Lifo4-exams---assessment-guidelines-f

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General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSEMENT GUIDELINES
LIFE ORIENTATION
CODE: LIFO4
Reviewed 2013
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TABLE OF CONTENTS
1.
Introduction
3
2.
The GETC-ABET Level 4 Qualification
3
3.
Unit Standards for LIFO4 Learning Area
5
4.
LTSM in PALCs
19
5.
Weighting of the Specific Outcomes and Assessment Criteria
21
6.
Core Knowledge Areas
22
7.
Taxonomies used in scaffolding questions
63
8.
Site-Based Assessment (Formative)
24
8.1
Structure of SBA Tasks
25
8.2
Exemplar SBA Tasks
27
9.
External Assessment (Summative)
49
9.1
Structure of a question paper
49
9.2
Exemplar question paper
50
10.
Promoting the Principles of quality assessment practices
73
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1.
INTRODUCTION
This document aims to be an Examination and Assessment Guidelines in its orientation. It should
be seen against the background of the review of the General Education and Training Certificate
(GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of
its constituent Unit Standards. Against this background, it must be seen to replace any other
guideline document that has preceded it. What it does not do, however, is signal a radical shift from
formal national assessment processes that have been managed by the Department of Higher
Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises
them into a useful reference document for mainly examiners and moderators of ABET assessment.
At the same time it is a useful guide to educators, in order to prepare their learners for assessment.
The LIFO4 Examination and Assessment Guidelines document is based on the GETC-ABET
interim qualification with the SAQA ID number 71751. The guidelines should be viewed as
developmental in nature aimed at enhancing the quality of the implementation of assessment for
the interim qualification. The other users of this document shall be the Public Adult Learning
Centres (PALCs) management teams, departmental officials, policy analysts, learning area
coordinators or advisers and any interested stakeholder in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in
preparing the learner for the examination as well as the site-based assessment. It should be treated
as resource material that seeks to indicate the unit standards for the LIFO4 learning area and how
to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in
the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment
criteria are weighted. The possible teaching and learning support materials relevant to the learning
area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer
educators more guidance in their own teaching and assessment practice. The document creates a
uniform framework for examinations and formative assessments, in order to avoid a variety of
different approaches to examinations. It must be pointed out that while the guidelines are based on
the Unit Standards, it should not be read without the accompanying unit standards, or replace the
unit standards as a guideline to teaching.
The document also contain the GETC - ABET qualification which among others reflects on the rules
of combination, core components and the academic learning areas. The structure of an
examination question paper, the taxonomies used in scaffolding of questions, an exemplar question
paper and marking memorandum together with exemplar site-based assessment tasks are
outlined.
This examination guidelines document provides guidance on how to use available resources to
achieve the specified unit standards of the learning area. The national Policy on the Conduct,
Administration and Management of the GETC - ABET Level 4 examinations and assessment has a
bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any
unrealistic suggestions that might hinder quality implementation of the assessment for the interim
GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means
exhaustive in its suggestions of possible assessment activities. Suggestions to improve the
implementation of assessment in the LIFO4 learning area will be greatly appreciated.
2.
THE GETC-ABET LEVEL 4 QUALIFICATION
The General Education and Training Certificate (GETC) in Adult Basic Education and Training
(ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education
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learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of
the qualification.
SAQA QUAL ID
QUALIFICATION TITLE
71751
General Education and Training Certificate: Adult Basic Education and
Training
ORIGINATOR
REGISTERING PROVIDER
Task Team - Adult Basic Education and Training
QUALITY ASSURING ETQA
QUALIFICATION
TYPE
FIELD
SUBFIELD
National Certificate
Field 05 - Education,
Training and
Development
Adult Learning
ABET BAND
MINIMUM CREDITS
NQF LEVEL
QUAL CLASS
ABET Level 4
120
Level 1
Regular-Unit Standards
Based
REGISTRATION
STATUS
SAQA DECISION
NUMBER
REGISTRATION
START DATE
REGISTRATION END
DATE
Registered
SAQA 1179/08
2008-11-26
2011-11-26
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2012-11-26
2015-11-26
The purpose of the Qualification is to equip learners with foundational learning by acquiring
knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to
choose Elective Unit Standards which relate to occupational type learning relevant to their area of
interest or specialisation. In particular, the purpose of the qualification aims to:
 Give recognition to learners who achieve and meet the necessary requirements and
competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
 Provide a solid foundation of general education learning which will help prepare learners
and enable them to access Further Education and Training learning and qualifications,
particularly occupational workplace-based or vocational qualifications.
 Promote lifelong learning to enable learners to continue with further learning.
 Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in
equipping adult learners with the necessary knowledge, skills and values in order to be functional in
society and as a person by contributing to the workforce, community and economy. This GETC:
ABET qualification provides learners with foundational learning through the acquisition of
knowledge and skills needed for social and economic development and the promotion of justice
and equality. It also seeks to promote and instill learners with a culture of life-long learning needed
for future learning. It also enables learners to acquire the necessary competencies in order to
access further education and training, career development and employment opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
 To choose a vocational route through completion of the National Certificate (Vocational)
Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
 To access academic learning at NQF Level 2 and above.
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 To access Occupational specific qualifications at NQF Level 2, which consist of knowledge,
skills and
workplace experience and learning.
The qualification aims to equip learners to:
 Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
 Function better in and contribute to the world of work.
 Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human
rights, gender, development and change.
 Develop an appreciation for lifelong learning.
 Function better as a citizen in South Africa and contribute to cultural, social, environmental
and economic development.
 Make informed judgments about critical ethical issues.
 Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of
learning in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the
assessment of individual Unit Standards. The learner and assessor should jointly decide on
methods to determine prior learning and competence in the knowledge, skills, and values implicit in
the Qualification and the associated Unit Standards. RPL will be done by means of an integrated
assessment which includes formal, informal and non-formal learning and work experience. This
Recognition of Prior Learning may allow for accelerated access to further learning at this or higher
Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this
Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an
ETQA that has a Memorandum of Understanding with the relevant ETQA.
It is recommended that learners have achieved the following in order to access this qualification:
Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or
equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its
rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2
fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners
may choose 2 or more Learning Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET
qualification:
RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS
FUNDAMENTALS COMPONENT: COMPULSORY
39 CREDITS
1. One Official Language: 23 Credits
2. Mathematical Literacy: 16 Credits OR
3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH
CORE COMPONENT: COMPULSORY
32 CREDITS
1. Life Orientation: 32 Credits
ELECTIVES COMPONENT: OPTIONAL
51 CREDITS
Academic Learning Areas:
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1.
2.
3.
4.
5.
6.
Human and Social Sciences: 23 Credits
Natural Sciences: 15 Credits
Economic and Management Sciences: 21 Credits
Arts and Culture: 17 Credits
Technology: 11 Credits
One Additional Official Language (Excluding the language chosen as a Fundamental):
23 Credits
Vocational Learning Areas:
7. Applied Agriculture and Agricultural Technology: 20 Credits
8. Ancillary Health Care: 45 Credits
9. Small, Medium and Micro Enterprises: 17 Credits
10. Travel and Tourism: 38 Credits
11. Information Communication Technology: 23 Credits
12. Early Childhood Development: 26 Credits
13. Wholesale and Retail: 37 Credits
OPTION 1
( 5 Learning Areas)
TWO Fundamentals
ONE Core and
TWO Electives
OPTION 2
( 6 Learning Areas)
TWO Fundamentals
ONE Core and
THREE Electives
OPTION 3
( 7 or more Learning Areas)
TWO Fundamentals
ONE Core and
FOUR Electives
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and
creative thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral
and/or written presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the
environments and health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
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3.
UNIT STANDARDS FOR LIFO4 LEARNING AREA
The following Critical Cross-Field Outcomes (CCFO) underpin the entire US:
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
 Identify and solve problems: using context to decode and make meaning individually and in
groups in oral/signed activities.
 Reflect on and explore a variety of strategies to learn more effectively: listening skills
include listening for meaning in order to promote study skills such as note-taking, asking for
clarification etc.
 Explore education and career opportunities: speaking/signing and listening skills at this level
enable access to information on such opportunities, and provides the foundation for
successful engagement in such opportunities.
 Develop entrepreneurial opportunities: speaking/signing and listening skills at this level
enable access to information on such opportunities, and provides the foundation for
successful engagement in such opportunities.
UNIT STANDARD CCFO WORKING
Work effectively with others and in teams: using interactive speech/signing in activities, discussion
and research projects.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively: through using
language
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information: fundamental to the process of growing
language capability across language applications and fields of study.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills: in formal and informal
communications.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically: language makes it possible for people to
access and use scientific and technological information and applications.
UNIT STANDARD CCFO DEMONSTRATING
 Understand the world as a set of related systems: through using language to investigate
and express links, and to explore a global range of contexts and texts.
 Be culturally and aesthetically sensitive across a range of social contexts: listening and
speaking skills enhance understanding and discussion of such issues.
UNIT STANDARD CCFO CONTRIBUTING
 Participate as responsible citizens in the life of local, national and global communities:
listening and speaking/signing skills enable people to participate effectively in such
processes.
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The LIFO4 Learning Area comprises 4 unit standards:
SAQA US ID
14656
14659
14664
14569
14661
15092
113966
15091
SAQA US ID
14656
US TITLE
Demonstrate an understanding of sexuality and sexually transmitted
infections including HIV/AIDS
Demonstrate an understanding of factors that contribute towards
healthy living
Demonstrate knowledge of diversity within different relationships in
the South African society
Demonstrate an understanding of how to participate effectively in the
workplace
Demonstrate knowledge of self in order to understand one`s identity
and role within the immediate community and South African society
Plan and manage personal finances
Identify security, safety and environmental risks in the local
environment
Plan to manage one`s time
TOTAL:
CREDITS
5
US TITLE
Demonstrate an understanding of sexuality and sexually transmitted
infections including HIV/AIDS
CREDITS
5
4
3
3
3
5
6
3
32
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for any learner who needs to demonstrate an understanding of sexuality and
sexually transmitted infections (STIs), including HIV/AIDS, and the impact of these infections on
oneself, as well as in the workplace and society. It is also aimed at encouraging a healthy lifestyle.
A learner credited with this unit standard is able to:
transmitted infections
including HIV/AIDS.
infections.
This Unit Standard is intended for any person, from all backgrounds within South African society. It
may be used as a core or elective within a GETC or any vocationally based qualification.
The Unit Standard will help to contribute to the full development of the learner through his/her
understanding of sexuality and other sexually transmitted infections and the impact on the social
and economic transformation within South Africa. .
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Open
UNIT STANDARD RANGE
Sexually transmitted infections (STIs) may include, but are not limited to, herpes, gonorrhea and
syphilis. These infections are also known as sexually transmitted diseases (STDs).
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
SPECIFIC OUTCOME 2
Demonstrate an understanding of
Demonstrate an understanding of
sexuality.
sexually transmitted infections including
HIV/AIDS.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
OUTCOME NOTES
1. Different sexual orientations and
Demonstrate an understanding of the
preferences are identified with
nature, transmission and prevention of
reference to community values and
sexually transmitted infections including
perceptions and attitudes towards
HIV/AIDS.
these.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION RANGE
ASSESSMENT CRITERION 1
Sexual orientation and preferences
1. The terms "STIs", "STDs", "HIV",
may include heterosexual,
"AIDS" are explained at a basic level of
homosexual, bisexual and transsexual. understanding.
ASSESSMENT CRITERION 2
2. Rights and responsibilities in
protecting sexuality are identified with
reference to the South African
Constitution.
ASSESSMENT CRITERION 2
2. The nature and symptoms of sexually
transmitted infections including
HIV/AIDS is explained according to
possible ways of infection.
ASSESSMENT CRITERION 3
3. Risk taking behaviours are explained,
and preventive methods and practices
regarding the transmission routes of
sexually transmitted infections, including
HIV/AIDS, are explained.
ASSESSMENT CRITERION RANGE
Risk taking behaviour includes
intravenous drug use, sexual practices
and blood spills. Preventative methods
and practices refer to recognisable and
available guides to safe sex practices
and other health-related information.
SPECIFIC OUTCOME 3
Describe means to cope and deal with
sexually transmitted infections including
HIV/AIDS.
SPECIFIC OUTCOME 4
Describe human rights of individuals living
with HIV/AIDS and sexually transmitted
infections.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Living with HIV/AIDS and other sexually
transmitted is explained with reference to
the impact on the infected and the
affected individuals within the context of
self, family, community, workplace and
society.
ASSESSMENT CRITERION 1
1. The rights and responsibilities of the
infected and affected are identified
according to the Constitution and Acts that
protect these rights.
ASSESSMENT CRITERION 2
2. Support towards people living with
HIV/AIDS and sexually transmitted
infections is described to determine the
social support systems for the infected
and the affected.
ASSESSMENT CRITERION 2
2. Violation of human rights of the infected
and the affected are examined according
to beliefs and attitudes towards sexually
transmitted infections in the workplace
and society.
ASSESSMENT CRITERION RANGE
This includes religious and cultural beliefs
ASSESSMENT CRITERION 3
3. Available treatments for people living
with HIV/AIDS and sexually transmitted
infections are listed referring to current
and available medical, herbal treatments
and other legal and safe practices.
ASSESSMENT CRITERION 4
4. The benefits of an organisation's
HIV/AIDS policy are discussed with
reference to the reduction of prejudice and
discrimination against infected persons,
and the removal of stigma from the
disease.
ASSESSMENT CRITERION 4
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4. The role of sexually transmitted
infections in the transmission of HIV is
described, and an indication is given of
how untreated STIs greatly increase the
risk of transmission.
ASSESSMENT CRITERION 5
5. The ways in which mother to child
transmission can occur are listed and
the implications of pregnant women
having unprotected sex are indicated for
both the mother and the unborn child.
ASSESSMENT CRITERION 6
6. Interpersonal skills that help to reduce
the risk of sexually transmitted
infections, including HIV infection, are
demonstrated in terms of assertive
communication, negotiation and
decision-making.
ASSESSMENT CRITERION 7
7. The importance of pre and post-test
counselling is explained and the
implications of HIV testing for an
individual are discussed in terms of
making a personal decision to take an
AIDS test.
ASSESSMENT CRITERION 8
8. The importance of lifestyle changes to
boost the immune system are
discussed, with reference to diet and
stress management.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
propriate ETQA.
Memorandum of Understanding with the appropriate ETQA.
ensuring that the processes that are followed are transparent, affordable and support the
development of the NQF.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following developmental outcomes are addressed in this Unit Standard.
1. The learner is able to explore a variety of strategies to learn more effectively by identifying ways of
educational opportunities to learn about the impact of HIV/AIDS and sexually transmitted infections.
2. The learner is able to participate as a responsible citizen in community life when determining his/her
role and contribution in the society and the workplace regarding beliefs and attitudes towards HIV/AIDS
and sexually transmitted infections.
3. The learner is able to be culturally and aesthetically sensitive when discussing issues related to safe
sex and the transmission of HIV/AIDS and sexually transmitted infections.
SAQA US ID
14659
US TITLE
CREDITS
Demonstrate an understanding of factors that contribute towards 4
healthy living
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner who needs to consider factors such as hygiene, cleanliness,
nutrition, recreation and basic health care that contributes to healthy living in order to make informed
decisions. A learner credited with this unit standard is able to:
d/or recreational activities for a healthy lifestyle.
The unit standard will also contribute towards the full development of the learner and enable an
understanding of healthy living that impact on the social and economic transformation within South
Africa.
This unit standard is intended for any person, from all backgrounds within South African society. It may
be used as a core or an elective competent within a GETC or any vocationally based qualification.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Description of required skills: Fundamental communication skills at ABET level 3.
UNIT STANDARD RANGE N/A
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Explain the basic principles of
personal hygiene.
OUTCOME RANGE
In the context of this unit
standard the hygiene refers to
personal and family situations,
community life and the formal
and informal world of work.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION
1
1. The relationship between
the basic functions of the
human body and its organs,
and personal hygiene is
explained with examples.
ASSESSMENT CRITERION
2
2. Clean and healthy lifestyle
habits are identified and an
indication is given of the
consequences of poor hygiene
and unhealthy habits.
SPECIFIC OUTCOME 2
Demonstrate an understanding of
healthy and nutritious eating habits.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The five main food groups are
identified and an indication is given of
how each contributes to good health.
ASSESSMENT CRITERION 2
2. Health needs and special food
requirements of the individual or family
are identified and an indication is given
of why each need is important.
ASSESSMENT CRITERION 3
3. A balanced meal is planned based on
health needs and special dietary
requirements for the individual and/or
family.
SPECIFIC OUTCOME 3
Demonstrate an understanding of the
consequences of abusing drugs and
medicine
SPECIFIC OUTCOME 4
Demonstrate an understanding of
sports and/or recreational activities
for a healthy lifestyle.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Situations where medication and/or
drugs have a positive effect on the
individual are indicated with examples.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Opportunities for sports and/or
recreational activities are identified
in the immediate community.
ASSESSMENT CRITERION 2
2. Situations where medication and/or
drugs have a negative effect on the
individual are indicated with examples.
ASSESSMENT CRITERION 2
2. The value of sport and/or
recreation activities are explained
with reference to physical,
emotional, spiritual and mental well
being.
ASSESSMENT CRITERION 3
3. The effects of these habit-forming
drugs on the individual are explained
with reference to feelings and
behaviours.
ASSESSMENT CRITERION 4
4. The dangers of not following
instructions for medication are explained
with examples.
ASSESSMENT CRITERION 5
5. Habit-forming drugs that are illegal in
South Africa are named and an
indication is given of the consequences
of abuse on the individual and society.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
appropriate ETQA.
Memorandum of Understanding with the appropriate ETQA.
ensuring that the processes that are followed are transparent, affordable and support the development
of the NQF.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following developmental outcomes are addressed in this unit standard:
1. The learner is able to reflect on and explore a variety of strategies to learn more effectively by
identifying training
and educational needs and opportunities.
2. The learner is able to participate as a responsible citizen by understanding his/her role and
contribution in the
community by understanding the importance of basic health care practices.
3. The learner is needs to be culturally sensitive when explaining the importance of personal
presentation and
hygiene habits.
SAQA US ID
14664
US TITLE
Demonstrate knowledge of diversity within different relationships in
the South African society
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner to gain knowledge and handle diversity within different relationships
in the South African society.
A learner credited with this unit standard is able to:
Recognise an individual`s role and responsibility in relationships.
In the context of this unit standard society may refer to any interpersonal relationships in cultural, social,
family, community and work place contexts.
This unit standard may be used as a core or elective within a GETC or any vocationally based
qualification. It will also help to contribute to the full development of the learner and benefit towards
social transformation in the South African society.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Description of required skills:
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
SPECIFIC OUTCOME 2
SPECIFIC OUTCOME 3
Identify aspects of diversity within the
Recognise an individual's role and
South African society.
Demonstrate knowledge of diversity
responsibility in relationships.
within different relationships.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
ASSESSMENT CRITERION 1
ASSESSMENT CRITERION 1
1. The official languages in South
1. The importance of forming and
Africa are identified as protected in the 2. Healthy relationships are explained in
maintaining positive relationships in a
Constitution.
terms of well being and positive
society is explained and an indication is
interactions.
given of the consequences of negative
ASSESSMENT CRITERION 2
relations on the South African community.
ASSESSMENT CRITERION RANGE
2. Different South African cultures are
ASSESSMENT CRITERION 2
explored and an indication is given of
Healthy, sound or positive relationships
how understanding differences help to
may be built on the following qualities
2. Basic human rights are identified as
enhance acceptance and tolerance in
such as honesty, sincerity, trust,
described in the South African Constitution
relationships.
enjoyment and common understanding.
and the National Bill of Rights and an
indication is given of the individual
ASSESSMENT CRITERION 3 3.
ASSESSMENT CRITERION 2
responsibility related to each right.
Ways of dealing with diversity in
1. Factors that cause negative
ASSESSMENT CRITERION RANGE
everyday life are explained with
relationships are identified with
examples.
examples
Basic human rights refer to all
fundamental issues covered in the South
ASSESSMENT CRITERION RANGE
African Constitution e.g. gender equality,
Negative relationships may refer to any
disability and right to education.
over dependence, disloyal, abusive and
ASSESSMENT CRITERION 3
exploiting type relationships.
3. Personal boundaries in a relationship
ASSESSMENT CRITERION 3
are discussed with reference to own
3. Relationships within a group are
needs, desires, interests and values.
discussed and an indication is given of
how the group deals with diversity.
GETC-ABET Level 4 ~ @ NQF Level 1
SPECIFIC OUTCOME 4
Identify ways and techniques to form
positive relationships.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Practical techniques to promote positive
relationships are identified with examples.
ASSESSMENT CRITERION RANGE
These techniques include, but do not
exclude others, assertiveness, dealing
with conflict and anger, talking to other
people in a positive manner.
ASSESSMENT CRITERION 2
2. Ways of dealing with resolving conflict
and anger are identified for three case
studies.
ASSESSMENT CRITERION 3
3. Ways of accessing support structures
are identified in the local community.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
registered as assessors with the appropriate ETQA.
Memorandum of Understanding with the appropriate ETQA.
must meet the requirements of SAQA
ensuring that
the processes that are followed are transparent, affordable and support the development of the NQF.
standards
from the focus areas of social and personal development.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following developmental outcomes are addressed in this unit standard:
1. The learner is able participate as responsible citizens in the life of local communities when
determining their role and contribution in society and by explaining ways and techniques to form
positive relationships.
SAQA US ID
14569
US TITLE
Demonstrate an understanding of how to participate effectively in the
workplace
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner who needs to participate and function effectively as an individual
and team member in the workplace.
A learner credited with this unit standard is able to:
strate an understanding of one`s own contribution in the workplace.
The unit standard will also contribute to the full development of the learner as well as economic
transformation in South Africa.
This unit standard is intended for any person, from all backgrounds within South African society who
wishes to participate as an individual team member in the world of work. It may be used as a core or
elective component within a GETC or any vocationally based qualification.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING N/A
UNIT STANDARD RANGE
Workplace may refer to informal and formal organisations and businesses.
World of work may refer to formal and informal environments in which people work such as street
vendors, formal companies and state departments.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Identify the importance of ethical
behaviour.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The standards and behaviour in
organisational values, systems and
communications are identified in
different work environments.
ASSESSMENT CRITERION
RANGE
Systems may refer to the different
ways in which businesses are
organised and communication takes
place.
ASSESSMENT CRITERION 2
2. The importance of personal
ethics and values in the world of
work is explained and an indication
is given of the consequences of
unethical behaviour.
SPECIFIC OUTCOME 2
Understand role, rights and
responsibilities of individuals in the
workplace.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Own position and role in the
workplace is identified and illustrated
graphically (organogram) by referring
to the way that work is organised.
ASSESSMENT CRITERION 2
2. Personal duties and responsibilities
are described with reference to a job
description and employment contract.
ASSESSMENT CRITERION 3
3. The rights and responsibilities of an
individual in a workplace are
explained with reference to South
African labour legislation at a basic
level of understanding.
SPECIFIC OUTCOME 3
Identify opportunities for personal
growth and advancement in the
workplace.
SPECIFIC OUTCOME 4
Demonstrate an understanding of
one's own contribution in the
workplace.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Information on various training
options in the workplace are identified
to determine possible learning options.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Ways in which an individual
contributes to the priorities and goals
of the workplace are identified and an
indication is given of the
consequences of non-delivery.
ASSESSMENT CRITERION 2
2. Own skills and developmental
needs are compared to the available
training options.
ASSESSMENT CRITERION 3
3. A career path is identified and
potential opportunities for personal
development are translated into a plan
of action.
ASSESSMENT CRITERION 2
2. The importance of meeting
deadlines and performance standards
are explained with reference to own
position in an organization.
ASSESSMENT CRITERION 3
3. Ways in which ethical behaviour
may influence participation and
advancement in the workplace are
identified from three case studies.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual, practical and conducted in the world of work as
far as possible.
sa
Memorandum of Understanding with the appropriate ETQA.
and requirements must meet the requirements of SAQA
ensuring that the processes that are followed are transparent, affordable and support the development
of the NQF.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following critical and developmental outcomes are addressed in this unit standard:
1. The learner is able to explore education and career opportunities when identifying training and
educational needs and setting goals for self-development in the workplace.
SAQA US ID
14661
US TITLE
Demonstrate knowledge of self in order to understand one`s identity
and role within the immediate community and South African society
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner who needs to make informed life decisions based on knowledge of
his/her own personal qualities, needs, goals and role in the immediate community and South African
society.
A learner credited with this unit standard is able to:
ole in the immediate community
The unit standard will help to contribute towards the full personal development of the learner as well as
social transformation within South Africa.
This unit standard is intended for any learner, from all backgrounds within South African society. It may
be used as a core or elective component within a GETC or any vocationally based qualification.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Description of required skills:
UNIT STANDARD RANGE
Immediate community refers to place of work, neighbourhood, friends, family and extended family.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
SPECIFIC OUTCOME 1
Understand the basic meaning of personal
identity.
Understand the basic meaning of personal identity.
ASSESSMENT CRITERION 1
1. The term identity is explained with examples.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Own behaviour in the immediate community is
discussed with reference to the effect on other
people.
ASSESSMENT CRITERION 2
2. Unique personal qualities are discussed based on selfassessment.
ASSESSMENT CRITERION 2
2. Own roles and responsibilities in the community
are discussed with examples.
ASSESSMENT CRITERION RANGE
Personal qualities may include acceptance of physical
appearance, personal strengths, weaknesses, skills,
abilities and spiritual, social and community interests.
ASSESSMENT CRITERION 3
3. Ways in which an individual can contribute in the
immediate community are identified with examples.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The term identity is explained with examples.
ASSESSMENT CRITERION 2
2. Unique personal qualities are discussed based
on self-assessment.
ASSESSMENT CRITERION RANGE
Personal qualities may include acceptance of
physical appearance, personal strengths,
weaknesses, skills, abilities and spiritual, social
and community interests.
ASSESSMENT CRITERION 3
3. Personal characteristics are identified which help
to promote positive self-esteem and self-image.
ASSESSMENT CRITERION 4
4. The relationship between self-esteem and selfconcept is explained in simple clear terms.
SPECIFIC OUTCOME 3
Identify personal role in the immediate community.
ASSESSMENT CRITERION 3
3. Personal characteristics are identified which help to
promote positive self-esteem and self-image.
ASSESSMENT CRITERION 4
4. A social transformation issue is identified with
reference to the South African context.
ASSESSMENT CRITERION 4
4. The relationship between self-esteem and self-concept
is explained in simple clear terms.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
the appropriate ETQA, or with an ETQA that has a
Memorandum of Understanding with the appropriate ETQA.
ensuring that the processes that are followed are transparent, affordable and support the development
of the NQF.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following developmental outcomes are addressed in this unit standard:
1. The learner is able to identify training and educational needs and opportunities linked to his/her own
needs and personal goals.
2. The learner is able to explore education opportunities when identifying training in relation to personal
development.
UNIT STANDARD LINKAGES N/A
SAQA US ID
15092
US TITLE
Plan and manage personal finances
CREDITS
5
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner who needs to understand the world of money in order to manage
personal finances. It will help learners to actively plan and manage their own financial well-being by
taking into account risks and safety measures. This unit standard will also help to develop a learner`s
understanding of his/her own income and expenditure patterns. The learner will be able to plan short
and long term financial commitments and how to budget for them.
A learner credited with this unit standard is able to:
This unit standard will contribute to the full development of the learner by developing planning skills for
own financial well-being as well as providing recognition, further mobility and portability of skills within
society.
This unit standard may be used as a core or elective within a GETC or any vocationally based
qualification.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Description of required skills:
UNIT STANDARD RANGE N/A
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SPECIFIC OUTCOME 1
Explain the importance of managing
personal finances.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Socio-economic circumstances in
South Africa are explained in order
to understand the impact on one's
financial situation.
SPECIFIC OUTCOME 2
Set personal financial goals.
SPECIFIC OUTCOME 3 Identify ways to
achieve personal financial goals.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Basic financial terminology is explained
with examples.
1. The difference between "wants"
and "needs" is explained by
providing examples from personal
experience.
ASSESSMENT CRITERION 2
2. The consequences of not having
a good credit rating are explained in
relation to financing credit related
purchases.
ASSESSMENT CRITERION
RANGE
Needs may include things required
for survival. Wants refer to extras
that are nice to have.
ASSESSMENT CRITERION 3
3. The risks, pitfalls, limitations and
unforeseen events that affect a
budget are identified to understand
the consequences of poor financial
planning.
ASSESSMENT CRITERION 2
2. Personal wants and needs are
identified and listed to set personal
financial goals.
ASSESSMENT CRITERION 3
3. Personal goals are planned and
recorded in order to meet own or
family needs or wants.
ASSESSMENT CRITERION
RANGE Goals may include short,
medium and long-term goals.
ASSESSMENT CRITERION RANGE
These terms may include but are not
limited to: hire purchase agreements,
savings account, cheque account,
transmission account, mortgage loan,
credit, debit, interest
SPECIFIC OUTCOME 4
Develop a personal and/or family
budget.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Items on a personal and/or family
budget are listed including income and
expenses for a period of three
months.
ASSESSMENT CRITERION 2
2. Formal financial institutions and their
services are described in order to make an
informed choice of which service to use.
ASSESSMENT CRITERION RANGE
Income may include salaries, income
from extra jobs or home-based
businesses, investment profits,
dividends from stock.
Expenses may include essential and
non-essential expenses based on
needs and wants.
ASSESSMENT CRITERION RANGE
Formal financial institutions may refer to
banks, micro-financial institutions, and
building societies.
ASSESSMENT CRITERION 2
2. Items on a personal and/or family
budget are prioritised to determine
potential expenditure.
ASSESSMENT CRITERION 3 3. Informal
financial institutions and their services are
described and explained in terms of
advantages and disadvantages so that an
informed choice can be made.
ASSESSMENT CRITERION 3
3. The budget is written down to meet
financial needs and responsibilities
and to provide surplus cash for
emergency expenses.
ASSESSMENT CRITERION RANGE
Informal financial institutions may refer to
friends, family, "stokvel", "loan sharks",
burial societies, pyramid schemes and
ASSESSMENT CRITERION 4
4. Ways to continuously check
personal and/or family expenses and
income are explored and described to
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other informal lending schemes.
keep budget on track.
ASSESSMENT CRITERION 4
4. Ways to save money using various
financial options are listed in terms of
personal priorities and long-term financial
stability.
ASSESSMENT CRITERION 5
5. A plan to adjust income and
expenses is chosen to keep budget on
track.
ASSESSMENT CRITERION 5
5. Ways to generate extra money to
supplement personal income are identified
to achieve goals.
ASSESSMENT CRITERION RANGE
These ways may include working
overtime, taking on extra jobs, starting a
small, home-based business, investments,
lending money.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
QA, will assess a learner`s competency.
ng with the
appropriate ETQA.
eration where applicable.
at are followed are
transparent, affordable and support the development of the NQF.
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UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
The following developmental outcomes are addressed in this unit standard:
1. The learner is able to explore opportunities and learn more effectively by understanding the impact of
income and expenditure on personal or family budgets.
2. The learner is able to participate as a responsible citizen in the life of local communities when
evaluating budgets of individuals in the local community or at a place of work.
UNIT STANDARD LINKAGES N/A
SAQA US ID
113966
US TITLE
Identify security, safety and environmental risks in the local
environment
CREDITS
6
PURPOSE OF THE UNIT STANDARD
This unit standard is designed to empower learners to address common safety, security and
environmental risks in order to make their homes and communities safer and more secure places in
which to live and work. It is intended for the sustainable enhancement of community and neighbourhood
development.
The qualifying learner is capable of:
s to community and environmental risks.
.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
There is open access to this unit standard.
UNIT STANDARD RANGE
The typical scope of this unit standard is:
residential block or identified area within a town or suburb or a small village.
ity refers to a group of people living in a particular area or locality within society.
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SPECIFIC OUTCOME 1
Identify potential exposures
to personal safety risk.
SPECIFIC OUTCOME 2
Identify potential exposure to
fire risks.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
ASSESSMENT CRITERION
1
1. Risks associated with
tools, appliances and
domestic equipment are
named and an indication is
given of the possible
personal exposures
associated with three of each
category
ASSESSMENT CRITERION
RANGE
Three of each of tools,
utensils, appliances, sharp or
blunt instruments, broken or
unsafe appliances, garden or
mechanical tools
ASSESSMENT CRITERION
2
2. The hazards associated
with decayed, expired or
contaminated food, including
their contamination causes,
are identified and an
indication is given of the
consequences of consuming
such foodstuff
ASSESSMENT CRITERION
RANGE
Rotten food, blown cans,
1. The fire triangle is explained
with reference to the key
elements of fire
ASSESSMENT CRITERION 2
2. The basic principles of
extinguishing a fire are
explained and an indication is
given of how to remove one of
the fire elements in a particular
situation
ASSESSMENT CRITERION
3 3. Sources of fuel are
identified and an indication is
given of how each should be
used and stored safely
ASSESSMENT CRITERION
RANGE
Liquid, solid and gas fuels
ASSESSMENT CRITERION 4
4. Sources of the heat element
are identified and an indication
is given of how to prevent
unsafe use
ASSESSMENT CRITERION
RANGE
Electricity, matches, reflective
elements, disposal of heat
SPECIFIC OUTCOME 3
Identify potential exposures and
ways of responding to security
related risks.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Crimes of violence that pose
a security risk are named with
examples
ASSESSMENT CRITERION
RANGE
Includes, but is not limited to,
rape, hijacking, physical abuse,
armed attack, and gangsterism
ASSESSMENT CRITERION 2
2. Steps that can be taken to
avoid, control, reduce or
eliminate crimes of violence are
indicated for five specific
situations
ASSESSMENT CRITERION 3
3. Avenues for dealing with the
consequences related to
criminal activities and crimes of
violence are identified within the
local community
ASSESSMENT CRITERION
RANGE
Religious community services,
trauma counselling centres,
South African Police, NGOs,
community structures, clinics
SPECIFIC OUTCOME 4
Identify potential exposures
and ways of responding to
community and environmental
risks.
SPECIFIC OUTCOME 5
Investigate security, safety and
environmental risks, & ways of
responding in the local
environment.
ASSESSMENT CRITERIA
OUTCOME NOTES
Investigate security, safety and
environmental risks, and ways
of responding to such risks, in
the local environment or
neighbourhood.
ASSESSMENT CRITERION 1
1. Risks related to water,
sanitation and waste are
identified and an indication is
given of the dangers related to
each
ASSESSMENT CRITERION 2
2. Five environmentally unsafe
areas are identified and an
indication is given of the
dangers related to each area
ASSESSMENT CRITERION 3
3. Ways in which a community
can help reduce exposures to
environmental risks are
suggested for a specific
situation
ASSESSMENT CRITERION 4
4. The responsibility of the
individual for ensuring the
safety and maintenance of
community facilities is indicated
with examples
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. A survey of the immediate
neighbourhood is conducted
and an indication is given of
any potential health, safety,
security and environmental
risks
ASSESSMENT CRITERION 2
2. Services available in the
local environment are identified
and an indication is given of
what each service provider is
responsible for
ASSESSMENT CRITERION 3
3. Steps that could be taken
when services in a place are
inadequate are outlined for a
specific place
ASSESSMENT CRITERION 4
4. A plan to improve safety,
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uncovered or unprotected
food, food from unregulated
sources, unhygienic and
unprotected surfaces and
utensils
ASSESSMENT CRITERION
3
3. Risks associated with the
use and consumption or
application of medical
substances are indicated with
reference to expiry dates,
disposal of medicine, and
medical waste, prescribed or
over the counter medication,
storage and correct dosage
and use
ASSESSMENT CRITERION
4
4. Issues of personal safety
are discussed with reference
to personal behaviour that
could negatively impact on
own safety
ASSESSMENT CRITERION
5
5. Five situations that could
pose a potential danger or
threat to personal safety are
named and an indication is
given of how to avoid such
situations
sources
and day hospitals
ASSESSMENT CRITERION 5
5. The safety standards that
apply to appliances that use
heat sources are named and
an indication is given of the
consequences of careless or
negligent use or handling
ASSESSMENT CRITERION 4
4. Security and protection
measures that could help to
ensure individual, community
and public safety are indicated
for three different venues or
places
security and environmental
conditions in a local community
is proposed and an indication is
given of how a local community
can be proactive in upgrading
their own area
ASSESSMENT CRITERION
RANGE Includes, but is not
limited to, schools, recreation
areas, sports stadiums and
parks
ASSESSMENT CRITERION 5
5. The impact of gangsterism
and substance abuse on the
security of a situation are
identified with examples
ASSESSMENT CRITERION 6
6. The impact of the trade in
grey or stolen goods on the
crime situation in South Africa is
explained and an indication is
given of how an individual can
contribute to a crime free South
Africa
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical.
sors must be registered as assessors with the appropriate ETQA.
Memorandum of Understanding with the appropriate ETQA.
for moderation should be applied as per the ETQA`s criteria.
Memorandum of Understanding with the appropriate ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
SAQA US ID
15091
US TITLE
Plan to manage one`s time
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This unit standard is for any learner who needs to manage time in a responsible and effective way in
every day life situations.
A learner credited with this unit standard is able to:
This unit standard may be used as a core or elective component within a GETC or any vocationally
based qualification. The unit standard will also contribute to the full development of the learner as well
as complement economic and social transformation.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Description of required skills:
UNIT STANDARD RANGE
It is expected that in order for a learner to achieve this Unit Standard a plan of action needs to be
implemented and tracked within a period of three months.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
SPECIFIC OUTCOME 2 Prioritise tasks
Set realistic goals for tasks and
and activities in order to plan time.
activities.
ASSESSMENT CRITERIA
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The amount of time available is
ASSESSMENT CRITERION 1
identified in order to complete tasks and
1. Goals for tasks and activities are
activities.
ASSESSMENT CRITERION
set using specific criteria.
ASSESSMENT CRITERION RANGE
RANGE
The criteria may include but are not
Factors to be taken into consideration
limited to the SMART criteria:
include short, medium and long-term
S - Specific
goals, time wasters and relaxation.
ASSESSMENT CRITERION 2
M - Measurable
A - Attainable
2. Time allocated for tasks and activities
R - Relevant
is recorded in order to meet goals.
ASSESSMENT CRITERION RANGE
T - Traceable
ASSESSMENT CRITERION 2
Factors to be taken into consideration
2. Factors that prevent the
include short, medium and long-term
achievement of goals are discussed
goals, time wasters, and relaxation.
and explained in relation to goals set.
ASSESSMENT CRITERION 3
ASSESSMENT CRITERION 3
3. Tasks are rated according to urgency
3. Factors are identified that may
and importance in order to prioritise
influence the progress of achieving
these and enable planning to take
planned tasks and activities.
place.
SPECIFIC OUTCOME 3
Draw up plan/schedules to organise tasks
and activities.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. The importance of listing the steps is
explained to enable the completion of
identified tasks and activities.
ASSESSMENT CRITERION 2
2. Tasks and activities to be completed
are listed and planned within the identified
timeframes.
ASSESSMENT CRITERION 3
3. Different time-schedules are explained
to effectively organise tasks and
activities.
ASSESSMENT CRITERION
RANGE Time-schedules may refer to
using a diary, different planners, action
plans, and grids.
ASSESSMENT CRITERION 4
4. A time-schedule is chosen and tasks
and activities are recorded with time
frames.
SPECIFIC OUTCOME 4
Carry out task and activities as
planned.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Plan/schedule is carried out according
to steps and timeframes.
ASSESSMENT CRITERION 2
2. Plan/schedule is evaluated according
to successes/failures.
ASSESSMENT CRITERION 3
3. Solutions to improve the use of time
are explained in order to plan more
effectively.
ASSESSMENT CRITERION 4
4. Short, medium and long-term goals
are prioritised and realistic timeframes
are allocated to achieve these.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Assessment of this Unit Standard should be contextual and practical as far as possible.
the appropriate ETQA.
Memorandum of Understanding with the appropriate ETQA.
SAQA
ensuring that
the processes that are followed are transparent, affordable and support the development of the NQF.
standards
from the focus areas of social and personal development.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE N/A
UNIT STANDARD DEVELOPMENTAL OUTCOME N/A
4.
LTSM IN PALCs
The recommended Learning and Teaching Support Materials for this learning area are listed in the
catalogue provided by the AET Directorate of the Department of Higher Education and Training.
A variety of LTSM is used in various contexts in ABET Centres across the country and these are
sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a
set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use
their own discretion and creativity in the selection of materials, but it must be reiterated that the choice
must be informed by the applicable Unit Standards.
5.
WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA
RATIO OF COMPLEXITY:
Both the Summative Question Paper and the Site-based Assessment Tasks attempt to strike a balance
in the complexity of the questions and tasks that are fair to learners, but also conform to standard
assessment practices. In general, all assessments in the content learning areas are structured around
the following ratios:
The following ratios for assessment will be applicable:
40%: All questions will be based on the lower order ratio (List, Mention).
30%: Interpretative questions: Middle order (Analyze, Understand, Verify)
30%: Synthesis: High order (Apply, Own opinions, Produce)
UNIT STANDARD
ID NUMBER
14656
14659
14664
14569
14661
15092
113966
15091
CREDITS PER
ID NUMBER
5
4
3
3
3
5
6
3
FORMATIVE OR
SUMMATIVE
ASSESSMENT
Formative & Summative
Formative & Summative
Formative & Summative
Formative & Summative
Formative & Summative
Formative Only
Formative Only
Formative & Summative
GETC-ABET Level 4 ~ @ NQF Level 1
VALUE (MARKS) FOR
SUMMATIVE ASSESSMENT
QUESTION PAPER OR FOR SBA
TASKS:
Formative: 50 Summative: 100
Formative: 50 Summative: 100
Formative: 50 Summative: 100
Formative: 50 Summative: 100
Formative: 50 Summative: 100
Formative: 50
Formative: 50
Formative: 50 Summative: 100
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6.
CORE KNOWLEDGE AREAS
This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge
areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or
practiced in each activity. It then locates each US and SO in either the Summative or Formative
Assessment, specifying which question or task in the assessment will be covered.
The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad
overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of
each SO), in preparation for the assessments. Examiners will make any selection of these activities to
include in both the question paper as well as the SBA tasks. By working through them, the educator is
thus preparing learners for the full range of possible tasks in the assessment.
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No 1. ID 14656 – DEMONSTRATE AN UNDERSTANDING OF SEXUALLY TRANSMITTED INFECTIONS INCLUDING HIV/AIDS
SO 1 – Demonstrate an understanding of sexuality
AC1- Different sex orientations and preferences are identified with reference to community values and perceptions and attitudes towards these
KNOWLEDGE:
SKILLS:
VALUES:
Heterosexual, Homosexual, Bisexual,TransCreation of life relation-ships, acceptance, respect,
Understanding of the South African
sexual
tolerance
Constitution
AC2 – Rights and responsibilities in protecting sexuality are identified with reference to the South African Constitution
KNOWLEDGE:
SKILLS:
VALUES:
Human Rights, Social responsibility
Life Skills, Understanding of Positional Rights
Constitutional rights
SO 2 – Demonstrate an understanding of STD’s including HIV/AIDS
KNOWLEDGE:
Human Rights, Social responsibility
SKILLS:
Life Skills, Understanding of Positional Rights
AC1 – Terms STI, STD, HIV AND AIDS are explained at a basic level of understanding.
KNOWLEDGE:
SKILLS:
Definition of terms as above
Prevention, sexuality education understanding
VALUES:
Responsibility
VALUES:
Human dignity and discipline
AC2 – The nature and symptoms of sexually transmitted infections including HIV/AIDS is explained according to possible ways of infection
KNOWLEDGE:
SKILLS:
VALUES:
Symptoms of sexual transmitted illnesses and
Prevention, sexuality education understanding
Human dignity and discipline
their relationships with HIV and AIDS
Possible ways of infections
AC3 – Risk taking behaviours are explained, and preventive methods and practices regarding the transmission root of sexually transmitted infections,
including HIV/AIDS are explained
KNOWLEDGE:
SKILLS:
VALUES:
Drug abuse, Preventative methods, Health
Prevention, sexuality education understanding,
Human dignity and discipline
institutions
prevention of drug addiction
Risky behaviour
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AC4 – The role of sexually transmitted infections in the transmission of HIV is described and indication is given of how untreated STI’s greatly increased
the risk of transmission
KNOWLEDGE:
SKILLS:
VALUES:
Multiple concurrent sexual relationship
Prevention, sexuality education understanding,
Human dignity and discipline
Untreated STI, STD and risk thereof
prevention of drug addiction
AC5 – The ways in which mother to child transmission can occur, are listed and the implication of pregnant women have unprotected sex are indicated for
both the mort her and the unborn child
KNOWLEDGE:
SKILLS:
VALUES:
List the ways of mother child transmission
Prevention, and protection of the unborn child
Responsibility
AC6 –Interpersonal skills that help to reduce the risk of sexually transmitted infection including HIV infection are demonstrated in terms of assertive
communication, negotiations and decision making
KNOWLEDGE:
SKILLS:
VALUES:
Communication, negotiations and decisionInterpersonal skills
Interpersonal relationship
making
AC7– The importance of pre and post-test counselling is explained and the implications of HIV testing for an individual are discussed in terms of making a
personal decision to take an AIDS test
KNOWLEDGE:
SKILLS:
VALUES:
Voluntary counselling and testing (VCT)
To conduct voluntary and compulsory blood test
Healthy lifestyle
AC8 – The importance of lifestyle changes to boost the immune system are discussed, with reference to diet and stress management
KNOWLEDGE:
SKILLS:
VALUES:
Healthy food, protection of immune system and
Eating healthy diet, knowledge of the CD counts Healthy life style
healthy personal management
and viral loading
SO 3 – Describe means to cope and deal with sexually transmitted infections including HIV/AIDS
AC1- Living with HIV/AIDs and other sexually transmitted infections is explained with reference to the impact on infected and affected individuals within the
context of self, family, community, workplace and society
KNOWLEDGE:
SKILLS:
VALUES:
People living with HIV/AIDS and affected
Relationship with self family and community,
Responsibility and Caring
people
workplace and society
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AC2- Support towards people living with HIV/AIDS and sexually transmitted infections is described to determine the social support systems for the infected
and the affected
KNOWLEDGE:
SKILLS:
VALUES:
Support structures for people living with
Identification of the support structures and service
Support and Care
HIV/AIDS
rendered by these structures
AC3- Available treatment for people living with HIV/AIDS and sexually transmitted infections are listed referring to current and available medical, herbal
treatment and other legal and safety practices
KNOWLEDGE:
SKILLS:
VALUES:
List all the possible treatments of people
Identification of treatments
Safe treatment
infected with HIV/AIDS and sexually
transmitted infections
AC4- The benefits of the organisation’s HIV/AIDS policy are discussed with reference to the reduction of prejudice and discrimination against infected
person, and the removal of stigma from the decease
KNOWLEDGE:
SKILLS:
VALUES:
Understanding of HIV/AIDS policies and
Application of the policy either in the workplace or in Respect
benefits of these policies
social life
SO 4 – Describe human rights of individuals living with HIV/AIDS and sexually transmitted infections
AC1- The rights and responsibilities of the infected and affected are identified according to the Constitution and Acts that protect these Rights
KNOWLEDGE:
SKILLS:
VALUES:
Bill of Rights (chapter TWO of the
How to use the Acts, Constitution to protect their rights
Rights and responsibility
Constitution)
AC2- Violation of human Rights of the infected and the affected are examined according to the beliefs and attitudes towards sexually transmitted infections
in the workplace and society
KNOWLEDGE:
SKILLS:
VALUES:
Different religious belief system and cultural
Analysis of perception and attitudes
Respect and acceptance
practices
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NO 2. ID 14659 – DEMONSTRATE AN UNDERSTANDING OF FACTORS THAT CONTRIBUTE TOWARDS HEALTHY LIVING
SO 1 – Explain the basic principles of personal hygiene.
AC1- The relationship between basic function of the human body and its organs, and personal hygiene is explained with examples
KNOWLEDGE:
SKILLS:
VALUES:
Healthy food and physical exercises
Promotion of personal hygiene in order to protect
Personal hygiene
Human body organs and their functions
functions of the human body
AC2- Clean and healthy lifestyle habits are identified and indication is given of the consequences of poor hygiene and unhealthy habits
KNOWLEDGE:
SKILLS:
VALUES:
Distinguish between
How to live a healthy lifestyle and discourage unhealthy
Personal hygiene
healthy lifestyle and unhealthy lifestyle
habits
SO 2 – Demonstrate an understanding of healthy and nutritious eating habits
AC1- The five main food groups are identified and an indication is given of how each contributes to good health.
KNOWLEDGE:
SKILLS:
VALUES:
Names of the five main food groups i.e.
Identification of how each food group will contribute to
Good eating habits
Proteins, Carbohydrates, Vitamins, Fats/Oils
good health.
and Roughages
AC2- Health needs and special food requirements of the individual or family are identified and an indication is given of why each need is
important.
KNOWLEDGE:
SKILLS:
VALUES:
Health needs and special food requirements.
Identifying healthy needs according to special food
Healthy living
requirements.
AC3- A balanced meal is panned based on health needs and special dietary requirements for the individual and for family.
Food groups to be prepared for a balanced
meal.
Identify food to be prepared as per dietary requirements
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SO 3 –Demonstrate an understanding of the consequences of abusing drugs and medicine
AC1- Situation where medication and / or drugs have a positive effect on the individual are indicated with examples
KNOWLEDGE:
SKILLS:
VALUES:
Knowledge of health care centres.
Consultation for medical attention
Healthy living
Legal drugs and prescriptions, expiry dates
AC2- Situation where medication and / or drugs have a negative effect on the individual are indicated with examples
Knowledge of individuals/institutions who
Identification of how drugs or medication is abused
Healthy living
illegally deal with drugs
AC3- The effects of these habit forming drugs on the individual are explained with reference to feelings and behaviours
KNOWLEDGE:
SKILLS:
VALUES:
Behaviour and feelings of people who abused Description of behaviour and feelings of people who abuse
Behaviour
drugs
drugs
Effect of drugs
AC4- The dangers of not following instructions for medication are explained with examples
KNOWLEDGE:
SKILLS:
VALUES:
Overdosing of medication
Explain the ways of overdosing and skipping of medication Adherence to prescription and
Skipping of medication
instruction
AC5- Habit- forming drugs that are illegal in South Africa are named and indication is given of the consequences of abuse on the individual and
society
KNOWLEDGE:
SKILLS:
VALUES:
Cocaine, Dagga ect.
Diseases and criminal activities
Responsible citizenship
SO4 – Demonstrate an understanding of sport and/or recreational activities for healthy lifestyle
AC1- Opportunities for sports and/or recreational activities are identified in the immediate community
KNOWLEDGE:
SKILLS:
Type of sporting codes and recreational activities Identification of sporting codes and recreational activities
VALUES:
Healthy living
AC2- The value of sport and recreational activities are explained with reference to physical, emotional, spiritual and mental well-being
KNOWLEDGE:
How sporting and recreational activities are
related to the following physical, emotional
spiritual and mental well-being
SKILLS:
To understand the value of sport and recreation in relation
to physical, emotional, spiritual and mental well-being
VALUES:
Healthy living
NO 3. ID 14664 – DEMONSTRATE KNOWLEDGE OF DIVERSITY WITH DIFFERENT RELATIONSHIPS IN THE SOUTH AFRICAN SOCIETY
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SO1 Identify aspects of diversity within the South African society
AC1- The Official languages of South Africa are identified as protected in the Constitution
KNOWLEDGE:
SKILLS:
VALUES:
Eleven official languages.
Recognition and understanding of eleven official languages
Respect and tolerance
AC2 – Different South African cultures are explored and an indication is given of how understanding differences help to enhance acceptance and
tolerance in relationships.
KNOWLEDGE:
SKILLS:
VALUES:
Cultural diversity
To respect and accept other people’s
Acceptance of respect and tolerance
cultures
AC3- Ways of dealing with diversity in everyday life is explained with examples.
KNOWLEDGE:
SKILLS:
VALUES:
Recognition of diversity to
Managing and dealing with diversity
Respect and tolerance
different communities(religion,
politics, race, sex)
SO 2 Demonstrate knowledge of the diversity within different relationships
AC1- Healthy relationships are explained in terms of well being and positive interactions.
KNOWLEDGE:
SKILLS:
Honest, trust and respect other cultures and religions
Forming healthy, sound and positive relationship
AC2 - Factors that cause negative relationships are identified with examples
KNOWLEDGE:
SKILLS:
Undermining other people’s culture and beliefs.
Avoiding negative relationship
AC3 – Relationships within a group are discussed and an indication is given of how the group deals with diversity.
KNOWLEDGE:
SKILLS:
Interest, religion and belief systems
Integration of individuals in a group
Managing diversity
VALUES:
Tolerance
VALUES:
Tolerance
VALUES:
Tolerance
SO 3 Recognise an individual’s role and responsibility in relationships
AC1- The importance of forming and maintaining positive relationships in a society is explained and an indication is given of the consequences of
negative relations on the South African community.
KNOWLEDGE:
SKILLS:
VALUES:
Mutual respect, tolerance and cooperation
To be able to live harmoniously irrespective of differences
Forming and maintaining
positive relationships
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AC2 - Basic human rights are identified as described in the South African Constitution and the Bill of Rights and an indication is given of the
individual responsibility related to each right.
KNOWLEDGE:
SKILLS:
VALUES:
Define the concept constitution and “bill of
Interpretation of Constitution and Bill of Rights
Positive relationships
rights”
Responsible citizenship towards constitution and the bill of
rights.
AC3 – Personal boundaries in a relationship is discussed with reference to own needs, desires interests and values.
KNOWLEDGE:
SKILLS:
VALUES:
Personal development. Respect and
Respect and tolerate others
Maintain of positive relationship
awareness of other personal human
differences
SO 4 Identify ways and techniques to form positive relations
AC1- Practical techniques to promote positive relationships are identified with examples.
KNOWLEDGE:
SKILLS:
Respect other people’s views and beliefs
Engage in open discussion and listening skills
AC2 - Ways of dealing with resolving conflict and anger are identified for three case studies.
KNOWLEDGE:
SKILLS:
Conflict management
Conflict resolution skills. Bargaining and negotiation skills
AC3 – Ways of accessing support structures are identified in the local community.
KNOWLEDGE:
SKILLS:
Bargaining chamber.
Awareness of this structures
Counsellors and support structures
VALUES:
Positivity
VALUES:
Positive relationship
VALUES:
Positivity
NO 4 ID 14569 – DEMONSTRATE AN UNDERSTANDING OF HOW TO PARTICIPATE EFFECTIVELY IN THE WORKPLACE.
SO1 Identify the importance of ethical behaviour
AC1- The standards and behaviour in organizational values, systems and communications are identified in different work environments.
KNOWLEDGE:
SKILLS:
VALUES:
Labour legislations/Labour Unions and Employers
Application and compliance to labour legislations
Ethnic and value systems
Different ways in which business are organized and
communication take place
AC2 – The importance of personal ethics and values in the world of work is explained and an indication is given of the consequences of unethical
behaviour.
KNOWLEDGE:
SKILLS:
VALUES:
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Codes of conduct in a work place.
Observation and adherence to codes of conduct.
Personal ethics
AC3- Ways in which ethical behaviour may influence participation and advancement in the work place are identified from three case studies.
KNOWLEDGE:
Disciplinary measures, promotions and conditions
of services.
SKILLS:
Planning and respect of employment.
VALUES:
Conflict Management
SO 2 Understand role, rights and responsibilities of individuals in the workplace.
AC1 – Own position and role in the workplace is identified and illustrated graphically (organ gram) by referring to the way that work is organised.
KNOWLEDGE:
SKILLS:
VALUES:
Job description , duty sheet and time book
Roles and functions in the workplace
Positive roles at the workplace
AC2 - Personal duties and responsibilities are described with reference to a job description and employment contract.
KNOWLEDGE:
SKILLS:
VALUES:
Job description , duty sheet and time book
Job description , duty sheet and time book
Accept and implement
AC3 – The rights and responsibilities of an individual in a workplace are explained with reference to South African labour legislation at a basic level of
understanding
KNOWLEDGE:
SKILLS:
Labour legislations/Labour Unions and
Application and compliance to labour legislations
Employers
SO 3 Identify opportunities for personal growth and advancement in the workplace
VALUES:
Good working relationship
AC1- Information on various training options in the workplace is identified to determine positive learning options.
KNOWLEDGE:
SKILLS:
VALUES:
Skill development Act of 1998
To identify personal development needs in the workplace
Workplace development
AC2 – Own skills and developmental needs are compared to the available training options.
KNOWLEDGE:
SKILLS:
VALUES:
Skill development Act of 1998
To identify personal development needs in the workplace
Personal development
AC3 – A career path is identified and potential opportunities for personal development are translated into a plan of action.
KNOWLEDGE:
SKILLS:
VALUES:
Learning areas relevance for career pathway
Planning for career pathways and choice of learning areas
Career development
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SO 4 Demonstrate an understanding of one’s own contribution in the workplace.
AC1 – Ways in which an individual contributes to the priorities and goals of the workplace are identified and an indication is given of the consequences
of non-delivery.
KNOWLEDGE:
SKILLS:
VALUES:
Promotion and rewards
Non-delivery and delivery
To perform/goal setting
AC2 – The importance of meeting deadlines and performance standards are explained with reference to own position in an organisation.
KNOWLEDGE:
SKILLS:
VALUES:
Employment and service agreement
Performing according to service agreements and plans
Sense of resposibility
NO 5 ID 14661 – DEMONSTRATE KNOWLEDGE ON SELF IN ORDER TO UNDERSTAND ONE’S IDENTITY AND ROLE WITHIN THE IMMEDIATE
COMMUNITY AND THE SOUTH AFRICAN SOCIETY
SO1 Understand the basic meaning of personal identity
AC1 – The term identify is explained with examples.
KNOWLEDGE:
SKILLS:
Develop a good collage (picture) of one self with
Strategies how to develop a positive self image.
words
AC2 – Unique personal qualities are discussed based on self-assessment.
KNOWLEDGE:
SKILLS:
Identify good personal qualities.
Apply good qualities in practice.
AC3 – Personal characteristics are identified which help to promote self esteem and self- image.
KNOWLEDGE:
SKILLS:
Good qualities unique to each individual.
How to develop a positive self image and self esteem.
AC4 – The relationship between self-esteem and self-concept is explained in simple clear terms.
KNOWLEDGE:
SKILLS:
Define concepts esteem and concept: e.g. esteem
Improve self image and concept; Coping skills: How do
own appreciation and how you distinguish or think
develop positive thinking, Strategies how to enhance self
about yourself.
esteem and concept.
VALUES:
Self esteem
VALUES:
Self image
VALUES:
Personal characteristics.
VALUES:
Positive thinking.
SO 2. Demonstrate an understanding of the value of self.
AC1- Positive and negative influences on self- esteem are identified with examples.
KNOWLEDGE:
SKILLS:
Influence of the media and positive influence from
Strategies to identify and avoid bad influences and to be
others; Peer group pressure.
exposed to positive influences.
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AC2 – A plan is developed to enhance own self image.
KNOWLEDGE:
SKILLS:
Develop a good collage (picture) of one self with
Access to supporting structures.
words.
AC3 – Areas for personal growth are discussed with a view to self-improvement.
KNOWLEDGE:
SKILLS:
Social, spiritual, intellectual, physical and emotional
Access to supporting structures.
well being.
VALUES:
Self management
VALUES:
Personal development.
SO 3 Identify personal roles in the immediate community.
AC1- Own behaviour in the immediate community is discussed with reference to the effect on other people.
KNOWLEDGE:
SKILLS:
Codes of conduct in a work place
Observation and adherence to Codes of conduct
AC2 – Own roles and responsibilities in the community are discussed with examples.
KNOWLEDGE:
SKILLS:
Agreement on participation and involvement
Participation, involvement and contributions.
AC3 – Ways in which an individual can contribute in the immediate community are identified with examples.
KNOWLEDGE:
SKILLS:
Leadership roles; Involvement and participation in
Community involvement.
societies and teams.
AC4 – A social transformation issue is identified with reference to the South African context.
KNOWLEDGE:
SKILLS:
Social welfare; Land ownership.
Application and compliance to legislations.
NO 6. ID 15092 – PLAN AND MANAGE PERSONAL FINANCES.
SO1. Explain the importance of managing personal finances.
VALUES:
Good behaviour
VALUES:
Community involvement.
VALUES:
Social well being.
VALUES:
Commitment
AC1 – Social economic circumstances in South Africa are explained in order to understand the impact on one’s financial situation.
KNOWLEDGE:
SKILLS:
VALUES:
Socio economic circumstances :
Understanding the impact of socio economic circumstances Responsibility
e.g. Poverty, employment, Inflation.
on one’s own financial situation.
AC2 – The consequences of not having a good credit rating are explained in relation to financing credit related purchases.
KNOWLEDGE:
SKILLS:
VALUES:
Understand the concept of credit records and
Dealing with credit related purchases.
Financial responsibility
consequences of bad credit records.
AC3 – The risks, pitfalls limitations and unforeseen events that affect a budget are identified to understand the consequences of poor financial planning.
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KNOWLEDGE:
Proper budgeting and prioritising.
SKILLS:
Financial planning and how to survive according to income.
SO 2. Set personal financial goals
AC1- The difference between “wants” and “needs” is explained by providing examples from personal experience.
KNOWLEDGE:
SKILLS:
Personal financial goals and priorities.
Realistic financial planning and ways of spending and
saving.
AC2 – Personal “wants” and “needs” are identified and listed to set personal financial goals.
KNOWLEDGE:
SKILLS:
Proper financial planning.
Realistic financial goals and access to advisory services.
AC3 – Personal goals are planned and recorded in order to meet own or family “needs” or “wants”.
KNOWLEDGE:
SKILLS:
Financial planning according to earning and income.
Identify goals according the necessary needs.
Keeping recent records of income and expenditure.
VALUES:
VALUES:
Self management.
VALUES:
Planning and spending.
VALUES:
Planning
SO 3. Identify ways to achieve personal financial goals.
AC1 - Basic financial terminology is explained with examples
KNOWLEDGE:
SKILLS:
VALUES:
Basic terms e.g. cheque/ current, savings accounts,
Understanding banking procedures and basics financial
Goal setting.
credits, debits, mortgage loan etc.
practices.
AC2 – Formal financial institutions and their services are described in order to make an informed choice of which service to use.
KNOWLEDGE:
SKILLS:
VALUES:
Institutions e.g banks societies micro financial
Choosing and access to such institutions and their
Self management
structures
services.
AC3 -Informal financial institutions and their services are described and explained in terms of advantages and disadvantages so that an informed
choice can be made.
KNOWLEDGE:
SKILLS:
VALUES:
Friends , Family, ‘Stokvels’ and pyramids, ‘loan
Awareness of the dangers and consequences of financial
Financial planning
sharks’
exploitation.
AC4 – Ways to safe money using various financial options are listed in terms of personal priorities and long-term financial stability.
KNOWLEDGE:
SKILLS:
AC5 – Ways to generate extra money to supplement personal income are identified to achieve goals.
VALUES:
KNOWLEDGE:
VALUES:
SKILLS:
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Offering of skills services to the public; obtaining extra
skills training courses, overtime; home business,
investments.
Ways to offer vocational skills and private services to the
community.
Self management.
SO 4. Develop a personal and/or family budget.
AC1 – Items on a personal and/or a family budget are listed including income and expenses for a period of three months.
KNOWLEDGE:
SKILLS:
VALUES:
Financial planning according to earning and income.
Plan according the necessary needs.
Budgeting and record keeping.
Keeping recent records of income and expenditure.
AC2 – Items on a personal and /or a family budget are prioritised to determine potential expenditure.
KNOWLEDGE:
SKILLS:
VALUES:
Personal and family budgeting
Prioritising techniques.
Financial management
AC3 – The budget is written down to meet financial needs and responsibilities and to provide surplus cash for emergency expenses.
KNOWLEDGE:
SKILLS:
VALUES:
Formats and examples for a budget.
Techniques to adhere to financial responsibilities.
Financial management
AC4 – Ways to continuously check personal and/or family expenses and income are explored and described to keep budget on track.
KNOWLEDGE:
SKILLS:
Recent records and evidence (e.g. receipts) of
Basic record keeping and checking.
expenditure
AC5 – A plan to adjust income and expenses is chosen to keep budget on track.
KNOWLEDGE:
SKILLS:
Recent plans and records and evidence (e.g. receipts) Prioritising of needs, restrict expenditure and improve on
of expenditure.
personal saving skills.
VALUES:
Record keeping.
VALUES:
Manage budget
NO 7. ID 113966 – IDENTIFY SECURITY, SAFETY AND ENVIRRONMENTAL RISKS IN THE LOCAL ENVIRONMENT.
SO 1. Identify potential exposures to personal safety risk.
AC1 – Risks associated with tools, appliances and domestic equipment are named and an indication is given of the possible personal exposures
associated with three of each category.
KNOWLEDGE:
SKILLS:
VALUES:
The danger of unsafe instruments; personal injuries;
Understand how to operate such instruments, Reading and Safety
legal accountability for employers; risks for insurance. understanding Manuals; Training how to operate.
(See assessment criteria range in the Unit
Standards)
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AC2 The hazards associated with decayed, expired or contaminated food, including their contamination causes, are identified and an indication is
given of consequences of consuming such foodstuff.
KNOWLEDGE:
SKILLS:
VALUES:
(See assessment criteria range in the Unit
Identifying, awareness and prevention of such food.
Prevention
Standards).Rotten food, blown can food from
unregulated sources
Attend to expiring dates; Health risks and danger for
the environment.
Consequences associated with consuming such
damaged food.
AC3 – Risks associated with the use and consumption or application of medical substances are indicated with reference to expiry dates, disposal of
medicine and medical waste, prescribed or over the counter medication, storage and correct dosage and use.
KNOWLEDGE:
SKILLS:
VALUES:
The danger of unsafe instruments; Correct usage of
Health care practices and information on the correct usage Proper heath care.
medicine.
and dosage of medicine.
Knowledge of the usage of such instruments & the
expiring dates of substances. Knowledge of health
care.
AC4 – Issues of personal safety are discussed with reference to personal behaviour that could negatively impact on own safety.
KNOWLEDGE:
SKILLS:
VALUES:
Safeguard own residence,
Involvement in safety and security forums; self defending Safety
Follow general safety guidelines and precaution
skills;
instructions; Avoid unnecessary risks; Be alert
Interaction with safety and security services
AC5 – Five situations that could pose a potential danger or threat to personal safety are named and an indication is given of how to avoid such
situations
KNOWLEDGE:
SKILLS:
VALUES:
Practical day to day situations
Alertness in all situations
Be alert
SO 2. Identify potential exposure to fire risks.
AC1 – The fire triangle is explained with reference to the key elements of fire.
KNOWLEDGE:
SKILLS:
VALUES:
Awareness of dangers of open fires.
Identify signals and how to avoid open fires in restricted
Awareness
areas.
AC2 – The basic principles of extinguishing a fire are explained and an indication is given of how to remove one of the fire elements in a particular
situation.
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KNOWLEDGE:
VALUES:
Alertness;
Knowledge on basic first aid methods and guidelines.
Interaction with safety and security services; e.g. Fire
Safety standards
Avoiding risks.
Department.
AC3 – Sources of fuel are identified and an indication is given of how each should be used and stored safely.
KNOWLEDGE:
SKILLS:
VALUES:
Examples of sources of fuel
How to store sources of fuel safely and how to avoid contact Safety measures
with elements of fire.
AC4 – Sources of the heat element are identified and an indication is given of how to prevent unsafe use.
KNOWLEDGE:
SKILLS:
VALUES:
Heat sources in the immediate environment are
Interaction with Safety and security services;
Safety
identified and methods are provided of how to avoid
Alertness in various situations.
unsafe usage.
AC5 – The safety standards that apply to the appliances that use heat sources are named and an indication is given of the consequences of careless or
negligent use of handling.
KNOWLEDGE:
SKILLS:
VALUES:
Follow safety instructions in manuals of appliances
Explain and apply safety standards on appliances.
Knowledge of safety appliances
using heat sources and provide examples, e.g stoves;
irons.
SO 3 Identify potential exposure and ways of responding to security related risks
AC 1- Crimes of violence that pose a security risk are named with examples.
KNOWLEDGE:
SKILLS:
VALUES:
Safety at home, at the workplace and in social
How to identify protection services.
Safety
environment.
AC 2 – Steps that can be taken to avoid, control reduce or eliminate crimes of violence are indicated for five specific situations.
KNOWLEDGE:
SKILLS:
VALUES:
Types/structures of security services. Emergency
Communication to raise alarm when facing such situations. Crime prevention
services and protection units.
AC 3 – Avenues of dealing with consequences related to criminal activities and crimes of violence are identified within the local community.
KNOWLEDGE:
SKILLS:
VALUES:
Community Protection service stations. Community
Establishment of these services to communities.
Crime prevention
Policing. Private security guards.
AC 4 – Security and protection measures that could help to ensure individual, community and public safety are indicated for three different venues or
places.
KNOWLEDGE:
SKILLS:
VALUES:
Community Protection service stations. Community
Community Protection service stations. Community
Crime prevention
Policing. Private security guards.
Policing. Private security guards.
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AC 5 – The impact of gangsterism and substance abuse on the security of a situation are identified with examples.
KNOWLEDGE:
SKILLS:
VALUES:
How gangsters are initiated. Knowledge of the
Avoidance of gangsterism to community.
Safe community
organised crime and effect of poverty.
AC 6 – The impact of the trade grey or stolen goods on the crime situation in South Africa is explained and an indication is given of how an individual
can contribute to a crime free South Africa.
KNOWLEDGE:
SKILLS:
VALUES:
Identification of really hawkers and wholesale and
Differentiate between genuine and fake product.
Honesty
trading.
SO 4 Identify potential exposure and ways of responding to community and environmental risks.
AC1- Risks related to water, sanitation and waste are identified and an indication is given of the dangers related to each.
KNOWLEDGE:
SKILLS:
VALUES:
Emergency services, Fire fighters and protection of
Avoidance of healthy hazard.
Support strong infrastructures
environment at risk and building of strong
infrastructures.
AC2 – Five environmentally unsafe areas are identified and an indication is given of dangers related to each area.
KNOWLEDGE:
SKILLS:
VALUES:
Dumping areas. Open holes and unprotected
To report any healthy hazard of these areas.
Safe environment
drainage system.
AC3 – Ways in which a community can help reduce exposures to environmental risks are suggested for a specific situation.
KNOWLEDGE:
SKILLS:
VALUES:
Community meetings. Communication with
Communication and participation in community structures.
Support community structures
environmental officials and health Inspectors.
AC4 – The responsibility for the individual for ensuring the safety and maintenance of community facilities is indicated with examples.
KNOWLEDGE:
Community meetings. Communication with
environmental officials and health Inspectors.
SKILLS:
Communication and participation in community structures.
VALUES:
Environmental awareness
SO 5. Investigate security, safety and environmental risks and ways of responding in the local environment.
AC 1- A survey of the immediate neighbourhood is conducted and an indication is given of any potential health, safety, security and environmental
risks.
KNOWLEDGE:
SKILLS:
VALUES:
Dumping areas. Open holes and unprotected
To report any health hazard of these areas.
Update inadequate services
drainage system.
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AC 2 – Services available in the local environment are identified and an indication is given of what each service provider is responsible for.
KNOWLEDGE:
SKILLS:
VALUES:
Emergency services, Fire fighters and protection of
Avoidance of healthy hazard.
Improve safety
environment at risk and building of strong
infrastructures.
AC 3 –Steps that could be taken when services in a place are inadequate are outlined for a specific place
KNOWLEDGE:
SKILLS:
VALUES:
Organising private assistance and organising
Organising and community leadership.
Crime prevention
community participation.
AC 4 – A plan to improve safety and environmental conditions in a local community is proposed and an indication is given of how a local community
can be proactive in the upgrading of their own area.
KNOWLEDGE:
SKILLS:
VALUES:
Organising private assistance and organising
Organising and community leadership.
Crime prevention
community participation.
NO 8. ID 15091 – PLAN TO MANAGE ONE’S TIME
SO 1. Set realistic goals for tasks and activities
AC 1- Goals for tasks and activities are set using specific criteria.
KNOWLEDGE:
SKILLS:
Criteria for goals setting.
Setting realistic goals.
AC 2 – Factors that prevent the achievement of goals are discussed and explained in relation to goals set.
KNOWLEDGE:
SKILLS:
External or negative factors preventing achievement of Adjust goals.
goals. Identify internal factors also.
Planning for long and short term goals.
AC 3 – Factors are identified that may influence the progress of achieving planned tasks and activities.
KNOWLEDGE:
SKILLS:
Identify external or internal factors influencing
Alternative plans available. Reviewing of the time frame of
progress of tasks and activities.
plans according to performance measures.
AC 4 – Short, medium and long term goals are prioritised and realistic time frames are allocated to achieve these.
KNOWLEDGE:
Continuously review and prioritise the terms of goals.
SKILLS:
Anticipating skills based on previous experience.
Apply realistic measures to plans.
GETC-ABET Level 4 ~ @ NQF Level 1
VALUES:
Setting short, medium, long term
goals
VALUES:
Achievement.
VALUES:
Identify progress
VALUES:
Time and plan management.
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SO 2 Prioritise tasks and activities in order to plan time.
AC 1- The amount of time available is indicated in order to complete tasks and activities.
KNOWLEDGE:
SKILLS:
VALUES:
Synchronising the number of tasks to the shortest
Tune time and the pace of work and delegation of tasks
Time Management
available amount of time. Adhere to time frames and due
according to time.
dates.
AC 2 – Time allocated for tasks and activities is recorded in order to meet goals.
KNOWLEDGE:
SKILLS:
VALUES:
Draw up a time table/ performance plan of activities dates, Follow up strategies.
Recorded activities
time and goals.
Review progress regularly.
AC 3 – Tasks are rated according to urgency and importance in order to prioritise these and enable planning to take place.
KNOWLEDGE:
SKILLS:
VALUES:
Identify and compare plans and activities according to the
Review tasks and planning.
Prioritise tasks
urgency, priority and importance of tasks.
Adjustment techniques.
SO 3. Draw up plan/schedules to organise tasks and activities.
AC 1- The importance of listing the steps is explained to enable the completion of identified tasks and activities.
KNOWLEDGE:
SKILLS:
Chronologically analysing steps of the planned activities.
Follow a list/time table and control activities accordingly.
AC 2 – Tasks and activities to be completed are listed and planned within the identified time frames.
KNOWLEDGE:
SKILLS:
Chronologically analysing steps of the planned activities
Follow a list/time table and indicate the completed steps of
activities accordingly.
AC 3 – Different time-schedules are explained to effectively organise tasks and activities.
KNOWLEDGE:
SKILLS:
Draw up examples of different time tables/schedules
Explain organising and analysing skills and methods.
according to date, time frames and responsibilities.
AC 4 – A time schedule is chosen and tasks and activities are recorded with time frames
KNOWLEDGE:
SKILLS:
Choose a time table and adhere to decided schedules
Identify tasks and activities according to it.
GETC-ABET Level 4 ~ @ NQF Level 1
VALUES:
Efficiency
VALUES:
Time and task management
VALUES:
Activity planning
VALUES:
Efficiency
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SO 4. A time schedule is chosen and tasks and activities are recorded with time frames.
AC 1- Plan/schedule is carried out according to steps and time frames.
KNOWLEDGE:
SKILLS:
Following a plan according to the decided time frame.
Adherence to a time table or schedule.
AC 2 – Plan/schedule is evaluated according to successes/failures.
KNOWLEDGE:
SKILLS:
Regular evaluation of plans.
Identify successes and failures and draw up improvement
plans where needed.
AC 3 – Solutions to improve the use of time are explained in order to plan more effectively.
KNOWLEDGE:
SKILLS:
Improvement plans.
Improve on the pace of completing activities.
GETC-ABET Level 4 ~ @ NQF Level 1
VALUES:
Implementation
VALUES:
Evaluations
VALUES:
Efficiency
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7.
TAXONOMIES USED IN SCAFFOLDING QUESTIONS
The following table can be provided as a summarized overview of a Taxonomy of the Cognitive
Levels which will be used in the scaffolding of the degrees of complexity of questions.
LEVEL
COMPLEXITY
DESCRIPTION
EXAMPLES OF
WEIGHTING
OF COMQUESTIONS
PLEXITY
1
Basic (Lower)
Literal: Information in
Name, List , Identify,
Order
the text
Describe, Relate
40%
2
Intermediate
Re-organization:
|Summarize, Stat.
Order
Analysis, synthesis/
differences/similarities
organization of
30%
information
3
Intermediate
In Engagement in
Explain, What, How
Order
terms of personal
Why…
experience
4
Higher Order
Evaluation: Judgment
Discuss your opinion…
concerning the value or
worth.
30%
5
Higher Order
Appreciation: Asses the Discuss, Respond,
impact of the text
Comment
8.
SITE-BASED ASSESSMENT (FORMATIVE)
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at
increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs.
The tasks are also aimed at quality assurance and standardisation of site based assessment in all
PALCs across the country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be
integrated into planning for teaching and learning and implemented in conjunction with the assessment
guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment
is an integral part of planning for teaching and learning. It is therefore strongly recommended that the
assessment tasks should be conducted as part of the teaching and learning process. This means that
the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further
recommended that educators use different teaching strategies and informal assessment to ensure that
learners are adequately prepared for the formal assessment tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area
and that the unit standards and assessment criteria are adequately covered. The performance-based
tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should
be administered under controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at
PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners.
Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while
the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment.
Continuous moderation at site level, cluster level, district level and provincial level is strongly
recommended.
The results of assessment should be used to support the learners’ development and make
improvements to the learning and teaching process. It is important that learners who might experience
barriers to learning and development are identified early, assessed, and provided with learning support.
In such cases the assessment tasks should be adapted to accommodate these learning needs. We
Examinations and Assessment Guidelines: LIFO4
expect you to critically engage with the assessment tasks as we are aware that they do not reflect a
“zero-defect” or a “one-answer-solution”.
8.1
STRUCTURE OF SBA TASKS
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning
area contain five assessment tasks focusing on the unit standards that should be covered in formative
assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or
checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment
strategies and different forms of assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the
spreading of the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal
assessment leading to formal moderation must be recorded accordingly. These marks should be
converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks
must be done according to the provincial management plan on the conduct, administration and
management of the GETC-ABET Level 4 examinations and assessment.
8.2
EXEMPLAR SBA TASKS
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SITE-BASED ASSESSMENT
LEARNING AREA
:
LIFE ORIENTATION
CODE
:
LIFO4
TASK
:
TEST
TIME
:
1 HOUR
MARKS
:
50
This assessment task consists of 5 pages.
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INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of 5 pages.
2.
This assessment task consists of TWO sections.
SECTION A: 20 marks.
SECTION B: 30 marks.
3.
ALL questions are COMPULSORY.
4.
Read the instructions and questions carefully before you answer.
SECTION A
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the
correct answer and write only the letter (A – D) next to the question number
(1.1 – 1.10) in the ANSWER BOOK.
1.1
To…is good for one’s health.
A
B
C
D
1.2
(1)
drinking contaminated water.
washing and cooking with untreated water.
sharing food with an infected person.
none of the above.
(1)
The … account is designed for people earning a very low income.
A
B
C
D
1.5
Closed curtains.
Switched on lights.
Advertised name and phone number
Burglar-guarded windows.
HIV and AIDS is caused by ...
A
B
C
D
1.4
(1)
The following can help criminals to easily break into someone’s house:
A
B
C
D
1.3
exercise
sleep
bath
all the above
debit
savings
mzansi
cheque
(1)
The following represents a negative stereotype:
A
B
C
D
All Indians are intelligent.
All Nigerians are criminals.
All blacks are friendly.
All whites are rich.
GETC-ABET Level 4 ~ @ NQF Level 1
(1)
[5]
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QUESTION 2
Choose a description from COLUMN B that matches a word in COLUMN A. Write only the
correct letter (A – E) next to the question number (2.1 – 2.5) in the ANSWER BOOK, e.g. 2.6 F
2.1
COLUMN A
National Credit Act
A
COLUMN B
Truth and Reconciliation Commission
2.2
ARVs
B
Composed of many trade unions
2.3
Lucas Radebe
C
It deals with the provision of credit to
all people
2.4
COSATU
D
Medication for HIV positive people
2.5
TRC
E
Former Leeds United football captain
(10)
QUESTION 3
Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next
to the question number.
3.1
In order to stay healthy, it is important to eat lots of fruits and vegetables.
(1)
3.2
The Constitution of the Republic of South Africa protects the rights of all people.
(1)
3.3
Participating in sporting activities does not help to improve one’s self-esteem.
(1)
3.4
Goals should not be attainable.
(1)
3.5
The Skills Development Act helps to pay for the costs of training.
(1)
[5]
TOTAL SECTION A:
20
SECTION B
QUESTION 4: SUBSTANCE ABUSE
Study the following picture and answer the questions that follow.
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4.1
Mention FIVE reasons why people start to take drugs and alcohol.
(5)
4.2
Mention FIVE negative results of abusing drugs and alcohol.
(5)
[10]
QUESTION 5: POSITIVE LIVING
5.1
What does HIV stands for?
(1)
5.2
List THREE ways through which the virus can be passed from one person to
another.
(3)
5.3
Discuss in THREE sentences how an HIV positive person can live positively.
(6)
[10]
QUESTION 6: CHILDREN’S RIGHTS
Study the following picture and answer the questions that follow.
6.1
Mention any other FOUR children’s rights not mentioned in the above picture.
(4)
6.2
Discuss any THREE responsibilities for the rights shown in the above picture.
(6)
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[10]
TOTAL SECTION B:
30
GRAND TOTAL:
50
TASK 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of 3 pages.
2.
Read instructions and questions carefully before you answer.
3.
Answer ALL QUESTIONS.
QUESTION 1: POSITIVE RELATIONSHIPS
Instructions for the assignment.
 Learners should work on this assignment as individuals. It will take the learners almost
two hours to complete this assignment which will be spread over one week.
 Educators are encouraged to find extra information and make resources available for
learners to do this assignment.
Look at the picture below and answer the questions that follow.
I do not believe that my friend
can do this to me
Ek
(Adapted from Emilia Potenza et al, Nasou Via Africa, page 10)
1.1
Mention TEN factors which can promote a good friendship between two friends.
1.2
Explain how each of the above mentioned factors promotes good friendship.
Write TWO sentences for each factor.
(10)
(20)
[30]
QUESTION2 : CONFLICT MANAGEMENT
2.1
Explain in TWO sentences, the following ways of resolving conflict:
2.1.1
Win-win
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(2)
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2.2
2.1.2
Bargaining
(2)
2.1.3
Compromise
(2)
2.1.4
Mediation
(2)
2.1.5
Confrontation
(2)
[10]
Write a paragraph on each of the following methods by discussing how each method
was successfully used in solving conflict by giving examples.
2.2.1
Compromise
(5)
2.2.2
Mediation
(5)
[10]
GRAND TOTAL:
50
TASK 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of 3 pages.
2.
Read the instructions and questions carefully before you answer.
3.
Answer ALL QUESTIONS.
QUESTION 1: HYGIENE AND ENVIRONMENTAL ISSUES
Instructions for the project.
Learners should work on this project individually.
 It will take the learners almost four hours to complete this project which will be spread over
two weeks.
 Two hours will be used for collecting the information needed from their communities and
the other two hours is for writing and consolidating their project in class.
 Learners should observe and record any environmental issues that are affecting their
communities and discuss this in class before they can complete their project individually.
 Learners should answer Question 1.1 by designing a poster.
 They should use pictures from magazines or photographs and they can also draw the
pictures.
 Learners should answer Question 1. 2 – 1. 4 in their ANSWER BOOKS. Learners must not
include ILLEGAL DUMPING AREAS in Question 1.1.
 Educators are encouraged to find extra information and make resources available for
learners to do this project.
Environmental issues
People who are concerned about the environment are usually worried about what is happening
to the natural world around us.
Human society has a big impact on nature because we use natural resources such as forests
and water and our need for energy and minerals has led to the mining and drilling into the
earth for coal, oil and other mineral resources.
We pollute the earth by releasing smoke and harmful gases into the air, burying our rubbish in
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the ground and spilling harmful substances into rivers and the sea.
(Adapted from Emilia Potenza et al, Nasou Via Africa, page 37)
From this background answer the following questions in relation to your community.
1.1
1.2
1.3
1.4
Identify and record FIVE environmental problems in your community.
Illustrate these environmental problems by developing a poster which should include
photographs or pictures from magazines or drawings.
Record the environmental problems by using it as a heading for each picture.
NB: Learners should answer this question by designing a poster.
(10)
Discuss the THREE negative effects of EACH of the FIVE environmental problems,
identified in Question 1.1.
(15)
Analyse what needs to be done to address each of the above-mentioned
environmental issues. Write TWO points for each problem.
(10)
Draw a plan of action for ILLEGAL DUMPING AREAS using the table below.
What needs to be done?
Who will do it?
(2)
(1)
By when? Dates must be
between June – September
(1)
(2)
(1)
(1)
(2)
(1)
(1)
(12)
1.5
We must protect our environment.
Give THREE ways how we can protect our environment.
(3)
GRAND TOTAL:
50
TASK 4: JOURNAL ENTRY
INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of 3 pages.
2.
Read instructions and questions carefully before you answer.
3.
Answer ALL QUESTIONS.
QUESTION 1: MANAGING PERSONAL FINANCES
Study the case study below and record your journal entry by responding to the following
questions:
“Imagine the day you can find yourself having won a million rand from a lucky draw
before you even pass your level 4 examinations”
1.1
List the first FOUR things you would do with the money.
(4)
1.2
Mention THREE wants and THREE needs that you can spend your money on.
(6)
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1.3
Describe in FIVE sentences the importance of managing one’s finances.
1.4
Discuss FIVE advantages of investing your money with formal financial institutions.
(10)
(10)
1.5
Draw up a monthly family budget of an income of R5000,00 by using the following
headings:
 Income:
----------------
Expenses:
Essential expenses
 -------------------- -------------------- --------------------Total of essentials:
Non-essential expenses


-----------------------------------------
Total of non-essentials

1.6
Summary:
Amount
---------------------------------------------_________
Amount
----------------------------------------------
Total monthly income:
Total monthly expenses:
Total Monthly left over:
(6)
(1)
-------------------------------------------------------
Mention FIVE ways of generating an extra income to supplement the money you
have won.
GRAND TOTAL:
(4)
(1)
(1)
(1)
(1)
(5)
50
TASK 5: WORKSHEET
INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of 3 pages.
2.
Read instructions and questions carefully before you answer.
3.
Answer ALL QUESTIONS.
QUESTION 1 DIFFERENT BELIEFS
Different beliefs are protected in the Constitution in South Africa.
Demonstrate your understanding of the different religions that are practised by completing the
following table.
Name of religion
Place of worship
God(s) in whom they
believe/founder of their
faith
4.1
4.2
4.3
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4.4
4.5
[15]
QUESTION 2 ENVIRONMENTAL RISKS
From the list below fill in the correct words. Write the corresponding answers in the provided
spaces.
Mobilize, important, educate, protect, factories, decent, independently, youth, dangers, water,
environment
Chemicals from 2.1
____________can flow into rivers and the sea and poison
our 2.2_________________.You need to 2.3____________________people into an
awareness of environmental 2.4________________________. To teach people to think
2.5____________________and find solutions, you must talk about issues which are
2.6______________________________to their lives. Everyone has the right to a
2.7_______________________ environment and people should understand that if
you 2.8 _____________________your environment you will get food, housing and
prosperity. You need to 2.9 _______________________people about this, and the
best people to educate are the 2.10__________________________.
[10]
QUESTION 3 PERSONAL IDENTITY
Our self-esteem and self awareness affect the way we approach life. If we feel good about
ourselves, we are likely to be more confident in the things we do.
People with low self-esteem generally lack confidence.
Demonstrate your understanding of different ways of improving one’s self-esteem by
completing the mind map below.
Improving low self-esteem
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[5]
QUESTION 4 NATIONAL HOLIDAY
Identify any FIVE different National holidays in South Africa that are important to you by
completing the following table using the provided headings.
Name of a holiday
Day and month
Significance of the holiday to
you
4.1
4.2
4.3
4.4
4.5
[20]
GRAND TOTAL:
50
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SITE-BASED ASSESSMENT
LEARNING AREA
:
LIFE ORIENTATION
GETC-ABET Level 4 ~ @ NQFCODE
Level 1
:
LIFO4
TOOL
:
TEST
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SECTION A
QUESTION 1
1.1
D
(1)
1.2
C
(1)
1.3
D
(1)
1.4
C
(1)
1.5
B
(1)
[5]
QUESTION 2
2.1
C
(2)
2.2
D
(2)
2.3
E
(2)
2.4
B
(2)
2.5
A
(2)
[10]
QUESTION 3
3.1
True 
(1)
3.2
True 
(1)
3.3
False 
(1)
3.4
False 
(1)
3.5
True 
(1)
[5]
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TOTAL SECTION A:
20
SECTION B
QUESTION 4: SUBSTANCE ABUSE
4.1
4.2
 They want to belong or conform for the fear of rejection. 
 Lack of skills to cope with life’s demands 
 To have fun and excitement 
 To escape boredom 
 To escape from life challenges 
 Poor self-esteem
Markers to credit learners for any other related answers.
(5)
 Become violent and harass other people 
 May get addicted 
 You may suffer from respiratory diseases 
 Can easily commit crime 
 You cannot think properly 
 Increase moods
 Reduced energy levels
 Stealing
 Misses work or classes
Markers to credit learners for any other related answer.
(5)
[10]
QUESTION 5: POSITIVE LIVING
5.1
Human Immunodeficiency Virus 
5.2

5.3
(1)
Through sexually intercourse with a HIV positive person without using a condom
or without protection. 
 Mother to child transmission. 
 Sharing needles, injections, toothbrushes, and razors/blades with an HIV positive
person. 
 If infected blood goes through your skin through a fresh wound or cut or through
the mucous membranes.
Markers to credit learners for any other related answer.
 Having a balanced diet and eat fruit and vegetables. 
 Regular exercises and walking.
 Taking your medication as prescribed and visits to the clinic for treatment. 
 Avoid alcohol and smoking
Markers to credit learners for any other related answer.
(3)
(6)
[10]
QUESTION 6: CHILDREN’S RIGHTS
6.1
Mention any other FOUR children’s rights not mentioned in the above picture.
 They have a right to parental care. 
 They have a right not to be forced to work. 
 They have a right not to be neglected. 
 They have a right to a name and surname. 
 Markers to credit learners for any other related answer.
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6.2



To study and to respect your educators. 
You have the responsibility to keep your house clean. 
You have the responsibility to take care of yourself. 
(6)
[10]
TOTAL SECTION B:
30
GRAND TOTAL:
50
TOOL 1: ASSIGNMENT
This assignment consists of the following unit standards:
US14664 SO1 AC1 SO3 AC1 SO4 AC1, AC2, AC3, US 14661 SO2 AC2 & 3
QUESTION 1: POSITIVE RELATIONSHIPS
1.1
1.2
 Trust
 Care
 Loyalty
 Respect
 Acceptance
 Tolerance
 Communication
 Cooperation
 Honesty
 Support
 Companionship 
Markers are to credit learners for any other related answer.








(10)
Trust: good friendship is promoted by being faithful to each other at all times
even when the other friend is not around. 
Care: It is promoted by showing concern over the other partner’s needs,
problems and other challenges. 
Loyalty: It is promoted by honouring the obligations and expectations of that
friendship at all times. 
Respect: It is promoted by giving the friend the dignity, recognition, value and
listening to their views. 
Acceptance: It promotes good friendship in that it acknowledges the conditions or
situations without questioning. 
Tolerance: It promotes good friendship in that it allows one to accept people with
their weaknesses or their negative traits. 
Communication: It promotes good friendship in that there will be no barriers to
the flow of information and it allows one to know how the other person feels or
thinks. 
Cooperation: It promotes good friendship in that people will be able and willing to
share ideas and responsibilities. 
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

Honesty: It is promoted by being truthful to one another in all your dealings.
Support: It is promoted by being helpful to the other friend whenever there are
challenges. 
 Companionship: It is promoted by being readily available to the friend when
needs arise in both good and bad times.
Markers to credit learners for any other related answer.
(20)
[30]
QUESTION 2 : CONFLICT MANAGEMENT
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.2
Win-win: People or parties involved in a conflict situation find a solution
that satisfies both. √
(2)
Bargaining: It is to try to influence someone to give you a better offer or
make an agreement that suits you better. 
(2)
Compromise: It is when two people in a conflict situation try to find each
other for the sake of progress and peace. 
(2)
Mediation: It is when a third person is involved with trying to
reconcile two people who are not agreeing. 
(2)
Confrontation: It is when a person directly attacks another person
physically or verbally. 
(2)
[10]
 Compromise
Disputes arose between the teachers and the Department of Education. 
The South African Democratic teachers Union (SADTU) negotiated on behalf of the
educators for a specific increase. 
The Department of Education ended up increasing what they initially offered to pay
the educators. 
The educators ended up accepting a lower percentage than their original demands.

Therefore the two parties have compromised for the sake of progress and peace. 
(5)
 Mediation
Mediation happens when a third party is involved.
In some families or cultures an elderly person will serve as a mediator to try to solve
problems between two people or families who cannot find a solution to their
problems.√
He or she acts as a neutral person with no interest or bias.
His or her concern is to get both sides of the story and bring the two parties to talk
about the issue at hand. 
(5)
[10]
Markers should credit learners for any related answer and also to credit one mark
per fact.
GRAND TOTAL:
50
TOOL: PROJECT
QUESTION 1: HYGIENE AND ENVIRONMENTAL ISSUES
This project covers the following unit standards:
US 113966 SO4 AC1-4 SO 5 AC1-4 US 15091 SO2 AC1-2
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1.1
Markers should use the following rubric to allocate marks for the poster.
LEVEL OF DESCRIPTORS
CRITERION
1
2
3
4
(0) marks
(1-2) marks
(3-4) marks
(5 )marks
Identification of
environmental
problems
Relevance of
pictures
The learner was
unable to
identify
environmental
problems
Did not include
any relevant
pictures
The learner
identified one or
two
environmental
problems
Included one or
two relevant
pictures
The learner
identified three
or four
environmental
problems
Included three or
four relevant
pictures
The learner
identified five
environmental
problems
Included five
relevant pictures
(10)
Environmental problems can include the following to be used in the poster:
 Open holes
 Unprotected drainage system
 Overcrowding
 Stagnant water
 Industrial pollution
 Air pollution
 No refuse removal
Markers are to credit learners on any other related answer.
1.2
Stagnant water
 Children can drink the water and they can contract different diseases. 
 Animals can also drink the water and die. 
 Rusty tins, vegetables peels and dead rats floating in pools of stagnant water
can also cause smelly water. 
 Mosquitoes and blowflies around stagnant water, can contribute to illness.
 Children run around pushing their wire cars unaware of the dangers they are
exposed to.
Markers are to credit learners on any other related answer.
(3)
Industrial pollution
 Residents usually suffer from respiratory infections.√
 Car roofs and house roofs rust. 
 Plants and crops can be affected. 
 Animals can be affected and get sick and die. Global warming by increasing the
overall temperatures of the earth and also increase diseases such as malaria,
cholera and plague.
Markers are to credit learners on any other related answer.
Open holes
 Animals and people can fall in the holes and die. 
 Criminals can use this place as a hiding place. 
 Open holes can store stagnant water and people can drink it or swim in it and
suffer from bilharzia and cholera. 
 It causes soil erosion.
Markers are to credit learners on any other related answer.
Air pollution
 People can suffer from cancer, heart and lung diseases. 
 It can cause psychological and behavioural disorders. 
 Irritation of eyes, nose mouth and throat 
 Asthma attacks
 Premature death
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Markers are to credit learners on any other related answer.
No refuse removal
 Unpleasant smelling from the garbage. 
 Garbage spread all over the pavements
 Hungry people come and look for food in the garbage and eat outdated food. 
 Children can get hurt by cutting themselves with empty tins in the garbage.
Markers are to credit learners on any related answer.
(3)
(3)
[15]
1.3
Stagnant water.
 Report illegal dumping in the stagnant water to the Municipal offices. 
 Conduct an awareness campaign.
 Don’t let children play in the water.
 Inform the relevant stakeholders about the problem.
 Hold a placard protest.
 If the problem includes human rights abuse as well, contact the Human
Rights Commission.
Markers are to credit learners on any related answer
(2)
Open holes
 Involve the community members to close such holes. 
 Educate people that they should not use water from open holes. 
 The area should be fenced so that animals and people cannot enter the place.
 Inform the relevant stakeholders about the problem.
 Sign boards should be erected to notify the community of the danger.
Markers are to credit learners on any related answer.
Air pollution
 People should be encouraged to use electrical appliances. 
 Avoid unnecessary veld fires.
 Inform the relevant stakeholders about the problem.
 Hold a placard protest.
 If the problem includes human rights abuse, contact the Human Rights
Commission.
 Hold the concerned industry to account and address the problems.
Markers are to credit learners on any other related answer.
No refuse removal
 Report illegal dumping to the Municipal offices. 
 Conduct an awareness campaign.
 Encourage the community to recycle things e.g. participate in the Collect-a-can
recycling programme.
 Markers are to credit learners on any related answer.
Industrial pollution
 Conduct an awareness campaign.
 Write a letter to the authorities.
 Markers are to credit learners on any related answer.
1.4
(2)
(2)
(2)
(2)
[10]
e.g. Illegal dumping areas
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What needs to be done?
Who will do it?
By when? Dates
must be between
June – September
Report illegal dumping to the
Municipal offices or any other
relevant institution 
Conduct an awareness campaign
and involve the community 
Community
delegates
Dates between
June - September
ABET level 4
learners
Dates between June
- September
People should be provided with
refuse bags and educate them
not to litter. 
Clean the dumping sites involving
the community.
Local municipality
Dates between JuneSeptember
ABET level 4
learners
Dates between June
– September
(12)
1.5


People should be provided with refuse bags and educated not to litter. 
Encourage the community to recycle things e.g. participate in the Collect a can
recycling programme. 
 Make the community aware of how important clean water is.
 Educate the community not to waste water.
Markers are to credit learners on any other related answer.
(3)
GRAND TOTAL:
50
TOOL 5: WORKSHEET
The worksheet covers the following unit standards:
US 14664 SO1 AC2 & 3, US 14661 SO1 AC 2 -4 US 113966 SO5 AC4,
QUESTION 1
Name of religion
Place of worship
God(s) in whom they
believe/founder of
their faith
4.1 Christian
Church
God/Jesus
4.2 Jew
Synagogue
God
4.3 Muslim 
Mosque
Allah
4.4 Buddhist
Temple
Buddha
4.5 Traditionalist
Tree or hut (shrine)√
Ancestors
Markers are to credit learners for any other related answers on religion.
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QUESTION 2
Mobilize, important, educate, protect, factories, decent, independently, youth, dangers, water
Chemicals from 2.1 factories can go into rivers and the sea and poison our 2.2 water. You
need to 2.3 mobilizepeople into an awareness of environment 2.4 dangers.To teach
people to think 2.5 independently and find solutions, you must talk about issues which are
2.6 important to their lives. Everyone has the right to a 2.7 decent environment and
people should understand that if you 2.8 protect your environment, you will get food,
housing and prosperity. You need to 2.9 educate people about this, and the best people to
[10]
educate are the 2.10 youth.
QUESTION 3
The mind map can include the following :
 Socialise with positive people.  Believe in yourself. 
 Accept who you are. .
 Ignore negative criticisms. 
 Do not focus on your weaknesses. Instead concentrate on what you are good at and start
developing these strengths. 
 Focus on solutions. If you are having trouble with a particular area of your life, do not dwell
on the problem. Rather think about possible ways of dealing with it.
 Act confidently.
 Do not let feelings of failure get you down. Use the situation to reflect and think about how
you could do things better next time.
Markers are to credit learners for any other related answers.
[5]
QUESTION 4
Name of a
holiday
Day and
month
Significance of the holiday to you
4.1 Human
rights day
21 March
4.2 Youth
day
16 June
4.3 Christmas
day
25
December
Human Rights day in South Africa falls on the
day of the Sharpeville Massacre, 21 March 1960.
On this day 69 people were killed and 180
people were wounded by the police during the
anti-pass campaign. 
It is the day when the youth protested against
the imposition of Afrikaans as the language of
instruction in the schools 
It is the day for remembering the birth of Jesus
Christ. 
4.4 Heritage
day
24
September
It is the day for celebrating diversity. 
4.5 Freedom
day
27 April
4.6 Workers'
1 May
On 27 April we celebrate the anniversary of the
first democratic election held in South Africa in
1994, in which South Africans of all races voted
for the first time.
On this day we are asked to remember worker's
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Day
4.7 National
Women's
Day
9 August
4.8 Day of
16
December
struggles for their rights and their contribution to
daily life around the word.
This day commemorates the day on which
twenty thousand women protested against the
extension of the pass laws to black women.
On this day we are asked to heal the wounds of
the past and to, "act together as a united people
Reconciliation
for national reconciliation, nation building for the
birth of a new world".
Markers are to credit learners on any other related answers.
[20]
GRAND TOTAL:
9.
50
EXTERNAL ASSESSMENT (SUMMATIVE)
The summative assessment component of the LIFO4 learning comprises 50% of the total
assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level
4 Examinations gives details on how this component of assessment should be managed. It
prescribes the examination processes like registration of PALCs as examination centres, registration
of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to
mention but a few.
9.1
STRUCTURE OF A QUESTION PAPER
This section provides an overview of the structure of the question paper as a summative assessment
tool. It indicates the nature of an assessment task or activity in each section and question of the
paper, the mark allocation of each question/section, and what US & SOs are covered in each
question/section.
Educators are advised to refer to section 8 of this document, to view the broad overview of the Core
Knowledge Areas to be covered in each US & SO, so that the selection for the different
questions/sections of the question paper can be contextualised. In addition, educators are provided
with some guidelines on how best to prepare learners for each question/section of the paper. The
final paper will consist of three sections:
This question paper focus on all the Unit Standards registered by SAQA for the Leaning
Area Life Orientation and all the Unit Stand Titles (ID Numbers) and Specific Outcomes (SO’s) are
catered for accordingly.
♦GENERAL INSTRUCTIONS:
•Total Marks for the question paper:
= 100
•Time allocated for the question paper: = 3 Hours
•This paper consists of three sections:
= Section A, B and C
•Four questions are set in Section B and C: choose any three.
•Read all the questions carefully and pay attention to the choices. Only the first three question
chosen by the learner will be marked.
♦SECTION A: COMPULSORY
= 40 Marks
•Literal multiple-choice, matching etc.
•Each question is worth 10 marks with sub sections.
e.g. Literal (Multiple-choice, matching; Interpretative questions, pictures, graphs, paragraph(text),
True and False etc.)
♦SECTION B: INERPRETATIVE: CV, Pictures etc
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•Choose any three out of four questions.
•Each question is worth 10 marks.
♦SECTION C: ANALITICAL AND HIGHER ORDER = 30 Marks
•Choose any three out of four questions.
•Each question is worth 10 marks.
GRAND TOTAL
= 100 Marks .
9.2
EXEMPLAR QUESTION PAPER
An exemplar of a sample question paper and marking memorandum is included below for reference.
Educators are advised to study the mark allocation and instructions, so they can coach their learners on
how to answer questions more effectively. This will hopefully inform individual assessment and marking
practice.
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
LEARNING AREA
:
LIFE ORIENTATION
CODE
:
LIFO4
DATE
:
NOVEMBER 2011
TIME
:
3 HOURS
MARKS
:
100
This question paper consists of 8 pages.
INSTRUCTIONS AND INFORMATION
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1.
This question paper consists of THREE sections.
SECTION A: 40 marks: Answer ALL questions.
SECTION B: 30 marks: Answer THREE out of four questions.
SECTION C: 30 marks: Answer THREE out of four questions.
2
Number the answers correctly according to the numbering system used in this
question paper.
3
Read the questions carefully before you answer.
_____________________________________________________________________________
SECTION A (COMPULSORY )
QUESTION 1
1.1
Various possible options are provided as answers to the following questions. Choose
the correct answer and write only the letter (A– D) next to the question number (1.1 –
1.10) in the ANSWER BOOK.
1.1.1
The constitution of South Africa does not allow the following two people
to marry each other:
A
B
C
D
1.1.2
Fats
Proteins
Carbohydrates
All the above-mentioned
(1)
Being impatient with them
Visiting them
Supporting them
Treating their infections at home
(1)
… is not a component of a timetable.
A
B
C
D
1.1.6
(1)
Caring for someone who is ill with AIDS does not include the following:
A
B
C
D
1.1.5
Colleagues
Parents
Friends
All the above-mentioned
A well balanced meal should include:
A
B
C
D
1.1.4
(1)
... usually become role models for many people.
A
B
C
D
1.1.3
Man with man
Man with a woman
Women with women
None of the above
Goal
Date
Menu
Activity
(1)
Well set goals do not have to be …
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A
B
C
D
1.1.7
1.3
Tsotsi-taal
French
Fanakalo
IsiNdebele
(1)
silent
arrogant
relaxed
playful
(1)
… is a legal drug.
A
B
C
D
1.2
(1)
It is important for a person to be … during interviews.
A
B
C
D
1.1.10
2013.
2014.
2015.
2016.
Which of the following is ONE of the official languages in South Africa?
A
B
C
D
1.1.9
(1)
The next local government elections will be held in…
A
B
C
D
1.1.8
realistic.
perfect.
specific.
achievable.
Marijuana
Morphine
Cocaine
Heroine
(1)
[10]
Indicate whether the following statements are TRUE or FALSE. Choose the answer
and write only ‘true’ or ‘false’ next to the question number, for example 1.2.7 False.
1.2.1
The Khoisan language as used in the Coat of Arms means united in
power.
(1)
1.2.2
Self - awareness means knowing who and what you are.
(1)
1.2.3
Dagga is a drug which is part and parcel of the Reggae religion.
(1)
1.2.4
A diary alone is not a useful tool for planning one’s activities.
(1)
1.2.5
Bafana-Bafana defeated Ghana during the 2010 Soccer World Cup
competition.
(1)
[5]
Complete the following paragraph using the words provided in the list below. Write
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only the word(s) next to the question number (1.3.1 – 1.3.6) in the ANSWER BOOK.
Each word may be used only ONCE.
Meaning; ourselves; diamonds; life; beans
‘A FRIEND IN NEED IS A FRIEND INDEED’
True friends are like (1.3.1)…, very precious but rare to find. However, false friends
are like (1.3.2)…, scattered everywhere. Meaningful relationships should bring some
(1.3.3)…to your (1.3.4)… or else why have them? We have to ask (1.3.5)… . What is
in it for me?
1.4
[5]
Match the statements in COLUMN B with the words in COLUMN A. Write only the
letter (A- J) next to the question number (1.4.1 -1.4.10) for example 1.4.3 K.
COLUMN A
COLUMN B
1.4.1
Skills development Act
of 1998
A
a clear picture of where one is going
1.4.2
Milk
B
boost immune system
1.4.3
Human Rights
C
ability to be on time
1.4.4
CBO
D
making one’s positive status known
publicly
1.4.5
Vision
E
mother to child transmission
1.4.6
Iron and Carbohydrates
F
maintain strong bones
G
third democratically elected president
Disclosure
1.4.7
Kgalema Motlante
1.4.8
food, shelter, education and privacy
H
Punctuality
1.4.9
I
organizations located within the
communities
J
personal development needs in the
workplace
MTCT
1.4.10
[10]
1.5
Give ONE descriptive word for each of the following statements.
1.5.1
The Bafana Bafana player who scored the first goal during the 2010
World Cup match against Mexico.
(2)
The department that is responsible for managing where and how people
stay.
(2)
1.5.3
A person who only eats vegetables and no meat.
(2)
1.5.4
A chemical/substance that is contained in coffee or tea.
(2)
1.5.5
The day of the week during which the crucifixion of Jesus Christ is
(2)
1.5.2
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[10]
celebrated.
TOTAL SECTION A:
40
SECTION B
Answer THREE of the FOUR questions.
QUESTION 2: SELF AWARENESS AND SELF- ESTEEM
Read the following letter and answer the questions that follow.
Dear Thandi
I have a problem, the learners in my school are laughing at me. They call me names
like "Fatty". I have also lost my boyfriend and I do not have any
friend to talk to.
Last week my Mathematics teacher called me to her office and told me that she was
not impressed with my school work. I am stressed, I even think of committing suicide.
Please help me.
From
Christina.
2.1
List FIVE problems that Christina is faced with.
(5)
2.2
Suggest FIVE ways in which Christina can improve the way she thinks about herself.
(5)
[10]
QUESTION 3: TIME MANAGEMENT
Study the following well-known statements spoken on the importance of time management.
Answer the questions that follow.
“Time is money” “You snooze you loose” “Time wasted can never be
regained” “Procrastination is the thief of time” “Time waits for no man”.
3.1
Mention THREE things that can waste one's time.
(3)
3.2
Give ONE reason why it is important to manage one's time.
(2)
3.3
Identify FIVE things that can be used to control and manage one's time effectively.
(5)
[10]
QUESTION 4: DRUG ABUSE
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Study the following text and answer the questions that follow.
“Just as it does not help an ostrich to put its head in the sand and pretend that there
is no problem because he cannot see it, using drugs won’t make ones problems to
go away”
(Adapted from Gilmer et al 2006 p, 92)
4.1
Give THREE reasons why most people use drugs.
(3)
4.2
What are the results associated with drug abuse? Name FOUR.
(4)
4.3
Mention THREE things that a person should be aware of when using prescribed
medication.
(3)
[10]
QUESTION 5: SEXUALITY AND HIV/AIDS
Study the following text and answer the questions that follow.
“When I was told I was HIV- positive I could not speak. I went to my car and sat
there and cried for two hours. I felt dirty and an embarrassment to my family. It took
me three years to accept I was HIV positive. But today I am working and facing life’s
challenges. I am living my life to the fullest.”
Lucky Mazibuko of Sowetan
5.1
Explain why one should go for an HIV/AIDS test.
(3)
5.2
Mention THREE symptoms or early signs of HIV/AIDS.
(3)
5.3
Mention FOUR things which one can do to stay strong and healthy, when living with
HIV/AIDS.
(4)
10]
TOTAL SECTION B:
30
SECTION C
Answer THREE of the FOUR questions.
QUESTION 6: DIVERSITY
Study the following text and answer the questions that follow.
Archbishop Desmond Tutu is a world - renowned activist who received a Nobel
Peace prize in 1984. He chaired the Truth and Reconciliation Commission between
1995 and 2007. He described our country as a Rainbow Nation.
6.1
6.2
Give TWO reasons why South Africa is referred to as a Rainbow Nation by the
archbishop.
(2)
Discuss FOUR ways in which one can promote unity within/amongst the people of
South Africa.
(8)
[10]
QUESTION 7: WORKER’S RIGHTS
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: LIFO4
Study the following text and answer the questions that follow.
Early in February 2007, the municipal workers affiliated to SAMWU at Ekurhuleni
Metro embarked on a strike. The other workers belonging to IMATU decided not to
join the strike action. The employer finally agreed to the demands of SAMWU but
the IMATU members also benefited, though they did not participate in the strike.
7.1
Name the largest trade union federation in South Africa to which SAMWU belongs.
7.2
Discuss TWO rights that each of the following persons have during a strike action:
7.3
(2)
8.2.1
Employees
(2)
8.2.2
Employer
(2)
Discuss TWO responsibilities for each of the following persons after signing an
appointment letter:
7.3.1
Employees
(2)
7.3.2
Employer
(2)
[10]
QUESTION 8: HUMAN RIGHTS
In addition to all other rights in the Bill of Rights, children under the age of 18 have special
rights. Describe FIVE rights associated with Children's Rights.
[10]
QUESTION 9: HEALTHY LIFESTYLE
9.1
Name FOUR different sporting activities that are played in our country.
9.2
Discuss THREE benefits of participating in any sporting activity.
(4)
(6)
[10]
TOTAL SECTION C:
GRAND TOTAL :
GETC-ABET Level 4 ~ @ NQF Level 1
30
100
73 | P a g e
Examinations and Assessment Guidelines: LIFO4
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
LEARNING AREA
:
LIFE ORIENTATION
CODE
:
LIFO4
DATE
:
NOVEMBER 2011
TIME
:
3 HOURS
MARKS
:
100
This memorandum consists of 7 pages.
SECTION A (COMPULSORY )
QUESTION 1
1.1
1.1.1
D
(1)
1.1.2
D
(1)
1.1.3
D
(1)
1.1.4
A
(1)
1.1.5
C
(1)
1.1.6
B
(1)
1.1.7
B
(1)
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Examinations and Assessment Guidelines: LIFO4
1.2
1.3
1.4
1.5
1.1.8
D
(1)
1.1.9
C
(1)
1.1.10
B
(1)
[10]
1.2.1
False
(1)
1.2.2
True
(1)
1.2.3
True
(1)
1.2.4
False
(1)
1.2.5
False
(1)
[5]
1.3.1
Diamonds 
(1)
1.3.2
Beans 
(1)
1.3.3
Meaning.
(1)
1.3.4
Life 
(1)
1.3.5
Ourselves
(1)
[5]
1.4.1
J
(1)
1.4.2
F
(1)
1.4.3
H
(1)
1.4.4
I
(1)
1.4.5
A
(1)
1.4.6
B
(1)
1.4.7
D
(1)
1.4.8
G
(1)
1.4.9
C
(1)
1.4.10
E
(1)
[10]
1.5.1
Siphiwe Tshabalala
(2)
1.5.2
Department of Human Settlements
(2)
1.5.3
Vegetarian
(2)
1.5.4
Caffeine
(2)
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: LIFO4
1.5.5
Friday
(2)
[10]
TOTAL SECTION A:
40
SECTION B
Answer THREE of the FIVE questions.
QUESTION 2: SELF AWARENESS AND SELF ESTEEM
2.1
2.2







Learners are laughing at her 
They are calling her by names like fatty
Christina lost her boyfriend
She is not doing well in mathematics
She is stressed/ depressed
She does not have friends
She is fat
(5)





She should accept and appreciate herself
She should ignore the negative comments
She should focus on her studies and forget about thinking of boyfriends
She should look for positive friends who will support her
She should consider counselling
Markers are to credit learners for any answer which relates to answers above
(5)
[10]
QUESTION 3: TIME MANAGEMENT
3.1




Long phone conversations
Lack of prioritizing tasks/ not doing tasks in order of importance
Too many meetings 
Doing other people’s work
(3)


Bad planning
Doing too many tasks at once
Markers are to credit learners for any answer which relates to answers above
3.2
3.3



Lost time cannot be replaced 
Time is scarce and valuable
To know exactly how you spend your time






Time log
Diary
Calendar
Time schedule
Action plan
Own priority plan
GETC-ABET Level 4 ~ @ NQF Level 1
(2)
(5)
[10]
76 | P a g e
Examinations and Assessment Guidelines: LIFO4
QUESTION 4: DRUG ABUSE
4.1
4.2
4.3





To forget about their problems/ to escape from reality
Peer pressure
Experimenting
Low self-esteem
To get rid of anxiety
Markers are to credit learners for any answer which relates to answers above
(3)









Absenteeism
Abusive
Rapidly changing emotions
Borrow, beg or steal money to buy substances
Become totally dependent on drugs
Violence
Unacceptable behaviour
aggression
uncontrolled moods
Markers are to credit learners for any answer which relates to answers above
(4)




Check expiry dates
Do not overdose
Beware of side effects
Keep medication out of reach of children
Markers are to credit learners for any answer which relates to answers above
(3)
[10]
QUESTION 5: SEXUALITY AND HIV/AIDS
5.1
5.2
5.3


To know whether I need to change my lifestyle
To know whether I (or my wife/husband or boy/girlfriend) has contracted HIV/ AIDS

 To start getting treatment
 To avoid having a baby who will be born HIV positive
 To be able to plan for my future and the future of my family
Markers are to credit learners for any answer which relates to answers above
(3)






Persistently swollen glands especially in the neck, armpit and groin
Prolonged fever
Persistent diarrhea
Loss of more than 10 percent of normal body weight
Night sweats
Change in mental behaviour such as forgetfulness, confusion or other signs of
mental illness
Markers are to credit learners for any answer which relates to answers above








Eat healthy food
Learn more about HIV/AIDS
Get daily exercise
Practice safe sex
Get love and support
Do not drink alcohol or smoke
Sleep and rest well
Regular checkups at the clinic
Markers are to credit learners for any answer which relates to answers above
TOTAL SECTION B:
GETC-ABET Level 4 ~ @ NQF Level 1
(3)
(4)
[10]
30
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Examinations and Assessment Guidelines: LIFO4
SECTION C
QUESTION 6: DIVERSITY
6.1
6.2




Different languages
Different races
Different cultures exist
Different political parties
Markers are to credit learners for any answer which relates to answers above
(2)
Accepting other people’s cultures
Recognition of other people’s languages and rights 
Respecting other people’s beliefs and views
Appreciating other people 
Markers are to credit learners for any answer which relates to answers above
(8)
[10]




QUESTION 7: WORKERS RIGHTS
7.1
Cosatu
7.2
7.2.1
7.2.2
7.3
7.3.1
7.3.2
(2)




Employees have a right to strike
Employees have a right to join any union
They have a right to take leave (all types of leave)
They have a right to be treated fairly
Markers are to credit learners for any answer which relates to answers
above
(2)




Employers have the right to lock the workers out
Employers have the right to dismiss an employee
Employers have the right to negotiate with the trade Unions to bargain
Employers have the right to form and join employers organisations
Markers are to credit learners for any answer which relates to answers
above
(2)


Employees have a responsibility to come early to work
They have a responsibility to work 
Markers are to credit learners for any answer which relates to answers
above
(2)



An employer has a responsibility to pay the employees
An employer has a responsibility to provide safety
An employer should provide good working conditions
Markers are to credit learners for any answer which relates to answers
above
(2)
[10]
QUESTION 8: HUMAN RIGHTS
8.1








They have a right to parental care/ to family care or other care if the child is
removed from its family
They have a right to have a name and a surname
They have a right to have healthy food
They have a right not to be forced to work or given work which is not suitable for a
child
They have a right to healthcare
They have a right to shelter
They have a right not to be abused or neglected
They have a right not to be detained unless this is absolutely necessary
GETC-ABET Level 4 ~ @ NQF Level 1
[10]
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Examinations and Assessment Guidelines: LIFO4
QUESTION 9: HEALTHY LIFESTYLE








9.1
Soccer
Rugby
Tennis
Golf
Netball
Swimming
Cricket
Athletics
Markers are to credit learners for any answer which relates to answers above
(4)

9.2
It improves one's health, for example not to suffer from heart problems / it
strengthen the heart's muscles and increases lung capacity and efficiency
 It gives you stamina to perform duties that require more energy
 It helps people to socialize
 It reduces stress
 Improved concentration
 Building muscles strengthens bones and improves core strength
Markers are to credit learners for any answer which relates to answers above
(6)
[10]
TOTAL SECTION C:
GRAND TOTAL :
10.
30
100
PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES
The Department of Higher Education and Training views assessment as a process of making decisions
about a learner’s performance. It involves gathering and organising evidence of learning, in order to
review what learners have achieved. It informs decision making in education, and helps educators to
establish whether learners are performing according to their full potential and are making process
towards the required unit standards credits as outlined in the qualification cited above. Principles of
assessment that are always considered when assessment tasks and tools are developed include
among others the following:
Validity
Assess what is supposed to be assessed. Examination question papers and SBAs
take the US, and their related assessment criteria into account in setting appropriate
types of questions.
Reliability
Assessment should produce reliable results instructions are clear, consistent and
unambiguous
Assessment criteria are strictly adhered to
Marking guidelines/memoranda are clear and markers apply the same standard.
Transparency Accomplished through guidelines, uniform SBAs and national examinations are
moderated internally.
Papers and SBAs are moderated externally by Umalusi.
Stakeholders know what to expect and candidates have the right to appeal.
Fairness
Assessment does not disadvantage anybody (based on age, race, gender, ethnicity,
geographic location)
Assessment is accessible to all candidates
Covers different cognitive levels
Nature of the learning environment of learners is considered.
Currency
Assessment keeps up with current events and life-world of ABET learners. This is
reflected in the content and nature of the texts selected, and the topics offered for
interaction.
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Examinations and Assessment Guidelines: LIFO4
Authenticity
Assessment is original and encourages originality, creativity and avoids repetition. It
consciously tries to avoid predictability.
The different types, descriptions and uses of assessments are given below to serve as a reminder to
everybody with an interest in adult education that only quality assessment practices is suitable for this
sector of our education system.
Baseline Assessment:
Formative
Assessment:
Summative
Assessment:
Diagnostic
Assessment:
Systemic Assessment:
Usually used at the beginning of a learning experience to establish what
learners already know, can do or value. It assists educators with the planning
of learning programmes and learning activities.
It is developmental and used to inform both the teacher and the learner about
how the learner has progressed (or not). It enhances teaching and learning.
Teachers use it to adapt learning activities to the learner needs. It is also
known as assessment for learning
It gives an overall and final picture of the achievements of a learner at a given
time. The examination is an example of summative assessment for ABET
Level 4. This could be viewed as a “snapshot” whilst formative assessment is
viewed as a “video” of a learner’s progress.
It is a form of formative assessment that leads to intervention, remedial action
or revision programme. It identifies both the strengths and weaknesses of
either the learner or the teaching methodology
It is an external way of monitoring the education system by comparing
learners’ performance to national indicators of learner achievement. It involves
monitoring learner attainment at regular intervals using national or provincially
defined measuring instruments.
Note of the following Assessment Strategies should also be taken.
Methods
Forms
Instruments/Tools
(WHO)
(WHAT)
(HOW)
Educator
Tests, Drawings,
Assessment grids,
assessment,
Paintings, Graphs,
Rubrics,
Self-assessment,
Physical activities,
Memoranda and
Peer-assessment
Projects,
Observation sheets.
and
Demonstrations,
Group-assessment.
Poems, Dramas, Roleplays, Stories,
Songs/music,
Oral presentations,
Written presentations,
Worksheets,
Questionnaires,
Cassettes, Posters,
Purposes
(WHY)
Baseline,
Diagnostic,
Formative,
Summative and
Systemic.
In conclusion, assessment must always be fair to learners and all possible barriers preventing learners
from expressing their knowledge, skills and values in an assessment task, must be considered when
developing, assessing and moderating the assessment task.
GETC-ABET Level 4 ~ @ NQF Level 1
80 | P a g e
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