PROFESSIONAL RECORDS

A student teacher is required to maintain classroom records listed below;

1. Class register
2. Social Record
3. Progress Record
4. Remedial
5. Extension
6. Reading (Chishona and English)
7. Test record
8. Inventory record
9. Resource File
10. Teaching Practice File
11. DLP Folder

Class Register
 Mark it daily in the most truthful manner ie accurately.
 Enter the daily total attendances, total number of absent pupils and weekly totals for both.
 Balance the register weekly and then termly.
 Include details of each child ie Date of Birth, Birth Entry Number, Address etc
 Put in place a memorandum and the back of the register.

Class Inventory
 Record textbooks and assets given to you.
 Textbooks maybe recorded either as new or old in all subjects’ areas i.e record quantity of assets as well as their state or condition.
 Assets may be furniture, sporting equipment or even garden tools.
 Record the quantity of assets as well as their state or condition.

Social record

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  This is basically for you the teacher to understand the child you teach with a view to providing a relevant learning / teaching
environment.
 See handout for possible headings to have in this record.
 Leave room for changes eg if the address changes, you have space to enter the new details.
 The more meaningful entries you make the more you know about the child’s background and hence the better the chances of providing a
relevant learning environment for them.
 Column for language spoken at home to be added.
 Should fill all the gaps within the first 2 weeks of opening.

Test record
 Tests are measuring tools hence they should be valid and reliable.
 Tests should be carefully planned and hence they should tally with intended learning outcomes of the lesson and the schemed work.
 Use a variety of test types, for example matching, true/false, multiple choice, gap filling etc
 Tests should be user friendly tools catering for all levels of ability.
 Possible marks should be uniform.
 Evaluation of tests should be done immediately after analysing the results.
 Tests in Test Record should be found in learners ‘exercise books
 Evaluation should be more of item / tests analysis.
 Test items / questions should reflect concepts taught over a given period of time.
 Set and administer tests every fortnight for respective subject areas.
 Monthly and termly tests should be recorded on a separate page.
 Assessments carried out in different subjects should be shown in the test record.

Progress record
 Progress record to be subdivided into ten subject areas which are;
1. English 6. Information Communication Technology
2. Mathematics 7. Visual & Performing Arts
3. Heritage & Social Studies 8. Family, Religion & Moral Education
4. Science & Technology 9. Physical Education, Sport & Mass Displays

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 5. Agriculture 10.Chishona
 Marks recorded in the progress record must tally with the number of tests in the progress record.
 Concepts tested should be indicated eg Mathematics – Area, Volume or Mass.
 Have uniform scoring in the record book eg out of 10 or out of 20 throughout the term.
 Comment on the child’s progress at the end of the term.
 All recorded marks must be truthful and accurate (avoid helicopter entries).
 Entries in the Progress record should tally with the tests in the Test record book.
 Should be maintained and kept up to date.

Remedial Record
 Remedy pupils who have the potential to improve.
 Give individual remediation; do not bunch pupils at all costs.
 Be consistent in remedying pupils, it should be done on weekly basis.
 Describe in detail nature of problem encountered by learners when stating Area of Difficulty
 Evaluate performance of pupils on the remedial exercise..
 The quality and quantity of remedial work should improve, at times it’s difficult to measure if the learner has mastered the concept.
 Evidence of remedial work given should be available.
 Be specific when stating the intended learning outcomes.
 Remedial action should explain how learner is to be assisted.
 The activities should reflect the facilitator’s role as well as the learner’s role respectively.

Extension Record

 Caters for the gifted and talented pupils in your class by giving them challenging but not too difficult work as they may get frustrated.
 Evaluate performance of pupils in the extension work given.
 Evidence of written work given should be made available. Extension work is planned before commencement of lessons in any given
week.
 Quality and quantity of written work should improve.

SAMPLES OF CLASSROOM RECORDS

1. ATTENDANCE REGISTER

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LEARNERS’ DETAILS SECTION
NAME DATE OF ADMISSION NUMBER ADMISSION PARENT/GUARDIAN ADDRESS OF CONTACT NUMBER OF
BIRTH NUMBER PARENT/GUARDIAN PARENT/GUARDIAN

ATTENDANCE COLUMNS SECTION

Marking should be done after the first thirty minutes of each school day
NAMES WEEK 1 WEEK 2 WEEK 3
17-01-22 24-01-22 31-01-22
M T W T F TL M T W T F TL M T W T F TL
Datsuya Muchazvrega / a / s / 3
Muchahwinei Susan / / / / / 5
Mandivavarira Rumbidzai / / / s / 4
NUMBER ABSENT 0 1 0 2 0 3
NUMBER PRESENT 3 2 3 1 3 12
POSSIBLE ATTENDANCE 3 3 3 3 3 15

BALANCING THE REGISTER

 Add up all the totals after Friday.
 Sum up all the weekly totals and sign immediately below it.
 Balancing the attendance register is done at the of end every term

MEMORANDUM SECTION [at the back of the register]

It has 3 sections
NEW ENTRANTS
DATE NAME OF PUPIL FORMER SCHOOL REASON FOR TRANSFER
1.
2.
3.

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TRANSFERS
DATE NAME OF PUPIL NEW SCHOOL REASON FOR TRANSFER
1.
2.
3.
SUMMARY OF ATTENDANCE
NB Do not enter the total number of pupils in your class but the total attendance for each term
TERM 1 TERM 2 TERM 3
GIRLS
BOYS
TOTAL

2. REMEDIAL RECORD
DATE NAME PROBLEM/DIFFICULTY INTENDED LEARNING REMEDIAL ACTION REMEDIAL WORK SCORE EVALUATION
OF CHILD OUTCOME
24.10.18 Gudo Chipo Cannot add 4 digit Should be able to add 4 1.Demonstration by the teacher 8213
number involving digit numbers involving on addition with carrying. + 639
carrying. He throws carrying 2.Child practises a few
away the carried problems with the help of the 5342
numbers eg 4137 teacher. +1668
+ 1003 3.Writing of remedial work.
5130 4.Revising the work written.

GRADE 5: MATHEMATICS REMEDIATION

GRADE 3: ENGLISH LANGUAGE REMEDIATION

DATE NAME PROBLEM/DIFFICULTY INTENDED REMEDIAL ACTION REMEDIAL WORK SCORE EVALUATION
OF CHILD LEARNING
OUTCOME
24.10.18 Gudo Chipo Cannot use ‘has’ and ‘have’ Should be able to 1.Explanation by the Complete the

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 properly in sentences. use ‘has’ and teacher on how to use following sentences
‘have’ in ‘has’ and ‘have’ in a using ‘has’ or ‘have’
sentences. sentence. 1.The man ---gone.
2.Making sentences from 2.The girl---cleaned
a substitution table the windows.
3.Filling gaps in 3.The cars ---
sentences with either arrived
‘has’ or have’ 4.My friend ---come
4.Writing own sentences to play.
using ‘has’ or ‘have’
SCIENCE AND TECHNOLOGY REMEDIATION

DATE NAME TOPIC/CONTENT PROBLEM/ INTENDED REMEDIAL REMEDIAL EVALUATION

OF CHILD DIFFICULTY LEARNING ACTION WORK
OUTCOMES
24.10.2018 Moyo Evans Health and Safety Cannot fully To describe the life 1.The child describes the Drawing the
Diseases describe life cycle of the breeding places of adult
Key Concept cycle of plasmodium parasite mosquitoes
Diseases have got life parasitic 2.The child names the type
life cycle of a
cycles diseases eg of mosquito that causes
Sub Concept malaria malaria. plasmodium
The malaria disease 3.The teacher describes the
has a life cycle life cycle of plasmodium parasite
parasite.
4.The learner also explains
that life cycle using a
diagram

ZUVA ZITA DAMBUDZIKO CHINANGWA GADZIRISO BASA MUKOHWO ONGORORO

REGADZIRO
24.10.18 Gudo Chipo Kusagona kudoma Kuti vana vagone 1.Kutaura uwandu 1.Ambuya vane
uhwandu hwezvinhu kunyora uwandu hwezvinhu zviri vazukuru ---
somuenzaniso Baba hwezvinhu pamufananidzo (nhatu)

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 vane mbudzi ---(3) nemutauro somuenzaniso 2.Takamwisa
Iye anoti dzinhatu wakanaka mapadza, shiri, zvibodzwa ----
pane kuti nhatu. vanhu. (pfumbabwe)
2.Kupedzisa zvirevo 3.Vakakohwa
nemazwi anoratidza masaga ---maviri
uwandu. (gumi)
3Kunyora
vachipedzisa
mitsetse nemazwi
anoratidza uwandu
GRADE 4: CHISHONA REMEDIATION

3. EXTENSION RECORD
GRADE 3: MATHEMATICS EXTENSION RECORD
DATE NAME OF CHILD TOPIC/CONTENT INTENDED LEARNING EXTENSION WORK SCORE EVALUATION
OUTCOMES
24.10.18 Svosve Mary Numbers To express numbers to the 51
Nearest ten (10) nearest ten 39
67
33
85

GRADE 3: ENGLISH LANGUAGE EXTENSION RECORD

DATE NAME OF CHILD TOPIC INTENDED LEARNING EXTENSION WORK SCORE EVALUATION
OUTCOMES
24.10.18 Svosve Mary Past tense of To use past tense of Make sentences using the
irregular verbs eg irregular verbs in own following verbs
fly, cry, make, sentences a)flew

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 speak b)wrote
c)made
d)spoke

4. SOCIAL RECORD

Page 1 page 2

NAME OF CHILD SEX D.O.B HOME ADDRESS RELIGION DENOMINATION FAMILY DISTANCE FROM HEALTH STATUS
POSITION SCHOOL
Choto Mary F 16.08.2005 6 Murape Road,Sunningdale Christianity Roman Catholic 1/3 300metres Appears healthy
Devera Sarah F 22.11.2005 24 Terk Road, Martindale Christianity Jehovah’Witness 2/4 5kilometres Has eyesight problem
Moyo Temba M 11.03.2005 8 Kelwendon Avenue, Msasa Islam 3/6 4kilometres Looks healthy

Page 3 page 4 Page 6 Page 7

SOCIABILITY HOBBIES CAREER NAME OF CONTACT DETAILS OF OCCUPATION OF PARENTAL MODE OF HOME
ASPIRATION PARENT/GUARDIAN PARENT/GUARDIAN PARENT/GUARDIAN STATUS TRANSPORT LANGUAGE
Very social Enjoys reading Teacher Parent-Choto Jacob 0772 608 173 Father-bus driver Both alive By car English
Mother-Clerk
Unfriendly Watching Doctor Guardian-Mavima Idah 0773 905 265 Grandmother-vendor Both deceased By bus Sign Language
soccer
No Friends Enjoys reading Bus Parent-Moyo Gladys 0775 682 987 Father-teacher Widow/widower On foot Chishona
Conductor Mother-housewife

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 5. TEST RECORD
DATE week ending date

TEST OBJECTIVES
These should be stated using any one the following preceding statements or stems
To find out whether learners can…… / To assess whether learners can……..

TEST ITEMS:
 These test items should be related to the test objectives and concepts covered over a period of time
 Test items should;
 Not be ambiguous.
 Cater for for all learning abilities.
 Test items should be preferably confined to a single topic or concept
 list them from simple to complex.
 Subjects should be tested individually alternating subjects each week.

MARKING GUIDE
Provide possible answers.
Consider all possibilities
It should show how marks are distributed and should follow numbering system used on test items

EVALUATION
This is done item by item focussing on performance of learners on respective test items.
Evaluation should clearly describe strengths and weaknesses with respect to performance of learners. In addition include suggestions on how good
performance will be reinforced and how poor performers can be assisted

NAME OF CHILD 14.09.2018 28.09.2018 12.10.2018 26.10.2018 09.10.2018 COMMENTS (written at the end of the term with respect to learners’ performance
as revealed by marks obtained in respective tests)
Out of 20 Out of 20 Out of 20 Out of 20 Out of 20
1.Chigova Tariro 18 17 20 15 20
2. Katsande Tinashe 12 16 20 14 17
3.Mhlanga Sithabile 9 5 14 12 14
4. Munyaka Tendai 15 10 14 20 14

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 5.Muza Faith 10 9 5 11 5
6.Nkomo Tapiwa 5 8 10 15 10

Subtraction of tens and

Addition of tens and units

Length in centimetres

Fractions ½ and ¼
CONCEPT TESTED
It should correspond with

Sets of 6 and 7
what is in the test record

units 6. PROGRESS RECORD

7. TEACHING PRACTICE FILE

-It should be subdivided into respective subject areas in an alphabetical order, for example the divider should Agriculture in that order.
-File Detailed lesson plans in a chronological order in respective subject areas i.e the latest DLPs should on top
-Components / Dividers of the Teaching Practice File should be as follows:

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 a) Agriculture
b) Chishona
c) English
d) Family, Religion and Moral Education
e) Heritage-Social Studies
f) Information and Communication Technology
g) Mathematics
h) Physical Education, Sports and Mass Displays
i) Science and Technology
j) Visual and Performing Arts
k) Supervision Crits –subdivided into the following segments:
i. School Based Supervision
ii. College Based Supervision
The following should be included when recording marks for respective supervision sessions;
DATE SUBJECT TIME SUPERVISOR DESIGNATION MARK AWARDED AREAS OF WEAKNESSES
27.05.22 English 1000-1030 Mr Gambinya Lecturer 35% Incomplete schemes of work and lesson plans. Alteration
of dates noted as sign of cheating

l) Correspondence
File all forms of communication / letters to the school head or college. They should be filed in a chronological order. The latest correspondence on top.

8. DETAILED LESSON PLAN FOLDER

 File that day’s DLPs ONLY
 Once evaluation is for that day is done the DPLs should be transferred to the Teaching Practice File paving way for the following day’s DLPs
 The number of DLPs per day is prescribed by the Teaching Practice Office, normally its 4 DLPs per day ensuring that you have planned at least
once each subject taught at Junior level each week.

9. RESOURCE FILE
It should be subdivided into respective subject areas in alphabetical as follows;

a) Agriculture

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 b) Chishona
c) English
d) Family, Religion and Moral Education
e) Heritage-Social Studies
f) Information and Communication Technology
g) Mathematics
h) Physical Education, Sports and Mass Displays
i) Science and Technology
j) Visual and Performing Arts
 Subject areas should be separated by clearly labelled dividers
 File recent and relevant materials used to enrich your content or as sources of information, for example newspaper cuttings, handouts from college,
relevant downloads
 Show evidence that the materials filed are being utilised through underlining or highlighting important points
 DO NOT file extracts from old and outdated sources such as Teachers Forum or Teacher in Zimbabwe magazines
 Books, magazines, modules and syllabuses should not be filed but can be kept elsewhere, for example teacher’ table

10. INVENTORY RECORD

 Record textbooks and assets given to you.
 Textbooks maybe recorded either as new or old in all subjects’ areas i.e record quantity of assets as well as their state
or condition.
 Assets may be furniture, sporting equipment or even garden tools.
 Record the quantity of assets as well as their state or condition.

DATE DESCRIPTION OF TEXTBOOKS / ASSETS /EQUIPMENT QUANTITY CONDITION ISSUER

29.05.22 Lets Do Science & Technology grade 4 Learners Books 1 NEW Deputy head

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 11. READING RECORD
Chishona and English Languages have Reading records meant to monitor and develop learners’ reading skills. These records are taught in
Chishona and English Languages. You are therefore expected to employ the layout given in respective subjects when constructing the records.

Compiled by Professional Studies Syllabus ‘A’ in collaboration with Teaching Practice section

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