PROVINCIAL ASSESSMENT GUIDELINES LIFE ORIENTATION

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Province of the Eastern CapeDEPARTMENT OF EDUCATIONISEBE LEZEMFUNDODEPARTMENT VAN ONDERWYSPROVINCIAL ASSESSMENT GUIDELINESLIFE ORIENTATION2007

PREFACEThe Eastern Cape Department of Education, Curriculum Chief Directorate incollaboration with the district curriculum personnel, developed this document tosupport teachers in planning, teaching and assessment for effectiveimplementation of the National Curriculum Statement in the GET Band.This document contains exemplars of work schedules, lesson plans andassessment tasks. It is prepared with the intention to give necessary guidance forplanning of teaching , learning and assessment.This document must be used in collaboration with the following documents:National Curriculum Statement, NCS Teacher Guide, National and ProvincialAssessment Guidelines, Content Framework for Senior Phase(2007) andPhysical Education in Life Orientation(2008).This is a guide to assist teachers in planning, it is not cast on stone. Criticalengagement with the document is encouraged. Inputs, suggestions andrecommendations that will improve this document are most welcome.1

TABLE OF CONTENTSPREFACETABLE OF CONTENTSINTRMEDIATE PHASEWORKSCHEDULES:GRADE 4 WORKSCHEDULEGRADE 5 WORKSCHEDULEGRADE 6 WORKSCHEDULESENIOR PHASE WORK SCHEDULEGRADE 7 WORKSCHEDULEGRADE 8 WORKSCHEDULEGRADE 9 WORKSCHEDULELESSON PLANSGRADE 4 LESSON PLANSGRADE 5 LESSON PLANSGRADE 6 LESSON PLANSGRADE 7 LESSON PLANSGRADE 8 LESSON PLANSGRADE 9 LESSON 52-5858-6162-652

TABLE OF CONTENTSCONTENTPREFACEACKNOWLEDGEMENTTABLE OF CONTENTS1. INTRODUCTION2.THE NATURE OF ASSESSMENT IN LO3. CONTINUOS ASSESSMENT (CASS)4. PLANNING FORMAL ASSESSMENT5. FORMAL ASSESSMENT TASKS (IP)6. FORMAL ASSESSMENT TASKS(SP)7. MODERATION8. LEVELS OF MODERATION9. MODUS OPERANDI10. ANNEXURES3PAGE12344445811111215

1. INTRODUCTIONThis document serves to highlight issues on assessment in Life Orientation in theIntermediate and Senior Phase. Emphasis is placed on school basedassessment.The document should be read/ utilized in conjunction with the Life OrientationNational assessment guideline document. The purpose of this documenttherefore, is not to repeat any part of the national assessment guidelines whichare based on the assessment policy of February 2007 but merely to expand onissues not clearly stated yet crucial for micro planning of learner assessment.2. THE NATURE OF ASSESSMENT IN LIFE ORIENTATIONLife Orientation is predominantly a practical Learning Area and should beapproached / addressed as such. Assessment in the NCS should always beseen as integral to planning, teaching and learning.2.1 The core of Life Orientation Learning Outcomes.4

Life Orientation deals with the holistic development of the learner. The centralfocus is on the development of self-in-society. Life Orientation equips the learnerwith the skills, knowledge and values which are captured in the assessmentstandards within each Learning Outcome. This would enable the learner to:Make informed decisions regarding personal, community andenvironmental health.Demonstrate an understanding and a commitment to constitutional rightsand responsibilities and to show an understanding of diverse cultures andreligions.Use acquired life skills to achieve and extend personal potential torespond effectively to challenges in his/her world.Demonstrate an understanding of, and participate in, activities thatpromote movement and physical development for a healthy life style.Make informed decisions about further studies and future career choices(in Senior Phase.)These five Learning Outcomes of Life Orientation equip learners with real lifeexperiences in managing their own life in a well-informed and responsiblemanner. The approach to assessment should therefore be practical so thatlearners develop through experience, by acquiring knowledge, life skills, andmoral values necessary for living in a democratic and changing society.3. CONTINUOUS ASSESSMENT (CASS)Outcomes Based Assessment (OBA) requires the use of appropriate tools thatassess learner achievement and encourage lifelong learning skills. ContinuousAssessment is considered the best model to assess outcomes of learning andteaching throughout the system and ensures development in the learning andteaching process. CASS should not be interpreted merely as the accumulation ofa series of traditional test results, but it must be used to support the learner s’needs and to feed back into teaching and learning.CASS is informal and formal, but it is formal tasks or activities that are recordedfor purposes of progression and promotion. Informal assessment is veryimportant; therefore it should be used to inform formal assessment. It is used forformative purposes to support teachers in their daily planning and to assist themin making professional judgment on learner performance. Informal Assessmentshould be recorded as supportive evidence.4. PLANNING FORMAL ASSESSMENT5

An important part of planning for Assessment is indicated in the LearningProgramme and detailed in the Work Schedule Level, i.e. what type ofassessment will be used, and decide on the range of tasks to be assessed.Each Learning Area should have an annual Assessment Plan which is derivedfrom the Work Schedules and indicate the details of assessment per grade.These will inform the School Assessment Programme which is a compilation ofall the grade assessment plans. Schools are at liberty to begin with a focus areaof their choice.Life Orientation should have four formal tasks per year in grades 4-8, and threein grade 9 as the CTA will be administered during the fourth term. In Grade 9three formal assessment tasks should be completed for the first three terms.Each of these assessment tasks addresses Lo I, 2, 3, 5 and make up 20%. 5% isallocated to the Physical Education Task to give a total of 25% per term.An assessment task refers to an assessment activity that is designed toassess a range of skills and competencies. This should be a range ofactivities that will build up to the following:Design and makeOral presentationPractical demonstrationProjectAn action researchFor more examples refer to page 28 of National Assessment Guidelines.Practical participation: Physical Education TaskThis task is made up of movement activities and should focus predominantlyon Learning Outcome 4. It extends across the four terms of the school year.Basic skills like walking, running, jumping, sliding, gymnastics, athletics, wateractivities, water safety, rhythmic movement e.g. national or traditional dances,fitness, and dance form part of these tasks. In the senior phase orienteeringand outdoor activities are added. (Refer to p4 of National AssessmentGuidelines for Life Orientation for more information on this).FORMAL ASSESSMENT TASKS5. EXAMPLE OF AN INTERMEDIATE PHASE FORMAL ASSESSMENT TASK6

(GRADE 6)LEARNING OUTCOME 1 (WEIGHT 20%) HEALTH PROMOTIONAS 2: Participates in a problem-solving activity to address an environmentalhealth issue to formulate environmentally sound choices and / or actions.AS 3 Explains causes of communicable diseases (including HIV/AIDS) andavailable cures, and evaluates prevention strategies, in relation to communitynorms and personal values.LO 2: SOCIAL DEVELOPMENTAS 2: Discusses and evaluates the significance of a nation-building programmeassociated with a national day.LO4: PHYSICAL DEVELOPMENTAS1: Applies relevant concepts in a variety of striking and fielding games.LO3: PERSONAL DEVELOPMENTAS3: Demonstrates compassion by caring for people and animals.Identify ONE environmental health issue. Explain the:CausesAvailable cures andPrevention strategiesWhat are the norms (expectations of society) in relation to the above?The following assessment forms can also be used:Design and make posters \ collage to be used in an awareness campaign.Oral presentations can be done by groups based on their chosen topics.SUGGESTED ACTIVITIES FOR THE ASSESSMENT TASK(All the tasks to reflect Knowledge, Skills and Values)Step 1(One week)Identify communicable diseases and choose one e.g. T.B.7

(Baseline assessment)Step 2(Two weeks)Research on the chosen topic under the following headings:i)Causesii)Available curesiii)Prevention strategies in relation to society norms and personal values.During the two weeks of research engage in Physical Education Task (LO4) e.g.cricket, softball, etc.Always start with warm-ups e.g. Walking, running, jumping, etc. The conceptswould include batting and striking for cricket and softball.Step 3Learners report in groups on their findings and make use of illustrations.Step 4Debate norms and personal values in relation to prevention strategies e.g.virginity testing as a preventative strategy for HIV\ AIDS.EXAMPLES OF ASSESSMENT TOOLSResearch – l 4OutstandingLevel 3AchievedAble toexplaincauses andeffects ofdiseasewithexamples andillustrationsDemonstratesknowledge ofand is able toidentifyavailablecures andAble toexplaincausesDemonstratesknowledge ofand is able toidentifyavailablecures8Level 2PartiallyAchievedInsufficientexplanationon causesLevel 1NotAchievedIrrelevantexplanationon causesDemonstratesvery minimalknowledge ofavailablecuresUnable todemonstrateknowledgeof availablecures

currentinnovationsCanMentions andevaluateexplainspreventative advantagesstrategies in andrelation todisadvantagescommunity ofnorms andpreventativepersonalstrategies invaluesrelation tocommunitynorms andpersonalvalues andgivesexamples inrelation agesofpreventativestrategies inrelation tocommunitynorms andpersonalvaluesMentionspreventativestrategies butdoes notevaluate inrelation tocommunitynorms andpersonalvaluesPhysical Education Task – Observation SheetCRITERIAHandling of aPositioningCatching ofbat andand strikingthe ballbatting102020Lizo367Patty 81718Gwen 51212Sindy 589Mentionsvery few ornopreventativestrategieswith norelation tocommunitynorms andpersonalvaluesTOTAL %LEVEL5016432922143232865844Oral Presentation: ChecklistCRITERIANames ofLearnersExplainscausesKnowsavailablecuresCan evaluatepreventativestrategies9TOTAL %LEVEL

8034466641236. EXAMPLE OF SENIOR PHASE FORMAL ASSESSMENT TASK(GRADE 9)LO1: HEALTH PROMOTION2: Develops and implements an environmental health programme.AS 4: Critically evaluates resources on heath information, health services and arange of treatment options, including HIV\ AIDS.AS5: Discusses ways to apply insights gained from participating in activity relatedto national health or a safety promotion programme.LO2: SOCIAL DEVELPOMENTAS 2: Reports on participation in or planning of the local celebration of a nationalday.SUGGESTED ACTIVITIESStep 1(4 weeks)Brainstorming ALL environmental health issuesExample: HIV\ AIDS Identify resources on health information on HIV\ AIDSIdentify health servicesIdentify treatment optionsCritically evaluate these in relation to: AccessibilityAvailability andEffectsStep 2 (8 weeks)Develop and implement an environmental health programme.10

Programme will be redressing the above issues.Implementation- a continuous process that will culminate into a celebration of anational day-HIV\AIDS National Day.During the eight weeks of developing and implementing the programme engagein a Physical Education Task.LO4 PHYSICAL DEVELOPMENTAS1: Participates in and evaluates own performance in an adventurous andrecreational outdoor activity e.g. Obstacle course, trail walking, Pathfinders,camping, girl guides, boy scouts (2 Weeks).PHYSICAL EDUCATION TASKEXAMPLES OF ASSESSMENT TOOLS1. OBSERVATION SHEET# NAMES IACrawling Balancing Climbing Total%Level54412559550754746535345154520111910152. Self Assessment.Name of learner: Grade .Date: Activity 11

Jumping ggledTeachercomments .The process Awareness campaign\ publicizing the event (flyers, posters, brochures,community radios, newspapers).Invitations to mayor, headman, chief, guest speaker, neighboring schoolsand church leaders etc.Drawing a programme for the national day.EXAMPLES OF ASSESSMENT TOOLS(Class work, home work, assignment for Step 1 activities)Holistic Rubric to assess development and implementation of environmentalhealth programmeCRITERIACriticalevaluation ofresources onhealthinformation,health servicesand treatmentoptions.Level 7Able toevaluateresources onhealthinformation,services, andtreatmentoptions andis able to giveexcellentexamples andownperspectiveLevel 6Able toevaluateresourceson healthinformation,services,andtreatmentoptions andis able togiveexampleswithoutperspectiveLevel 5Able toevaluateresourceson healthinformation,services,andtreatmentoptions andis able togiveexamples12LEVEL DESCRIPTORSLevel 4Level 3Able toevaluateresources onhealthinformation,services, andtreatmentoptionsAble toevaluateresources onhealthinformation,services, andtreatmentoptions butmentionsadvantagesordisadvantages onlyLevel 2Able toevaluatesome oftheissues.Level 1Unable toevaluateresourceson healthinformation,services,andtreatmentoptions

Disseminationof informationProgrammeHas used allrelevantmethods ofdisseminating informationTheprogrammeFor the dayhas includedall thenecessaryitems, timeframes and aflow of items.Theprogrammefor the dayhasincluded allthenecessaryitems andtime framesbut do notflowTheprogrammefor the dayhasincluded allthenecessaryitemsTheprogrammefor the dayhas includedall thenecessaryitemsIs able todraw aprogram butdoes not flowHas anidea ofdrawingup aprogramme but hasleft outsomeimportantitems.7. MODERATIONPolicy requires that moderation should be done in each term for all grades, atschool, cluster and district level.Moderation will be carried out to ensure that appropriate standards aremaintained in the assessment process in the province. This will be done on asample basis at the different levels of the process.According to the Assessment Policy of February 2007, continuous assessmentshould be moderated externally by professional support services within theguidelines set by the Provincial Education Department.In Grades 4 - 8, CASS makes up 100% of the final Life Orientation mark or levelof achievement. In Grade 9 CASS makes up 75% of the final Life Orientationmark or level of achievement and 25% from Common Task for Assessment(CTA) which will be used as a moderating tool for school based assessment.8. LEVELS OF MODERATIONLEVELS OFMODERATIONSCHOOLWHO MODERATESPRINCIPAL/ HOD OR ATEACHER ASSIGNED BY THEPRINCIPAL WHERE THERE ISNO HOD13PORTFOLIOS TO BEMODERATEDALL PORTFOLIOSshould be submittedto the HOD and theHOD should sampleaccording to theschool assessmentpolicy which shouldbe more than 10%Is unable todraw aprogramme.

CLUSTEREDUCATORS/ CLUSTERLEADER (LEARNING AREACOMMITTEE CHAIR PERSON)/DISTRICT CURRICULUMPERSONNEL10 % OF LEARNERS’PORTFOLIO PERSCHOOL(minimum of5 if there are fewerthan 50 learners in thelearning area sampledfrom highest, averageand lowest).PROVINCEPROVINCIAL LEARNING AREACHAIR PERSONS/ THEIRREPRESENTATIVESNATIONALUMALUSIDETERMINED BYTHE PROVINCIALLEARNING AREAEXECUTIVECOMMITTEEDETERMINED BYUMALUSI9. MODUS OPERANDILEVEL 1: SCHOOL LEVELThis moderation should be conducted on an ongoing basis as tasks arecompleted in the classroom situation.The moderation at school level should be conducted as follows: All assessment tasks and tools must be moderated by HOD before beingadministered to the learners.The learning area teacher marks tasks in red ink.The learning area head of department, Deputy Principal or Principal, mustthen exercise further control in green ink. (SMT).Comments, signature and a school stamp must appear on the moderatedwork. A school moderation tool (see annexure C) must be filled in and besubmitted by the Learning Area teacher during cluster moderation.In schools where there is no SMT member qualified in the learning area,arrangements with the neighbouring school can be made. If this is notpossible grade teachers, teaching the same learning area, must moderateeach other.14

Two copies of the mark schedule (see annexure A or B) must also besigned by the teacher, HOD and Principal.LEVEL 2: CLUSTER LEVEL Cluster moderation will take place according to the district CASSmoderation schedule.Each teacher brings along his/her master portfolio, required number oflearner portfolios and two copies of the mark schedule.ROLE OF THE DCES INTERSEN Coordinates CASS moderation plans/ programmes for the district forthe year.Communicates the plans/ programmes to all circuit managers andschools.Ensures that the venues are booked and confirmed.Collates all the learning area reports.ROLE OF THE LEARNING AREA SPECIALIST (SES) Assisted by the learning area cluster chairperson (teacher), organizescluster moderation venue, attendance registers, moderation instrumentsand report form (see annexure).Together with the Cluster chairperson decides on the role of each teacher(who moderates which assessment tasks).Moderates all the master portfolios.Verifies the evidence of School Moderation.Ensures that all the teachers have signed the attendance register(Annexure G).Signs copy of mark lists after moderation.Compiles the final moderation report (Annexure F) of the entire district.ROLE OF THE CLUSTER CHAIRPERSON (TEACHER) Quality and quantity assures the portfolios.Fills in the moderation tool with the assistance of all the teachers in themoderation venue and records the findings.Leads discussion/report on the moderator’s findings.15

Signs the portfolios.Verifies and signs copies of mark lists already signed and stamped by thePrincipal and HOD.Compiles the final moderation report (Annexure E).MODERATION PLANTIMETerm 1Term 2Term 3Term 4GRADESR- TALEVEL 3: PROVINCIAL LEVEL Provincial learning area specialists (DCES) are responsible for this level ofmoderation.The reports provided by the district DCES plays a vital role in this level ofmoderation.Common Tasks for Assessment (CTA) moderation will be conducted on acontinuous basis while the learners are writing it.LEVEL 4: NATIONAL LEVEL This level of moderation can take place at any time during any level ofmoderation.UMALUSI officials may visit any site of moderation at their discretion.They can also call for portfolios from any school/ cluster/ district formoderation purposes.They can as well use the reports compiled by district DCES.CASS MODERATION INSTRUMENTS Learning area recording sheets/ mark schedules.School moderation tool .Cluster moderation tool.Cluster moderation reporting tool.District moderation reporting tool.Cluster moderation register.16

14. ANNEXURESANNEXURE ALife Orientation Recording Sheet (Grade4-8)ANNEXURE BLife Orientation Recording Sheet (Grade 9)ANNEXURE CSchool Based Moderation ToolANNEXURE DCluster Moderation ToolANNEXURE ECluster Moderation ReportANNEXURE FDistrict Moderation ReportANNEXURE GModeration Attendance Register17

ANNEXURE ALIFE ORIENTATION ASSESSMENT RECORDING SHEET GRADE 4-8SURNAME ALLO 4TASKTASKTOTALMODMARKTERM 4TOTALLO 4TASKTASKTOTALTERM 3MODMARKTOTALLO 4TASKTASKTOTALMODMARKTERM 2TOTALLO 4TASKASSESSMENTTASKSTASKTERM 1

ASSESSMENTTASKSSURNAME &NAME1234567891019LEVEL%TOTALTOTALMODMARKTOTALTERM 3SECTIONASECTIONBTOTALMODMARKTOTALLO 4TASKTERM 2TASKTOTALMODMARKTOTALTERM 1LO 4TASKTASKTOTALMODMARKTOTALLO 4TASKTASKLIFE ORIENTATION ASSESSMENT RECORDING SHEET GRADE 9ANNEXURE BTERM 4CTA

ANNEXURE CProvince of theEASTERN CAPEDEPARTMENT OF EDUCATIONSCHOOL BASED MODERATION TOOL (LEVEL 1 MODERATION)EDUCATOR: .SCHOOL: .DISTRICT: LEARNING AREA: NO OF LEARNER PORTFOLIOS SUBMITTED: .DATE: NO OF LEARNERS:

support teachers in planning, teaching and assessment for effective . The document should be read/ utilized in conjunction with the Life Orientation National assessment guideline document. The purpose of this document . Life Orientation should

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