SECTION C

GRADE 12
EXAMINATION GUIDELINES

LIFE ORIENTATION
 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

1. INTRODUCTION

This document will provide clarity on assessment of Life Orientation in Grade 12.

PLEASE REMEMBER: SACAI provides the Common Assessment Task that will be written
in September by ALL Grade 12 learners.

This document should be read in conjunction with:

A. The National Curriculum Statement (NCS):

• Curriculum and Assessment Policy Statement (CAPS):

Life Orientation (Including the SECT 4 Amendments)
• 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

B. The SACAI Subject Guidelines

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

2. ASSESSMENTS

Lewensoriëntering / Life Orientation

Assesseringsprogram / Assessment Programme
Graad 12 / Grade 12
2022

FORMAL ASSESSMENT TASKS FOR GRADE 12

FORMELE ASSESSERINGSTAKE IN GRAAD 12
Kwartaal 1 / Term 1 Item Punte / Marks
Taak 1 / Task 1: Brongebaseerde Taak / Source Based Task 90
Taak 2 / Task 2: PET 10
TOTAAL KWARTAAL 1 / TOTAL TERM 1: 100
Kwartaal 2 / Term 2 Item Punte / Marks
Taak 3 / Task 3: Halfjaareksamen / Midyear Examination 100
Taak 4 / Task 4: PET (10 x 2 – see rubric) 20
TOTAAL KWARTAAL 2 / TOTAL TERM 2: 120 → 100
Kwartaal 3 / Term 3 Item Punte / Marks
Taak 5 / Task 5: Projek / Project 90
Taak 6 / Task 6: PET 10
TOTAAL KWARTAAL 3 / TOTAL TERM 3: 100
Kwartaal 4 / Term 4 Item Punte / Marks
Taak 7 / Task 7: Finale Eksamen / Final Examination 100
SBA punt / SBA Mark:
100
Taak 1 20% + Taak 2 2,5% + Taak 3 25% + Taak 4 5% + Taak 5 20% + Taak 6 2,5%
Task 1 20% + Task 2 2,5% + Task 3 25% + Task 4 5% + Task 5 20% + Task 6 2,5%

Formal assessment
In the formal programme of assessment for Life Orientation, learners are expected to
complete five tasks per grade. These five assessment tasks are:
• Two examinations
• One project
• One written task; and
• Physical Education Task (PET).

The five internal formal tasks make up 100% of the total mark out of 400 for Grade 12.
The Grade 12 final examination marking should be done internally.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

Examinations
The mid-year examination for Grade 12 will comprehensively address the content,
knowledge and skills covered in terms 1 and 2; and for the final examination, terms 1 - 4.

More than one type of question should be incorporated and focus primarily on the
application of knowledge in an integrated manner. Examinations must include 10%
content relating to Physical Education.

Outline of Examinations for Grade 12

The outline below will be followed when setting Life Orientation examination papers for
Grade 12. The paper will consist of three sections. Total for examination: 100 marks

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:
o SECTIONS A and B are COMPULSORY.
o SECTION A consists of three or more different types of questions requiring
short responsesand explanations.
o SECTION B consists of two 20-mark questions to which learners must
provide direct responses.
o SECTION C consists of three 20-mark questions of which learners must
answer TWO questions.

NOTE: THE final LO exam (Task 7) will be set externally by SACAI, also moderated and
approved by UMALUSI. BUT these papers will be internally marked by the service
provider, school or centre. SACAI will do external moderation.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

Section A: 20 marks Section B: 40 marks Section C: 40 marks

All questions are All questions are Learners will answer TWO 20-mark
COMPULSORY COMPULSORY questions out of THREE.
Mark allocation for the Learners will answer TWO Questions will predominantly focus on
questions should range 20-mark questions. Short the application of knowledge and skills.
between 1 - 2 marks. The open-ended questions could Answers will range from short
questions have to be a be: responses to paragraphs.
combination of two or more • Scenario-based Learners will be required to:
types of questions ranging • Source-based • Examine/analyse the topic
from: • Case study problem(s)
• Multiple choice • Cartoons • Explain meaning
• Fill in the blanks • Illustration, and/ or • Make decisions
• True or false with a • Graphs • Provide recommendations
justification Learners should display, • Make conclusions
• Matching columns present and apply knowledge
• Change the and skills gained from the Life Each question will focus on a specific
UNDERLINED word Orientation content. Learners topic or an integration of content.
• Short questions that should demonstrate an A short text/diagram/data/graphs/
require short understanding of real-life cartoons may be provided as a
explanations, phrases or issues affecting the youth and stimulus.
definitions society at large.
Note:
Information provided in the texts has to be current, up-to-date, age-appropriate, learner-friendly and
devoid of racial, cultural, religious, sexual orientation and gender bias. Each section will include questions
at lower, middle and higher cognitive levels.
The following must be provided:
A marking guideline and a marking grid indicating the cognitive levels of Bloom’s taxonomy levels 1-6
must be provided.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

Physical Education Task (PET)

The Physical Education (PE) component aims to develop learners’ physical well-being
and knowledge of movement and safety. It encourages learners to perform in a wide
range of activities associated with the development of an active and healthy lifestyle. PE
also aims to develop learners’ confidence and generic skills, especially those of
collaboration, communication, creativity, critical thinking and aesthetic appreciation.

All Physical Education periods will focus on practical physical and mass participation in
movement activities:
• For enjoyment and enrichment purposes with a view to encourage learners to
commit and engage in regular physical activity as part of their lifestyle.
• PET will be administered across all four terms.
• Physical Education component comprises three different movement sections:
fitness, games, sport; recreation and relaxation.
• Physical Education must be conducted once a week.

The focus of PET falls into two broad categories:

1) Participation: exposing learners to an understanding of the value of regular

participation in physical activity.

2) Movement performance: learners will be assessed at the level at which they are
capable of performing. Movement performance must not encourage a sense of
competition.

The teacher will observe whether the performance of a movement has a desired outcome,
focusing on the:
• Overall performance of the movement rather than the detailed mechanics of
each movement. However, once a teacher has gained confidence and knows how
to break down a motor skill and movement sequence down into different parts,
additional criteria can be added to assess the performance in greater depth.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

Assessment tool for PET

The assessment tool for learner performance

LEVEL LIMITED ADEQUATE PROFICIENT EXCELLENT

OBSERVATION 1 Needs significant Requires attention Efficient, effective Exceptional level
attention: and refinement: and appropriate: of skill:
Outcome of movements do not lapses in movements movements movements
movement produce the which do not always mostly produce always produce
performance desired outcome produce the desired the correct the desired
at all outcome desired outcome outcome
(5 marks) (0-1 mark) (2-3 marks) (4 marks) (5 marks)
OBSERVATION 2 Needs significant Requires attention Efficient, effective Exceptional level
attention: and refinement: and appropriate: of skill:
Outcome of movements do not lapses in movements movements movements
movement produce the which do not always mostly produce always produce
performance desired outcome produce the desired the correct the desired
at all outcome desired outcome outcome
(5 marks) (0-1 mark) (2-3 marks) (4 marks) (5 marks)

Frequency of Participation
A record of learner participation will be kept in the teacher file. This will not be used for
assessment.

Movement performance
Learners will be observed twice across a school term for formal assessment purposes to
determine their level of movement performance. Allocate a mark out of five (5) for each of
the two observations (movement). Add the two to obtain a final mark out of ten (10).
The second term assessment will be multiplied by 2 to give a total of 20.

A Physical Education class list, for Grade 12, could be used to generate a mark out of 10
for movement performance. The number of PE periods per term will depend on the
institution’s planning for the year.
Example of the class list for participation and movement performance:
2. Movement Total
1. Frequency of participation
TERM 1 performance marks for
NO MARKS ALLOCATED
(10 marks) term
Learners’ P1 P2 P3 P4 P5 P6 Observation Observation
Names 1 2 [10]
(5) (5)
1 T Maju √ √ √ a x √
[present] A [absent] [present
absent but did
with a not
valid partici-
reason pate]
2

An ‘a’ will indicate that the learner was absent for that particular period and an ‘x’ that the
learner was present in class but did not participate and an A that the learner was absent
with a valid reason.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

3. THE CAT QUESTION PAPER (PROVIDED BY SACAI)

EXAMINATION NATIONAL SENIOR CERTIFICATE

GRADE 12

DATE SEPTEMBER/OCTOBER 20___

SUBJECT LIFE ORIENTATION

PAPER COMMON ASSESSMENT TASK

MARK TOTAL 100

DURATION (HOURS) 2½

NUMBER OF PAGES

INSTRUCTIONS AND INFORMATION

1. This question paper consists of THREE sections, namely SECTION A, SECTION B

and SECTION C.
2. The questions in SECTION A and SECTION B are COMPULSORY.
3. Answer any TWO questions in SECTION C.
4. Start EACH section on a NEW page.
5. Read ALL the questions carefully.
6. Number the answers correctly according to the numbering system used in this
question paper.
7. Suggested time allocation:
SECTION A: 40 minutes
SECTION B: 50 minutes
SECTION C: 60 minutes
8. Write neatly and legibly, in BLUE pen only.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

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.

LEVELS OF COGNITIVE DEMAND

Category Definition *Action Words
Ability to recall information, facts, Tell, recite, list, memorise, select,
Knowledge terms and basic concepts remember, define, locate, give,
Lower Order

Level 1 previously learned match, recall, repeat, state, outline

Give examples, explain, summarise,
Demonstrate a basic
show, define, describe, discuss,
Comprehension understanding of facts and ideas
identify, interpret, infer, compare,
Level 2 Translate or rephrase into other
contrast, demonstrate, classify,
words; give descriptors
paraphrase
Use information in a new or
Demonstrate, apply, make use of,
Application different situation/way by
guide, chart, arrange, illustrate, locate,
Middle Order

Level 3 applying knowledge learned in

construct, solve, plan
one situation to another
Examine and break
Investigate, classify, categorise,
information into parts and
Analysis compare, solve, relate, research,
understand how parts relate to
Level 4 contrast, distinguish, report on,
the whole.
sort, debate
Understand motives or causes
Judge the value of something Judge, evaluate, give opinion or point
regarding criteria and support of view, prioritise, recommend,
judgement critique, discuss, compare, defend,
Evaluation
Present and defend opinions assess, validate, explain, decide,
Higher Order

Level 5
by making judgements about estimate, predict, rate, select, support,
information, validity of ideas or justify, argue, conclude, why do you
the quality of something think
Design, create, plan, recommend,
Create/ hypothesis, construct, forecast,
Reform individual parts to
Synthesis rearrange parts, imagine, generate,
make a new whole
Level 6 compose, improve, predict, formulate,
devise, examine, investigate, develop

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

Weighting Cognitive level Bloom’s taxonomy

30% Lower order Levels 1 & 2
40% Middle order Levels 3 & 4
30% Higher order Levels 5 & 6

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

5. DEPTH 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:

*Definition of concepts Causes Consequences

Impact Effect Value
Importance Aims Reasons
Factors Solutions Practical strategies
Result/Outcomes Motive Evidence
Benefits Predict Distinguish
Compare Actions Conclusion
Disapprove Projecting Functions
Difference Priorities Choices
Advise Interventions Approve
Similarities Connection between Decisions

EXAMPLES:

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

❖ The definition of each key concept e.g. ill health, unsafe sexual behaviour.
❖ Discuss reasons why this type of behaviour is still prevalent among the youth.
❖ Assess the negative effects of unsafe sexual behaviour on the life of the 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 past examination papers (CAT) and marking
guidelines for more examples and guidance AND use these papers and
marking guidelines as a teaching tool to mediate content more effectively.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

6. 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:

Breakdown – how to understand mark allocation

The first number is the restrictive number

indicating the total of facts/statements/opinions (2 x 1 ) or (3 x 2)
required.
The second number indicates the mark with
regard to the depth/scope of the answer (1 x 2) or (2 x 3)
required.
This mark indicates TWO instructions within
one question.
(1 + 2)
This mark indicates:
1st mark = fact/statement/opinion √
2nd mark = qualifier √
(2 x 3)
3rd mark = result/outcome √
This mark allocation could indicate:
1st mark = fact/statement/opinion √
2nd mark = elaboration/explanation √
3rd mark = qualifier √
4th mark = result/outcome √
OR
(1 x 4)
1st mark for the 1st fact/statement/opinion √
2nd mark = qualifier √
3rd mark for the 2nd fact/statement/opinion √
4th mark = qualifier √
NOTE: Learners MUST also be taught how to break down/analyse a question in order for
them to understand, interpret and answer questions in ALL subjects effectively.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

7. ELABORATION OF CONTENT (CAT QUESTION PAPER)

TOPIC GRADE 12
1. Development of • Life skills required to adapt to change as part of ongoing healthy
the self in lifestyle choices
society • Stress management
• Conflict resolution
• Human factors that cause ill health
• Action plan for lifelong participation in physical activity

2. Social and • Environments and services which promote safe and healthy living
environmental • Responsibilities of various levels of government
responsibility • A personal mission statement for life

3. Democracy and • Responsible citizenship

human rights • The role of the media in a democratic society
• Ideologies, beliefs and worldviews on construction of recreation
and physical activity across cultures and genders

4. Careers and • Commitment to a decision taken: locate appropriate work or study

career choices opportunities in various sources
• Reasons for and impact of unemployment and innovative solutions
to counteract unemployment
• Core elements of a job contract
• Refinement of portfolio of plans for life after school

5. Study skills • Reflection on own study and examination writing skills

• Importance of school-based assessment/obtaining the NSC
• Strategies to follow in order to succeed in Grade 12

6. Physical • Achievement of own personal fitness and health goals

Education • Long-term engagement in traditional and/or non-traditional sport or
playground and/or community and/or indigenous games or
relaxation and recreational activities
• Safety issues

8. MARKING GUIDELINES (Also refer to the interpretation of mark allocation)

• The marking guideline for the CAT paper is provided by SACAI.

• Please have a formal memo discussion with all your markers before
marking commences, so that the standard and interpretation of answers
are the same for all markers.
• The marker should read the question paper carefully and underline/circle key
instructions in questions before marking.
• Strictly follow the marking guideline but 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, markers should keep in mind
learners should 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.

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 EXAMINATION GUIDELINES: LIFE ORIENTATION | GR 12

• 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 is done by the
service providers, but externally moderated by SACAI.

9. CONCLUSION

This Examination Guidelines document is meant as a tool for clarification and reference
when teaching Gr 12 LIFE ORIENTATION. It is therefore not a substitute for the SACAI
Subject Guidelines (or the DBE CAPS document) which teachers should teach to.

Qualitative curriculum coverage is forever essential and cannot be emphasized enough.

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