fet phase 1 - shuter & shooter publishers

FET PHASE 1

Cognitive Levels of AssessmentFET Phase

2 COGNITIVE LEVELS OF ASSESSMENT

ContentsContentsDear Teachers ................................................................................................................ 4What is assessment? ....................................................................................................4Why do we assess? .......................................................................................................4What are the principles of assessment? ...............................................................5What are di�erent types of assessment? .............................................................5What is the di�erence between formal and informal assessment? ...........6Assessment and Cognitive Skills .............................................................................6What are Cognitive skills? ..........................................................................................7Examples of Cognitive Learning Strategies ........................................................7Agricultural Sciences ...................................................................................................8Programme of Formal Assessment ........................................................................8Cognitive Development Levels ...............................................................................9Accounting .................................................................................................................. 10Programme of Formal Assessment ..................................................................... 10Cognitive Development Levels ............................................................................ 11First Additional Languages .................................................................................... 13Programme of Formal Assessment ..................................................................... 13Cognitive Development Levels ............................................................................ 15Home Languages ...................................................................................................... 17Programme of Formal Assessment ..................................................................... 17Cognitive Development Levels ............................................................................ 19Geography ................................................................................................................... 21Programme of Formal Assessment ..................................................................... 21

FET PHASE 3

Cognitive Development Levels ............................................................................ 26History ........................................................................................................................... 27Programme of Formal Assessment ..................................................................... 27Cognitive Development Levels ............................................................................ 29Life Orientation .......................................................................................................... 33Programme of Formal Assessment ..................................................................... 33Cognitive Development Levels ............................................................................ 34Religion Studies ......................................................................................................... 36Programme of Formal Assessment ..................................................................... 36Cognitive Development Levels ............................................................................ 39Physical Sciences ....................................................................................................... 40Programme of Formal Assessment ..................................................................... 40Cognitive Development Levels ............................................................................ 42Mathematical Literacy ............................................................................................. 44Programme of Formal Assessment ..................................................................... 44Cognitive Development Levels ............................................................................ 45Life Sciences ................................................................................................................ 49Programme of Formal Assessment ..................................................................... 49Cognitive Development Levels ............................................................................ 53Tourism.......................................................................................................................... 54Programme of Formal Assessment ..................................................................... 54Cognitive Development Levels ............................................................................ 58


Dear Teachers Dear Teachers

The Department of Basic Education updated formal assessment tasks in various subjects to improve the focus on teaching and learning. Assessment needs to be carefully planned around the appropriate cognitive levels.

We have unpacked all there is to know about the changes to assessment and the use of cognitive levels in this booklet.

The amendments must be read in conjunction with the relevant Curriculum and Assessment Policy Statement for the identi�ed subjects in the FET band.

We hope you will �nd this both useful and motivational.

The Shuters Team

What is Assessment?

“A systematic way of assessment used by the teacher to determine how well learners are progressing in a grade and a particular subject.”

It is a continuous process of identifying, gathering and interpreting information about the learner’s performance in a valid and reliable way. It has four steps:

1. Generating and collecting evidence of achievement.

2. Evaluating this evidence.

3. Recording the �ndings.

4. Using this information for improving teaching and learning.

It is an interactive process between learners and the teacher that informs the teacher how well their learners are learning what they are teaching!

Why do we assess?

• To improve learning. (What can the learner do to improve? Am I actively using assessment results to inform my teaching.)

• To determine the learner’s developmental stage and skill level. This information is used to plan for individual learners, activities and learning.

• This will help the teacher to guide, assist with and participate in the development and learning of learners.

• To provide insight to the teacher.

FET PHASE 5

What are the principles of assessment? To help learners reach their full potential, assessment should:

• Be authentic, continuous, multi-dimensional, varied and balanced

• Take into account the diverse needs of learners and the context, and therefore use various assessment strategies

• Be an integral part of the teaching and learning process, and should help you to evaluate the teaching and learning processes

• Be accurate, objective, valid, fair, manageable and time e�cient

• Be based on information from several contexts, take many forms and include a range of competencies and uses

• Be bias-free and sensitive to gender, race, cultural background and abilities

• Be criterion-referenced as far as possible

• Be transparent so that learner and teacher have a clear understanding of what the expectations are for any assessment task.

What are the different types of assessment?• Baseline assessment – is usually used at the beginning of a phase, grade or

learning experience to establish what learners already know or what they can do. It assists teachers with the planning of learning activities or programmes.

• Formative assessment – is developmental. It is used by teachers to provide feedback to the learner and track whether or not the learner has progressed. It helps day-to-day teaching and learning, and may suggest ways in which learning activities can be changed to suit diverse learner’s needs.

• Summative assessment – gives an overall picture of the achievements of a learner at a given time, for example, at the end of a term or year. Summative assessment is like a ‘snapshot’ of a learner’s progress at a particular point in time (and formative assessment is like a ‘video’ of a learner’s progress during the process).

• Diagnostic assessment – is a speci�c type of formative assessment. It may lead to some form of intervention, or remedial action, or revision programme. It can help to identify strengths and weaknesses of a learner, or of a teaching methodology. The results can help you to plan individual support for learners who have problems.


INFORMAL ASSESSMENT FORMAL ASSESSMENT

Informal, or daily assessment is the monitoring and enhancing of learner’s progress. This is done through teacher observation and teacher-learner interactions, which may be initiated by either teachers or learners.

Informal, or daily assessment may be as simple as stopping during the lesson to observe learners or to discuss with the learners how learning is progressing. It should be used to provide feedback to the learners and teachers, close the gaps in learner’s knowledge and skills and improve teaching. Informal assessment builds towards formal assessment.

Formal assessment provides teachers with a systemic way of evaluating how well learners are progressing in a particular subject and in a grade. Teachers must ensure that assessment criteria are very clear to the learners before the assessment process. This involves explaining to the learners which knowledge and skills are being assessed and the required length of responses. Examples of formal assessments include projects, oral presentations, demonstrations, performances, tests, examinations and practical demonstrations.

What is the difference between formal and informal assessment?

• Systemic assessment – Systemic assessment is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring of learner attainment at regular intervals, using nationally or provincially de�ned measuring instruments. This form of evaluation compares and aggregates information about learner achievements so that it can be used to assist in curriculum development and evaluation of teaching and learning. For the General Education and Training Band, systemic evaluation usually targets Grade 3, Grade 6 and Grade 9 Languages and Mathematics.

FET PHASE 7

Assessment and Cognitive SkillsEach test and examination must cater for a range of cognitive levels.

What are Cognitive skills?The brain uses foundational skills, called cognitive skills, to accomplish the conscious mental activities, which include thinking, reasoning, understanding and learning. Working together, these skills take incoming information and move it into the bank of knowledge we use every day at school, at work, and in life. Each of our cognitive skills plays an important part in processing new information. That means if even one of these skills is weak, no matter the information that comes our way, understanding, remembering and using that information is impacted. In fact, most learning struggles are caused by one or more weak cognitive skills.

Examples of Cognitive Learning Strategies

• Asking learners to re�ect on their experiences

• Helping learners to �nd new solutions to problems

• Encouraging discussion about what is being taught

• Helping learners to explore and understand how ideas are connected

• Asking learners to justify and explain their thinking

• Using visualisation to improve learners’ understanding and recall

Incoming Information Cognitive Process Knowledge Bank

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Attention

Working Memory Long Term

Memory

Logic & Reasoning

Auditory Processing

Visual Processing

ProcessingSpeed


Agricultural SciencesProgramme of Formal AssessmentIn Grades 10 and 11 all assessment tasks are assessed internally.

Formal Assessment: Grades 10 and 11 (6 tasks)Term 1 Term 2 Term 3 Term 4

Task based assessment 1: 25%Control test 1: 75%

Task based assessment 2: 25%Mid-year examination: 75%

Control test 2: 100% SBA: WeightingTask based assessment: Task based 1: 20 Task based 2: 20 Test based assessment: Control test 1: 15 marks June examination: 30 marks Control test 2: 15 marks Total: 100 Final Examination: Total: 300

100 100 100 Total progression mark: 400

Programme of Assessment: Grades 10 and 11 (6 tasks)Assessment Tasks

SBA End-of-year assessment

Percentage allocated

25% 75%

Forms of assessment

Practical Investigation

Research project/Assignment

Controlled tests Mid-year examinations

November examinations

Number of pieces

1 1 2 1 1Paper 1 and 2

Marks 20 20 15 15 30 150 150

Sub totals 100 300

Grand total 400

FET PHASE 9

The verbs used in examinations/test questions

Level Cognitive Levels Percentage1 Knowledge 40

2 Comprehension and Application 40

3 Analysis, evaluation and synthesis 20

Level Verb Explanation1 Identify Name the essential characteristics

1 Label Identify on a diagram or drawing

1 List Write a list of items, with no additional detail

1 Mention Refer to relevant points

1 Name Give the name (proper noun) of something

1 State Write down information without discussion

1 Tabulate Draw a table and indicate the answers as direct pairs

2 Calculate This means a numerical answer is required – in general, you should show your working, especially where two or more steps are involved

2 Classify Group things based on common characteristics

2 De�ne Give a clear meaning

2 Describe State in words (using diagrams where appropriate) the main points of a structure/process/phenomenon/investigation

2 Di�erentiate Use di�erences to qualify categories

2 Discuss Consider all information and reach a conclusion

2 Explain Make clear; interpret and spell out

3 Analyse Separate, examine and interpret

3 Compare Point out or show both similarities and di�erences between things, concepts or phenomena

3 Determine To calculate something, or to discover the answer by examining evidence

3 Suggest O�er an explanation or a solution

Agricultural Sciences Cognitive Development Levels

To judge the level of di�culty of each examination/test question, you need to consider the demands that each question makes on the cognitive schema of an average learner and the intrinsic di�culty of the question or task. To make this judgment, you need to identify where the di�culty or ease in a question resides.

1 2 3Easy for the average learner to answer.

Moderately challenging for the average learner to answer.

Di�cult for the average learner to answer.


Term 1 Term 2 Term 3 Term 4

Ass

essm

ent

Pres

enta

tion

Test

Proj

ect

Mid

-yea

r Ex

amin

atio

n

Case

stu

dy

Test

Year

mar

k

Fina

l ex

amin

atio

n

Tota

l

Marks 50 100 50 1 paper2 ½ hours200

50 100 2 papers 2 hours each 2 x 150 = 300

Convert to mark out of:

10 (50 ÷ 5)

20(100 ÷ 5)

20(50 ÷ 2.5)

20 (200 ÷ 10)

10(50 ÷ 5)

20 (100 ÷ 5)

100 300 400

Term weighting

25 75 25 75 25 75

Term 1 Term 2 Term 3 Term 4

Ass

essm

ent

Pres

enta

tion

Test

Proj

ect

Mid

-yea

r Ex

amin

atio

n

Case

stu

dy

Test

Year

mar

k

Fina

l ex

amin

atio

n

Tota

l

Marks 50 100 50 2 papers 2 hours each 2 x 150 = 300

50 100 2 papers 2 hours each 2 x 150 = 300

Convert to mark out of:

10 (50 ÷ 5)

20(100 ÷ 5)

20(50 ÷ 2.5)

20 (300 ÷ 15)

10(50 ÷ 5)

20 (100 ÷ 5)

100 300 400

Term weighting

25 75 25 75 25 75

AccountingProgramme of Formal AssessmentThe requirements (number and nature of tasks) for Accounting are indicated below:

Grade 11

Grade 10

FET PHASE 11

Content stipulated speci�cally for the grade 80%

Content stipulated in previous grades which impacts on assessment in subsequent grades 20%

Tests

Two tests, written under controlled conditions, are prescribed for Grades 10-11. These tests should adhere to the following:

• they must be completed by all classes in the same grade on the same day;

• all learners write the same test, which is completed under examination conditions;

• questions must comply with year-end examination standards;

• where there is more than one teacher, agreement must be reached on the scope, as well as the date and time of the test;

• duration of each of these tests should be one and half hours for 100 marks;

• tests should cover the di�erent cognitive levels as in examinations. See table on cognitive levels below.

Examinations

The following guidelines should be considered when constructing examinations:

• Content

• Problem-solving

Approximately 10% to 15% of all examinations should address problem-solving questions using critical and creative thinking. These include the solving of real-life problems within the context of the Accounting curriculum.

Accounting Cognitive Development Levels• Remembering

• Understanding

• Applying

• Analysing

• Evaluating

• Creating


* In proportion to time devoted to each topic

Implementation date Paper Time Marks Topics*Grade 10 2018 Paper 1 2 hours 150 Discipline 1

Paper 2 2 hours 150 Discipline 2

Grade 11 2019 Paper 1 2 hours 150 Discipline 1


* In proportion to time devoted to each topic

Implementation date Paper Time Marks Topics*Grade 10 2018 One paper 2 ½ hours 200 As indicated in ATP

Grade 11 2019 Paper 1 2 hours 150 Discipline 1


NB.: The two papers must be written on two separate days.

Final examination

Grades 10 and 11 should write two papers each of two hours and 150 marks as a �nal examination.

NB.: The two papers must be written on two separate days.

Basic thinking skills (e.g. factual recall, low level comprehension and low-level application)

30%

Moderately high thinking skills (e.g. more advanced application, interpretation and low-level analysis)

40%

Higher-order thinking skills (e.g. advanced analytical skills, evaluation and creative problem-solving)

30%

Cognitive levels Degrees of di�cultyBasic thinking skills Easy Moderate Di�cult

Moderately high thinking skills Easy Moderate Di�cult

Higher-order thinking skills Easy Moderate Di�cult

Overall di�culty weighting: 30% 40% 30%

Mid-year examinations

Below is an outline of the structure of the mid-year examinations in each of the grades.

FET PHASE 13

Programme of AssessmentTasks per Term End-of-year examinations

Term 1:1 Written test+2 Tasks

Term 2:2 Tasks+1 Mid-year-examination comprising:2 Papers:Paper 1 – Language in contextPaper 2 – Literature

Term 3:2 Tasks

Term 4:1 Internal end-of-year examination comprising:3 Papers:Paper 1 – Language in contextPaper 2 – LiteraturePaper 3 – Writing+Paper 4 – Oral

Term mark (Terms 1-3)• Each term, add totals for each task and convert to % for term mark.

Promotion mark:• Add totals for tasks from term 1 to term3, excluding oral marks, and convert to 25%.• Convert Paper 1 to 20%• Convert Paper 2 to 17,5%• Convert Paper 3 to 25%• Add totals for oral tasks throughout the year and convert to 12,5% (Paper 4).

Formal assessment tasks in Term 1Task 1 Task 2 Task 3

Oral (10 marks)Listening for comprehension

Writing (50 marks)Essay:Grade 10: Narrative/descriptive/discursiveGrade 11: Narrative/descriptive/discursive/argumentative/re�ective

**Test 1 (40 marks)Language in context:Comprehension and Summary


Oral (20 marks)Prepared speech

Literature (35 marks)Assignment

Mid-year-examinations (150 marks)Paper 1: Language in context (80 marks) – 2 hoursPaper 2: Literature (70 marks) – 2 ½ hours

First Additional Languages

Overview of the Programme of Assessment requirements Grades 10-11

Programme of Formal Assessment


Formal assessment tasks in Term 3Task 7 Task 8

Oral (20 marks)Prepared reading aloud/unprepared speech/informal speaking in group

Writing (30 marks)Longer transactional writing: friendly/formal letters (request/compliant/application/business)/formal and informal letters to the press/curriculum vitae and covering letter/obituary/agenda and minutes of meeting/report/review/newspaper article/ magazine article/dialogue/interview/email

Evidence must be available of informal assessment of writing activities: essays, longer and shorter transactional texts in each term according to the requirements of the Teaching Plans.

Formal assessment tasks in Term 4Task 9

End-of-year examinationsPaper 1 – Language in context (80) – 2 hoursPaper 2 – Literature (70) – 2 ½ hoursPaper 3 – Writing (100) – 2 ½ hoursPaper 4 – *Orals (50)

*Oral: Learners should do one prepared speech task (Task 4), one listening comprehension task (Task1) and one other (Task 7), e.g. prepared reading aloud/ unprepared speech/ informal speaking in group work during the year.

**Test 1 could be set out of 40 marks or, if more, should be converted to 40 marks. While the Comprehension and Summary combination is suggested, teachers are urged to design a combination of aspects that �t the character (test programme, time allocation, etc.) of the school.

A test in the Programme of Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content, should be set for 45-60 minutes, and should re�ect the di�erent cognitive levels as set out for exam papers.

FET PHASE 15

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FET PHASE 17

Home Languages

Overview of the Programme of Assessment requirements Grades 10-11

Programme of AssessmentTasks per Term End-of-year examinations

Term 1:1 Written test+3 Tasks

Term 2:2 Tasks+1 Mid-year-examination comprising:2 Papers:Paper 1 – Language in contextPaper 2 – Literature

Term 3:1 Literature Assignment+1 Task

Term 4:1 Internal end-of-year examination comprising:3 Papers:Paper 1 – Language in contextPaper 2 – LiteraturePaper 3 – Writing+Paper 4 – Oral

Term mark (Terms 1-3)• Each term, add totals for each task and convert to % for term mark.

Promotion mark:• Add totals for tasks from term 1 to term3, excluding oral marks, and convert to 25%.• Convert Paper 1 to 17,5%• Convert Paper 2 to 20%• Convert Paper 3 to 25%• Add totals for oral tasks throughout the year and convert to 12,5% (Paper 4).

Formal assessment tasks in Term 1Task 1 Task 2 Task 3 Task 4

*Oral (15 marks)Listening for comprehension

Writing (25 marks)Transactional writing: friendly/formal letters (request/compliant/application/business)/formal and informal letters to the press/curriculum vitae and covering letter/obituary/agenda and minutes of meeting/report/review/newspaper article/ magazine/article/dialogue/interview/ email

*Oral (15 marks)Unprepared speech

**Test 1 (35 marks)Language in context: ComprehensionSummaryLanguage structures and conventions

Programme of Formal Assessment



Writing (50 marks)Essay:Grade 10: Narrative/descriptive/discursiveGrade 11: Narrative/descriptive/discursive/argumentative/re�ective

*Oral (10 marks)Unprepared reading aloud/ Prepared speech

Mid-year-examinations (150 marks)Paper 1: Language in context (70 marks) – 2 hoursPaper 2: Literature (80 marks) – 2 ½ hours

Formal assessment tasks in Term 3Task 8 Task 9

Literature (35 marks)Assignment/Project

*Oral (10 marks)Prepares speech

Formal assessment tasks in Term 4Task 10

End-of-year examinationsPaper 1 – Language in context (70) – 2 hoursPaper 2 – Literature (80) – 2 ½ hoursPaper 3 – Writing (100) – 3 hoursPaper 4 – *Orals (50)

*Oral: For formal assessment: Learners should do one listening for comprehension (Task 1), one unprepared speech (Task 3), and either two prepared speeches OR one prepared speech and one unprepared reading aloud (Task 6 and Task 9).

**Test 1 could be set out of 35 marks or, if more, should be converted to 35 marks. While the Comprehension, summary, language structures and conventions combination is suggested, teachers are urged to design a combination of aspects that �t the character (test programme, time allocation, etc.) of the school.

A test in the Programme of Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content, should be set for 45-60 minutes, and should re�ect the di�erent cognitive levels as set out for exam papers.

FET PHASE 19

Cogn

itiv

e le

vels

Act

ivit

yPe

rcen

tage

of

task

Lite

ral (

Leve

l 1)

Reor

gani

sati

on (L

evel

2)

Que

stio

ns th

at d

eal w

ith in

form

atio

n ex

plic

itly

stat

ed in

the

text

. •

Nam

e th

e th

ings

/peo

ple/

plac

es/e

lem

ents

• St

ate

the

fact

s/re

ason

s/po

ints

/idea

s …

•

Iden

tify

the

reas

ons/

pers

ons/

caus

es …

•

List

the

poin

ts/f

acts

/nam

es/r

easo

ns …

•

Des

crib

e th

e pl

ace/

pers

on/c

hara

cter

...

• Re

late

the

inci

dent

/epi

sode

/exp

erie

nce

…

Que

stio

ns th

at re

quire

ana

lysi

s, sy

nthe

sis

or o

rgan

isat

ion

of in

form

atio

n ex

plic

itly

stat

ed in

the

text

. •

Sum

mar

ise

the

mai

n po

ints

/idea

s/pr

os/c

ons/

…

• G

roup

the

com

mon

ele

men

ts/f

acto

rs …

•

Stat

e th

e si

mila

ritie

s/di

�ere

nces

…

• G

ive

an o

utlin

e of

…

Leve

ls 1

and

2: 4

0%

Infe

renc

e (L

evel

3)

Que

stio

ns th

at re

quire

a c

andi

date

’s en

gage

men

t with

info

rmat

ion

expl

icitl

y st

ated

in th

e te

xt in

te

rms

of h

is/h

er p

erso

nal e

xper

ienc

e.

• Ex

plai

n th

e m

ain

idea

…

• Co

mpa

re th

e id

eas/

attit

udes

/act

ions

…

• W

hat i

s th

e w

riter

’s (o

r cha

ract

er’s)

inte

ntio

n / a

ttitu

de/ m

otiv

atio

n/ re

ason

…

• Ex

plai

n th

e ca

use/

e�ec

t of …

•

Wha

t doe

s an

act

ion/

com

men

t/at

titud

e, e

tc. r

evea

l abo

ut th

e na

rrat

or/ w

riter

/cha

ract

er …

•

How

doe

s th

e m

etap

hor/

sim

ile/im

age

a�ec

t you

r und

erst

andi

ng …

•

Wha

t, do

you

thin

k, w

ill b

e th

e ou

tcom

e/e�

ect,

etc.

of a

n ac

tion/

a si

tuat

ion

…

Leve

l 3: 4

0%

Hom

e La

ngua

ge C

ogni

tive

Dev

elop

men

t Le

vels


Eval

uati

on (L

evel

4)

App

reci

atio

n (L

evel

5)

Thes

e qu

estio

ns d

eal w

ith ju

dgem

ents

con

cern

ing

valu

e an

d w

orth

. The

se in

clud

e ju

dgem

ents

re

gard

ing

real

ity, c

redi

bilit

y, fa

cts

and

opin

ions

, val

idity

, log

ic a

nd re

ason

ing,

and

issu

es s

uch

as th

e de

sira

bilit

y an

d ac

cept

abili

ty o

f dec

isio

ns a

nd a

ctio

ns in

term

s of

mor

al v

alue

s. •

Do

you

thin

k th

at w

hat t

rans

pire

s is

cre

dibl

e/re

alis

tic/ p

ossi

ble

…?

• Is

the

writ

er’s

argu

men

t val

id/lo

gica

l/con

clus

ive

…

• D

iscu

ss/C

omm

ent c

ritic

ally

on

the

actio

n/ in

tent

ion/

mot

ive/

att

itude

/sug

gest

ion/

impl

icat

ion

…

• D

o yo

u ag

ree

with

the

view

/sta

tem

ent/

obse

rvat

ion/

inte

rpre

tatio

n th

at…

•

In y

our v

iew

, is

the

writ

er/n

arra

tor/

char

acte

r jus

ti�ed

in s

ugge

stin

g/ a

dvoc

atin

g th

at …

(S

ubst

antia

te y

our r

espo

nse/

Giv

e re

ason

s fo

r you

r ans

wer

.) •

Is th

e ch

arac

ter’s

att

itude

/beh

avio

ur/a

ctio

n ju

sti�

able

or a

ccep

tabl

e to

you

? G

ive

a re

ason

for y

our

answ

er.

• W

hat d

oes

a ch

arac

ter’s

act

ions

/att

itude

(s)/

mot

ives

… s

how

abo

ut h

im/h

er in

the

cont

ext o

f un

iver

sal v

alue

s?

• D

iscu

ss c

ritic

ally

/Com

men

t on

the

valu

e ju

dgem

ents

mad

e in

the

text

.

Thes

e qu

estio

ns a

re in

tend

ed to

ass

ess

the

psyc

holo

gica

l and

aes

thet

ic im

pact

of t

he te

xt o

n th

e ca

ndid

ate.

The

y fo

cus

on e

mot

iona

l res

pons

es to

the

cont

ent,

iden

ti�ca

tion

with

cha

ract

ers

or

inci

dent

s, an

d re

actio

ns to

the

writ

er’s

use

of la

ngua

ge (s

uch

as w

ord

choi

ce a

nd im

ager

y).

Dis

cuss

you

r res

pons

e to

the

text

/inci

dent

/situ

atio

n/ c

on�i

ct/d

ilem

ma.

•

Do

you

empa

this

e w

ith th

e ch

arac

ter?

Wha

t act

ion/

deci

sion

wou

ld y

ou h

ave

take

n if

you

had

been

in

the

sam

e si

tuat

ion?

•

Dis

cuss

/Com

men

t on

the

writ

er’s

use

of la

ngua

ge …

•

Dis

cuss

the

e�ec

tiven

ess

of th

e w

riter

’s st

yle/

intr

oduc

tion/

con

clus

ion/

imag

ery/

met

apho

rs/u

se o

f po

etic

tech

niqu

es/ l

itera

ry d

evic

es …

Leve

ls 4

and

5: 2

0%

FET PHASE 21

Geography

Overview of the Programme of Formal Assessment requirements Grades 10-11

Grade Formal Assessment SBA Weighting

(25%)

Final Exam (75%) Total

10 EssayMapwork task2 Controlled testsMid-year examination

1 x 20 = 201 x 20 = 202 x 20 = 401 x 20 = 20 200

End-of-year examination Paper 1 = 120 (2 x 60) 30 (1 x 30) Total: 150Paper 2 = 120 (2 x 60) 30 (1 x 30) Total: 150

100 + 300 400

11 ResearchMapwork task2 Controlled testsMid-year examination

1 x 20 = 201 x 20 = 202 x 20 = 401 x 20 = 20 100

End-of-year examination Paper 1 = 120 (2 x 60) 30 (1 x 30) Total: 150Paper 2 = 120 (2 x 60) 30 (1 x 30) Total: 150

100 + 300 400


Programme of Formal AssessmentThe total mark for each grade in FET is weighted as follows:

• year mark 25%; and

• fourth term examination 75%.

Grade 10 Grade 11Term Assessment

noType of

assessmentRaw

markTerm

weightingSBA

weightingRaw

markTerm

weightingSBA

weighting

1 1 Controlled test

60 75% 20 60 75% 20

2 Essay (Gr. 10)Research (Gr. 11)

100 25% 20 100 25% 20

2 3 Mapwork 60 25% 20 60 25% 20

4 Mid-year examination

150 75% 20 150 75% 20

3 5 Test 60 100% 20 60 100% 20

Year mark 100

4 6 End-of-year examinations (Paper 1 and 2) 300

Total Assessment 400

Percentage 100%

Examples of possible assessment activities:

Type of task Assessment options or combination of options Assessment 1Mapwork task(Grade 10-12)

• Reading, analysing and interpreting topographical and orthophoto maps• Reading, analysing and interpreting di�erent types of photographs• Reading and interpreting sketch maps• Conducting �eld work, recording and interpreting �ndings• Making sketches of features or patterns• Applying a variety of relevant GIS techniques

Assessment 2Essay writing(Grade 10)Research(Grade 11 and 12)

• Analysing and synthesising information from di�erent sources• Conducting �eld work, recording and interpreting �ndings• Using and analysing case studies• Applying a variety of relevant GIS techniques• Evaluating arguments, expressing and/or supporting or disagreeing with a

point of view with substantiation

NB. Data Handling should be integrated in all the other formal assessment tasks

FET PHASE 23

1. Assessment Tasks (Essay/Research and Mapwork)

Geographical competencies that may be assessed in formal assessment tasks:

• reading, analysing and interpreting maps, photographs and satellite images;

• drawing, analysing and interpreting graphs;

• drawing and labelling sketch maps;

• labelling diagrams;

• using models;

• working with a variety of data;

• analysing and synthesising information from di�erent sources;

• conducting �eldwork, recording and interpreting �ndings

• working with concepts, data, procedures related to GIS;

• conducting and writing up research;

• writing paragraphs and essays; and

• evaluating arguments and expressing and supporting a point of view.

2. Controlled Tests

A controlled test should:

• be 60 marks and 60 minutes long.

• cover work of about four to six weeks.

• include a variety of assessments skills and techniques

– multiple choice questions

– matching columns one line answers

– written paragraphs

– labelling diagrams

– doing calculations

– working with data.

Tests (including other formal assessment tasks) should cater for a range of cognitive levels as indicated above.


Grade 10 One paper onlyMid-year Mark allocation: 150

Time allocation: 3 hours

Question 1The Atmosphere 60 marksShort objective questions (15 marks)3 sub-questions of 15 marks each on The AtmosphereNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 2Geomorphology 60 marksShort objective questions (15 marks)3 sub-questions of 15 marks each on GeomorphologyNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 3 Mapwork 30 marksMap Skills and Calculations (10 marks)Map Interpretation (12 marks)GIS (8 marks)

3. Examinations

Grade 10

TWO papers of 150 marks each; Paper 1 (The Atmosphere, Geomorphology and Mapwork) – Paper 2 (Population, Water Resources and Mapwork) cater for a range of cognitive levels.

Grade 11

TWO papers of 150 marks each; Paper 1 (The Atmosphere, Geomorphology and Mapwork) – Paper 2 (Development Geography, Resources and Sustainability, and Mapwork).

FET PHASE 25

End-of-year Paper 1 Paper 2

Mark allocation: 150Time allocation: 3 hours



Question 1Population Geography 60 marksShort objective questions (15 marks)3 questions of 15 marks each on Development Geography and Urban SettlementNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 2Water Resources60 marksShort objective questions (15 marks)3 questions of 15 marks each on Resources and Sustainability of South AfricaNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 3(Mapwork) 30 marksMap Skills and calculations (10 marks)Map interpretation (12 marks)GIS (8 marks)

Format of examinations in Grades 11

Grade 11 One paper onlyMid-year Mark allocation: 150

Time allocation: 3 hours



End-of-year Paper 1 Paper 2




Question 1Development Geography 60 marksShort objective questions (15 marks)3 questions of 15 marks each on Development Geography and Urban SettlementNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 2Resources and Sustainability60 marksShort objective questions (15 marks)3 questions of 15 marks each on Resources and Sustainability of South AfricaNB. ONE paragraph question of 8 marks in any of the three sub-questionsQuestion 3(Mapwork) 30 marksMap Skills and calculations (10 marks)Map interpretation (12 marks)GIS (8 marks)

Geography Cognitive Development Levels

Grade Lower order(Knowledge/

Remembering)

Middle order(Understanding,

Applying)

Higher order(Analysing, Evaluating,

Creating)10 40% 40% 20%

11 30% 50% 20%

FET PHASE 27

His

tory

Pro

gram

me

of F

orm

al A

sses

smen

t an

d w

eigh

ting

of

task

sTh

e pr

ogra

mm

e of

ass

essm

ent i

s de

sign

ed to

spr

ead

form

al a

sses

smen

t tas

ks in

all

subj

ects

in a

sch

ool t

hrou

ghou

t a te

rm.

Gra

de 1

0G

rade

11

Term

Ass

essm

ent n

oTy

pe o

f ass

essm

ent

Raw

m

ark

Term

w

eigh

ting

SBA

w

eigh

ting

Raw

m

ark

Term

w

eigh

ting

SBA

w

eigh

ting

11

Sour

ce-b

ased

or E

ssay

task

(1

hou

r)50

25%

1050

25%

10

2St

anda

rdis

ed te

st, w

hich

incl

udes

a

sour

ce-b

ased

que

stio

n an

d an

es

say

(2 h

ours

)

100

75%

2010

075

%20

23

Her

itage

inve

stig

atio

n or

Ora

l H

isto

ry w

ith a

rese

arch

com

pone

nt(G

r 10)

Rese

arch

or O

ral H

isto

ry ta

sk(G

r 11)

5025

%20

5025

%20

4M

id-y

ear e

xam

inat

ion

(2 h

ours

)10

075

%20

150

75%

20

35

Essa

y or

Sou

rce-

base

d ta

sk

(1 h

our)

5025

%10

5025

%10

6 St

anda

rdis

ed te

st, w

hich

incl

udes

a

sour

ce-b

ased

que

stio

n an

d an

es

say

(2 h

ours

)

100

75%

2010

075

%20

Year

mar

k10

0


4 7 End of year examination (Gr 10)

End of year examination (Paper 1 and Paper 2) (Gr 11)

150 (convert to 300)

300

Total Assessment 400

Percentage 100%

Examinations

Grade 10

The suggested format for Grade 10 examinations is as follows.

Examination MarksGrade 10: One two hour (2) paper mid-year: Two questions to be answered. Each question counts 50 marks. Learners must answer one essay and one source-based question.

100

One three-hour paper at the end of the year: Learners will be required to answer three out of four questions. Each question counts 50 marks. Learners must answer one source-based, one essay and one other question (either essay or source-based). Topics for the papers will be selected by the teachers. Topics examined in June need not be repeated for examinations at the end of the year.

150

Grade 11

The suggested format for Grade 11 examinations is as follows.

Examination MarksGrade 11: One paper mid-year: One three-hour paper consisting of at least three questions. Each question counts 50 marks. Learners answer three questions.

150

Two papers at the end of the year: The Grade 11 papers will consist of two papers of three hours each. The mark allocation will be 150 for each of the question papers. Questions are set on all sections. Three questions must be answered in each paper. Paper 1: 150 marks. Each question counts 50 marks. Paper 2: 150 marks. Each question counts 50 marks. In each of the papers, learners must answer one source-based question, one essay question and one other question.

300

FET PHASE 29

His

tory

Cog

niti

ve D

evel

opm

ent

Leve

lsFo

rmal

ass

essm

ent m

ust c

ater

for a

rang

e of

cog

nitiv

e le

vels

and

abi

litie

s of

lear

ners

, as

show

n be

low

:

Cogn

itiv

e le

vels

Gra

des

10 –

12

Cogn

itiv

e le

vels

His

tori

cal s

kills

Wei

ghti

ng o

f qu

esti

ons

Typi

cal q

uest

ions

Leve

l 1•

Extr

act e

vide

nce

from

sou

rces

•

Sele

ctio

n an

d or

gani

satio

n of

rele

vant

in

form

atio

n fr

om s

ourc

es

• D

e�ni

tion

of h

isto

rical

con

cept

s

Gra

de 1

2 30

%

(15)

• W

hat i

nfor

mat

ion

in th

e so

urce

tells

you

abo

ut...

? •

Quo

te e

vide

nce

from

the

sour

ce...

•

List

reas

ons

from

the

sour

ce…

. •

Men

tion

/ Nam

e…

• Id

entif

y …

•

Wha

t, ac

cord

ing

to th

e so

urce

, ….

Gra

de 1

1 30

%

(15)

Gra

de 1

0 40

%

(20)

Leve

l 2•

Expl

anat

ion

of h

isto

rical

con

cept

s/te

rms

(in

the

cont

ext o

f …)

• In

terp

reta

tion

of e

vide

nce

from

sou

rces

•

Expl

ain

info

rmat

ion

gath

ered

from

sou

rces

•

Ana

lyse

evi

denc

e fr

om s

ourc

es

Gra

de 1

2 40

%

(20)

• W

hat d

o yo

u un

ders

tand

by

the

term

...?

• W

hat m

essa

ge d

oes

the

cart

ooni

st c

onve

y re

gard

ing

...?

• Ex

plai

n in

you

r ow

n w

ords

...

• W

hy d

o yo

u th

ink.

..?

• Co

mm

ent o

n…G

rade

11

50%

(2

5)

Gra

de 1

0 40

%

(20)


Leve

l 3•

Inte

rpre

t and

eva

luat

e ev

iden

ce fr

om s

ourc

es

• En

gage

with

sou

rces

to d

eter

min

e its

us

eful

ness

, rel

iabi

lity,

bia

s an

d lim

itatio

ns

• Co

mpa

re a

nd c

ontr

ast i

nter

pret

atio

ns a

nd

pers

pect

ives

pre

sent

ed in

sou

rces

and

dra

w

inde

pend

ent c

oncl

usio

ns

• In

terp

reta

tion,

eva

luat

ion

and

synt

hesi

s of

ev

iden

ce fr

om re

leva

nt s

ourc

es (p

arag

raph

w

ritin

g)

Gra

de 1

2 30

%

(15)

• Ex

plai

n to

wha

t ext

ent t

he e

vide

nce

in S

ourc

e 1A

...

• Co

mpa

re th

e ev

iden

ce in

Sou

rces

2A

and

2B

and

expl

ain

how

you

wou

ld a

ccou

nt fo

r the

di�

eren

ces..

. •

Com

men

t on

the

usef

ulne

ss/ l

imita

tions

/ rel

iabi

lity

of th

e in

form

atio

n in

Sou

rces

3C

and

3D...

•

Usi

ng th

e re

leva

nt in

form

atio

n fr

om th

e so

urce

s an

d yo

ur

own

know

ledg

e…

Gra

de 1

1 20

%

(10)

Gra

de 1

0 20

%

(10)

Leve

l 1Le

vel 2

Leve

l 3

Gra

de 1

040

%40

%20

%

Gra

de 1

130

%50

%20

%

Gra

de 1

230

%40

%30

%

FET PHASE 31

Using the Cognitive Levels to set source based questions.

Question 1

The sca�olding of questions should be from simple to complex (level 1 to level 3).

This is how Source – Based questions should be arranged:

1. Study Sources 1A, 1B, 1C and 1D to answer the questions that follow:

1.1 Refer to Source 1A.

1.1.1

1.1.2

1.2 Consult Source 1B.

1.2.1

1.2.2

1.3 Read Source 1C.

1.3.1

1.3.2

1.4 Use Source 1D.

1.4.1

1.4.2

LEVEL 1 Questions can be formulated as follows:

• What information in the source tells you about...?

• Quote evidence from the source...

• Give reasons from the source….

• Mention / Name…

• Identify …

• What, according to the source, ….?


• Explain the concept in the context of...?

• What message does the cartoonist convey regarding ...?


• Explain in your own words ...

• Why do you think...?

• Comment on…


• Explain to what extent the evidence in Source 1A...

• Compare the evidence in Sources 2A and 2B and explain how you would account for the di�erences/ similarities

• Explain the usefulness/ limitations/ reliability/ validity/ justi�cation of the Source … regarding …

• Using the relevant information from the sources and your own knowledge write a paragraph…

FET PHASE 33

Life OrientationProgramme of Formal Assessment

Grades 10 and 11

Term Assessment task Marks per term Year %Recording Reporting Weighting

1 Written task 80 100 22.5%

PET 10 2.5%

2 Mid-year examination 100 100 20%

PET 20 (10 × 2) (120 ÷ 120 x 100) 5%

3 Project 80 100 22.5%

PET 10 2.5%

4 Final examinations 100 100 25%

Total 400 400 100%

Formal assessment • All assessment tasks that make up a formal programme of assessment for the

year are regarded as Formal assessment.

• All formal assessment tasks are subject to moderation to ensure that appropriate standards are maintained.

• The forms of assessment used should be age and development level appropriate.

Five tasks per grade:

• Two examinations

• One project

• One written task and

• Physical Education Task (PET)

A minimum of ONE informal task should be given per week.

The �ve internal formal tasks make up 100% of the total mark out of 400 for Grades 10 and 11. In group work, learners will work as a team to complete the task, however, marks must be allocated to individual learners.


Outline of Examinations for Grades 10-11

The outline below will be followed when setting Life Orientation examination papers for Grades 10-11. The paper will consist of three sections. Total for examination: 100 marks

Examinations must include 10% content relating to Physical Education.

Section A: 20 marks Section B: 40 marks Section C: 40 marksAll questions are compulsory All questions are compulsory Learners will answer two 20

mark questions out of three

Mark allocation for the questions should range between 1-2 marks. The questions have to be a combination of two or more types of questions ranging from: Multiple choice Fill in the blanks True or false with a justi�cation Matching columns One word answers It may also include questions that require short explanations, de�nitions or a phrase

Learners will answer TWO 20 mark questions. Short open-ended questions could be: Scenario-based, source-based, case study, cartoons, illustrations, graphs etc. Learners should display, present and apply knowledge and skills gained from the Life Orientation content. Learners should demonstrate an understanding of real-life issues a�ecting the youth and society at large.

Questions will predominantly focus on the application of knowledge and skills. Learners will explain/ unravel, solve problem/s, make decisions, give advice, evaluate, recommend strategies, make conclusions. Each question will focus on a speci�c topic or an integration of content. A short text/ diagram/ data/ graphs/ cartoons can be provided as a stimulus.

Note. Information provided in the texts have to be current, up-to-date, age-appropriate, learner-friendly and devoid of racial, cultural, religious, sexual orientation and gender stereotyping. Each section will include questions at lower, middle and higher cognitive levels. A marking memorandum or marking guideline must be used to assess learner performance. Provision must be made in the marking memorandum or guideline for additional answers as well as the learners’ own interpretation of questions. A marking grid indicating the cognitive levels of Bloom’s taxonomy levels 1-6 must be provided.

Life Orientation Cognitive Development LevelsFormal assessments in Life Orientation must cater for a range of cognitive levels and abilities of learners as follows:

Weighting Cognitive level Bloom’s taxonomy30% Lower order Levels 1 and 2

40% Middle order Levels 3 and 4

30% Higher order Levels 5 and 6

FET PHASE 35

A li

st o

f ver

bs fo

r the

di�

eren

t cog

niti

ve le

vels

:

L1 a

nd L

2L3

and

L4

L5 a

nd L

6Re

mem

beri

ngU

nder

stan

ding

App

lyin

gA

naly

sing

Eval

uati

ngCr

eati

ng

Exhi

bit m

emor

y of

pr

evio

usly

lear

ned

mat

eria

l by

reca

lling

fa

cts,

basi

c co

ncep

ts;

and

answ

ers.

Dem

onst

rate

un

ders

tand

ing

of fa

cts

and

idea

s by

: org

anis

ing,

co

mpa

ring,

tran

slat

ing,

in

terp

retin

g, g

ivin

g de

scrip

tions

and

st

atin

g m

ain

idea

s.

Solv

e pr

oble

ms

to n

ew

situ

atio

ns b

y ap

plyi

ng

acqu

ired

know

ledg

e,

fact

s te

chni

ques

and

ru

les

in a

di�

eren

t way

.

Exam

ine

and

brea

k in

form

atio

n in

to p

arts

by

iden

tifyi

ng re

ason

s or

cau

ses.

Mak

e in

fere

nce

and

�nd

evid

ence

to s

uppo

rt

gene

ralis

atio

ns.

Pres

ent a

nd d

efen

d op

inio

ns b

y m

akin

g ju

dgem

ents

abo

ut

info

rmat

ion,

val

idity

of

idea

s or

qua

lity

of

wor

k ba

sed

on a

set

of

crite

ria.

Com

pile

info

rmat

ion

toge

ther

in a

di�

eren

t w

ay b

y co

mbi

ning

el

emen

ts in

a n

ew

patt

ern

or p

ropo

sing

an

alte

rnat

ive

solu

tion.

Choo

se

De�

ne

Find

H

ow

List

M

atch

N

ame

Rela

te

Sele

ct

Wha

t W

hen

Whe

re

Whi

ch

Who

W

hy

Clas

sify

Co

mpa

re

Cont

rast

Ex

plai

n Ill

ustr

ate

Out

line

Sum

mar

ise

Infe

r Re

late

Sh

ow

Dem

onst

rate

App

ly

Choo

se

Dev

elop

Id

entif

y In

terv

iew

Co

nstr

uct

Repo

rt

Chan

ge

Conc

lude

D

emon

stra

te

Dis

cuss

Ex

plai

n Ill

ustr

ate

Inte

rpre

t Re

port

Re

view

Su

mm

aris

e Te

ll Pr

epar

e Sh

ow

Ana

lyse

Ass

ume

Cate

goris

eCl

assi

fyCo

mpa

reCo

ntra

stCo

nclu

deD

istin

guis

hEx

amin

eIn

fer

App

ly

App

rais

e A

sses

s Co

mpa

re

Conc

lude

Co

nsid

er

Criti

cise

D

ecid

e D

efen

d D

eter

min

e Ev

alua

te

Expl

ain

Inte

rpre

t Ju

dge

Just

ify

Reco

mm

end

Supp

ort

Arg

ue

Chan

ge

Choo

se

Com

bine

Co

mpi

le

Com

pose

Co

nstr

uct

Crea

te

Dev

elop

El

abor

ate

Imag

ine

Impr

ove

Plan

Pr

edic

t Pr

opos

e So

lve

Supp

ose

Prod

uce


Religion StudiesIn Grades 10 and 11, FOUR TASKS are undertaken during the year and make up 25% of the total mark for Religion Studies, while the FIFTH task is the end-of-year examination, will make up the remaining 75%.

Programme of Formal Assessment The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout the school year.

The weighting of marks for the FOUR internal formal assessment tasks for Grades 10 and 11 for Religion Studies is as follows:

When recording and reporting on learner performance in Religion Studies, the following marks are applicable per term.

Term Assessment task Mark per term Year %Recording Reporting

1 Written task 100 100

600/6 = 100 (SBA)2 Mid-year examination 300 100

3 Project 100 100

Test 100

4 School-based assessment (SBA)

100 25%

End of year examination 300 75%

Total for end of year 400 100%

Examinations

Grade 10 Examination: Mid-year and end-of-year

One two-hour paper: 150 marks x 2 = 300

In Grade 10 Religion Studies examination a learner will be required to answer THREE questions.

The question paper will comprise ONE compulsory question (50 marks) and TWO questions of 50 marks each.

FET PHASE 37

The outline below will be followed when setting the Religion Studies examination paper for Grade 10. The paper will consist of TWO sections.

Section A is compulsory (50 marks)

The questions have to be a combination of two or more types of questions ranging from:

• Multiple choice

• Fill in the blanks

• True or false with reasons

• Matching columns

• One-word answers

• It may also include questions that require short explanations, de�nitions or brief descriptions

Section B: Choose TWO out of THREE or FOUR questions

Each question will consist of 50 marks: 30 for source based and 20 for extended writing.

Learners will answer a scenario-based, source-based, case study or short open-ended questions. Answers will range from short responses to paragraphs. A short text/diagram/data/graphs/ may be provided as a stimulus. (30 marks)

The extended writing piece will require learners to use their own knowledge and information to produce an essay. (20 marks)

Section A: 50 marks + Section B 100 = 150


Paper 1 Topics to be covered:

Topic Grade 111. Variety of religions • Main developments of religions

• Important concepts • Approaches aimed at inter-religious dialogue

2. Common features of religion as a generic and unique phenomenon

• Symbols • Concepts: faith, worship, prayer, meditation, mysticism,

spirituality and the artistic expression of religion • Types of rituals and their role in religions

3. Topical issues in society • Religion and politics • Co-responsibility and co-operation of religions

4. Research into and across religions

• Interviews on gender issues

A learner will be required to answer three questions: one compulsory question and a choice of two out of three to four questions of 50 marks each.

Paper ONE is divided into Section A and Section B

Section A is compulsory (50 marks)

The questions have to be a combination of two or more types of questions ranging from:

• Multiple choice

• Fill in the blanks

• True or false with reasons

• Matching columns

• One-word answers

• It may also include questions that require short explanations, de�nitions or brief descriptions

Section B: Choose two out of three or four questions 50 marks each.

Learners will answer a scenario-based, source-based, case study or short open-ended questions. Answers will range from short responses to paragraphs. A short text/diagram/data/graphs/ may be provided as a stimulus.

Grade 11 Examination: Mid-year and end-of-year

TWO 2 HOUR PAPERS: 150 + 150 = 300

Paper 1: 150 Marks

FET PHASE 39

Paper 2: 150 marks Topics to be covered in Paper 2:

Topic Grade 111. Variety of religions • The mutual interdependence of religion and social factors

• In�uence and adaptation between religions • Approaches aimed at inter-religious dialogue

2. Common features of religion as a generic and unique phenomenon

• Theories about religion • The nature and role of narrative and myth in religion

3. Topical issues in society • Religion and the state • How religious beliefs in�uence the development of state

policies and practices • Religions and the natural environment

4. Research into and across religions

• Interviews on gender issues • Relaxation and leisure from an ethical point of view

Three focused extended writing questions (choice of three out of four to �ve questions): 50 marks each• Questions will focus on analysing and interpreting generic issues pertaining to

religions.

• Learners are expected to present a position on an issue/or issues from a speci�c religious perspective and to argue/critique this position.

• A source can be included to act as a stimulus.

TestOne 1 hour 30 minutes paper: 100 marks

Religion studies test will consist of three questions

SECTION A:

Compulsory (30 marks)

SECTION B:

Learners will answer a short-source based questions (30 marks) and extended writing (40 marks).

Religion Studies Cognitive Development Levels

Weighting Cognitive level Bloom’s taxonomy30% Recall (knowledge) Levels 1 and 2

40% Comprehension Levels 3 and 4

30% Analysis, application, evaluation, synthesis Levels 5 and 6


Physical SciencesRequirements for practical workIn Grade 10 to 12 learners will do TWO experiments for formal assessment (ONE Chemistry and ONE Physics experiment). One experiment must be done in term 1 and another one in term 3. This gives a total of TWO formal assessments in practical work in Physical Sciences in each of Grades 10 to 12.

It is recommended that for informal assessment all learners (from Grade 10 to Grade 12) do TWO experiments (ONE Chemistry and ONE Physics experiment). Grades 10 and 11 learners should also do a project as part of informal assessment.

Practical work for Grades 10-12

Practical work Grade 10 Grade 11 Grade 12Experiments for formal assessment

1 Physics and 1 Chemistry



Project (informal assessment)

1 Physics and /or1 Chemistry

1 Physics and /or1 Chemistry

NONE

Experiments (informal assessment)




TOTAL 5 5 4

Programme of Formal Assessment In addition to daily assessment, teachers should develop a year-long formal Programme of Assessment for each grade. The learner’s performance in this Programme of Assessment will be used for promotion purposes in Grades 10 and 11. In Grades 10 and 11, assessment is school-based or internal.

The marks achieved in each of the assessment tasks that make up the Programme of Assessment must be reported to parents. These marks will be used to determine the promotion of learners in Grades 10 and 11.

FET PHASE 41

Gra

de 1

0

Ass

essm

ent t

asks

(25%

)Fi

nal E

xam

inat

ion

(75%

)Te

rm 1

Term

2Te

rm 3

Term

4

Type

Wei

ghti

ng a

nd

dura

tion

Type

Wei

ghti

ng a

nd

dura

tion

Type

Wei

ghti

ng a

nd

dura

tion

Fina

l Exa

min

atio

n (2

×

150

mar

ks g

ivin

g a

tota

l of

300

mar

ks fo

r pap

ers

1 an

d 2.

Eac

h pa

per h

avin

g a

dura

tion

of 3

hou

rs)

Expe

rim

ent

10%

(Min

imum

50

mar

ks a

nd

min

imum

2 h

our

dura

tion)

Mid

-Yea

r Ex

amin

atio

n30

% (2

× 7

5 m

arks

) an

d 1,

5 ho

urs

for

each

pap

er)

Expe

rim

ent

10%

(Min

imum

50

mar

ks a

nd

min

imum

2 h

our

dura

tion)

Cont

rol t

est

25%

(1 ×

75

mar

ks)

1,5

hrs

Cont

rol T

est

25%

(1 ×

75

mar

ks)

1,5

hrs

Tota

l wei

ghti

ng: 3

5%To

tal w

eigh

ting

: 30%

)To

tal w

eigh

ting

: 35%

Fina

l mar

k =

25%

(ass

essm

ent t

asks

) + 7

5% (�

nal e

xam

) = 1

00%

Gra

de 1

1

Ass

essm

ent t

asks

(25%

)Fi

nal E

xam

inat

ion

(75%

)Te

rm 1

Term

2Te

rm 3

Term

4

Type

Wei

ghti

ng a

nd

dura

tion

Type

Wei

ghti

ng a

nd

dura

tion

Type

Wei

ghti

ng a

nd

dura

tion

Fina

l Exa

min

atio

n (2

x 1

50

mar

ks g

ivin

g a

tota

l of 3

00

mar

ks fo

r pap

ers

1 an

d 2.

Eac

h pa

per h

avin

g a

dura

tion

of 3

hou

rs)

Expe

rim

ent

10%

(Min

imum

50

mar

ks a

nd

min

imum

2 h

our

dura

tion)

Mid

-Yea

r Ex

amin

atio

n30

% (2

× 1

00

mar

ks)

and

2 ho

urs

for

each

pap

er)

Expe

rim

ent

10%

(Min

imum

50

mar

ks a

nd

min

imum

2 h

our

dura

tion)

Cont

rol t

est

25%

(2 ×

50

mar

ks)

1 hr

eac

hCo

ntro

l Tes

t25

% (2

× 5

0 m

arks

) 1

hr e

ach

Tota

l wei

ghti

ng: 3

5%To

tal w

eigh

ting

: 30%

)To

tal w

eigh

ting

: 35%

Fina

l mar

k =

25%

(ass

essm

ent t

asks

) + 7

5% (�

nal e

xam

) = 1

00%


Phy

sica

l Sc

ienc

es C

ogni

tive

Dev

elop

men

t Le

vels

Des

crip

tion

of

cogn

itiv

e le

vel

Leve

lEx

plan

atio

nSk

ills

dem

onst

rate

dA

ctio

n ve

rbs

Crea

ting

4

The

lear

ner c

reat

es n

ew id

eas

and

info

rmat

ion

usin

g th

e kn

owle

dge

prev

ious

ly le

arne

d or

at

han

d. A

t the

ext

ende

d ab

stra

ct le

vel,

the

lear

ner m

akes

con

nect

ions

not

onl

y w

ithin

th

e gi

ven

subj

ect a

rea

but a

lso

beyo

nd it

and

ge

nera

lises

and

tran

sfer

s th

e pr

inci

ples

and

id

eas

unde

rlyin

g th

e sp

eci�

c in

stan

ce. T

he

lear

ner w

orks

with

rela

tions

hips

and

abs

trac

t id

eas.

• G

ener

atin

g •

Plan

ning

•

Prod

ucin

g •

Des

igni

ng

• In

vent

ing

• D

evis

ing

• M

akin

g

devi

se, p

redi

ct, i

nven

t, pr

opos

e, c

onst

ruct

, ge

nera

te, m

ake,

dev

elop

, for

mul

ate,

impr

ove,

pl

an, d

esig

n, p

rodu

ce, f

orec

ast,

com

pile

, or

igin

ate,

imag

ine

Eval

uatin

gTh

e le

arne

r mak

es d

ecis

ions

bas

ed o

n in

dept

h re

�ect

ion,

crit

icis

m a

nd a

sses

smen

t. Th

e le

arne

r w

orks

at t

he e

xten

ded

abst

ract

leve

l.

• Ch

ecki

ng

• H

ypot

hesi

sing

•

Criti

quin

g •

Expe

rimen

ting

• Ju

dgin

g •

Test

ing

• D

etec

ting

• M

onito

ring

com

bine

, int

egra

te, m

odify

, rea

rran

ge,

subs

titut

e, c

ompa

re, p

repa

re, g

ener

alis

e,

rew

rite,

cat

egor

ise,

com

bine

, com

pile

, re

cons

truc

t, or

gani

se, j

ustif

y, a

rgue

, prio

ritis

e,

judg

e, ra

te, v

alid

ate,

reje

ct, a

ppra

ise,

judg

e,

rank

, dec

ide,

crit

icis

e

FET PHASE 43

Des

crip

tion

of

cogn

itiv

e le

vel

Leve

lEx

plan

atio

nSk

ills

dem

onst

rate

dA

ctio

n ve

rbs

Ana

lysi

ng

3

The

lear

ner a

ppre

ciat

es th

e si

gni�

canc

e of

th

e pa

rts

in re

latio

n to

the

who

le. V

ario

us

aspe

cts

of th

e kn

owle

dge

beco

me

inte

grat

ed,

the

lear

ner s

how

s a

deep

er u

nder

stan

ding

an

d th

e ab

ility

to b

reak

dow

n a

who

le in

to it

s co

mpo

nent

par

ts. E

lem

ents

em

bedd

ed in

a

who

le a

re id

enti�

ed a

nd th

e re

latio

ns a

mon

g th

e el

emen

ts a

re re

cogn

ised

.

• O

rgan

isin

g •

Com

parin

g •

Dec

onst

ruct

ing

• A

ttrib

utin

g •

Out

linin

g •

Find

ing

• St

ruct

urin

g •

Inte

grat

ing

anal

yse,

sep

arat

e, o

rder

, exp

lain

, con

nect

, cl

assi

fy, a

rran

ge, d

ivid

e, c

ompa

re, s

elec

t, in

fer,

brea

k do

wn,

con

tras

t, di

stin

guis

h,

draw

, illu

stra

te, i

dent

ify, o

utlin

e, p

oint

out

, re

late

, que

stio

n, a

ppra

ise,

arg

ue, d

efen

d,

deba

te, c

ritic

ise,

pro

be, e

xam

ine,

inve

stig

ate,

ex

perim

ent

App

lyin

gTh

e le

arne

r has

the

abili

ty to

use

(or a

pply

) kn

owle

dge

and

skill

s in

oth

er fa

mili

ar s

ituat

ions

an

d ne

w s

ituat

ions

.

• Im

plem

entin

g •

Carr

ying

out

•

Usi

ng

• Ex

ecut

ing

appl

y, d

emon

stra

te, c

alcu

late

, com

plet

e,

illus

trat

e, s

how

, sol

ve, e

xam

ine,

mod

ify,

rela

te, c

hang

e, c

lass

ify, e

xper

imen

t, di

scov

er,

cons

truc

t, m

anip

ulat

e, p

repa

re, p

rodu

ce,

draw

, mak

e, c

ompi

le, c

ompu

te, s

eque

nce,

in

terp

ret

Und

erst

and

2Th

e le

arne

r gra

sps

the

mea

ning

of i

nfor

mat

ion

by in

terp

retin

g an

d tr

ansl

atin

g w

hat h

as b

een

lear

ned.

• In

terp

retin

g •

Exem

plify

ing

• Co

mpa

ring

• Ex

plai

ning

•

Infe

rrin

g •

Clas

sify

ing

sum

mar

ise,

des

crib

e, in

terp

ret,

cont

rast

, as

soci

ate,

dis

tingu

ish,

est

imat

e, d

i�er

entia

te,

disc

uss,

exte

nd, c

ompr

ehen

d, c

onve

rt,

expl

ain,

giv

e ex

ampl

e, re

writ

e, in

fer,

revi

ew,

obse

rve,

giv

e m

ain

idea

Rem

embe

ring

1Th

e le

arne

r is

able

to re

call,

rem

embe

r and

re

stat

e fa

cts

and

othe

r lea

rned

info

rmat

ion.

• Re

cogn

isin

g •

List

ing

• D

escr

ibin

g •

Iden

tifyi

ng

• Re

trie

ving

•

Reca

lling

•

Nam

ing

list,

de�n

e, te

ll, d

escr

ibe,

iden

tify,

sho

w,

know

, lab

el, c

olle

ct, s

elec

t, re

prod

uce,

mat

ch,

reco

gnis

e, e

xam

ine,

quo

te, n

ame


Mathematical LiteracyProgramme of Formal Assessment The following tables provide the Programme of Assessment for Grades 10 and 11 showing the weighting of assessment tasks.

School based assessment (25%) Examination (75%)Term 1 Term 2 Term 3 Term 4

Grade 10

Assignment (10%) Assignment (10%) Investigation (10%) Revision Examination

Test (20%) Examination (30%) Test (20%)

Grade 11

Assignment (10%) Assignment (10%) Investigation (10%) Examination

Test (20%) Examination (30%) Test (20%)

The suggested Programme of Assessment assumes that:

• all the topics and sections are addressed throughout the year;

• the topics are weighted in accordance with the suggested minimum weightings for each topic outlined in Chapter 2 of this document;

• content and/or skills are integrated across a variety of topics throughout teaching and learning, and in the assessment activities.

• 1-2 weeks may be allocated as duration to complete and submit the Assignment or Investigation.

• The weightings for quarterly reporting will be allocated as 25% assignment or investigation and 75% control test or examination.

The structure of the papers

Weighting per application topic:

Topic Weighting (%)Basic Skills

TopicsInterpreting and communicating answers and calculations

No weighting is provided for these topics. Rather, they will be assessed in an integrated way in the Application Topics on both papers.

Numbers and calculations with numbers

Patterns, relationships and representations

FET PHASE 45

Topic Paper 1 WeightingApplication

TopicsFinance 60% (±5)

Data Handling 35% (±5)

Probability 5%

Topic Paper 2 WeightingApplication

TopicsMaps, plans and other representatives 40% (±5)

Measurement 55% (±5)

Probability 5%

N.B. The policy caters for the variance of ± 5% for each topic except probability.Section in Finance: (Income, Expenditure, Pro�t/loss, Inco me-and-Expenditure statements and Budgets, Cost price and Selling price)

Mathematical Literacy Cognitive Development Levels

The four levels of Mathematical Literacy assessment taxonomy

Paper 1 Paper 2

Level 1: Knowing 30% ± 5% 30% ± 5%

Level 2: Applying routine procedures in familiar contexts 30% ± 5% 30% ± 5%

Level 3: Applying multi-step procedures in a variety of contexts 20% ± 5% 20% ± 5%

Level 4: Reasoning and re�ecting 20% ± 5% 20% ± 5%

The �rst question in paper 1 end of year exam should integrate content from Finance and Data handling such that all the questions are pitched at cognitive level 1. The question should carry 20%, with ± 5% permissible deviation.

The same format should also be applied in paper 2.

i.e The �rst question in paper 2 end of year exam should integrate content from Measurement and Maps, plans and other representation of the physical world such that all the questions are pitched at cognitive level 1. The question should carry 20%, with ± 5% permissible deviation.


Des

crip

tion

of

cogn

itiv

e le

vel

Leve

lEx

plan

atio

n

Know

ing

1•

To fa

mili

aris

e le

arne

rs w

ith th

e co

ntex

t in

whi

ch p

robl

ems

are

pose

d by

ask

ing

them

que

stio

ns a

bout

the

cont

ext;

• To

test

abi

lity

to in

terp

ret c

onte

xtua

lised

info

rmat

ion,

to u

se fa

mili

ar te

chni

ques

to p

erfo

rm b

asic

ca

lcul

atio

ns a

nd to

exp

lain

com

mon

term

s.•

Exam

ples

of t

he ty

pes

of ta

sks

at th

e kn

owin

g le

vel o

f the

Mat

hem

atic

al L

itera

cy ta

xono

my

incl

ude:

• re

adin

g in

form

atio

n di

rect

ly fr

om a

tabl

e (e

.g. t

he d

ate

on a

ban

k st

atem

ent;

the

time

that

a b

us le

aves

the

bus

term

inal

);•

perf

orm

ing

basi

c op

erat

ions

on

num

bers

(e.g

. sub

trac

ting

inco

me

and

expe

nditu

re v

alue

s to

det

erm

ine

the

pro�

t/lo

ss fo

r a b

usin

ess;

add

ing

valu

es to

sho

w h

ow th

e “A

mou

nt d

ue” v

alue

on

an e

lect

ricity

bill

has

bee

n de

term

ined

);•

mea

surin

g ac

cura

tely

(e.g

. mea

surin

g th

e di

men

sion

s of

a ro

om o

n a

give

n pl

an a

ccur

atel

y us

ing

a ru

ler)

.•

roun

ding

ans

wer

s ap

prop

riate

ly a

s pe

r a g

iven

inst

ruct

ion

(e.g

. rou

ndin

g o�

an

answ

er to

one

dec

imal

pl

ace

whe

n in

stru

cted

to d

o so

);•

iden

tifyi

ng th

e ap

prop

riate

form

ula

to b

e us

ed in

a g

iven

cal

cula

tion

(e.g

. ide

ntify

ing

the

form

ula

for t

he

area

of a

circ

le a

s ar

ea =

π ×

radi

us2

from

a g

iven

list

of a

rea

form

ulae

);•

reco

gnis

ing

and

expl

aini

ng v

ocab

ular

y ap

prop

riate

to a

par

ticul

ar s

cena

rio (e

.g. “

disc

rete

” and

“con

tinuo

us”

in th

e co

ntex

t of d

ata;

“eve

nt” a

nd “o

utco

me”

in th

e co

ntex

t of P

roba

bilit

y; “d

epen

dent

” and

“ind

epen

dent

” va

riabl

es; “

debi

t” a

nd “c

redi

t” in

the

cont

ext o

f �na

nce)

;•

read

ing

valu

es d

irect

ly fr

om th

e va

lues

pro

vide

d on

a g

raph

or t

able

(e.g

. rea

ding

o�

the

cost

of t

alki

ng fo

r 60

min

utes

on

a ce

ll ph

one

cont

ract

from

a g

raph

sho

win

g th

e co

st o

f cal

ls o

ver t

ime)

;•

perf

orm

ing

conv

ersi

ons

with

in th

e m

etric

sys

tem

(e.g

. fro

m m

m to

cm

to m

to k

m; f

rom

ml t

o ℓ;

from

g to

kg

; fro

m s

econ

ds to

min

utes

to h

ours

).

FET PHASE 47

Des

crip

tion

of

cogn

itiv

e le

vel

Leve

lEx

plan

atio

n

App

lyin

g ro

utin

e pr

oced

ures

in

fam

iliar

con

text

s2

• su

bstit

utin

g va

lues

into

giv

en e

quat

ions

(e.g

. det

erm

inin

g th

e ba

nk c

harg

e fo

r dep

ositi

ng m

oney

into

an

acco

unt u

sing

a g

iven

form

ula)

;•

solv

ing

equa

tions

by

mea

ns o

f tria

l and

impr

ovem

ent o

r alg

ebra

ic p

roce

sses

;•

draw

ing

grap

hs fr

om g

iven

tabl

es o

f val

ues

(e.g

. dra

win

g a

grap

h to

sho

w th

e co

st o

f a c

all o

n a

cell

phon

e co

ntra

ct o

ver t

ime

from

a g

iven

tabl

e of

tim

e an

d co

st v

alue

s);

• co

nstr

uctin

g a

budg

et fo

r a s

mal

l hou

seho

ld p

roje

ct;

• us

ing

tax

dedu

ctio

n ta

bles

to d

eter

min

e th

e am

ount

of t

ax to

be

dedu

cted

from

an

empl

oyee

’s sa

lary

;•

mea

surin

g th

e di

men

sion

s of

the

�oor

of a

room

and

usi

ng th

e di

men

sion

s to

det

erm

ine

how

man

y ru

nnin

g m

etre

s of

car

petin

g to

buy

to c

over

the

�oor

of t

he ro

om;

• ca

lcul

atin

g th

e m

ean,

med

ian

and/

or m

odal

ave

rage

s of

a s

et o

f dat

a;•

incr

easi

ng o

r dec

reas

ing

an a

mou

nt b

y a

perc

enta

ge (e

.g. d

eter

min

ing

how

muc

h a

pers

on w

ill p

ay fo

r a

tele

visi

on s

et if

a 5

% d

isco

unt i

s gi

ven)

;•

estim

atin

g va

lues

from

the

valu

es p

rovi

ded

on a

gra

ph o

r in

a ta

ble

(e.g

. on

a gr

aph

show

ing

popu

latio

n st

atis

tics

in m

illio

ns fo

r the

di�

eren

t pro

vinc

es in

Sou

th A

fric

a, e

stim

ate

the

popu

latio

n of

Kw

aZul

u-N

atal

);•

conv

ertin

g un

its o

f mea

sure

men

t bet

wee

n di

�ere

nt s

yste

ms

of m

easu

rem

ent u

sing

giv

en c

onve

rsio

n ta

bles

and

/or f

acto

rs (e

.g. u

sing

a b

akin

g co

nver

sion

tabl

e to

con

vert

from

g to

ml w

hen

baki

ng a

cak

e);

• us

ing

a gi

ven

scal

e to

det

erm

ine

actu

al le

ngth

or d

ista

nce

(e.g

. usi

ng a

sca

le o

f 1:1

00 o

n a

plan

to d

eter

min

e th

e ac

tual

leng

th a

nd w

idth

of t

he w

alls

of a

room

).

App

lyin

g m

ulti-

step

pr

oced

ures

in a

var

iety

of

cont

exts

3•

deci

ding

on

the

mos

t app

ropr

iate

gra

ph a

nd a

n ap

prop

riate

mea

ns o

f con

stru

ctin

g th

at g

raph

to re

pres

ent

a pa

rtic

ular

sce

nario

(e.g

. con

stru

ctin

g a

tabl

e of

val

ues

to re

pres

ent a

tari�

str

uctu

re fo

r a p

artic

ular

el

ectr

icity

sys

tem

and

then

usi

ng th

e ta

ble

of v

alue

s to

dra

w a

gra

ph to

repr

esen

t tha

t tar

i� s

truc

ture

);•

dete

rmin

ing

the

mos

t app

ropr

iate

sca

le in

whi

ch to

dra

w a

pla

n, d

eter

min

ing

dim

ensi

ons

acco

rdin

g to

that

sc

ale,

and

then

dra

win

g th

e pl

an a

ccor

ding

to th

ose

scal

ed d

imen

sion

s;•

dete

rmin

ing

the

quan

tity

of p

aint

nee

ded

to p

aint

the

wal

ls o

f a b

uild

ing

by d

eter

min

ing

the

surf

ace

area

of t

he w

alls

of a

bui

ldin

g, u

sing

a c

onve

rsio

n ra

tio to

con

vert

the

surf

ace

area

val

ue fr

om m

2 to

litre

s, ro

undi

ng th

e lit

res

valu

e up

to th

e ne

ares

t who

le li

tre

and

then

mak

ing

a de

cisi

on a

bout

the

mos

t ap

prop

riate

qua

ntity

of p

aint

to b

e bo

ught

bas

ed o

n av

aila

ble

tin s

izes

;•

usin

g m

aps,

a di

stan

ce c

hart

, wea

ther

repo

rt in

form

atio

n an

d ot

her t

rave

l res

ourc

es to

pla

n a

trip

, giv

ing

cons

ider

atio

n to

whe

re to

sto

p fo

r pet

rol,

estim

ated

trav

ellin

g di

stan

ce a

nd ti

me,

and

est

imat

ed tr

avel

co

sts;

• re

sear

chin

g th

e co

sts

invo

lved

in a

fund

-rai

sing

act

ivity

and

pre

parin

g a

budg

et fo

r the

act

ivity

;•

usin

g gi

ven

in�a

tion

rate

s to

inve

stig

ate

the

estim

ated

val

ue o

f an

item

ove

r a m

ultip

le ti

me

perio

d. (E

.g.

if a

car i

s cu

rren

tly w

orth

R90

000

, wha

t wou

ld th

e ca

r be

wor

th in

two

year

s’ tim

e if

the

valu

e of

the

car

depr

ecia

ted

by a

ppro

xim

atel

y 15

% in

the

�rst

yea

r and

10%

in th

e se

cond

yea

r?)


Des

crip

tion

of

cogn

itiv

e le

vel

Leve

lEx

plan

atio

n

Reas

onin

g an

d re

�ect

ing

4Q

uest

ions

that

requ

ire a

dec

isio

n, o

pini

on o

r pre

dict

ion

abou

t a p

artic

ular

sce

nario

bas

ed o

n ca

lcul

atio

ns in

a

prev

ious

que

stio

n or

on

give

n in

form

atio

n (e

.g. a

naly

sing

cal

cula

tions

per

form

ed in

a p

revi

ous

ques

tion

on

two

di�e

rent

ele

ctric

ity c

ostin

g op

tions

and

mak

ing

a de

cisi

on a

bout

the

mos

t sui

tabl

e op

tion

for a

per

son

with

par

ticul

ar n

eeds

; or c

ritiq

uing

a s

tate

men

t reg

ardi

ng c

rime

stat

istic

s re

port

ed in

a n

ewsp

aper

art

icle

; or

mak

ing

a pr

edic

tion

abou

t the

pro

ject

ed in

com

e fo

r a b

usin

ess

base

d on

cur

rent

�na

ncia

l dat

a).

Exam

ples

of t

hese

type

s of

reas

onin

g an

d re

�ect

ing

ques

tions

incl

ude:

• co

mpa

ring

prov

ided

dat

a on

the

perf

orm

ance

of t

wo

grou

ps o

f lea

rner

s in

an

exam

inat

ion

and

expl

aini

ng

whi

ch g

roup

per

form

ed b

ette

r bas

ed o

n th

e av

aila

ble

data

;•

prov

idin

g an

opi

nion

on

how

a p

artic

ular

gov

ernm

ent m

inis

ter m

ight

reac

t to

a pa

rtic

ular

set

of s

tatis

tics;

• an

alys

ing

a co

mpl

eted

inco

me-

and-

expe

nditu

re s

tate

men

t for

a h

ouse

hold

and

mak

ing

sugg

estio

ns o

n ho

w th

e m

embe

rs o

f the

hou

seho

ld c

ould

cha

nge

thei

r exp

endi

ture

to im

prov

e th

eir �

nanc

ial p

ositi

on.

Que

stio

ns th

at re

quire

lear

ners

to p

ose

and

answ

er q

uest

ions

abo

ut w

hich

mat

hem

atic

s th

ey re

quire

to s

olve

a

prob

lem

, sel

ect a

nd u

se th

at m

athe

mat

ical

con

tent

, rec

ogni

se th

e lim

itatio

ns o

f usi

ng m

athe

mat

ics

to s

olve

th

e pr

oble

m, a

nd c

onsi

der o

ther

non

-mat

hem

atic

al te

chni

ques

and

fact

ors

that

may

de�

ne o

r det

erm

ine

a so

lutio

n to

the

prob

lem

. (E.

g. w

hen

pres

ente

d w

ith a

dver

ts fo

r tw

o di

�ere

nt c

ell p

hone

con

trac

ts, l

earn

ers

have

to d

ecid

e w

hich

met

hod

will

be

the

mos

t app

ropr

iate

to c

ompa

re th

e co

sts

invo

lved

in th

e co

ntra

cts.

They

may

dec

ide

to c

onst

ruct

tabl

es o

f val

ues,

or d

raw

gra

phs,

or u

se e

quat

ions

. Hav

ing

chos

en a

sui

tabl

e m

etho

d, th

ey w

ill n

eed

to p

erfo

rm th

e ne

cess

ary

calc

ulat

ions

and

then

mak

e se

nse

of th

eir c

alcu

latio

ns in

or

der t

o m

ake

a de

cisi

on re

gard

ing

the

mos

t a�o

rdab

le c

ontr

act f

or a

n in

divi

dual

with

par

ticul

ar n

eeds

. The

y w

ill a

lso

need

to re

cogn

ise

that

irre

spec

tive

of th

e m

athe

mat

ical

sol

utio

n to

the

prob

lem

, the

indi

vidu

al m

ay

choo

se a

cel

l pho

ne b

ased

on

pers

onal

pre

fere

nce,

e.g

. col

our o

r cel

l pho

ne m

odel

).Ex

ampl

es o

f the

se ty

pes

of re

ason

ing

and

re�e

ctio

n qu

estio

ns in

clud

e:•

usin

g ca

lcul

atio

ns to

com

pare

inco

me

and

expe

nditu

re v

alue

s fo

r a b

usin

ess

in o

rder

to d

eter

min

e w

heth

er

the

busi

ness

is in

a h

ealth

y �n

anci

al p

ositi

on;

• co

mpa

ring

bank

cha

rges

on

two

di�e

rent

type

s of

acc

ount

s fo

r var

ious

tran

sact

ions

and

mak

ing

a de

cisi

on

abou

t the

mos

t sui

tabl

e ac

coun

t for

an

indi

vidu

al w

ith p

artic

ular

nee

ds;

• co

nstr

uctin

g a

tabl

e to

mod

el a

loan

sce

nario

, tak

ing

into

acc

ount

the

inte

rest

cal

cula

ted

on th

e lo

an, t

he

mon

thly

repa

ymen

t and

the

clos

ing

bala

nce

on th

e lo

an e

very

mon

th;

• us

ing

the

mod

el o

f the

loan

sce

nario

to in

vest

igat

e th

e e�

ect o

f cha

nges

in th

e in

tere

st ra

te o

n th

e lo

an a

nd

the

impa

ct o

f inc

reas

ing

the

mon

thly

repa

ymen

t on

the

real

cos

t of t

he lo

an;

• de

sign

ing

two

di�e

rent

type

s of

box

es fo

r pac

kagi

ng a

n ite

m, c

ompa

ring

the

boxe

s in

term

s of

was

ted

spac

e (v

olum

e) a

nd m

ater

ials

(sur

face

are

a), a

nd m

akin

g a

deci

sion

abo

ut th

e m

ost c

ost-

e�ec

tive

box

for

pack

agin

g th

e ite

m.

FET PHASE 49

Life SciencesProgramme of Formal AssessmentThe programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term.

Term Task Weighting (% of SBA)

% of reporting mark per term

% of promotion

mark1 Practical

Minimum 30 marks15 25

25

TestMinimum 50 marks

15 75

2 PracticalMinimum 30 marks

15 25

Mid-year examOne paper – 150 marksDuration: 2 ½ hours

25 75

3 Project/Assignment*Minimum 50 marks

15 25

TestMinimum 50 marks

15 75

Total 100

Final exam (Paper 1 + Paper 2)Duration: 2 ½ hours for each paper150 marks for each paper

300

NOTE: *At least ONE project and ONE assignment must be done over the Grade10-11 years.

• The project/assignment can be done in any term (1-3) but must be recorded in term 3.

• The �nal SBA mark is weighted as follows:

– Test and examinations: 55%

– Practical tasks and assignment/ project: 45%


Sections Types of questions MarksA A variety of short answer questions, objective questions for example MCQ,

Terminology, columns/ statement and items, data-response50

B A variety of questions types. 2 questions of 50 marks each divided into 2-4 subsections

2 × 50

Format of a Life Sciences examination paper

The one paper will be:

The end-of-year examinations:

Grade 10

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

Paper 1

Topic Time Weighting% Marks

Term 1:Chemistry of LifeCells: Basic units of lifeCell divisionPlant and animal tissuesTerm 2:Plant and animal tissuesPlant organs (leaf )Support and transport systems: PlantsSupport systems: Animals

3 ½ weeks2 weeks2 weeks1 ½ weeks

1 ½ weeks1 week2 ½ weeks2 weeks

21131319

61513

33191928

92319

Totals 16 weeks 100 150

Paper 2


Term 3:Transport systems in mammalsBiosphere to ecosystemsBiodiversity and classi�cationTerm 4:History of life and Earth

3 weeks5 weeks2 weeks

4 weeks

213614

29

325421

43


FET PHASE 51

Grade 11

Paper 1


Term 1 and 2:Energy transformation to sustain life: photosynthesisTerm 2:Animal nutritionEnergy transformation: RespirationTerm 3:Gas exchangeExcretion in humans

3 weeks3 weeks

2 weeks3 weeks

3 weeks

2121

1421

21

3131

2231

31


Paper 2


Term 1:Biodiversity and classi�cation of micro-organismsBiodiversity in plants and reproductionBiodiversity in animalsTerm 3:Population ecologyTerm 4:Human impact on the environment

3 weeks

3 weeks2 weeks

4 weeks

4 weeks

19

1912

25

25

31

3122

37

37


Degrees of di�culty for examination/test questions

30% 40% 25% 5%Easy for the average learner to answer.

Moderately challenging for the average learner to answer.

Di�cult for the average learner to answer.

Very di�cult for the average learner to answer. The skills and knowledge required to answer the question allows for level 7 learners (extremely high-achieving/ ability learners) to be discriminated from other high ability/pro�ciency learners.


The framework for thinking about question or item di�culty comprises the following four general categories of di�culty:

• Content (topic/concept) di�culty;

• Stimulus (question and source material) di�culty;

• Task (process) di�culty; and

• Expected response (memo) di�culty.

Framework for thinking about question di�culty:

Content/concept di�culty

Stimulus di�culty

Task di�culty Expected response di�culty

Content/concept di�culty indexes the di�culty in the subject matter, topic or conceptual knowledge assessed or required. In this judgment of the item/ question, di�culty exists in the academic and conceptual demands that questions make and/or the grade level boundaries of the various ‘elements’ of domain/subject knowledge (topics, facts, concepts, principles and procedures associated with the subject).

Stimulus di�culty refers to the di�culty of the linguistic features of the question (linguistic complexity) and the challenge that candidates face when they attempt to read, interpret and understand the words and phrases in the question AND when they attempt to read and understand the information or ‘text’ or source material (diagrams, tables and graphs, pictures, cartoons, passages, etc.) that accompanies the question.

Task di�culty refers to the di�culty that candidates confront when they try to formulate or produce an answer.

Expected response di�culty refers to di�culty imposed by examiners in a mark scheme and memorandum. This location of di�culty is more applicable to ‘constructed’ response questions, as opposed to ‘selected’ response questions (such as multiple choice, matching/true-false).

Examiners should analyse the items in their papers to ensure the paper is not too easy or too di�cult even if the cognitive demand of the paper is according to the standard.

FET PHASE 53

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TourismThe formal assessment requirements for Tourism are as follows:

• Five formal theoretical assessment tasks must be completed during the school year in both Grades 10 and 11.

• The end-of-year assessment includes two parts: (1) A Practical Assessment Task (PAT) and (2) a written theory paper. Together these two parts make up the remaining 75% in all grades.

• In Grades 10 and 11 all assessment is internally set.

• Each task must cater for a balanced range of cognitive levels as well as align to the prescribed range for levels of di�culty as re�ected in the tables below.

• An item and error analysis of learner performance must be completed after marking a formal assessment task.

Programme of Formal AssessmentGrades 10 and 11

Term 1 Term 2 Term 3 Term 4: Promotion mark

Task 1:Tourism Skills Assessment Task 25%Task 2:March test 75%

Task 3:Mid-year examination 100%

Task 4:Data-handling Task 25%Task 5: September test 75%

SBA = Term 1 + 2 + 3 = 300 ÷ 3 = 100PAT = 100November examination = 200

100 100 100 400 ÷ 4 = 100

Types of formal for Tourism assessment

(a) Tourism Skills Assessment Task

The scenario provided as an introduction for the task can be presented to the learner in the following formats:

• written text / visual text

• audio clip / video clip

Any of the following 21st Century Skills may be selected for the Tourism Skills Assessment Task:

FET PHASE 55

Grade 10 Grade 11 Grade 12• customer service skills• communication skills• planning skills• sales skills• creativity/design skills• problem solving skills• critical thinking skills• collaboration skills• digital skills• entrepreneurial skills

• customer service skills• leadership skills • generic management skills • digital skills • planning skills • marketing skills • management skills • entrepreneurial skills • critical thinking skills • collaboration skills • teamwork

• customer service skills • �nancial management skills • human resource management

skills • business administration skills • price setting skills • social media skills • budgeting skills • tourism channel skills • collaboration skills • entrepreneurial skills • critical thinking skills

To set the Tourism Assessment Skills Task for Grades 10-11, the teacher should:

• Set a task with a minimum total of 50 marks;

• Determine and indicate the skill/s to be assessed;

• Link the skill/s to tourism speci�c content in Term 1;

• Select/ create a scenario that is current and real;

• Select / create the scenario relevant to the identi�ed skill/s and content covered in Term 1;

• Provide information about the skill/s and/or content;

• Develop a worksheet for the task with clear instructions;

• Develop an assessment tool with a clear breakdown of expected criteria and guidelines for assessment.

(b) Data Handling Task

Learners engage with and analyse data, to include the following skills:

• Collecting data

• Organising data

• Representing data

• Interpreting data

• Discussing data.

Data handling can be applied to any topic in the Grades 10-11 Tourism Teaching Plans covered in Terms 1-3.


Test: Minimum total: 50 marksSection A: Short questions Minimum marks Percentage

15 marks 30%

Multiple choice questions (5 × 1 marks)Include a variety of short questions (Examples: Pairing of items; Choose the correct word, Select the answer from a list; Crossword puzzles etc.)Note: NO true/false questions are allowed.Section A: Includes mostly one-mark questions. (More marks may be allocated to a question to align with the level of di�culty and /or cognitive demand of the question.)

Section B: Long questions Minimum marks Percentage

35 marks 70%

Include: • Questions that require a longer response for the answer. • A question that requires a response in paragraph format (minimum 5 marks) • Source-based questions (maps, case studies, scenarios, extracts, pictures, cartoons,

advertisements, �owcharts, table or graphs, info-graphics) • An action verb to open the question. This gives a clear instruction to the question and the

expected response.

(d) Examinations: Grades 10-11

All examinations should adhere to the speci�ed layout indicated in the tables below.

Question paper layout for the Mid-year Examination

The June examination should be weighted by assessing 30% of Term 1 work and 70% Term 2 work. The 30%-70% ratio has already been infused in the June examination layout below (Sections B -E). Section A should comprise 30% Term 1 and 70% Term 2 content respectively. The weighting of marks must further align to the teaching time spent on the topic.

Various stimuli, containing statistics / data can be used as a source from where questions �ow:

Examples: Maps; case studies; scenarios; extracts; pictures; cartoons; advertisements; �ow-charts; tables; graphs; infographics; reports.

(c) Controlled Tests: A test for formal assessment may not comprise of a series of small tests, and should cover a substantial amount of content.

FET PHASE 57

Grade 10 – June Exam Total: 100 marks Duration: 1 hour 30 minutes

Content 100 marksSection A Short questions (all topics covered in term 1 and 2)

Term 1 content: (30%): (7) Term 2 content: (70%): (18)

25

Section B Map work and tour planning: (5 weeks teaching time) 20

Section C Tourism sectors: (9 weeks teaching time) 40

Section D Domestic, regional and international tourism: (3 weeks teaching time) 15

Grade 11 – June Exam Total: 150 marks Duration: 2 hour 30 minutes

Content 150 marksSection A Short questions (all topics covered in term 1 and 2)

Term 1 content: (30%): (9) Term 2 content: (70%): (21)

30

Section B Foreign exchange: (2 weeks teaching time) 20

Section C Cultural heritage: (3 weeks teaching time) 30

Section D Tourism sectors: (10 weeks teaching time) 50

Section E Domestic, regional and international tourism: (2 weeks teaching time) 20

(e) Practical Assessment Task (PAT)

• Learners are assessed in a Practical Assessment Task, to include the practical concepts of the subject for formal assessment.

• The PAT for Grade 10 and 11 will be set and moderated internally. (All Levels of Moderation: School/ District/ Provincial). The quality of the PAT will be approved by the Subject Advisor/ Provincial Subject Head to standardise the quality of assessment.

• The PAT should be administered under controlled, examination conditions.

• The PAT will be conducted in an 8 hour session, broken down into two four (4) hour sessions. Both sessions should take place in the second term. These sessions can take place before or during the mid-year examinations.

• The PAT should be completed fully by the end of the second term.


• Candidates not attending the PAT session: With or without a valid reason will be dealt with in accordance to the National Protocol for Assessment (NPA) paragraphs 4B(f )(ii), 6(4)(a)(ii), 8(1), 8(4), 8(5), 8(6), 8(7), 9(2), 10(3), 130 FET CAPS AMENDMENTS 14(1)(b),14(1)(d),14(1)(e) and the National Policy pertaining to the Programme and Promotion Requirements (NPPPR) paragraph 29(1).

• The PAT completed in Grade 11, may assess practical skills from Grade 10.

• Practical skills assessed in the PAT should be speci�ed in the teacher and learner instructions.

• A PAT mediation and resource pack is prepared for the implementation and assessment of the PAT.

• The PAT mediation and resource pack should include:

– The assessment task with the instructions to teachers and learners;

– The assessment tool; A Marking Guideline;

– A moderation tool for all levels of moderation;

– All the basic resources required to complete the PAT; and an

– Attendance register for learners and invigilators.

Tourism Cognitive Development Levels

Suggested weighting for cognitive levelsCognitive level Percentage

Lower order:Remembering

30%

Middle order:Understanding 20%Applying 30%

50%

Higher order:Analysing/Evaluating and Creating

20%

Suggested weighting for levels of di�cultyLevels of di�culty Percentage

Easy 30%

Moderate 50%

Di�cult 20%

FET PHASE 59


KWAZULU-NATALKhanyo CeleCell: 083 281 0849 O�ce: 033-846 8700

GAUTENGVickesh ThandrayCell: 0605452264

Themba MsimangaCell: 082 445 6435 O�ce: 011- 608 0465

NORTH WESTPhemelo KaekaeCell: 083 378 8725

FREE STATEDimakatso MkhuraneCell: 083 215 6835

LIMPOPODimakatso MkhuraneCell: 083 215 6835

MPUMALANGATshepo TollaCell: 083 287 6894

WESTERN CAPEColette van der MerweCell: 071 851 1814

NORTHERN CAPEColette van der MerweCell: 071 851 1814

EASTERN CAPESydney NqumaCell: 083 253 6761

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