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GRADE 12 LIFE ORIENTATION
STUDY SKILLS: TERM 1
2 HOURS
LESSON STRUCTURE
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2. Give feedback to the rest of the class. (5 minutes)
3. What conclusions can you draw from this activity? Is it easy to get a job without a Matric Certificate? Can you find your dream job without a Matric Certificate? What value does a Matric Certificate hold for you? How motivated are you to achieve the NSC? What do you hope to ultimately achieve with the help of your Matric Certificate?
(5 minutes)
1. IMPORTANCE OF SCHOOL-BASED ASSESSMENT
NOTES: Read (5 minutes)
In Grade 11 you learnt about the process and the importance of assessment. You learnt that:
- Assessment is a vital part of the teaching and learning process
- It takes place on a continuous basis
- Assessment is divided into formal and informal tasks
- Informal assessment happens all the time and comes in the form of your teacher’s feedback on your homework or classroom tasks, your participation in class discussions and the way you participate and answer verbal questions asked by your teacher in class.
- Informal assessment can take the form of teacher-, peer- and self-assessment activities that give you regular feedback on your progress.
- Formal assessment refers to the tasks that are used to make up your marks at the end of each term.
- You are required to complete different types of formal assessment tasks over a period of a year for each of your subjects. For example, many subjects have written tasks (for example, source-based tasks, case studies, assignments, written reports), projects, tests and examinations. Some subjects like Visual Arts also have practical assessments.
- In Life Orientation, there are four types of formal assessment tasks: a written task, a project, examinations and the assessment of movement performance in the Physical Education Tasks (PET’s). Different tools are used for assessing these including memorandum, checklist, rating scale, rubric and observation sheet.
- The process of assessment helps you, your teachers and your parents/ guardians to track your progress in each of your subjects, to identify your strength and weaknesses and to determine your potential for achievement.
2. Task 2: Work on Your Own
Use the following tables to help you to:
• assess your performance in the Grade11 November examinations
• identify your strengths and weaknesses
• set academic goals for Grade 12 (Remember: Goals should be challenging
but also realistic.)
2.1 Examining the Examinations (10 minutes)
|Subject |Grade 11 November Examination Results |Goal for Upcoming Assessment (Grade 12) |
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|ENGLISH | | |
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|AFRIKAANS | | |
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|MATHS / MATHS LIT. | | |
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|LIFE ORIENTATION | | |
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2.2 Cognitive (Thinking) Skills (15 minutes)
We follow three phases in our thinking when answering exam questions: input phase, processing phase and output phase. The phases as well as the thinking skills required in each are summarised in the table below:
|Input |Processing |Output |
|This phase involves: reading questions |This phase involves: |This phase involves: putting down a |
|carefully, underlining key words, knowing|knowing what needs to be done for each |correct answer, answering in clear, |
|the meaning of key words, taking time to |type of question, knowing the rules for |precise language, answering as concisely |
|stop and think before answering etc. |answering different questions, knowing |as possible, being guided by the number |
|Some common mistakes made in this phase: |the method / format to use (how) to get |of marks, thinking things through before |
|acting impulsively, misreading questions |to the answer e.g. steps for answering a |responding, staying calm etc. |
|(because of working too quickly), not |Maths problem or the format of a Business|Some common mistakes made in this phase: |
|paying attention to key words. |Letter in English etc. |Answering impulsively, answers not the |
| |Some common mistakes made in this phase: |correct length (i.e. too long or too |
| |Using the wrong method, not knowing what |short), answers not flowing in a logical |
| |steps to take, lack of logical thinking. |order, answers not making sense etc. |
Look at the table above and answer the following questions:
2.2.1 Which mistakes do you tend to make in the input phase?
2.2.2 Which mistakes do you tend to make in the processing phase?
2.2.3 Which mistakes do you tend to make in the output phase?
2.2.4 In which of the phases do you make the most mistakes?
2.2.5 List your subjects and next to each indicate in which phase you make the most mistakes for that particular subject as well as the specific mistakes that you make in that phase.
2.2.6 With a partner, discuss how to overcome the problem areas you have identified in 2.2.7 Write down your answer then give it to your partner for marking. Use the following rubric to assess your partner’s answer:
| |4-5 |2-3 |0-1 |
|Mistakes identified |Relevant mistakes identified |Not all phases mentioned OR Not|Not done / no phase mentioned /|
| |for all phases. Insightful |all mistakes identified are |no mistakes mentioned / not |
| |answer. |relevant |relevant |
|How to overcome problem areas |Highly relevant answer. |More information required/ lack|Not done / completely |
| |Realistic plan; insightful and |of insight. |irrelevant. |
| |mature response | | |
/10
3. REFLECT ON AND REVISE OWN STUDY SKILLS, STUDY STRATEGIES AND STYLES
In Grade 10, you covered a wide range of study skills, styles and strategies. In Grade11 you reflected on and refined these skills and focused on your personal study / learning style and your study strategies. Definitions of these concepts are revised for you below:
Study style: The way in which a person learns best.
Study strategy: The way in which a person approaches his/her studies or tasks; influenced by his/her learning style.
Task 3: Homework Task: Use the following reflection table to summarise your study style, strategies, habits and skills.
1. How prepared was I for the examinations last year? Tick YES or NO.
| |YES |NO |
|1.1 My notebooks / workbooks were always up-to-date. | | |
|1.2 I handed in all formal assessment tasks. | | |
|1.3 I did corrections for all my activities and tests. | | |
|1.4 I paid attention and actively participated in class. | | |
|1.5 I asked for help when I didn’t understand something. | | |
|1.6 I missed work because of being frequently absent. | | |
|1.7 I regularly did my homework. | | |
|1.8 I used a study timetable to organize my study time. | | |
|1.9 I was motivated to learn. | | |
2. How did I study for the examinations? Tick all the relevant blocks.
| |Tick |
|2.1 I did very little studying for the exams. | |
|2.2 I did some studying for the exams, but I did not have time for revision. | |
| I studied well for the exams and had time for revision. | |
| I was very well-prepared for the exams. | |
3. Which study methods did I use for the examinations? Tick all the relevant blocks.
| |Tick |
|3.1 I listened to my work on MP3 or tape | |
| I read through the work silently | |
|3.3 I read my work out loud | |
|3.4 I made mind maps | |
|3.5 I made written notes | |
|3.6 I studied with a friend / family member | |
|3.7 I walked and talked while I studied | |
|3.8 I made up rhymes / songs / acronyms / stories to remember the work | |
|3.9 I made tables of comparison to summarise the work | |
|3.10 I used old test / exam papers and / or old activities to practise | |
|3.11 I was a passive learner (read through the work silently) | |
|3.12 I was an active learner (actively involved writing / drawing / moving) | |
|3.13 I read through the main headings and sub-headings of the work to be studied and compiled a table of contents or | |
|a mindmap to get the big picture or general overview of the work before starting to study each section | |
|3.14 I learnt rote fashion (off-by-heart) | |
|3.15 I made sure I understood the work first before I attempted memorizing it | |
|3.16 I made up questions as I studied and answered them afterwards to test myself | |
3. How were my examination skills? Tick YES or NO.
| |YES |NO |
|4.1 I finished most of my exams way ahead of time | | |
|4.2 I battled to finish most of my exams in the allocated time | | |
|4.3 I generally understood the questions | | |
|4.4 I was able to remember facts easily during the exams | | |
|4.5 I was able to identify key words in the questions | | |
|4.6 I underlined / highlighted the key words | | |
|4.7 I was able to formulate my answers easily | | |
|4.8 I was overly nervous / anxious during the exams | | |
|4.9 I found most of my exams easy | | |
|4.10 I found most of my exams challenging but fair | | |
|4.11 I found most of my exams difficult | | |
|4.12 I think that I was well-prepared for the exams | | |
|4.13 I got the marks I thought I would for the exams | | |
|4.14 I got much higher marks than I thought I would | | |
|4.15 I got much lower marks than I thought I would | | |
4. What is my plan of action for studying more effectively in Grade12?
Tick all the relevant blocks.
|In Grade 12, I will… |Tick |
|5.1 Start studying earlier so that I have time for revision | |
|5.2 Use a different study method / be more of an active learner | |
|5.3 Go for extra lessons / ask a friend for help | |
|5.4 Try to relax more and stay calm during the exams | |
|5.5 Take it slower and not just rush through the exams | |
|5.6 Make sure that I have all the notes and that I understand them | |
|5.7 Pay attention and listen well in class | |
|5.8 Do all my homework | |
|5.9 Work well throughout the term (hand in all tasks / prepare well for tests) | |
|5.10 Other: | |
LESSON 2
4. REFLECT ON AND REVISE OWN STUDY STYLE, STUDY STRATEGIES AND EXAMINATION WRITING SKILLS
Task 4: Analyse your study style, study strategies, habits and skills (15 minutes)
Use the table that you completed for homework (above) to analyse your study style, strategies, habits and skills. Answer the following questions in your notebooks:
1. What is your dominant learning style e.g. visual, auditory, tactile-kinaesthetic, a combination of two etc.?
2. Which study methods do you frequently make use of? E.g. mind-maps, mnemonics, tables etc.
3. Which methods do you believe work best for you and which methods don’t work very well for you?
4. Do you use the same study methods and skills for all your subjects? Explain fully.
5. How can you improve your examination writing skills? E.g. read questions more carefully, plan my answers to essay-type questions in point form first so that my answer flows logically etc.
5. REVISION OF EXAMINATION WRITING SKILLS
Task 5: Homework Activity
Your various subject teachers will give you a general overview of the work to be covered in each subject, the number of tasks you are required to complete for each subject for the year, as well as the format of the examination papers for each subject. Use the table below to summarize this and other key information for each subject. This information will help you to prepare effectively for the examinations.
|Subject |Pass Requirements|Number and Type|Format of Exam |No. Of Marks |Time Allocation|Types of |Key Question |
| | |Of Tasks |Paper | |/ Marks per |Questions (e.g.|Words |
| | | |(different | |Minute |MCQ, T/F, case | |
| | | |sections / | | |study, | |
| | | |choice | | |essay-type | |
| | | |questions etc.)| | |etc.) | |
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|ENGLISH | | | | | | | |
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|AFRIKAANS | | | | | | | |
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|MATHS / MATHS | | | | | | | |
|LIT. | | | | | | | |
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6. PLAN FOR IMPROVEMENT
Task 6: Plan for Improvement (work on your own) (15 minutes)
Use the following activities to help you plan for improvement in Grade12 and to ensure that you are on the right track right from the start of the year.
6.1 Use the table that you completed in 2.1 to help you complete the following activity:
Put a tick ( for “yes” and a cross x for “no”
| |ENG |AFR |MATH |MATH LIT |LO | | |
|I was happy | | | | | | | |
|with my Grade11| | | | | | | |
|results. | | | | | | | |
|I have | | | | | | | |
|identified my | | | | | | | |
|problem areas. | | | | | | | |
|I have a plan | | | | | | | |
|in place to | | | | | | | |
|sort out my | | | | | | | |
|problem areas. | | | | | | | |
|I know what | | | | | | | |
|work needs to | | | | | | | |
|be done in | | | | | | | |
|order to | | | | | | | |
|achieve my | | | | | | | |
|goals listed | | | | | | | |
|above. | | | | | | | |
Focus on those areas where you have indicated an “x”. Ask a parent or teacher to help you to put a plan in place to improve your results. (Remember to be specific: do not just state that you are going to work harder. Think about what “work harder” means. Does it mean that you will pay more attention in class or attend extra lessons or maybe you need to do your homework more regularly and start revising earlier?)
7. DEVELOP A STUDY PLAN FOR GRADE 12
Notes: In Grade11 you learnt that good time management is dependent on:
1. Knowing what you are supposed to do (if you are unsure ask).
2. Being organised (having all the necessary resources to complete tasks).
3. Prioritising (listing your tasks from the most important and urgent to the least important or least urgent).
4. Only staying absent from school when it is absolutely necessary so that you do not fall behind and
5. Identifying time-wasters / distractions and a plan for managing them effectively.
Task 7: Individual Work and Group Work (15 minutes)
7.1 Time-wasters / distractions to your academic work include: Facebook, cell phones, procrastination, TV, boyfriends/girlfriends, friends and social events, the Matric Dance “buzz” etc.
7.1.1 In your group, discuss the time-wasters / distractions that your group members experience and come up with a plan to manage them.
7.2.2 Now work on your own. Identify all your personal time-wasters / distractions and record them in the first column of the table. In the second column, describe your plan for managing each of your time-wasters.
Complete the table in your workbook.
|Time-waster / Distraction |Plan for Managing Time-waster /Distraction |
|e.g. Facebook |Have set times for going on Facebook and adhere strictly to them. |
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7.2 You are once again required to develop a study plan, this time for the shortest year of your school education, Grade12. As you have already learnt in Grade 11, your annual study plan is divided into monthly planners on which you are required to record test / examination dates, task due dates and any other important events on the year’s calendar. You should also use your monthly planners to break tasks up into manageable daily activities as well as to record your study timetables for each exam session. Your monthly planners should be updated regularly as you receive new task due dates and test / examination dates. (15 minutes)
Your teacher will give you blank monthly planners on which to develop your personal study plan for Grade 12. Complete this activity for homework.
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