LIFE ORIENTATION - SchoolNet SA
NATIONAL CURRICULUM STATEMENTGRADES 10-12 (GENERAL)SUBJECT ASSESSMENT GUIDELINESLIFE ORIENTATIONJANUARY 2007
PREFACE TO SUBJECT ASSESSMENT GUIDELINESThe Department of Education has developed and published Subject AssessmentGuidelines for all 29 subjects of the National Curriculum Statement (NCS). TheseAssessment Guidelines should be read in conjunction with the relevant SubjectStatements and Learning Programme Guidelines.Writing Teams established from nominees of the nine provincial education departmentsand the teacher unions formulated the Subject Assessment Guidelines. The draft copiesof the Subject Assessment Guidelines developed by the Writing Teams were sent to awide range of readers, whose advice and suggestions were considered in refining theseGuidelines. In addition, the Department of Education field-tested the SubjectAssessment Guidelines in 2006 and asked for the comments and advice of teachers andsubject specialists.The Subject Assessment Guidelines published in September 2006 are intended toprovide clear guidance on assessment in Grades 10 and 11 from 2007 and in Grade 12from 2008.The Department of Education wishes you success in the teaching of the NationalCurriculum Statement.
CONTENTSSECTION 1:SECTION 2:SECTION 3:SECTION NT IN THE NATIONAL CURRICULUMSTATEMENT1ASSESSMENT OF LIFE ORIENTATION IN GRADES 10– 127CERTIFICATE TASKS IN LIFE ORIENTATION17APPENDICES20
1.PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINESThis document provides guidelines for assessment in the National CurriculumStatement Grades 10 - 12 (General). The guidelines must be read inconjunction with The National Senior Certificate: A Qualification at Level 4on the National Qualifications Framework (NQF) and the relevant SubjectStatements. The Subject Assessment Guidelines will be applicable for Grades10 and 11 from 1 January 2007 and for Grade 12 from 2008.Section 2 of this document provides guidelines on assessment in the NationalCurriculum Statement. Section 3 provides assessment guidelines that areparticular to each subject.The Department of Education will regularly publish examples of assessmenttasks and examinations. The first examples will be published on theDepartment of Education website in October 2006.Together, these documents assist teachers in their teaching of the NationalCurriculum Statement. The Department of Education encourages teachers touse these guidelines as they prepare to teach the National CurriculumStatement. Teachers should also use every available opportunity to hone theirassessment skills. These skills relate both to the setting and marking ofassessment IONALCURRICULUMAssessment in the National Curriculum Statement is an integral part ofteaching and learning. For this reason, assessment should be part of everylesson and teachers should plan assessment activities to complement learningactivities. In addition, teachers should plan a formal year-long Programme ofAssessment. Together the informal daily assessment and the formalProgramme of Assessment should be used to monitor learner progress throughthe school year.Continuous assessment through informal daily assessment and the formalProgramme of Assessment should be used to: develop learners’ knowledge, skills and values assess learners’ strengths and weaknesses provide additional support to learners revisit or revise certain sections of the curriculum and motivate and encourage learners.In Grades 10 and 11 all assessment of the National Curriculum Statement isinternal. In Grade 12 the formal Programme of Assessment which counts 25%is internally set and marked and externally moderated. The remaining 75% ofthe final mark for certification in Grade 12 is externally set, marked andSUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20071
moderated. In Life Orientation however, all assessment is internal and makesup 100% of the final mark for promotion and certification.2.2Continuous assessmentContinuous assessment involves assessment activities that are undertakenthroughout the year, using various kinds of assessment forms, methods andtools. In Grades 10-12 continuous assessment comprises two different butrelated activities: informal daily assessment and a formal Programme ofAssessment.2.2.1Daily assessmentThe daily assessment tasks are the planned teaching and learning activities thattake place in the subject classroom. Learner progress should be monitoredduring learning activities. This informal daily monitoring of progress can bedone through question and answer sessions; short assessment tasks completedduring the lesson by individuals, pairs or groups or homework exercises.Individual learners, groups of learners or teachers can mark these assessmenttasks. Self-assessment, peer assessment and group assessment activelyinvolves learners in assessment. This is important as it allows learners to learnfrom and reflect on their own performance.The results of the informal daily assessment tasks are not formally recordedunless the teacher wishes to do so. In such instances, a simple checklist maybe used to record this assessment. However, teachers may use the learners’performance in these assessment tasks to provide verbal or written feedback tolearners, the School Management Team and parents. This is particularlyimportant if barriers to learning or poor levels of participation are encountered.The results of these assessment tasks are not taken into account for promotionand certification purposes.2.2.2Programme of AssessmentIn addition to daily assessment, teachers should develop a year-long formalProgramme of Assessment for each subject and grade. In Grades 10 and 11 theProgramme of Assessment consists of tasks undertaken during the school yearand an end-of-year examination. The marks allocated to assessment taskscompleted during the school year will be 25%, and the end-of-yearexamination mark will be 75% of the total mark. This excludes LifeOrientation where no end-of-year examination is required and the tasksundertaken during the school year account for 100% of the final assessmentmark.In Grade 12, the Programme of Assessment consists of tasks undertakenduring the school year and counts 25% of the final Grade 12 mark. The other75% is made up of externally set assessment tasks. This excludes LifeOrientation where the internal assessment component counts 100% of the finalassessment mark.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20072
The marks achieved in each assessment task in the formal Programme ofAssessment must be recorded and included in formal reports to parents andSchool Management Teams. These marks will determine if the learners inGrades 10 and 11 are promoted. In Grade 12, these marks will be submitted asthe internal continuous assessment mark. Section 3 of this document providesdetails on the weighting of the tasks for promotion purposes.2.2.2.1 Number and forms of assessment required for Programmes of Assessmentin Grades 10 and 11The requirements for the formal Programme of Assessment for Grades 10 and11 are summarised in Table 2.1. The teacher must provide the Programme ofAssessment to the subject head and School Management Team before the startof the school year.Table 2.1: Number of assessment tasks which make up the Programme ofAssessment by subject in Grades 10 and 11SUBJECTSTERM 1 TERM 2 TERM 3 TERM 4 TOTALLanguage 1: Home Language44*44*16Language 2: Choice ofHL44*44*16HL or FALFAL44*44*16Life Orientation11125Mathematics or Maths Literacy22*22*8Subject choice 1**22*21*7Subject choice 2**22*21*7Subject choice 322*21*7Note:*One of these tasks must be an examination**If one or two of the subjects chosen for subject choices 1, 2 or 3 include a Language,the number of tasks indicated for Languages 1 and 2 at Home Language (HL) andFirst Additional Language (FAL) are still applicable. Learners who opt for a SecondAdditional Language are required to complete 13 tasks in total: 4 tasks in term 1 and3 tasks in each of terms 2, 3 and 4.Two of the assessment tasks for each subject except Life Orientation must beexaminations. In Grades 10 and 11 these examinations should be administeredin mid-year and November. These examinations should take account of therequirements set out in Section 3 of this document. They should be carefullydesigned and weighted to cover all the Learning Outcomes of the subject.Two of the assessment tasks for all subjects should be tests written undercontrolled conditions at a specified time. The tests should be written in thefirst and third terms of the year. In Life Orientation however, the tests shouldbe written in the second and fourth terms to coincide with midyear and end-ofyear examinations.The remainder of the assessment tasks should not be tests or examinations.They should be carefully designed tasks, which give learners opportunities toresearch and explore the subject in exciting and varied ways. Examples ofassessment forms are debates, presentations, projects, simulations, writtenreports, practical tasks, performances, exhibitions and research projects. Themost appropriate forms of assessment for each subject are set out in Section 3.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20073
Care should be taken to ensure that learners cover a variety of assessmentforms in the three grades.The weighting of the tasks for each subject is set out in Section 3.2.2.2.2 Number and forms of assessment required for Programme of Assessmentin Grade 12In Grade 12 all subjects include an internal assessment component, which is25% of the final assessment mark. The requirements of the internalProgramme of Assessment for Grades 12 are summarised in Table 2.2. Theteacher must provide the Programme of Assessment to the subject head andSchool Management Team before the start of the school year. This will beused to draw up a school assessment plan for each of the subjects in eachgrade. The proposed school assessment plan should be provided to learnersand parents in the first week of the first term.Table 2.2: Number of assessment tasks which make up the Programme ofAssessment by subject in Grade 12SUBJECTSTERM 1 TERM 2 TERM 3 TERM 4 TOTALLanguage 1: Home Language55*4*14Language 2: Choice ofHL55*4*14HL or FALFAL55*4*14Life Orientation1225Mathematics or Maths Literacy32*2*7Subject choice 1**22*(2*) 3*(6#) 7Subject choice 2**22*(2*) 3*(6#) 7Subject choice 322*(2*) 3*(6#) 7Note:*One of these tasks must be an examination**If one or two of the subjects chosen for subject choices 1, 2 or 3 include a Language,the number of tasks indicated for Languages 1 and 2 at Home Language (HL) andFirst Additional Language (FAL) are still applicable. Learners who opt for a SecondAdditional Language are required to complete 12 tasks in total: 5 tasks in term 1, 4tasks in term 2 and 3 tasks in term 3.#The number of internal tasks per subject differs from 6 to 7 as specified in Section 3of this document.Two of the assessment tasks for each subject except Life Orientation must beexaminations. In Grade 12 these examinations should be administered in midyear and September. These examinations should conform to the requirementsset out in Section 3 of this document. They should be carefully designed andweighted to cover all the Learning Outcomes of the subject.Two of the assessment tasks for all subjects should be tests written undercontrolled conditions at a specified time. The tests should be written in thefirst and third terms of the year. In Life Orientation however, the tests shouldbe written in the second and third terms to coincide with midyear and trialexaminations.The remainder of the assessment tasks should not be tests or examinations.They should be carefully designed tasks, which give learners opportunities toresearch and explore the subject in exciting and focused ways. Examples ofSUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20074
assessment forms are debates, presentations, projects, simulations,assignments, case studies, essays, practical tasks, performances, exhibitionsand research projects. The most appropriate forms of assessment for eachsubject are set out in Section 3.2.3External assessment in Grade 12External assessment is only applicable to Grade 12 where the final end-of-yearexamination is externally set and moderated. This makes up 75% of the finalmark for Grade 12. This excludes Life Orientation which is not externallyassessed or externally examined.In some subjects the external assessment includes practical or performancetasks that are externally set, internally assessed and externally moderated.These performance tasks account for one third of the end-of-year externalexamination mark in Grade 12 (that is 25% of the final mark). Details of thesetasks are provided in Section 3.The external examinations are set externally, administered at schools underconditions specified in the National policy on the conduct, administration andmanagement of the assessment of the National Senior Certificate: Aqualification at Level 4 on the National Qualifications Framework (NQF) andmarked externally.Guidelines for the external examinations are provided in Section 3.2.4Recording and reporting on the Programme of AssessmentThe Programme of Assessment should be recorded in the teacher’s portfolio ofassessment. The following should be included in the teacher’s portfolio: a contents page; the formal Programme of Assessment; the requirements of each of the assessment tasks; the tools used for assessment for each task; and record sheets for each class.Teachers must report regularly and timeously to learners and parents on theprogress of learners. Schools will determine the reporting mechanism but itcould include written reports, parent-teacher interviews and parents’ days.Schools are required to provide written reports to parents once per term on theProgramme of Assessment using a formal reporting tool. This report mustindicate the percentage achieved per subject and include the following sevenpoint scale.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20075
2.5RATINGCODERATINGMARKS%7654321Outstanding achievementMeritorious achievementSubstantial achievementAdequate achievementModerate achievementElementary achievementNot achieved80 – 10070 –7960 – 6950 – 5940 – 4930 – 390 – 29Moderation of the assessment tasks in the Programme of AssessmentModeration of the assessment tasks should take place at three l/nationalMODERATION REQUIREMENTSThe Programme of Assessment should be submitted to the subjecthead and School Management Team before the start of the academicyear for moderation purposes.Each task which is to be used as part of the Programme of Assessmentshould be submitted to the subject head for moderation before learnersattempt the task.Teacher portfolios and evidence of learner performance should bemoderated twice a year by the head of the subject or her/his delegate.Teacher portfolios and a sample of evidence of learner performancemust be moderated twice during the first three terms.Teacher portfolios and a sample of evidence of learner performancemust be moderated once a year.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20076
3.ASSESSMENT OF LIFE ORIENTATION IN GRADES 10 123.1IntroductionLife Orientation is the only subject in the National Curriculum Statement thatis not externally assessed or examined. However, a learner will not bepromoted or issued a National Senior Certificate (NSC) without providingconcrete evidence of performance in the stipulated assessment tasks per gradeand meeting the minimum performance requirement of 40% for LifeOrientation. Therefore, all assessment tasks in Life Orientation must be kept asevidence of learner performance.When assessing the knowledge, skills and values of learners, the four LearningOutcomes of Life Orientation can feature independently or in an integratedmanner, but all four Learning Outcomes should be assessed in each grade.3.1.1Weighting of Learning OutcomesWhile all four Learning Outcomes are equally important and must beachieved, some skills and values take longer to develop. This influences theamount of time to be spent on the various skills in the Life Orientationclassroom.Life Orientation is about managing one’s life in a well-informed andresponsible manner. The skill “responsible decision-making” (LearningOutcome 1: Personal Well-Being) forms the basis of learner engagement in allfour Learning Outcomes for the subject. Learners are encouraged to exerciseresponsible choices about personal lifestyle and habits, citizenshipinvolvement, participation in physical activities and career choices.Learning Outcome 3 in Life Orientation comprises the Physical Educationcomponent of the curriculum. During engagement in this component learnersdevelop motor skills and participate in physical activities. Learners exposed tophysical activity on a weekly basis will directly experience the benefits ofsuch participation and be better placed to make decisions about pursuing aphysically active lifestyle. During movement activities teachers should alsoaddress the development of other skills such as relationship skills, problemsolving skills and the enhancement of self-esteem.3.1.2Time AllocationThere are 72 hours available for the teaching of Life Orientation in Grades 10and 11, and 60 hours in Grade 12. This excludes internal examination periods.In Grades 10 and 11 sixteen hours a year should be spent on activities relatedto Learning Outcome 1 (responsible decision-making) and 60 minutes perweek (36 hours in total, i.e. 50% of contact time) should be spent on LearningOutcome 3 (Physical Education). The remaining 20 hours should be splitbetween Learning Outcomes 2 and 4.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20077
In Grade 12 sixty minutes per week (30 hours in total, i.e. 50% of contacttime) should be dedicated to Learning Outcome 3 (Physical Education). Theremaining 30 hours should be split among Learning Outcomes 1, 2 and 4.The following time allocations are suggested for the four Learning Outcomesper grade:Learning Outcome1: Personal-Well Being2: Citizenship3: Recreation and PhysicalWell-being4: CareersGrades 10 and 11(72 hours)161036Grade 12(60 hours)1010301010Note: A fixed period should be dedicated to Physical Education per week andthis period should be labeled Physical Education in the school timetable.3.1.3Approach to assessmentAs the focus of the Life Orientation curriculum falls strongly on theapplication of knowledge, the approach to assessment needs to be morepractical where learners develop through experience, inquiry and performancethe life skills and values necessary for living in a democratic and changingSouth African society. In tasks that are practical in nature, especially themovement activities in the Physical Education, learners need to be assessedwhile participating in and performing the skill. Teachers will therefore have toobserve learners and assess performance against the criteria set for such tasks.Learner progress in Life Orientation is monitored throughout the school yearand involves the following three different but related activities: daily assessment tasks internal tasks optional Certificate Tasks (see Section 4)3.2Daily assessment in Grades 10 - 12Daily assessment in Life Orientation provides learners with a variety ofopportunities to develop and master the knowledge, skills and values related tothe subject.In Life Orientation, the teacher may choose to use a short class test, requestlearners to practically demonstrate a skill or engage learners in a short mindmap exercise as a daily assessment task. For example: Learning Outcome 1- record consequences of a decision on a mindmap. Learning Outcome 2- answer questions to a quiz on social andenvironmental issues. Learning Outcome 3- demonstrate a ball handling technique requiredin a game.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20078
Learning Outcome 4- role-play activities found in the work place.The teacher does not have to mark each of these performances, but can guidelearners to assess their own performance or that of their peers with relevantassessment tools such as a memorandum for an informal class test or anobservation checklist with relevant diagrams included for a practicaldemonstration.The use of an observation checklist in daily assessment tasks helps learnersdetermine their progress towards the knowledge, skills and values that will beassessed in the final Programme of Assessment tasks.3.3Programme of Assessment in Grades 10-12In the formal Programme of Assessment for Life Orientation learners areexpected to complete five internal tasks per grade.This means that 15 assessment tasks will make up the Life Orientationcollection of evidence to be presented at the end of Grade 12 for externalmoderation. The tasks completed during Grades 10 and 11 should be internallymoderated at the end of each grade.Of the five internal assessment tasks to be completed per grade, two should betests, one an extended Physical Education task and the other two should betasks that suit the nature of the subject Life Orientation. All five internal tasksmust be set and assessed by the Life Orientation teacher.The annual assessment plan for Grades 10 - 12 should reflect all five internaltasks per grade. An example of an annual plan for Life Orientation is providedin Table 3.1.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 20079
Table 3.1: Example of an annual assessment plan for Life Orientation inGrades 10 – 12GR.TERM 1TERM 2TERM 3Task 2: Test –Task 1: Sourcebased taskTERM 4Task 3: Practicalapplicationproject10Task 4: TestTask 5: Physical Education Task11Task 1: PracticalapplicationprojectTask 2: TestTask 3: CasestudyTask 4: TestTask 5: Physical Education TaskTask 1: Oralpresentation12Task 2: TestTask 3: Sourcebased projectTask 4: TestTask 5: Physical Education TaskThe Life Orientation teacher can use an assessment tool such as amemorandum or criteria checklist to assess internal tasks. The nature of thetask and the skills, knowledge and values that are to be assessed in the taskwill determine the assessment tool to be used.3.3.1Mark allocationThe five internal tasks make up 100% of the total mark out of 400 for each ofGrades 10, 11 and 12.The suggested mark allocation for the five internal tasks is as follows:TASKS2 X tests (50 marks each)1 X Physical Education Task2 X other tasks (100 marks each)TOTALMARKS100100200400When reporting on learner performance the following marks are applicable perterm:Grades 10 and 11Term 1Task 1: Other task- 100 marks100Term 2Task 2: Test- 50 marks(multiplied by 2)100Term 3Task 3: Other task- 100 marks100Term 4Task 1: Other (100)Task 2: Test (50)Task 3: Other (100)Task 4: Test (50)Task 5: PhysicalEducation Task(100)400/4 100SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 200710
Grade 12Term 1Task 1: Other task- 100 marksTerm 2Task 2: Test- 50 marksTask 3: Other task- 100 marks(total of 150multiplied by 2 anddivided by 3)1003.3.2100Term 3Task 4: Test- 50 marksTask 5: PhysicalEducation Task- 100 marks(total of 150multiplied by 2 anddivided by 3)100Term 4Task 1: Other (100)Task 2: Test (50)Task 3: Other (100)Task 4: Test (50)Task 5: PhysicalEducation Task(100)400/4 100Nature of the internal tasks3.3.2.1 TestsTests should be administered under controlled conditions and should be atleast 60 minutes in length. The tests should comprehensively address theknowledge, skills and values covered in one or more of the LearningOutcomes, incorporate more than one type of question and focus more on theapplication of knowledge in an integrated manner than on factual recall.Tests should be administered in terms 2 and 4 in Grades 10 and 11 and interms 2 and 3 in Grade 12. This allows the teacher to programme the LifeOrientation tests to coincide with the internal school examination timetableand makes it possible for the test to take on the form of an extended test or aninternal examination if so desired.Use should be made of a marking memorandum to assess learner performancein a test or internal examination. See Appendix 1 for an example of a matrixwhich can be used to assess responses showing application of knowledge andskills.3.3.2.2 Physical Education TaskThe Physical Education Task is made up of movement activities and shouldfocus predominantly on Learning Outcome 3. This task extends across theterms of the school year and should address all the Assessment Standardsprescribed for Learning Outcome 3 per grade. The practical movementAssessment Standards (Assessment Standards 1, 2 and 4) in Grades 10 and 11and the two practical movement Assessment Standards (Assessment Standards1 and 2) in Grade 12 should form the basis of all activity in the dedicatedPhysical Education period per week. Each suggests a different type ofmovement activity.SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 200711
Table 3.2: Example of an outline for the Physical Education Task in Grades 10, 11 and 12GRADE 10 (36 weeks)Physical Education Task – Part 1Focus: GamesMark Allocation: 40Duration: 15 weeks Ball games using hands (6 weeks) Ball games using feet (4 weeks) Ball games using bats (5 weeks)Assessment criteria: Participation Technique Exhibits understanding of fair playPhysical Education Task – Part 2Focus: Outdoor recreational activitiesMark Allocation: 30Duration: 12 weeks Basic orienteering (3 weeks) Outdoor exercise circuit (3 weeks) Educational gymnastics (outdoor stunts) (6 weeks)Assessment criteria: Participation Technique Explains value of participationGRADE 11 (36 weeks)Physical Education Task – Part 1Focus: Fitness programmesMark Allocation: 30Duration: 10 weeks Fitness performance requirements and health-relatedcomponent of fitness (1 week) Set fitness goals (1 week) Aerobic endurance programme (7 weeks) Re-assessment of personal fitness (1 week)Assessment criteria: Participation both in and out of school – logbook Displays understanding of performance requirements insetting of fitness goals Describes relationship between nutrition and physicalfitness and healthPhysical Education Task – Part 2Focus: Modified games and sportsMark Allocation: 40Duration: 15 weeks Basic principles of coaching, including relatedofficiating and administrative skills (1 week) Coaching of modified court games/ sports, includingrelated officiating and administrative skills (7 weeks) Coaching of modified field games/ sports, includingrelated officiating and administrative skills (7 weeks)Assessment criteria: Participation Coaching skills: technique, tactics and demonstration Exhibits understanding of rules Exhibits understanding of the role of participant andspectator behaviour in games/ sports situationsGRADE 12 (30 weeks)Physical Education Task – Part 1Focus: Relaxation and recreational activitiesMark Allocation: 30Duration: 9 weeks Different perspectives on participation in recreation andphysical activity – gender issues, modern versustraditional societies, etc. (1 week) Advanced orienteering (5 weeks) Hiking activities (3 weeks)Assessment criteria: Participation in and out of school Explains value of activity Displays commitment – logbook for out of schoolparticipationPhysical Education Task – Part 2Focus: Physical fitnessMark Allocation: 30Duration: 9 weeks Health- and skill-related components of physical fitnessand how to measure these (1 week) Assessment of personal fitness (1 week) Compile fitness plan (1 week) Personal fitness programme based on range of choicesoffered – both in and out of school (5 weeks) Re-assessment of personal fitness (1 week)Assessment criteria: Participation Displays commitment – logbook for out of schoolparticipationSUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 200712
GRADE 10 (continued)Physical Education Task – Part 3Focus: Exercise programmesMark Allocation: 30Duration: 9 weeks Walking / running programme (3 weeks) Rhythmical exercise (3 weeks) Aerobic game exercise (3 weeks)Assessment criteria: Participation Technique Describes relationship between physical fitness anddevelopmental domainsGRADE 11 (continued)Physical Education Task – Part 3Focus: Recreational group activitiesMark Allocation: 30Duration: 11 weeks Leadership roles, qualities and skills (1 week) Leading self-designed and following peer-designedgroup recreational activities (5 weeks) Intermediate orienteering (5 weeks)Assessment criteria: Participation Demonstrates different leadership roles – leader,follower, etc.GRADE 12 (continued)Physical Education Task – Part 3Focus: Sports and gamesMark Allocation: 40Duration: 12 weeks Court sports (6 weeks) Field sports (6 weeks)Assessment criteria: Participation Displays commitment – logbook for out of schoolparticipation TechniqueNOTE: The order in which the different movement activities are presented in a grade is not prescribed – teachers may change the order. The games and/or sports movement section should be allocated more time than the other movement sections. While the three parts of the Physical Education Task are assessed as separate tasks, together they make up the total mark of 100 forthe Physical Education Task in each grade. Suggested mark allocation for each movement section:Exercise / Fitness programmes (30 marks)Games and/or sports (40 marks)Recreational activities (30 marks)SUBJECT ASSESSMENT GUIDELINES: LIFE ORIENTATION – JANUARY 200713
See Appendix 2 for an example of the criteria checklist that can be used toassess learner performance in the three types of movement activities that makeup the Physical Education Task suggested for the 36 weeks in Grade 10.3.3.2.3 Other assessment tasksThere are numerous forms of assessment that can be used to assess LifeOrientation. The following list provides a selection of the forms that are mostsuited to the subject: Project
This excludes Life Orientation where no end-of-year examination is required and the tasks undertaken during the school year account for 100% of the final assessment mark. In Grade 12, the Programme of Assessment consists of tasks undertaken during the school
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This Teacher Guide for Life Orientation has been developed to assist teachers with the teaching of Life Orientation in Grade 11. As a guide it provides a broad outline of activities and a suggested sequence for the content of Life Orientation (Life Orientation Subject Statement, DoE 2003). A similar Teacher Guide was
North Carolina Home Base 2014-15 EOC/EOG/NCFE Test Items How to Search in Item Central Current as of November 2016 1 Purpose of Document: To provide instructions on how to search for 2014-15 EOG/EOC/NCFE test items in Schoolnet Primary Audience: Teachers, Staff, School and District Leadership EOG/EOC/NCFE Items loaded into Schoolnet in May 2016 (EOG/EOC), August 2016 (NCFE) and September
