n ational certif icat es (vo cational assessme … certificates nqf level 2/nc... · 2015-05-20 ·...

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Life Orientation (Level 2) Final Assessment Guidelines (January 2013) National Certificates (Vocational)

1 Department of Higher Education and Training

CONTENTS

SECTION A: PURPOSE OF THE ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 Assessment in the National Certificates (Vocational)

2 Assessment framework for vocational qualifications

2.1 Internal continuous assessment (ICASS)

2.2 External summative assessment (ESASS)

3 Moderation of assessment

3.1 Internal moderation

3.2 External moderation

4 Period of validity of internal continuous assessment (ICASS)

5 Assessor requirements

6 Types of assessment

6.1 Baseline assessment

6.2 Diagnostic assessment

6.3 Formative assessment

6.4 Summative assessment

7 Planning assessment

7.1 Collecting evidence

7.2 Recording

7.3 Reporting 8 Methods of assessment

9 Instruments and tools for collecting evidence

10 Tools for assessing student performance

11 Selecting and/or designing recording and reporting systems

12 Competence descriptions

13 Strategies for collecting evidence

13.1 Record sheets

13.2 Checklists

SECTION C: ASSESSMENT IN LIFE ORIENTATION

1 Assessment schedule and requirements

2 Recording and reporting

3 Internal assessment of Outcomes in Life Orientation – Level 2

4 Specifications for the external assessment in Life Orientation – Level 2

ANNEXURE A: Guidelines for marking assignments



SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES This document provides the lecturer with guidelines to develop and implement a coherent, integrated assessment system for Life Orientation in the National Certificates (Vocational). It must be read with the National Policy Regarding Further Education and Training Programmes: Approval of the Documents, Policy for the National Certificates (Vocational) Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF). This document explains the requirements for the internal and external subject assessment. The lecturer must use this document with the Subject Guidelines: Life Orientation Level 2 to prepare for and deliver the subject. Lecturers should use a variety of resources and apply a range of assessment skills in the setting, marking and recording of assessment tasks.

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

Assessment in the National Certificates (Vocational) is underpinned by the objectives of the National Qualifications Framework (NQF). These objectives are to:

Create an integrated national framework for learning achievements.

Facilitate access to and progression within education, training and career paths.

Enhance the quality of education and training.

Redress unfair discrimination and past imbalances and thereby accelerate employment opportunities.

Contribute to the holistic development of the student by addressing:

social adjustment and responsibility;

moral accountability and ethical work orientation;

economic participation; and

nation-building.

The principles that drive these objectives are:

Integration

To adopt a unified approach to education and training that will strengthen the human resources and develop the capacity of the nation.

Relevance

To be dynamic and responsive to national development needs.

Credibility

To demonstrate recognition of competencies and skills acquired, national and international added value and recognition of the acquired qualification

Coherence

To work within a consistent framework of principles and certification.

Flexibility

To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for different learning styles and use a range of assessment methods, instruments and techniques.

Participation

To enable stakeholders to participate in the setting of standards and the co-ordination of the achievements required for the qualification.

Access

To address barriers to learning experienced on different levels and to facilitate the students’ progress.



Progression

To ensure the qualification framework permits individuals to move through the levels of the national qualification via different, appropriate combinations of the components of the delivery system.

Portability

To enable students to transfer credits obtained within a qualification from one learning institution and/or employer to another institution or employer.

Articulation

To allow for vertical and horizontal mobility in the educational system on condition that accredited pre-requisites have been successfully completed.

Recognition of Prior Learning

To grant credits for a unit of learning following an assessment process or where a student possesses the capabilities as specified in the outcomes.

Validity of assessments

To ensure assessment covers a broad range of knowledge, skills, values and attitudes (SKVAs) needed to demonstrate applied competency. This is achieved through: clearly stating the outcome to be assessed;

selecting the appropriate or suitable evidence;

matching the evidence with a compatible or appropriate method of assessment; and

selecting and constructing an instrument(s) of assessment.

Topics should be assessed individually and then cumulatively with other topics. There should be a final summative internal assessment prior to the external assessment.

Reliability

To assure assessment practices are consistent so that the same result or judgment is arrived at if the assessment is replicated in the same context. This demands consistency in the interpretation of evidence; therefore, careful monitoring of assessment is vital. Cumulative and summative assessments must be weighted more than single topic tests for the

internal mark.

There should be at least one standardised or norm test in each term

All standardised or norm tests must be moderated by a subject specialist.

Fairness and transparency

To verify that assessment processes and/or method(s) used neither hinder nor unfairly advantage any student. The following could constitute unfairness in assessment: Inequality of opportunities, resources or teaching and learning approaches

Bias based on ethnicity, race, gender, age, disability or social class

Lack of clarity regarding Learning Outcome being assessed

Comparison of students’ work with other students, based on learning styles and language

Assessment in Life Orientation must take into consideration that the process or method carries more weight than the final answer.

Practicability and cost-effectiveness

To integrate assessment tasks and/practices within an outcomes-based education and training system to strive for cost and time-effective assessment.



2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

The assessment structure for the National Certificates (Vocational) qualification is as follows:

2.1 Internal continuous assessment (ICASS)

Knowledge, skills, values, and attitudes (SKVAs) are assessed throughout the year using assessment instruments such as projects, tests, assignments, investigations, role-play and case studies. All internal continuous assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be readily available for monitoring, moderation and verification purposes. This component is moderated and quality assured both internally and externally. 2.2 External summative assessment (ESASS)

The external summative assessment comprises TWO papers set to meet the requirements of the Subject and Learning Outcomes. It is administered according to relevant assessment policies and requirements.

External summative assessments will be conducted annually between October and December, with provision made for supplementary sittings.

3 MODERATION OF ASSESSMENT

3.1 Internal moderation

Assessment must be moderated according to the internal moderation policy of the Further Education and Training (FET) College. Internal college moderation is a continuous process. The moderator’s involvement starts with the planning of assessment methods and instruments and follows with continuous collaboration with and support to the assessors. Internal moderation creates common understanding of Assessment Standards and maintains these across vocational programmes.

3.2 External moderation

External moderation is conducted according to relevant quality assurance bodies’ standards, policies, and requirements (currently the South African Qualifications Authority [SAQA] and Umalusi). The external moderator:

monitors and evaluates the standard of all summative assessments;

maintains standards by exercising appropriate influence and control over assessors;

ensures proper procedures are followed;

ensures summative integrated assessments are correctly administered;

observes a minimum sample of ten (10) to twenty-five (25) percent of summative assessments;

gives written feedback to the relevant quality assurer; and

moderates in case of a dispute between an assessor and a student.

Policy on inclusive education requires that assessment procedures for students who experience barriers to learning be customised and supported to enable these students to achieve their maximum potential.

4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

The period of validity of the internal continuous assessment mark is determined by the National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates (Vocational). The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment for which it constitutes a component.



5 ASSESSOR REQUIREMENTS

Assessors must be subject specialists and a competent assessor. 6 TYPES OF ASSESSMENT Assessment benefits the student and the lecturer. It informs students about their progress and helps lecturers make informed decisions at different stages of the learning process. Depending on the intended purpose, different types of assessment can be used.

6.1 Baseline assessment

At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan learning programmes and learning activities.

6.2 Diagnostic assessment

This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to make referrals for students requiring specialist help.

6.3 Formative assessment

This assessment monitors and supports teaching and learning. It determines student strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment.

6.4 Summative assessment

This type of assessment gives an overall picture of student progress at a given time. It determines whether the student is sufficiently competent to progress to the next level.

7 PLANNING ASSESSMENT

An assessment plan should cover three main processes:

7.1 Collecting evidence

The assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, what assessment method or activity will be used and when this assessment will be conducted.

7.2 Recording

Recording refers to the assessment instruments or tools with which the assessment will be captured or recorded. Therefore, appropriate assessment instruments must be developed or adapted.

7.3 Reporting

All the evidence is put together in a report to deliver a decision for the subject.

8 METHODS OF ASSESSMENT

Methods of assessment refer to who carries out the assessment and includes lecturer assessment, self-assessment, peer assessment and group assessment.

LECTURER ASSESSMENT The lecturer assesses students’ performance against given criteria in different contexts, such as individual work, group work, etc.

SELF-ASSESSMENT Students assess their own performance against given criteria in different contexts, such as individual work, group work, etc.



PEER ASSESSMENT Students assess another student or group of students’ performance against given criteria in different contexts, such as individual work, group work, etc.

GROUP ASSESSMENT Students assess the individual performance of other students within a group or the overall performance of a group of students against given criteria.

9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for summative assessment purposes (ICASS) is kept or recorded in the student’s Portfolio of Evidence (PoE). The table that follows summarises a variety of methods and instruments for collecting evidence. A method and instrument is chosen to give students ample opportunity to demonstrate the Subject Outcome has been attained. This will only be possible if the chosen methods and instruments are appropriate for the target group and the Specific Outcome being assessed.

METHODS FOR COLLECTING EVIDENCE

Observation-based(Less structured)

Task-based(Structured)

Test-based(More structured)

Assessment instruments

Observation

Class questions

Lecturer, student, parent discussions

Assignments or tasks

Projects

Investigations or research

Case studies

Practical exercises

Demonstrations

Role-play

Interviews

Examinations

Class tests

Practical examinations

Oral tests

Open-book tests

Assessment tools

Observation sheets

Lecturer’s notes

Comments

Checklists

Rating scales

Rubrics

Marks (e.g. %)

Rating scales (1-7)

Evidence

Focus on individual students

Subjective evidence based on lecturer observations and impressions

Open middle: Students produce the same evidence but in different ways.

Open end: Students use same process to achieve different results.

Students answer the same questions in the same way, within the same time.

10 TOOLS FOR ASSESSING STUDENT PERFORMANCE

Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10 or 50%) is defined in detail. The detail is as important as the coded score. Traditional marking, assessment and evaluation mostly used rating scales without details such as what was right or wrong, weak or strong, etc. Task lists and checklists show the student what needs to be done. They consist of short statements describing the expected performance in a particular task. The statements on the checklist can be ticked off when the student has adequately achieved the criterion. Checklists and task lists are useful in peer or group assessment activities.



Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum level of acceptable performance or achievement for each criterion. It is a different way of assessment and cannot be compared to tests. Each criterion described in the rubric must be assessed separately. Mainly, two types of rubrics, namely holistic and analytical, are used.

11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

The selection or design of recording and reporting systems depends on the purpose of recording and reporting student achievement. Why particular information is recorded and how it is recorded determine which instrument will be used. Computer-based systems, for example spreadsheets, are cost and time effective. The recording system should be user-friendly and information should be easily accessed and retrieved.

12 COMPETENCE DESCRIPTIONS

All assessment should award marks to evaluate specific assessment tasks. However, marks should be awarded against the marking guidelines (memoranda/rubrics/checklists) and not simply be a total of ticks for right answers. Rubrics should explain the competence level descriptors for the skills, knowledge, values and attitudes (SKVAs) a student must demonstrate to achieve each level of the rating scale. When lecturers or assessors prepare an assessment task or question, they must ensure that the task or question addresses an aspect of a Subject Outcome. The relevant Assessment Standard must be used to create the rubric to assess the task or question. The descriptions must clearly indicate the minimum level of attainment for each category on the rating scale.

13 STRATEGIES FOR COLLECTING EVIDENCE

A number of different assessment instruments may be used to collect and record evidence. Examples of instruments that can be (adapted and) used in the classroom include:

13.1 Record sheets

The lecturer observes students working in a group. These observations are recorded in a summary table at the end of each project. The lecturer can design a record sheet to observe students’ interactive and problem-solving skills, attitudes towards group work and involvement in a group activity.

13.2 Checklists

Checklists should have clear categories to ensure that the objectives are effectively met. The categories should describe how the activities are evaluated and against what criteria they are evaluated. Space for comments is essential.



ASSESSMENT OF LIFE ORIENTATION

LEVEL 2



1 ASSESSMENT SCHEDULE AND REQUIREMENTS

Internal and external assessments are conducted and the results of both are contributing to the final mark of a student in the subject The internal continuous assessment (ICASS) mark accounts for 25 percent and the external examination mark for 75 percent of the final mark. A student needs a minimum final mark of 40 percent to enable a pass in the subject. 1.1 Internal assessment Lecturers must compile a detailed assessment plan/schedule of formal assessments to be undertaken during the year in the subject. (e.g. date, assessment task/or activity, rating code/marks allocated, assessor, moderator.) Formal assessments are then conducted according to the plan/schedule using appropriate assessment instruments and tools for each assessment task (e.g. tests, assignments, practical tasks/projects and memorandum, rubric, checklist)

The marks allocated to both the practical and written formal assessment tasks conducted during the internal continuous assessment (ICASS) are kept and recorded in the Portfolio of Evidence (PoE) which is subjected to internal and external moderation. A year mark out of 100 is calculated from the ICASS marks contained in the PoE and submitted to the Department on the due date towards the end of the year.

1 RECORDING AND REPORTING

Life Orientation is assessed according to seven levels of competence. The level descriptions are explained in the following table.

Scale of achievement for the Fundamental component

The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of Assessment (PoA) for each subject. The minimum requirements for the Lecturer’s Portfolio of Assessment should be as follows:

Lecturer information

A contents page

Subject and Assessment Guidelines

A subject Year plan /Work scheme/Pace Setter

A subject assessment plan

Instrument(s) (tests, assignments, practical) and tools (memorandum, rubric, checklist) for each assessment task

A completed pre-moderation checklist for each of the ICASS tasks and their accompanying assessment tools

A completed post-moderation checklist once the task has been administered and assessed

RATING CODE RATING MARKS (%)

7 Outstanding 80 – 100

6 Meritorious 70 – 79

5 Substantial 60 – 69

4 Adequate 50 – 59

3 Moderate 40 – 49

2 Elementary 30 – 39

1 Not achieved 0 – 29



Subject record sheets per level/class reflecting the marks achieved by students in the ICASS tasks completed

Evidence of review – diagnostic and statistical analysis, including notes on improvement of the task for future use

The college could standardise these documents. The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as follows:

Student information/identification

Declaration of authenticity form – duly completed (signed and dated)

A contents page/list of content (for accessibility)

A subject assessment schedule

The evidence of marked assessment tasks and feedback according to the assessment schedule

A record/summary/ of results showing all the marks achieved per assessment for the subject

Evidence of moderation (only where applicable for student’s whose tasks were moderated)

Where tasks cannot be contained as evidence in the Portfolio of Evidence (PoE), its exact location must be recorded and it must be readily available for moderation purposes.

Internal assessment in the form of the Portfolio of Evidence (PoE) at Level 2 will comprise the following SEVEN tasks:

TERM PORTFOLIO ASSESSMENT TOPIC

Term 1 1: Practical assignment Personal and Career Development

Learning skills

Term 1 2: Practical test Word processing practical

Term 2 3: Formal test Health and Well-being

Term 2 4: Practical test Excel practical

Term 3 5: Project assignment Citizenship

Term 3 6: Practical assignment

PowerPoint and Internet and Email practical

7: Internal Examination Internal examination Paper 1 and Paper 2 on topics completed to date

The Portfolio of Evidence (PoE) is externally moderated.



The following internal assessment units guide the life skills component (Topics 1-4) assessment of Life Orientation

Term Assessment Task

Number

Assessment Task Marks allocated

Curriculum Coverage

% contribution to the

ICASS mark

1 1

Practical Assignment 1:

Individual task example

1.1 Students compile a SWOT analysis to identify their strengths and abilities. (12)

1.2 Students write two paragraphs to explain the benefits of being confident and having a positive self-image. (8)

1.3 Students set and prioritise two SMART goals in terms of their academic progress at college (8)

1.4 Students make suggestions on how to overcome challenges to goal achievement. (8)

1.5 Students submit a study time table or plan illustrating the optimal use of their time. (14)

Students compile an electronic document to submit the above

50 Personal and career development

Learning skills

15%



1.1-1.5.

2 2

Formal Test – Assessment 2:

Substance abuse and prevention. Focus on tobacco products, alcohol and drugs.

(Students may use the computer (word processing to generate the answers or prepare a PP presentation using at least 10 slides)

50 Health and well-being

15%

3 3

Project Assignment – Assessment 3:

Students work in a small group of three to four per group.

3.1 Participate in a community volunteer project. (30)

3.1.1 Students’ participation should be for a minimum of five hours. This can be, for example, either one-hour sessions over five weeks, or on a weekend for five hours.

3.2 Students indicate what they did to assist the community in need. (20)

3.3 Students report on what they learnt about their teamwork and leadership skills. (20)

3.4 Students submit an

70

Citizenship

15%



electronically compiled report on their volunteer project, describing the components as indicated above.

OR

Students initiate an environmental protection awareness campaign at college (for example, organising recycling bins, ensuring taps don’t leak, planting trees, starting an organic food garden, applying measures to reduce electricity consumption).

Students submit an electronically compiled report on this project.

4 Internal Examination Paper 1 100 marks

2 hours

Personal and Career Development

Learning skills

Health and well-being

Citizenship

15%

Total contribution to ICASS for Life Skills

60%

Please see Annexure A: Marking guidelines for internal assessment of the life skills component.



The following internal assessment units guide the ICT (Topics 5 -9) assessment of Life Orientation

NUMBER OF UNITS

ASSESSMENT Time and Mark Allocation

COVERAGE % contribution to the ICASS

mark

1 Practical Test – Test 1

Word processing

1 hour

50 marks

Topic 6 (Content of documents integrates with Topics 1 and 2)

10%

1 Practical Test – Tests 2

Spreadsheets

1 hour

50 marks

Topic 7 (Content integrates with Topic 3)

10%

1 Practical Assignment – Assessment 3

PowerPoint, Internet and E-mail

1 hour

50 marks

Topics 8 and 9 (Content integrates with Topics 3 and 4)

Example:

1. Use the Internet to obtain information on citizenship

2. Design a PowerPoint presentation based on this information (e.g. 6 slides)

3. E-mail your friend to inform them about the presentation.

10%

1 INTERNAL EXAM

Paper 2

2 hours

100 marks

Topics 6, 7 and 8 10%

Total contribution to ICASS for ICT 40%



3. INTERNAL ASSESSMENT OF OUTCOMES IN LIFE ORIENTATION – LEVEL 2

Topic 1: Personal and Career Development

SUBJECT OUTCOME

1.1 Profile personal strengths and abilities to demonstrate self-awareness and to promote self-motivation in choosing a career path.

ASSESSMENT STANDARD LEARNING OUTCOMES

Personal strengths and abilities to demonstrate self-awareness and to promote self-motivation in terms of chosen career path are profiled.

The benefits of being confident and having a positive self-image are explained

Factors that detract from self-esteem are identified and suggestions made how to counter these

1.1.1 Explain the benefits of being confident and having a positive self-image

1.1.2 Identify strengths and abilities in a personal SWOT analysis

1.1.3 Identify factors that detract from self-esteem and suggest how to counter these

1.1.4 Explain the meaning and value of self-motivation

1.1.5 Provide examples of self-motivation and strategies to motivate oneself

1.1.6 Identify sources for own job opportunities, and collect information about a range of possible careers

ASSESSMENT TASKS OR ACTIVITIES

Students compile a SWOT analysis to identify strengths and abilities, and explain the benefits of being confident and having a positive self-image

Students provide examples of self-motivation and strategies to motivate one-self. This could include providing evidence of attendance in lectures, punctuality, timely submission of tasks and participation in college based activities

Students collect sources for job opportunities such as newspaper adverts, Department of Labour bulletins and visit online career websites.

SUBJECT OUTCOME

1.2 Set realistic goals for personal development, studies and career


Realistic goals for personal development, studies and career are set, according and prioritised to SMART criteria

Attitudes, values and skills that impact positively on the achievement of goals in relation to goals set, are explained

Factors that impact negatively on the achievement of goals are identified and contingency measures to overcome these obstacles are suggested

1.2.1 Set SMART goals (SMART: specific, measurable, achievable, realistic and time bound) for personal development and studies

1.2.2 Prioritise goals 1.2.3 Identify examples of perseverance in self

and others 1.2.4 Explain attitudes, values and skills that

impact positively on the achievement of goals in relation to goals set Range not limited to but including: Self-motivation, perseverance, positive thinking and self-image, ambition, responsibility,



punctuality 1.2.5 Identify factors that impact negatively on

the achievement of goals and contingency measures to overcome these obstacles Range of factors not limited to but include: Absenteeism, late coming, laziness, unplanned pregnancy, poverty, taking care of minors, peer pressure, making harmful choices


Students set and prioritise SMART goals, indicating how they will overcome obstacles to achieving these goals.

SUBJECT OUTCOME

1.3 Plan and manage time in terms of selected activities and responsibilities


The principles of time management are identified and described.

The importance of punctuality and due dates (deadlines) is explained

The negative effects of procrastination are described

Common time wasters are identified and suggestions made to counter these

Time management tools are used to plan on a short, medium and long term basis

1.3.1 Identify and describe the principles of time management.

1.3.2 Explain the importance of punctuality and due dates(deadlines)

1.3.3 Describe the negative effects of procrastination

1.3.4 Identify common time wasters and suggest ways to counter these

1.3.5 Identify and use time management tools to plan on a short, medium and long term basis


Students make a basic elementary pie chart using Word to show how they spend their time per day and week. They identify time wasters and suggest practical strategies to counter time wasters.

Students use time management tools as obtainable in computer programmes and elsewhere to give evidence of their use of these tools

SUBJECT OUTCOME

1.4 Discover ways to manage emotions and personal relationships intelligently


The characteristics of a positive relationship are described

Appropriate ways to express emotions in personal relationships and at college are described

Ways to deal constructively with emotions such as anger, disappointment and sadness are described

1.4.1 Describe the characteristics of a positive relationship Range of characteristics include but not limited to: Respect for different opinions, trust, empathy, sharing, listening, and inclusivity and non-discriminative behaviour.



A description is provided how to resist negative peer pressure and bullying

Strategies to cope with being a college student are described

1.4.2 Identify appropriate ways to express emotions in personal relationships and at college

1.4.3 Explain how to deal constructively with emotions such as anger, disappointment and sadness

1.4.4 Explore strategies to establish constructive and beneficial relationships

1.4.5 Describe how to resist negative peer pressure and bullying

1.4.6 Identify strategies to cope with the challenges of being a college student Range for strategies include but not limited to: Resilience, positive attitude, decision making skills, coping with independence and choice, coping with change.


Students give practical strategies with examples, for dealing with challenging emotions.

Students role play scenarios and demonstrate appropriate emotional responses

Students submit a typed report on strategies to cope with the challenges of being a college student.

Topic 2: Learning skills

SUBJECT OUTCOME

2.1 Explain how the brain works during the learning process


Factors that enhance learning are listed.

The reasons why sufficient sleep is compulsory for good performance are given

The brain’s nutritional needs are identified, as well as foods that detract from concentration when studying

The multiple intelligences are listed and explained

2.1.1 Give a basic description of how the brain works when we learn

2.1.2 Explain why sufficient sleep is necessary for good performance

2.1.3 Identify the brain’s nutritional needs and identify foods that detract from concentration when studying

2.1.4 Suggest affordable sources of food to ensure optimal brain functioning during study times

2.1.5 List the multiple intelligences and identify own strengths in terms of the intelligences.


Students make a collage to illustrate what helps the brain to learn, as well as the brains basic need for sleep and nutrition. They indicate foods that have a negative effect on focus and concentration.

Students work out an affordable menu to enhance brain functioning

Students respond to an online quiz to determine favoured intelligences.



SUBJECT OUTCOME

2.2 Develop a study plan


The advantages and disadvantages of joining a study group are compared

A study time table/plan to allow sufficient time for study is drafted

Academic progress in all subjects is tracked and an action plan devised to maintain or improve academic performance

2.2.1 Compare the advantages and disadvantages of joining a study group

2.2.2 Draft a study time table/plan to allow sufficient time for study

2.2.3 Track academic progress in all subjects and devise an action plan to maintain or improve academic performance


Students draft a study time table or plan, using the computer

Students draw graphs to display monthly marks in each subject

Students work out an action plan in electronic format to maintain or improve academic performance.

Topic 3: Health and Wellbeing

SUBJECT OUTCOME

3.1 Describe a balanced lifestyle


The key habits of a healthy lifestyle are described

The benefits of regular physical exercise are explained

Own level of fitness in terms of cardiovascular endurance, muscular strength, and flexibility is measured and recorded

A fitness programme to maintain or improve recorded fitness levels is planned

A nutritional plan for a healthy lifestyle is planned.

3.1.1 Identify the key habits of a balanced lifestyle, for example, healthy nutrition, regular exercise, avoiding stimulants, and making healthy lifestyle choices

3.1.2 Explain the benefits of regular physical exercise

3.1.3 Measure and record own level of fitness in terms of cardiovascular endurance, muscular strength and flexibility Note: Use of sophisticated equipment is not required; use basic fitness measures like jogging on the spot or around the building, climbing stairs, standing up and sitting down

3.1.4 Plan a fitness programme to maintain or improve recorded fitness levels

3.1.5 Identify own nutritional habits and develop an action plan to maintain or improve healthy nutrition.




Students plan and participate in a group fitness programme over at least 6 weeks. Examples are aerobic dancing, step-aerobics, cardio-kickboxing, walking and jogging.

Students compare fitness levels before participation in a fitness programme and after participation in a fitness programme.

Students use the computer to create a document to indicate fitness levels over time, type of physical activity, intensity and duration.

SUBJECT OUTCOME

3.2 Describe the effects of substance abuse on a person and society


The effects of substance abuse on a person and society are described

Different types of addictions and their symptoms/signs, including smoking, alcohol abuse, drug abuse and overuse of OTC and prescription medicines, are described

The dangers of not following instructions for medication are described.

3.2.1 Define ‘addiction’ 3.2.2 Discuss different types of addictions and

their symptoms/signs, including smoking, alcohol abuse, drug abuse and overuse of OTC and prescription medicines

3.2.3 Discuss the dangers of not following instructions for medication.

3.2.4 Identify and explain the effects of different types of addiction on the person, family and community

3.2.5 Identify available support services and how they can be accessed


Students initiate an interactive and youth-friendly campaign at college on the prevention on drug abuse/ smoking/alcohol abuse.

Students use the computer to make creative and youth-friendly posters, leaflets or brochures or create a PPT with at least 10 slides to advocate for avoidance of substances such as tobacco, alcohol or drugs

SUBJECT OUTCOME

3.3 Describe human sexuality within relationships


The biological/physiological differences between females and males are described

Gender roles, responsibilities and behaviour within relationships are described

Situations which are likely to lead to risky sexual encounters and behaviour are identified and how to avoid these situations is explained

3.3.1 Describe the biological/physiological differences between females and males

3.3.2 Compare and describe gender roles, responsibilities and behaviour within relationships

3.3.3 Identify situations which are likely to lead to risky sexual encounters and behaviour Range: date rape, unwanted pregnancies and STIs, including HIV



3.3.4 Explain how to avoid these situations and make informed and responsible decisions in terms of sexuality and relationships


Students respond to scenarios where they have to apply informed and responsible decision making skills relating to issues around risky situations, date rape, STIs, HIV and unwanted pregnancies.

Students give advice to peers who are in risky situations.

SUBJECT OUTCOME

3.4 Explain fire safety measures


Fire risks are identified

Ways to prevent fires are explained

What to do in a fire emergency is described

Basic first aid for burn victims is described

3.4.1 Identify fire risks 3.4.2 Explain how to prevent fires 3.4.3 Describe what to do in a fire emergency 3.4.4 Describe basic first aid for burn victims


Students enact the stop, drop and roll method in fire emergencies

Students present a PPT presentation or make a poster on the computer to showcase basic first aid for burn victims

Students work in groups to develop a fire safety plan for campus, using the computer to type up this plan

Topic 4: Citizenship

SUBJECT OUTCOME

4.1 Explain human rights and responsibilities


Appropriate responsibilities with each human right as stated in the South African Bill of Rights are identified

The attributes of being a good South African citizen within the context of the South African Bill of Rights, are explained.

Ways to protect the environment at the college are explained

4.1.1 Identify appropriate responsibilities with each human right as stated in the South African Bill of Rights

4.1.2 Describe the attributes of a good South African citizen with reference to role models

4.1.3 Investigate ways to protect the environment at the college


Students develop a personal Bill of Rights and responsibilities, promoting our Constitutional values. They create this in electronic format on the computer

Students initiate an environmental protection awareness campaign at college (for example, organising recycling bins, ensuring taps don’t leak, planting trees or an organic vegetable garden). They submit a



report on this project in electronic format.

Students email messages of support for the application of human rights.

SUBJECT OUTCOME

4.2 Explain ethical behaviour at college and in personal life


Ethical behaviour at college and in personal life is evaluated

4.2.1 Explain what ethical and moral behaviour means

4.2.2 Explain responsibilities and duties as a college student with reference to bursaries and other funding, for example parental funding

4.2.3 Describe own ethical values and behaviour at the college


Students analyse and role play scenarios depicting various forms of ethical and unethical behaviour.

Students participate in a debate on the issue of personal obligations in terms of college fees

Students interview a person who is a role model for ethical behaviour in the community, and type a brief report on what was learnt from this interview.

Students type short essays describing their ethical values and behaviour at college.

SUBJECT OUTCOME

4.3 Volunteer in a community project


Participation in a community volunteer project is provided

The need for and importance for volunteering in the community is explained

Team work and leadership skills are reported on

4.3.1 Explain the need for and importance of volunteering in the community

4.3.2 Work in a group to do a community volunteer project

4.3.3 Report on teamwork and leadership skills


. Students work in small groups of three-four to participate in a community volunteer project over a minimum of five hours. They report on their team work and leadership skills. They submit a typed report on their project.

Range: the project must make a useful contribution to a community in need.



Topic 5: Concepts of Information and Communication Technology (ICT)

SUBJECT OUTCOME

5.1 Explain what a personal computer is and how it is used


Not for examination purposes. 5.1.1 Identify the basic components of a computer 5.1.2 Identify the purpose and use of the basic

components of a computer

SUBJECT OUTCOME

5.2 Explore and use the Windows Operating System

ASSESSMENT STANDARD LEARNING OUTCOME

Not for examination purposes 5.2.1 Understand what the purpose of an Operating System is

5.2.2 Identify and name components of the Windows desktop

5.2.3 Use the start button on the taskbar to gain access to other functions of Windows;

5.2.4 Open different windows 5.2.5 Use two programs simultaneously in

Windows and switch between the two 5.2.6 Identify the content of disks and

folders in the content panel of Windows Explorer

5.2.7 Identify the file types correctly according to their extensions

5.2.8 Create folders 5.2.9 Use the Help function to solve

problems

Topic 6: Basic features of Microsoft Word (Word-processing programme)

SUBJECT OUTCOME

6.1 Demonstrate keyboard proficiency in a Word document


Basic keyboard functions are mastered and applied in a Word document Range: Alphabetical keys, number keys/num lock, Caps Lock, Enter, Backspace, Delete, Spacebar, Shift, Tab, Ctrl + Alt, Delete and F keys

6.1.1 Identify and use a number of keys and explore their effects in a Word document Range: Alphabetical keys, number keys/num lock, Caps Lock, Enter, Backspace, Delete, Spacebar, Shift, Tab, Ctrl + Alt, Delete and F keys

6.1.2 Practise using these keys to create and edit a text document, for example using the tab key for indenting



SUBJECT OUTCOME

6.2 Use basic features to create and edit a Word document

Word documents are created, edited and printed using basic features and options Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use numbers and bullets on first and second levels and use the alignment functions - left, right, centre, insert headers and footers.

Range: Move around in the document, type in it (INS); add text; delete text; start a new paragraph; type in capital letters (upper case), lower case and title case and use UNDO and REDO functions

6.2.1 Create and save a Word document 6.2.2 Use basic features to format a Word

document Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use numbers and bullets on first and second levels and use the alignment functions - left, right, centre, insert headers and footers

6.2.3 Use basic features to edit a Word document Range: Move around in the document, type in it (INS); add text; delete text; start a new paragraph; type in capital letters (upper case), lower case and title case and use UNDO and REDO functions

6.2.4 Spell check; preview and print the document

Test must be practical (hands on) and students must be able to: Use content contained in the Life skills component of the subject when creating and editing

Word documents Create, open and save documents. Produce a document from given text. Format a document. Check spelling and grammar in a document. Print a document

Observation checklist – use where students are required to demonstrate.

Topic 7: Basic features of Microsoft Excel (Spreadsheet programme)

SUBJECT OUTCOME

7.1 Use basic features to create, format and edit a spreadsheet


Spreadsheets are created, formatted, edited spell checked and printed using basic features

Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use different alignment functions - left, right, centre, merge and centre; adjust the width of the columns and height of rows and insert borders (horizontal and vertical lines) insert headers and footers

Range of editing options: Move around in it; delete text; type in capitals letters, insert rows and columns and use UNDO and REDO functions

7.1.1 Create and save a spreadsheet 7.1.2 Use basic features to format a spreadsheet

Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use different alignment functions - left, right, centre, merge and centre; adjust the width of the columns and height of rows and insert borders (horizontal and vertical lines) insert headers and footers

7.1.3 Use basic features to edit and change information in a spreadsheet Range of editing: Move around in the document; delete text; type in capitals letters (upper case), lower case and title case; insert



Range of changes: Change the contents of a cell or part of the contents of a cell, change the formats of dates and currency, change number formats and decimal settings

rows and columns and use UNDO and REDO functions Range of changes: Change the contents of a cell or part of the contents of a cell, change the formats of dates and currency, change number formats and decimal settings

7.1.4 Spell check; preview and print the document

SUBJECT OUTCOME 7.2

7.2 Use formula to perform basic calculations in a spreadsheet

Formula are used to perform basic calculations in a spread sheet Range: Add, subtract, divide, multiply, autosum

7.2.1 Perform basic spreadsheet calculations Range: Add, subtract, divide, multiply, autosum

7.2.2 Preview and print the document

Test must be practical (hands on) and students must be able to: Note: Use content contained in the Life skills component of the subject when creating and editing Word documents Observation checklist – use where students are required to demonstrate the following:

Create, open and save spreadsheets. Edit a spreadsheet. Produce spreadsheets from a given specification. Check spelling in a spreadsheet. Format a spreadsheet. Preview spreadsheets. Print a spreadsheet

Topic 8: Basic features of Microsoft PowerPoint Presentations

SUBJECT OUTCOME

8.1 Use basic features to create and format slides


Slides are created, saved and formatted using basic features

Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use numbers and bullets on first level and use the alignment functions - left, right, centre, insert headers and footers

Presentations are spell checked and saved Different printing options are used to preview

and print slides Range: Slides, handouts and notes pages

8.1.1 Create and save slides using different slide layouts and format themes

8.1.2 Use basic features to format the slides Range to format text: Highlight text; type text in bold, italics and underline; type text in different font types and font sizes; use numbers and bullets on first level and use the alignment functions - left, right, centre, insert headers and footers

8.1.3 Spell check and save the presentation 8.1.4 Preview and print by selecting different

printing options. Range: Slides, handouts and notes pages


Test must be practical (hands on) and students must be able to use content contained in the Life skills component of the subject when creating and editing PowerPoint presentation



Link with SO 3.2 – Effects of substance abuse Test must be practical (hands on) Observation checklist – use where students are required to demonstrate.

Topic 9: Introduction to E-Mail and Internet

SUBJECT OUTCOME

9.1 Explore the World Wide Web


The Internet Explorer Brower is used to explore different websites on the Internet

9.1.1 Launch the Internet Explorer Browser 9.1.2 Find and explore different websites on the

Internet

SUBJECT OUTCOME

9.2 Use the Internet to communicate via e-mail

An e-mail address is created on the Internet E-mailed messages to friends and fellow

students are drafted and sent E-mails are retrieved and appropriately

responded to

9.2.1 Create an e-mail address on the Internet 9.2.2 Draft and send e-mails to friends and fellow

students 9.2.3 Retrieve e-mails and respond appropriately

Assessments must be practical (hands on) and students must be able to Create and Receive and respond to e-mails. Link with SO 1.4 and create and send a email messages about positive personal relationships Observation checklist – use where students are required to demonstrate their skills.



4. SPECIFICATIONS FOR THE EXTERNAL ASSESSMENT IN LIFE ORIENTATION – LEVEL 2 A formal National Examination is conducted in October or November each year by means of two paper(s) set externally, marked internally and moderated externally.

4.1 GUIDELINES FOR SETTING LIFE SKILLS EXTERNAL EXAM (Paper 1):

Paper 1: Set on Topics 1 – 4 covering the life skills component of the subject

Total marks for examination: 100 marks Duration: 2 hours.

Weighting of the cognitive levels for the examination

Cognitive level Bloom's Taxonomy

Examples of verbs used in questions

40% Lower order (knowledge and comprehension)

Levels 1 and 2 Define, Describe, Identify, List, Name. What? Why? When? Who?

40% Middle order (application and analysis)

Levels 3 and 4 Discuss, Explain, Describe, Advise, Analyse, Suggest, Apply, How would you? What would you do if? Solve, Give a solution.

20% Higher order (evaluation and synthesis)

Levels 5 and 6 Argue, Evaluate, Critically evaluate, Examine, Justify, Compare, Combine, Create, Comment, Design, Synthesise.

LE

VE

L

2

KNOWLEDGE AND COMPREHENSION

APPLICATION ANALYSIS, SYNTHESIS

AND EVALUATION

40% 40% 20%

The paper will be structured as follows:

SECTION A: 40 MARKS

This section should incorporate all four topics. Topics may be integrated.

The questions must be objective questions, testing factual knowledge and requires short answers.

Questions could vary from simple to complex and set across the range of cognitive levels. However the majority of the questions should be knowledge based.

The mark allocation per question should be between 1-2 marks. For example, where a reason for an answer is required, 2 marks can be allocated.

Types of questions could include: o Matching items o True or false, with a reason given for each answer



o Multiple choice o Fill in the missing word

SECTION B: 40 MARKS

This section should incorporate all four topics. Topics may be integrated.

The questions should be mostly application and analysis based, and require short sentence answers. Questions can vary from simple to complex and include all cognitive levels, but the emphasis should be on application and analysis. For example, students can be asked to make decisions, solve problems, give advice, explain what actions to take, indicate what they would do in a given situation, describe ways to overcome a challenge, and explain how to deal with an issue.

The questions need to be based on short scenarios, cartoons or visuals, and short case studies. The content of the scenarios, visuals and case studies must be relevant, updated and student-friendly. Use media such as newspapers and the Internet to obtain relevant materials for case studies.

The mark allocation per question will be between 2-4 marks, with the principle of one mark per idea or short answer/sentence.

SECTION C: 20 MARKS

The focus in this section should be on higher order thinking and include questions where students have to critically examine, evaluate, formulate an argument, compare and create.

The questions could be based on short case studies and/or visuals, as well as data relevant to Life Orientation.

The questions should mostly require answers in short paragraphs.

The mark allocation per question will be between 5-6 marks. The principle of one mark per idea/answer applies.

Note: All four topics subject and learning outcomes, where applicable, should be assessed in the examination. Topics may be integrated where possible. 4.2 GUIDELINES FOR SETTING ICT EXTERNAL EXAM (Paper 2): Paper 2 is set on Topics 6 -8 incorporating the content as far as possible to content covered in Topics 1 to 4 the Life Skills component of this subject. Total marks for examination: 100 marks Duration: 2 hours The paper will be structured as follows:

THREE SECTIONS MARKS PER SECTION

SECTION A: WORDPROCESSING 35 – 40 marks

SECTION B: SPREADSHEETS 35 – 40 marks

SECTION C: POWERPOINT 20 – 25 marks

TOTAL 100 marks

The questions will assess the candidates’ ability to key-in accurately and execute manipulation instructions correctly.



‐ Manipulation instructions should vary from simple to complex. Instructions should be set across the range of cognitive levels, however the majority of the questions should be application based.

‐ The mark allocation per manipulation instruction should be 1 mark. Where more than one instruction has to be executed in the same question e.g. bold, underline and centre, 3 marks should be allocated.

‐ Accuracy marks are allocated for text that is keyed- in or inserted. ‐ Manipulation instructions must comply with the range specified in the Assessment Guideline for each

learning outcome.

‐ Marks per sub-question must be clearly indicated in the question paper. ‐ Marks allocated for uppercase/lowercase, letter spacing and line spacing (which is applicable to the

whole document and not to a specific sub-question) can be allocated to the question that requires the candidate to create/key-in the document.

Due to the nature of the ICT paper, candidate’s knowledge is assessed in their ability to follow the instructions/perform the tasks; therefore a higher percentage for application is important.

LE

VE

L

2

KNOWLEDGE AND COMPREHENSION

APPLICATION ANALYSIS, SYNTHESIS AND

EVALUATION

25 % 70% 5%



ANNEXURE A: Guidelines for marking assignments for the Life Skills Component.

1. Marking guideline for Assignment 1

2. Marking guideline for Assignment 2

3. Marking guideline for Project

Note: Assignments and the Project need to be comprehensive and marked according to strict criteria. 1 Marking guideline for Assignment 1: Total 50 marks

Criteria Mark

Students assignments must be submitted in typed format/must be developed on the computer

Do not accept tasks that are not generated on a computer

Assignments are individual Do not accept group or copied tasks

Students compile a SWOT analysis to identify their strengths and abilities.

Students need to indicate their Strengths, Weaknesses, and the Opportunities and Threats they encounter.

Allocate one mark for each of the strengths and abilities identified to a maximum of six marks

Allocate two marks to each of the other three components of the SWOT analysis to a maximum of six marks

12

Students write two paragraphs to explain the benefits of being confident and having a positive self-image.

Allocate four marks per paragraph. Students have to give at least four benefits of being confident and having a positive self-image. They should show an understanding of what the terms mean and use these correctly.

8

Students set and prioritise two SMART goals in terms of their academic progress at college.

Goals should be Specific, Measurable, Achievable, Realistic and Time-framed. Allocate two marks per goal.

Allocate four marks per goal

8

Students make suggestions on how to overcome challenges to goal achievement.

Allocate up to two marks for identifying a challenge or challenges and six marks for making suggestions on how to overcome or resolve the problems/obstacles or barriers.

8

Students submit a study time table or plan illustrating the optimal use of their time.

The time table should be realistic and include categories for study and doing assignments, class attendance, recreation, physical exercise, sleep, family and household duties and socialising.

Allocate two marks for each category if suitably indicated. For example, if a student only allocated three hours for sleep, or allocated five hours for TV viewing per day, no marks for these categories can be allocated.

14



2 Marking guideline for Assessment 2: Total: 50 marks

Criteria Mark

Students write a formal test on human health and wellbeing testing and applying knowledge about substance abuse, e.g. tobacco, illegal drugs or alcohol, human sexuality within relationships and fire safety measures. Case studies and open ended questions may be used to allow students an opportunity to illustrate application of knowledge that can contribute to changed behaviour and preventative and/or remedial behaviour rather than reproducing knowledge and achieving a minimum pass mark. Students may compile their answer sheets using a computer

Minimum 50 marks

3 Marking guideline for Project Total: 70 marks

Criteria Marks

Students work in small groups of 3-4 Do not accept tasks submitted by large groups or individuals

Students submit a report on this project compiled on the computer Do not accept reports that have not been compiled on a computer

Participate in a community volunteer project. Students participate for a minimum of five hours. Allocate 6 marks for each hour participated If needed, evidence of participation can be submitted such as a

letter or form filled in by centre where volunteering took place. This can be attached to the report.

30

Indicate what you did to assist the community in need. Students should show that they selected a worthy cause/worked

with a community in need of assistance – 4 marks Students should provide details of the specific actions they took

to help the community in need. Allocate 2 marks per action, to a maximum of 16 marks.

20

Report on what you learnt about your teamwork and leadership skills. Students should indicate basic knowledge of team work skills in

relation to their own experiences during the project – allocate 10 marks for this aspect

Students should indicate basic knowledge of leadership skills in relation to their own experiences during the project – allocate 10 marks for this aspect

20