Curriculum



TABLE OF CONTENTS

1. An introduction to Assessment in Life Sciences

2. Continuous Assessment

1. Daily Assessment in Life Sciences

2. Programme of Assessment

3. Programme of Assessment in Grades 10 and 11

4. Programme of Assessment in Grade 12

3. Moderation of the Assessment Tasks

4. Annexures

1. Life Sciences Evidence of Learner Performance cover –Grade 10/11

2. Life Sciences Evidence of Learner Performance cover – Grade 12

3. Master Portfolio Consolidation form Grade 10/11

4. Master Portfolio Consolidation form Grade 12

5. Life Sciences Programme of Assessment Marksheet – Grade10/11

6. Life Sciences Programme of Assessment Marksheet – Grade 12

7. Life Sciences Programme of Assessment Schedule – Grade10/11

8. Life Sciences Programme of Assessment Schedule – Grade 12

9. Life Sciences Programme of Assessment moderation Tool

10. Example of a Learner Portfolio cover

11. Declaration form

1. AN INTRODUCTION TO ASSESSMENT IN LIFE SCIENCES

The purpose of assessment in Life Sciences is to determine the competencies of learners in scientific inquiry, problem solving, critical thinking, construction and application of knowledge relevant to Life Sciences. Assessment in Life Sciences is driven by the three Learning Outcomes through the relevant Assessment Standards. When the Assessment Standards are achieved, then the relevant Learning Outcomes will be considered achieved. The Assessment Standards can be attained through a variety of assessment tasks.

The three Assessment Standards of each Learning Outcome should be addressed at least once in each of the four Life Sciences knowledge areas to cover the Learning Outcomes.

Life Sciences knowledge areas are:

• Tissues, Cells and Molecular Studies

• Structure, Control and Processes in Basic Life Systems

• Environmental Studies

• Diversity, Change and Continuity

2. CONTINUOUS ASSESSMENT

Continuous Assessment involves assessment activities that are undertaken throughout the year, using various kinds of assessment forms, methods and tools. In Grades 10 – 12 continuous assessment comprises two different but related activities: informal Daily Assessment and a formal Programme of Assessment.

Continuous assessment through informal Daily Assessment and the formal Programme of Assessment should be used to:

• Develop learners’ knowledge, skills and values

• Assess learners’ strengths and weaknesses

• Provide additional support to learners

• Revisit or revise certain sections of the Life Sciences curriculum and

• Motivate and encourage learners

1. DAILY ASSESSMENT IN LIFE SCIENCES

Daily assessment in Life Sciences provides learners with multiple opportunities to improve and master their scientific inquiry, problem solving, critical thinking and application of knowledge competencies before being assessed in these competencies in the Programme of Assessment. Therefore daily assessment is developmental in nature and a variety of assessment tasks can be used to develop learners’ Life Sciences competencies e.g. debates enhance communication skills; practical investigations enhance manipulation of apparatus, accurate measuring & observation skills.

Other examples of assessment tasks are: class tests, practicals, drawings and interpretation of graphs, calculations, translation activities, analysis and interpretation of different forms of data. Individual learners, groups of learners or the teacher can mark these assessment tasks. Self, peer and group assessment actively involves learners in assessment.

As daily assessment tasks are not used for a promotion mark, qualitative rubrics, checklists and rating scales can be used to monitor learner progress.

2. PROGRAMME OF ASSESSMENT

2.2.1 PROGRAMME OF ASSESMENT IN GRADES 10 AND 11

The Programme of Assessment for Life Sciences in Grades 10 and 11 consists of seven tasks which are internally assessed. Of the seven tasks, the six tasks which are completed during the school year make up 25% of the total mark for Life Sciences, while the end-of-year examination is the seventh task and makes up the remaining 75%.

Table 2.1 Tasks for the Programme of Assessment in Grades 10 and 11

| | PROGRAMME OF ASSESSMENT |

| |FORMS OF ASSESSMENT |

| | |

| | |

| | |

| | | |

| |25% |75% |

| |Practical Tasks |Research |Controlled Tests |Midyear |End of year Exam |

| | |project | |Exams | |

|Number of pieces | | |

| |2 |1 |

|Grand Total | 400 |

The tasks for the Programme of Assessment are to be done at certain times of the school year and the following table indicates when the tasks are to be completed.

| | | | |

|TERM 1 |TERM 2 |TERM 3 |TERM 4 |

|Practical task 1 |Practical task 2 or Project |Practical task 2 |End of year Exam |

| | |or Project | |

|Controlled Test 1 |Midyear Exam |Controlled Test 2 | |

Practical tasks

There are two practical tasks namely a hands-on activity and hypothesis testing. Learners will be assessed on their ability to:

• Follow instructions.

• Designing procedures / action plan

• Access information from various sources

• Make accurate observations.

• Work safely.

• Manipulate and use apparatus effectively.

• Measure accurately.

• Handle materials appropriately.

• Organize data (gather & record data in tables, graphs, etc., interpret, and analyze data, draw conclusions).

See the Appendix 2 for a hypothesis testing example in Subject Assessment Guidelines – Life Sciences January 2008, pg14-22.

Research projects

When designing a research project task, Life Sciences teachers must ensure that:

• it is an investigative task;

• it addresses Learning Outcomes 1, 2, and 3;

• a written and oral presentation could be supported with a relevant model; or alternatively a model should be accompanied by a written or oral presentation;

• it is a long term task. Its progress need to be monitored at intervals by the teacher;

• detailed guidelines are provided and where appropriate, relevant resources should be made known and / or provided to learners;

• it focuses on accessing knowledge through literature research and primary sources such as people, magazines, newspapers, various texts, etc. and

• it promotes communication , organizational and interpersonal skills.

See appendix 3 in Subject Assessment Guidelines – Life Sciences January 2008, for an example of a Grade 10 research project (pp 23 – 25).

Controlled tests and midyear Examinations

• The controlled test in the first term assesses work done in the first term.

• The midyear examination assesses work done in the first and second terms.

• All Learning Outcomes must be assessed using the knowledge areas that were covered in the particular term or terms.

• Controlled tests and examinations must be balanced in terms of the use of cognitive levels (e.g. Bloom’s Taxonomy) and Learning Outcomes and Assessment Standards.

• Controlled tests and examinations should be analyzed diagnostically and appropriate remedial or intervention strategies should be instituted.

The weighting grid below should be used to set tests and examinations.

Table 2.2 Weighting Grid: Life Sciences

|Learning Outcome 1 |Learning Outcome 2 |Learning Outcome 3 |

| 40 % | 40% | 20% |

2.2.2 Programme of Assessment in Grade 12

In Grade 12, assessment consists of two components: an internally assessed Programme of Assessment which makes up 25% of the total mark for Life Sciences and an externally assessed end-of-year examination, which makes up the remaining 75%.

The Programme of Assessment for Life Sciences in Grades 12 consists of seven tasks of which two are examinations and one is a controlled test. The remaining four tasks are two practicals and two assignments.

Table 2.3 Tasks for the Programme of Assessment in Grades 12

| | PROGRAMME OF ASSESSMENT | EXTERNAL ASSESSMENT |

|FORMS OF ASSESSMENT | | |

| | | |

| | | |

| | | |

| | Assessment Tasks |End-of-year |

| | |assessment |

| | | |

| |25% |75% |

| |Practical Tasks | |Controlled Tests |Midyear and Trial |November Exam |

| | |Assignment | |Exams | |

|Number of pieces | | | | | |

| |2 |2 |1 |2 |1(2 papers) |

|Minimum marks | 50 | 50 | 60 ; 60 | 100 | 150; 300 | |

|Converted marks |20 | 20 | 10 + 20 | 10 | 10 + 10 | 300 |

|Subtotals | 100 | 300 |

|Grand Total | 400 |

The tasks for the Programme of Assessment are to be done at certain times of the school year and the following table indicates when the tasks are to be completed.

| | | | |

|TERM 1 |TERM 2 |TERM 3 |TERM 4 |

|Hands-on practical task |Assignment 1 |Hypothesis testing practical task | |

|Controlled Test | |Assignment 2 | |

| |Midyear Exam |Trial/September Exam |End of year Exam |

Practical Tasks

These are the same as for Grades 10 and 11. However, in addition Grade 12 learners will be assessed on their ability to:

• Make deductions and evaluations.

Controlled Tests and Internal Exams

• The controlled test in first term assesses work done in the first term – up to a third of the marks could include Grade 11 work if need be.

• The midyear examination assesses work done in the first and second terms.

• Third term examinations (September/Trial) assess all the year’s work done up until that point.

• All Learning Outcomes must be assessed using the knowledge areas that were covered in the particular term or terms.

• Controlled tests and examinations must be balanced in terms of the use of cognitive levels (e.g. Bloom’s Taxonomy) and Learning Outcomes and Assessment Standards.

• Controlled tests and examinations are internally and externally moderated.

• Controlled tests and examinations should be analyzed diagnostically and appropriate remedial or intervention strategies should be instituted.

Assignment/s

Grade 12 learners are expected to do two assignments which are short tasks of 1 to 1½ hours. The activities can be translation activities, analysis and interpretation of data and drawings and justifying of conclusions.

3. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF ASSESSMENT

Moderation of Assessment tasks should take place at four levels.

|LEVEL | MODERATION REQUIREMENTS |

|School |Each task which is to be used as part of the Programme of Assessment should be submitted to the |

| |subject head for moderation before learners attempt the task. |

| |Teacher portfolios and evidence of learner performance should be moderated twice a year by the |

| |head of the subject or her/his delegate. |

|Cluster/District |Teacher portfolios and a sample of evidence of learner performance must be moderated twice (Grade|

| |12) and once (Grade 10& 11) during the first three terms. Teachers must bring their portfolios |

| |with the tasks prescribed for each moderation session and 10% of learner performance evidence |

| |(minimum of 5 learner portfolios if there are fewer than 50 learners in the school). |

|Provincial |This only applies to Grade 12.Teacher portfolios and a sample of evidence of learner performance |

| |must be moderated once a year after the second cluster moderation. |

|National/UMALUSI |This only applies to Grade 12.Teacher portfolios and a sample of evidence of learner performance |

| |must be moderated once a year after the Provincial moderation. |

ANNEXURE 1

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|EASTERN CAPE |

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|DEPARTMENT OF EDUCATION |

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|GRADE 10/11 LIFE SCIENCES LEARNER PROGRAMME OF ASSESSMENT 200__ |

| | | | |

|NAME OF LEARNER | |GRADE | |

| | |CENTRE | |

|SCHOOL | |NUMBER | |

|NAME OF TEACHER | |

| |

|Assessment Task |Maximum mark |Marks obtained |Programme of |Converted |

| | | |Assessment maximum mark |mark |

|Project | | | 20 | |

| | | | | |

|Controlled Tests: | | | | |

|Controlled Test 1 | | | 10 | |

|Controlled Test 2 | | | 10 | |

|Total controlled tests | | | 20 | |

| | | | | |

|Practical Tasks | | | | |

|Hands-on Practical | | | 25 | |

|Hypothesis Testing | | | 25 | |

|Total Practical Tasks | | | 50 | |

| | | | | |

|June/Midyear Exam |150 | | 10 | |

| | | | | |

|Total marks for Programme of Assessment | 100 | |

MODERATION PANEL

| | | | DATE |

|DESIGNATION |NAME IN PRINT |SIGNATURE | |

|Head of Department | | | |

|Principal | | | |

|Cluster Leader | | | |

|District Official | | | |

|Provincial Official | | | |

ANNEXURE 2

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|Annexure 7 |

|EASTERN CAPE |

| |

|DEPARTMENT OF EDUCATION |

| |

| |

|…………………………….DISTRICT |

| |

|Grade 12 LIFE SCIENCES LEARNER PROGRAMME OF ASSESSMENT 200_ |

|NAME OF LEARNER | |EXAMINATION NUMBER | |

|SCHOOL | |CENTRE NUMBER | |

|NAME OF TEACHER | |

|Assessment Task |Maximum mark |Marks obtained |Programme of |Converted |

| | | |Assessment maximum mark |mark |

|Assignment 1 | | | 10 | |

|Assignment 2 | | | 20 | |

|Total Assignments | | | 30 | |

| | | | | |

|Controlled Tests: | | | | |

|Controlled Test 1 | | | 10 | |

|Total Controlled tests | | | 10 | |

| | | | | |

|Practical Tasks | | | | |

|Hands-on Practical | | | 20 | |

|Hypothesis Testing | | | 20 | |

|Total Practical Tasks | | | 40 | |

| | | | | |

|June/Midyear Exam |150 | | 10 | |

|Trial/September Exam |300 | | 10 | |

|Total of June & Trial Exams | | | 20 | |

| | | | | |

|Total marks for Programme of Assessment |100 | |

MODERATION PANEL

| | | | |

|DESIGNATION |NAME IN PRINT |SIGNATURE |DATE |

|Head of Department | | | |

|Principal | | | |

|Cluster Leader | | | |

|District Official | | | |

|Provincial Official | | | |

|UMALUSI | | | |

ANNEXURE 3

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|EASTERN CAPE |

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|DEPARTMENT OF EDUCATION |

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|…………………………….DISTRICT |

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|Grade 10/11 LIFE SCIENCES PROGRAMME OF ASSESSMENT 200_ |

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|MASTER PORTFOLIO CONSOLIDATION FORM |

| | | |

|ASSESSMENT Task |KNOWLEDGE AREA / TOPICS COVERED |ASSESSMENT TOOL |

| | | |

|Project | | |

| | | |

| | | |

|Practical Tasks | | |

| | | |

|Hands-on Practical | | |

| | | |

|Hypothesis Testing | | |

| | | |

| | | |

|Controlled Tests | | |

| | | |

|Controlled Test 1 | | |

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|Controlled Test 2 | | |

| | | |

| | | |

|June Examination | | |

| | | |

MODERATION PANEL

| | | | DATE |

|DESIGNATION |NAME IN PRINT |SIGNATURE | |

|Head of Department / Principal | | | |

|Cluster Leader | | | |

|District Official | | | |

ANNEXURE 4

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|EASTERN CAPE |

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|DEPARTMENT OF EDUCATION |

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|…………………..DISTRICT |

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|Grade 12 LIFE SCIENCES PROGRAMME OF ASSESSMENT 200_ |

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|MASTER PORTFOLIO CONSOLIDATION FORM |

| | | |

|ASSESSMENT Task |KNOWLEDGE AREA / TOPICS COVERED |ASSESSMENT TOOL |

| | | |

|Assignment 1 | | |

|Assignment 2 | | |

| | | |

|Practical Tasks | | |

| | | |

|Hands-on Practical | | |

| | | |

|Hypothesis Testing | | |

| | | |

| | | |

|Controlled Tests | | |

| | | |

|Controlled Test 1 | | |

| | | |

| | | |

|June Examination | | |

| | | |

| | | |

|September Exam | | |

| | | |

MODERATION PANEL

| | | | |

|DESIGNATION |NAME IN PRINT |SIGNATURE |DATE |

|Head of Department / Principal | | | |

|Cluster Leader | | | |

|District Official | | | |

|Provincial Official | | | |

| | Annexure 5 |

| |EASTERN CAPE |

| | |

| |DEPARTMENT OF EDUCATION |

LIFE SCIENCES PROGRAMME OF ASSESSMENT MARKSHEET GRADE 10/11 200_

SCHOOL: ……………………………. NAME OF TEACHER: ………………………………

| | | | | |

| | |TERM 1 |TERM 2 |TERM 3 |

| | |

| | |

| | |

|No |Surname and first names |

| |(alphabetical order) |

LIFE SCIENCES PROGRAMME OF ASSESSMENT MARKSHEET GRADE 12 200_

SCHOOL: ………………… NAME OF TEACHER: ………………………………

| | | | | |

| | |TERM 1 |TERM 2 |TERM 3 |

| | |

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|No |Surname and first names |

| |(alphabetical order) |

LIFE SCIENCES PROGRAMME OF ASSESSMENT SCHEDULE GRADES 10/11 200_

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| |SCHOOL | |

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|No |Surname and first names |

LIFE SCIENCES PROGRAMME OF ASSESSMENT SCHEDULE GRADES 12 200_

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| |SCHOOL | |

| | |

| | |

| | |

|No |Surname and first names |

| | |

| | |

GRADE 10-12 LIFE SCIENCES MODERATION TOOL (To be filed in master portfolio)

TERM: ……………… DATE: …………………………………………..

DISTRICT: ……………………………… SCHOOL: ………………………………………

CLUSTER: ……………………………… Name of Teacher: …………………………….

|No | NAME OF LEARNER |MARKS |No | NAME OF LEARNER |MARKS |

|1 | | |9 | | |

|2 | | |10 | | |

|3 | | |11 | | |

|4 | | |12 | | |

|5 | | |13 | | |

|6 | | |14 | | |

|7 | | |15 | | |

|8 | | |16 | | |

Mark the appropriate response with a tick (√)

| | | |

|A. TEACHER PORTFOILO |YES |NO |

|A1. Portfolio cover with name of teacher, subject and Grade taught | | |

|A2. Consolidation form completed | | |

|A3. Alphabetical Programme of Assessment Term mark sheet | | |

|A4. Evidence of term tasks with assessment tools | | |

|A5. Evidence of internal moderation | | |

|COMMENTS AND/OR SUGGESTIONS FOR DEVELOPMENT: |

| |

| |

| |

| |

|B. EVIDENCE OF LEARNER PERFORMANCE | | |

| |YES |NO |

|B1. Sufficient number and true representation of high, average and low achievers | | |

|B2. Presentation and layout correct, neat and logical | | |

|B3. Completed tasks recorded in Learner consolidation form for the PoA | | |

|B4. Tasks marked according to relevant assessment tools (memos, rubrics, etc.) | | |

|B5. Tasks in learner portfolios correlate with what is in teacher’s portfolio | | |

|B6. Evidence of internal moderation in learner portfolios | | |

|B7. Presented tasks appropriate for the grade i.e. Grade 10/11/12 | | |

|COMMENTS AND/OR SUGGESTIONS FOR DEVELOPMENT | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|C. TASKS PRESENTED FOR MODERATION | | |

|C1 PRACTICAL TASKS |YES |NO |

|C.1.1 Evidence of hands on activity assessing: following instructions, manipulation | | |

|of apparatus, measuring, making accurate observations, etc. | | |

|C1.2 Evidence of hypothesis testing assessing the ability to identify a problem, | | |

|generate logical or appropriate predictions, make deductions, etc. | | |

|C1.3 Enough activities done for the term | | |

|C1.4 Evidence of internal moderation | | |

|C1.5 Presented tasks appropriate for the grade i.e. Grade 10/11/12 | | |

|COMMENTS AND/OR SUGGESTIONS FOR DEVELOPMENT | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|C2 RESEARCH PROJECT/ASSIGNMENT/S |YES |NO |

|C2.1 Project / Assignment available and marked using relevant assessment tool | | |

|C2.2 Task promotes creativity and development of life Sciences knowledge, skills | | |

|and values | | |

|C2.3 Evidence of internal moderation | | |

|C2.4 Presented tasks appropriate for the grade i.e. Grade 10/11/12 | | |

|COMMENTS AND/OR SUGGESTIONS FOR DEVELOPMENT | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|C3 CONTROLLED TESTS / EXAMINATIONS |YES |NO |

|C3.1 Variety of questions | | |

|C3.2 Questions of different cognitive levels | | |

|C3.3 Marking consistent with memoranda / rubrics | | |

|C3.4 Evidence of internal moderation | | |

|C3.5 Proof of analysis of questions into cognitive levels, LOs and ASs | | |

|C3.6 Presented tasks appropriate for the grade i.e. Grade 10/11/12 | | |

|COMMENTS ON THE QUALITY AND MARKING OF CONTROLLED TESTS & EXAMINATIONS | | |

| | | |

| | | |

| | | |

| | | |

| | | |

……………………………………. ………………………………. ………………………

Name of Teacher Signature Date

……………………………………. ……………………………….. ………………………

Name of Cluster Leader Signature Date

……………………………………. ………………………………… ………………………

Name of District Official Signature Date

Annexure 10

Life Sciences Portfolio

Name of learner: ___________________

Name of School: ___________________

Grade: ____

Year : _____

DISTRICT: ______________________

| |Annexure 11 |

| |EASTERN CAPE |

| | |

| |DEPARTMENT OF EDUCATION |

DECLARATION FORM

NAME OF SCHOOL: ____________________________________________

CENTRE NUMBER: _____________________________________________

NAME OF LEARNER: _____________________________________________

(Surname & name/s)

GRADE & YEAR OF STUDY: ___________________________________________

EXAMINATION NUMBER: ____________________________________________

Declaration by Learner:

I hereby declare that the work contained in this portfolio is my own original work and that where I have made use of any source of information, I have acknowledged it.

___________________________ _______________________

SIGNATURE OF LEARNER DATE

Declaration by teacher:

As far as I am able to ascertain, the work in this portfolio is the original work of this candidate. All required work has been included in the portfolio.

__________________________ _______________________

SIGNATURE OF TEACHER: DATE

-----------------------

DEPARTMENT OF EDUCATION

PROVINCE OF THE EASTERN CAPE

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LIFE SCIENCES

CASS GUIDELINES

GRADES 10 – 12

2008

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