LIFE ORIENTATION SCHOOL BASED ASSESSMENT
1LIFE ORIENTATIONSCHOOL BASED ASSESSMENTLEARNER GUIDELINEGRADE 112016Gauteng Department of EducationLife Orientation2016 Gr 11 LG
2Programme of AssessmentTERM1TASKACTIVITIESPhysicalDevelopment of self in the society.Careers and career choicesDemocracy and human rightsParticipation in activities that promoteEducationPhysical FitnessWritten TaskMARK TOTAL8020Task (PET)2ExaminationMid-year examination80PhysicalParticipation in activities that promote20Educationadministration /leadership skills inTask (PET)indigenous games to promote tion in activities that promote20EducationRecreation & RelaxationTask (PET)4ExaminationYear-end examination80PhysicalParticipation in activities that promote20Educationskills in traditional and non-traditionalTask (PET)sportFINAL MARK 400Gauteng Department of EducationLife Orientation2016 Gr 11 LG
3SUMMARY OF TASKNAME OF LEARNERGRADE 11NAME OF SCHOOLMARKS OBTAINEDDATE1. Written TaskTOTAL: 80Educator’s signature:Date:FEEDBACK TO TRICTMODERATORPROVINCIALMODERATORGauteng Department of EducationLife Orientation2016 Gr 11 LG
4Task 1: Term 1 - WRITTEN TASKTOPICS1. Development of self in the society.2. Careers and career choices3. Democracy and Human RightsPURPOSE1.To equip learners with knowledge, skills and values to makeinformed decisions about subject choices, careers, additionaland higher education opportunities2. To prepare learners to respond appropriately to life‟sresponsibilities.FORM OFASSESSMENTMARKSDURATIONDATEOFSUBMISSIONWritten taskActivity 1 25Activity 2 20Activity 3 10Activity 4 25TOTAL 80All activities 90 minutesActivity 1 End of week 3Activity 2 End of week 6Activity 3 End of week 8Activity 4 End of week 10Gauteng Department of EducationLife Orientation2016 Gr 11 LG
5ACTIVITY 1 - TOPIC: Development of the self in societyChanging nature of relationshipsA divorce in the familyPeter and Linda grew up in a family where there was constant fighting and verbal spats. When they were both insecondary school their parents decided to part ways. After the divorce the family home was sold and the mothergot custody of the children. The father got visiting rights and was allowed to see the children every secondweekend and spend holidays with them. The divorce changed the lifestyle and family structure that the childrenwere accustomed to. The children were both traumatised and sad about the break-up.Anonymous1.1What are the THREE ingredients required for a healthy relationship?1.2Relationships break up because of a number of reasons. Name andexplain TWO factors that contribute to a detrimental relationship.(3x1)(2x3)1.3Discuss THREE ways how you (as a child) would deal with the negativeimpact of a divorce?(3x2)1.4Explain in a well substantiated paragraph why children shouldnot be forced to choose sides in a divorce situation.1.5(4)Evaluate how the media impacts our values and beliefs about marriage bothin a positive and negative way.(3x2 6)Total :Gauteng Department of EducationLife Orientation[25]2016 Gr 11 LG
6ACTIVITY 2 - TOPIC: CAREER AND CAREER CHOICESUse the information on Learner A, B and C to answer the following questions:NATIONAL SENIOR CERTIFICATESUBJECTZulu Home LanguageEnglish 1st Add LangLife OrientationMaths LitTourismGeographyB studies%59466033453035LEVEL4352322This Candidate qualifies for aHigher CertificateNATIONAL SENIOR CERTIFICATESUBJECT%LEVELAfrikaans Home Language 615English 1st Additional Lang 504Life Orientation625Accounting473Business Studies453Economics574Mathematics443This Candidate qualifies for aDiplomaLearner ALearner BNATIONAL SENIOR CERTIFICATESUBJECTEnglish Home LanguageAfrikaans 1st Add LanguageLife OrientationMathematicsAccountingLife ScienceP. Science%65708260626350LEVEL5675554This Candidate qualifies for aBachelor’s degreeLearner C2.1What does APS stand for?2.2Based on the Learner A, B & C above, choose one certificate and identifythree courses you would follow with such a certificate.(Consider the learners‟ elective subjects and their academic performance) (3)2.3Based on the results of Learner B, would this learner qualify to pursue abachelor‟s degree? Motivate your answer.2.4(2)(2)Based on the course you want to pursue, use your grade 10 progress reports:2.4.1 Calculate your APS score.(2)2.4.2 Explain why you think you would qualify for a certificate, a diplomaor a degree as reflected by your APS score?(3)Please turn overGauteng Department of EducationLife Orientation2016 Gr 11 LG
72.5 National Benchmark Test HomeNBT registrationThe National Benchmark Tests (NBTs) were commissioned by Universities South Africa (formerly:Higher Education South Africa: HESA) with the task of assessing academic readiness of first yearuniversity students as a supplement to secondary school reports on learning achieved in contentspecific courses.2.5.1 Where can you register to write the NBT?2.5.2 Discuss briefly what does this test (NBT) entail?2.5.3 What is the purpose of this test for universities?(1)(5)(2)Total: [20]ACTIVITY 3 - TOPIC: Entrepreneurship3.1 „Entrepreneurship‟“Three quarters of new businesses fail within the first three years and a thirdof those fall by the wayside in the first six months”3.1 Define the term „entrepreneuship‟(2)3.2 Many small businesses fail within the first three years because entrepreneursfail to research. Mention FOUR things to consider before starting a business (4)3.3 Explain FOUR challenges faced by small businesses.(4)Total: [10]ACTIVITY 4 - TOPIC: Democracy and Human Rights4.1 The South African government consists of 5 democratic structures.Identify the role that each of these 5 democratic structures play insociety.Gauteng Department of Education(5x2)Life Orientation2016 Gr 11 LG
84.2THE ROLE OF SPORT IN NATION BUILDING“Sports in South Africa have contributed to nation building. However in somematches spectators can become violent and spoil the mood of the game”Anonymous4.2.1 Discuss FOUR ways in which sport can support nation building?(4x2)4.2.2. List TWO issues in sports that can impede nation building(2x1)4.2.3 Explain in a short paragraph what can trigger spectator aggression insport.(5x1)Total: 25TASK 1 - TOTAL 80Gauteng Department of EducationLife Orientation2016 Gr 11 LG
9School Based AssessmentLearner GuidelineTASK 3: PROJECTLIFE ORIENTATIONGrade 112016Gauteng Department of EducationLife Orientation2016 Gr 11 LG
10LIFE ORIENTATIONTASK 3: PROJECTGRADE 11: 2016TOPICPURPOSEFORM OF ASSESSMENTDevelopment of self in society: Youth Risk BehaviourTo make learners aware of the consequences of youth riskbehaviour and to help them to make healthy lifestyle choicesProjectMARKSDURATION80Term 3: week 1-4DATE OF SUBMISSIONThe project should be submitted end of week 5 in Term 3MARKOBTAINED1.EDUCATOR’SSIGNATUREDATEResearch Project( 80 Marks)FEEDBACK BY ISTRICTMODERATORPROVINCIALMODERATORFEEDBACK BY MODERATORGauteng Department of EducationLife Orientation2016 Gr 11 LG
11Task 3 Term 3 PROJECTInstructionsUse the extract on the “Second Risk behaviour survey 2008” (see Addendum Abelow) as background/basis and do some thorough research on risk behaviouramongst South African youth, situations they are exposed to as well as the impact oftheir behaviour on themselves and society.Write a research report of 3-4 pages on your findings using the following headingsand sub-headings:RISK BEHAVIOUR AMONGST TODAY’S YOUTH1.1 IntroductionDefine the concept “risk behaviour” and explain why it is important forteenagers to investigate and be knowledgeable about it.1.2 Types of risky behaviourIdentify and explain four types of risky behaviour amongst teenagers bymeans of an example.(2x2 4)(4x3 12)1.3 Factors causing risk behaviour amongst teenagersDiscuss the factors that cause or influence teenagers to engage in each ofthese types of risk behaviour identified above.(4x4 16)1.4 The impact of risk behaviourEvaluate and discuss the negative impact of youth risk behaviour onyourself and others (your community or society at large). Refer to the 4 spheresof well- being i.e. social, economic, physical and emotional/ mental(16)1.5 Changes in Youth Risk BehaviourRead the extract on the 2008 Youth Risk Behaviour Survey (see AddendumA below), analyse the findings and discuss the possible reasons for anyobserved changes since the 2002 Survey.(Note: State respectively the type of behaviour, the findings of the 2008 Survey inrelation to the 2002 Survey and provide two reasons for observed changes for eachtype of risk behaviour).(8)Total: [56]Gauteng Department of EducationLife Orientation2016 Gr 11 LG
121.6RecommendationsSuggest eight practical solutions on how youth risk behaviour can be addressed orprevented (Note: Provide two solutions for each of the four types of risky behaviouryou have investigated).(8x2 16)1.7BibliographyInclude a bibliography according to an acknowledged reference technique. Use aminimum of four different resources to conduct your research.(4x2)Total: [24]GRANDTOTAL: 80Life OrientationGuide to referencing in a bibliographyTAKE NOTE of the intricacies of punctuation – full stops, commas, colons, etc. These are MUSTS in your referencing format!BOOKSAuthor, Initial(s). Year. Name of Book. Edition. Place: Publisher.Example:Armstrong, F. & Barton. L. 1999. Disability, human rights and education: Cross-cultural perspectives. 2nd edition. Buckingham: OpenUniversity Press.INTERVIEWSBrown, P.J., Managing Director of Pegasus Properties. 1987. Statement to author, 10 July. Johannesburg.ENCYCLOPEDIASa) BooksChow, T.C. 1983. Hydrologic sciences. Encyclopedia Britannica: Macropedia, Volume 9. 15th edition.NEWSPAPERSSurname, initial(s). Year. Title of article. Name of newspaper. Day Month: Page numbers.INTERNETBE CAREFUL about using the Internet as a reference! Select reputable websites and ensure that you copy the ENTIRE URL address of theactual page where you get your information from i.e. do NOT provide www.google.co.za as a reference!Surname, initial(s). Year. Title of document. Organisation responsible for the site. From: URL (accessed Day Month Year)Johnston, J.C. 1991. A psychological perspective on the new design concepts for William Head Institute (British Colombia). Correctionalservice of Canada. 2/e032g.shmtl (accessed 5 April 2000).If there is no author, then you leave the author out.RADIO OR TELEVISION PROGRAMMESStation. Year. Title. [TV program]. Day. Month.Your list of references must appear at the back of your report. They must be arranged in ALPHABETICAL order!!Note: Your research report must be finalised and submitted as follows:a) A Cover page with your Surname, Initials, School, Grade, Class, the Title ofthe task and the Date of submission.b) An Index indicating the contents by means of headings and sub-headings.c) The Bibliography.d) Your project report must be bound/stapled.Gauteng Department of EducationLife Orientation2016 Gr 11 LG
13ADDENDUM AINTRODUCTIONThe youth of South Africa are constantly exposed to risks, which may promotesubstance use, unprotected sex, unhealthy eating habits and violence. Thesebehaviours that are usually adopted during their youthful years and often persist intoadulthood, are interrelated, and in most cases, are preventable. In addition toresulting in morbidity (obesity) and sometimes mortality (death), these behaviourssimultaneously result in many of the social and educational problems that confrontthe nation, including failure to complete high school, unemployment, and crime.In order to protect the youth from these risk behaviours, it is therefore necessary toeducate them at an early age on the dangers and consequences, as well as to fosterhealth promoting behaviours and environments.2nd South African National Youth Risk Behaviour Survey 2008April 20, 2010Reveals Safer Sexual Behaviour but Riskier General BehaviourJohannesburg-- The Medical Research Council released the results of the 2nd SouthAfrican National Youth Risk Behaviour Survey 2008 today. This nationallyrepresentative survey among 10,270 secondary school learners in grades 8 through11, reports on the prevalence of behaviours that place them at risk for disease and illhealth. The survey was conducted by a team of researchers from the HealthPromotion Research and Development Unit of the Medical Research Council,headed by principal investigator Professor Priscilla Reddy. Dr Reddy stated, “thissurvey has given us a scientific window into the conditions our young people facegrowing up in South Africa today. Seeing where the stresses are on this vital part ofour population will allow us to put precious resources to work in the best way.Following the first Youth Risk Behaviour Survey in 2002, this survey investigatedbehaviours related to infectious diseases (sexual risk behaviour and hygiene), injuryand trauma (violence and traffic safety), mental health (depression, suicide relatedbehaviour, substance use), and chronic diseases (nutrition and physical activity).Gauteng Department of EducationLife Orientation2016 Gr 11 LG
14The data from the YRBS surveys may contribute useful evidence as governmentplans its long term strategy by showing trends in behaviours that place youth at riskfor disease and ill health”.The following is a summary of the 2008 Youth Risk Behaviour Survey:Some positive developmentsThe 2008 survey showed significant reductions in risky sexual behaviour. Fewerschool learners had ever had sex (from 41% to 38%). Of those who had sex, thenumber of school learners that had two or more sexual partners in their lifetimesignificantly reduced (from 45% to 41%), and less learners had one or more sexualpartners during the past three months (from 70% to 52%). Also, of those who everhad sex, the incidence of sexually transmitted infections significantly reduced (from7% to 4%), while consistent condom use increased slightly (29% to 31%).Increasing health threatsThe survey showed clear reductions in physical activity, increased threat to mentalhealth and unsafe traffic behaviour. A significant increase in physical inactivity (38%to 42%) and TV watching for more than 3 hours per day (25% to 29%) wasobserved. Regarding mental health, more learners made one or more suicideattempt during the past six months (17% to 21%). Regarding unsafe trafficbehaviour, more learners drove a vehicle after drinking alcohol in the past 30 days(8% to 18%) and were driven by someone who had been drinking alcohol in the past30 days (35% to 38%).United States Diplomatic Mission to South Africa2/21/12 2010 Press Releases United States Diplomatic Mission to South Africasouthafrica.usembassy.gov/press100420.html 2/2Information also available at http://www.mrc.co.za/Gauteng Department of EducationLife Orientation2016 Gr 11 LG
CRITERIA, DESCRIPTIONS AND MARK ALLOCATION1.1 Introduction2xmarks for a clear definition2x marks for acceptable reason why it is necessary for teenagers to investigate it and have knowledge about it.41.2 Identify and explain four (4) types of risk bahaviour amongst teenagers by means of recent examples (4x3)1x mark for each type of risk behaviour Maximum 4x types1xmark for each acceptable explanation Maximum 1x4 41xmark for each recent example Maximum 1x4 4Possible types of risk behaviour: Behaviour related to trauma/accidents/physical harm (Suicide; Road use; Substance abuse);Nutrition; Physical activities; Social activities (Sexual behaviour, Smoking, Alcohol, Drug abuse, Dating, Clubbing etc); Anyother researched type of risk behaviour1.3 Discuss the factors that cause or influence teenagers to engage in each of these types of risk behaviour identified above.1xmark for each relevant factor in each of of he four categories 1x4 per category 4x4 categories maximum 16 marks1.4 Evaluate and discuss the negative impact of youth risk behaviour on yourself and others (your community or society atlarge). Refer to the 4 spheres of well-being i.e. social, economic, physical and emotional/ mentalOne mark for each acceptable evaluation on the self (Maximum 4 marks) and 1 mark for each acceptable evaluation on others(community/society)1.5 Changes in youth risk behaviour. Analyse the findings and discuss the possible reasons for any changes observedsince 2002Use the guideline below to allocate marks for each of the four types of behaviour. 4x21mark2 marks3 marks4 marksThe learner struggles to Some attempt to analyseA good attempt toAn excellent attempt to identify and toanalyse and discussand discuss changes since analyse and discussanalyse and discuss changes sincechanges since 2002.2002. Supportchanges since 2002.2002. Given information/data isSupportinformation/data is givenSupport information/datasupported by additional researchinformation/data is notbut very limited. Reasonsis proficiently. Gooddata.Excellent reasons provided andused. No reasonsprovided but veryreasons provided but not supported by additional research.provided.superficial – no additionalsupported by additionalresearch evident.research findings (rely onextract only).1.6 Recommendations – Provide eight practical solutions to prevent risk behaviour .2xmarks for each workable solution 8x2 maximum 16 marks1.7 Bibliography0-23-45-67-8No reference/Poor effort Provide one/two sources – Provide at least threeProvided at least four sourcesincorrect referencesources according to anaccording to an acknowledgedtechniqueacknowledged technique reference technique without anywith some minormistakesmistakes.TOTAL FOR TASK: 80 marks12GRADE 11, SBA (LEARNER GUIDE) 20161616816880
SCHOOL BASED ASSESSMENT _ LEARNER GUIDELINE GRADE 11 2016 . 2 Gauteng Department of Education Life Orientation 2016 Gr 11 LG _ Programme of Assessment TER
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
LIFE ORIENTATION SCHOOL BASED ASSESSMENT TASK 3: PROJECT LEARNER GUIDELINE 2020 NAME OF LEARNER NAME OF SCHOOL . Gauteng Department of Education 2020 Life Orientation: Gr 10 LG NEWSPAPERS Surname, initial(s). Year. Tittle of article. Name of newspaper.
New Member Orientation Guide (ME-13a): The New Member Orientation Guide is very similar to the New Member Orientation Trainer Guide, excluding the instructions on how to conduct orientation and tips for the orientation trainer. Order a copy from the Membership Division (membership@lionsclubs.org) or .
New Member Orientation Guide: The New Member Orientation Guide will be very similar to the New Member Orientation Trainer Guide, excluding instructions on how to c onduct orientation and tips for the orientation trainer. New Member Induction Kit: This kit could be something you order from
First orientation is the Health Careers Orientation which allows the Nursing applicant to declare their major for ranking and is one of two orientations required of the nursing applicants. Second orientation is the Nursing Specialized Admissions Orientation you are currently watching 2. Complete a mandatory Health Careers Orientation on-line
Assessment of School-Based Management Practices A Manual on the Republic of the Philippines Department of Education . DepED Memorandum vi I. Introduction 1 II. Purposes of SBM Assessment 2 III. Assessment Framework of SBM Practice 2 IV. School Based Management System 3 .File Size: 1MBPage Count: 74Explore furtherA Comprehensive Guide to School-Based Management (SBM .www.teacherph.comRevised School-Based Management - SlideSharewww.slideshare.netBest Practices on School-Based Management (SBM) - TeacherPHwww.teacherph.comDO 45, s. 2015 – Guidelines on School-Based Management .www.deped.gov.phLevels of Participation of the School Stakeholders to the .files.eric.ed.govRecommended to you b
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
LIFE ORIENTATION SCHOOL BASED ASSESSMENT _ LEARNER GUIDELINE 2016 NAME OF LEARNER NAME OF SCHOOL GRADE 12 . 2 _ DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCE NAME SCHOOL CENTRE NUMBER DISTRICT Declaration by the Teacher: I declare that all the work done in this learner collection of evidence is the sole work of this File Size: 693KB
