ENGINEERING GRAPHICS AND DESIGN
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

MEMORANDUM  

ENGINEERING GRAPHICS AND DESIGN
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

MEMORANDUM 

T6   ENGINEERING GRAPHICS AND DESIGN
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of FOUR questions. 
2. Answer ALL the questions.
3. ALL drawings are in first-angle orthographic projection, unless otherwise stated. 
4. ALL drawings must be completed using instruments, unless otherwise stated. 
5. ALL answers must be drawn accurately and neatly. 
6. ALL the questions must be answered on the QUESTION PAPER as instructed. 
7. ALL the pages, irrespective of whether the question was attempted or not, must be re-stapled in numerical sequence in the TOP LEFT-HAND CORNER ONLY. 
8. Proper planning is essential in order to complete all the questions. 
9. Print your examination number in the block provided on every page. 10. Any details or dimensions not given must be assumed in good proportion. 

QUESTIONS

QUESTION 1: ANALYTICAL (CIVIL)
Given: 
The site plan for proposed housing units in a security complex, a title panel and a table of questions. The drawing has not been prepared to the indicated scale. 
Instructions:
Complete the table below by neatly answering the questions, which refer to the accompanying drawing and title panel. [30]

QUESTION 2: SOLID GEOMETRY
Given: 

• The front view and the top view of a right regular hexagonal pyramid and a right equilateral triangular prism. The axes of both solids lie in a common vertical plane. 
• An auxiliary view of the triangular prism 

Specifications: 

• The two solids do not touch. 
• Both solids are cut by cutting plane AA. 

Instructions:
Draw, to scale 1:1, the following views of the TWO solids:
2.1 The given front view
2.2 The sectional top view
2.3 The sectional right view 

• Planning is essential.
• Show ALL necessary construction.
• Show ALL hidden detail on all three views. [37] 

QUESTION 3: PERSPECTIVE 
Given:
Three views of a shelter with a viewing deck and the information needed to draw a two-point perspective drawing

PP - Picture plane
HL - Horizon line
GL - Ground line
SP - Station point 

Instructions:
Complete the perspective drawing. 

• Align the drawing sheet with the ground line (GL). 
• Determine and label the vanishing points. 
• Show ALL necessary construction. 
• NO hidden detail is required.    [40] 

QUESTION 4: CIVIL DRAWING
Given: 

• The incomplete south elevation of a new house, showing the walls, the door, window and garage openings, the roof and notes .
• The incomplete floor plan showing the walls, positions of the doors, windows, fixtures and the electrical layout 
• A schematic diagram of a roof truss and roof notes 
• The incomplete foundation and external wall details of the living areas and the garage 
• Room designations and floor finishes 
• The rainwater down-pipe 
• A table of roof components 
• A table of electrical symbols 
• A door and window schedule 
• A table of fixtures 
• The incomplete floor plan of the new house, drawn to scale 1: 50, and the incomplete foundation and the break line of the detailed section, drawn to scale 1:20, on page 6 

Instructions:
Answer this question BELOW: (4.1 -4.2)

4.1 Using the given incomplete floor plan, draw, in first-angle orthographic projection and to scale 1 : 50, the following views of the new house:

4.1.1 THE COMPLETE FLOOR PLAN Add the following features to the drawing: 

• • ALL doors and windows
  • ALL fixtures as indicated by the abbreviations
  • ALL electrical fittings as indicated by the numbers
  • ALL hatching detail

4.1.2 THE COMPLETE SOUTH ELEVATION Show the following features on the drawing: 

• • The outside walls, door and window details and the garage opening
  • The roof detail, including the fascia boards, barge boards, gutters and rainwater down-pipes
  • The finished floor level 

4.2 Using the incomplete foundation and break line on page 6, 
draw, to scale 1:20, a DETAILED SECTION on cutting plane A-A of the area in the ellipse shown on the incomplete floor plan.
Show the following features on the drawing: 

• The foundation, wall and garage opening detail 
• The roof detail, including the fascia board and gutter 
• ALL the external features of the new house to the left (west) of the ellipse
• ALL hatching detail. ONLY the substructure hatching may be drawn in neat freehand.

Label the following: 

• The south elevation 
• The room designations and floor finishes 
• Ground level (use the correct abbreviation and show it on ALL the relevant views)

NOTE: ALL drawings must comply with the guidelines and graphical symbols contained in the SANS 10143.    [93]

DRAMATIC ARTS
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

GENERAL NOTES TO MARKERS 

1. The memo discussion forum cannot sufficiently predict all responses before  marking commences. Provincial markers need to take this into account, be open  to candidates' responses and make sure that different teaching styles do not  disadvantage the learner/candidate.
2. Spend the first day to unpack the quality and quantity of the evidence in the  memorandum, standardise required responses and find common definitions and  concepts.
3. If the memorandum does not give clear guidance a marker must indicate, with a  short comment, why marks were awarded or not.
4. Tick clearly next to the relevant learning point when a mark is awarded. Markers  should engage actively with the answer.
5. Chief markers must facilitate the following:
   • Expected responses for each question 
   • The cognitive level of difficulty required from the candidate
   • The type of thinking process and complexity of thinking required from the  candidate
   • Anderson and Krathwohl's revised Bloom's Taxonomy (cognitive process vs. thinking process)
   • Action verbs used at each of the cognitive levels and the types of evidence  required (facts, concepts, processes and thinking) 
6. Facilitate and use the following formula with the markers to enable them to  analyse each question and its expected response as follows:
   • Item Difficulty: How difficult is the question
   • Task Difficulty: How difficult are the cognitive demands of the task for the   candidate
   • Stimulus Difficulty: Is the stimulus relevant and fit for purpose 
   • Response Difficulty: Does the memo provide the appropriate answers and are  the marks clearly allocated 
7. During the marking process, have regular rounds of consultation to ensure  marking is standardised.
8. In the case where a candidate writes more than the suggested number of words,  do not penalise (e.g. essay question).
9. Mark globally where possible. Markers accept other correct, relevant and well motivated answers. Consider, when relevant, candidates` own experiences of the  subject. 
10. Markers must check that candidates' responses align with the Curriculum  Assessment Policy Statement's Broad Topics and Topics. 
11. Markers use the following concepts to assess the level of candidates` thinking.

INSTRUCTIONS AND INFORMATION AS GIVEN IN THE QUESTION PAPER 

1. This question paper consists of FOUR sections: 
   SECTION A: 20th Century Theatre Movements (30)
   SECTION B: South African Theatre: 1960-1994 (40)
   SECTION C: South African Theatre: Post-1994 – Contemporary (40)
   SECTION D: The History of Theatre, Practical Concepts, Content and Skills (40)
2. SECTION A
   QUESTION 1 is COMPULSORY.
   Refer to the play text you have studied and its relevant 20th Century Theatre  Movement. 
   EPIC THEATRE  

• • Caucasian Chalk Circle Bertolt Brecht
  • Kaukasiese Krytsirkel Translation of Bertolt Brecht play text 
  • Mother Courage Bertolt Brecht
  • Moeder Courage Translation of Bertolt Brecht play text 
  • The Good Person of Szechwan Bertolt Brecht 
  • Kanna Hy Kô Hystoe Adam Small
    OR

THEATRE OF THE ABSURD 

• • Waiting for Godot Samuel Beckett
  • Afspraak met Godot Translation of Samuel Beckett play text 
  • Bagasie André P Brink
  • The Bald Primadonna Eugene Ionesco 
  • Die Kaalkop Primadonna Translation of Eugene Ionesco play text OR 

POSTMODERN THEATRE 

• • Skrapnel Willem Anker
  • Top Girls Carol Churchill
  • Popcorn Ben Elton
  • Buried Child Sam Shepard 

3. SECTION B  
   This section consists of THREE questions. Answer only ONE question in  this section. 
   QUESTION 2: Woza Albert! Percy Mtwa, Mbongeni Ngema and  Barney Simon OR
   QUESTION 3: Sophiatown Junction Avenue Theatre Company OR
   QUESTION 4: Siener in die Suburbs PG du Plessis
4. SECTION C 
   This section consists of THREE questions. Answer only ONE question in  this section.  
   QUESTION 5: Nothing but the Truth John Kani OR
   QUESTION 6: Groundswell Ian Bruce OR
   QUESTION 7: Missing Reza de Wet 
5. SECTION D  
   This section is COMPULSORY.

MEMORANDUM

SECTION A: 20th CENTURY THEATRE MOVEMENTS 
QUESTION 1 
The candidate must: 

• Answer this question in the form of an essay 
• Use the play text he/she has studied as an example 
• Refer to either one of the three movements: Theatre of the Absurd OR Epic  Theatre OR Postmodern Theatre, as well as the source, in his/her answer
• Demonstrate that the question and source have been analysed, understood and  integrated in his/her essay 

The content of the essay must cover the following: 

1. ONE selected theatre movement: 
   • Theatre of the Absurd OR 
   • Epic Theatre OR 
   • Postmodern Theatre
2. Play text studied 
3. Question
4. Source 

Marker's note: 

• Candidate must demonstrate that the above have been understood and critically  analysed 
• Rote learnt knowledge must be contextualised in an original argument that displays  factual, contextual, procedural and meta-cognitive thinking 
• The following rubric is a guide to the marker to assess the levels of knowledge  dimension and levels of cognitive process dimension (remembering,  understanding, applying, analysing, evaluating and creating) and complexities of  thinking displayed by the candidate

The following is merely general information on the Dramatic Movements. Select aspects  which are relevant to the question.  

EPIC THEATRE 
Intention and purpose 

• Distances the audience 
• Allows the audience to see the world in which they lived more clearly rather than take  their beliefs for granted 
• Makes a clear distinction between a Theatre of Illusion ('Dramatic' Theatre) and Epic  Theatre 
• Is opposed to the idea of pretence (a typical feature of Realism) 
• Expects spectators to be alert  
• Realism had lost its worth – undermined the role of the spectator – reduced him to a  passive onlooker 
• Removes the 'illusion' of Realism 
• Employs various techniques to alienate the audience – difference between what they  saw on the stage and what was real 

Techniques: Use of: 

• 'Verfremdungseffekt' or alienation distances the audience from the action on the stage 
•  Purpose of music – should provide a noteworthy commentary on the action, e.g. in  Mother Courage the ironically bitter words of a song which speak of the character's  steady moral decline are deliberately arranged to a sweet, carefree tune – the  incongruity between the tune and the words compels the audience to think about the  true meaning of the song 
• Songs placed between the scenes telling what was to happen before it occurred 
•  Stage space non-specific 
• Sets simple and symbolic  
• Theatre should 'make strange' the actions that are presented 
• Historification – should highlight the 'pastness' of the events by separating them from  the present 

Audience response 

• Spectator to think that if he or she had experienced the same conditions as those  demonstrated in the play, he/she would have acted in a different way because of the  lessons learnt 
• Spectators would then consider what he or she would have done to make a positive  difference 
• Be inspired to make similar valuable social improvements with regard to the current  state of affairs 
• Spectator is encouraged to bring about social reforms in his community or  environment

THEATRE OF THE ABSURD 
Intention and purpose 

• The Absurdist world appears to have no true order or meaning 
• Offers the audience an existentialist point of view of the outside world 
•  Forces the audience to consider their meaning in the world  
• Nothing has a definite, specific or recognisable existence 
• Human beings are what they make of themselves 
• Human beings are determined by their actions and choices  
• Pessimistic outlook of the human struggle 
• Mainly concerned with mankind's search for meaning 

Characters 

• Not fixed 
• Represents humanity who themselves are nothing 
• Exist in a bleak world devoid of meaning 
• Lost, confused  
• All actions are worthless and absurd 
• Clown-like  
• Stay together because they are afraid to be alone in such an incomprehensible world
• Lacks identity – dull, uninteresting and lack dimension 
• Flawed  
• Not well-rounded – no past and given little indication of what the future may be
• Remain static and show no development 
• Come across as being repulsive, pathetic, miserable and incapable
• Emotionally empty 
• Qualities are exaggerated  
• Used to express Absurdists' views on the human condition 
• Mutually dependent 
• 'Social puppets' 
• Double acts 

Language and dialogue 

• Humans are not adept at communication 
• Act as a barrier to communication  
• Isolates the individual even more 
• Speech is almost futile 
• Questions the value of language  
• Lost its ability to communicate 
• Attempt at communication: often 'disintegrates' from clichés to meaningless syllables 
• Inability of language to bridge the gap between the characters 
• Dehumanising, automatic and meaningless 
• Present the unexpected, the bizarre and the absurd 
• Silence is as great a means of communication as the spoken word 
• Meaningless conversations  
• 'Habitual' and superficial  
• Language is seen as an escape from tedious lives 
• New words are created  
• Banal daily conversations are mixed with literary language, puns, clichés, slang and  repetitions are interspersed with poetic language 
• A repetitious style of dialogue is used to emphasise the cyclic nature of life

Themes 

• Temporality and evanescence (time) 
• Tragic difficulty of becoming aware of one's own self in the merciless process of  renovation and destruction that occurs in life 
• The change of time 
• Difficulty of communication  
• The unending quest for reality  
• The tragic nature of relationships  
• Man's terror in the face of total meaninglessness 
• Anguish (Existential angst) 
• Man is alone, lost in a world in which God has deserted him 
• Science and reason are illusory 

POSTMODERNISM 
Intention and purpose 

• Developed from the Absurdist point of view 
• Rejects the certainties of the Modern Era  
• No grand narrative or singular truth 
• Rejects the idea that there is a dominant set of beliefs or a neat solution 
• 'Destroys' the 'truth' 
• Embraces multiple view points, perspectives, realities 
• Includes art, theatre, architecture, music, film, literature, fashion, TV and other forms  of expression 
• Borrows from a multiple array of styles 
• Rejects the notion of 'high art' and 'low art' 
• Embraces avant garde (forward thinking), experimental theatre 
• Does not prescribe to a 'purity' in art 
• 'Trashes' high art 
• Contains no fixed way of creating art  
• Moves towards a more subjective opinion 
• Holds that culture belongs to every person 
• Deconstructs (a way of taking set notions apart and putting them together again in a  new, disrupted and disjointed manner) ideas, images and constructs 
• Contradicts ideas, images and constructs 
• Does not prescribe a meaning, point of view or perspective 
• Holds the notion that each individual viewer creates his/her own unique meaning 
• Reflects and celebrates the madness and chaotic way of life in a popular culture 
• Enjoys nonsense art, ideas, constructs and theories 
• Sees irony and humour 
• Emphasises HOW things are seen as opposed to WHAT is seen  Pastiches 
• Visual Arts technique of different images, media forms, etc. are pasted together to  create one piece 
• References and layers of different texts and images

Meta-theatre/Text 

• Reminds viewers that they are in the theatre 
• Contains characters that can step out of character and communicate with the  audience 
• Is the art work reflecting on itself 

Stories 

• Non-linear in construction 
• Reflexive 
• Peripheral, even not essential 
• Theories or ideas 
• Broken up  
• Overlap with many points of view and conflicting voices 

Performances 

• The main focus 
• The main process 
• Not captured in a script because they consist of images, sounds and multimedia
• Have no guilty party - no one is guilty 

Rehearsal processes 

• Improvised 
• Changed 
• Revised 
• Updated 
• Continually transformed through performance  

Audience 

• Is very important 
• Plays a part 
• Is often included in the dialogue 

Play texts 

• Have no clear beginning, middle or end 
• Make the script just the starting point 
• Have unanswered questions 

Texts (visual, aural, the human body, etc.) 

• Look at themes or theatrical devices 
• Leave the play open-ended 
• Embrace the idea that the audience makes their own meaning 
• Ask more questions than are answered 
• Contain visual images and non-spoken actions 
• Deconstruct a truth and do not accept only one reality 
• Use time, space and structure to echo the deconstructed or defragmented story or  plot 
• Do not necessarily have real people 
• Characters and people are merely a representation of fragmented ideas 
• Often start at a realistic point, but unravel and the action become unreal as the play  goes along   

TOTAL SECTION A: 30  

SECTION B: SOUTH AFRICAN THEATRE: 1960-1994 
The candidate must answer only ONE question in this section. 
QUESTION 2: WOZA ALBERT! BY PERCY MTWA, MBONGENI NGEMA AND  BARNEY SIMON 

2.1.1 Markers accept any ONE correct answer. 

• Protest Theatre OR 
• Theatre for Liberation OR 
• Black Consciousness Theatre OR 
• Theatre of the Oppressed OR 
• Workers Theatre 
• Peoples Experimental Theatre (1) 

2.1.2 Markers accept any TWO correct answers or correct explanation of: 

• Pass Law System  
• Bantu Education 
• Group Areas Act (segregation) 
• Detention without trial (section 29) 
• Separate Amenities Act (2) 

2.1.3 Markers mark holistically and accept other historically relevant and well motivated answers. 
The following is a guide: 
Pass Law System 

• During apartheid all black South Africans were required to carry their  passbooks with them 
• Passbooks contained all their personal information, such as their names  and surnames, age, employment status, work permit and residential  address 
• Was created in order to monitor and limit the movement of black South  Africans during apartheid  
• Arrested when unable to produce the passbook 
• Policy is addressed at the beginning of the play when the musician  (Mbongeni) performs without a passbook and is taken to jail 
• It highlights the stressful situation of detention without trial 

Bantu Education  

• Inferior education, devoid of critical thinking, problem solving context,  creative thinking and relevant context 
• Did not prepare learners adequately for the job market 
• Was designed to keep the majority of the population uneducated so that  they would remain unskilled and poorly paid  
• The character of the meat vendor demonstrates the difficulties faced by  those who were unskilled. They had to eke out a living 
• Education was not compulsory for black learners as a result there was a  high rate of illiteracy, as shown through the characters of Bobbejaan and  Zuluboy at Coronation Brickyard (6)

2.2.1 Accept either of the following: 

• Jerzy Grotowski OR 
• Bertolt Brecht (1) 

2.2.2 Markers award: 

• 4 marks for both a ‘yes’ and ‘no’ that is well motivated 
• 4 marks for only a ‘yes’ well motivated 
• 4 marks for only a ‘no’ well motivated 
  The following is a guide:  
• Actors can easily switch into different roles 
• This saves time and sustains the pace 
• It is easier to stage  
• As actors create their own sound effects and use their bodies as props, it  makes the play interesting to watch 
• Minimum props needed 
• Audience is taken into the different worlds that the actors create on stage  as they transform from one character into another and become objects  used on stage 
• Not effective: audience would find in difficult to imagine the different  settings portrait by the actors 
• Might confuse the audience when the actors change characters (4) 

2.2.3 Markers accept other relevant and well-motivated answers. Candidates must  refer to both vocal and physical skills to achieve full marks. 
The following is a guide: 
Vocal 
Actors must be able to create: 

• Different characters like Aunty Dudu and the toothless old man 
• Sound effects of a train or a musical instrument, etc. 
• Different character types, such as Aunty Dudu, the toothless old man,  Baas Kom, etc. using vocal and physical variety 
• Various sounds, like an instrumental jazz band, police sirens, motor and  machine sounds, etc. through the use of vocal and verbal dynamics 

Physical 

• Actors have to be physically strong and versatile 
• Performance requires actors to use their bodies to transform from one  character to another 
• Actors use their bodies as objects through mime to become or represent  a television and a hair clipper 
• Actors create images with their bodies 
• Actors should be agile and flexible to meet the physical requirements and  action of the play 
• Actors have to sing, dance, act and communicate in different languages  to communicate the situations (6)

2.2.4 Markers accept other relevant and well-motivated answers. Candidates must  show an understanding of satire. 
Award 2 marks for an explanation of satire. 
Award 4 marks for 2 examples. 
The following is a guide: 
Satire 

• The term use when an authority figure is ridiculed/mocked and belittled
• Uses comic elements to portray serious issues that affected apartheid  South Africa 
• The use of a clown nose (ping pong ball) to represent a white South  African belittles and ridicules, e.g. the policeman and Baas Kom 
• The opening scene is an example of satirical humour, e.g. Mbongeni tries to inch his way off the stage 
• Another satirical element is his manner and attitude towards the  policeman and the way he addresses the policeman when he says:  'my Constable', 'my Lieutenant', 'my Captain', 'my Colonel', 'my Brigadier',  'my President'. Although the convention of reduction is visibly clear with  the clown nose on the policeman's face (6) 

2.3 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
In the final sequence 

• There is a call to resurrect all struggle heroes, such as Albert Luthuli 
• There is a call for the struggle heroes to end apartheid 
• Albert Luthuli is raised 
• The significance of the title is therefore greater than raising up one  specific person and symbolises the protests of the people against all  unfair oppression (4)

2.4 Refer to the notes below and use ANNEXURE A, the rubric, to inform your  marking. 
Markers accept other relevant and well-motivated answers. Candidates may either agree or disagree or both.  
The following is a guide: 
Agree 
Performance Style 

• Street Theatre 
  • This theatre form and its stylistic characteristics align with the style of  the play text and makes for a dynamic visual and audial theatre
• Actor skills set 
  • Technical vocal skills ensure clear and meaningful delivery of the  dialogue, e.g.: 
    • Intercostal breathing
    • Projection 
    •  Articulation 
    • Pronunciation 
    • Phrasing 
    • Pause 
    • Stress 
    •  Intonation etc.
  • Vocal dynamics enable the actors to create and represent objects: 
    • Siren of an oncoming train 
    • Sound of an aeroplane flying overhead 
    • Noise of a helicopter 
  • Physical skills enable the actor to create and represent objects: 
    • Strength 
    • Flexibility 
    • Co-ordination 
    • Stamina 
    • Ability to produce a high level of physical energy 
    • Ability to focus physical energy 
  • Acting skills empower actors:
    • To transform into objects (helicopter) 
    • To be multiple characters 
    • To have emotional range and the talent and acting skills to  characterise effectively
  • Mastery of other art forms: 
    • Dance (Tsonga)
    • Sing (In prison)
• Audience participation 
  • The actors invite the audience to:
    • Participate in the resurrection of the struggle heroes 
    • Applaud the jazz bands performance

Content

• Historical perspective 
  • The audience is made aware of apartheid and the atrocities perpetrated  by the government and people
• Socio-political themes 
  • Bantu Education 
  • Pass Laws
  • Separate Development Act 
  • Immorality Act
• Universal themes 
  • Hunger 
  • Poverty 
  • Discrimination 
  • Disempowerment
  • Abuse 
  • Violence (systemic, social, emotional, verbal, physical) 

Theatrical impact 
Effective because it entertained, educated and engaged the audience. 

• Fast-paced scenes  
• Multiple characters are presented 
• Different accents, ages, races, genders are created 
• Concrete objects, but imaginary, are represented by the actors through the  use of their bodies and voices 
• Art forms, such as dance and music, enhance the action 

Disagree 
Performance Style 

• The use of actors' vocal and physical skills to become objects or create  sound has become predictable in theatre 
• Street theatre is no longer a novelty  
• The skills set required when Woza Albert! was first performed was unique  and new, today it is experienced as familiar and predictable  

Content 

• Contemporary audiences may experience the history of apartheid as  irrelevant. They may be more engaged with current issues such as:
  • The effectiveness and value of democracy 
  • Identity
  • Racism 
  • Xenophobia
• New South African writers, and the topical subject matters they write about,  are of more interest to contemporary audiences. 

Theatrical Impact 

• Some of the scenes are repeated and a contemporary audience may be  bored with the use of this theatrical device. 
• New theatrical styles, such as the use of multimedia, are more interesting:
  • Overhead projection 
  • Multiple lighting effects with new 360 lighting equipment 
  • Powerful sound effects, electronically modified, to create unique states of  mood and atmosphere 
  • Contemporary audiences may relate more to new acting styles, e.g. Anne  Bogart, Stella Adler (10)

[40]

QUESTION 3: SOPHIATOWN BY THE JUNCTION AVENUE THEATRE COMPANY 
3.1 Forced removals (1)
3.2 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
People  

• Were not given a chance to pack and as a result many lost their  possessions 
• Had no time to say goodbye to family, neighbours and friends  
• Felt pain, agony, fear and despair as they saw the armed policemen and  bulldozers 
• Felt helpless/powerless as they were unprepared for the removals (2) 

3.3 Markers accept other relevant and well-motivated answers, based on the play  text. 
The following is a guide: 
Forced removals shown through the 
Eviction Date 

• Announced by Fahfee 
• Activates the government's plan to remove the residents of Sophiatown Characters 
• Voice their opinions on forced removals 
• React angrily, yet with the feeling of powerlessly, upon receiving their  eviction letters, which mirrors the feelings of the residents of Sophiatown 
• Enact the process of forced removals in the final scene of the play 
• Demonstrate the pain, suffering and anguish of this process through their  words, e.g. Mamariti says, 'I'd rather die. Dump me anywhere, I'd rather  die.' Jakes says, 'This bitterness inside me wells up and chokes. We lost,  and Sophiatown is rubble.' (4) 

3.4 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Historical event 

• Documented by The Junction Avenue Theatre Company 
• To preserve a part of our national history 

Create awareness 

• Of the country's past so the same mistakes are not repeated 
• To give the former residents of Sophiatown a platform to talk about or  discuss their experiences 

Education 

• Audiences learn about the socio-political situation in South Africa (4)

3.5.1

• Workshop method OR 
• Improvisation (1)

3.5.2 Markers accept any three steps that are relevant and well-motivated. 
The following is a guide: 
Idea 

• Select a concept or idea as a basis for the play 

Observation/Research 

• Use archives, books, personal interviews, observe people in real life  situations 
• Find ideas with which to work 

Brainstorm 

• Collectively create topics/ideas/a title for the play 

Improvisation 

• Play with possible images, characters and scenes 
• Create the play through spontaneous acting and interacting in character Selection 
• Edit and shape the improvised scenes to create the final script of the play Recording 
• The final performance in a written script or film (6)

3.5.3 Markers accept any three skills that are relevant and well-motivated. 
The following is a guide: 
Skills 

• Agility and flexibility to manage a sustained and varied performance 
• Acting, singing and dancing will enhance entertainment value of the  performance 
• Physical and vocal skills in order to meet the varied characterisation  demands 
• Strong improvisational skills to build a play creatively 
• Communication skills to work effectively as a team 
• Listening skills to unify the purpose and ideas of the play 
• Self-discipline to manage time and personal resources 
• Creativity and imagination to make a new production 
• Observation skills to portray characters authentically (6)

3.5.4 Markers accept any relevant and well-motivated answer that demonstrates  evaluation. 
The following is a guide: 
Democratic process 

• All participants make an equal and valued contribution 
• Anyone, even the illiterate, can be involved 

Creative and spontaneous process 

• Deals with topical and relevant issues 
• Affords participants the opportunity to tell their own stories 
• The play can be edited and modified 
• People can work together to achieve a common goal (6) 

3.6 Refer to the notes below as well as the rubric in ANNEXURE A to guide your  marking. 
Markers accept other relevant and well-motivated answers which demonstrate  evaluation. 
The candidate should assess the value and impact of the subject matter,  characterisation, staging and performance style in his/her answer and  compare the impact of the play on apartheid audiences and on contemporary  audiences. 
The following is a guide: 
Subject matter 

• Characters and events may have mobilised the oppressed in apartheid  and created awareness in audiences who were previously unaware of the  situation in South Africa at that time, whereas contemporary audiences  may see the play as a documented piece of history 'lest we forget' 
• Universal issues would be recognisable and relevant any time 

Characterisation 

• Characters are easily recognisable and known to township inhabitants  during apartheid 
• Other South Africans might have been unfamiliar or unaware of  characters and events during apartheid due to the separation of people in  South Africa (living areas, entertainment spaces, schools etc.) 

Staging  

• Would be seen as dynamic and innovative, with the utilisation of  Brechtian slogans and signs 
• This staging could be adapted today to utilise new technology, e.g. film  footage, multimedia etc. (10)

[40]

QUESTION 4: SIENER IN DIE SUBURBS BY PG DU PLESSIS 

4.1

1. : Ma
2. : Tiemie (2)

4.2 Markers accept other relevant and well-motivated answers.  
Award full marks for: 

• Two well-motivated statements OR  
• Four separate thoughts/ideas
  The following is a guide: 
• Ma and Tiemie have a strained relationship 
• Tiemie often accuses Ma of being a bad mother and role-model 
• Ma makes it clear that she is concerned for Tiemie and does not want her  to make the same mistakes she made 
• Tiemie makes the same 'mistake' as Ma by becoming pregnant which  causes Ma and Tiemie to argue as Ma fears for Tiemie's future  
• Tiemie is embarrassed by Ma's example and wants to escape the  suburbs (4) 

4.3.1 Markers accept other relevant and well-motivated answers.  
Award full marks for: 

• Three well-motivated statements OR 
• Six separate thoughts/ideas on either of the two characters 

If a candidate provides answers for both characters, credit only one. 
The following is a guide: 

Ma 

• Lives out of wedlock with Giel which suggests that they are living in sin  which was socially frowned upon  
• Accused by her children of being a bad woman with poor moral standards  as she lives in sin with Giel 
• Not financially secure and relies on the pension from her husband who  disappeared during the war 
• Forced to be a widow of war as her husband disappeared leaving her as  the sole breadwinner 
• Lives in a modest house and also supports Giel with her pension 

Tiemie 

• Lives with her Ma, her brother and Giel in a modest house in a poor white  suburb with no father to support them 
• Wants to escape her desperate social and economic circumstances by  marrying a good man who will save her from the poor white suburb 
• Wants acknowledgement that she is more than her poor white upbringing  and that she can be successful despite her desperate social and  economic circumstances 
• Falls in the same trap as her mother when she gets pregnant with Jakes's  child which means she is now stuck in the poor white suburb 
• Highlights the fact that the people in the suburbs are trapped in a cycle of  poverty and moral degeneration (6)

4.3.2 Markers accept other relevant and well-motivated answers. 
The candidate must show an understanding of the significant moments in the  play and how he/she may present a truthful physical portrayal of that  character. 
Award full marks for  

• Three well-motivated statements
• Six separate thoughts/ideas

The following is a guide: 
The actor may reflect an understanding of the following aspects of  Stanislavski's System, e.g.: 
Physical score of actions 

• Actions and reactions should be realistic
• Use of physical action (facial expression, gestures and movement) in the creation of the play's life on stage

Beat work 

• Entrances, exits, new scene, new motivation, new tactic etc.
• Changes/shifts in thought and feeling should be reflected truthfully, effectively and realistically
• Units and objectives should be reflected in the actor's physical and vocal expression

Vocal expression 

• As the play is realistic, the actor should create the illusion of a real conversation
• The actor should be guided in the understanding of the thoughts and feelings which are reflected in the actor's vocal responses through tone, pace, rate, volume etc.  

Magic if 

• The actor should live as if he/she is the character and vocal and physical responses could, therefore, vary from performance to performance but will always be realistic and truthful 
• 'Acting is believing'

Circles of attention 

• Actor's focus should be on the inner world of the play and not on the audience

Emotional Memory 

• Actor can draw on personal experiences to tap into the emotional life and reality of the character (6)

4.4 Markers accept other relevant and well-motivated answers.  
Award full marks for: 

• Three well-motivated statements OR 
• Six separate thoughts/ideas  

The following is a guide: 
Candidate suggests the set design is effective because it: 

• Reflects the economic status of a poor white family: meagre furnishing,  servicing cars in the backyard, shoddy construction work, etc. which  relates to the thematic concerns of the play. Ma, Giel, Tiemie and Tjokkie  live in a poor white suburb 
• Could be classified as realistic and the set adheres to the principles of Realism: convincing entrances and exits, actual car on stage, windows  and doors, furnishings and props are realistic etc. 
• Provides space for the director to block realistic movement and actions for  the actors 

Candidate suggests that the set design is not effective because: 

• The play is realistic, however, the set is not detailed enough, e.g. lacks  realistic elements such props that indicate it takes place in the backyard 
• The set is minimalistic and abstract with representational elements e.g.  props, walls etc. 
• Does not look like a house in the suburb 
• The lighting in the source does not look realistic, etc. (6)

4.5 Markers accept other relevant and well-motivated answers.  
Award full marks for: 

• Two well-motivated statements for six marks OR 
• Six separate thoughts/ideas for six marks 

The following is a guide: 
Possible set items 

• A motorbike could symbolise the dangers of Jakes' presence in the play
• Additional mechanical and electric parts around Tjokkie's work space, symbolic of his efforts to escape from his immediate environment and  eventually the suburbs 
• Litter in the backyard, indicating a lack of pride in their environment 
• Empty alcohol bottles, symbolic of the need to escape from reality 
• A washing line with either an expensive dress or tattered dress (6)

4.6 Refer to the notes below and use ANNEXURE A, the rubric, to inform your  marking. 
Markers accept other relevant and well-motivated answers.  
Candidates should display an understanding of how the symbols in the play  text comment on the 'essence of human nature'. 
The following is a guide: 
The pop song – Sugar-Sugar or Heart 

• Is played by Tiemie in the house and symbolises Tiemie's innocence and  her goal to find love even if it is a 'sugary' kind of romance 
• Tiemie romanticises the idea of love 
• She believes that she will find love which will free her from the trappings  of suburban life 
• She has unrealistic expectations about love 

Altar cloth 

• Is used as a cynical commentary on Ma's experience of love in contrast  to God's love. Sometimes people can become cynical about love, e.g.  Ma is worried about how Tiemie and Tjokkie will experience love  
• The blood stains on the altar cloth at the end of the play is a stark  reminder of the violence and suffering that is associated with Ma's ideas  of love 

1948 Buick 

• The car is an integral part of the set and symbolises Tjokkie's desire to  escape his immediate environment 
• He often disappears under the car when he does not feel like  communicating with the rest of the characters 
• The irony of the car that Tjokkie so lovingly tries to fix and restore is that  at the end it is the very same car that causes his death 
• The car then becomes another escape as Tjokkie uses it to commit  suicide to escape from the violent and tragic environment 

Alcohol 

• Drinking of alcohol symbolises the deteriorating moral standards of the  lower working class 
• The characters resort to alcohol to escape the stark reality of their  condition 
• Causes Giel and Jakes to force Tjokkie to see which ultimately leads to  the tragic end of the play (10)

[40] 
TOTAL SECTION B: 40

SECTION C: SOUTH AFRICAN THEATRE: POST-1994 – CONTEMPORARY
The candidate must answer only ONE question in this section. 
QUESTION 5: NOTHING BUT THE TRUTH BY JOHN KANI  
5.1.1 Markers accept other relevant and well-motivated answers.  
Candidates may select any character in SOURCE F: Sipho, Mandisa or  Thando. 
The following is a guide: 
Sipho 

• 63-year-old Assistant Chief Librarian at the Port Elizabeth Public Library
• Conservative and traditional Xhosa father 
• Angry and bitter about past losses and lack of professional promotion Thando 
• Sipho's daughter 
• Works at the TRC 
• Teacher 
• Traditional values 
• Engaged to Mpho 

Mandisa 

• Has a West Indian mother 
• Themba is her father 
• Raised in England 
• Western values 
• Highly opinionated (4)

5.1.2 Markers accept other relevant and well-motivated answers.
The following is a guide: 
During rehearsals 
The actor could reflect an understanding of the following aspects of  Stanislavski's System, e.g.: 
Physical score of actions 

• Actions and reactions should be realistic
• Uses physical action (facial expression, gestures and movement) in the creation of the play's life on stage

Beat work 

• Entrances, exits, new scene, new motivation, new tactic etc.
• Changes/shifts in thought and feeling should be reflected effectively and realistically
• Units and objectives should be reflected in the actor's physical and vocal expression

Vocal expression 

• As the play is realistic, the actor should create the illusion of a real conversation
• The actor should be guided in the understanding of the thoughts and feelings which are reflected in the actor's vocal responses through tone, pace, rate, volume etc.

Magic if 

• The actor should live as if he/she is the character and vocal and physical  responses could, therefore, vary from performance to performance, but  will always be realistic 
• 'Acting is believing' 

Circles of attention 

• Actor's focus should be on the world of the play and not on the audience Emotional memory 
• Actor can draw on personal experiences to tap into emotional reality in  performance 

Backstage before a performance 

• The actor may choose to do vocal and physical warm ups (examples of  warm ups may be offered by the candidate) 
• Relaxation exercises (examples may be given) 
• Make-up and costume relevant to the character 
• Focus and concentration exercises in order to recall preparation and work  in rehearsal according to Stanislavski's method (6) 

5.2 Markers accept other relevant and well-motivated answers.  
Proscenium arch stage 

• Provides a living picture frame for the action 
• Can house a box set 
• Conceals technical elements, e.g. lighting
  Candidates may refer to the proscenium arch stage or any other stage if the  answer is motivated, based on the realistic nature of the play text. (2) 

5.3 Markers accept any relevant ideas based on the candidate's knowledge of  Realism in the play. 
Award six marks for three well motivated ideas. 
Award a mark for each element listed (up to a maximum of three marks). 
The following is a guide: 
Set 

• Reflects the socio-economic environment which the characters inhabit, e.g. two rooms, beaded curtains etc. 

Props 

• Detailed and necessary to support the illusion of reality, e.g. bottle of  alcohol, urn, etc. 

Costumes 

• Reflect socio-economic world of the characters, e.g. Sipho wears a suit, which indicates his status as an elderly man  

Stage space 

• Appropriate and exactly the same size as a township house 

Set design 

• Furnishings reflect a middle-class family in a township, e.g. beaded  curtains, books etc. (6)

5.4 Markers accept other relevant and well-motivated answers. Mark holistically. 
The candidate may not choose to use SOURCE F as a poster 

• The picture is grey and uninteresting 
• The shadows and symbols on the picture might confuse the viewer 
•  Background is unclear 

The candidate may choose to use SOURCE F as a poster 

• The sketch contains images of the characters in the play which could  provide more information about the content of the play, e.g. Thando and  Mandisa demanding answers from Sipho 
• The shadows depicted in the sketch could create interest about the  subject matter of the play, e.g. how these figures are connected to the  characters and their pasts 
• The symbols, such as the urn and the scales of justice, may raise interest  with regard to the subject matter of the play, e.g. the Truth and  Reconciliation Commission (4) 

5.5 Markers accept other relevant and well-motivated answers. Mark holistically. 
Thando 

• Torn between being respectful to her father's African traditional values (Thando is not allowed to leave the house because the family is in  mourning) and her desire to pursue her own dreams (travelling with  Mandisa to Johannesburg) 
• The arrival of Mandisa acts as a catalyst to heighten this tension because  she challenges Thando to confront Sipho about the truth of Sipho and  Themba's relationship 
• Mandisa, due to her Western upbringing, would challenge her elders  whereas Thando would not because of her African upbringing 
• Thando also struggles to find her own voice as an adult because she is  scared to talk to Sipho about her relationship with Mpho  

Mandisa 

• Her arrival in Port Elizabeth and New Brighton township opens her eyes  to African life, traditions and culture, which causes tension, e.g. Mandisa  and Thando argue about the effectiveness of the TRC 
• Is in conflict with Sipho as she tries to understand why he has a problem  with cremation and with Thando travelling to Johannesburg and she  presses Sipho for the truth about her father  
• Her identity itself is conflicted as her name Makhaya is changed to McKay (6)

5.6 Refer to the notes below and ANNEXURE B to inform your marking. Markers accept other relevant and well-motivated answers.  
The following is a guide: 
The urn 

• Symbolises death, e.g. the death of Themba  
• Could also be seen as a vessel which caused inner conflict, because Sipho had expected a body to arrive 
• The theme of death; death of the past and Themba's death and how this  influences the present and the future  

The bottle of alcohol 

• Could be seen as representative of Sipho's desire to rid himself of the  stresses of the past and it is, therefore, used as a catalyst, both to release  Sipho's tension and release the truths of the past 
• Could also contribute to the theme of escaping from reality. Sipho does  not want to confront the truth about his wife and Themba.  

Images of the characters 

• Show their outer expression of character through facial expressions and  costumes and they are all serious in their demeanour, which could reflect  the serious nature of the drama 
• The way the characters are positioned gives the impression that the  subject matter includes a clash of cultures  

The shadows 

• Could symbolise the secrets of the past and a looming source of distress, e.g. Thando and Mandisa pressing Sipho for answers about his  relationship with Themba 
• The theme of the past influencing the present, supports the genre of  Realism and psychologically believable characters, e.g. the arrival of  Mandisa forces Sipho to confront his past  

The scales of justice 

• Represents justice and equality for all 
• Sipho wants justice for Luvuyo 
• Mandisa wants the TRC perpetrators brought to justice 
• The Nuremburg trial option versus the TRC (12)

[40]

QUESTION 6: GROUNDSWELL BY IAN BRUCE  
6.1.1 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Smith arrives at the lonely Garnet Lodge and encounters Johan and Thami,  who are looking for funding for their diamond mining project. Conflict ensues  and Johan threatens Smith with a knife. Smith leaves and we are left with the  ominous sense of doom of unfinished business. (4) 
6.1.2 Markers accept other relevant and well-motivated answers.  
The following is a guide: 
Remoteness of the lodge 

• Could underscore the idea that the characters of the play are isolated and  trapped 

The position of the lodge 

• On the sea cliff could highlight the idea that there is a sense of danger  e.g. Johan threatening Smith 

The full moon 

• Dark surroundings could add to the mystery of the plot e.g. psychological  revelation of Johan trying to get money for his endeavours 
• Could give opportunities for mysterious lighting effects (4)

6.1.3 Markers accept other relevant and well-motivated answers.
Award full marks for: 

• Three well-motivated statements
• Six separate thoughts/ideas.

Accept any format in this answer.  
The following is a guide: 
The actor's guide could reflect an understanding of the following aspects of  Stanislavski's System, e.g.: 
Physical score of actions 

• Actions and reactions should be realistic
• The use of physical action (facial expressions, gestures and movement) in the creation of the play's life on stage

Beat work 

• Entrances, exits, new scene, new motivation, new tactic etc.
• Changes/shifts in thought and feeling should be reflected effectively and realistically
• Units and objectives should be reflected in the actor's physical and vocal expression

Vocal expression 

• As the play is realistic, the actor should create the illusion of a real conversation
• The actor should be guided in the understanding of the thoughts and feelings which are reflected in vocal responses through tone, pace, rate, volume etc.

Magic if 

• The actor should live as if he/she is the character and vocal and physical  responses could, therefore, vary from performance to performance, but  will always be realistic 
• 'Acting is believing' 

Circles of attention 

• Actor's focus should be on the world of the play and not on the audience Emotional memory 
• Actor can draw on personal experiences to tap into emotional reality in  performance (6) 

6.1.4 Markers accept other correct, relevant and well-motivated answers.  
The following is a guide: 

• The setting of the play entices the audience to want to know more about  what is happening as there is an ominous and threatening sense of the  unknown: where exactly the place is, who exactly the characters are and  what exactly is happening 
• This would provide directors of the film a choice of different locations and  settings in which to shoot the film 
• Visually the stormy seascape and crashing waves could excite the film goer 
• Sound and lighting are mood specific and add to the spellbinding nature  of this psychological thriller provides opportunities for the lighting designer  to be creative 
• The universal appeal of the story lends itself to film script. It is a story for  all humanity, for all time. The clash of class and culture, e.g. Thami,  Johan and Smith are from different backgrounds, creates potential for  conflict which is relevant to all societies 
• The characters hold universal appeal 
• The excitement of the subject matter (the pursuit of diamonds of wealth)  is universally appealing (4) 

6.1.5 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Music 

• The score of the film can lend itself to be emotionally gripping and  dramatic in terms of the content (psychological thriller) 
• Should reflect the mood and atmosphere of the film and could underscore  the action, e.g. Johan threatening Thami with a knife 
• Sinister undertones to the music would enhance the tension, e.g. Johan  holds the other characters hostage (2)

6.1.6 Markers accept other correct, relevant and well-motivated answers. The following is a guide: 
Sound effects 

• The sound of waves crashing on the cliff face 
• A foghorn at sea 
• The sounds of wild weather 
• Thunder outside could create tension 

Visual effects 

• Lightning outside could create tension and an atmosphere of fear 
• Dim lighting within the lodge could mirror the mood 
• Footage of boats battling the wild, stormy and unforgiving sea could be  added 
• Computer graphics could be used for seascape images 
• Smaller scale models of the lodge and ships at sea may be used for long  shots (4) 

6.1.7 Markers accept other relevant and well-motivated answers. 
The following is a guide: 

• Main issues and themes may be lost because of commercialisation 
• The interaction of actor and audience is lost because it is not immediate 
• The essence of the meaning of the play may be lost due to the film  maker's point of view and interpretation of subject matter 
• Finding suitable actors to portray the roles authentically 
• Huge cost involved in making a film (4)

6.2 Refer to the notes below and ANNEXURE B to inform your marking. 
Markers accept other relevant and well-motivated answers. 
The following is a guide:
Subject matter 

• Entices and draws the audience's attention into the action of the play, e.g.  Johan holding the other characters hostage 
• Relevant to all, e.g. Thami, Johan and Smith are from different cultures  and class which could have universal appeal 
• Immediate involvement with the subject matter through the actor audience relationship, e.g. characters are psychologically realistic,  therefore, audience identifies 

Characters 

• The human condition is exposed through the characters and how they  respond to their situations, e.g. Johan's desperation to escape from his  past and create a better future 
• Universal characteristics and qualities are identifiable in the characters, e.g. Thami working to save up for a better future for his family 

Themes 

• Universal themes of greed, desperation, the need to succeed,  responsibilities of being a provider for one's family, etc. are all issues to  which any audience can relate 
• Empathy is immediate and tension is felt (12)

[40]

QUESTION 7: MISSING BY REZA DE WET 
7.1 Markers accept other relevant and well-motivated answers. 
Award full marks for:  

• Two well-motivated statements OR  
• Four separate thoughts/ideas 

The following is a guide: 
Afrikaans = 'Mis' 

• Bemesting (die 'mis' wat Miem en Meisie in sakke pak om te verkoop) 
• 'Mis' as menslike ontlasting (die aksies en gesprekke rondom die  slopemmer) 
• Indirekte verwysings na Rooms Katolieke 'Mis' (al die vroue in die drama  bieg teenoor Konstabel soos teenoor 'n priester) 
• Die vroue kyk die waarheid 'mis' 
• Meisies word uit die dorp ver'mis 
• Die feit dat die vroue hul 'mis'gis 
• Al die karakters 'mis' iets 
• 'Mis'tig buitekan 
• 'Mis' voor die vroue se oë 

English = 'Missing' 

• The girls who have gone 'missing' 
• The characters are all 'missing' something: Miem 'misses' Gabriel, Gertie  'misses' her youth and sexual liberation and Meisie 'misses' her freedom 
• The truth is 'missing' from the house 
• Absence of Gabriel - his presence is 'missing' 
• Absence of joy, love and warmth - 'missing' in the house (4)

7.2 Markers accept other relevant and well-motivated answers.  
Award full marks for two well-motivated statements on setting and time. 
Candidates may not be awarded full marks when they refer to only one of the requirements. 
The following is a guide: 
Time 

• Indicates that it is evening. It creates an ominous atmosphere which could  be a premonition of impending doom, e.g. the girls going missing  
• Indicated as 'the last night of August' 
• This will later add to the tense atmosphere of the play because one girl  goes missing on this day every year and people are scared and tense 
• The year '1936' contextualises the socio-economic environment of the  play. It is set after the Great Depression and gives the sense that the  characters are poverty stricken and thus more vulnerable 
• We learn through Miem's narration how they lost their farm, and we hear  about their present precarious existence on the small holding 
• She and Meisie sell manure to the farmers in hessian bags

Setting 

• The characters live in a 'shabby' home. This indicates that they struggle to  make a living because the father has abandoned them and Miem has  become the sole breadwinner  
• Adds to the frustration of the women in the house as the father is absent,  hiding in the attic and refuses to come down and contribute 
• The house is 'little' points to the claustrophobic existence of the  characters  
• Suggests Meisie's restricted existence, trapped and isolated from the  outside world 
• The house is located 'on a smallholding on the outskirts of the platteland'  which is significant as the family is isolated and vulnerable (8) 

7.3 Markers accept other relevant and well-motivated answers which reflect  creative thinking.  
The following is a guide: 

• The possible use of colour or light could be incorporated in the set to take  the furnishings from the realm of realism into fantasy 
• The size and proportion of some of the furnishings could be exaggerated  to evoke a sense of magic 
• The set and props could represent the essence of the space rather than  present it realistically, e.g. a minimalist set filled with manure bags to  represent the hardship of the family (4) 

7.4 Markers accept other relevant and well-motivated answers.  
Award full marks for two well-motivated statements for each type of wind. 
Candidates may not be awarded full marks when they refer to only one of the  winds.  
The following is a guide: 
Soft moaning wind and gale wind 

• The soft moaning wind creates the idea that the smallholding is desolate  and isolated which could also echo the inner 'moaning' of the characters 
• The sound of the wind could create the idea of a possible impending  threat 
• Adds to the eerie mood of the situation 
• Reinforces Meisie's desperate circumstances and entrapment in the  house because it personifies Meisie's cries for release from her  circumstances 
• As the wind and the tension develop in the play, the wind becomes a gale (4) 

7.5 •

• Meisie – Puppet 
• Miem – Puppet 
• Gertie – Puppet 
• Constable – Puppet master 
• Gabriel – Puppet master 
• Miem – Puppet master (2)

7.6 Markers accept other relevant and well-motivated answers. 
Award full marks for three well-motivated statements. 
The following is a guide: 
Meisie may be associated with a puppet because she is manipulated by the  following characters in the play 
Constable. He: 

• Notices Meisie's sense of wonder, and seduces her into the magical world  of the circus 
• Exploits her longing for adventure and promises her a magical outside  world 
• Senses her need to escape her conservative and stifling environment and  encourages her to embark on an adventure 
• Manipulates her youth and innocence by elaborating on the truth 
• Lures her in with his charming personality and offers her an escape 

Miem. She: 

• Makes Meisie believe she faces many dangers in the outside world 
• Keeps Meisie at home and isolated  
• Withholds real world experiences from Meisie to keep her naïve 
• Uses Meisie to help her with the farm and house work 

Gabriel. He: 

• Controls her feelings and emotions by making Meisie feel sorry for him • Controls her actions by making her do his hard work on the farm 
• Makes no contribution to the household; he demands that Meisie provides  shelter and food for him 
• Capitalises on Meisie's fear of the outside world and has her at home to  tend to him (6)

7.7 Refer to the notes below and the rubric in ANNEXURE B to inform your  marking. 
Markers accept other relevant and well-motivated answers. 
Candidates should display an understanding of how gender is portrayed in a  Calvinistic Afrikaner society. 
The following is a guide: 
Afrikaner Calvinism and the role of gender in the play 

• The strong matriarchal power of the mother that had to remain on the farm during the war and had to defend the property 
• The continuous retribution and judgment by the church on a vulnerable  and often illiterate population 
• Puritanical attitude of the church: women as servile and sexually loyal
• A very poor self-esteem and inferiority complex after the British victory  over the Boers 
• The Afrikaner is then seen as someone that would ‘eat excrement’ as is  evident from the women's reactions and handling of Gabriel's slop bucket 
• Traditionally the man of the house should take care of and protect the  women 

Characters 

• In Missing the roles are reversed with the father, Gabriel, in the attic. He  decided to withdraw from the world after the Great Depression 
• It is Miem who now takes over the role as breadwinner and tries to eke out an existence with her daughter 
• Miem is the only authority figure in the house. She is the matriarch and  single-handedly raises Meisie 
• Due to Miem's conservatism, she is sceptical of the outside world 
• As a result, she isolates Meisie who longs for freedom from the confines  of the house 
• Meisie is fascinated and curious about the circus, but Miem sees it as evil 
• Miem is the prison warden on her own smallholding, but is also  imprisoned by her own fears and cynicism about life 
• To a large extent it is Gabriel that also restricts Miem's movements 
• The only exposure Miem has to the outside world is when she fetches  Meisie from the circus 
• Gertie is a symbol of repressed sensuality as her Calvinistic upbringing  and conscience prevents her from pursuing her urges 
• Gertie is also influenced and controlled by Miem 
• Constable is the symbol of freedom from the oppressive Afrikaner  Calvinism 
• It is ironic that Miem trusts Constable, a man, as she is disappointed and  abandoned by her husband 
• The women also display a strong sense of religion as is evident through  the dialogue (12)

[40] 
TOTAL SECTION C: 40

SECTION D: THE HISTORY OF THEATRE, PRACTICAL CONCEPTS, CONTENT  AND SKILLS 
QUESTION 8  
8.1 B (1) 
8.2

1. : Start / beginning / exposition/preliminary situation/introduction to the  characters and their situation 
2. : Rising action / build-up to tension / conflict / clear cause to effect  development
3. : Climax (3) 

8.3 Markers accept other relevant and well-motivated answers.  
Award marks for responses that show an understanding and knowledge of  Realism. 
The following is a guide: 
As in real life the: 
Characters are: 

• Recognisable 
• Believable  
• Audience members can easily identify with them  
• Well rounded and are three dimensional 
• Develop emotions as the play progresses 

Set is: 

• Realistic 
• Depiction of real life 
• Box set used to create an illusion of reality by including as much detail as  possible 

Themes are: 

• Relevant to society and everyday life 
• Focused on social problems, oppression, crime, dominance of the ruling  classes, self-liberation etc. 

Language is: 

• Reflects the kind of characters in the plays 
• Each character has his/her distinct way of talking 
• Conversations are used to drive the plot 

Costumes are: 

• Relevant for the characters and often show the personalities of the  characters as well as their socio-economic situations (6)

8.4 Markers accept other relevant and well-motivated answers.
Candidates will choose ONE of the listed movements.
Candidates may  provide other, relevant and correct historical facts, contexts, explanations and  theatrical manifestations and examples, e.g. Poor Theatre, Theatre of the  Absurd, Theatre of Cruelty, etc. 
Award 8 marks for 4 well substantiated points. 
Award 4 marks for points that are briefly explained. 
The following is a guide: 
Symbolism 

• One of the most influential of the early reactions against Realism 
• Had its roots in France in the 1880s 
• Died out early in the 20th century 
• Anti-realistic in its denial that truth is to be found in the evidence supplied  by the senses or by rational thought 
• Suggests that truth is to be grasped intuitively 
• Attempts to dramatise impressions and feelings - a subjective reality 
• Tends to be mysterious and ambiguous 
• Productions were recognisable by their simplicity 
• Atmosphere and mood were created by lighting, colour, shapes and lines 
• Acting and directing were representational 
• Dialogue was delivered in a staccato manner 
• To allow the actors to reach the audience and share more, the  proscenium was often removed 

Expressionism 

• Focus is on the emotions of the audience and the artist 
• Objects that are responsible for arousing emotion were not the focus
• There was a large amount of psychological introspection 
• Themes of Expressionism focused on people's dissatisfaction with  authority and materialism 
• Tone of the plays was one of sarcasm or satire 
• Philosophy held that there was no absolute truth or even a notion of truth 
• Only truth is to be found inside each of us  
• Therefore truth becomes subjective  
• It is this subjective reality that Expressionism explores  

Futurism 

• Began in Italy 
• Wished to transform reality; it rejected the past  
• Glorification of the machine age was the focus of Futurism  
• Time and space were compressed and multiple unrelated scenes were  performed in a single dramatic setting 
• Sought to break the traditional proscenium arch approach and included all  the arts: circus, music hall and nightclub acts were integrated into  performances 
• Multimedia techniques were used to jolt the audience into awareness 
• Overall performance and experience was sometimes chaotic with  multimedia presentation and the use of multiple art styles 
• Actors broke the fourth wall, even at times performing in the auditorium

Constructivism 

• Began with Meyerhold in Russia  
• He developed an acting style called Biomechanics  
• He believed that certain emotions may be elicited through the use of  certain types of muscular movement 
• He challenged Stanislavski's belief that there should be internal  motivation before an emotion is elicited 
• Term taken from a study of art  
• Theatrical realisation was utilitarian and non-decorative with regard to  performances and staging  
• Sets consisted of structures, platforms, wheels, steps and machinery  parts  
• The grotesque was used to reflect the human condition 

Dadaism 

• Aimed to create and explore madness and chaos 
• A reflection on the way people experienced society 
• There was no truth or order to help create meaning out of his/her  existence.  
• Performances were usually of poems using nonsense sounds strung  together (sound poems)  
• Indicated there is no meaning in reality or our interactions 
• Audience was unable to make sense of these performances 

Surrealism 

• Dadaism was gradually absorbed into a new movement  
• This development started mainly in France 
• Also called Super-realism and was also a revolt against Realism. Artistic  truth was the aim of the Surrealist artists.  
• Aimed to achieve a true state of reality 
• To achieve this, they juxtaposed familiar human conditions with unusual  surroundings 
• The bond of ordinary reality was broken 
• Everyday logic was rejected  
• Jean Cocteau was the most important theatre practitioner of Surrealism 
•  Antonin Artaud was also influential and he used new spaces to replace  traditional theatre buildings 
• He used stark lights, shrill sound effects and the voice to create  harmonies or discord. His theatre was called 'The Theatre of Cruelty' 
•  It was a theatre of total spectacle 
• It had a ceremonial quality of a religious rite (8)

8.5 Stanislavski OR 
Lee Strasburg (1)
8.6 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
A method actor 

• Performs realistically 
• Draws from Stanislavski's method/system 
• Identifies fully with the character 
• Draws from own emotional memory and sense memory 
• Explores the scientific approach to acting techniques (3)

8.7 Markers accept other relevant and well-motivated answers. 
Award full marks for: 

• Three well-motivated ideas OR  
• Six separate thoughts/ideas 

The following is a guide: 
Given circumstances 

• A person's psychological and physical behaviour is subject to the external  influence of his environment. An action makes clear how a certain  character reacts in a given circumstance. The actor must become familiar  with the environment of the play to the extent that he becomes part of it. 

Physical score of action 

• Begin by looking at your character's physical life 
• It is important to find out what actions are stated and what actions are  implied 
• What other actions are needed (using your own imagination) 
• Only act within the given circumstances of the playwright 
• Create a physical score of actions 
• Actions need to come from a place of truth 
• Beat work will determine how actions spring from thought and feeling Concentration 
• This character connection is accomplished through concentration 
• Focus on the world around and not the black hole (audience in the dark) 
• The actor concentrates on using his actions and his lines to get what his  character want from the other actors in the play 
• One needs intense concentration in order to become a real and  believable character different from yourself 

The magic if 

• Imagine that these events on stage could take place 
• Ask the question: 'What would I do if …' 
• The magic if question helps to change the character's aims into the  actor's aim 
• It helps to carry the actor into the imaginary circumstances 

Purpose and intention 

• Actions must be truthful, believable, logical, purposeful and fit into the  given circumstances 
• You must look at both what the playwright has given you as well as your  own experiences 
• Beat work determines goals and objectives which inform purpose and  intention 

Emotional memory 

• The technique of using images and imagination is important 
• If we imagine or picture something it may lead to action, to belief and to  feeling 
• Most of these images are memories of past experiences 
• Stanislavski believed that one should recall the sensory experiences of  the situation and try to remember what we did (6) 

8.8 Refer to the notes below and the rubric in ANNEXURE B to inform your marking. 
Markers accept other relevant and well-motivated answers.  
Award marks for responses that show an understanding of preparation,  performance and the responsibility that an actor has towards an audience. 
The following is a guide: 
Dramatic skills 

• Physical skills (mime, movement, physical theatre etc.) 
• Vocal skills (projection, articulation etc.) 
• Relaxation 
• Breathing 

Creation of performance 

• Staging and use of space 
• Blocking 
• Use of levels  
• Rehearsals 

Final Presentation 

• Preparation 
• Vocal characterisation 
• Physical characterisation 
• Use of space 
• Links 
• Emotional integration 
• Impact of performance on audience (12)

[40] 
TOTAL SECTION D: 40 
GRAND TOTAL: 150

ANNEXURE A: RUBRIC FOR QUESTIONS 2, 3 and 4: 10 MARKS

ANNEXURE B: RUBRIC FOR QUESTIONS 5, 6, 7 and 8: 12 MARKS

RELIGIOUS STUDIES
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of FIVE questions.
2. Answer any THREE questions.
3. Read ALL the questions carefully.
4. Number the answers correctly according to the numbering system used in this  question paper.
5. The length of your answers must correspond with the marks allocated for each question.
6. Write neatly and legibly.

QUESTIONS

QUESTION 1 
Read the extract below and answer questions that follow. 

1.1 Discuss the internal differences of ONE religion under the following headings:

1.1.1 Teachings (10)
1.1.2 Practices (10) 

1.2 Evaluate the possible consequences of internal differences for religions. (14) 
1.3 List any FOUR hermeneutical principles and explain the significance of each principle in the interpretation of sacred texts. (4 x 4) (16)

[50] 

QUESTION 2 
Read the extract below and answer the questions that follow. 

Answer the following questions with reference to any ONE religion. 
2.1 Analyse the nature of divinity as it is explained in the religion's central  teachings. (18) 
2.2 Discuss the central teachings of the religion that refer to the relationship  between the community and the individual. (12) 
2.3 Explain the religion's view on the origin of evil. (10) 
2.4 Explain the religion's teachings about life after death. (10)

[50]

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

3.1 What are the causes of HIV and Aids? (10)
3.2 What effect does HIV and Aids have on society? (10)
3.3 Discuss various religious teachings that offer solutions to HIV and Aids. (20) 
3.4 Do you think religious organisations are winning the battle against HIV and  Aids? Give reasons for your answer. (10)

[50] 

QUESTION 4 
4.1 Discuss the origins of any ONE secular world view by explaining how and why  it came about. (10) 
4.2 Discuss the teachings of the secular world view in QUESTION 4.1 above. (20) 
4.3 Discuss how the normative source(s) of any ONE religion originated and  developed over time. (20)

[50] 

QUESTION 5 
Read the extract below and answer questions that follow. 

5.1 To what extent has the attitude of religion towards evolution changed since  the 19th century? Give examples from at least TWO religions to support your  answer. (30) 
5.2 Discuss the relationship between the Big Bang theory and any ONE religious  teaching on creation. (20) 

[50] 
TOTAL: 150

RELIGIOUS STUDIES
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

MEMORANDUM

QUESTION 1 
1.1.1 NOTE:  

• Two marks are awarded if all the branches of the  selected religion are mentioned. 
• In 1.1.1 and 1.1.2, if more than one religion is discussed,  credit only the first religion. 
• If only one of two existing branches is discussed, a  maximum of six marks must be awarded. 
• African Initiated Churches should also be recognised as  a branch of Christianity.
  EXAMPLE 1: Christianity 
• There are three main branches of Christianity, namely the  Roman Catholic, Eastern Orthodox and Protestant Churches. 

Roman Catholic Church 

• This branch sees itself as the original church of Christ. 
• They believe that everyone is born in sin, because Adam and  Eve disobeyed God's command. 
• God is made up of the Father, the Son and the Holy Spirit.(i.e.  Trinity) 
• The Holy Spirit comes from God the Father and the Son. 

Eastern Orthodox Church 

• According to the Eastern Orthodox Church, the Holy Spirit  comes from God the Father only, and not the Son. 
• They believe that they are the 'rightly guided' Church. 
• The supreme authority of the Pope is not recognised. 

Protestantism 

• In Protestantism, the Bible has more authority than the Pope. 
• Rituals are less important than belief. 
• They believe that faith is the key to salvation. 
• Salvation is a gift given freely through the works of Jesus  Christ.  

EXAMPLE 2: African Traditional Religion 

AmaZulu 

• They believe and acknowledge the existence of a Supreme  Being called uMvelinqangi. 
• They believe that His status is so high that one cannot directly  approach Him. 
• Communication with uMvelinqangi is done through the  ancestors. 
• The amaZulu also believe that there is a feminine goddess called uNomkhubulwane. 
• They also believe in a ceremony called 'brought back', where  the living dead is established as an ancestor.

Aka (in Central Africa) 

• The Aka believes in creator spirit called Bembe. 
• They believe that Bembe retired after the act of creation. 
• They believe in the forest spirit called Dzengi. 
• They believe that Dzengi assists them in the successful  hunting of elephants. 

Yoruba (South West Nigeria) 

• They believe that Olodumare is the creator spirit. 
• They believe that each human possesses a fate or destiny. 
• They also believe that life is cyclical (reincarnation in human  form). 
• The aim of reincarnation is spiritual improvement. 
• They believe that good spirits become one with Olodumare.
  NOTE: The candidate must mention all branches of the religion  chosen. Two marks are awarded for this. (10) 

1.1.2 NOTE: NO marks should be awarded for repeating the branches of  the religion in QUESTION 1.1.2. 

EXAMPLE 1: Christianity 
Roman Catholic Church 

• The Roman Catholic Church practises a number of rituals called Sacraments such as:
  • Eucharist (Holy Communion)
  • Ordination into priesthood 
  • Marriage
  • Baptism 
  • The last rite before the death of a person 
  • Burning of incense
  • Confession of sin to a Priest 

Eastern Orthodox Church 
They practise the following: 

• Lighting of candles. 
• Holy Communion. 
• Kissing of the images of Saints, called icons. 
• Burning of incense. 
• Baptism. 

Protestants 

• Attendance of Sunday services. 
• Holy communion services. 
• Healing services 
• Revival crusades.

EXAMPLE 2: African Traditional Religion 
AmaZulu 

• They burn incense during communication with the ancestors. 
• When there is illness or misfortune, they consult the traditional  healer or diviner. 
• Unomkhubulwana is approached through a pilgrimage to the  mountains during natural disasters or drought. 
• They practice a 'brought back' ceremony where the deceased is  established as an ancestor after a year. 

Aka (Central Africa) 

• They dance and sing in honour of Dzengi. 
• They slaughter animals in communication with the ancestors. 
• When they go for hunting they perform a ritual which involves  animal slaughtering to communicate with the animal spirit. 
• They consult ngangas when taking difficult decisions. 
• When there is illness or crisis in the family or community, the  ngangas (traditional healers) are consulted. Yoruba 
• Religious practices focus on Ori Orun (spiritual self). 
• Spiritual contact is made via various intermediaries, including  

Orisas (lesser divinities). 

• Each town has its own oris, and a temple dedicated to it. 
• Sincere meditation and veneration strenghtens one's links with  the spiritual realm. (10) 

1.2 NOTE: The candidate may give any number of positive and negative  consequences. Any other relevant responses should be accepted. 
 A maximum of TWO examples may be credited. 

Positive consequences 

• Internal differences allow for differences in the interpretation of sacred  texts. 
• There is potential for religious growth, arising from interaction of  subdivisions. 
• It is also more accommodating, as human beings are not all the same. 
• Internal differences encourage tolerance, as different views are also  accepted within the same religion. 
• They force the adherents to focus on what is common, rather that the  differences. 
• Major beliefs remain unchanged, but practices may differ among  subdivisions of the same religion. 
• E.g. In Islam, the shahadah (testimony that Allah alone is worthy of  worship, and that Muhammad is His Messenger) is non-negotiable, but  differences in jurisprudence and rituals do exist. 
• In African Traditional Religion, ancestral worship is non-negotiable, but  rituals are very different across the various branches. 

Negative consequences 

• Internal differences weaken religions. 
• It causes division in communities and even families. 
• People become intolerant, as they expect all persons from one religion to  be the same. 
• Internal differences have led to major wars. 
• E.g. Iran-Iraq war/ Northern Ireland, etc. 
• People become confused, and lose interest in religion. 
• They may convert to another religion altogether. (14) 

1.3 

 Historical context 

• This means that the writings must be understood within the context of the  time and circumstances in which the text was written. 

Clearest meaning/Meaning of words  

• The meaning that is clearest (or most obvious) to the reader should be  considered. 

Plan, purpose and context 

• The writing plan or structure of the whole document must be taken into  account. 
• An extract must be seen as part of the whole. 
• For example, is the writing in the form of poetry or prose? 

Meanings of words 

• The meanings of words often change over time and context. 
• For correct interpretation, the original meaning must be used. 

Figurative language 

• Figurative language is used widely in some sacred texts. This must be  identified as such, so that it is not interpreted literally. 
• Figurative language requires the application of all other hermeneutical  principles, in order for it to be correctly interpreted. 

Other sacred texts 

• Sacred texts may be used to interpret other sacred texts on the same  topic.  
• This is because there is consistency among teachings of a religion and its  sacred texts. (16)

[50]

QUESTION 2 
2.1 EXAMPLE 1: Hinduism  

• The highest concept of God in Hinduism is Brahma, the Supreme Being.
• Brahman is everywhere and the source of our existence. 
• Hinduism believes that God can be experienced in graded stages  according to the spiritual development of the devotee. 
• The first level or experience of God under Brahman is Ishwara, the  formless God, who is everywhere and formless. 
• Hinduism's nature of divinity is illustrated in the belief in reincarnation,  which is a spiritual evolution, since one can experience Brahman in  gradual stages. 
• The Creator can be either in an active or passive state. 
• The passive state of the Creator is a state of rest when nothing happens. The active state was when the Big Bang happened. 
• Since God is seen in many forms, Hindus believe that all religions lead to  one truth. 
• In Hinduism the universe is the Creator, so they do not have a problem  with the theory of evolution. 

EXAMPLE 2: Islam 

• Muslims believe in a universal God called Allah. 
• Allah is beyond physical description and is referred to by a wide range of  titles reflecting His divine attributes (al-Rabb, al-Malik, al-Rahman and al Rahim). 
• Belief (iman) in Allah is the foundation of Islam. 
• Humans must affirm and acknowledge the existence of Allah and live  according to His divine will. 
• His divine will is expressed in the teachings contained in the divinely revealed scriptures, the Qur'an. 
• The Muslim understanding of the nature of God, of the universe and of  humanity is shaped essentially in the Qur'an. 
• The titles al-Rabb and al-Malik reminds us that Allah owns the universe  and will dispense justice on the Day of Judgement. 
• The above titles are reflected in Islamic belief in the Judgement Day. 
• Two fundamental doctrines in Muslim teaching, which complement each  other, are tawhid and shirk. 
• Tawhid is arguably the defining doctrine of Islam, and affirms the oneness  of God. 
• Allah must be venerated above all other beings and above animals; He is  one and has no son. 
• Of all major sins in Islam, shirk (associating partners with God) is the  gravest, because no gods, being or object has the attributes of Allah. (18)

2.2 EXAMPLE 1: Hinduism 

• According to the traditional Hindu view, human beings may be divided into four categories called varnas/ castes. 
• These varnas serve the purpose of organising society. 
• Individuals then know their place or role in society. 
• The resultant division of labour moulds the relationship between the  community and the individual. 
• Varnas is to categorise people according to their intrinsic qualities. 
• The highest caste consists of Brahmanas, the spiritual teachers, priests,  philosophers and law-makers. 
• They must provide spiritual guidance and intellectual sustenance to  society. 
• The second caste is the Ksatriyas, rulers and warriors, whose duty is to  govern the nation and to protect it against aggression. 
• They must use their power to protect the weak and punish the wicked. 
• The third category is the business persons. They must earn wealth. 
• They must spend their wealth in charity and for the welfare of society. 
• The fourth caste is Sudras, or labourers who must be active and honest. 

EXAMPLE 2: Islam 

• Islam creates a balance between the rights of individuals and the rights of  the community. 
• If there is conflict between the right of individuals and that of the majority,  the community's right takes precedence. 
• Individual rights must not cause harm to or violate the right of the majority. 
• The individual has specific rights which cannot be denied, but with those  rights comes obligations to the family, community and state. 
• Islam believes that its followers are obliged to provide support and  assistance to weak members of the community. 
• The community should create a context in which the physical and  intellectual capabilities of all its members can flourish. 
• The community must encourage all that is good or beneficial and forbid or  discourage all that is evil. 
• The collective affairs of the community should be run on a basis of mutual  consultation. 
• Muslims have social obligations not just to their communities, but towards  all humanity. (12) 

2.3 EXAMPLE 1: Hinduism 

• Hindus do not deny the reality of pain, misery and evil in the world. 
• They believe that evil is not inherent in the human being. 
• Evil is like a cloud throwing its shadow over the passing sun. 
• The cloud passes but the sun does not change. 
• In Brahman there is no evil. 
• According to Hinduism, suffering and evil are caused by a perception of  duality between man and the universe, between us and God. 
• If we become one with Brahman, there will be no evil.

EXAMPLE 2: Islam 

• Evil is linked with Satan or the devil. 
• Allah created Adam and commanded all of creation to bow before him. 
• Satan refused to bow claiming that he was better than Adam because he  was created from fire, whereas Adam was created with clay. 
• That pride led Satan to fall from grace. 
• Satan vowed that forever, he would use his power to mislead people and  dissuade them from obeying God. 
• Human beings have a natural moral sense given to them by Allah, which  enables them to distinguish between good and evil. 
• Every individual is obliged to avoid what is evil and do what is good. (10) 

2.4 EXAMPLE 1: Hinduism 

• Humans are trapped in the circle of birth and rebirth known as Samsara. 
• When a person dies, the soul is reborn (reincarnated) into another body. 
• The spiritual goal of humans is to liberate the soul from continual rebirth of the body. 
• The soul can be liberated once it has found its oneness with Brahma. 
• The soul can only be truly happy when this liberation is achieved.  
• This liberation is called moksha. 

EXAMPLE 2: Islam 

• According to Islam, life does not cease with death, but continues beyond  the grave. 
• Those who die enter a new phase, called barzakh, till the Day of  Resurrection. 
• In this phase (barzakh), the soul is in a state of either contentment or  torment. 
• On the Day of Resurrection, all people will be called by Allah to account for  their lives on earth.  
• On the Day of judgement, those who believe in Allah and have fulfilled  their obligations to the Creator as well as to humanity, will be rewarded. 
• They will be admitted to paradise (jannah). 
• Those who deny the existence of Allah will be punished and consigned to  hell (jahannam). 
• Death is not the end of life, but a phase in the journey of human kind. (10)

[50]

QUESTION 3 

3.1 

• AIDS is a disease caused by the HI virus. 
• This virus is passed mainly through unprotected sexual intercourse. 
• HIV and Aids can also be acquired through the sharing of medical needles (e.g. in drug abuse). 
• It can also be acquired through blood transfusion. 
• Substance abuse exposes a person to HIV and AIDS, as addicts have an  increased risk of engaging in risky sexual behaviour. 
• Older men (Sugar daddies/'Blessers') who may already be HIV positive,  sleep with younger women. 
  NOTE: Any other relevant point must be accepted. (10) 

3.2 

• There is a high mortality rate of young individuals in society. 
• This has a negative impact on the economy, as economically active people  are affected. 
• The death of young individuals also results in child-headed families. 
• This in turn leads to an increase in poverty stricken families. 
• There is also an increase in orphans and vulnerable children. 
• The economy of the country is also affected, since more people are  dependent on social grants. 
• Unfair discrimination among community members is experienced.  
• People who are suffering from HIV and AIDS are forced by their health  conditions to take early retirement or medical boarding.
  NOTE: Any other relevant answers should be accepted. (10) 

3.3 EXAMPLE 1: African Traditional Religion 

• This religion teaches followers about abstinence from sexual intercourse  before marriage. 
• The young maidens are encouraged to preserve their virginity. 
• Virginity testing takes place on regular basis in order to promote good  sexual behaviour among the youth. 
• This religion believes in 'ubuntu', which is central to nation building as it emphasizes right living in the society. 
• African Traditional Religion believes that young men should go to the  mountain to be moulded and prepared for manhood and responsible  adulthood. 
• They are taught different aspects of life: they also undergo circumcision  which becomes the climax of their training towards manhood. 
• Young male circumcision is also encouraged in ATR as another way of  protection against HIV and Aids. 
• It is expected that the eldest must play a leading role in the community by  protecting the young ones, rather than sleeping with them. 
• There are also rites of passage that are conducted for the young men and  women to encourage good behaviour. 
• Communal way of life encourages everyone in the community to be in  harmony with the values and customs of the community, including  abstinence.

EXAMPLE 2: Christianity 

• Christianity believes that there should be no sex before marriage. 
• The adherents of Christianity are taught to preserve their virginity and  undergo religious engagement, which is the last step before marriage. 
• In Christianity, the followers are expected to follow the Ten  Commandments that include teachings like, 'thou shall not commit  adultery.' 
• Christians are taught to live a holy life. 
• Promiscuity is abhorred. 
• Some of the Christian denominations teach against blood transfusion  which is one of the causes of HIV and Aids, e.g. Jehovah's Witnesses. 
• Christianity believes that the body is the temple of the Lord, so they must  not practise any form of immorality. 
• 'Love your neighbour as you love yourself' means that you should not harm  any fellow human being, which includes not infecting him/her with HIV. 
• We must care for all human beings and protect them against contaminated  needles and other materials, because God is Love. 
• Rewards after death encourage Christians to abstain from sex before  marriage and remain faithful to their partners. 
  NOTE: Any other relevant answer should be accepted. (20) 

3.4

YES 

• Interfaith organisations in South Africa organise workshops and  conferences in different communities to teach them about HIV and AIDS. 
• 'Love Life' is an NGO that is supported by all religions to raise awareness  about HIV and AIDS. 
• In each and every church conference, HIV and AIDs is included in the  agenda. and that has led to a decline in infections. 
• Most church goers who have undergone character building processes  within their churches display strong moral values and assertiveness.  
• Most churches are now equipped with HIV advisers who regularly raise the awareness about HIV and AIDS. Hence a reduction in the HIV and AIDS  infection rate.
  OR 

NO 

• Some organisations have made a considerable effort. However, the impact  is little and not visible in society. 
• There are still many reported cases of teenage pregnancy among school  girls. 
• Although learners receive life skills training, conducted by certain  organisations such as 'Star for Life', they (learners) still engage in sex  irresponsibly which results in unplanned pregnancies. 
• Sexually transmitted diseases are still prevalent among the youth and  adults. 
• There is still disagreement with the Department of Education about the  distribution of condoms, which is favoured by most non-governmental organizations. 
• Sexuality education is often taught by unqualified Life Orientation teachers.  They are unable to do justice to this important topic. 
• The influence of religious organisations is decreasing. (low attendance) 
• Religious organisations therefore have little influence on society, and even  less among the youth.
  NOTE: Any combination of YES and NO responses is acceptable.
  Any other relevant answer should be accepted. (10)

[50] 

QUESTION 4 

4.1 NOTE: If a candidate has discussed only 'how' or 'why', a maximum of EIGHT marks may be awarded. 
EXAMPLE 1: Materialism 

• Materialism originated in various areas within Europe and Asia. 
• It originated during the Axial Age from 800 - 200 BCE. 
• Materialism expresses itself in ancient Indian philosophy; in Buddhism and  Confucianism.  
• Baron d'Holbach (1723–1789) claimed that initially nothing existed except  nature. 
• In the West, materialism was first developed by Greek philosophers, the  Atomists, and was revived in the 18th century. 
• An elaboration of the concept of 'materialism' was made by Karl Marx  during the 19th century.  
• Marx included human history and economic activity into materialism. 
• It was at this time that the Protestant movement was gaining ground in  Europe. 
• This emboldened secularists, including materialists, to develop world views  other than religion.  

EXAMPLE 2: Secular Humanism 

• Secular humanism as a concept was first used in the 1950s. 
• Secular humanism is a branch of humanism. 
• The term humanism was originally a religious term. 
• In the Renaissance a humanist was anyone who studied the classical  literature and education. 
• In the 19th century, the meaning of humanism shifted to mean atheism to  most English speakers. 
• Secular humanism originated because particular philosophers needed to  put forth their own theory, which would replace religion. 
• The Council for Secular Humanism was founded in 1980.
• The Council for Secular Humanism issued a declaration reflecting its  members' beliefs-'A Secular Humanist Declaration.' 
• The twenty-fifth anniversary of the Council for Secular Humanism was  celebrated in 2005. 
• It was during the celebration that the World Congress was held. 
• At the World Congress, the secular humanists called for a 'new  Enlightenment.' 
• The new Enlightenment was meant to spread to the Middle East and other  parts of the world. (10) 

4.2 EXAMPLE 1: Materialism 

• Materialism as a secular worldview believe that matter is the only reality. 
• Materialism teaches its followers that there is no supernatural realm. 
• This worldview is opposed to the religious worldviews that are based on the beliefs that affirm the existence of any form of spiritual reality. 
• Materialism propagates that nothing exists but nature. 
• According to materialism, any being that is viewed as beyond nature is a  creature of imagination. 
• Materialism forbids its followers to subject themselves to any spiritual  dependency. 
• New terms were developed from materialism, namely: Dialectical  materialism and Historical materialism. 
• In dialectical materialism, matter is regarded as the fundamental cause of  everything. 
• Economics and the relationships between workers and owners as the  basic structure in the community is referred to as historical materialism. 
• However, contemporary physicists and neuroscientists are challenging the  materialist explanations of reality. 

EXAMPLE 2: Secular Humanism 

• Like other forms of humanism, Secular humanism holds a common belief  that attaches prime importance to humans. 
• To the Secular humanist, the divine does not exist. 
• Secular humanism rejects religious belief and the existence of the  supernatural. 
• In its teachings, the Council for Secular Humanism highlights the following: o A need to test beliefs – A conviction that traditions, ideologies and  dogmas should be weighed and tested by each individual and not by  faith.
  • Reason, evidence, Scientific method – A commitment to the use of  critical reason, factual evidence and scientific method of inquiry in  seeking solutions to human problems and other questions.
  • Fulfilment, growth and creativity – A primary concern with fulfilment,  growth and creativity.
  • Search for truth – a constant search for objective truth. 
  • This life – A concern for this life as opposed to an afterlife. 
  • Ethics – A search for viable individual, social and political principles of  ethical conduct. 
  • Justice and fairness – An interest in securing justice and fairness in  society. 
  • Building a better world – A conviction that with reason, an open  exchange of ideas, goodwill and tolerance can be used to build a  better world.

(20) 

4.3 NOTE: A discussion on only ONE normative source is an adequate response  to this question. 
If a religion and normative source are not mentioned, a maximum of 16 marks  may be awarded 
EXAMPLE 1: Hinduism 

• In Hinduism, the original sound of the spoken word is awarded absolute  priority. 
• The oral and written texts originate from the inspiration that can be traced  back to 4000 years ago. 
• The original inspiration was transmitted orally for centuries and even  millennia before the advent of heard writings (Shruti) 
• The heard writings are distinguished from secondary, derived, humanly composed writings such as philosophical interpretations. 
• This distinction above is not absolute. 
• The Brahmanas and Upanishads later become compositions,  commentaries and interpretations of the earlier collections. 
• The compositions, commentaries and interpretations were later included in  the sacred tradition of the Vedas. 
• As time went by there was development from the original to the derived, towards the different classical philosophical schools. 
• Examples of the classical philosophical schools that have developed are  the Nyaya, Vaisheshika, Sankhya, Purva-Mimamsa, Yoga and Vedanta. 
• Over the years there have been more innovative and authoritative  commentators and re-interpreters. 
• Examples of the innovative and authoritative commentators are Shankara  and Vivekananda. 

EXAMPLE 2: Judaism 

• Like in many religions, the original inspiration was largely spread first by  oral tradition. 
• Such an oral tradition was transmitted faithfully for hundreds and even  thousands of years. 
• The primary scriptures in Judaism are collectively known as the Tanach. 
• The Tanach is made of the Torah, Nevi'im and Ketuvim. 
• The first group of the primary scriptures began to enjoy canonical status by  the fifth century BCE. 
• The second group of the primary scriptures gained the canonical status by  the third century BCE.
• The third group of scriptures was finally accepted into canon in the last  decade of the first century CE. 
• The corpus of these scriptures was decided by the scholars after careful  deliberation, to be the revealed Word of God. 
• The Apocrypha were not included as divinely revealed books. 
• The canon was thereafter supported strictly as a secondary source. 
• The Talmud consists of the Mishnah and the Gemara. 
• The Talmud was completed by the end of the fifth century CE. 
• On the third tier were further detailed, rabbinical explanations of the Torah.
• The most important of these rabbinical explanations were written down  (Midrash). (20)

[50] 

QUESTION 5 
5.1

• In the 19th century, when Darwin's Origin of Species was published, the  response of the Church was total rejection. 
• It was seen as blasphemy. 
• Today there are more liberal views in Christianity, as well as in Judaism  and Islam.  
• Liberal believers believe that there is common ground between religion  and science. 
• They re-interpret part of their own tradition so as to accommodate  evolution. 
• They argue that at a deep level, teachings about nature in the holy books  must be understood allegorically, or figuratively. 
• For example, some Christian theologians have argued that the account of  creation in Genesis must not be interpreted in the physical sense. 
• Liberal believers say there is no conflict between science and religion, so  long as one sees science as uncovering God's laws. 
• They also explain creation through the terms 'creation science' or  'intelligent design'. 
• These concepts incorporate evolution into the creation plans of the  Supreme Being. 
• That is, organisms were designed by God to be able to adapt to changing environments, thus leading to new species. 
• Liberal believers thus argue that natural selection is part of God's  intelligent design. 
• The attitude of liberal believers has certainly become more accepting of  the theory of evolution  
• Amongst the orthodox believers of the Abrahamic faiths, the traditional  religious view is seen as absolutely true.  
• Everything in scriptures is equally timeless and eternal, and true in a literal  sense.
• Creationism as it is explained in the book of Genesis is regarded as true,  and in a literal sense. 
• God created Adam and Eve who were the first humans. 
• Adam and Eve were created perfect in the image of God. 
• They did not evolve from other life forms, but were created as a unique  species. 
• They are above all God's creation. 
• Orthodox believers refer to the famous 'watch analogy' of William Paley. 
• Paley argued that a watch is a complicated piece of engineering, and  cannot come into being by chance: It must have an intelligent designer. As  the universe is far more complicated, it too, must have an intelligent  designer (God). 
• Orthodox believers argue that God does not change His plans: He is still in  charge of creation. 
• Therefore, the attitude of orthodox/fundamentalist believers has not  changed at all. Religion deals with God and science deals with nature. 
• However, other religions, such as Hinduism and Buddhism, have always  accepted the theory of evolution. 
• Hinduism has no problem with evolution: they have a more advanced  theory of evolution which incorporates spiritual evolution. 
• The evolution theory did not create a conflict with Hindu thought and  beliefs for it contributed to the understanding of evolution towards Moksha. 
• Therefore, in these religions (Hinduism and Buddhism), there is no change  in attitude. 
• In African Traditional Religion, there has been no objection to evolution  theory, as the universe is seen as interconnected parts. 
• However, the status of man is clearly seen as above all other creation.
  NOTE: Relevant changes discussed in other religions should be accepted. If  a candidate discusses only one religion, a maximum of 20 marks may  be awarded. (30) 

5.2 EXAMPLE 1: Hinduism 

• To Hindus, the universe itself is the creator. 
• This does not contradict the Big bang Theory. 
• In Hinduism the Creator is not male or female. 
• The creator is simple the Creator. 
• No creator is mentioned in the Big Bang theory. 
• Hindus believe that Big Bang is the alternative way of explaining how the  universe came about. 
• In Hinduism, the Creator exists in either active or passive state. 
• The passive state is a state of rest, when nothing happens. 
• Scientifically the passive state was before the Big Bang.
• After a very long time the creator becomes active again. 
• This is when part of the universe becomes different from other parts, and  creation begins. 
• According to scientific view when a creator becomes active that is when  the Big Bang took place. 

EXAMPLE 2: Taoism 

• In Taoism, the world and everything in it comes into being automatically as  part of the activity of the Tao. 
• It is not planned, but it is not unplanned. 
• The Tao did not intend the world to exist, nor did it not want the world to  exist. 
• Taoism does not contradict the Big Bang Theory. 
• Scientifically the world was not created by any God or gods, but it  happened by chance. The world simply emerged as a tiny speck in the  enormous 'bowl' of creation as the Tao continued on its path. 
• According to Taoism the world consists of processes of creation and  destruction. 
• This is in line with the Big Bang Theory which states that there was an  enormous explosion. Within a second, the universe had appeared and  filled out to an enormous size. 
• According to science, the universe is ever expanding. There is no rest  period. 
• The Taoist view of the universe is based very much on their observation of  the natural and human world. 
• The Big Bang Theory is also based on observation of the natural and  human world. 
• Hence Taoism's acceptance of the Big Bang Theory. (20)

[50] 
TOTAL: 150

RELIGIOUS STUDIES
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

MEMORANDUM

SECTION A (COMPULSORY) 
QUESTION 1  
NOTE: Credit the candidate if the correct answer is written instead of the letter. 
1.1.

1.1.1 C√ 
1.1.2 D√ 
1.1.3 C√ 
1.1.4 C or D√ 
1.1.5 C√ 
1.1.6 B√ 
1.1.7 B√ 
1.1.8 C√ 
1.1.9 D√ 
1.1.10 C√ (10 x 1) (10) 

1.2 

1.2.1 hermeneutics√√ 
1.2.2 Nirvana/enlightenment/knowledge√√ 
1.2.3 Harijans/Children of God/Sudras√√ 
1.2.4 Secularism. Atheism, communism 
1.2.5 Lao-tzu√√ 
NOTE: Accept the candidate's answer if it is clearly recognisable despite  being spelt incorrectly. (5 x 2) (10) 

1.3 NOTE: Credit the candidate if the correct answer is written  instead of the letter. 

1.3.1  E√ 
1.3.2 G√ 
1.3.3 B√ 
1.3.4 A√ 
1.3.5 C√ 
1.3.6 D√ (6 x 1) (6) 

1.4

1.4.1 Books recognised as authoritative√ and sometimes as divinely  revealed√ 

1.4.2 Holding on to traditional, conventional values, √ against change√ 
1.4.3 Strict adherence to conservative√ and traditional religious beliefs√,  and rejecting other views√ 
1.4.4 An independent group of cities and villages united by culture, √ religion and government√ 
1.4.5 An approach that does not reject God's existence, √ but simply  ignores it√ (5 x 2) (10)
NOTE: Other valid responses must be credited.

1.5

1.5.1 False √ 
They did not accept their African traditional practices and thought  they were primitive.√ 
1.5.2 False√ 
According to Taoists everything in creation consists of two kinds of  forces – the Yin and Yang.√ 
1.5.3 False√ 
The head of Tibetan Buddhism is the Dalai Lama.√ 
1.5.4 False√ 
The Old and New Testaments are sacred texts of Christianity/ The  Old Testament/Torah is the sacred book of Judaism.√ 
1.5.5 True√√ (5 x 2) (10)

1.6

1.6.1

• • The ancestors play an intermediary role between God and the  living. √
  • They are in spirit form and are found everywhere. √ (2) 

1.6.2

• • Meditation establishes control over the mind. √
  • This is necessary to reach a level of 'non-attachment'. √ 
  • Buddhists engage in the meditation process in order to  overcome evil. √
  • Knowledge according to Buddhism can be attained through  meditation. √
    NOTE: Accept any TWO relevant points. (2)

TOTAL SECTION A: 50 

SECTION B: NOTE: If the candidate has answered more than two questions in  this section, only the first two must be marked. The extra  responses must be struck off, and 'EQ' written across them. 
QUESTION 2 
2.1

2.1.1

• Identity refers to characteristics that give people a sense of  belonging. 
• Identity also creates a certain personality that distinguishes it  from other religions. 

Examples:  

• Religions create identity through dress, symbols and common  practices. 
• All Christian churches have a Cross as an identity. (4) 

2.1.2

• This refers to two different belief systems that are combined to  form a new one.  

Examples:  

• Sikhism, African Indigenous Churches, African Initiated  Churches (4) 

2.2

2.2.1

• Jews believe that they have a covenant with God.
• God is almost a father-like figure who is both their Creator and  Protector. 
• God is so holy that it is forbidden even to speak His name. 
• They believe that God revealed Himself through His Law. 
• They lay more emphasis on the correct way of life, rather than  faith or belief. (6) 

2.2.2

• Impermanence lies at the very heart of all Buddhist philosophy.
• It implies that even the gods/enlightened beings in Buddhism  are not immortal. 
• The Eightfold Path is prescribed as a way of ending suffering. 
• Human suffering is caused by unfulfilled human desire. (6) 

2.2.3

• Belief in the ancestors and their on-going role in the lives of  people is built on their revelation to the living. 
• There is no founder. 
• There is no sacred text. 
• It is a religion based on oral tradition. 
• Teachings and morals are passed down the generations  through the spoken word. (6)

2.3

• Living beings are reborn after death. 
• Some are reborn into higher forms of life that can take them closer to  becoming one with the divine. 
• This is the ultimate evolution and is called moksha. 
• Others are reborn into lower forms of life. Those who are 'lower down' have a more limited view of ultimate reality. This is a form of regression. (4) 

2.4

• Religious freedom implies the freedom that is bestowed upon individual  members of the society to practise their religions without fear. 
• It teaches respect for and tolerance of other religions.  
• No religion is superior to any other, hence all religions enjoy equal status. (2) 

2.5

• Doctrine is a set of beliefs or principles. 
• Dogma is a belief that believers must accept without any doubts. (4) 

2.6 EXAMPLE 1:  

• Interfaith Action for Peace in Africa (IFAPA) 
• This organisation works in collaboration with religious communities in the  continent, which is one of the main reasons for its successes.  
• IFAPA does not work in isolation. It works closely with other religious  organisations. 
• IFAPA has made a successful effort to be as inclusive of different religions  as possible, e.g. it includes The African Traditional Religion, Judaism,  Christianity, Islam, Hinduism, Buddhism and the Baha'i Faith. 
• This organisation has succeeded in sending delegations to the areas of  conflict. The members of their delegation have been instrumental in  bringing conflicting groups together in reaching understanding and  cooperation with one another. 
• However, in spite of all the efforts, this organisation has not been able to  achieve permanent or lasting peace among conflicting groups.  
• The reason for that is political interference. 
• Their successes have also been hindered by the cultural and tribal groups  which would use religion in pursuit of their goals. 
• This organisation has also been successful in bringing together civil  society, private sector and governments, which is one of the reasons for its  achievements.  

EXAMPLE 2:  

• African Council of Religious Leaders – Religions for Peace 
• This organisation has succeeded because of its principles and values of  respect and tolerance for religious differences. 
• It has also succeeded because it has always made an effort to encourage  peaceful co-existence among a variety of religions. 
• Their actions have also been based on deeply held and mainly shared  issues and values of moral concern.
• Another reason for their success was the promotion and preservation of  identity for each religious community. 
• The recognition of religiously diverse communities in Africa has also led to  its success. 
• They also support locally led multireligious structures under the umbrella of  Religions for Peace. 
• They uphold the principles of representation, subsidiarity and sodality. 
• They participated in the World Social Forum. 
• Whilst there has been successes in this organisation, some failures have  been noted: 
• E.g. the maintenance of permanent peace among conflicting groups in  Africa. 
• Peace-keeping has always been interrupted by political and cultural  differences. 
• There is a lack of recognition of the organisation by some governments,  such as that of Chad and the Central African Republic.
  NOTE: A minimum of four and a maximum of six marks can be allocated for  the evaluation of work done by the organisation. (14)

[50] 

QUESTION 3 
3.1.1

• The heading means that the Christian community wants the programme to  be moved from the early hours of the evening to late at night. 
• It also expresses the view that the devil belongs to darkness. (2) 

3.1.2

• The Christian viewers have forwarded a complaint. 
• The drama series focuses on Lucifer, who is regarded mainly as the  source of evil. 
• This drama series is perceived by other viewers as the promotion of  Satanism. 
• At 19:00, there is a risk that children might view the programme, and be  negatively affected by it. Hence the need to change the time slot. (8) 

3.1.3 

• The public might be led to think of the devil as an ordinary human being. 
• The younger generation may think that Satanism is just one of the  accepted religions that could play a positive role in society. 
• This programme may lead to the promotion of satanic activities. 
• Conflict between the Christian community and other faith groups may  occur. /The action of the Christian group may receive objections from other  religious groups who do not believe in the existence of the devil. 
• These communities may raise issues of human rights and freedom of choice.  
• The TV programme glorifies evil. 
• It can make people aware of how one can be misled by evil. (14)

3.1.4

• Everyone has the right to freedom of conscience, religion, thought, belief  and opinion. 
• The non-Christian community will be deprived of their right to freedom of  conscience, belief and opinion. 
• They are violating their freedom of choice and interest. 
• They are depriving viewers of the sheer entertainment value of the series. 
• Everyone has the right to freedom of expression, which includes freedom  of the press and other media. 
• The Christian community is violating the freedom of the press and other  media to suit the needs of the Christian community alone. 
• They are also violating the freedom of artistic creativity of the creators of  the series. (12) 

3.2

• The media creates sensation around religion. 
• E.g. paedophilia in the Catholic Church, hijab in Islam, etc. 
• They focus on exceptions rather than the rule. 
• They give exposure to minority religious issues, and dismiss mainstream  religion. 
• E.g. gay rights, abortion, etc.  
• Media are selective about religious coverage.  
• E.g. much coverage is given to Pope's visit, but little is said about Dalai  Lama's visit to USA. 
• Any violent act committed by a Muslim is always linked to Islam, while  such acts committed by non-Muslims mentions no religion. 
• Social media is less biased, as it is regulated to a lesser extent than  mainstream media. 
• E.g. in Facebook, Twitter and other social media require subscribers to  identify themselves before posting. Hate speech is removed. (14)

[50] 

QUESTION 4 
4.1

4.1.1

• Refers to the breath (power/knowledge) of an extraordinary  being or power. 
• For example, a deity taking over a person and inspiring him or  her with divine knowledge. 
• Most religions have founding figures who were inspired by a  higher power or wisdom.  

Examples: 

• Abraham, Moses, Buddha, Prophet Muhammad and  Baha'u'llah. 
• Mediums and diviners specialise in communication with  ancestors and spirits in general. (4)

4.1.2

• The word 'parable' refers to a story that is told to illustrate a  religious principle or answer a religious question. 
• Parables are set within the cultural and social environments of  the people who produce and use them. 

Example: 

• In the New Testament, it refers to a story designed to teach a  spiritual truth (e.g. the parable of the sower). (4) 

4.1.3 

• A religious observance intended to remind followers of a sacred  occasion. 
• An observance to invite a sacred presence. 

Examples: 

• Baptism (in Christianity), circumcision (in ATR), Navaratri (in  Hinduism). Burial rites in any religion.
  NOTE: Other relevant examples must be accepted. (4) 

4.2

• During the apartheid era, religions were able to unite against discrimination  and other atrocities. 
• Because of the struggle against apartheid and the important role played by  religious communities, unity has been fostered. 
• A strong interfaith movement has been established. 
• The good relationship between religions and the South African government has also been instrumental in avoiding conflict among religions. 
• South Africa has included religious freedom in her Constitution. 
• All religions, including minority religions, are free to practise their beliefs  without fear of reprisal. 
• The Constitution does not allow discrimination on the basis of creed,  culture and race. 
• All religions enjoy the same treatment and same status. 
• Religious holidays are observed freely by different religious groups. 
• E.g. Diwali, Eid, Yom Kippur, Easter, Christmas, etc. 
• Any hate speech is dealt with by the justice system.
  NOTE: Other relevant points should be credited (10)

4.3

4.3.1 EXAMPLE 1: Central African Republic (2) 
4.3.2

• The conflict began approximately in 2003, when president  Bozize seized power in the country. 
• A number of rebel groups fought against the government in  what is called the CAR Bush War (2003–2007). 
• These groups were called the Seleka (union). 
• Peace talks between the rebels and government broke down in  2012. 
• The rebels accused Bozize of reneging on amnesty promises. 
• The Seleka captured a number of key towns in 2012. 
• They seized Bangui, the capital in 2013.  
• The President fled the country in 2014. 
• Civil unrest flared up, in the absence of any effective  government. 
• The anti-Balaka massacred thousands of Muslims. (10) 

4.3.3 

• In the Central African Republic religions were used to be part of  the conflict 
• Islam and Christianity. 
• The two religions' conflict is based on ethnic cleansing. 
• The government and the army seem to be playing a minimal  role. 
• Christians are targeting both Muslims and foreigners and are  forcing them to flee the country. 
• Criminal elements are taking advantage of the conflict. 
• There is widespread looting of properties. 
• The collapse of the government also contributed to the conflict. It was therefore not only a religious conflict. (16)
  OR 

4.3.1 EXAMPLE 2: Darfur/Sudan (2) 

4.3.2

• Fault lines in Darfur society can be traced back well over 100  years. 
• Two main divisions in this country were ethnic and cultural. 
• Religion does not seem to be a main source of conflict although it is always perceived. 
• Two broad groupings can be found in Darfur; namely Arab tribes  called 'Baggara' and many African tribes.  
• The Africans are sub-divided into many groups of tribes. 
• E.g. the African groups include the Fur, the Masalit and the  Zaghawa. 
• Another set of divisions relates to issues of culture. 
• Most people in the area are Sunni Muslims. 
• There are also Christians. 
• For many centuries, nomads and farmers made an effort to  coexist. 
• Darfur was the centre of the slave trade in North East Africa. (10)

4.3.3 EXAMPLE: Sudan 

• The main role that religions have played has been to make an  effort to provide help.  
• Religious aid organisations are vital in providing practical  support in the conflict areas. 
• For example, there are religious organisations such as the  Islamic Relief Agency and the Catholic Agency for Overseas  Development. 
• Among the support activities they engage in, we note the  following:  
  • The supply of building materials and medical assistance. 
  • They also build and repair clinics and schools.
  • Religious aid organisations also provide food.
  • They train local communities on life skills, which assist the  people to cope with challenges that come with violent  conflict.
• While religious organisations may be against conflicts, they are  not able to stop them. (16)
  NOTE: Other relevant facts must be credited.

[50]

QUESTION 5 

5.1 

• There have been complaints of unethical behaviour from community  members. 
• Dangerous/Suspicious church activities were reported in the media. 
• It is the State's responsibility to protect every citizen. 
• The commission wishes to educate churches on the importance of the  State's responsibility. 
• They want to investigate the financial affairs of religious organisations. 
•  Churches must be made aware that they are not above the law. 
• They wish to make churches open and transparent in their activities. (10) 

5.2 It is because deliverance must be from: 

• A gullible public 
• corrupt religious leaders  
• a government that seeks to limit the powers of religious organisations. (Any two) (4) 

5.3 

• According to the Constitution the government has an obligation to protect  its citizens. 
• This includes members of religious organisations. 
• Governments should intervene only if the law is being broken. 
• E.g. any form of discrimination, restricting freedom of association, etc. 
• However, religious organisations believe they have been inspired by God.  Therefore, they don't need to be regulated by people. 
• Members will be aware of their rights and be able to resist the abuse. 
• Over-regulation can lead to resistance against the State. (8)

5.4 

• Members of the church think that the government has no right to decide  their choice of faith. 
• Religious leaders are afraid that they might lose members. 
• They are afraid that they will lose respect from members. 
• Pastors believe that they are a Godsend and that they are doing God's  work according to their calling. (6) 

5.5 

• Religious leaders are well versed (qualified) in the teachings that govern  the conduct of the organisation. 
• Any religious leader who defies the church, is excommunicated/  sanctioned. 
• Every religion engages in vigorous debate regarding interpretation of rules  of conduct. 
• They believe in a Supreme Being who is all-seeing, and they will not  commit evil. 
• Every church has its own constitution that governs and regulates them. (8) 

5.6 

• People are not allowed to voice their own religious views. (Heresy) 
•  People are not allowed to know about other religions. 
• People are forced to do things against their will.  
• They are not allowed to question their faith or leaders.  
• People's beliefs are exploited for financial gain. (6) 
  NOTE: Other relevant points must be credited. 

5.7 YES 

• All religions are treated the same. 
• The State has the right to interfere in matters of religion if it has a negative  impact on communities. 
• Religions which used to influence the State in the past, are now treated the  same as other religions. 
• Secular world views are accommodated and are given the same  recognition as any religion. 
• A religious state imposes the state religion on non-believers. 
• However, secular states are guilty of some of the worst human rights  abuses. E.g. the bombing of Hiroshima.
  OR 

NO 

• Human rights are rooted in religious teachings. 
• Such teachings guarantee human rights. 
• E.g. Thou shalt not kill. This protects all human life, even that of the  unborn. 
• Religious states in the past have also committed gross human rights  (8) abuses.  
• E.g. the Spanish Inquisition, the Crusades. 
• Therefore, human rights can be respected as well as abused by both  secular and religious states.
  NOTE: Candidates may respond with a combination of answers. 

[50] 
TOTAL SECTION B: 100
GRAND TOTAL: 150

RELIGIOUS STUDIES
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of SECTION A and SECTION B.
2. SECTION A: COMPULSORY
   SECTION B: Answer any TWO questions from this section.
3. Read ALL the questions carefully.
4. Number the answers correctly according to the numbering system used in this  question paper.
5. Write neatly and legibly.

QUESTIONS

SECTION A (COMPULSORY) 
QUESTION 1  
1.1 Various options are provided as possible answers to the following questions.  Write down the question number (1.1.1–1.1.10), choose the answer and make  a cross (X) over the letter (A–D) of your choice in the ANSWER BOOK. 
EXAMPLE: 
1.1.11 

1.1.1 The religious group which believes the Torah was written by human beings over time: 

1. Orthodox Judaism
2. Conservative Judaism 
3. Reform Judaism 
4. Chassidic/Hassidic Judaism 

1.1.2 'All religions worship and believe in the same God.' This is the central message of ... 

1. African Traditional Religion
2. the New Age movement. 
3. Christianity. 
4. the Baha'i faith. 

1.1.3 A gentile is ... 

1. a person who is gentle by nature. 
2. a Jew. 
3. any person who is NOT a Jew. 
4. a Christian. 

1.1.4 This religion rejects the idea that humans have souls that live on after death: 

1. Hinduism 
2. Baha'i faith 
3. Buddhism 
4. Taoism 

1.1.5 The holy book of Taoism: 

1. Yin and yang 
2. Mahabharata
3. Tao Te Ching
4. Tao yin

1.1.6 Characteristics that show interesting similarities and differences: 

1. Unity 
2. Comparability 
3.  Ideology
4. Identity 

1.1.7 This type of statement indicates which things are good or bad and  which actions are right or wrong: 

1. Descriptive statement 
2. Normative statement 
3. Authenticity statement 
4. Complementary statement 

1.1.8 The idea that all forms of life are connected and have a common  origin refers to elements of ... 

1. creation. 
2. secularism. 
3. evolution. 
4. religion. 

1.1.9 Both insist on the transcendence of God and take very seriously the  commandment against having images of God: 

1. Hinduism and Islam 
2. African Traditional Religion and Christianity
3. Hinduism and Buddhism
4. Judaism and Islam 

1.1.10 Someone who gains insight into the unknown or future by  supernatural means: 

1. Ancestor 
2. KhoiKhoi 
3. Diviner 
4. The yet-to-be-born (10 x 1) (10)

1.2 Complete the following sentences by filling in the missing word(s). Write only  the word(s) next to the question number (1.2.1–1.2.5) in the ANSWER BOOK. 

1.2.1 The science of interpreting religious texts is called ... 
1.2.2 The goal of the Eightfold Path is to attain ... 
1.2.3 In Hindu society the lowest caste is known as the 'untouchables' or ... 
1.2.4 Conducting life independently of a religious institution and symbols is  called ... 
1.2.5 The founder of Taoism was ... (5 x 2) (10) 

1.3 Choose a description from COLUMN B that matches the term in COLUMN A.  Write only the letter (A–G) next to the question number (1.3.1–1.3.6) in the  ANSWER BOOK. 

1.4 Define the following terms: 

1.4.1 Canon  
1.4.2 Conservative 
1.4.3 Fundamentalism 
1.4.4 Nation state  
1.4.5 Non-theistic (5 x 2) (10) 

1.5 Indicate whether the following statements are TRUE or FALSE. Give a reason  if the statement is FALSE. Write TRUE or FALSE and the reason next to the  question number (1.5.1–1.5.5) in the ANSWER BOOK.  

1.5.1 Some Africans broke away from Christianity because Europeans  introduced the tithe and offerings. 
1.5.2 According to Taoist belief the universe is maintained by God in  creation. 
1.5.3 The head of Tibetan Buddhism is the Zen teacher. 
1.5.4 The New Testament is the sacred text of Judaism. 
1.5.5 All Hindu sects share common beliefs, traditions, rituals and  personal deities. (5 x 2) (10)

1.6 Write TWO facts about EACH of the following: 

1.6.1 The relationship between the Supreme Being and the ancestors in  African Traditional Religion (2) 
1.6.2 The importance of meditation in Buddhism (2)

TOTAL SECTION A: 50 

SECTION B 
Answer any TWO questions in this section. 
QUESTION 2 
2.1 Write ONE fact on EACH of the following terms and give ONE example to  illustrate its meaning: 

2.1.1 Identity (4)
2.1.2 Syncretism (4)

2.2 State any THREE unique features of EACH of the following religions:

2.2.1 Judaism (6)
2.2.2 Buddhism (6)
2.2.3 African Traditional Religion (6) 

2.3 Explain the term reincarnation in the context of the statement above. (4) 
2.4 The Constitution of South Africa has a Bill of Rights which includes freedom of  belief and religion. 
What is religious freedom? (2)
2.5 Differentiate between a doctrine and dogma. (4) 

2.6 Name ONE interreligious organisation that works for peace in conflict areas of  Africa. Describe the work done and give reasons for its successes or failures. (14)

[50]

QUESTION 3 
3.1 Read the article below and answer the questions that follow. 

3.1.1 Briefly explain what the heading of this article means. (2) 
3.1.2 According to the article, what are the reasons for the change in the  time slot of the drama series? (8) 
3.1.3 What influence do you think the TV programme Lucifer could have  on public opinion? (14) 
3.1.4 According to the article, the viewers have called for the removal of  the entire series from the channel. Discuss how this will violate the  rights of other viewers. (12) 3.2 The media in general is biased in their coverage of religious issues. Elaborate on this statement. Use suitable examples to support your answer. (14)

[50] 

QUESTION 4 
4.1 Explain EACH of the following terms and give ONE example to illustrate its  meaning: 

4.1.1 Inspiration (4)
4.1.2 Parable  (4)
4.1.3  Ritual  (4)

 4.2 Religious communities in South Africa have been able to maintain good relations with one another and no conflict is prevalent. Discuss the reasons for this peaceful coexistence. (10)
4.3 Read the statement below and answer the questions that follow. 

4.3.1 Give any ONE example of recent armed conflict in Africa. (2)
4.3.2 Outline the history of the conflict in QUESTION 4.3.1. (10) 
4.3.3 Critically analyse the role of religion in the conflict in  QUESTION 4.3.1. (16)

[50] 

QUESTION 5 
Read the newspaper article below and answer the questions that follow.

5.1 Give reasons why the commission has launched this investigation. (10)
5.2 Why does the heading of this article use the plural 'evils' instead of 'evil'? (4)
5.3 Explain to what extent you think religion should be regulated by the state. (8)
5.4 Why, do you think, are there objections to the Commission? (6)
5.5 Discuss any FOUR ways in which religions can regulate themselves. (8) 
5.6 The article refers to the abuse of people's belief systems. How can belief  systems be abused? (6) 
5.7 Do you think that a secular state has greater respect for human rights than a  religious state? Give reasons for your answer. (8)

[50] 
TOTAL SECTION B: 100 
GRAND TOTAL: 150

INFORMATION TECHNOLOGY
PAPER 2
GRADE 12
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016

MEMORANDUM

SECTION A: SHORT QUESTIONS 
QUESTION 1 
1.1

1.1.1 B ✔ (1)
1.1.2 B ✔ (1)
1.1.3 D ✔ (1)
1.1.4 A ✔ (1)
1.1.5 C ✔ (1) 

1.2

1.2.1 Data redundancy ✔ (1)
1.2.2 Search Engine Optimisation/SEO ✔ (1)
1.2.3 Patch/Hotfix✔ (1)
1.2.4 Freeware ✔ (1)
1.2.5 Hardware interrupt/IRQ ✔ (1)
1.2.6 Extranet ✔ (1)
1.2.7 Location-based computing/GPS/Geotagging ✔ (1)
1.2.8 File Transfer Protocol/FTP/BitTorrent ✔ (1)
1.2.9 CopyLeft/Creative commons ✔ (1)
1.2.10 Distributed database ✔ (1)

TOTAL SECTION A: 15

SECTION B: SYSTEMS TECHNOLOGIES 
QUESTION 2 

2.1 Any TWO✔✔ 

• Check that all the important hardware is present and still working/performs  the POST – Power On Self Test/Check CMOS settings 
• Locates and loads the operating system/Boots up the computer 
• Controls hardware at a low level 
• Provides the user with a menu or set of options to configure the computer  at the lowest level (2) 

2.2 When a program is not being used and the RAM is full, the operating system  will move the program from RAM into virtual memory. When you switch back  to the program, the operating system quickly swops the program and its data  back to RAM. 
Concepts: 

• Data that is not being processed ✔ 
• can be stored on the fast access area of the hard drive ✔ and 
• transferred to RAM when required. ✔ (3) 

2.3

2.3.1 Cache memory is high speed memory that is used to store  recently/frequently/next used data and instructions for the CPU to  reduce time wasted while waiting for data to come from the slower  RAM (increase productivity). 
Concepts: 

• High speed memory/faster access ✔ 
• Data to be used next/frequently/recently ✔ 
• Increase productivity/don’t have to wait for slower RAM ✔ 

Also accept: Concept of caching/faster and slower medium (3) 

2.3.2 Enables different threads/independent sections in a program to  share the use of one CPU. The CPU swops from one thread to the  other ensuring that less of the CPU's resources will be idle at any  given time. 
Concepts: 

• • Many/multiple ✔ threads/sections ✔ 

OR  

• • Hyper threading – Uses more than 1 pipeline/execution unit on one  CPU chip so that it appears to the operating system as if there is  more than one CPU. (2)

2.3.3 Graphics card has its own GPU/CPU which generates images that  are displayed on the monitor, allowing the CPU to focus on carrying  out the instructions of the program, thus making the computer  operate faster. 
Concepts: 

• • Own processing unit/graphics processing ✔
  • CPU able to complete other tasks/released from processing  images/helps the CPU ✔ (2) 

2.4 Any TWO problems ✔✔ and TWO solutions ✔✔ 

• Not enough disk space – do disk cleanup/delete old files/replace/add  external hard drive/move to backup device/compress files/archive files 
• Disk becoming fragmented – defragment the disk 
• Viruses, worms, spyware – run anti-virus/malware 
• Too many tasks open at the same time/Insufficient RAM – close  unnecessary programs/Add more RAM 
• Cannot access all RAM - upgrade OS to 64-bit 
• New software/updates released – upgrade CPU/SSD/RAM 
• Old hardware – upgrade/replace hardware 

NOTE: If the problem is vague, try to link the problem with a solution. (4) 

2.5 The device is automatically identified ✔ by the operating system and the  required driver software is installed/configured ✔ from a library of available  drivers. 
Also accept: The concept of searching for a driver (1 mark) (2) 

2.6

2.6.1 More than one hard disk is required and a duplicate copy of the data  is made. 
OR 
In the event that one disk fails, the copy of the data will be able to be  restored. 
Concepts:  

• • Using more than one disk ✔
  • Duplicate copy of data on second disk ✔ (2) 

2.6.2 Any ONE ✔✔ 

• • Improved shock resistance
  • Ensure the read/write heads move away from the platters when  power goes off (2)

2.6.3 Any TWO ✔✔ 

• • Direct link to files/Do not need Internet connection
  • Many users on the network have access to the files
  • Accessible from anywhere on the network
  • Fixed cost/Once off cost
  • Complete control/security over who has access to the storage  device
  • Physical ownership of hardware and data
  • Good for long term, high capacity storage (2) 

2.7 Any ONE ✔ 

• Can rent 
• Cheaper to rent than to buy the software 
• Always have access to latest version of software/automatically updated • Have access to some cloud-based storage 
• Accessible from different devices 
• Does not necessarily use local storage space (1)

TOTAL SECTION B: 25

SECTION C: COMMUNICATION AND NETWORK TECHNOLOGIES
QUESTION 3 
3.1

3.1.1 Any TWO ✔✔ 

• • Centralisation of data/Data store in one place/Everybody uses  the same data
  • Sharing of software
  • Improved communication
  • Entertainment/Play computer games
  • Sharing of data/transferring data without needing a CD/flash  disk
  • Sharing Internet access
    Do not accept: sharing of hardware (part of question) (2) 

3.1.2 Any TWO ✔✔ 
A client-server network: 

• • More sophisticated security
  • Better performance (faster)
  • Large storage so other computers on the network do not need a  large hard disk
  • More suitable for a large number of/multiple computers/users
  • Everybody uses the same data/ data always up to date/no need  to transfer data
  • Easier to manage/troubleshoot (2) 

3.2

3.2.1 A set of rules for encoding and decoding data for transmission  across the Internet or network  
OR 
Defines how communication takes place between different  architectures and allows Internet communication  
Concepts: 

• • Set of rules/way or how to communicate ✔
  • Across networks/Internet ✔ (2)

3.2.2 Responsible for sending e-mail ✔ via the Internet (1) 

3.3

3.3.1 Any TWO ✔✔ 

• • Attenuation/signal gets weaker
  • EMI
  • Eavesdropping/listening in/hacking signal
  • Crosstalk
  • Cover relatively short distances/limited range
  • Slower than fibre optic cable (2) 

3.3.2

1. 1. glass/glass fibre ✔
      Also accept : light/laser (1)
   2. ) Any ONE ✔ 

• • Allow for high speed data transmission 
  • Able to transmit over long distances/No attenuation
  • Safer option as it does not conduct electricity
  • Immune to EMI
  • No crosstalk
  • No eavesdropping (1) 

3.4 Any TWO (Naming) ✔✔ (Prevention) ✔✔ 

• Malware – install anti-malware/make sure anti-malware is updated  regularly 
• Hacking - password protect data/make files read only/set up  honeypot/install firewall/use strong passwords/use encryption 
• Packet sniffing concept/eavesdropping – secure cables 
• Sabotaging file configuration on the storage device – make backups  regularly 
• Misuse of access/delete/modify files – strict access rights/change  passwords regularly/set up security rights (4) 

3.5

3.5.1 Any ONE ✔ 

• • Wireless NIC/
  • Wi-Fi card
  • /Wi-Fi radio card/
  • Wireless adaptor
  • Wi-Fi adaptor
  • Wi-Fi dongle (1) 

3.5.2 Any TWO ✔✔ 

• • Limited to short range
  • Interference of signals by structures that are in the way
  • Decreases the speed of connectivity when too many people are  connected at the same time
  • Unreliable connection
  • Security can be compromised
  • Require Wi-Fi compliant devices (2)

3.6

3.6.1 The functionality of many devices has been incorporated into one  device. 
Concepts: 

• • One device ✔
  • Many functions ✔ (2) 

3.6.2 Any TWO ✔✔ 

• • Limited battery life
  • Limited/poor Internet connection
  • Size of device- small devices have less space for more powerful  components and batteries
  • Small screen/no keyboard/no mouse/limited input devices
  • Impact on data limit
  • Limited storage capacity
  • Restricted functionality in apps and OS (2) 

3.7

3.7.1 A public area where Internet access is available through a wireless Internet connection. 
Concepts: 

• • Free/wireless/not password protected ✔
  • Internet ✔ access (2) 

3.7.2 Any ONE ✔ 

• • Equitable use of the data
  • To prevent misuse of the Wi-Fi network
  • Cost to the school
  • Making large uploads/downloads
    Also accept:
  • The number of users could slow down the connection (1)

TOTAL SECTION C: 25 

SECTION D: DATA AND INFORMATION MANAGEMENT 
QUESTION 4 
4.1 Any THREE ✔✔✔ 

• Accurate 
• Up to date/Current  
• Valid 
• Correct/verified 
• Relevant 
• Complete
  Also accept: Correct format (3) 

4.2 When an item of data changes in a table, ✔ the change is not applied to all  the records related to this data item ✔ in other tables in the database.  
OR 
When updating a record in a database, related records in multiple tables in  the database are not update/the update of these records is causing a  problem/the update is incomplete. (2) 

4.3 Any ONE ✔ 

• The user does not have direct access to the database/Access to the  database is through custom written client software application/More  secure 
• Many users/computers can access the database 
• Database is easily managed (1) 

4.4

4.4.1 Managing/maintaining a database ✔ 
OR 
Responsible for supervising of users of the database and optimal  working of the database itself. 
Note: 
Accept: examples of specific tasks of maintaining:  
backup/security/users rights/relationships/field types/add or delete  fields or tables  
Do not accept: Changes made to the data/content of the database (1) 

4.4.2 Any TWO ✔✔ 

• Maintenance of the database structure/When changes have to  be made to the underlying structure of the database (creating tables etc) 
• Analysing and designing activities in terms of new developments (creates reports, queries, filters etc) 
• Analysing the efficiency of the system (new software) (2)

4.5 Data warehousing/partitioning/normalisation ✔ (1) 
4.6

4.6.1 The StandNo is the primary key ✔ in the tblStands table and is a  unique value ✔. (2) 
4.6.2(a) SELECT StandNo FROM tblStands 
WHERE PlugPoint=True 

✔ SELECT StandNo FROM tblStands 
✔ WHERE PlugPoint 
✔ True 
Also accept: PlugPoint = 1 or PlugPoint = Yes (3)

4.6.2(b) UPDATE tblStands SET Assistants = Assistants + 1 

✔ UPDATE tblStands 
✔ SET Assistants 
✔ Assistants + 1 (3)

4.6.2(c) DELETE from tblStands WHERE Standno = 'B02' 

✔ DELETE from tblStands 
✔ WHERE StandNo = 'B02' (2) 

4.6.3 

✔ 3 columns 
✔ all 4 correct company names 
✔ correct order of company names 
✔ correct values for column NumStands 
✔ correct values for column SumAssistants (5)

TOTAL SECTION D: 25

SECTION E: SOLUTION DEVELOPMENT 
QUESTION 5 
5.1

5.1.1

1. 1. Any TWO design requirements to improve navigation ✔✔
      • Information that is related should be grouped together e.g. personal information and exhibition stand information  separately 
      • The natural reading order is top to bottom and left to right. The  text boxes/buttons could therefore be underneath each other  rather than scattered across the form/order.
      • Submit button should be at the bottom right hand side of the  form as all the information should be completed before it is  submitted
      • Missing labels
      • Include a title
        Accept any other sensible suggestion (2)
   2. Any TWO ✔✔
      • Checkboxes should be radio buttons to allow only one option
      • The size of the tables field could be a combo box/list or a spin  edit (Delphi) to ensure the entering of correct and valid values Accept any other sensible suggestion (2) 

5.1.2

✔ Correct UML diagram structure (heading is optional) 
✔ All the correct private fields with correct data types – Field  names may differ from memo 
✔ 1 public accessor method Delphi accept: function StallCode/:string Java accept : getStallCode 
✔ 1 public mutator method (parameter is optional) Delphi Accept: procedure PlugPoint Java accept: setPlugPoint  

(4)
5.2

5.2.1

randNum ? generate random number in the range 1 to 10 ✔
denominator ? randNum ✔ 
Answer ?0 
Loop index from 1 to randNum ✔ 

 Fraction ?index / denominator ✔ 
 Decrease denominator ✔ 
 If index is an odd number ✔ 

 Answer ? Answer + Fraction 

 Else 

 Answer ? Answer - Fraction ✔ 

OR 
randNum ? generate random number in the range 1 to 10 (1 mark) 
denominator ? randNum (1 mark) 
Answer ?0 
Sign ? 1 
Loop index from 1 to randNum (1 mark) 

 Fraction ?index / denominator * sign (1 mark) 
 Decrease denominator (1 mark) 

 Answer ? Answer + Fraction (1 mark) 
 Sign ? sign * -1 (1 mark) 

Concepts: 
Generate random number (1 mark) 
Initialise variable (1 mark) 
Loop 1 to random (1 mark) 
Calculate fraction (1 mark) 
Decrease denominator (1 mark) 
If odd then add (1 mark) 
Else subtract (1 mark) (7) 

5.2.2   (5) 

TOTAL SECTION E: 20

SECTION F: INTEGRATED SCENARIO 
QUESTION 6 
6.1

6.1.1 Dynamic website – pages are generated 'on the go'. Different users  may see different content even if they are visiting the same site.✔ Static website – Displays exactly the same information to all users as when the site was created.✔ (2) 

6.1.2 RSS: A web feed that checks for updated content ✔ at a specific time and new content is automatically downloaded/notified/push ✔ Also accept: consolidated into one area/webpage (1 mark) (2) 

6.1.3

1. 1. Blog: Any ONE applicable explanation ✔✔
      • The online diary/marketing - updated with news and events  during the day to attract visitors to the exhibits
      • Register as user - The names of different exhibitors can be  displayed/recorded
      • Display events/news - The latest/most recent information will  always appear at the top of the list /in a chronological order so  that readers will be able to see at a glance what new exhibits or  exhibitors have been added Accept any other correct example (2)
   2. As traffic increases in response to the blog post the virtual  server is supplied with resources ✔ (extra processors, bandwidth  and memory) 
      • When traffic returns to normal, the extra resources are  decreased ✔ (2) 6.2 6.2.1 Radio frequency/Radio frequency identification ✔ (1) 

6.2.2 Any ONE ✔ 

• The reader can read tags that are moving past/ do not have stop  and wait to be scanned 
• Hidden tags can also be read 
• Can read more than one tag at a time 
• Tags can be read from a greater distance than barcodes 
• Automated checking for tags, codes have to be scanned 
• Better control/security with tags (1)

6.3

6.3.1

1. 1. Any TWO ✔✔
      • Some services are free with a relatively small amount of space.
      • You are able to share your documents with others.
      • When you share you may choose to allow the person to only  view and comment/to edit the document.
      • Collaboration on the same document at the same time.
      • Files can be synced with your device.
      • If device is stolen, you still have access to your data/backup  copy available.
      • Data is available anywhere.
      • Save HDD space
      • More storage is available as and when required (2)
   2.                  
      • Speed – quick/fast access/less waiting time/files uploaded and  downloaded for quickly ✔
      • Security –keep files private/safe/secure/protection from data  theft ✔ (2) 

6.3.2

1. 1. Internet of Things:
      Many devices are connected to the Internet ✔and can be controlled  through the Internet/without human to device interaction/ communicate with each other✔. (2)
   2. Information overload: Any ONE
      • When searching for information on the Internet, there are many  results making it difficult to get to exact information for the  request
      • It may be time consuming to work through all the search results  to find exactly what one is looking for.
      • The results need to be narrowed down and then verified which is  time consuming
        Concepts:
      • Too much information✔
      • Effect: makes decision making quite difficult/over stimulation/anxiety✔ (2) 

6.3.3

1. 1. Any ONE ✔
      • A service which allows one to view video/movies on the Internet  when you want to
      • Video on demand 
      • Video streaming service (1) 
   2. Any difference between ✔✔ 

(2)

6.3.4

1. 1. HTML is required to format text files (content /source code of web  pages) so that they display as meaningful, attractive and user friendly web pages/ websites. ✔ (1)
   2. JavaScript is interpreted by another program (normally a HTML program) at runtime. ✔ (1) 

6.4

6.4.1 Any ONE ✔ 
Be able to: 

• • Detect objects in all directions
  • Navigate 
  • Park the vehicle
  • Start the vehicle
    Accept: any other acceptable task (1) 

6.4.2 Any TWO ✔ ✔ 

• • Sensors
  • Antennae
  • Receivers/Microphone
  • Video cameras
  • Storage device
  • Computing device
  • Robotic device
  • Biometric scanner
    Accept: any other acceptable option (2) 

6.4.3 Any ONE ✔ 

• • Malfunctioning of the system
  • Expensive system
  • Liability issues
  • Susceptible to hacking
    Accept: any other valid reason (1)

6.5

6.5.1 Any ONE ✔ 

• • Posting pictures without the person’s permission
  • Cyberbullying
  • Software piracy
  • Identity theft
  • Illegal interception of messages - eavesdropping
  • Facilitates organised drug trafficking, gambling, prostitution,  weapon trade 
  • Distribution of pornography, racist propaganda
  • Harassing or threatening communications like cyber-stalking
  • Electronic money laundering and investment fraud
  • Electronic vandalism, terrorism or extortion to disrupt networks  or threaten to do so
    Accept: Any other Internet related crime (1) 

6.5.2 Any ONE ✔(1 mark for impact) ✔ (1 mark for explanation/reason)

• • Loss of work time - while viruses and pop up messages are  removed and software is reloaded
  • Loss of business services - due to a DOS attack, hardware theft  or disruption of a network
  • Financial losses/victim will be left with bills, charges and a  damaged credit record – phishing/hacking
  • Loss of confidence and trust in the business – privacy/negative  social media
    Accept any other negative influence on the business (2) 

6.5.3 Phishing websites lure e-mail recipients and Web users into  believing that a spoofed website is genuine and when a user enters  personal information it is captured and used for illegal purposes. 
Concepts: Any TWO ✔✔ 

• • Misleading that website is genuine
  • Via e-mail
  • Personal detail entered (2) 

6.5.4 An audit trail records who made changes to the database, what  changes were made and when the changes were made. 
Concepts: Any TWO ✔✔ 

• • Who
  • What
  • When (2) 

6.5.5 A website is made unavailable ✔ by many computers requesting  data from the site at the same time. ✔ 
OR 
Servers become overloaded due to many requests. (2)

6.6 Any TWO ✔✔ 

• Recycle old computers 
• Reuse parts/donate 
• Switch off when not in use 
• Refill ink cartridges 
• Do not print unnecessarily/do not waste paper 
• Get rid of e-waste in a responsible manner 
• Use energy efficient designs/hardware (2)

6.7

6.7.1 A smart card has an electronic chip/processing features ✔ (1) 
6.7.2 Any ONE ✔ 

• • Makes it secure/less fraud
  • Not easy to duplicate/copy
  • Accuracy
  • Saves time – don’t have to type in details
  • Convenient to carry around/smaller (1) 

TOTAL SECTION E: 40
GRAND TOTAL:  150

INFORMATION TECHNOLOGY
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
NOVEMBER 2016
INSTRUCTIONS AND INFORMATION 

1. This question paper consists of SIX sections:
   SECTION A: Short Questions (15)
   SECTION B: Systems Technologies (25)
   SECTION C: Communication and Network Technologies (25)
   SECTION D: Data and Information Management (25)
   SECTION E: Solution Development (20)
   SECTION F: Integrated Scenario (40)
2. Read ALL the questions carefully. 
3. Answer ALL the questions.
4. The mark allocation generally gives an indication of the number of  facts/reasons required. 
5. Number the answers correctly according to the numbering system used in this  question paper.
6. Write neatly and legibly.

QUESTIONS

SECTION A: SHORT QUESTIONS 
QUESTION 1 
1.1 Various options are provided as possible answers to the following questions.  Write down the question number (1.1.1–1.1.5), choose the answer and make  a cross (X) over the letter (A–D) of your choice in the ANSWER BOOK. 
EXAMPLE: 

1.1.1 The type of system software that can be used to perform routine  maintenance tasks is known as …

1.  the database management system.
2. utility software.
3. device drivers.
4. communication software. (1)

1.1.2 Intellectual property rights refer to the … 

1. permission granted to an individual to refer to a document created by another author.
2. rights of the author of a software application, claiming ownership of the idea behind the program.
3. rights a website has over the pictures on their site.
4. permission granted to an individual to copy part of a published  document. (1) 

1.1.3 Bandwidth in e-communication refers to … 

1. media where one is able to surf the net and make telephone  calls at the same time.
2. the total number of files that can be transferred by one user.
3. the width of the cable transferring the data. 
4. the total amount of data that can be carried from one point to  another in a given period of time.

1.1.4 The conversion of binary number 10111 to a decimal number is ... 

1. 23. 
2. 22. 
3. 30. 
4. 11. (1)

1.1.5 How many times will the loop below be executed? 
Q?1 
While Q > 0 do 
 … 
 Q ? Q * 3 – 1 
End While 

1. Once 
2. Not at all
3. Infinitely 
4. Three times (1) 

1.2 Give ONE word/term for each of the following descriptions. Write only the  word/term next to the question number (1.2.1–1.2.10) in the ANSWER BOOK. 

1.2.1 The unnecessary repetition of data in a database file (1) 
1.2.2 The process of maximising the number of visits to a particular  website by ensuring that the site appears high on the list of results  returned by a search engine (1) 
1.2.3 A software update that is designed to correct a certain or specific  problem/error that occurs in software that has been released or is  in use (1) 
1.2.4 The type of software provided at no cost by a company where the  company retains all rights to the software (1) 
1.2.5 A signal created and sent to the CPU that is caused by some action  taken by a hardware device (1) 
1.2.6 Part of an organisation's intranet that is made available to users  outside the organisation (1) 
1.2.7 Computing where the physical location of a person or object is  determined and used (1) 
1.2.8 The protocol used to transfer large files between remote computers  that have an Internet connection (1) 
1.2.9 A copyright licence that allows one to use parts of, copy and  distribute work for non-profit purposes (1) 
1.2.10 A system where parts of a database are spread across servers in  separate locations (1) 

TOTAL SECTION A: 15

SECTION B: SYSTEMS TECHNOLOGIES 
QUESTION 2 
Learners from the IT class need to man the help desk at the exhibition and answer a  variety of computer-related questions. 
2.1 Users want to know whether the BIOS is still required in a computer system  today. Motivate the need for the BIOS by stating TWO important tasks it  performs. (2) 
2.2 How does the use of virtual memory prevent the problem of the operating  system running out of memory when executing programs? (3) 
2.3 The performance of a computer depends on the performance of the CPU.  How does EACH of the following contribute to improving the performance of  the CPU: 

2.3.1 Cache memory (3)
2.3.2 Hyperthreading (2)
2.3.3 Dedicated video/graphics cards (2) 

2.4 Users often complain that their computers initially performed well, but were very slow after some time. 
Give TWO possible reasons for this AND explain how to solve this problem. (4)
2.5 Most computer users use USB flash disks which are plug-and-play compliant. Briefly explain what plug-and-play compliance means. (2)
2.6 The reliable storage and backup of data are important in any IT environment.  

2.6.1 RAID technology is often used to improve the reliability of data  storage. Briefly explain the concept of mirroring used in RAID  technology. (2) 
2.6.2 Other than RAID technology, state TWO techniques that have  been introduced to improve the reliability of hard disk drives as  storage devices. (2) 
2.6.3 A network-attached storage (NAS) device could be used to backup  data on-site. State TWO advantages of using network-attached storage devices to backup data on-site. (2)

2.7 Software as a Service (SaaS) is used at the school. Motivate the use of SaaS at a school. (1)

TOTAL SECTION B: 25

SECTION C: COMMUNICATION AND NETWORK TECHNOLOGIES 
QUESTION 3 
A peer-to-peer LAN, which may be used by the exhibitors, will be provided in the  school hall. The LAN in the hall will be connected to the school's client-server network. 
3.1 One advantage of using a network is that one is able to share hardware, such  as printers. 

3.1.1 State TWO other advantages of networking computers. (2) 
3.1.2 Explain why a client-server network is more suitable than a  peer-to-peer network to host a school's administration system. (2) 

3.2 TCP/IP is one of the standard protocols currently used in networks.

3.2.1 Briefly explain the purpose of TCP/IP. (2) 
3.2.2 SMTP is one of the protocols in the TCP/IP suite. What is the  purpose of the SMTP? (1) 

3.3 The school uses copper cables as a communication medium in their LAN. 

3.3.1 State TWO weaknesses/disadvantages of copper cables as a  communication medium. (2) 
3.3.2 Fibre-optic cables were installed in the area around the school as  part of a WAN that the school will be able to use. 

1. 1. What medium is used to transfer data in fibre-optic cables? (1)
   2. Motivate why fibre-optic cables would be advisable to use in  a WAN. (1) 

3.4 The school's administration data needs to be kept safe on their network. State TWO possible ways in which data could be tampered with on a LAN. Suggest a precautionary measure that could be taken in EACH case to  prevent these problems. (4) 
3.5 The exhibitors can use laptop computers to connect to the Internet, using the  school's wireless connection. 

3.5.1 What hardware will a laptop computer require to connect wirelessly  to the Internet? (1) 
3.5.2 State TWO disadvantages of wireless communication. (2) 

3.6 Many visitors at the exhibition will use their mobile devices to access the  Internet and interact with the presentations by the exhibitors. 

3.6.1 Explain the term convergence relating to mobile devices. (2) 
3.6.2 State TWO constraints users normally experience when using  mobile devices. (2) 

3.7 There are several free public Wi-Fi hotspots with limited data per day that visitors can use in the area where the school is situated.  

3.7.1 What is a public Wi-Fi hotspot? (2) 
3.7.2 Motivate the reason for limiting the data per day for the users of  these Wi-Fi hotspots. (1) 

TOTAL SECTION C: 25

SECTION D: DATA AND INFORMATION MANAGEMENT  
QUESTION 4 
The information on the exhibition is stored in a database. 
4.1 Quality data is needed for useful information to be extracted from a database. List THREE characteristics of quality data. (3) 
4.2 While testing the database one of the users complained about an update anomaly that occurred.  
What is an update anomaly? (2)
4.3 The school runs their DBMS (database management system) on their server. What is the advantage of running a DBMS on a server? (1)
4.4 Many learners are interested in careers in the database environment. 

4.4.1 What is the responsibility of a database administrator? (1) 
4.4.2 State TWO tasks specific to the job description of a database  analyst. (2) 

4.5 After extensive use of a database where the data rapidly accumulates, the  database may become large and slow. Suggest a solution to scale down the size of the database without losing the  functionality of the database. (1) 
4.6 The data for the exhibition has been recorded in a database consisting of two  tables, tblExhibitors and tblStands, in a one-to-many relationship. The  structure of the tables and its content are shown below. 

Data of four records in the tblExhibitors table:

The tblStands table below shows all the stands allocated to the exhibitors at  the exhibition. 

4.6.1 The organiser is concerned that the same stand might be allocated  to more than one exhibitor. Explain why the current design of the database will not allow for the  same stand to be allocated to more than one exhibitor. (2) 
4.6.2 Use the tblExhibitors and tblStands tables above and write SQL  statements to perform the following tasks:  

1. 1. Display the stand numbers that require a plug point. (3)
   2. Allocate an additional assistant to each stand. (3)
   3. The NewWiz company has incorrectly reserved an extra stand  for the exhibition. Remove the stand with stand number B02  from the database. (2) 

4.6.3 The following SQL statement was entered: 

SELECT CompanyName, Count(StandNo) AS NumStands, 
Sum(Assistants) AS SumAssistants 
FROM tblExhibitors, tblStands WHERE  
tblExhibitors.ExhibitorNo = tblStands.ExhibitorNo
GROUP BY CompanyName; 

Use the example data provided for the tblExhibitors and tblStands tables and give the exact output for the SQL statement above. (5) 

TOTAL SECTION D: 25

SECTION E: SOLUTION DEVELOPMENT 
QUESTION 5 
5.1 Exhibitors must register with the committee to ensure that no double bookings  occur. 

5.1.1 The electronic form below was designed to be used for online  registration. 

1. 1. 5.1.2 The form below was designed to capture the data of a stand object  named objStand. Critically comment on the layout of the components of the form, by indicating TWO ways in which the layout can be improved. (2)
   2. Critically evaluate the components on the form that are used to  obtain data from the user. Identify TWO poorly chosen  components and suggest a more suitable component in EACH  case. Motivate EACH suggestion. (2)

Using the above form, draw a UML (unified modelling language)  diagram for the objStand object class. 
The diagram must contain the following: 

• All the attributes for this object according to the specifications of a  UML diagram  
• An accessor method for the 'Stall code' attribute  
• A mutator method for the 'Plug point required' attribute (4) 

5.2 A number of competitions will be run during the course of the exhibition. The IT learners are requested to assist in developing apps for these  competitions. 

5.2.1 The answer to a mathematical sequence is required. The program  must randomly generate a number in the range from 1 to 10 (inclusive) and use this value to generate the terms of the sequence  and the required answer. 

Example: 
If the random number generated is 6, the answer must be calculated as follows: 

5.2.2 One of the competitions will require that the learners determine the output for a program segment represented by the flowchart below. Write pseudocode to generate the random number and calculate the  answer for the sequence generated. Do NOT display the sequence  of terms. (7)

Copy and complete the trace table below to determine what the output of this program segment will be. 

(5) 
TOTAL SECTION E: 20

SECTION F: INTEGRATED SCENARIO 
QUESTION 6 
The exhibition will showcase a variety of topics and new technologies. A separate  help desk will be available to assist with Internet-related aspects.  
6.1 The school hosts a dynamic website and will use this website to promote the  exhibition. 

6.1.1 Explain the difference between a dynamic website and a  static website. (2) 
6.1.2 Important information regarding the exhibition will appear on the  school website and an RSS facility will be provided. What is an RSS facility? (2) 
6.1.3 It has been suggested that a blog should be used to promote the  exhibition.  

1. 1. Give an example of how a blog can be used for this purpose. (2)
   2. Discuss scalability with reference to the virtual server hosting a  blog and the traffic reacting to a blog post. (2) 

6.2 Each exhibitor will be issued with a wrist band containing an RFID tag to allow  the exhibitor access to the canteen for lunch. 

6.2.1 What technology is used by RFID tags? (1)
6.2.2 Motivate the use of RFID tags instead of tickets with bar codes. (1) 

6.3 A number of Internet-related questions were submitted to the IT learners at  the help desk. 

6.3.1 The Internet provides various online storage facilities. 

1. 1. Briefly discuss TWO advantages of using cloud storage. (2)
   2. Motivate why the following TWO issues would be important  when choosing a specific online storage facility: 

• • • Speed 
    • Security (2) 

6.3.2 The Internet of Things is one solution for information overloading. (a) Briefly explain what the Internet of Things is. (2) (b) What is meant by information overloading? (2)
6.3.3 The graph below shows some VOD services that are available on  the Internet.  

1. 1. What is a VOD service? (1)
   2. Netflix is a streaming service.
      Differentiate between using a streaming service and  downloading movies. (2) 

6.3.4 HTML (hypertext mark-up language) and JavaScript, which is a  scripting language, are often mentioned in terms of web page design.  

1. 1. Why does one need HTML to display web pages? (1)
   2. Why is JavaScript regarded as a scripting language? (1) 

6.4 One of the exhibitors will do a presentation on the capabilities of intelligent  self-driven vehicles. 

6.4.1 State ONE essential intelligent task that the software designed for a  self-driven vehicle should be able to perform. (1) 
6.4.2 Self-driven vehicles use GPS devices. 
Name TWO other hardware devices that this type of vehicle should  have in order to perform the intelligent tasks required. (2) 
6.4.3 It has been stated that there will be fewer accidents with self-driven  vehicles as human error will be eliminated. 
State ONE disadvantage of self-driven vehicles. (1) 

6.5 A cybercrime expert will compile a poster about computer crimes committed  by means of ICT as a tool. 

6.5.1 Give ONE example of cybercrime that affects society negatively. (1) 
6.5.2 Discuss ONE way in which cybercrime can have a negative  influence on a business. (2) 
6.5.3 Explain how phishing is used in online fraud scams. (2) 
6.5.4 How would an audit trail assist when the hacking of a database is  investigated? (2) 
6.5.5 Explain what a denial-of-service attack is. (2) 

6.6 An environmental agency requested a stand to promote the responsible use  of computers in the environment. Suggest TWO ways in which the negative effects of computers on the  environment can be minimised. (2) 
6.7 The Department of Home Affairs will attend the exhibition to encourage  people to apply for their new smart ID cards. 

6.7.1 Briefly explain what a smart card is. (1)
6.7.2 Explain the advantage for citizens to have smart ID cards. (1) 

TOTAL SECTION F: 40
GRAND TOTAL:  150