ACCOUNTING
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 
Read the instructions carefully and follow them precisely. 

1. Answer ALL the questions.
2. A special ANSWER BOOK is provided in which to answer ALL the questions.
3. Show ALL workings to earn part-marks.
4. You may use a non-programmable calculator.
5. You may use a dark pencil or blue/black ink to answer the questions.
6. Where applicable, show all calculations to ONE decimal point.
7. Write neatly and legibly.
8. Use the information in the table below as a guide when answering the  question paper. Try NOT to deviate from it. 

QUESTION 2: 40 marks; 25 minutes 

QUESTION 3: 75 marks; 45 minutes 

QUESTION 4: 70 marks; 40 minutes 

QUESTION 5: 45 marks; 25 minutes 

QUESTION 6: 40 marks; 25 minutes

QUESTIONS

QUESTION 1: VAT AND RECONCILIATION (30 marks; 20 minutes)
1.1 CONCEPTS 
REQUIRED: 
Choose a description from COLUMN B that matches the term in COLUMN A.  Write only the letter (A–D) next to the question number (1.1.1–1.1.3) in the  ANSWER BOOK, for example 1.1.4. E. 

(3 x 1) (3) 

1.2 VALUE-ADDED TAX (VAT) 
Thanda Traders is a VAT-registered business. All items are subject to VAT  at 14%. 
REQUIRED: 

1.2.1 Calculate the amount of VAT either receivable from or payable to SARS on 31 July 2016. Indicate whether this amount is receivable  or payable. (9) 
1.2.2  The owner wants to change the VAT amount on bad debts from  R840 to R4 200. Give ONE reason why you would disagree with  him. (2) 

INFORMATION: 
The following transactions relate to Thanda Traders for the VAT period ended  31 July 2016:

1.3 BANK RECONCILIATION 
The following information relates to Sizwe Traders for July 2016. REQUIRED: 

1.3.1 Calculate the correct balance of the Bank Account in the General  Ledger on 31 July 2016. State if this balance is favourable or  unfavourable. (8) 
1.3.2 Prepare the Bank Reconciliation Statement on 31 July 2016. (6) 
1.3.3  Refer to Information C. Explain ONE internal control measure that the business should  implement to ensure that this will not happen in the future. (2) 

INFORMATION: 
A. Extract from the Bank Reconciliation Statement on 30 June 2016: 

B. The balance in the Bank Account was provisionally calculated as a  favourable balance of R16 785 on 31 July 2016, before taking into  account the items listed below. 
C. Cheque No. 186 does not appear on the Bank Statement for  July 2016. 
D. The following items appeared only on the July Bank Statement: 

• Interest earned on favourable bank balance, R285 
• Bank charges, R950 
• Unidentified debit order of R1 950. The bank promised to  correct this error on the August 2016 Bank Statement. 

E. Cheque No. 374 appeared correctly on the Bank Statement as  R8 450. The Cash Journal shows it as R4 850. 
F. The outstanding deposit of R37 800 does not appear on the Bank  Statement for July 2016. An investigation revealed that this money  was never deposited. The cashier has disappeared. 
G. The following entries were only in the Cash Journals for July 2016: 

• A deposit of R27 180 made on 31 July 2016 
• Cheque No. 401 (dated 18 July 2016), R18 600 

H. The balance on the Bank Statement on 31 July 2016 is the missing  figure. 

30

QUESTION 2: INVENTORY VALUATION AND PROBLEM-SOLVING (40 marks; 25 minutes) 
2.1 CONCEPTS 
Complete the following sentences by filling in the missing words. Write only  the words next to the question number (2.1.1–2.1.3) in the ANSWER BOOK. 

2.1.1 The method that is appropriate for very expensive, individually  recognisable items is the … method. (1) 
2.1.2 The method that assumes that the older stock is sold first is the …  method. (1) 
2.1.3 The method that divides the total cost of goods available for sale  by the number of units is the … method. (1) 

2.2 AB SPORT SHOP 
André Brand is the owner of this business. This business uses the periodic  inventory system. 

2.2.1 Calculate the unit price of cricket bats on 1 July 2015. (2) 
2.2.2 Calculate the value of the stock on hand on 30 June 2016 using  the weighted-average method. (10)
2.2.3 Calculate the gross profit on 30 June 2016. (5) 
2.2.4 Calculate how long (in days) it is expected to sell the closing stock  of 465 cricket bats. Use the closing stock in your calculation. (4) 
2.2.5 André is concerned about the control of cricket bats.  (5) 

• • Provide a calculation to support his concern.
  • How can André solve this problem? Explain ONE point. (2)

INFORMATION: 
A. STOCK OF CRICKET BATS 

B. PURCHASES, RETURNS AND CARRIAGE 

C. SALES 
Total sales of R5 400 000 comprised 3 000 cricket bats sold at R1 800 each.
2.3 PROBLEM-SOLVING 
Best Phones sells one brand of cellphone. The owner, Bennie Roos, has three  branches in different shopping malls. The table below reflects annual figures of  the branches for the financial year ended 28 February 2017 as presented by  the bookkeeper. 
REQUIRED: 
Identify ONE problem relating to each branch. Quote figures to support your  answer. In EACH case, offer Bennie advice. (9) 

40

QUESTION 3: COMPANY FINANCIAL STATEMENTS AND INTERPRETATION (75 marks; 45 minutes) 
You are provided with information from the records of Gandhi Ltd for the financial year  ended 28 February 2017. 
REQUIRED: 
3.1 Complete the Income Statement for the year ended 28 February 2017. Note  that some information is included in the ANSWER BOOK. (33) 
3.2 Prepare the following notes to the Balance Sheet: 

3.2.1 Ordinary share capital (10) 
3.2.2 Retained income (10) 

3.3 Complete the EQUITY AND LIABILITIES section of the Balance Sheet.  Show workings in brackets. (16) 
3.4 On 1 March 2016, B Sly (a shareholder) owned 400 000 ordinary shares.  On 31 March 2016, she bought an additional 80 000 shares.  On 28 February 2017, she convinced the CEO to repurchase 250 000 shares  from other shareholders. 

3.4.1 Calculate B Sly's percentage shareholding in the company before  and after the share buy-back. (4) 
3.4.2 Explain why the other shareholders will be concerned about this  transaction. (2) 

INFORMATION: 
A. The following balances/totals, amongst others, appeared in the books on 28 February 2017: 

B. The gross profit for the year ended 28 February 2017 was calculated at  R3 150 000. A mark-up of 60% on cost was achieved.
C. The following adjustments must still be brought into account: 

• Stocktaking on 28 February 2017 reflected trading stock of R207 500 on  hand. 
• Provision for bad debts must be increased to R21 600. 
• One third (1/3) of the audit fee was still due on 28 February 2017. 
• One of the three directors is still owed his fee for February 2017. All three  directors received the same monthly fee. 
• A vacant storeroom was rented out from 1 June 2016.  On 1 January 2017 the rent was increased by R2 700 per month. The  rent for February 2017 is outstanding. 
• Sundry expenses are the balancing figure. 

D. Loan: Anca Bank 
Interest on the loan is capitalised, but no entry has been made in the books. A monthly instalment of R5 200 (including interest) is paid. This was taken  into account. The loan statement showed a closing balance of R487 000. The  company plans to increase their loan repayments in order to settle 20% of the  loan balance in the next financial year. 
E. Operating profit on sales was 14,5%. 
F. Income tax at 32% of the net profit amounted to R396 800. 
G. Share capital and dividends: 

• The company is registered with an authorised share capital of 1 200 000  ordinary shares. 
• 85% of the authorised shares were in issue on 1 March 2016. 
• On 31 March 2016, the directors issued all the unissued shares.  EFT payments totalling R756 000 were received. 
• On 27 February 2017, the company repurchased 250 000 shares at  R4,15 per share. 
• An interim dividend was paid on 6 September 2016. 
• A final dividend of 25 cents per share was declared on 28 February 2017.  All shareholders (including the shares repurchased) were entitled to final  dividends. This must still be brought into account. 

75

QUESTION 4: CASH FLOW STATEMENT AND INTERPRETATION (70 marks; 40 minutes) 
4.1 CONCEPTS 
Choose the correct term to complete each of the following statements.  Write only the term next to the question number (4.1.1–4.1.4) in the  ANSWER BOOK. 

4.1.1 An increase in trading stock will indicate a/an … (1) 
4.1.2  The difference between current assets and current liabilities is  referred to as … (1) 
4.1.3 … is regarded as a non-cash item. (1) 
4.1.4 A decrease in debtors will indicate a/an … (1) 

4.2 BRAZILIA LTD 
The following information relates to Brazilia Ltd for the financial year ended  31 October 2016. 
REQUIRED: 

4.2.1 State ONE purpose of a Cash Flow Statement.  (2) 
4.2.2 Complete the Cash Flow Statement for the year ended  31 October 2016. Some of the figures have already been entered  for you. (27) 
4.2.3 Calculate the following financial indicators for the financial year  ended 31 October 2016. Round off your calculation to ONE  decimal point or to the nearest cent, where applicable. 

• • Acid-test ratio  (4)
  • % return on shareholder's equity (ROSHE) (4)
  • Earnings per share (EPS) (3) 

INFORMATION: 
A. Extract from the Income Statement for the year ended  31 October 2016:

B. Figures identified from the Balance Sheet on 31 October: 

C. Figures extracted from the notes to the Balance Sheet on 31 October: 

D. Share capital 

• The authorised share capital of the company is 5 000 000 shares. 
• 700 000 shares were in issue on 31 October 2015, the last day of  the previous financial year. 
• 120 000 new shares were issued on 1 November 2015, the  beginning of the current financial year. 
• 20 000 shares were repurchased on 31 October 2016 at R15,50  each. The average issue price of the shares on the date of  repurchase was R9,10 per share. These shares qualify for final  dividends. 

E. Dividends 
The directors paid an interim dividend of R533 000 on 28 May 2016.

F. Fixed assets 

• Extensions to the building were undertaken at a cost of R1 360 000  during the financial year. No other fixed assets were purchased. 
• Equipment was sold at carrying value during the financial year.

4.3 GRAYSON LTD AND JONI LTD 
The financial indicators and other information given refer to TWO different  companies, Grayson Ltd and Joni Ltd. Both companies are listed on the stock  exchange. 
NOTE: When answering the questions below, quote the relevant financial  indicators with actual figures (percentages/ratios and/or amounts). 
REQUIRED: 

4.3.1 Which company is NOT handling its working capital effectively?  Explain what the main problem is in respect of their working capital,  by quoting TWO financial indicators. (7) 
4.3.2 The companies have made different decisions regarding the use of  loans. Comment on the degree of risk and financial gearing. Give ONE financial indicator in EACH case for EACH company. (7) 
4.3.3 The dividend policy used by each company has been maintained  for the past four years. Explain the policy used by EACH company. Provide figures to support your explanation in EACH case. (6) 
4.3.4 Should EACH company be satisfied with its share price on the  JSE? Explain. Provide figures. (6) 

INFORMATION: 
The following financial indicators/other information is from the records of  Grayson Ltd and Joni Ltd on 31 March 2016, the financial year-end: 

70

QUESTION 5: MANUFACTURING (45 marks; 25 minutes)
5.1 MOSES MANUFACTURERS 
The following information relates to Moses Manufacturers, a small business  that manufactures photo frames. The financial year ended on 30 April 2016. 
REQUIRED: 

5.1.1 Prepare the Production Cost Statement for the year ended  30 April 2016.  (16)
5.1.2 Complete the abridged (shortened) Income Statement to calculate  the net profit for the year ended 30 April 2016.  (8) 

INFORMATION: 
A. 

• Purchases of raw materials for the financial year amounted to  R555 000. 
• Defective material valued at R21 000 was returned to suppliers. 

B. The business produced 39 000 units at a cost of R45 each.
C. The following information was calculated on 30 April 2016.  

D. The following items must be taken into account: 

• Administration cost includes the annual insurance premium of  R22 750; however, 60% must be allocated to the factory. 
• Factory overhead cost includes the full amount of rent paid, R36 300. However, this should have been allocated according to floor area.  The areas are: factory 400 square metres, office 120 square metres,  shop 80 square metres.

5.2 UNIT COSTS AND BREAK-EVEN ANALYSIS 
Bill's Manufacturers is a business that produces pencil cases. Bill is  concerned about his cost of production. 
REQUIRED: 

5.2.1 Explain the difference between fixed cost and variable cost. (2) 
5.2.2 Calculate the break-even point for 2017. (5) 
5.2.3 Comment on the break-even point and the level of production for  2016 and 2017. Explain why the owner should be satisfied or not. (6) 
5.2.4 Identify the variable cost that should be of great concern to the  owner. Explain and provide a calculation to support your answer. (4) 
5.2.5 Despite the fact that there was a decrease in the fixed costs per  unit, the owner is still not satisfied with his control over the fixed  costs. Explain and provide calculation(s) to support his opinion. (4) 

INFORMATION: 

NOTE: Take the inflation rate of 8% into account. 

45

QUESTION 6: BUDGETING (40 marks; 25 minutes) 
You are provided with the incomplete Debtors' Collection Schedule and Cash Budget  of Zeppe Bazaar. 
REQUIRED: 

6.1 Calculate the expected monthly percentage of goods sold on credit. (4) 
6.2 Complete the Debtors' Collection Schedule for March 2017. (5) 
6.3 The owner wants to improve the control over debtors. Credit terms are  30 days. 

6.3.1 Explain why the owner is concerned. Give TWO reasons with  supporting figures. (4) 
6.3.2  Suggest ONE solution for this problem. (2) 

6.4 Calculate the following: 

6.4.1 (a) and (b) as provided in the budget. Use budgeted figures in your  calculations. (11)
6.4.2 The percentage increase in rent on 1 March 2017  (4) 
6.4.3 The amount of the interest on the investment expected to be  received in March 2017  (4) 

6.5 Refer to Information H. 
Identify TWO payments that you consider to be poorly managed in  February 2017. In EACH case, give a suggestion to improve the internal  control of the items identified. (6) 
INFORMATION: 
A. The Debtors' Collection Schedule for February and March 2017 

B. Debtors are expected to pay as follows: 

• 35% is paid in the month of sale. They receive a 2% discount. 
• 40% is paid in the month following the sales month. 
• 22% is paid two months after the sales month. 
• 3% is bad debts.

C. All goods are sold at a profit mark-up of 25% on cost. 
D. Stock sold is replaced in the month of sale (a stock base is maintained). 
E. All stock is purchased on credit. Creditors are paid in the month following the  month of purchase to receive a 5% early settlement discount. 
F. The business employs four sales assistants on the same salary scale. They  will receive an inflationary increase of 7,5%, effective from 1 March 2017. An  additional sales assistant will be employed on 1 March 2017, but she will not  receive the increase. 
G. A fixed deposit matures on 31 March 2017. This will be received together with  interest at 8% p.a. for the last quarter of its term. 
H. EXTRACT FROM BUDGET FOR FEBRUARY 2017 AND MARCH 2017 

I. DEBTORS' AGE ANALYSIS ON 28 FEBRUARY 2017 

40
TOTAL: 300

TOURISM
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 
Read the instructions carefully before answering the questions. 

1. This question paper consists of FIVE sections.
2. Answer ALL the questions.
3. Start EACH question on a NEW page.
4. In QUESTION 3.2, round off your answers to TWO decimal places.
5. Show ALL calculations.
6. You may use a non-programmable calculator.
7. Use the mark allocation of each question as a guide to the length of your  answer.
8. Write neatly and legibly.
9. The table below is a guide to help you allocate your time according to each  section.

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 (1.1.1–1.1.20), choose the answer and make  a cross (X) over the letter (A–D) of your choice in the ANSWER BOOK. 
EXAMPLE: 
1.1.21  
1.1.1 This country played host to both the 2014 FIFA World Cup and the  2016 Summer Olympics: 

1. England
2. India
3. Brazil
4. South Africa 

1.1.2 A possible negative impact on the environment when a country  hosts a global event: 

1. Increased publicity
2. Investment opportunities
3. Job creation
4. Mass tourism 

1.1.3 A card used by many tourists when travelling globally: 

1. MasterCard
2. Wild Card
3. Loyalty card
4. Rewards card 

1.1.4 The … recorded a decline in foreign arrivals to South Africa  between 2013 and 2014. 

[Adapted from StatsSA, South African Tourism Analysis, 2014] 

1. African land markets
2. African air markets
3. Americas
4. Europe

1.1.5 A consequence (result) of poor service delivery for a business: 

1. Increased staff motivation
2. Poor public image
3. Poor personal hygiene
4. Increased staff loyalty 

1.1.6 Health advice a travel agent would give the team who would  participate in the Tour de France cycle tour: 

1. Know the road rules of this cycle tour.
2. Be familiar with the route of the cycle tour.
3. Carry a repair kit in case of punctured tyres.
4. Ensure sunblock is worn when cycling during the day. 

1.1.7 

The headline above appears in a local newspaper. This incident  will be handled by the police and … officials at the airport. 

1. check-in 
2. custom 
3. duty-free
4. health 

1.1.8 Goods that require a permit when you enter South Africa: 

1. Narcotics
2. Endangered plant species
3. 200 packets of cigarettes
4. 3 litres of wine 

1.1.9 The line shown on the globe below indicates the …

1. IDL.
2. DST.
3. GMT.
4. UTC.

1.1.10 A South African outbound tourist, who has local currency, visits  a foreign exchange bureau before departing on his holiday.  The bank will use the … rate when conducting the transaction. 

1. bank buying
2. bank selling
3. foreign exchange
4. rand equivalent 

1.1.11 The Great Pyramids of Giza are …

1. tombs.
2. fortresses.
3. churches.
4. aquariums. 

1.1.12 The Kremlin is significant because it is ... 

1. a religious site in Mecca where Muslim pilgrims visit.
2. where the ancient Romans fought against gladiators.
3. linked to very important historical events in Russia.
4. the temple of a lost civilization in South America. 

1.1.13 The success of an attraction is determined by … 

1. good management practices. 
2. global health regulations.
3. counterfeit goods.
4. immigration laws. 

1.1.14 The event shown in the logo below is hosted in the … annually.

1. Eastern Cape
2. Western Cape
3. Northern Cape
4. Southern Cape

1.1.15 The traveller in the photograph below suffers from jet lag. This  condition was caused by travelling from … 
 

1. London to Sydney.
2. Bangkok to Sydney.
3. Rome to London.
4. Moscow to Rome. 

1.1.16 The term used when one takes care of one's personal appearance  in order to create a professional image: 

1. White washing
2. Green washing
3. Branding
4. Grooming 

1.1.17 A hotel that offers a complimentary shuttle service to the airport is  an example of … 

1. professional misconduct.
2. customer service.
3. corporate social investment.
4. global marketing. 

1.1.18 Ethical behaviour in a business is addressed in the … 

1. code of conduct.
2. remuneration policy.
3. fringe benefits.
4. travel benefits. 

1.1.19 Educational support given to communities in the area where  tourism business is conducted: 

1. CRS
2. GDP
3. CSI
4. GDS

1.1.20 An example of irresponsible environmental behaviour by a tourist: 

1. Places rubbish in a bin
2. Removes plants or animals from their natural habitats.
3. Makes fires in designated areas
4. Supports environmental awareness campaigns (20 x 1) (20) 

1.2 Give ONE word/term for each of the following descriptions by choosing  a word/term from the list below. Write only the word/term next to the question  number (1.2.1–1.2.5) in the ANSWER BOOK, for example 1.2.6 Bank buying  rate. 

1.2.1 An aspect that contributes to the professional image of a company (1) 
1.2.2 The organisation responsible for informing the global community on  issues relating to international public health (1) 
1.2.3 An essential factor that influences the route planning of a tour plan (1) 
1.2.4 This visa grants a tourist permission to stop over in a country for  a short while before continuing on to his/her final destination (1) 
1.2.5 The highest mountain peak in the world (1) 

1.3 Choose the correct word(s) from those given in brackets. Write only the  word(s) next to the question number (1.3.1–1.3.5) in the ANSWER BOOK, for  example 1.3.6 event. 

1.3.1 (UNESCO/SAHRA) is responsible for declaring World Heritage  Sites in a country. (1) 
1.3.2 The Mapungubwe Cultural Landscape is located in (Limpopo/ North West). (1) 
1.3.3 The Vredefort Dome was formed by the impact of a  (meteorite/mining) explosion. (1) 
1.3.4 The (iSimangaliso Wetland Park/Richtersveld Cultural Landscape)  meets the criterion of being a living heritage of the Nama people. (1) 
1.3.5 Robben Island was declared a World Heritage Site because it was  Nelson Mandela's (retirement home/political prison). (1)

1.4 Choose an example from COLUMN B that matches a factor associated with the success of tourist attractions in COLUMN A. Write only the letter (A–F)  next to the question number (1.4.1–1.4.5) in the ANSWER BOOK, for  example 1.4.6 G. 

(5 x 1) (5)

1.5 Read Sean's journal entry about his city tour of London below. Complete the  entry by using the word(s) provided in the list below. Write only the word(s)  next to the question number (1.5.1–1.5.5) in the ANSWER BOOK. 

(5) 
TOTAL SECTION A: 40

SECTION B: MAP WORK AND TOUR PLANNING, FOREIGN EXCHANGE
QUESTION 2 
2.1 Study the World Time Zone Map and answer the questions that follow.

2.1.1 Identify the country in the Southern Hemisphere that has three time  zones. (2) 
 2.1.2 Write TWO facts on the 0º (zero degree) line of longitude that will  be of interest to a tourist. (4) 

2.2 Read the information below and answer the questions that follow. 

2.2.1 Jacques flew from Johannesburg to Paris, France. He departed from Johannesburg at 13:00 on 26 June 2016. He arrived in Paris  at 23:00 on 26 June 2016. 
Calculate his flying time from Johannesburg to Paris. 
NOTE: Paris practises DST. (7) 
2.2.2 While Jacques was in Paris, he wanted to phone his friend in  New York. He made the call from Paris at 15:00 on 5 July 2016. 
Calculate the time and date on which his friend would have  received the call in New York. 
NOTE: Do NOT consider DST as both countries practise DST. (4) 
2.2.3 After the race Jacques flew from Paris to Dubai (+4) to recover  from the race. 

• His flight departed from Paris at 08:00 on 25 July 2016. 
• His flying time from Paris to Dubai was 7 hours. 

Calculate at what time Jacques arrived in Dubai. 
NOTE: Dubai does NOT practise DST. (7)
2.3 Study the information below and answer the questions that follow. 

2.3.1 Give ONE reason why Jacques would require a Schengen Visa for  the race. (2) 
2.3.2 

Name ONE compulsory document that Jacques must include in his  visa application in view of the statement above. (2) 
2.3.3 

State TWO safety measures that hotels would include in their  in-room information booklet. (4) 
2.3.4 Use the diagram below and inform Jacques of the logical route he  needs to follow when he enters the airport in South Africa. 
Jacques is carrying only his cycling equipment, his clothes,  50 mℓ of perfume and 1 litre of wine. 
       (6)

[38]

QUESTION 3 

3.1 Study the cartoon below and answer the questions that follow. 

THE SUDDEN DECLINE IN THE VALUE OF THE RAND IN THE LATTER PART OF 2015

3.1.1 Explain what the artist is addressing with regard to the value of the  rand in the cartoon above. (2) 
3.1.2 Discuss ONE way in which the value of the rand has benefitted the  American tourist during her visit to South Africa. (2) 

3.2 Study the currency rate table below and answer the questions that follow. 

3.2.1 A British tourist has 2 800,00 GBP and would like to change the  GBP to ZAR for a holiday in South Africa. On arrival at OR Tambo  International Airport the tourist visits the foreign exchange bureau  to exchange the currency. 
Calculate how much the tourist will receive in rands. (4) 
3.2.2 Pume, a South African, is attending a conference in the United  States of America. Her company has given her R15 500,00 for any  extra expenses. She goes to a foreign exchange bureau to load  this money onto a preloaded foreign currency debit card. 
Calculate how much she will receive in US dollars on the preloaded  card. (4)

[12] 

SECTION C: TOURISM ATTRACTIONS, CULTURE AND HERITAGE TOURISM,  MARKETING 
QUESTION 4 
4.1 Study the icons below and answer the questions that follow. 

4.1.1 Identify icon A. (2)
4.1.2 Icon A was given to the United States as a gift.  Name the country that gave this icon to the United States. (2) 
4.1.3 Give ONE reason why this gift was given to the United States. (2) 
4.1.4  Name the countries where icons B and C are located. (4) 
4.1.5 Icons B and C were both originally built for a particular purpose. Give ONE reason why the following icons were built: 

1. 1. Icon B (2)
   2. Icon C  (2)

4.2 Read the extract below and answer the questions that follow. 

4.2.1 

1. 1. Name the continent where the famous Black Forest is located. (2)
   2. Explain how the Black Forest got its name. (2) 

4.2.2 Identify TWO activities in the extract above that tourists can  engage in when they visit the Black Forest during winter. (4) 
4.2.3 Explain THREE ways in which the activities identified in  QUESTION 4.2.2 may impact positively on the tourism industry in  the Black Forest. (6)

[28]

QUESTION 5 
Study the information on the uKhahlamba-Drakensberg Park below and answer  the questions that follow. 

5.1 Name the cultural group whose legacy resulted in the uKhahlamba Drakensberg Park receiving World Heritage Status. (2) 
5.2  Explain how the cultural group named in QUESTION 5.1 still contributes to  the popularity of the uKhahlamba-Drakensberg Park area. (2) 
5.3 According to UNESCO World Heritage Sites are classified as natural, cultural  and mixed heritage sites. 

5.3.1Give the classification of the uKhahlamba-Drakensberg Park. (2) 
5.3.2 Give ONE reason from the extract to explain your answer to  QUESTION 5.3.1. (2) 

5.4 Explain TWO ways in which the safety of adventure activities at the  uKhahlamba-Drakensberg Park is managed. (4)

[12]

QUESTION 6 
Study the information below and answer the questions that follow. 

6.1 Name the type of tourism event that takes place at the ITB Berlin. (2) 
6.2 Name ONE role that SATourism plays at the ITB Berlin. (2) 
6.3 Explain TWO ways in which South Africa is advantaged by SATourism's  activities at the ITB Berlin. (4) 
6.4 State ONE way in which TOMSA collects money from tourism businesses in  South Africa to fund SATourism's marketing activities. (2)

[10] 
TOTAL SECTION C: 50

SECTION D: TOURISM SECTORS AND SUSTAINABLE AND RESPONSIBLE  TOURISM 
QUESTION 7 
Study the picture below and answer the questions that follow. 

IMAGE OF A COMPANY  POSITIVE OR NOT?

[Adapted from www.cartoonstock.com] 

7.1 Identify the tourism industry sector shown in the picture. (2) 
7.2 Explain the importance of personal appearance in the sector identified in  QUESTION 7.1. (2) 
7.3 The employee in the picture above does not comply with the code of conduct  of the Palms Hotel. Identify THREE examples of unprofessional appearance/conduct by the  employee in the picture. (6) 
7.4 Suggest THREE intervention strategies to management that will improve this employee's conduct. (6)

[16]

QUESTION 8 
Read the extract below and answer the questions that follow. 

8.1 Explain your understanding of environmental sustainability in the aviation  (airline) industry. (2) 
8.2 

State TWO ways in which tourists can reduce their carbon footprint when  travelling by air. (4)
8.3 Study the diagram below and answer the questions that follow. 

THE AIRPORTS COMPANY SOUTH AFRICA (ACSA)  HAS THE RESPONSIBILITY TO KEEP   THE AIRLINE INDUSTRY SUSTAINABLE

[Adapted from www.faa.gov/airports] 
Refer to the triple bottom line and give TWO examples EACH of how ACSA  keeps airports sustainable in respect of the following: 

8.3.1 The community in which it operates  (4) 
8.3.2 The impact on the environment  (4) 

[14] 
TOTAL SECTION D: 30

SECTION E: DOMESTIC, REGIONAL AND INTERNATIONAL TOURISM,  COMMUNICATION AND CUSTOMER CARE 
QUESTION 9 
9.1 Read the extract below and answer the questions that follow. 

9.1.1 The opening ceremony of the Commonwealth Games is set for  18 July 2022. Give TWO reasons why the organising committee feels this date,  18 July 2022, will add value to the Commonwealth Games. (4) 
9.1.2 The Commonwealth Games will be widely marketed to attract as  many visitors as possible. Suggest TWO positive and TWO negative impacts the  Commonwealth Games will have on the economy of the host city. (8)

9.2 Study the foreign tourist arrivals in South Africa in the table below and answer  the questions that follow. 

[Adapted from www.tourismupdate.co.za] 

9.2.1 Identify the TWO BRICS countries that showed a significant decline in tourist arrivals in South Africa for the period above. (4) 
9.2.2 The tourism industry is of the opinion that changes to South  Africa's visa laws have been responsible for the decline in tourist  arrivals from core and emerging markets. Discuss THREE ways in which the changes to the visa laws have  impacted on South Africa's tourism industry. (6)

[22]

QUESTION 10  
Read the general manager's message to all guests at the Trinity Hotel below and  answer the questions that follow. 

10.1 A hotel guest, Mr Roberts, has already checked out of the hotel. He would like  to provide feedback on his stay at the hotel. Identify TWO electronic methods mentioned in the message above that he  can use to give feedback. (4) 
10.2 Explain TWO reasons why the Trinity Hotel uses various methods to obtain  customer feedback. (4)

[8] 
TOTAL SECTION E: 30 
GRAND TOTAL:  200

TOURISM
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

MEMORANDUM

SECTION A: SHORT QUESTIONS 

QUESTION 1 

1.1 

(20 x 1) 

1.2 

(5 x 1) 
1.3

(5 x 1) 
1.4 

 (5 x 1) 
1.5 

(5 x 1) 
TOTAL SECTION A: 40

SECTION B: MAP WORK AND TOUR PLANNING; FOREIGN EXCHANGE
QUESTION 2 
2.1

2.1.1 Australia✔✔ MTP (2) 
2.1.2 The 0º (zero degree) line of longitude passes through a town called  Greenwich in London which has become an attraction.✔✔ 
Tourist will use the 0º (zero degree) line of longitude to calculate the  time at their arrival destination.✔✔ 

• • Is known as the Universal Time Coordinate (UTC) used to  calculate time. (4) 

2.2

2.2.1 JHB +2 Paris +1 
Time difference 2-1 =  1 hour
Therefore: Paris is 1 hour behind South Africa 
13:00 –✔ 1 hour =   12:00
12:00 +✔ 1 hour DST ✔ =  13:00
13:00 to 23:00✔  10 hours✔ flying time        MTP    (7)
OR 
10 hours✔✔✔✔✔✔✔ flying time  

2.2.2 Paris +1 New York -5 
Time Difference 1+5 =  6 hours
Therefore: New York is 6 hours behind Paris 
15:00 – ✔6 hours =   9:00✔ 5 July 2016
OR 
9:00✔✔✔5 July 2016✔     MTP  (7)

2.2.3 Paris +1 Dubai +4 
Time difference 4 - ✔ 1 =  3 hours
Therefore Dubai is 3 hours ahead of Paris 
8:00 + 3 hours =  11:00✔
11:00 +✔ 7 hours flying time =  18:00✔
18:00 – ✔1 hour DST = 17:00✔
OR 
17:00 ✔✔✔✔✔✔✔  MTP   (7)

2.3

2.3.1 The Tour De France route goes through many European countries, therefore the Schengen Visa will give him access to all the  countries along the route of the Tour De France race✔✔  MTP (2) 

• • Having a Schengen Visa, he will not have to submit a visa  application for each country along the route.  

2.3.2 Travel insurance✔✔

• • Medical insurance     MTP (2) 

2.3.3 Remain in the hotel if the incident occurs outside the hotel. ✔✔
         Follow emergency evacuation procedures displayed in the hotel if  the threat is within the hotel. ✔✔ 

• • Inform the relevant people of your whereabouts.
  • Report to your country's embassy.
  • Stay away from the area under threat.
  • If possible, leave the country as soon as possible.
  • Keep away from popular, crowded areas which are likely to be  terrorist hotspots.
  • In the event of an attack keep away from public transport  systems as it could be a common terrorist target.   MTP (4) 

2.3.4 Disembark from aircraft and follow boards to immigration✔✔
         Collect luggage✔✔ 
          Proceed to customs (green channel)✔✔   MTP (6) 
Note: the sequence must be correct 

[38]

QUESTION 3 
3.1

3.1.1 The sudden decline in the value of the rand✓✓ 

• The drop in the value of the rand. 
• The decline in the value of the rand resulted in a decline in the  economy of South Africa.  
• It advantages inbound international tourists.   FX  (2)

3.1.2 The American tourist will receive more rands for his dollars.✔✓

• The tourist will have more spending power 
• It will be a better value for money destination for the tourist.    FX  (2)

3.2 

3.2.1 GBP2 800 x✔ 23.57✔ (BBR) 
         = ZAR✔/R65 996,00✔ (currency must be indicated)   FX  (4)
3.2.2 ZAR15 500 ÷✔ 16.50✔ (BSR) 
       = USD✔939, 39✔ (rounded off correctly)   FX  (4)

[12] 
TOTAL SECTION B: 50

SECTION C: TOURISM ATTRACTIONS; CULTURE AND HERITAGE TOURISM;  MARKETING 
QUESTION 4 
4.1

4.1.1 Statue of Liberty✔✔ TA (2)
4.1.2 France✔✔ TA (2) 
4.1.3 It reflects the USA's democratic principles based on various  liberties (freedoms)✔✔  TA (2)

• Given to the USA for their Declaration of Independence  (liberty) which is celebrated on 4 July every year. 
• Abolishment of slavery. 
• Symbol to immigrants entering the USA of a possible new  and freer life.  
• Symbolises human freedom. 

4.1.4 Icon B – The Netherlands✔✔ 
          Icon C – Australia✔✔   TA (4)

4.1.5

1. ICON B 
   To grind grain✔✔
   • To drain water and create low lying land
   • To saw wood
   • To generate wind energy for mechanical processes 
   • To pump groundwater to the surface for the supply of  fresh water  TA (2)
2. ICON C
   Multi-venue performing arts centre✔✔
   • As an opera theatre
   • Theatres for dramatic works
   • Entertainment centre with shows and restaurants
   • A great architectural structure of the 20th century.  TA (2)

4.2  4.2.1

1. Europe✔✔ TA (2)
2. The dense evergreen trees in the forest creates a dark colouring ✔✔
   • The black shade comes from the dark coloured leaves  of the trees in the forest  TA (2)

4.2.2 Tourists come to ski at the ski resorts during the winter snowfall  season. ✔✔ 
Tourists still come to the area during winter and stay indoors  enjoying the spa facilities. ✔✔ 

• Tourists travel to the Black Forest to view the manufacturing  of cuckoo clocks. 
• Tourists travel to the Black Forest to view the manufacturing  of musical instruments. 
• Scenic drives through the forest. 
• Hiking trails through the forest. 
• Explore local traditions and culture.  TA (4)

4.2.3 Job creation for the local citizens✔✔ 
GDP growth in the region✔✔ 
Foreign income earnings✔✔ 

• Upliftment of the local community 
• Increased revenue/multiplier effect 
• Better geographical spread in the region 
• Multiple tourism product offerings over a stretch of the Black  Forest. 
• Increased length of stay to experience the multiple product  offerings of the region. 
• Improved seasonality - both winter and summer activities  are available that are unique to the region. 
• Germany is seen as a destination with multiple tourism  experiences 
• Infrastructural developments for ski and spa facilities
• Opportunities for local entrepreneurs to supply services and  products to day visitors and short stay tourists. 
• Limits seasonal labour TA (6) 

[28]

QUESTION 5 
5.1 San ✔✔ CH (2) 
5.2 The San created many outstanding examples of rock art across the  uKhahlamba-Drakensberg Park - area.✔✔ 

• Legacy of a cultural group's way of life in art form 
• Rock Art murals have revealed a history of a cultural group that  existed many years ago.  CH (2) 

5.3 5.3.1 It is a mixed World Heritage Site 

• It meets both natural and cultural criteria. ✔✔  CH (2) 

5.3.2 Natural – the unique mountain wilderness habitat✔✔ 

• Natural caves in the mountains
  Cultural – protecting the San heritage✔✔ 
• Ancient rock art 
• Evidence of human inhabitants in the caves in the form of  San rock art  CH (4) 

5.4 Tourists who participate in some adventure activities in the park must fill  in a rescue register at certain entry points into the park. ✔✔ 
Trained guides will take tourists to uKhahlamba in order to ensure their  safety.✔✔ 

• Adventure tour operators accompany tourists to do activities like  abseiling, rock climbing and mountain climbing using the essential  safety equipment. 
• Adequate sign posting has been erected and tourists are advised to  use designated paths. CH (4) 

[12]

QUESTION 6 
6.1 Travel trade show ✔✔ 

• Travel trade exhibition  
• Marketing event   M (2) 

6.2 SATourism is responsible for marketing South Africa internationally✔✔ 

• SATourism co-ordinates the marketing effort from various role players  in the tourism industry 
• SATourism markets the South African tourism product as a value-for money destination. 
• Show-casing the various tourism products and services available in  South Africa 
• Networking and investment opportunities for tourism professionals at  an international platform.   M (2)

6.3 It creates opportunities for South African tourism businesses and  provincial tourism authorities to market at an international tradeshow. ✔✔
Awareness of South Africa as a value-for-money long-haul destination for  the German and European markets and other delegates at the ITB. ✔✔ 

• Inbound international arrivals are expected to increase from these  source markets. (Germany and Europe)  
• Word-of-mouth advertising from the public that attended the ITB on  public days proofs that South Africa is considered a top- destination. 
• Showcasing South Africa as an attractive destination will result in increased inbound arrivals that will in turn set the multiplier effect into  motion.  M (4)

6.4 Tourism businesses add a voluntary 1% tourism levy to tourists' bills which is then paid over to TOMSA. ✔✔  M (2)

[10] 
TOTAL SECTION C: 50

SECTION D: TOURISM SECTORS AND SUSTAINABLE AND RESPONSIBLE  TOURISM 
QUESTION 7 
7.1 Accommodation sector✔✔ TS (2) 
7.2 It is important that the appearance of all employees working in the  accommodation sector is professional as it is a reflection on the  environment in which they work. ✔✔ 

• First impressions count. An impression of the business is formed  within the first 60 seconds and the appearance of employees can  create a sense of trust in the business (or vice versa).  TS (2) 

7.3 Body language: the way he sits at the desk/feet on the desk.✔✔
Telephone manners: Chewing bubble-gum and drinking while speaking on  the phone.✔✔
Appearance: the way he wears his uniform/tie is worn loosely around his  neck.✔✔ 

• No name badge/identification is worn  TS (6) 

7.4 The employee can work under supervision until his conduct is  acceptable.✔✔ 
The employee can undergo additional training sessions to improve his  conduct.✔✔ 
The employee can be subjected to performance evaluation before  undergoing re-training.✔✔ 

• The employee can get a written warning.  
• Disciplinary procedures can be started.  TS (6) 

[16]

QUESTION 8 
8.1 Airlines have to be operated in a way that meets the needs of the  travelling public without compromising the environment.✔✔ SR(2)
8.2 Try to minimise the number of flights by combining trips✔✔
Choose the most direct routes possible since take-offs and landings use  the most fuel. ✔✔  SR(4)

• Consider taking a holiday closer to home. 
• Choose economic class when you fly because more people per plane  mean fewer carbon emissions per person. 
• Pack light. Lighter planes mean less fuel is used. 
• Use other modes of transport where possible 

8.3 8.3.1 Social (Community): 
ACSA can employ locally.✔✔ 
ACSA can create opportunities for entrepreneurship.✔✔  SR(4)

• Local purchases 
• Skills development 
• Opportunities for scholarships and learnerships. 
• Intervention programmes to improve quality of life. 

8.3.2 Environment: 
Sustainable airport buildings (save electricity)✔✔ 
Technology to improve sustainability (e.g. water control in  bathrooms)✔✔  SR(4)

• Waste management & control (from aircraft) 
• Management of Foreign Object Debris (FOD) on runways 
• Energy efficient vehicles inside the building (e.g.  electric/battery) 
• Sound management (e.g. announcements/aircraft noise) 
• Environmental protection plans (e.g. birds/wild animals on  runways.) 

[Note: Accept examples if it can be linked to facts above.] 

[14] 
TOTAL SECTION D: 30

SECTION E: DOMESTIC, REGIONAL AND INTERNATIONAL TOURISM;  COMMUNICATION AND CUSTOMER CARE 
QUESTION 9 
9.1 9.1.1 Significant for South Africans as it is Madiba Day and the opening  ceremony to the Games on his birthday will be a great tribute to  this world leader.✔✔  DRI (4)
The principles of this great leader would add value to the  Commonwealth Games. ✔✔ 

• To commemorate the birthday of the late Nelson Mandela. 
• Hosting this event during the birthday of a global iconic figure  such as Nelson Mandela supports the vision and the legacy  of Commonwealth Games. 
• The date will endorse the credibility and reputation of the  Games in terms of publicity. 

9.1.2 Positive 
Creation of employment opportunities✔✔ 
Wide scale infrastructural development✔✔  DRI (4)

• Increased foreign revenue 
• Increased marketing for the host city 
• All tourism sectors tend to benefit from the influx of tourists 
• Skills development 
• Repeat visits 
• It will set the multiplier effect into motion. 
• Will result in positive GDP growth 

Negative 
Increased levels of crime✔✔ 
Increased pollution/traffic congestion✔✔  DRI (4)

• Negative media coverage if the event proves to be  unsuccessful 
• Exploitation of cultures and surrounding environments 

9.2 9.2.1 India✔✔& China✔✔ DRI (4) 
9.2.2 Jobs were lost due to fewer tourists visiting the country ✔✔
Has damaged South Africa's competitiveness as a destination of  choice✔✔ 
Has reduced the contribution to the GDP of the country. ✔✔     DRI (6)

• Deterred tourists from travelling to South Africa 
• international tour operators/travel agents removed South  Africa from their destination brochures owing to the new  regulations 
• There was a decline in inbound international tourists to South  Africa  

[22]

QUESTION 10 
10.1 10.1.1 SMS messages via smartphones✔✔  CC(4)
Web based responses✔✔ 

• Email 

10.1.2 To offer guests a variety of feedback options. ✔✔ 
Guests might only have limited accessibility to particular feedback  methods. ✔✔  CC(4)

• Cater for those guests who prefer to use advanced  technology as a method of customer feedback. 
• Making provision for those guests who wish to provide their  feedback at their convenience. 

[8] 
TOTAL SECTION E: 30
GRAND TOTAL: 200

LIFE SCIENCES
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

PRINCIPLES RELATED TO MARKING LIFE SCIENCES  

1. If more information than marks allocated is given
   Stop marking when maximum marks is reached and put a wavy line and 'max' in  the right-hand margin.
2.  If, for example, three reasons are required and five are given
   Mark the first three irrespective of whether all or some are correct/incorrect.
3. If whole process is given when only a part of it is required
   Read all and credit the relevant part.
4. If comparisons are asked for, but descriptions are given
   Accept if the differences/similarities are clear.
5. If tabulation is required, but paragraphs are given
   Candidates will lose marks for not tabulating.
6. If diagrams are given with annotations when descriptions are required
   Candidates will lose marks.
7. If flow charts are given instead of descriptions
   Candidates will lose marks.
8. If sequence is muddled and links do not make sense
   Where sequence and links are correct, credit. Where sequence and links are  incorrect, do not credit. If sequence and links become correct again, resume  credit. 
9. Non-recognised abbreviations
   Accept if first defined in answer. If not defined, do not credit the unrecognised  abbreviation, but credit the rest of the answer if correct.
10. Wrong numbering
    If answer fits into the correct sequence of questions, but the wrong number is  given, it is acceptable.
11. If language used changes the intended meaning
    Do not accept.
12. Spelling errors
    If recognisable, accept the answer, provided it does not mean something else in  Life Sciences or if it is out of context.
13. If common names are given in terminology
    Accept, provided it was accepted at the national memo discussion meeting.
14. If only the letter is asked for, but only the name is given (and vice versa)
    Do not credit.
15. If units are not given in measurements
    Candidates will lose marks. Memorandum will allocate marks for units separately. 
16. Be sensitive to the sense of an answer, which may be stated in a different  way. 
17. Caption 
    All illustrations (diagrams, graphs, tables, etc.) must have a caption.
18. Code-switching of official languages (terms and concepts) 
    A single word or two that appear(s) in any official language other than the learner's  assessment language used to the greatest extent in his/her answers should be  credited, if it is correct. A marker that is proficient in the relevant official language  should be consulted. This is applicable to all official languages.
19. Changes to the memorandum
    No changes must be made to the memoranda. The provincial internal moderator  must be consulted, who in turn will consult with the national internal moderator  (and the Umalusi moderators where necessary).
20. Official memoranda
    Only memoranda bearing the signatures of the national internal moderator and the  Umalusi moderators and distributed by the National Department of Basic  Education via the provinces must be used.

MEMORANDUM 

SECTION A
QUESTION 1 
1.1

1.1.1 C ✔✔
1.1.2 C✔✔
1.1.3 C✔✔
1.1.4 B✔✔
1.1.5 B✔✔
1.1.6 C✔✔
1.1.7 C✔✔
1.1.8 A✔✔
1.1.9 D✔✔
1.1.10 D✔✔(10 x 2) (20) 

1.2

1.2.1 Zygote✔
1.2.2 Amniotic✔fluid 
1.2.3 Multiple sclerosis✔
1.2.4 Prolactin✔
1.2.5 Food security✔
1.2.6 Umbilical vein✔/Vein 
1.2.7 Dendrite✔  
1.2.8 Diabetes✔ (8 x 1) (8) 

1.3

1.3.1 None✔✔(2) 
1.3.2  Both A and B✔✔(2) 
1.3.3  B only✔✔(2) (3 x 2)  (6) 

1.4

1.4.1 

1. 1.  Centriole✔
   2. Chromosome✔(do not accept homologous chromosome/  chromatid) 
   3. Centromere✔ (3) 

1.4.2 Anaphase I✔(1) 
1.4.3 Telophase I✔(1) 
1.4.4 4✔ (1)
1.4.5 Oogenesis✔ (1) (7) 

1.5

1.5.1

1. 1. Sclera✔ (1) 
   2. Cornea✔ (1) 
   3. Pupil✔ (1) 

1.5.2 

1. 1. D✔ – Iris✔ (2) 
   2. G✔ – Choroid✔ (2) 
   3. E✔ – Retina✔ (2) (9) 

TOTAL SECTION A: 50

SECTION B
QUESTION 2
2.1

2.1.1 Vagina✔/vaginal canal (birth canal not accepted since it is not  always a birth canal) (1) 
2.1.2 

• • Protects the developing foetus✔
  • Contracts to push the baby out during labour✔
  • Allows for implantation of embryo✔
  • Contracts to push out blood/lining during menstruation✔  
    (MARK FIRST ONE ONLY) Any (1) 

2.1.3 Oestrogen✔ (1) 
2.1.4 It causes the initial thickening of the endometrium/endometrium  become more vascular and glandular (1) 
2.1.5 

• • Sperm✔
  • cannot reach the ovum✔
  • therefore fertilisation cannot take place✔
    OR
  • Ovum✔ cannot move into A/the Fallopian tube/oviduct
  • cannot be reached by the sperm✔
  • therefore fertilisation cannot take place✔ (3) (7)

2.2

2.2.1 

Mark allocation of the graph 

NOTE:  
If the wrong type of graph is drawn: Marks will be lost for 'correct type of graph' 
If axes are transposed: Marks will be lost only for labelling of X-axis and Y-axis 
If learners draw both graphs on the same system of axes: 

• Learners will lose the mark for the title 
• If 8 bars are drawn, mark the first 4 bars only 

If learners draw two graphs mark the first graph (6)

2.2.2 Babies that weigh 2 500 g or more are considered to be of a  normal/healthy birth weight✔ (1)
2.2.3 The total percentage of low birth weight babies born to mothers  who smoked was higher than those born to mothers who did not  smoke✔✔
OR 
The total percentage of low birth weight babies born to mothers  who did not smoke was lower than those born to mothers who  smoked✔✔(2)
2.2.4 

• • Chemicals dissolved in the mothers blood✔
  • are able to move across the placenta✔/and through the  umbilical cord into the babies blood
  • by diffusion✔ Any  (2)

2.3

2.3.1 Oviparous✔ (1)
2.3.2 Eggs are laid✔ in the nest  (1)
2.3.3 

1. 1. The graph will decrease more slowly✔at the beginning /not  decrease as quickly at the beginning/more convex (1)
   2. The offspring are protected✔ by the parents for a longer  period of time
      Therefore more of them will survive✔ to become adults (2)  (5)

2.4

2.4.1

1. 1. Semi-circular canals✔ (1)
   2. Eustachian tube✔ (1)
   3. Oval window✔/fenestra ovalis (1)

2.4.2 

• • A/the tympanic membrane is larger✔/larger surface area
  • than D/the oval window✔/smaller surface area
  • Therefore the incoming sound waves are concentrated on to a  smaller area✔ thus amplifying the sound (3)

2.4.3 Allows ossicles/tympanum to vibrate freely✔ (1)  (7)

2.5

2.5.1

• Loss of higher thought processes✔/memory/judgement/ problem solving/any example 
• Loss of one or more of the senses✔/loss of smell/hearing/ any example 
• Loss of voluntary actions✔/paralysis could occur 
  (MARK FIRST TWO ONLY) Any  (2)

2.5.2 

• • The skull✔/cranium 
  • The meninges✔/name of ALL three i.e. pia mater,  arachnoid and dura mater 
  •  The cerebrospinal fluid✔  
    (MARK FIRST ONE ONLY) Any (1)

2.5.3

• • CTE mainly affects the cerebrum✔
  • Therefore the medulla oblongata✔ which controls breathing and heart rate 
  • is generally not damaged✔ Any (2) (5) 

2.6

2.6.1 Blood✔ (1)
2.6.2

• • The pituitary gland/hypophysis is malfunctioning✔and  secretes large amount of TSH✔
  • Thyroid gland secretes less thyroxin✔and  this will not have a negative feedback effect on  the pituitary gland to secrete less TSH✔  
    (MARK FIRST TWO ONLY) (2 x 2) 

QUESTION 3
3.1

3.1.1

• • To allow time for the auxins from the tip✔ 
  • to diffuse into the agar jelly✔ (2)

3.1.2

• • Auxins from the agar jelly✔
  • diffused into the shoot/coleoptile on one side/the left side only✔
  • The cells on this side were stimulated to grow✔/elongate
  • The cells on the other side/right side did not receive auxins✔
  • and grew more slowly✔
  • This uneven growth✔ caused the stem to bend to the right  
    Any (4)

3.1.3

• • Remove the agar jelly completely✔/use agar jelly/substance  that does not contain auxins 
  • and place a black box✔ around the tip of the coleoptile  (2)   (8)

3.2

3.2.1 6/12✔/6:12  (1)
3.2.2

• • People cannot learn the pattern✔/arrangement/sizes  and therefore cheat on the test✔ (2)

3.2.3

• • The ciliary muscles contract✔
  • and tension on the suspensory ligaments is released✔/ suspensory ligaments slacken 
  • The lens becomes more convex✔/bulges 
  • and its refractive power increases✔
  • so that a clear image is formed on the retina✔
    Any  (4)   (7)

3.3

3.3.1

• • The transport of food over long distances✔
  • - The packaging and processing of food✔
    (MARK FIRST TWO ONLY)  (2)

3.3.2

• • Reduce prices✔
  • Sell locally grown products✔
  • Donate unsold food to charities✔
  • Only buy quantities that they can sell✔
  • Use large refrigerators✔/ storages 
    (MARK FIRST TWO ONLY) Any (2)

3.3.3 8/60 x 100✔ = 13,3✔/13,33/13 %  (2)
3.3.4 

• • Crops will fail✔/farmers cannot plant crops therefore less food  will be produced✔
  • Decrease in supply of food✔/more food will have to be  imported and this food will be more expensive✔ to purchase 
    (MARK FIRST TWO ONLY) (2 x 2)  (4)

3.4

3.4.1 1650✔ (1) 
3.4.2 There was an increase in the human population✔and a decrease in the parrot population✔ (2)
3.4.3

• • Humans cut down the trees✔which are the parrots habita✔
  • Humans probably killed the parrots✔ for food✔/sport/ as pests
  • Humans introduces diseases✔that kill the parrots✔
  • Humans introduce other species✔ which use resources that the  parrots would normally use✔
    (MARK FIRST TWO ONLY) Any (2 x 2)  (4)

3.4.4

• • The organisms that feed on the parrots would probably  migrat✔/die   as they would no longer have any food✔
  • They will have to find an alternative food source✔  and that will affect other food chains✔
    Any (1 x 2)  (2)  (9)

3.5

• Fertilisers are washed into water bodies when it rains✔/excessive  irrigation 
• and cause eutrophication✔
• The excess nutrients✔ in the fertilisers 
• cause an algal bloom✔ 
• The algae block out the sunlight✔
• and the water plants cannot photosynthesise✔
• Less oxygen is released into the water✔
• plants die and bacteria cause decay✔
• This removes more oxygen from the water✔
• other organisms then also die✔
• due to the reduced water quality✔
  Any (6)

[40]

SECTION C  
QUESTION 4 
Regulating water 

• The water levels in her body are low✔/she is dehydrated 
• Osmoreceptors✔
• in the hypothalamus✔ are stimulated by the low water levels and send impulses
• to the pituitary gland✔/hypophysis 
• which is stimulated to secrete more ADH✔
• ADH increases the permeabilit✔ 
• of the tubules✔/collecting ducts and distal convoluted tubules 
• in the kidneys✔
• More water is reabsorbed✔
• and passed to the surrounding blood vessels✔
• Less urine is produced✔
• and the urine is more concentrated✔ 
• in order to conserve water✔
• Aldosterone✔ is secreted by the adrenal glands 
• to ensure more Na+ions✔ are reabsorbed by the distal convoluted tubules
• The increase in Na+ions in the blood✔ 
• causes more water to be reabsorbed✔ into the blood capillaries
  Max 12 

Balance is achieved in the following way: 

• The maculae✔
• in the utriculus and sacculus✔ and 
• the cristae✔
• in the semi-circular canals✔ are stimulated 
• They generate impulses✔ 
• which is transmitted through the auditory nerve✔
• to the cerebellum✔where they are interpreted  
• Impulses are transmitted via the motor neuron✔
• to skeletal muscles✔
  Max 5

Content: (17) 
Synthesis: (3)
(20) 

ASSESSING THE PRESENTATION OF THE ESSAY 

TOTAL SECTION C: 20 
 GRAND TOTAL: 150

LIFE SCIENCES
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

PRINCIPLES RELATED TO MARKING LIFE SCIENCES  

1. If more information than marks allocated is given
   Stop marking when maximum marks is reached and put a wavy line and 'max' in  the right-hand margin.
2.  If, for example, three reasons are required and five are given
   Mark the first three irrespective of whether all or some are correct/incorrect.
3. If whole process is given when only a part of it is required
   Read all and credit the relevant part.
4. If comparisons are asked for, but descriptions are given
   Accept if the differences/similarities are clear.
5. If tabulation is required, but paragraphs are given
   Candidates will lose marks for not tabulating.
6. If diagrams are given with annotations when descriptions are required
   Candidates will lose marks.
7. If flow charts are given instead of descriptions
   Candidates will lose marks.
8. If sequence is muddled and links do not make sense
   Where sequence and links are correct, credit. Where sequence and links are  incorrect, do not credit. If sequence and links become correct again, resume  credit. 
9. Non-recognised abbreviations
   Accept if first defined in answer. If not defined, do not credit the unrecognised  abbreviation, but credit the rest of the answer if correct.
10. Wrong numbering
    If answer fits into the correct sequence of questions, but the wrong number is  given, it is acceptable.
11. If language used changes the intended meaning
    Do not accept.
12. Spelling errors
    If recognisable, accept the answer, provided it does not mean something else in  Life Sciences or if it is out of context.
13. If common names are given in terminology
    Accept, provided it was accepted at the national memo discussion meeting.
14. If only the letter is asked for, but only the name is given (and vice versa)
    Do not credit.
15. If units are not given in measurements
    Candidates will lose marks. Memorandum will allocate marks for units separately. 
16. Be sensitive to the sense of an answer, which may be stated in a different  way. 
17. Caption 
    All illustrations (diagrams, graphs, tables, etc.) must have a caption.
18. Code-switching of official languages (terms and concepts) 
    A single word or two that appear(s) in any official language other than the learner's  assessment language used to the greatest extent in his/her answers should be  credited, if it is correct. A marker that is proficient in the relevant official language  should be consulted. This is applicable to all official languages.
19. Changes to the memorandum
    No changes must be made to the memoranda. The provincial internal moderator  must be consulted, who in turn will consult with the national internal moderator  (and the Umalusi moderators where necessary).
20. Official memoranda
    Only memoranda bearing the signatures of the national internal moderator and the  Umalusi moderators and distributed by the National Department of Basic  Education via the provinces must be used.

MEMORANDUM 

SECTION A QUESTION 1 
1.1

1.1.1 B✓✓ 
1.1.2 C✓✓
1.1.3 B✓✓ 
1.1.4 D✓✓ 
1.1.5 C✓✓ 
1.1.6 B✓✓
1.1.7 A✓✓
1.1.8 D✓✓ ( 8 x 2) (16) 

1.2

1.2.1 (Gene) mutation✓ 
1.2.2 Theory✓ 
1.2.3 Artificial selection✓/Selective breeding 
1.2.4 Ribose✓sugar 
1.2.5 Punctuated equilibrium✓ 
1.2.6 Out of Africa✓hypothesis 
1.2.7 Fossils✓ (7 x 1) (7) 

1.3

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

1.4

1.4.1 

1. 1. 25✓ mya (accept 24 to 25) (1) 
   2. 63✓ mya  (1) 

1.4.2 Old World monkeys✓ and apes✓ (2) 
(MARK FIRST TWO ONLY) 
1.4.3 Lorises✓  (1)  (5) 

1.5

1.5.1 23✓  (1) 
1.5.2   

1. 1. Centromere✓  (1) 
   2. Chiasma✓/chiasmata  (1) 

1.5.3  Ovary✓  (1) 
1.5.4 

1. 1. Crossing over✓  (1) 
   2. Prophase I✓  (1) 
   3. ova✓/gametes/sex cells (1) 

1.5.5  C? B? A✓(correct sequence)  (1)  (8) 

1.6

1.6.1 

1. 1. BbTt✓✓ (2) 
   2. Black coat✓ short tail✓ (2) 
   3. BbTt✓ (1) 

1.6.2  0✓%  (1) 
1.6.3 Bt✓ bT✓ 
(MARK FIRST TWO ONLY) (2) (8) 

TOTAL SECTION A: 50

SECTION B
QUESTION 2
2.1

2.1.1  A transitional fossil shows characteristics✓ of two✔/between genera/species (2)
2.1.2  Bipedalism✓/stood upright (1)
2.1.3 

• • Structure of the pelvis✓ 
  • Cranial volume✓ 
    (MARK FIRST ONE ONLY) Any 1 (1)

2.1.4 

• • The foramen magnum is located more forward beneath  the skull✓, so that  \
  • the vertebral column extends beneath✓ the skull. - The spine is S-shaped ✓to  
  • support an upright posture✓ 
  • The pelvis is shorter and wider✓ 
  • to support the body above✓the pelvis 
    (MARK FIRST TWO ONLY) Any (2 x 2) (4)

2.1.5 

• • There was a change in diet✓ 
  • from tough✓/raw to
  • softer✓/cooked food (3) (11)

2.2

2.2.1

1. 1. MRSA✓ (1)
   2. FQRP✓  (1)

2.2.2  (20-5)✓ × 100✓ OR (15)✓  ×  100✓ 
              5            1                5            1  
= 300✓%   (3)

2.2.3 

Mark allocation for the graph 

NOTE: 
If the wrong type of graph is drawn, marks will be lost for: 

• 'Correct type of graph' 
• 'Plotting of points' 

If the axes are transposed: 
The learner will lose 2 marks for correct label and scale for x and y axes 
If learners draw all 3 graphs on the same system of axes: 

• Learners will lose the mark for the title 
• Learners will lose 1 mark for correct label and scale for y axis 
• If all three graphs drawn are labelled, mark the correct MRSA graph
• If all three graphs drawn are not labelled, marks for plotting will be lost 

If learners draw three graphs separately mark the first graph (6) (11) 
2.3

2.3.1 DNA✓ (1)
2.3.2 First triplet base✓/ TAT /TAG became TAT (1)
2.3.3

1. 1. GUU✓✓ (2)
   2. Isoleucine✓✓ (2) (6)

2.4 

• Double-stranded DNA unwinds✓ 
• and unzips✓
• when the hydrogen bonds break✓
• One strand is used as a template✓
• to form mRNA✓ 
• using free RNA nucleotides from the nucleoplasm✓
• the mRNA is complementary to the DNA✓
• The coded message for protein synthesis is thus  copied onto mRNA✓ Any 4 (4) 

2.5 

2.5.1  

1. 1. Male✓ with Tay Sachs disease✓/all 4 symptoms must be given blind, deaf, mentally retarded and paralysed/ lose motor skills and mental functions (2)
   2. Nn✓✓ (2)
   3. Nn✓✓  (2)

2.5.2 

• Since Elizabeth has Tay-Sachs disease✓/nn she had to inherit  one recessive allele from each of her parents✓/Portia and  Patrick.  (2)
• Patrick's genotype is Nn✓/heterozygous which means he is a  carrier but normal. (Any 2) (2)  (8) 

[40]

QUESTION 3 
3.1

3.1.1 Mary✓✓ 
(MARK FIRST ONE ONLY)    (2) 
3.1.2 There are no matching bands✓/bars/pattern/DNA profile with both  parents✓ (2) (4) 

3.2

3.2.1 Three✓/3  (1) 
3.2.2 I^A✓ and I^B✓  (2) 
(MARK FIRST TWO ONLY)  
3.2.3      *1 compulsory mark + Any 6 

OR 

P₁ and  F₁✓
Meiosis and fertilisation✓ 
 *1 compulsory mark + Any 6 (7)  (10)
3.3

• An individual inherits one allele from each parent✓ 
• The Y chromosome was inherited from the father✓ 
• and the recessive allele/Xh was inherited from the mother✓ 
• since the mother has two recessive alleles✓/Xh Xh
• A son only needs to get one recessive allele to be haemophiliac✓since the 
• Y-chromosome does not carry any allele to mask the haemophilia allele✓  Any 4 (4) 

3.4

3.4.1 

• • Determine time/day to collect data✓
  • Selected an area✓on the island 
  • randomly captured✓ a number of birds of the same species
  • measured their beaks✓ 
  • before the drought✓ 
  • and during the drought✓ 
  • recorded✓ the number of birds with each beak size 
    (MARK FIRST FOUR ONLY) Any 4  (4)

3.4.2 Number of finches before and during the drought✓/(beak size) (1)
3.4.3 During the drought there were more finches with larger beaks✓✓  OR   During the drought there were fewer finches with smaller beaks✓✓ (2)
3.4.4  

• • During the drought only hard woody seeds remained✓
  • Finches with bigger beaks could crack open the seeds more  easily✓
  • had sufficient food✓
  • and survived✓ and reproduced
    OR
  • During the drought, there were no small, soft seeds✓
  • Finches with smaller beaks could not crack open the hard  woody seeds✓
  • and had no food✓ 
  • did not survive✓to reproduce Any 3 (3)

3.4.5 Range (9,8 – 10,3✓) mm/larger  (1)  (11)

3.5

3.5.1

1. 1. Cloning✓  (1)
   2. Oogenesis✓/gametogenesis/ meiosis  (1)

3.5.2 

• • The donor horse has the desired characteristics✓
  • that need to be copied✓ 
  • and be present in the offspring✓/next generation Any 2 (2)

3.5.3 The nucleus contains all the genetic information✓✓/  hereditary characteristics/chromosomes of the champion horse  
3.5.4 

1. 1. 64✓   (1)
   2. 32✓   (1)
   3. 64✓   (1)

3.5.5

• • A gamete is generally haploid✓
  • This ovum is diploid✓ since 
  • it has the nucleus of a somatic cell ✓ Any 2 (2) 

(11) 
[40] 
TOTAL SECTION B: 80

SECTION C  
QUESTION 4 
Natural selection and speciation 

• The original species of anole lizards was separated✓^S 
• into different populations✓^S 
• by a geographical barrier✓^S 
• which is the sea✓^S 
• There was no gene flow✓^S 
• between the separated populations✓^S 
• Each population was exposed to different environmental conditions✓^N on each island 
• Because there is variation✓^N amongst the lizards 
• Natural selection occurred independently✓^N in each population 
• Some had favourable characteristics✓^N to survive on a specific island
• while others did not✓^N
• The ones that did not have the favourable characteristics died✓^N
• The ones with the favourable characteristic survived✓^N
• and reproduced✓^N
• to pass the gene for the favourable characteristics✓^N
• to the next generation✓^N
• And over many generations the favourable characteristic becomes more frequent  in the population✓^N
• each population became different from the other✓S over time 
• genotypically ✓^S
• and phenotypically✓^S
• Even if the populations were to mix again✓^S
• they would not be able to reproduce/interbreed with each other✓^S Max 17
  NOTE: ✔^S = SPECIATION 
  ✔^N = NATURAL SELECTION 

Content:  (17) 
Synthesis:  (3) 
(20) 

ASSESSING THE PRESENTATION OF THE ESSAY 

 TOTAL SECTION C: 20 
 GRAND TOTAL: 150

LIFE SCIENCES
PAPER 2
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 
Read the following instructions carefully before answering the questions. 

1. Answer ALL the questions.
2. Write ALL the answers in the ANSWER BOOK.
3. Start the answers to EACH question at the top of a NEW page.
4. Number the answers correctly according to the numbering system used in this  question paper.
5. Present your answers according to the instructions of each question.
6. Do ALL drawings in pencil and label them in blue or black ink.
7. Draw diagrams, tables or flow charts only when asked to do so.
8. The diagrams in this question paper are NOT necessarily drawn to scale.
9. Do NOT use graph paper.
10. You must use a non-programmable calculator, protractor and a compass,  where necessary.
11. Write neatly and legibly.

QUESTIONS

SECTION A 
QUESTION 1 
1.1 Various options are provided as possible answers to the following questions.  Write down the question number (1.1.1–1.1.8), choose the answer and make  a cross (X) over the letter (A–D) of your choice in the ANSWER BOOK. 
EXAMPLE: 
1.1.9   
1.1.1 The process where one DNA molecule produces two identical  DNA molecules is called … 

1. reproduction. 
2. replication.
3. translation.
4. protein synthesis. 

1.1.2 A difference between DNA and RNA: 

1. RNA is double-stranded and DNA is single-stranded.
2. DNA has a sugar-phosphate frame, whereas RNA does not.
3. There are weak hydrogen bonds in DNA, but not in RNA.
4. RNA has a helix structure and DNA is straight. 

1.1.3 A pedigree diagram shows … 

1. how organisms evolve.
2. the inheritance of characteristics over many generations. 
3. sex-linked characteristics only.
4. the number of children in a family only.  

1.1.4 A red flowering plant is crossed with a white flowering plant. All the  offspring have pink flowers. When the two pink flowering plants are  crossed, the next generation of flowering plants will have flowers  that are … 

1. pink only.
2. red only.
3. white only. 

pink, red and white.

1.1.5 The diagram below represents the chemical structure of a protein.  

X represents a … 

1. hydrogen bond.
2. nitrogen base.
3. peptide bond.
4. mRNA molecule. 

1.1.6 The difference between nucleic acids and nucleotides is that ... 

1. nucleic acids are building blocks of nucleotides.
2. nucleotides are building blocks of nucleic acids.
3. nucleotides are larger than nucleic acids.
4. nucleic acids are found in the nucleus and nucleotides are  found in the cytoplasm.  

1.1.7 Which ONE of the following events occurs during metaphase I of  meiosis? 

1. Homologous chromosomes arrange themselves at the equator
2. Centrioles move to opposite poles
3. Chromosomes arrange themselves singly at the equator
4. Splitting of the cytoplasm 

1.1.8 Comparisons of the amino acid sequences in a protein have  been made between humans and a number of other organisms.  The number of differences is shown in the table below. 

[Adapted from AQA Biology 1998] 
The type of evidence for evolution in the table above is … 

1. fossil evidence. 
2. biogeography.
3. cultural evidence. 
4. genetic evidence. (8 x 2) (16) 

1.2 Give the correct biological term for each of the following descriptions.  Write only the term next to the question number (1.2.1 to 1.2.7) in the  ANSWER BOOK. 

1.2.1 A sudden change in the sequence/order of nitrogenous bases of a  nucleic acid 
1.2.2 Explanation of an observation that is supported by facts, models and  laws 
1.2.3 The breeding of organisms over many generations in order to  achieve a desirable phenotype  
1.2.4 The type of sugar found in an RNA molecule 
1.2.5 Type of evolution involving long periods of time when species do not  change and short periods of rapid change 
1.2.6 The hypothesis which supports migration of human ancestors from the point of origin 
1.2.7 The mineralised remains of organisms that have lived in the past (7 x 1) (7) 

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

(3 x 2) (6) 
1.4 The diagram below shows possible evolutionary relationships among primates.  

 [Source: http://dl0.creation.com/articles]

1.4.1 How many million years ago did the: 

1. 1. Apes appear on Earth (1)
   2. Common ancestor evolve to form the Tarsiers and Lemurs  (1) 

1.4.2 Which TWO species share the most recent common ancestor? (2) 
1.4.3  Which species is most closely related to the Lemur? (1) (5) 

1.5 The diagrams below represent a chromosome pair in a female human cell. 

The cells (A, B and C) show different events in a phase of meiosis, which are  not necessarily in the correct sequence. 

1.5.1 How many pairs of chromosomes occur in a normal human cell?  (1) 
1.5.2 Give labels for: 

1. 1. Structure X (1) 
   2. Area Y  (1) 

1.5.3 Name the organ in the human female where meiosis occurs. (1) 
1.5.4 Name the: 

1. 1. Process occurring in diagram B (1) 
   2. Phase represented by the diagrams above  (1) 
   3. Type of cells that would result from meiosis of this cell (1) 

1.5.5 Arrange the letters A, B and C to show the correct sequence of the  events. (1) (8) 

1.6 Coat colour in mice is controlled by two alleles, black (B) and grey (b).  Tail length is controlled by two alleles, long (T) and short (t). 
The Punnett square below shows a part of the cross between two mice. Genotype (i) has been left out. 

1. 6.1 Give the: 

1. 1. Genotype of parent 1 (2) 
   2. Phenotype of parent 2 (2) 
   3. Genotype of offspring (i)   (1) 

1.6.2 What percentage of the offspring above is grey with short tails? (1) 
1.6.3 State the genotypes of TWO gametes from the table above that will  result in offspring that are heterozygous for both traits, if fertilisation  occurs. (2) (8) 

TOTAL SECTION A: 50 

SECTION B 
QUESTION 2 
2.1 Read the passage below. 

2.1.1 Define the term transitional fossil.  (2) 
2.1.2 Name a characteristic from the passage that Homo naledi shared with both Australopithecus and Homo.  (1) 
2.1.3 State ONE other characteristic from the passage that Homo naledi shared only with Australopithecus.  (1) 
2.1.4 Explain TWO characteristics of a skeleton which are adaptations  for bipedalism.  (4) 
2.1.5  Give ONE possible reason why there was a change to smaller  teeth in modern humans. (3)   (11)

2.2 Study the table below that shows the change in antibiotic resistance in three  strains of bacteria (MRSA, VRE and FQRP) over a period of 20 years. 

[Source: http://wallace.genetics.uga.edu/groups/evol] 

2.2.1 Which bacterial strain was the: 

1. 1. Most resistant to antibiotics over the years  (1) 
   2. Last to develop antibiotic resistance (1)

2.2.2 Calculate the percentage increase in antibiotic resistance in VRE  from 1993 to 1997. (3) 
2.2.3  Draw a line graph to show the development of antibiotic resistance  in the bacterial strain MRSA. (6) (11)

2.3 The diagram below represents nitrogen-base sequences of a part of a nucleic  acid that codes for making insulin. Insulin is necessary for the uptake of sugar  from the blood. 
The sequences below are from two individuals and are read from left to right. Sequence 1 is from a normal person and sequence 2 is from a person who shows a mutation and cannot produce insulin. 

[Source: www.biologyjunction.com] 

2.3.1 Which nucleic acid is represented in both sequences? (1) 
2.3.2 Where did the mutation in the second sequence occur? (1) 

The table below shows the amino acids coded for by different DNA base  triplets. 

2.3.3 Give the: 

1. 1. Anticodon of the fourth base triplet on sequence 2 (2)
   2. Amino acid coded for by the first base triplet in sequence 2 (2)   (6) 

2.4  Describe the process of transcription in protein synthesis. (4)
2.5 Tay-Sachs disease is caused by an autosomal recessive allele (n). Children  with Tay-Sachs disease lose motor skills and mental functions. Over time, the  children become blind, deaf, mentally retarded and paralysed. Tay-Sachs  children die by the age of five. 
The pedigree diagram below shows the inheritance of Tay-Sachs disease in  a family. 

[Source: www.tay-sachs.org] 

2.5.1 Give: 

1. 1. Charly's phenotype  (2) 
   2. Portia's genotype  (2) 
   3. Bill's genotype   (2) 

2.5.2 Explain why Patrick is normal, but a carrier of Tay-Sachs disease. (2) (8) 

[40] 

QUESTION 3 
3.1 Tom and Maria have three children. One of the three children was adopted. A DNA profile for each member of the family was prepared to determine if  Tom is the father of all three children (Anne, Mary and Steve). 
The DNA profiles are given below. 

3.1.1 Which ONE of the children has been adopted? (2)  
3.1.2  Explain your answer to QUESTION 3.1.1. (2) (4) 

3.2 Human blood groups are controlled by multiple alleles. 

3.2.1 How many alleles control blood groups?   (1) 
3.2.2 Which TWO alleles are codominant in the inheritance of blood  groups?  (2) 
3.2.3 A man is heterozygous for blood group A and marries a woman  who has blood group O. Use a genetic cross to show the  phenotypic ratio of their offspring. (7)  (10) 

3.3 Haemophilia is a genetic disorder caused by a recessive allele on the  X chromosome.  
A haemophiliac female marries a normal male. Explain why all their sons will  be haemophiliacs. (4) 
3.4 Finches of the species Geospiza fortis are found on one of the Galápagos  Islands. There was variation in the size of their beaks. 
All the finches used to feed on small, soft seeds which were plentiful on the  island. Then the island was affected by a severe drought which made food  scarce.  
Many of the plants on the island died. The small, soft seeds were all gone.  Only hard, woody seeds remained.  
Scientists conducted an investigation to determine the relationship between  beak size and survival of the finches before and during the drought.  
The table below shows the results of part of the investigation. 

 [Adapted from Excerpt Evolution, Roberts et al.] 

3.4.1 List FOUR steps that the scientists followed to obtain their results.  (4)
3.4.2 Name the independent variable of this investigation.  (1) 
3.4.3  Describe the relationship between the number of finches during the  drought and beak size.  (2) 
3.4.4 Give a possible reason for the relationship in your answer to QUESTION 3.4.3.  (3)
3.4.5  Predict which beak size(s) would be present in the population if the  drought continued. (1)  (11)

3.5 The diagram below shows a genetic engineering process. A donor cell was  taken from the muscle cell of a male champion horse (stallion) to create a  new offspring. 

 [Adapted from www.biologyreference.com] 

3.5.1 Name the: 

1. Genetic engineering process shown in the diagram above (1)
2. Process that produced ovum B (1) 

3.5.2 Why is the donor cell extracted from a champion horse? (2)
3.5.3 Explain why only the nucleus of the donor cell is used. (2)
3.5.4 A somatic cell in a horse contains 64 chromosomes. How many chromosomes would there be in: 

1. Structure A  (1) 
2. Ovum B  (1) 
3. A muscle cell in organism D (1)

3.5.5 Explain why the 'ovum' labelled C cannot be considered a gamete. (2) 

(11) 
[40] 
TOTAL SECTION B: 80 

SECTION C
QUESTION 4 
The anole lizard of the Caribbean Islands represents a group of about 150 closely  related species, which evolved within the past 50 million years from a single species.  
Use this example to describe how natural selection led to the process of speciation that  gave rise to the 150 different species of lizards. 

Content: (17) 
Synthesis: (3) 
(20) 

NOTE: NO marks will be awarded for answers in the form of a table, flow charts or  diagrams. 

TOTAL SECTION C: 20 
GRAND TOTAL: 150

LIFE SCIENCES
PAPER 1
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 
Read the following instructions carefully before answering the questions. 

1. Answer ALL the questions.
2. Write ALL the answers in the ANSWER BOOK. 
3. Start the answers to EACH question at the top of a NEW page. 
4. Number the answers correctly according to the numbering system used in this  question paper.
5. Present your answers according to the instructions of each question.
6. Do ALL drawings in pencil and label them in blue or black ink.
7. Draw diagrams, tables or flow charts only when asked to do so.
8. The diagrams in this question paper are NOT necessarily drawn to scale.
9. Do NOT use graph paper.
10. You must use a non-programmable calculator, protractor and a compass,  where necessary. 
11. Write neatly and legibly.

QUESTIONS

SECTION A 
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 After sperm cells have been produced in humans, they are stored  in the … until maturation. 

1. penis
2. urethra
3. epididymis
4. seminal vesicles 

1.1.2 Which ONE of the following parts in the diagram of a sperm cell  contains a haploid number of chromosomes? 

1. 1
2. 2
3. 3
4. 4 

1.1.3 Which ONE of the following plant hormones is responsible for the  germination of seeds? 

1. Growth hormone
2. Abscisic acid
3. Gibberellin
4. Auxin 

1.1.4 The phase in meiosis in which individual centromeres split is  called … 

1. anaphase I.
2. anaphase II.
3. metaphase I.
4. metaphase II.  

1.1.5 When Jane plays in the snow, her body maintains a constant core  temperature by … 

1. vasodilation and sweating. 
2. vasoconstriction and shivering.
3. sweating and shivering. 
4. vasoconstriction and vasodilation. 

1.1.6 Which ONE of the following hormones prepares the human body to  react to emergency situations? 

1. Insulin
2. Aldosterone
3. Adrenalin
4. Growth hormone 

QUESTIONS 1.1.7 AND 1.1.8 REFER TO THE INVESTIGATION BELOW. 

1.1.7 Which ONE of the following is the dependent variable in the  investigation? 

1. Fitness levels of the males
2. Age groups of the males
3. Number of active sperm cells
4. Amount of semen 

1.1.8 Which ONE of the following variables was kept constant during this  investigation? 

1. Number of participants in each age group
2. Fertility levels of males in each age group
3. Number of active sperm cells
4. Age groups of the males 

QUESTIONS 1.1.9 AND 1.1.10 REFER TO THE GRAPH BELOW.  THE GRAPH SHOWS THE CHANGES IN THE CONCENTRATION OF  FEMALE HORMONES (LH AND FSH) IN TWO FEMALES DURING THE  FIRST TWO WEEKS OF THE MENSTRUAL CYCLE. 

1.1.9 Which female will NOT ovulate on day 14? 

1. Female A, because the FSH levels are high 
2. Female A, because the LH levels are too high on day 13
3. Female B, because LH inhibits the development of a follicle
4. Female B, because a follicle did not develop in the ovary 

1.1.10 Which ONE of the following statements is CORRECT regarding  female A? 

1. FSH increases on day 14 because the Graafian follicle is  secreting progesterone.
2. FSH increases after day 9 as the pituitary gland/hypophysis is  secreting progesterone.
3. FSH decreases after day 4 to ensure that implantation occurs.
4. FSH increases in the first two days to stimulate the  development of a follicle.

(10 x 2) (20) 

1.2 Give the correct biological term for each of the following descriptions.  Write only the term next to the question number (1.2.1 to 1.2.8) in the  ANSWER BOOK. 

1.2.1 The diploid cell formed by the process of fertilisation 
1.2.2 A fluid that protects the human embryo against injuries and  large-scale temperature changes 
1.2.3 A disorder of the nervous system that is characterised by the breakdown of the myelin sheath of neurons 
1.2.4 A hormone produced by the pituitary gland/hypophysis that  stimulates milk production in human females 
1.2.5 Having access to enough food on a daily basis to ensure healthy  living 
1.2.6 A blood vessel in the umbilical cord that transports nutrients to the  foetus 
1.2.7 A part of the neuron that conducts impulses towards the cell body 
1.2.8 A disease that results from the body's inability to produce insulin

(8 x 1) (8) 

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

(3 x 2) (6)
1.4 The diagram below shows a phase of meiosis in an animal cell. 

1.4.1 Identify: 

1. 1. A (1) 
   2. B (1) 
   3. C  (1)

1.4.2 Which phase of meiosis is illustrated in the diagram above? (1) 
1.4.3 Name the phase that follows the one represented in the diagram above.  (1) 
1.4.4 How many chromosomes were there in the cell above before the  process of meiosis began? (1) 
1.4.5 What is the specific name given to meiosis when it takes place in a  human female? (1) 

(7)

1.5 The diagram below represents a section through a human eye. 

1.5.1 Identify: 

1. 1. A (1)
   2. B (1)
   3. C  (1)

1.5.2 Give the LETTER and NAME of the part that: 

1. Regulates the amount of light entering the eye (2)
2. Contains a dark pigment that absorbs excess light in the eye (2)
3. Contains receptors sensitive to light (2) 

(9) 
TOTAL SECTION A: 50 

SECTION B 
QUESTION 2 
2.1 The diagram below represents the human female reproductive system. A 

2.1.1 Identify part C. (1)
2.1.2 State ONE function of part D. (1) 
2.1.3 Name the hormone secreted by part B during the first week of the  menstrual cycle. (1) 
2.1.4 State how the hormone named in QUESTION 2.1.3 influences  part D. (1) 
2.1.5 During tubal ligation, part A is surgically cut or tied. 
Explain how this procedure prevents pregnancy. (3) (7) 
2.2 An investigation was carried out to determine the effects of smoking during  pregnancy on the baby's birth weight. Babies born weighing 2 499 g or less  have a low birth weight.  
The table below compares the percentage of babies with a low birth weight  born to mothers who smoked with mothers who did not smoke in a certain city in 2009. 

 [Adapted from www.ainw.gov.au] 
2.2.1 Draw a histogram to represent the percentage of births in each  weight group born to mothers who smoked.  (6) 
2.2.2 Why were babies that weighed more than 2 500 g at birth not  included in the investigation?  (1) 
2.2.3 State a general conclusion for the investigation based on the data in the table.  (2) 
2.2.4 Describe how chemicals from cigarette smoke are able to reach the baby's blood from the mother's blood.  (2)  (11)
2.3 Read the extract below. 

The graph below shows the percentage of survivors in a sea turtle population  over a period of time. 

[Adapted from https://bioweb.uwlax.edu] 

2.3.1 Write down whether the type of reproduction in sea turtles is  oviparous, viviparous or ovoviviparous. (1) 
2.3.2 Give a reason for your answer to QUESTION 2.3.1. (1) 
2.3.3 The shape of the graph would differ if there were parental care.  

1. 1. Describe how the shape of the graph would differ if there  were parental care. (1)
   2. Explain your answer to QUESTION 2.3.3(a).  (2) (5) 

2.4 The diagram below represents parts of the human ear. 

2.4.1 Identify parts: 

1. B (1) 
2. C (1) 
3. D  (1) 

2.4.2 Explain how parts A and D together are adapted to amplify sound.  (3) 
2.4.3 State ONE advantage of the middle ear being filled with air. (1) (7) 
2.5 Read the extract below. 

2.5.1 The part of the brain affected by CTE is the cerebrum.  State TWO possible symptoms of this disorder.  (2) 
2.5.2 State ONE way in which the brain is protected.  (1) 
2.5.3 Explain why CTE does not usually affect essential life processes  such as breathing or heart rate.  (2) (5) 

2.6 TSH and thyroxin are both secretions of endocrine glands, namely the  pituitary gland/hypophysis and the thyroid gland respectively.  

2.6.1 Where will you look for evidence to detect the levels of TSH and  thyroxin in the human body?  (1) 
2.6.2 A high level of TSH is detected in the human body. Explain TWO possible causes of high levels of TSH in the body.  (4)  (5) 

[40]

QUESTION 3 
3.1 An investigation was carried out to determine the effect of auxins on the  growth of coleoptiles. 
The procedure was as follows: 

• The tip of one coleoptile (young shoot) was removed and placed on a  block of agar jelly, as shown in diagram A. 
• After two hours the agar jelly was placed on the cut surface of the original  coleoptile, as shown in diagram B. 
• The coleoptile was covered with a black box and allowed to grow for two  days, as shown in diagram C. 

 [Adapted from www.plantphys.info.com] 

3.1.1 Explain why the tip of the coleoptile was placed on the agar jelly for  two hours at the start of the investigation. (2) 
3.1.2 Describe what occurred in diagram C to cause the coleoptile to  bend even though no light was present. (4) 
3.1.3 Describe a control for this investigation. (2)  (8) 

3.2 The diagram below represents a typical Snellen chart that is used to estimate  visual acuity (ability to see clearly). The extract explains how a Snellen chart  is used. 
 

3.2.1 A person is only able to read accurately to the end of line 5 on the  Snellen chart.  What is his/her visual acuity ratio? (1) 
3.2.2 Explain ONE reason why the special equipment, which can present  different patterns, arrangements and sizes of letters, is used when  testing eyesight for a driver's licence. (2) 
3.2.3 Some clinics have half-size charts that must be read at a distance  of 3 m instead of 6 m. Describe the process that occurs in the eye to ensure that the  letters of the chart are in focus at 3 m. (4) (7) 

3.3 Read the extract below. 

 
3.3.1 State TWO factors, according to the extract, that lead to the largest  amount of food being wasted.  (2) 
3.3.2 Suggest TWO ways in which shopkeepers can reduce the amount  of food going to waste.  (2) 
3.3.3 What percentage does seafood contribute to the total food wastage  cost in South Africa? Show ALL your calculations.  (2) 
3.3.4 Explain TWO ways in which the drought is expected to increase  the number of food-insecure South Africans.  (4) (10)

3.4 The graph below shows the changes in the human population and the  population of parrots (a type of bird) in a certain country over a period of  500 years. 

[Adapted from www.people.eku.edu] 

3.4.1 When was the human population at 3 million? (1) 
3.4.2 Describe the difference in the trends between the human  population and the parrot population since 1800.  (2) 
3.4.3 Suggest TWO reasons for the trend described in QUESTION 3.4.2. (4) 
3.4.4 If the current rate of decrease in the parrot population continues,  explain how the organisms that feed mainly on the parrot population would be affected. (2) (9)

3.5 Describe how the excessive use of fertilisers by farmers impacts on the  quality of water. (6)

[40] 
TOTAL SECTION B: 80 

SECTION C 
QUESTION 4 
Nontobeko had been walking in the desert, without water, for two days, when she  suddenly heard a sound behind her. She turned her head and saw a snake coming  towards her. She became scared and turned around to run away. As she was running,  she tripped and fell.  
Describe how her body regulated water content during the two days and describe how  her balance would have been restored after she fell down. 

Content: (17) 
Synthesis: (3) 
(20) 

NOTE: NO marks will be awarded for answers in the form of flow charts, tables or  diagrams. 

TOTAL SECTION C: 20 
GRAND TOTAL: 150

VISUAL ARTS
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 
Read the following instructions carefully before commencing marking: 

1. The memorandum consists of EIGHT answers. Candidates had to answer  any FIVE questions for a total of 100 marks. 
2. It is MOST IMPORTANT that allowance is made for the learners in many  instances:
   • Candidates must be given credit for providing their own opinions and  ideas in their answers. 
   • Credit must also be given for lateral thinking.
   • It is also important that arguments and statements are reasoned and  qualified by reference to specific factors.
3. Questions and subsections must be numbered clearly and correctly. Bullets usually act as guidelines to help structure learners’ answers.
4. Information and artworks discussed in one answer must not be credited if  repeated in other answers but artworks may be cross-referenced. 
5. Where applicable, candidates must name the artist and title of each artwork  mentioned. Only ONE mark is allocated for the correct artist and title of work.
6. Where appropriate candidates may discuss both two-dimensional and three  dimensional artworks in any question.
7. Remember that many learners will be discussing these examples, never  having seen them before. Markers therefore cannot expect factual,  academic information. They should draw upon their own experiences,  cultures and interpretations of the artworks, within the context of the  question. Therefore markers need to be open-minded and flexible in the  marking process. 

GENERAL INFORMATION FOR MARKERS 

• This memorandum is to serve as a guideline for markers as well as a teaching  tool. Therefore, the memorandum for certain questions is in greater depth, so that  the information may be used as learning material. Other parts of the memorandum  may merely be a suggested guideline.  
• NOTE: Markers are encouraged to reward candidates for what they know, rather  than penalise them for what they don't know. 
• Although the information for the questions is given in point form, candidates must  use an essay/paragraph format discussing their information in a holistic manner. 
• Candidates must answer all the questions in FULL SENTENCES or  PARAGRAPHS, according to the requirements of each question. Answers in point  form cannot receive full marks. Full marks cannot be given if the title or artist is  incorrect.

Assessing learners' ability to analyse and respond to examples of Visual Culture  Studies

MEMORANDUM

CANDIDATE MUST ANSWER ANY FIVE QUESTIONS. 
The following mark allocation must be adhered to when only ONE artwork/artist  has been discussed instead of TWO. 

6 marks (max 3) 
8 marks (max 5) 
10 marks (max 6) 
12 marks (max 7) 
14 marks (max 8) 
20 marks (max 12) 

QUESTION 1: THE VOICE OF EMERGING ARTISTS 

1.1 Candidates must compare how the artists in FIGURE 1a and FIGURE 1b  have managed to capture this moment by referring to the following: 

• Formal elements 
• Composition 
• Perspective/sense of space 
• Rhythm and movement 
• Mood/atmosphere 

FIGURE 1a: The corrugated roofs are formed by diagonal lines. The artist has  also made use of vertical and horizontal lines which are visible in the housing.  The diagonal line creates perspective. The figures are made up of organic  and curvilinear lines.  
The shapes are distorted; however, the artist attempts to use geometric  shapes in the roofs e.g. triangular/parallelogram shapes. The windows and  doors are made up of rectangular and square shapes. The houses are  composed of rectangular shapes which are distorted. Organic shapes are  used in the portrayal of the figures. The stone walls are created by organic  shapes. 
Light muted cool colours have been used e.g. blue, green, purple, grey etc.,  The artist has also used burnt oranges, brown and yellow ochre. The stone  walls and corrugated roofs have a different tactile quality to that of the clothing  of the figures and the surface of the street and sky. The rough stone filling of  the houses is repeated to create a decorative pattern. 
Rhythm and movement are created by the repetition of shapes and colours in  the walls, roofs and figures. The artwork is illustrative, simplified and naïve.  Tonal values and shadows are created by using watercolour with no visible  brushstrokes.

FIGURE 1b: The diagonal lines on the pavement draw your eye towards the  focal point creating depth and perspective. Horizontal lines are formed by the  brick wall and the flower bed. Curvilinear line can be seen in the figures and  the aloe plant. The newspapers also make use of diagonal line. Vertical line  can be seen in the lamp post, poster and the edge of the building. 
Square and rectangular shapes are used to create the pavement, flower bed,  poster, newspaper and the brick walls. Organic shapes can be seen in the  vegetation and the figures and curvilinear lines are present in the figures. 
The composition represents an everyday township scene which is comprised  of a street, some houses and a few people. In the foreground young adults  are seen gesturing to each other and reading a newspaper. The middle  ground is dominated by a few figures and housing. The background is  comprised of smaller figures and houses which suggest perspective. 
Bright primary and secondary colours have been used. The colour blue seen  in the clothing and background dominates the picture plane. The red dress  and red sneakers lead the eye to the focal point of the heads of the two  central figures. Yellow which is synonymous with happiness is used in the  shirt of the central figure, the hat of the girl dressed in a red dress and the wall  of the school building. The use of white in the clothing and newspaper  creates contrast. The figures have been outlined by the colour black creating  a two dimensional quality. Implied texture is visible in the flower beds, the  wall, dress, striped clothing and the newspaper. The artwork appears to have  a smooth texture. 
The compact and busy composition is filled with seven figures that dominate  the middle ground. In the centre of the composition two learners are seated  reading a newspaper. On the left hand side of the artwork, a male figure is  seen reading a newspaper and just behind him, a male figure is rejoicing and  appears to be giving thanks to the heavens. Three girls in the middle ground  are celebrating and dancing. Trees and an aloe are illustrated in the  background. 
The artwork is decorative and stylized. The simplified figures are outlined by a  dark colour making them appear two-dimensional. Gestures and facial  expressions are bold and exaggerated. 

Minus ONE mark if there is no comparison. (8)
1.2 Candidates have to write an essay on TWO artworks by different South  African artists that documented township life. 
They have to include the following in their essay: 

• The name of the artists and title of artworks 
• Subject matter 
• Formal elements 
• Composition 
• Media and technique 
• Style (12)

[20]

QUESTION 2: SOUTH AFRICAN ARTISTS INFLUENCED BY AFRICAN AND/OR  INDIGENOUS ART FORMS 

2.1 

• Candidates have to discuss the use of distortion, simplification and  exaggeration in FIGURE 2a and FIGURE 2b by referring to the formal  elements and principles of art. 
• Candidates have to substantiate the ways/manner in which the artist was  influenced by Africa. 

FIGURE 2a: This is the portrayal of a missionary person to the left wearing a  mask facing a kneeling female figure with a baby on her back. A white mask  is hung in the background to the right of the missionary. The female is holding  a flask and the missionary figure a white scroll or stick. The figure to the right  seems almost sculpture like. 
Bold, simplified and expressionistic shapes are portrayed. The shapes are  flat, angular and almost geometric. A flat background in a warm colour is  used. Bold white and blue repetitive lines are seen on the dress of the female.  Bold and organic shapes are portrayed with oil paint on canvas. A bright,  warm pale yellow colour covers the whole background while the shapes are  applied in bold strokes over the background. 
The influence of Africa can be seen in the subject matter, use of colour and  style of work. 

FIGURE 2b: The composition is dense and filled with several outlined figures  depicted in a bold and heavy black outlines - almost graffiti-like. Small African  calligraphic Bushmen-like motifs and figures are seen in the background. His  work presents a strong sense of Africa within his paintings. It lies in his bold  use of colour, his strong compositions and his unique use of his medium. The  luminous yellow and orange background colour also shows the African  influence. The work is done in oil colours and the rough brush strokes and  marks can be seen. Shapes are simplified, stylised and bold. 
This art work reflects an urban experience and it contains bold outlined forms  of huts, human figures, human heads and birds. The background is in a dark  yellow/ochre/gold colour. 
The artwork is simplified with only dark outlines of shapes depicted like an  overlay onto the background. On the background small bushman figure are  painted. Some textured patterns are scratched out (like petroglyphs) in the  background colour. Small faces are repeated and create rhythm. 
This artwork is completed with oil paint on paper. The organic shapes are  applied with dark outlines. The lines are applied as overlay on the bright  yellow background colour. This reminds us of bushman rock paintings. Smaller African calligraphic Bushmen like motifs and figures are seen in the  background. (8)

2.2 Candidates have to analyse ONE artwork by any TWO artists whose work  show an African influence. 
They must refer to the following: 

• The name of the artists and title of artworks 
• Where in the art work is the influence shown? 
• Use of colour 
• Compositional elements 
• Use of techniques and materials (12)

[20]

QUESTION 3: SOCIO-POLITICAL ART, INCLUDING RESISTANCE ART OF THE  1970s AND 1980s 

3.1 By referring to the art work in FIGURE 3, the learners have to write a short  essay in which they discuss the following: 

• Relevance/significance of the vacuum cleaner, car doors, maps and  a gun: An elephant head is constructed around a vacuum cleaner and  displayed as if it is a trophy. Maps of Africa and South-America are  displayed on the wall forming the ears of the elephant. A section of the  map is still attached to the ears. The elephant lifts an automatic machine  gun from a water hole formed by car doors. The outline of Africa and  South-America have similar shapes to the ears of an elephant. The  machine gun, supplied by foreign countries, becomes a symbol of  revolution and uprising, resulting in poverty, shanty towns and abuse of  nature. The vacuum cleaner has a triangular shape ideal for the trunk of  the elephant; this could be symbolic of our technology that is ‘sucking'  away all of our natural resources. The use of car doors form the banks of  the dinking hole which signify that nature has become a scrapyard. 
• Symbolism of using every day/recycling objects: The artist forms a  new concept by using objects thrown away by society which has no more  use for it. It implies that out of rubbish dumps and chaos new things can  be created. The maps represent countries who do not regard nature  conservation as a priority. South America and Africa are lands of  contrasts, each containing jungles and deserts, and are confronted by  floods, droughts, abundance and poverty. The remaining holes created  by the cut outs of the ears leave identical negative shapes reinforcing the  emptiness left by the abuse of our wildlife and resources. The elephant is  also represented lifting a gun from the water symbolising terror, poaching,  killing and abuse of nature. 
• What message does this artwork have for society in general? Why  do you think the elephant might be a symbol for society? The armed  elephant symbolises rebellion against war, revolution and the culling of  animals. It can also mean that the elephant found the gun in the water.  The elephant has become a trophy, known for its excellent memory; he  becomes a symbol of power and grace. The waterhole exemplifies that  water, being the major sustaining element for all living things is also  under threat. The gun reflects the aggression, violence and the senseless  devastation caused by war. The waterhole provides water for both the  elephant and mankind. The waterhole and the act of war are juxtaposed.  If the waterhole is dry, death is imminent as is the war. War will never be  forgotten and cannot be erased from our memory even if mankind  discards evidence and ammunition. Water is symbolic of life and  cleansing and without water we will not be able to survive. (8)

3.2 Candidates must write an essay in which they discuss the work of any TWO  artists, whose works show an awareness of socio-political issues.  
They could refer to the following as a guideline: 

• Names of artists and titles of works 
• Images used 
• Media and techniques 
• Meaning and messages (10)

[20]

QUESTION 4: ART, CRAFT AND SPIRITUAL WORKS MAINLY FROM RURAL  SOUTH AFRICA 

4.1 Candidates must discuss how these two artists have interpreted the  crucifixion in FIGURE 4a and FIGURE 4b, by answering the following: 

• How does the function of FIGURE a and FIGURE b differ? Substantiate  your answer 
• Why would you describe FIGURE 4a as being a naïve artwork?
• Explain why FIGURE 4b is an expressionistic artwork?  
• Elimo Njau from Tanzania says: 'Art makes Christianity African'. Do you  think that these artists were successful in making Christianity African?  Give reasons for your answer 

FIGURE 4a: has a doll-like image, made from fabric and beads, representing  Jesus on the cross. It is a naïve portrayal of the crucifixion. Different African  beads are used to decorate the figure. The texture of the beads could  symbolise the wounds infliction on the body of Christ. 
FIGURE 4b: a landscape is portrayed containing images of people moving  towards the hill where Jesus is being crucified. They are accompanied by a  dog. The dead trees in the foreground represent death. Figures are  represented sitting or lying down in the foreground. Illuminated stairs are  carved from the rocky hillside leading our eyes to the crucifixion. On either  side of the cross there are two figures, one standing and the other sitting.  The standing figures are pointing their staff towards the cross. Two seated  figures represent the sadness. 
FIGURE 4a: The style is simplified and naïve. Naïve art is normally created  by an untrained artist and has a child-like quality to it. 
FIGURE 4b: Expressionistic, simplification and distortion is seen in the entire  artwork. 
FIGURE 4a: The figure of Christ is illustrated with his head tilted to one side  symbolising death. The arms and legs are shapeless and simplified. 
FIGURE 4b: The figures are expressionistic, characterised by distortion and  simplification. Skeletal figures, seen in the foreground, create an atmosphere  of sadness and devastation. The figures are without facial feature which could  be a symbol of lack of identity. One figure is seated on the lower part of the  staircase while the other is seems to be climbing the stairs. The figure of  Christ is surrounded by two figures standing and two figures sitting on either  side of the cross. Jesus is portrayed as a translucent, eerie figure, already  dying and leaving the present world. All the figures walking from the left to the  right of the picture plane, lead the eye to the focal point of Christ on the cross.

FIGURE 4a: Earthly colours have been used, namely brown, yellow and  ochre. Vertical and horizontal lines have been used in the cross creating a  T-shape. 
FIGURE 4b: The use of the complimentary colours of blue and orange, and  soft purple and yellow, enhances the visual impact of the painting. The use of  yellow ochre on the hill and staircase illuminates the cross and the long thin  figures approaching it. The dark blue sky also gives the painting a stormy dark  feeling. The vertical lines of the trees contrast sharply with the horizontal lines  of the rocks and hills, flowing into the background. Form is stylistic and  simplified, as can be seen in the portrayal of the figures. 
FIGURE 4a: The fabric and beads are part of the ethnic lifestyles of the rural  people of South Africa. They use beads for decorations and to distinguish  different clans in their specific cultures. The naïve portrayal of the spiritual  beliefs of the African people can be seen in the Expressionistic portrayal of  the figures. The impact this Christian happening had on the artists' lives can  be seen in the innocent, honest art works. 
Many decorative African beads were used to decorate the whole figure. It  could also reflect the torture of the body of Jesus before He was crucified.  The use of the beads is typical African. That is what is available to make art.  The Christ figure is dressed in a typical 'ibetshu' which is a loin cloth worn by  men of some African cultures. 
The figures in FIGURE 4b all have the same typical headgear worn by  Africans, which identifies them as also being present during the crucifixion of  Jesus. It is as if they also witnessed this heart-breaking part of the life of  Christ. (10) 
4.2 Candidates have to interpret ONE artwork by any TWO different South  African artists, who make use of craft or deal with spirituality in their work. They may use the following as a guideline in their short essay: 

• Names of artists and titles of works 
• Subject matter 
• Formal elements 
• Use of media and techniques 
• Possible meaning and messages (10)

[20]

QUESTION 5: MULTIMEDIA AND NEW MEDIA – ALTERNATIVE CONTEMPORARY AND POPULAR ART FORMS IN SOUTH AFRICA 

5.1 Michael Heizer takes his work out of the gallery space into the desert  environment while Olafur Eliasson brings the land into the gallery.  
Candidates must discuss possible messages/meanings of these work by  referring to the following: 

• Titles 
• Space/site 
• Medium and techniques  
• Interaction/involvement (engagement with the viewer and the space)
• Size/scale of the work 
• Viewer engagement with artwork 
• Documentation of artwork 

FIGURE 5a: 'Double negative': An earthwork created by the artist Michael  Heizer in 1969 and 1970. A deep cut or trench facing each other from either  side of a scallop on the eroded edge of the natural landform, suggesting a  continuous, invisible, negative form between them. The piece consists of two  gouges/trenches cut into the edge of a rock formation, in southern Nevada.  The work is 30-foot wide, 50-foot deep and 1 500 feet long. The 30-foot wide,  50-foot deep cuts were made by dynamite and bulldozers. It was made in an  open, natural landscape in Nevada. Natural earth was removed from the  landscape. This is a very large work done in an open landscape. The viewer  has to walk around and in the trenches and can feel engulfed/overpowered by  the landscape. It can also suggest a crossroad: Do I turn or go straight on?  The two negatives together can form a positive. The artwork is documented  by photographs, videos and films taken by the artist and/or the viewer. The  documentation can also be hung/ exhibited/shown in a gallery. 
FIGURE 5b: 'Riverbed': It is a rocky landscape with wet, slippery stones,  here and there forming the shape of a river running through the landscape.  The three rooms of the museum were transformed into a new landscape. This  work is site-specific, engaging with the museum's unique identity. This project  reverses the relation between art and nature. It bears resemblance to both the  contemplative power of a Japanese garden as well as of ancient Pompeii  after its destruction. Nature is brought into the museum-the link between  nature and man is emphasised. Almost as if a new landscape is formed/  created by the artist. He focuses on inhabiting space in a new way and inserts  new patterns of movement into the museum.
The exhibition consists of three spatial sections that each represents the  encounter between the work of art and Louisiana as a place, physically,  architecturally and institutionally. 
The visitor is engaged/confronted and engulfed by this barren landscape. Dull  grey and black colours are used and no form of life is seen The visitor is  engaged with the landscape by moving from room to room. The focus on the  visitor and bodily movement through space is where Louisiana's identity as a  place and the practice of the artist intersect. The transitions between inside  and outside, culture and staged nature, become fluid and transitory – and the  progress of the visitor through the museum becomes a central issue. 
The artwork can be documented as photographs, videos or films by the  artist/viewers. Documents can be shown later in exhibitions, galleries or  publications. (10) 

5.2 Candidates have to discuss any TWO artworks by contemporary artists which  they have studied, where the artists used alternative and unusual media. (10)

[20]

QUESTION 6: POST-1994 DEMOCRATIC IDENTITY IN SOUTH AFRICA 

6.1 Candidates must discuss how Simphiwe Ndzumbe explores themes of  identity, migration and beauty by referring to the following guidelines: 

• Use of fabric and found objects 
• The importance/symbolism of the following: 
  • the ties
  • the light 
  • the luggage/suitcases 
  • wooden pallet
• How does Simphiwe Ndzube create a sense of movement in this work? 
• How has the idea of migration been addressed in this artwork?  

The installation depicts heavily laden figures making their way through an  energetic, beautiful and troubled landscape towards baggage that has been lit  up. The figures are shown without facial features representing their lack of  identity. The baggage is placed at the end of the road and is symbolic of a  better future. The figures are not carrying much baggage which is symbolic of  the historical burden that was experienced in apartheid. There are spikes or  barriers on the road which refers to both promise and uncertainty. Wooden  pallets are usually used to move large amounts of cargo which could also  represent the migration of the figures. The figure closest to the suitcases has  an industrial glove on the one hand reinforcing the fact that the artist works in  a factory of sorts. The second figure has no hands. The blankets that cover  the palettes remind us of blankets used in a jail. 
The tie is usually worn for decorative purposes around the neck in formal  wear or as part of a uniform. The ties look like grass/spikes/snakes implying  that this has not been a smooth or easy journey for them. The light/beacon is  an intentionally visible device which is designed to attract attention to a  specific location or to signify danger. The light/beacon could be signalling that  enemy troops are approaching in order to alert the defences. The light  illuminates the baggage and guides the figures towards a new future or  destination. 
The figures move towards their luggage implying that they are leaving their  destination which is either forced or in search of a better future elsewhere. 
The pallets form a horizontal line which represents stability. The figures and  ties/grass create vertical lines symbolic of strength and stability. The 3- dimensional figures have organic lines which create movement. Their portraits  are covered and disguised by the use of fabric implying their lack of identity.  The lack of definite features hides the imperfections of their bodies, skin and  obscures their gender. The soft and found materials tell an emotional story  inspired by township struggles. The clothing is used as armour. (10)

6.2 Candidates must compare TWO post 1994 artists' whose works deal with  issues of culture, tradition or language. 
Their essay should include the following: 

• Names of the artists and titles of the artworks 
• Subject matter 
• Influences 
• Medium and techniques 
• Messages and meanings 

Minus ONE mark if there is no comparison. (10)

[20]

QUESTION 7: GENDER ISSUES: MASCULINITY AND FEMININITY 

7.1 Candidates must discuss FIGURE 7 with regards to the following: 

• Colour  
• Narrative/stories 
• Use of dominant imagery and their symbolism from a male perspective. 

FIGURE 7: The artist has used both primary and secondary colours  symbolising the diversity in all the figures. The bright happy colour represents  diversity as seen in the image of the globe on the left hand side of the  painting. The figures represent the diverse cultures of the women throughout  the world as well as the rich source of nature. 
The central figure is a male figure and becomes the focal point. Small female  figures surround him on the left. It appears that he is looking at all the brightly  coloured female figures. A few female figures have also been painted within  the form of his heart. The female figure on his right may represent his wife  who is blinded by the thought that she is the only woman in his life; however,  he is staring at the other women. The heart may portray other women within  the form which could mean that he loves them. The women are represented  as being submissive. 
The figure of a man in the foreground dominates the image and there are  many female figures. The smaller female figures encircle an image of the  globe/world and plant forms. An image of a human heart is painted on the left  of the man's chest and an extra heart is represented floating above his  shoulder. The heart is a symbol of love and as the title 'Water solution for  men', this image may mean that the solution for man is to have many women.  The sunglasses may imply that the woman is trying to hide her feelings from  society and men. (6) 
7.2 Candidates must discuss TWO artworks which address a gender specific point  of view. 
They must use the following as a guideline in their answer:  

• Names of the artists and titles of the artworks 
• Media and technique 
• Style 
• Subject matter 
• Possible messages/meanings (14)

QUESTION 8: ARCHITECTURE IN SOUTH AFRICA 

8.1 By referring to the above statement, candidates must analyse the examples in  FIGURE 8a, 8b, 8c and 8d.  
They must refer to the following guidelines: 

• Stylistic characteristics

FIGURE 8a: Simplistic, open plan and minimalistic house. The artist has  applied the 'less is more' philosophy to his work. 
FIGUUR 8b: Open plan house that adopts a minimalistic approach/style. 

• Similarities

Both buildings are placed on a platform overlooking the environment. By  placing the houses on a platform the architect does not disturb the natural  environment. Both use wide panes of glass. Open space is utilised in  both buildings. The large living areas look out onto the vegetation/ landscape providing a retreat and sanctuary. 

• Use of space

FIGURE 8a: Although the house is small and compact the architect  makes use of an open plan for the living area. 
FIGURE 8b: The house is large. The outside patio and rooms adopt an  open plan concept. Both houses are designed in such a manner that the  environment becomes part of the housing. 

• Building materials/technique

FIGURE 8a: Recycled paper, concrete and glass. The use of the paper  tubes allows for fast assemblage. The glass allows the client to have a  continual view of the environment from all angles. The house allows the  light to enter from all angles which saves electricity. The colour of the  paper tubing and white platform is neutral which is different to the colours  of the environment. 
FIGURE 8b: Concrete, glass and timber battens. The house allows the  light to enter from all angles which saves electricity. The concrete is  neutral allowing the house to blend into the environment.

• Influence on the environment and its sustainability

FIGURE 8a: The artist has used recycled paper allowing for  sustainability. 
FIGURE 8b: The artist has used raw concrete without excess detail. The  use of timber is minimal. The concrete is strong and will not need to be  replaced for many years. (8) 

8.2 Candidates have to discuss any TWO South African buildings/structures that  they have studied in a short essay. 
They must include the following in their short essay: 

• Names of architects and titles of the buildings/works
• Use of building materials
• Influence on the environment and its sustainability
• Stylistic characteristics (12)

[20] 
TOTAL: 100

DRAMATIC ARTS
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

GENERAL NOTES TO MARKERS 

1. The marking guideline 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. During the marking process, have regular rounds of consultation to ensure  marking is standardised.
7. In the case where a candidate writes more than the suggested number of words,  do not penalise (e.g. essay question). 
8. Mark globally where possible. Markers accept other correct, relevant and well motivated answers. 
9. Markers must check that candidates' responses align with the Curriculum  Assessment Policy Statement's Broad Topics and Topics. 

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of FOUR sections: 
   SECTION A: 20^th 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 the 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 consists of ONE question. QUESTION 8 is COMPULSORY.
   QUESTION 8: Theatre History, Practical Concepts, Content and Skills
   

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:
  • Cognitive levels:
    • knowledge
    • understanding
    • applying
    • analysing
    • evaluating
    • creating
  • Thinking complexity:
    • factual
    • conceptual
    • procedural
    • meta-cognitive

The following is general information on the movements. 
EPIC THEATRE 
Intention and purpose: 

• To distance the audience from the action 
• Allow the audience to see the world in which they lived more clearly rather than take  their beliefs for granted 
• Make 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 
• Remove the 'illusion' of Realism 
• Employ various techniques to ''alienate'' the audience – difference between what they  saw on the stage and what was real 

Techniques: Use of: 

• 'Verfremdungseffekt' or alienation to distance the audience from the action on the  stage  
• Purpose of music – to 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 to tell what happened before it occurred 
• Stage space is non-specific 
• Set is 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 to then consider what he or she would have done to make a positive  difference 
• Spectator must 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  
• Human beings have a pessimistic outlook of the human struggle 
• Human beings are mainly concerned with mankind's search for meaning

Characters 

• Not fixed 
• Represent humanity  
• Exists in a bleak world devoid of meaning 
• Lost, confused  
• All actions are worthless and absurd 
• Clown-like  
• Stays together as 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
• Remains static and shows no development 
• Comes 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  
• Acts as a barrier to communication  
• Isolates the individual even more 
• Speech is almost futile 
• Questions the value of language  
• Lost its ability to communicate 
• Attempts at communication often 'disintegrate' from clichés to meaningless syllables
• Inability of language to bridge the gap between the characters 
• Dehumanising, automatic and meaningless 
• Presents the unexpected, the bizarre and the absurd 
• Silence is also a means of communication  
• Meaningless conversations  
• 'Habitual' and superficial  
• 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 which 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

Metatheatre/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 Markers accept other relevant and well-motivated answers. 
Props 
Multi-functional (one prop can serve many functions), e.g. a piece of cloth  can become a : 

• Shawl for Aunty Dudu 
• Sheet for Barber 
• Blanket in prison scene (2)

2.2 Markers accept other relevant and well-motivated answers.  
Award 2 marks for lighting. 
Award 2 marks for costume. 
The following is a guide: 
Lighting 

• Simple/basic  
• Houselights 
• No special lighting design, equipment or effects required. 
• The action simply needs to be visible to the audience. 
• If there is sufficient natural light then there is no need for any lighting.

Costume 

• Simple costume. 
• Not to detract from the actors and the acting. 
• Track-suit bottoms or loose-fitting pants. 
• A t-shirt (4)

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

• It is affordable and inexpensive. 
• The focus is on the actor and acting rather than on the technical aspects  of the play. 
• Can be staged in any venue, not necessarily a theatre. 
• No costume changes are required. 
• Costs are minimised. (4)

2.4 Markers accept other relevant and well-motivated answers. 
Candidates should select one scene and analyse the satirical elements. 
The following is a guide: 
Scene 1 

• The ping-pong ball noses reduce the white policeman to a clown-like  character/a pig. 
• The caricature performance of a policeman is humorous. 
• The exaggeration of the policeman's status is comic reduction. 
• The physical humour/slapstick of the policeman chasing the musician  might elicit laughter from the audience – mimicry. 
• The comic energy of the play is what carries the serious messages which  underlie it. (4) 

2.5 Markers accept other correct, relevant and well-motivated answers. 
Award full marks for: 

• 3 well-motivated statements OR 
• 6 separate ideas 

The following is a guide: 
Characterisation 

• Actors transform from one character into another character. 
• Actors change accents, posture and gesture, e.g. from a toothless old  man into Auntie Dudu, the helicopter, etc. 

Physical transformation 

• The performance will require the actors to transform from one character  into the next because there are only two actors who play a variety of  characters in 26 scenes. 
• Actors must be creative, energetic and physically skilled, trained, have  stamina and endurance because the production is demanding in terms of  the structure (changes of scene happen rapidly). 
• Since there are only two actors, they must be able to comply with the  demands of acting, singing and dancing. 
• Actors must transform their bodies to represent objects, e.g. an  instrumental jazz band. 

Vocal variety 

• Actors have to be vocally skilled in articulation, resonance and projection  using diaphragmatic intercostal breathing. 
• They need to be able to sing, use various accents and vary vocal pitch,  volume and pace to portray various characters. 
• Actors also use their voices to make sound effects/idiophones, e.g. the  siren or helicopter sounds. (6)

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

• 2 well-motivated statements OR 
• 4 separate ideas 

The following is a guide: 
Comedy 

• Provides opportunity to be entertained through laughter. 
• The audience is engaged in the performance through their laughter.
• The audience becomes open to receiving the serious messages of the  play without being alienated from the action, which serves the overall purpose of the play. (4) 

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

• 3 well-motivated statements OR 
• 6 separate ideas 

Candidates' answers should reflect an understanding of Protest Theatre and  its influence as a peaceful weapon for change in a South African society. 
The following is a guide: 
Educate 

• Informs audiences about the socio-political situation in South Africa.
• Creates awareness of censored information. 
• Highlights apartheid issues locally and overseas. 

Mobilise 

• Evokes an emotional response by making the people angry, sad and  ready to participate in some kind of action. 
• Advocated resistance by asking the oppressed to rise up and fight back. 
• Because a political voice had been denied to the majority of the  population and the only voice available was a cultural one. (6)

2.8 Refer to the notes below and ANNEXURE A to guide your marking. Markers accept other correct, relevant and well-motivated answers. 
Credit answers which display levels of knowledge dimensions relating to  themes and current issues in South Africa.  
The following is a guide: 

• The play is just as relevant for audiences today as it was when first  performed, because it addresses universal issues 

Policing 

• There is still distrust of the police with many communities openly defying  the police because of possible incompetence and lack of support to  perform their duties effectively. 
• Corruption within police ranks today has added to the fear and suspicion  of the people. 
• In many instances the police still use unnecessary force and brutality  resulting in the deaths of civilians, e.g. Marikana massacre.  

Poverty 

• Promises of housing, basic service delivery needs, free education and  health care have not materialized and so people live in difficult conditions.
• Many people still live in abject poverty and still do not have access to  water, electricity, housing and sanitation facilities in 2017. 
• This has given rise to service delivery protests in many areas and has  also led to xenophobic attacks because people are forced to share scarce  resources. 
• Unfortunately many people resort to violence to vent their anger, often  seen in acts of vandalism, looting and even killing innocent people. 
• There is a growing divide between the rich and poor leading to anger,  frustration and violence. 
• The lack of jobs and the poor economic situation has added to the burden  of the poor. 

Working conditions 

• Although all discriminatory laws have been removed and South Africa has  an excellent constitution, working conditions for many remain unchanged. 
• Many people are forced to work at low-paying jobs because of a lack of  skills and education. 
• Although we have unions fighting on behalf of workers and the basic  conditions of service have improved, many struggle because of the lack of  jobs due to the poor economic growth in the country. 
• There is still an exploitation of workers by unscrupulous employers as  there are fewer jobs and many seeking employment. (10)

[40]

QUESTION 3: SOPHIATOWN BY THE JUNCTION AVENUE THEATRE COMPANY 
3.1 Workshop Theatre (1)
3.2 Markers accept other relevant and well-motivated answers. 
Award full marks for: 

• 2 well-motivated statements OR 
• 4 separate ideas 

The following is a guide: 

• Sophiatown was a vibrant place where musicians, poets, writers etc.  came together to share information and to entertain. 
• People of different cultural backgrounds and races lived together in  harmony without interference from the police or the government. 
• People from all walks of life, such as gangsters, musicians, poets,  journalists etc., could be found in Sophiatown. 
• It was a place where people could meet and share their love of music,  fashion, movies and writing. 
• Overcrowding, crime and violence were present. (4)

3.3 Markers accept other relevant and well-motivated answers. 
The following is a guide:  
Sophiatown could be classified as a township musical because: 

• The play includes songs and dances. 
• Scenes alternate between dialogue, singing and dancing. 
• The play uses township language which is easy to identify, such as  Tsotsi-taal. 
• Has an energetic performance style. 
• Uses stereotypes rather than well rounded, fully developed characters. (3)

3.4 Markers accept other relevant and well-motivated answers.  
Apply the content below to link to the 'melting pot' aspect of the question.
Candidates may choose any TWO characters. 
The following is a guide: 
Characters  
In general reflect a melting pot of cultural differences: 

• Citizens of Sophiatown were allowed to engage on a multi-racial, multi cultural and diverse level. 
• Each character brings into the world of the play his or her own richness of  cultural heritage.  
• This is shared through the action of the drama, e.g. Ruth's Friday prayer.
• Each character represents the wider world view of Sophiatown, which is a  beacon of hope for a divided South Africa.

Mingus 

• Leader of the American gang. 
• Models himself on the American gangs that he sees in movies.
• Sees himself as the 'Robin Hood' of Sophiatown. 
• Represents the gang culture in Sophiatown. 

Ruth 

• A white, Jewish girl from Yeoville. 
• Brave and adventurous because she leaves the comfort and security of  her home to venture into the unknown. 
• Shares part of her culture with the residents of Mamariti's Diamond  Shebeen. 
• Develops feelings for Jakes, a black journalist. 

Charlie 

• A coloured man who is Mingus' side-kick. 
• Treats everyone, especially Mingus, as family. 

Mamariti 

• A larger than life 'shebeen queen' and landlady. 
• Manages to support her family through the income from the shebeen and  from renting out space in her home. 
• Accepts Ruth as a tenant and learns from her. 

Fahfee 

• A numbers man. 
• A fahfee runner. (Fahfee is a simple game using numbers, a very basic  form of gambling.) 
• Political activist and was well-informed about political issues.
• Informs everyone at Mamariti's shebeen of the latest events/news in the  township. 

Princess 

• Mingus' girlfriend from the slums. 
• Got recognition by being a gang leader's girlfriend. 
• An aspiring model and receives lavish gifts from Mingus. 
• Unafraid to voice her opinion, but is often silenced by Mingus who treats  her as a possession. 

Jakes 

• An intellectual. 
• Journalist for Drum magazine. 
• Gives us information about Sophiatown and the people. 
• Often seems to be on the outside, looking in. 
• Has feelings for Ruth, but is afraid to act on them. 
• Often the voice of reason, believing that he can make a difference  through his words. 

Lulu 

• Represents the students. 
• Feisty sixteen-year-old who is cheeky and speaks her mind. 
• Refuses to go to school as she believed that 'Bantu education' did not  prepare her for life. (6)

3.5 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
The actor could use: 

• Characterisation that is believable
• Acting that is truthful
• Vocal variety showing skills and creativity
• Physical variation through the use of gesture, facial expression, posture and movement
• Actions to reflect shifts in thought and feeling (4)

3.6 Markers accept other relevant and well-motivated answers. 
Award marks as follows: 

• 3 marks for 'educate' 
• 3 marks for 'entertain' 

The following is a guide: 
Educate 

• The audience is given a glimpse of what Sophiatown was like in the  1950s. 
• It shows one of the only places in South Africa that was multi-racial and  multi-cultural. 
• The play shows audiences how people of Sophiatown defied the  government's policy of separate development as there were different  racial groups living there, e.g. China man and the Indian trader. 
• Teaches audiences about South Africa's history and forced removals.
• It makes the audience aware that Sophiatown was the home of many of  our great politicians, musicians and writers. 
• It shows us that creativity flourished there, giving birth to different kinds of  music, such as Kwela and African jazz. 
• Crime and violence was also a daily reality of the inhabitants of  Sophiatown. 
• Poverty and a lack of jobs led to the formation of gangs which terrorised  the people. 
• A lack of housing led to landlords exploiting the poor and also to  overcrowding. 
• It documents the history of Sophiatown and its subsequent destruction by  the apartheid government. 

Entertain 

• The play text incorporates songs and dances in between the scenes.
• The storyline is interesting, e.g. a white Jewish girl responding to an  advert in Drum magazine during the apartheid era, because it was  unusual for a white woman to live in a township. 
• Stereotyped characters, like Mamariti (a shebeen queen) and Princess  (a jealous girlfriend), are recognizable and comical in their predictability.
• Humour, e.g. Ruth learning to adjust to life in Sophiatown (Charlie finding  her a bath tub).
• Ruth's accent when she tries to learn Tsotsi-taal is humorous.  
• Ruth's confusion and ignorance is humorous when she attempts to learn  how to avoid the gangs.  
• Mingus and Princess are portrayed as comic caricatures when they try to  imitate the actors in the American movies. 
• Mingus' attempt (his demanding and aggressive tone) at dictating a love  letter for Princess to Jakes, which results in an unromantic and comic  declaration of love. (6) 

3.7 Markers accept other relevant and well-motivated answers.  
Accept either a 'yes' or a 'no' answer or both only if well-motivated.  
No mark may be awarded for only the word 'yes' or 'no'.  
The following is a guide: 
Yes 

• The story of a white Jewish girl who moves into a black township during  apartheid would form the basis of a very good film, because it was  unusual and against the law for a white woman to live in a township. 
• The fact that different race groups co-existed peacefully may be used as  an example for communities struggling with issues of xenophobia. 
• The historical aspect of the play may be used to document the struggles  of the people against forced removals. 
• The vibrancy and creativity that existed and the lives of some of our iconic  musicians, such as Miriam Makeba, Hugh Masekela, Dolly Rathebe and  the Manhattan Brothers, provide an opportunity to explore other theatre  genres such as dance and music. 
• The various locations (Mamariti's shebeen, Yeoville, train station etc.)  referred to in the play text may be utilised in a film which may provide a  wide perspective of Johannesburg in the 1950s. 
• The writers of the time, like Can Themba and Nat Nakasa, and the era of  Drum magazine may also feature in the film which may provide a didactic  and historical depth to the film. 
• The crime and violence referred to in the play may appeal to a target  market interested in action films. 

No 

• It is set in the past and we have moved on from the issues and concerns  of the apartheid era. 
• The story is not interesting and there isn't a substantial storyline, as it  focuses on the inhabitants of a single household. 
• The township environment and the violent apartheid backdrop is not  a glamorous setting for a movie. 
• People's interests have changed and instead they prefer to focus on a  post-Apartheid South Africa. 
• Would be very costly to produce, as the play consists of a large cast who  would have to be paid. (6)

3.8 Refer to the notes below and ANNEXURE A to guide your marking. Markers accept other relevant and well-motivated answers.  
Candidates should refer to and comment on the statement below: 
'Our story was to dig out history that has been distorted by the apartheid  regime and expose it.
The relevance today is that anyone who has been  denied that part of history gets to have a taste.' 
The following is a guide: 

• Importance of telling this story today to those who did not experience  apartheid first hand.  
• It provides a view of the apartheid government's brutal policies, attitudes  and actions towards people that were not white. 
• It tells the story of the forced removals of Sophiatown residents and  similar occurrences in an apartheid South Africa. 
• Importance of not forgetting our history, lest it happen again. 
• Injustices of the apartheid regime: the denial of human rights, poverty,  separation of different cultures and colours along racist lines. 
• Sophiatown was a place where people mixed freely with all race groups.
• The Nationalist government felt threatened by this freedom amongst the  residents of Sophiatown and decided that Sophiatown had to be destroyed. 
• The Resettlement Board instructed the land owners of Sophiatown to sell  their properties, which they refused to do. 
• It shows the sequence of the events so that people today understand why  no protest was possible.
  • In 1955 the government announced a date for evictions.
  • The government moved in four days earlier than the date they set.
  • The character Fahfee says, 'Four days earlier they came and we  weren't prepared. There were two thousand G-men lining the street.'
  • The government wanted to be brutal and decided to start evictions  earlier than the given date. (10)

[40]

QUESTION 4: SIENER IN DIE SUBURBS BY PG DU PLESSIS 
4.1.1 Southern suburbs of Johannesburg. (1)
4.1.2 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Universal 

• The play can be applied universally to anyone anywhere in the world.
• Themes and issues are relevant and applicable to all people e.g. the  desire for a better life. 
• The audience in any particular area would be able to relate to the subject  matter and the plight of the characters, e.g. Jakes as the bully. 
• By setting the play in a different environment (Cape Flats), the director  shows the universality of the subject matter of the play. (3) 

4.1.3 Markers accept other relevant and well-motivated answers. 
Candidates should: 

• Display an understanding of 'set' and 'setting' 
• Be able to apply their knowledge of the play text creatively in creating,  motivating and describing the set and setting of their own production 
• Give reasons why they chose a particular setting for example the sosio political or historical significance 
• Show how the set (furniture, props, décor, etc.) reflects the themes and  issues and is relevant to the setting. 

Award full marks for: 

• 3 well-motivated statements OR 
• 6 separate thoughts/ideas (6)

4.2 Markers accept other relevant and well-motivated answers. 
Candidates should display an understanding of the importance of supporting  characters in a realistic play.  
Award full marks for: 

• 2 well-motivated statements OR 
• 4 separate thoughts/ideas 

The following is a guide:  
Supporting actors  

• May add to the illusion of reality through creating believable detail in the  world of the play. 
• Complement the main characters to build relationships and tensions  through realistic interactions. 
• Provide sounding boards for dialogue. 
• Provide additional information about other characters. 
• May be catalysts for action in the play text. 
• Are instrumental in the development of the plot or action. (4)

4.3.1 Markers accept other relevant and well-motivated answers. 
Candidates should display an understanding of Giel's character and his role in  the play as a whole. 
Award full marks for: 

• 3 well-motivated statements OR 
• 6 separate ideas 

The following is a guide: 
Giel carries the play because: 

• He initiates the action, e.g. he bets on the horses and wants Tjokkie to  'see' the numbers. 
• Themes are reflected or developed through Giel's responses and actions, e.g. gambling, the desire for a 'better life'. 
• Giel is instrumental in pressurising Tjokkie to 'see' which ultimately leads  to the climax of the plot where Jakes confronts Tiemie about the paternity  of her baby. 
• It is through Giel's character that we learn that Pa disappeared.  
• Giel decides to bet on the horse that Tjokkie identifies and immediately  decides to leave when he comes into money. 
• Giel shows that he had no intention of staying with Ma once he has  money. 
• He represents all those who want to escape the suburbs. (6)

4.3.2 Markers accept other relevant and well-motivated answers. 
Candidates should display an understanding of Giel's character when  selecting his costume.
Candidates may refer to specific items of clothing, as  long as these choices are motivated 
The following is a guide: 
Costume should reflect the following: 

• A middle-aged man from a poor white background 
• His character as someone with insufficient economic means 
• An attempt at formality and to rise above his socio-economic status
• 1950's style (4) 

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

• 3 well-motivated statements OR 
• 6 separate thoughts/ideas 

The following is a guide: 
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. 
• Physical action (facial expression, gestures and movement) is used in the  creation of the play's life on stage. 

Beat work 

• Shifts in thought, feeling, intention and motivation should be reflected  effectively and realistically. 
• Units and objectives should be reflected in the actor's physical and vocal  expression. 

Vocal expression 

• 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, feelings  and emotions 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 creating the believability of the ''world of the  play'' and not on the audience. 

Emotional memory 

• Actor can draw on personal experiences to tap into emotional thruth in  performance. (6)  

4.4 Refer to the notes below and ANNEXURE A to guide your marking. 
Candidates may reflect on the statement through an analysis of the characters  and should display an understanding of how the characters, the setting, plot, themes, etc. sum up 'the essence of the working class communities'. 
The following is a guide: 
Characters 
Tjokkie 

• Works on cars in his backyard. 
• Attempts to escape from the harsh realities of the suburbs. 

Ma  

• Lives out of wedlock with Giel. 
• Her children accuse her of being a poor role model with hardly any moral  values. 
• Has a 'sinful lifestyle'. 
• Struggles to make a meagre existence in the suburbs. 

Jakes  

• Works as 'operator'. 
• Is manipulative, violent and tries to get his way by being abusive, aggressive  and intimidating. 
• Was married before now wants to marry Tiemie to escape his  circumstances. 
• Is angry at the world and takes it out on the people around him. 
• Is a product of his environment. 
• Is called a 'rogue' by Tjokkie. 
• Is irresponsible, drinks and bullies Tjokkie into 'seeing'. 

Tiemie 

• Wants to escape her environment. 
• Does not want to be stuck in the suburbs but says, 'Ek wil van geweet wees.'
• Does not want to make the same mistakes as Ma. 
• Sums up the suburbs when she says that she does not want to be pregnant  and waiting for a drunk and violent husband to return home at night. 

Characters' language 

• Reflects the 'working class' environment. 
• Is abusive and boastful which points to their lack of values as well as their insecurities, e.g. Jakes. 
• Is pathetic, e.g. Giel's constant whining about what will happen to him, the  fact that he has no money. 
• Is apologetic, desperate and pathetic (Ma) as she dreams of Pa's return.

Set and staging 

• Highlight the 'working class' environment. 
• The setting is a suburb in the south of Johannesburg. 
• Depicts the backyard of a working class family. 
• The focal point of the set is Tjokkie working on a car in his own backyard.

Themes 

• Highlight specific 'working class' issues, e.g. escape, poverty, teenage  pregnancy, alcoholism, gambling, unemployment, etc. (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 Markers accept other relevant and well-motivated answers. 
Candidates should display an understanding of an 'issue of great importance' and be able to identify any specific incident or theme.  
The following is a guide:  
Issues 

• TRC cases and their importance in the process of forgiveness and  reconciliation may make one cry. 
• The dark humour of the unexpected arrival of Themba's ashes may make  the audience laugh. 
• They could also use examples that may make the audience 'laugh' or  'cry', such as:
  • Justice 
  • Forgiveness 
  • Sibling rivalry 
  • Cultural differences 
  • Themba's affair with Sindiswa (2)

5.2 Markers accept other relevant and well-motivated answers. 
Candidates should be able to justify the importance of the issue selected in  QUESTION 5.1, by referring to the text and the implications of the issue.  
The following is a guide:  

• The TRC process in a peaceful way played an instrumental role in the  transformation of South Africa from an apartheid government to a free  and democratic society. (2) 

5.3 Markers accept other relevant and well-motivated answers. 
Candidates should be able to motivate their ideas by recognising the  universal nature of the play, but could also argue that 'middle Australia' might  not fully grasp the specific socio-political context of the play.  
The following is a guide: 
Comfortable Middle Australia would understand this play because of  its universality 

• This play can apply to anyone anywhere. 
• Themes and issues are universal, e.g. family dynamics, reconciling the  past and psychology of the characters. 
• The audience in any society would be able to relate to the subject matter  and the plight of the characters, e.g. Thando searching for the truth about  her mother and brother. 

Comfortable Middle Australia might not understand this play because of  its specificity 

• A 'middle' Australian society may be unaware of the subject matter and  issues arising from the play text, e.g. cultural issues of lobola and  cremation. (4)

5.4 Markers accept other relevant and well-motivated answers. 
Credit insightful and creative ideas that reflects an understanding Sipho's  character and of the nature of acting. 
Award full marks for: 

• 3 well-motivated statements OR 
• 6 separate thoughts/ideas 

The following is a guide: 
The actor's performance may reflect the following: 
Personal dignity 

• The actor's performance should reflect an understanding of his  character's thoughts and feelings which are, in turn, reflected in the  actor's vocal and physical responses. 
• Sipho is a dignified man whose traditions and honour are ingrained in his  character, thus his demeanour will reflect this. 
• When he has been drinking, however, his demeanour may change.

Moral authority 

• As a paternalistic, traditional, conservative Xhosa man, Sipho's inherent  belief in his moral authority should be expressed realistically by the actor  through his actions, reactions and vocal expression e.g. (facial  expression, gestures and movement, body posture, strength in stillness) 
• If this is the character's personality, the actor playing Sipho should create  the illusion of a real conversation. 

Stanislavski's method may be used as a resource in this answer, e.g.:
Physical score of actions 

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

Beat work 

• Shifts in thought, feeling and emotion 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 thruth in  performance. (6) 

5.5 Markers accept other relevant and well-motivated answers. 
Candidates may answer the question in the first person, as Themba (I), and  may express reasons and feelings about exile.  
Award full marks for: 

• 2 well-motivated statements OR 
• 4 separate ideas 

The following is a guide: 
Personal 

• His infidelity caused shame and guilt and so Themba left because he  could not face his brother after sleeping with his brother's wife. 

Political 

• As an activist it was unsafe for Themba to remain in South Africa during  the apartheid regime. (4) 

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

• 2 well-motivated statements OR 
• 4 separate ideas 

The following is a guide: 
Love 

• Sipho loves his brother in spite of the past and Mandisa's arrival triggers  an emotional response from Sipho. 

Loss 

• Mandisa has lost her father and this highlights Sipho's sense of the loss  of his brother, particularly as his ashes are all that remains of Themba. 

Envy 

• Mandisa's arrival is a catalyst for Sipho's heightened sense of sibling  rivalry in his memory of his past with Themba. 

Outrage 

• Mandisa brings back her father's body in the unexpected form of ashes  which incites a confused and outraged response from the traditional and  conservative Sipho. 

Pain 

• The pain of losing Themba, the past, Thando's subsequent desire to  leave, revelation of secrets, work issues, etc. (6)

5.7 Markers accept relevant ideas that show an understanding of the nature and  process of directing. Candidates may also refer to the development of the  actor and elements. 
Award 6 marks for 3 well-motivated ideas OR 
Award 3 marks if ideas have been merely listed 
The following is a guide: 
Responsibilities and duties of the director, Janice Honeyman 

• Select a play for performance. 
• Secure the legal and performance rights. 
• Develop a conceptual vision for the play. 
• Have auditions for the actors for the roles. 
• Cast actors in appropriate roles. 
• Select a suitable rehearsal and performance space. 
• Rehearsals for actors and development of their performances, e.g. beat  work, units and objectives in order to show shifts of thought and feeling. 
• Employ a technical crew, e.g. designers (set, lighting, costume). 
• Employ a stage manager. (6)

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

• The play must be performed well to be 'spellbinding'. 
• This is achieved through the skills and craft of the actors that contribute to  the building of the overall effect of the play. 
• The realism of the play may engage the audience to empathise, because they are able to recognise the details of everyday life, as presented  through real characters, situations, places and possessions. 
• A play may engage the audience at an emotional level through the  feelings portrayed by the characters. 
• The subject matter of the play is universal and could be heart-wrenching  because of the universal issues of love and pain that any family may experience. 
• The horrors of the TRC, as discussed in the play, might cause a deep  emotional response in the audience. 
• The themes of justice, forgiveness, love, family, pain, degradation,  disempowerment, as experienced by the characters, are all emotionally  charged and may resonate emotionally with an audience. (10)

[40]

QUESTION 6: GROUNDSWELL BY IAN BRUCE 
6.1 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Image of waves 

• The title refers to the dangerous wave swells in a rough ocean. 
• Groundswell may also refer to the symbolic build-up of ideological waves  of change which is washing over the people of South Africa, as  represented by the waves. 
• Represents rising and threatening tension in the world of the play through  their motion and build up. 

Political context 

• The term 'groundswell' may also refer to a political wave of change or  grass roots uprising. 

Play Structure 

• The rising tension of the plot is another reflection of a 'groundswell'. (2)

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

• Guest House – 'a lonely guesthouse on a remote coast of South Africa' 
• Garnet Lodge 
• Dining room 
• Living room 
• West Coast (2)

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

• 3 well-motivated ideas OR 
• 6 separate ideas 

The following is a guide: 
Johan  

• Trapped by the actions and guilt of his past. 
• A policeman in the apartheid regime. 
• Killed someone. 
• Desperately trying to build a 'new life'. 
• Does not have the financial means to do so. 

Thami  

• Trapped in his situation. 
• Manager of the lodge. 
• Desperately attempts to break free from his circumstances as manager  in order to provide a better life for his children in the Eastern Cape. 

Smith 

• Trying to start a new life in retirement. 
• Wants to break free from his previous role as a 'white' man in apartheid  South Africa. (6)

6.4 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Knife pulled on Smith 

• This action embodies the build-up of dramatic tension and subsequent  consequences. 
• This is a moment of raw aggression. 
• It may be shocking and frightening to watch. 
• The audience may anticipate the murder of Smith, thus heightening the  tension felt by the audience. 
• The actors may express this through their body language, voices and  facial expressions. 
• Johan views Smith as an easy, weak target to elicit money for his  diamond mining project. 
• Johan tries to influence Thami to put pressure on Smith to invest in their  scheme. This causes tension and inner conflict in Thami. 
• As the play progresses, rising tension is built up by Johan's badgering of  Smith, which develops into threats and ends in pulling out the knife. 
• The tension and conflict results in Johan pulling out a knife and  threatening Smith's life. 
• Johan holds Smith hostage. This is a heightened dramatic moment. (4)

6.5 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Arena style space 

• Surrounded on all sides by the audience. 
• Circular or square, similar to a boxing ring. 
• Provides an intimacy between the actors and audience. 
• Theatre-in-the-round (another name for Arena Stage). (2)

6.6 Markers accept other correct, relevant and well-motivated answers. 
The following is a guide: 
Actor-audience relationship 

• Actors are surrounded by the audience which creates an atmosphere of  intimacy. 
• This may hinder entrances and exits as the acting space is surrounded by  the audience and actors are in full view of the audience. 
• Acting needs to be realistic and three dimensional to play to all areas of  the audience space. 
• This spatial relationship may make the audience feel as if they are also  residents of the Garnet Lodge, as they co-inhabit the space and see each  other surrounding the action. 

The set 

• Set requirements must take the space into account and avoid tall furniture  which may restrict the audience's view of the action. 
• The set and furniture needs to provide an interior environment for the  action and the actors should work in the space around the set due to the  spatial limitations of an arena stage.

Acting 

• Actors' performances are being viewed from all angles. 
• Actors need to be aware of their audience's point of view as they move  through their space, as there needs to be an actor-audience relationship  in any play. 
• Intimacy is achieved through the spatial relationship between actor and  audience. 

Candidates may refer to the review which states: 'The intimacy of the  arena-style White Theatre also magnifies an unsettling feel of  confinement.' (6) 
6.7 Markers accept other relevant and well-motivated answers. 
Award full marks for: 

• 2 well-motivated statements OR 
• 4 separate thoughts/ideas  

The following is a guide: 
The actor 

• Needs to make physical and vocal choices which reflect 'the pain behind  the fury'. This requires an awareness of the complex psychological and  emotional state of the character. 
• Does not simply express fury but explores the truth of the emotion. 
• Should show the emotional pain that drives his expression of fury. 

Physical expression could reflect 

• Shifts in thought, feeling and emotion. 
• Facial expression, gestures and movement should reflect the character's  emotional state. 

Vocal expression could reflect 

• The illusion of a real conversation through tone, pace, rate, volume etc.
• Clear and commanding conviction. 
• Thoughts and feelings which are, in turn, reflected in the actor's vocal and  physical responses. 
• Variation from performance to performance, but will always be realistic  and true to character. 

Stanislavski's method may be included in this answer. (4)
6.8 Markers accept other relevant and well-motivated answers. 
Award full marks for: 

• 2 well-motivated statements 
• 4 separate thoughts/ideas 

The following is a guide: 
Tweeting 

• Could attract youthful audiences to watch this play. 
• Is immediate publicity for the play. 
• Has a worldwide following. 
• Could reach a diverse audience. 
• Is a new marketing strategy, short, immediate, sometimes witty. (4)

6.9 Refer to the notes below and ANNEXURE A to guide your marking.
Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Symbols 

• Are concrete images that represent something abstract that has a larger  significance than itself. 
• Give deeper significance (meaning) to the play's semiotics/language.

The fog 

• Suggest the impending doom of the play's outcome. 
• Symbolises a net in which the players are trapped. 

The bell 

• Tolls as a warning of danger at sea. 
• Warns of the danger within the guest house. 

The guest house 

• Symbolises the isolation of the inhabitants, as it is in an isolated setting. 
• Is the microcosm which represents the tensions lying in the world beyond  the guest house. 
• Symbolises a lack of permanence or belonging. You stay there for a short  time 

Barking dog 

• Shows the tension and 'animalistic' threat to the inhabitants. 
• Suggest an approaching danger 

Characters 

• Are more than they seem on the surface. 
• Are representative of the macrocosm of South African society. (10)

[40]

QUESTION 7: MISSING BY REZA DE WET 
7.1 Markers accept other relevant and well-motivated answers. 
No marks are awarded for 'yes' or 'no' answers, however, full marks may be  awarded when 'yes' or 'no' answers are motivated.
Candidates may also  argue both 'yes' and 'no'. 
The following is a guide: 
Favourable 

• Gives it a rating of 4 out of 5 stars. 
• Says Clyde Berning's performance is 'masterfully elaborated'. 
• Calls the play a 'suspenseful drama'. 

Not favourable 

• Says the exposition is slow. 
• Mentions that the direction 'does not maintain the action at an even pace'. (3)

7.2 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Opening of trapdoor 

• Gabriel is the one that opens and closes the 'trapdoor'. He is never seen  by the audience. 
• Gabriel lives in the attic, the audience only hears of him. 
• He never descends from the attic, the audience only ''sees'''him through  the other actors interacting with him. 
• He uses the trapdoor to receive food and discard waste. (3)

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

• 2 well-motivated observations OR 
• 4 separate ideas 

The following is a guide: 
Bizarre elements 

• Due to the Depression, the father has retired to the attic and no one has  seen him ever since. 
• Meisie is sheltered from the outside world by her mother who is paranoid  and fearful of the evils of the world. 
• They live a cyclic and repetitive existence where the same thing happens  every day. 
• E.g. Gabriel repetitively opens the trapdoor to lower his slop bucket. (4)

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

• The circus is associated with happiness, but each time the circus comes  to town, something bad happens. 
• Numbers of people in a crowd together usually imply safety, however, it is  in this environment that someone disappears. 
• Dramatic irony occurs when Gertie unwittingly visits the house where  Meisie will eventually disappear from and where the threat is immediate in  the form of Constable. (2) 

7.5.1 Markers accept other relevant and well-motivated answers. 
Candidates must be able to identify the 'moments of dramatic tension'. 
The following is a guide: 
Moments of dramatic tension 
Sounds 

• From the external environment, e.g. dogs barking, circus music, owl, etc.
• From the opening of the trapdoor. 

Action 

• The arrival of Constable, as Meisie is unaware of his sinister intentions.
• The arrival of Gertie, as she is unaware of Constable's sinister intentions  and is charmed by him. 
• The final scene, i.e. Constable's transformation and Meisie's entrance in  her confirmation dress, as Meisie does not see that Constable is not  really blind. (2) 

7.5.2 Markers accept other relevant and well-motivated answers. 
Candidates must describe how a director would emphasise both moments  identified in QUESTION 7.5.1, however, candidates may describe one  moment in more detail than the other.  
Award full marks for 3 well-motivated ideas. 
The following is a guide: 

Sound 

• To emphasise a moment of tension, e.g. the sound of a door slamming in  a moment of silence after Constable captivates the three women with his  story. 

Lighting 

• To emphasise a moment of tension, e.g. the transformation of Constable  could be highlighted by red lights to emphasise danger. 

Theatrical Devices  

• To emphasise a moment of tension, e.g. the trapdoor opening at specific  intervals. (6)

7.6 Markers accept other relevant and well-motivated answers. 
Candidates must display an understanding of the dramatic and theatrical  significance of the circus in the play text.  
Award full marks for: 

• 2 well-motivated ideas OR 
• 4 separate ideas. 

The following is a guide: 
The circus, as a character, would need the following: 
Presence 

• When it comes to town every year, a girl disappears. 
• It is personified as an ominous creature which swallows up girls. 

Meaning 

• For Miem, it stands for everything that is evil in the world and tries to  prevent Meisie from visiting. 
• It fuels Miem's paranoia and further adds to her self-inflicted isolation.

Effect 

• It lays bare the stifled and conservative world view of the characters.
• Meisie is fascinated by it and its promise of magic and fantasy and she  also views it as an escape from her sheltered existence. 
• Gertie is strangely attracted to and fascinated by it. 

The circus may not be 'a character in its own right' because: 

• It merely provides a backdrop against which the hopes and fears of the  characters are revealed. 
• It is never seen on stage. 
• The play can exist without the circus. 
• It is not a person/human. (4)

7.7 Markers accept other relevant and well-motivated answers. 
Candidates must display an understanding of characterisation as well as of an  actor in performance.
Candidates may refer to performance in a realist play.  
Award full marks for: 

• 3 well-motivated ideas OR 
• 6 separate ideas 

The following is a guide: 
Physical skills may reflect 

• Shifts in thought, feeling and emotion. 
• The portrayal of a believable character in body 
• Facial expression, gestures and movement to reflect the character's  emotional state  

Vocal skills may reflect 

• The illusion of a real conversation through tone, pace, rate, volume, etc. 
• A clear and commanding conviction 
• Thoughts and feelings which are, in turn, reflected in the actor's vocal and  physical responses effectively 

Stanislavski's method may be included in this answer. (6)
7.8 Refer to the notes below and ANNEXURE A to guide your marking.
Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Sounds 

• May symbolise fear, isolation and loneliness and in turn creates a dark  and eerie environment, e.g. the different types of wind. 
• Dogs barking, the owl, the church bell that tolls, etc. 

Sinister fairy tales 

• Adds to the play's magical and mystical qualities, e.g. Rapunzel (Gabriel  letting down the bucket), The Pied Piper of Hamlin (Constable luring the  girls away from the town), Little Red Riding Hood (Constable represents  the wolf) etc. 

Blindness and darkness 

• Represents fear, ignorance and isolation which are reflected through the  various characters. 

Freak show of the circus 

• Shows the ignorance and repression of the inhabitants of the town which  adds to the eeriness of the environment created by Reza de Wet. 

Characters 

• Miem is a symbol of Afrikaner Calvinism which in turn highlights the fear  and paranoia of the town's people. 

Dung 

• Represents the oppressive, isolated and inhospitable environment of the  house. (10)

[40] 
TOTAL SECTION C: 40

SECTION D: THE HISTORY OF THEATRE, PRACTICAL CONCEPTS, CONTENT  AND SKILLS 
This section is COMPULSORY. 
QUESTION 8  
8.1.1 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Community Theatre 

• Theatre is by the community for the community 
• Is goal orientated 
• Provides solutions to community problems 
• Provides skills and educates people 
• Creates awareness of community issues 
• Helps the community to become more proactive (2)

8.1.2 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
Theatre for Conservation 

• Deals with environmental issues. 
• Aims at awareness and education around environmental issues. 
• Helps to raise money for environmental agencies. 
• Theatre is a vehicle through which the issues are conveyed. 
• Theatre for Africa and Nicholas Ellenbogen are credited with the emergence of Environmental Theatre in South Africa. 
• An example of this theatre form is Horn of Sorrow, about rhino poaching. (2) 

8.2 Markers accept other relevant and well-motivated answers. 
Mark holistically. 
Accept any 2 well-motivated answers. 
Candidates may approach this question from different points of view or  personal contextualisation, e.g. from a financial, theatrical, issue-based or  personal perspective.  
The following is a guide: 
To start a community theatre you need: 

• A space to rehearse 
• A group of company members to perform/ manage/ support the process  in any way 
• Relevant issues to stimulate the creation of a performance 
• Financial means to support the activities of the group 
• Actors who possess performance skills 
• Performance knowledge 
• Creativity and imagination 
• Conceptual thinking, etc. (2)

8.3 Markers accept other relevant and well-motivated answers. Credit creative  insights and choices of concept to educate the community on how to save  water. The candidates have to give clear evidence that they understand what  a storyline is and how it develops. (4) 
8.4 Accept any suitable title. (1) 
8.5 The candidate may choose either A or B in SOURCE I to use as a poster to  advertise the production. The candidates must provide information relevant to  marketing and advertising. (3) 
8.6 Markers accept other relevant and well-motivated answers. 
The following is a guide: 
The value of the production for the community  

• Community awareness of the issues  
• Community action to solve the issue of water shortage 
• Community education on how to save water 
• Possible job creation for those in the community who may begin to work  on the problem 
• Entertainment 
• Bringing the community closer together over a common issue (3) 

8.7 Markers accept other relevant and well-motivated answers. This answer  requires personal reflection and a personal response to the question. Candidates must demonstrate a clear understanding of the benefits of  Dramatic Arts. 
The following is a guide: 

• Encouragement that Dramatic Arts skills, learnt at school, may be used to  initiate and create own work even if there are no funds to study. 
• Introduction to an entrepreneurial approach to solve unemployment.
• Entrepreneurial skills, such as managing the budget of the community  theatre group, may be used in the future. 
• Workshop and improvisational skills may be used to reflect and develop  own stories, issues and possible solutions. 
• Avoid just sitting at home; rather implement Dramatic Arts education for  the benefit of the self and the community. 
• Taking responsibility for one's future/life/work/income instead of relying on  others for your own well-being and further empowering others through  your example. (3)

8.8.1 Accept any valid theatre movement. 
The following are examples: 

• Theatre of the Absurd 
• Epic Theatre  
• Postmodern Theatre 
• Realism 
• Poor Theatre 
• Symbolism 
• Theatre of Cruelty 
• Expressionism 
• Protest Theatre (2)

8.8.2 Markers accept other relevant and well-motivated answers.  
Accept 2 valid characteristics of a theatre movement.  
The following is a guide: 
E.g. Theatre of the Absurd 
Language/Dialogue  

• Inhibits communication. 
• Satirises convention. 
• It may be poetic. 
• People may talk at cross purposes. 

Characters 

• Isolated in the universe. 
• Attempt to make connections. 
• Not fully developed. 
• Stereotypes 
• Exaggerated 
• Grotesque 

Themes 

• Hopelessness and helplessness in a world devoid of meaning. 
• Existential anguish of being alive. 

Space 

• Empty, bleak and desolate; seemingly lifeless. (6)

8.8.3 Refer to the notes and the rubric below and the rubric on the next page (p. 39)  to guide your marking. 
Markers accept other relevant and well-motivated answers. 
Accept valid application of characteristics of the chosen theatre movement to  the production.
Candidates should apply skills learnt in Dramatic Arts to their  production.  
The following is a guide: 
E.g. Poor Theatre 

• Ideal choice of space is within the community because of its availability  and accessibility, e.g. a hall or any open space. 
• Limited funds may require the group to use found objects for set and  props. 
• Costumes may be the performers' own clothes or simple representational  items of clothing may be worn. 
• Any number of performers might be selected and justified, considering the  requirements of the performance. 
• Grotowski's principles of Poor Theatre may be included in the candidates' answers when referring to theatre practitioners. 
• The Holy Actor gives of himself completely and therefore actors should be  deeply committed to all aspects of the process and performance. 
• Via Negativa requires the stripping away of all unnecessary requirements  and obstacles to a vulnerable performance. 
• The stage is removed and an intimate actor-audience relationship is  created. (12)

[40]

RUBRIC FOR QUESTION 8 

TOTAL SECTION D: 40 
GRAND TOTAL: 150

ANNEXURE A: RUBRIC FOR QUESTIONS 2, 3, 4, 5, 6, 7

DRAMATIC ARTS
GRADE 12 
NSC PAST PAPERS AND MEMOS
FEBRUARY/MARCH 2017

INSTRUCTIONS AND INFORMATION 

1. This question paper consists of FOUR sections: 
   SECTION A: 20^th 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 the 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 consists of ONE question. QUESTION 8 is COMPULSORY.

QUESTIONS

SECTION A: 20th CENTURY THEATRE MOVEMENTS 
This section is COMPULSORY. 
QUESTION 1 
Study SOURCE A below and answer the question that follows. 
SOURCE A 

Select ONE of the quotes in SOURCE A above, which best represents the  characteristics of the 20^th Century Theatre Movement you have studied: 

• Theatre of the Absurd
  OR 
• Epic Theatre
  OR 
• Postmodern Theatre 

Discuss, in an essay, how the quotation you have selected shows how the relevant  20^th Century Theatre Movement revolutionised (changed) theatre performance at that  time, in terms of staging techniques, devices and conventions. 
Indicate the title of the play text you have studied at the top of your essay.

TOTAL SECTION A: 30

SECTION B: SOUTH AFRICAN THEATRE: 1960–1994 
Answer only ONE question in this section. 
QUESTION 2: WOZA ALBERT! BY PERCY MTWA, MBONGENI NGEMA AND  BARNEY SIMON 
Study SOURCE B below and answer the questions that follow. 
SOURCE B 

2.1 Explain the 'clever use' (line 1) of the props. Refer to ONE example in the  play text. (2) 
2.2 Describe the lighting and costumes that might be used in a production of  Woza Albert! in order to stay 'true to Grotowski's Poor Theatre' (line 2). (4) 
2.3 What will be the benefits of staging a production of Woza Albert! in a Poor  Theatre style? (4) 
2.4 Explain how Woza Albert! uses 'anti-apartheid satire' (line 4) to communicate  serious apartheid issues. Give TWO examples of the techniques used. (4)
2.5 Describe how the actors, Zondi and Nzimade, might be able to 'recreate all of  South Africa' (line 5) through the following: 

• Characterisation 
• Physical transformation 
• Vocal variety (6) 

2.6 Analyse the effect of using comic techniques ('howls with laughter') (line 7) in  a play with serious themes. (4) 
2.7 How did the Protest Theatre of the 1970s and 1980s, in your opinion,  influence the socio-political transformation of South Africa? (6) 
2.8 Discuss whether or not the themes in Woza Albert! reflect the same issues  faced by our society today. Refer to lines 9–20 and the play text as a whole  when you construct your answer. (10)

[40]

QUESTION 3: SOPHIATOWN BY THE JUNCTION AVENUE THEATRE COMPANY 
Study SOURCE C below and answer the questions that follow. 
SOURCE C 

3.1 Name the theatrical term for a 'joint effort of a group' (line 2) to create a play. (1)
3.2 Describe the community of Sophiatown, the place, in the 1950s. (4)
3.3 Suggest why Sophiatown, the play, could be classified as a township musical. (3) 
3.4 Analyse how TWO of the characters in the play text reflect a 'melting pot of  cultural differences' (lines 9–10). (6) 
3.5 Explain how the actor playing the role of the 'barely articulate' (line 14)  Charlie, could make his vocal and physical performance memorable. (4)
3.6 Discuss the aspects of Sophiatown that might 'educate and entertain'  (line 16). Refer to examples from the play text to support your answer. (3 x 2) (6) 
3.7 Do you agree with the statement that the plot of Sophiatown would make a 'great storyline for a film' (line 19)? Motivate your answer. (6) 
3.8 Respond to the relevance of Purkey's statement in lines 20–22, by discussing  the themes and the play text as a whole. (10)

[40]

QUESTION 4: SIENER IN DIE SUBURBS BY PG DU PLESSIS 
Study SOURCE D below and answer the questions that follow. 
SOURCE D 

4.1 'I (the director) am setting it (Siener in die Suburbs) in the Cape Flats which gives it a different flavour.' (Line 2) 

4.1.1 Identify the original setting of the play. (1) 
4.1.2 Explain, with references to the play text, what the director's  comment suggests about the relevance of the play. (3) 
4.1.3 Motivate your own choice of setting and set for a production of  Siener in die Suburbs. (6) 

4.2 Explain the importance of the role of 'supporting characters' (line 12) like  Albertus and Fé to advance the plot of the play. (4)
4.3 The director mentions that his favourite character, Giel, 'is extremely well written. He seems like a small fry, but actually he carries the whole play'.  (Lines 13–14) 

4.3.1 Analyse the reasons why the director might feel that Giel  'actually … carries the whole play' (line 14). Refer to the play text to  support your answer. (6) 
4.3.2 Advise the director on the costume which might be suitable for the  character of Giel. (4) 
4.3.3 Create an actor's guide to assist potential actors to prepare for an  audition for the role of Giel. (An actor's guide is a set of acting methods or techniques.) (6) 

4.4 Discuss how Siener in die Suburbs 'sums up the essence of the working class  communities' (line 16). Refer to the play text as a whole in your answer. (10)

[40] 
TOTAL SECTION B: 40

SECTION C: SOUTH AFRICAN THEATRE: POST-1994 – CONTEMPORARY
Answer only ONE question in this section. 
QUESTION 5: NOTHING BUT THE TRUTH BY JOHN KANI  
Study SOURCE F below and answer the questions that follow. 
SOURCE F 

5.1 Identify ONE 'issue of great importance' (line 2) in Nothing But The Truth which could make you 'laugh', 'cry' or 'think deeply'. (2) 
5.2 Explain why your choice in QUESTION 5.1 is an 'issue of great importance' (line 2) in the play text. (2) 
5.3 Discuss whether or not anyone 'living comfortably in middle Australia could  truly understand' this play. (Lines 3–4) (4)
5.4 Suggest how an actor playing Sipho might create a performance that portrays 'a personal dignity as well as a sense of moral authority' (lines 5–6). Refer to  vocal and physical characterisation. (6) 
5.5 As the character Themba, write a diary entry in which you express the political  and personal reasons why you 'fled into exile, never to return' (line 7). (4) 
5.6 Discuss why the arrival of Mandisa might cause 'complex feelings of love,  loss, envy, outrage and pain' (lines 10–11). Refer to examples from the  play text. (6) 
5.7 Describe THREE responsibilities and duties that Janice Honeyman might  have as the director of Nothing But The Truth. (6) 
5.8 Evaluate whether or not Nothing But the Truth could be described as 'one of  the most spellbinding and moving works of theatre you are likely to witness' (lines 19–20). Refer to the review and your knowledge of the themes of the  play text as a whole to support your answer. (10)

[40]

QUESTION 6: GROUNDSWELL BY IAN BRUCE 
Study SOURCE G below and answer the questions that follow. 
SOURCE G 

6.1 Give ONE reason for the playwright's choice of title for the play. (2)
6.2 Identify the setting of the play. (2) 
6.3 Explain, using a character analysis, how the three characters are 'trapped by  the past and their inability to see a way through to some resolution'  (lines 6–7). (6) 
6.4 Analyse ONE dramatic moment when 'the complex friction among this trio' (line 9) leads to confrontation. (4) 
6.5 Describe an 'arena-style' (line 10) theatre space. (2)
6.6 Evaluate the director's choice of staging this play on an arena type stage. State the theatrical effectiveness of this choice in terms of the following: 

• The actor-audience relationship 
• The set 
• The acting (6) 

6.7 Suggest how the actor playing Johan might choose to express 'the pain  behind the fury' (line 12) in his physical and vocal performance. (4) 
6.8 Assess the value of tweeting this review to attract an audience. (4) 
6.9 Discuss how Ian Bruce uses symbols to create a 'provocative (thought provoking) thriller' (lines 2–3) on stage. Refer to the review and the play text  as a whole. (10)

[40]

QUESTION 7: MISSING BY REZA DE WET 
Study SOURCE H below and answer the questions that follow. 
SOURCE H 

7.1 Determine if the reviewer, Beverley Brommert, is in favour of the production or  not? Motivate your answer. (3) 
7.2 Explain 'the mysterious opening of a trapdoor in the roof' (lines 4–5). (3) 
7.3 Suggest why the reviewer describes the family's circumstances as 'bizarre (strange)' (line 6). (4)
7.4 Explain the irony in Gertie's 'visit to a house she perceives as a safe haven' (lines 9–10). (2) 
7.5 According to the reviewer, '(e)nigmas (Mysteries) and tensions abound'  (line 11) in the play. 

7.5.1 Identify TWO moments of dramatic tension in the play. (2) 
7.5.2 Describe how a director might use technical aspects of production  to emphasise the dramatic moments of tension identified in  QUESTION 7.5.1. (6) 

7.6 Do you agree with the reviewer's suggestion that the circus could be labelled  'a character in its own right' (line 13). Motivate your answer. (4) 
7.7 Describe THREE skills an actress playing Gertie would require to 'steal(s) the  show' (line 14). (6) 
7.8 Identify the symbols used in Missing and discuss how Reza de Wet creates a  'ghoulish (dark) quality' (line 21) in the play. Refer to the review and the play  text as a whole. (10)

[40] 
TOTAL SECTION C: 40

SECTION D: THE HISTORY OF THEATRE, PRACTICAL CONCEPTS, CONTENT  AND SKILLS 
This section is COMPULSORY. 
QUESTION 8  
Study SOURCE I below and answer the questions that follow. 
SOURCE I

Use the images below as a stimulus for your answers.    A B Case Study  Lerato recently matriculated from her high school in a rural community in South  Africa. She always had a passion for Dramatic Arts at school and a keen interest in  the environment. Her community has been severely affected by the recent drought  experienced in the country. Lerato has no money to study at university, but instead  of being idle, she has decided to use her initiative. She combined her love for the  environment as well as Dramatic Arts and started her own community theatre  company. She focused on Theatre for Conservation and Educational Theatre. She  has asked you to collaborate with her to create a short play which will educate the  community about the importance of water conservation.

8.1 Define the following terms: 

8.1.1 Community theatre (2)
8.1.2 Theatre for Conservation/Environmental Theatre (2)

8.2 State TWO requirements to start a community theatre company. (2)
8.3 Describe a possible storyline for a play on water conservation. (4)
8.4 Give your play a title. (1) 
8.5 Choose ONE of the two images in SOURCE I that you may use as a poster to  advertise your play. Motivate why you choose this image. (3) 
8.6 Assess the value of this kind of production for Lerato's community. (3)
8.7 Reflect on the life lessons that you could learn from Lerato's example. (3) 
8.8 You decided to apply the characteristics of a theatre movement you have  studied in Dramatic Arts to the staging of your production.  

8.8.1 Identify ONE theatre movement you could apply to the staging of  your production. (2) 
8.8.2 Describe TWO characteristics of the theatre movement you  identified in QUESTION 8.8.1. (6) 
8.8.3 Discuss how you would creatively apply the characteristics of the  movement identified in QUESTION 8.8.1 to your production. Use  the skills you learnt in Dramatic Arts. You may refer to the  following: 

• Use of space 
• Set, costumes and props 
• Number of performers 
• Performance style(s) 
• Actor-audience relationship (12) 

TOTAL SECTION D: 40 
GRAND TOTAL: 150