Grade 9 GEC Int Proj 2024 - Teacher's Book

GEC INTEGRATED GRADE 9 PROJECT
TEACHER’S PROJECT NOTES
PROJECT-BASED LEARNING | ANCHOR SUBJECT: LIFE ORIENTATION
Read to Lead
A Reading Nation is a Leading Nation

GRADE
2024 9
Table of contents
Table of contents 01
Letter to teachers 02
Life Orientation project summary 03
A special note to Language teachers 4

Home Language or First Additional Language: Stage 1- Research Activity 4
Home Language: Stage 2- Writing Process 5

Home Language Stage 3- Oral Presentation 6
Part 1: Inquiry-based learning 07
Step1: Prior knowledge 07
Step 2: New knowledge 08
Step 3: Order 10
Step 4: Apply 10
Part 2: Problem-based learning 11
Step 5: Define 11
Step 6: Explore 11
Step 7: Brainstorm 12
Step 8: Present 13
Part 3: Design-based learning 14
Step 9: Evaluate 14
Step 10: Prototype 14
Step 11: Feedback 15
Step 12: Integration 15
Step 13: Present 16
Assessment rubrics 17
Project-based Learning Thinking | Connection | Character

1
Dear Teacher
We would like to welcome you as an integral part and research partner in a representa ve sample group for
pilo ng the new, revised General Educa on Cer ficate, or GEC.
The GEC forms part of the Na onal Assessment Framework (NAF) and our hope is that it will assist learners
in developing a holis c skill set a er ten years of schooling, and to test and learn how best we can enable
Districts and Provinces to prepare for the actual GEC roll out in a few years’ me. Therefore we are tes ng
and implemen ng the 360 degree assessment model which will include an Inclina ons Quiz, School-based
assessment for Term 3 (the Integrated Project) and Curriculum tests.
This Integrated Project forms part of the school-based assessment. It is one of two projects that will replace
the 9 projects (one for each subject) in the third term. The integrated projects are modeled on a Project-
based learning methodology, crea ng ac vi es that more closely replicate real-life experiences, and thus
develop real-life competencies. It also servers as a vehicle to observe the development of 21st century skills
in learners.
The integrated project includes SBA project marks for all subjects (as per the amended ATP) and is aligned
to the CAPS amended ATP in each subject. To assist teachers in implemen ng the Integrated Project, there
is a step-by-step guide (Teacher’s Project Notes), a Resource Pack with extra informa on, Electronic
resources and a Learner’s Workbook.
All rubrics have been added to the Teacher’s Project Notes to simplify implementa on and create less work
for teachers who are stepping into uncharted territory.
Teachers from all the subjects integrated into this project, will have to plan and work together towards a
common goal. We suggest that you form a PLC at school where teachers can support and assist each other
during the third term.
Thank you for taking on this important role in the holis c development of our learners. You will enjoy much
support from the district, province and na onally, as well as the E³ team in each province.
We acknowledge your commitment and honour your hard work.
The DBE-E³ team

Life Orientation project summary
Phase A and C: Learners research a career opportunity and a business idea that aligns with their personal
strengths, capabili es and interests. They write a report on their findings and present this report to an
audience. Learners reflect on how their research on apartheid laws has influenced their decisions. They
make props, posters, create dances and songs, or any other item (Crea ve Arts) to support their public
presenta ons.
During Phase B learners work in groups to iden fy a simple problem in the community where they can
assist. They work collabora vely towards a solu on, apply to sponsors for resources and they implement
their solu on in their community.
OBSERVING 21ST CENTURY SKILLS DURING THE IMPLEMENTATION

OF GEC-INTEGRATED PROJECTS
As a teacher you already know that you play an essen al role as a facilitator of learning. You know that
rather than simply giving knowledge to learners, you create an environment in which your learners can
explore, discover, and construct their own understanding of the subject ma er. As a facilitator you
• create an emo onally and psychologically safe learning environment so that learners feel safe to
par cipate in the lesson,
• provide prompts when learners get stuck,
• provide construc ve and mely feedback to learners,
• and make adjustments to your lesson based on what you observe (this is assessment as learning) so
that learners can grow their understanding and grow their skills and competencies.
While learners are working on this project, your role as a facilitator is to observe, listen, and record the
process of their learning (21st century skills) during the project. If you're new to formally observing
these skills, we have provided guidance for each task by sugges ng par cular 21st century skills you
might focus on. You will find these sugges ons in the boxes en tled '21st century skills to look out for.'
These sugges ons are not exclusive; they're intended to simplify your observa on process so you do not
need to try and observe everything all at once. Once the process becomes more familiar to you, you can
begin to explore ways to observe addi onal or different skills. To find out more about the 21st Century
Skills please read the “Teachers guide to 21st Century Skills” as well as the GEC Manual, under the
sec on 21st century skills.
Project-based Learning Skills for a changing world

3
A SPECIAL NOTE TO LANGUAGE TEACHERS
1 The learners of both language levels (HL an d FAL) have the same choice.
They choose to either research a career and write a report, OR they
research a business idea and then write a business letter. There is,
therefore, a choice. If the learner chooses to do the re port in HL, he/she will
do the business letter in FAL. Similarly, if the learner chooses to do the
report in FAL, he/she will do the business letter in HL.
2 All languages will be included on Home Language level at schools . All
language levels do the c reative writing project in the Yearly Teaching plan.
The GEC pilot schools do a Non-Literary Text project and the other schools
do a Literature project.
HOME LANGUAGE OR FIRST ADDITIONAL LANGUAGE – STAGE 1 RESEARCH

ACTIVITY (20)
TEACHING MOMENT:
Before the project commences, all learners should :

Take the inclination assessment provided by TeacherConnect chat to help
learners identify a career that matches their skills and qualities. The inclination
test can be accessed through WhatsApp at +27 60 060 3333.
Scan the QR Code for ease of access
Open the WhatsApp application on your phone and send this keyw ord IGO in a
WhatsApp message to TeacherConnect chat contact. Please note that the keyword is
not case-sensitive (so you can enter it in uppercase or lowercase). Just make sure that
there are no spaces between the letters i, g and o.
- discuss question types that relate to interviews for research on careers and business
opportunities.
- read and discuss the possible questions listed below for understanding and allow
learners to develop their own questions as part of their research.
- define new terminology/ vocabulary to make meaning in the possible questions

below.
- explain and demonstrate to learners how to develop a research question as well as

how to do research.
- demonstrate to learners how and why it is necessary to do referencing as part of the

research activity.

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Learners will
§ select between option 1 (Career / Job) and option 2 (Business Idea)
§ will research the option selected
§ develop a research question
§ develop an interview questionnaire that will respond to the research
question developed
§ will conduct interviews as part of the research process as follows:
o Do a psychometric assessment (Resource:
https://positivepsychology.com/career-counseling-test-questions/ )
o CAREER CHOICE: Conduct an interview with somebody who works
in the learners’ selected career choice (can be done face to face, via
WhatsApp, email or a questionnaire)
o BUSINESS CHOICE: Conduct an interview with a business owner
(can be done face to face, via WhatsApp, email or a questionnaire)
will keep a list of resources used for referencing purposes
Home Language: Stage 2 - Writing Process (30)

LEARNERS’ WORKBOOK
INSTRUCTIONS:
Learners have selected one of the following options and will continue with
part two of the option selected:
OPTION ONE - CAREER/JOB

1.1 Plan (for writing) using a graphic organiser to write a Report on the research
for a suitable career process
1.2 Write a Report explaining the research process undertaken for finding a
suitable career and the findings thereof.
OPTION TWO – BUSINESS IDEA:

2.1 Plan (for writing) using a graphic organiser to write a Business /Formal Letter
requesting Sponsorship
2.2 Write a Business / Formal Letter requesting sponsorship
INSTRUCTIONS TO THE LEARNER:
Learners will
o continue with the second part of option 1 (Career / Job) and option 2
(Business Idea) that they have selected
o continue with the option selected – Option 1: Report
o complete the first draft of the Report by using the Flow Map below to
guide the planning process
o adhere to the topic of the Report: Explaining the research process
o explain the research process undertaken for finding a favourable business
opportunity and the findings thereof.
o will indicate in the Report, what they have learnt during the research
process about establishing a small business entity.
o follow the writing process before writing the final draft of the Report.

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Home Language : Stage 3 - Oral Presentation (20)
OPTION ONE:
Learners will choose a career based on their psychometric aptitude. They will
gather information on their career choice by interviewing career professionals or
people in their communities.
TOPIC: Use the research information as per stage 1 (research) and stage 2
(writing). Prepare a presentation to report to a panel. to enh ance your
presentation, you are allowed to use props (helmets, tools, models) or visual aids
(poster, flyers, PowerPoint, presentation, organizational charts, etc.). Use the
planning frame below to guide your thoughts.
OR
OPTION TWO:
Learners will decide on business opportunity. They will gather information on
their business choice. The teacher could invite different business owners to
school and allow learners to interview the business owners in groups.
TOPIC:
Use the research information as pe r stage 1 (research) and stage 2 (writing).
Prepare a presentation for a potential sponsor for your business. To enhance your
presentation, you are allowed to use props (helmets, tools, models) or visual aids
(poster, flyers, PowerPoint, presentation, orga nizational charts, etc.). Use the
planning frame below to guide your thoughts
Teachers will take learners through the following:

Instructions:
· Plan and prepare an oral presentation on OPTION 1 or OPTION 2
· The oral presentation is a verbal report on the topic. It may include visual
props and slides.
· Adhere to the time allocated for length of presentation
Step # 1: Summarize your draft into key points to write on your presentation
slides and/or note cards.
Step # 2: Prepare your visual aids. (PowerPoint Presentation/ Infographic)
Step # 3: Rehearse your presentation and practice getting the presentation

completed within the time limit given. Ask a friend to listen and time you.
These RESOURCES are available in the Teacher’s Resour ce Pack:
1. Simple steps to guide learners in research on a given topic

2. Teaching steps to mediate the development of a research question
3. Simple steps to teach learners on how to do referencing while doing
research

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PART 1 EXPLORING THE WORLD
(INQUIRY-BASED LEARNING)
STEP 1: Prior knowledge

Think about what you already know
Purpose of this step: The learner reflects on and shares his/her own knowledge, experiences and
perspec ves (s mula ng prior knowledge and evalua ng baseline knowledge).
21 Century skills development

In this step, learners are reflec ng on and sharing his/her own knowledge, experiences, and
perspec ves. In this step, you may have the opportunity to observe elements of
Metacogni on. Metacogni on is about being aware of how we think, what we know, and how
we know it. Metacogni on helps us to reflect on our thinking, set goals, and monitor and
evaluate our learning. Some of the Sub-skills that make up Metacogni on include 5.1 Se ng
goals and planning: Did the learner set goals and make a plan during the project?
5.2 Monitoring progress against plans: Did the learner monitor their progress against their
plans? 5.3 Reflec ng on planned work: Did the learner reflect on their project and or their
prior knowledge?
1.1 (+LO) Learners start with Circle Map on Worksheet 1: They write their names in the middle circle
and at least 5 careers or job ideas in the outer circle. (Please see the Resource Pack on how to use
the Circle Map and other Thinking Maps.) With a different colour pen or pencil, they also add five
business ideas to the outer circle.
1.2 (+LO) Ask learners to label the top of the Tree Map on Worksheet 2 with My future and the next
layer of two branches with My business (Entrepreneurship) and My job (Employee). Ask learners to
take their three top choices from Worksheet 1 and add these op ons to each branch. e.g.,
Employee – Dress maker, Designer, Fashion model. Or under business – Bou que, Beauty Salon,
etc.
1.3 (+LO) To complete the Tree Map with another two op ons, ask learners to swop their Circle Maps
with the person on their le . They should each choose another two job op ons and business ideas
from their friend’s Circle Map.
1.4 (+LO) Start a conversa on in class around strengths, abili es, weaknesses and interests and how
these differ from person to person – and why it should! Learners complete Worksheet 3 – they
circle or underline items in the four quadrants according to their self-knowledge. There are spaces
for things that don’t appear on the list that they would like to add.
1.5 (+ARTS) Have a look at the Crea ve Arts Guide. At the end of the project learners will present their
research and will make use of props or artworks to enhance the presenta on. Crea ve Arts
teachers can follow the Crea ve Arts Guide from week 1 to eventually integrate Arts in steps 10,
11, 12 and 13 of the project.

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STEP 2: New knowledge
Build on what you already know and add new knowledge
Purpose of this step: Learner observes or takes part in something new that is an extension /expansion of
prior knowledge.
21 century skills to look out for

In this step, learners observe or take part in something new that is an extension/expansion of
their prior knowledge. In this step, you may have the opportunity to observe elements of
Cri cal Thinking, Communica on and Crea vity.
Cri cal thinkers ask ques ons, find the right informa on, and apply it to solve a problem.
Some of the sub-skills that make up cri cal thinking include 1.1 Asking ques ons,
1.2 Evalua ng ideas/informa on, 1.3 Iden fying pa erns.
Communica on is the process of sharing informa on, a tudes, and values. Both “what we
say” (verbal communica on) and “how we say it” (non-verbal communica on) are important.
Some of the sub-skills that make up Communica on include: 2.1 Non-verbal communica on,
2.2 Ar cula on, 2.3 Empathising.
In this instance, crea vity is defined as the ability to come up with many different ideas and
apply them to find realis c solu ons to problems. Some of the Sub-skills that make up
crea vity include: 3.1 Number of ideas, 3.2 Range of ideas, 3.3 Feasibility of ideas.
2.1 (+LO +LANG +SS) Learners now choose one career or job from Worksheet 2 and start gathering
informa on on their choices. They use Worksheet 4.1 to compile a list of interview ques ons.
Please assist learners to do personal interviews (these can be face-to-face, via WhatsApp, Email or
delivered ques onnaires) with people in the community who are currently in careers of their first
choice. Please collaborate with SS teachers who have to include ques ons on apartheid laws.
Here is a list of possible interview ques ons to ask career professionals:
• What subjects must you take to become a …?
• How many years must you study to be able to do your job?
• Where can you find bursaries to study for this job?
• How many hours do you have to work in a week?
• Are there any promo on opportuni es in this job?
• Do you need to study further or keep studying to stay on top of things?
• What physical abili es do you need?
• What are the general working condi ons?
• What are the things you never expected to enjoy in this job?
• What are the things you never expected to have to do in this job?
• What type of star ng salary can you earn doing this job?
• Do men currently earn more than women in these posts?*
Teachers might want to use this opportunity to address gender equality, as per ATP.
• What other abili es, skills or talents do you need to be successful in this job?
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2.2 (+LO +LANG +SS) Learners now choose one business idea from Worksheet 2 and start gathering
informa on on their choices. They use Worksheet 4.2 to compile a list of interview ques ons for a
business owner. Please assist learners to do personal interviews (these can be face-to-face, via
WhatsApp, Email or delivered ques onnaires) with people in the community who currently own
businesses. You may be able to invite a business owner to visit the school to create an opportunity
for your learners to interview this person in a group.
Here is a list of possible interview ques ons to ask business owners:
• Why did you choose this type of business?
• In what industry is your business idea situated? Primary? Secondary? Ter ary?
• What skills do you need to run such a business?
• What are the 8 core business func ons you have to fill?
• Do you do all the work or do you employ people for certain posi ons?
• Is it be er to form a partnership, sole proprietorship or a Pty (Ltd)? Please explain.
• Where would you go for seed capital to start your business? How did you find funding?
• Is it possible to bootstrap* such a business?
• If you could start over, what advice would you give yourself?
• What do you enjoy about being a business owner or entrepreneur?
• Can anyone be an entrepreneur or own a business?
* Bootstrapping is building a company from the ground up with nothing but personal savings,
and with luck, the cash coming in from the first sales. The term is also used as a noun: A
bootstrap is a business built by an entrepreneur with li le or no outside cash support.
Source: Investopedia.com
2.3 In presen ng their research report at the end of this project, learners will have to include a source
or reference list. Personal interviews are examples of primary sources and should be included in
the source list. Learners can use Worksheet 4.3 to reference their interviews. Here is how:
If my name is Katlego Mbali and I did a personal interview with Mr. Billy Fortuin on 20 April 2022 in
Welkom, I will reference it as follows:
WRITER TITLE PUBLICATION DATE PLACE URL / PUBLISHER
K. Mbali Interview with Mr. Billy Fortuin 20 April 2022 Welkom Private
2.4 (+SS) Learners research 2 Apartheid laws that once influenced people's ability to do business or
find a job. They incorporate their findings in a research report.
2.5 (+SS) They use Worksheet 5.1 to write down their research and findings. Learners use Worksheet
5.2 to demonstrate the cause and effect of ONE of these laws in the cause and effect map. A cause
and effect map is a visual map that func ons as a problem-solving tool. As the name suggests, its
main purpose is to help you iden fy the cause of a troubling situa on in rela on to the effect (or
results) you've observed. In Worksheet 5.3.1 learners prepare two interview ques ons for the LO
interview. These ques ons should be about how Apartheid Laws have influenced the interviewees
choice of career or business.
2.6 (+SS) Learners use Worksheet 5.3.2 to write a Social Sciences report on how Apartheid laws they
have researched, had effected the interviewees choice of career or business.
2.7 (+SS) Learners use Worksheet 5.4 to list their resources used for the Social Sciences report.

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STEP 3: Order
Order and categorise your existing knowledge
Purpose of this step: To order and make sense of informa on and knowledge that emerged in
Knowledge and New knowledge steps.

In this step, learners order and make sense of informa on and knowledge that emerged in the
previous two steps. In this step, you may have the opportunity to observe elements of Cri cal
Thinking. Cri cal thinkers ask ques ons, find the right informa on, and apply it to solve a
problem. Some of the sub-skills that make up cri cal thinking include 1.1 Asking ques ons, 1.2
Evalua ng ideas/informa on, 1.3 Iden fying pa erns.
3.1 (+LO +EMS) Learners now use Worksheet 6.1 and 6.2 (the two Bubble Maps) to map out their new
knowledge a er research. They write their chosen 6.1) job and the 6.2) business in the middle
bubble and add all aspects of their research in the satellite bubbles.
3.2 Keep in mind: A doctor's prac ce is also a business; electricians need to run their own businesses;
hairdressers need basic business skills. Even if your mind is made up on a certain career, you will
need to gain business skills to sell your services to the wider public.
STEP 4: Apply
Apply your knowledge to your context (driving question)
Purpose of this step: To use knowledge to answer the driving ques on

In this step learners use knowledge to answer the driving ques on by playing the boat-making
game. This is an interac ve collabora ve task that might present an opportunity to observe a
number of different elements such as:
- Cri cal thinking 1.1. Asking ques ons, 1.2 Evalua ng ideas, 1.3 Iden fying pa erns
- Communica on 2.1 Non-verbal communica on, 2.2. Ar cula on, 2.3 Empathising
- Crea vity 3.1 Number of ideas, 3.2 Range of ideas, 3.3 Feasibility of ideas,
- Collabora on 4.1 Nego a ng roles and responsibili es, 4.2 Pooling resources, 4.3 Engaging
with roles and responsibili es,
- Metacogni on 5.1 Se ng plans and goals, 5.2 Monitoring progress, 5.3 Reflec ng on work.
PLEASE NOTE: The boat-making game takes about 90 minutes to complete. This will need
planning and communication with all teachers involved. Please see where Language/Social
Sciences or any other subjects involved in the integrated project line up on the timetable for 3 or 4
consecutive periods, and use these for playing the game.
4.1 (+EMS) GROUPS of 8: Learners play the Boat-making Game. (Please see the Resource Pack for
Game Rules and links to videos explaining the game.) This game is designed around a discovery of
the 8 business func ons. In unpacking the game, it is important to ask ques ons un l learners
make the connec on with their roles in the groups and how it corresponds to the 8 business
func ons in their handbooks. Learners complete Worksheet 7.1.
4.2 Learners use Worksheet 7.2 to list the business func ons and write an explana on for each.

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PART 2 EMBRACING THE CHALLENGE
(PROBLEM-BASED LEARNING)
STEP 5: Define
Ask lots of questions to help you define your problem
Purpose of this step: Push for clarity on the problem/ques ons.

In this step learners will be defining their problem. This step might present an opportunity to
observe elements of communica on and collabora on.
5.1 (+LO) Ask learners to come forward with problems in the community. Write these on a black/white
board or on a big sheet of paper in front of the class, or ask learners to write their iden fied
problems on flash cards, which you can display on the wall. Collect as many problems as possible.
They can be simple or complex. Just keep going.
• (+LO) GROUPS: Now divide the class into groups (of 8 if possible) and ask them to choose a
problem from the display. They must select a problem which they feel connected to, but also
where they intui vely feel that they can make a difference. They must understand that they need
not solve the problem (e.g., older community members are lonely) but that they may be able to do
something small to make a difference (e.g., by wri ng le ers to elderly ci zens/visi ng old age
homes with a small prepared concert).
• Each group must come up with a burning ques on (research ques on) from their problem. For
example: How do we combat unemployment in our community? OR How can we beau fy our
community? Learners use Worksheet 8 to write down the pressing (research) ques on in their
group.
STEP 6: Explore
Consider different points of view to help you understand more

In this step learners carry out research to consider different points of view to help them to
understand more about the problem or task. This step might present an opportunity to
observe elements of collabora on, cri cal thinking and metacogni on.

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6.1 (+LO +EMS) To answer the burning ques on from Step 5, learners, in their respec ve groups, now
need to find out about, or research NPOs, NGOs or other volunteer organisa ons who are
currently helping out in their community (connected to their burning ques on). Write down the
names of these companies (if any) on Worksheet 9.
• Learners must try and find out as much as possible about these non-profits* (Please see the
Resource Pack for defini ons of NGO, NPO and volunteer organisa ons.) If possible, it would be
great if they could interview someone from the organisa on or read up on websites, etc. Add more
informa on as it is gathered to Worksheet 9.
*A non-profit or not-for-profit organisa on is, as the name suggests, a legal organisa on

(company) whose primary purpose is to promote public good rather than making profit.
These are founded by a group of people who come together for a common purpose - to provide
service to members and other people. Non-profit organisa ons may, and must, make a profit to
be sustainable, but profit is not shared between directors or shareholders. It stays within the
company to cover expenses. A non-profit company can apply to the South African Revenue
Service for a tax-exempt status. Sources: Saipa.co.za; nolo.com
• Please help the learners to discover that volunteering at an NPO or NGO gives them the
opportunity to gain experience to add to their CVs and help them find a job! (Please see Resource
Pack: How volunteering can help you build skills for your career.)
6.2 (+EMS) How would the 8 business func ons be relevant in a volunteer organisa on? Use
Worksheet 10 to write down the 8 business func ons and their importance in a volunteer
organisa on.
STEP 7: Brainstorm*
Brainstorm as many solutions to your problem as possible

In this step, learners discuss and share possible solu ons to their problems. This step might
present an opportunity to observe elements of crea vity, communica on, cri cal thinking,
collabora on and metacogni on.
Purpose of this step: Discuss and share possible solu ons.
(Please see Resource Pack: Rules for Brainstorming)
7.1 (+EMS) Review all the problem statements from all groups (Worksheet 8). If possible, put them up
in class for everyone to see. The class (by vo ng or friendly debate) choose ONE of these problems
to solve and start looking for opportuni es to volunteer somewhere, if possible. They must
brainstorm ideas for a volunteer project that the whole class can take part in. It can be a VERY
SIMPLE exercise like cleaning up around the school, or pain ng a creche's wall. Even something
that needs to be done at school – maybe a puppet show for the younger grades about bullying.
7.2 (+EMS +LANG) These ideas are going to need funding or in-kind sponsorships, for example: If they
are going to clean up somewhere, they will need black bags and gloves. Similarly, if they are going
to beau fy a creche, they will need paint. How do you apply for sponsored items? Ask learners to
brainstorm some ideas and write these on Worksheet 11. Plan a business le er to a possible
sponsor on Worksheet 12.4 and 12.5. Use Worksheet 12.6 for the final le er.
7.3 (+EMS) Learners should each be prepared to present their idea to a possible sponsor. (Even if they
don't all get to present to the actual sponsor, they should all be prepared to do it once in class.)
Learners start planning their sponsorship presenta on on Worksheet 13. This presenta on plan

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must include the following:
• Execu ve Summary (or Introduc on)
• Problem you are solving
• Organisa on and management overview. Who will be doing what?
• Service you are rendering. What are you doing where?
• Trac on: What you already have in resources (For example, 35 learners in class who can
work/paint/clean, a school bus to take you there if available, parents who are prepared to drive
you, old buckets of paint and some second-hand brushes learners can bring from home, etc.).
• Funding request: What you need to finish the project. This refers to the things that you cannot
bring from home or find. This includes capital (money) or in-kind sponsorship.
• Financial projec ons: Add a small budget.
• How the sponsor will be compensated. (e.g., we will read out your company name and number
during assembly, we will commend you to our parents on parents' evening, we will take a
picture for the paper of our finished project and thank you in the cap on, etc). Think of crea ve
ways to thank your sponsor.
• Share the meline. (We would like to start as soon as next weekend, for example.)
• Thank the person for their me and considera on.
* In-kind sponsorship (or value-in-kind sponsorship) is a type of sponsorship where the sponsor
agrees to provide goods or services (value in kind) instead of cash as part of a sponsorship
agreement. ... In-kind sponsorship is most certainly not charity. Source: Racedirectorshq.com.
STEP 8: Present
Present the point of view and options to an audience (practice run for Step 13)
Purpose of this step: Presen ng the possible solu ons for itera on/change

In this step learners present possible solu ons to their problem. This step might present an
opportunity to observe elements of communica on, collabora on, and metacogni on.
Purpose of this step: Presen ng the possible solu ons for itera on/change
8.1 (+EMS +LANG) Learners each present their sponsorship applica on to the rest of the class. The
class decides who will represent them to take the presenta on to a real sponsor. If it is not possible
to visit the sponsor in person, the presenters can create a WhatsApp video presenta on.
8.2 The class uses the funds or sponsorship they have received to complete their small volunteer
project. Try to get them some media exposure, even if it is the school newspaper or the class's
WhatsApp group. Share the finished project on social media with parents and the wider
community. Remind learners to always take any opportunity to thank the sponsors publicly.
8.3 Give learners me to reflect on their experience as volunteer workers on Worksheet 14.

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PART 3 DESIGNING THE FUTURE
(DESIGN-BASED LEARNING)
STEP 9: Evaluate
Evaluate and select your best solution
Purpose of this step: Look at the best solu on for the problem/choose the best op on.

In this step, learners determine the best solu on to their chosen problem. This step might
present an opportunity to observe elements of Cri cal thinking and metacogni on.
9.1 (+LO) Learners write a report in LO language of teaching (150 words) on their career and business
choices with all the reasons and extra informa on they have researched. Use Worksheet 15.3 for
their report. Their research must include informa on gathered from interviews and all other
sources, and should include a reference list. This report can be neatly rewri en in their workbooks
for assessment. Please see the Resource Pack for a guide on wri en reports.
9.2 (+LANG) Learners use Worksheets 12.1, 12.2 and 12.3 to plan and write their wri en report on
their choice of business or career.
9.3 (+ARTS) Learners start planning their presenta on (presen ng their research outcome/report)
and come up with ideas for props that can enhance their presenta on (e.g., 2D flyer about the
chosen career, specific ou its for certain jobs (helmets for astronauts), tools, building models,
business model/organisa onal chart on a poster, etc.). Use Worksheet 16 for planning or idea on
and design.
9.4 Their presenta on (Step 13) should be supported by visual aids, e.g., the props, a PowerPoint
slideshow, etc.
STEP 10: Prototype

Make the prototype of your best solution
Purpose of this step: Build or make the prototype based on the design.

In this step, learners build or make a prototype based on their design. This step might present
an opportunity to observe elements of cri cal thinking, crea vity, and metacogni on.
Purpose of this step: Build or make the prototype based on the design.
10.1 (+ARTS) Learners now manufacture their props (flyers, posters, models, products, helmets, etc.)
from found or recycled materials. Crea vity in using these materials is crucial in understanding
environmental impact.
10.2 The props should crea vely support the presenta on they are preparing on their chosen career
and business.

14
STEP 11: Feedback
Speak to experts or the community to get REAL feedback
Purpose of this step: To get expert feedback about possible improvements or design changes.

In this step, learners seek expert feedback on their work. This step might present an
opportunity to observe elements of metacogni on.
11.1 (+ARTS +LO) Learners show their prototypes (props) and their wri en report to members of the
community, other teachers, a peer review group or family members for feedback. They use
Worksheet 17 to ask for wri en feedback they can possibly implement.
11.2 They make the final changes, as per feedback, and prac ce their presenta on/fix the report they
are planning to present.
STEP 12: Integration

Integration in The MADD Space – present your work using Music, Art, Drama, Dance
Purpose of this step: To iterate learning in a fun way.

In this step, learners will present their work using Music, Art, Dance, or Drama. This step might
present an opportunity to observe elements of crea vity, collabora on, and metacogni on.
Note on Itera on: To ensure that students acquire the knowledge and skills being taught, there
needs to be constant itera on (which is different from repe on). Itera on is another way to
present the body of work, e.g., in a song or presenta on. Itera on also encourages reflec ve
thinking in students in peer conversa ons. Source: resilienteducator.com.
12.1 (+ARTS) Learners get some me to create a music composi on with their own lyrics/drama/dance
that adver ses or explains their career or business. Use Worksheet 18 to make notes, do planning
and draw steps.

15
STEP 13: Present
Public exhibition
Purpose of this step: Present and celebrate the products.

This step might present an opportunity to observe elements of cri cal thinking,
communica on, and metacogni on as learners work together to organise and deliver their
public presenta on.
13.1 (+LO) Learners present their chosen career and business research report to an audience (older or
younger learners, parents, or teachers).
13.2 (+ARTS) They use their crea ve props or visual aids to enhance the presenta on.
13.3 (+ARTS) Learners perform their marke ng songs/rap song/dance at the presenta on.
13.4 The teacher can record these presenta ons and make them available to younger and even older
learners who need to make subject choices for future careers or business opportuni es.
13.5 If me is an issue – what if it's 50 learners? Similarly, learners can ask friends to record their
presenta ons on WhatsApp video and stream these to the teacher/panel of parents for marking.
Teachers will need to set maximum me stamps* to manage classroom me for presenta ons.
* Maximum me stamps are rules that govern how much me each person has to deliver
his/her presenta on.
13.6 Learners reflect on what they have learnt on Worksheet 19.

16
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (DANCE) TOTAL 25 MARKS
CRITERIA/ 1 2 3 4 5
MARK ALLOCATION
Teamwork Learners unable to Learners struggle to Learners a empt to Learners work well Learners work very
work together; work as a team, solve problems and as a group, solving well as a group,
resul ng in an ill found it difficult to can collaborate at problems and solving problems
prepared final solve problems & mes. Lesson me collabora ng in together and
performance. work collabora vely not always used most lessons to collaborate in all
during lessons to produc vely to achieve a final lessons to achieve a
achieve a final achieve a final performance. final performance.
performance. performance.
S mulus careers – Learners struggle to Learners struggle to Learners a empt to Learners able to use Learners able to use
transposed to create movement to use improvisa on use improvisa on improvisa on to improvisa on
movement interpret the chosen and most o en but sporadically develop relevant crea vely to
career. revert to known revert to known movement develop relevant
steps/movement steps/movement to vocabulary to movement
which did not interpret the chosen interpret the chosen vocabulary to
interpret the chosen career. career. interpret the chosen
career. career.
Clear beginning and Minimal effort Limited A beginning and Appropriate Appropriate and
end made to include a understanding of ending developed. beginning and imagina ve
beginning and beginning and ending suited to the beginning and
ending. endings. career. ending suited to the
career.
Elements of dance Very limited A limited An a empt made to An understanding of Excellent

and choreographic understanding of understanding of use space, me and how to use space, understanding of
structures space, me and how to use space, force. me and force to how to use space,
force. me and force. enhance the me and force
message. effec vely/
crea vely to
enhance the
message.
Performance & Learner is Learner performs Learner performs Learner performs Learner performs
a en on to detail disengaged and with minimal with a degree of with confidence and with skill,
gives li le of confidence and confidence and accuracy. Shows confidence and
themselves. limited accuracy. accuracy. a en on to detail. accuracy. Crea ve,
innovate with
a en on to detail.
TOTAL / 25

17
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (DRAMA) TOTAL 25 MARKS
CRITERIA/ 1 2 3 4 5
MARK ALLOCATION
Vocal Skills Inaudible and slow Quiet or too loud. Adequate use of Good use of Excellent vocal
or too fast pace. Monotone voice. volume, pitch, pace, volume, pitch, pace, skills, natural pace
Needs improvement Uneven pace. pause and tone of pause and tone of and skilful use of
on interpreta on of voice. voice. pitch, pause,
vocal skills. volume and tone.
Body Language Lack of facial Unsure facial Adequate body Good use of facial Excellent and
Gestures expressions. expressions. Body language and use of expressions and authen c use of
Facial Expressions Express language reflects facial expressions. body language. facial expressions
nervousness and nervousness. Lacks At mes uncertain and body language.
lack of body appropriate body body movements.
movements. movements.
Character No visible character. Visible character Adequate Strong developed Authen c and well-
Development Appears uncertain traits. Lacks characterisa on. character and developed
and uncomfortable. confidence. Shows confidence confident stage character.
most of the me. presence. Compelling stage
presence.
Improvised Scene No understanding of Storyline not always Visible storyline Clear and defined Engaging and
Structure storyline. Sketch clear and focused. with a beginning, storyline. Strong authen c storyline.
does not make Lacks substance in middle and end. beginning, middle Clear and focused
sense. certain parts. and end. beginning, middle
and end.
Group Performance Inadequate group Limited group Adequate Good performance. Cap va ng
performance. interac on. performance and Enjoyable and performance and
Lacked direc on Uncertain of group energy were successfully excellent group
and communica on. performance and sustained. engaged as a group. dynamic.
communica on
skills.
TOTAL / 25

18
Assessment rubrics (continues on following page)
GRADE 9 INTEGRATED PROJECT – ECONOMIC MANAGEMENT SCIENCES RUBRIC

50 MARKS
Worksheet marks
Worksheet 6.2: Organising research in bubble map (business research) Refer to Worksheet 4.2
Criteria checklist: Skills in using a bubble map (✓)
1. Main business idea is iden fied in a specific word.
2. Themes radiate from the central word.
3. Branches comprise of keywords that will further direct sentences for

wri ng the report.
Criteria checklist: Content of bubble map

4. Items are arranged around a central keyword.
5. Ideas are connected.
6. Generated new ideas. /6
Worksheet 7.2: Business func ons – explana on

Total Worksheet 7.2 - One mark each per business func on explained. /8
Worksheet 9: Iden fy volunteer organisa ons working in the community (name 1, classifica on 1, company facts 2)
Total Worksheet 9 /4

19
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – ECONOMIC MANAGEMENT SCIENCES RUBRIC

50 MARKS
Worksheet 10: Business func ons in volunteer organisa ons
Criteria Excellent 4 Good 3 Adequate 2 Requires support 1
Lists all required All 8 business func ons Listed 5-6 business Listed 3-4 business Listed 2 or less business
business func ons. listed. func ons. func ons. func ons.
Understands the need Excellent understanding Good understanding Adequate Li le or no
of business func ons in and mo va on for the and mo va on for the understanding and understanding for the
volunteer organisa ons. use of business use of business mo va on for the use use of business
func ons in volunteer func ons in volunteer of business func ons in func ons in volunteer
organisa ons. organisa ons. volunteer organisa ons. organisa ons.
Worksheet 11: Volunteer project ideas and possible sponsors
Criteria Excellent 4 Good 3 Adequate 2 Requires support 1
Crea ve ideas for Excellent ideas for Good ideas for Adequate idea for No real or feasible idea
feasible volunteer volunteer projects that volunteer projects that volunteer project. Might for volunteer project.
projects and grasp of are feasible. List of very are feasible. List of valid need work to make it List of sponsors does
possible sponsors that valid possible sponsors. possible sponsors. feasible. Adequate list of not support.
can be approached. possible sponsors.
Worksheet 13: Business plan for presenta on to sponsor
Criteria Excellent 5 Good 4 Adequate 3 Requires support 2-1
Execu ve Summary The summary is and The summary is a good The summary is an (2)The summary does
effec ve synopsis of the explana on of the adequate explana on of not explain the overall
overall plan. Grabs the overall plan. the overall plan. plan.
interest of the reader. (1) No execu ve
summary included.
Product or Services The plan effec vely The plan includes a The plan adequately (2) There is li le
communicates the good explana on of the communicates the explanan on of the
features and benefits of features and benefits of features and benefits of features and benefits.
the volunteer project. the volunteer project. the volunteer project. (1) No explana on of
the features and
benefits of the project.
Team and Opera ons Effec vely highlights the Includes good Includes the team (2) Includes some
exper se of the explana on of the members and exper se. measure of team
individual(s) within the exper se of the Also includes a plan of members but no
team and iden fies any individual(s) within the the process of process or plan
human resource 'gaps' team. produc on/delivery. execu on.
and appropriate Plan includes a process (1) No team and
measures to resolve of produc on/delivery. opera ons explana ons
these issues. included.
Plan includes a process
of produc on/delivery.
Financial request or The plan clearly and The plan explains the The plan adequately (2) The financial request
sponsored items needed concisely explains the financial request and/or explains the financial is not clear.
financial request and/or reason for sponsored request and/or reason (1) No requests for
reason for sponsored items needed. Figures for sponsored items financial support.
items needed. Detailed are included. needed.
figures are included.

FINAL MARK / 50

20
GEC ASSESSMENT RUBRIC: OPTION #1 - RESEARCHING CAREER OPTIONS (20)
GRADE 9 ENGLISH HOME LANGUAGE
NAME OF LEARNER: _______________________ NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
4-5 marks 3 marks 2 marks 0-1 mark
The researched content exhibits a The researched content The researched content includes a The researched content lacks a clear
highly coherent driving or research demonstrates a clear and coherent driving or research question, but it and coherent driving or research
Project-based Learning
question that effectively guides the driving or research question that lacks coherence or does not question, with an unclear focus that
presentation of the content. The guides the presentation of the effectively guide the presentation of does not align with the content
COHERENT RESEARCH interview questions developed are content, although it could be further the content. The interview questions presented. The interview questions
1
QUESTION focused and extract insightful refined. The interview questions developed are vague and the developed are poorly constructed (if
responses from the interviewee. developed are good and extracts interviewee struggles to respond with any) and the interviewee struggles to
good responses from the suitable information. respond at all.
interviewee.

The researched content showcases The researched content The researched content includes The researched content lacks
an excellent understanding of the demonstrates a good understanding some relevant information about the relevant and accurate information
career option selected, providing of the career option selected, career option selected, but it lacks about the career option selected.
2 CONTENT comprehensive and accurate providing relevant and accurate depth and accuracy.
information. information.

The researched content displays The researched content The researched content shows The researched content lacks
21
thorough research, utilising a variety demonstrates adequate research, minimal evidence of research in the evidence of research and uses
of reliable sources, and includes all using mostly reliable sources, but reference list and relies on a few, unreliable or irrelevant sources. No
GRADE 9 INTEGRATED PROJECT – LANGUAGES
3 RESEARCH & SOURCES necessary information in the some key information in the unreliable sources. sources are listed in the referencing
referencing list. referencing list is missing. list.
The researched content showcases The researched content The researched content has some The researched content contains
well-crafted sentences, correct demonstrates mostly correct grammatical, spelling, and numerous grammatical, spelling, and
grammar, spelling, and punctuation, grammar, spelling, and punctuation, punctuation errors, but the overall punctuation errors, making it difficult
4 LANGUAGE & STYLE enhancing clarity and coherence. with occasional errors that do not language is understandable. to understand.
impede understanding.
CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:

TEACHER’S SIGNATURE: DATE:
TOTAL 20
Skills for a changing world

GEC ASSESSMENT RUBRIC: OPTION #1 - RESEARCHING CAREER OPTIONS (20)
GRADE 9 ENGLISH FIRST ADDITIONAL LANGUAGE
NAME OF LEARNER: ___________________ NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA
LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
4 marks 3 marks 2 marks 0-1 mark
The researched content includes a The researched content The researched content includes a The researched content lacks a clear
well-structured driving or research demonstrates a clear driving or driving or research question, but it driving or research question, with an
question that effectively guides the research question that guides the lacks structure or does not fully guide unclear focus that does not align with
presentation. The interview questions presentation, although it could be the presentation. The interview the content presented. The interview
CLEAR RESEARCH developed are clear and elicit further improved. The interview questions developed are somewhat questions developed are poorly
1
QUESTION informative responses from the questions developed are clear, but the interviewee's constructed (if any), resulting in
Assessment rubrics
interviewee. understandable and elicit relevant responses lack depth or coherence. inadequate or irrelevant responses
responses from the interviewee. from the interviewee.
4 marks 3 marks 2 marks 0-1 mark

The researched content The researched content shows a The researched content includes The researched content lacks
demonstrates a strong understanding satisfactory understanding of the some relevant information about the relevant and accurate information
2 CONTENT of the career option selected, career option selected, providing career option selected, but it lacks about the career option selected.
providing detailed and correct appropriate and accurate information. depth and may contain minor
information. inaccuracies.
6-5 marks 4-3 marks 2 marks 0-1 mark
The researched content displays The researched content The researched content shows The researched content lacks
thorough research, using a variety of demonstrates adequate research, limited evidence of research in the evidence of research and uses
3 sources, including reliable ones, and utilizing mostly reliable sources, reference list and relies on a few unreliable or irrelevant sources. No
22
RESEARCH & SOURCES
includes all necessary information in although some key information in the sources, some of which may be sources are listed in the referencing
the referencing list. referencing list may be missing. unreliable. list.
6-5 marks 4-3 marks 2 marks 0-1 mark

The researched content uses clear The researched content The researched content contains The researched content has
and coherent sentences with mostly demonstrates mostly understandable some grammatical, spelling, and numerous grammatical, spelling, and
correct grammar, spelling, and language with occasional errors in punctuation errors, but the overall punctuation errors, making it
4 LANGUAGE & STYLE punctuation, aiding understanding. grammar, spelling, and punctuation language is reasonably clear and challenging to understand the
that do not significantly hinder comprehensible. intended message.
comprehension.

TEACHER’S SIGNATURE: DATE:
TOTAL 20
The First Additional Language refers to a language which is not a mother tongue but is used for certain communicative functions in a society, that is, the medium of learning and teaching in
education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should
be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. (CAPS): Eng FAL Grades 7-9, pg.8. Revised for a lower
language level and based on communicative skills.

GEC ASSESSMENT RUBRIC: OPTION #2 - RESEARCHING A BUSINESS OPPORTUNITY (20)
GRADE 9 ENGLISH HOME LANGUAGE
NAME OF LEARNER: _______________________ NAME OF SCHOOL: ___________________________________

DESCRIPTORS
CRITERIA
LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Demonstrates thorough Shows good planning and Exhibits some planning and Shows minimal planning and
RESEARCH planning and organization of organization with minor gaps or organization, but with notable organization, with substantial
1 PLANNING & the research process. inconsistencies. gaps or inconsistencies. gaps or inconsistencies.
ORGANISATION Includes a coherent research
question.
SOURCE Selects and evaluates diverse Selects and evaluates mostly Selects and evaluates sources Selects and evaluates sources
2 EVALUATION & and appropriate sources relevant and reliable sources. with some relevance and with minimal relevance and
SELECTION effectively. reliability concerns. reliability.
Demonstrates a Shows a solid synthesis and Exhibits some synthesis and Shows minimal synthesis and
INFORMATION comprehensive and insightful analysis of information with analysis, but with notable gaps analysis, with substantial gaps
3 SYNTHESIS & synthesis and analysis of minor gaps or limitations. or limitations. or limitations.
ANALYSIS information gathered.
23
3 marks 2 marks 0-1 mark
Engages in an interview with Engages in an interview with Engages in a limited interview

INTERVIEWING
established business owners, some questioning and listening with minimal questioning and
ESTABLISHED
4 demonstrating effective skills, but with notable gaps or listening skills.
BUSINESS
questioning and active limitations.
OWNERS
listening.
2 marks 0-1 mark

Presents research findings with Presents research findings with
PRESENTATION
clarity, organization, and limited clarity, organization, or
5 AND
effective communication. communication skills.
COMMUNICATION
TEACHER’S CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE:
SIGNATURE:
TOTAL 20

GEC ASSESSMENT RUBRIC: OPTION #2 - RESEARCHING A BUSINESS OPPORTUNITY (20)
GRADE 9 ENGLISH FIRST ADDITIONAL LANGUAGE
NAME OF LEARNER: _________________________________ NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
2 marks 0-1 mark
Exhibits limited planning and Shows minimal planning and
PLANNING &
1 organisation, with noticeable organisation, with significant gaps or
ORGANISATION
gaps or inconsistencies. inconsistencies.
3 marks 2 marks 0-1 mark
Selects and evaluates mostly Selects and evaluates sources Selects and evaluates sources with
Assessment rubrics
SELECTING relevant and reliable sources with with varying degrees of relevance limited relevance and reliability,
2 SOURCES some consideration of their and reliability, but with some lacking thorough consideration of their
credibility. concerns regarding credibility. credibility.
Demonstrates a thorough and Shows a competent synthesis Exhibits some synthesis and Shows limited synthesis and analysis,
ANALYSING
3 perceptive synthesis and analysis and analysis of information with analysis, but with noticeable gaps with significant gaps or limitations in
INFORMATION
of the gathered information. some minor gaps or limitations. or limitations in understanding. comprehending the information.
Engages in an interview with Engages in an interview with Engages in an interview with Engages in an interview with
INTERVIEWING AN established business owners, established business owners, established business owners, established business owners,
4 ESTABLISHED demonstrating exceptional displaying competent questioning showing limited but developing exhibiting basic questioning and
BUSINESS OWNER
24
questioning and active listening and active listening skills, though questioning and listening skills. listening skills, with significant room for
skills. with some room for improvement. improvement.
4-5 marks 2 marks 0-1 mark

Exceptional clarity, precise Clear communication, satisfactory
Basic communication skills, Limited communication skills,
organisation, and compelling organisation, and understandable
simple organisational structure, challenges in organisation and clarity,
PRESENTATION
communication of research clarity of research findings with
and understandable clarity of with difficulty in effectively conveying
5 AND
COMMUNICATION findings. minor inconsistencies or room for
research findings with some research findings.
improvement. difficulties in articulation or
organisation.
TEACHER’S CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE:
SIGNATURE:
TOTAL 20
The First Additional Language refers to a language which is not a mother tongue but is used for certain communicative functions in a society, that is, the medium of learning and teaching in
education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should
be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. (CAPS): Eng FAL Grades 7 -9, pg.8. Revised for a lower
language level and based on communicative skills.

ASSESSMENT
ENGLISH HOME LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR A LONG TRANSACTIONAL TEXT: OPTION #1 WRITING A RESEARCH REPORT ON CAREER SELECTION (30)
NAME OF LEARNER: _________________________________

NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Assessment rubrics
5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Demonstrates Shows good planning Exhibits some planning Displays limited Shows minimal
thorough planning, with a clear structure and organiza on, but planning and planning and
Planning and outlining key sec ons and organized ideas, with notable gaps or organiza on, with organiza on, with
1
Wri ng Process and organizing ideas but with minor gaps or inconsistencies. significant gaps or substan al gaps or
effec vely. inconsistencies. inconsistencies. inconsistencies.
6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Follows the correct Follows the correct Follows the format and Par ally follows the Deviates from the Does not follow the
format and structure of format and structure structure with notable format and structure format and structure format and structure of
a research report with minor errors or errors or with significant errors with major errors or a research report.
Report Format and accurately, including an inconsistencies. inconsistencies. or inconsistencies. inconsistencies.
25
2 introduc on, literature
Structure
review, methodology,
findings, conclusion,
and references.

Uses formal language Uses formal language Exhibits some use of Displays limited use of Uses informal language
and a professional tone and tone mostly formal language and formal language and and tone throughout
consistently throughout effec vely, with minor tone, but with notable tone, with significant the report.
the report, lapses in formality. lapses in formality. lapses in formality.
demonstra ng an
appropriate level of
Use of Formal formality.
3
Language and Tone

Developed a clear and Developed a solid Developed a research Developed a research Developed a research Failed to develop a
coherent research research ques on and ques on with notable ques on with ques on with major clear research ques on
ques on and effec vely connected it to the gaps or limita ons in significant gaps or gaps or limita ons in or make a connec on
Research Ques on connected it to the conclusion with minor connec on to the limita ons in connec on to the to the conclusion.
4 and its Connec on conclusion of the gaps or limita ons. conclusion. connec on to the conclusion.
to the Report report, demonstra ng conclusion.
a strong understanding
Conclusion of the research
process.
Demonstrates a Shows a solid Exhibits some Displays limited Shows minimal
comprehensive understanding of the understanding of the understanding of the understanding of the
understanding of the research process with research process, but research process with research process and
Assessment rubrics
research process, minor gaps or with notable gaps or significant gaps or fails to incorporate or
including loca ng limita ons in limita ons in limita ons in cite sources effec vely.
suitable sources, incorpora ng and ci ng incorpora ng and ci ng incorpora ng and ci ng
Research Process
5 conduc ng interviews, sources. sources. sources.
and Use of Sources and comple ng an
inclina ons
assessment. Effec vely
incorporates and cites
sources to support
findings.
3 marks 2 marks 0 - 1 mark
26
Presents the report Presents the report Presents the report
with clarity, with some clarity, with limited clarity,
Wri en Presenta on organiza on, and organiza on, and organiza on, or
6 effec ve communica on skills, communica on skills.
of the Report
communica on during but with notable gaps
the oral presenta on. or limita ons.
DATE: TEACHER’S SIGNATURE:
Total 30
ASSESSMENT
EGNLISH FIRST ADDITIONAL LANGUAGE LEVEL GRADE 9

GEC ASSESSMENT RUBRIC FOR A LONG TRANSACTIONAL TEXT: OPTION #1 WRITING A RESEARCH REPORT ON CAREER SELECTION (30)
NAME OF LEARNER: _________________________________ NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA
LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Effec vely plans and Demonstrates good Shows some Exhibits limited planning Displays minimal Shows minimal or no
organizes ideas before planning and planning and and organiza on, with planning and planning and
Followed the wri ng wri ng, demonstra ng a organiza on, with minor organiza on, but significant gaps or organiza on, with organiza on of ideas.
1 clear understanding of the gaps or inconsistencies in with notable gaps inconsistencies in ideas. substan al gaps or
process
research process. ideas. or inconsistencies inconsistencies in ideas.
in ideas.
Assessment rubrics

Follows the correct format Follows the correct Follows the format Par ally follows the Deviates from the format Does not follow the
and structure of a research format and structure and structure with format and structure and structure with major format and structure of a
report, including with minor errors or notable errors or with significant errors or errors or inconsistencies research report.
Format & structure of
2 introduc on, body inconsistencies in inconsistencies in inconsistencies in in organiza on.
the Report paragraphs, and conclusion, organiza on. organiza on. organiza on.
with clear and logical
organiza on.
Uses appropriate formal Uses mostly Exhibits some use of Displays limited use of Uses informal language
language and tone appropriate formal formal language and formal language and and tone throughout the
27
consistently throughout language and tone, tone, but with notable tone, with significant report.
the report, with minor lapses lapses in language use. lapses in language use.
demonstra ng a good in language use.

Use of suitable command of language.
3
language and tone
6 – 7 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Develops a clear and Develops a solid research Develops a research Develops a research Develops a research Fails to develop a clear
coherent research ques on ques on that is mostly ques on with ques on with significant ques on with many gaps research ques on or
Connects the research that is effec vely connected connected to the notable gaps or gaps or limita ons in or limita ons in make a connec on to
to the conclusion, conclusion, with minor limita ons in connec on to the connec on to the the conclusion in the
4 ques on to the demonstra ng a strong gaps or limita ons. connec on to the conclusion in the report. conclusion in the report. report.
findings in the Report understanding of the conclusion in the
research process and its report.
findings.

Demonstrates an Shows some Exhibits limited Displays minimal Shows minimal or no
understanding of the understanding of understanding of the understanding of the understanding of the
research process, the research research process, with research process, with research process and
including loca ng process, with minor notable gaps or significant gaps or fails to incorporate or
Followed the research suitable sources, gaps or limita ons limita ons in limita ons in cite sources effec vely.
5 process by using conduc ng interviews, in incorpora ng incorpora ng and ci ng incorpora ng and ci ng
suitable sources and comple ng an and ci ng sources. sources. sources.
inclina ons assessment.
Incorporates and cites
sources effec vely to
support findings.
2 marks 0 - 1 mark
Presents a clear Presents the report with Presents the report with
clarity, organiza on, and clarity, organiza on, and
Assessment rubrics
6 presenta on on the effec ve communica on effec ve communica on

report. during the oral during the oral
presenta on. presenta on.
DATE: TEACHER’S SIGNATURE: CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
Total 30
28

ASSESSMENT
ENGLISH HOME LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR THE LONG TRANSACTIONAL TEXT: OPTION #2 – BUSINESS / FORMAL LETTER (30)
NAME OF LEARNER: _________________________________

NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
Assessment rubrics

Demonstrates Shows good planning Exhibits some Displays limited Shows minimal
Planning and thorough planning, with a clear structure planning and planning and planning and
1 Pre-writing Process outlining key points, and organized ideas, organization, but with organization, with organization, with
and organizing ideas but with minor gaps notable gaps or significant gaps or substantial gaps or
effectively. or inconsistencies. inconsistencies. inconsistencies. inconsistencies.
Follows the correct Follows the correct Follows the format Partially follows the Deviates from the
format and structure format and structure and structure with format and structure format and structure
of a formal/business with minor errors or notable errors or with significant errors with major errors or
letter accurately, inconsistencies. inconsistencies. or inconsistencies. inconsistencies.
29
Letter Format and
2 including appropriate
Structure
headings, addresses,
salutations, and
closings.

Uses formal Uses formal Uses formal Demonstrates limited Displays inconsistent Uses informal
language and a language and tone language and tone use of formal use of formal language and tone
Formal Language professional tone mostly effectively, with notable lapses in language and tone, language and tone, throughout the letter.
Use and consistently with minor lapses in formality. with significant lapses with major lapses in
3
Appropriate Tone throughout the letter, formality. in formality. formality.
demonstrating an
appropriate level of
formality.
8 marks 6-7 marks 4-5 marks 3 marks 2 marks 0 - 1 mark
Provides a clear and Provides a Provides a standard Provides a vague Provides an Provides an
persuasive proposal convincing proposal proposal for funding proposal for funding incomplete or weak unconvincing
Content and for funding, for funding with minor with notable gaps or with significant gaps proposal for funding proposal for funding,
4 Persuasiveness addressing key points gaps or limitations in limitations in or limitations in with major gaps or with substantial gaps
and convincingly addressing key points addressing key points addressing key points limitations in or limitations in
expressing the or expressing or expressing or expressing addressing key points addressing key points
purpose and benefits purpose and benefits. purpose and benefits. purpose and benefits.

of the business or expressing or expressing
venture. purpose and benefits. purpose and benefits.
4 marks 3 marks 2 marks 0 - 1 mark

Demonstrates Shows good Exhibits noticeable Displays significant
excellent grammar, grammar, spelling, grammar, spelling, grammar, spelling,
Grammar, Spelling,
5 spelling, and and punctuation with and punctuation and punctuation
and Punctuation punctuation, with very minor errors. errors. errors.
few or no errors.
2 marks 0 - 1 mark
Presents the letter Presents an
Overall Presentation with a polished and unprofessional,
professional haphazard letter with
6
and appearance, inappropriate
Professionalism
Assessment rubrics
including appropriate formatting, illegible

formatting, font, and font.
neatness.
Total 30
30
ASSESSMENT

ENGLISH FIRST ADDITIONAL LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR THE LONG TRANSACTIONAL TEXT: OPTION #2 – BUSINESS / FORMAL LETTER (30)
NAME OF LEARNER: _________________________________

NAME OF SCHOOL: ___________________________________
DESCRIPTORS
CRITERIA LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Effectively plans and Demonstrates good Shows some Exhibits limited Displays minimal Shows minimal or no
Assessment rubrics
organizes ideas planning and planning and planning and planning and planning and
Followed the writing before writing, organization, with organization, but with organization, with organization, with organization of ideas
1 process. demonstrating a clear minor gaps or notable gaps or significant gaps or substantial gaps or and purpose.
understanding of the inconsistencies in inconsistencies in inconsistencies in inconsistencies in
purpose and ideas and purpose. ideas and purpose. ideas and purpose. ideas and purpose.
audience.
Follows the correct Follows the correct Follows the format Partially follows the Deviates from the Does not follow the
format and structure format and structure and structure with format and structure format and structure format and structure
of a business/formal with minor errors or notable errors or with significant errors with major errors or of a business/formal
Adheres to the
letter, including inconsistencies. inconsistencies. or inconsistencies. inconsistencies. letter.
structure of the formal
31
2 appropriate headings,
letter.
salutations, body
paragraphs, and
closing.

Uses appropriate Uses mostly Exhibits some use of Displays limited use Uses inappropriate
language and tone appropriate language appropriate language of appropriate language and tone
Suitable language use consistent with a and tone, with minor and tone, but with language and tone, throughout the letter.
3 and tone business/formal lapses in language notable lapses in with significant lapses
letter, demonstrating use and tone. language use and in language use and
a good command of tone. tone.
language.
7 marks 6 marks 4-5 marks 3 marks 2 marks 0 - 1 mark
4
Explanation of
Clearly explains the Explains the Explains the Explains the Explains the Fails to explain the
volunteer project volunteer project idea volunteer project idea volunteer project idea volunteer project idea volunteer project idea
idea, emphasizing its with minor gaps or with notable gaps or with notable gaps or with substantial gaps or its importance and
Volunteer Project Idea
importance in the limitations in limitations in limitations in or limitations in addressing
and Community
community and how it emphasizing its emphasizing its emphasizing its emphasizing its community needs.
Importance
addresses importance and importance and importance and importance and
community needs addressing addressing addressing addressing
effectively. community needs. community needs. community needs. community needs.

Understanding of a 4 marks 3 marks 2 marks 0 - 1 mark
5
volunteer business
Demonstrates an Exhibits some Displays limited Shows minimal or no
understanding of the understanding of the understanding of the understanding of the
process and process and process and process and
requirements for requirements for requirements for requirements for
establishing a small establishing a small establishing a small establishing a small
establishment:
business, and briefly business, with business, with business, with
indicates the notable gaps or significant gaps or substantial gaps or
acquired knowledge. limitations in limitations in limitations in
indicating acquired indicating acquired indicating acquired
knowledge. knowledge. knowledge.
Requests a meeting 2 marks 0 - 1 mark
6
for a presentation of
Clearly requests a Requests a meeting
Assessment rubrics
meeting with the with the potential

potential sponsors to sponsors to do a
do a verbal verbal presentation,
the proposal. presentation, but with minor lapses
demonstrating an in formality or clarity.
appropriate level of Does not request a
formality. meeting with the
potential sponsors for
a verbal presentation.
32
Total 30

Assessment rubrics
ASSESSMENT: HOME LANGUAGE [HL] ORAL PRESENTATION

GEC ASSESSMENT RUBRIC: OPTION #1 - CAREER OPTION (20)
NAME OF LEARNER: _________________________________ GRADE 9
NAME OF SCHOOL: __________________________________
CRITERIA Level 4 Level 3 Level 2 Level 1
MARKS 4 marks 3 marks 2 marks 1 mark
Information addresses Most information Most information Only some information
the topic and uses addresses the topic, addresses the topic addresses the topic.
original ideas and and some examples but there are no Low interest material.
examples are used to are used to support. examples are used to Inappropriate to the
INFORMATION/ support. Interesting material support. audience.
EFFECTIVENESS High interest material which was audience Some material was of Limited achievement of
which was audience appropriate. Good interest to the the purpose.
appropriate. attempt at achieving audience. The
It achieved its its purpose. purpose was achieved
purpose. to some extent.
Good eye contact Good eye contact but Minimal eye contact No eye-contact. Speech
which engages all the focused on only some with the audience. is read entirely from the
audience. of the audience. Frequently refers to palm/cue cards
EYE CONTACT
Appropriate use of Limited use of palm/cue cards.
palm/cue cards. palm/cue cards.
Clear, audible, and Clear, audible with Inaudible at times but Mostly inaudible.
modulated to engage some modulation. there is some
the audience. Fluent Pausing is used a few modulation of the
AUDIBLE
but pauses with times for effect. voice.
VOICE/ VOLUME
effect.
Effective use of facial Good use of facial Some facial No evidence of facial
expression and expression and some expressions used for expression and no or
gestures to convey gestures to convey effect. Limited or over-exaggerated
BODY LANGUAGE/ meaning. Maintains a meaning. Maintains a ineffective gestures. gestures. Excessive
very confident stance, constant stance. Some movement and movement.
enthusiastic, and and enthusiastic confidence Shy, over-nervousness
assured presentation. demonstrated at and lacking confidence.
presentation. times.
Speech is well Speech has good Some structure and Limited structure and
structured and structure presented in sequencing is evident lacks logical sequence
logically sequenced sequence (intro, (intro, body, conc). of ideas.
(intro, body, conc). An body, conc). A good May be an effective More than 1 minute over
effective introduction introduction and introduction and/or and under time.
and conclusion that conclusion that conclusion.
STRUCTURE
leaves an impact on arouses attention. Grammar is mostly
the audience. Appropriate appropriate.
Good grammar. grammar.
Teachers Feedback: Total: ___________/20
Teachers
sign: Date:

33
Assessment rubrics
ASSESSMENT: FIRST ADDITIONAL LANGUAGE [FAL] ORAL PRESENTATION

GEC ASSESSMENT RUBRIC: OPTION #1 - CAREER OPTION (20)
NAME OF SCHOOL: __________________________________
CRITERIA Level 4 Level 3 Level 2 Level 1
MARKS 4 marks 3 marks 2 marks 1 mark
Information addresses Most information Most information Only some information
the topic and uses addresses the topic, addresses the topic addresses the topic.
original ideas and and some examples but there are no
INFORMATION/ examples are used to are used to support. examples are used to Limited achievement of
EFFECTIVENESS support. appropriate. support. the purpose.
It achieved its Good attempt at The purpose was
purpose. achieving its achieved to some
purpose. extent.
which engages all the focused on only some with the audience. is read entirely from the
audience. of the audience. Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of Limited use of palm/cue cards.
palm/cue cards. palm/cue cards.
Clear, audible, and Clear, audible with Inaudible at times but Mostly inaudible.
modulated to engage some modulation. there is some
the audience. Fluent Pausing is used a few modulation of the
AUDIBLE
but pauses with times for effect. voice.
VOICE/ VOLUME
effect.
Effective use of facial Good use of facial Some facial No evidence of facial
expression and expression and some expressions used for expression and no or
gestures to convey gestures to convey effect. Limited or over-exaggerated
BODY LANGUAGE/ meaning. Maintains a meaning. Maintains a ineffective gestures. gestures. Excessive
very confident stance, constant stance. Some movement and movement.
enthusiastic, and and enthusiastic confidence Shy, over-nervousness
assured presentation. demonstrated at and lacking confidence.
Speech is well Speech has good Some structure and Limited structure and
structured and structure presented in sequencing is evident lacks logical sequence
logically sequenced sequence (intro, (intro, body, conc). of ideas.
(intro, body, conc). An body, conc). A good May be an effective More than 1 minute over
effective introduction introduction and introduction and/or and under time.
and conclusion that conclusion that conclusion.
STRUCTURE
leaves an impact on arouses attention. Grammar is mostly
the audience. Appropriate appropriate.
Good grammar. grammar.
Teachers Feedback: Total: ___________/20
Teachers
sign: Date:

34
Assessment rubrics
ASSESSMENT: HOME LANGUAGE [HL] ORAL PRESENTATION

GEC ASSESSMENT RUBRIC: OPTION #2 – BUSINESS OPPORTUNITY OPTION (20)
NAME OF SCHOOL: __________________________________
Criteria Level 4 Level 3 Level 2 Level 1
Marks (20) 4 3 2 1
Have an effective An introduction is The introduction The presentation is not
introduction. The presented with the presented is vague structured with the
INTRODUCTION AND
purpose is clear. purpose not entirely and the purpose beginning of an
PURPOSE
clear. unclear. introduction and
purpose.
Provides a clear Provides a standard Provides a vague Provides an incomplete
and persuasive proposal for funding proposal for funding or weak proposal for
proposal for with notable gaps or with significant gaps funding with major gaps
funding, limitations in or limitations in or limitations in
addressing key addressing key addressing key points addressing key points or
CONTENT AND
points and points or expressing or expressing expressing purpose and
PERSUASIVENESS
convincingly purpose and purpose and benefits.
expressing the benefits. benefits.
purpose and
benefits of the
business venture.
which engages all focused on only with the audience. is read entirely from the
the audience. some of the Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of audience. palm/cue cards.
palm/cue cards. Limited use of
palm/cue cards.
Clear, audible, Clear, audible with Inaudible at times but Mostly inaudible.
and modulated to some modulation. there is some
engage the Pausing is used a modulation of the
AUDIBLE audience. Fluent few times for effect. voice.
VOICE/ VOLUME but pauses with
effect.
Effective use of Good use of facial Some facial No evidence of facial

facial expression expression and some expressions used expression and no or
BODY LANGUAGE/
and gestures to gestures to convey for effect. Limited over-exaggerated
FACIAL/
convey meaning. meaning. Maintains a or ineffective gestures. Excessive
GESTURE/STANCE
Maintains a very constant stance. gestures. Some movement.
confident stance, and enthusiastic movement and Shy, over-nervousness
CONFIDENCE
enthusiastic, and presentation. confidence and lacking confidence.
assured demonstrated at
Teachers Feedback: Total:

______________/20
Teacher sign:____________________________
Date:__________________________

35
Assessment rubrics
ASSESSMENT: FIRST ADDITIONAL LANGUAGE [FAL] ORAL PRESENTATION

GEC ASSESSMENT RUBRIC: OPTION #2 – BUSINESS OPPORTUNITY OPTION (20)
NAME OF SCHOOL: __________________________________
Criteria Level 4 Level 3 Level 2 Level 1
Marks (20) 4 3 2 1
Have an effective An introduction is The introduction The presentation is not
introduction. The presented with the presented is vague structured with the
INTRODUCTION AND
purpose is clear. purpose not entirely and the purpose beginning of an
PURPOSE
clear. unclear. introduction and
purpose.
Provides a clear Provides a standard Provides a vague Provides an incomplete
and persuasive proposal for funding proposal for funding or weak proposal for
proposal for with notable gaps or with significant gaps funding with major gaps
funding, limitations in or limitations in or limitations in
addressing key addressing key addressing key points addressing key points or
CONTENT AND
points and points or expressing or expressing expressing purpose and
PERSUASIVENESS
convincingly purpose and purpose and benefits.
expressing the benefits. benefits.
purpose and
benefits of the
business venture.
which engages all focused on only with the audience. is read entirely from the
the audience. some of the Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of audience. palm/cue cards.
palm/cue cards. Limited use of
palm/cue cards.
Clear, audible, Clear, audible with Inaudible at times but Mostly inaudible.
and modulated to some modulation. there is some
engage the Pausing is used a modulation of the
AUDIBLE audience. Fluent few times for effect. voice.
VOICE/ VOLUME but pauses with
effect.
Effective use of Good use of facial Some facial No evidence of facial

facial expression expression and some expressions used expression and no or
BODY LANGUAGE/ and gestures to gestures to convey for effect. Limited over-exaggerated
FACIAL/ convey meaning. meaning. Maintains a or ineffective gestures. Excessive
GESTURE/STANCE Maintains a very constant stance. gestures. Some movement.
confident stance, and enthusiastic movement and Shy, over-nervousness
enthusiastic, and presentation. confidence and lacking confidence.
assured demonstrated at
Teachers Feedback: Total:

______________/20
Teacher sign:____________________________________
Date:_____________________________

36
GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS
Worksheet marks
Worksheet 1: Correct use of circle map (name 1, business 1, career 1) /3

Worksheet 2: Correct use of tree map/ listed 3 in each branch (business 1, career 1, friend 1) /3
Worksheet 3: Knowledge/iden fying Abili es 2, strengths 2, either weaknesses or interest 1 /5
Worksheet 4.1: Quality Interview Ques ons (job research)
Criteria checklist (✓)
1. Ques
Includeons
formali
are clear
es (introduc
and to theon
point.
and conclusion)
2. Ques ons unlock
are clear
most
andimportant
to the point.
informa on.
3. Crea
Ques ve
ons
use
unlock
of open
most
ques
important
ons. informa on.
4. Answers
Crea ve use
captured
of open
clear
ques
andons.
to the point.
5. Answers unlock
captured
most
sa important
sfactorily. informa on.
Subtotal Worksheet 4.1 /5
Worksheet 4.2: Quality Interview Ques ons (business research)
Criteria checklist (✓)
1. Ques
Includeons
formali
are clear
es (introduc
and to theon
point.
and conclusion)
2. Ques ons unlock
are clear
most
andimportant
to the point.
informa on.
3. Crea
Ques ve
ons
use
unlock
of open
most
ques
important
ons. informa on.
4. Answers
Crea ve use
captured
of open
clear
ques
andons.
to the point.
5. Answers unlock
captured
most
sa important
sfactorily. informa on.
Subtotal Worksheet 4.2
4.1 /5
Worksheet 4.3: Correct referencing
Criteria Excellent 3 Good 2 Needs support 1 Not achieved 0
Referencing of sources. Sources were cited Sources were cited Sources were not cited No sources were cited.
properly. Included extra properly. Included correctly. Needs
references. minimum references. support.
Subtotal Worksheet 4.3

4.1 /3
Worksheet 6.1: Organising research in bubble map (job research)
1. Main career or job is iden fied in the centre bubble.
wri ng the report.

37
Assessment rubrics
GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS
Worksheet 6.2: Organising research in bubble map (business research)
1. Main business is iden fied in the centre bubble.
wri ng the report.
Worksheet 8: Iden fying problem in community/research ques on /2
Worksheet 9: Iden fy volunteer organisa ons working in community (name 1, classifica on 1,
company facts 2) /4
Subtotal Worksheets
Worksheet 4.1 / 42
Wri en Report (as per Worksheet 15.3)
Item Excellent 5 Good 4 Adequate 3 Poor 1-2
Content Excellent logical order, Good logical order, General progressive Does not progress in
focused on topic, focused on topic, good order, clear on topic, logical order, topic
excellent natural transi ons and flow. transi ons and flow may loosely focused, lacks
transi ons and flow. be formulaic. transi ons.
Research Crea ve use of extra Li le extra sources

sources. accessed.
Format and Structure Excellent format and Good adherence to Average use of format Limited or no use of
structure. formal structure. and structure. format and structure.
Language structure and Excellent use of Good use of vocabulary, Adequate use of Ineffec ve use of
conven on vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, spelling and structure, spelling and
punctua on. punctua on. punctua on. punctua on.
Subtotal Wri en Report / 18

Presenta on (as per Worksheet 16)
Item Excellent
Excellent4-5
5 Good
Good44 Adequate
Adequate2-3
3 Poor 1-2
Prepara on and Thorough prepara on Well prepared and good Adequate prepara on Li le to no prepara on
presenta on and excellent presenta on. and presenta on. and failed presenta on.
presenta on.
Item Excellent 5 Good

Good3-4
4 Adequate 3 Poor 1-2
Prepara
Use of poster
on and
and other Thoroughuse
Excellent prepara
of poster
on Well prepared
Good use of poster
and good
and Adequate use
prepara
of poster
on Li le to use
Limited no prepara
of posteron
presenta
physical resources
on to and other
excellent
physical other
presenta
physical
on. resources and presenta
other physical
on. and other
failed physical
presenta on.
enhance presenta on resources.
presenta on. resources resources

FINAL MARK / 70

38
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (MUSIC) TOTAL 25 MARKS
CRITERIA/ 1 2-3 4 5
MARK ALLOCATION
Lyrics Lyrics are not Lyrics are somewhat Lyrics are cap va ng, Lyrics are extremely
cap va ng, lack cap va ng and simple, relates to careers as cap va ng, describe
descrip on of careers. with some reference to topic. careers crea vely and
Lyrics does not relate to careers. innova vely. Deep
any aspect of careers. understanding of all
aspects of careers
evident in lyrics.
Content of song Does not reflect an Reflects li le Reflects an Clearly reflects good
understanding of understanding of understanding of understanding of
careers; does not careers; does not careers. Expresses an careers; expresses a
express a clear opinion; express an opinion; opinion; includes facts clear opinion; includes
does not include facts to includes few facts to to support the opinion. strong facts to support
support an opinion. support the opinion. the opinion.
Melody Very limited and Average use of melody Good melody, Well balanced melody,
inconsistent use of a and rhythm, somewhat cap va ng interes ng and
melody and rhythm, not inconsistent and does rhythm which depicts cap va ng, excellent
used effec vely in line not depict the music the music genre. depic on of the music
with the music genre genre. genre.
Performance Lacks crea vity and A empts to be crea ve Crea ve and Innova ve and crea ve
demonstrates no but portrays limited demonstrates performance, portrays
enthusiasm to create an enthusiasm to create an enthusiasm to create a originality and
effec ve performance. effec ve performance. memorable enthusiasm to create a
performance. memorable and
polished performance.
Overall Effec veness Lacks cohesion: parts do Somewhat cohesive, Cohesive; all parts Extremely cohesive; all
not interrelate. parts interrelate interrelate well. parts interrelate very
Poorly prepared and somewhat. Good evidence of effort. well.
presented. Li le Poorly prepared and Superior evidence of
evidence of effort. presented. effort.
Minimal evidence of
effort.
TOTAL / 25

39
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (VISUAL ARTS) TOTAL 25 MARKS
CRITERIA/ 1 2-3 4 5
MARK ALLOCATION
Use of Different types of No or limited use of Art Is able but not Is able to use Art Crea ve and innova ve
Art Elements Elements and Design consistent. Needs more Elements and Design use of Art Elements and
and Design Principles Principles. prac ce. Principles appropriately. Design Principles.
Use of art materials No or limited effort to Is able but not Is able to use art Crea ve and innova ve
use art materials consistent. Need more materials appropriately. use of art materials.
correctly exercise.
Technical skills Poor skills level Technically on an Technically good Excellent technical
acceptable level abili es and skills
Overall impression and General lack of General lack of Proof of commitment. Proof of effort and
presenta on of the commitment. Poor commitment. Good presenta on. commitment. Innova ve
artwork presenta on. Acceptable and crea ve
presenta on. presenta on.
The learner has A empted to express Able to express Has met the criteria to Exceeds expecta ons
expressed him-/ him-/herself, but not him/herself in a express him-/herself and criteria to express
herself confidently. able to a ain the meaningful manner. confidently and in a him-/herself confidently.
desired outcome. Needs more prac ce. meaningful manner.
TOTAL / 25

40
Assessment rubrics
GRADE 9 INTEGRATED PROJECT – SOCIAL SCIENCES 50 MARKS
Worksheet marks
Worksheet 5.1: Research Apartheid Laws 2 x2, descrip on 2 x2 /8

Worksheet 5.2: Research Apartheid Laws, References (5 = 2marks, <5 = 1 mark, 0 = 0 marks) /2
Worksheet 5.3: Cause and Effect Map (1 law, 2x effects and insight into 2x cause) / 10
Subtotal Worksheets / 20
Final wri en report (Worksheet 5.4: Report)
Item Excellent 5 Good 4 Adequate 3 Poor 1-2
Relevance to topic Wri en report is very Wri en report is Wri en report strays There is very li le
relevant to the topic relevant to the topic somewhat from the relevance to the topic
provided; topic provided; topic topic provided; topic provided; topic
sentence supports the sentence supports the sentence somewhat sentence does not
research ques on well research ques on supports the research support the research
ques on ques on
Research Excellent research from Good research from Adequate research from No adequate research
mul ple sources mul ple sources available sources present
Content Excellent logical order Good logical order and General progressive Inappropriate choice of
and choice of content; choice of content; good content order; not content; does not
natural transi ons and transi ons and flow always clear on progress in logical order,
flow transi ons and flow lacks flow
Format and structure Excep onal Good understanding of Adequate Inadequate

understanding of format format and structure understanding of format understanding and use
and structure use in use in report wri ng and structure use in of format in report
report wri ng report wri ng wri ng
Language conven on Excellent use of Good use of vocabulary, Adequate use of Ineffec ve use of
vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, some spelling structure, too many
punctua on punctua on and punctua on errors spelling and
punctua on errors
Learner Insight: value Learner shows excellent Learner shows good Learner shows some Learner shows no or
judgement on the insight with clear insight with clear insight with clear li le insight into their
informa on already evidence of their evidence of their evidence of their choice
acquired on the understanding of understanding of understanding of
Apartheid Laws, the personal choice personal choice personal choice
causes and it’s effects in
had in the past.

FINAL MARK / 50

41

Grade 9 GEC Int Proj 2024 - Teacher's Book

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GEC INTEGRATED GRADE 9 PROJECT

TEACHER’S PROJECT NOTES

PROJECT-BASED LEARNING | ANCHOR SUBJECT: LIFE ORIENTATION

A Reading Nation is a Leading Nation

Life Orientation project summary 03

A special note to Language teachers 4

Home Language: Stage 2- Writing Process 5

Part 1: Inquiry-based learning 07

Step1: Prior knowledge 07

Step 2: New knowledge 08

Part 2: Problem-based learning 11

Part 3: Design-based learning 14

Step 10: Prototype 14

Step 11: Feedback 15

Step 12: Integration 15

Step 13: Present 16

Project-based Learning Thinking | Connection | Character

We acknowledge your commitment and honour your hard work.

The DBE-E³ team

OBSERVING 21ST CENTURY SKILLS DURING THE IMPLEMENTATION

Project-based Learning Skills for a changing world

HOME LANGUAGE OR FIRST ADDITIONAL LANGUAGE – STAGE 1 RESEARCH

Before the project commences, all learners should :

Scan the QR Code for ease of access

- define new terminology/ vocabulary to make meaning in the possible questions

- explain and demonstrate to learners how to develop a research question as well as

- demonstrate to learners how and why it is necessary to do referencing as part of the

Project-based Learning Skills for a changing world

Home Language: Stage 2 - Writing Process (30)

OPTION ONE - CAREER/JOB

OPTION TWO – BUSINESS IDEA:

INSTRUCTIONS TO THE LEARNER:

Project-based Learning Skills for a changing world

Teachers will take learners through the following:

Step # 2: Prepare your visual aids. (PowerPoint Presentation/ Infographic)

Step # 3: Rehearse your presentation and practice getting the presentation

These RESOURCES are available in the Teacher’s Resour ce Pack:

1. Simple steps to guide learners in research on a given topic

Project-based Learning Skills for a changing world

STEP 1: Prior knowledge

21 Century skills development

Project-based Learning Skills for a changing world

21 century skills to look out for

Project-based Learning Skills for a changing world

21 century skills to look out for

21 century skills to look out for

Project-based Learning Skills for a changing world

21 century skills to look out for

21 century skills to look out for

Project-based Learning Skills for a changing world

*A non-proﬁt or not-for-proﬁt organisa on is, as the name suggests, a legal organisa on

21 century skills to look out for

Purpose of this step: Discuss and share possible solu ons.

(Please see Resource Pack: Rules for Brainstorming)

Project-based Learning Skills for a changing world

21 century skills to look out for

Project-based Learning Skills for a changing world

21 century skills to look out for

STEP 10: Prototype

21 century skills to look out for

NAME OF LEARNER: _ NAME OF SCHOOL: _____________