Oxford CAPS Tracker and Planner Life Orientation Grade 8

SmpCrHovOemOeLnt
I
CAPS PLANNER
& TRACKER
Life Orientation
Grade 8
For best results, use this guide with your Oxford Successful Life Orientation Grade 8 Learner’s
Book and Teacher’s Guide.
SmpCrHovOemOeLnt
PLUS:
I
CAPS
PLANNER & TRACKER

Life Orientation
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Grade 8
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PROM190773151_CPTG_GR8.indd 1 2023/03/11 6:30 PM

Contents
Progress tracker
Term 1 3
Term 2 6
Term 3 9
Term 4 12
Assessment worksheets and examinations
Term 1 Formal assessment 14
Term 3 Formal assessment 16
Physical Education Task assessments 19
Exemplar mid-year exam 26

Exemplar end-of-year exam 33
Term 1 Additional written test 40

Term 2 Additional mid-year exam 48
Term 3 Additional project 54
Term 4 Additional end-of-year exam 55
Additional Physical Education Task assessments 62
How to develop rubric and checklist assessment tools 63

Intervention strategies 67
Cognitive levels and abilities for assessments 70
Note to teachers:
The formal assessment worksheets in this book are taken from the Oxford Successful Life Orientation
Grade 8 Learner’s Book and Teacher’s Guide. The answers to the worksheets can be found in the
Oxford Successful Life Orientation Grade 8 Teacher’s Guide. The page references for the answers in
the Teacher’s Guide are given below.
Formal assessment worksheets

Worksheet Term 1 TG page 63 PET Term 1 TG pages 38 and 56
PET Term 2 TG pages 84 and 94
Worksheet Term 3 TG page 129 PET Term 3 TG page 127
PET Term 4 TG page 146
Examples of mid-year and end-of-year exams can be found in the Teacher’s Guide, along with the
memorandum for the exam:
Mid-year exam TG page 97 End-of-year exam TG pages 148
The additional/alternative assessments can be found at the back of the Teacher’s Guide for your use,
including memoranda.
Formal Assessment Term 1 TG page 155 Mid-year exam (Term 2) TG page 164
Formal Assessment Term 3 TG page 171 End-of-year exam (Term 4) TG page 174
PET Term 1 TG page 158 PET Term 2 TG page 167
PET Term 3 TG page 172 PET Term 4 TG page 177
Worksheets for all of these additional/alternative assessments can be found in this resource book.
© Oxford University Press Southern Africa (Pty) Ltd 2023.

This material may be reproduced for class use with Oxford Successful Life Orientation Grade 8
Learner’s Book.
Progress tracker for Oxford Successful Life Orientation Grade 8
Term 1: Unit 1: Development of the self in society
Planned Content and concepts Learner’s Book Time allocated Date of
Teacher reflection
timeline (as per CAPS and 2023/2024 ATP) page (as per CAPS) completion
Plus: Basic hygiene principles
Self-concept and self-motivation 8
− Factors that influence self-concept 8
Weeks 1–3 formation and self-motivation: media, 3 hours
environment, friends and peers, family, (3 weeks)
culture, religion, community
− Positive self-talk 11
− Strategies and skills to extend personal potential 12
Term 1: Unit 2: Physical education
Teacher reflection
Physical activities that promote components 15
of fitness
Weeks 1–3 3 hours
− Participation in physical activities that 15
promote components of fitness (3 weeks)
− Safety issues relating to fitness activities 16
3
Teacher reflection
Sexuality 18
− Understanding one’s sexuality: personal 18
feelings that impact on sexuality
− Influence of friends and peers on one’s 19
sexuality
Weeks 4–6 − Family and community norms that impact on 20 3 hours
sexuality (3 weeks)
− Social pressures including media that
impact on sexuality 22
− Problem-solving skills: identity formation and
development 24

Teacher reflection
Physical activities that promote components 25
of fitness
3 hours
− Participation in physical activities that 25
Weeks 4–6 (3 weeks)
promote components of fitness
− Participation and movement performance in 27
physical activities that promote components
of fitness
4
Teacher reflection
Relationships and friendships: relationships at 28
home, school and in the community
− Appropriate ways to initiate a relationship 29
− Appropriate ways to sustain a relationship 30
Weeks 7–9 3 hours
− Problem-solving skills: appropriate 31
(3 weeks)
behaviour in a relationship
− Communication skills: ability to disagree in 33
constructive ways and appropriate ways to end
a relationship
Teacher reflection
Physical activities that promote components 3 hours
Weeks 7–9 of fitness (3 weeks)
38
− Participation in physical activities that promote
components of fitness
Term 1: Unit 7: World of work
Teacher reflection
Different learning styles 1 hour
Weeks 10–11
− Visual, aural, kinaesthetic, reading and 40 (1 week)
writing
5
Teacher reflection
Physical activities that promote components
of fitness
1 hour
− Participation in physical activities that promote
(1 week)
Weeks 10–11 components of fitness 42
− Participation and movement performance in
physical activities that promote components
of fitness
Suggested formal assessment
− Written task: Design a poster 43 (TG p. 63)
− Physical Education Task
Unit 2, Activity 7 or 16 (TG p. 38)
Unit 6, Activity 24 39 (TG p. 56)

Teacher reflection
Week 1 1 hour
Own learning style 46
(1 week)
− Identify and apply own learning style
Teacher reflection
Target games
Week 1 1 hour
− Participation in target games 49
(1 week)
− Safety issues relating to target games 50
6
Teacher reflection
Six career categories: investigative, 52
enterprising, realistic, artistic, conventional and
social
− Interests and abilities related to each 53
career category
− Thinking and learning skills required by 54
each career category
Weeks 2–6 5 hours
− School subjects related to each career 56
(5 weeks)
category
− The role of work in relation to South 57
Africa’s social and economic needs
− Identify needs in the community and 58
country
− How work can meet social and economic needs 59
in South Africa
Teacher reflection
Target games 62
5 hours
Weeks 2–6 − Participation in target games 62
(5 weeks)
target games
7
Term 2: Unit 5: Health, social and environmental responsibility
Teacher reflection
Social factors that contribute to substance abuse 65
− Appropriate behaviour to stop and avoid 67
substance abuse
Weeks 7–9 3 hours
− Long- and short-term consequences of 69
(3 weeks)
substance abuse
− Rehabilitation options: where to find help, care 72
and support
Teacher reflection
Target games 73
Weeks 7–9 − Participation in target games 73 5 hours
− Participation and movement performance in 74 (5 weeks)
target games
− Mid-year exam (TG p. 97)
Weeks 10–11
Unit 4, Activity 12 or 64 (TG p. 84)
8
Teacher reflection
Relationship between performance in school 78
subjects and interests and abilities
Weeks 1–3 3 hours
− Types of learning activities related to 78
(3 weeks)
different subjects
− Demands of each subject 81
− Decision-making process 82
Teacher reflection
Movement techniques 86
− Participation in a programme that
Weeks 1–3 3 hours
improves movement techniques 86
− Safety issues relating to movement techniques (3 weeks)
87
Teacher reflection
Environmental health issues 88
− Application of laws and policies to protect the 91
Weeks 4–6 environmental health 3 hours
− Earth Day 93 (3 weeks)
− Develop and implement an 94
environmental health programme
9
Teacher reflection
Movement techniques
Weeks 4–6 improves movement techniques 3 hours
95
− Participation and movement performance in a (3 weeks)
programme that improves movement
techniques
Teacher reflection
Informed, responsible decision making about 97
health and safety
− Management with medication, diet, 97
healthy living and positive attitude
Weeks 7–10 4 hours
− Prevention and safety issues relating to HIV 99
(4 weeks)
and Aids, and COVID-19
− Caring for people living with HIV and Aids, and 100
COVID-19
− Coping with grief, trauma, loss, and crises –
Teacher reflection
Movement techniques
Weeks 7–10 improves movement techniques 4 hours
102
− Participation and movement performance in a (4 weeks)
techniques
10
Teacher reflection
Nation building 104
− Definition of nation building 104
Week 11 − Different ways to promote nation building in 104 1 hour
different contexts (1 week)
− Contributions of women and men towards 106
nation building
Teacher reflection
Movement techniques
1 hour
Week 11 improves movement techniques
108 (1 week)
− Participation and movement performance in a
techniques
− Project 110 (TG p. 129)
11
Teacher reflection
Plus: Basic Hygiene Principles
Human rights violations 114
− Types of violations 116
− Counter-strategies to violations of human 116
rights
Gender equity 119
Weeks 1–4 4 hours
− Gender equity issues in a variety of athletic and 119
(4 weeks)
sport activities
Defining gender-based violence 121
− Emotional, health and social impact of 121
rape and gender-based violence
− Prevention of violence against women 122
− Sources of help for victims 123

Teacher reflection
Outdoor recreational activity 126
− Participation in an outdoor recreational 126
activity
Weeks 1–4 4 hours
an outdoor recreational activity (4 weeks)
− Safety issues relating to participation in 128
recreational activities
12
Teacher reflection
Cultural diversity in South Africa 129
− Diverse cultural norms and values in relation 129
to personal and community issues
3 hours
− Influence of cultural norms and values on 130
(3 weeks)
Weeks 5–7 individual behaviour, attitudes and choices
− Understanding diverse cultures 131
− Respect difference 133
− Celebrate unity in diversity 134
− Contributions to social development by 135
organisations from various religions
Teacher reflection
Outdoor recreational activity 137
− Participation in an outdoor recreational 137
Weeks 5–7 3 hours
activity
(3 weeks)
an outdoor recreational activity
Weeks 8–10 − End-of-year exam (TG p. 148)
13
Worksheet: Term 1
Written task: Design a poster
Name: Class:
Task: Design a poster about the importance of relationships
Your goal: Your poster must inspire teenagers to have better relationships,
and to know how to act in an appropriate way in a relationship.
Your message can relate to one of the following themes:

• Appropriate ways to initiate a relationship
• Appropriate ways to sustain a relationship
• Problem-solving skills: appropriate behaviour in a relationship
• Appropriate ways to end a relationship
1 Think of a slogan. A slogan is a short, catchy way of getting your main

message across, for example “Be a good friend to have a good friend” or “If
you want it to last, stop talking about the past” or “Put each other first and
your love bubble won’t burst”.
2 Your poster must include text (writing) and visuals (pictures). It should be
attractive, neat and catchy.
3 For the text, include a couple of short sentences that give guidance. Try to
inspire people to behave in the right way in their relationships.
Look at the rubric on the next page to see on which criteria you will be
assessed.
14
Needs
Excellent Good Satisfactory
improvement
Content is Content is Content is Content is not
relevant and relevant and mostly relevant relevant and not
accurate. accurate. and accurate. quite accurate.
Included content Included content Included content Information
conveys helps to convey helps mostly to focuses on
Content information that information that convey general aspects
(25 marks) will help will help information that of relationships.
teenagers to teenagers to will help
have better have better teenagers to
relationships. relationships. have better
relationships.
(21-25 marks) (15-20 marks) (8-14 marks) (0-7 marks)
Message is Message is Message is Message is not
conveyed conveyed conveyed conveyed
strongly and strongly. satisfactorily. strongly.
clearly. Learner Learner has a Learner has Learner has
has an excellent good grasp of acceptable little grasp of
Message
grasp of subject subject and can grasp of subject subject and
(15 marks)
and can take a take a stand on and tries to take cannot take a
stand on how to how to have a stand on how stand on how to
have better better to have better have better
relationships. relationships. relationships. relationships.
Attractive with Attractive with Appropriate No heading/
an appropriate an appropriate heading. appropriate
heading. heading. An attempt has heading.
Edge is neat Edge is neat been made to No edge to
Presentation and attractive. and functional. add an edge. poster.
(15 marks) Pictures are Pictures are Pictures are Pictures are not
pasted neatly. pasted neatly. pasted, but pasted neatly.
neatness must
improve.
Pictures are Pictures are Pictures are Pictures are not
appropriate for related to the related to the related to the
text and text and text. text. No pictures
strengthen the strengthen the Slogan is appear on the
Pictures/
message. message. related to and poster.
slogan
Slogan is Slogan is supports the Slogan is not
(10 marks)
appropriate and related to and work. related to the
supports the supports the text. There is no
work. work. slogan.
No grammatical Almost no A few Too many
or spelling grammatical or grammatical or grammatical or
Language
errors. spelling errors. spelling errors, spelling errors,
and
but it does not which detract
grammar
detract from the from the
(5 marks)
content. content.
(5 marks) (4 marks) (3 marks) (0-2 marks)
Total: 70 marks
15
Worksheet: Term 3
Task: Project
Name: Class:
Task: Project on choosing a potential career
This project consists of three parts:

Part 1: Gather personal information to choose a potential career
Part 2: Research three potential careers
Part 3: Make a potential career decision
Part 1: Gather personal information to choose a potential career

Do the following to choose your potential career:
• Draw four columns and insert the headings: my strengths, my abilities, my
interests and my passions. Complete this table by thinking carefully about
yourself.
• Decide which is best suited to you: an investigative career, an enterprising
career, a realistic career, an artistic career, a social career or a conventional
career. To do this, draw a table with six columns and write the career types
as headings at the top of the columns. In each column, write down the
strengths, abilities, interests and passions you have that might indicate that
this is the career choice most suited to you. Do not worry if none of your
strengths, abilities, interests and passions suit a particular type of career.
Hopefully only one or two career types will clearly suit you.
• You should now know which career type is best for you, or you might find that
you could possibly choose two or three different career types. Your next task
is to draw a column for each career type that might suit you and to write down
at least 10 different jobs that match each career type.
• Now choose three jobs that you think you might like to do.
16
Part 2: Research three potential careers
In order to choose a career, you must research the three options that you
identified in Part 1 of this project. Find the following out about each of the three
jobs that you identified:
• Where will you learn how to do the job? Must you study and, if so, for how
long and where, and what do the studies cost?
• You must get information from people who are currently doing the jobs. You
will probably have to visit people at their place of business, but you can also
phone and ask your questions on the telephone. Remember to tell them that
you are a learner who is doing research on career options, and you would
like to ask them four questions that will only take a minute or two of their time.
This is what you must find out:
o What do they like about their job?
o What are the challenges of the job?
o What type of person is best suited to this job?
o Does the job pay enough to cover their basic needs?
• Write the information down that you have gathered for each of the three jobs,
and highlight the information that surprised you or that you found particularly
valuable.
Part 3: Make a potential career decision

Use the information that you have gathered in Part 1 and Part 2, and make a
potential career decision. Write a paragraph of at least half a page to explain
why you think this is the right career decision for you. Mention what information
from the interviews helped you make up your mind.
NOTES:
• You must present the information to your classmates in class.
• You must collect data/resources/information outside of contact time to
perform the task, but the completion of the project will be facilitated by the
teacher in class time to ensure the authenticity of the product.
The marking grid on the next page will be used to assess this project.
17
Needs
Excellent Good Satisfactory
improvement
Content is Content is Content is mostly Content is not
relevant and relevant and relevant, but is relevant and not
accurate. accurate. accurate. quite accurate.
Gather Personal No information is
Personal Personal
personal information is gathered.
information information
information gathered, but not
gathered is well- gathered is
(25 marks) well-considered.
considered. mostly well-
considered.
Research is Research is Research is Research is not
relevant and relevant and relevant, but not relevant or
sufficient. sufficient. A few sufficient. sufficient.
Research possible careers No careers are
A variety of Only a few
three are researched. researched.
possible careers possible careers
possible Careers
is researched. are researched.
careers researched are
(25 marks) not relevant to
learner.
An appropriate An appropriate A possible No career is
Make a career is chosen. career is chosen. career is chosen. chosen. The
decision Personal Personal Personal chosen career is
about a information is information is information is not contradictory to
possible taken into mostly taken into taken into personal
career account. account. account. information
(10 marks) gathered.
Presentation is Presentation is Presentation is Presentation is
very neat, neat and clever acceptable, and not neat and little
extremely clever at times; a has a few creativity is
and original; a thoughtful and original touches shown.
unique approach unique to enhance it, but No diagrams and
that enhanced approached is this is not illustrations or
the project is followed. incorporated diagrams and
followed. Diagrams and throughout. illustrations do
Presentation Diagrams and illustrations Diagrams and not relate to the
(5 marks) illustrations (where illustrations text.
(where appro- appropriate) are (where
priate) are neat, accurate, clearly appropriate)
accurate, clearly relate to the text relate to the text.
relate to the text and add interest.
and provide
additional insight.
(5 marks) (3-4 marks) (2 marks) (0-1 mark)
No grammatical Almost no A few Too many
or spelling grammatical or grammatical or grammatical or
Language errors. spelling errors. spelling errors, spelling errors,
and grammar but it does not which detract
(5 marks) detract from the from the content.
content.
(5 marks) (4 marks) (3 marks) (0-2 marks)
Total: 70 marks
18
Assessment sheet:
Term 1 Physical Education Task
Activity 7: Complete a T-drill test
Name: Class:
You will be assessed on your ability to complete a T-drill test. Remember, touch
the base of each cone. Good footwork will improve your speed. Make sure you
use the proper technique – refer to the photos on page 16 of the Learner’s Book.
PET assessment
Activity 7 in Unit 2 can be used as a Formal Assessment activity.
You will test your ability to complete a T-drill test in the fastest time possible,
ensuring correct technique throughout the drill.
Your teacher will use the following rubric to assess you:
Level Limited Adequate Proficient Excellent

Criterion 1:
Frequency of 0% = 0 marks (did 21-25% = 5 marks
51-55% = 11 marks 76-80% = 16 marks
participation not participate at all) 26-30% = 6 marks
56-60% = 12 marks 81-85% = 17 marks
during 1-5% = 1 mark 31-35% = 7 marks
61-65% = 13 marks 86-90% = 18 marks
Physical 6-10% = 2 marks 36-40% = 8 marks
66-70% = 14 marks 91-95% = 19 marks
Education 11-15% = 3 marks 41-45% = 9 marks
71-75% = 15 marks 96-100% = 20 marks
periods 16-20% = 4 marks 46-50% = 10 marks
(20 marks)
Requires Requires attention Efficient, effective Exceptional level

Criterion 2: significant and refinement: and appropriate: of skill:
Outcome of attention: lapses in movements movements
Movement movements do not movements which mostly produce always produce
Performance produce the do not always the correct desired the desired
(5  2 =10 desired outcome produce the outcome outcome
marks) at all desired outcome
(0-1 mark) (2-3 marks) (4 marks) (5 marks)
The learner is able to complete a T-drill test in the fastest time possible,
ensuring correct technique throughout the drill.
Total: 30 marks
19
Assessment sheet:
Activity 24: Complete an obstacle course
Name: Class:
1 Complete your obstacle course in the shortest time possible.

2 Once you have become familiar with the course, complete the course as a
relay team.
Speed drills will help to improve your running speed. Remember to try to
maintain the correct sprinting technique when performing drills. You will be
assessed on your sprinting technique.
PET assessment
Alternatively, Activity 24 in Unit 6 can be used as a Formal Assessment activity.
In this activity you will complete an obstacle course. You will be tested on your
sprinting technique.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

The learner is able to demonstrate good sprinting technique.

Total: 30 marks
20
Assessment sheet:
Activity 12: Play modified hockey
Name: Class:
Play a modified game of hockey. You will be assessed on your ability to dribble
the ball through an obstacle course and score three goals.
PET assessment
During a game of modified hockey, you will be assessed on your ability to
dribble a ball through an obstacle course and score goals.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

The learner is able to dribble a ball around cones/markers and score three
goals.
Total: 30 marks
21
Assessment sheet:
Activity 19: Practise ball control
Name: Class:
Stand in a circle with a good soccer player in the middle. This player kicks the
ball towards individual learners, one at a time. Each person who receives the
ball must perform a control technique and then return the ball to the middle of
the circle. Remember to hop on one leg whilst performing these movements.
This helps to keep your balance.
1 Perform an outside cut: Use the inside of your foot to touch the left side of the
ball. You can touch more towards the middle if you want to move forward and
to the side.
2 Try a sole touch: First put your foot lightly on the ball. Now roll the ball in any
direction you want. Your other foot should hop slightly when you roll the ball.
3 Use the inside of both feet and touch the ball back and forth between your
legs. The ball will move far in front or behind you at first. When it does, stop,
move the ball back between your legs, and start again.
4 Perform the ‘triangle’: Pull the ball toward the foot that you pull it with. Then
touch it with the inside of that foot towards your opposite foot. With the
opposite foot, touch the ball forward and a little to the side of the pulling foot.
Then pull it back and start again.
5 Pull and cut: Pull the ball behind your leg. Then touch it with the inside
around your other leg without turning your body. Then do it the opposite way.
22
PET assessment
Alternatively, Activity 19 in Unit 6 can be used as a Formal Assessment activity.
You will be assessed on your ability to control a ball in soccer.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

The learner is able to demonstrate control techniques in soccer.

Total: 30 marks
23
Assessment sheet:
Activity 20: Design a training programme
Name: Class:
Design a plyometric home training programme.

• Select six to eight exercises.
• Perform each exercise 10 times, in other words, 10 repetitions (reps).
• The 10 repetitions are called a set. Perform three sets.
• Rest for one minute between sets and three minutes between exercises.
Remember to perform each exercise with the correct movement technique.

Movements must be explosive, controlled and as fast as possible.
PET assessment
You will do a plyometric training programme, and will be assessed on your
movement techniques during the programme.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

The learner is able to complete the training programme.

Total: 30 marks
24
Assessment sheet:
Activity 16: Complete the balance obstacle course
Name: Class:
Assist your teacher to set up the balance obstacle course. You will need chairs,
benches/balance beams, markers/cones and bean bags.
You will be assessed on your ability to complete the course while balancing a
bean bag on your head.
PET assessment
You will be assessed on your ability to complete a balance obstacle course.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

The learner is able to complete an obstacle course and demonstrate good

balance technique.
Total: 30 marks
25
Exemplar mid-year exam
Name: Class:
Section A: 25 marks
Question 1: Multiple choice about the relationships (5 marks)

Choose the incorrect statements.
1.1 Joe and Marli worked at their relationship in the following way:
A They never criticised each other aggressively.
B They did absolutely everything together, and never spent any time apart.
C They always discussed their problems and listened to each other carefully.
D They were not suspicious or jealous of each other.
1.2 Joe and Marli handled their disagreements in an Question 1:

appropriate way:
A They used non-aggressive body language. Write your answers
B They always told each other the truth. in the table below:
C They cooled off before continuing to deal with
a disagreement, if necessary. 1.1
D If they felt like it, they shouted at each other.
1.2
1.3 Sexuality involves the following: 1.3
A sexual thoughts and behaviour
B our values about love and friendships 1.4
C whether we are attracted to people of the
opposite or the same sex 1.5
D only sex, because sexuality is the same as sex
1.4 Marli was assertive and behaved appropriately when she did the following:
A told Joe that he was wrong and argued her point loudly, making
sarcastic remarks
B respected Joe’s opinion even when she didn’t agree with him
C listened to Joe and gave him her honest opinion
D did not force her opinion on Joe, but told him what she thought and
listened to his point of view
1.5 Joe broke up with Marli in the following inappropriate way:

A He decided to spend less and less time with her and hoped that she
would get the message that he wanted to end the relationship.
B He told her that she was a good friend, and he had enjoyed spending
time with her but he wanted to end the relationship.
C He told her that he was sick of her and never wanted to see her again.
D He told her that her parents’ divorce was too much for him to handle.
26
Question 2: True or false (5 marks)
Tick whether the following statements are true or false:
True False
2.1 According to the South African Police, at least
60% of crimes nationally are related to substance
abuse.
2.2 School kids who use alcohol or drugs are twice as
involved with violent crimes.
2.3 It is important to break the habit of self-talk.
2.4 One of the short-term health consequences of
substance abuse is lack of concentration.
2.5 People who speak assertively are not too timid
and they’re not too pushy.
Question 3: Fill in the missing word (5 marks)

Choose from the following words.
self-talk self-concept potential goal self-motivation
3.1 A is something we aim to achieve, usually

in a certain time. (1)
3.2 When we have an ability that we have not yet developed we say we
have . (1)
3.3 means how you see yourself and the

things you know about yourself, such as your strengths and
weaknesses. It is also how you think others see you. (1)
3.4 is when you want to do or achieve things

without being told to do so by someone else. (1)
3.5 is the things we say to our self, either aloud

or in our thoughts. (1)
Question 4: Short questions about expectations (5 marks)

4.1 What are expectations? (1)
27
4.2 Give an example of an unhealthy expectation. (1)
4.3 What role do expectations play in romantic relationships? (3)
Question 5: Questions about over-assertiveness (5 marks)

5.1 List three ways in which over-assertive people behave. (3)
5.2 How can over-assertive people change? (2)
28
Section B: 25 marks
Question 6: Scenario about positive self-talk (7 marks)
Sometimes Ameerah feels so hopeless when she looks in the mirror
and sees her bad skin. She thinks that she’ll never be as beautiful and
athletic as her older sister, and it makes her feel trapped and unhappy.
“If only I were good at something,” she thinks.
6.1 Why is Ameerah’s negative self-talk a problem? (2)
6.2 Give five guidelines for positive self-talk that would benefit (help)
Ameerah. (5)
Question 7: Sexuality (6 marks)

Moses knows that his parents would not approve of it if he started a
sexual relationship, so he makes a decision to wait until he is older.
In what positive and negative ways can parents influence their teenage
children’s sexuality?
29
Question 8: Learning styles (12 marks)
Although Myriah and her sister don’t mind sharing a bedroom, they find it
very difficult to study in the same room. Myriah likes music playing in the
background; her sister likes to walk up and down while doing her homework.
8.1 Explain what an aural learning style is and give examples of how aural
learners study. (3)
8.2 Explain what a visual learning style is and give examples of how visual
learners study. (3)
8.3 Explain what a kinaesthetic learning style is and give examples of how
kinaesthetic learners study. (3)
8.4 Explain how learners study who use a reading and writing learning style.(1)
8.5 What are Myriah and her sister’s individual learning styles? (2)
30
Section C: 20 marks
Answer two of the three questions.
Question 9: Give advice about a first date (10 marks)
Your friend Mark likes a girl in your class and would like to go out on a date with
her, but is terrified that she will reject him if he asks her out.
Give Mark advice on asking her out, and also on how to behave on a first date.
Question 10: Think about your choice of career (10 marks)

Say what you can expect if you choose the following career paths,
and which one would suit you best.
• Realistic careers
• Social careers
• Enterprising careers
31
Question 11: Consider the social and economic needs
of South Africa (10 marks)
“If you join the world of work after school, you will help to meet the
social and economic needs of South Africa.”
Do you agree with this statement? Explain.
Total: 70 marks
32
Exemplar end-of-year exam
Name: Class:
Section A: 25 marks
Question 1: Multiple choice. Choose the incorrect one. (5 marks)

1.1 The following process is not part of the carbon cycle:
A humans breathe in oxygen
B plants use carbon dioxide
C plants use oxygen and make carbon dioxide Question 1:
D animals produce carbon and use oxygen Write your answers
1.2 Plastic is NOT a by-product of: in the table below:
A turpentine production
1.1
B coal production
C oil production 1.2
D paraffin production
1.3
1.3 The following animals are extinct:
A dinosaur 1.4
B Tasmanian tiger
1.5
C quagga
D rhino
1.4 South Africans have the following rights:

A The government must take action if a company is polluting the air.
B The government must ensure that the environment in which we live
does not make us sick.
C The government must conduct environmental health investigations.
D Because it is the responsibility of every South African to ensure that
our environment stays healthy, the government does not get involved.
1.5 We can reduce our carbon footprint in the following ways:

A Use windpower rather than coal.
B Plant trees, such as the fast-growing Australian bottlebrush tree.
C Make compost heaps in our gardens.
D Use hydropower rather than gas.
33
Question 2: Match the columns (5 marks)
Match a term from Column A with one from Column B.
Write the correct letter from Column B in the box below.
Column A Column B
2.1 A person should increase the A if his or her HIV level has gone
dosage of ARVs up
2.2 If an HIV positive person takes B if he or she reuses a
ARVs condom
2.3 A person is at risk of getting C when he or she has diarrhoea
HIV
2.4 A person is at risk of getting D the rate at which HIV spreads
TB slows down
2.5 A person is at risk of getting E when a person is living with
dehydrated Aids
Column A Column B
2.1
2.2
2.3
2.4
2.5

True False
3.1 Evaluation skills involve seeing how different
ideas fit together.
3.2 Practical activities give you the chance to discover
how things work and conduct experiments
3.3 When you say what you think about something
you are applying synthesis skills.
3.4 Learning new facts before you can apply them is
called theoretical learning.
3.5 In Natural Science you have to do practical
activities.
34
Question 4: Answer questions about nation building (10 marks)
4.1 What is nation building? (2)
4.2 Why is nation building good for our country? (3)
4.3 How can you build national identity at school? (3)
4.4 Why should we support the Proudly South African campaign? (2)
35
Section B: 25 marks
Question 5: Scenario about dealing with rape (10 marks)
Imagine that you belong to a community focus group that meets regularly to
discuss safety issues. The leader of the group tells you that a woman in
South Africa is more likely to get raped than educated, and asks you to talk
to the group at their next meeting.
5.1 What should a person do if he or she is the victim of violence or rape? (5)
5.2 What must a person who has been the victim of gender-based violence
do to assist (help) the process of emotional recovery? (5)
Question 6: Scenario about decision making (7 marks)

When Sibu and Mynah started going out, she was all he could think about, but
things are different now. He tries to make excuses rather than going to visit her.
He knows that his feelings for her have changed, but because she will be upset if
he breaks up with her, he says nothing. When she asks him why he has been
acting so strangely lately, he says that he is just stressed about school work.
6.1 Sibu is avoiding decision making. Why is this a problem? (2)
36
6.2 Describe the steps in decision making and say how Sibu can apply
this process. (5)
Question 7: Legal protection with regard to

gender-based violence (8 marks)
The Sexual Offences Act came into effect in South Africa in 2008, and
protects people from gender-based violence.
7.1 What is the aim of this Act? (2)
7.2 List three ways in which this Act protects South Africans against
gender-based violence. (3)
7.3 Which awareness campaign runs from 25 November to 10 December

every year in South Africa? (1)
7.4 What is the aim of this awareness campaign? (2)
37
Section C: 20 marks
Question 8: The Bill of Rights (10 marks)
“Because of the Bill of Rights, we do not have human rights violations in South
Africa anymore.”
Do you agree with this statement? Give reasons for your answer.
Question 9: Advise overseas visitors on local traditions (10 marks)

While some overseas relatives visit you, they ask about typical South African
traditions: food, clothing and expressions.
Tell them what they might eat, clothes they might see people wearing, and what
typically South African expressions they might hear while visiting.
38
Question 10: Think about how a religious organisation
contributes to social development (10 marks)
Describe how a religious organisation in South Africa provides housing to people.
Total: 70 marks
39
Additional assessment: Term 1 Formal assessment
Name: Class:
Written test
Section A: 25 marks
Question 1: Multiple choice (5 marks)

1.1 The following is not normal in a good relationship:
A to share your feelings with each other
B the relationship has ups and downs
C your friend’s faults are more than his or her Question 1:
good points Write your answers
D your friend has lasting qualities like kindness in the table below:
and honesty
1.1
1.2 Self-concept means:
A what you know about yourself 1.2
B your strengths and weaknesses
C your goals and whether you achieve them 1.3
or not
1.4
D how others see you
1.5
1.3 Self-motivation means:
A working hard when your parents offer you a
new cellphone if you get a certain mark
B slacking off during the year but working hard when you
know you’ll be assessed
C working hard without anybody telling you to do so
D working hard because you’ll get in trouble if you don’t
1.4 Compromising means:

A everyone is unhappy and angry
B everyone agrees to take less than they really wanted
C everyone ignores each other
D everyone is perfectly satisfied
1.5 The following is normal on a first date:

A to say “I love you”
B to expect sex
C to only talk about yourself
D you get to know each other in a relaxed conversation
40
Question 2: Match the column (5 marks)
Match the information in Column B to the terms in Column A.
Column A Column B
2.1 Friends and peers A Shows images of the ideal person
2.2 Parents and guardians B Gives us an identity shared by others
2.3 Culture and religion C The self-awareness they teach us leads
to self-concept formation
2.4 Environment D We try to be like them to fit in
2.5 Media E Our self-concept is boosted when we get
good marks
Column A Column B
2.1
2.2
2.3
2.4
2.5

3.1 is linked to self-concept because if you have a
3.2 self-concept you will be more motivated to
achieve the things that are important to you. When you achieve the things you
set out to do, you feel good about yourself and this 3.3
your self-concept. Self-motivation starts with wanting to do something and
3.4 that you can do it. But that is not enough; you
also have to have a 3.5 that will help you achieve
your aims.
41
Question 4: True and false (5 marks)
Tick the five true statements:
True
4.1 Sexuality is the sexual feelings we get and the
thoughts we have.
4.2 Sexuality is the same as sex.
4.3 Sexuality is whether we are attracted to people of
the opposite or the same sex.
4.4 Sexuality is everything we think and do.
4.5 Sexuality is about the way we see ourselves as tall
enough or fat/thin enough.
4.6 Sexuality is about the way we see ourselves as
males and females.
4.7 Sexuality is the religion we belong to.
4.8 Sexuality is how we think and feel about our
bodies.
4.9 Sexuality is not our values about life, love and
friendships.
4.10 Sexuality is not the way we dress.
Question 5: List (5 marks)

List five constructive ways to deal with disagreements.
42
Section B: 25 marks
Question 6: Case study about sexuality (13 marks)
Read this letter from Tanya in which she asks for advice, and answer the
questions that follow.
Dear Noelene
I want to ask your advice about something that has happened in our family. My
oldest brother, Timothy, just returned from a two-year trip to the Far East. Although
we all missed him very much, we are not quite sure how to handle things right now.
Timothy has come back with a guy named Teddy and he says that he and Teddy
are married! To make matters worse, Timothy says they are going to adopt a baby.
My father says he never wants to see Tim again. He even said that he does not
consider Tim his son anymore. Everyone is very angry and I don’t know what to
do. Is it really wrong for two guys to love each other, and why can’t they adopt a
baby? I know Timothy will make a really great dad. I just want to see my brother,
but now I don’t know. What if Tim goes away again and never comes back? Why
are they all behaving like this? Please help me. I don’t know what to do.
Tanya
6.1 How can family norms affect a person’s sexuality? (6)
6.2 How can community norms affect a person’s sexuality? (4)
43
6.3 What is the difference between heterosexuality and homosexuality? (2)
6.4 Why is it wrong to discriminate against a gay person? (1)
Question 7: Case study/scenario with open-ended

questions (6 marks)
Joshua’s coach thinks he has a good chance of being chosen for the provincial
hockey team, but he is worried that Joshua is not motivated enough. He explains
to Joshua how important it is to set personal goals and to think about the skills
and strategies that will make it possible to reach those goals. After spending half
an hour talking to the coach and writing down strategies and skills, Joshua feels
excited and ready to face the challenge ahead of him.
Explain how a person can reach his or her personal potential by suggesting six
skills and strategies that can help a person to reach his or her goals.
44
Question 8: Learning styles (6 marks)
Daniel has always struggled to sit still in class. His mom says he just does not
try hard enough, and he should write everything down the teacher says in class.
When he gets home from school, she makes him rewrite the notes, so that he
can remember it all. But Daniel is not doing any better at school. In fact, he is
more frustrated than ever.
He wonders why he can easily remember all the rules of any sport he tries to
play, but he cannot remember his school notes.
8.1 What are the four different learning styles? (4)
82 Which style suits Daniel, and which is his mother trying to force on
him? (2)
Section C: 20 marks
Question 9: Changing a negative self-concept (10 marks)
Imagine that you have a friend who suffers from a very bad self-concept, and
who has very negative patterns of self-talk. Explain to your friend what self-talk
is, how he or she can change the negative self-talk, and explain what role you
can play in helping your friend improve his or her bad self-concept.
45
Question 10: Sustaining a relationship (10 marks)
Imagine that your sister or brother has just started his or her first romantic
relationship. Give him or her advice on how to sustain the relationship.
46
Question 11: Impact on sexuality (10 marks)
Explain all the influences that impact on a teenager’s sexuality.
Total: 70 marks
47
Name: Class:
Mid-year exam
Section A: 25 marks
Question 1: Match the columns (10 marks)

Find a term in Column B that matches the description in Column A.
Column A Column B
1.1 Being exposed to sexual content in the A girls in bikinis
media advertising car
shampoo
1.2 Parents might respond like this when their B influences sexual
child admits that he or she is gay behaviours
1.3 This is a stereotype of a gender role C illegal
1.4 Being straight D heterosexual
1.5 Girls must keep their head covered by a E music
scarf so boys do not see their hair
1.6 They are not allowed to go out on dates F hijab
1.7 All people have freedom of sexuality G homosexual
1.8 Explicit sexual lyrics H punish teenager
1.9 Victimising a gay person I constitutional right
1.10 Being gay J unmarried Muslims
Column A Column B Column A Column B

1.1 1.6
1.2 1.7
1.3 1.8
1.4 1.9
1.5 1.10
48
True False
2.1 An appropriate way to end a relationship is to say
that you want to take a break from the person, and
maybe you can get together again in a week or two.
2.2 An appropriate way to end a relationship is to SMS
the person to say you do not want to go out with him
or her anymore, and you do not want to talk about it.
2.3 An appropriate way to end a relationship is to say
what was good about the relationship, but to end it
anyway.
2.4 An appropriate way to end a relationship is to tell the
truth without blaming yourself or your partner.
2.5 An appropriate way to end a relationship is to write a
letter to the person about how much pressure it puts
on you to always be there for him or her while his or
her parents are getting divorced, and you’d rather
just break up.

3.1 A style of learning fits well with a writing
style of learning. (1)
3.2 The type of learner that prefers role play as a learning method is called
a learner. (1)
3.3 Visual learners find that they learn or study best by reading things
that are written down or information that is presented in the form of
, and graphs. (2)
3.4 learners find they learn or study best by

listening or speaking. (1)
3.5 Flashcards can help learners when they

study for tests and exams. (1)
3.6 Activities that help auditory learners include ,

and . (3)
3.7 learners find that they learn best from

activities that involve them physically (1)
49
Section B: 25 marks
Question 4: Self-concept formation (12 marks)
Faldielah is a natural leader and very popular at school. She says that being
a Muslim, and having a close family, with whom she spends most of her time
outside of school, helps her to have a good self-concept.
4.1 What does it mean to have a good self-concept? (2)
4.2 What is self-motivation? (2)
4.3 How does culture and religion affect our self-concept? (3)
4.4 List three other factors that affect self-concept formation. (3)
4.5 “Teenagers should break the habit of self-talk.” Do you agree with this
statement? Give a reason for your answer. (2)
50
Question 5: Substance abuse (13 marks)
Sibusiso’s mother, who died when he was 12, was an alcoholic. He has seen
what substance abuse can do to a family. He heard that his brother, whom he
has not seen for three years, is still selling tik in Lansdowne. Sibu explains
the effects of substance abuse to his friends. It is important to him that they
understand that he will never, ever be trapped in a lifestyle of abuse.
5.1 List three negative short-term physical effects of substance abuse. (6)
5.2 List three negative long-term physical effects of substance abuse. (3)
5.3 In what other ways can substance abuse affect your future? (3)
5.4 If pregnant mothers drink too much, babies can be born with a
condition. What is this condition called? (1)
Section C: 20 marks
Question 6: Strategies and skills for reaching full
potential (10 marks)
Your rhythm gymnastics team has performed badly at the last two competitive
events, but you know that the team has the talent to get at least silver at the
upcoming provincial grading event.
What message would you give the team to help them reach their full potential?
Explain some strategies and skills that will help them.
51
Question 7: Constructive ways of dealing with
disagreement (10 marks)
Rashid and Nizaam are brothers who want to open up a bakery together, but
they cannot agree on a name. Rashid says it must be Rashid’s Baked Goods
and Nizaam says it must be Nizaam’s Breads and Buns. When they see each
other, they sulk or argue. Nizaam says it is typical of Rashid to be so stubborn,
and Rashid says, “Perhaps if Nizaam hadn’t taken my car without asking and
crashed it a year ago, I would be more willing to see things his way now.”
Suggest some constructive ways in which the brothers can deal with their
disagreement.
52
Question 8: Rehabilitation (10 marks)
A girl in your class is addicted to drugs. Her family decides to take her out of
school for a while. They say that they want to keep a close eye on her at
home, but you know that both her parents work, and she will be left at home
alone all day. You think that the best thing for her would be to become part
of a rehabilitation programme.
Explain what rehabilitation is, why it is necessary for the girl in the scenario,
what kinds of rehabilitation programmes she might take part in, and who the
family can contact for information.
Total: 70 marks
53
Name: Class:
Task: Project on environmental health
For this project learners must gather information about a local environmental
organisation. Once learners have information on the organisation, they must
plan an Earth Day celebration that will link to and advertise the activities of the
environmental organisation. Plans for the Earth Day celebration must be
presented in class in a two to three minute presentation.
Learners must find information on the local environmental organisation of their
choice outside of class time, but all planning and preparation of the presentation
must be done in class.
Learners should choose an organisation that works with an issue that is
personally meaningful to them. They should show enthusiasm and commitment
to the issue during their presentation. The activity/activities that are chosen to
form part of the Earth Day celebration should be exciting enough to get a
positive response from classmates.
At the end of the presentation, there must be an opportunity for the rest of the
class to pose questions about the environmental issue/organisation that the
learner represents. A part of the assessment mark will be awarded with
consideration of the learner’s ability to answer classmates’ queries.
The following marking grid outlines the assessment criteria for this project:
Assessment criteria Mark out of 10

The learner has gathered information on a local
environmental organisation.
The learner has made plans for an Earth Day celebration that
effectively links to and advertises the work of the
environmental organisation.
The learner has made plans for an Earth Day celebration that
is exciting and gets a positive response from classmates.
The learner should show enthusiasm and commitment to the
issue during his/her presentation.
The learner should be knowledgeable enough about the
organisation/issue to answer classmates’ queries at the end.
The learner must present a coherent, interest piece of content
that shows insight into the issue.
The learner must present clearly.
Total: 70 marks
54
Name: Class:
End-of-year exam
Section A: 25 marks
Question 1: Multiple choice (5 marks)

Choose the option that is not correct.
1.1 Theoretical activities: Question 1:
A are not included in all subjects
B are all about learning the facts Write your answers
C are important because you need to understand in the table below:
why you are learning about something first
D come before application activities 1.1
1.2 Examples of group activities are: 1.2

A projects 1.3
B personal reviews
C experiment 1.4
D discussion forums
1.5
1.3 Practical activities:
A are the type of activities you do when you
observe something, for example iron fillings with a magnet
B come before application activities
C do not usually help with problem-solving
D are done outdoors or in a laboratory
1.4 The advantages of individual activities are:

A you can use the learning style that suits you best
B you can work at your own pace
C you can see how well you understand the work
D you can avoid criticism or having to compromise
1.5 The advantages of group work are:

A that you can get other people to do most of the work
B that you can share your work experiences
C that you can practise your social skills
D that you can learn from your group members
55
2.1 Racist and sexist language is called speech. (1)
2.2 You have the right to take part in public demonstrations as long as it is done
. (1)
2.3 You have the right to be free of all forms of . (1)

Tick whether the following are true or false:
True False
3.1 Anti-retrovirals can cause fevers and joint pain.
3.2 A doctor must carefully monitor a patient’s
antiretroviral treatment programme.
3.3 You can get anti-retrovirals at HIV service-centres,
but they are expensive.
3.4 You must take anti-retrovirals at the same time
every day.
3.5 Someone with Aids might have to take more
anti-retrovirals than they can handle.
Question 4: Answer questions about a helpful

organisation (5 marks)
Explain how each of the following organisations might be able to help you to
deal with a family member or friend who is HIV positive or has Aids:
4.1 The Hospice Association of South Africa Aids (3)
4.2 National Association of People Living with HIV and Aids (2)
56
Question 5: Answer questions about Earth Day (7 marks)
5.1 In which year was the first Earth Day celebrated? (1)
5.2 What was the main message that people tried to bring across at the
first Earth Day celebration? (1)
5.3 Is Earth Day celebrated in South Africa only? (1)
5.4 On which date is Earth Day celebrated? (1)
5.5 Why is it our responsibility to find solutions to environmental problems? (1)
5.6 Give two ideas for celebrating Earth Day. (2)
57
Section B: 25 marks
Question 6: Case study/scenario with open-ended
questions (12 marks)
Sally is a career guidance counsellor. She always tells learners that when they
choose a career, they should make sure that the type of skills that will be
required of them match their thinking and learning skills.
Choose any three thinking and learning skills from the list below, and explain
which careers would suit people who use these skills to think and learn. Explain
your reasoning.
• Memorising
• Application
• Synthesis
• Evaluation
• Analysis
• Creative thinking
58
Question 7: Environmental health issues (13 marks)
7.1 What is an ecosystem? (2)
7.2 Describe two types of plastic pollution. (2)
7.3 How did the last Tasmanian tiger die? (1)
7.4 Mention one other animal species that is now extinct. (1)
7.5 List four major environmental issues that affect the earth. (4)
7.6 What is the purpose of an environmental health plan? (2)
7.7 What is Natural Justice? (1)
59
Section C: 20 marks
Question 8: Bill of Rights (10 marks)
Explain what the role of the Bill of Rights is in South Africa, with examples.
Question 9: Cultural diversity (10 marks)

Social changes that have taken place in South Africa are the result of cultural
diversity.
Explain what cultural diversity is, and give examples of it in South Africa, as well
as of how it has contributed to social change.
60
Question 10: Carbon footprint (10 marks)
Explain what a carbon footprint is and how humans can affect the carbon
cycle. Also give examples of how we can change our environmentally
unfriendly behaviour to reduce our carbon footprint.
Total: 70 marks
61
Additional PET assessments
Term 1: Perform a cool down session
The learner is able to perform a cool down session, including light stretches.
Term 2: Play target skittle

The learner is able to play target skittle correctly (in teams of four).
Term 3: Perform the shot put glide

The learner is able to perform the shot put glide, demonstrating the correct technique.
Term 4: Perform a dance

The learner is able to perform a dance and demonstrate the correct technique.
The following rubric can be used to assess each PET.

Criterion 1:
51-55% = 11 marks 76-80% = 16 marks
56-60% = 12 marks 81-85% = 17 marks
61-65% = 13 marks 86-90% = 18 marks
66-70% = 14 marks 91-95% = 19 marks
71-75% = 15 marks 96-100% = 20 marks
(20 marks)

Total: 30 marks
62
How to develop rubric and checklist assessment
tools
Rubrics
A rubric is a tool teachers use to assess a learner’s performance on a specific task. It is presented in the
form of a grid that clearly outlines the criteria used for assessment as well as different levels of
performance per criterion.
Benefits of using a rubric
• A rubric helps learners to understand objectives. Developing rubrics with your learners will help
them to understand the purpose and content and help them to prepare for the assessment.
• A rubric has a clear and standardised approach to assessment, which ensures that learners are
assessed consistently and fairly.
• A rubric allows teachers to provide specific feedback to learners, highlighting areas of strength and
areas for improvement.
• A rubric helps learners get a clear idea on how to improve their performance after assessment.
• A rubric allows learners to self-improve. Encourage learners to use the rubric before they hand in
their work.
A rubric is easy to use and can be easily adapted to meet changing needs.
Steps to creating a rubric
Step 1: Clearly define the purpose of the assessment. Use the assessment guidelines in the curriculum
documents to determine what task/assignment the learners are required to complete.
Step 2: Define the criteria.

Use the objectives in the curriculum documents to consider what skills, knowledge or behaviours the
assessment will evaluate.
Make sure that:

• criteria can be observed and measured
• criteria are important to the task at hand
each criteria assesses a single aspect of the task.
• Each criteria contains levels of performance. When creating these, consider:
• what will constitute outstanding achievement

• how will you define moderate or adequate achievement
how would you define work that falls below expectations.
• Ask yourself: Are there key criteria points that should carry a greater weight than others?
63
Step 3: Design a rating scale that clearly defines the levels of performance.
Check your mark allocation to ensure that your rubric falls in line with curriculum expectations. Make
sure you use language and terminology that the learner is familiar with so that they have a clear
understanding of what is required of them.
Provide a scale of achievement that can assess the learners’ overall competency in completing the task.
For example, you can provide an overall mark according to the seven-point scale of achievement:
Rating code Description of Competence Percentage
7 Outstanding achievement 80–100
6 Meritorious achievement 70–79
5 Substantial achievement 60–69
4 Adequate achievement 50–59
3 Moderate achievement 40–49
2 Elementary achievement 30–39
1 Not achieved 0–29
Step 4: Write descriptions of expected performance at each level of the rating scale.
Describe observable and measurable behaviour and use parallel language across the scale. Indicate the
degree to which the standards are met. Ensure that learners understand the expectations before and
during the assessment.
Step 5: Create the rubric.

Try to keep it to one page. Ask your colleagues for feedback and consider testing it before you use it for
assessment. After you use the rubric, consider how effective it was and make any necessary revisions.
Exemplar 1:
Learners’ ability to take aim and score a goal [Total 10 marks]

Total
Criteria 0 – 1 mark 2 – 3 marks 4 marks 5 marks 5 marks
Requires Requires further Efficient, Exceptional

significant attention and effective and level of skill:
attention: refinement: lapses appropriate: movements
Outcome of movements do in movements movements always produce
Movement not produce the which do not mostly produce the desired
Performance desired outcome always produce the the correct outcome
at all desired outcome desired
outcome
Unable to move Moves into Moves into Moves into

into the correct position slowly to position quickly position quickly
position quickly to take aim and score to take aim and to take aim and
take aim and a goal. score a goal. score a goal.
Take aim score a goal. Good body Good body Excellent body
and score a Poor body position when position position when
goal position when aiming. when aiming. aiming.
aiming. Sometimes Mostly scores Mostly scores
Seldom scores scores goals. goals. goals.
goals.
Total _____ / 10
64
Exemplar 2:
Project assessment [Total 70 marks]
Needs
Criteria Excellent Good Satisfactory
improvement
Content is Content is Content is mostly Content is not
relevant and relevant and relevant and relevant and not
accurate. accurate. accurate. Included quite accurate.
Included content Included content content helps Information focuses
conveys information helps to convey mostly to convey on general aspects
Content that will help information that will information that will of relationships.
(25 marks) teenagers to have help teenagers to help teenagers to
better relationships have better have better
. relationships. relationships.
(21–25 marks) (15–20 marks) (8–14 marks) (0–7 marks)
Message is Message is conveyed Message is Message is not
conveyed strongly strongly. conveyed conveyed strongly.
and clearly. Learner Learner has a good satisfactorily. Learner has little
has an excellent grasp of subject Learner has grasp of subject
grasp of subject and and can take a acceptable grasp of and cannot take a
Message
can take a stand on stand on how to subject and tries to stand on how to
(15 marks)
how to have better have better take a stand on have better
relationships. relationships. how to have better relationships.
relationships.
Attractive with an Attractive with an Appropriate No heading/
appropriate appropriate heading. appropriate heading.
heading. heading. An attempt has been No edge to poster.
Edge is neat and Edge is neat and made to add an Pictures are not
Presentation attractive. functional. edge. Pictures are pasted neatly.
(15 marks) Pictures are Pictures are pasted, but
pasted neatly. pasted neatly. neatness must
improve.
Pictures are Pictures are Pictures are related Pictures are not
appropriate for related to the to the text. related to the text.
text and text and Slogan is related No pictures appear
strengthen the strengthen the to and supports on the poster.
Pictures/
message. message. the work. Slogan is not
slogan
Slogan is Slogan is related related to the text.
(10 marks)
appropriate and to and supports There is no slogan.
supports the work. the work.
No grammatical or Almost no A few grammatical Too many
spelling errors. grammatical or or spelling errors, grammatical or
Language
spelling errors. but it does not spelling errors,
and grammar
detract from the which detract
(5 marks)
content. from the content.
(5 marks) (4 marks) (3 marks) (0–2 marks)
65
Checklists
A checklist is a simple assessment tool that provides a list of items or criteria to be checked off. It differs
from a rubric in that it provides learners with the criteria of the requirements of an assignment rather
than a means of assessing acquired knowledge. A checklist can be used solely by you as a teacher, or you
can give your learners a checklist that they can refer to in order to make sure that they have included
the required components for a task.
Checklists usually consist of a number of statements that refer to specific criteria and where the answer
will be, for example, “Yes” or “No”, or “Achieved”, “Not yet” or “Almost”.
Benefits of using a checklist
• A checklist ensures that all relevant criteria are assessed and evaluated.
• A checklist helps to ensure consistent assessment of specified criteria.
• A checklist can be used by learners as a self-assessment tool.
• A checklist identifies learning needs in a clear and simple way.
A checklist is easy to create and use and provides an uncomplicated guide for assessment.
Steps to create a checklist
Step 1: Define the purpose and what you want to assess.

This could be specific skills or a general assessment.
Step 2: Identify the criteria.

What specific elements or content will be assessed?
Step 3: Create your checklist.

Check that it contains everything you want to assess.
Exemplar:
Project assessment [Total 70 marks]

Criteria: The learner must …. Mark out of 10
produce a piece of writing that covers all the required content
co-operate with other learners so that the end result is a suggestion
for a realistic volunteer programme
show insight into community issues
produce an idea that is well-thought-through and that would serve
the needs of the community well
present the project clearly and effectively to the class
handle questions from the floor well.
The class should respond favourably to the idea.
Total _____ / 70
66
Intervention strategies
Baseline assessment and intervention strategies

Some learners may experience academic backlogs for various reasons, including the impact on learning
due to the COVID-19 pandemic, underlying learning barriers or special education needs such as visual or
hearing impairments or intellectual barriers. Baseline assessment will help you identify learners that may
be experiencing these barriers.
Analysing baseline assessment questions will provide insight into learners’ current knowledge and skills
regarding certain topics, as well as their preparedness for the work ahead. The results of baseline
assessments can help to identify the areas where learners require support and/or intervention.
Learners may require support and/or intervention for the following reasons:
• barriers to learning
• class size
reading comprehension (the ability to understand what they have read).
Barriers to learning
Some learners may face barriers to learning. It is important to accommodate learners with barriers to
learning to ensure that our classrooms remain inclusive. These learners may require and should be
granted more time for completing tasks, acquiring thinking skills (own strategies), and completing
assessment activities. Adapt the number of activities to be completed without interfering with learners
gaining the required skills. Learners experiencing barriers to learning can also be paired with others who
may be able to support them.
Class size
• Peer tutoring can be an effective intervention method when class size is problematic.
• Quieter learners often struggle in a large class, as they tend not to ask questions. Organising learners
into groups or pairs can help to create a more inclusive and enabling learning environment.
• Ensure that groups are made up of learners with varying ability, so that learners who may be
struggling are supported by their peers.
• Peer assessment can also be used successfully during informal assessment and allows you to gauge
learners’ understanding in a less intimidating manner than a formal test or assignment.
• The following strategies can be used in a large class:
• Thumbs up/thumbs down: Check understanding by a show of thumbs. Thumbs up indicate
that learners have understood; thumbs down show that they have not understood; thumbs
sideways could show that they are not sure.
• Response boards: These are small chalkboards or whiteboards where learners record their
response to a question. When you say “Show your answers” they all hold up the board. This
way you can quickly see who is struggling.
• Show fingers 1-2-3: Ask learners to show fingers to indicate if they understand activity
instructions before working in a group. 1 = I do not understand; 2 = I sort of understand but I
need some help; 3 = I understand completely.
67
Reading comprehension
• Support learners by giving them pre-reading questions and post-reading strategies to organise what
they have learnt. Pre-reading questions could include asking the learners what they already know
about the topic. Teach learners to summarise the content into bullet points and make use of mind
maps. This requires the learners to rewrite the content in their own words.
• Write difficult terminology on the board and give simple explanations.
Diagrams can be very useful to explain concepts in a way that learners can visualise the situation.
General teaching intervention strategies
Teach from the learner’s point of view
• Put yourself in the learner’s position: If you were the learner, what would you like the teacher to
explain or show you that you could not learn previously?
• Remember that learners might still have emotional issues related to the COVID-19 pandemic, which
you may need to address.
Reteach topic(s) for which learners achieved low scores (closing the gap)
• Focus on concepts, and not only on factual content. Then use illustrations to support learners’
understanding and avoid superficial rote learning. The more “real-life” examples used, the easier it
will be for the learners to conceptualise the topic.
• Make the structure of your lessons and teaching materials clear: State specific, achievable goals,
provide graphic organisers to link parts of the lesson and give frequent summaries of sections of the
lesson. A graphic organiser can be any visual representation of content that gives an immediate
overview of main points.
• Refer frequently to your progress in terms of the lesson structure. This will help learners to develop an
overall and cohesive (holistic) grasp of the content.
• Skills, knowledge and concepts run like threads through the previous grades. Explain these threads to
learners, as you begin teaching a new topic or module – it will help learners to link the new content to
what they already know.
Metacognition
Metacognition is the ability to understand our own thought processes. It is essential that metacognition
takes place during lessons.
Learners retain information best when they can visualise situations. Visual aids, such as flash cards and
mind maps, and practical work can aid with developing metacognition, or getting learners to think about
and understand their own thought processes. After completing practical tasks, give learners sentence
starters to complete. For example: I learnt . . .; I wonder . . .; I still want to know . . .; I still don’t
understand . . .; I still have a question about . . . .
Retaining information
• Flash cards and mind maps can be useful tools to help learners memorise facts.
• Encourage learners to break down content into more manageable sections. They can then create a
mind map for each sub-topic. Tables can also help learners summarise content into more manageable
sections.
68
• A mnemonic is a word, sentence or poem that helps you remember something. Mnemonics help
learners to memorise content. Use the first letter of each word to create a sentence that the learners
can memorise easily. For example, a mnemonic such as “Eat An Apple As A Nice Snack” can help
learners to memorise the names of the continents: Europe, Asia, Africa, Australia, Antarctica, North
America, South America.
Develop presentation skills
Many learners find it challenging to speak in front of the class, but this improves with practice. Encourage
learners to answer questions in class and take part in class discussions by using one or more of the
following strategies:
• Use the think-pair-share method: Posing a question and giving learners a short time to think about it,
followed by discussion with a partner and then sharing with others. Learners who are shy will find it
easier to share ideas with a partner first.
• Tell-check-say: A learner tells the answer to a friend, together they check if the answer is correct by
referring to the textbook, and then the first learner says the answer out loud to the class or writes it
down.
• Target basic and then more advanced questions to specific learners based on their readiness to answer
them: A good strategy is to first ask the question to the whole class. This ensures that everyone thinks
about it. Then, ask a specific learner the question.
• Keywords on cards: These can be used to help the learner remember their presentation. Eye contact is
essential, so emphasise to learners that they should not read their presentation.
Interventions for learners with special education needs
• Special educational needs may include visual or hearing impairments or intellectual barriers. Do not
form an opinion about a learner too early This could lead to an inaccurate assessment of a learner’s
barrier, or an inaccurate assessment of the existence of a barrier (when in fact there may not be one).
If the barrier is obvious after the first term and becomes a serious obstacle to the learner, seek
professional help from the district office.
• Immediate steps could include: observing the learner inside and outside of the classroom, contacting
the learner’s previous teachers and consulting learner progress reports to understand their needs.
69
Cognitive levels and abilities for assessments
The table below gives examples of the questions that can be asked during
assessment in order to cover the different cognitive levels.
COMPREHENSION /
UNDERSTANDING
CONCEPTUAL
CONCEPTUAL
CONCEPTUAL
APPLICATION
KNOWLEDGE
EVALUATION
REASONING:
REASONING:
REASONING:
SYNTHESIS
ANALYSIS
RECALL
AND
Low order Middle order High order

Absorb Classify Change Break down Arrange Abstract
Count Compare Compute Differentiate Combine Appraise
Define Convert Construct Discriminate Compile Conclude
Identify Discuss Demonstrate Investigate Construct Contrast
Label Distinguish Draw Organise Create Create
List Define Illustrate Relate Design Critique
Match Demonstrate Predict Separate Discuss Criticise
Memorise Describe Relate Subdivide Formulate Decide
Name Estimate Solve Generalise Dispute
Outline Explain Use Generate Evaluate
Point out Generalise Group Grade
Quote Give Integrate Judge
Recite examples Organise Justify
Recognise Illustrate Summarise Interpret
Repeat Infer Recommend
Remember Interpret Support
Reproduce Match
Respond Paraphrase
Select Restate
State Rewrite
Trace Select
Summarise
Translate
The spread of cognitive levels as prescribed by the CAPS:
Cognitive level Percentage required by CAPS

Lower order: Knowledge and recall 40
Middle order: Comprehension and application 40
Higher order: Analysis, evaluation and synthesis 20
70
TEACHER NOTES
71
TEACHER NOTES
72
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Oxford Successful Life Orientation Grade 8 Teacher’s Resource Book
PROM190725778
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© Oxford University Press Southern Africa (Pty) Ltd 2023.
This material may be reproduced for class use with Oxford Successful Life Orientation Grade 8
Learner’s Book.
SmpCrHovOemOeLnt
I
CAPS PLANNER
& TRACKER
Life Orientation
Grade 8
For best results, use this guide with your Oxford Successful Life Orientation Grade 8 Learner’s
Book and Teacher’s Guide.
SmpCrHovOemOeLnt
PLUS:
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CAPS
PLANNER & TRACKER

Life Orientation
CONTACT US: 021 120 0104
Grade 8
083 798 4588 OxfordSASchools @OxfordSASchools
• Progress tracker
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Exemplar mid-year exam 26

Term 1 Additional written test 40

How to develop rubric and checklist assessment tools 63

Formal assessment worksheets

© Oxford University Press Southern Africa (Pty) Ltd 2023.

Term 1: Unit 4: Physical education

Progress tracker for Oxford Successful Life Orientation Grade 8

Term 4: Unit 2: Physical education

Task: Design a poster about the importance of relationships

Your message can relate to one of the following themes:

1 Think of a slogan. A slogan is a short, catchy way of getting your main

Task: Project on choosing a potential career

This project consists of three parts:

Part 1: Gather personal information to choose a potential career

Part 3: Make a potential career decision

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

1 Complete your obstacle course in the shortest time possible.

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

The learner is able to demonstrate good sprinting technique.

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

The learner is able to demonstrate control techniques in soccer.

Design a plyometric home training programme.

Remember to perform each exercise with the correct movement technique.

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

The learner is able to complete the training programme.

Level Limited Adequate Proficient Excellent

Requires Requires attention Efficient, effective Exceptional level

The learner is able to complete an obstacle course and demonstrate good

Question 1: Multiple choice about the relationships (5 marks)

1.2 Joe and Marli handled their disagreements in an Question 1:

1.5 Joe broke up with Marli in the following inappropriate way:

Question 3: Fill in the missing word (5 marks)

self-talk self-concept potential goal self-motivation

3.1 A is something we aim to achieve, usually

3.3 means how you see yourself and the

3.4 is when you want to do or achieve things

3.5 is the things we say to our self, either aloud

Question 4: Short questions about expectations (5 marks)

4.3 What role do expectations play in romantic relationships? (3)

Question 5: Questions about over-assertiveness (5 marks)

5.2 How can over-assertive people change? (2)

Question 7: Sexuality (6 marks)

Question 10: Think about your choice of career (10 marks)

Question 1: Multiple choice. Choose the incorrect one. (5 marks)

1.4 South Africans have the following rights:

1.5 We can reduce our carbon footprint in the following ways:

Question 3: True or false (5 marks)

4.2 Why is nation building good for our country? (3)

4.3 How can you build national identity at school? (3)