LIFE ORIENTATION
EXAMINATION GUIDELINES
GRADE 12
2021

1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
• Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. ASSESSMENT IN GRADE 12
2.1 Format of the external Common Assessment Task (CAT)

• The external Common Assessment Task will consist of a 100-mark question paper of at least 2½ hours.
• All topics and subtopics in the Grade 12 CAPS will be assessed, which may include 10% of the Grades 10 and 11 CAPS content. The Grades 10 and 11 content will also be considered to be foundational underpinning knowledge.
• The examination will comprehensively address content, knowledge and skills covered from Term 1 to 4 in Grade 12.
• Various types of questions will be incorporated and focus primarily on the application of knowledge in an integrated manner.
• The question paper may also include content related to Physical Education.
• This question paper is divided into THREE sections:
  
  • SECTIONS A and B are COMPULSORY.
  • SECTION A consists of three or more different types of questions requiring short responses and explanations.
  • SECTION B consists of two 20-mark questions to which learners must provide direct responses.
  • SECTION C consists of three 20-mark questions of which learners must answer TWO questions.

2.2 Outline of examination
The outline below will be followed when setting Life Orientation question papers.

NOTE: Should learners be required to write a short essay, the structure of the essay would include an introduction, elaboration/body and conclusion, based on the specific key concepts in the question.

2.3 Cognitive levels
The suggested weighting of the cognitive levels for the question paper is as follows:

2.4 Taxonomy of thinking skills
The table below provides the six categories in Bloom's taxonomy, the cognitive demands required, and examples of the action words/verbs associated with it.

Related Items

*Some action words are interchangeable, depending on the nature of the question.

3. DEPTH/SCOPE OF CONTENT
The depth of content refers to the extent to which a topic is focused upon and explored. It helps to enhance the depth of learning as learners develop their content knowledge. It also assists in connecting the relevant content to a learner's real-life experiences.
The following EXAMPLES could be used as a guideline when dealing with the depth of content:

EXAMPLES:
Class discussions on a topic and subtopic, such as 'Human factors causing ill health: contributing factors: unhealthy sexual behaviour' would include, e.g.:

1. The definition of each key concept, e.g. ill health, unsafe sexual behaviour.
2. Discuss reasons why this type of behaviour is still prevalent among the youth.
3. Assess the negative effects of unsafe sexual behaviour on the life of a young person.

*NOTE:

• Conceptual learning is considered to be the foundational underpinning knowledge that learners need in order to foster a deeper understanding and knowledge of subject content, so that they may be better able to transfer and apply what they have learnt to new situations.
• Teachers should refer to the 2017–2020 examination papers and marking guidelines for more examples and guidance AND use these papers and marking guidelines as a teaching tool to mediate content more effectively.

4. MARK ALLOCATION

• It is important to study the mark allocation in brackets before answering a question, in order to determine how marks will be applied.
• The mark allocation is also an indication of the format, depth and length of answer required:

5. CONTENT AND CONTEXT GUIDELINES
The overview of topics below is provided in the Curriculum and Assessment Policy Statement (CAPS) to assist teachers with preparing learners with the core knowledge and concepts required for the Grade 12 Common Assessment Task. Also refer to the Annual Teaching Plan (ATP) for ALL topics, subtopics and content to be covered per term.

6. RESOURCES

• The first and most important resource to be used for the planning and teaching of Life Orientation content is the CAPS document, in conjunction with the revised Grade 12 Annual Teaching Plan and Programme of Assessment.
• Textbooks: Teachers are encouraged to use the DBE-approved textbooks that comply with the requirements of the CAPS for Life Orientation (2011).
• Due to the aims and nature of Life Orientation, it is important to note that a textbook is only ONE of many resources to be used when mediating the subject content in the classroom.
• Teachers should therefore infuse contemporary real-life issues into Life Orientation content by also using the internet, current newspaper articles and magazines, and other relevant resources, in the teaching of the subject.

7. MARKING GUIDELINES

• The marker should read the question paper carefully and underline/circle key instructions in questions before marking.
• Strictly follow the marking guideline and give credit to learners who provide well-reasoned, qualified arguments and statements that answer the particular question, and link to the possible responses in the marking guidelines.
• When awarding marks in SECTIONS B and C, learners must answer in full sentences.
• Within the 3- or 4-mark questions, learners could and should be awarded 4, 3, 2 and 1 or 0 marks(s) depending on the level of answers given.
• In all responses produced by the learners, distinction should be made between excellent, good, satisfactory and poor answers.
• A tick (✓) must be placed at the fact that it is being awarded in order to prevent global marking.
• A tick (✓) equals one mark.
• Marks for subsections must be totalled on the right-hand side of the answer sheet.
• Marks for each section must be totalled on the left-hand side of the answer sheet and circled.
• The total mark for each section must be transferred to the end of the learner's script and totalled, e.g.:
  A 18
  B 30
  C 30
  Total = 78
• The final total for the question paper must be transferred to the front of the cover page.
• The teachers responsible for marking or moderation of scripts must sign and date each marked script, since the marker and moderator are accountable for enquiries regarding the outcome of marks awarded.
  Example of marks transferred to the cover page:
  Name of learner: John Doe
   78 
  100
• Marking of the Final NSC Life Orientation CAT Examination should be done at a centralised venue.

8. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which teachers should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.