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GAUTENG DEPARTMENT OF EDUCATION DIRECTORATE EXAMINATIONS AND by xiuliliaofz

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									GAUTENG DEPARTMENT OF EDUCATION
         DIRECTORATE:
  EXAMINATIONS AND ASSESSMENT


    GUIDELINE DOCUMENT FOR
 CONTINUOUS ASSESSMENT (CASS)
           PORTFOLIO




       HOME ECONOMICS


           GRADE 12
             2005
TABLE OF CONTENTS

1. Introduction

2. Rationale for the Introduction of CASS at Grade 12

3. Breakdown of School-based Assessment

4. Absenteeism

5. Late Work

6. School Moderation

7. Cluster Moderation

8. Educator's Portfolio

9. Learner's Portfolio

10. Practical Class work

11. Composite of CASS Portfolio 2005/6

12. Time Schedule for School-based Assessment

13. Assignment 1 – Research and Rubric

14. Assignment 2 – Recipe Analysis, Answer sheet and Memorandum,

15. Assignment 3 - Planning of living spaces, Answer sheet, Rubric and

                    Memorandum

16. Assignment 4 – Financial Management, Work-study, Family study

                    Answer sheet and Memorandum

17. Assignment 5 – Practical Class work, Checklist, Preparation sheet

18. Annexures 1 to 9




                                         1
1.   INTRODUCTION
     1.1 Implementation of Continuous Assessment for the Senior
         Certificate in 2005/2006.

           The document A Résumé of Instructional Programmes in Public
           Schools Report 550 (revised December 2000) is the legal policy
           document for the Assessment Policy at Grade 12 level of the Gauteng
           Department of Education. Report 550 makes provision for the
           implementation of CASS (Continuous Assessment) at Grade 12 level.
           The Government Notice No. 21093, 20 April 2000, calls for the inclusion of
           a CASS Component of 25 % in the Final Senior Certificate Examinations at
           Grade 12 level.

           Furthermore, Provinces must adhere to specific UMALUSI requirements for
           the standardisation, monitoring and moderation of school-based
           assessment in the Senior Certificate Examination. In terms of the above
           legal requirements, the Gauteng Department of Education (GDE) will
           continue with school-based continuous assessment for all full-time learners
           in Grade 12 in 2005/6.

     1.2 The importance of the CASS Portfolio for Senior Certificate
         Candidates

           The CASS portfolio in every subject will constitute 25% of the final
           promotion mark for the Senior Certificate. It is the responsibility of
           every principal to see that every candidate has a portfolio for every
           subject taken by candidates in his/her school and it includes
           candidates taking extra subjects. The CASS portfolio is
           compulsory for all full-time candidates in all their subjects. A
           candidate who takes 7+ subjects must have a CASS portfolio mark
           for the additional subjects as well.

2.   RATIONALE FOR THE INTRODUCTION OF CASS AT GRADE 12

     2.1    The benefits of the introduction of CASS will include the
            following:
                Learners will be assessed using different and appropriate
                 assessment methods and this will provide a more valid assessment
                 of the learner's performance.
                Assessment will now take place in an authentic context i.e. the
                 learner will be assessed in a realistic situation, which is integral to
                 the learning process.
                During assessment, there will be immediate feedback into the learning
                 process, thus promoting the formative role of assessment. Problems
                 can immediately determine.
                Opportunities are provided that would be impossible in a once-off
                 external examination.




                                             2
                     A variety of skills can be assessed by internal assessment, which
                      otherwise would not have been considered for assessment purpose.
                     Assessment is on going and therefore learners are compelled to work
                      consistently and this will contribute to re-instating the culture of
                      teaching and learning.
                     The educator who works closely with the learner will now carry out
                      judgment of the learner's performance.
3.    The breakdown of the components of CASS

      3.1       The general breakdown of the components of CASS should follow the
                diagram given below:

     FINAL SENIOR CERTIFICATE RESULT

           EXTERNAL                          MODERATED                    CONTINUOUS
      EXAMINATION AT THE                     PRACTICAL                    SCHOOL-BASED
         END OF YEAR                        EXAMINATION                    ASSESSMENT
             50%                                25%                           25%




                                     SCHOOL-BASED ASSESSMENT

                 EXAMINATION AND                                      PORTFOLIO
                STANDARDISED TESTS                                      60%
                       40%



                    PREPARATORY                      THREE
                    EXAMINATION                  STANDARDISED
                                                     TESTS
                          20%                         20%


                                 BREAKDOWN OF THE PORTFOLIO:
                                 ASSIGNMENT 1 _______________________                80
                                 ASSIGNMENT 2 _______________________                40
                                 ASSIGNMENT 3 _______________________                40
                                 ASSIGNMENT 4 _______________________                40
                                 ASSIGNMENT 5 _______________________                60

                                 TOTAL:                                     240 ÷ 4 = 60

     3.2    The Preparatory Examination

            The term Preparatory examination is used here in preference to Trial or
            Prelim as preparatory indicates the formative aspect of these examinations.
            The Preparatory examinations are formative in that:

                   they prepare the learners in the skills needed to write the final examination
                   they inform the educator of the learners' strengths and weaknesses




                                                   3
  3.3   Standardised Tests

        A standardised test has the following characteristics:
            It is set on a longer section of work.
             It has duration of at least an hour.
            All learners in the school write the same subject test simultaneously
            It is set by one teacher for all
            The test is further standardised by using a common marking
             memorandum.

4. ABSENTEEISM

  Learners must be given an opportunity to catch up missed portfolio exercises, e.g.
  a Friday afternoon at the end of each term. The same exercise may be given.
  Should the learner fail to attend this "catch up" session, no subsequent session
  need be organised and the learner gets zero.
  (A medical certificate should be produced if a learner misses a portfolio
  exercise, provided timeous warning was given about the date of the
  exercise.)

5. LATE WORK
  Assignments not handed in on the due date (according to the educator’s time
  schedule) will be penalised with 10 %.


6. SCHOOL MODERATION
  The HOD / Subject Head must complete Annexure 4 and should be included in the
  educator’s portfolio. If both the heads has no subject knowledge, they may sign
  acknowledgement that the assignment are systematically and equally spread
  throughout the first and second term. All assignments should be completed by the
  end of July.
7. CLUSTER MODERATION
       All learners’ portfolios must be available for moderation.
       10 % of each portfolio assignment must be moderated.
       If the 10 % is less than two than two should be moderated.
       The cluster leader should complete the cluster moderation report after each
        moderation session. Annexure 3
       At the end of the moderation of all the assignments, each member of the
        cluster must receive a copy of their report, which will serve as prove that
        moderation took place. This Annexure must be included in the educators
        portfolio
       Each cluster leader must ensure that the portfolios are ready for provincial
        moderation.




                                           4
 8. THE EDUCATOR'S PORTFOLIO
     The Educator's Portfolio should accompany the learner's portfolios when
     provincial moderation takes place.
         Use a FLAT file only. NO ring folder may be used, they are too bulky
         No plastic sleeves may be used
         A subject cover sheet must be attached on the outside of the file. You
          may design one which must reflect the following information AND in this
          order.
              -    Name of subject
              -    District number e.g. D5
              -    Name of school
              -    Centre number
              -    HG and SG (in one file)
              -    Surname and initials of Educator

     DOCUMENTS TO BE INCLUDED
     Should be in the following order to facilitate Provincial moderation
     1.   Official GDE Moderation report form
     2.   Provincial Moderation report form (Annexure 1)
     3.   Cluster Moderation report (Annexure 3)
     3.   School moderation by head of depart or subject head (Annexure 4)
     4.   TWO copies (the original and one copy) of the official GDE computerised mark
          sheet for CASS Examination, not the practical examination.
     5.   Assessment of practical cookery (Annexure 5)
     6.   Correspondence e.g. medical certificates, letters
     7.   Memorandums for assignments with cluster changes and additions.
     8.   THREE Standardised tests with memorandums
     9.   Preparatory examination with memorandum only if the provincial examination
          was not written

                   Separate each of the above documents with a file divider.
                            Please label each divider appropriately

     PLEASE NOTE: The official GDE computerises mark sheet for PRACTICAL
     EXAMINATION is NOT to be presented in this portfolio. However, it must be
     forwarded by the school to the District Office.

9.   LEARNER'S PORTFOLIO

         Use a FLAT file only. NO ring folders should be used they are too bulky.
         NO plastic sleeves may be used.
         A subject cover sheet must be attached on the outside of the file. You
          may design one which must reflect the following information AND in this
          order.
          -    Name of subject
          -    District number e.g. D5
          -    Name of school
          -    Centre number



                                              5
        -      HG and SG (in one file)
        -      Examination number
        -      Surname and initials of Learner

      DOCUMENTS TO BE INCLUDED

      Should be in the following order facilitate Provincial moderation
      1.      Provincial Moderation report form (Annexure 2)
      1.      Declaration form (Annexure 6)
      2.      Exposition of marks (Annexure 7)
      3.      Assignments 1 to 5 (Assignment 5 include Annexure 8 for each of the
              FOUR practical lessons)
      4.      THREE standardised tests
      5.      Preparatory Examination

                   Separate each of the above documents with a file divider.
                            Please label each divider appropriately

10. PRACTICAL CLASS WORK

   See Assignment 5 for details.

   NOTE: Memoranda are for educator's use only and not the learner's.


            The Educator and the selected learner portfolios must be bundled
            together with the OFFICIAL COVER PAGE




                                             6
11.     COMPOSITION OF GRADE 12 CASS PORTFOLIO 2005 / 2006

                                               HIGHER GRADE AND STANDARD GRADE

                                                                                                              CRITICAL
       TASK         NO. OF TASKS         ASSESSMENT TOOL          WEIGHTING       SKILLS ASSESSED             OUTCOME MARKS
      Research                                                                Research skills, Cognitive-
         1               1            Analytic Rubric                 20%     Motor-, Writing-, Life skills   1,3,4,5,6,7      80
                         3                                                    Cognitive-, Motor-, Writing-,
      Assignments      Recipe         Memorandum                      30%     Life skills                     1,3,4,5,7        40
           2           Analysis
                                      Rubric Memorandum                       Cognitive-, Motor -, Writing
          3            Interior                                               skills                                           40
                       Financial
          4          Management,       Memorandum                             Cognitive- , Writing-, Life                      40
                     Family Study                                             skills
                      Work study
       Practical           4
       Exercises    Practical class   Educator assessment Check       10%     Cognitive-, Writing-, Motor     1,2,4,5          40
          5             work          list for learners                       skills
                                                                              TOTAL: A                                    240÷4= 60
   Preparatory            1           • Memorandum                            Understanding Grade             1,5,6,7       HG 300
      Exam                                                            20%     12 syllabus                                   SG 200
  Standardised            3           • Memorandum                            Understanding sections of       1,5,6,7       3x100=
      Tests                                                           20%     the Grade 12 syllabus                         300

                                                                                                 TOTAL: B   HG 600 ÷ 15 = 40
                                                                                                            SG 500 ÷ 12, 5 = 40
                                                                                                 FINAL TOTAL:    A AND B 100




                                                                  7
12.     TIME SCHEDULE FOR SCHOOL-BASED ASSESSMENT


         TASK                      CONTACT TIME                 HOMEWORK
 Research                    Class work     1 hour
                             Library        3 hours             6 hours
                             Individual meeting with
                             Educator during contact time

 Assignments
 • Recipe analysis                              1 hour
 • Interior                                     1 hour              2 hour

 • Financial Management,                        1 hour
      Family Studies, work
      study
Practical
                                                4 hours             2 hours
Practical class work

                             TOTAL:             11 hours         10 hours




          TIME SCHEDULE FOR THE COMPLETION OF ASSIGNMENTS

  ASSIGNMENT 1               The assignment may and preferably should be started
                             in Term 4 of Grade 11 and completed by the end of the
                             1st term in Grade 12
  ASSIGNMENT 2               Depending on the proposed schedule of the educator
  ASSIGNMENT 3               and the cluster group’s schedule.
  ASSIGNMENT 4
  ASSIGNMENT 5               Practical work done throughout the Grade 12 syllabus
  ALL ASSIGNMENTS SHOULD BE COMPLETED BY THE END OF JULY




                                        8
                                ASSIGNMENT 1
                                  RESEARCH
                                MEAL PLANNING
                                                                        TOTAL: 80

  SKILLS ASSESSED:

  Cognitive skills:
     Comprehension
     Application
     Analysis
     Synthesis
     Interpretation

  Motor skills:
     Design

  Writing skills:
      Collecting of data

  Life skills

  You have been commissioned by a dietician to design a pamphlet on any ONE of
  the topics below to inform the public

           HIGHER GRADE                                  STANDARD GRADE
 1. Person with aids                        1.   Person with aids
 2. An anaemic youngster following a        2.   A young adult who wants to follow a
    slimming diet                                slimming diet programme.
 3. An athlete preparing for the            3.   A family with a very limited food budget
    Comrades marathon (Two days
    before the race)
 4. A person who is anorexic.
 5. A person who is bulimic.

Research the topic and include the following:
   Information on the condition/need.
   Nutrient and supplements (food or medication) to improve the condition/need-
    motivate why
   A diet plan (food groups), meal plan and examples of food for the THREE
    MEALS for ONE week day.

Knowledge gained in Grade 10 (food groups and nutrients) and Grade 11 (meal
planning) is to be applied during your research and planning.


                                        9
THE PAMPHLET SHOULD COMPLY WITH THE FOLLOWING REQUIREMENTS:

1.   Should be done on an A4 page.
2.   Can be folded in any shape.
3.   Can be typed or neatly written out
4.   The chosen topic must be clearly visible.
5.   Should attract attention; be colourful, original and creative.
6.   Should only contain relevant information on the chosen topic
7.   The following information must appear at the END of the pamphlet:
     - Your surname and name
     - The name of the school and district
     - A bibliography, correctly written out ( at least three)

Educator should ensure that the learners are aware of the fact that the pamphlet is
only a summary of their research. Only the relevant information should appear.

ASPECTS TO CONSIDER WHEN YOU PLAN YOUR RESEARCH.

1.   Plan a brainstorm on your topic.
2.   Any resource can be used to collect information e.g.
           Your Home Economics educator
           You can interview people
           Use the library
           Internet
           Books
           Magazines
           Any other relevant literature

3.   Your planning must be NEAT. It can be typed or neatly written out and be
     handed in with the assignment.

4.   During your research, you should have at least ONE interview with your
     educator so that your progress can be monitored. This can be done during the
     contact time in class OR at any stage during your research

5.   Reflecting on the importance of what learners have learnt during their research.

6.   Keep record of all references used to complete a bibliography at the end of the
     assignment.

                         HOW TO WRITE OUT A BIBLIOGRAPHY:
         Books:
         Author Name of book Publishers Date of publication
         E.g. your Grade 12 textbook
         Van Zyl A.P. et al Home Economics in Action Standard 10 Juventes
         Publishers, Pretoria, 1988
         Internet:    www.yahoo.com

7.   You must not commit plagiarism
                                         10
RECOMMENDATIONS FOR DOING THE ASSIGNMENT

    This assignment can be started in grade 11 during the fourth term.
    A synopsis of your research should be compiled before the end of grade 11.
    The research can be now commence.
    The final planning should be controlled by the educator during February
     (Grade 12).
    The final submission date is the last week of the 1st term of Grade 12.

       GLOSSARY

            WORD                                       MEANING
Anaemic                      A person with an deficiency of iron
Marathon                     Long-distance road race
Diet plan and Meal plan      See Home economics in action Standard 10 pg 89/99
Synopsis                     An summary of what you plan to research
Anorexia                     A refusal to maintain a minimal normal body weight, fear of
                             gaining weight, significant disturbance in perception of the
                             shape or size of body
Bulimia                      Repeated episodes of binge eating followed by
                             inappropriate compensatory behaviours e.g. vomiting,
                             laxative abuse, fasting, excessive exercise.
Plagiarism                   Take and use another person’s work as one’s own.




                                         11
                                                                          ASSIGNMENT 1
                                                                            RESEARCH
                                                                          MEAL PLANNING
                                                                      RUBRIC FOR ASSESSMENT
                                                                                                                                                            TOTAL: 80


SURNAME AND NAME: __________________________________                    SCHOOL: ________________________________________                           DISTRICT: _______
HG           SG

                                                                        DESCRIPTIVE LEVELS
  ASSESS-                    1                                   2                             3                                                         4
   MENT                NOT ACHIEVED                      PARTIALLY ACHIEVED                ACHIEVED                                             EXCELLENTLY                  SCORE
  CRITERIA                                                                                                                                         ACHIEVED
                               0-2                                   3-4                                     5-7                                       8 - 10                 10
 Front page    - Topic is not observed, /very       - Topic is observed, brief             - Topic is observed, brief introduction     - Topic is instantly observed,
 of               poor introduction/indication of      introduction of what the topic is      of what topic is all about                 with a brief introduction of what
 pamphlet         what the topic is about.             all about.                          - Design elements and -principles              the topic is about.
               - Pamphlet does not attract          - Design elements and -principles        have been used                            - Makes an instant impact
                 attention                            have not been used effectively to      BUT the impact is not very forceful          through the creative use of
               - Presentation is not                   create an appealing impact          - Presentation is INTERESTING.                design elements and
                 exciting/interesting.              - Presentation is FAIR.                                                              principles.
                                                                                                                                       - Very original in presentation.
                              0-1                                     2                                      3                                          4-5                    5
 Pamphlet      A4 size / bigger / smaller not       bigger /smaller than A4 and folded.    A4 size and folded                          A4 size and folded interesting
               folded to form a pamphlet.
                             0 - 11                                 12 - 17                                 18 - 23                                  24 - 30                  30
 Information   - Information is mostly               - Information is relevant but at      - Relevancy of the information              - Relevancy of information
 presented       inappropriate and/ or                 times not appropriate                 is interesting                               is absolutely phenomenal and
                 irrelevant.                        - Few supplements present with         - Few supplements is given,                    interesting.
               - Supplements are either               poor motivation / some with no         motivation is acceptable                  - A number of supplements are
                  present/not present with            motivation.                          - Diet plan / meal plan and examples           given with exceptional and
                  poor/no motivation for their      - Diet plan / meal plan examples         of food have been presented for the          correct motivation for the
                  use                                  of food is present for three           three meals of one day.                     need.
               - Diet plan / meal plan may /may        meals for one day                   - Information is fairly correct, at times   - Diet plan / meal plan and
                  not be present and either for 1   - Information varies in accuracy,        too involved and complicated for            examples of foods are
                  / 2 meals of a day.                  simplicity                            the pamphlet.                               excellently presented for the
               - Most information is incorrect      - Plagiarism is committed                                                             three meals of a day
               - Plagiarism is committed
                                                                                      12
                                                                             DESCRIPTIVE LEVELS
 ASSESS-
  MENT                         1                                   2                                    3                                            4                     SCORE
CRITERIA                 NOT ACHIEVED                      PARTIALLY ACHIEVED                       ACHIEVED                                EXCELLENTLY
                                                                                                                                               ACHIEVED
Lay-out of                       0-7                                   8 - 11                          12 - 15                                    16 - 20                   20
pamphlet      - Overcrowded with information and         - There is an attempt to         - Overcrowding occurs in            - Not overcrowded with information and
and pre-        visual aids.                                create a balance but most        specific areas.                    or visual aids.
sentation     - One or the other dominated/too             ineffective                    - Balance between                   - There is a good balance between
                many of each have been used.             - Print and size of print           information and visual aids        information and visual aids.
              - Print and print size is illegible.         varies, at times illegible        is acceptable                    - Visual aids has been well spaced out
              - Very untidy and no attempt to            - Untidy and a half hearted      - Print and print size is legible      to create harmony.
                present a professional look                attempt to gain a                 and easy to read.                - Print and print size legible and easy to
              - Presentation is brief                      professional look.             - Neat and fairly                      read
                                                         - Minimum organisation in          professional.                     - Exceptionally neat presentation with
                                                            presentation                                                         a professional look.
Personal                        0-1                                      2                                 3                                        4-5                      5
details en    Both aspects not correctly done, and       One /both not correctly done     Both aspects correctly              Both aspects correctly presented in an
reference     positioned in an inappropriate place.      BUT positioning in               presented but positioning is        appropriate position at the end of the
list                                                     appropriate.                     inappropriate.                      pamphlet.
Planning                         0-2                                    3-4                              5-7                                       8 - 10                   10
              - Very little planning done, that has      - A fair amount of planning      - All planning has been             - All planning is handed in, in a
                 been presented untidily, reflects         has been done, that has          handed in , that is neat and         neat , orderly presentation that
                 poor unorganised research.                been acceptably presented        orderly presented                    reflects that intensive research has
              - No synopsis is present at the start of     but not orderly , reflecting      reflecting a fair amount of         been done.
                the research                               poor research                     research.                        - Synopsis is present at the start of the
                                                         - Synopsis present at the        - Synopsis is present at the           research and is well formulated
                                                            start of the research but        start of the research and is
                                                            not very effective               acceptable

                                                                                                                                                                           _____
                                                                                                                                                                 TOTAL       80
REFLECTION:
                                                                             COMMENTS
                 EDUCATOR                                             CLUSTER MODERATION                                             PROVINCIAL MODERATION




                                                                                    13
                                   ASSIGNMENT 2
                                  RECIPE ANALYSIS
                                   HIGHER GRADE
                                                                        TOTAL: 40

   SKILLS ASSESSED:

   Cognitive skills:

      Comprehension
      Application
      Analysis
      Interpretation

   Writing skills:

   Study the recipe below and answer the questions that follow on the provided
   answer sheet.

                     SWEET AND SOUR MEATBALLS WITH RICE


INGREDIENTS
500 g mince
½ onion chopped
5 ml salt
1 crushed garlic clove/4 ml crushed garlic (bought)
1 beaten egg
50 ml fresh breadcrumbs
oil for shallow frying
METHOD
1. Place mince in a mixing bowl
2. Add chopped onion, salt, garlic, egg, and fresh breadcrumbs.
3. Mix well.
4. Shape the mince mixture into 12 meatballs.
5. Press firmly so that it does not break during the cooking process.
6. Shallow fry the meatballs until brown.
7. Drain




                                            14
                                 SWEET AND SOUR SAUCE
INGREDIENTS
1 tin pineapple chunks (small tin 410 g)
1 green pepper
2 baby marrows
1 carrot
2 medium onions
25 ml oil
6 gherkins, chopped (optional)
25 ml brown sugar
25 ml Soya sauce
25 ml vinegar
200 ml beef stock (1 cube beef stock)/ 10 ml beef stock powder
25 ml corn flour + 50 ml cold water




METHOD
1. Drain pineapple chunks, reserve juice.
2. Slice green pepper, baby marrows, carrot and onions into thin strips (julienne).
3. Stir-fry vegetables in oil.
4. Add pineapple juice, gherkins, brown sugar, Soya sauce, vinegar and beef stock.
5. Cook for 3 minutes on medium heat.
6. Add meatballs and stew for 5 minutes.
7. Make a paste with the corn flour
8. Add to sauce and stir until thick.
9. Serve with white rice.




                                            15
QUESTIONS

1.   Identify a meat cut suitable for mince.                                      (1)

2.   Identify the binding agent for the meatballs.                                (1)

3.   List TWO ingredients that can be added to extend the meatballs.              (2)


4.   4.1 List and classify the methods of cooking in the entire recipe.           (4)

     4.2 Predict the effect of heat on:
         4.2.1     Proteins                                                       (1)
         4.2.2     Starch in the sauce                                            (2)
         4.2.3     Cellulose                                                      (1)

5.   Explain in detail how heat is transferred during the stewing of meatballs.   (4)

6.   6.1 Name the phenomenon responsible for the brown colour of the
         meatballs.                                                               (1)
     6.2 Explain how this phenomenon occurs.                                      (2)

7.   Identify ONE example for each of the following vegetable classifications:
     7.1 Roots                                                                    (1)
     7.2 Bulbs                                                                    (1)
     7.3 Fruit                                                                    (1)

8.   Identify the fruit classification of pineapples.                             (1)

9.   Explain the effect the acid in the sauce will have on the green pepper.      (2)

10. Analyse and identify four food systems present in this recipe.                (4)

11. 11.1 Explain why it is advisable to serve brown rice rather than white rice. (2)
    11.2 Classify brown rice.                                                    (1)
    11.3 Explain why the rice should be added to boiling water when cooking. (2)

12. Analyse and determine if this recipe is nutritionally well balanced.
    Propose any suggestions, changes or additions that can
    be made to improve this meal according to your analysis.                      (6)




                                            16
                                   ASSIGNMENT 2
                                  RECIPE ANALYSIS
                                  STANDARD GRADE
                                                                        TOTAL: 40
   SKILLS ASSESSED:

   Cognitive skills:

           Comprehension
           Application
           Analysis
           Interpretation

   Writing skills:


   Study the recipe below and answer the questions that follow on the provided
   answer sheet.

                     SWEET AND SOUR MEATBALLS WITH RICE


INGREDIENTS
500 g mince
½ onion chopped
5 ml salt
1 crushed garlic clove/4 ml crushed garlic (bought)
1 beaten egg
50 ml fresh breadcrumbs
oil for shallow frying
METHOD
1. Place mince in a mixing bowl
2. Add chopped onion, salt, garlic, egg, and fresh breadcrumbs.
3. Mix well.
4. Shape the mince mixture into 12 meatballs.
5. Press firmly so that it does not break during the cooking process.
6. Shallow fry the meatballs until brown.
7. Drain




                                            17
                                 SWEET AND SOUR SAUCE
INGREDIENTS
1 tin pineapple chunks (small tin 410 g)
1 green pepper
2 baby marrows
1 carrot
2 medium onions
25 ml oil
6 gherkins, chopped (optional)
25 ml brown sugar
25 ml Soya sauce
25 ml vinegar
200 ml beef stock (1 cube beef stock)/ 10 ml beef stock powder
25 ml corn flour + 50 ml cold water


METHOD
1. Drain pineapple chunks, reserve juice.
2. Slice green pepper, baby marrows, carrot and onions into thin strips (julienne).
3. Stir-fry vegetables in oil.
4. Add pineapple juice, gherkins, brown sugar, Soya sauce, vinegar and beef stock.
5. Cook for 3 minutes on medium heat.
6. Add meatballs and stew for 5 minutes.
7. Make a paste with the corn flour
8. Add to sauce and stir until thick.
9. Serve with white rice.




                                            18
QUESTIONS

1.   Identify a meat cut suitable for mince                                           (1)

2.   Identify the binding agent for the meatballs.                                    (1)

3.   List TWO ingredients that can be added to extend the meatballs.                  (2)

4.   Identify an example/s of the following cooking methods:
     4.1 Dry heat method                                                              (1)
     4.2 Two moist heat methods from the sauce                                        (2)
     4.3 Combination method                                                           (1)

5.   Explain in detail how heat is transferred during the stewing of meatballs.       (4)

6.   6.1      Name the phenomenon responsible for the brown colour of the
              meatballs.                                                              (1)
     6.2      Explain how this phenomenon occurs.                                     (2)

7.   Identify ONE example for each of the following vegetable classifications:
     7.1      Roots                                                                   (1)
     7.2      Bulbs                                                                   (1)
     7.3      Fruit                                                                   (1)

8.   Identify the fruit classification of pineapples.                                 (1)

9.   Explain the effect the acid in the sauce will have on the green pepper.          (2)

10. Identify the food system visible in the following:
    10.1 Green pepper, baby marrow, carrots, onion add together and stir-fry. (1)
    10.2 Corn flour mixed with cold water before heating.                     (1)
    10.3 Corn flour paste in the hot sauce.                                   (1)
    10.4 Beaten egg                                                           (1)

11. 11.1    Explain why it is advisable to serve brown rice rather than white rice.   (2)
    11.2    Classify brown rice.                                                      (1)
    11.3    Explain why the rice should be added to boiling water when cooking.       (2)
    11.4    Describe the appearance of the rice if correctly prepared.                (4)

12. Give an example/s of a ingredient/s from the recipe which belong to the
    following food groups:

     12.1   Meat and Meat alternatives                                                (2)
     12.2   Cereal and Cereal products                                                (1)
     12.3   Fats and Oils                                                             (1)
     12.4   Fruit and vegetables (one fruit and one vegetable)                        (2)




                                            19
                                  ASSIGNMENT 2
                                RECIPE ANALYSIS
                                 HIGHER GRADE
                                 ANSWER SHEET
                                                              TOTAL: 40

NAME AND SURNAME: _______________________________________________

SCHOOL: _______________________________________ DISTRICT: _________

1.       Identify meat cut
      _____________________________________________                    (1)

2.      Binding agent in meatball
      ____________________________                                     (1)

3.      To extend mince
     ____________________________ _____________________________        (2)

4.1. Classification of cooking methods

              COOKING METHOD                      CLASSIFICATION




                                                                       (4)
4.2     Effect of heat on

      4.2.1     Proteins
              ______________________________________________________   (1)

      4.2.2      Starch in sauce
              _______________________________________________________
              _______________________________________________________ (2)

      4.2.3      Cellulose
              _______________________________________________________ (1)

5.      Heat transference during stewing
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________      (4)

6.1     Phenomenon visible
        __________________________________________________________     (1)



                                         20
6.2     How does it occur?
        ___________________________________________________________
        ___________________________________________________________ (2)

7.     Vegetable identification
       7.1    Roots_________________________________                      (1)
       7.2    Bulbs_________________________________                      (1)
       7.3   Fruit_________________________________                       (1)

8.      Classification of pineapple _____________________________________ (1)

9.       Effect of acid on green pepper
      ____________________________________________________________
      ____________________________________________________________        (2)

10.     Food systems in recipe
      ___________________________________________________________
      ___________________________________________________________
      ___________________________________________________________
      ___________________________________________________________
      ___________________________________________________________         (4)

11.1    Brown rice instead of white rice
        _______________________________________________________
        _______________________________________________________
        _______________________________________________________           (2)

11.2    Classification of brown rice _________________________________    (1)

11.3    Reasons for adding rice to boiling water
        _______________________________________________________
        _______________________________________________________           (2)


12.     Analysis whether recipe is nutritionally balanced.
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________           (6)




                                       21
                                ASSIGNMENT 2
                               RECIPE ANALYSIS
                                ANSWER SHEET
                              STANDARD GRADE
                                                                 TOTAL: 40

NAME AND SURNAME: _______________________________________________

SCHOOL: _____________________________________ DISTRICT: ___________


1.       Identify meat cut
      _____________________________________________                        (1)

2.      Binding agent in meatball
      ____________________________                                         (1)

3.      To extend mince
     ____________________________ _____________________________            (2)

4.      Example/s of:

     4.1 Dry heat cooking method ____________________________________      (1)

     4.2 Two moist heat cooking methods in sauce
          ____________________________         _________________________   (2)

     4.3 A combination cooking method ________________________________     (1)

5.      Heat transference during stewing
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________          (4)

6.1      Phenomenon visible
        __________________________________________________________         (1)

6.2      How does it occur?
        ___________________________________________________________
        ___________________________________________________________ (2)

7.      Vegetable identification
        7.1 Roots _________________________________                        (1)
        7.2 Bulbs_________________________________                         (1)
        7.3 Fruit _________________________________                        (1)

8.      Classification of pineapple _____________________________________ (1)



                                       22
9.       Effect of acid on green pepper
      __________________________________________________________
      __________________________________________________________        (2)

10.     Food systems in recipe
        10.1 ___________________________________________________        (1)
        10.2 ___________________________________________________        (1)
        10.3 ____________________________________________________       (1)
        10.4 ____________________________________________________       (1)


11.1    Brown rice instead of white rice
        _______________________________________________________
        _______________________________________________________
        _______________________________________________________         (2)

11.2    Classification of brown rice ________________________________   (1)

11.3    Reasons for adding rice to boiling water
        _______________________________________________________
        _______________________________________________________         (2)

11.4    Appearance of the rice if correctly prepared
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________
        _________________________________________________________       (4)

12.     Food groups
        12.1 ________________________ ___________________________       (2)
        12.2 _____________________________________________________      (1)
        12.3 _____________________________________________________      (1)
        12.4 Fruit________________________________________________      (1)
              Vegetable ___________________________________________     (1)




                                      23
                                    ASSIGNMENT 3
                           PLANNING OF LIVING SPACES
                                   HIGHER GRADE
                                                                        TOTAL: 40

     SKILLS ASSESSED:

     Cognitive skills:
        Comprehension
        Application
        Analysis
        Interpretation

     Motor skills:
         Creativity
         Hand and eye coordination


     Writing skills:


Mr and Mrs Gibbs want to renovate their kitchen to modernise it. The kitchen is a
very large room and Mrs Gibbs would like her youngest child to do his homework in
the kitchen while she is preparing meals. The window is above the sink and no
changes should be done to the physical structure of the kitchen.


1.       Discuss hints concerning the following aspects: window treatments, basic
         kitchen shape, lighting and electrical outlets for the kitchen.    (10)

The bedroom (see question 2 on the answer sheet), is very small and face north.
It belongs to the eldest daughter Carmen who is 18 years old.




                                           24
2.     Colour the bedroom to illustrate a triad colour scheme using the primary
       colours.                                                             (12)


Study the following aspects that will be assessed with the colouring in of the bedroom,
before commencing this question.
    Are the correct colours used?
    Is the dominant colour clearly visible?
    Is the bedroom coloured in originally and creative, in other words are tints and
     shades used?
    Is the colouring done neatly?

Any medium can be used for the colouring in of the bedroom, e.g. colouring
pencils, paint, wax crayons, pastels etc.

3.   Carmen uses her bedroom to study. Name the components of a work centre
      and give an example for each from the sketch.                         (6)

4.   Analyse the bedroom with reference to the design principles. Give examples
     from the sketch to substantiate your analysis.                             (5)

5.   Study the sketch of the bedroom and determine whether it is
     functional.                                                                    (4)

6.   Carmen needs to store the following items in the chest of drawers.

Comb, winter jerseys, hairbrush, socks, gels and mousse for hairstyling, various
assortment of underwear, hairdryer

Assist her with the storage of these items to insure that it is functional.         (3)




                                             25
                                   ASSIGNMENT 3
                          PLANNING OF LIVING SPACES
                                STANDARD GRADE
                                                                        TOTAL: 40

  SKILLS ASSESSED:

  Cognitive skills:
   Comprehension
   Application
   Analysis
   Interpretation

  Motor skills:
     Creativity
     Hand and eye coordination

  Writing skills:

Mr and Mrs Gibbs want to renovate their kitchen to modernise it. The kitchen is a
very large room and Mrs Gibbs would like her youngest child to do his homework in
the kitchen while she is preparing meals. The window is above the sink and no
changes should be done to the physical structure of the kitchen.

1. Discuss hints concerning the window treatments and lighting for this kitchen     (5)

The bedroom (see question 2 on the work sheet) , is very small and face north. It
belongs to the eldest daughter Carmen who is 18 years old.




                                          26
2.     Colour the bedroom to illustrate a complementary colour scheme using
       orange as one of the colours.                                        (12)


Study the following aspects that will be assessed with the colouring in of the bedroom,
before commencing this question.
      Are the correct colours used?
      Is the dominant colour clearly visible?
      Is the bedroom coloured in originally and creative in other words are tints and
       shades used?
      Is the colouring done neatly?

Any medium can be used for the colouring in of the bedroom, e.g. colouring
pencils, paint, wax crayons, pastels etc.

3.     Carmen uses her bedroom to study. Name the components of a work centre
       and give examples of each from the sketch.                           (9)

4.     Analyse the bedroom with reference to the given design principles.
       Substantiate your answer with examples from the sketch.

       4.1.   Poor proportion                                                       (2)
       4.2.   Balance                                                               (2)
       4.3.   Rhythm                                                                (2)

5.     Study the drawing of the bedroom and determine whether it is
       functional. Substantiate your answer.                                        (5)

6.     Carmen needs to store the following items in the chest of drawers.

Comb, winter jerseys, hairbrush, socks, gels and mousse for hairstyling, various
underwear and hairdryer

Assist her with the storage of these items to insure that it is functional.         (3)




                                             27
                                 ASSIGNMENT 3
                         PLANNING OF LIVING SPACES
                                ANSWER SHEET
                                HIGHER GRADE
                                                                    TOTAL: 40




NAME AND SURNAME: _______________________________________________

SCHOOL: _______________________________________ DISTRICT:__________


1.     Hints regarding window treatment, kitchen shape, lighting and electrical
       outlets.
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
      _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________ (10)




                                        28
2.   Colouring in of bedroom        (12)




                               29
3.     Components of a work centre and examples from the sketch.

     COMPONENTS OF WORK CENTRE                  EXAMPLES FROM SKETCH




                                                                       (6)
4.     Design principles. Substantiate with examples from sketch.
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________
      _________________________________________________________        (5)




                                        30
5.    Determine whether the room is functionally designed.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________   (4)

6.    Functional use of storage.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________   (3)




                                   31
                           ASSIGNMENT 3
                    PLANNING OF LIVING SPACES
                          ANSWER SHEET
                         STANDARD GRADE
                                                        TOTAL: 40

NAME AND SURNAME: _______________________________________________

SCHOOL: ______________________________________ DISTRICT: __________


1. Hints with reference to window treatments and lighting
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________
   _________________________________________________________     (5)




                                 32
2. Colouring in of bedroom        (12)




                             33
3.    Components of a work centre and examples from the sketch.

COMPONENTS OF WORK CENTRE                     EXAMPLES FROM DIAGRAM




                                                                               (9)

4.    Design principles from sketch. Substantiate with examples from sketch.

      4.1   Poor proportion
         _________________________________________________________
         _________________________________________________________
         _________________________________________________________ (2)

      4.2   Balance
         ____________________________________________________
         ____________________________________________________                  (2)

      4.3      Rhythm
            ___________________________________________________
            ___________________________________________________
            ___________________________________________________
            ___________________________________________________                (2)

5.    Determine whether the bedroom is functional.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________                 (5)




                                         34
6.    Functional use of storage space.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________   (3)




                                   35
                           ASSIGNMENT 4
       FINANCIAL MANAGEMENT, WORK-STUDY, FAMILY STUDIES
                  HIGHER GRADE AND STANDARD GRADE
                                                    TOTAL : 40

SKILLS ASSESSED:

Cognitive skills:
   Comprehension
   Application
   Analysis of data
   Interpretation

Writing skills:


Life skills




                                36
1.    CASE STUDY


The Smit family consists of a father, mother, two sons in high school and a daughter
 at university.

The father is a deputy principal at the local high school and earns R7 000 per month
before deductions. The mother is a chief saleslady at a clothing shop and earns
R3 500 per month before deductions.

For extra income, the family works as a team to bake and sell koeksisters. For
February they have a standing, weekly order for fifty dozen koeksisters and they are
sold at R9 per dozen. The cost price to make a dozen koeksisters is R3.

R300 of this additional income goes towards the daughter’s pocket money. The boys
each get R50 pocket money per month.
The medical aid fund's contribution per month is R400 and water and electricity is
R300 per month, and the instalment on the car is R700 per month.
The monthly repayment on the housing loan is R800 and the property insurance is
R125 per month.
The car and household insurances is jointly R400 per month. Mr. Smit contributes
monthly to an endowment policy as well as an annuity and each cost R100 per month.
The instalment on the computer that they bought is R150 per month.
They are very economical and therefore their telephone account is only R100. They
spend R 1 000 on groceries. The children's school fees as well as the university fees
are R600 per month. Extra mural activities are R300 per month. They save monthly an
amount of R300 for emergencies.
Their contribution to the church is R400 per month.
1.1   To calculate the Smit family's net income, the following calculations/
      deductions should be made:
      Deductions:       Pension fund contributions
      Calculations:     Taxable income
      Deduction:        Income Tax

      Pension fund

      Both the father and mother contribute 7% of their monthly gross salaries
      towards a pension fund. Calculate the sum by using the following formula
      for (BOTH mother and father)

      7 X Monthly salary _ =R _____
      100    1
                                                                                 (2)




                                          37
1.2   Taxable income of mother and father respectively.                           (2)

1.3   Income Tax

      Both mother and father contribute 23 % of their taxable income towards
      income tax. Calculate the monthly deduction for income tax for EACH parent
      with the use of the following formula:

         23   X   Taxable income _ =R _______________
        100         1

                                                                                  (2)

1.4   Complete the table on the answer sheet to calculate the family's net
      monthly income. The information that you are going to calculate will be
      needed to calculate the budget.                                             (2)

2.    Draw up a complete budget for the Smit family. Complete it on the answer
      sheet.                                                                   (20)

At the age of 40 years Mrs Smit realised she is pregnant. She experiences
complications with the pregnancy. Her doctor advises her to stop working and to
rest as much as possible.


3.    Name two emotional demands made on Mrs Smit during this period.             (2)

Because Mrs Smit cannot handle the household her mother moved in with them
to support and assist her.

4.    A new baby and grandmother are additions to the family. Explain how it will
      influence the family.                                                   (4)

5.    Conflict can occur due to the current changes in the family structure. Identify
      THREE possible causes could develop due to this situation.                 (3)

6.    Due to this changed situation in this household it is important that each family
      member should participate in household duties. Indicate the positive effect
      this will have on the family.                                               (3)




                                         38
                                       ASSIGNMENT 4
      FINANCIAL MANAGEMENT, WORK-STUDY, FAMILY STUDIES
                      HIGHER GRADE AND STANDARD GRADE
                                       ANSWER SHEET
                                                                    TOTAL : 40

NAME AND SURNAME: ____________________________________________

HIGHER GRADE: __________________ STANDARD GRADE: _____________

SCHOOL: _____________________________________ DISTRICT: _________


1.    Case study
1.1   Calculate the net income
      1.1.1 Pension fund
            Mother      7    X   _ _________________=R ____________________
                       100                     1


              Father    7    X   _ _________________ =R ____________________
                       100                     1                                    (2)
      1.1.2 Taxable income
             Mother _____________________________________________                   (1)
             Father _____________________________________________                   (1)
      1.1.3 Income tax
             Mother     23       X   _ _________________=R ___________________
                        100                        1
             Father     23   X   _ _________________ =R ____________________
                       100                     1                                    (2)
1.1.4 Complete the table. The information that you are going to calculate will be
      needed to calculate the budget. Calculate the net income of the Smit
      family.

                                      FATHER           MOTHER            TOTAL
Gross income
Pension deductions
Income tax deductions
Net income
                                                                                    (2)



                                               39
1.1.5   Budget


                                 MONTHLY
     MONTHLY INCOME                                          AMOUNT
                               EXPENDITURE

 Assured Income           Food/ groceries             R ______________ (1)

 (Net Income)
                          Household running
                          costs
 Father: R __________     • electricity and          R ________________ (1)
                               water                                             I
                          • telephone                R _________________ (1) ,
 Mother: R __________
                          Accommodation
 Possible income            • bond payment           R _________________ (1)
 (Show calculations)
                          Transport                                             ,
_________________         • car                       R _________________ (1)
_________________
                          Extramural activities       R _________________ (1)
_________________ (1)
_________________ (1)     Miscellaneous
                          • pocket money              R _________________ (2)
                          • insurance                 R _________________ (3)
                          • instalments               R _________________ (1)
                          • medical                   R _________________ (1)
                          • school and
                               university fees        R _________________ (1)
                          • religion                  R _________________ (1)
                          Savings

                          • saving                    R _________________ (1)

TOTAL: R __________ (1)                      TOTAL    R _________________( 1)
                                                                             (20)
3.     Emotional demands made on Mrs Smit.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________                  (2)
     _________________________________________________________




                                        40
4.     How the new baby and grandmother influence the family.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________      (4)


5.     Identify causes of conflict.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________     (3)

6.     Positive effect of all participating in household duties.
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________      (3)




                                       41
                                  ASSIGNMENT 5
                            PRACTICAL CLASS WORK
                                                                       TOTAL : 40


 SKILLS ASSESSED:

 Organisational

 Time management

 Cognitive skills
     Comprehension
     Application
     Analysis
     Interpretation

 Motor skills:
      Preparation techniques
      Measuring of ingredients

 Writing skills

 Life skills :
       Group work

For this assignment, include FOUR of your best practical cookery lessons/class work
together with the checklists (Annexure 8) for each practical lesson

 It is always advisable that learners prepare well for each practical cookery
 lesson. The following are suggestions to assist learners in this preparation.

       A preparation sheet (refer to example on page 58)
       Analysis of the recipe (refer to page 59)
       Answer a few questions applicable to the lesson. These may be
        printed on the back of the recipe.

 NOTE:       The above examples are only included to serve as GUIDELINES.
             They are not prescribed, you may use any format.

 The above practice has many advantages i.e.
      Encourages smooth running of the lesson, as learners knows what they
       are doing.
      Integrates the theory into their practical work, which will have a spin off
       in theoretical assessment.




                                          42
The following needs to be assessed during the practical lessons. ONE or TWO
of the criteria below should be considered for assessment from EACH of the
following columns.

         PREPARATION ON DISH                              FINAL PRODUCT
     Collecting and preparing ingredients                Appearance
     Collecting and preparing equipment                  Texture
     Personal neatness                                   Taste
     Neatness of work surface
     Cleanliness of stove
     Washing of utensils
     Orderly and systematic method of work
     Correct use and handling of equipment
     Correct mixing methods and
      preparation techniques
     Correct application of cooking
      techniques
     Economical use of resources
     Application of safety precautions

At the end of all the practical lessons, each of these aspects in the columns
below should have been assessed.

The assessment of the FOUR best practical lessons must be recorded on
Annexure 5




                                         43
              PRACTICAL COOKERY: PREPARATION SHEET

 SURNAME AND NAME: _______________________________________

 DISH: _______________________________         DATE: __________

 RESOURCES:

 1.   INGREDIENTS

              GROCERIES                        VEGETABLES           MEAT




 2.   EQUIPMENT

FROM WORK UNIT        EXTRA EQUIPMENT NOT IN          SERVING UTENSILS
                            WORK UNIT




 3.   GARNISHING/ DECORATIONS


                  ORDER OF WORK (IN POINT )                          TIME
                                                                  ALLOCATION




                                     44
                                        ANALYSIS OF THE RECIPE

MOST IMPORTANT    MAIN NUTRIENT
 INGREDIENTS        PRESENT                 FUNCTION OF THESE MAIN NUTRIENTS          FOOD GROUP PRESENT




          TECHNIQUES USED DURING THE PREPARATION OF THIS DISH                     VISIBLE FOOD SYSTEMS




                   CLASSIFICATION OF THIS         METHOD/S OF HEAT -       EFFECT OF COOKING METHOD ON THE
COOKING METHODS      COOKING METHOD                TRANSFERENCE                         DISH




                                                      45
                                                                         ANNEXURE 1
                                  HOME ECONOMICS
                            PROVINCIAL MODERATION REPORT
      NAME OF SCHOOL: _______________________________ DISTRICT: _______
                                   EDUCATOR'S PORTFOLIO
      Control list of required documents
                                                                                YES    NO
 1.    Moderation report form – GDE Departmental
 2     All selected learners portfolios are included
 3.    Cluster Moderation report (Annexure 3)
 4     School Moderation report (Annexure 4)
 5.    Computerised Mark sheet – GDE (Original and one copy)
 6     Assessment of practical cookery (Annexure 5)
 7     Correspondence if any: explanation of absenteeism
 8.    Memoranda for assignments:         Assignment 1
                                          Assignment 2
                                          Assignment 3
                                          Assignment 4
 9.    Standardised tests with memoranda: Test 1
                                               Test 2
                                               Test 3
10.    Preliminary Examination with memorandum: Set by Cluster/School
                                                      Set by GDE

                     GENERAL ASPECTS                                            YES    NO
Appearance of    All documents are easy to find
file             Documents are in the correct order
Mark sheets      Marks: Marks next to each candidates name
                         Legible and clearly indicated
                         Correctly carried over
                         Correctly calculated
Marking of       Neatness: Ticks () clearly indicated
portfolios                  Marks are clearly indicated at the end of
                            each question
                           The final mark appear on the first page in
                           the given space
                     Accuracy        Assign      No change        Total marks   Total marks
                                                                      added      deducted
                                        1
                                       2
                                       3
                                       4
                                                                                YES    NO
                 Prove of: - Cluster moderation
                            - School moderation

COMMENTS: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________




                                                46
                                                                             ANNEXURE 2

                                   HOME ECONOMICS
                             PROVINCIAL MODERATION REPORT

     NAME OF SCHOOL: __________________________________ DISTRICT: _______
                                      LEARNER'S PORTFOLIO
     Control list of required documents
                                                                                    YES   NO
     1    Declaration form
     2.   Exposition of marks
     3.   Assignment 1
          Assignment 2
          Assignment 3
          Assignment 4
          Assignment 5 – Checklists for FOUR practical lessons
     4.   Standardised tests: Test 1
                              Test 2
                              Test 3
     5.   Preliminary Examination

     GENERAL ASPECTS

                                                                                    YES   NO
Appearance of file   All documents are easy to find
                     Documents is in the correct order
Handwriting          Neat and legible (handwriting and ink quality (light/dark]
Quality of           Excellent      Average         Poor              Very poor
answers
(Mark block with
a X)
Learners answers     Learners has         Precisely as GDE       All learners has
                     individual answers   memorandum             the same answers
                                                                 BUT not like the
                                                                 GDE
                                                                 memorandum
GDE memoranda        Is present in learner’s portfolio (Should not be there)
for assignments

     COMMENT:
     _________________________________________________________________________
     _________________________________________________________________________
     _________________________________________________________________________
     _________________________________________________

     SURNAME OF MODERATOR: ________________SIGNATURE: ____________________




                                                  47
                                                         ANNEXURE 3


                 GAUTENG DEPARTMENT OF EDUCATION
             DIRECTORATE EXAMINATION AND ASSESSMENT



                CLUSTER MODERATION REPORT
SCHOOL: ________________________________     DISTRICT: ________

SURNAME AND INITIALS OF EDUCATOR: ____________________________

ASSIGNMENT     DATE      TOTAL PORTFOLIOS     COMMENTS BY CLUSTER LEADER
             MODERATED   MODERATED: FROM


    1                      ______ : ______




    2                      ______ : ______




    3                      ______ : ______




    4                      ______ : ______




               TOTAL       ______ : ______
             MODERATED


NAME AND INITIALS OF CLUSTER LEADER: ___________________________

SIGNATURE OF CLUSTER LEADER: __________________________________



                                 48
                                                                                                     ANNEXURE 4


                     GAUTENG DEPARTMENT OF EDUCATION
                  DIRECTORATE EXAMINATION AND ASSESSMENT


                CASS PORTFOLIO HOME ECONOMICS
                       SCHOOL MODERATION
SCHOOL: _________________________________________DISTRICT: _______

NAME OF EDUCATOR: _______________________________________




                                                                                                         DATE MODERATED
                                                                                   COMMENTS BY HOD
                                                                 TESTS MODERATED
                                                                 ASSIGNMENTS AND
                                    DATE COMPLETED
                   FOR COMPLETION
                   PROPOSED DATE




                                                                                   / SUBJECT HEAD
                                                                 STANDARDISED
     ASSIGNMENT




                                                     NUMBER OF


                                                                 NUMBER OF




                                                                                                                          SIGNATURE
                                    TEST DATE


                                                     LEARNERS


                                                                 LEARNER




                  End of
                  first
      1           term

      2

      3

      4
STANDARDISED TESTS

      1

      2

      3
PREPARATORY
EXAM




                                                                                     SCHOOL STAMP
__________________________________
SIGNATURE OF HOD / SUBJECT HEAD




                                                                  49
                                                       ANNEXURE 5


                GAUTENG DEPARTMENT OF EDUCATION
             DIRECTORATE EXAMINATION AND ASSESSMENT


                ASSESSMENT OF PRACTICAL COOKERY

SCHOOL: _________________________________________ DISTRICT: _______

NAME OF EDUCATOR: _______________________________________




                                                              TOTAL


                                                                      TOTAL
                                                                      FINAL
      DISH




                                                                      40
      DATE



  ASSESSMENT-
    CRITERIA



MARK ALLOCATION
     NAME
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.




                                 50
                                                                       ANNEXURE 6


                  GAUTENG DEPARTMENT OF EDUCATION
               DIRECTORATE EXAMINATION AND ASSESSMENT


                                DECLARATION FORM


SCHOOL: _______________________________________________
DISTRICT: _______________
NAME OF LEARNER: ___________________________________
EXAM NUMBER: _____________________________________

HIGHER GRADE                                    STANDARD GRADE


CONFIRMATION BY LEARNER:

I hereby confirm that the work in this portfolio is my own or the group’s original work.
I understand that if it seems that this assertion is false, that I may be expelled from
the final Senior Certificate Examination.


______________________________                                  ________________
SIGNATURE OF LEARNER                                            DATE


CONFIRMATION BY EDUCATOR:

To my knowledge, the work in this portfolio is the original work of this learner and / or
his/ her group. All the necessary work is included in this portfolio.


______________________________                                  ________________

 SIGNATURE OF EDUCATOR                                          DATE




                                           51
                                                                      ANNEXURE 7


                   GAUTENG DEPARTMENT OF EDUCATION
                DIRECTORATE EXAMINATION AND ASSESSMENT


                                 EXPOSITION OF MARKS

SCHOOL: _______________________________________________
DISTRICT: _______________
NAME OF LEARNER: ___________________________________
EXAM NUMBER: _____________________________________

HIGHER GRADE                                    STANDARD GRADE


       TASK                  MARKS         WORK HANDED IN
                                           LATE MINUS 10%
1. Research               ______ : 80               -8
2. Recipe analysis        ______ : 40               -4
3. Interior               ______ : 40               -4
4. Financial
   management
   Family studies         ______ : 40               -4
   Work-study
5. Practical              ______ : 40           -4
                                       Total of minus
     A TOTAL              ______ : 240 ______             =    ____ : 240 ÷ 4 = ___:60


                            MARKS           PERCENTAGE                 TOTAL
Standardised         Mark            Out
Tests
      1           _____      :    _____    _______             ______ ÷ 15 = _____:
                  _____      :    _____    _______
      2           _____      :    _____
                                                          20
      3                                    ______
  Preparatory     _____ : 300 HG           ______    HG        _____    ÷ 5 = _____ :
 Examination      _____ : 200 SG           ______   SG    20


                                                          B   TOTAL         _____ : 40



     FINAL MARK:                 A _____ : 60 + B _____ : 40 = _____ : 100




                                           52
                                                            ANNEXURE 8


              LEARNER CHECK LIST FOR PRACTICAL COOKERY

SURNAME AND NAME: _____________________________________________

SCHOOL: ____________________________ DISTRICT: __________________

DISH: _____________________________________ DATE: ________________

                                                   YES   MOSTLY   NO
I was able to comprehensively complete my
preparation for this lesson.
I was able to collect all the ingredients and
equipment required before preparing the dish.
I was able to measure the ingredients
accurately.
I understood the recipe and prepared the dish
correctly using the techniques and skills
demonstrated /from previous learning
experiences.
My work unit and –surface was neat and tidy
at all times.
The wash area was neat and I washed
constantly throughout the lesson.
I was able to present/ garnish the dish
correctly and effectively
I used the time effectively and finished on time
I tasted the dish and enjoyed it




                                           53

								
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