learners with
opportunities to apply their plans in authentic school contexts while demonstrating teamwork, leadership,
communication, and problem-solving. Throughout this stage, teachers should facilitate learning, monitor
participation, provide continuous feedback, and assess learners based on authentic evidence gathered during
implementation. Equally important is systematic documentation, as complete and well-organised portfolios
provide the evidence required for assessment and prepare learners for Task Three: Reflection, Report
Writing, and Presentation

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 CHAPTER FIVE
IMPLEMENTING TASK THREE: REFLECTION, REPORT WRITING AND PRESENTATION
(STEPS 7–8)

Chapter Introduction
Task Three is the culmination of the Grade 10 Community Service Learning (CSL) School-Based
Assessment Project. After implementing the planned intervention and documenting project activities,
learners are expected to reflect on their experiences, evaluate the effectiveness of their intervention, prepare
a comprehensive project report, and present their findings.

Reflection is a critical component of Competency-Based Assessment because it enables learners to examine

their learning journey, identify competencies and values developed, recognize challenges encountered,
appreciate the impact of teamwork, and propose improvements for future projects. Similarly, report writing
and presentation allow learners to communicate their findings clearly, demonstrate evidence-based
conclusions, and receive feedback from teachers, peers, and other stakeholders.

Teachers should facilitate rather than dominate this stage. Learners should own their reflections and reports
while teachers provide guidance, monitor progress, assess performance, and ensure authenticity.

Chapter Learning Outcomes

By the end of Task Three, learners should be able to:
• evaluate the effectiveness of their intervention;
• reflect critically on individual and group learning experiences;
• identify competencies and values developed during the project;
• prepare a well-organised project report;
• communicate project findings confidently through oral presentations;
• respond appropriately to questions and feedback;
• complete individual and group portfolios.

TASK THREE OVERVIEW

Step Activity Expected Output Marks
Step 7 Reflection Individual and group reflection records 20
Step 8 Report Writing and Presentation Final report and oral presentation 15
Total 35

STEP 7: REFLECTION
Purpose
Reflection enables learners to think deeply about their experiences, the decisions they made, the challenges
they encountered, and the lessons they learnt throughout the project.

Reflection should not merely describe activities undertaken. Instead, it should explain what happened,
why it happened, what was learnt, and how future projects can be improved.

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Suggested Duration
1–7 October 2026

Teacher's Responsibilities
The teacher should:
1. Explain the purpose of reflection.
2. Differentiate between narration and reflection.
3. Guide learners to reflect honestly.
4. Encourage evidence-based reflections.
5. Facilitate both individual and group reflection sessions.
6. Encourage every learner to contribute.
7. Ask probing questions that stimulate critical thinking.
8. Observe participation.
9. Provide formative feedback.
10. Record assessment observations.
11. Verify authenticity of reflections.
12. Guide learners in identifying competencies and values developed.
13. Encourage learners to identify challenges encountered.
14. Help learners propose practical improvements.
15. Ensure reflections are filed in portfolios.

Learners' Activities
Learners should:
• review project activities;
• discuss project achievements;
• identify challenges encountered;
• evaluate the intervention;
• explain lessons learnt;
• identify competencies developed;
• identify values demonstrated;
• write individual reflections;
• prepare a group reflection;
• revise reflections based on teacher feedback.

Suggested Reflection Questions

Teachers may guide learners using questions such as:
About the Project
• What problem did your group address?
• Why was this problem important?
• Did your intervention achieve the intended objective?
About Teamwork
• How effectively did your group work together?
• What made your teamwork successful?
• What challenges affected collaboration?
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About Personal Learning
• What new knowledge did you acquire?
• Which new skills did you develop?
• Which values became more important to you?
About Improvement
• What would you do differently next time?
• What advice would you give another group?

Competencies Learners May Identify

• Communication
• Collaboration
• Critical thinking
• Creativity
• Problem solving
• Leadership
• Digital literacy
• Self-efficacy
• Learning to learn
• Citizenship

Values Learners May Identify

• Respect
• Responsibility
• Integrity
• Unity
• Patriotism
• Peace
• Inclusivity
• Compassion
• Accountability
• Teamwork

Sample Reflection Template

Individual Reflection
Project Title

My Role in the Group

The most important lesson I learnt was

The biggest challenge I experienced was

I overcame this challenge by

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The competency I developed most is

The value I demonstrated most is

I would improve the project by

Portfolio Evidence
Each learner should include:
• completed reflection sheet;
• teacher comments;
• self-evaluation;
• peer evaluation;
• evidence of competencies developed;
• values identified;
• improvement suggestions.

Assessment Focus
Teachers should observe:
• depth of reflection;
• honesty;
• evidence-based conclusions;
• understanding of learning;
• ability to evaluate experiences;
• participation.

STEP 8: REPORT WRITING AND PRESENTATION

Purpose
This step enables learners to communicate the entire project process and outcomes in a structured manner.
The report should demonstrate how learners progressed from identifying the problem to implementing the
intervention and evaluating its effectiveness.

The presentation allows learners to communicate findings confidently while responding to questions from
the audience.

Suggested Duration
8–15 October 2026

Teacher's Responsibilities
The teacher should:
1. Explain the report format.
2. Guide report organisation.
3. Explain referencing where applicable.
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 4. Guide preparation of presentation materials.
5. Organise rehearsal sessions.
6. Assess presentation skills.
7. Encourage equal participation.
8. Moderate group discussions.
9. Provide constructive feedback.
10. Complete assessment records.
11. Verify portfolio completeness.
12. Conduct final portfolio review.
13. Prepare moderation documents.
14. Verify authenticity.
15. Prepare learners for project closure.

Learners' Activities
Learners should:
• organise project evidence;
• write the report collaboratively;
• prepare presentation slides or charts;
• assign presentation roles;
• rehearse the presentation;
• present findings;
• answer questions confidently;
• receive feedback;
• update portfolios.

Suggested Project Report Structure

Section Description
Cover Page Project title, school, group members
Table of Contents Main headings
Introduction Background and purpose
Problem Statement Community issue identified
Objectives What the project intended to achieve
Intervention Activities implemented
Implementation Process What was done and when
Results Achievements and evidence
Challenges Difficulties encountered
Recommendations Suggestions for improvement
Conclusion Summary of learning
Appendices Photographs, attendance, interviews, minutes

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Preparing an Effective Presentation
Teachers should guide learners to:
• introduce themselves confidently;
• explain the project clearly;
• use visual aids effectively;
• share responsibilities equally;
• maintain eye contact;
• speak clearly and audibly;
• remain within the allocated time;
• answer questions respectfully;
• acknowledge contributions from stakeholders.

Sample Presentation Assessment Checklist

Item Yes No Comments
All members participated ☐ ☐
Presentation well organised ☐ ☐
Evidence clearly presented ☐ ☐
Good communication skills ☐ ☐
Questions answered confidently ☐ ☐
Time managed well ☐ ☐

Portfolio Completion Checklist

Before submission, every learner should confirm that the portfolio contains:
Requirement Complete
Planning documents ☐
Meeting minutes ☐
Attendance records ☐
Observation notes ☐
Photographs ☐
Teacher feedback ☐
Reflection ☐
Final report ☐
Presentation evidence ☐
Self-assessment ☐
Peer assessment ☐

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Teacher's Final Verification Checklist
Before awarding final marks, verify that:
• all three tasks have been completed;
• every learner has participated;
• portfolio evidence is authentic;
• teacher observations are complete;
• assessment records are signed;
• marks have been transferred correctly;
• moderation has been conducted;
• learner feedback has been provided.

Common Challenges and Suggested Solutions

Challenge Suggested Solution
Learners write descriptive instead of
Model reflective writing using guiding questions and examples.
reflective reports
Unequal participation during
Allocate speaking roles and rehearse beforehand.
presentations
Poor report organisation Provide a report template and checklist before writing begins.
Encourage learners to refer to documentation collected during
Weak evidence to support conclusions
Task Two.
Schedule regular portfolio reviews throughout the project instead
Last-minute portfolio compilation
of waiting until the end.

Best Practices
Teachers should:
• allocate adequate time for reflection;
• encourage honest and evidence-based reflections;
• support collaborative report writing while ensuring individual accountability;
• provide timely feedback before the final presentation;
• celebrate learners' achievements by inviting members of the school community to presentations
where appropriate;
• use presentations as an opportunity for peer learning and recognition of exemplary projects.

End of Task Three Checklist

Requirement Complete
Individual reflections completed ☐
Group reflection completed ☐
Project report finalised ☐

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Requirement Complete
Presentation rehearsed ☐
Final presentation conducted ☐
Teacher feedback provided ☐
Portfolios completed ☐
Assessment records completed ☐
Moderation conducted ☐
Scores ready for submission ☐

Chapter Summary
Task Three brings the Community Service Learning project to its conclusion by enabling learners to
evaluate their experiences, communicate project outcomes, and demonstrate the competencies and values
developed throughout the assessment. Effective facilitation of reflection, report writing, and presentation
ensures that assessment captures not only what learners accomplished but also what they learnt from the
process. By the end of this stage, teachers should have complete portfolios, verified assessment records,
moderated scores, and learners who have meaningfully reflected on their contribution to building inclusivity
and social cohesion within their school community.

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 CHAPTER SIX
ASSESSMENT, SCORING, MODERATION AND FEEDBACK

Chapter Introduction
Assessment is at the heart of the Community Service Learning (CSL) School-Based Assessment (SBA)
Project. Unlike traditional examinations that focus primarily on recall of knowledge, the Grade 10 CSL
project requires teachers to assess learners continuously as they demonstrate competencies, values, skills,
and attitudes through authentic community-based activities.

Teachers are expected to observe learners throughout the project, provide continuous formative feedback,
maintain accurate assessment records, and award marks based on evidence generated during each stage of
implementation. Fairness, transparency, authenticity, and consistency should guide every assessment
decision.

This chapter explains how teachers can interpret the official scoring guide, gather assessment evidence,
conduct continuous assessment, moderate scores, provide meaningful feedback, and maintain quality
assurance throughout the project.

Chapter Learning Outcomes

By the end of this chapter, teachers should be able to:
• interpret the official assessment criteria correctly;
• assess learners objectively using authentic evidence;
• provide constructive formative feedback;
• maintain accurate assessment records;
• conduct internal moderation;
• ensure fairness and consistency in scoring;
• authenticate learner evidence before awarding marks;
• prepare assessment records for submission.

6.1 Principles of Competency-Based Assessment

Assessment of the CSL project should be guided by the following principles:
• Authenticity: Evidence should reflect the learner's own work and participation.
• Validity: Assessment should measure the intended competencies and learning outcomes.
• Reliability: Similar performance should receive similar scores regardless of the assessor.
• Fairness: All learners should have equal opportunities to demonstrate competence.
• Transparency: Assessment criteria should be shared with learners before implementation.
• Continuous Assessment: Evidence should be gathered throughout the project, not only at the end.
• Inclusivity: Assessment should accommodate learners with diverse needs while maintaining
standards.
• Constructive Feedback: Feedback should guide learners towards improvement rather than merely
assigning marks.

6.2 Assessment Across the Three Tasks

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Task Focus Suggested Evidence
Meeting minutes, problem statement, intervention proposal,
Task One Planning and preparation
implementation plan
Implementation and Observation records, photographs, journals, attendance, activity
Task Two
documentation logs
Task Reflection, report and Reflection sheets, final report, presentation, responses to
Three presentation questions

6.3 Continuous Assessment Strategy

Assessment should occur before, during, and after project activities.
Before Activities
Teachers assess:
• understanding of project requirements;
• participation during planning;
• contribution to discussions;
• leadership and teamwork;
• readiness for implementation.
During Activities
Teachers assess:
• participation;
• collaboration;
• communication;
• creativity;
• leadership;
• responsibility;
• problem solving;
• ethical conduct.
After Activities
Teachers assess:
• quality of reflection;
• report writing;
• presentation skills;
• portfolio completeness;
• application of feedback.

6.4 Evidence-Based Assessment

Teachers should award marks only after verifying evidence.
Examples of Authentic Evidence
Competency Possible Evidence
Collaboration Meeting attendance, peer evaluations, observation notes
Communication Oral presentations, interviews, meeting participation

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Competency Possible Evidence
Critical Thinking Problem analysis, intervention design, reflections
Creativity Innovative intervention strategies, awareness materials
Leadership Group coordination, task allocation, decision making
Responsibility Attendance, timely completion of assigned duties
Citizenship Respectful engagement with the school community, ethical conduct

6.5 Observation Techniques

Teacher observation is one of the most important assessment methods.
Effective Observation Practices
Teachers should:
• observe learners naturally during activities;
• avoid interrupting learners unnecessarily;
• use observation checklists;
• record evidence immediately;
• observe every learner over multiple activities;
• avoid relying on memory;
• use objective language in comments.

Sample Observation Checklist

Learner Name Collaboration Leadership Communication Creativity Responsibility Remarks
☐ ☐ ☐ ☐ ☐

6.6 Recording Assessment Evidence

Teachers should maintain assessment records throughout the project.
Recommended records include:
• learner observation sheets;
• attendance registers;
• assessment record books;
• teacher journals;
• anecdotal records;
• portfolio review records;
• presentation assessment sheets;
• moderation reports.

6.7 Providing Formative Feedback

Feedback should:
• be timely;
• focus on improvement;
• recognise strengths;
• identify areas requiring attention;

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 • encourage learner reflection;
• be specific and evidence-based.

Examples of Teacher Feedback

During Planning
"Your intervention addresses the identified problem well. Strengthen your implementation timeline."
"Excellent collaboration during today's planning meeting."

During Implementation
"Remember to involve every group member during activities."
"Good leadership demonstrated today. Continue documenting your work."

During Reflection
"Your reflection explains what happened clearly. Expand on what you learnt from the experience."
"Support your conclusions with examples from the project."

During Presentation
"Confident presentation. Improve eye contact with the audience."
"Excellent teamwork and clear explanation of project outcomes."

6.8 Internal Moderation

Moderation ensures fairness and consistency in assessment.
Objectives of Moderation
• verify assessment decisions;
• ensure consistency among teachers;
• confirm authenticity of evidence;
• identify scoring discrepancies;
• improve assessment quality.

Suggested Moderation Process

1. Review assessment criteria.
2. Compare teacher scores.
3. Review sample portfolios.
4. Discuss differences.
5. Reach consensus.
6. Adjust scores where necessary.
7. Sign moderation records.
8. Archive moderation documents.

Sample Moderation Form

Item Yes No Comments
Assessment criteria followed ☐ ☐

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Item Yes No Comments
Scores consistent ☐ ☐
Evidence authentic ☐ ☐
Moderation completed ☐ ☐

6.9 Common Assessment Errors

Teachers should avoid:
• awarding marks without evidence;
• assessing only the final product;
• ignoring learner participation;
• giving identical marks to all group members without justification;
• allowing personal bias to influence scoring;
• delaying feedback until the end of the project;
• failing to document assessment decisions.

6.10 Supporting Learners with Diverse Needs

Teachers should ensure that all learners have equitable opportunities to demonstrate competence.
Possible accommodations include:
• additional time where appropriate;
• accessible presentation formats;
• adapted communication methods;
• peer support without compromising individual assessment;
• suitable venues and resources.
Assessment standards should remain consistent while providing reasonable support.

6.11 Quality Assurance Checklist

Before finalising marks, verify that:
Requirement Complete
Assessment based on evidence ☐
Observation records complete ☐
Teacher comments recorded ☐
Portfolios verified ☐
Moderation completed ☐
Scores checked for accuracy ☐
Assessment records signed ☐
Feedback provided ☐

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Teacher's End-of-Project Assessment Checklist
✓ All three tasks assessed
✓ Observation records completed
✓ Individual learner participation verified
✓ Portfolio evidence authenticated
✓ Feedback provided
✓ Moderation conducted
✓ Marks accurately transferred
✓ Assessment records securely stored

Best Practices in Assessment

Schools that consistently produce quality SBA implementation:
• assess continuously rather than at the end;
• use multiple sources of evidence;
• provide regular feedback;
• hold periodic moderation meetings;
• maintain secure assessment records;
• encourage learner self-assessment and peer assessment;
• ensure transparency in marking.

Frequently Asked Questions

1. Should all group members receive the same marks?
No. While learners work collaboratively, assessment should reflect each learner's contribution, participation,
and demonstrated competencies. Individual evidence should be considered alongside group outputs.
2. Can learners improve their work after receiving feedback?
Yes. Formative feedback is intended to support improvement. Teachers should allow learners to refine
aspects of their work where appropriate before the final assessment.
3. What happens if a learner misses an activity?
Teachers should document the reason, provide an opportunity to contribute where feasible, and assess the
learner using available evidence while following school and KNEC assessment policies.
4. Is digital evidence acceptable?
Yes, where permitted by school policy. Photographs, videos, audio recordings, and digital documents may
complement written evidence, provided they are authentic and properly labelled.

Chapter Summary
Assessment in the Grade 10 Community Service Learning SBA Project is a continuous, evidence-based
process that captures learners' growth in competencies, values, knowledge, and practical skills. Teachers
should gather authentic evidence throughout the project, provide timely formative feedback, maintain
accurate assessment records, and conduct moderation to ensure fairness and consistency. By following these
practices, schools can uphold the integrity of the assessment while supporting meaningful learner
development.

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 CHAPTER SEVEN
PORTFOLIO DEVELOPMENT AND EVIDENCE MANAGEMENT

Chapter Introduction
The learner portfolio is one of the most important components of the Grade 10 Community Service
Learning (CSL) School-Based Assessment (SBA) Project. It provides tangible evidence of the learner's
participation, growth, decision-making, collaboration, creativity, and reflection throughout the project.
Unlike a simple file for storing documents, a portfolio tells the story of the learner's journey from project
orientation to the final presentation.

A well-organised portfolio enables teachers to make fair, evidence-based assessment decisions and
demonstrates the authenticity of learner participation. For learners, it serves as a record of achievements,
challenges, lessons learnt, and competencies developed.

This chapter provides a comprehensive guide to developing, organising, managing, and verifying both
individual and group portfolios.

Chapter Learning Outcomes

By the end of this chapter, teachers should be able to:
• explain the purpose of learner portfolios;
• guide learners in organising portfolio evidence;
• verify the authenticity of portfolio contents;
• monitor portfolio development throughout the project;
• assess portfolio quality using clear criteria;
• maintain secure portfolio storage systems.
Learners should be able to:
• organise portfolio evidence systematically;
• update portfolios continuously;
• reflect on their learning experiences;
• present complete and authentic portfolios for assessment.

7.1 Understanding the Portfolio

A portfolio is a systematic collection of evidence that demonstrates the learner's progress, achievements,
competencies, and reflections throughout the project.
It should answer four important questions:
• What did the learner plan?
• What did the learner do?
• What did the learner learn?
• What evidence proves the learner's participation?

7.2 Types of Portfolios

A. Individual Portfolio
Every learner should maintain an individual portfolio containing evidence of his or her personal
contribution to the project.
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Purpose
The individual portfolio demonstrates:
• individual participation;
• personal learning;
• competencies developed;
• values demonstrated;
• reflections;
• teacher feedback.

B. Group Portfolio
Each project group should maintain one group portfolio documenting all collective activities undertaken by
the group.
Purpose
The group portfolio demonstrates:
• teamwork;
• collaborative planning;
• project implementation;
• group decision-making;
• project outcomes.

7.3 Suggested Portfolio Structure

SECTION A
Personal Information
Include:
• learner's name;
• admission number;
• assessment number;
• class;
• school;
• project title;
• group number;
• passport-size photograph (optional);
• teacher's name.

SECTION B
Project Orientation
Evidence may include:
• orientation notes;
• learner expectations;
• project calendar;
• copies of instructions;
• signed attendance sheet;
• personal goals.
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SECTION C
Task One Evidence
Include:
• group membership list;
• leadership structure;
• group rules;
• meeting agenda;
• meeting minutes;
• attendance register;
• brainstorming records;
• observation notes;
• interview questions;
• interview responses;
• photographs;
• problem statement;
• intervention proposal;
• implementation matrix;
• resource list;
• risk assessment;
• teacher comments.

SECTION D
Task Two Evidence
Include:
• implementation timetable;
• daily activity log;
• attendance sheets;
• observation records;
• teacher monitoring notes;
• learner journals;
• photographs;
• videos (QR codes or links where appropriate);
• community feedback;
• resource inventory;
• meeting minutes;
• teacher feedback.

SECTION E
Task Three Evidence
Include:
• individual reflection;
• group reflection;
• report writing drafts;
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 • final report;
• presentation notes;
• presentation photographs;
• audience feedback;
• teacher assessment;
• peer assessment;
• self-assessment.

SECTION F
Assessment Records
Include:
• assessment sheets;
• teacher comments;
• moderation comments;
• improvement records;
• final score summary.

7.4 Portfolio Development Timeline

Period Portfolio Activity
15–19 June Prepare portfolio file and cover page
22 June–24 July File Task One evidence weekly
August Holiday Organise and review existing evidence (optional home review)
1–30 September Update implementation evidence after every activity
1–15 October File reflections, reports, presentations, and final assessment records

7.5 Weekly Portfolio Review

Teachers should inspect portfolios every week.
Weekly Review Checklist
Item Complete
Documents arranged chronologically ☐
Teacher comments included ☐
Reflection updated ☐
Attendance attached ☐
Photographs labelled ☐
Minutes signed ☐
Activities dated ☐
Evidence authentic ☐

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7.6 Authenticating Portfolio Evidence
Authenticity is essential to ensure that the portfolio reflects the learner's own work.
Teachers should verify:
• learner participation during activities;
• signatures on meeting minutes;
• attendance records;
• dates of activities;
• originality of reflections;
• consistency between observations and submitted evidence;
• photographs and other supporting documents.
Signs of Authentic Evidence
• Written in the learner's own words.
• Consistent with classroom observations.
• Supported by dated records.
• Verified by the teacher where necessary.
• Demonstrates progressive development rather than being compiled at the end.

7.7 Digital Portfolio Management

Where schools have access to ICT facilities, learners may maintain digital copies of portfolio evidence in
addition to the physical portfolio. This is part of their ICT demands in the curriculum designs.
Examples include:
• scanned documents;
• photographs;
• presentation slides;
• videos of activities;
• audio reflections;
• digital journals.
Teachers should ensure:
• files are clearly named;
• folders are organised by task;
• digital evidence is backed up securely;
• learner privacy is respected.

7.8 Teacher Portfolio Monitoring Log

Review Date Portfolio Reviewed Strengths Areas for Improvement Teacher Signature

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7.9 Sample Portfolio Cover Page
GRADE 10 COMMUNITY SERVICE LEARNING
SCHOOL-BASED ASSESSMENT PROJECT
INDIVIDUAL PORTFOLIO
Learner Name: _______________________
Assessment Number: __________________
School: _____________________________
Class: ______________________________
Group Number: _______________________
Project Title: _______________________
Teacher: ____________________________
Year: 2026

7.10 Portfolio Quality Rubric

Needs Improvement
Criterion Excellent (4) Good (3) Fair (2)
(1)
All sections complete, neat, Minor Some sections
Organisation Poorly organized
and well indexed omissions missing
Strong evidence of individual Mostly Limited supporting
Authenticity Authenticity unclear
contribution authentic evidence
All required evidence Few items Several missing
Completeness Major gaps
included missing items
Adequate Superficial
Reflection Insightful and evidence-based Reflection absent
reflection reflection
Professional and easy to Untidy and difficult to
Presentation Generally neat Acceptable
follow follow

7.11 Common Portfolio Mistakes

Teachers should help learners avoid:
• commenting with red pen in the portfolio unnecessarily
• crossing learner’s work instead of writing a comment.
• Write non constructive comments or common comments to all the learners
• compiling portfolio with the requested items without other supporting process items
• compiling the portfolio only at the end of the project;
• filing documents without dates;
• including unrelated materials to the task at hand;
• submitting unsigned meeting minutes;
• omitting teacher feedback at every stage;
• using unclear or unlabeled photographs;
• writing reflections that merely describe activities;
• failing to organise evidence chronologically.

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7.12 Best Practices for Portfolio Development
Successful learners:
• update their portfolios after every activity;
• organise documents using clear section dividers;
• label all evidence;
• write reflections promptly while experiences are still fresh;
• seek teacher feedback regularly;
• maintain both physical and digital copies where possible.
Teachers should:
• schedule routine portfolio checks;
• provide written comments at each review;
• encourage learners to improve weak sections;
• celebrate exemplary portfolios as models of good practice.

Portfolio Verification Checklist

Before final submission, confirm that:
Requirement Complete
Cover page completed ☐
Table of contents included ☐
All three tasks documented ☐
Evidence arranged chronologically ☐
Teacher feedback included ☐
Reflections completed ☐
Report attached ☐
Presentation evidence included ☐
Assessment records filed ☐
Portfolio signed by learner and teacher ☐

Chapter Summary
A portfolio is more than a collection of documents; it is a comprehensive record of the learner's journey
through the Community Service Learning project. When developed systematically, it provides authentic
evidence for assessment, supports meaningful reflection, and demonstrates the competencies, values, and
skills acquired throughout the project. Teachers should encourage continuous portfolio development,
conduct regular reviews, verify authenticity, and provide constructive feedback to ensure that every learner
presents a complete, organised, and credible record of learning.

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 CHAPTER EIGHT

IMPLEMENTATION TOOLS, TEMPLATES AND EXEMPLARS

Chapter Introduction
The successful implementation of the Grade 10 Community Service Learning (CSL) School-Based
Assessment (SBA) Project requires well-designed implementation tools that support planning, monitoring,
documentation, assessment, moderation, and portfolio development. While teachers may adapt tools to suit
their school contexts, standardised templates promote consistency, improve record keeping, and strengthen
the authenticity of learner evidence.

This chapter provides practical, ready-to-use templates that teachers can photocopy or customise for
classroom use. The tools are organised according to the three project tasks and aligned with the
implementation timeline.

How to Use These Templates

The templates are intended to:
• guide project implementation;
• improve documentation;
• support continuous assessment;
• strengthen portfolio development;
• simplify monitoring and reporting;
• ensure consistency in record keeping.
Teachers may enlarge, photocopy, or digitise these templates according to school needs.

SECTION A: IMPLEMENTATION PLANNING TOOLS

Template 1: School Project Implementation Calendar
Week Dates Project Activity Teacher Responsible Remarks
Week 1 15–19 June Project orientation
Week 2 22–26 June Group formation
Week 3 29 June–3 July Problem identification
Week 4 6–10 July Intervention design
Week 5 13–17 July Project planning
August Holiday No project activities
Week 6 1–11 Sept Project implementation
Week 7 14–18 Sept Continued implementation
Week 8 21–25 Sept Documentation
Week 9 28 Sept–2 Oct Reflection
Week 10 5–15 Oct Report writing and presentation

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Template 2: Group Formation Record
Group Number Group Name Members Chairperson Secretary Timekeeper Teacher Approval

Template 3: Group Rules Agreement

Group members agree to:
☐ Attend all meetings.
☐ Respect one another.
☐ Complete assigned duties.
☐ Resolve conflicts peacefully.
☐ Meet agreed deadlines.
☐ Participate actively.
Learner Signatures: ______________________________
Teacher Signature: _______________________________

SECTION B: PROJECT MANAGEMENT TOOLS

Template 4: Meeting Agenda
Date: ______________________
Venue: _____________________
Agenda
1.
2.
3.
4.
5.

Template 5: Meeting Minutes

Date
Venue
Members Present
Members Absent
Agenda
Discussion
Resolutions
Next Meeting
Secretary's Signature
Teacher's Signature

Template 6: Attendance Register

Date Learner Name Present Absent Signature
Balovera Ruth

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SECTION C: INVESTIGATION TOOLS
Template 7: Observation Sheet
Observation Item Findings
Problem observed
Place
Persons affected
Causes
Effects
Evidence collected

Template 8: Interview Guide

Interviewee
Position
Date
Questions
Responses
Summary
Learner Reflection

Template 9: Brainstorming Worksheet

Possible Problem Causes Effects Possible Solution

SECTION D: PLANNING TOOLS

Template 10: Intervention Planning Matrix
Objective Activity Resources Person Responsible Timeline

Template 11: Resource Inventory

Resource Quantity Source Available Remarks

Template 12: Risk Assessment Form

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Risk Likelihood Mitigation Strategy Responsible Person

SECTION E: IMPLEMENTATION TOOLS

Template 13: Daily Activity Log
Date
Activity
Learners Involved
Achievements
Challenges
Teacher Comments

Template 14: Teacher Observation Record

Competency Observation Score Teacher Comments
Collaboration
Communication
Leadership
Creativity
Critical Thinking
Responsibility

Template 15: Community Feedback Form

Name
Position
Project Observed
Strengths
Suggestions
Signature

SECTION F: REFLECTION TOOLS

Template 16: Individual Reflection Sheet
Name
My role in the project
The most important lesson I learnt
The greatest challenge I faced
How I solved it
Competencies I developed
Values I demonstrated
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How I would improve the project

Template 17: Group Reflection Form

Project Successes
Challenges
Lessons Learnt
Recommendations…………………………………Teacher Comments…………………….

SECTION G: REPORT WRITING TOOLS

Template 18: Project Report Outline
1. Cover Page
2. Table of Contents
3. Introduction
4. Problem Statement
5. Objectives
6. Intervention
7. Implementation Process
8. Findings
9. Challenges
10. Recommendations
11. Conclusion
12. Appendices

SECTION H: PRESENTATION TOOLS

Template 19: Presentation Assessment Form
Assessment Area Excellent Good Fair Needs Improvement
Organisation ☐ ☐ ☐ ☐
Communication ☐ ☐ ☐ ☐
Teamwork ☐ ☐ ☐ ☐
Evidence ☐ ☐ ☐ ☐
Time Management ☐ ☐ ☐ ☐
Teacher Comments

Template 20: Audience Feedback Form

Project Title
Strengths
Suggestions
Overall Rating

SECTION I: PORTFOLIO TOOLS

Template 21: Portfolio Checklist
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Evidence Included
Group Formation ☐
Minutes ☐
Attendance ☐
Observation Notes ☐
Interviews ☐
Intervention Plan ☐
Activity Logs ☐
Reflections ☐
Report ☐
Presentation Evidence ☐

Template 22: Portfolio Verification Form

Learner Name
Portfolio Complete
Teacher Comments
Teacher Signature
Date

SECTION J: ASSESSMENT TOOLS

Template 23: Teacher Assessment Record
Learner Task 1 Task 2 Task 3 Total Remarks

Template 24: Moderation Record

Date
Teachers Present
Samples Moderated
Issues Identified
Agreed Actions
Moderator's Signature

Template 25: Final Score Summary Sheet

Use the one supplied with the task from the portal
Assessment Number Learner Name Task 1 Task 2 Task 3 Total

SECTION K: SCHOOL MONITORING TOOLS

Principal's Monitoring Checklist
☐ Project launched.
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☐ Teachers oriented.
☐ Learners oriented.
☐ Resources available.
☐ Assessment ongoing.
☐ Portfolios monitored.
☐ Moderation conducted.
☐ Scores recorded.

Head of Department Monitoring Form

Area Yes No Remarks
Planning complete ☐ ☐
Teacher records updated ☐ ☐
Portfolios checked ☐ ☐
Feedback provided ☐ ☐
Assessment records complete ☐ ☐

Frequently Asked Questions

Can schools modify these templates?
Yes. Schools may adapt the templates to suit their context, provided that the essential requirements of the
official KNEC guidelines are maintained.
Must every learner complete every template?
No. Some templates are for individual learners, others are for groups, teachers, Heads of Department, or
school administrators. Teachers should guide learners on the appropriate use of each tool.
Can digital versions be used?
Yes. Schools with adequate ICT facilities may convert these templates into digital forms or electronic
portfolios, provided that the authenticity and security of learner evidence are maintained.

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 SAMPLE OF PROJECTS THAT CAN BE MODIFIED BASED ON THE IDENTIFIED NEEDS

Learning Area Project Title Brief Objective Possible Product / Artefact

Reading corner, reading journal,
Reading Mentorship To improve reading culture among primary
English storybook collection, reading guide
Programme school learners through peer reading sessions.
booklet
Effective To improve spoken and written
Public speaking handbook, speech
Communication communication skills among learners through
anthology, communication posters
Campaign public speaking activities.
To enhance communication by producing
School Newsletter
newsletters highlighting school and Printed or digital school newsletter
Project
community issues.
Anti-Bullying To use language and communication skills to Awareness posters, brochures,
Awareness Campaign promote respectful relationships in school. campaign booklet
To preserve local oral narratives while
Community Storytelling Story anthology, audio recordings,
strengthening communication and listening
Initiative storytelling booklet
skills.
Matumizi ya Kiswahili To promote proper spoken and written Kamusi ndogo (mini dictionary),
Kiswahili
Sanifu Shuleni Kiswahili among learners. language posters
To encourage reading of Kiswahili literature Kiswahili reading booklet, library
Kusoma kwa Jamii
within the community. corner
To promote moral values through Kiswahili
Methali na Maadili Proverbs booklet, wall charts
proverbs and sayings.
To celebrate Kiswahili language and culture
Tamasha la Kiswahili Video recording, cultural exhibition
through performances.
Uandishi Bunifu kwa To develop creative writing skills while
Anthology of poems and stories
Vijana addressing community issues.
Literature in Literature for Peace To promote peaceful coexistence through Peace poetry anthology, drama
English Building literary discussions and performances. script
Poetry for
To use poetry to create awareness on
Environmental Poetry booklet, spoken word video
environmental protection.
Conservation
Reading for Character To encourage learners to develop positive
Character education handbook
Development values through literary texts.
Community Drama To address social issues through dramatic Stage play script, performance
Project performances. video
Oral Literature To preserve local oral traditions by collecting
Folktale anthology, digital archive
Documentation and documenting folktales.
Financial Literacy To promote budgeting, saving, and Budget workbook, savings tracker,
Mathematics
Project responsible financial management. budgeting app prototype
Mathematics in To apply mathematical skills in small
Business record book, sales ledger
Business business management.
School Data Analysis To collect and analyse school data for
Charts, graphs, statistical report
Project informed decision-making.
Household Budget To educate families on budgeting and
Household budgeting guide
Awareness expenditure planning.

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Learning Area Project Title Brief Objective Possible Product / Artefact
Mathematics for To apply measurement and calculations in
Farm planning workbook
Sustainable Farming agriculture.
To establish a medicinal plant garden for Herbal garden, plant identification
Biology School Herbal Garden
learning and conservation. guide
Healthy Living To promote healthy lifestyles through
Health brochures, nutrition guide
Campaign nutrition and hygiene education.
Biodiversity
To conserve indigenous species. Biodiversity catalogue, tree nursery
Conservation Project
School Composting
To promote organic waste management. Compost pit, organic manure
Initiative
Disease Prevention To educate the community on disease
Health awareness posters
Awareness prevention.
Safe Chemical To educate learners on safe use and disposal
Chemistry Safety manual, warning labels
Handling Campaign of chemicals.
Water Quality Water testing report, filtration
To promote safe drinking water.
Awareness model
Waste Recycling
To encourage recycling. Recycling bins, recycled products
Initiative
Soap Making for
To promote hygiene. Bar soap, liquid soap
Hygiene
Plastic Pollution
To reduce environmental pollution. Eco-bricks, reusable shopping bags
Reduction
Energy Conservation Energy audit report, awareness
Physics To promote efficient energy use.
Campaign posters
Solar Energy
To create awareness on renewable energy. Solar cooker, solar lamp model
Demonstration
Safe Electricity Use To educate the community on electrical
Safety guide, demonstration board
Project safety.
Simple Machines for
To demonstrate simple machines. Functional machine models
Community Work
Water Harvesting
To promote sustainable water collection. Rainwater harvesting model
Technology
To improve nutrition through vegetable
Agriculture Kitchen Garden Project Vegetable garden
production.
Tree Nursery
To promote environmental conservation. Tree nursery
Establishment
Poultry Improvement
To encourage poultry farming. Poultry unit, feeding guide
Project
School Compost
To improve soil fertility. Compost manure
Production
Climate Smart
To promote sustainable farming. Demonstration plot
Agriculture
Digital Literacy
Computer Studies To train community members in ICT skills. Training manual, tutorial videos
Programme

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Learning Area Project Title Brief Objective Possible Product / Artefact
Cyber Safety Campaign To promote responsible internet use. Cyber safety handbook, posters
School ICT Help Desk To provide technical support. User guide, troubleshooting manual
Digital Records
To improve school record keeping. Digital database, filing system
Management
Coding for Community Mobile app, website, computer
To develop digital solutions.
Solutions program
Young Entrepreneurs
Business Studies To develop entrepreneurial skills. Business plan, prototype product
Project
School Savings
To encourage saving. Savings booklet, financial tracker
Campaign
Marketing Local
To promote local goods. Marketing brochure, catalogue
Products
Customer Care
To enhance customer service. Customer service handbook
Improvement
School Enterprise
To establish learner businesses. School enterprise, product samples
Development
Theatre Arts and Drama Against Drug
To educate the community through drama. Stage play, recorded performance
Film Abuse
Cyberbullying
To promote online safety. Short film
Awareness Film
Community
To document a local challenge. Documentary film
Documentary Project
Theatre for
Theatre performance, video
Environmental To promote conservation.
recording
Conservation
Inclusive Theatre
To promote inclusion through drama. Drama production, script booklet
Project
Advert Promote a given solution Advert of 1 minute
School Beautification
Visual Arts To improve the school environment. Murals, sculptures
Project
Environmental Art
To promote recycling through art. Recycled artworks
Exhibition
Community Heritage
To celebrate local culture. Public mural
Mural
Road Safety Poster
To educate on road safety. Posters, banners
Campaign
Art installations from recycled
Anti-Litter Art Initiative To encourage cleanliness.
materials
Music for Peace
Music To promote peaceful coexistence. Recorded songs, music album
Campaign
Cultural Music
To preserve traditional songs. Songbook, audio archive
Preservation
Anti-Drug Awareness
To educate through music. Concert performance, music video
Concert

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Learning Area Project Title Brief Objective Possible Product / Artefact
Choir Outreach
To strengthen community relationships. Choral performance recording
Programme
Music for Mental
To promote emotional well-being. Relaxation music album
Wellness
Physical
Active Lifestyle Fitness guide, exercise routine
Education and To encourage regular physical activity.
Campaign booklet
Sports
Inclusive Sports
To promote participation in sports. Inclusive sports festival
Programme
Community Fitness Day To encourage healthy living. Community fitness event report
Sports for Peace
To strengthen unity through sports. Peace tournament
Initiative
School Wellness Wellness journal, fitness tracking
To promote healthy habits.
Challenge chart

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