Republic of Namibia MINISTRY OF EDUCATION LIFE SKILLS SYLLABUS GRADES AND This syllabus replaces previous NSSC syllabuses and will be implemented in 00 in Grade
Ministry of Education National Institute for Educational Development (NIED) Private Bag 034 Okahandja Namibia Copyright NIED, Ministry of Education, 009 Life Skills Syllabus Grades - ISBN: 0-86976-80-4 Printed by NIED Publication date: 009
TABLE OF CONTENTS.Introduction....Rationale... 3.Competencies and Learning Outcomes... 4.Particular Features of the Subject... 5.Gender Issues... 6.Local Context and Content... 7.Links to Other Subjects and Cross-Curricular Issues... 8.Approach to Teaching and Learning... 3 9.Summary of the Learning Content... 5 0.Learning Content... 7 0. Learning Content for Grade.. 7 0. Learning Content for Grade.. 3.Assessment... 8.Glossary... Annexure : Record Forms for Life Skills... Annexure : Suggested Rubic for Assessment in Life Skills... 4 Annexure 3: Portfolio Assessment Form... 5
. INTRODUCTION This syllabus describes the intended learning for Life Skills for the Senior Secondary Phase. As a subject, Life Skills is within the spiritual and ethical domain of learning in the curriculum, and has thematic links to other subjects across the curriculum. Under optimal circumstances, this subject needs period per cycle to be taught comprehensively.. RATIONALE Life Skills as a subject is a way of making meaning out of life. The basic aims of the Life Skills programme are to focus on the optimal, holistic development of all learners. While it is realised that the development of learners will continue, it is expected that on completion of the Life Skills programme in Grade students should: have a clear idea of their identity apply knowledge in decision-making be able to function effectively be socially responsible be able to apply effective study skills be able to make a realistic career choice The Life Skills curriculum is based on the concept of a holistic education, the philosophy of which is that education should: emphasise daily living, personal-social and occupational skills development provide a unified approach to education for life encourage all members of the school community to have a shared responsibility and a mutual co-operative relationship among the various subjects include learning in the home, private and public institutions, the employment community as well as the school include basic education, citizenship, family responsibility and other important educational objectives provide for career awareness, orientation, exploration and skills development through selfawareness and a positive self-esteem provide a balance of content, experiential learning and hands-on activities encourage open communication between learners, teachers, parents/providers and the community. 3. COMPETENCIES AND LEARNING OUTCOMES On completion of the Life Skills Programme each learner is expected to have: a. developed optimally and holistically as an individual b. acquired the knowledge, skills and understanding needed by individuals to manage their environment c. developed daily living skills, personal-social and occupational skills d. developed critical thinking, problem-solving skills, individual initiative, interpersonal and enquiring skills e. acquired knowledge and understanding of society, appreciation of their culture including languages, traditions, songs, ceremonies, customs, social norms and a sense of citizenship f. acquired knowledge of, and be exposed to practise moral standards and health practices that will prepare them for responsible family and community life g. acquired the ability to relate subject matter to career choices h. gained the necessary knowledge and skills to interact with, and learn about their community, the government of their country and the world around them. LEARNING OUTCOMES On completion of the curriculum, all learners are expected to develop skills to cope with everyday life and be able to make responsible career choices.
4. PARTICULAR FEATURES OF THE SUBJECT Life Skills consists of three domains, namely Career Guidance, Daily Living Skills and Personal Social Skills. In this syllabus Career Guidance focuses on study skills, career opportunities, work ethics and job seeking. Daily Living Skills focuses on health care, family life and finances. Personal Social Skills focuses on self-awareness, relationships and citizenship. 5. GENDER ISSUES In working with every theme, issues should be seen from both the male and female points of view. Males and females tend to have different ways of thinking about ethical problems and each other's thinking should be enriched by sharing perspectives in class. 6. LOCAL CONTEXT AND CONTENT Examples and issues should be taken from the learners' immediate community and environment. In general it is important to embrace the African context in Namibia. Everyday issues and problems should be used in the lessons. 7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES Life skills appeals to the learner as a holistic person, and the subject plays an integrating role at each phase of development. Life Skills contributes to the learner s self-image and promotes values such as co-operation, tolerance and respect for others culture and possessions. It also allows for new ways of understanding the crucial importance of sustaining our environment and shows the interdependence of environmental sustainability and political, moral, social and economic demands through a study of the cross-curricular issues listed below. The main cross-curricular issues are integrated throughout the curriculum in all phases and comprise a. HIV and AIDS b. Human Rights and Democracy c. Population Education d. Information Technology These are anchored in the various subject syllabuses. Languages will enable learners to express their attitudes, perceptions and feelings and develop strong communication skills, which will be strengthened in this phase. Content addressing these issues should be used in the following ways: e. Drama f. Role-plays g. Group discussions h. Designing of posters i. Research j. Creative cultural tasks, e.g. dances, story-telling, etc.
The cross-curricular table gives ideas about how the teacher can integrate issues in Life Skills. CROSS-CURRICULAR TABLE GRADES - What follows below are examples only and are intended to guide teachers towards integrating these cross-curricular topics in Life Skills teaching. Most of these issues are not standing on their own but are integrated. Teachers may add their own topics and activities or adapt these depending on the level and interests of their class groups. HIV and AIDS Grade HIV status in the workplace Population Education Grade Parenthood Human Rights and Democracy Education Grade Cross-cultural issues Information and Communication Technology Grade Internet chat rooms Pornography Grade Family responsibility towards orphans Grade Homosexuality Cross-cultural marriages Grade Corruption and nepotism Workers rights and responsibilities Grade Research on careers 8. APPROACH TO TEACHING AND LEARNING The approach to teaching and learning is based on a paradigm of interactive learner-centred education described in Ministerial policy documents and curriculum guides. This approach ensures optimal quality of learning. The aim is to develop skills, attitudes and learning with understanding. The starting point for teaching and learning is the fact that the learner brings to school a wealth of knowledge and social experiences gained continually from the family, the community and through interaction with the environment. Learning in school must involve, build on, extend and challenge the learner's prior knowledge and experience. Learners learn best when they are actively involved in the learning process. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. The teacher must be able to sense the needs of the learners, the nature of the learning to be done and how to shape learning experiences accordingly. Teaching strategies must therefore be varied but flexible within well-structured sequences of lessons. The teacher must decide, in relation to the learning objectives and competencies to be achieved: a. when it is best to convey content directly b. when it is best to let learners discover or explore information for themselves c. when they need directed learning d. when they need reinforcement or enrichment learning e. when there is a particular progression of skills or information that needs to be followed f. or when the learners can be allowed to find their own ways through a topic or area of content. Work in groups, in pairs, individually, or as a whole class must therefore be organised as appropriate to the task on hand. Co-operative and collaborative learning should be encouraged wherever possible. Tasks must be designed through pair or group work. This will enable learners to see the value of co-operation. As the learners develop personal, social and communication skills, they can gradually be given increasing responsibility to participate in planning and evaluating their work, under the teacher's guidance. 3
Teachers are allowed to select approaches or use their own approaches to achieve the basic competencies. Teachers are also invited to make contributions to NIED on highly successful approaches and/or activities. Suggested activities for continuous assessment (Activities should be adapted for learners with special needs): Group work display on a bulletin board poster collect pictures tableau research case studies project work Performing art task dramatise songs role-play mime dance Creative tasks display on a bulletin board design/make a poster draw pictures Cultural expression tasks videos story-telling tableau debate present dramatise songs role-play Written tasks map worksheets paragraph essay research tabling articles list define in own words case studies project work 4
9. SUMMARY OF THE LEARNING CONTENT CONTENT FOR GRADES AND THEMES TOPICS GRADE TOPICS GRADE CAREER GUIDANCE Study skills Listening skills Concentration Reading Time management Summary skills Memory skills Career opportunities Current subjects Career needs of the country Steps in career planning Examination preparation Examination skills Interests Competencies (abilities) Personality Options after school Work ethics Relationships in the workplace Competition in the workplace Work pride Job seeking Alternatives to unemployment Interviews Telephone skills Application letters and forms Curriculum Vitae and Resumé DAILY LIVING SKILLS Health care HIV and AIDS in the workplace Quality life for people infected with HIV Family life Responsible parenthood Orphans in the family Finances Taxes Will writing Bursaries, loans and grants Medical Aid Schemes and Pension Funds 5
THEMES TOPICS GRADE TOPICS GRADE PERSONAL-SOCIAL SKILLS Self-awareness Choices and responsibilities Positive attitudes Personal values Motivation strategies Assertive behaviour Homosexuality Relationships Internet chat rooms Cross-cultural marriage Pornography Citizenship Cross-cultural issues Corruption and nepotism Workers rights and responsibilities 6
0. LEARNING CONTENT 0. LEARNING CONTENT FOR GRADE THEMES/ TOPICS LEARNING OBJECTIVES The learners will: BASIC COMPETENCIES By the end of Grade the learners should be able to: 0.. CAREER GUIDANCE (a) Study skills Listening skills understand the value of good listening skills discuss ways to improve own listening abilities take brief notes while listening ask questions on topic understand own listening abilities apply good listening skills draw a mind map of discussed topic Concentration learn concentration skills identify stumbling blocks in concentration, e.g. lack of interest, distractions, etc. list good concentration strategies, e.g. set goals for yourself Reading understand the importance of effective reading discuss the importance of reading practise effective reading improve reading speed apply efficient reading skills improve eye span and reduce regression Time management understand the importance of time management discuss the importance of proper time management design a proper daily timetable apply proper time management skills Summary skills learn various summary skills apply appropriate summary techniques, e.g. columns, mind maps, etc. Memory skills learn to apply different memory tools recognise the role of good memory during study discuss factors that may influence memory improve memory skills 7
THEMES/ TOPICS (b) Career opportunities Current subjects LEARNING OBJECTIVES The learners will: analyse the relationship between current subjects and preferred careers BASIC COMPETENCIES By the end of Grade the learners should be able to: explain the importance of different subjects develop an understanding of the importance of current subjects and its relationship with careers Career needs of the country learn to identify career needs of the country research career needs of the country by using different resources, e.g. newspapers, employment agencies, etc. present analysis of research findings to the class in a creative way relate career needs of the country with personal career needs Steps in career planning understand the steps in career planning define and analyse problems in career planning develop solutions and alternatives to the problem discuss negative thoughts that might occur in career planning create positive alternatives for negative career thoughts identify and explain the steps required in career planning 8
THEMES/ TOPICS LEARNING OBJECTIVES The learners will: BASIC COMPETENCIES By the end of Grade the learners should be able to: (c) Work ethics Relationships in the workplace learn that teamwork in the workplace is important list advantages of teamwork in the completion of a task compare the group dynamics in a sport team and an organisational team to successfully complete a task demonstrate through role-play how the negative attitude of one group member can influence the success of the group draw an organogram of the school as an organisation and define different roles discuss the importance of maintaining good interpersonal relationships in the workplace (d) Job seeking Alternatives to unemployment learn about alternatives to unemployment identify practical alternatives to unemployment describe why alternatives are necessary design a poster on: Tips to ensure employment 0.. DAILY LIVING SKILLS (a) Health care HIV and AIDS in the workplace understand the importance of sharing your HIV status in the workplace discuss the advantages and disadvantages of sharing your HIV status in the workplace explain the rights and responsibilities of an HIV positive person in the workplace (b) Family life Responsible parenthood understand the responsibilities of being a parent list the responsibilities of parents discuss the impact of an absent parent realise the responsibilities of being a parent in an instant family 9
THEMES/ TOPICS LEARNING OBJECTIVES The learners will: BASIC COMPETENCIES By the end of Grade the learners should be able to: (c) Finances Taxes learn about different types of taxation research different payable taxes in Namibia, e.g. income tax, sales tax discuss reasons for paying taxes debate the responsibilities of a tax payer Will writing understand the importance of having a will explain the advantages of having a will discuss the consequences of not having a will describe the legal aspects of will writing draw up a will 0..3 PERSONAL-SOCIAL SKILLS (a) Self -awareness Choices and responsibilities understand the need to take responsibility for choices tabulate individual future choices and the possible consequences of each choice identify the responsibilities that go along with each choice Positive attitudes understand the importance of adopting a positive attitude explain the importance of a positive attitude towards life individually list positive and negative attitudes towards school/career, personal life, relationships, spiritual life discuss strategies to change negative attitudes to positive attitudes 0
LEARNING OBJECTIVES BASIC COMPETENCIES THEMES/ TOPICS The learners will: By the end of Grade the learners should be able to: Personal values learn about the impact of values on the self define the concept values identify the significant others who have an impact on values discuss the influence that significant others have on values list personal values and prioritise them discuss how values influence career/life choices Motivation strategies learn how to reach goals by applying motivation strategies write an essay on What will I do with my life if I knew I am not going to fail discuss the importance of being motivated list specific goals by writing them in a motivational way draw up a contract with yourself on what you want to achieve in 5 years time Assertive behaviour learn to practise assertive behaviour define assertiveness discuss the advantages of being assertive create a scenario to demonstrate assertive behaviour (b) Relationships Internet chat rooms understand the implications of visiting internet chat rooms explain the concept of internet chat rooms discuss the advantages and disadvantages of internet chat rooms Pornography learn about the dangers of pornography discuss the impact of pornography on personal development and relationships list dangers of internet and cell phone pornography to personal relationship explain the legal implications of pornography (child pornography)
THEMES/ TOPICS (c) Citizenship Cross-cultural issues LEARNING OBJECTIVES The learners will: understand the fact that people are equal and yet different BASIC COMPETENCIES By the end of Grade the learners should be able to: list similarities between people of different cultural groups discuss the differences between people of different cultural groups identify the characteristics of a healthy society with cultural diversity discuss strategies to reach a society free of prejudice, intolerance, discrimination, etc.
0. LEARNING CONTENT FOR GRADE THEMES/ TOPICS 0.. CAREER GUIDANCE (a) Study skills Examination preparation LEARNING OBJECTIVES The learners will: understand the importance of academic, emotional and physical preparation for examination BASIC COMPETENCIES By the end of Grade the learners should be able to: discuss the importance of being academically, emotionally and physically prepared for the examination explain how to prepare oneself academically, emotionally and physically to write an examination list do s and don ts in preparing for examination Examination skills learn skills to effective examination writing discuss the importance of being ready for an examination list examination writing strategies, e.g. be focused, read instructions, etc. explain possible problems during examination writing, e.g. strike a blank discuss coping mechanisms (b) Career opportunities Interests understand personal interests define and list strongest interests prioritise interests link the first three interests with possible careers Competencies (abilities) understand personal competencies determine and prioritise competencies link the first two competencies with possible careers Personality understand own personality characteristics determine and prioritise own personality characteristics link the first five personality characteristics with possible careers relate the link between values, interests, competencies, personality and matching careers 3
LEARNING OBJECTIVES BASIC COMPETENCIES THEMES/ TOPICS The learners will: By the end of Grade the learners should be able to: Options after school learn about different options after school list and prioritise options available, e.g. employment, volunteering, study, entrepreneurship, etc. discuss the advantages and disadvantages of the different options create a resource list to consult when looking for career options, e.g. internet, Careers in Namibia, CD s on Career Expo research on the five most viable options and make an informed decision (c) Work ethics Competition in the workplace understand the role of competition in the workplace discuss the advantages and disadvantages of competition in the workplace explore ways in coping with negative competition in the workplace Work pride understand the importance of pride in the workplace discuss the importance of work pride explore ways of developing work pride (d) Job seeking Interviews learn how to present him/herself as well as possible during and interview discuss the goals of interviews role-play the do s and don ts during interviews Telephone skills learn good telephoning skills discuss the importance of good telephone skills when looking for a job role-play a telephone conversation applying telephone skills list the do s and don ts of a formal telephone conversation 4
THEMES/ TOPICS Application letters and forms LEARNING OBJECTIVES The learners will: learn how to write an application letter and how to complete and application form BASIC COMPETENCIES By the end of Grade the learners should be able to: list useful phrases for writing application letters respond to a job advertisement by writing an application letter discuss the do s and don ts of completing an application form complete a given application form Curriculum Vitae and Resumé learn how to write a curriculum vitae and resumé explain the difference between a curriculum vitae and a resumé discuss basic headings to use in a curriculum vitae and resumé write own curriculum vitae and resumé 0.. DAILY LIVING SKILLS (a) Health care Quality life for people infected with HIV (b) Family life Orphans in the family learn about the availability of medication for people infected with HIV understand the responsibilities of families towards orphans research on medication available for people infected with HIV discuss the physical and emotional effects of available medication explain the conditions under which HIV medication should be taken discuss the importance for orphans to belong to a family identify factors to consider in taking care of an orphan explain the implications of adding an orphan to a family 5
THEMES/ TOPICS (c) Finances Bursaries, loans and grants Medical Aid Schemes and Pension Funds LEARNING OBJECTIVES The learners will: learn where and how to get financial assistance for further studies understand the importance of Medical Aid Schemes and Pension Funds BASIC COMPETENCIES By the end of Grade the learners should be able to: describe the difference between bursaries, loans and grants research and list institutions offering bursaries, loans and grants complete a bursary application form discuss the advantages and disadvantages of Medical Aid Schemes and Pension Funds explain the consequences of not having a Medical Aid Scheme and a Pension Fund 0..3 PERSONAL-SOCIAL SKILLS (a) Self-awareness Homosexuality understand the impact of homosexuality define homosexuality discuss the emotional impact of being part of a homosexual family discuss the responsibilities of a homosexual (b) Relationships Cross-cultural marriages understand the impact of cross-cultural marriages discuss the influence of different cultures on marriage appreciate tolerance and respect in a cross-cultural marriage 6
THEMES/ TOPICS (c) Citizenship Corruption and nepotism LEARNING OBJECTIVES The learners will: understand the effects of corruption and nepotism on Namibia s labour market BASIC COMPETENCIES By the end of Grade the learners should be able to: define corruption explain what nepotism is research the effects of corruption on a country discuss the effects of nepotism on the labour market sensitise the society on corruption and nepotism in a creative way Workers rights and responsibilities learn about workers rights and responsibilities discuss the worker s responsibilities corresponding with their rights explain the rights of workers according to the Labour Act demonstrate a workplace dispute between an employer and an employee discuss the consequences of acting on emotions during a dispute explain alternative ways of handling a dispute 7
. ASSESSMENT. Introductory remarks In the Senior Secondary Phase, assessment will consist of informal and formal continuous assessment.. Purpose of assessment In learner-centred education, assessing the progress and achievements of each learner continuously is an integral part of the teaching and learning process. The main purpose of assessment is to get a reliable picture of the progress of the learner. Information to the learner The information gathered about the learners' progress and achievements should be used to give feedback to the learners about their strong and weak points. Information to the parents The parents should be regularly informed about the progress of their child and be encouraged to reward achievements. Evaluating the teaching/learning process The teacher can evaluate the teaching and learning process in terms of relevance of content, learner participation, appropriate methods of teaching, optimal use of group work, individual work, etc..3 Types of Assessment Formative assessment Assessment of this type is formative because the observations made and information collected are used both to guide the learner and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when: - it motivates them to extend their knowledge and skills, and establish sound values - it promotes healthy habits of study - assessment tasks help learners to solve problems intelligently by using what they have learned - the teacher uses the information to improve teaching methods and learning materials. Continuous assessment Continuous assessment should be kept as simple as possible. Marks given for various activities can be recorded for continuous assessment. In order not to take to much teaching time with assessment, not less than two assessments per term should be done. In Grade each learner should have six assessment marks per year. Grade learners will only be assessed during the first and second term for continuous assessment marks. Life Skills will still be presented during the third term. The Portfolio should only be assessed at the end of each year. The portfolio should contain all visible activities and written work done throughout the year. A portfolio (could be an exercise book, file, envelope or anything containing a learners visible work) for each learner should be developed for each phase. The portfolios should be available at all times to portrait learners development. The portfolio is intended to provide evidence of personal growth. Other assessments can be spread over the year. Learners can be assessed on different topics on the same task throughout the year, e.g. Learner A can be assessed in Term One on Group Work and a Creative Task while Learner B can be assessed in Term One on Written Tasks and Performing Tasks. 8
.4 Methods of assessment Assessment should be related to the objectives of each topic. Assessment tasks should be adapted for learners with Special Educational Needs. In Life Skills Tasks, there are no right and wrong answers. Consult Rubric for applicable assessment indicators. Informal methods The teacher should assess how well each learner masters the basic competencies described in the subject syllabus and from this gain a picture of the all-round progress of the learner. This can be done through observation of each learner's learning progress while they are investigating, interpreting and applying information, communicating, making value judgements and in respect of their general participation. Formal methods Formal continuous assessment consists of tasks and activities that have been designed for the specific purpose of assessing certain competencies. The aim is to carry out the assessment in a valid way using materials that have been designed for the purpose. The results of learners performance on assessment tasks are recorded. Performance in projects and tasks will be selected, graded and recorded. Recording grades The grades obtained by learners through continuous assessment must be systematically recorded throughout the year, and used to inform the learner and parents on personal and occupational development. It should serve as a guide for teachers to do compensatory teaching and for Counselling Support Groups to address individual life challenges..5 Assessment objectives The assessment objectives in Life Skills are: A: To participate Participation should be by spontaneous contribution of ideas and suggestions, without the fear of being judged or labelled. B: To demonstrate self-confidence C: To demonstrate self-discipline Self-discipline should be demonstrated through acting responsibly, being obedient, being in control of emotions and by completing tasks diligently D: To listen and respond Listen and respond sensitively to peer questions, suggestions and criticism E: To demonstrate creativity F: To express oneself clearly G: To use problem-solving skills H: To apply skills in decision-making I: To display goal-seeking behaviour J: To display self-knowledge 9
.6 Grade description The grading scale shows the learner s level of achievement in relation to the Basic Competencies as explained in assessment objectives. The 7-point scale (A G) covers a wide ability range, using letters A to G where A is the highest and G the lowest grade. Learners scoring below a G grade, i.e. 0 9% will be un-graded. GRADES GRADE INTERVALS (%) A 80 00 B 70 79 C 60 69 D 50-59 E 40-49 F 30 39 G 0 9 U 0-9 GRADE DESCRIPTIONS Achieved Basic Competencies exceptionally well Achieved Basic Competencies very well Achieved Basic Competencies well Achieved Basic Competencies satisfactorily Achieved a sufficient number of Basic Competencies to exceed the minimum competency level Achieved the minimum number of Basic Competencies to be considered competent Achieved the minimum number of Basic Competencies worthy of a grade Un-graded 0
. GLOSSARY Analyse Assertive Chat rooms Corruption Curriculum Vitae Directed learning Group dynamics Holistic person Instant family Nepotism Organogram Portfolio Resumé Scenario Significant others Tableau Will to determine by reasoning confident behaviour a website on the Internet where you can have an electronic conversation with any person connected to the website breaking down of existing moral values Latin for life timetable. A CV contains information about personal details, education, experience and skills learning where learners receive information the composition and functioning of a group person as a physical, emotional, psychological and social being Radical addition to an existing family structure favouritism shown to a relative a chart showing the hierarchy and relationships of something a file, book or any other method used to keep a learner s work or documents is a very brief summary of your education, experience and skills brief outline of a situation persons who have an influence on you depiction of a scene by silent and motionless participants testament
ANNEXURE : RECORD FORMS FOR LIFE SKILLS GRADE CONTINUOUS ASSESSMENT Grade: Year: School: Teacher: End Total Year *Continuous Assessment Tasks of Mark (CA Group Performing Creative Cultural Written Term CA Mark Marks + Final Year work art task tasks expression task task Mark (%) Portfolio Portfolio) Mark 0 x 5 = 400 4=00 Name of Learner Term 0 0 0 0 0 0 00 00 400 00 Assess two tasks per term. One task will be assessed twice during the year. 3 3 3 3 3 3 3 3 * For examples on Continuous Assessment Tasks, please refer to the table on p.4 The Portfolio should only be assessed at the end of each year. Symbol
RECORD FORM FOR LIFE SKILLS GRADE CONTINUOUS ASSESSMENT Grade: Year: School: *Continuous Assessment Tasks Cultural Performing Creative expression art task tasks task Teacher: End of Term Mark Total Year Mark (CA Marks + Portfolio) Group Written CA Mark Final Year work task (%) Portfolio Mark 0 x 5 = 300 3=00 Name of Learner Term 0 0 0 0 0 0 00 00 300 00 Assess two different tasks per term. *For examples on Continuous Assessment Tasks, please refer to the table on p.4. The Portfolio should only be assessed at the end of the second term. Symbol 3
ANNEXURE : SUGGESTED RUBIC FOR ASSESSMENT IN LIFE SKILLS Participated very effectively and freely by contributing ideas and suggestions Often demonstrated selfconfidence 3 Often demonstrated selfdiscipline, e.g. act responsibly, being obedient, being in control of emotions, complete tasks diligently 4 Listened and responded sensitively to peer questions, suggestions and criticism 5 Explicitly demonstrated creativity 6 Very clearly expressed oneself 7 Always used problem solving skills 8 Always applied subject knowledge in decisionmaking 9 Always displayed goalseeking behaviour 0 Always displayed selfknowledge 5 4 3 Participated by Participated sometimes by Participated only with a lot contributing ideas and contributing ideas and of prompting suggestions suggestions Demonstrated selfconfidence regularly Demonstrated selfdiscipline regularly Listened and responded regularly to peer questions, suggestions and criticism Regularly demonstrated creativity Clearly expressed oneself Often used problemsolving skills Often applied subject knowledge in decisionmaking Often displayed goalseeking behaviour Often displayed selfknowledge Sometimes demonstrated self-confidence Sometimes demonstrated self-discipline Sometimes listened and responded to peer questions, suggestions and criticism Sometimes demonstrated creativity Sometimes expressed oneself clearly Sometimes used problemsolving skills Sometimes applied subject knowledge in decisionmaking Sometimes displayed goalseeking behaviour Sometimes displayed selfknowledge Seldom demonstrated selfconfidence Seldom demonstrated selfdiscipline Seldom listened and responded to peer questions, suggestions and criticism Seldom demonstrated creativity Seldom expressed oneself clearly Seldom used problemsolving skills Seldom applied subject knowledge in decisionmaking Seldom displayed goalseeking behaviour Seldom displayed selfknowledge Participated very seldom even with prompting Very seldom demonstrated selfconfidence Very seldom demonstrated selfdiscipline Very seldom listened and responded to peer questions, suggestions and criticism Very seldom demonstrated creativity Very seldom expressed oneself clearly Very seldom used problem-solving skills Very seldom applied subject knowledge in decision-making Very seldom displayed goal-seeking behaviour Very seldom displayed self-knowledge Use indicators applicable to your activity. Divide the total of marks by the number of indicators used to get a mark out of 0, e.g. Group Discussion use indicators + + 3 + 4 = 0 = 0 4
ANNEXURE 3: PORTFOLIO ASSESSMENT FORM NAME:. GRADE:. YEAR: PORTFOLIO ASSESSMENT FORM Completion of tasks Portfolio is very presentable Contains all relevant tasks and all tasks are completed Portfolio is very presentable Contains most relevant tasks and most of the tasks are completed Portfolio is presentable Contains some of the relevant tasks and some tasks are completed Portfolio is presentable to a lesser extend Contains some of the relevant tasks and very little of the tasks are completed Portfolio is not very presentable Contains few of the relevant tasks and almost none of the tasks are completed 0 8 6 4 No portfolio was submitted 0 Mark allocated out of 0 Total mark out of 00 (mark allocated out of 0x0) REMARKS:..... SIGNATURE OF TEACHER: DATE:. 5
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