What are the sample descriptive essays on school activities under the 4th-grade Vietnamese language curriculum? What are the assessment methods for primary school students in Vietnam?
What are the sample descriptive essays on school activities under the 4th-grade Vietnamese language curriculum?
Students can refer to the following sample descriptive essays on school activities under the 4th-grade Vietnamese language curriculum:
| Sample No. 1 Another week of our studies is about to end, time flies so quickly. It feels like just yesterday it was Monday, the start of the week, when we sat under the school yard for the flag-raising ceremony, and today is Saturday, and we have another summary activity session. The weekend activity session is the most awaited because it comes with games and is always filled with laughter. The activity session takes place at the last period on Saturday, after four stressful study periods. The activity period is a time for us to relax, review the class’s routine, studies, and practice after a week. The class teacher first comes in and requests the group leaders to report on the routine and study situation of the members in their groups. Anyone who arrives late, does not wear a red scarf, talks during class, or violates school and class rules are noted. Conversely, anyone achieving good results, high scores, helping friends, or doing good deeds is commended before the class. Through the group leaders' reports, the teacher can closely understand each student’s situation in the class. The class president summarizes all the class activities, reports on competition results, and proposes directions for the following week. Lastly, the homeroom teacher makes decisions on rewards and punishments for each student; minor mistakes may result in singing or dancing in front of the class, which is when our class becomes the most joyful. Thanks to these activity sessions, our class is more united and connected, understanding and helping each other more, and striving together in our studies. Furthermore, it unveils talents like singing, dancing, and flexibility. For me, class activity time is truly meaningful. |
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| Sample No. 2 Every Friday afternoon, my class holds a summary meeting to evaluate competition efforts. This session takes place in the last class and is supervised by the homeroom teacher. The teacher requests the class president to summarize the competitive results of the groups, and Hoa, the class president, has represented the class to set the competitive goals for the next month. After finishing her speech, the teacher asks Hoa to gather opinions from classmates. One of Hoa's questions rendered the whole class silent. A few minutes later, Lan Anh, the leader of group three, voiced her opinion about Tung, a new student in the class. Lan Anh believes that Tung is a mischievous boy, frequently reminded by teachers, affecting the class’s achievements. Lan Anh suggests that measures should be taken to address Tung's behavior. After Lan Anh's frank opinion, the class began a debate. Some agreed, while others opposed. In my own impression, although Tung is quite mischievous, he is very kind-hearted and often helps others. At this point, the class president proposed a resolution for the issue: - "Dear friends and teacher, before further discussing this matter, I acknowledge Lan Anh's opinion and agree with some of her points. Tung is a new student who recently joined our class. Indeed, Tung is mischievous, but he is a very good friend. In academics, Tung has fairly outstanding achievements and often volunteers to answer difficult questions and assignments from teachers. Towards friends, Tung is always enthusiastic in helping, such as tutoring weaker students or assisting those arriving late with chores... Hence, I think alongside his shortcomings, Tung has many merits that should be recognized, and we should give him an opportunity to rectify his mistakes." Thanks to the very persuasive examples from class president Hoa, the class started heated discussions, and agreeing opinions seemed to increase. However, Tung voluntarily stood up to self-reflect and promised to improve the situation. Finally, the homeroom teacher asked the class to vote to make a decision. Every member of the class agreed to give Tung a chance to rectify his mistakes. Lan Anh also changed her opinion. To conclude the activity session, Hoa presented the goals for the new week, and the session concluded successfully. |
| Sample No. 3 Last Sunday, I joined the community in our neighborhood in a cleaning session to tidy up and beautify the living space of our alley, making it more "green-clean-beautiful." Precisely at seven in the morning, everyone gathered at the alley entrance to receive task assignments from the group leader. Everyone was neatly dressed and wore masks. When the group leader delegated the tasks, everyone focused intently. It was wonderful that day as the weather was not sunny but overcast, making it perfect for outdoor cleaning. After receiving their tasks, everyone began their work. The men weeded and trimmed the hedges. The women planted more flowers along the pathways. Kids like me swept up trash and grass and put it into trash cans. While working, everyone engaged in cheerful conversations about work, home matters, and humorous stories. Laughter and chatting filled the air. It truly had been a long time since everyone in the neighborhood gathered so fully. Though it was hard work, everyone was very cheerful. After a while of hard work, the entire street was completely transformed. The weeds and trash had been cleared. The vacant land on both sides of the street was planted with beautiful flowers. Trees like almond, tamarind, and star gooseberry were pruned neatly. Once finished, everyone respectfully retrieved the national flag and hoisted it at the house gate. Seeing the morning's labor, everyone rejoiced and applauded in celebration. Participating in cleaning activities in my living area with everyone made me incredibly happy. Not only did it contribute to beautifying the road at home, but more importantly, it strengthened my bonds and friendships with my neighbors. This truly was a meaningful activity. |
Note: The information is for reference only!
What are the sample descriptive essays on school activities under the 4th-grade Vietnamese language curriculum? What are the assessment methods for primary school students in Vietnam? (Image from the Internet)
What are the assessment methods for primary school students in Vietnam?
According to Clause 2, Article 5 of the Regulation on the Assessment of Primary School Students promulgated with Circular 27/2020/TT-BGDDT, several assessment methods commonly used in assessing primary school students include:
- Assessment by observation: Teachers monitor and listen to students when teaching in classes, employ observation cards, examination boards and records of student's behaviors as proof for assessment of studying and training processes of students.
- Assessment by academic records, products and activities of students: Teachers provide feedback and assessment regarding products and activity results of students thereby assessing students based on relevant assessment criteria.
- Assessment by communication: Teachers discuss with students in form of questions and answers to collect information and promptly provide comment, remedial measures.
- Assessment by writing: Teachers employ tests consisting of questions and exercises designed according to levels and requirements to be achieved of the program in form of multiple-choice questions and writing tests to assess level of completion for academic assessment criteria.
What are the policies on universalization of education and literacy eradication at the primary level in Vietnam?
The policies on universalization of primary education as per Article 2 of Decree 20/2014/ND-CP are as follows:
- The State gives the priority to the investment and creates favorable conditions for educational establishments of the national educational system to implement the educational universalization or illiteracy eradication; encourages and creates favorable conditions for international organizations, foreigners and oversea Vietnamese to participate in educational universalization or illiteracy eradication in Vietnam under regulations of law.
- The State implements the support policy to the people subject to reduction or exemption from school fees and support to learning costs when participating in the prescribed programs of educational universalization or illiteracy eradication.
- Individuals participating in organization, management, teaching ...to carry out the educational universalization or illiteracy eradication shall receive the remuneration as prescribed by the State.
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