ENGLISH FIRST ADDITIONAL LANGUAGE
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
TEACHER'S GUIDE

1. Introduction 
“School-based assessment is a purposive collection of learners’ work that tells the story of the learners’ efforts, progress  or achievement in given area(s).” 
This exemplar booklet serves as a guide to schools and subject teachers on how to administer school-based assessment  (SBA) for English First Additional Language from 2014.  
School-based assessment is an integral part of learners’ preparation for the final examinations. Their school-based  assessment mark is formally recorded by you, the teacher, for progression and certification purposes.  
These formal assessment tasks provide you with a systematic method of evaluating how well learners are progressing  and this guideline includes various assessment tasks such as tests, examinations, writing tasks, oral presentations and  listening comprehension. 
School-based assessment is compulsory for all learners. If learners cannot comply with the requirements specified  according to the policy, they may not be eligible to enter for the subject in the final examination. 
Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken  lightly and learners should be encouraged to submit their best possible efforts for final assessment.  
Remember to keep your assessment relevant to and suitable for the learners you teach. Adapt the tasks to suit your  particular needs, remembering keeping in mind however, that you are guided by the requirements as set out in the  CAPS. policy document. 

2. Aims and objectives of school-based assessment 

• School-based assessment provides a more balanced and trustworthy assessment system, increasing the range  and diversity of assessment tasks. 
• It improves the validity of oral language assessment in particular, by including aspects that cannot be assessed  in formal examination settings. 
• It improves the reliability of assessment because judgements are based on many observations of the learners  over an extended period. 
• There is a beneficial effect on teaching and learning, particularly in relation to not only the development of  speaking, extensive reading and writing skills, but also on teaching and assessment practices. 
• It empowers teachers to become part of the assessment process and enhances collaboration and sharing of  expertise within and across schools. 
• It has a professional developmental function, namely, building up practical skills in teacher assessment which can  then be transferred to other areas of the curriculum. 

The distinctive characteristics of SBA (and its strengths as one relatively small component of a coherent assessment  system) have implications for its design and implementation, in particular the nature of the assessment tasks and role  of the teachers’ standardisation procedures. These implications are summarised as follows: 

• The assessment process should be linked to and be a logical outcome of the normal teaching programme, as  teaching, learning and assessment should be complementary parts of the whole educational experience (i.e. the  SBA component is not a separate one-off activity that can be timetabled or prepared for as if it were a separate  element of the curriculum). 
• The assessment process should provide a richer picture of what learners can do than the external examination  by taking more samples over a longer period of time and by more closely approximating real-life and low-stress  conditions (i.e. the SBA component is not a one-off activity done under pseudo-exam conditions by unfamiliar  assessors). 
• The focus of the assessment tasks should be on the speaking, reading and writing ability of the students, including  their ability to discuss issues in depth and convey their ideas clearly and concisely (i.e. the SBA component is  not an assessment of the students’ memorisation skills, nor of their ability to provide highly specific factual details  about what they have read or viewed). 
• The formative/summative distinction exists in SBA, but is much less rigid and fixed than in a testing culture, i.e.  students should receive constructive feedback and have opportunities to ask questions about specific aspects  of their progress after each planned SBA assessment activity, which both enhances language development and  helps students prepare for the final external examination (i.e. the SBA component is not a purely summative  assessment). 
• The marking criteria and standards should be regularly discussed with learners and actively used by them, albeit  in adapted form, as part of self and peer-assessment for formative purposes. 
• The assessment tasks are designed as formal moments in the teaching programme at which the teachers can  stand back and reflect on their implicit or explicit assumptions about individual learners’ capacities, compare these  assumptions with careful analysis of examples of students’ real performance, and then subject their judgements  to explicit scrutiny and challenge or confirmation by others (i.e. the SBA component does not assume that the  teacher is totally objective and/or has no pre-conceived ideas or assumptions about a learner’s level; rather, it  seeks to make such assumptions explicit and open to discussion with fellow teachers). 
• The SBA process, to be effective, has to be highly contextualised, dialogic and sensitive to learners’ needs (i.e.  the SBA component is not and cannot be treated as identical to an external exam in which texts, tasks and task  conditions are totally standardised and all contextual variables controlled; to attempt to do so would be to negate the very rationale for SBA; hence schools and teachers must be granted a certain degree of trust and autonomy  in the design, implementation and specific timing of the assessment tasks). 

Teachers should ensure that students have read and understood the assessment criteria and have extensive experience  of using it for self and peer-assessment in informal situations before conducting a planned assessment activity. Teachers  should also have used these criteria for informal assessment and teaching purposes before they conduct any formal  assessment so that they are familiar with the criteria and the assessment process.

3. Programme of Assessment

* Friendly/Formal letters (request/complaint/application/business)/formal and informal letters to the press/ curriculum vitae and covering letter/obituary/agenda and minutes of meeting/report/review/newspaper article/magazine  article/dialogue/ interview. 
** Test 1 should be set out of 40 marks or, if more, should be converted to 40 marks. While the Comprehension,  Summary, Language structures and conventions combination is suggested, teachers are urged to design a combination  of aspects that fits the character (test programme, time allocation, etc.) of the school. A test in the Programme of  Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content,  should be set for 45–60 minutes, and should reflect the different cognitive levels as set out for exam papers.  
*** Advertisements/Diary entries/Postcards/Invitation cards/Filling in forms/ Directions/Instructions/Flyers/Posters/ emails. 
**** Mid-year and Trial examinations: In Grade 12 one of the tasks in Term 2 and/or Term 3 (Tasks 8 and/or 10) must  be an internal examination. In instances where only one of the two internal examinations is written in Grade 12, the other  examination could be replaced by a test. A recommendation has been made that the written test, if this option is chosen,  should be set out of 80 marks. This test should take the format of the Language structure and conventions, as set in the  examinations. 

4. Tasks
a. Term 1 
Being able to listen well is an important part of communication for everyone. For our students, guided practice by a teacher is one of the best ways to improve this skill. A student with good listening comprehension skills will be able to participate more effectively in communicative situations. Teaching the skill of listening cannot be emphasised enough in a communicative classroom. For First Additional Language learners, developing the skill of listening comprehension is extremely important.
When the learning objective of a language class is explained to students, they can focus better on specific vocabulary acquisition, grammar practice, listening for different purposes, and so on. This clear explanation by the teacher of a lesson’s pedagogic goals will help learners to further develop specific objectives in a shorter amount of time. For instance, by informing students that the lesson will be about giving directions, they can consciously focus on remembering the vocabulary used in that activity.
It is important to maintain an interactive and communicative approach for teaching English as a first additional language. However, it is also important to vary the students’ learning focus by concentrating on the skills needed to become proficient in a second language. Listening comprehension is one such a required skill.
When designing lessons and teaching materials to further develop listening comprehension skills, students need to be motivated and stay motivated. This is best accomplished by determining the suitability of the listening materials, the techniques used in classroom teaching, and the use of authentic materials. Two sample listening comprehension tasks have been developed for your convenience.
How to administer a formal listening comprehension task:

• Supply learners with a blank page.
• Alert learners to the type of information they will be required to listen for and to demystify (give some background on) the passage.
• The listening passage for Grade 12 should be approximately 350 words in length.
• The text to be read, at least two times.
• During the first reading the teacher should read through the text so learners can become familiar with the content. (Hint: The teacher can pre-record the passage; record a good reader reading the passage.) During this time learners should listen only and may NOT WRITE.
• During the second reading, the text should be read at normal pace. During this reading, learners may make listening notes.
• After the second reading, learners should be given the questions and ample time to answer questions in full sentences.
• Ensure that the questions and the requirements of the questions are understood by all.
• The listening comprehension questions set must follow the requirements of Barrett’s Taxonomy.

Task 1 – Exemplar 1: Listening Comprehension 

UP, UP AND AWAY 

Matt Silver-Vallance will be strapping himself to 200 helium-filled party balloons and flying – yes, flying – from  Robben Island to the mainland. 
Charity and children are two things very close to the hearts of many South Africans. It’s rare, however, that you’ll find an  individual willing to risk his or her life for the cause. For Matt Silver-Vallance, the Nelson Mandela Children’s Hospital is  worth a daring stunt – a flight from Robben Island to the mainland over shark-infested waters with only a bunch of helium  balloons to keep him up in the air. 
“Balloons represent a child who is healthy and happy,” Matt explains. “My best friend Steve and I actually had the idea  before the movie UP so it’s always a bit of a laugh because people say, ‘Oh, like the movie’ and I want to say, ‘No, we had  the idea first.’” While this flight is not as daring as a whole house flying across the skies, there are still some concerns.  Matt laughs and says that one of the major worries is the weather. “In April we may get consistent south-easterlies which  would take me to the Caribbean.” But the real concern for the light-hearted dad who has a bountiful sense of humour is  that they won’t reach enough people and that the stunt won’t be as effective as it has the potential to be. 
The first ever cluster-ballooning flight in Africa, Matt’s aim is to raise R10 million for the hospital. He has been planning  the stunt for over four years. The Cape Town-born daredevil became familiar with the children’s hospital in his early 20s  while working as a volunteer paramedic for the Western Cape Ambulance Service. Although he now lives in the UK and  has gone down a different career path, the need for paediatric care in South Africa is an issue he has never forgotten. “I  chose the Nelson Mandela Children’s Hospital because a happy child is a wonderful thing and an unhealthy child can be  a terrible thing to witness. My experience as a paramedic taking children to the Red Cross Children’s Hospital inspired  me.” Oddly enough, he doesn’t consider it a challenge as he says laughing, “It should be very easy. I’ll be relaxing in  my harness, floating over Table Bay looking at the beautiful Table Mountain.” (364 words) 

 [Source: Indwe Magazine, April 2013]

Listening Comprehension 

Name: _______________________  Grade: _______________________ 

Date: _______________________ 

1. Where will Matt start his stunt? (1) 
2. Why did Matt choose balloons to perform this stunt? (1) 
3. Matt’s idea to use balloons is original. Do you agree? Give a reason for your answer. (1) 
4. Give an explanation of Matt’s intention in doing this stunt. (2)
5. Give one reason why this stunt could be dangerous. (1)
6. Matt is described as a “daredevil”. Explain this word in the context of the article. (2)
7. In your view, is Matt an irresponsible person? Substantiate your answer. (2) 

TOTAL: 10

Task 1 – Exemplar 2: Listening Comprehension  

PUT AN END TO BULLYING 
(This article appeared in a magazine for teachers called What’s up Teach?) 

We all know that children learn best in an environment where they feel safe and secure. Many children don’t learn  because they come to school fearful of being bullied. Unfortunately, there’s no single solution that will stop or prevent  bullying. What’s Up Teach? interviewed two school principals to find out what they have done to reduce bullying in their  schools. 

Mrs Moima told us that she had received a number of complaints from parents that their children were being  bullied. 
“We decided to be proactive,” says Mrs Moima. 
“We held a workshop and we spoke about what issues could result in bullying and we developed strategies to prevent  bullying. We needed to change the culture to one where pupils treat one another and the school staff with respect. 
Not an easy task! We asked Mrs Moima what they did. 

Mrs Moima tells us they introduced the following school rules specifically to deal with bullying: 

• Don’t bully other children. 
• Try to help pupils who are being bullied. 
• Include children who might be left out. 
• Encourage the practice of “Ubuntu” and caring in the school. 

They also introduced ways of dealing with aggressive behaviour: 

• Bullies had to apologise. 
• They had to forfeit their breaks and do some “community service”. 
• Bullying incidents were discussed with their teacher, principal and parents.  

 (333 words) 

Listening Comprehension 

Name: _________________________  Grade: _________________________ 

Date: _________________________ 

1. What does bullying mean, according to the passage? (1)
2. Mrs Moima decided to be proactive about bullying at her school. Name any ONE action she took to prevent  bullying from taking place. (1)
3. Name TWO of the rules that Mrs Moima introduced at the school to deal with bullying. (2) 
4. What is the intention of publishing an article like this one in an educational magazine? Give TWO possible  answers. (2)
5. Why would prejudice be one of the causes of bullying? (1)
6. What effect did the poster competition have on the school? (1)
7. How effective do you think forfeiting breaks and doing community service would be as punishment for aggressive  behaviour in your school? Give a reason for your answer. (2) 

 TOTAL: 10

How to administer an essay 
Learners should be familiar with the following types of essays: 

• Narrative – to entertain or tell a story  
• Descriptive – to describe in a vivid manner 
• Discursive – to present arguments from differing viewpoints and draw a clear conclusion of your own 
• Argumentative – to argue a case for one side of a point to convince your reader of your opinion 
• Reflective – to give your emotional reaction on a specific matter 

General teaching guidelines and instructions 

• Guide learners on how to choose the correct topic. 
• Emphasise the importance of process writing. Learners should first plan, using a method that they are comfortable  with, i.e. mind mapping, brainstorming, free writing, etc. 
• Learners must write a draft. Guide learners on how to edit their draft. The final product should not be a carbon  copy of the draft. 
• Remind learners of the conventions of essay writing. 
• Deter learners from writing on inappropriate content or using inappropriate language.

Task 2 – Writing: Essay 
In order to write well, you need knowledge of different text types, a wide vocabulary, a good control of English grammar,  spelling and punctuation, and a critical understanding of the potential effects of your writing. 
An essay is an extended piece of writing, in which a writer expresses his/ her point of view on the topic given. An essay should have an introduction, body and conclusion. A brief explanation of each follows:

Introduction  
The introduction should catch the reader’s attention, define the topic and briefly tell the reader what the essay will be  addressing.  

Body  
The body comprises the full content of the essay. The body must be divided into paragraphs, each of which must pursue  a specific idea to the end. The writer must address all the ideas he or she wanted to address, keeping to the topic.  

Conclusion  
The conclusion is the ending, the rounding-off of the presentation. This should tie up all that was presented by the writer,  a parting shot that justifies the writer’s point of view. As this is the end, the writer must not bring in new information.

Task 2 – Exemplar 1: Writing: Essay  

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics. 
2. Write down the question number correctly and supply a suitable title where required to do so. 
3. Remember that you have to show all the steps in your writing process. 
4.  Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Can we still trust and look up to our sporting heroes to be the best role models that they can be? Discuss. 
2. Music is a part of every culture and plays different roles in people’s lives. Write about how the role music plays a role in your culture or in your own life. 
3. Teens love to talk: they love to talk online, on the air, on the phone, at school, after school, at the mall, in the car,  behind their friends’ backs – what on earth do they talk about? 
4. Write an essay in which the following words appear:
   Then I realised that a mirror reflects only what is on the  outside and not who you are on the inside...
5. English should be the only language of teaching and learning in South African schools. Do you agree? 
6. The day I saw red ... 
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1  

 [Source: Google image] 

7.2 

 [Source: http://www.lifelonghappiness.com] 

TOTAL: 50

Task 2 – Writing: Essay 
Exemplar 2 

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics.
2. Write down the question number correctly and supply a suitable title where required to do so. 
3. Remember that you have to show all the steps in your writing process. 
4. Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Every love story is beautiful, but this one is my favourite. 
2.  Imagine you are 60 or 70 years old. Give your views about the teenagers of today.
3. School does not prepare you for the real world. Discuss.
4. Write an essay in which the following words appear: “It was dark and quiet and I had a feeling that all hell was  about to break loose …” 
5. Technology such as computers, cellphones, PlayStations, Xbox and iPads are destroying the future generation  of sporting stars. Do you agree? 
6.  Memories of home.
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1 

 [Source: Google image] 

7.2 

 [Source: Google image]

TOTAL: 50

Task 2 – Writing: Essay 
Exemplar 3 

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics. 
2. Write down the question number correctly and supply a suitable title. 
3. Remember that you have to show all the steps in your writing process. 
4. Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Mistakes are proof that you are trying.
2. If you could have any two famous people as your parents, who would you choose and why? 
3. “You don’t have to hold a position in order to be a leader.” 
    ~Anthony J D’Angelo  
   Discuss. 
4.  Start your essay with the following words:”The doorbell rings. The door opens and a package is found on the front  porch. A voice shouts, We’ve got another one!” Tell the rest of this story. 
5. Where do you go when you want to get away from the pressures of life, family and school? Write about that place. 
6.  Good teaching in school hours will make homework unnecessary. Do you agree? 
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1  

 [Source: Google image] 

7.2  

[Source: Google image] 

TOTAL: 50

How to administer a longer transactional task  
Learners should be familiar with all the types of transactional formats as prescribed in the policy documents. 

• • Friendly and formal letters (request, complaint, application, business) 
  • Formal and informal letters to the press
  • Curriculum vitae and covering letter
  • Obituary, agenda and minutes of meeting 
  • Report
  • Review
  • Newspaper article
  • Magazine article
  • Dialogue
  • Interview
  • Speech 
• Guide learners on how to choose the correct topic. 
• Emphasise the importance of process writing. Learners should plan first, using a method that they are comfortable  with, i.e. mind mapping, brainstorming, free writing, etc. 
• Learners must write a first draft. Guide learners on how to edit their draft. The final product should not be a carbon  copy of the draft. 
• Remind learners of the required formats for completion of these tasks. 
• Remind learners that each transactional writing task requires a specific tone and register according to the intended  audience. 
• Deter learners from writing on inappropriate content or using inappropriate language.

Task 3 – Exemplar 1 : Writing a longer transactional task

Name: ____________________________ Grade: ______________ 

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics. 
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the question number and heading of the text you have chosen, for example 1. Friendly Letter.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1.  Friendly Letter 
   You attended a concert. Write a letter in which you describe your experience to a friend who could not attend the concert. 
2.  Interview 
   You have the opportunity to interview any celebrity of your choice. Write down the interview. 
3. Minutes 
   Your youth group has decided to raise funds in order to assist a local charity organisation to buy blankets and food for  the less-privileged families. 
   The first meeting took place and you were the secretary of the meeting. The last three matters to be discussed under  the agenda point “New Matters” were: 
   1. Fund-raising activities 
   2. Selection of charities to receive the blankets and food 
   3. Assigning of duties
      Write the part of the minutes that reflects only the discussion on the three points above. Do NOT include details of the  rest of the meeting. 
4.  Formal Report  
   The principal of your school would like to encourage the use of cellphones to improve learning in the classroom. He has  requested you, as a member of the Representative Council of Learners (RCL), to investigate this possibility. Write a  formal report in which you record your findings and recommendations.
5. Letter of Formal Request 
   Write a well-motivated formal letter to the Mayor of your local municipality in which you request that an empty field in  your neighbourhood be changed into a playground for local children. 

TOTAL: 30

Task 3 – Exemplar 2 : Writing a longer transactional task

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Letter of complaint.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Letter of complaint 
   While out walking your dog, you fell over the root of a tree that had grown through the pavement. You cut your knees  badly and sprained an ankle and a wrist. Write a letter of complaint to a member of the local municipality complaining  about the state of the pavements in your neighbourhood. 
2. Dialogue  
   You arrive home from a party at 03:00, having promised your parents you would be in by 23:30. You overhear a  conversation between your parents as you are sneaking in. Write out this conversation in dialogue form. 
3. Newspaper article 
   Write a newspaper article for ONE of the following headlines:
   • Student caught red-handed
   • Illegal connection kills boy
   • Facebook causes breakup 
4. Informal Report 
   You were an eyewitness to an act of vandalism in your community. 
   Your parents have asked you to write an informal report to a community leader in which you report what you have  witnessed.
5. Speech 
   Write a speech in which you encourage learners in your school to become involved in school projects. Entitle your  speech:
   “If not you, then who?” 

TOTAL: 30 

Task 3 – Exemplar 3: Writing a longer transactional task 

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Letter of complaint. 
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Letter to the press 
   Read the following letter that appeared in your local newspaper. Write a letter to the editor in which you express your  views about the cited practice. You may agree or disagree with the viewpoints expressed in the letter.

   I am writing this letter about dogs being seen in all stores in shopping carts. I understand there are service animals  (for blind people) but now people take their animals wherever they please. I put my food items in these carts as well as  my 1-year-old granddaughter. I was at my eye doctor yesterday and they had a sign on the door that said NO PETS  PLEASE. These signs should be placed in all stores. Mind you, I love animals myself but it is now being blown out of  proportion.  From: Animals-at-home

2. Magazine article 
   Write an article that will appear in a teen magazine. Use ONE of the following topics:
   • Cheating at school
   • Resolving teacher-learner conflict
   • How to deal with disappointing marks
     Provide a suitable title for the article.
3. Review 
   Your favourite artist has released a new CD. You have been asked to review this CD for your school newspaper. Write  the review. 
4. Letter of thanks 
   You lost your wallet with your ID book and some cash in it. Two weeks later your received a package in the mail.  Someone had found your wallet and posted it back to you. When you opened the wallet all your belongings were still  there. 
   Write a letter of thanks to the person who picked up your wallet and returned it.  

 TOTAL: 30

b. Term 2 
How to teach and assess reading aloud 
Spend some time preparing your learners for this section of the work. It is possible for all learners to achieve good marks  in this section as they have the opportunity to prepare themselves ahead of time. 
Stress the importance of choosing the passage. They must be at Grade 12 level, but also not too difficult for the learners  to manage. They must be passages on topics that capture the learners’ interest, as they will then naturally read better.  They must be long enough for the educator to be able to make a fair assessment.  
There must be clear evidence of preparation. The learners must have found out the meanings and pronunciation of all  the words in the passage.  
Encourage learners to enhance the meaning of words through tone, voice projection, pace, eye contact, posture and  gestures. 
You may wish to add to your conversation assessment by asking the learners’ questions on the passages after the  prepared reading has been completed. 
Do not force learners who stutter or who experience other speech impediments to perform in the front of the class if they  would rather not. Allow them to work alone with you at a pre-arranged time. 
Use the rubric in the addendum to assess prepared reading. Discuss the rubric with the learners so that they know how  they will be assessed.

Task 5 – Exemplar 1: Oral: Prepared Reading 

Date of submission: ____________________________________ 
Prepare a reading piece for oral assessment. Your reading should be TWO to THREE minutes long. Carefully follow the  instructions: 

• Take some time to select a suitable passage that you enjoy reading.  
• Read it silently to yourself to familiarise yourself with its contents.  
• Then read it aloud several times. When you feel that you have mastered it, read it in front of the mirror, looking  at yourself several times during the reading. If you can do this, it means that you will look up at your audience  several times during the reading.  
• You might also like to read to a willing audience for practice. 
• You will need to project your voice and read with good pace.  
• Maintain good posture and eye contact as you read.  
• Practise pronouncing all the words correctly. 
• Remember that you will be required to answer questions about the passage you have read. 

TOTAL: 10

Sample: Reading passages 
SAMPLE PASSAGE 1 
As I had expected, it turned out to be quite a business. I had to notify the police as well as the health authorities, and  answer a lot of tedious questions: How was it I was ignorant of the boy’s presence? If I did not supervise my native  quarters, how did I know that that sort of thing didn’t go on all the time? Et cetera, et cetera. And when I flared up and  told them that so long as my natives did their work, I didn’t think it my right or concern to poke my nose into their private  lives, I got from the coarse, dull-witted police sergeant one of those looks that come not from any thinking process going  on in the brain but from that faculty common to all who are possessed by the master-race theory – a look of insanely  inane certainty. He grinned at me with a mixture of scorn and delight at my stupidity. 
Then I had to explain to Petrus why the health authorities had to take away the body for a post-mortem – and, in fact,  what a post-mortem was. When I telephoned the health department some days later to find out the result, I was told that  the cause of death was, as we had thought, pneumonia, and that the body had been suitably disposed of. I went out to  where Petrus was mixing a mash for the fowls and told him that it was all right, there would be no trouble; his brother had  died from that pain in his chest. Petrus put down the paraffin tin and said, ‘When can we go fetch him, baas?’ 
‘To fetch him?’ 
‘Will the baas please ask them when we must come?’ 
I went back inside and called Lerice, all over the house. She came down the stairs from the spare bedrooms, and I said,  ‘Now what am I going to do? When I told Petrus, he just asked calmly when they could go and fetch the body. They think  they’re going to bury him themselves.’ 
‘Well, go back and tell him,’ said Lerice. ‘You must tell him. Why didn’t you tell him then?’ 
When I found Petrus again, he looked up politely. ‘Look, Petrus,’ I said. ‘You can’t go to fetch your brother. They’ve done  it already – they’ve buried him, you understand?’ 
‘Where?’ he said, slowly, dully, as if he thought that perhaps he was getting this wrong. 
‘You see, he was a stranger. They knew he wasn’t from here, and they didn’t know he had some of his people here, so  they thought they must bury him.’ It was difficult to make a pauper’s grave sound like a privilege. 
‘Please, baas, the baas must ask them.’ But he did not mean that he wanted to know the burial-place. He simply ignored  the incomprehensible machinery I told him had set to work on his dead brother; he wanted the brother back. 
‘But, Petrus,’ I said, ‘how can I? Your brother is buried already. I can’t ask them now.’ 
‘Oh baas!’ he said. He stood with his bran-smeared hands uncurled at his sides, one corner of his mouth twitching.  ‘Goodness, Petrus, they won’t listen to me! They can’t, anyway. I’m sorry, but I can’t do it. You understand?’ 
He just kept on looking at me, out of his knowledge that white men have everything, can do anything; if they don’t, it is  because they won’t. 
And then, at dinner, Lerice started. ‘You could at least phone,’ she said. 
‘What do you think I am? Am I supposed to bring the dead back to life?’  

[Source: Six Feet of the Country, Nadine Gordimer]

SAMPLE PASSAGE 2 
“Dave, I know Port St Johns is out of your district, but I’m asking you a favour. That’s what ex-colleagues are for. No,  seriously, we haven’t heard from her for two months.” 
“I remember Teresa. Wasn’t she a rather wild matric student with a ponytail?” 
“She’s grown up since then, Dave. Believe me. She now answers to the name of Tigger. You wouldn’t recognise her.” “Tigger, uh. As in Winnie the Pooh? What did you say she was doing at the Wild Coast?” 
“Studying,” Jake answered quickly. 
“Well, you’ll have to send me a photograph.” 
“I’ll fax you one,” replied Jake. “Don’t you have somebody in the Port St Johns area who could ask a few questions?” “It’s the Wild West up there, Jake, with a lot of ground to cover, but I’ll see what we can do.” “Thanks, Dave, I really appreciate it. When next you’re in Cape Town…” 
“I know, I know, you’ll wine and dine me. Promises, promises.” 
Embarrassed by having made a request which was completely out of the normal channels of his profession, Jake  changed the subject and asked some questions about the cases Dave was working on in East London. It didn’t take long  for them to run out of things to say to each other. An old friend living a new life in a different city is hard to keep in touch  with, and Jake was relieved when the conversation petered out and he could say goodbye 
Jake checked his watch. Sixteen minutes past seven – morning parade had already begun. He hurried downstairs and  slid into a vacant seat by the door, nodded apologies to the Colonel and pulled out his notebook. Except for the taxi  ambush in Mowbray it had been a quiet night on the Peninsula. BJ reported on the possibility of one of the township  gangs attacking an armoured vehicle. He had been warned by an informer, who had chosen to turn in his friends and  claim the advertised ten thousand rand reward rather than risk being involved in a bungled attempt to rob a bank security  vehicle. BJ was working on it and would keep everyone informed about the progress of the negotiations. Jackson  Sondile’s absence had been noted with displeasure by the Colonel, but Jake covered for his colleague, informing the  meeting that his partner was working on something related to the Witbooi case. BJ immediately objected angrily to  Sondile going solo on something which was now his affair. The Colonel made no comment, merely moving business  along. By a quarter  
to eight the meeting was over and the men drifted off upstairs for morning sandwiches and coffee. Dan caught Jake’s  eye and summoned Jake into his office. 
“I got an ugly call from Captain Steenkamp early this morning. Apparently you and Sondile were sniffing around on his  crime scene.” The Colonel moved in behind his desk and sat down, tilting his chair back until his head touched the wall  behind him. 
“We were responding to an all-units. When we got there we found it was a Valentine taxi which had been attacked. It  didn’t take much brainpower to make the connection between the ambush and the kid who was murdered the other  night. The owner of the taxi, a Mr Ronnie Valentine, had identified the murdered boy as his son. I also spoke to his  mother yesterday morning,” said Jake, unsure whether he should sit down or remain standing. Dan Pienaar observed  him silently for a moment. With the Colonel you were never sure when it was acceptable to behave informally. Jake  remained standing.
“Ja, well, I don’t know how you do it, Jake, but it looks like this case of yours is getting to be bigger than I first expected.  Steenkamp is up to his neck in taxi violence. It’s escalating all the time. It seems there’s a full-out war developing  between Tetwa Taxis and this Ronnie Valentine character. Late last night there were more shots exchanged in Guguletu.  Steenkamp believes it was in retaliation for the Mowbray ambush. No one was killed, but a Tetwa taxi was damaged.  Steenkamp is scratching around, but with nothing to show for it, and I think the key to the matter lies with this kid, Jimmy  Valentine.” Dan Pienaar swung his chair forward and opened one of the desk drawers. He handed a piece of paper to  Jake, who leant over the empty chair on his side of the desk to take it. 

 [Source: Who Killed Jimmy Valentine?, Michael Williams] 

SAMPLE PASSAGE 3 
Congratulations. The fact you’re reading this means you’ve taken one giant step closer to surviving till your next birthday.  Yes, you, standing there, leafing through these pages. Do not put this book down. I’m dead serious – your life could  depend on it. 
This is my story, the story of my family, but it could just as easily be your story too. We’re all in this together, trust me on  that. 
I’ve never done anything like this, so I’m just going to jump in, and you try to keep up. 
Okay. I’m Max, I’m fourteen. I live with my family, who are five kids not related to me by blood, but still totally my family. We’re – well, we’re kind of amazing. Not to sound too full of myself, but we’re like nothing you’ve ever seen before. 
Basically, we’re pretty cool, nice, smart - but not ‘average’ in any way. The six of us – me, Fang, Iggy, Nudge, the  Gasman, and Angel – were made on purpose, by the sickest, most horrible ‘scientists’ you could possibly imagine. They  created us as an experiment. An experiment where we ended up only 98% human. That other 2% has had a big impact,  let me tell you. 
We grew up in a science-lab-slash-prison called the School, in cages, like lab rats. It’s pretty amazing we can think or  speak at all. But we can – and so much more. 
There was one other School experiment that made it past infancy. Part human, part wolf – all predator: they’re called  Erasers. They’re tough, smart, and hard to control. They look human, but when they want to, they are capable of  morphing into wolf men, complete with fur, fangs, and claws. The School uses them as guards, police - and executioners. 
To them, we’re six moving targets – prey smart enough to be a fun challenge. Basically, they want to rip our throats out.  And make sure the world never finds out about us. 
But I’m not lying down just yet. I’m telling you, right? 
This story could be about you – or your children. If not today, then soon. So please, please, take this seriously. I’m risking  everything that matters by telling you – but you need to know. 
Keep reading – don’t let anyone stop you. 
– Max. And my family: Fang, Iggy, Nudge, the Gasman, and Angel. 
Welcome to our nightmare. 

 [Source: The Prologue – Maximum Ride The Angel Experiment, James Patterson]

SAMPLE PASSAGE 4 
‘It is clear that it is the work of a madman.’ Jon de Jong, tall, lean, grey, ascetic and the general manager of Schiphol  airport, looked and sounded very gloomy indeed and, in the circumstances, he had every justification in looking and  sounding that way. 
‘Insanity. A man has to be deranged, unhinged, to perform a wanton, mindless, pointless and purposeless task like this.’  Like the monkish professor he so closely resembled, De Jong tended to be precise to the point of pedantry and, as now,  had a weakness for pompous tautology. 
‘A lunatic.’ 
‘One sees your point of view,’ De Graaf said. Colonel van de Graaf, a remarkably broad man of medium height with a  deeply trenched, tanned face, had about him an imperturbability and an unmistakable cast of authority that accorded  well with the Chief of Police of a nation’s capital city. ‘I can understand and agree with it but only to a certain extent. I  appreciate how you feel, my friend. Your beloved airport, one of the best in Europe -’ 
‘Amsterdam airport is the best in Europe.’ De Jong spoke as if by rote, his thoughts elsewhere. ‘Was.’ 
‘And will be again. The criminal responsible for this is, it is certain, not a man of a normal cast of mind. But that does not  mean that he is instantly certifiable. Maybe he doesn’t like you, has a grudge against you. Maybe he’s an ex-employee  fired by one of your departmental managers for what the manager regarded as a perfectly valid reason but a reason  with which the disgruntled employee didn’t agree. Maybe he’s a citizen living close by, on the outskirts of Amsterdam,  say, or between here and Aalsmeer, who finds the decibel level from the aircraft intolerably high. Maybe he’s a dedicated  environmentalist who objects, in what must be a very violent fashion, to jet engines polluting the atmosphere, which they  undoubtedly do. Our country, as you are well aware, has more than its fair share of dedicated environmentalists. Maybe  he doesn’t like our Government’s policies.’ De Graaf ran a hand through his thick, iron-grey hair. ‘Maybe anything. But  he could be as sane as either of us. 
‘Maybe you’d better have another look, Colonel,’ De Jong said. His hands were clenching and unclenching and he was  shivering violently. Both of those were involuntary but for different reasons. The former accurately reflected an intense  frustration and anger; the latter was due to the fact that, when an ice-cold wind blows east-north-east off the Ijsselmeer,  and before that from Siberia, the roof of the main concourse of Schiphol airport was no place to be. ‘As sane as you or  I? Would you or I have been responsible for this – this atrocity? Look, Colonel, just look.  
De Graaf looked. Had he been the airport manager, he reflected, it would hardly have been a sight to gladden his heart.  Schiphol airport had just disappeared, its place taken by a wave-rippled lake that stretched almost as far as the eyes  could see. 

[Source: Floodgate, Alistair Maclean] 

How to teach and assess a prepared speech 
Speeches should be delivered in the context of real-life experience. This means selecting content which is relevant to  his or her life or things that they can relate to or are within their frame of reference.  
The learner should:  

1. Show evidence of planning 
2. Use communication skills such as emphasis or pause, pitch and eye contact
3. Use an introduction and conclusion effectively
4. Develop points logically and effectively
5. Respond to questions on the presentation 

Encourage learners to think about what they enjoy and choose a suitable topic. Insist on planning. Possibly begin the  planning in class after the discussion. Stress how a good introduction can make or break a speech. Allow the class to  brainstorm some possibilities. Ensure that the conclusion is planned too. Discourage the endings that just “happen”.  Remind the learners that the conclusion is the last thing that the assessor hears before deciding on the mark. 
Once the planning is complete, and the speech is long enough, ensure that all learners transfer their speeches onto  cards (cardboard can be cut into little rectangles for this.) You must tell them how long you want this speech to be.  Motivate your learners to practise their delivery. Speak to them about eye contact, pace, pitch and the use of pause.  Remind them how important it is to bear in mind that they are communicating with an audience and to consider their  impact on that audience! 
The prepared speech rubric can be found in the addendum. Before the learners begin their preparation it is necessary  to spend some time going through the rubric with them so that they know how they are to be assessed. 
Include as many opportunities as you can in your planning for learners to practise their speaking skills in general.

Task 6 – Oral: Prepared Speech 

Date of presentation: _________________________________ 
INSTRUCTIONS 

• Prepare a speech for oral assessment.  
• Your oral presentation should be TWO to THREE minutes long. 
• Follow the instructions carefully.
  • Do thorough research on your chosen topic. 
  • Collect and keep texts (pictures, posters, cartoons or any other audio-visual material). Display or refer to  these when you present your speech. 
  • Write a speech which, when read at a moderate pace, lasts at least THREE minutes. Read your prepared  passage aloud to a friend who will be able to assist you with pronunciation and fluency. 
  • Time your presentation. 
  • Ensure that your teacher is able to follow your speech easily. 
  • Once you are satisfied with the length of your speech, and the information that you have, make cue cards.  Cue cards are short notes to yourself that you will use when you present your speech. Good cue cards only  note the main points of the speech to help you to remember the rest of your presentation. Number your cue  cards so that you deliver your information in the right sequence. 
  • Marks will be awarded according to the amount of preparation and planning that is evident from the  presentation of the speech. 
  • Refer to the marking rubric that will be used to assess your prepared speech/presentation. On the day of  your oral assessment, ensure that you have the following: a copy of your final speech; your visual aids and  your cue cards. 

TOPICS 
Choose ONE of the following topics, or select your own: 

• Conspiracy theories  
• Ancient civilizations  
• The role of women in the world  
• Inventions that have changed the world 
• Describe one of your favourite holiday destinations.  
• South Africa – Land of my birth  
• Unexplained phenomena, e.g. the Bermuda Triangle  
• A historical figure (e.g. Nelson Mandela, Mother Theresa) I admire most. 
• Choosing your own topic: 
  • Choose a subject that is interesting to you. What do you care about? What would you like to learn more  about? Follow your interests, and you will find your topic.
  • Before starting your research, confirm the topic with your teacher.
  • Be clear about your purpose: do you want to persuade your audience; inform them about a topic; or just  tell an entertaining story? 

 TOTAL: 20

c. Term 3 
How to administer a shorter transactional task 
Learners should be familiar with all the transactional formats as prescribed in the policy documents: 

• • Advertisements
  • Diary entries
  • Postcards
  • Invitation cards
  • Filling in forms
  • Directions
  • Instructions
  • Flyers
  • Posters
  • Emails 
• Guide learners on how to choose the correct topic. 
• Emphasise the importance of process writing. Learners should plan first, using a method that they are comfortable  with, i.e. mind mapping, brainstorming, free writing, etc. 
• Learners must write a first draft. Guide learners on how to edit their drafts. The final product should not be a  carbon copy of the draft. 
• Remind learners of the required formats for completion of these tasks. 
• Remind learners that each transactional writing task requires a specific tone and register according to the intended  audience. 
• Deter learners from writing on inappropriate content or using inappropriate language.

Task 9 – Exemplar 1 : Writing a shorter transactional task 

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 80 and 100 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Advertisement.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience. 
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Advertisement 
   
   Use the picture of a camera above to create an advertisement for any product or service of your choice. There must be  a clear link between the picture and your product or service. 
2. Diary 
   Write an entry from the diary of any character from a television series or movie that you have seen. The entry should  reflect on a single day OR a single incident in the life of the character or the actor portraying the character. 
3. Obituary 
   Write an obituary for of a famous person (historical figure, actor, musician, etc.) who passed away. Remember to  put important information first. Include such particulars as the full name of the person, where the person was born  and, briefly, why the person was famous. Remember to emphasise the ideals and accomplishments for which people  remember the person.
4. Instructions 
   Your grandfather has just bought his first cellphone. Write out a set of instructions which will enable him to send a text  message (SMS). 
5. Flyer 
   Your parents have decided that your family will move to another town. You want to sell some of your furniture that you  will no longer need. They have asked you to design a flyer to advertise this sale. Create a flyer to attract buyers. 

TOTAL: 20

Task 9 – Exemplar 2 : Writing a shorter transactional task 

Name: ____________________________ Grade: ______________ 

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics. 
2. The content of your response should be between 80 and 100 words in length.
3. Write down the number and heading of the topic you have chosen, for example 1. Poster. 
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience. 
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Poster 
   Use the information in the attachment to create a poster to promote Egypt as a tourist destination. 
2. Directions 
   You work at the Grand Royal Hotel in Cairo. You have been asked by a tourist for directions from the hotel to the  following places for a day of sight-seeing in the city: From the hotel to the Cairo Towers, then to the Midan Tahrir Town  Square and finally the Egyptian Museum. 
   Write down the directions you would give the tourist. Make use of street names and landmarks. 
3. E-mail 
   Write an e-mail to Miser Travel Tower in which you enquire about accommodation and attractions in Egypt as you are  planning a ten-day visit to the country. 
4. Invitation 
   You are leaving for a holiday in Egypt. You are planning to have a party with your friends to say goodbye before you  leave. Design the invitation card that you will send to your friends. Ensure that ALL the relevant information is contained  in the invitation. 
5. Postcard 
   You are having a wonderful time in Egypt on your holiday. Write a postcard to your English teacher telling him/her about  your experiences. 

 TOTAL: 20 

Attachment: 
Egypt Basic Facts: Egypt, one of the world’s oldest continuous civilizations, still draws visitors and businessmen by the plane-load. Old  monuments, the Red Sea coast, Nile River cruises and Africa’s largest city, Cairo, are among its many attractions. 
Location: Egypt is located in North Africa bordering the Mediterranean Sea. Libya is on the west and the Gaza Strip and  the Red Sea make up the eastern border; see map. 

Area: Egypt covers just over 1 million square kilometres, about the same size as France and Germany combined.
Capital City: Cairo  
Population: Around 78 million people live in Egypt 
Language: Arabic (official), English and French are widely understood by educated classes.
Religion: Muslim (mostly Sunni) 94%, Coptic Christian and other 6%. 
Climate: It’s hot and sunny for most of the year in Egypt. Winters (November to February) are generally mild. 
When to Go: October–April when it’s a bit cooler, but the Red Sea coast is a year-round destination.
Currency: Egyptian pound.
Egypt’s Main Attractions: 

• The Pyramids of Giza: The Pyramids represent one of the greatest architectural feats by man. The last surviving  member of the Seven Wonders of the World, the Great Pyramid is one of the world’s oldest tourist attractions and  the reason most people visit Egypt today.  
  

• Luxor: Luxor is known as the world’s largest open-air museum. Luxor and Karnak Temples are hugely impressive  as are the tombs across the Nile in the Valley of Kings and Queens.  
  

• Egyptian Museum in Cairo: With over 120 000 objects, the museum houses an incredible display depicting ancient  Egypt’s glorious reign. Mummies, sarcophagi, pottery, jewellery and of course King Tutankhamen’s treasures ... 
  

• Abu Simbel: The two temples built for the pharaoh, Ramses II, have been attracting visitors since Victorian times.  Almost as impressive as the monument itself is the story of its restoration in the 1960s.  
  

• Hurghada/Red Sea Coast: The Red Sea coast is hugely popular with beach lovers and divers. Package tours  operate from every European country and are often very affordable ... more about Hurghada.
  

Travel to Egypt 
Egypt’s International Airport: Egypt’s main airport is Cairo International Airport, 20 kilometres northeast of Cairo’s  city centre. 
Egypt’s Embassies/Visas: A valid passport and a tourist visa are required for most nationalities. Tourist visas are  available at Egyptian embassies and consulates around the world. 
Egypt’s Tourist Information Office: Miser Travel Tower, Abbassia Square, Cairo, Egypt. Tel: 285-4509 or 284-1970;  E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.; Website: http://www.egypt.travel.

5. Marking guidelines 
Task 1 – Exemplar 1: Listening Comprehension 

MEMORANDUM 

1.  He will start from Robben Island. √ (1)
   Level 1 
2. He chose balloons because they represent a child that is happy (and healthy). √ (1)
   Level 2 
3. Learners may agree or disagree with the statement; the mark is allocated for the reason. Possible reason to  agree: (Matt and his friend Steve) came up with the idea four years ago), before the movie UP was made. √
   OR
   Possible reason to disagree would be that he states it is the first time in AFRICA that it would be attempted, which implies  it may have been done before in other countries/The idea was also used in the movie “UP”. √ (1)
   Level 3 
4. He wanted to raise funds for the Children’s Hospital.√ Second mark awarded for a more detailed response, i.e.  R10 million or Nelson Mandela Children’s hospital. √   (2)
   Level 2
5. If the balloons deflated or burst he would float into shark-infested waters OR he could crash to the ground and die  OR a strong wind could blow him off-course.   (1)
   Level 3 
6. He is not afraid of activities that put his life in danger 
   Not afraid to take risks that may have dangerous outcomes.√√ (2)
   Level 3 
7. Open-ended response. 
   Yes, because he wants to help sick children/raise money for a good cause/ raise money for the children’s  hospital. √√
   OR
   No, he is irresponsible to risk his life as he is a father. √√ (2)
   Consider any reasonable response. 
   Level 4 + 5 

 TOTAL: 10

Task 1 – Exemplar 2: Listening Comprehension  

MEMORANDUM 

1. The intentional hurting of another person. 
   Hurting or frightening someone who is smaller or less powerful than them, often forcing them to do something they  do not want to do. (1)
   Level 1 
2.                  
   • Held workshops to identify issues that could result in bullying.
   • She developed strategies to prevent bullying.
   • Changed the culture of the school to a culture of respect. 
   • She held a poster competition to make learners aware of bullying.
   • She changed the school rules to deal with bullying.
   • She introduced ways to deal with aggressive behaviour. (any ONE) (1)
     Level 1 
3.              
   • Don’t bully other children.
   • Try to help pupils who are being bullied.
   • Include children who might be left out.
   • Encourage the practice of “Ubuntu” and caring in the school. (2)
     Level 1 
4.                      
   • To make teachers aware of the problem.
   • To show how other principals have dealt successfully with the issue of bullying. (2)
     Level 3 
5. The actual or perceived differences between children can cause a child to be left out or bullied for being  different. (1)
   Level 3 
6. It caused the values of respect and care to flood the entire school environment. (1)
   Level 3
7. Open-ended responses
   Effective – learners will be embarrassed to work during break times and be seen and possibly mocked./Learners  see break times as a right and do not like their privileges to be taken away.
   Not effective – they will become even more aggressive and rebellious./ Teachers will be punished as well as they  would have to supervise the culprits.  

Accept any other reasonable answer. (2) 
Level 5 

 TOTAL: 10

Task 2: Essay  
GENERAL MARKING GUIDELINES AND INSTRUCTIONS 

• Use the marking rubric in the addendum to mark the essay. 
• For the purpose of these exemplars, specific topic guidelines are not given as they limit creativity.
• The educator must be familiar with each descriptor on the grid. 
• Be aware that learners may interpret the topics literally or metaphorically, especially with the visual stimuli. All  interpretations should be given the same consideration. 
• There must be a clear link between the picture and the essay in the case of the visuals. 
• Read the essay ONCE to get an understanding of the CONTENT without being influenced by language and  structure issues. 
• Award a content mark out of 32, based on those descriptors in the category that best suit the essay. Consider  every descriptor in the category. If the essay falls into more than one category, award the mark according to the  category where the majority of descriptors apply. 
• When the content of the essay is COMPLETELY off topic or irrelevant, consider the content to award a mark  within the range of the level 1 category (do not merely award a zero mark). 
• Read the essay a SECOND TIME, indicating all mistakes identified in language, grammar, sentence construction,  paragraphing and structure. 
• Award the language mark out of 12 according to the descriptors in the category that best suits the language used  in the essay. Language includes: spelling, punctuation, choice of words, tone, register and the use of figurative  language.  
• Award the structure mark out of 6 based on your impression of the coherent structure of the essay – the logical  sequence within paragraphs as well as the flow of one paragraph into the next, detail, paragraphing and length.

Sample: Essay 
Response to visual stimuli Exemplar 2 No. 7.2 
My Joy 
Silence consumes me. The snow melts where I finally allow the hot teardrops to fall. All I can do is stand in the cold  while my limbs grow numb, echoing the numbness of my soul. 
My mind flicks through images of the past. I have been the proudest father from the moment the nurse placed you in my  hands. You were perfectly delicate, curled up in the palm of my oversized hand. In that moment, in the centre of pain  and loss, my heart surged with joy and you will forever be my baby girl, I named you Joy. 
You grew up to encompass beauty and grace, with long locks of hair, and eyes the colour of chestnut that shone with life.  Even the sickness that spread slowly through your blood could not take away your glow or beauty. Every time I glanced  your way, I had to look twice, because you grew so fast and every day you resembled your mother more and more. 
You radiated joy, as if you couldn’t contain it. If was on days like this, you would wake up early, haul me out of bed and  in our pyjamas we would dance in the garden. As you danced, it overflowed into a song and the entire world grew still  in wonder when you sang. A sound sweeter than the robin or any instrument or chime that created warmth to drive out  the biting cold. Without your whimsical laughter or sweet voice, the silence is deafening. 
Throughout all the dark, threatening storms of pain you were my sunshine. Every trip to the hospital, every operation,  every chemotherapy session, you were the strong one. You held my hand through it all; we were Daddy and Joy against  the world. When it all became too much and the storm threatened to overwhelm me, you rescued me with a song. The  sound of Amazing Grace echoed off the walls of my heart and gave me strength. 
I knew today would be the day I would have to say good-bye, so did you. Your joy gave me peace and hope that  everything would be okay. As the first snowflake hit the ground, the light in your eyes went out. Every moment of the last  five years you filled me with joy and now you are taken away from me as if you were only borrowed from a place better  than this one. You were the last piece of your mother, I could hold on to as she too was taken as you arrived. 
Goodbye, my baby girl, my Joy. I promise to live the way you taught me: to see all things as a miracle and to find beauty  and wonder in the ordinary. Forever you will live in my heart. Forever you are my Joy.

Task 3: Longer transactional tasks 
GENERAL MARKING GUIDELINES  

• Use the marking rubric in the addendum. 
• The educator must be familiar with each descriptor on the grid. 
• Read the response ONCE to get an understanding of the content and format without being influenced by the  language and structure issues. 
• Award a content mark out of 20 based on those descriptors in the category that best suits the response. Consider  every descriptor in the category. If the response falls into more than one category, award the mark according to  the category where the majority of descriptors apply.  
• The rubric does not allow for penalties (subtracting marks from the total) to be awarded for formatting errors. Keep  in mind that format is only one of the descriptors of the content category and cannot be the only point of focus. 
• When the content of the response is COMPLETELY off topic or irrelevant, consider the content to award a mark  within the range of the level 1 category (do not merely award a zero mark). 
• Read the response a SECOND TIME, indicating all mistakes identified in language, grammar, sentence  construction, paragraphing and style.  
• Award the language mark out of 10 according to the descriptors in the category that best suits the language used  in the transactional task. Language includes: spelling, choice of words, tone, register and style. 

Task 3 – Exemplar 1: Marking Guidelines 
TOPICS 

1. Friendly Letter 
   The letter should be addressed to a friend.
   The tone and register of the letter should be informal.
   The following aspects of format should be included:
   • Address of sender
   • Date
   • Greeting/Salutation
   • Suitable ending
   • Name of sender
     The contents should include details of the event. 
2. Interview 
   The learner needs to create a context. Who is being interviewed?
   The interview must be between the writer and a celebrity.
   The register and tone of the interview are determined by the person being interviewed.
   The dialogue format must be used.
   The following aspects of format should be included:
   • Name of speaker 
   • Colon
   • Direct words
   • No quotation marks 
3. Minutes 
   All three the items on the agenda should be included.
   Content should include information that clearly relates to each item.
   Each item should be treated in a separate paragraph and subheadings may be used.
   Learners are not expected to write minutes of the whole meeting. The response required represents only an extract  from the minutes.
   The minutes should be written in the past tense and only resolutions should be recorded, not entire discussions.
4. Formal Report 
   The report should have headings such as:
   • To
   • From
   • Topic
   • Date
   • Findings
   • Recommendations
   • Signature
     The tone and register of the report should be formal. 
5. Letter of Request 
   The letter should be addressed to the mayor. 
   The tone and register of the letter should be formal. 
   The following aspects of format should be included: 
   • Address of sender. 
   • Date. 
   • Name/Position and address of recipient. 
   • Greeting/Salutation. 
   • Subject line. 
   • Suitable ending. 
     The learner must motivate the request for a playground. 

TOTAL: 30

Task 3 – Exemplar 2: Marking Guidelines 
TOPICS 

1. Letter of complaint 
   The letter should be addressed to an official at the local municipality. 
   The tone and register of the letter should be formal. 
   The following aspects of format should be included: 
   • Address of sender
   • Date
   • Name/Position and address of recipient 
   • Greeting/Salutation
   • Subject line
   • Suitable ending
     The learner must explain where the incident took place, what happened and suggest ways of dealing with the  problem.
2. Dialogue 
   Learner should create a context before they write their dialogue.
   The dialogue must be between the parents, the learner should not be part of the dialogue as he/she is listening in  secret.
   The register and tone of the interview will be informal.
   The correct dialogue format must be used.
   The following aspects of format should be included
   • Name of speakers
   • Colon
   • Direct words
   • No quotation marks 
3. Newspaper article 
   There may be a subheading.
   The article must be divided into paragraphs. 
   The tone and register of the article should be appropriate to the content.
   The following should be included: 
   An introductory paragraph that answers the following: 
   • Who 
   • What 
   • When 
   • Where 
   • Why 
   • How
4. Informal Report 
   The informal report need not have headings. 
   It should be clear to whom the learner is writing, who is writing the report, when the incident took place and details of  the incident.
5. Speech 
   The speech must be divided into paragraphs.
   The tone, language and register of the speech should be appropriate to the audience (the learners of the school) and  the topic.
   The speech must motivate learners to get involved in projects in the school.
   There should be a clear introduction and conclusion. 

TOTAL: 30

Task 3 – Exemplar 3: Marking Guidelines 
TOPICS 

1. Letter to the press 
   The letter should be addressed to the editor of a newspaper. The tone and register of the letter should be formal. The  following aspects of format should be included: 
   • Address of sender
   • Date
   • The Editor, name of newspaper, address of recipient 
   • Greeting/Salutation 
   • Subject line
   • Suitable ending 
     The learners must express their views about the practice of allowing animals in stores. 
2. Magazine article 
   There must be an eye-catching heading. The article must be in paragraph form. The tone and register of the article  should be appropriate to the content of a teen magazine. 
3. Review 
   The review must be divided into paragraphs. The tone and register of the review should be appropriate to the content  and the target audience (learners). The review may either be positive or negative.
   The following details should be included, among others:
   • The title of the CD 
   • The artist
   • The producer/record label 
   • Your evaluation of the CD
4. Letter of thanks 
   The letter should be addressed to the person who found the wallet. 
   The tone and register of the letter will be determined by the perceived age of the person who found the wallet.  The following aspects of format should be included: (Do not penalise if the learner uses the formal letter format.)
   • Address of sender
   • Date
   • Greeting/Salutation
   • Suitable ending
   • The learner must express gratitude towards the person 

TOTAL: 30

Sample: Longer transactional task 
Restaurant review: 
Last week I had the misfortune of dining at the ‘Roots’ traditional restaurant. No, this is not one of those ‘health food’  restaurants where they try to pass off bits of their lawn as food, though I think I would have been better off at one of  those, chewing on some grass for an hour, than what I experienced. This is one of those ‘we are an African country, so  let me exploit that and make only traditional African food’ restaurants. 
Let me give you a general outline of the experience. The Chef – here is a person who has never heard the word  ‘presentation’, ever, if you can imagine I was served a stew which was just slopped into a bowl, droplets of gravy on the  edges of the bowl. The waiter – service, what service? I found myself waiting a whole hour for my food. When the food  eventually arrived, horrible presentation and all, he simply disappeared. The manager – shining in her absence. Not  once did she come to the tables to see how the patrons felt about the food, just as well for her sake. There was a line of  people waiting at the door, all because of her double bookings.  
The bottom line is ‘Roots Traditional restaurant’ is a real disaster. I can only manage a one out of ten stars – only  because the food was at least lukewarm.

Task 9 – Shorter transactional tasks  
GENERAL MARKING GUIDELINES 

• Use the marking rubric in the addendum. 
• The educator must be familiar with each descriptor on the grid. 
• Read the response ONCE to get an understanding of the content and format without being influenced by the  language and structure issues. 
• Award a content mark out of 13 based on those descriptors in the category that best suit the response. Consider  every descriptor in the category. If the response falls into more than one category, award the mark according to  the category where the majority of descriptors apply.  
• The rubric does not allow for penalties (subtracting marks from the total) for formatting errors. Keep in mind that  format is only one of the descriptors of the content category and cannot be the only point of focus. 
• When the content of the response is COMPLETELY off topic or irrelevant, consider the content to award a mark  within the range of the level 1 category (do not merely award a zero mark). 
• Read the response a SECOND TIME, indicating all mistakes identified in language, grammar, sentence  construction, paragraphing and style.  
• Award the language mark out of 7 according to the descriptors in the category that best suits the language used  in the transaction task. Language includes: spelling, choice of words, tone, register and style. 

Task 9 – Exemplar 1: Shorter transactional task 
TOPICS 

1. Advertisement 
   The advertisement should include some details of a product or a service related to the picture. The language, tone and  register may be informal.
   The advertisement should persuade people to buy the product or make use of the service. Persuasive language and  catch-phrases should be used.
   The following should be included, among others:
   • Description of the product/service
   • Brand name
   • Slogan
   • Where to find it/How to obtain it
   • Price
     No marks are awarded for illustrations.
2. Diary entry 
   The entry should start with the date. Learners should use appropriate tone, style and register. The following ideas may  be explored, among others:
   • Learners should explore an experience/incident in the life of the character or in the actor portraying the  character.
   • The feelings and mood that this experience or incident evoked in the character or actor.
     NOTE: Entries do not necessarily have to be in full sentences.
3. Obituary 
   The tone of the obituary must be gentle/euphemistic/tactful. The name and surname of the deceased must be mentioned.  The cause of death may be mentioned. Details of why the person was famous must be mentioned.
4. Instructions 
   Instructions should be written clearly. 
   Details must be given and structured according to the order of action.
   Include all detail from where to find the message box to typing and sending a message.
   NOTE: Entries do not necessarily have to be in full sentences.
5. Flyer 
   The flyer should encourage people to come and buy the furniture.
   The following should be included:
   • Heading
   • Items for sale
   • When and where the items will be sold
   • Contact person.
     No marks are awarded for illustrations. 

 TOTAL: 20

Task 9 – Exemplar 2: Shorter transactional task 
TOPICS 

1. Poster: 
   The poster should encourage people to visit Egypt. 
   The following should be included: 
   • Heading/Slogan. 
   • Reasons for visiting Egypt. 
   • Attractions 
   • Contact details. 
     NOTE: No marks are awarded for illustrations. 
2. Direction: 
   The directions given must be from the Grand Royal Hotel to Cairo Towers, then to Midan Tahrir Town Square and then  the Egyptian Museum.
   Learners must make reference to streets AND landmarks on the route that they have chosen. There may be more than one possible route to the attraction mentioned. 
3. E-mail: 
   The recipient’s e-mail address should be mentioned.
   The subject of the e-mail
   The enquiry about accommodation and attractions in Egypt
   Learners must mention the dates of arrival and departure, and the number of people requiring accommodation. The sender’s name and contact details
4. Invitation: 
   The invitation must be addressed to friends and family. 
   The tone and register of the invitation must be informal. 
   Important details of the event must be included (e.g. date, time, venue and RSVP details). 
5. Postcard: 
   The language (including the salutation and ending/conclusion) must be slightly more formal as learners are addressing  a teacher.
   Complete sentences are not required.
   The content must be brief but informative. 

 TOTAL: 20

Sample: Shorter transactional task
Diary entry:

31 October 2014

Dear Diary
Today I wished a close friend ‘Happy Birthday’ on Facebook. What saddens me is that if I hadn’t posted her a message on Facebook, I would be seen as a bad friend.
I am not expected to call or even wish her well in person, as long as I publicly display my presence in her life over a social media network. I feel despicable engaging in such
shallowness.
Social media has become a vessel for falsehood. Maybe it is merely exposing humans for who we really are – vacuous beings with no depth. Yet I crave the opposite. I long
for someone who also appreciates the beauty and intricacies of life.
Diary, how do I find someone real when I myself am falling into the shallow waters of materialism?

(No greeting/ending or name to be included.)

5. Rubrics
APPENDIX B: ASSESMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE.
SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (60 MARKS)

SECTION B: RUBRIC FOR ASSESING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL  LANGUAGE (30 MARKS)

ENGLISH FIRST ADDITIONAL LANGUAGE
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
LEARNER'S GUIDE

1. Introduction 
School-based assessment in English First Additional Language is an integral part of your preparation for the final  examinations. Your school-based assessment mark is formally recorded by your teacher for progression and certification  purposes. It is important that you understand that school-based assessment does impact on your final marks at the end  of Grade 12.  
These formal assessment tasks provide your teacher with a systematic way of evaluating how well you are progressing  and it includes various assessment tasks such as tests, examinations, writing tasks, oral presentations and listening  comprehension. 
School-based assessment is compulsory for all students. If you do not comply with the requirements specified according  to the policy, you may not be eligible to enter for the subject in the final examination. 
Formal assessment tasks form part of a year-long formal programme of assessment. These tasks should not be taken  lightly and you should submit your best possible efforts for final assessment.

2. Aims and objectives of school-based assessment 
Assessment, primarily, is aimed at improving your learning and achievement. Through assessment you get information  about what you should learn.  
Assessment provides complete information about your achievement. It provides information on how much you know and  what you can do with what you know. Furthermore, assessment is used to evaluate your knowledge and skills, as well as  your values, attitudes and habits that have an influence on your performance and achievements at school and out of it. 
Assessment complements the teaching process. There is a clear relationship between the goals and the content of  instruction and those of assessment (between what is learnt and taught and what is assessed). 
You have an active role to play in the assessment process, thus enhancing your progress. The different methods and  types of assessment, which take into consideration various learning styles and personality types, ensure that your  potential to do well is laid out for you. 
Assessment is a continuous process. It involves activities of monitoring and evaluation of your performance and  achievements during the entire school year.  
You should be familiar with what you are expected to learn, how and when you are going to be assessed. 

3. Programme of assessment

* Friendly/Formal letters (request/complaint/application/business)/formal and informal letters to the press/ curriculum vitae and covering letter/obituary/agenda and minutes of meeting/report/review/newspaper article/magazine  article/dialogue/ interview. 
** Test 1 should be set out of 40 marks or, if more, should be converted to 40 marks. While the Comprehension,  Summary, Language structures and conventions combination is suggested, teachers are urged to design a combination  of aspects that fits the character (test programme, time allocation, etc.) of the school. A test in the Programme of  Assessment should not be made up of several smaller tests. Each test should cover a substantial amount of content,  should be set for 45–60 minutes, and should reflect the different cognitive levels as set out for exam papers.  
*** Advertisements/Diary entries/Postcards/Invitation cards/Filling in forms/ Directions/Instructions/Flyers/Posters/ emails. 
**** Mid-year and Trial examinations: In Grade 12 one of the tasks in Term 2 and/or Term 3 (Tasks 8 and/or 10) must  be an internal examination. In instances where only one of the two internal examinations is written in Grade 12, the other  examination could be replaced by a test. A recommendation has been made that the written test, if this option is chosen,  should be set out of 80 marks. This test should take the format of the Language structure and conventions, as set in the  examinations. 

4. Assessment tasks 
This section outlines the various tasks that are expected you. You are also given guidance on how to approach the  tasks. 
a. Term 1 
Task 1 – Oral: Listening comprehension 
You will listen to an extract, for the first time, when your teacher reads it to you on the day of the assessment. You will  not be given a chance to read the passage on your own. You will have access to the questions once the teacher has  read the passage for the first time. It is thus important for you to listen attentively when the teacher reads the passage.  
You may want to take note of the information that follows: 

Many people think of listening as a skill that requires no thought or effort. The listening comprehension skill is  therefore often overlooked in teaching and learning. However, what many people do not realise is that listening is as  much a fundamental skill in language learning as speaking, reading and writing.  
Better listening helps you to focus on specific vocabulary acquisition, grammar practice and listening for different  purposes. You can consciously focus on remembering the vocabulary used in each activity when you listen and  understand the purpose of the activity. 

How your teacher will administer the formal listening comprehension tasks: 

• You should have a blank page. 
• The teacher will alert you to the type of information you will be required to listen for and to give a brief background  of the passage.  
• The passage will, at least, be read twice.  
• During the first reading the teacher will read through the text so that you can become familiar with the content.  During this reading you should listen attentively and may not write. This will help you to gain an overall understanding  of the text. 
• During the second reading, the text will be read at normal pace. During this reading, you may make listening  notes. 
• After the second reading, you will be given the questions and enough time to answer questions in full sentences.  
• You are urged to go through your answers to ensure that they are written out correctly, and they make sense,  before you submit to the teacher.

Task 2 – Writing: Essay 
In order to write well, you need knowledge of different text types, a wide vocabulary, a good control of English grammar,  spelling and punctuation, and a critical understanding of the potential effects of your writing. 
An essay is an extended piece of writing, in which a writer expresses his/ her point of view on the topic given. An essay should have an introduction, body and conclusion. A brief explanation of each follows:

Introduction  
The introduction should catch the reader’s attention, define the topic and briefly tell the reader what the essay will be  addressing.  

Body  
The body comprises the full content of the essay. The body must be divided into paragraphs, each of which must pursue  a specific idea to the end. The writer must address all the ideas he or she wanted to address, keeping to the topic.  

Conclusion  
The conclusion is the ending, the rounding-off of the presentation. This should tie up all that was presented by the writer,  a parting shot that justifies the writer’s point of view. As this is the end, the writer must not bring in new information.

Task 2 – Writing: Essay   Total  out of 50
Exemplar 1 

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics. 
2. Write down the question number correctly and supply a suitable title where required to do so. 
3. Remember that you have to show all the steps in your writing process. 
4.  Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Can we still trust and look up to our sporting heroes to be the best role models that they can be? Discuss. 
2. Music is a part of every culture and plays different roles in people’s lives. Write about how the role music plays a role in your culture or in your own life. 
3. Teens love to talk: they love to talk online, on the air, on the phone, at school, after school, at the mall, in the car,  behind their friends’ backs – what on earth do they talk about? 
4. Write an essay in which the following words appear: Then I realised that a mirror reflects only what is on the  outside and not who you are on the inside... 
5. English should be the only language of teaching and learning in South African schools. Do you agree? 
6. The day I saw red ... 
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1  

 [Source: Google image] 

7.2 

 [Source: http://www.lifelonghappiness.com] 

TOTAL: 50

Task 2 – Writing: Essay 
Exemplar 2 

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics.
2. Write down the question number correctly and supply a suitable title where required to do so. 
3. Remember that you have to show all the steps in your writing process. 
4. Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Every love story is beautiful, but this one is my favourite. 
2.  Imagine you are 60 or 70 years old. Give your views about the teenagers of today.
3. School does not prepare you for the real world. Discuss.
4. Write an essay in which the following words appear: “It was dark and quiet and I had a feeling that all hell was  about to break loose …” 
5. Technology such as computers, cellphones, PlayStations, Xbox and iPads are destroying the future generation  of sporting stars. Do you agree? 
6.  Memories of home.
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1 

 [Source: Google image] 

7.2 

 [Source: Google image]

TOTAL: 50

Task 2 – Writing: Essay 
Exemplar 3 

Name: ____________________________ Grade: ______________

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write an essay of between 250 and 300 words on any ONE of the following topics. 
2. Write down the question number correctly and supply a suitable title. 
3. Remember that you have to show all the steps in your writing process. 
4. Your essay will be assessed according to the attached rubric. 

TOPICS 

1. Mistakes are proof that you are trying.
2. If you could have any two famous people as your parents, who would you choose and why? 
3. “You don’t have to hold a position in order to be a leader.” 
    ~Anthony J D’Angelo  
   Discuss. 
4.  Start your essay with the following words:”The doorbell rings. The door opens and a package is found on the front  porch. A voice shouts, We’ve got another one!” Tell the rest of this story. 
5. Where do you go when you want to get away from the pressures of life, family and school? Write about that place. 
6.  Good teaching in school hours will make homework unnecessary. Do you agree? 
7. Look at the pictures below. Use any ONE of them to write your essay. There should be a clear link between the  picture and your essay. 

7.1  

 [Source: Google image] 

7.2  

[Source: Google image] 

TOTAL: 50

Task 3 – Writing: Transactional Writing 
Transactional writing texts are either a response or an initiation of a response. As implied, these are ‘transaction texts’  - a friendly letter of appreciation will possible yield a response, as much as a speech will get the audience won over or  yelling in disagreement. Transactional texts are divided into Longer and Shorter texts. 

Exemplar 1 

Name: ____________________________ Grade: ______________ 

Date of submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics. 
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the question number and heading of the text you have chosen, for example 1. Friendly Letter.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1.  Friendly Letter 
   You attended a concert. Write a letter in which you describe your experience to a friend who could not attend the concert. 
2.  Interview 
   You have the opportunity to interview any celebrity of your choice. Write down the interview. 
3. Minutes 
   Your youth group has decided to raise funds in order to assist a local charity organisation to buy blankets and food for  the less-privileged families. 
   The first meeting took place and you were the secretary of the meeting. The last three matters to be discussed under  the agenda point “New Matters” were: 
   1. Fund-raising activities 
   2. Selection of charities to receive the blankets and food 
   3. Assigning of duties
      Write the part of the minutes that reflects only the discussion on the three points above. Do NOT include details of the  rest of the meeting. 
4.  Formal Report  
   The principal of your school would like to encourage the use of cellphones to improve learning in the classroom. He has  requested you, as a member of the Representative Council of Learners (RCL), to investigate this possibility. Write a  formal report in which you record your findings and recommendations.
5. Letter of Formal Request 
   Write a well-motivated formal letter to the Mayor of your local municipality in which you request that an empty field in  your neighbourhood be changed into a playground for local children. 

TOTAL: 30

Task 3 – Writing: Transactional Writing 
Exemplar 2 

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Letter of complaint.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Letter of complaint 
   While out walking your dog, you fell over the root of a tree that had grown through the pavement. You cut your knees  badly and sprained an ankle and a wrist. Write a letter of complaint to a member of the local municipality complaining  about the state of the pavements in your neighbourhood. 
2. Dialogue  
   You arrive home from a party at 03:00, having promised your parents you would be in by 23:30. You overhear a  conversation between your parents as you are sneaking in. Write out this conversation in dialogue form. 
3. Newspaper article 
   Write a newspaper article for ONE of the following headlines:
   • Student caught red-handed
   • Illegal connection kills boy
   • Facebook causes breakup 
4. Informal Report 
   You were an eyewitness to an act of vandalism in your community. 
   Your parents have asked you to write an informal report to a community leader in which you report what you have  witnessed.
5. Speech 
   Write a speech in which you encourage learners in your school to become involved in school projects. Entitle your  speech:
   “If not you, then who?” 

TOTAL: 30 

Task 3 – Writing: Transactional Writing 
Exemplar 3 

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 120 and 150 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Letter of complaint. 
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Letter to the press 
   Read the following letter that appeared in your local newspaper. Write a letter to the editor in which you express your  views about the cited practice. You may agree or disagree with the viewpoints expressed in the letter.

   I am writing this letter about dogs being seen in all stores in shopping carts. I understand there are service animals  (for blind people) but now people take their animals wherever they please. I put my food items in these carts as well as  my 1-year-old granddaughter. I was at my eye doctor yesterday and they had a sign on the door that said NO PETS  PLEASE. These signs should be placed in all stores. Mind you, I love animals myself but it is now being blown out of  proportion.  From: Animals-at-home

2. Magazine article 
   Write an article that will appear in a teen magazine. Use ONE of the following topics:
   • Cheating at school
   • Resolving teacher-learner conflict
   • How to deal with disappointing marks
     Provide a suitable title for the article.
3. Review 
   Your favourite artist has released a new CD. You have been asked to review this CD for your school newspaper. Write  the review. 
4. Letter of thanks 
   You lost your wallet with your ID book and some cash in it. Two weeks later your received a package in the mail.  Someone had found your wallet and posted it back to you. When you opened the wallet all your belongings were still  there. 
   Write a letter of thanks to the person who picked up your wallet and returned it.  

 TOTAL: 30

b. Term 2 
Task 5 – Oral: Prepared Reading 

Date of presentation: ____________________________________ 
Prepare a reading piece for oral assessment. Your reading should be TWO to THREE minutes long. Carefully follow the  instructions: 

• Take some time to select a suitable passage that you enjoy reading.  
• Read it silently to yourself to familiarise yourself with its contents.  
• Then read it aloud several times. When you feel that you have mastered it, read it in front of the mirror, looking  at yourself several times during the reading. If you can do this, it means that you will look up at your audience  several times during the reading.  
• You might also like to read to a willing audience for practice. 
• You will need to project your voice and read with good pace.  
• Maintain good posture and eye contact as you read.  
• Practise pronouncing all the words correctly. 
• Remember that you will be required to answer questions about the passage you have read. 

TOTAL: 10

Sample: Reading passages 
SAMPLE PASSAGE 1 
As I had expected, it turned out to be quite a business. I had to notify the police as well as the health authorities, and  answer a lot of tedious questions: How was it I was ignorant of the boy’s presence? If I did not supervise my native  quarters, how did I know that that sort of thing didn’t go on all the time? Et cetera, et cetera. And when I flared up and  told them that so long as my natives did their work, I didn’t think it my right or concern to poke my nose into their private  lives, I got from the coarse, dull-witted police sergeant one of those looks that come not from any thinking process going  on in the brain but from that faculty common to all who are possessed by the master-race theory – a look of insanely  inane certainty. He grinned at me with a mixture of scorn and delight at my stupidity. 
Then I had to explain to Petrus why the health authorities had to take away the body for a post-mortem – and, in fact,  what a post-mortem was. When I telephoned the health department some days later to find out the result, I was told that  the cause of death was, as we had thought, pneumonia, and that the body had been suitably disposed of. I went out to  where Petrus was mixing a mash for the fowls and told him that it was all right, there would be no trouble; his brother had  died from that pain in his chest. Petrus put down the paraffin tin and said, ‘When can we go fetch him, baas?’ 
‘To fetch him?’ 
‘Will the baas please ask them when we must come?’ 
I went back inside and called Lerice, all over the house. She came down the stairs from the spare bedrooms, and I said,  ‘Now what am I going to do? When I told Petrus, he just asked calmly when they could go and fetch the body. They think  they’re going to bury him themselves.’ 
‘Well, go back and tell him,’ said Lerice. ‘You must tell him. Why didn’t you tell him then?’ 
When I found Petrus again, he looked up politely. ‘Look, Petrus,’ I said. ‘You can’t go to fetch your brother. They’ve done  it already – they’ve buried him, you understand?’ 
‘Where?’ he said, slowly, dully, as if he thought that perhaps he was getting this wrong. 
‘You see, he was a stranger. They knew he wasn’t from here, and they didn’t know he had some of his people here, so  they thought they must bury him.’ It was difficult to make a pauper’s grave sound like a privilege. 
‘Please, baas, the baas must ask them.’ But he did not mean that he wanted to know the burial-place. He simply ignored  the incomprehensible machinery I told him had set to work on his dead brother; he wanted the brother back. 
‘But, Petrus,’ I said, ‘how can I? Your brother is buried already. I can’t ask them now.’ 
‘Oh baas!’ he said. He stood with his bran-smeared hands uncurled at his sides, one corner of his mouth twitching.  ‘Goodness, Petrus, they won’t listen to me! They can’t, anyway. I’m sorry, but I can’t do it. You understand?’ 
He just kept on looking at me, out of his knowledge that white men have everything, can do anything; if they don’t, it is  because they won’t. 
And then, at dinner, Lerice started. ‘You could at least phone,’ she said. 
‘What do you think I am? Am I supposed to bring the dead back to life?’  

[Source: Six Feet of the Country, Nadine Gordimer]

SAMPLE PASSAGE 2 
“Dave, I know Port St Johns is out of your district, but I’m asking you a favour. That’s what ex-colleagues are for. No,  seriously, we haven’t heard from her for two months.” 
“I remember Teresa. Wasn’t she a rather wild matric student with a ponytail?” 
“She’s grown up since then, Dave. Believe me. She now answers to the name of Tigger. You wouldn’t recognise her.” “Tigger, uh. As in Winnie the Pooh? What did you say she was doing at the Wild Coast?” 
“Studying,” Jake answered quickly. 
“Well, you’ll have to send me a photograph.” 
“I’ll fax you one,” replied Jake. “Don’t you have somebody in the Port St Johns area who could ask a few questions?” “It’s the Wild West up there, Jake, with a lot of ground to cover, but I’ll see what we can do.” “Thanks, Dave, I really appreciate it. When next you’re in Cape Town…” 
“I know, I know, you’ll wine and dine me. Promises, promises.” 
Embarrassed by having made a request which was completely out of the normal channels of his profession, Jake  changed the subject and asked some questions about the cases Dave was working on in East London. It didn’t take long  for them to run out of things to say to each other. An old friend living a new life in a different city is hard to keep in touch  with, and Jake was relieved when the conversation petered out and he could say goodbye 
Jake checked his watch. Sixteen minutes past seven – morning parade had already begun. He hurried downstairs and  slid into a vacant seat by the door, nodded apologies to the Colonel and pulled out his notebook. Except for the taxi  ambush in Mowbray it had been a quiet night on the Peninsula. BJ reported on the possibility of one of the township  gangs attacking an armoured vehicle. He had been warned by an informer, who had chosen to turn in his friends and  claim the advertised ten thousand rand reward rather than risk being involved in a bungled attempt to rob a bank security  vehicle. BJ was working on it and would keep everyone informed about the progress of the negotiations. Jackson  Sondile’s absence had been noted with displeasure by the Colonel, but Jake covered for his colleague, informing the  meeting that his partner was working on something related to the Witbooi case. BJ immediately objected angrily to  Sondile going solo on something which was now his affair. The Colonel made no comment, merely moving business  along. By a quarter  
to eight the meeting was over and the men drifted off upstairs for morning sandwiches and coffee. Dan caught Jake’s  eye and summoned Jake into his office. 
“I got an ugly call from Captain Steenkamp early this morning. Apparently you and Sondile were sniffing around on his  crime scene.” The Colonel moved in behind his desk and sat down, tilting his chair back until his head touched the wall  behind him. 
“We were responding to an all-units. When we got there we found it was a Valentine taxi which had been attacked. It  didn’t take much brainpower to make the connection between the ambush and the kid who was murdered the other  night. The owner of the taxi, a Mr Ronnie Valentine, had identified the murdered boy as his son. I also spoke to his  mother yesterday morning,” said Jake, unsure whether he should sit down or remain standing. Dan Pienaar observed  him silently for a moment. With the Colonel you were never sure when it was acceptable to behave informally. Jake  remained standing.
“Ja, well, I don’t know how you do it, Jake, but it looks like this case of yours is getting to be bigger than I first expected.  Steenkamp is up to his neck in taxi violence. It’s escalating all the time. It seems there’s a full-out war developing  between Tetwa Taxis and this Ronnie Valentine character. Late last night there were more shots exchanged in Guguletu.  Steenkamp believes it was in retaliation for the Mowbray ambush. No one was killed, but a Tetwa taxi was damaged.  Steenkamp is scratching around, but with nothing to show for it, and I think the key to the matter lies with this kid, Jimmy  Valentine.” Dan Pienaar swung his chair forward and opened one of the desk drawers. He handed a piece of paper to  Jake, who leant over the empty chair on his side of the desk to take it. 

 [Source: Who Killed Jimmy Valentine?, Michael Williams] 

SAMPLE PASSAGE 3 
Congratulations. The fact you’re reading this means you’ve taken one giant step closer to surviving till your next birthday.  Yes, you, standing there, leafing through these pages. Do not put this book down. I’m dead serious – your life could  depend on it. 
This is my story, the story of my family, but it could just as easily be your story too. We’re all in this together, trust me on  that. 
I’ve never done anything like this, so I’m just going to jump in, and you try to keep up. 
Okay. I’m Max, I’m fourteen. I live with my family, who are five kids not related to me by blood, but still totally my family. We’re – well, we’re kind of amazing. Not to sound too full of myself, but we’re like nothing you’ve ever seen before. 
Basically, we’re pretty cool, nice, smart - but not ‘average’ in any way. The six of us – me, Fang, Iggy, Nudge, the  Gasman, and Angel – were made on purpose, by the sickest, most horrible ‘scientists’ you could possibly imagine. They  created us as an experiment. An experiment where we ended up only 98% human. That other 2% has had a big impact,  let me tell you. 
We grew up in a science-lab-slash-prison called the School, in cages, like lab rats. It’s pretty amazing we can think or  speak at all. But we can – and so much more. 
There was one other School experiment that made it past infancy. Part human, part wolf – all predator: they’re called  Erasers. They’re tough, smart, and hard to control. They look human, but when they want to, they are capable of  morphing into wolf men, complete with fur, fangs, and claws. The School uses them as guards, police - and executioners. 
To them, we’re six moving targets – prey smart enough to be a fun challenge. Basically, they want to rip our throats out.  And make sure the world never finds out about us. 
But I’m not lying down just yet. I’m telling you, right? 
This story could be about you – or your children. If not today, then soon. So please, please, take this seriously. I’m risking  everything that matters by telling you – but you need to know. 
Keep reading – don’t let anyone stop you. 
– Max. And my family: Fang, Iggy, Nudge, the Gasman, and Angel. 
Welcome to our nightmare. 

 [Source: The Prologue – Maximum Ride The Angel Experiment, James Patterson]

SAMPLE PASSAGE 4 
‘It is clear that it is the work of a madman.’ Jon de Jong, tall, lean, grey, ascetic and the general manager of Schiphol  airport, looked and sounded very gloomy indeed and, in the circumstances, he had every justification in looking and  sounding that way. 
‘Insanity. A man has to be deranged, unhinged, to perform a wanton, mindless, pointless and purposeless task like this.’  Like the monkish professor he so closely resembled, De Jong tended to be precise to the point of pedantry and, as now,  had a weakness for pompous tautology. 
‘A lunatic.’ 
‘One sees your point of view,’ De Graaf said. Colonel van de Graaf, a remarkably broad man of medium height with a  deeply trenched, tanned face, had about him an imperturbability and an unmistakable cast of authority that accorded  well with the Chief of Police of a nation’s capital city. ‘I can understand and agree with it but only to a certain extent. I  appreciate how you feel, my friend. Your beloved airport, one of the best in Europe -’ 
‘Amsterdam airport is the best in Europe.’ De Jong spoke as if by rote, his thoughts elsewhere. ‘Was.’ 
‘And will be again. The criminal responsible for this is, it is certain, not a man of a normal cast of mind. But that does not  mean that he is instantly certifiable. Maybe he doesn’t like you, has a grudge against you. Maybe he’s an ex-employee  fired by one of your departmental managers for what the manager regarded as a perfectly valid reason but a reason  with which the disgruntled employee didn’t agree. Maybe he’s a citizen living close by, on the outskirts of Amsterdam,  say, or between here and Aalsmeer, who finds the decibel level from the aircraft intolerably high. Maybe he’s a dedicated  environmentalist who objects, in what must be a very violent fashion, to jet engines polluting the atmosphere, which they  undoubtedly do. Our country, as you are well aware, has more than its fair share of dedicated environmentalists. Maybe  he doesn’t like our Government’s policies.’ De Graaf ran a hand through his thick, iron-grey hair. ‘Maybe anything. But  he could be as sane as either of us. 
‘Maybe you’d better have another look, Colonel,’ De Jong said. His hands were clenching and unclenching and he was  shivering violently. Both of those were involuntary but for different reasons. The former accurately reflected an intense  frustration and anger; the latter was due to the fact that, when an ice-cold wind blows east-north-east off the Ijsselmeer,  and before that from Siberia, the roof of the main concourse of Schiphol airport was no place to be. ‘As sane as you or  I? Would you or I have been responsible for this – this atrocity? Look, Colonel, just look.  
De Graaf looked. Had he been the airport manager, he reflected, it would hardly have been a sight to gladden his heart.  Schiphol airport had just disappeared, its place taken by a wave-rippled lake that stretched almost as far as the eyes  could see. 

[Source: Floodgate, Alistair Maclean] 

Task 6 – Oral: Prepared Speech 

Date of presentation: _________________________________ 
INSTRUCTIONS 

• Prepare a speech for oral assessment.  
• Your oral presentation should be TWO to THREE minutes long. 
• Follow the instructions carefully.
  • Do thorough research on your chosen topic. 
  • Collect and keep texts (pictures, posters, cartoons or any other audio-visual material). Display or refer to  these when you present your speech. 
  • Write a speech which, when read at a moderate pace, lasts at least THREE minutes. Read your prepared  passage aloud to a friend who will be able to assist you with pronunciation and fluency. 
  • Time your presentation. 
  • Ensure that your teacher is able to follow your speech easily. 
  • Once you are satisfied with the length of your speech, and the information that you have, make cue cards.  Cue cards are short notes to yourself that you will use when you present your speech. Good cue cards only  note the main points of the speech to help you to remember the rest of your presentation. Number your cue  cards so that you deliver your information in the right sequence. 
  • Marks will be awarded according to the amount of preparation and planning that is evident from the  presentation of the speech. 
  • Refer to the marking rubric that will be used to assess your prepared speech/presentation. On the day of  your oral assessment, ensure that you have the following: a copy of your final speech; your visual aids and  your cue cards. 

TOPICS 
Choose ONE of the following topics, or select your own: 

• Conspiracy theories  
• Ancient civilizations  
• The role of women in the world  
• Inventions that have changed the world 
• Describe one of your favourite holiday destinations.  
• South Africa – Land of my birth  
• Unexplained phenomena, e.g. the Bermuda Triangle  
• A historical figure (e.g. Nelson Mandela, Mother Theresa) I admire most. 
• Choosing your own topic: 
  • Choose a subject that is interesting to you. What do you care about? What would you like to learn more  about? Follow your interests, and you will find your topic.
  • Before starting your research, confirm the topic with your teacher.
  • Be clear about your purpose: do you want to persuade your audience; inform them about a topic; or just  tell an entertaining story? 

 TOTAL: 20

c. Term 3 
Task 9 – Writing: Shorter Transactional Writing 
Exemplar 1 

Name: ____________________________ Grade: ______________

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics.
2. The content of your response should be between 80 and 100 words in length. 
3. Write down the number and heading of the text you have chosen, for example 1. Advertisement.
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience. 
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Advertisement 
   
   Use the picture of a camera above to create an advertisement for any product or service of your choice. There must be  a clear link between the picture and your product or service. 
2. Diary 
   Write an entry from the diary of any character from a television series or movie that you have seen. The entry should  reflect on a single day OR a single incident in the life of the character or the actor portraying the character. 
3. Obituary 
   Write an obituary for of a famous person (historical figure, actor, musician, etc.) who passed away. Remember to  put important information first. Include such particulars as the full name of the person, where the person was born  and, briefly, why the person was famous. Remember to emphasise the ideals and accomplishments for which people  remember the person.
4. Instructions 
   Your grandfather has just bought his first cellphone. Write out a set of instructions which will enable him to send a text  message (SMS). 
5. Flyer 
   Your parents have decided that your family will move to another town. You want to sell some of your furniture that you  will no longer need. They have asked you to design a flyer to advertise this sale. Create a flyer to attract buyers. 

TOTAL: 20

Task 9 – Writing: Shorter Transactional Writing 
Exemplar 2 

Name: ____________________________ Grade: ______________ 

Date for submission: ____________________ 

INSTRUCTIONS 

1. Write a response to any ONE of the following topics. 
2. The content of your response should be between 80 and 100 words in length.
3. Write down the number and heading of the topic you have chosen, for example 1. Poster. 
4. Remember that you have to show all the steps in your writing process. 
5. Pay particular attention to format, language, register and audience. 
6. Your piece will be assessed according to the attached rubric. 

TOPICS 

1. Poster 
   Use the information in the attachment to create a poster to promote Egypt as a tourist destination. 
2. Directions 
   You work at the Grand Royal Hotel in Cairo. You have been asked by a tourist for directions from the hotel to the  following places for a day of sight-seeing in the city: From the hotel to the Cairo Towers, then to the Midan Tahrir Town  Square and finally the Egyptian Museum. 
   Write down the directions you would give the tourist. Make use of street names and landmarks. 
3. E-mail 
   Write an e-mail to Miser Travel Tower in which you enquire about accommodation and attractions in Egypt as you are  planning a ten-day visit to the country. 
4. Invitation 
   You are leaving for a holiday in Egypt. You are planning to have a party with your friends to say goodbye before you  leave. Design the invitation card that you will send to your friends. Ensure that ALL the relevant information is contained  in the invitation. 
5. Postcard 
   You are having a wonderful time in Egypt on your holiday. Write a postcard to your English teacher telling him/her about  your experiences. 

 TOTAL: 20 

Attachment: 
Egypt Basic Facts: Egypt, one of the world’s oldest continuous civilizations, still draws visitors and businessmen by the plane-load. Old  monuments, the Red Sea coast, Nile River cruises and Africa’s largest city, Cairo, are among its many attractions. 
Location: Egypt is located in North Africa bordering the Mediterranean Sea. Libya is on the west and the Gaza Strip and  the Red Sea make up the eastern border; see map. 

Area: Egypt covers just over 1 million square kilometres, about the same size as France and Germany combined.
Capital City: Cairo  
Population: Around 78 million people live in Egypt 
Language: Arabic (official), English and French are widely understood by educated classes.
Religion: Muslim (mostly Sunni) 94%, Coptic Christian and other 6%. 
Climate: It’s hot and sunny for most of the year in Egypt. Winters (November to February) are generally mild. 
When to Go: October–April when it’s a bit cooler, but the Red Sea coast is a year-round destination.
Currency: Egyptian pound.
Egypt’s Main Attractions: 

• The Pyramids of Giza: The Pyramids represent one of the greatest architectural feats by man. The last surviving  member of the Seven Wonders of the World, the Great Pyramid is one of the world’s oldest tourist attractions and  the reason most people visit Egypt today.  
  

• Luxor: Luxor is known as the world’s largest open-air museum. Luxor and Karnak Temples are hugely impressive  as are the tombs across the Nile in the Valley of Kings and Queens.  
  

• Egyptian Museum in Cairo: With over 120 000 objects, the museum houses an incredible display depicting ancient  Egypt’s glorious reign. Mummies, sarcophagi, pottery, jewellery and of course King Tutankhamen’s treasures ... 
  

• Abu Simbel: The two temples built for the pharaoh, Ramses II, have been attracting visitors since Victorian times.  Almost as impressive as the monument itself is the story of its restoration in the 1960s.  
  

• Hurghada/Red Sea Coast: The Red Sea coast is hugely popular with beach lovers and divers. Package tours  operate from every European country and are often very affordable ... more about Hurghada.
  

Travel to Egypt 
Egypt’s International Airport: Egypt’s main airport is Cairo International Airport, 20 kilometres northeast of Cairo’s  city centre. 
Egypt’s Embassies/Visas: A valid passport and a tourist visa are required for most nationalities. Tourist visas are  available at Egyptian embassies and consulates around the world. 
Egypt’s Tourist Information Office: Miser Travel Tower, Abbassia Square, Cairo, Egypt. Tel: 285-4509 or 284-1970;  E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.; Website: http://www.egypt.travel.

Sample: Shorter transactional task
Diary entry:

31 October 2014

Dear Diary
Today I wished a close friend ‘Happy Birthday’ on Facebook. What saddens me is that if I hadn’t posted her a message on Facebook, I would be seen as a bad friend.
I am not expected to call or even wish her well in person, as long as I publicly display my presence in her life over a social media network. I feel despicable engaging in such
shallowness.
Social media has become a vessel for falsehood. Maybe it is merely exposing humans for who we really are – vacuous beings with no depth. Yet I crave the opposite. I long
for someone who also appreciates the beauty and intricacies of life.
Diary, how do I find someone real when I myself am falling into the shallow waters of materialism?

(No greeting/ending or name to be included.)

5. Rubrics

SECTION A: RUBRIC FOR ASSESSING AN ESSAY - FIRST ADDITIONAL LANGUAGE (60 MARKS)

SECTION B: RUBRIC FOR ASSESING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL  LANGUAGE (30 MARKS)

GRADE 12 MATHEMATICS
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
LEARNER'S GUIDE

INTRODUCTION 
One of the aims of our curriculum is to ensure that learners acquire and apply knowledge and skills in ways that are  meaningful to their own lives. In this regard, and where applicable, the assessment tasks in this document seek to test  practical knowledge in context. 
The table below shows the school-based assessment requirements for the year. Please note that although the project/ investigation is indicated in the first term, it may be scheduled in the second term.

1. ASSIGNMENT: SEQUENCES AND SERIES TOTAL: 60 INSTRUCTIONS 

1. Answer all the questions.
2. Clearly show all calculations you have used in determining your answers.
3. Round answers off to TWO decimal places, unless stated otherwise. 
4. Number your answers correctly according to the numbering system used in this question paper.
5. Write neatly and legibly. 

QUESTION 1 
Lucy is arranging 1-cent and 5-cent coins in rows. The pattern of the coins in each row is shown below.

1.1 Calculate the total number of coins in the 40^th row. (3)
1.2 Calculate the total value of the coins in the 40^th row. (4)
1.3 Which row has coins with a total value of 337 cents? (6)
1.4 Show that the total value of the coins in the first 40 rows is 4 800 cents. (6) 

[19]

QUESTION 2 
The sum of the first n terms of a sequence is given by: S_n = n(23 – 3n) 
2.1 Write down the first THREE terms of the sequence. (5)
2.2 Calculate the 15^th term of the sequence. (3) 

[8]

QUESTION 3 
The sum of the second and third terms of a geometric sequence is 280, and the sum of the fifth and the sixth terms is  4 375. Determine: 
3.1 The common ratio AND the first term (6)
3.2 The sum of the first 10 terms (2) 

[8]

QUESTION 4 
Determine the value of k if: 
   [6]

QUESTION 5 
Given the series: 2(5)⁵ + 2(5)⁴ + 2(5)³ + ...  
Show that this series converges.

[2]

QUESTION 6 
If 2; x; 18; ... are the first three terms of a geometric sequence, determine the value(s) of x.

[4]

QUESTION 7 
Given T_n = 3ⁿ⁺¹ . Which term is the first to exceed 20 000?

[4]

QUESTION 8 
The sequence 3; 9; 17; 27; ... is a quadratic sequence. 
8.1 Write down the next term of the sequence. (1)
8.2 Determine an expression for the nth term of the sequence. (4)
8.3 What is the value of the first term of the sequence that is greater than 269? (4) 

[9] 
TOTAL: 60

2. INVESTIGATION 1: FUNCTIONS AND INVERSES TOTAL: 50
INSTRUCTIONS 

1.  Answer all the questions.
2. Clearly show all calculations you have used in determining your answers. 
3. Round answers off to TWO decimal places, unless stated otherwise.
4. Number your answers correctly according to the numbering system used in this question paper.
5. Write neatly and legibly. 

PART 1: WHICH RELATIONS CONSTITUTE FUNCTIONS? 
One-to-one relation: A relation is one-to-one if for every input value there is only one output value.
Many-to-one relation: A relation is many-to-one if for more than one input value there is one output value.
One-to-many relation: A relation is one-to-many if for one input value there is more than one output value.
1.1 Determine the type of relation in each case and give a reason. 

1.1.  (1)
1.1.2 {(1 ; 3), (2 ; 5), (6 ; 13), (7 ; 15)}                           (1)
1.1.3   (1) 
A function is a set of ordered number pairs where no two ordered pairs have the same x-coordinate, or put differently: a  function is a set of ordered pairs where, for every value of x there is one and only one value for y. However, for the same  value of y there may be different values for x. 
1.2 Which of the relations (in QUESTIONS 1.1.1 to 1.1.3) are functions? Why? 

1. _______________________________________________________________ (2)
2. _______________________________________________________________ (1)
3. _______________________________________________________________ (1)

The vertical-line test is used to determine whether or not a given graph is a function. 
To determine whether a graph is a function, do the vertical-line test. If any vertical line intersects the graph of f only  once, then f is a function; and if any vertical line intersects the graph of f more than once, then f is not a function. 
1.3 Determine whether or not the following graphs are functions. Give a reason for your answer.

1. _______________________________________________________________ (1)
2. _______________________________________________________________ (1)
3. _______________________________________________________________ (1)
4. _______________________________________________________________ (1)
5. _______________________________________________________________ (1)
6. _______________________________________________________________ (1)
7. _______________________________________________________________ (1)
8. ______________________________________________________________ (1)

PART 2: THE INVERSE OF AN EXPONENTIAL FUNCTION 
2.1 Consider the equation g(x) = 2x. Now complete the following table: 

(1) 
2.2 Sketch the graph of g. 

2.3 Sketch the graph of f(x) = x as a dotted line on the same set of axes as g. (1)
2.4 Complete the table below for h, if h is g when the x and y values are interchanged.  

Draw h on the same set of axes as g. (4)
2.5 Hence, write down the x-intercept of each graph.  

y = 2^x                                                  x = 2^y 

2.5.1___________________________________________________________  

2.5.2___________________________________________________________ (2)

2.6 Write down the domain and range of: 

2.6.1 y = 2^x 

Domain: ___________________ 

Range: ____________________ (2)

2.6.2 x = 2^y 

Domain:____________________  

Range:______________________ (2)

2.6.3 What is the relationship between the domain and the range of the two graphs? (1)
2.6.4 Are both graphs functions? Give reasons. (2)
2.6.5 Write the equation of x = 2^y in the form y =   (1)
2.6.6 Do you notice any line of symmetry in your sketch? What is the equation of this line?  (1)
2.6.7 In mathematics we call h the inverse of g. Make a conjecture about the graph and its inverse. (3)

PART 3: WHEN IS THE INVERSE OF A QUADRATIC FUNCTION ALSO A FUNCTION?
3.1 Given: f (x) = 2x², for  

3.1.1 Write down the equation of the inverse of f. (1) 
3.1.2 Write down the turning points of both f and its inverse.   (2) 
3.1.3 Sketch the graphs of f and its inverse on the same set of axes.   (2)
3.1.4 Decide whether or not the inverse of f is a function, and give a reason for your answer.  (2) 
3.1.5 Explain how you would restrict the domain of f such that its inverse is a function.  (2) 
3.1.6 Hence, write down the corresponding range of the inverse of f if: 

1. 1. x ≤ 0 _______________________________________________ (1)
   2. x ≥ 0 _______________________________________________ (1) 

3.1.7 On separate sets of axes, sketch the graphs of the inverse of f with restricted domains as in QUESTION  3.1.6. Indicate the domain and range of each.  (2)
3.1.8 Are the two graphs in QUESTION 3.1.7 functions? Give a reason or reasons for your answer.  (2) 

 TOTAL: 50

3. INVESTIGATION 2: APPLICATION OF DIFFERENTIAL CALCULUS   TOTAL: 50 
INSTRUCTIONS 

1. Answer all the questions. 
2. Clearly show all calculations you have used in determining your answers.
3. Round answers off to TWO decimal places, unless stated otherwise.
4. Number your answers correctly according to the numbering system used in this question paper.
5. Write neatly and legibly. 

OBJECTIVE: Investigating the point of inflection of a cubic graph and its relationship with the graphs of the first and  the second derivatives. 
CASE 1 
Given: f (x) = x³ – 7x² + 36 
1.1 Draw the graph of f neatly on graph paper. Clearly indicate all intercepts and coordinates of turning points.  (8) 
1.2 Determine the first derivative of f, and name it g. (1) 
1.3 Draw the graph of g on the same set of axes as f. Clearly show all intercepts and the turning point.  (3) 
1.4 Determine the second derivative of f and name it h. Then sketch the graph of h on the same set of axes as f  and g. Clearly show all intercepts of the graph with the axes. (3) 
1.5 What do you notice regarding the x-intercepts of the quadratic function and the x-coordinates of the turning  points of the cubic function? (1) 
1.6 The point of inflection can be determined by solving f “(x) = 0. It can also be determined by calculating the  midpoint of the turning points of the cubic graph.  
Hence, determine the point of inflection of f. (3) 
1.7 What do you notice regarding the axis of symmetry of g, the x-intercept of h and the x-coordinate of the point  of inflection of f ? (1) 

 [20]

CASE 2 
Given: f (x) = – x³ – 2x² + 4x + 8 
2.1 Draw the graph of f neatly on graph paper. Clearly indicate all intercepts and coordinates of turning points.  (7) 
2.2 Determine the first derivative of f, and name it g. (1)
2.3 Draw the graph of g on the same set of axes as f, and clearly show all intercepts and the turning point.  (4) 
2.4 Determine the second derivative of f and name it h, then sketch the graph of h on the same set of axes as f  and g. Clearly show all intercepts of the graph with the axes. (3) 
2.5 What do you notice regarding the x-intercepts of the quadratic function and the x-coordinates of the turning  points of the cubic function? (1) 
2.6 The point of inflection can be determined by solving f “ (x) = 0. It can also be determined by calculating the mid point of the turning points of the cubic graph.  
Hence, determine the point of inflection of f. (3) 
2.7 What do you notice regarding the axis of symmetry of g, the x-intercept of h and the x-coordinate of the point of  inflection of f ? (1) 

 [20]

3. CONCLUSION 
Based on the two cases, what conclusion can you draw about the point of inflection of a cubic function in relation  to the graphs of the first and second derivatives? [2] 

4. APPLICATION 
The parabola shown below is the graph of the derivative of a function f. 

4.1 For what value(s) of x is f : 

4.1.1 Increasing (2)
4.1.2 Decreasing (2)

4.2 Give the abscissae of the turning point(s) of y = f (x). (2)
4.3 Classify the stationary point(s). (2) 

[8] 
TOTAL: 50

4. PROJECT: A PRACTICAL APPLICATION OF DIFFERENTIAL CALCULUS  TOTAL: 50 
INSTRUCTIONS 

1. Answer all the questions.
2. Clearly show all calculations you have used in determining your answers.
3. Round answers off to TWO decimal places, unless stated otherwise. 
4. Number your answers correctly according to the numbering system used in this question paper. 
5. Write neatly and legibly,
6. Sketch the containers according to the given specifications. 
7. Mathematical methods and formulae need to be used to plan and sketch the containers. 
8. All calculations and planning of the side lengths and surface areas must be neatly and clearly presented in writ ing and sketches. 

CONTAINERS 

1. : A container with a rectangular base
2. : A container with a circular base
3. : A container with a triangular base 

SPECIFICATIONS 

• Each container must hold exactly one litre of liquid. 
• Each container must have a minimum surface area. 
• The surface area of each container must include the lid. 
• The length of the rectangular base must be twice the breadth. 
• The triangular container must have an equilateral base.

FURTHER COMPARISON 
Apart from your conclusion based on the three options, what other shape of soft drink container would you use in the  manufacturing of soft drink cans? Give a reason for your answer. 
HINT: The shape in question would be the most economical to manufacture but may not be the most practical choice.
RUBRIC

LIFE SCIENCES
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
TEACHER GUIDE

1. Introduction 
Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance  of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement,  evaluating this evidence, recording the findings and using this information to understand and assist in the learners’  development to improve the process of learning and teaching. Assessment should be both informal (Assessment for  Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to  enhance the learning experience. 
School-based assessment (SBA) forms part of the formal assessment component. It is a purposive collection of learners’  work that tells the story of the learners’ efforts, progress or achievement in attaining knowledge (content, concepts and  skills) in the subject. The advantages of school-based assessment can be summarised as follows: 

• It provides a more balanced and trustworthy assessment system, increasing the range and diversity of assessment  tasks. 
• It improves the reliability of assessment because judgements are based on many observations of the learner over  an extended period of time. 
• It empowers teachers to become part of the assessment process and enhances collaboration and sharing of  expertise within and across schools. 
• It has a professional development function, building up practical skills in teacher assessment which can then be  transferred to other areas of the curriculum. 

School-based assessment forms part of a year-long formal Programme of Assessment in each grade and subject. The  assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills and  cognitive levels that have been identified in specific aims. Tests, practical tasks, assignments and projects make up the  SBA component in Life Sciences. 
Teachers should ensure learners understand the assessment criteria and have extensive experience using it for self- and  peer assessment in informal situations before conducting a planned formal assessment activity. Teachers should also  have used these criteria for informal assessment and teaching purposes before they conduct any formal assessment so  that learners are familiar with the criteria and the assessment process. 

2. Aims of the project 
Through this publication it is envisaged that TEACHER capacity will be increased in respect of each of the following: 

• Differentiating among the nature of the different types of assessment tasks (assignments, projects, practical  tasks, tests and examinations)  
• Developing assessment tasks that are balanced in terms of cognitive levels, topics and skills 
• Developing a marking guideline that:  
  • Is appropriate to the task 
  • Clearly shows mark allocation and distribution 
  • Includes alternative answers 
• Developing tasks that contain a variety of question types 

Through this publication it is also envisaged that LEARNERS will benefit by: 

• Developing an understanding of the differences amongst the nature of the various types of assessment tasks 
• Being exposed to assessment tasks that are of the same standard as those that they are exposed to during the  course of the year

3. Programme of formal assessment in Life Sciences 

• This includes all assessment tasks that make up the formal programme of assessment for the year.
• Formal assessment tasks are marked and recorded by the teacher for promotion and certification purposes. 
• All tasks must be subjected to pre- and post-moderation to ensure that appropriate standards are maintained.
• The table that follows shows the number and types of assessment tasks required in the Grade 12 year. 

NOTE: The SBA mark must be converted to 25% and the external examination counts 75% of the final mark.
A description of the requirements for each of the different types of assessment tasks follows below.

3.1 Practical tasks 
When designing the practical tasks, the Life Sciences teacher must ensure that: 

• All 7 skills under Specific Aim 2 listed below are covered over the three practical tasks:
  1. Follow instructions 
  2. Handle equipment or apparatus
  3. Make observations 
  4. Record information or data 
  5. Measure accurately 
  6. Interpret information
  7. Design/Plan an investigation
• At least ONE of the practical tasks includes manipulation of apparatus and/or collection of data. 
• Any ONE practical task assesses at least 3 of the 7 skills and must include skill 6 and/or 7. 
• 20–40 marks are allocated to a practical task.  

3.2 Research Project 
At least ONE of the tasks across Grades 10–12 must be a research project. 
When designing the research project, the Life Sciences teacher must ensure that it: 

• Is a long-term task (at least 3 weeks of non-contact time) 
• Has a maximum mark of 100  
• covers Specific Aims 1, 2 and 3 
• Is recorded in Term 3 even if it is given and assessed in Term 1 or Term 2 
• Is an investigative task 
• Focuses on accessing knowledge through literature research as well as through primary sources such as people 
• Includes sub-skills such as: 
  • Formulating investigative questions and hypotheses 
  • Gathering information from a variety of sources
  • Manipulating and processing information
  • Analysing information
  • Identifying patterns 
  • Evaluating data
  • Drawing valid conclusions
  • Communicating findings

3.3 Assignment
At least ONE of the tasks across Grades 10–12 must be an assignment. 
When designing an assignment, the Life Sciences teacher must ensure that it: 

• Is a short-term task (1½-2 hours under controlled conditions) 
• Has a maximum mark of 100  
• Covers Specific Aims 1, 2 and 3 
• Is completed at school and not at home 
• Is recorded in Term 3 even if it is given and assessed in Term 1 or Term 2 
• Covers a variety of topics 
• Includes as many as possible of the following: 
  • Analysing and interpreting data
  • Making drawings
  • Plotting graphs
  • Drawing tables
  • Performing calculations
  • Justifying conclusions 

3.4 Tests and Examinations 
When designing the tests as well as the mid-year and trial examinations, the Life Sciences teacher must ensure that: 

• The test is a minimum of 50 marks. 
• The test in Term 1 covers all work done in that term. 
• The tests in Term 2 and Term 3 cover at least half of the work covered in the respective terms. 
• The mid-year examinations cover work completed in Term 1 and Term 2. 
• The trial examinations cover all work completed in Terms 1, 2 and 3, and must include the section on ‘Human  Impact’ from Grade 11. 
• Mainly Specific Aims 1 and 3 are covered. 
• Specific Aim 2 (knowledge and understanding of investigations and practical work) is also included, but in a  smaller proportion compared to Specific Aims 1 and 3. 
• Tests and examinations are balanced in terms of cognitive levels and topic weightings. In this regard weighting  grids must be used. 
• Tests and examinations are analysed diagnostically and appropriate remedial and intervention strategies are  instituted. 
• Tests and examinations follow the external examination in its design, rigour and format.

4. Scope of the project  
This publication includes the following: 

• Requirements for the Grade 12 Programme of Assessment for the Life Sciences CAPS curriculum
• A description of the various types of assessment tasks (assignment, project, practical task and test) 
• Exemplar assessment tasks (assignment, practical task and test) 
• Marking Guidelines for each assessment task 

The following exemplars together with their marking guidelines have been included in this publication: 

5. Quality assurance process followed 
A team of experts comprised of teachers and subject advisors from provinces was appointed by the DBE to develop  and compile assessment tasks. They were required to extract excellent examples of learner tasks from their respective  schools and districts. The panel of experts spent a period of four days at the DBE, developing tasks based on guidelines  and policies. Moderation and quality assurance of the tasks were undertaken by national and provincial examiners and  moderators. The assessment tasks were further refined by the national internal moderators to ensure that they were in  line with the CAPS document.

6. Assessment tasks 
6.1 Practical Task 1 – Surveying human characteristics 

Task 
Conduct a survey of the occurrence/frequency of dominant and recessive phenotypes for each of three traits/ characteristics (as shown in the pictures below) among the learners in your school. 

• This task must be done individually. 
• This practical must be completed at school. 

Background information 
Many characteristics in humans are controlled by one gene with two alleles, one dominant and one recessive. Three  examples are shown below.  

Method 

1. Select 20 learners that will form part of your sample. 
2. For every learner selected, record the phenotype for each characteristic. 
3. Record the information for each learner in a table. At the end of the table, include the percentage of learners  displaying each phenotype for each of the three characteristics. 
4. Answer the questions set. 

QUESTIONS 

1. List any FOUR planning steps for this investigation.  (4)
2. In terms of the investigation about the type of earlobe (free or attached), name the following:
   2.1 The dependent variable  (1)
   2.2 The independent variable  (1)
3. Formulate a hypothesis for the frequency of tongue-rollers as compared to non-rollers in your school.    (3)
4. Construct a table to show the results obtained in this investigation.   (4)
5. According to the results obtained, would you accept or reject the hypothesis formulated in QUESTION 3?  (1)
6. State TWO ways in which you could make the results of this investigation more reliable. (2)
7. Using the same system of axes, draw a bar graph to represent the percentage of learners displaying each phenotype for each of the three characteristics.  (8)
8. Use the symbols R (tongue-roller) and r (non-roller) to represent the phenotypes and genotypes of  offspring resulting from a cross between two heterozygous individuals.   (6) 

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6.2 Practical Task 2 – Simulating natural selection  

Task 
Simulate ‘natural selection’ using a paper model. 

• This task must be done in pairs but the questions must be answered individually. 
• This practical must be completed at school. 

Background information 
A simulation allows one to demonstrate something that might sometimes be dangerous or that might sometimes require  a lot of time, quickly and in a simple and safe way, using models.  
The different parts that comprise the paper model in this task represent different components in nature. The sheet of  newspaper and the sheet of white paper represent two different environmental conditions. The circles cut from white  paper and from newspaper represent the different appearances/phenotypes of different individuals of the same species. 

Aim 
You are required to investigate the survival of the organisms with the two different phenotypes under different  environmental conditions.  
Materials required 

• A sheet of white paper (preferably A3 size) to use as background 
• A sheet of newspaper (cut to A3 size) to use as background 
• Forceps/tweezers 
• Clock with a second hand/stopwatch 
• Scissors  
• 30 x 2 cm diameter circles cut from another sheet of newspaper 
• 30 x 2 cm diameter circles cut from another sheet of white paper 
• Ruler  

Method 

1. Place the sheet of white paper on the table. 
2. Spread 30 white paper circles and 30 newspaper circles randomly over the surface of the white paper. 
3. Ask your partner to use a pair of forceps/tweezers to pick up as many circles as he/she can in a period of 15  seconds.
4. Count the number of each type of circle that has been picked up. Record this in the table provided.
5. Now repeat steps 1–4 using the sheet of newspaper instead of the sheet of white paper.

Question 1. 

1. Formulate a hypothesis for the above investigation when using the sheet of white paper as  background.  (3)
2. For this investigation, name:
   2.1 The dependent variable  (1)
   2.2 The independent variable  (1)
   2.3 Any TWO fixed variables  (2)
3. Copy and record your results in the following table:   (2)
   
   

   DIFFERENT   BACKGROUNDS	STARTING POPULATION		NUMBER OF CIRCLES   PICKED UP ON DIFFERENT  BACKGROUNDS
   	White paper circles	Newspaper circles	White paper circles	Newspaper circles
   White paper	30	30
   Newspaper	30	30

    

4. Draw a bar graph on the same system of axes to represent the results of your investigation. (8) 

5. Explain the difference in results obtained for the two types of circles when using the sheet of white  paper. (3) 

6. State ONE way in which you could improve the reliability of the results.  (1) 

7. State a conclusion for the above investigation when the newspaper was used as a background. (3)
8. Based on the results obtained, will you accept or reject the hypothesis you formulated in QUESTION  1?   (1)
9. Explain how this investigation and the results of this investigation simulate natural selection as it occurs in the peppered moth. Use the picture below to help you make a comparison.   (5) 
   

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6.3 Assignment 1 – Response to the environment 

Instructions and information  

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so.
4. This assignment is to be done under controlled conditions and must be handed in at the end of the session. 

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session. 

________________________________________________________________________ 

SECTION A 
QUESTION 1 
An investigation was conducted to study apical dominance in bean plants. Four groups of plants were used. The  diagram below illustrates the process. 

The results are shown in the table below.

1.1 For this investigation, state the: (1) 

1.1.1 Independent variable (1) 
1.1.2 Dependent variable (2) 
1.1.3 Any TWO fixed variables (3)  

1.2 Formulate a possible hypothesis for the above investigation. (4)  
1.3 Explain the difference in results for Groups 3 and 4.  (1) 
1.4 Do the results allow you to accept or reject the hypothesis you formulated in QUESTION 1.2? [12]

QUESTION 2 
The diagrams below show some stages in an investigation involving germinating bean seeds, kept in an evenly warm,  damp environment.  

2.1 What physical stimulus leads to the response above?   (1) 
2.2 Using the information in the diagram and your own knowledge, describe how the tip of the root grows  in the direction that it does after two days.  (6)  
2.3 State TWO functions (other than growth movements and apical dominance) of the hormone  responible for the growth movement illustrated above.   (2)  
2.4 Will the same results be obtained if the investigation is carried out in a dark cupboard?  (1)  
2.5 Explain your answer to QUESTION 2.4. (2) 
2.6 Explain why the cotton wool was kept moist.  (2) 

[14]

QUESTION 3 
Read the passage below and answer the questions that follow. 

The normal plasma glucose level is 100 mg/100 ml. The glucose tolerance test was conducted for three adults and the  plasma glucose level (mg/100 ml) was recorded for two hours at 30-minute intervals. The results are shown below. 

3.1 State how the glucose tolerance response test above is used to decide if a person is suffering from  diabetes.   (2) 
3.2 Adult 1 is not diabetic.  

3.2.1 Describe the changes expected in insulin secretion in Adult 1 during the period 30 minutes to  90 minutes after the glucose drink. 
3.2.2 Explain your answer to QUESTION 3.2.1.   (2)  

3.3 Draw two line graphs on the same set of axes to show the glucose tolerance of Adults 1 and 2. (9) 
3.4 What was the percentage increase in glucose level when the glucose was at its maximum in Adult  2? Show all working.   (3)
3.5 Write down the plasma glucose level of the three adults after two hours as a ratio in simple whole  numbers. Show all working.  (2) 
3.6 Suggest, with reasons, what would happen to insulin secretion for Adult 2: 

3.6.1 If the condition was IDDM (2) 
3.6.2 If the condition was NIDDM  (2) 

[24] 
TOTAL SECTION A: 50

SECTION B 
QUESTION 4 
Read the passage and information below and answer the questions that follow. 

Two learners conducted an investigation in the following way to determine which sense organ sends the message  fastest to the brain: the eye, the ear or the skin (sight, hearing, or touch): 

1. Vusi held a meter stick between his thumb and index finger just above the 100 cm mark, while Mary placed her  thumb and forefinger at the 0 mark on both sides of the stick with just the thumb touching it.
2. As Vusi dropped the meter stick Mary attempted to catch it by closing her thumb and forefinger. The distance on  the meter stick that the stick fell before Mary caught it was recorded and the procedure was repeated three times. 
3. They repeated the investigation to determine hearing and skin responses. For the hearing response, Mary was  blindfolded and reacted to Vusi shouting ‘DROP’ when he let go of the stick. For the skin response, Mary was  blindfolded again. Vusi tapped Mary’s free hand when he let go of the stick.  

The results they obtained are shown in the following table: 

4.1 Name the path that is described in the passage. (2) 
4.2 In relation to this path, what term is used to describe each of the following in terms of the role they  play? 

4.2.1 The muscles  (1) 
4.2.2 Skin sensors  (1) 

4.3 Why should you advise the two learners to repeat the procedure more than three times for each  investigation? (2)
4.4 Identify the following in their investigation: 

4.4.1 The dependent variable  (1) 
4.4.2 The independent variable   (1) 

4.5 Calculate the average distance that the meter stick fell when doing the ‘hearing’ investigation. Show  all working.  (3) 
4.6 Study the graph below showing how the distance on the meter stick can be converted to reaction  time in milliseconds. 

Use the reaction time over distance conversion graph to determine: 

4.6.1 The actual reaction time if the meter stick dropped 9 centimetres (2) 
4.6.2 The distance the ruler will drop for a reaction time of 400 milliseconds  (2) 

 [15]

QUESTION 5 
The graph shows the speed of a nerve impulse along neurons with different diameters, measured in micrometres  (μm). 

5.1 Describe the relationship between the diameter of a neuron and the speed of an impulse travelling  along the neuron.  (2) 
5.2 Use the graph to estimate how fast an impulse would travel along a neuron with a diameter of 5  μm. (2) 
5.3 Name the functional gap found between two neurons across which impulses are transmitted.  (1) 
5.4 Explain the significance of the myelin sheath that covers the neurons. (2) 
5.5 Draw a diagram to illustrate the structure of a motor neuron. Indicate the direction of the impulse by  means of an arrow in the diagram.  (7) 

[14] 

QUESTION 6 
A person sitting in a darkened room covers one eye. A dim electric bulb, positioned at varying distances from the  person, is switched on at one-minute intervals for a period of 9 seconds. During this period the diameter of the pupil of  the eye is measured. The results obtained are shown in the table below. Study the table and answer the questions that  follow.

6.1 Name the structure in the eye that controls the size of the pupil.  (1)
6.2 Between which TWO time intervals did the following changes in the diameter of the pupil occur? 

6.2.1 Smallest increase   (2)
6.2.2 Biggest decrease   (2)

6.3 State why the size of the pupil changes from interval 8 to interval 9.  (2)
6.4 Describe how the size of the pupil changes from interval 8 to interval 9.  (4)
6.5 Why is the response in QUESTION 6.3 referred to as a ‘reflex’?  (1)
6.6 What is the significance of this reflex?  (1)
6.7 At which time interval was the bulb the furthest from the eye?   (1)
6.8 Explain your answer to QUESTION 6.7.   (2)
6.9 State TWO ways in which the investigator could ensure that the results of this investigation are  reliable.   (2)
6.10 State THREE things that must be kept constant in this investigation to ensure that it is valid.  (3)

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TOTAL SECTION B:  50
GRAND TOTAL: 100

6.4 Assignment 2 – Reproduction 

Instructions and information

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so.
4. This assignment is to be done under controlled conditions and must be handed in at the end of the session. 

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session. 
________________________________________________________________________

SECTION A 
QUESTION 1 
Read the text below and then answer the questions that follow. 

1.1 State the type of fertilisation (external or internal) that occurs in bullfrogs and describe how it occurs.  State whether reproduction in bullfrogs is viviparous, oviparous or ovoviviparous.(3)
1.2 Explain your answer to QUESTION 1.2.  (1)
1.3 Describe TWO characteristics of a frog’s egg.   (2)
1.4 Give TWO reasons suggested in the article for bullfrog eggs to be laid in water.    (2)
1.5 Frog eggs are vulnerable to predators, since there is little or no parental protection.   (2)
1.6  Explain THREE strategies that ensure a good survival rate of tadpoles. 

 [16]

QUESTION 2 
The electron micrograph below is that of the human sperm. Study the micrograph and answer the questions that follow.  

2.1 Draw a labelled line diagram of the human sperm represented in the electron micrograph.   (6) 
2.2 Use the scale line provided to calculate the width of the sperm at its widest point. (4) 
2.3 Explain THREE ways in which the sperm is structurally suited for its role in fertilisation.   (6)   

 [16] 

QUESTION 3 
Records of human fertility for the period 1941 to 1990 have shown changes in the sperm counts of normal men. The  table below summarises the changing percentages of men with high or low sperm counts over a period of 50 years. 

3.1  During which time period was there: 

3.1.1 The highest percentage of men with low sperm counts?  (1) 
3.1.2 The lowest percentage of men with high sperm counts?   (1) 
3.1.3 The greatest difference between men with high sperm counts and men with low sperm counts?  (1) 

3.2 Describe the trend for men with low sperm counts, and compare it with those with high sperm counts  over the period of 50 years.   (2)  
3.3  Calculate the percentage increase in men with low sperm counts from 1971 to 1990. (2) 
3.4  Suggest TWO reasons for the trend described in QUESTION 3.2.  (2) 

[9]

QUESTION 4 
The table below shows the results of a survey on the use of contraceptives by a sample of women in a rural area. 

Draw a pie chart to show the results of the survey. Show all working. [9]

TOTAL SECTION A: 50

SECTION B 
QUESTION 5 
The diagram below shows the changes in the ovary, uterus and level of hormones during a 28-day menstrual cycle.  Study the diagram and answer the questions that follow. 

5.1 Which hormone is responsible for: 

5.1.1 Ovulation (1) 
5.1.2 Primary (first) thickening of the endometrium (1) 

5.2 According to the graph, on which day(s) does each of the following occur: 

5.2.1 Menstruation  (1) 
5.2.2 Ovulation (1) 

5.3 Two structures in the ovaries are responsible for the secretion of two female hormones.

5.3.1 Name the TWO structures and the hormones they secrete. (4) 
5.3.2 Give evidence from the graph to support your answer to QUESTION 5.3.1. 4) 

5.4 Explain the interaction that occurs between the hormones FSH and progesterone and why it is  necessary. (3) 
5.5 Is the female, whose cycle is represented in the diagram, pregnant?  (1) 
5.6 Give TWO reasons from the graph for your answer to QUESTION 5.5.  (2) 

[18]

QUESTION 6 
The table below shows the average human foetal length of males and females over a 40-week gestation period.  

6.1 Draw TWO sets of bar graphs on the same system of axes to compare male and female foetal  length over time.  (9) 
6.2 State TWO conclusions that could be drawn from the results in the graph.  (4) 

[13]

QUESTION 7 
John and Mary have two children. The oldest is Patrick, followed by Anne, a girl. Mary is pregnant again. 
7.1 By representing a genetic cross, show the percentage probability of them having another daughter. (7) 
7.2 Mary and John’s first child is a haemophiliac and they are afraid that their third child may also have  the disorder. Mary is a carrier of haemophilia and John has the normal clotting factor. An ultrasound  scan shows that Mary is expecting a girl. (7) 
Show, using a genetic cross, the percentage probability of their third child having haemophilia. 
7.3 Use the following symbols to construct a simple pedigree diagram showing the inheritance of  haemophilia in this family:  
(5) 

[19] 
TOTAL SECTION B: 50 

6.5 Test – Nucleic acids and meiosis 

Instructions and information

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so. 
4. This test is to be done under controlled conditions and must be handed in at the end of the session. 

SECTION A 
QUESTION 1 
1.1 Various possible options are provided as answers to the following questions. Choose the answer  and write only the letter (A–D) next to the question number (1.1.1–1.1.5) in the ANSWER BOOK, for  example 1.1.6 D. 

1.1.1 All nucleic acids are made up of … 

1. deoxyribose sugars, nitrogenous bases and phosphates.
2. sugars, nitrogenous bases and phosphates.
3. ribose sugars, nitrogenous bases and phosphates
4. sugars, nitrogenous bases and sulphates. 

1.1.2 If a DNA molecule contains 20 000 base molecules, of which 20% are cytosine, how  many adenine molecules will be present? 

1. 1 000
2. 2 000
3. 6 000
4. 8 000 

1.1.3 DNA replication ensures that all daughter cells formed as a result of … 

1. mitosis, have identical genetic material.
2. meiosis, have identical genetic material.
3. mitosis, have half the number of chromosomes as the parent cell.
4. meiosis, have half the number of chromosomes as the parent cell.

1.1.4 In individuals with normal haemoglobin, the mRNA for haemoglobin includes the codon  GAA. This sequence is changed in individuals with sickle cell anaemia so that their mRNA  has a codon GUA at the same location. This suggests that the DNA has undergone a  mutation involving a change of base sequence from ... 

1. CAA to TAA.
2. CTT to CAT.
3. CUU to CAT.
4. CTT to CTA. 

1.1.5 The result of profiling various DNA samples in a criminal investigation is shown below.

Which conclusion about the crime could the DNA analyst draw? 

1. Only suspect X was involved.
2. Only suspect Y was involved.
3. Suspects X and Y were both involved.
4. Neither suspect X nor suspect Y was involved. (5 x 2) (10) 

1.2 Give the correct biological term for each of the following descriptions. Write only the term next to the  question number (1.2.1–1.2.4) in the ANSWER BOOK. 

1.2.1 Specific lengths of DNA which carry codes for specific characteristics of organisms
1.2.2 The part of protein synthesis taking place in the nucleus 
1.2.3 The bonds between the two strands of a DNA molecule 
1.2.4 The chromosome condition/ploidy of a somatic cell (4) 

1.3 Indicate whether each of the statements in COLUMN I applies to A only, B only, both A and B or  none of the items in COLUMN II. Write A only, B only, both A and B, or none next to the question  number (1.3.1–1.3.3) in the ANSWER BOOK.

(3 x 2) (6) 
TOTAL SECTION A: 20

SECTION B 
QUESTION 2 
Study the diagram below showing a process that takes place in all living cells. 

2.1 Identify the process represented in the above diagram. (1) 
2.2 Name the specific part of the process mentioned in QUESTION 2.1 that occur at the organelle labelled G.   (1) 
2.3 Describe the process named in answer to QUESTION 2.2.  (5) 
2.4 State TWO similarities in structure between molecules B and C. (2) 
2.5 The table below indicates the amino acids that are carried by different tRNAs. 

Identify the amino acids which will be brought to organelle G according to the code provided by the  mRNA found on G. (3) 
2.6 Write down the triplet of DNA bases that correspond to each of the molecules B, F and H, respectively. (3) 

[15]

QUESTION 3 
Study the diagrams below that represent different phases of Meiosis I. 

3.1 Identify the structures labelled B and E.  (2) 
3.2 State TWO functions of the structure labelled F.  (2) 
3.3 Describe the process shown at A in Diagram I.  (2) 
3.4 Tabulate TWO ways in which a cell in the phase shown in Diagram II would differ from a cell in the  same phase in Meiosis II. (5) 
3.5 How many chromosomes will be present in each cell at the end of meiosis? (1) 
3.6 If the above cell division occurred in a human being, describe the events leading to the formation of  an offspring with Down syndrome.  (3) 

[15] 
TOTAL SECTION B:  30 
GRAND TOTAL:  50

7. Marking guidelines 
7.1 Practical Task 1 – Surveying human characteristics 

1.        
   • Seek permission✓ to conduct the investigation. 
   • Decide how the learners are to be selected✓ for your sample. 
   • Identify the 20 learners✓ who will form a part of the sample.
   • Arrange a date✓/time/venue for surveying the different characteristics. 
   •  Design a table✓ for recording information. 
   • Study the different phenotypes for each characteristic✓ in order to correctly identify them.  (4) (any 4) 
2.            
   2.1 Number of learners ✓ that have free or attached ear lobes   (1)
   2.2 Characteristic✓/type of ear lobe/attached or unattached earlobes   (1)
3.          
   • There are more✓ learners✓ in the school that are tongue rollers than non-rollers✓
   • There are more✓ learners✓ in the school that are non-rollers than tongue rollers✓ 
   • The number of learners✓ in the school that are tongue rollers is equal✓ to the number of  non-rollers✓ (any 1 x 3) (3)
4. Allocation of marks for the construction of the table  

   Criterion	Elaboration	Mark
   Caption	Includes both variables: 'number of learners' and 'different  characteristics'	1
   Appropriate column headings	Includes names of learners as well as dominant and recessive  phenotypes for each characteristic	1
   Data entered	Information on the observed phenotypes entered per learner for  each characteristic	1
   Percentage of learners	Shown at the end of the table for the different phenotypes for  each characteristic	1

    (4)

5. Support✓(if the results obtained are in line with the hypothesis stated by the learner in Question 3)
   OR
   Reject✓ (if the results obtained contradict the hypothesis stated by the learner in (Question 3) (1)
6.                
   • Increase the sample size✓ 
   • Repeat the investigation✓   (2)
7. Allocation of marks for the graph 

   Criterion	Elaboration	Mark
   Same system of axes	Bar graphs drawn on the same system of axes	1
   Caption	Includes both variables: 'number of learners' and 'different  characteristics'	1
   X-axis	Correct label (phenotypes of each characteristic) Correct scale (equal width and interval of bars)	1  1
   Y-axis	Correct label (percentage of learners)  Correct scale	1  1
   Plotting of bars	1 mark: 1-5 bars plotted correctly  2 marks: all 6 bars plotted correctly	2

   (8)

8.                
   

   Key	Tongue roller: R		Non-roller: r
   P1 phenotype	Tongue roller	x	Tongue roller✓
   genotype	Rr	x	Rr✓
   meiosis
   G1	R , r	x	R , r✓
   fertilisation
   F1     genotype	RR ; Rr ; Rr;		rr✓
   phenotype	3 tongue rollers		1 non-roller ✓

   Allocate marks for the following labels:  
   P1/parents and F1/offspring✓
   Meiosis and fertilisation✓                       (any 6)         (6) 

[30]

7.2 Practical Task 2 – Simulating natural selection 

1. More✔ white circles✔ than newspaper circles✔ will be picked up from the white sheet
   OR
   More✔ newspaper circles✔ than white circles✔ will be picked up from the white sheet
   OR
   An equal number✔ of newspaper circles✔ and white circles✔ will be picked up from the white sheet 2.  (3) 
2.                      
   2.1 Number of circles picked up✔ on different backgrounds   (1)
   2.2 Different backgrounds✔  (1)
   2.3                         
   • Same size of newspaper and white paper used as a background✔
   • Same size of white and newspaper circles✔
   • Same number of white and newspaper circles at the start✔
   • Same amount of time allowed for picking up the circles✔
   • Same forceps/tweezers used throughout the investigation✔
   • Same person used to pick up circles throughout the investigation✔ 
   • Same hand used to pick up circles throughout the investigation✔ (any 2)   (2)
3. Allocation of marks for table entries 

   Criterion	Mark
   Results not entered	0
   Some results entered	1
   All results entered	2

   (2) 

4. Allocation of marks for the graph  

   Criterion	Elaboration	Mark
   Same system of axes	Bar graphs drawn on the same system of axes	1
   Caption	Includes both variables: 'number of circles' and 'different  backgrounds'	1
   X-axis	Correct label (Different backgrounds)  Correct scale (equal width and interval of bars)	1 1
   Y-axis	Correct label (number of circles picked up)  Correct scale	1  1
   Plotting of bars	1 mark: 1-3 bars plotted correctly  2 marks: all 4 bars plotted correctly	2

   (8)

5. Fewer✔ white circles✔ were picked up from the white paper, because white circles are not easily  seen against the white paper✔ 
   OR
   More✔ newspaper circles✔ were picked up from the white paper, because newspaper circles are easily seen against the white paper✔    (3) 
6.                        
   • Increase number of attempts✔ and work out the average number picked  
   • Repeat the investigation ✔ (any 1)    (1)
7. More✔ white circles✔ than newspaper circles✔ were picked up from the newspaper background (3) 
8. Support✓ (if the results obtained are in line with the hypothesis stated by the learner in Question 1)
   OR 
   Reject✓ (if the results obtained contradict the hypothesis stated by the learner in Question 1)   (1) 
9.                      
   • The white sheet represents the light tree✓
   • and the newspaper sheet represents the dark tree✓. 
   •  The circles represent the moths.✓
   • Picking up the circles represents birds feeding on the moths✓.
   • More circles of one type rather than the other type being picked up✓ represents natural selection✓ (any 5) (5) 

[30]

7.3 Assignment 1 – Response to the environment
QUESTION 1 
1.1 

1.1.1 Presence/absence of auxins✔  (1) 
1.1.2 Growth of lateral buds✔  (1) 
1.1.3

• • Use bean plants of the same species✔ 
  • Conduct investigation under same environmental conditions✔ 
  • Use bean plants of the same height/age✔ (any 2)   (2)

1.2 Auxins✔ at the growing tip of the stem stimulate✔ the growth of lateral buds✔ 
OR 
Auxins✔ at the growing tip of the stem inhibit✔ the growth of lateral buds✔ 
OR 
Auxins✔ at the growing tip of the stem have no effect✔ on the growth of lateral buds✔  (3)  

1.3 

• Auxin present✔ in Group 3 as it was applied to the tip and therefore it inhibited✔ the growth  of the lateral buds 
• Auxins not present✔ in rest of stem in Group 4 due to the barrier so lateral buds grew✔/  growth of lateral buds was not inhibited  (4)  

1.4 Support✓ (if the results obtained are in line with the hypothesis stated by the learner in   Question 1.2) 
OR 
Reject✓ (if the results obtained contradict the hypothesis stated by the learner in  Question 1.2)   (1) 

[12]

QUESTION 2 
2.1  Gravity✔   (1) 
2.2   

• Due to gravity, auxins accumulate✔ 
• on the lower side of the root✔. 
• A high concentration of auxins in the lower part of the root inhibits✔ growth.
• Cells on the upper part of the root grow faster✔ 
• where the auxin concentration is lower✔. 
• The root curves downwards✔.
• It is said to be positively geotropic✔. (any 6)    (6) 

2.3 Cell division ✔; cell elongation✔; the development of fruit✔; the abscission of leaves and fruit✔; the development of adventitious roots in stem cuttings ✔ (any 2)  (2)  
2.4  Yes ✔ (1)  
2.5  The growth is in response to gravity✔ and not light✔  (2) 
2.6  Moisture is essential✔ for germination✔.  (2) 

[14]

QUESTION 3 
3.1 Patient is diabetic if blood glucose level is above 200 mg/100 ml✔ for up to two hours after the  glucose test drink✔.   (2) 
3.2 

3.2.1 Insulin level will increase between 30 and 60 minutes✔ and then  decrease✔. (2)  
3.2.2 The level would initially increase when glucose level is higher than  normal✔then decrease when the level of glucose decreases✔.  (2) 

3.3 Changes in the plasma glucose level during a glucose test over a period of time 

Allocation of marks for the graph  

(9)  

3.4 

(260 mg/100 ml – 130 mg/100 ml) = 130 ✔  
130/130 X 100✔ 
= 100%✔     (3) 

3.5   Adult 1: Adult 2: Adult 3 = 80 :240 :160✔ = 1 :3 :2✔   

3.6.1 IDDM - no insulin is produced✔  because the pancreatic cells responsible for insulin secretion are not functioning✔/do not produce insulin. (2) 
3.6.2 NIDDM – insulin secretion will increase✔  since the pancreas is not affected✔/cells that normally respond become less sensitive to insulin (2) 

[24] 
TOTAL SECTION A: 50

SECTION B
QUESTION 4 
4.1 Reflex arc ✓ ✓   (2)
4.2   

4.2.1 Effectors✓  (1)
4.2.2 Receptors✓   (1)

4.3 To improve ✓the reliability✓ of the investigation  (2)
4.1

4.4.1 Distance on meter stick/reaction time ✓ (1)
4.4.2 Different senses (sight/hearing/touch) ✓ (1)

4.5       

5 cm + 6 cm + 6 cm = 17 cm ✓ 
17 cm = 5,7 cm ✓ 
  3 ✓                                                     (3)

4.6

4.6.1 475 ✓ milliseconds ✓  (2) 
4.6.2 3✓ cm✓  

[15]

QUESTION 5 
5.1 As the diameter of the neuron increases✔ the speed of the impulse increases✔   (2)
5.2   35✔m/s✔    (2)
5.3    Synapse✔  (1)
5.4 It provides electrical insulation✔ thus increasing the speed of impulse transmission✔  (2)
5.5 
Allocation of marks for the drawing 

(7) 
[14] 

QUESTION 6 
6.1  Iris✔  (1) 
6.2 

6.2.1 2✔to 3✔  (2) 
6.2.2 6✔ to 7✔   (2) 

6.3 Dim light conditions✔ causes pupil to adjust  so that more light can enter✔ the eye (2) 
6.4     

• Radial muscles✔ of iris contract✔
• Circular muscles✔of iris relax✔ 
• Pupil dilates✔ (any 4)  (4) 

6.5  It occurs automatically✔/involuntarily/without the control of the will (1) 
6.6  It protects✔ the eye from damage in bright conditions  (1) 
6.7  Interval 5✔ (1) 
6.8  Diameter of the pupil✔ was at its widest✔  (2) 
6.9 

• Repeat the investigation✔
• Take more than one reading at each time interval✔  
• Increase the time of exposure to light at each time interval✔ (any 2)  (2) 

6.10 

• Use the same light bulb✔
• Same eye must be covered✔ throughout the entire investigation  
• Same person must be used✔ for the entire investigation  (3) 

[21] 
TOTAL SECTION B:  50 
GRAND TOTAL:   100

7.4 Assignment 2 – Reproduction
SECTION A 
QUESTION 1 
1.1 Fertilisation occurs externally ✔ (1) 
      Eggs are released into the water and then male releases sperms✔ which fertilise eggs in the water✔ (2)  (3) 
1.2  Oviparous✔ (1) 
1.3 

• Eggs are laid✔
• and the embryos develop outside the mother’s body within the eggs✔ (2) 

1.4 

• Eggs are small ✔
• Eggs are protected by a gelatinous mass and membranes✔ (2) 

1.5 

• Prevents drying out✔ 
• Easier for frog sperm to reach the eggs✔  (2) 

1.6 

• Large numbers of eggs are produced✔  because many are eaten✔
• Eggs hatch into tadpoles within 3-5 days✔  which ensures that they can swim away from predators✔
• Nearby plant matter shelters hatching tadpoles✔  preventing them from being eaten✔  (6) 

[16]

QUESTION 2 
2.1       (6) 
Allocation of marks for the drawing 

2.2 

1 µm = 4 mm✔ 
Width of sperm = 12 mm✔ = X µm  
1 µm = 4 mm 
X µm = 12 mm ✔ 
X = 3 µm ✔                            (4)  

2.3 

• The acrosome produces enzymes ✔  which help the sperm to penetrate the ovum ✔
• The middle piece of the sperm contains mitochondria ✔  that supply the energy for the sperm’s activity✔
• A tail is present✔  to move the sperm through the seminal fluid✔    (6)  

[16] 

QUESTION 3 
3.1 

3.1.1 1981–1990 ✔   (1) 
3.1.2 1981–1990 ✔   (1) 
3.1.3 1941–1950 ✔   (1) 

3.2 Men with low sperm counts have increased ✔ while  men with high sperm counts have decreased ✔  (2)  
3.3  

% increase = 18- 14 ✔ 
 = 4 ✔ %                             (2)  

3.4 

• Changed diets✔/eating more processed foods by men have caused the change
• Increased stress✔/changed lifestyle has caused the change  (2) 

[9]

QUESTION 4 
CALCULATIONS: 

34÷200 x 360 = 61,2º (rounded down to 61º) 
38÷200 x 360 = 68,4º (rounded down to 68º) 
22÷200 x 360 = 39,6º (rounded up to 40º) 
30÷200 x 360 = 54º
76÷200 x 360 = 136,8º (rounded up to 137º) 

Allocation of marks for the graph 

[9] 
TOTAL SECTION A: 50

SECTION B
QUESTION 5 
5.1 

5.1.1 LH ✔  (1) 
5.1.2 Oestrogen ✔   (1) 

5.2 

5.2.1 0–7 days ✔ (1) 
5.2.2 Day 14 ✔      (1) 

5.3 

5.3.1 

• • Graafian follicle ✔ - oestrogen ✔ 
  • Corpus luteum ✔ - progesterone ✔   (4) 

5.3.2 

• • When Graafian follicle is formed ✔ 
  • there is an increase in oestrogen ✔ 
  • When corpus luteum is formed ✔
  • there is an increase in progesterone✔  (4) 

5.4 

• An increase in progesterone level ✔ 
• inhibits the release of FSH✔ 
• to prevent FSH from stimulating the development of an ovum✔ 
• since no further ova are required if pregnancy results✔ (any 3)  (3) 

5.5  No ✔ (1) 
5.6 

Corpus luteum has degenerated ✔
Progesterone has decreased✔ 
FSH started to increase at the end of the cycle✔ (any 2)      (2) 

 [18]

QUESTION 6 
6.1 
Allocation of marks for the graph 

6.2

• Average foetal length of both males and females✓ are the same from 8 to 13 weeks✓ (9)
• Average foetal length of males is greater✓ than the average foetal length of females from 16  to 40 weeks✓ 
• Average foetal length increases for males and females✓ over the 40-week period ✓  (any 2 x 2)    (4) 

[13]

QUESTION 7 
7.1 

Allocate marks for the following labels:  
P1/parents and F1/offspring✓ 
Meiosis and fertilisation✓ (1 compulsory* + 6 others)   (7) 
7.2 

(1 compulsory* + 6 others) 

(7)

7.3  

(5) 
[19] 
TOTAL SECTION B: 50 
GRAND TOTAL:  100

7.5 Test – Nucleic acids and meiosis
SECTION A 
QUESTION 1 
1.1

1.1.1 B✓✓ 
1.1.2 C✓✓ 
1.1.3 A✓✓ 
1.1.4 B✓✓ 
1.1.5 D✓✓ (5 x 2) (10) 

1.2

1.2.1 Genes✓ 
1.2.2 Transcription✓ 
1.2.3 Weak hydrogen bonds✓
1.2.4 Diploid✓ (4) 

1.3

1.3.1 B only✓✓ 
1.3.2 A only✓✓ 
1.3.3 A only✓✓  (3 x 2) (6)

TOTAL SECTION A: 20

SECTION B
QUESTION 2 
2.1 Protein synthesis✔ (1) 
2.2  Translation✔ (1) 
2.3 

• According to the mRNA codons✓
• tRNA with matching anticodons✓ 
• bring the required amino acids✓ to the ribosome 
• The amino acids become attached by peptide bonds✓ 
• to form the required protein✓ (any 5) (5) 

2.4 

• Both are single-stranded 
•  Both are made up of ribose sugar 
• Presence of cytosine, guanine, adenine and uracil (any 2) (2) 

2.5 Histidine ✔ cysteine ✔ serine ✔ (3) 
2.6 GTT ✔ GGT ✔ AGC ✔ (3) 

[15]

QUESTION 3 
3.1 

B – centromere✔ (2) 
E – homologous chromosomes✔/bivalent 

3.2 

• They allow for attachment of chromosomes✔ (2)
• They contract to pull the chromosomes/chromatids to the poles✔ 

3.3 Crossing over✔ takes place Chromatids overlap✔ 
Segments of chromatids are exchanged✔ (any 2)  (2) 

3.4 

 Table ✔  (5) 
3.5  Two✔  (1) 
3.6 

• Chromosome number 21 fails to separate✔ 
• during anaphase 1✔
• Gametes will be formed with 24 chromosomes/one extra copy of chromosome number  21✔ 
• If such a gamete fuses with a normal gamete with 23 chromosomes✔
• The resulting zygote will have 47 chromosomes✔ (any 3)   (3) 

 [15] 
TOTAL SECTION B:   30
GRAND TOTAL:   50

LIFE SCIENCES
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
LEARNER GUIDE

1. Introduction 
Assessment is a continuous, planned process of identifying, gathering and interpreting information about your  performance, using various forms of assessment. It involves four steps:  

• Generating and collecting evidence of achievement
  This is done through the various assessment tasks presented to you by your teacher. 
• Evaluating this evidence
  This is achieved when your teacher marks your answers using a marking guideline to arrive at a mark which  indicates your understanding of the topic(s) covered by the assessment task. 
• Recording the findings
  Not only does your teacher record your marks so as to track your progress through the year, but he/she also  makes a note of aspects that you and other learners in your class answered poorly. 
• Using this information to understand and assist in your development to improve the process of learning and  teaching 
  Using information about poorly answered questions, your teacher may choose to re-teach these aspects and then  provide further opportunities for you and other learners in the class to assess your improvement in the selected  aspects.
  Assessment consists of an informal and a formal component. In both cases regular feedback will be provided for  you to improve your learning. 
• Informal assessment (Assessment for Learning)
  This component is not used for the purpose of progression and promotion. It consists of a number of assessment  tasks presented to you by your teacher on a regular basis. This is usually done within the course of teaching a  topic. It is designed to help you consolidate your learning at each stage of a topic to improve your understanding  of the next stage of the same topic. Giving full attention to informal tasks is guaranteed to prepare you more  adequately for success in the formal component. 
• Formal assessment (Assessment of Learning)
  This component is used for the purpose of progression and promotion. Your teacher will inform you of the number  of tasks, the types of tasks and the dates on which you will undertake these assessment tasks. These tasks cover  the same topics/skills that are covered by the informal assessment tasks. 

Keep track of your progress from the various assessment tasks that you undertake. Make a note of your personal areas  of difficulty and develop a programme that will allow you to address each of these areas. This will guarantee a high quality pass at the end of the year. 
We wish you great success through the year.

2. Programme of formal assessment in Life Sciences 
The table below shows the number and types of assessment tasks required in the Grade 12 year. 

NOTE: The SBA mark must be converted to 25% and the external examination counts 75% of the final mark.
A description of the requirements for each of the different types of assessment tasks follows below.

2.1 Practical tasks 
When designing the practical tasks, the Life Sciences teacher must ensure that: 

• All 7 skills under Specific Aim 2 listed below are covered over the three practical tasks: 
  1. Follow instructions
  2. Handle equipment or apparatus
  3. Make observations
  4. Record information or data
  5. Measure accurately
  6. Interpret information
  7. Design/Plan an investigation
• At least ONE of the practical tasks includes manipulation of apparatus and/or collection of data. 
• Any ONE practical task assesses at least 3 of the 7 skills and must include skill 6 and/or 7.
• 20–40 marks are allocated to a practical task. 

2.2 Research project 
A research project: 

• Is a long-term task (at least 3 weeks of non-contact time) 
• Has a maximum mark of 100  
• Is an investigative task 
• Focuses on accessing knowledge through literature research as well as through primary sources such as people 
• Includes sub-skills such as: 
  • Formulating investigative questions and hypotheses
  • Gathering information from a variety of sources
  • Manipulating and processing information
  • Analysing information
  • Identifying patterns 
  • Evaluating data
  • Drawing valid conclusions
  • Communicating findings 

2.3 Assignment 
The assignment: 

• Is a short-term task (1½–2 hours under controlled conditions) 
• Has a maximum mark of 100  
• Covers Specific Aims 1, 2 and 3 
• Is completed at school and not at home 
• Is completed without the use of any reference materials such as textbooks  
• Is recorded in Term 3 even if it is given and assessed in Term 1 or Term 2 
• Covers a variety of topics 
• Includes as many as possible of the following: 
  • Analysing and interpreting data
  • Making drawings
  • Plotting graphs
  • Drawing tables
  • Performing calculations
  • Justifying conclusions

2.4 Tests and Examinations 

• The test is a minimum of 50 marks. 
• The test in Term 1 covers all work done in that term. 
• The tests in Term 2 and Term 3 cover at least half of the work covered in the respective terms. 
• The mid-year examination covers work completed in Term 1 and Term 2. 
• The trial examinations cover all work completed in Terms 1, 2 and 3, and must include the section on ‘Human  Impact’ from Grade 11. 

The following exemplars have been included in this publication: 

The exemplars provided are meant to show you the format of these tasks as well as the way in which the content and  skills of each topic may be assessed.

3. Assessment tasks 
3.1 Practical Task 1 – Surveying human characteristics 

Task 
Conduct a survey of the occurrence/frequency of dominant and recessive phenotypes for each of three traits/ characteristics (as shown in the pictures below) among the learners in your school. 

• This task must be done individually. 
• This practical must be completed at school. 

Background information 

Many characteristics in humans are controlled by one gene with two alleles, one dominant and one recessive. Three  examples are shown below. 

Method 

1. Select 20 learners that will form part of your sample. 
2. For every learner selected, record the phenotype for each characteristic. 
3. Record the information for each learner in a table. At the end of the table, include the percentage of learners  displaying each phenotype for each of the three characteristics. 
4. Answer the questions set. 

QUESTIONS 

1. List any FOUR planning steps for this investigation.  (4)
2. In terms of the investigation about the type of earlobe (free or attached), name the following:
   2.1 The dependent variable  (1)
   2.2 The independent variable  (1)
3. Formulate a hypothesis for the frequency of tongue-rollers as compared to non-rollers in your school.    (3)
4. Construct a table to show the results obtained in this investigation.   (4)
5. According to the results obtained, would you accept or reject the hypothesis formulated in QUESTION 3?  (1)
6. State TWO ways in which you could make the results of this investigation more reliable. (2)
7. Using the same system of axes, draw a bar graph to represent the percentage of learners displaying each phenotype for each of the three characteristics.  (8)
8. Use the symbols R (tongue-roller) and r (non-roller) to represent the phenotypes and genotypes of  offspring resulting from a cross between two heterozygous individuals.   (6) 

[30]

3.2 Practical Task 2 – Simulating natural selection  

Task 
Simulate ‘natural selection’ using a paper model. 

• This task must be done in pairs but the questions must be answered individually. 
• This practical must be completed at school. 

Background information 
A simulation allows one to demonstrate something that might sometimes be dangerous or that might sometimes require  a lot of time, quickly and in a simple and safe way, using models.  
The different parts that comprise the paper model in this task represent different components in nature. The sheet of  newspaper and the sheet of white paper represent two different environmental conditions. The circles cut from white  paper and from newspaper represent the different appearances/phenotypes of different individuals of the same species. 

Aim 
You are required to investigate the survival of the organisms with the two different phenotypes under different  environmental conditions.  
Materials required 

• A sheet of white paper (preferably A3 size) to use as background 
• A sheet of newspaper (cut to A3 size) to use as background 
• Forceps/tweezers 
• Clock with a second hand/stopwatch 
• Scissors  
• 30 x 2 cm diameter circles cut from another sheet of newspaper 
• 30 x 2 cm diameter circles cut from another sheet of white paper 
• Ruler  

Method 

1. Place the sheet of white paper on the table. 
2. Spread 30 white paper circles and 30 newspaper circles randomly over the surface of the white paper. 
3. Ask your partner to use a pair of forceps/tweezers to pick up as many circles as he/she can in a period of 15  seconds.
4. Count the number of each type of circle that has been picked up. Record this in the table provided.
5. Now repeat steps 1–4 using the sheet of newspaper instead of the sheet of white paper.

Question 1. 

1. Formulate a hypothesis for the above investigation when using the sheet of white paper as  background.  (3)
2. For this investigation, name:
   2.1 The dependent variable  (1)
   2.2 The independent variable  (1)
   2.3 Any TWO fixed variables  (2)
3. Copy and record your results in the following table:   (2)
   
   

   DIFFERENT   BACKGROUNDS	STARTING POPULATION		NUMBER OF CIRCLES   PICKED UP ON DIFFERENT  BACKGROUNDS
   	White paper circles	Newspaper circles	White paper circles	Newspaper circles
   White paper	30	30
   Newspaper	30	30

    

4. Draw a bar graph on the same system of axes to represent the results of your investigation. (8) 

5. Explain the difference in results obtained for the two types of circles when using the sheet of white  paper. (3) 

6. State ONE way in which you could improve the reliability of the results.  (1) 

7. State a conclusion for the above investigation when the newspaper was used as a background. (3)
8. Based on the results obtained, will you accept or reject the hypothesis you formulated in QUESTION  1?   (1)
9. Explain how this investigation and the results of this investigation simulate natural selection as it occurs in the peppered moth. Use the picture below to help you make a comparison.   (5) 
   

[30]

3.3 Assignment 1 – Response to the environment 

Instructions and information  

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so.
4. This assignment is to be done under controlled conditions and must be handed in at the end of the session. 

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session. 

________________________________________________________________________ 

SECTION A 
QUESTION 1 
An investigation was conducted to study apical dominance in bean plants. Four groups of plants were used. The  diagram below illustrates the process. 

The results are shown in the table below.

1.1 For this investigation, state the: (1) 

1.1.1 Independent variable (1) 
1.1.2 Dependent variable (2) 
1.1.3 Any TWO fixed variables (3)  

1.2 Formulate a possible hypothesis for the above investigation. (4)  
1.3 Explain the difference in results for Groups 3 and 4.  (1) 
1.4 Do the results allow you to accept or reject the hypothesis you formulated in QUESTION 1.2? [12]

QUESTION 2 
The diagrams below show some stages in an investigation involving germinating bean seeds, kept in an evenly warm,  damp environment.  

2.1 What physical stimulus leads to the response above?   (1) 
2.2 Using the information in the diagram and your own knowledge, describe how the tip of the root grows  in the direction that it does after two days.  (6)  
2.3 State TWO functions (other than growth movements and apical dominance) of the hormone  responible for the growth movement illustrated above.   (2)  
2.4 Will the same results be obtained if the investigation is carried out in a dark cupboard?  (1)  
2.5 Explain your answer to QUESTION 2.4. (2) 
2.6 Explain why the cotton wool was kept moist.  (2) 

[14]

QUESTION 3 
Read the passage below and answer the questions that follow. 

The normal plasma glucose level is 100 mg/100 ml. The glucose tolerance test was conducted for three adults and the  plasma glucose level (mg/100 ml) was recorded for two hours at 30-minute intervals. The results are shown below. 

3.1 State how the glucose tolerance response test above is used to decide if a person is suffering from  diabetes.   (2) 
3.2 Adult 1 is not diabetic.  

3.2.1 Describe the changes expected in insulin secretion in Adult 1 during the period 30 minutes to  90 minutes after the glucose drink. 
3.2.2 Explain your answer to QUESTION 3.2.1.   (2)  

3.3 Draw two line graphs on the same set of axes to show the glucose tolerance of Adults 1 and 2. (9) 
3.4 What was the percentage increase in glucose level when the glucose was at its maximum in Adult  2? Show all working.   (3)
3.5 Write down the plasma glucose level of the three adults after two hours as a ratio in simple whole  numbers. Show all working.  (2) 
3.6 Suggest, with reasons, what would happen to insulin secretion for Adult 2: 

3.6.1 If the condition was IDDM (2) 
3.6.2 If the condition was NIDDM  (2) 

[24] 
TOTAL SECTION A: 50

SECTION B 
QUESTION 4 
Read the passage and information below and answer the questions that follow. 

Two learners conducted an investigation in the following way to determine which sense organ sends the message  fastest to the brain: the eye, the ear or the skin (sight, hearing, or touch): 

1. Vusi held a meter stick between his thumb and index finger just above the 100 cm mark, while Mary placed her  thumb and forefinger at the 0 mark on both sides of the stick with just the thumb touching it.
2. As Vusi dropped the meter stick Mary attempted to catch it by closing her thumb and forefinger. The distance on  the meter stick that the stick fell before Mary caught it was recorded and the procedure was repeated three times. 
3. They repeated the investigation to determine hearing and skin responses. For the hearing response, Mary was  blindfolded and reacted to Vusi shouting ‘DROP’ when he let go of the stick. For the skin response, Mary was  blindfolded again. Vusi tapped Mary’s free hand when he let go of the stick.  

The results they obtained are shown in the following table: 

4.1 Name the path that is described in the passage. (2) 
4.2 In relation to this path, what term is used to describe each of the following in terms of the role they  play? 

4.2.1 The muscles  (1) 
4.2.2 Skin sensors  (1) 

4.3 Why should you advise the two learners to repeat the procedure more than three times for each  investigation? (2)
4.4 Identify the following in their investigation: 

4.4.1 The dependent variable  (1) 
4.4.2 The independent variable   (1) 

4.5 Calculate the average distance that the meter stick fell when doing the ‘hearing’ investigation. Show  all working.  (3) 
4.6 Study the graph below showing how the distance on the meter stick can be converted to reaction  time in milliseconds. 

Use the reaction time over distance conversion graph to determine: 

4.6.1 The actual reaction time if the meter stick dropped 9 centimetres (2) 
4.6.2 The distance the ruler will drop for a reaction time of 400 milliseconds  (2) 

 [15]

QUESTION 5 
The graph shows the speed of a nerve impulse along neurons with different diameters, measured in micrometres  (μm). 

5.1 Describe the relationship between the diameter of a neuron and the speed of an impulse travelling  along the neuron.  (2) 
5.2 Use the graph to estimate how fast an impulse would travel along a neuron with a diameter of 5  μm. (2) 
5.3 Name the functional gap found between two neurons across which impulses are transmitted.  (1) 
5.4 Explain the significance of the myelin sheath that covers the neurons. (2) 
5.5 Draw a diagram to illustrate the structure of a motor neuron. Indicate the direction of the impulse by  means of an arrow in the diagram.  (7) 

[14] 

QUESTION 6 
A person sitting in a darkened room covers one eye. A dim electric bulb, positioned at varying distances from the  person, is switched on at one-minute intervals for a period of 9 seconds. During this period the diameter of the pupil of  the eye is measured. The results obtained are shown in the table below. Study the table and answer the questions that  follow.

6.1 Name the structure in the eye that controls the size of the pupil.  (1)
6.2 Between which TWO time intervals did the following changes in the diameter of the pupil occur? 

6.2.1 Smallest increase   (2)
6.2.2 Biggest decrease   (2)

6.3 State why the size of the pupil changes from interval 8 to interval 9.  (2)
6.4 Describe how the size of the pupil changes from interval 8 to interval 9.  (4)
6.5 Why is the response in QUESTION 6.3 referred to as a ‘reflex’?  (1)
6.6 What is the significance of this reflex?  (1)
6.7 At which time interval was the bulb the furthest from the eye?   (1)
6.8 Explain your answer to QUESTION 6.7.   (2)
6.9 State TWO ways in which the investigator could ensure that the results of this investigation are  reliable.   (2)
6.10 State THREE things that must be kept constant in this investigation to ensure that it is valid.  (3)

[21]
TOTAL SECTION B:  50
GRAND TOTAL: 100

3.4 Assignment 2 – Reproduction 

Instructions and information

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so.
4. This assignment is to be done under controlled conditions and must be handed in at the end of the session. 

NOTE: If it is not possible to schedule a single 90-minute session for this assignment, then SECTION A can be  done on one day in a 45-minute session and SECTION B the following day in another 45-minute session. 
________________________________________________________________________

SECTION A 
QUESTION 1 
Read the text below and then answer the questions that follow. 

1.1 State the type of fertilisation (external or internal) that occurs in bullfrogs and describe how it occurs.  State whether reproduction in bullfrogs is viviparous, oviparous or ovoviviparous.(3)
1.2 Explain your answer to QUESTION 1.2.  (1)
1.3 Describe TWO characteristics of a frog’s egg.   (2)
1.4 Give TWO reasons suggested in the article for bullfrog eggs to be laid in water.    (2)
1.5 Frog eggs are vulnerable to predators, since there is little or no parental protection.   (2)
1.6  Explain THREE strategies that ensure a good survival rate of tadpoles. 

 [16]

QUESTION 2 
The electron micrograph below is that of the human sperm. Study the micrograph and answer the questions that follow.  

2.1 Draw a labelled line diagram of the human sperm represented in the electron micrograph.   (6) 
2.2 Use the scale line provided to calculate the width of the sperm at its widest point. (4) 
2.3 Explain THREE ways in which the sperm is structurally suited for its role in fertilisation.   (6)   

 [16] 

QUESTION 3 
Records of human fertility for the period 1941 to 1990 have shown changes in the sperm counts of normal men. The  table below summarises the changing percentages of men with high or low sperm counts over a period of 50 years. 

3.1  During which time period was there: 

3.1.1 The highest percentage of men with low sperm counts?  (1) 
3.1.2 The lowest percentage of men with high sperm counts?   (1) 
3.1.3 The greatest difference between men with high sperm counts and men with low sperm counts?  (1) 

3.2 Describe the trend for men with low sperm counts, and compare it with those with high sperm counts  over the period of 50 years.   (2)  
3.3  Calculate the percentage increase in men with low sperm counts from 1971 to 1990. (2) 
3.4  Suggest TWO reasons for the trend described in QUESTION 3.2.  (2) 

[9]

QUESTION 4 
The table below shows the results of a survey on the use of contraceptives by a sample of women in a rural area. 

Draw a pie chart to show the results of the survey. Show all working. [9]

TOTAL SECTION A: 50

SECTION B 
QUESTION 5 
The diagram below shows the changes in the ovary, uterus and level of hormones during a 28-day menstrual cycle.  Study the diagram and answer the questions that follow. 

5.1 Which hormone is responsible for: 

5.1.1 Ovulation (1) 
5.1.2 Primary (first) thickening of the endometrium (1) 

5.2 According to the graph, on which day(s) does each of the following occur: 

5.2.1 Menstruation  (1) 
5.2.2 Ovulation (1) 

5.3 Two structures in the ovaries are responsible for the secretion of two female hormones.

5.3.1 Name the TWO structures and the hormones they secrete. (4) 
5.3.2 Give evidence from the graph to support your answer to QUESTION 5.3.1. 4) 

5.4 Explain the interaction that occurs between the hormones FSH and progesterone and why it is  necessary. (3) 
5.5 Is the female, whose cycle is represented in the diagram, pregnant?  (1) 
5.6 Give TWO reasons from the graph for your answer to QUESTION 5.5.  (2) 

[18]

QUESTION 6 
The table below shows the average human foetal length of males and females over a 40-week gestation period.  

6.1 Draw TWO sets of bar graphs on the same system of axes to compare male and female foetal  length over time.  (9) 
6.2 State TWO conclusions that could be drawn from the results in the graph.  (4) 

[13]

QUESTION 7 
John and Mary have two children. The oldest is Patrick, followed by Anne, a girl. Mary is pregnant again. 
7.1 By representing a genetic cross, show the percentage probability of them having another daughter. (7) 
7.2 Mary and John’s first child is a haemophiliac and they are afraid that their third child may also have  the disorder. Mary is a carrier of haemophilia and John has the normal clotting factor. An ultrasound  scan shows that Mary is expecting a girl. (7) 
Show, using a genetic cross, the percentage probability of their third child having haemophilia. 
7.3 Use the following symbols to construct a simple pedigree diagram showing the inheritance of  haemophilia in this family:  
(5) 

[19] 
TOTAL SECTION B: 50 

3.5 Test – Nucleic acids and meiosis 

Instructions and information

1. Answer ALL questions.
2. Number the answers correctly according to the numbering system used in this question paper.
3. Draw diagrams and flow charts ONLY when requested to do so. 
4. This test is to be done under controlled conditions and must be handed in at the end of the session. 

SECTION A 
QUESTION 1 
1.1 Various possible options are provided as answers to the following questions. Choose the answer  and write only the letter (A–D) next to the question number (1.1.1–1.1.5) in the ANSWER BOOK, for  example 1.1.6 D. 

1.1.1 All nucleic acids are made up of … 

1. deoxyribose sugars, nitrogenous bases and phosphates.
2. sugars, nitrogenous bases and phosphates.
3. ribose sugars, nitrogenous bases and phosphates
4. sugars, nitrogenous bases and sulphates. 

1.1.2 If a DNA molecule contains 20 000 base molecules, of which 20% are cytosine, how  many adenine molecules will be present? 

1. 1 000
2. 2 000
3. 6 000
4. 8 000 

1.1.3 DNA replication ensures that all daughter cells formed as a result of … 

1. mitosis, have identical genetic material.
2. meiosis, have identical genetic material.
3. mitosis, have half the number of chromosomes as the parent cell.
4. meiosis, have half the number of chromosomes as the parent cell.

1.1.4 In individuals with normal haemoglobin, the mRNA for haemoglobin includes the codon  GAA. This sequence is changed in individuals with sickle cell anaemia so that their mRNA  has a codon GUA at the same location. This suggests that the DNA has undergone a  mutation involving a change of base sequence from ... 

1. CAA to TAA.
2. CTT to CAT.
3. CUU to CAT.
4. CTT to CTA. 

1.1.5 The result of profiling various DNA samples in a criminal investigation is shown below.

Which conclusion about the crime could the DNA analyst draw? 

1. Only suspect X was involved.
2. Only suspect Y was involved.
3. Suspects X and Y were both involved.
4. Neither suspect X nor suspect Y was involved. (5 x 2) (10) 

1.2 Give the correct biological term for each of the following descriptions. Write only the term next to the  question number (1.2.1–1.2.4) in the ANSWER BOOK. 

1.2.1 Specific lengths of DNA which carry codes for specific characteristics of organisms
1.2.2 The part of protein synthesis taking place in the nucleus 
1.2.3 The bonds between the two strands of a DNA molecule 
1.2.4 The chromosome condition/ploidy of a somatic cell (4) 

1.3 Indicate whether each of the statements in COLUMN I applies to A only, B only, both A and B or  none of the items in COLUMN II. Write A only, B only, both A and B, or none next to the question  number (1.3.1–1.3.3) in the ANSWER BOOK.

(3 x 2) (6) 
TOTAL SECTION A: 20

SECTION B 
QUESTION 2 
Study the diagram below showing a process that takes place in all living cells. 

2.1 Identify the process represented in the above diagram. (1) 
2.2 Name the specific part of the process mentioned in QUESTION 2.1 that occur at the organelle labelled G.   (1) 
2.3 Describe the process named in answer to QUESTION 2.2.  (5) 
2.4 State TWO similarities in structure between molecules B and C. (2) 
2.5 The table below indicates the amino acids that are carried by different tRNAs. 

Identify the amino acids which will be brought to organelle G according to the code provided by the  mRNA found on G. (3) 
2.6 Write down the triplet of DNA bases that correspond to each of the molecules B, F and H, respectively. (3) 

[15]

QUESTION 3 
Study the diagrams below that represent different phases of Meiosis I. 

3.1 Identify the structures labelled B and E.  (2) 
3.2 State TWO functions of the structure labelled F.  (2) 
3.3 Describe the process shown at A in Diagram I.  (2) 
3.4 Tabulate TWO ways in which a cell in the phase shown in Diagram II would differ from a cell in the  same phase in Meiosis II. (5) 
3.5 How many chromosomes will be present in each cell at the end of meiosis? (1) 
3.6 If the above cell division occurred in a human being, describe the events leading to the formation of  an offspring with Down syndrome.  (3) 

[15] 
TOTAL SECTION B:  30 
GRAND TOTAL:  50

GEOGRAPHY
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
LEARNER GUIDE

1. Introduction 
The purpose of this document is to provide learners with a set of benchmarked school- based assessment tasks (SBAs).  It contains useful information and guidelines in the form of exemplars on the following aspects of the curriculum: 

• How to do a research task 
• Working with sources and source-based questions 
• Data handling  
• Marking rubrics as guidelines to completing research tasks 

2. Objectives/Aims of the project 
It is envisaged that this SBA document will provide learners with examples of SBA tasks that are of high quality and a  high standard. 

• A common standard is set as prescribed by the Curriculum and Assessment Policy Statement (CAPS) document. 
• Quality teaching and learning of FET – Grade 12 Geography is promoted throughout all schools in South Africa. 

3. Assessment tasks as outlined by CAPS