Question 1
Phase: FET
Grade: 12
Subject: Life Orientation
1.1
• Specific aims of teaching Life Orientation (CAPS,2011)
• Guide and prepare learners to respond appropriately to life’s responsibilities and
opportunities.
• Equip learners to interact optimally on a personal, psychological, cognitive, motor,
physical, moral, spiritual, cultural, and socio-economic level.
• Guide learners to make informed and responsible decisions about their own health
and wellbeing and the health and wellbeing of others.
• Expose learners to their constitutional rights and responsibilities, to the rights of
others and to issues of diversity.
• Expose learners to an understanding of the value of regular participation in physical
activity.
1.2
• Development of the self in society
• Social and environmental responsibility
• Democracy and human rights
• Careers and career choices
• Study skills
1.3
Assessment is an ongoing and planned process of identifying, gathering, and interpreting the
information about the performance of learners, using various forms of assessment.
The topics in Life Orientation requires that certain skills and knowledge should be assessed.
Skills and attitudes are often addressed and assessed across all five topics. Learner
progress is monitored throughout the school year.
The aim of assessment is formative. Assessment should be formal and informal.
Assessment is done with the purpose of promoting learners to the next grade and to provide
feedback to stakeholders regarding the progress of learners.
1.4
1. Generating and collecting evidence of achievement.
2. Evaluating this evidence.
3. Recording the findings and using this information to understand.
4. Assist in the learner’s development to improve the process of learning and teaching.
, 1.5.1
Active and critical learning is a dynamic approach emphasising learners’ engagement. It
involves the learner actively participating in the learning process, rather than passively
absorbing information. Rather than simply memorising facts, active and critical learners
strive to understand and analyse concepts, ask questions , and connect new information
with their prior knowledge.
1.5.2
To ensure active and critical learning in a lesson, teachers can incorporate various strategies
and assessment activities that engage and challenge learners. One effective assessment
activity is a group debate.
In a group debate, students are divided into teams and assigned a topic or issue related to
the topic. They are then tasked to research and formulate arguments to support their
position. This activity encourages critical thinking and enhances communication and
teamwork skills.
Question 2
2.1.1
School-based assessment is an ongoing process where evidence of students’ learning is
collected throughout the year. It involves various assessment tasks like tests, quizzes,
projects, and presentations. This type of assessment is crucial for monitoring students’
progress, identifying strengths and weaknesses, and planning future learning. School-based
assessment is primarily formative. Its purpose is to provide feedback to both learners and
teachers, enabling them to make necessary adjustments to instruction and learning.
2.1.2
Practical assessment tasks are specialised assessments that aim to evaluate a learner's
practical skills and abilities in a specific subject. These tasks are created to determine how
well a learner can apply their theoretical knowledge in real-life or practical scenarios.
Practical assessment tasks are commonly used in subjects like science, technology,
engineering, and mathematics (STEM). Practical assessment tasks serve to evaluate a
diverse set of skills, including problem-solving, critical thinking, and teamwork. These tasks
are instrumental in assessing a learner's capability to apply theoretical knowledge in real-life
scenarios.
Phase: FET
Grade: 12
Subject: Life Orientation
1.1
• Specific aims of teaching Life Orientation (CAPS,2011)
• Guide and prepare learners to respond appropriately to life’s responsibilities and
opportunities.
• Equip learners to interact optimally on a personal, psychological, cognitive, motor,
physical, moral, spiritual, cultural, and socio-economic level.
• Guide learners to make informed and responsible decisions about their own health
and wellbeing and the health and wellbeing of others.
• Expose learners to their constitutional rights and responsibilities, to the rights of
others and to issues of diversity.
• Expose learners to an understanding of the value of regular participation in physical
activity.
1.2
• Development of the self in society
• Social and environmental responsibility
• Democracy and human rights
• Careers and career choices
• Study skills
1.3
Assessment is an ongoing and planned process of identifying, gathering, and interpreting the
information about the performance of learners, using various forms of assessment.
The topics in Life Orientation requires that certain skills and knowledge should be assessed.
Skills and attitudes are often addressed and assessed across all five topics. Learner
progress is monitored throughout the school year.
The aim of assessment is formative. Assessment should be formal and informal.
Assessment is done with the purpose of promoting learners to the next grade and to provide
feedback to stakeholders regarding the progress of learners.
1.4
1. Generating and collecting evidence of achievement.
2. Evaluating this evidence.
3. Recording the findings and using this information to understand.
4. Assist in the learner’s development to improve the process of learning and teaching.
, 1.5.1
Active and critical learning is a dynamic approach emphasising learners’ engagement. It
involves the learner actively participating in the learning process, rather than passively
absorbing information. Rather than simply memorising facts, active and critical learners
strive to understand and analyse concepts, ask questions , and connect new information
with their prior knowledge.
1.5.2
To ensure active and critical learning in a lesson, teachers can incorporate various strategies
and assessment activities that engage and challenge learners. One effective assessment
activity is a group debate.
In a group debate, students are divided into teams and assigned a topic or issue related to
the topic. They are then tasked to research and formulate arguments to support their
position. This activity encourages critical thinking and enhances communication and
teamwork skills.
Question 2
2.1.1
School-based assessment is an ongoing process where evidence of students’ learning is
collected throughout the year. It involves various assessment tasks like tests, quizzes,
projects, and presentations. This type of assessment is crucial for monitoring students’
progress, identifying strengths and weaknesses, and planning future learning. School-based
assessment is primarily formative. Its purpose is to provide feedback to both learners and
teachers, enabling them to make necessary adjustments to instruction and learning.
2.1.2
Practical assessment tasks are specialised assessments that aim to evaluate a learner's
practical skills and abilities in a specific subject. These tasks are created to determine how
well a learner can apply their theoretical knowledge in real-life or practical scenarios.
Practical assessment tasks are commonly used in subjects like science, technology,
engineering, and mathematics (STEM). Practical assessment tasks serve to evaluate a
diverse set of skills, including problem-solving, critical thinking, and teamwork. These tasks
are instrumental in assessing a learner's capability to apply theoretical knowledge in real-life
scenarios.
