LIFE ORIENTATION SCHOOL BASED ASSESSMENT GRADE 12 LEARNER .
1LIFE ORIENTATIONSCHOOL BASED ASSESSMENTGRADE 12LEARNER GUIDELINE2017NAME OF LEARNERNAME OF TEACHERNAME OF SCHOOLGauteng Department of EducationLife OrientationGr 12 TG 2017
2DECLARATION OF OWNERSHIP OF LEARNER COLLECTION OF EVIDENCENAMESCHOOLCENTRE NUMBERDISTRICTDeclaration by the Teacher:I declare that all the work done in this learner collection of evidence is the sole work of this learner.Signed:Date:Declaration by the Learner:I declare that all the work done in this collection of evidence is my own work.Gauteng Department of EducationLife OrientationGr 12 TG 2017
3Signed:Date:Summary of Learner’s Marks 2017Learner’s Name:TERMTASKWRITTEN TASKTERM 1TERM 2TERM 3Total80PET20TOTAL100PROJECT80MID-YEAR EXAM80PET40TOTAL200FINAL EXAM (CAT)80PET20TOTAL100SBA MARK (Excluding CAT)MarkObtained320400FINAL MARK120 PROMOTION MARKGauteng Department of EducationLife OrientationGr 12 TG 2017
4COVER PAGE TASK 1: WRITTEN TASKNAME OF LEARNERGRADE 12NAME OF SCHOOLACTIVITYMARK OBTAINEDActivity 1: Essay/ 22Activity 2: Source Based/ 31Activity 3: Case Study/ 27DATETOTAL: 80Educator’s signature:Date:FEEDBACK TO trictModeratorProvincialModeratorGauteng Department of EducationLife OrientationGr 12 TG 2017
5TASK 1: WRITTEN TASKTOPICPURPOSEFORM OFASSESSMENTMARKSDURATIONDATE OFCOMPLETIONDEVELOPMENT OF SELF IN SOCIETYCAREERS AND CAREER CHOICESActivity 1: To explore one‟s own personality and to acquire life skills to dealwith conflict in everyday situations;Activity 2: To develop awareness of entrepreneurship and the type ofmindset required to succeed in a business venture in order to combatunemployment; andActivity 3: to create awareness of the factors that lead to fraud andcorruption and how to become an active participant in the combatting offraud and corruption.Activity 1: EssayActivity 2: Source BasedActivity 3: Case StudyActivity 1 22 marksActivity 2 31 marksActivity 3 27 marksTOTAL: 80 marksActivity 1: 2 hoursActivity 2: 2 hourActivity 3: 1 hourActivity 1: End of week 4Activity 2: End of week 7Activity 3: End of week 8NOTE TO LEARNER:A written task focuses on specific content that has been integrated. In this task each activity ispreceded by a source (stimulus) that will serve to create the context of the topic/s as prescribedin the CAPS. The task will require in-depth reading and then to respond based on informeddecision-making and problem solving. You will be expected to interpret, analyze and makesuggestions to the situation/s that will be posed in each activity. In order to demonstrate yourunderstanding and application of the knowledge, skills and values you will have to employ criticaland creative thinking.Gauteng Department of EducationLife OrientationGr 12 TG 2017
6Activity 1: Conflict and conflict resolutionWrite an essay in which you:1.1Choose THREE of the following factors and discuss in your own wordshow they influence effective communication: 1.2PersonalityAttitudes and ValuesAcceptance of responsibilityAppropriate expression of views and feelingsRespect the feelings of others3 x 4 (12)Read the following and answer the questions that follow:Conflict Response Styles1. Conflict AvoidanceA person denies that there is a conflict and/or attempts to please others athis/her expense.2. Conflict ConfrontationA person attempts to settle a disagreement in a hostile, defiant andaggressive way.3. Conflict ResolutionA person uses conflict resolution skills to resolve a disagreement in ahealthful, safe, legal, respectful, and nonviolent way.1.2 (A)1.2 (B)1.3.Advise a friend who responds to conflict by AVOIDANCE onwhy it is not healthy in sustaining positive relationships.(2)Advise a friend who responds to conflict by CONFRONTATIONon why it is not healthy in sustaining positive relationships.(2)Recommend THREE ways in which a person should approach conflictresolution in order to sustain healthy relationships.(6)[10]TOTAL: 22Gauteng Department of EducationLife OrientationGr 12 TG 2017
7ACTIVITY 2: EntrepreneurshipRead the following passage and answer the questions that follow:Unemployment rate: South Africa a ticking time bomb23 November 2016, 12:58Yesterday, Statistics SA released the latest employment figures and sadly, the figures are ratherdisappointing with 27.1% of the population without a job, the highest in 13 years.In my opinion, South Africa‟s downfall when it comes to combating poverty is lack ofentrepreneurship and new venture creation. It is easy for many to talk about entrepreneurship,but in all practicality, it not a natural process in our society today. Our education system doesn‟tenhance critical thinking and creativity. The only thing that has been drilled into my pretty littlehead since I was young was to get good grades so I can eventually get a good job, but if thatwas true for everyone, we wouldn‟t be sitting with millions of discouraged job seekers withdegrees in our population.I remember the first time I drove home, how most of the community members deemed me“successful” because I was driving a car (a ford fiesta by the way) when in fact they should haveapplauded the guy at the taxi rank who owned a telephone container that employed three otherpeople from our village. Such is the attitude that most South Africans have when it comes toaccomplishment. If you post a status on facebook and rave about buying the latest VW Golf GTIyou will be applauded more than the guy who just started his own garden and sells vegetablesas a street vendor, despite the fact that it will take you six years to finally call the car your own.Now I am not discouraging buying expensive cars or living a lavish lifestyle, in fact I am anadvocate of wealth generation. The point I am trying to make here is that we need to startapplauding and recognising people that are trying to lift themselves out of the gutter by daring tobe different and defying the odds before them. We need a society that recognises business, nomatter the size because in one way or the other, they contribute to the growth of the economy.So where do we start? Perhaps we should start by incorporating entrepreneurial skills in oureducation system from an early age instead of teaching the little ones nursery rhymes about twolittle birds named Peter and Paul sitting on a tree. Not that I am against them, what I am merelysaying is that we could incorporate useful techniques in our system that will encourage problemsolving from an early age. As the saying goes “a stick is bent while it is wet”. Potential is in all ofus, we just need to be taught how to tap into it and unleash it. and what better way to starttapping that potential at an early age.Kelahloko MashiloaneMyNews24Adapted from: outh-africa-a-tickingtime-bomb-20161123Gauteng Department of EducationLife OrientationGr 12 TG 2017
82.1Explain the term „unemployment‟.2.2Provide TWO entrepreneurial skills that should be taught from an earlyage according to the author of the article.(2x2)2.3Explain FOUR strategies to overcome unemployment.(4x2)2.4Discuss THREE ways in which entrepreneurship can help to combatunemployment and improve the economy of South Africa.(3x2)Interview an entrepreneur (someone who has their own business / isself-employed) in your community or that you know. Collectinformation and then write a short essay in which you explain: Background and what they do now The challenges that entrepreneurs face TWO entrepreneurial traits that helped them to succeed.2x2 (4)2x2 (4)2x2 (4)2.5(3)TOTAL:[31]Activity 3: Fraud and CorruptionRead the text below and answer the questions that follow:LOSS OF PRINCIPLE – NEW REPORTBy Corruption Watch 23 Oct 2015, 14:18On Thursday 22 October Corruption watch released a report titled Loss of Principle, which looksat reports of fraud and corruption across South Africa received between January 2012 and July2015. The report highlights the main areas of corruption in the public sector, the key players incorruption and the heroic work of whistleblowers, and makes some recommendations on howto lessen this corruption.To date Corruption Watch has received over 1 100 cases of corruption since the organisationstarted its campaign. Of these reports, 54% implicate senior officials as the primary culprits incorrupt activities. “Senior officials and governing bodies have been shown to manipulate basicfinancial rules and regulations in order to directly enrich themselves,” said Leanne Govindsamy,the head of Corruption Watch‟s legal and investigations department. “Our investigations haverevealed gross financial mismanagement, including misappropriation of funds, procurementirregularities and failures to prepare for and implement school budgets,” Govindsamy explained.She said the reports follow a pattern of collusion between stakeholders and other outsideparties involved in contractual arrangements with public sector organisations.Gauteng Department of EducationLife OrientationGr 12 TG 2017
9Source: e-new-report/English across the curriculum: (basic) Implicate: to show or claim that someone was involvedin some wrongdoing or criminal actCulprit: a person who has been involved in somewrongdoing orcrimeManipulate: skillfully force or persuade someone to do what you wantMisappropriation: process of taking money (e.g. from a company /organization) without permission and using it for your own purposesProcurement: the act of obtaining something such as suppliesCollusion: secret or illegal cooperationFor examinations purposes it will be important that you know terminology and beable to provide examples: Bribery: Taking money to give people preferential treatment. Example:officials accepting bribes to move people up on the housing waiting list.Embezzlement: Stealing money or resources that are supposed to beunder your control. Example: using public money to buy personal goods like acar/airline ticket.Fraud: Making false claims for benefits. Example: applying for false socialgrants and pocketing the money.Extortion: When a public official forces someone to give them benefits inexchange for acting/ not acting in a particular way. Example: police officerstaking money from criminals to lose their case evidence.Abuse of power: Using one‟s power or position of authority to improperlybenefit or discriminate against another person. Example: a teacher asks forsexual favours in return for passing a student.Abuse of privileged information: Using information you have access tobecause of your job to benefit someone who can make money from it. Example:you know government wants some vacant land for a new housing developmentand you tell a friend to buy the land so that they can sell it at a huge profit.Favouritism: Unfairly providing services or resources to friends. Example: ahead of department makes sure that all her friends in the department go overseaswith her on official trips.Nepotism: Giving jobs or services unfairly to family members. Example: givinga contract for training to a company owned by your spouse without going throughthe proper procurement procedures.Gauteng Department of EducationLife OrientationGr 12 TG 2017
103.1Read the extract below and answer the questions that follow.TRAFFIC COPS DENIED BAIL IN CASE OVER FAKE LICENCESBy Iavan Pijoos (2016-10-19)Johannesburg – Thirteen traffic officials were denied bail in the BenoniRegional Court on Wednesday, after they were arrested in connectionwith the fraudulent issuing of learner‟s and driver‟s licenses, the RoadTraffic management Corporation said.(Taken from news24.com)3.1.1 Define the term “BAIL”.3.1.2 Give two reasons why these traffic cops could have been denied bail.3.1.3 Explain why is it problematic if someone is issued with a fraudulent license.(2)(2)(3)3.23.4Provide TWO reasons why are people hesitant to report corruption?Evaluate the impact / effects of fraud and corruption on the country3.5Research any organization in South Africa that is dealing with corruption andfraud (excluding SAPS). Write an essay on this organization following theheadings below: (2x2)(3x2)Name the organization and write an introductory paragraph in whichyou describe the vision and mission of the organization.In the body of your essay, describe one success and one failure of theorganisation.In your conclusion, evaluate the effectiveness of the organisationaccording to the research that you have done.(3)(4)(2)[27]GRAND TOTAL:COVER PAGEGauteng Department of EducationLife OrientationGr 12 TG 201780
11LIFE ORIENTATION - TASK 2: PROJECTNAME OF LEARNERGRADE 12NAME OF SCHOOLACTIVITYActivity 1: Intro and Literature ReviewActivity 2: Data Gathering / InterviewsActivity 3: FindingsActivity 4: The MediaActivity 5: ConclusionActivity 6: ReferencesTOTAL:MARK OBTAINED/ 20/ 10/ 23/ 16/8/3DATE/80Educator’s signature:Date:FEEDBACK TO trictModeratorProvincialModeratorLIFE ORIENTATION: GRADE 12 – TERM 2, 2017Gauteng Department of EducationLife OrientationGr 12 TG 2017
12TASK 2: PROJECTTOPICPURPOSEASSESSMENTMARKSDURATIONDATE OFCOMPLETIONHUMAN RIGHTS AND DEMOCRACYSOCIAL AND ENVIRONMENTAL RESPONSIBILITYInvestigate any human rights violation or discrimination that has takenplace in your communityActivities 1 – 6 will expect you to display knowledge, skills and values andcertain competencies are to be demonstrated. The project requiresextended reading and writing on the part of the learner. The project willinvolve thorough investigation into and sourcing information on humanrights violations.All assessment criteria applicable to the project has to be discussed withthe learners prior to the commencement of the project.Activity 1 20 marksActivity 2 10 marksActivity 3 23 marksActivity 4 16 marksActivity 5 8 marksActivity 6 3 marksTOTAL: 80 marksAlthough learners will spend time outside of contact time to collectresources and information, the completion of the task has to be facilitatedby the teacher in class time. Learners should be given a project before theend of the second term, after the content related to the project has beenaddressed, for submission during the third term. Learners will needadequate guidance at the outset of the project and progress should bemonitored throughout.As per subject assessment plan.Additionally, the following is also provided to assist you to complete the task: NBGuidelines on referencing – refer to ADDENDUM AGuidelines on how to do a project - refer to ADDENDUM BGuidelines on the presentation of the project - refer to ADDENDUM C: Please read through the attached guidelines / addendums before youattempt the task!PROJECTGauteng Department of EducationLife OrientationGr 12 TG 2017
13Human rights violations / discrimination take place in our communitiesevery day. Too many of us have become de-sensitized to these issues.Our challenge in becoming responsible citizens of our country is tobecome better informed, become proactive in raising awareness and tofind solutions to the problems around us.Anon.Choose ONE of the topics below and complete the project as per the guidance provided below. Consult 5sources or more. Your focus must remain on the chosen topic throughout the task. Please also refer tothe rubric which will provide further clarity on the details of what you are required to do. Violence against women/men Xenophobia Poor service delivery Violence against childrenActivity 1: Introduction and literature review1.11.3IntroductionWrite a clear PROBLEM STATEMENT by doing the following:1.1.1. Define and describe the human rights violation that you have chosen.1.1.2. Give a description of a recent (2015-2017) example of how this problemis displaying itself in your community.1.1.3. Give your own position on this specific problem in your community.(2)(2)(2)[6]Literature Review:Your literature review should be presented in ESSAY format and should centrearound the human rights violation that you have chosen.Write your essay using the following headings:1.2.1. Introduction: Name one law/legislation that protects citizens against this specifichuman right violation and briefly describe, in two sentences.(3)1.2.2. Body: Describe how the above law protects citizens against human right violations.(3) Discuss how a citizen‟s responsibilities can protect others againsthuman right violations.2 x 2 (4) Give a brief outline of how discussions, projects, campaigns and eventscan support victims of human right violations.(2)1.3.3. Conclusion: Express your views on how the law, the citizen and community canprotect and support victims of human rights violations.(2)(14)[20]Activity 2: Data gathering through InterviewsGauteng Department of EducationLife OrientationGr 12 TG 2017
14Interview 5 learners at your school about their knowledge on human rightsviolations. After the interview, answer the following questions:Interview questions:2.1What does the term HUMAN RIGHTS mean to you?2.2Do you think that victims of human rights abuses are protected?Give an example from your community to substantiate your answer.2.3Is the government doing enough to ensure that human rights areprotected? Explain your viewpoint.2.4 Which department/organization would you approach if your human rightshad been violated?2.52.Assess the knowledge of the persons you are interviewing on human rights. Do you thinkthat they will be able to protect themselves or others against human rights violations? Givea reason for your answer based on the above questions.Use the findings from the interview and literature research (from internet, books,newspapers, magazines) to write a summary of the findings (based on the responses of yourinterviewees).(5x2)Activity 3: Findings3.1Restorative justice is a new concept in the South African legal landscape.3.1.1. Define restorative justice.3.1.2. Briefly explain the main principles behind restorative justice.(2)(3)3.23.2.1 List THREE state institutions that deal with human rights violations.3.2.2 Briefly explain the role of each institution in addressing human rightsviolations.3.33 x 1 (3)3 x 3 (9)Critically evaluate the extent to which the following religious organisations havesupported affected communities.(6)[23]Gauteng Department of EducationLife OrientationGr 12 TG 2017
15Activity 4: The MediaStudy the picture below and answer the questions that follow:The youth are oblivious of human rights violations. Even whenhuman rights are violated the youth look on and record on theircellphones instead of saying the victim.Source: whatsapp, author unknown4.1Explain the role of social media in:4.1.1. The protection of human rights. Give an example.4.1.2. The violation of human rights. Give an example. .4.2(2x2)(2x2)What role does the media have in reporting human rights violations in aresponsible manner?(4x2)[16]Activity 5: Conclusion.From your findings, what recommendations and conclusions can you make on thisissue to:5.15.2Government; andCommunities(4)(4)[8]Activity 6: References.Write your bibliography in which you indicate about four to five (or even more)sources used in compiling this project. See Guide to referencing in a bibliography.Gauteng Department of EducationLife OrientationGr 12 TG 2017[3]
16GRANDTOTAL: [80]ADDENDUM AGuide to referencing in a bibliographyLife OrientationTAKE NOTE of the intricacies of punctuation – full stops, commas, colons, etc. These are MUSTSin 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-culturalperspectives. 2nd edition. Buckingham: Open University 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. 15thedition.NEWSPAPERSSurname, initial(s). Year. T
Gauteng Department of Education Life Orientation Gr 12 TG 2017 _ 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 learner.
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
