Religion Studies Grades 10 11 and 12

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					  Religion Studies
Portfolio Guideline
    Grade 12




                      1
               RELIGION STUDIES PORTFOLIO GUIDELINES
                                     GRADE 12
                             TABLE OF CONTENTS


1. Letter to the Educator
2 Portfolios
      • Educator’s Portfolio Guidelines
         4
      • Learner’s Portfolio Guidelines
         5
      • Learner’s Collection of Evidence
         7


3. Annual Programme of Assessment Religion Studies Grade 12
6
4. Number and Forms of Assessment required for Grade 12
6
5. Moderation Processes and Tools
20
6. Working Mark Sheets for Grade 12
7. Suggested Portfolio Tasks for Grade 12
8. Rubrics for the suggested Tasks




                                                              2
Dear Religion Studies Educators


This portfolio guideline is designed to assist you in making classroom practice more
manageable. It is highly recommended that you follow the structure and suggestions set
out in this guideline. This guideline uses as its source of reference National and
Provincial policy documents. Therefore this document will assist you in ensuring that you
meet the policy requirements. Note that Grade 12 portfolios will be moderated by
Umalusi, National, Provincial, and district teams. All tasks will have to meet the criteria
as set according to National norms and standards.


In order to facilitate the process of benchmarking, guidelines are given for each task. You
are strongly urged to make use of the exemplars and wherever the need arises to adapt it
to suit contextual factors.


If there are unique problems that your school experiences do not hesitate to seek help
using the proper protocol channels. Remember that at all times the Gauteng Department
of Education Religion Studies team is ready to assist you in ensuring service delivery and
meeting the needs of learners and educators.




Portfolio
What is a portfolio?
A portfolio is a collection of a learner’s evidence of formal assessment tasks and is
determined by the National Protocol on Assessment and the Subject Assessment
Guidelines (SAG).


Educator’s Portfolio
According to the Government Gazette Vol. 498 p. 16
    • All educators are expected to keep a portfolio containing all documents related to
        assessments. It’s the educator’s responsibility to ensure that the information in
        their assessment portfolios is kept up to date.



                                                                                         3
   • An educator assessment portfolio may be a file, a folder or any other suitable
       storage system.
   • Each educator must have his/her own portfolio.
   • Educators’ portfolios should be available on request at all times for moderation
       and accountability purposes.
   • The educator’s portfolio should accompany the learner’s portfolio when
       moderation takes place.


   • The following information should be found in the Educator’s portfolio:
   • Contents page;
   • The formal Programme of Assessment;
   • The requirements of each of the assessment tasks
   • The assessment tools used for each assessment task (e.g. memorandum( for the
       tests ) , checklists, rubrics)
   • Record sheets for each class (working mark sheets)
   • There must be dividers to clearly differentiate between the different sections
       within the portfolio.


Learner’s portfolio
The learner portfolio should be well -planned, organized and presented in a neat manner,
for example, a file. It should include the following:
      A contents page.
      The tests/examinations and assessment tasks each clearly separated from the next
       in accordance with the contents page.


Collection of learner evidence
It is suggested that each learner uses either exercise books or files for the recording and
collection of all written tasks in Grade 12.


NB. Portfolios for learners with barriers to learning should be clearly marked and special
concessions should be made available to such learners.


                                                                                         4
3. ASSESSMENT IN GRADE 12
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 curriculum and
• motivate and encourage learners.

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

Annual Programme of Assessment for Religion Studies Grade 12
In addition to daily assessment, educators should develop a year-long formal Programme of
Assessment for each subject and grade. In Grades 10 and 11 the Programme of Assessment
consists of tasks undertaken during the school year and an end-of-year examination. The marks
allocated to assessment tasks completed during the school year will be 25%, and the end-of-year
examination mark will be 75% of the total mark.


The marks achieved in each assessment task in the formal Programme of Assessment
must be recorded and included in formal reports to parents and School Management
Teams. In Grade 12, these marks will be submitted as the internal continuous assessment
mark. This document provides details on the weighting of the tasks for promotion
purposes.


Two of the assessment tasks for Religion Studies must be examinations. These
examinations should take account of the requirements as set in this document. They




                                                                                                  5
should be carefully designed and weighted to cover all the Learning Outcomes of the
subject.


The remainder of the assessment tasks should not be tests or examinations. They should
be carefully designed tasks, which give learners opportunities to research and explore the
subject in exciting and varied ways. Examples of assessment forms are debates,
presentations, projects, simulations, written reports, practical tasks, performances,
exhibitions and research projects. Care should be taken to ensure that learners cover a variety
of assessment forms in the three grades.



4. Number and forms of assessment required for Programme of Assessment in Grade 12

In Grade 12 examinations should be administered in Mid-year and September. These
examinations should conform to the prescribed requirements set out in this document. They
should be carefully designed and weighted to cover all the Learning Outcomes of the subject.


Two of the assessment tasks for all subjects should be tests written under controlled conditions at
a specified time. The tests should be written in the first and third terms of the year. The remainder
of the assessment tasks should not be tests or examinations. They should be carefully designed
tasks, which give learners opportunities to research and explore the subject in exciting and
focused ways. Examples of assessment forms are debates, presentations, projects, simulations,
assignments, case studies, essays, practical tasks, performances, and exhibitions.



External assessment in Grade 12

External assessment is only applicable to Grade 12 where the final end-of-year examination is
externally set and moderated. This makes up 75% of the final mark for Grade 12.
In some subjects the external assessment includes practical or performance tasks that are
externally set, internally assessed and externally moderated. These performance tasks account for
one third of the end-of-year external examination mark in Grade 12 (that is 25% of the final
mark).
The external examinations are set externally, administered at schools under conditions specified
in the National policy on the conduct, administration and management of the assessment of the



                                                                                                   6
National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework
(NQF) and marked externally.

Recording and reporting on the Programme of Assessment

The Programme of Assessment should be recorded in the educator’s portfolio of assessment. The
following should be included in the educator’s portfolio:
• a contents page;
• the formal Programme of Assessment;
• the requirements of each of the assessment tasks;
• the tools used for assessment for each task; and
• record sheets for each class.


Educator must report regularly and timeously to learners and parents on the progress of learners.
Schools will determine the reporting mechanism but it could include written reports, parent-
educator interviews and parents’ days. Schools are required to provide written reports to parents
once per term on the Programme of Assessment using a formal reporting tool. This report must
indicate the percentage achieved per subject and include the following seven-point scale.




         RATING CODE                 RATING               MARKS
                                                              %
                 7           Outstanding achievement      80 – 100
                 6           Meritorious achievement       70 – 79
                 5            Substantial achievement      60 – 69
                 4            Adequate achievement         50 – 59
                 3            Moderate achievement         40 – 49
                 2           Elementary achievement        30 – 39
                 1                 Not achieved             0 – 29




Approach to assessment in Religion Studies

Religion Studies is one of the new subjects in the National Curriculum Statement. It is not a form
of religious instruction. Critically, personal faith and beliefs are not assessed. What is assessed is



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the way in which operative concepts and thinking skills are applied to religion as a social
phenomenon. The National Curriculum Statement (NCS) for Religion Studies details the
competencies per grade to be achieved in Religion Studies. They can be summarized as
follows:
• Religion Studies knowledge for the specific grade, as stated in the National Curriculum
Statement for Religion Studies
• Communication competencies
• Investigative competencies
• Data- handling competencies
• Problem -solving competencies


The following are examples of the type of daily assessment activities that can be used in
the Religion Studies classroom:


• Learners point out clusters of religions on a map and provide their origins and statistical
information.
• Learners identify the symbols of different religions.
• Read extracts from a variety normative sources.
• Role-play a variety of religious rituals.
• Informally test definitions of religious concepts, a variety of social forms, institutions
and roles in different religions and how religions originated.

Assessment in Grade 12

In Grade 12, assessment consists of two components: a Programme of Assessment which
makes up 25% of the total mark for Religion Studies and an external examination which
makes up the remaining 75%. The Programme of Assessment for Religion Studies
comprises seven tasks which are internally set and assessed. The external examination is
externally set and moderated.


The following table provides an example of the annual assessment plan for Grade 12
including the mark to be reported per term:



                                                                                               8
                                                                                 EXTERNAL
                PROGRAMME OF ASSESSMENT TASKS                                  ASSESSMENT
                                                                                    TASK
        TERM 1                      TERM 2                    TERM 3               TERM 4
           2 tasks                   2 tasks                  3 tasks            EXTERNAL


   TASK 1                      TASK 3                 TASK 5                  External
   Source-based task           Investigation (100)    Test (100)              Examination(300)
   (100)                       Weighting (20%)        Weighting (10%)                PLUS
   Weighting (10%)                                                             *Year Mark (100)
                               TASK 4                 TASK 6
   TASK 2                      Midyear                Assignment (100)
   Test (100)                  Examination (300)      Weighting (30%)
   Weighting (10%)             Weighting (10%)        TASK 7
                                                      Trial examination
                                                      (300)
                                                     Weighting (10%)

      200/2 = 100                 400/4 = 100             500/5 = 100                 400




      *Year Mark: This mark is calculated using the weightings provided in Table A.


      The following table suggests the weighting of cognitive levels for examinations and tests:


                     Cognitive Level Description           Weighting
      Recall (Knowledge)                                       30%
      Comprehension                                            40%
      Analysis, Application, Evaluation and Synthesis          30%


Programme of Assessment for Grade 12



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The Programme of Assessment for Religion Studies in Grade 12 comprises seven tasks
which are internally assessed. Of the seven tasks, two tasks are examinations and two are
tests. The remaining three tasks should consist of different forms of assessment such as
investigations, assignments and extended writing.


The following table provides the suggested requirements and weighting of the Programme of
Assessment tasks for Grade 12:

                                                Table A


                               Programme of Assessment Tasks                        Weighting

                                         Description                                 Marks
       Two tests written under controlled conditions:
                                                                                       20
       2 X 100 marks = 200 reduced to 20 (200/2)
       One investigation:
       This could be an investigation of media coverage on an important public
       issue with religious implications over a period of time in which learners:
       • Identify the issue.
       • Identify the different media.                                                 20
       • Identify factors to be investigated.
       • Present findings which demonstrate critical insight.


       100 marks reduced to 20 (100/5)
       One assignment:
       This could be an oral, research or enrichment assignment set within a
       context covering one of the following issues:
       • The role of the media in presenting and influencing public opinion and
       attitudes with reference to religion                                            30
       • The involvement of religion in areas of conflict in South Africa, Africa
       and the world.


       100 marks reduced to 30 (100X3/10)




                                                                                            10
       One source-based writing task:
       This could be an open-book task where learners interrogate one normative
                                                                                           10
       source for interpretive reasons.
       100 marks reduced to 10 (100/10)
       Midyear and trial examinations:
       Midyear: Two 2-hour papers for 150 marks each = 300 marks reduced to 10
       (300/30)                                                                            20
       Trial: Two 2-hour papers for 150 marks each = 300 marks reduced to 10
       (300/30)
                               Total for assessment tasks undertaken during the year:   100 (25%)
       External examination:
                                                                                          300
       Two 2-hour papers for 150 marks each = 300 marks
                                                  Total for external assessment task:   300 (75%)
                                                                                          400
       TOTAL FOR RELIGION STUDIES
                                                                                         (100%)




Details of examination papers in Grade 12


The midyear and trial examinations in Grade 12 will be similar to the external
examination. The examination will comprise two papers where one paper focuses on
source-based questions and the other on extended writing.              See Appendix 1 for an
example of an assessment matrix that can be used to assess extended writing questions


External assessment in Grade 12

An external examination comprising two papers is written at the end of the year in Grade
        12.

The table below provides a suggested outline for the Grade 12 external examination papers:




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                                     EXTERNAL EXAMINATION


                                             GRADE 12                                      MARKS

         Two 2-hour papers: 150 + 150 = 300
         Paper 1: 150 marks                                                                 300
         Three questions (one compulsory and choice of two out of three to four
         questions) – 50 marks each = 150
         Focus on interrogation of range of source/s such as texts, maps, graphs, etc.,
         can include comparative questions – answers required range from short
         responses to paragraphs.
         Paper 2: 150 marks
         Three focused extended writing questions (choice of three out of four to five
         questions) – 50 marks each = 150
         Focus on analysis and interpretation of generic issues pertaining to religions
         where learners are expected to present a position on the issue/s for a specific
         religious perspective and to argue this position and critique it. A source can
         be included to act as a stimulus.



Promotion

The learner who has progressed from Grade 10 – 12 will be competent and will have achieved
progress according to the competencies stated in The National Curriculum Statement Religion
Studies. Those competencies are arranged per grade and they cover the following:
• Religion Studies knowledge
• Communication competencies
• Investigative competencies
• Data- handling competencies
• Problem-solving competencies




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For promotion and certification purposes learners should achieve at least a level 2 rating
(Elementary achievement: 30-39%) in Religion Studies. This is subject to the requirement that a
learner must achieve at least a level 3 rating (Moderate achievement: 40-49%) in at least one of
the three choice subjects.

Moderation of internal assessment

A moderation plan must be drawn up and approved. This plan must include each task
with its assessment guidelines. Pre- and post-assessment moderation should be
conducted. The moderation will be conducted at the site by either the head of department
or any other member from management.




NATURE AND SCOPE OF ASSESSMENT TASKS ASSIGNMENTS
Learners may choose between a research assignment, oral assignment and enrichment
assignment.

A note on research assignments

This task requires the learner to complete an assignment based on research, which is
based on the process of enquiry. A key question is needed with a topic relating to a
specific religious issue. The assignment must show evidence of planning and demonstrate
that information (evidence) gained through research was used to construct an argument /
make an interpretation and reach a conclusion based on the key question. Ideally, learners
will demonstrate their ability to formulate a question for research and to identify, select
and access relevant sources for the assignment.



Oral assignments in Grade 12 should have a number of components: key question to
focus the research; formulation of questions for interview, background research to set
interviews in context; interviews and transcription of the interviews; a written discussion
about how the information in the interviews relates to the period and an evaluation of the
interviews as sources about a religion/s. Optional self-reflection can be included at the
end: what doing this project meant to me [the learner] in terms of personal growth and


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knowledge and understanding of the religion/s. What was the most important thing you
learnt from the oral investigation? Having done the project, what would you like to know
more about?

A Note on Enrichment Assignments
An enrichment assignment is a creative, original, new, fresh way of presenting
investigations in religions or research work that cannot be categorised as a traditional or
conventional research assignment. The assignment will follow all the steps of the
research assignment with the difference that the ultimate presentation of the investigation
or research will have creative elements, for example documentaries, videos, biographies,
multimedia presentations, posters, history of religions, investigation of rituals, symbols
and related values, texts, commentaries and local traditions. This type of assignment
provides for different learning style.


Source Work and Extended Writing
Source work and extended writing are regular tasks in Religion Studies. While ongoing
classroom activities can be shorter, more focused tasks (e.g. to teach certain skills when
working with source documents, or writing skills), the Programme of Assessment task
needs to include both source work and extended writing. There will be an overall key
question for each of the tasks.


INVESTIGATIONS
Investigations might take the form of problem solving linked to current issues around
interpretations and representations of a religion/s where learners could be asked to
present plans for addressing misinterpretations and misrepresentations in a community,
etc. or more straightforward investigations into community symbols and rituals
associated with a religion/s. This could be linked to knowledge about religious sites,
religious celebrations, religious holidays and so on. The main idea is to broaden learners’
understanding of the religion/s and how the religion/s is interpreted and represented in
society and the world at large. Learners could access information from a variety of
sources when carrying out an investigation.



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The investigation in Grade 12 could be an extension of the assignment carried out in
Grade 11. However, if educators wish and time allows for it, a new assignment can be
completed in Grade 12.


ASSESSMENT MATRIX FOR EXTENDED WRITING
This is an assessment matrix that can be used for assessing pieces of extended writing as part of
an assignment, examination or test. This matrix is suitable for Grades 10-12.
Note: The mark allocation provided in the matrix is applicable for writing tasks counting out of
20, 30 and 50 marks.


Appendix 1


MATRIX                                                                  PRESENTATION
                    7            6              5               4               3           2         1

CONTENT



                       Well           Well          Planned
Well planned                                                    Attempts a
                    planned          planned          and
and structured.                                                  structure.         No clear
                        and            and      structured
  Develops a                                                    Attempts to     structure. No
                   structured.   structured.    to a certain
relevant line of                                                    sustain a   sustained line
                   Develops a    Develops a         extent.
  argument.                                                          line of    of argument.
                    relevant         relevant   Attempts to
Thinking skills                                                 argument.           Thinking
                     line of          line of       sustain a
and operative                                                    Thinking           skills and   No structure.
                   argument.     argument.           line of
   concepts                                                      skills and         operative     No line of
                   Thinking      Thinking       argument.
  applied at                                                     operative          concepts      argument.
                   skills and    skills and      Thinking
 outstanding                                                        concepts        applied at
                   operative     operative       skills and
  level. Very                                                   applied at          very low
                    concepts         concepts    operative
 high level of                                                  low level.          levels. No
                   applied at    applied at         concepts
independence                                                         Little     independence
                   very high     high level.    applied at
      and                                                       independen              .
                   level. High        Good       moderate
  originality.                                                         ce.
                    level of     measure of          level.



                                                                                                    15
    independen       independen     Measure of
     ce. Good           ce.         independen
    measure of                          ce.
    originality.




                                                        +
                                               Code 7                  Code 7
    Question fully addressed.
                                              45-50 (50)              40-44 (50)
7   Very rich content. Content
                                              27-30 (30)              24-26 (30)
    fully relevant to question.
                                              18-20 (20)              16-17 (20)
    Question largely                                              +
                                  Code 7                Code 6           Code 6
    addressed. Rich
                              40-44 (50)             37-39 (50)         35-36 (50)
6   content. Content
                              24-26 (30)                    23 (30)     21-22 (30)
    relevant to
                              16-17 (20)                    15 (20)      14 (20)
    question.
    Question
    addressed to a
                                                                  +
    great extent.                 Code 6                Code 5           Code 5
    Fairly rich               35-36 (50)             33-34 (50)         30-32 (50)
5
    content. Content          21-22 (30)                    20 (30)     18-19 (30)
    adequately                    14 (20)                   13 (20)      12 (20)
    relevant to
    question.
    Question
    partially                                                     +
                                  Code 5                Code 4           Code 4
    addressed.
                              30-32 (50)             28-29 (50)         25-27 (50)
4   Omissions and
                              18-19 (30)                    17 (30)     15-16 (30)
    sometimes
                                  12 (20)                   11 (20)      10 (20)
    irrelevant
    content.




                                                                                16
    Question
    inadequately                                    +
                          Code 4          Code 3               Code 3
    addressed.
                         25-27 (50)      23-24 (50)          20-22 (50)
3   Omissions in
                         15-16 (30)       14 (30)            12-13 (30)
    coverage. Some
                          10 (20)          9 (20)                 8 (20)
    irrelevant
    content.
                                                    +
    Question not          Code 3          Code 2               Code 2
    addressed.           20-22 (50)      18-19 (50)          15-17 (50)
2
    Content sparse       12-13 (30)       11 (30)             9-10 (30)
    and irrelevant.        8 (20)          7 (20)                 6 (20)
                              Code 2                     Code 1
    Content does not        15-17 (50)                  0-14 (50)
1
    address the topic.       9-10 (30)                  0-8 (30)
                              6 (20)                    0-4 (20)




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5. Moderation Processes and Tools
The following are the moderation and assessment forms that should be adhered to
when moderating assessments.




GAUTENG DEPARTMENT OF EDUCATION

PORTFOLIO                 SUBMISSION                  CHECKLIST             FOR        CLUSTER
LEADERS: RELIGION STUDIES

 NAME OF SCHOOL:
 NAME OF EDUCATOR:
 NAME OF CLUSTER LEADER:
 SUBJECT:
 DATE:
                                                                                                 YES    NO
 LEARNER'S PORTFOLIOS

 1   The correct portfolios according to the list from HO were submitted

 2   The best portfolio is submitted

 3   The computer-printed list of names is attached to Annexure E of Circular 6 of 2007

 4   The prelim answer books are signed by the learners

 5   The correct number of marked controlled tests are included

 6   The correct activities are in the learners' portfolios

 7   All learners signed declaration forms

 8   All learner portfolios have the correct, coloured cover sheet
 EDUCATOR'S PORTFOLIO

 1   Provincial Annexure E of Circular 6 is completed correctly and included

 2   The list of names of selected candidates and the best portfolio is attached to Annexure E

 3   The working mark sheets are correct and included

 4   Proof of school moderation is included

 5   Proof of cluster moderation is included

 6   The checklist completed by the cluster leader is included

 7   Subject specific activities are included



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8   Relevant memoranda are included

9   The educator's portfolio has the correct, coloured coversheet
MARK SHEETS

1   All learners have marks

2   Where there are no marks for a learner, a missing mark form has been completed

3   All mark sheets are available

4   Marks were added correctly on the mark sheets

5   The totals on the mark sheets are correct and do not exceed the maximum mark
GENERAL
1   Please let the subject facilitator know immediately if this educator needs assistance or if an educator was absent.
    Fax this form with further comments to the relevant subject facilitator.


All areas where a "NO" is indicated have to be followed up and corrected by the educator before submission to the
district office.


SIGNATURE                                                                                       DATE
EDUCATOR:
CLUSTER LEADER:
PRINCIPAL




                                                                                                   19
GAUTENG DEPARTMENT OF EDUCATION



CONTINUOUS ASSESSMENT GRADE 12 PORTFOLIOS –
GRADE 12 MODERATION REPORT FORM



NAME OF SCHOOL: __________________________________DISTRICT:
___________

SUBJECT                                     AND                           GRADE:
___________________________________________________
(A separate form must be used for languages per grade)
Portfolio moderation check list        (Tick column when completed)


                                            Educator          Moderator


Educator’s portfolio
Preparatory    question      paper   with
memorandum
Controlled tests with memo
Working mark sheets




                                                                              20
List of Sample Portfolios
All portfolios requested are included in bundle. (Attach computer printed list here.)


                                                           PORTFOLIO       PORTFOLIO
NAME OF CANDIDATE (SURNAME and             EXAM
                                                           SCHOOL          MODERATED
INITIALS)                                  NUMBER
                                                           MARK /*         MARK /*
1

2

3

4

5

6

7 (Best)

Average marks                                              Of sample       Of moderation


                                                           _________       _________




                                                                                        21
   GAUTENG DEPARTMENT OF EDUCATION


    CONTINUOUS ASSESSMENT GRADE 12 PORTFOLIOS –2009
    EVIDENCE OF RELIGION STUDIES CLUSTER MODERATION

SUBJECT
GRADE
NAME OF SCHOOL
NAME OF EDUCATOR
NAME OF HOD
DATES OF MEETINGS        1st Meeting:   2nd Meeting        3rd Meeting
                         1.             1.                 1.
                         2.             2.                 2.
NAMES OF LEARNERS
                         3.             3.                 3.
                         4.             4.                 4.
                         5.             5.                 5.




COMMENT             ON
STANDARD OF WORK
COMMENT ON NUMBER
OF TASKS COMPLETED
AVAILABILITY      AND
CORRECTNESS         OF
SUBJECT        WORKING



                                                      22
MARK SHEET
ASPECTS   THAT   NEED
ATTENTION
                        TEACHER
SIGNATURES
                        CLUSTER LEADER




                                         23
Circular 0 / 2007
Absentees
1.1.1 Where the learner fails to comply with the minimum requirements of any
component of the internal assessment mark, the following must apply:
In the event of a valid reason for non-compliance, the learner should be allowed the
opportunity to redo the task or, where impractical, the mark for that particular component
of the internal assessment mark will not be taken into consideration.


“Valid reason”, in this context, constitutes the following:
            (a) medical reasons as supported by a valid medical certificate issued by a
                  registered medical practitioner;
            (b)humanitarian reasons, e.g. the death of an immediate family member, if
                  supported by valid written evidence;
            (c) The learner appearing in a court hearing; supported by written evidence; or
            (d)Any other reason as may be declared valid by the Head of Department or
                  his or her nominee.




1.1.1.   Learners must be reminded that the fabrication of evidence constitutes fraud.
1.1.2.   In the event of a learner failing to comply with the internal assessment
         requirements of a particular subject on the basis of valid reasons, evidence of
         such valid reason must be included in the learner portfolio for that subject.
1.1.3.   Where the learner does not comply with the minimum requirements of internal
         assessment for a subject without a valid reason, a “0” is awarded.
1.1.4.   All evidence of intervention for learners who do not complete a component of
         CASS for a reason that is not valid must be documented and filed. This must be
         made available on request.
The principal must keep the parent informed of the processes undertaken by the school to
ensure that extended opportunities are given to the learner to complete a task. The parent
must also be informed of a learner’s zero assessment mark.



                                                                                         24
25
     9
     8
     7
     6
     5
     4
     3
     2
     1
              NAME OF
              LEARNER
              TERM 1

         TASK 1
         SOURCE BASED
         [100%]

         WEIGHTING 10%

         TASK 2
         TEST [100%]

         WEIGHTING 10%
                          6. WORKING MARK SHEET GRADE 12




              TERM 2

         TASK 3
         INVESTIGATION
         [100%]

         WEIGHTING 20%

         TASK 4
         MIDYEAR EXAM
         300

         WEIGHTING 10%

         TERM 3

         TASK 5
         TEST 100 [100%

         WEIGHTING 10%

         TASK 6
         ASSIGNMENT 100

         WEIGHTING 30%

         TASK 7
         TRIAL EXAM 300
         [10%]

         WEIGHTING 10%

         TOTAL
         WEIGHTING 25%
26
7. TASKS

PROPOSED FORMAL ASSESSMENT TASKS: GRADE: 12

FORMAL ASSESSMENT: RESEARCH ASSIGNMENT

TASK: 1 SOURCE-BASED [TERM 1]

DURATION: 2 WEEKS

MARK ALLOCATION: 100

TOPIC: DIFFERENT APPROACHES OF INTERPRETING SACRED
RELIGIOUS TEXTS OR TRADITIONS

LEARNING OUTCOME 2
   The learner will be able to analyze relate and systematize universal dimensions of
    religion.

ASSESSMENT STANDARD 4
   You should be able to describe and examine ways of interpreting nominative
     sources or traditions in one religion.

INSTRUCTIONS:
    Choose a religion.
    Research and describe at least two different approaches to interpreting the sacred
     texts or traditions in that religion.

ASSESSMENT CRITERIA FOR YOUR RESEARCH

USE THE FOLLOWING HEADINGS:
   A better understanding of different beliefs and practices ( hermeneutics)    [20]
   Name of the religion                                                         [20]
   The culture and the period                                                   [20]
   Changes that have occurred in the interpretation                             [20]
   The reader’s interpretation                                                  [20]

Length of the report

NB: Your report should be 3-4 pages in length.
    Plan your work very carefully.
    Read widely on your chosen religion.
    Provide at least five references (e.g. newspapers, magazines).




                                                                                        27
PROPOSED FORMAL ASSESSMENT TASKS: GRADE: 12

FORMAL ASSESSMENT: ESSAY-WRITING

TASK: 3 [TERM 2]

DURATION: ONE WEEK

MARK ALLOCATION: 100

TOPIC: THE PROBLEM OF POVERTY IN SOUTH AFRICA

LEARNING OUTCOME 3
   The learner is able to reflect critically and constructively on topical issues in
    society from a religion studies perspective and to apply such insights.

ASSESSMENT STANDARD: 2
   You will be able to develop a strategy for seeking a religious solution to a major
     social problem.

INSTRUCTIONS
Write an essay on poverty under the following heading: Can the problem of poverty ever
be solved?

ASSESSMENT CRITERIA FOR YOUR ESSAY
The following points must be included.

      Description of the problem.
       [20]
      Brief description of religious views and responses.
       [30]
      Proposed practical steps to help find a solution.
       [20]
      Conclude by expressing your personal opinion and reasons for your opinion.
       Alternatively you may choose to write your essay on another major society
       problem such as HIV/Aids or substance abuse.
       [30]

                                      [100]

NB: Your essay should be 3 to 4 pages in length.
    Draw a mind map to guide you
    An introductory paragraph


                                                                                        28
Develop your points step-by-step
Your points should form the basis of your paragraphs
Provide a valid and sound conclusion by giving your own opinion



PROPOSED FORMAL ASSESSMENT TASKS GRADE: 12

FORMAL ASSESSMENT: ORAL INVESTIGATION

TASK: 5 SOURCES BASED [TERM 3]

DURATION: 2 WEEKS

MARK ALLOCATION: 100

TOPIC: APPLICATION OF RESEARCH SKILLS IN AND ACROSS RELIGION

LEARNING UOTCOME 4
   The learner is able to apply skills of research int religion as a social phenomenon,
    and across religions.

ASSESSMENT STANDARD 1
   You should critically investigate the involvement of religion in areas of conflict in
     South Africa, Africa and the world.

INSTRUCTIONS:
    Present a report, in the form of a poster that explains the religious conflict in
     either Sudan or Sri Lanka.

ASSESSMENT CRITERIA FOR YOUR REPORT
These are some of the questions you should think about for discussing on your report.
    What do you think is the main reason why there is conflict in either of those two
       countries?
       [25]
    In what ways are religions working towards solving the conflict? How do you
       think religious conflict can be avoided in South Africa?
       [25]


NB: Your poster must be very clear and easy to interpret.
    -Read widely on religious conflict in Sudan and Sri Lanka.
    -Organize your reasons very carefully.
    -Look at the religions such as Islam, Christianity, Baha’i Faith, Judaism, etc, and
suggest ways in which they are working towards solving the problem.



                                                                                         29
  Religion Studies
Portfolio Guideline
    Grade 11




                      30
RELIGION STIDIES PORTFOLIO GUIDELINE GRADE 11
TABLE OF CONTENTS


1. Letter to the Educator
2 Portfolios
      •   Educator’s Portfolio Guidelines
      •   Learner’s Portfolio Guidelines
      •   Learner’s Collection of Evidence
3. Annual Programme of Assessment Religion Studies Grade 11
4. Number and Forms of Assessment required for Grade 11
5. Moderation Processes and Tools
6. Working Mark Sheets for Grade 11
7. Suggested Portfolio Tasks for Grade 11
8. Rubrics for the suggested Tasks




                                                              31
Dear Religion Studies Educators


This portfolio guideline is designed to assist you in making classroom practice more
manageable. It is highly recommended that you follow the structure and suggestions set
out in this guideline. This guideline uses as its source of reference National and
Provincial policy documents. Therefore this document will assist you in ensuring that you
meet the policy requirements.


In order to facilitate the process of benchmarking, guidelines are given for each task. You
are strongly urged to make use of the exemplars and wherever the need arises to adapt it
to suit contextual factors.


If there are unique problems that your school experiences do not hesitate to seek help
using the proper protocol channels. Remember that at all times the Gauteng Department
of Education Religion Studies team is ready to assist you in ensuring service delivery and
meeting the needs of learners and educators




                                                                                        32
Portfolio
What is a portfolio?
A portfolio is a collection of a learner’s evidence of formal assessments tasks and is
determined by the National Protocol on Assessment and the Subject Assessment
Guidelines (SAG).


Educator’s Portfolio
According to the Government Gazette Vol. 498 p. 16
   • All educators are expected to keep a portfolio containing all documents related to
       assessment. It’s the educator’s responsibility to ensure that the information in
       their assessment portfolios is kept up to date.
   • An educator assessment portfolio may be a file, a folder or any other suitable
       storage system.
   • Each educator must have his/her own portfolio.
   • Educator’s portfolios should be available on request at all times for moderation
       and accountability purposes.
   • The educator’s portfolio should accompany the learner’s portfolio when
       moderation takes place.
   • The following information should be found in the Educator’s portfolio:
   • Contents page;
   • The formal Programme of Assessment;
   • The requirements of each of the assessment tasks
   • The assessment tools used for each assessment task (e.g. memorandum( for the
       tests , checklists, rubrics)
   • Record sheets for each class (working mark sheets)
   • There must be dividers to clearly differentiate between the different sections
       within the portfolio.




                                                                                    33
Learner portfolio
The learner portfolio should be well planned, organized and presented in a neat manner,
for example, a file. It should include the following:
      A contents page.
      The tests/examinations and assessment tasks each clearly separated from the next
       in accordance with the contents page.


Collection of learner evidence
It is suggested that each learner uses either exercise books or files for the recording and
collection of all written tasks in Grade11.


ASSESSMENT IN GRADE 11
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 curriculum and
• motivate and encourage learners.

Continuous assessment
Continuous assessment involves assessment activities that are undertaken throughout the
year, using various kinds of assessment forms, methods and tools. In Grade11 continuous
assessment comprise two different but related activities: informal daily assessment and a
formal Programme of Assessment.

Programme of Assessment
In addition to daily assessment, educators should develop a year-long formal Programme
of Assessment for each subject and grade. In Grade 11 the Programme of Assessment
consists of tasks undertaken during the school year and an end-of-year examination. The
marks allocated to assessment tasks completed during the school year will be 25%, and
the end-of-year examination mark will be 75% of the total mark.



                                                                                        34
The marks achieved in each assessment task in the formal Programme of Assessment
must be recorded and included in formal reports to parents and School Management
Teams. In Grade 11, these marks will be submitted as the internal continuous assessment
mark. This document provides details on the weighting of the tasks for promotion
purposes.


Two of the assessment tasks for Religion Studies must be examinations. These
examinations should take account of the requirements as set in this document. They
should be carefully designed and weighted to cover all the Learning Outcomes of the
subject.


The remainder of the assessment tasks should not be tests or examinations. They should
be carefully designed tasks, which give learners opportunities to research and explore the
subject in exciting and varied ways. Examples of assessment forms are debates,
presentations, projects, simulations, written reports, practical tasks, performances,
exhibitions and research projects. Care should be taken to ensure that learners cover a
variety of assessment forms in the three grades

Number and forms of assessment required for Programme of Assessment in Grade
11

In Grade 11 examinations should be administered in midyear and September. These
examinations should conform to the prescribed requirements set out in this document.
They should be carefully designed and weighted to cover all the Learning Outcomes of
the subject.


Two of the assessment tasks for all subjects should be tests written under controlled
conditions at a specified time. The tests should be written in the first and third terms of
the year. The remainder of the assessment tasks should not be tests or examinations. They
should be carefully designed tasks, which give learners opportunities to research and
explore the subject in exciting and focused ways. Examples of assessment forms are




                                                                                              35
debates, presentations, projects, simulations, assignments, case studies, essays, practical
tasks, performances, exhibitions

Recording and reporting on the Programme of Assessment

The Programme of Assessment should be recorded in the educator’s portfolio of
assessment. The following should be included in the educator’s portfolio:
• a contents page;
• the formal Programme of Assessment;
• the requirements of each of the assessment tasks;
• the tools used for assessment for each task; and
• record sheets for each class.


Educators must report regularly and timeously to learners and parents on the progress of
learners. Schools will determine the reporting mechanism but it could include written
reports, parent-educator interviews and parents’ days. Schools are required to provide
written reports to parents once per term on the Programme of Assessment using a formal
reporting tool. This report must indicate the percentage achieved per subject and include
the following seven-point scale.




        RATING CODE                 RATING              MARKS
                                                            %
                7           Outstanding achievement 80 – 100
                6           Meritorious achievement      70 – 79
                5           Substantial achievement      60 – 69
                4            Adequate achievement        50 – 59
                3            Moderate achievement        40 – 49
                2           Elementary achievement       30 – 39
                1                  Not achieved           0 – 29




                                                                                          36
Approach to assessments in Religion Studies

Religion Studies is one of the new subjects in the National Curriculum Statement. It is
not a form of religious instruction. Critically, personal faith and beliefs are not assessed.
What is assessed is the way in which operative concepts and thinking skills are applied to
religion as a social phenomenon. The National Curriculum Statement (NCS) for Religion
Studies details the competencies per grade to be achieved in Religion Studies. They can
be summarized as follows:


• Religion Studies knowledge for the specific grade, as stated in the National Curriculum
Statement for Religion Studies
• Communication competencies
• Investigative competencies
• Data- handling competencies
• Problem -solving competencies
The following are examples of the type of daily assessment activities that can be used
in the Religion Studies classroom:
• Learners point out clusters of religions on a map and provide their origins and statistical
information.
• Learners identify the symbols of different religions.
• Read extracts from a variety normative sources.
• Role-play a variety of religious rituals.
• Informally test definitions of religious concepts, a variety of social forms, institutions
and roles in different religions and how religions originated.

Annual Programme of Assessment in Grade 11

In Grade 11 assessment consists of two components: a Programme of Assessment which
makes up 25% of the total mark for Religion Studies and end of year examination which
makes up the remaining 75%. The Programme of Assessment for Religion Studies
comprises seven tasks which are internally set and assessed. The end-of-year examination
is internally set and moderated.




                                                                                               37
The following table provides an example of the annual assessment plan for Grade 11
including the mark to be reported per term:


                                                                           EXTERNAL
               PROGRAMME OF ASSESSMENT TASKS                              ASSESSMENT
                                                                               TASK
           TERM 1                  TERM 2                TERM 3               TERM 4
            2 tasks                   2 tasks             3 tasks           EXTERNAL


    TASK 1                    TASK 3                TASK 5               TASK7
                                                                          End -of -Year
    Source-based task         Investigation         Test (100)
                                                                          Examination (300)
    (100)                     (100)                 Weighting 10%
                                                                          Weighting 75%
  Weighting 10%               Weighting 20%
                                                                                PLUS
    TASK 2
                                                    TASK 6                      25%
    Test (100)                                                            *Year Mark (100)
                              TASK 4                Assignment (100)
    Weighting 10%
                              Midyear               Weighting 30%
                              examination (300)
                             Weighting 20%
       200/2 = 100              400/4 = 100            200/2 = 100              400




       *Year Mark: This mark is calculated using the weightings provided in Table A
       .
       The following table suggests the weighting of cognitive levels for examinations
       and tests:


                      Cognitive Level Description            Weighting
       Recall (Knowledge)                                        30%
       Comprehension                                             40%
       Analysis, Application, Evaluation and Synthesis           30%



                                                                                          38
Programme of Assessment for Grade 11

The Programme of Assessment for Religion Studies in Grade 11 comprises seven tasks
which are internally assessed. Of the seven tasks, two tasks are examinations and two are
tests. The remaining three tasks should consist of different forms of assessment such as
investigations, assignments and extended writing.


The following table provides the suggested requirements and weighting of the
Programme of Assessment tasks for Grade 12.

                                                Table A


                         Programme of Assessment Tasks                         Weighting

                                     Description                                Marks
       Two tests written under controlled conditions:
                                                                                  20
       2 X 100 marks = 200 reduced to 20 (200/2)
       One investigation:
       This could be an investigation of media coverage on an important
       public issue with religious implications over a period of time in
       which learners:
       • Identify the issue.
                                                                                  20
       • Identify the different media.
       • Identify factors to be investigated.
       • Present findings which demonstrate critical insight.


       100 marks reduced to 20 (100/5)
       One assignment:
       This could be an oral, research or enrichment assignment set within a
       context covering one of the following issues:
                                                                                  30
       • The role of the media in presenting and influencing public opinion
       and attitudes with reference to religion
       • The involvement of religion in areas of conflict in South Africa,




                                                                                       39
       Africa and the world.


       100 marks reduced to 30 (100X3/10)



       One source-based writing task:
       This could be an open-book task where learners interrogate one
                                                                                   10
       normative source for interpretive reasons.
       100 marks reduced to 10 (100/10)
       Midyear and trial examinations:
       Midyear: Two 2-hour papers for 150 marks each = 300 marks
       reduced to 10 (300/30)                                                      20
       Trial: Two 2-hour papers for 150 marks each = 300 marks reduced
       to 10 (300/30)
                        Total for assessment tasks undertaken during the year: 100 (25%)
       End-of- Year Examination:
                                                                                   300
       Two 2-hour papers for 150 marks each = 300 marks
                                                                             300 (75%)
                                                                                   400
       TOTAL FOR RELIGION STUDIES
                                                                               (100%)




Details of examination papers in Grade 11
The midyear examination in Grade 11 will be similar to the end-of-year examination.
This will comprise two papers where one paper focuses on source-based questions and
the other on extended writing.
See Appendix 1 for an example of an assessment matrix that can be used to assess
extended writing question.




                                                                                         40
Internal assessment in Grade 11

An internal examination comprising two papers is written at the end of the year in Grade
11.
The table below provides a suggested outline for the Grade 11 internal examination
papers:




                                   End-of-Year EXAMINATION


                                        GRADE 11                                    MARKS

          Two 2-hour papers: 150 + 150 = 300                                         300
          Paper 1: 150 marks
          Three questions (one compulsory and choice of two out of three to
          four questions) – 50 marks each = 150
          Focus on interrogation of range of source/s such as texts, maps,
          graphs, etc., can include comparative questions – answers required
          range from short responses to paragraphs.
          Paper 2: 150 marks
          Three focused extended writing questions (choice of three out of four
          to five questions) – 50 marks each = 150
          Focus on analysis and interpretation of generic issues pertaining to
          religions where learners are expected to present a position on the
          issue/s for a specific religious perspective and to argue this position
          and critique it. A source can be included to act as a stimulus.



Promotion

The learner who has progressed from Grade 10 – 11 will be competent and will have
achieved progress according to the competencies stated in The National Curriculum
Statement Religion Studies. Those competencies are arranged per grade and they cover
the following:


                                                                                           41
• Religion Studies knowledge
• Communication competencies
• Investigative competencies
• Data- handling competencies
• Problem-solving competencies


For promotion and certification purposes learners should achieve at least a level 2 rating
(Elementary achievement: 30-39%) in Religion Studies. This is subject to the
requirement that a learner must achieve at least a level 3 rating (Moderate achievement:
40-49%) in at least one of the three choice subjects.

Moderation of internal assessment

A moderation plan must be drawn up and approved. This plan must include each task
with its assessment guidelines. Pre- and post-assessment moderation should be
conducted. The moderation will be conducted at the site by either the head of department
or any other member from management.


NATURE AND SCOPE OF ASSESSMENT TASKS
ASSIGNMENTS
Learners may choose between a research assignment, an oral assignment and an
enrichment assignment.

A note on research assignments

This task requires the learner to complete an assignment based on research, which is
based on the process of enquiry. A key question is needed with a topic relating to a
specific religious issue. The assignment must show evidence of planning and demonstrate
that information (evidence) gained through research was used to construct an argument /
make an interpretation and reach a conclusion based on the key question. Ideally, learners
will demonstrate their ability to formulate a question for research and to identify, select
and access relevant sources for the assignment.




                                                                                              42
Oral assignments in Grade 11 should have a number of components: key question to
focus the research; formulation of questions for interview, background research to set
interviews in context; interviews and transcription of the interviews; a written discussion
about how the information in the interviews relates to the period and an evaluation of the
interviews as sources about a religion/s. Optional self-reflection can be included at the
end: what doing this project meant to me [the learner] in terms of personal growth and
knowledge and understanding of the religion/s? What was the most important thing you
learnt from the oral investigation? Having done the project, what would you like to know
more about?




A Note on Enrichment Assignments
An enrichment assignment is a creative, original, new, fresh way of presenting
investigations in religions or research work that cannot be categorised as a traditional or
conventional research assignment. The assignment will follow all the steps of the
research assignment with the difference that the ultimate presentation of the investigation
or research will have creative elements, for example documentaries, videos, biographies,
multimedia presentations, posters, history of religions, investigation of rituals, symbols
and related values, texts, commentaries and local traditions. This type of assignment
provides for different learning style.


Source Work and Extended Writing
Source work and extended writing are regular tasks in Religion Studies. While ongoing
classroom activities can be shorter, more focused tasks (e.g. to teach certain skills when
working with source documents, or writing skills), the Programme of Assessment task
needs to include both source work and extended writing. There will be an overall key
question for each of the tasks.


INVESTIGATIONS
Investigations might take the form of problem solving linked to current issues around
interpretations and representations of a religion/s where learners could be asked to



                                                                                        43
present plans for addressing misinterpretations and misrepresentations in a community,
etc. or more straightforward investigations into community symbols and rituals
associated with a religion/s. This could be linked to knowledge about religious sites,
religious celebrations, and religious holidays and so on. The main idea is to broaden
learners’ understanding of the religion/s and how the religion/s is interpreted and
represented in society and the world at large. Learners could access information from a
variety of sources when carrying out an investigation.


The investigation in Grade 11 could be an extension of the assignment carried out in
Grade 10. However, if educators wish and time allows for it, a new assignment can be
completed in Grade 11.


ASSESSMENT MATRIX FOR EXTENDED WRITING
This is an assessment matrix that can be used for assessing pieces of extended writing as
part of an assignment, examination or test. This matrix is suitable for Grades 10-12.
Note: The mark allocation provided in the matrix is applicable for writing tasks counting
out of 20, 30 and 50 marks.


Appendix 1


MATRIX                                                        PRESENTATION
                  7           6             5             4            3           2        1

CONTENT



Well planned       Well            Well         Planned   Attempts         No clear
     and         planned          planned        and          a            structure.      No
 structured.          and          and      structured    structure.          No        structure.
 Develops a     structured.   structured.        to a     Attempts         sustained    No line of
relevant line    Develops     Develops          certain   to sustain        line of     argument.
of argument.    a relevant    a relevant        extent.   a line of    argument.



                                                                                          44
  Thinking        line of        line of       Attempts       argument.         Thinking
 skills and     argument.     argument.        to sustain     Thinking          skills and
 operative      Thinking        Thinking        a line of     skills and        operative
  concepts      skills and      skills and     argument.      operative         concepts
 applied at     operative       operative      Thinking       concepts          applied at
outstanding      concepts       concepts       skills and     applied at        very low
 level. Very    applied at      applied at     operative      low level.        levels. No
high level of   very high     high level.       concepts        Little         independenc
independence      level.          Good         applied at    independe              e.
     and        High level      measure        moderate         nce.
 originality.       of             of            level.
                independe     independe         Measure
                nce. Good         nce.             of
                 measure                       independe
                    of                            nce.
                originality
                     .
                                                                   +
                Question fully addressed.                 Code 7                           Code 7
                Very rich content.                       45-50 (50)                      40-44 (50)
      7
                Content fully relevant to                27-30 (30)                      24-26 (30)
                question.                                18-20 (20)                      16-17 (20)
                Question
                largely                                                    +
                                             Code 7             Code 6                       Code 6
                addressed.
                                           40-44 (50)          37-39 (50)                  35-36 (50)
      6         Rich content.
                                           24-26 (30)              23 (30)                 21-22 (30)
                Content
                                           16-17 (20)              15 (20)                   14 (20)
                relevant to
                question.




                                                                                                    45
    Question
    addressed to a
    great extent.                                +
                       Code 6          Code 5              Code 5
    Fairly rich
                      35-36 (50)      33-34 (50)          30-32 (50)
5   content.
                      21-22 (30)       20 (30)            18-19 (30)
    Content
                       14 (20)         13 (20)             12 (20)
    adequately
    relevant to
    question.
    Question
    partially                                    +
                       Code 5          Code 4              Code 4
    addressed.
                      30-32 (50)      28-29 (50)          25-27 (50)
4   Omissions and
                      18-19 (30)       17 (30)            15-16 (30)
    sometimes
                       12 (20)         11 (20)             10 (20)
    irrelevant
    content.
    Question
    inadequately
                                                 +
    addressed.         Code 4          Code 3              Code 3
    Omissions in      25-27 (50)      23-24 (50)          20-22 (50)
3
    coverage.         15-16 (30)       14 (30)            12-13 (30)
    Some               10 (20)          9 (20)              8 (20)
    irrelevant
    content.
                                                 +
    Question not       Code 3          Code 2              Code 2
    addressed.        20-22 (50)      18-19 (50)          15-17 (50)
2
    Content sparse    12-13 (30)       11 (30)            9-10 (30)
    and irrelevant.     8 (20)          7 (20)              6 (20)

    Content does           Code 2                     Code 1
1
    not address the      15-17 (50)                  0-14 (50)



                                                                 46
topic.   9-10 (30)   0-8 (30)
          6 (20)     0-4 (20)




                                47
NB. The following are the moderation and assessment forms that should be
adhered to when moderating assessments.


GAUTENG DEPARTMENT OF EDUCATION

PORTFOLIO                 SUBMISSION                  CHECKLIST             FOR        CLUSTER
LEADERS: RELIGION STUDIES

 NAME OF SCHOOL:
 NAME OF EDUCATOR:
 NAME OF CLUSTER LEADER:
 SUBJECT:
 DATE:
                                                                                                 YES    NO
 LEARNER'S PORTFOLIOS

 1   The correct portfolios according to the list from HO were submitted

 2   The best portfolio is submitted

 3   The computer-printed list of names is attached to Annexure E of Circular 6 of 2007

 4   The prelim answer books are signed by the learners

 5   The correct number of marked controlled tests are included

 6   The correct activities are in the learners' portfolios

 7   All learners signed declaration forms

 8   All learner portfolios have the correct, coloured cover sheet
 EDUCATOR'S PORTFOLIO

 1   Provincial Annexure E of Circular 6 is completed correctly and included

 2   The list of names of selected candidates and the best portfolio is attached to Annexure E

 3   The working mark sheets are correct and included

 4   Proof of school moderation is included

 5   Proof of cluster moderation is included

 6   The checklist completed by the cluster leader is included

 7   Subject specific activities are included

 8   Relevant memoranda are included

 9   The educator's portfolio has the correct, coloured coversheet
 MARK SHEETS



                                                                                                   48
1   All learners have marks

2   Where there are no marks for a learner, a missing mark form has been completed

3   All mark sheets are available

4   Marks were added correctly on the mark sheets

5   The totals on the mark sheets are correct and do not exceed the maximum mark
GENERAL
1   Please let the subject facilitator know immediately if this educator needs assistance or if an educator was absent.
    Fax this form with further comments to the relevant subject facilitator.


All areas where a "NO" is indicated have to be followed up and corrected by the educator before submission to the
district office.


SIGNATURE                                                                                       DATE
EDUCATOR:
CLUSTER LEADER:
PRINCIPAL




                                                                                                   49
GAUTENG DEPARTMENT OF EDUCATION



CONTINUOUS ASSESSMENT GRADE 11 PORTFOLIOS – 2009
GRADE 11 MODERATION REPORT FORM



NAME OF SCHOOL: __________________________________DISTRICT:
___________

SUBJECT                                     AND                               GRADE:
___________________________________________________


Portfolio moderation check list        (Tick column when completed)


                                            Educator              Moderator


Educator’s portfolio
Preparatory    question      paper   with
memorandum
Controlled tests with memo
Working mark sheets


List of Sample Portfolios
All portfolios requested are included in bundle. (Attach computer printed list here.)


                                                           PORTFOLIO       PORTFOLIO
NAME OF CANDIDATE (SURNAME and               EXAM
                                                           SCHOOL          MODERATED
INITIALS)                                    NUMBER
                                                           MARK /*         MARK /*
1

2

3

4




                                                                                        50
5

6

7 (Best)

Average marks   Of sample   Of moderation


                _________   _________




                                        51
   GAUTENG DEPARTMENT OF EDUCATION


    CONTINUOUS ASSESSMENT GRADE 11 PORTFOLIOS – 2009
    EVIDENCE OF RELIGION STUDIES CLUSTER MODERATION

SUBJECT
GRADE
NAME OF SCHOOL
NAME OF EDUCATOR
NAME OF HOD
DATES OF MEETINGS        1st Meeting:   2nd Meeting         3rd Meeting
                         1.             1.                  1.
                         2.             2.                  2.
NAMES OF LEARNERS
                         3.             3.                  3.
                         4.             4.                  4.
                         5.             5.                  5.




COMMENT             ON
STANDARD OF WORK
COMMENT ON NUMBER
OF TASKS COMPLETED
AVAILABILITY      AND
CORRECTNESS         OF
SUBJECT        WORKING



                                                       52
MARK SHEET
ASPECTS   THAT   NEED
ATTENTION
                        TEACHER
SIGNATURES
                        CLUSTER LEADER




                                         53
Circular 0 / 2007
Absentees
1.1.5.   Where the learner fails to comply with the minimum requirements of any
         component of the internal assessment mark, the following must apply:


         In the event of a valid reason for non-compliance, the learner should be allowed
         the opportunity to redo the task or, where impractical, the mark for that
         particular component of the internal assessment mark will not be taken into
         consideration.


         “Valid reason”, in this context, constitutes the following:
            (e) medical reasons as supported by a valid medical certificate issued by a
                  registered medical practitioner;
            (f) humanitarian reasons, e.g. the death of an immediate family member, if
                  supported by valid written evidence;
            (g)The learner appearing in a court hearing; supported by written evidence; or
            (h)Any other reason as may be declared valid by the Head of Department or
                  his or her nominee.
1.1.6.   Learners must be reminded that the fabrication of evidence constitutes fraud.
1.1.7.   In the event of a learner failing to comply with the internal assessment
         requirements of a particular subject on the basis of valid reasons, evidence of
         such valid reason must be included in the learner portfolio for that subject.
1.1.8.   Where the learner does not comply with the minimum requirements of internal
         assessment for a subject without a valid reason, a “0” is awardedAll evidence of
         intervention for learners who do not complete a component of CASS for a
         reason that is not valid must be documented and filed. This must be made
         available on request.




                                                                                         54
The principal must keep the parent informed of the processes undertaken by the school to
ensure that extended opportunities are given to the learner to complete a task. The parent
must also be informed of a learner’s zero assessment mark.




                                                                                       55
     9
     8
     7
     6
     5
     4
     3
     2
     1
              NAME OF
              LEARNER
              TERM 1

         TASK 1
         SOURCE BASED
         [100%]

         WEIGHTING 10%

         TASK 2
         TEST [100%]
                          WORKING MARK SHEET GRADE 11




         WEIGHTING 10%

              TERM 2

         TASK 3
         INVESTIGATION
         [100%]

         WEIGHTING 20%

         TASK 4
         MIDYEAR EXAM
         300

         WEIGHTING 10%

         TERM 3

         TASK 5
         TEST 100 [100%

         WEIGHTING 10%

         TASK 6
         ASSIGNMENT 100

         WEIGHTING 30%

         TASK 7
         END OF YEAR
         EXAM 300 [10%]

         WEIGHTING 75%

         TOTAL
         WEIGHTING 25%
56
TASKS

PROPOSED FORMAL ASSESSMENT TASKS GRADE: 11

FORMAL ASSESSMENT: INVESTIGATION/RESEARCH

ASSIGNMENT: TASK: 2 SOURCE- BASED [TERM 1]


DURATION: 3 WEEKS

MARK ALLOCATION: 100

TOPIC: THE IMPORTANCE OF SYMBOLS IN RELIGION
LEARNING OUTCOME 2
   The learner is able to analyze, relate and systematize universal dimensions of
     religion.

ASSESSMENT STANDARD 1
   The learner will evaluate the significance of symbols in religion.

INSTRUCTIONS
Select a festival of a religion of your choice. [e.g. Islam, Christianity, Judaism, African
Traditional Religion, Baha’i Faith and Hinduism]. Find out as much as you can about the
festival by attending the celebrations of the festival doing interviews and collecting
information from books or programmers on television. It is important that you note the
use of symbols and symbolism at the festival and their significance for the people of that
religion

Write a report giving the following information:

      When and where the event did take place?
       [5]
      What          was          the       reason        for       the         celebration?
       [5]
      Which symbols were used and why were they used?
       [10]
      What emotions did the participants show?
       [10]
      Draw some of the symbols that you saw and try to name them. Do you think, in
       your on opinion, symbols play any significant role in religion?
       [5]
      Provide a list of the literature and other media that you used for the investigation.
       [5]
      Ideas for visual support in the investigation, e.g. graphs, photographs, drawings
       and tables.[5]


                                                                                         57
      A draft structure for the report that includes:
       [5]

       -An opening paragraph that introduces the event or phenomenon being
       researched;
       -headings for the body of the research report; and
       -a concluding paragraph that summarizes all the findings and your own
       conclusions;


                       [50X2=100]

   NB: Your report should be- 3 to 4pages in length.
       Try to be neat in your final presentation report.




PROPOSED FORMAL ASSESSMENT TASKS GRADE: 11

FORMAL ASSESSMENT: ESSAY-WRITING

TASK: 3 [TERM 2]

DURATION: ONE WEEK

MARK ALLOCATION: 100

TOPIC: THE HISTORY OF THE RELATIONSHIP BETWEEN RELIGION AND
POLITICS IN SOUTH AFRICA

LEARNING OUTCOME:
The learner will able to reflect critically and constructively on topical issues in society
and to apply such insights.

ASSESSMENT STANDARDS 1&2
   You should be able to critically investigate, from a religion studies perspective,
     relationships between state and religion at various times.
   You should be able to analyse critically from a religion studies perspective the
     relationship between religion and politics at various times.

INSTRUCTIONS:
Write an essay [3 to 4 pages] about the history of the relationship between religion and
politics in South Africa.
Use the following headings:




                                                                                              58
      The colonial period                                                              [20]
      The apartheid period                                                              20]
      Liberation                                                                        [20]
      Transformation                                                                    [20]
      References [at least 5]                                                           [20]

                                               [100]
NB: Your essay should include the following:
 Heading for the essay
 An opening introduction
 The body of the essay
 Concluding paragraph that summarizes your main points
 Evidence that you made a first draft, edited it and written a second draft and final
draft.



PROPOSED FORMAL ASSESSMENT TASKS: GRADE: 11

FORMAL ASSESSMENT: ORAL INVESTIGATION (INTERVIES)

SOURCE- BASED TASK 5 (TERM 3)

DURATION: 2 WEEKS

MARK ALLOCATION: 100

TOPIC: RELIGION IN OUR SOCIAL LIFE

LEARNING OUTCOME 4
   The learner will be able to apply skills of research into religion as a social
    phenomenon and across religions.

ASSESSMENT STANDARD 1
   You should be able to interview men and women from different religions, cultural
     and economic backgrounds about their experiences of gender issues, and present a
     report.

INSTRUCTIONS:
    Think of someone you should like to interview about her/his religion. Make an
     arrangement to meet and interview her/him. Arrange a date and time, confirm it
     and then stick to it.

ASSESSMENT CRITERIA FOR YOUR REPORT
Write a report about your interview using the headings below to guide you



                                                                                          59
      Details of interviewee
       [20]
      When and where interview was conducted
       [20]
      Description of religion and main traditions, and interviewee’s attitude to them.
       [20]
      Description of gender issues and interviewees’ attitude to them
       [20]
      Description of interviewees’ feeling about position of self with regard to religion
       in society.
       [20]


NB: Your report should be about 2 to 3 pages in length.
   Include a flow chart showing all the steps to follow for the investigation.
   Topics that have been brainstormed with a partner
   The chosen final topic
   At least ten questions that are appropriate to the topic.
   The names of appropriate respondents who have been identified




                                                                                         60
  Religion Studies
Portfolio Guideline
    Grade 10




                      61
                 RELIGION STUDIES PORTFOLIO GUIDELINES
                                       GRADE 10
                               TABLE OF CONTENTS


1. Letter to the Educator
2. Portfolios
      •   Educator’s Portfolio Guidelines
      •   Learner’s Portfolio Guidelines
      •   Learner’s Collection of Evidence
3. Annual Programme of Assessment Religion Studies Grade 10
4. Number and Forms of Assessment required for Grade 10
5. Moderation Processes and Tools
6. Working Mark Sheets for Grade 10
7. Suggested Portfolio Tasks for Grade 10
8. Rubrics for the suggested Tasks for Grade 10




                                                              62
Dear Religion Studies Educators


This portfolio guideline is designed to assist you in making classroom practice more manageable.
It is highly recommended that you follow the structure and suggestions set out in this guideline.
This guideline uses as its source of reference National and Provincial policy documents.
Therefore this document will assist you in ensuring that you meet the policy requirements.


In order to facilitate the process of benchmarking, guidelines are given for each task. You are
strongly urged to make use of the exemplars and wherever the need arises to adapt it to suit
contextual factors.


If there are unique problems that your school experiences do not hesitate to seek help using the
proper protocol channels. Remember that at all times the Gauteng Department of Education
Religion Studies team is ready to assist you in ensuring service delivery and meeting the needs of
learners and educators.




                                                                                               63
Portfolio
What is a portfolio?
A portfolio is a collection of a learner’s evidence of formal assessment tasks and is
determined by the National Protocol on Assessment and the Subject Assessment
Guidelines (SAG).


Educator’s Portfolio
According to the Government Gazette Vol. 498 p. 16
   • All educators are expected to keep a portfolio containing all documents related to
       assessments. It’s the educator’s responsibility to ensure that the information in
       their assessment portfolios is kept up to date.
   • An educator assessment portfolio may be a file, a folder or any other suitable
       storage system.
   • Each educator must have his/her own portfolio.
   • Educators’ portfolios should be available on request at all times for moderation
       and accountability purposes.
   • The educator’s portfolio should accompany the learner’s portfolio when
       moderation takes place.
   • The following information should be found in the Educator’s portfolio:
   • Contents page;
   • The formal Programme of Assessment;
   • The requirements of each of the assessment tasks
   • The assessment tools used for each assessment task (e.g. memorandum for the
       tests , checklists, rubrics),
   • Record sheets for each class (working mark sheets),
   • There must be dividers to clearly differentiate between the different sections
       within the portfolio.



                                                                                     64
Learner portfolios
The learner portfolio should be well-planned, organized and presented in a neat manner,
for example, a file. It should include the following:
       A contents page.
       The tests/examinations and assessment tasks each clearly separated from the next
        in accordance with the contents page.


Collection of learner evidence
It is suggested that each learner uses either exercise books or files for the recording and
collection of all written tasks in Grade 10.
.
ASSESSMENT IN GRADE 10
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 curriculum and
           • motivate and encourage learners.

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

Programme of Assessment
In addition to daily assessment, educators should develop a year-long formal Programme
of Assessment for each subject and grade. In Grade 10 the Programme of Assessment
consists of tasks undertaken during the school year and an end-of-year examination. The
marks allocated to assessment tasks completed during the school year will be 25%, and
the end-of-year examination mark will be 75% of the total mark.


                                                                                        65
The marks achieved in each assessment task in the formal Programme of Assessment
must be recorded and included in formal reports to parents and School Management
Teams. In Grade 10, these marks will be submitted as the internal continuous assessment
mark. This document provides details on the weighting of the tasks for promotion
purposes.


Two of the assessment tasks for Religion Studies must be examinations. These
examinations should take account of the requirements as set in this document. They
should be carefully designed and weighted to cover all the Learning Outcomes of the
subject.


The remainder of the assessment tasks should not be tests or examinations. They should
be carefully designed tasks, which give learners opportunities to research and explore the
subject in exciting and varied ways. Examples of assessment forms are debates,
presentations, projects, simulations, written reports, practical tasks, performances,
exhibitions and research projects. Care should be taken to ensure that learners cover a
variety of assessment forms in the three grades.

Number and forms of assessment required for Programme of Assessment in Grade
10

In Grade 10 examinations should be administered in midyear and September. These
examinations should conform to the prescribed requirements set out in this document.
They should be carefully designed and weighted to cover all the Learning Outcomes of
the subject.


Two of the assessment tasks for all subjects should be tests written under controlled
conditions at a specified time. The tests should be written in the first and third terms of
the year. The remainder of the assessment tasks should not be tests or examinations. They
should be carefully designed tasks, which give learners opportunities to research and
explore the subject in exciting and focused ways. Examples of assessment forms are



                                                                                              66
debates, presentations, projects, simulations, assignments, case studies, essays, practical
tasks, performances, exhibitions.


Recording and reporting on the Programme of Assessment educator’s portfolio of
assessment. The following should be included in the educator’s portfolio:
• a contents page;
• the formal Programme of Assessment;
• the requirements of each of the assessment tasks;
• the tools used for assessment for each task; and
• record sheets for each class.


Educators must report regularly and timeously to learners and parents on the progress of
learners. Schools will determine the reporting mechanism but it could include written
reports, parent-educator interviews and parents’ days. Schools are required to provide
written reports to parents once per term on the Programme of Assessment using a formal
reporting tool. This report must indicate the percentage achieved per subject and include
the following seven-point scale.




        RATING CODE                  RATING             MARKS
                                                            %
                7           Outstanding achievement 80 – 100
                6           Meritorious achievement      70 – 79
                5           Substantial achievement      60 – 69
                4            Adequate achievement        50 – 59
                3            Moderate achievement        40 – 49
                2           Elementary achievement       30 – 39
                1                   Not achieved          0 – 29



Approach to assessment in Religion Studies



                                                                                          67
Religion Studies is one of the new subjects in the National Curriculum Statement. It is
not a form of religious instruction. Critically, personal faith and beliefs are not assessed.
What is assessed is the way in which operative concepts and thinking skills are applied to
religion as a social phenomenon. The National Curriculum Statement (NCS) for Religion
Studies details the competencies per grade to be achieved in Religion Studies. They can
be summarized as follows:
• Religion Studies knowledge for the specific grade, as stated in the National Curriculum
Statement for Religion Studies
• Communication competencies
• Investigative competencies
• Data-handling competencies
• Problem- solving competencies


The following are examples of the type of daily assessment activities that can be used
in the Religion Studies classroom:
• Learners point out clusters of religions on a map and provide their origins and statistical
information.
• Learners identify the symbols of different religions.
• Read extracts from a variety normative sources.
• Role-play a variety of religious rituals.
• Informally test definitions of religious concepts, a variety of social forms, institutions
and roles in different religions and how religions originated.


The following table provides an example of a Programme of Assessment for Grades 10
including the mark to be reported per term:




                       PROGRAMME OF ASSESSMENT TASKS




                                                                                          68
       TERM 1                TERM 2               TERM 3                TERM 4




 2 tasks                      2 tasks              2 tasks                1 task


 TASK 1                   TASK 3              TASK 5               TASK 7
  Open-book               Investigation       Assignment           End-of-year
  extended writing        (100)               (100)                examination (300)
  task (100)             Weighting 20%        Weighting 30%        Weighting 75%
 Weighting 10%                                                             PLUS
                         TASK 4
                                                                            25%
  TASK 2                  Midyear
                                              TASK 6                 *Year Mark (100)
  Test (100)              examination
                                              Test (100)
 Weighting 10%            (300)
                                             Weighting 10%
                         Weighting 20%

      200/2 = 100           400/4 = 100         200/2 = 100                400


       *Year Mark: This mark is calculated using the weightings provided in the table.



Assessment in Grade 10

In Grade 10, assessment consists of two components: a Programme of Assessment which
makes up 25% of the total mark for Religion Studies and an internal examination which
makes up the remaining 75%. The Programme of Assessment for Religion Studies
comprises seven tasks which are internally set and assessed. The following table provides
an example of the annual assessment plan for Grade 10 including the mark to be reported
per term:



               PROGRAMME OF ASSESSMENT TASKS                               INTERNAL



                                                                                       69
                                                                        ASSESSMENT
                                                                            TASK
     TERM 1                     TERM 2                 TERM 3               TERM 4
         2 tasks                   2 tasks              2 tasks           INTERNAL


 TASK 1                    TASK 3                 TASK 5               TASK7
                                                                        End-of-Year
 Source-based task         Investigation          Test (100)
                                                                        Examination (300)
 (100)                     (100)                 Weighting 10%
                                                                        Weighting 75%
 Weighting 10%             Weighting 20%
                                                                             PLUS
                                                  TASK 6                       25%
 TASK 2
                                                                        *Year Mark (100)
                                                  Assignment (100)
 Test (100)                TASK 4
                                                  Weighting 30%
Weighting 10%              Midyear
                           examination (300)
                           Weighting 20%
   200/2 = 100                400/4 = 100            200/2 = 100              400




    *Year Mark: This mark is calculated using the weightings provided in Table A.


    The following table suggests the weighting of cognitive levels for examinations
    and tests:


                   Cognitive Level Description             Weighting
    Recall (Knowledge)                                         30%
    Comprehension                                              40%


                                                                                      70
       Analysis, Application, Evaluation and Synthesis          30%




Programme of Assessment for Grade 10

The Programme of Assessment for Religion Studies in Grade 10 comprises seven tasks
which are internally assessed. Of the seven tasks, two tasks are examinations and two are
tests. The remaining three tasks should consist of different forms of assessment such as
investigations, assignments and extended writing.


The following table provides the suggested requirements and weighting of the
Programme of Assessment tasks for Grade 10:

                                                Table A


                         Programme of Assessment Tasks                         Weighting

                                     Description                                Marks
       Two tests written under controlled conditions:
                                                                                  20
       2 X 100 marks = 200 reduced to 20 (200/2)
       One investigation:
       This could be an investigation of media coverage on an important
       public issue with religious implications over a period of time in
       which learners:
       • Identify the issue.
                                                                                  20
       • Identify the different media.
       • Identify factors to be investigated.
       • Present findings which demonstrate critical insight.


       100 marks reduced to 20 (100/5)




                                                                                       71
       One assignment:
       This could be an oral, research or enrichment assignment set within a
       context covering one of the following issues:
       • The role of the media in presenting and influencing public opinion
       and attitudes with reference to religion                                  30
       • The involvement of religion in areas of conflict in South Africa,
       Africa and the world.


       100 marks reduced to 30 (100X3/10)
       One source-based writing task:
       This could be an open-book task where learners interrogate one
                                                                                 10
       normative source for interpretive reasons.
       100 marks reduced to 10 (100/10)
       Midyear and trial examinations:
       Midyear: Two 2-hour papers for 150 marks each = 300 marks
                                                                                 20
       reduced to 10 (300/30)


                      Total for assessment tasks undertaken during the year: 100 (25%)
       End of Year Examination:
                                                                                300
       One-3 hour paper for 300 marks
                                          Total for external assessment task: 300 (75%)
                                                                                400
       TOTAL FOR RELIGION STUDIES
                                                                               (100%)




Details of examination papers in Grade 10


The midyear examination in Grade 10 will be similar to the end of year examination. This
will comprise two papers where one paper focuses on source-based questions and the
other on extended writing. rs.




                                                                                      72
Internal assessment in Grade 10

An internal examination comprising two papers is written at the end of the year in Grade
10.
The table below provides a suggested outline for the Grade 10 internal examination
papers:


                                END-OF-YEAR EXAMINATION


                                       GRADE 10                                MARKS

          One 3-hour paper: for 300 marks                                        300
          Three Sections (section A is compulsory-60 marks and a choice of
          two questions from each of (sections B & C ) – 120 marks each =
          240
          Focus on interrogation of range of source/s such as texts, maps,
          graphs, etc., can include comparative questions – answers required
          range from short responses to paragraphs.




Promotion

The learner who has progressed from Grade 10 will be competent and will have achieved
progress according to the competencies stated in The National Curriculum Statement
Religion Studies. Those competencies are arranged per grade and they cover the
following:
• Religion Studies knowledge
• Communication competencies
• Investigative competencies
• Data -handling competencies
• Problem-solving competencies




                                                                                       73
For promotion and certification purposes learners should achieve at least a level 2 rating
(Elementary achievement: 30-39%) in Religion Studies. This is subject to the
requirement that a learner must achieve at least a level 3 rating (Moderate achievement:
40-49%) in at least one of the three choice subjects.


Moderation of internal assessment

A moderation plan must be drawn up and approved. This plan must include each task
with its assessment guidelines. Pre- and post-assessment moderation should be
conducted. The moderation will be conducted at the site by either the head of department
or any other member from management.




NATURE AND SCOPE OF ASSESSMENT TASKS
ASSIGNMENTS
Learners may choose between a research assignment, oral assignment and enrichment
assignment.

A note on research assignments

This task requires the learner to complete an assignment based on research, which is
based on the process of enquiry. A key question is needed with a topic relating to a
specific religious issue. The assignment must show evidence of planning and demonstrate
that information (evidence) gained through research was used to construct an argument /
make an interpretation and reach a conclusion based on the key question. Ideally, learners
will demonstrate their ability to formulate a question for research and to identify, select
and access relevant sources for the assignment.



Oral assignments in Grade 10 should have a number of components: key question to
focus the research; formulation of questions for interview, background research to set
interviews in context; interviews and transcription of the interviews; a written discussion


                                                                                              74
about how the information in the interviews relates to the period and an evaluation of the
interviews as sources about a religion/s. Optional self-reflection can be included at the
end: what doing this project meant to me [the learner] in terms of personal growth and
knowledge and understanding of the religion/s. What was the most important thing you
learnt from the oral investigation? Having done the project, what would you like to know
more about?

A Note on Enrichment Assignments
An enrichment assignment is a creative, original, new, fresh way of presenting
investigations in religions or research work that cannot be categorised as a traditional or
conventional research assignment. The assignment will follow all the steps of the
research assignment with the difference that the ultimate presentation of the investigation
or research will have creative elements, for example documentaries, videos, biographies,
multimedia presentations, posters, history of religions, investigation of rituals, symbols
and related values, texts, commentaries and local traditions. This type of assignment
provides for different learning style.


Source Work and Extended Writing
Source work and extended writing are regular tasks in Religion Studies. While ongoing
classroom activities can be shorter, more focused tasks (e.g. to teach certain skills when
working with source documents, or writing skills), the Programme of Assessment task
needs to include both source work and extended writing. There will be an overall key
question for each of the tasks.


INVESTIGATIONS
Investigations might take the form of problem solving linked to current issues around
interpretations and representations of a religion/s where learners could be asked to
present plans for addressing misinterpretations and misrepresentations in a community,
etc. or more straightforward investigations into community symbols and rituals
associated with a religion/s. This could be linked to knowledge about religious sites,
religious celebrations, and religious holidays and so on. The main idea is to broaden



                                                                                        75
learners’ understanding of the religion/s and how the religion/s is interpreted and
represented in society and the world at large. Learners could access information from a
variety of sources when carrying out an investigation.


The investigation in Grade 10 could be an extension of the assignment carried out in
Grade 10. However, if educators wish and time allows for it, a new assignment can be
completed in Grade 10.


ASSESSMENT MATRIX FOR EXTENDED WRITING
This is an assessment matrix that can be used for assessing pieces of extended writing as
part of an assignment, examination or test. This matrix is suitable for Grades 10-12.
Note: The mark allocation provided in the matrix is applicable for writing tasks counting
out of 20, 30 and 50 marks.


Appendix 1


MATRIX                                                        PRESENTATION
                  7           6             5             4            3           2        1

CONTENT



Well planned       Well            Well         Planned   Attempts         No clear
     and         planned          planned        and          a            structure.
 structured.          and          and      structured    structure.          No
 Develops a     structured.   structured.        to a     Attempts         sustained       No
relevant line    Develops     Develops          certain   to sustain        line of     structure.
of argument.    a relevant    a relevant        extent.   a line of    argument.        No line of
  Thinking        line of         line of   Attempts      argument.        Thinking     argument.
  skills and    argument.     argument.     to sustain    Thinking         skills and
  operative      Thinking     Thinking      a line of     skills and       operative
  concepts       skills and   skills and    argument.     operative        concepts



                                                                                          76
 applied at     operative       operative       Thinking       concepts         applied at
outstanding      concepts       concepts        skills and    applied at        very low
 level. Very    applied at      applied at      operative     low level.        levels. No
high level of   very high       high level.     concepts        Little         independenc
independence      level.          Good          applied at    independe             e.
     and        High level       measure        moderate         nce.
 originality.       of              of            level.
                independe       independe       Measure
                nce. Good          nce.            of
                 measure                       independe
                    of                            nce.
                originality
                     .
                                                                    +
                Question fully addressed.                  Code 7                         Code 7
                Very rich content.                       45-50 (50)                      40-44 (50)
      7
                Content fully relevant to                27-30 (30)                      24-26 (30)
                question.                                18-20 (20)                      16-17 (20)
                Question
                largely                                                    +
                                             Code 7              Code 6                      Code 6
                addressed.
                                          40-44 (50)           37-39 (50)                  35-36 (50)
      6         Rich content.
                                          24-26 (30)                23 (30)                21-22 (30)
                Content
                                          16-17 (20)                15 (20)                  14 (20)
                relevant to
                question.
                Question
                                                                           +
                addressed to a               Code 6              Code 5                      Code 5
                great extent.             35-36 (50)           33-34 (50)                  30-32 (50)
      5
                Fairly rich               21-22 (30)                20 (30)                18-19 (30)
                content.                     14 (20)                13 (20)                  12 (20)
                Content




                                                                                                   77
    adequately
    relevant to
    question.


    Question
    partially                                    +
                       Code 5          Code 4              Code 4
    addressed.
                      30-32 (50)      28-29 (50)          25-27 (50)
4   Omissions and
                      18-19 (30)       17 (30)            15-16 (30)
    sometimes
                       12 (20)         11 (20)             10 (20)
    irrelevant
    content.
    Question
    inadequately
                                                 +
    addressed.         Code 4          Code 3              Code 3
    Omissions in      25-27 (50)      23-24 (50)          20-22 (50)
3
    coverage.         15-16 (30)       14 (30)            12-13 (30)
    Some               10 (20)          9 (20)              8 (20)
    irrelevant
    content.
                                                 +
    Question not       Code 3          Code 2              Code 2
    addressed.        20-22 (50)      18-19 (50)          15-17 (50)
2
    Content sparse    12-13 (30)       11 (30)            9-10 (30)
    and irrelevant.     8 (20)          7 (20)              6 (20)
                           Code 2                     Code 1
    Content does
                         15-17 (50)                  0-14 (50)
1   not address the
                          9-10 (30)                  0-8 (30)
    topic.
                           6 (20)                    0-4 (20)




                                                                 78
NB. The following are the moderation and assessment forms that should be
adhered to when moderating assessments.


GAUTENG DEPARTMENT OF EDUCATION


PORTFOLIO SUBMISSION CHECKLIST FOR CLUSTER LEADERS:
RELIGION STUDIES


NAME OF SCHOOL:
NAME OF EDUCATOR:
NAME OF CLUSTER LEADER:
SUBJECT:
DATE:
                                                                                 YES   NO
LEARNER'S PORTFOLIOS
1 The correct portfolios according to the list from HO were submitted
2 The best portfolio is submitted
   The computer-printed list of names is attached to Annexure E of Circular
3 6 of 2007
4 The prelim answer books are signed by the learners
5 The correct number of marked controlled tests are included
6 The correct activities are in the learners' portfolios
7 All learners signed declaration forms
8 All learner portfolios have the correct, coloured cover sheet
EDUCATOR'S PORTFOLIO
1 Provincial Annexure E of Circular 6 is completed correctly and included
   The list of names of selected candidates and the best portfolio is attached
2 to Annexure E
3 The working mark sheets are correct and included
4 Proof of school moderation is included
5 Proof of cluster moderation is included
6 The checklist completed by the cluster leader is included




                                                                                  79
7 Subject specific activities are included
8 Relevant memoranda are included
9 The educator's portfolio has the correct, coloured coversheet
MARK SHEETS
1 All learners have marks
   Where there are no marks for a learner, a missing mark form has been
2 completed
3 All mark sheets are available
4 Marks were added correctly on the mark sheets
   The totals on the mark sheets are correct and do not exceed the maximum
5 mark
GENERAL
1 Please let the subject facilitator know immediately if this educator needs assistance or if an
   educator was absent. Fax this form with further comments to the relevant subject facilitator.


All areas where a "NO" is indicated have to be followed up and corrected by the educator before
submission to the district office.


SIGNATURE                                                                      DATE
EDUCATOR:
CLUSTER LEADER:
PRINCIPAL




                                                                                  80
GAUTENG DEPARTMENT OF EDUCATION




 CONTINUOUS ASSESSMENT GRADE 10 PORTFOLIOS – 2009
 GRADE 10 MODERATION REPORT FORM




 NAME OF SCHOOL: __________________________________DISTRICT:
 ___________


 SUBJECT                                  AND                            GRADE:
 ___________________________________________________
 (A separate form must be used for languages per grade)
 Portfolio moderation check list      (Tick column when completed)


                                          Educator           Moderator


 Educator’s portfolio
 Preparatory   question   paper    with
 memorandum
 Controlled tests with memo
 Working mark sheets




                                                                             81
List of Sample Portfolios
All portfolios requested are included in bundle. (Attach computer printed list here.)


                                                           PORTFOL
                                                                           PORTFOLIO
NAME          OF         CANDIDATE EXAM                    IO
                                                                           MODERATED
(SURNAME and INITIALS)                     NUMBER          SCHOOL
                                                                           MARK /*
                                                           MARK /*
1
2
3
4
5
6
7 (Best)
Average marks                                              Of sample       Of moderation


                                                           _________       _________




                                                                                        82
   GAUTENG DEPARTMENT OF EDUCATION


    CONTINUOUS ASSESSMENT GRADE 10 PORTFOLIOS – 2009
    EVIDENCE OF RELIGION STUDIES CLUSTER MODERATION


SUBJECT
GRADE
NAME OF SCHOOL
NAME OF EDUCATOR
NAME OF HOD
DATES OF MEETINGS        1st Meeting:    2nd Meeting        3rd Meeting
                         1.              1.                 1.
                         2.              2.                 2.
NAMES OF LEARNERS
                         3.              3.                 3.
                         4.              4.                 4.
                         5.              5.                 5.




COMMENT             ON
STANDARD OF WORK
COMMENT ON NUMBER
OF TASKS COMPLETED
AVAILABILITY      AND
CORRECTNESS         OF
SUBJECT        WORKING
MARK SHEET



                                                       83
ASPECTS   THAT   NEED
ATTENTION
                        TEACHER
SIGNATURES
                        CLUSTER LEADER




                                         84
Circular 0 / 2007
Absentees
1.1.1 Where the learner fails to comply with the minimum requirements of any
        component of the internal assessment mark, the following must apply:
1.1.2    In the event of a valid reason for non-compliance, the learner should be allowed
        the opportunity to redo the task or, where impractical, the mark for that particular
        component of the internal assessment mark will not be taken into consideration.


         “Valid reason”, in this context, constitutes the following:


            (i) medical reasons as supported by a valid medical certificate issued by a
                  registered medical practitioner;
            (j) humanitarian reasons, e.g. the death of an immediate family member, if
                  supported by valid written evidence;
            (k)The learner appearing in a court hearing; supported by written evidence; or
            (l) Any other reason as may be declared valid by the Head of Department or
                  his or her nominee.


1.1.13 Learners must be reminded that the fabrication of evidence constitutes fraud.
1.1.14 In the event of a learner failing to comply with the internal assessment
        requirements of a particular subject on the basis of valid reasons, evidence of such
        valid reason must be included in the learner portfolio for that subject.
1.1.15 Where the learner does not comply with the minimum requirements of internal
         assessment for a subject without a valid reason, a “0” is awarded.
1.1.16 All evidence of intervention for learners who do not complete a component of
         CASS for a reason that is not valid must be documented and filed. This must be
         made available on request.
The principal must keep the parent informed of the processes undertaken by the school to
ensure that extended opportunities are given to the learner to complete a task. The parent
must also be informed of a learner’s zero assessment mark.




                                                                                          85
86
     9
     8
     7
     6
     5
     4
     3
     2
     1
           NAME OF
           LEARNER
             TERM 1
         TASK 1
         SOURCE
         BASED [100%]
         WEIGHTING
         10%
         TASK 2
         TEST [100%]
                          WORKING MARK SHEET GRADE 10




         WEIGHTING
         10%
            TERM 2
         TASK 3
         INVESTIGATIO
         N
         [100%]
         WEIGHTING
         20%
         TASK 4
         MIDYEAR
         EXAM
         300
         WEIGHTING
         10%
         TERM 3

         TASK 5
         TEST 100 [100%
         WEIGHTING
         10%
         TASK 6
         ASSIGNMENT
         100
         WEIGHTING
         30%
         TASK 7
         TRIAL EXAM
         300 [10%]
         WEIGHTING
         10%
         TOTAL
         WEIGHTING
87




         25%
88
TASKS

PROPOSED ASSESSMENT TASKS GRADE: 10

FORMAL ASSESSMENT: ORAL

INVESTIGATION TASK: 1[TERM 1]

DURATION: 2 WEEKS

MARK ALLOCATION: 100

TOPIC: INTERVIEWS ON INTER-RELIGIOUS RELATIONSHIPS

LEARNING OUTCOUMES: 1, 2, 3 and 4
   The learner will be able to demonstrate an understanding of a variety of religious.

       The learner will be able to apply skills of research to religions as a social
        phenomenon, and across religions.

INSTRUCTIONS:
You are going to interview someone about a topic related to the religion that you are
interested in. Choose one of the topics below that you would like to know more about for
your interview.

   1.   Wedding and engagement rituals
   2.   Jobs within religious institutions
   3.   Efforts to advance religious pluralism
   4.   How does it feel to belong to a certain religion?
   5.   Spiritual experience

ASSESSMENT CRITERIA FOR YOUR INTERVIEW

       Design a set of interview questions based on your chosen topic.     [10]
       Read around the topic to help you to formulate your questions.      [10]
       Set up and conduct your interview.                                   [10]
       Write up the interview questions and answers neatly.                 [10]
       Point out five negative things about the interview to what you think you could do
        to improve your interview.                                           [10]

                                                                             [50X2=100]




                                                                                          89
PROPOSED FORMAL ASSESSMENT TASKS GRADE: 10

FORMAL ASSESSMENT: ESSAY-WRITING

TASK 3: TERM 2

DURATION: 2 WEEKS

MARK ALLOCATION: 100

TOPICAL ISSUE: SAME SEX MARRIAGES

LEARNING OUTCOME 3
   The learner will be able to reflect critically and constructively on topical issues in
    society and apply such insights.

ASSESSMENT STANDARD 1
   You should be able to analyze from a religion studies perspective, a number of
     topical issues in South Africa, Africa and the world.

INSTRUCTIONS

Write an essay [2 to 3 pages] in which you discuss the issue of same sex-marriages.
Could the views held by different religious groups help us to decide whether or not to
support the idea of same sex marriages?

ASSESSMENT CRITERIA FOR YOUR ESSAY

      Identify some main beliefs for and against same-sex marriages in at least two
       different religions.
       [25]
      Generate some problems or key questions around the topic.
       [25]
      Organize information into a logical argument.
       [25]
      What have you learned from the various religious teachings about the acceptance
       or non-acceptance of gay and lesbian marriages?
       [25]


                                           [100]
NB: Your essay should include the following:
    Careful planning
    A heading
    Good paragraphs


                                                                                         90
A sound and valid argument




PROPOSED FORMAL ASSESSMENT TASKS GRADE: 10

FORMAL ASSESSMENT: RESEARCH ASSIGNMENT

SOURCE-BASED TASK: 5 [TERM 3

DURATION: 3 WEEKS

MARK ALLOCATION: 100

TOPIC: RESEARCHING A RELIGIOUS RITUAL

LEARNING OUTCOME 4
   The learner will be able to apply skills of research into religions as a social
    phenomenon, and across religions

ASSESSMENT STANDARD 1 and 2
   You should be able to analyses the notions of objectivity, subjectivity, neutrality,
     impartiality, insider and outsider perceptivity in religions

      Attend, observe, describe and interpret rituals and write a report

INSTRUCTIONS:
Decide on a ritual or ceremony that you would like to observe. Follow the guidelines for
field work and observing a religious ritual or ceremony. After your visit use your notes to
write up your report.

ASSESSMENT CRITERIA FOR YOUR REPORT

      Name the place where the ritual was observed and the type of ritual.
      Name the person who was in charge of conducting the ritual.
       [5]
      For whom was the ritual performed and why?
       [5]
      Identify and name any other people who participate in the ritual.
       [5]
      Take note of and describe the actual rituals – actions, prayers, chants, symbolic
       objects in use, and so on.
       [5]
      How long did the ritual take and what meaning do you think lies behind?
       [5]


                                                                                           91
   How do you think the participants felt? Were they any obvious emotions
    displayed? [5]
   How did what you read about the ritual before your visit compare to the actual
    ritual?[10]
   Has this experience help you as an outsider, understanding this ritual from the
    point of view of the participants or outsider?
    [10]
                                                                       [100]
LENGTH OF REPORT

NB: Should be between 2-3 A4 pages in length
   Plan your work before you write




                                                                                      92

				
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