GRADE 9 2005
COMMON TASK FOR ASSESSMENT (CTA)
LIFE ORIENTATION
TEACHER'S BOOK MEMORANDUM SECTION B Time : 2 hours Marks : 85
LIFE ORIENTATION CTA 2005
TEACHER'S BOOK – MEMORANDUM: SECTION B
SECTION B
Question
Outcome and assessment criteria SO7 AC1 SO4 AC1 SO7 AC2 SO4 C3 AC4 SO5 AC1 AC2 SO6 AC9 SO5 AC1 AC2 C3
Form of assessment Comprehension Comprehension Comprehension Creative response Interpretation of text Design a poster
Suggested time
Marks allocated
1 2 3 4 5 6
TOTAL
30 mins 15 mins 15 mins 20 mins 20 mins 20 mins 120 mins
20 10 10 10 15 20 85
QUESTION 1 1.1 The graph represents perceived risk of substance use as viewed by the youth surveyed. alcohol, cigarettes and cannabis (dagga) alcohol, cannabis (dagga) and hallucinogens alcohol (a) Neither. They reflect a lack of knowledge of how drugs work and how individual brains respond to such stimulus. Give an extra mark for insight, e.g. writing that the 'soft' drugs are gateway drugs or that the perception of the youth is influenced by peers or the media. Accept a reasoned answer, e.g. youth in the city are more exposed to media campaigns and their perception of cigarette smoking is that it is harmful, whereas the youth in Bela-Bela may be less exposed to these campaigns.
(1) (3) (3) (1)
1.2 1.3 1.4 1.5
(4)
(b)
(3) (5) [20]
1.6
Use your own discretion when marking this question.
1
LIFE ORIENTATION CTA 2005
TEACHER'S BOOK – MEMORANDUM: SECTION B
QUESTION 2 2.1 (a) (b) (c) (d) (e) 2.2 drug dealers friend family 16% 4% (1) (1) (1) (1) (1)
Drug dealers are not the main source of first use of alcohol and drugs. Discretion marking, which includes an awareness that friends and family may exert pressure on the individual and that many young people lack self esteem or display assertive behaviour.
(5) [10]
QUESTION 3 3.1 She had smoked marijuana, taken ecstasy, and had been drinking heavily in the hours before she hit Mr. Biggs. As a consequence, her judgment was severely impaired. Mr Biggs died but would most probably have survived had he received medical treatment. Ms Mallard was under the influence of dagga and ecstasy. She was scared and not thinking clearly because of the drugs and alcohol she had taken. She did not make the right decision and as a result Mr Biggs died. She was sentenced for the murder of Mr Biggs. Chante’s friend and his cousin enabled her irresponsible behaviour by not reporting the accident and trying to hide Mr. Biggs’ death. Covering up a hit and run accident made them guilty of a crime. They should have called the police. Responses may vary but it is important that the learner give a reason for the response. Responses may vary but some form of rehabilitation issues should be addressed as well as making the person accountable for his/her actions.
(2)
3.2
(3)
3.3
(2)
3.4
(3) [10]
2
LIFE ORIENTATION CTA 2005
TEACHER'S BOOK – MEMORANDUM: SECTION B
QUESTION 4 4.1 Accept answers where the learners display knowledge of assertive behaviour, e.g. standing up for their own personal rights without putting down the rights of others; Respecting themselves as well as the other person. Express positive as well as negative feelings. The response would be confident, but not pushy. Accept answers that do not encourage enabling behaviour, e.g. not failing to recognise the problem. Not ignoring or laughing at the problem. Not rationalising that the problem is not a big deal. Not accepting responsibility for someone’s addictive behaviour. Use your own judgement, taking into account what you taught on assertive behaviour and enabling behaviour.
(5)
4.2
(5) [10]
QUESTION 5 5.1 5.2 They make it attractive and a necessity for special occasions. Discretionary marking, which may include the following: Drinking this wine will bring • happiness • laughter • friendship • wonderful memories The label has a very positive message For special occasions The Prince of Wines Be sure to enjoy the moment The bottle of wine is in the foreground; it is very prominent In the background there is a picture of happy people. 5.3 You once again have to use your own discretion when marking this question. See how the learners support their arguments. Can wine really bring happiness, laughter, friendship and make wonderful memories? This is a personal response with a reason. The learners should give their opinion and between two to four good reasons for their opinion. (2)
(3)
(3) (3)
5.4 5.5
(4) [15]
3
LIFE ORIENTATION CTA 2005
TEACHER'S BOOK – MEMORANDUM: SECTION B
QUESTION 6 6.1 Use your discretion in marking this question. Activities must be legal and safe. Criteria for activities: • age appropriate • availability of amenities • range of activities for sports, cultural, etc. • sustainable 6.2
Rating 4 Creativity Shows exceptional awareness of advertising techniques and uses these fully to change the original message. 4–5 Appropriateness Excellent use of language of language which appeals to target group (may not appeal to you!) 4–5 Reaching targeted Audience Exceptional poster, relevant and eye catching and will motivate young people to want to go to the centre. 4–5 Rating 3 Shows awareness of advertising techniques and uses these to change the original message. 3 Good use of language which appeals to target group. 3 Relevant, and motivates young people to go to centre. Rating 2 Shows some awareness of advertising techniques, but is left with a mixed message. Rating 1 Shows little or no awareness of advertising techniques and is unable to change the original message.
(5)
2 Fair use of language, but lacks awareness of target group 2 Eye-catching but not altogether relevant.
1 Poor use of language which is unappealing
1 Does not attract attention; not relevant.
3
2
1
(15) [20]
4