1

HISTORY

GRADE 10

SBA TASKS

2020

TABLE OF CONTENTS

1. GRADE 10 PROGRAMME OF ASSESSMENT 3

2. REPORTING AND RECORDING SBA MARKS 5

3. MODERATION OF SBA 7

4. DIAGNOSTIC AND STATISTICAL ANALYSIS 8-10

5. GRADE 10 FRAMEWORK

6. EXAMINATION GUIDELINES

7. ASSESSMENT METHOD FOR SOURCE-BASED QUESTIONS

8. ASSESSMENT OF ESSAYS

9. SBA TASK 1 (SOURCE-BASED AND /OR ESSAY TASK)

10. SBA TASK 2 (CONTROLLED TEST 1 (to be requested to the DSA in term1)

11. SBA TASKS 3 – HERITAGE INVESTIGATION

12. SBA TASK 5 (SOURCE – BASED AND /OR ESSAY TASK)

13. SBA TASK 6 (to be requested from the DSA in term 3)

14. LEARNER DECLARATION

15. TEMPLATE FOR PRE-MODERATION TOOL

16. SCHOOL MODERATION TOOL

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1. GRADE 10 PROGRAMME OF ASSESSMENT FOR HISTORY

In Grade 10, the Programme of Assessment consists of tasks undertaken during the school

year and counts 25% of the final Grade 10 mark. The other 75% is made up of end of the

year examination. The learner SBA portfolio is concerned with the 25% internal assessment

of tasks.

NUMBER AND FORMS OF ASSESSMENT REQUIRED FOR THE

PROGRAMME OF ASSESSMENT (SBA) FOR HISTORY GRADE 10

The Programme of Assessment for History comprises seven tasks which are internally

assessed. The following table presents the annual assessment plan for Grade 10.

TABLE 1: THE GRADE 10 ANNUAL ASSESSMENT PLAN

TERM 1 TERM 2 TERM 3 TERM 4

2 tasks 2 tasks 2 tasks

Source-Based OR

essay task.

(50 marks each)

10%

Standardised test

which includes a

source-based

question and an

essay. (100 marks)

20%

Heritage investigation (50 marks) 20%

Midyear examination

( 100 marks ) 20%

Source-based OR essay task. (50 marks for each task ) 10%

Standardised test which includes a source- based and an essay question. (100 marks) 20%

End-of year examination.

(150 marks )

25% of total year mark = 100 marks 75% of total

exam mark =

150 marks

From the table it is clear that the Programme of Assessment for History in Grade 10 comprises

seven tasks which are internally assessed. Of the seven tasks, two are examinations and two

are tests. The remaining three tasks comprise;

• Heritage Investigation task – (Uncontrolled conditions)

• Two source based and essays writing tasks ( controlled conditions)

The following table illustrates and enhances this understanding further.

TABLE 2: THE SEVEN ASSESSMENT TASKS

PROGRAMME OF ASSESSMENT

REQUIREMENTS TERM

1

TERM

2

TERM

3

TERM

4

Two (2) Standardised tests

written under controlled

conditions

1

1

Source-based or essay: under

controlled conditions.

1

One investigation research

project : Heritage project

(Compulsory)

50 marks.

1

Source-based or essay task OR essay under controlled conditions.

1

MID-YEAR EXAMINATION 1

END-OF YEAR

EXAMINATION

1

5

The weightings of the assessment tasks for Grade 10 as follows

TABLE 3: THE WEIGHTINGS OF THE ASSESSMENT TASKS

ASSESSMENT ACTIVITY REDUCED MARK

Midyear: 100 reduced to

TWO hours paper.

20

Two Standardised tests under controlled conditions

reduced to…

2 x 20

Heritage investigation 20

Source-based or essay: under controlled conditions. 10

Source-based or essay: under controlled conditions. 10

Total for assessment tasks undertaken during the year 100

End-of-year examination: 150

………..( 1 Paper out of 150)

One three hour paper.

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2. REPORTING AND RECORDING ON THE PROGRAMME OF

ASSESSMENT (SBA)

The marks achieved in each assessment task in the formal Programme of

Assessment must be recorded and included in formal reports to parents and School

Management Teams. These marks will be submitted as the internal school based

assessment (SBA) mark.

NB! As per NPPPPR of NCS, we record in marks, but we report in percentages.

The Programme of Assessment should be recorded in the teacher’s SBA file of assessment.

The following should be included in the teacher’s SBA file:

• A contents page;

• The formal Programme of Assessment;

• The requirements of each of the assessment tasks;

• The tools used for assessment for each task; and

• Working mark sheets for each class.

Teachers must report regularly and timeously to learners and parents on the progress of

learners. Schools will determine the reporting mechanism but it could include written reports,

parent-teacher interviews and parents meeting. Schools are required to provide written reports

to parents once per term on the Programme of Assessment using a formal reporting tool. This

report must indicate the percentage achieved per subject and include the following seven-point

scale.

RATING

CODE

RATING MARKS

%

7 Outstanding achievement 80 – 100

6 Meritorious achievement 70 –79

5 Substantial achievement 60 – 69

4 Adequate achievement 50 – 59

3 Moderate achievement 40 – 49

2 Elementary achievement 30 – 39

1 Not achieved 0 – 29

3. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF

ASSESSMENT

All schools should have an internal assessment moderation policy in place, which has

guidelines for the internal moderation of all significant pieces of assessment. There

should also be scheduled dates for the internal moderation of teachers’ SBA file and

evidence of learner performance.

The subject head and the School Management Team are responsible for drawing up

the moderation plan and for ensuring that school-based moderation happens on a

regular basis.

The teacher SBA file required for moderation for promotion requirements should

include:

• Planning (School moderation management plan)

• Forms of moderation

Pre moderation

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Post moderation

• Copies of tasks, tests and exams administered

• Assessment criteria and marking guidelines for the above

• Working Mark sheets

• Diagnostic and statistical analysis

• Attendance report

Moderation of the assessment tasks should take place at the three levels

tabulated below.

LEVEL MODERATION REQUIREMENTS

School The Programme of Assessment should be submitted to the subject

head and School Management Team before the start of the

academic year for moderation purposes.

Each task which is to be used as part of the Programme of

Assessment should be submitted to the subject head for moderation

before learners attempt the task.

Teacher SBA files and evidence of learner performance should be

moderated by the head of the subject or her/his delegate before

moderation at a cluster/district level.

District/ region Teacher SBA files and a sample of evidence of learner performance

must be moderated during the first three terms.

Provincial/

National

Teacher SBA files and a sample of evidence of learner performance

must be moderated once a year.

4. DIAGNOSTIC ANALYSIS

HISTORY

DIAGNOSTIC ANALYSIS OF TESTS and EXAMS

NAME OF

SCHOOL

TASK TERM

Gra

de

Total number

80%

-

100%

70%

-

79%

60%

-

69%

50%

-

59%

40%

-

49%

30%

-

39%

0 -

29%

% p

ass

ed

avera

ge

wro

te

pass

Fail

LEARNER PERFORMANCE IN SPECIFIC HISTORICAL SKILLS PER GRADE

NB: The educator should indicate how the learners have performed with regards to the skill and the

cognitive level that is assessed.

COGNITIVE

LEVELS

HISTORICAL

SKILLS

LEARNER

PERFORMANCE

(Indicate if few or

most learners were

competent or not in

the skill/question)

RECOMMENDATIONS/REMEDIAL

FOR IMPROVEMENT OF THE SKILL

LEVEL 1 Extract information from sources

Selection and organisation of relevant information from the source

Define historical concepts

LEVEL 2 Interpretation of evidence from sources

Explain information gathered from sources

Analyse evidence from sources

Explain concepts in context

LEVEL 3 Interpret and evaluate evidence from sources

Engage with sources to determine its usefulness, reliability, bias and limitations

Compare and contrast interpretations and perspectives presented in sources and draw

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independent conclusions.

LEVEL 3 Paragraph question: Usage of sources and own knowledge. No copying of sources. Making reference to sources

LEVEL 3 Essay question: Stance taken in the introduction PEEL used appropriately. LOA adhered to. No ne content in the conclusion

HISTORY QUESTION PAPER ANALYSIS

Remedial measures / suggestions for improvement (State what is going to be done to remedy

weaknesses, common errors, misconceptions, etc)

_____________________________ ___________________________ ________________

Subject teacher Signature Date

_____________________________ ___________________________ ________________

HOD Signature Date

SCHOOL STAMP

5. GRADE 10 EXAMINATION FRAMEWORK:

• One 2 hrs paper

• The question paper will consist of FOUR questions

• TWO questions to be answered

• All questions will be set out of 50

• Total=100

GRADE 10 OCT/NOV EXAMINATION: Total= 150

• One 3 hours paper

• The question paper will consist of SIX questions

• THREE questions to be answered

• All questions will be set out of 50

6. GRADE 10 EXAMINATION GUIDELINE

The prescribed topics will be assessed as follows:

JUNE COMMON EXAMINATIONS

SECTION A: SOURCE-BASED

QUESTIONS

( One question per topic will be set)

SECTION B: ESSAY QUESTIONS

( One question per topic will be

set)

1.THE WORLD AROUND 1600

Question focus:

European societies:

• Feudal societies

• Renaissance

• Change in feudalism

1. THE WORLD AROUND 1600

Question focus:

Songhai: An African empire in the

15th and 16th centuries:

• Government and society

• Travel and trade

• Learning and culture

2. EUROPEAN EXPANSION AND

CONQUEST

• Africa: The process of Dutch

conquest and

• Colonialism at the Cape.

2. EUROPEAN EXPANSION AND

CONQUEST

• The impact of slave trading

on societies.

3. THE FRENCH REVOLUTION

Question focus:

• The social causes of the revolution

• The course of the revolution

3. THE FRENCH REVOLUTION

Question focus;

Causes of the French Revolution

• Economic causes

• Political causes

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NOVEMBER COMMON EXAMINATIONS

SECTION A: SOURCE-BASED

QUESTIONS

( One question per topic will be set)

SECTION B: ESSAY QUESTIONS

(One question per topic will be

set)

1.TRANSFORMATIONS IN SOUTHERN

AFRICA AFTER 1750

Question focus:

The political revolution 1820 - 1835

• The rise of the Zulu kingdom

• The consolidation of the Zulu kingdom

1. TRANSFORMATIONS IN

SOUTHERN AFRICA AFTER 1750

Question focus:

The emergence of the Sotho

kingdom

• The Sotho kingdom under Moshoeshoe

• His relationship with his neighbours

2. COLONIAL EXPANSION 1750

Question focus:

Britain at the Cape

• Changing labour patterns

• Boer response to the British control

• Xhosa response to cooperation and conflict

2. COLONIAL EXPANSION 1750

Question focus:

Cooperation and conflict on the

Highveld

• The Boer Republic north of the Vaal

• The Boer Republic between the Orange and Vaal

3.THE SOUTH AFRICAN WAR AND

UNION

Question focus:

The South African War 1899 - 1902

• The role and experience of woman in the war

• The role and experience of the black South Africans in the war

• The experience of Afrikaners in the British concentration camps

3. THE SOUTH AFRICAN WAR

AND UNION

Question focus:

The Native Land Act of 1913

• The social and economic impact of the Land Act

• Reactions to the Land Act

• The foundation of the system of apartheid

7. SOURCE-BASED QUESTIONS ASSESSMENT

7.1 The following cognitive levels were used to develop source-based questions:

Cognitive

Levels Historical skills

Weighting of

questions

LEVEL 1

• Extract evidence from sources

• Selection and organisation of relevant information from sources

• Define historical concepts/terms

40%

(20)

LEVEL 2 • Interpretation of evidence from sources

• Explain information gathered from sources

• Analyse evidence from sources

40%

(20)

LEVEL 3

• Interpret and evaluate evidence from sources

• Engage with sources to determine its usefulness, reliability, bias and limitations

• Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions

20%

(10)

7.2 The information below indicates how source-based questions are assessed:

• In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.

• In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed.

• In the marking guideline, the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics.

• When assessing open-ended source-based questions, learners should be credited for any other relevant answers.

• Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded.

7.3 Assessment procedures for source-based questions

• Use a tick (✓) for each correct answer. • Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is

given two marks each (✓✓✓✓); (1 x 2) which translates to one reason and is given two marks (✓✓).

• If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓).

Paragraph question

Paragraphs are to be assessed globally (holistically). Both the content and structure of

the paragraph must be taken into account when awarding a mark. The following steps

must be used when assessing a response to a paragraph question:

• Read the paragraph and place a bullet (.) at each point within the text where the candidate has used relevant evidence to address the question.

• Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.

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• At the end of the paragraph indicate the ticks (√) that the candidate has been awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the holistic rubric and a brief comment e.g.

______________________________________ . _________________________

_________________ . ____________________________ . _________________

Level 2 √√√√√

Used mostly relevant evidence to write a basic paragraph

• Count all the ticks for the source-based question and then write the mark on the right-hand bottom margin, e.g. 32 50

• Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

8. ESSAY QUESTIONS

8.1 The essay questions require candidates to:

• Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion.

8.2 Marking of essay questions

• Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre.

• Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

8.3 Global assessment of the essay

The essay will be assessed holistically (globally). This approach requires the teacher to

assess the essay as a whole, rather than assessing the main points of the essay

separately. This approach encourages the learner to write an original argument by using

relevant evidence to support the line of argument. The learner will not be required to

simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach

discourages learners from preparing essays and reproducing them without taking the

specific requirements of the question into account. Holistic marking of the essay credits

learners' opinions that are supported by evidence. Holistic assessment, unlike content-

based marking, does not penalise language inadequacies as the emphasis is on the

following:

• The learner's interpretation of the question

• The appropriate selection of factual evidence (relevant content selection)

• The construction of an argument (planned, structured and has an independent line of argument)

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8.4 Assessment procedures of the essay

8.4.1 Keep the synopsis in mind when assessing the essay.

8.4.2 During the reading of the essay, ticks need to be awarded for a relevant introduction

(which is indicated by a bullet in the marking guideline), the main aspects/body of

the essay that sustains/defends the line of argument (which is indicated by bullets

in the marking guideline) and a relevant conclusion (which is indicated by a bullet

in the marking guideline).

For example in an essay where there are five (5) main points there could be about

seven (7) ticks.

8.4.3 Keep the PEEL structure in mind in assessing an essay.

P Point: The candidate introduces the essay by taking a line of

argument/making a major point.

Each paragraph should include a point that sustains the major

point (line of argument) that was made in the introduction.

E Explanation: The candidate should explain in more detail what

the main point is about and how it relates to the question posed

(line of argument).

E Example: Candidates should answer the question by selecting

content that is relevant to the line of argument. Relevant

examples should be given to sustain the line of argument.

L Link: Candidates should ensure that the line of argument is

sustained throughout and is written coherently.

8.4.4 The following symbols MUST be used when assessing an essay:

• Introduction, main aspects and conclusion not properly contextualised

^ • Wrong statement _________________

• Irrelevant statement |

|

|

• Repetition R

• Analysis A√

• Interpretation I√

• Line of Argument LOA

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8.5 The matrix

8.5.1 Using the matrix in the marking of essays

In the marking of essays, the criteria as provided in the matrix should be used. When

assessing the essay note both the content and presentation. At the point of intersection of

the content and presentation based on the seven competency levels, a mark should be

awarded.

(a) The first reading of the essay will be to determine to what extent the

main aspects have been covered and to allocate the content level

(on the matrix).

C LEVEL 4

(b) The second reading of the essay will relate to the level (on the matrix)

of presentation.

C LEVEL 4

P LEVEL 3

(c) Allocate an overall mark with the use of the matrix.

C LEVEL 4 }26–

27 P LEVEL 3

MARKING MATRIX FOR ESSAY: TOTAL: 50

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1*

PRESENTATION CONTENT

Very well planned and structured essay. Good synthesis of information. Developed an original, well-balanced and independent line of argument with the use of evidence, sustained, and defended the argument throughout. Independent conclusion is drawn from evidence to support the line of argument.

Very well planned and structured essay. Developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.

Well planned and structured essay. Attempts to develop a clear argument. Conclusion drawn from the evidence to support the line of argument.

Planned and constructed an argument. Evidence used to some extent to support the line of argument. Conclusions reached based on evidence.

Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported by evidence.

Attempts to structure an answer. Largely descriptive or some attempt at developing a line of argument. No attempt to draw a conclusion.

Little or no attempt to structure the essay.

LEVEL 7 Question has been fully answered. Content selection fully relevant to line of argument.

47–50 43–46

LEVEL 6 Question has been answered. Content selection relevant to a line of argument.

43–46 40–42 38–39

LEVEL 5

Question answered to a great extent. Content adequately covered and relevant.

38–39 36–37 34–35 30–33 28–29

LEVEL 4 Question recognisable in answer. Some omissions or

irrelevant content selection.

30–33 28–29 26–27

LEVEL 3 Content selection does relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.

26–27 24–25

20–23

LEVEL 2 Question inadequately addressed. Sparse content.

20–23 18–19

14–17

LEVEL 1*

Question inadequately addressed or not at all. Inadequate or irrelevant content.

14–17 0–13

* Guidelines for allocating a mark for Level 1: Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6 Question inadequately addressed and vague; little attempt to structure the essay = 7–13

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TERM 1

Task 1: Source-based OR essay

ADDENDUM

QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON

EUROPE?

SOURCE 1A

The source below is a description of the feudal system in Europe during the Middle Ages.

Feudalism was a hierarchical system of land use and patronage that dominated

Europe between the ninth and 14th centuries. Under Feudalism, a monarch's

kingdom was divided and subdivided into agricultural estates called manors.

The nobles who controlled these manors oversaw agricultural production and

swore loyalty to the king. Despite the social inequality it produced, Feudalism

helped stabilize European society. But in the 14th century, Feudalism waned.

The underlying reasons for this included warfare, disease and political change.

And when feudalism finally came to an end, so too did the Middle Ages.

[From: https://classroom.synonym.com/caused-downfall-feudalism-16285.html .Acessed on 15 Febryary 2019.]

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SOURCE 1B

The following source focuses on the impact of the Plague on Europe.

The disease (the Plague or Black Death) existed in two varieties, one contracted by insect bite and another airborne. In both cases, victims rarely lasted more than three to four days between initial infection and death, a period of intense fever and vomiting during which their lymph nodes swelled uncontrollably and finally burst. The plague bacteria had lain dormant for hundreds of years before incubating again in the 1320s in the Gobi Desert of Asia, from which it spread quickly in all directions in the blood of fleas that travelled with rodent hosts. Following very precisely the medieval trade routes from China, through Central Asia and Turkey, the plague finally reached Italy in 1347 aboard a merchant ship whose crew had all already died or been infected by the time it reached port. Densely populated Europe, which had seen a recent growth in the population of its cities, was a tinderbox for the disease. The Black Death ravaged the continent for three years before it continued on into Russia, killing one-third to one-half of the entire population in ghastly (terrible) fashion. The plague killed indiscriminately – young and old, rich and poor – but especially in the cities and among groups who had close contact with the sick. Entire monasteries filled with friars were wiped out and Europe lost most of its doctors. In the countryside, whole villages were abandoned. The disease reached even the isolated outposts of Greenland and Iceland, leaving only wild cattle roaming free without any farmers, according to chroniclers who visited years later.

[From: https://www.livescience.com/2497-black-death-changed-world.htm. Accessed on 15 February 2019.]

SOURCE 1C

The source below is a painting called The Triumph of Death by artist Pieter

Breugel in 1562 was inspired by the Black Death.

SOURCE 1D

The following source is an extract from Daily History explains how the Plague gave rise to the Renaissance.

In the aftermath of the Black Death, the economy of Italy benefited greatly from trade

and thus some areas became industrialized such as Florence. In this city, there was

a large class of weavers who wove cloth for home consumption and export. The

wealth of Italy increased because of trade but it also changed people’s outlook, who

gradually adopted a more rational approach to the world. Italian society had evolved

very differently from the rest of Europe. Northern Italy in particular, was much more

urbanised than the rest of Europe. Many of the largest cities in Europe were located

in Northern Europe such as Florence and Milan. Urban societies are widely believed

to be more dynamic than agrarian societies. In towns and cities' people come together

and converse and debate. Urban societies are also more open to new ideas as

immigrants and traders settled in them. The plazas and taverns of Florence and other

cities were often filled with people, many of them outsiders discussing new ideas and

exchanging copies of manuscripts. This was a milieu that was beneficial to creative

and intellectual endeavours. [From: https://dailyhistory.org/. Accessed on 15 February 2019.]

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TERM 1

SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

1.1 Refer to Source 1A.

1.1.1. Explain the term feudalism. (1 x 2) (2)

1.1.2. What, according to the source, were the responsibilities of the nobles under the feudal system?

(2 x 1)(2)

1.1.3. Comment on why it was said that feudalism created ‘social inequality’. (1 x 2)(2)

1.1.4. List THREE reasons for the decline of feudalism in the 14th century. (3 x 1)(3)

1.2 Refer to Source 1B.

1.2.1 In what area did the Plague originate? (1 x 1)(1)

1.2.2 How did the Plague reach Italy by 1357? (1 x 1)(1)

1.2.3 Explain why Europe was a ‘tinderbox’ for the disease. (1 x 2) (2)

1.2.4 Why, in your opinion, were friars and doctors some of the main casualties of the disease?

(2 x 2) (4)

1.2.5 QUOTE evidence that shows the enormous destruction of the Plague.

(1 x 2) (2)

1.2.6 Explain the usefulness of Source 1B to a historian researching the impact of the

Plague on Europe. (2 x 2) (4)

1.3 Study Source 1C.

1.3.1 What message did the artist want to convey about the Plague?

(1 x 2) (2)

1.3.2 Give TWO visual clues from the painting that indicate the level

Of destruction of the Plague. (2 x 2) (4)

1.3.3 How does Source 1C support the ideas in Source 1B? Use evidence to

support your answer. (2 x 2) (4)

1.4 Refer to Source 1D.

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1.4.1 List THREE benefits of the Plague for Italy. (3 x 1) (3)

1.4.2 Using Source 1D and your own knowledge, explain why the Renaissance

, rebirth of culture and thought, began in Italy

(2x2) (4)

1.4.3 How was it possible for the people of Florence to ‘exchange copies of manuscripts’?

(1 x 2) (2)

1.5 Using the relevant sources and your own knowledge, write a

paragraph (80- 100 words) in which you discuss the impact of feudalism on Europe 8)

TOTAL [50] OR

SECTION B: ESSAYQUESTION

QUESTION 2: SONGHAI EMPIRE

Before its decline, the Songhai Empire was a powerful and prosperous state.

Critically discuss the reasons for Songhai power and prosperity until the 15th century.

[50]

TOTAL:[50]

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MEMORANDUM: GRADE 10 SBA TASK 1 TERM 1

QUESTION 1: THE WORLD AROUND 1600

1.1. QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

Refer to Source 1A.

1.1.1 [Explaining historical concepts from Source 1A – L1]

A Feudal system – a social system in which the king gave land to the nobleman in return

for their military support and peasants lived the land.

(1x2) (2)

B Fief – a piece of land given by the king to the Lords and Nobles. (1x2) (2)

1.1.2 [Extract relevant evidence from Source 1A – L1]

• Land was used as a means of payment

• Only people who were close to the king such as the knights and nobles owned

land as they had received it from the king as a form of payment for the protection

and loyalty they provided the king. (Any 1) (1x1) (1)

1.1.3 [Explain information gathered from Source 1A – L1]

• Land was a form of payment that made the feudal system to be successful.

• Without land the feudal system was not going to be successful.

• The king paid the knights and nobles with land and in return they gave him

protection.

• Land gave the first and estate power over the third estate. (2x2) (4)

1.1.4 [Explain and analyse information gathered from Source 1A – L2]

• The first and second estate benefitted from the system.

• They had the land and could get the third estate to work on their land and pay

them taxes for occupying their land.

• The third estate was disadvantaged they were heavily taxed.

• They carried the burden of the first and second estate, which was too much for

them. (2x2) (4)

1.2. Refer to source 1B

1.2.1 [Extract relevant evidence from Source 1B – L1]

Three reasons for the decline of feudalism:

• Warfare

• Disease

• Political change (3x1) (3)

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1.2.2 [Extract relevant evidence from Source 1B – L1]

Nobles were to:

• Oversee agricultural production

• Swear loyalty to the king (2x1) (2)

1.2.3 [Comment on the information gathered from Source 1B – L2]

• Feudalism was strict with no mobility between classes.

• The king and nobles were rich while the serfs struggled.

(Use discretion)

(2x2) (4)

1.3. Study Source 1C.

1.3.1. [Extract relevant evidence from Source 1C – L1]

• Loyalty

• Land (2x1) (2)

1.3.2. [Explain and analyse information gathered from Source 1C – L2]

• In a feudal system the king is at top, the king gives land to the barons and the

barons give land to the knights and the peasants work on the land.

• The knights swore an oath to the barons and will fight for the king while barons

will swear an allegiance to the king.

• Any other relevant response. (2x2) (4)

1.3.3. [Explain and analyse information gathered from Source 1C – L2]

Useful because :

• The source provides a visual illustration of how the feudal system worked the

king is on top and the peasant are at the bottom of this triangle.

• It provides us written information on how the feudal system works by explaining

how the knights are fighting for the king and the barons swear allegiance to the

king.

• Any other relevant response. (2x2) (4)

1.4. Refer to Source 1D

1.4.1. [Extract relevant evidence from Source 1D – L1]

• Trade meant lead to the growth of towns

• Demand for urban workers grew (2x1) (2)

1.4.2. [Explain and analyse information gathered from Source 1D – L2]

27

• The was labour shortage in the rural in the rural areas

• Some people in the rural areas died due to the black death

• Due to labour shortage it meant that power would be shifted as they had to treat

the little labour that was still available to them with care or else they were going

to leave also. (Any 2) (2x2) (4)

1.4.3. [Explain and analyse information gathered from Source 1D – L2]

• Europe became peaceful

• The king did not have a need to call the nobles to fight for him.

• Due to the lack of war it meant that the nobles were weakened and their power

was consolidated back to the king. (Any 2) (2x2) (4)

[10]

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]

Candidates could include the following aspects in their response:

• The system of feudalism.

• Peasants had no rights.

• Trade developed – new economic and political system developed in Europe.

• Removed social and economic barriers of feudalism

• Workers were free to work for themselves

• This inspired new ideas in Art, writers and sculptors.

• Trading goods improved as the world opened up

• Any other relevant response (8)

Use the following rubric to allocate marks:

Level 1

• Uses evidence in an elementary manner e.g. shows no or little understanding of the impact of feudalism on Europe.

• Uses evidence partially or cannot write a paragraph.

Marks

0-2

Level 2

• Evidence is mostly relevant and relates to the topic e.g. shows some understanding of the impact of feudalism on Europe.

• Uses evidence in a basic manner to write a paragraph.

Marks

3-5

Level 3

• Uses relevant evidence e.g. demonstrates a thorough understanding of the impact of feudalism on Europe.

• Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

Marks

6-8

28

[50]

QUESTION 2: ESSAY SONGHAI EMPIRE

Introduction: Learner must give brief examples of the reasons for Songhai’s

power and prosperity during the 15th and 16th centuries.

Main points:

• Strategic position of Songhai in West Africa

• Role of Sonni Ali and Askia Mohammed

• Reorganisation of the army

• Establishment of provinces with own governors

• Religious tolerance under Ali

• New taxation system

• Encouragement of learning: Timbuktu

• Trade: gold, salt and travel: camel caravans

• Any other relevant point Conclusion: Learner must tie up argument reaffirming the reasons for

Songhai’s power and prosperity. [50]

Synopsis: Learner must discuss the factors leading to the power and prosperity of

the Songhai Empire. Issues such as leadership, trade, learning and culture.

29

TERM 2: HERITAGE ASSIGNMENT

Grade 10

SBA Task 3

30

Grade 10 SBA Task 3

Marks: 50

This Heritage assignment consist of 03 pages and a rubric

HOW HAS SOUTH AFRICA CHOSEN TO CELEBRATE THEIR HERITAGE?

Historical context

Since the dawn of democracy in 1994 the South African government has chosen to

remember the past by celebrating unity in diversity. What has been the painful past has

been changed to a form of celebration, thus bringing in reconciliation and unity in South

Africa.

In the context of the above statement, do a research on this public holiday:

31

HERITAGE DAY

1. The scope of Research:

• The brief history linked to the day.

• Explain the changes that were made to this public holiday.

• Explain how the day is celebrated in schools, families, work places and other

institutions like churches etc.

• How does the celebration of the holiday bring unity and close the gaps of the

past?

• Explain how the celebration of the day enforces the application of the

constitution of South Africa.

• Visual sources should be used within the discussion to reinforce and explain

the written information.

2. Instructions for research

1. The learners should have THREE weeks to gather evidence and

contextualise it to the research topic.

2. The learners’ response should be in the form of an essay with introduction,

body and conclusion.

3. No subheadings, point form and cut and paste in the content.

4. Avoid putting visual sources on separate and isolated page. Visual sources

should be given captions that relate to the discussion in the research

discussion.

5. The length of Heritage assignment should be about SEVEN (7) pages long:

• Cover page

• Table of contents page

• 3 to 4 pages of both written and visual content

• Bibliography page

• Rubric page ( provided by the teacher)

6. A mere rewriting of evidence as answers will disadvantage learners.

7. Credit will be given for analysis and interpretation of evidence according to

the topic.

8. Plagiarism will be penalised

9. Write an essay in your own words and acknowledge all quotations and

sources in the bibliography.

10. Quote from article/ book using in-text reference

Example: “Heritage is a nation’s historic buildings, monuments and past

events which are regarded as worthy of preservation” (Oxford dictionary,

1996:411)

Own words with in -text reference

Example: Heritage is part of our past that we choose to commemorate (

Bottaro J, 2011:198)

11. Sources of reference: Internet, media centres and public libraries.

12. Bibliography must be done alphabetically according to the author’s name or

the website.

13. Examples of bibliography:

32

• The 1805 Constitution of Haiti: http/ www.webster.edu [accessed

on 07 June 2015]

• McKay,J.1988, A History Of The World Societies (Houghton

Mifflin Company, Boston)

33

SBA TASK 3. GRADE 10. TERM 2 HERITAGE RUBRIC: TOTAL MARKS-50

SURNAME AND NAME: _______________________________________

NAME OF THE SCHOOL: ____________________________________

CRITERIA Level 1

Not achieved

Level 2

Partially achieved

Level 3

Achieved

Level 4

Excellent

Marks

Explain the changes

to the Heritage day

and the brief

background of the

day.

Shows no or little

understanding of

changes to the

day, the

background of the

heritage day and

how it is

celebrated in

South Africa.

(0-3)

Shows a partial

understanding of

changes to the

day, the

background of the

heritage day and

how it is

celebrated in

South Africa.

(4-6)

Shows an

adequate

understanding

of changes to

the day, the

background of

the heritage day

and how it is

celebrated in

South Africa. . (7-9)

Shows an

excellent

understanding

of changes to

the day, the

background of

the heritage

day and how it

is celebrated in

South Africa. (10-12)

Presentation, logic

and coherence of

collected information.

Information has no or little logic and coherence.

(0-2)

Information has some logic and coherence.

(3-4)

Information shows logic and coherent flow of ideas.

(5-6)

Information presented in an excellent, logical, coherent manner that shows insight. (7-8)

Understanding of

heritage issues and

whether this change

has built national

unity and identity in

South Africa.

Has shown little or no understanding of the heritage issues and impact of change in South Africa.

(0-2)

Has shown partial understanding of the heritage issues and impact of change in South Africa.

(3-4)

Shows adequate understanding of the heritage issues and impact of change in South Africa. (5-6)

Shows an excellent understanding of the heritage issues and impact of change in South Africa. (7-8)

Ability to select

relevant information

and visual sources.

Ability to use and

apply the selected

information and

visual sources.

Shows little or no little ability to select and apply relevant information and use of illustrations (0-1)

Basic information and visuals selection and application.

(2-4)

Selected and applied relevant information and relevant visual sources

(5-6)

Excellent selection and application of information and visual sources. (7-8)

Structure of the

essay, referencing,

bibliography and

plagiarism

No or basic essay structure and acknowledgement of sources used. Plagiarised content (0-2)

Attempt at structuring the essay and little acknowledgement of sources used. Some plagiarism in content.

(3-4)

Essay adequately structured and sources used acknowledged. No plagiarism in content. (5-6)

Excellent structure with sources acknowledged in an excellent manner. (7- 8)

How the

celebration of the

day enforces the

application of the

constitution of the

South Africa.

Shows no or little understanding of how the day enforces the constitution of South Africa.

(0-1)

Shows some understanding on how the day enforces the constitution South Africa

(2-3)

Shows relevant understanding on how the day enforces the constitution South Africa.

(4-5)

Excellent understanding on how the day enforces the constitution South Africa. (6)

34

TERM 3

Term 3 SBA TASK 5 Source-based or essay

ADDENDUM

QUESTION 1:HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA? Source 1A: The following source focuses on the rise of the Zulu Kingdom under Shaka.

Source 1B: The source below describes the structure of the Zulu Kingdom. Source 1B: The source below describes the structure of the Zulu Kingdom.

In 1819 the Zulus attacked the Ndwandwe, destroyed Zwide’s capital and broke up his kingdom. It is now believed that internal divisions also helped to break up the Ndwandwe kingdom. There was disagreement among the Ndwandwe about whether it was better to fight the Zulu or they should focus instead on trading with the north. Some members of the Zwide’s ruling group disagreed with his warlike ideas and moved away to the Delagoa Bay………. Shaka used the amabutho to expand his power and control by sending them on raids into neighbouring chiefdoms. Older versions of history used to claim that these raids were violent and bloodthirsty, and that Shaka controlled over 50 000 armed men who killed almost a million people. However, historians now believe that is not accurate, and that it was not simply force and warfare that led to the rise of the Zulu state under Shaka. They think that peaceful diplomacy played an equally important role in persuading other chiefdoms to join the Zulu state. Although Shaka tried to break up or drive away chiefdoms that he thought could threaten his own power, he allowed others to remain as they were, provided they did not threaten him. He offered them protection in return.

[From In Search Of History Grade 10 page 112]

The Zulu state under Shaka certainly became more militarised. Shaka also created amabutho of young women and controlled marriages between them and the male amabutho soldiers. Zulu society under Shaka consisted of three levels. At the top was the king and an aristocracy or inkundla consisting of Zulu royal family and leaders of chiefdoms that had become part of the Zulu state. The second level was the population of the central parts of the kingdom, making up the amabutho and their families. At the bottom were people of low status who were not members of amabutho and who did the daily tasks of work, such as herding the cattle.

[From In Search Of History Grade 10 page 112]

35

Source 1C: The following photograph shows how trade helped the Zulu Kingdom to rise.

[From South Africa History Online]

Source 1D: The extract below shows how guns helped Shaka to conquer other Kingdoms.

Trade also helped the Zulu kingdom to become powerful. They traded in ivory and cattle with the Portuguese at Delagoa Bay in return for manufactured goods like cloth and guns. After 1824 they also traded with the small settlement of British traders at Port Natal (later to be called Durban). The Zulu bought manufactured goods and firearms from them. It may have been because Shaka had access to guns and help from the Port Natal traders that he attacked the Ndwandwe kingdom again in 1826. The Ndwandwe was now ruled by Zwide’s son Sikhunyana. Several of the Port Natal traders joined Shaka’s forces in the attack. The Ndwandwe were defeated at the Izindolwane hills, and many were killed and their cattle seized. As a result of this defeat, the Ndwandwe kingdom collapsed. Many Ndwandwe joined the Zulu and promised loyalty to Shaka, while others fled.

[From In Search Of History Grade 10 page 113]

36

QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA? Study sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to source 1A. 1.1.1 How, according to the source did Shaka expand his power? (1 x 2) (2) 1.1.2 Quote TWO words from the source that suggests that Shaka used force to gain power. (2 x 1) (2) 1.1.3 What do you understand by the term diplomacy? (1 x 2) (2) 1.1.4 What evidence in the source suggests that Shaka did not only use force to grow his Kingdom. (1 x 2) (2) 1.1.5 Comment on the usefulness of the source to a historian studying

the rise of Shaka. (2 x 2) (4) 1.2 Study source 1B. 1.2.1 Explain why Shaka favoured young women as ambutho. (1 x 2) (2) 1.2.2 How, according to the source was the Zulu society divided under Shaka’s rule?

(3 x 1) (3) 1.2.3 Explain the significance of the militarisation to the rise of the Zulu

Kingdom. (2 x 2) (4) 1.3 Study source 1C 1.3.1 What messages is conveyed in the picture regarding the Zulu Kingdom?

(2 x 2) (4) 1.3.2 Using the information in the source and your own knowledge, explain how trade

helped the Zulu kingdom to be powerful. (2 x 2) (4)

1.4 Refer to source 1D 1.4.1 Name the two countries that traded with Zulus. (2 x 1) (2) 1.4.2 What according source helped Shaka to attack the Ndwandwe

kingdom? (1 x 2) (2) 1.4.3 Where according to the source was the Ndwandwe kingdom defeated by the Zulus?

(1 x 1) (1) 1.4.4 Comment on why the Ndwandwes promised loyalty to Shaka? (2 x 2) (4) 1.5 Compare source 1C and 1D. Explain how information in 1D supports

evidence in source 1C with regarding the trade with foreigners. (1 x 2) (2) 1.6 Using the information in the relevant sources and your own

knowledge, write a paragraph of about EIGHT lines (80 words) explaining how the Zulu kingdom emerge under Shaka. (8)

(50)

OR

37

QUESTION 2:ESSAY QUESTION Critically discuss the emergence and consolidation of the Basotho kingdom under Moshoeshoe. [50]

38

MEMORUNDUM

QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA? 1.1 SOURCE 1A 1.1.1 [Extraction of evidence from source 1A – L1]

• He used amabutho to attack his enemies. (1 x 2) (2) 1.1.2 [Extraction of evidence from source 1A – L1]

• violent

• bloodthirsty (2 x 1) (2) 1.1.3 [Definition of historical concept from source 1A L2]

• Diplomacy: making peaceful agreement.

• Any other relevant answer. (2 x 2) (4)

1.1.4 [Extraction of evidence from source 1A – L1]

• “… peaceful diplomacy played an equally important role in Persuading other chiefdoms to join the Zulu state” (1 x 2) (2)

1.1.5 [Ascertaining the usefulness of source 1A – L3]

Useful:

• Peaceful diplomacy played an important role.

• He used amabutho

• Any other relevant answer (2 x 2) (4) 1.2 Source 1B 1.2.1 [Analysis of evidence from source 1B - L1]

• Young women don’t have family commitments.

• Any other relevant answer (1 x 2) (2)

1.2.2 [Analysis of evidence from source 1B - L1]

• top level: king and inkundla consisting of Zulu royal family and leaders of chiefdoms

• second level: the population of the central parts of the kingdom making up amabutho and their families.

• bottom level: people of low status who were not members of amabutho. (3 x 1) (3)

1.2.3 [Analysis of evidence from source 1B - L1]

39

• helped the Zulu Kingdom to be strong

• also helped them to be more feared

• any other relevant answer (2 x 2) (4) 1.3 Source 1C 1.3.1 [Interpretation of evidence in source 1C – L2 ]

• Trading between the Zulus and foreigners.

• They made contact with the foreigners.

• Any other relevant answer. (2 x 2) (4)

1.3.2 [Interpretation of evidence in source 1C – L2 ]

• Helped the Zulus to have guns to protect themselves.

• to protect themselves (2 x 2) (4) 1.4 Source 1D 1.4.1 [Extraction of evidence from source 1D – L1]

• Portugal and Britain (2 x 1) (2)

1.4.2 [Extraction of evidence from source 1D – L1]

• the guns. (1 x 2) (2)

1.4.3 [Extraction of evidence from source 1D – L1]

• Izindolwane Hills (1 x 2) (2) 1.4.4 [Interpretation of evidence in source 1 – L2 ]

• Wanted protection.

• They feared Shaka.

• Any other relevant answer. (2 x 2) (4)

1.5 [Comparison of evidence in source 1C and 1D - L3]

• Both sources explain about the Zulu trading.

• Source 1C show the Zulu man holding an ivory with some other Men and in 1D it is explained that the Zulu were trading with ivory in exchange for guns and cloth. (2 x 2) (4)

1.5 [Interpretation, evaluation and synthesis of evidence from relevant

sources - L3]

• Shaka used amabutho to expand his power (Source 1A)

• Shaka persuaded other chiefdoms to join the Zulu state (Source 1A)

• He was also trade with other counties for guns. (Source 1D) Use the following rubric to allocate a mark:

40

LEVEL 1

• •

Uses evidence in an elementary manner e.g. shows no or little understanding of the rise and consolidation of the Zulu Kingdom. Uses evidence partially to report on topic or cannot report on topic.

MARKS 0–2

LEVEL 2

• •

Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of the rise and consolidation of the Zulu Kingdom. Uses evidence in a very basic manner.

MARKS

3–5

LEVEL 3

• •

Uses relevant evidence e.g. demonstrates a thorough understanding the rise and consolidation of the Zulu Kingdom. Uses evidence very effectively in an organised paragraph that shows an understanding of the topic.

MARKS 6–8

(8) OR

QUESTION 2: ESSAY QUESTION The emergence of the Basotho Kingdom under Moshoeshoe and his relationship with his neighbours.

[Plan, construct and discuss an argument based on evidence using analytical and interpretation skills] SYNOPSIS Learners should indicate how the Basotho Kingdom emerged under Moshoeshoe. MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Learners must go about assessing the emergence of the Basotho Kingdom under Moshoeshoe ELABORATION: Learners should include the following aspects in their response:

Critically discuss the emergence of the Basotho kingdom under Moshoeshoe and his relationship with his neighbours.

• The Caledon Valley was badly affected by Boer, Kora and Griqua Raiders.

• Moshoeshoe of the Bamokotedi (Sotho-speaking) offered people protection and cattle in return for support.

• They lived on a mountain, Thaba Bosiu, which was easy to defend.

• At first Moshoeshoe raided other groups, especially the Tembu.

41

• Then he established god relationships with his neighbours.

• Many refugees and whole chiefdoms joined him for protection.

• He used the mafisa system, giving cattle in return for loyalty.

• The Sotho kingdom was not a centralised states – smaller chiefdoms could run their own affairs.

• Moshoeshoe could not confront more powerful states – he got Zulu support in return for gifts to Shaka.

• He bought horses and guns from traders in the Cape Colony.

• He welcomed missionaries to his kingdom.

• He established good contact with colonial authorities in the Cape.

[50]

42

LEARNER DECLARATION FORM

SCHOOL :______________________________________________

NAME OF LEARNER :_____________________________________________

EDUCATOR’S NAME ______________________________________________

I hereby declare that all pieces of writing in this portfolio are my own, original work and that if

I have made used of any sources, I have acknowledged this.

I agree that if it is determined by competent authorities that I have engaged in any fraudulent

activities whatsoever in connection with my SBA mark then I shall forfeit completely the

marks gained for this assessment.

_____________________________ ________________

CANDIDATES SIGNATURE DATE

SCHOOL

STAMP

____________________________ __________________

EDUCATOR’S SIGNATURE DATE

43

14. SUGGESTED PRE- MODERATION TOOL

NAME OF THE SCHOOL:

SUBJECT NAME OF EDUCATOR (S)

GRADE NAME OF HOD

DISTRICT DATES

MARKS DURATION

TASK DESCRIPTION

CRITERIA FOR MODERATION YES NO REMARKS

1. SUBMISSION

Was the question paper, addendum and memo submitted on time?

2.QUESTION PAPER

2.1 Is there a cover page with relevant information?

2.2 Are the instructions clear?

2.3 Are the pages numbered correctly?

2.4 Is the key question the same in the question paper, addendum and memo?

2.5 Are the questions numbered correctly?

2.6 Is the language used appropriate to the grade level?

2.7 Are all cognitive levels addressed?

2.8 Are all questions allocated appropriate marks in question paper and memo?

2.9 Are total marks calculated correctly in the question paper and memo?

2.10 Is the proper format of the followed: Source-based, Paragraph, Essay writing

3. ADDENDUM

3.1 Are chosen sources relevant to the key questions?

3.2 Are sources properly contextualised and acknowledged?

3.3 Are sources numbered correctly and visual sources clearly labelled?

3.4 Is the length of the sources acceptable?

3.5 Did the source clarify difficult words?

3.6 Is variety in sources considered?

4. MEMORANDUM

4.1 Do answers correspond with the questions?

4.2 Are all alternative and relevant responses provided in the memo?

4.3 Does the mark allocation indicated on the memo correspond with the marks on the question paper?

4.4 Is there evidence of the symbols used in marking of paragraphs and essays?

4.5 Are rubric / matrix for paragraphs and essays included?

4.6 Is the analysis grid included?

DISTRICT OFFICE:

SUBJECT

GRADE

NAME OF SCHOOL

NAME OF EDUCATOR (S)

NAME OF HOD

DATES

1. MARKING YES NO COMMENTS

1.1 Is the task marked according to the memo?

1.2 Are all questions in the task properly marked?

1.3 Are all alternative responses considered in the

marking process?

1.4 Are the marks correctly added?

1.6 Did the marker submit all learner scripts for

moderation ?

1.7 Did the HOD/ Subject Head moderate 10% of

learners’ scripts?

1.8 Was the marking fair, consistent and acceptable?

1.9 Are the marks approved for recording?

2.ASSESSMENT TOOLS YES NO COMMENTS

2.1 Did the Teacher use Paragraph rubric to mark the

paragraph question?

2.2 Is there evidence of comment at the end of the

paragraph?

2.3 Did the Teacher use Essay matrix to mark the

essay?

2.4 Is there evidence of comment at the end of the

essay?

2.5 Is there evidence of totalling for both source-based

and/or Essay questions?

3.RECORDING YES NO COMMENTS

Is there evidence of task being recorded after

moderation?

Are the learners’ marks corresponding with the marks

in the mark sheet?

Are the marks correctly converted according to the

CAPS document?

Is there moderation feedback?

Where Time Frames on marking and moderation of the

task adhered to?

SBA MODERATION

HISTORY NAME OF

SCHOOL

DISTRICT MODERATOR

NAME

SIGNATURE

DATE

PART 1: TEACHER’S FILE

Quality Indicators Y N Comment

1.1 Is the teacher’s file submitted?

1.2 The teacher’s file is neat, organised and

accessible, and contains all the required

documents. ( PoA, mark sheets, moderation reports

(school, district), tasks, memos)

1.3 Is there a diagnostic analysis of all task

1.4 School moderation reports: Are they effective?

1.5 Moderation reports: Was feedback given to the

teacher/s?

1.6 Moderation reports: Were recommended changes

actioned by the school from previous moderation

Working mark sheets/Marklists/ sasams records

1.7 Was there correct transfer of marks from the

learners’ evidence to the working mark sheet?

1.8 Was there evidence of extended opportunities to

learners who did not submit tasks with valid reason

reason?

PART 2: LEARNER EVIDENCE OF WORK

CRITERION 3- DAIGNOSTIC REPORTS

Quality Indicators Y N Comments

3.1

3.2

3.3

Is there evidence of diagnostic reports in the

file?

Is there breakdown of learner performance

per level?

Is there narrative feedback and intervention

plan?

3.4 Any room for improvement from diagnostic report

4. CRITERION 1 - QUALITY OF MARKING

Quality Indicators Y N Comments

1.1 Is marking consistent with and adheres to the

marking guideline?

1.2 Were all tasks dated and signed by the

educator?

State your observations in this regard.

1.3 Are the totalling of marks and transfer of marks to

the mark sheet accurate?

5. CRITERION 2 - INTERNAL MODERATION

Quality Indicators Y N Comments

2.1 Is there evidence that the learners’ work has been moderated at the following

levels?

2.1.1 School: Pre and Post

2.1.2 District

2.2 Is there evidence of feedback from moderator?

CRITERION 4- MODERATOR’S FEEDBACK

Good Practice:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

__________

Challenges:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_________

Recommendations:

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______

_____________________ ______________________

Signature Date