HISTORY GRADE 10 SBA TASKS 2020 - Holy Cross High School
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HISTORY
GRADE 10
SBA TASKS
2020
1
TABLE OF CONTENTS 1. GRADE 10 PROGRAMME OF ASSESSMENT 3 2. REPORTING AND RECORDING SBA MARKS 5 3. MODERATION OF SBA 7 4. DIAGNOSTIC AND STATISTICAL ANALYSIS 8-10 5. GRADE 10 FRAMEWORK 6. EXAMINATION GUIDELINES 7. ASSESSMENT METHOD FOR SOURCE-BASED QUESTIONS 8. ASSESSMENT OF ESSAYS 9. SBA TASK 1 (SOURCE-BASED AND /OR ESSAY TASK) 10. SBA TASK 2 (CONTROLLED TEST 1 (to be requested to the DSA in term1) 11. SBA TASKS 3 – HERITAGE INVESTIGATION 12. SBA TASK 5 (SOURCE – BASED AND /OR ESSAY TASK) 13. SBA TASK 6 (to be requested from the DSA in term 3) 14. LEARNER DECLARATION 15. TEMPLATE FOR PRE-MODERATION TOOL 16. SCHOOL MODERATION TOOL
1. GRADE 10 PROGRAMME OF ASSESSMENT FOR HISTORY
In Grade 10, the Programme of Assessment consists of tasks undertaken during the school
year and counts 25% of the final Grade 10 mark. The other 75% is made up of end of the
year examination. The learner SBA portfolio is concerned with the 25% internal assessment
of tasks.
NUMBER AND FORMS OF ASSESSMENT REQUIRED FOR THE
PROGRAMME OF ASSESSMENT (SBA) FOR HISTORY GRADE 10
The Programme of Assessment for History comprises seven tasks which are internally
assessed. The following table presents the annual assessment plan for Grade 10.
TABLE 1: THE GRADE 10 ANNUAL ASSESSMENT PLAN
TERM 1 TERM 2 TERM 3 TERM 4
2 tasks 2 tasks 2 tasks
Source-Based OR Heritage investigation Source-based OR essay End-of year
essay task. (50 marks) 20% task. examination.
(50 marks each) (50 marks for each task (150 marks )
10% )
10%
Midyear examination
Standardised test Standardised test which
which includes a ( 100 marks ) 20% includes a source- based
source-based and an essay question.
question and an (100 marks) 20%
essay. (100 marks)
20%
25% of total year mark = 100 marks 75% of total
exam mark =
150 marks
From the table it is clear that the Programme of Assessment for History in Grade 10 comprises
seven tasks which are internally assessed. Of the seven tasks, two are examinations and two
are tests. The remaining three tasks comprise;
• Heritage Investigation task – (Uncontrolled conditions)
• Two source based and essays writing tasks ( controlled conditions)
3The following table illustrates and enhances this understanding further.
TABLE 2: THE SEVEN ASSESSMENT TASKS
PROGRAMME OF ASSESSMENT
REQUIREMENTS TERM TERM TERM TERM
1 2 3 4
Two (2) Standardised tests
written under controlled
conditions 1 1
Source-based or essay: under
controlled conditions.
1
One investigation research 1
project : Heritage project
(Compulsory)
50 marks.
Source-based or essay task 1
OR essay under controlled
conditions.
MID-YEAR EXAMINATION 1
END-OF YEAR 1
EXAMINATIONThe weightings of the assessment tasks for Grade 10 as follows
TABLE 3: THE WEIGHTINGS OF THE ASSESSMENT TASKS
ASSESSMENT ACTIVITY REDUCED MARK
Midyear: 100 reduced to 20
TWO hours paper.
Two Standardised tests under controlled conditions 2 x 20
reduced to…
Heritage investigation 20
Source-based or essay: under controlled conditions. 10
Source-based or essay: under controlled conditions. 10
Total for assessment tasks undertaken during the year 100
End-of-year examination: 150 75
………..( 1 Paper out of 150)
One three hour paper.
2. REPORTING AND RECORDING ON THE PROGRAMME OF
ASSESSMENT (SBA)
The marks achieved in each assessment task in the formal Programme of
Assessment must be recorded and included in formal reports to parents and School
Management Teams. These marks will be submitted as the internal school based
assessment (SBA) mark.
NB! As per NPPPPR of NCS, we record in marks, but we report in percentages.
The Programme of Assessment should be recorded in the teacher’s SBA file of assessment.
The following should be included in the teacher’s SBA file:
• A contents page;
• The formal Programme of Assessment;
5• The requirements of each of the assessment tasks;
• The tools used for assessment for each task; and
• Working mark sheets for each class.
Teachers must report regularly and timeously to learners and parents on the progress of
learners. Schools will determine the reporting mechanism but it could include written reports,
parent-teacher interviews and parents meeting. Schools are required to provide written reports
to parents once per term on the Programme of Assessment using a formal reporting tool. This
report must indicate the percentage achieved per subject and include the following seven-point
scale.
RATING RATING MARKS
CODE
%
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 –79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29
3. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF
ASSESSMENT
All schools should have an internal assessment moderation policy in place, which has
guidelines for the internal moderation of all significant pieces of assessment. There
should also be scheduled dates for the internal moderation of teachers’ SBA file and
evidence of learner performance.
The subject head and the School Management Team are responsible for drawing up
the moderation plan and for ensuring that school-based moderation happens on a
regular basis.
The teacher SBA file required for moderation for promotion requirements should
include:
• Planning (School moderation management plan)
• Forms of moderation
Pre moderationPost moderation
• Copies of tasks, tests and exams administered
• Assessment criteria and marking guidelines for the above
• Working Mark sheets
• Diagnostic and statistical analysis
• Attendance report
Moderation of the assessment tasks should take place at the three levels
tabulated below.
LEVEL MODERATION REQUIREMENTS
School The Programme of Assessment should be submitted to the subject
head and School Management Team before the start of the
academic year for moderation purposes.
Each task which is to be used as part of the Programme of
Assessment should be submitted to the subject head for moderation
before learners attempt the task.
Teacher SBA files and evidence of learner performance should be
moderated by the head of the subject or her/his delegate before
moderation at a cluster/district level.
District/ region Teacher SBA files and a sample of evidence of learner performance
must be moderated during the first three terms.
Provincial/ Teacher SBA files and a sample of evidence of learner performance
National must be moderated once a year.
4. DIAGNOSTIC ANALYSIS
7HISTORY
DIAGNOSTIC ANALYSIS OF TESTS and EXAMS
NAME OF TASK TERM
SCHOOL
Total number
% passed
100%
80%
70%
79%
60%
69%
50%
59%
40%
49%
30%
39%
29%
average
0
-
-
-
-
-
-
-
Grade
wrote
pass
Fail
LEARNER PERFORMANCE IN SPECIFIC HISTORICAL SKILLS PER GRADE
NB: The educator should indicate how the learners have performed with regards to the skill and the
cognitive level that is assessed.
COGNITIVE HISTORICAL LEARNER RECOMMENDATIONS/REMEDIAL
LEVELS SKILLS PERFORMANCE FOR IMPROVEMENT OF THE SKILL
(Indicate if few or
most learners were
competent or not in
the skill/question)
LEVEL 1 Extract information
from sources
Selection and
organisation of
relevant information
from the source
Define historical
concepts
LEVEL 2 Interpretation of
evidence from
sources
Explain information
gathered from
sources
Analyse evidence
from sources
Explain concepts in
context
LEVEL 3 Interpret and
evaluate evidence
from sources
Engage with sources
to determine its
usefulness, reliability,
bias and limitations
Compare and
contrast
interpretations and
perspectives
presented in sources
and drawindependent
conclusions.
LEVEL 3 Paragraph question:
Usage of sources
and own knowledge.
No copying of
sources.
Making reference to
sources
LEVEL 3 Essay question:
Stance taken in the
introduction
PEEL used
appropriately.
LOA adhered to.
No ne content in the
conclusion
HISTORY QUESTION PAPER ANALYSIS
Remedial measures / suggestions for improvement (State what is going to be done to remedy
weaknesses, common errors, misconceptions, etc)
_____________________________ ___________________________ ________________
Subject teacher Signature Date
_____________________________ ___________________________ ________________
HOD Signature Date
SCHOOL STAMP
95. GRADE 10 EXAMINATION FRAMEWORK:
• One 2 hrs paper
• The question paper will consist of FOUR questions
• TWO questions to be answered
• All questions will be set out of 50
• Total=100
GRADE 10 OCT/NOV EXAMINATION: Total= 150
• One 3 hours paper
• The question paper will consist of SIX questions
• THREE questions to be answered
• All questions will be set out of 50
6. GRADE 10 EXAMINATION GUIDELINE
The prescribed topics will be assessed as follows:
JUNE COMMON EXAMINATIONS
SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS
QUESTIONS
( One question per topic will be set) ( One question per topic will be
set)
1.THE WORLD AROUND 1600 1. THE WORLD AROUND 1600
Question focus: Question focus:
European societies: Songhai: An African empire in the
• Feudal societies 15th and 16th centuries:
• Renaissance • Government and society
• Change in feudalism • Travel and trade
• Learning and culture
2. EUROPEAN EXPANSION AND 2. EUROPEAN EXPANSION AND
CONQUEST CONQUEST
• Africa: The process of Dutch • The impact of slave trading
conquest and on societies.
• Colonialism at the Cape.
3. THE FRENCH REVOLUTION 3. THE FRENCH REVOLUTION
Question focus: Question focus;
• The social causes of the revolution Causes of the French Revolution
• The course of the revolution • Economic causes
• Political causesNOVEMBER COMMON EXAMINATIONS
SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS
QUESTIONS
( One question per topic will be set) (One question per topic will be
set)
1.TRANSFORMATIONS IN SOUTHERN 1. TRANSFORMATIONS IN
AFRICA AFTER 1750 SOUTHERN AFRICA AFTER 1750
Question focus: Question focus:
The political revolution 1820 - 1835 The emergence of the Sotho
• The rise of the Zulu kingdom kingdom
• The consolidation of the Zulu • The Sotho kingdom under
kingdom Moshoeshoe
• His relationship with his
neighbours
2. COLONIAL EXPANSION 1750 2. COLONIAL EXPANSION 1750
Question focus: Question focus:
Britain at the Cape Cooperation and conflict on the
• Changing labour patterns Highveld
• Boer response to the British control • The Boer Republic north of the
• Xhosa response to cooperation and Vaal
conflict • The Boer Republic between the
Orange and Vaal
3.THE SOUTH AFRICAN WAR AND 3. THE SOUTH AFRICAN WAR
UNION AND UNION
Question focus: Question focus:
The South African War 1899 - 1902 The Native Land Act of 1913
• The role and experience of woman in • The social and economic
the war impact of the Land Act
• The role and experience of the black • Reactions to the Land Act
South Africans in the war • The foundation of the system of
• The experience of Afrikaners in the apartheid
British concentration camps
117. SOURCE-BASED QUESTIONS ASSESSMENT
7.1 The following cognitive levels were used to develop source-based questions:
Cognitive Weighting of
Historical skills
Levels questions
• Extract evidence from sources
LEVEL 1 • Selection and organisation of relevant 40%
information from sources (20)
• Define historical concepts/terms
• Interpretation of evidence from sources 40%
LEVEL 2 • Explain information gathered from sources
(20)
• Analyse evidence from sources
• Interpret and evaluate evidence from sources
• Engage with sources to determine its
usefulness, reliability, bias and limitations 20%
LEVEL 3 • Compare and contrast interpretations and (10)
perspectives presented in sources and draw
independent conclusions
7.2 The information below indicates how source-based questions are assessed:
• In the marking of source-based questions, credit needs to be given to any other valid
and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks, emphasis should be placed on how the requirements of the
question have been addressed.
• In the marking guideline, the requirements of the question (skills that need to be
addressed) as well as the level of the question are indicated in italics.
• When assessing open-ended source-based questions, learners should be credited for
any other relevant answers.
• Learners are expected to take a stance when answering ‘to what extent’ questions in
order for any marks to be awarded.
7.3 Assessment procedures for source-based questions
• Use a tick (✓) for each correct answer.
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is
given two marks each (✓✓✓✓); (1 x 2) which translates to one reason and is given
two marks (✓✓).
• If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓).
Paragraph question
Paragraphs are to be assessed globally (holistically). Both the content and structure of
the paragraph must be taken into account when awarding a mark. The following steps
must be used when assessing a response to a paragraph question:
• Read the paragraph and place a bullet (.) at each point within the text where the
candidate has used relevant evidence to address the question.
• Re-read the paragraph to evaluate the extent to which the candidate has been
able to use relevant evidence to write a paragraph.• At the end of the paragraph indicate the ticks (√) that the candidate has been awarded
for the paragraph; as well as the level (1,2, or 3) as indicated in the holistic rubric and
a brief comment e.g.
______________________________________ . _________________________
_________________ . ____________________________ . _________________
Level 2 √√√√√
Used mostly relevant evidence to write a basic paragraph
• Count all the ticks for the source-based question and then write the mark on the right-
hand bottom margin, e.g. 32
50
• Ensure that the total mark is transferred accurately to the front/back cover of the
answer script.
8. ESSAY QUESTIONS
8.1 The essay questions require candidates to:
• Be able to structure their argument in a logical and coherent manner. They need to
select, organise and connect the relevant information so that they are able to present
a reasonable sequence of facts or an effective argument to answer the question posed.
It is essential that an essay has an introduction, a coherent and balanced body of
evidence and a conclusion.
8.2 Marking of essay questions
• Markers must be aware that the content of the answer will be guided by the textbooks
in use at the particular centre.
• Candidates may have any other relevant introduction and/or conclusion than those
included in a specific essay marking guideline for a specific essay.
8.3 Global assessment of the essay
The essay will be assessed holistically (globally). This approach requires the teacher to
assess the essay as a whole, rather than assessing the main points of the essay
separately. This approach encourages the learner to write an original argument by using
relevant evidence to support the line of argument. The learner will not be required to
simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach
discourages learners from preparing essays and reproducing them without taking the
specific requirements of the question into account. Holistic marking of the essay credits
learners' opinions that are supported by evidence. Holistic assessment, unlike content-
based marking, does not penalise language inadequacies as the emphasis is on the
following:
• The learner's interpretation of the question
• The appropriate selection of factual evidence (relevant content selection)
• The construction of an argument (planned, structured and has an independent line of
argument)
138.4 Assessment procedures of the essay
8.4.1 Keep the synopsis in mind when assessing the essay.
8.4.2 During the reading of the essay, ticks need to be awarded for a relevant introduction
(which is indicated by a bullet in the marking guideline), the main aspects/body of
the essay that sustains/defends the line of argument (which is indicated by bullets
in the marking guideline) and a relevant conclusion (which is indicated by a bullet
in the marking guideline).
For example in an essay where there are five (5) main points there could be about
seven (7) ticks.
8.4.3 Keep the PEEL structure in mind in assessing an essay.
P Point: The candidate introduces the essay by taking a line of
argument/making a major point.
Each paragraph should include a point that sustains the major
point (line of argument) that was made in the introduction.
E Explanation: The candidate should explain in more detail what
the main point is about and how it relates to the question posed
(line of argument).
E Example: Candidates should answer the question by selecting
content that is relevant to the line of argument. Relevant
examples should be given to sustain the line of argument.
L Link: Candidates should ensure that the line of argument is
sustained throughout and is written coherently.
8.4.4 The following symbols MUST be used when assessing an essay:
• Introduction, main aspects and conclusion not properly contextualised
^
• Wrong statement _________________
• Irrelevant statement |
|
|
• Repetition R
• Analysis A√
• Interpretation I√
15• Line of Argument LOA
8.5 The matrix
8.5.1 Using the matrix in the marking of essays
In the marking of essays, the criteria as provided in the matrix should be used. When
assessing the essay note both the content and presentation. At the point of intersection of
the content and presentation based on the seven competency levels, a mark should be
awarded.
(a) The first reading of the essay will be to determine to what extent the
main aspects have been covered and to allocate the content level
(on the matrix).
C LEVEL 4
(b) The second reading of the essay will relate to the level (on the matrix)
of presentation.
C LEVEL 4
P LEVEL 3
(c) Allocate an overall mark with the use of the matrix.
C LEVEL 4
}26–
P LEVEL 3
27
17MARKING MATRIX FOR ESSAY: TOTAL: 50
LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVE
L 1*
PRESENTATION Very well Very well Well planned Planned and Shows some Attempts to Little or
planned and planned and and constructed evidence of structure an no
structured structured structured an a planned answer. attempt
essay. Good essay. essay. argument. and Largely to
synthesis of Developed a Attempts to Evidence constructed descriptive structure
information. relevant line develop a used to argument. or some the
Developed of argument. clear some extent Attempts to attempt at essay.
an original, Evidence argument. to support sustain a line developing a
CONTENT well- used to Conclusion the line of of argument. line of
balanced defend the drawn from argument. Conclusions argument.
and argument. the evidence Conclusions not clearly No attempt
independent Attempts to to support reached supported by to draw a
line of draw an the line of based on evidence. conclusion.
argument independent argument. evidence.
with the use conclusion
of evidence, from the
sustained, evidence to
and support the
defended the line of
argument argument.
throughout.
Independent
conclusion is
drawn from
evidence to
support the
line of
argument.
LEVEL 7
Question has been fully
answered. Content 47–50 43–46
selection fully relevant to
line of argument.
LEVEL 6
Question has been
answered.
Content selection 43–46 40–42 38–39
relevant to a line of
argument.
LEVEL 5
Question answered to a
great extent. Content 38–39 36–37 34–35 30–33 28–29
adequately covered and
relevant.
LEVEL 4
Question recognisable in
answer.
Some omissions or 30–33 28–29 26–27
irrelevant content
selection.
LEVEL 3
Content selection does
relate to the question,
but does not answer it, or 26–27 24–25 20–23
does not always relate to
the question.
Omissions in coverage.
LEVEL 2
Question inadequately 14–
20–23 18–19
addressed.
content.
Sparse
17
LEVEL 1*
Question inadequately
addressed or not at all.
Inadequate or irrelevant
14–17 0–13
content.
* Guidelines for allocating a mark for Level 1:
Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
Question inadequately addressed and vague; little attempt to structure the essay = 7–13TERM 1
Task 1: Source-based OR essay
ADDENDUM
QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON
EUROPE?
SOURCE 1A
The source below is a description of the feudal system in Europe during the Middle Ages.
Feudalism was a hierarchical system of land use and patronage that dominated
Europe between the ninth and 14th centuries. Under Feudalism, a monarch's
kingdom was divided and subdivided into agricultural estates called manors.
The nobles who controlled these manors oversaw agricultural production and
swore loyalty to the king. Despite the social inequality it produced, Feudalism
helped stabilize European society. But in the 14th century, Feudalism waned.
The underlying reasons for this included warfare, disease and political change.
And when feudalism finally came to an end, so too did the Middle Ages.
[From: https://classroom.synonym.com/caused-downfall-feudalism-16285.html .Acessed on 15 Febryary 2019.]
19SOURCE 1B
The following source focuses on the impact of the Plague on Europe.
The disease (the Plague or Black Death) existed in two varieties, one contracted by
insect bite and another airborne. In both cases, victims rarely lasted more than three
to four days between initial infection and death, a period of intense fever and vomiting
during which their lymph nodes swelled uncontrollably and finally burst. The plague
bacteria had lain dormant for hundreds of years before incubating again in the 1320s
in the Gobi Desert of Asia, from which it spread quickly in all directions in the blood of
fleas that travelled with rodent hosts. Following very precisely the medieval trade routes
from China, through Central Asia and Turkey, the plague finally reached Italy in 1347
aboard a merchant ship whose crew had all already died or been infected by the time
it reached port. Densely populated Europe, which had seen a recent growth in the
population of its cities, was a tinderbox for the disease. The Black Death ravaged the
continent for three years before it continued on into Russia, killing one-third to one-half
of the entire population in ghastly (terrible) fashion. The plague killed indiscriminately
– young and old, rich and poor – but especially in the cities and among groups who
had close contact with the sick. Entire monasteries filled with friars were wiped out and
Europe lost most of its doctors. In the countryside, whole villages were abandoned.
The disease reached even the isolated outposts of Greenland and Iceland, leaving only
wild cattle roaming free without any farmers, according to chroniclers who visited years
later.
[From: https://www.livescience.com/2497-black-death-changed-world.htm. Accessed on 15 February
2019.]
21SOURCE 1C
The source below is a painting called The Triumph of Death by artist Pieter
Breugel in 1562 was inspired by the Black Death.
SOURCE 1D
The following source is an extract from Daily History explains how the Plague gave rise to
the Renaissance.
In the aftermath of the Black Death, the economy of Italy benefited greatly from trade
and thus some areas became industrialized such as Florence. In this city, there was
a large class of weavers who wove cloth for home consumption and export. The
wealth of Italy increased because of trade but it also changed people’s outlook, who
gradually adopted a more rational approach to the world. Italian society had evolved
very differently from the rest of Europe. Northern Italy in particular, was much more
urbanised than the rest of Europe. Many of the largest cities in Europe were located
in Northern Europe such as Florence and Milan. Urban societies are widely believed
to be more dynamic than agrarian societies. In towns and cities' people come together
and converse and debate. Urban societies are also more open to new ideas as
immigrants and traders settled in them. The plazas and taverns of Florence and other
cities were often filled with people, many of them outsiders discussing new ideas and
exchanging copies of manuscripts. This was a milieu that was beneficial to creative
and intellectual endeavours.
[From: https://dailyhistory.org/. Accessed on 15 February 2019.]TERM 1
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?
1.1 Refer to Source 1A.
1.1.1. Explain the term feudalism. (1 x 2) (2)
1.1.2. What, according to the source, were the responsibilities of the nobles under the
feudal system?
(2 x 1)(2)
1.1.3. Comment on why it was said that feudalism created ‘social inequality’.
(1 x 2)(2)
th
1.1.4. List THREE reasons for the decline of feudalism in the 14 century.
(3 x 1)(3)
1.2 Refer to Source 1B.
1.2.1 In what area did the Plague originate? (1 x 1)(1)
1.2.2 How did the Plague reach Italy by 1357? (1 x 1)(1)
1.2.3 Explain why Europe was a ‘tinderbox’ for the disease.
(1 x 2) (2)
1.2.4 Why, in your opinion, were friars and doctors some of the main casualties of the
disease?
(2 x 2) (4)
1.2.5 QUOTE evidence that shows the enormous destruction of the Plague.
(1 x 2) (2)
1.2.6 Explain the usefulness of Source 1B to a historian researching the impact of the
Plague on Europe. (2 x 2) (4)
1.3 Study Source 1C.
1.3.1 What message did the artist want to convey about the Plague?
(1 x 2) (2)
1.3.2 Give TWO visual clues from the painting that indicate the level
Of destruction of the Plague. (2 x 2) (4)
1.3.3 How does Source 1C support the ideas in Source 1B? Use evidence to
support your answer. (2 x 2) (4)
1.4 Refer to Source 1D.
231.4.1 List THREE benefits of the Plague for Italy. (3 x 1) (3)
1.4.2 Using Source 1D and your own knowledge, explain why the Renaissance
, rebirth of culture and thought, began in Italy
(2x2) (4)
1.4.3 How was it possible for the people of Florence to ‘exchange copies of manuscripts’?
(1 x 2) (2)
1.5 Using the relevant sources and your own knowledge, write a
paragraph (80- 100 words) in which you discuss the impact of
feudalism on Europe 8)
TOTAL [50]
OR
SECTION B: ESSAYQUESTION
QUESTION 2: SONGHAI EMPIRE
Before its decline, the Songhai Empire was a powerful and prosperous state.
Critically discuss the reasons for Songhai power and prosperity until the 15 th century.
[50]
TOTAL:[50]
24MEMORANDUM: GRADE 10 SBA TASK 1 TERM 1
QUESTION 1: THE WORLD AROUND 1600
1.1. QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?
Refer to Source 1A.
1.1.1 [Explaining historical concepts from Source 1A – L1]
A Feudal system – a social system in which the king gave land to the nobleman in return
for their military support and peasants lived the land.
(1x2) (2)
B Fief – a piece of land given by the king to the Lords and Nobles. (1x2) (2)
1.1.2 [Extract relevant evidence from Source 1A – L1]
• Land was used as a means of payment
• Only people who were close to the king such as the knights and nobles owned
land as they had received it from the king as a form of payment for the protection
and loyalty they provided the king. (Any 1) (1x1) (1)
1.1.3 [Explain information gathered from Source 1A – L1]
• Land was a form of payment that made the feudal system to be successful.
• Without land the feudal system was not going to be successful.
• The king paid the knights and nobles with land and in return they gave him
protection.
• Land gave the first and estate power over the third estate. (2x2) (4)
1.1.4 [Explain and analyse information gathered from Source 1A – L2]
• The first and second estate benefitted from the system.
• They had the land and could get the third estate to work on their land and pay
them taxes for occupying their land.
• The third estate was disadvantaged they were heavily taxed.
• They carried the burden of the first and second estate, which was too much for
them. (2x2) (4)
1.2. Refer to source 1B
1.2.1 [Extract relevant evidence from Source 1B – L1]
Three reasons for the decline of feudalism:
• Warfare
• Disease
• Political change (3x1) (3)
251.2.2 [Extract relevant evidence from Source 1B – L1]
Nobles were to:
• Oversee agricultural production
• Swear loyalty to the king (2x1) (2)
1.2.3 [Comment on the information gathered from Source 1B – L2]
• Feudalism was strict with no mobility between classes.
• The king and nobles were rich while the serfs struggled.
(Use discretion)
(2x2) (4)
1.3. Study Source 1C.
1.3.1. [Extract relevant evidence from Source 1C – L1]
• Loyalty
• Land (2x1) (2)
1.3.2. [Explain and analyse information gathered from Source 1C – L2]
• In a feudal system the king is at top, the king gives land to the barons and the
barons give land to the knights and the peasants work on the land.
• The knights swore an oath to the barons and will fight for the king while barons
will swear an allegiance to the king.
• Any other relevant response. (2x2) (4)
1.3.3. [Explain and analyse information gathered from Source 1C – L2]
Useful because :
• The source provides a visual illustration of how the feudal system worked the
king is on top and the peasant are at the bottom of this triangle.
• It provides us written information on how the feudal system works by explaining
how the knights are fighting for the king and the barons swear allegiance to the
king.
• Any other relevant response. (2x2) (4)
1.4. Refer to Source 1D
1.4.1. [Extract relevant evidence from Source 1D – L1]
• Trade meant lead to the growth of towns
• Demand for urban workers grew (2x1) (2)
1.4.2. [Explain and analyse information gathered from Source 1D – L2]
26• The was labour shortage in the rural in the rural areas
• Some people in the rural areas died due to the black death
• Due to labour shortage it meant that power would be shifted as they had to treat
the little labour that was still available to them with care or else they were going
to leave also. (Any 2) (2x2) (4)
1.4.3. [Explain and analyse information gathered from Source 1D – L2]
• Europe became peaceful
• The king did not have a need to call the nobles to fight for him.
• Due to the lack of war it meant that the nobles were weakened and their power
was consolidated back to the king. (Any 2) (2x2) (4)
[10]
1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]
Candidates could include the following aspects in their response:
• The system of feudalism.
• Peasants had no rights.
• Trade developed – new economic and political system developed in Europe.
• Removed social and economic barriers of feudalism
• Workers were free to work for themselves
• This inspired new ideas in Art, writers and sculptors.
• Trading goods improved as the world opened up
• Any other relevant response (8)
Use the following rubric to allocate marks:
• Uses evidence in an elementary manner e.g.
shows no or little understanding of the
Level 1 impact of feudalism on Europe. Marks
• Uses evidence partially or cannot write a
0-2
paragraph.
• Evidence is mostly relevant and relates to the
topic e.g. shows some understanding of
the impact of feudalism on Europe.
Level 2 Marks
• Uses evidence in a basic manner to write a
3-5
paragraph.
• Uses relevant evidence e.g. demonstrates a
thorough understanding of the impact of
feudalism on Europe.
• Uses evidence very effectively in an Marks
organised paragraph that shows an 6-8
Level 3 understanding of the topic.
27[50]
QUESTION 2: ESSAY SONGHAI EMPIRE
Synopsis: Learner must discuss the factors leading to the power and prosperity of
the Songhai Empire. Issues such as leadership, trade, learning and culture.
Introduction: Learner must give brief examples of the reasons for Songhai’s
power and prosperity during the 15th and 16th centuries.
Main points:
• Strategic position of Songhai in West Africa
• Role of Sonni Ali and Askia Mohammed
• Reorganisation of the army
• Establishment of provinces with own governors
• Religious tolerance under Ali
• New taxation system
• Encouragement of learning: Timbuktu
• Trade: gold, salt and travel: camel caravans
• Any other relevant point
Conclusion: Learner must tie up argument reaffirming the reasons for
Songhai’s power and prosperity. [50]
28TERM 2: HERITAGE ASSIGNMENT
Grade 10
SBA Task 3
29Grade 10 SBA Task 3
Marks: 50
This Heritage assignment consist of 03 pages and a rubric
HOW HAS SOUTH AFRICA CHOSEN TO CELEBRATE THEIR HERITAGE?
Historical context
Since the dawn of democracy in 1994 the South African government has chosen to
remember the past by celebrating unity in diversity. What has been the painful past has
been changed to a form of celebration, thus bringing in reconciliation and unity in South
Africa.
In the context of the above statement, do a research on this public holiday:
30HERITAGE DAY
1. The scope of Research:
• The brief history linked to the day.
• Explain the changes that were made to this public holiday.
• Explain how the day is celebrated in schools, families, work places and other
institutions like churches etc.
• How does the celebration of the holiday bring unity and close the gaps of the
past?
• Explain how the celebration of the day enforces the application of the
constitution of South Africa.
• Visual sources should be used within the discussion to reinforce and explain
the written information.
2. Instructions for research
1. The learners should have THREE weeks to gather evidence and
contextualise it to the research topic.
2. The learners’ response should be in the form of an essay with introduction,
body and conclusion.
3. No subheadings, point form and cut and paste in the content.
4. Avoid putting visual sources on separate and isolated page. Visual sources
should be given captions that relate to the discussion in the research
discussion.
5. The length of Heritage assignment should be about SEVEN (7) pages long:
• Cover page
• Table of contents page
• 3 to 4 pages of both written and visual content
• Bibliography page
• Rubric page ( provided by the teacher)
6. A mere rewriting of evidence as answers will disadvantage learners.
7. Credit will be given for analysis and interpretation of evidence according to
the topic.
8. Plagiarism will be penalised
9. Write an essay in your own words and acknowledge all quotations and
sources in the bibliography.
10. Quote from article/ book using in-text reference
Example: “Heritage is a nation’s historic buildings, monuments and past
events which are regarded as worthy of preservation” (Oxford dictionary,
1996:411)
Own words with in -text reference
Example: Heritage is part of our past that we choose to commemorate (
Bottaro J, 2011:198)
11. Sources of reference: Internet, media centres and public libraries.
12. Bibliography must be done alphabetically according to the author’s name or
the website.
13. Examples of bibliography:
31• The 1805 Constitution of Haiti: http/ www.webster.edu [accessed
on 07 June 2015]
• McKay,J.1988, A History Of The World Societies (Houghton
Mifflin Company, Boston)
32SBA TASK 3. GRADE 10. TERM 2 HERITAGE RUBRIC: TOTAL MARKS-50
SURNAME AND NAME: _______________________________________
NAME OF THE SCHOOL: ____________________________________
CRITERIA Level 1 Level 2 Level 3 Level 4 Marks
Not achieved Partially achieved Achieved Excellent
Explain the changes Shows no or little Shows a partial Shows an Shows an
to the Heritage day understanding of understanding of adequate excellent
and the brief changes to the changes to the understanding understanding
background of the day, the day, the of changes to of changes to
day. background of the background of the the day, the the day, the
heritage day and heritage day and background of background of
how it is how it is the heritage day the heritage
celebrated in celebrated in and how it is day and how it
South Africa. South Africa. celebrated in is celebrated in
(0-3) (4-6) South Africa. South Africa.
. (7-9) (10-12)
Presentation, logic Information has no Information has Information Information
and coherence of or little logic and some logic and shows logic and presented in an
collected information. coherence. coherence. coherent flow of excellent,
ideas. logical,
(0-2) (3-4) coherent
(5-6) manner that
shows insight.
(7-8)
Understanding of Has shown little or Has shown partial Shows Shows an
heritage issues and no understanding understanding of adequate excellent
whether this change of the heritage the heritage understanding understanding
issues and impact issues and impact of the heritage of the heritage
has built national
of change in of change in issues and issues and
unity and identity in South Africa. South Africa. impact of impact of
South Africa. change in South change in
(0-2) (3-4) Africa. South Africa.
(5-6) (7-8)
Ability to select Shows little or no Basic information Selected and Excellent
relevant information little ability to and visuals applied relevant selection and
and visual sources. select and apply selection and information and application of
relevant application. relevant visual information and
Ability to use and information and sources visual sources.
apply the selected use of illustrations (7-8)
information and (0-1) (2-4) (5-6)
visual sources.
Structure of the No or basic essay Attempt at Essay Excellent
essay, referencing, structure and structuring the adequately structure with
bibliography and acknowledgement essay and little structured and sources
plagiarism of sources used. acknowledgement sources used acknowledged
Plagiarised of sources used. acknowledged. in an excellent
content Some plagiarism No plagiarism in manner.
(0-2) in content. content. (7- 8)
(3-4) (5-6)
How the Shows no or little Shows some Shows relevant Excellent
celebration of the understanding of understanding on understanding understanding
how the day how the day on how the day on how the day
day enforces the enforces the enforces the enforces the enforces the
application of the constitution of constitution South constitution constitution
constitution of the South Africa. Africa South Africa. South Africa.
South Africa.
(0-1) (2-3) (4-5) (6)
33TERM 3
Term 3 SBA TASK 5
Source-based or essay
ADDENDUM
QUESTION 1:HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA?
Source 1A: The following source focuses on the rise of the Zulu Kingdom under Shaka.
In 1819 the Zulus attacked the Ndwandwe, destroyed Zwide’s capital and broke up
his kingdom. It is now believed that internal divisions also helped to break up the
Ndwandwe kingdom. There was disagreement among the Ndwandwe about
whether it was better to fight the Zulu or they should focus instead on trading with
the north. Some members of the Zwide’s ruling group disagreed with his warlike
ideas and moved away to the Delagoa Bay……….
Shaka used the amabutho to expand his power and control by sending them on
raids into neighbouring chiefdoms. Older versions of history used to claim that these
raids were violent and bloodthirsty, and that Shaka controlled over 50 000 armed
men who killed almost a million people. However, historians now believe that is not
accurate, and that it was not simply force and warfare that led to the rise of the Zulu
state under Shaka. They think that peaceful diplomacy played an equally important
role in persuading other chiefdoms to join the Zulu state. Although Shaka tried to
break up or drive away chiefdoms that he thought could threaten his own power, he
allowed others to remain as they were, provided they did not threaten him. He
offered them protection in return.
[From In Search Of History Grade 10 page 112]
Source 1B: The source below describes the structure of the Zulu Kingdom.
Source 1B: The source below describes the structure of the Zulu Kingdom.
The Zulu state under Shaka certainly became more militarised. Shaka also created
amabutho of young women and controlled marriages between them and the male
amabutho soldiers. Zulu society under Shaka consisted of three levels. At the top
was the king and an aristocracy or inkundla consisting of Zulu royal family and
leaders of chiefdoms that had become part of the Zulu state. The second level was
the population of the central parts of the kingdom, making up the amabutho and
their families. At the bottom were people of low status who were not members of
amabutho and who did the daily tasks of work, such as herding the cattle.
[From In Search Of History Grade 10 page 112]
34Source 1C: The following photograph shows how trade helped the Zulu Kingdom to rise.
[From South Africa History Online]
Source 1D: The extract below shows how guns helped Shaka to conquer other
Kingdoms.
Trade also helped the Zulu kingdom to become powerful. They traded in ivory and
cattle with the Portuguese at Delagoa Bay in return for manufactured goods like
cloth and guns. After 1824 they also traded with the small settlement of British
traders at Port Natal (later to be called Durban). The Zulu bought manufactured
goods and firearms from them.
It may have been because Shaka had access to guns and help from the Port Natal
traders that he attacked the Ndwandwe kingdom again in 1826. The Ndwandwe
was now ruled by Zwide’s son Sikhunyana. Several of the Port Natal traders joined
Shaka’s forces in the attack. The Ndwandwe were defeated at the Izindolwane hills,
and many were killed and their cattle seized. As a result of this defeat, the
Ndwandwe kingdom collapsed. Many Ndwandwe joined the Zulu and promised
loyalty to Shaka, while others fled.
[From In Search Of History Grade 10 page 113]
35QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA?
Study sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Refer to source 1A.
1.1.1 How, according to the source did Shaka expand his power? (1 x 2) (2)
1.1.2 Quote TWO words from the source that suggests that Shaka used
force to gain power. (2 x 1) (2)
1.1.3 What do you understand by the term diplomacy? (1 x 2) (2)
1.1.4 What evidence in the source suggests that Shaka did not
only use force to grow his Kingdom. (1 x 2) (2)
1.1.5 Comment on the usefulness of the source to a historian studying
the rise of Shaka. (2 x 2) (4)
1.2 Study source 1B.
1.2.1 Explain why Shaka favoured young women as ambutho. (1 x 2) (2)
1.2.2 How, according to the source was the Zulu society divided under Shaka’s rule?
(3 x 1) (3)
1.2.3 Explain the significance of the militarisation to the rise of the Zulu
Kingdom. (2 x 2) (4)
1.3 Study source 1C
1.3.1 What messages is conveyed in the picture regarding the Zulu Kingdom?
(2 x 2) (4)
1.3.2 Using the information in the source and your own knowledge, explain how trade
helped the Zulu kingdom to be
powerful. (2 x 2) (4)
1.4 Refer to source 1D
1.4.1 Name the two countries that traded with Zulus. (2 x 1) (2)
1.4.2 What according source helped Shaka to attack the Ndwandwe
kingdom? (1 x 2) (2)
1.4.3 Where according to the source was the Ndwandwe kingdom defeated by the Zulus?
(1 x 1) (1)
1.4.4 Comment on why the Ndwandwes promised loyalty to Shaka? (2 x 2) (4)
1.5 Compare source 1C and 1D. Explain how information in 1D supports
evidence in source 1C with regarding the trade with foreigners. (1 x 2) (2)
1.6 Using the information in the relevant sources and your own
knowledge, write a paragraph of about EIGHT lines (80 words) explaining
how the Zulu kingdom emerge under Shaka. (8)
(50)
OR
36QUESTION 2:ESSAY QUESTION
Critically discuss the emergence and consolidation of the Basotho kingdom under
Moshoeshoe. [50]
37MEMORUNDUM
QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA?
1.1 SOURCE 1A
1.1.1 [Extraction of evidence from source 1A – L1]
• He used amabutho to attack his enemies. (1 x 2) (2)
1.1.2 [Extraction of evidence from source 1A – L1]
• violent
• bloodthirsty (2 x 1) (2)
1.1.3 [Definition of historical concept from source 1A L2]
• Diplomacy: making peaceful agreement.
• Any other relevant answer. (2 x 2) (4)
1.1.4 [Extraction of evidence from source 1A – L1]
• “… peaceful diplomacy played an equally important role in
Persuading other chiefdoms to join the Zulu state” (1 x 2) (2)
1.1.5 [Ascertaining the usefulness of source 1A – L3]
Useful:
• Peaceful diplomacy played an important role.
• He used amabutho
• Any other relevant answer (2 x 2) (4)
1.2 Source 1B
1.2.1 [Analysis of evidence from source 1B - L1]
• Young women don’t have family commitments.
• Any other relevant answer (1 x 2) (2)
1.2.2 [Analysis of evidence from source 1B - L1]
• top level: king and inkundla consisting of Zulu royal family and
leaders of chiefdoms
• second level: the population of the central parts of the kingdom
making up amabutho and their families.
• bottom level: people of low status who were not members of
amabutho. (3 x 1) (3)
1.2.3 [Analysis of evidence from source 1B - L1]
38• helped the Zulu Kingdom to be strong
• also helped them to be more feared
• any other relevant answer (2 x 2) (4)
1.3 Source 1C
1.3.1 [Interpretation of evidence in source 1C – L2 ]
• Trading between the Zulus and foreigners.
• They made contact with the foreigners.
• Any other relevant answer. (2 x 2) (4)
1.3.2 [Interpretation of evidence in source 1C – L2 ]
• Helped the Zulus to have guns to protect themselves.
• to protect themselves (2 x 2) (4)
1.4 Source 1D
1.4.1 [Extraction of evidence from source 1D – L1]
• Portugal and Britain (2 x 1) (2)
1.4.2 [Extraction of evidence from source 1D – L1]
• the guns. (1 x 2) (2)
1.4.3 [Extraction of evidence from source 1D – L1]
• Izindolwane Hills (1 x 2) (2)
1.4.4 [Interpretation of evidence in source 1 – L2 ]
• Wanted protection.
• They feared Shaka.
• Any other relevant answer. (2 x 2) (4)
1.5 [Comparison of evidence in source 1C and 1D - L3]
• Both sources explain about the Zulu trading.
• Source 1C show the Zulu man holding an ivory with some other
Men and in 1D it is explained that the Zulu were trading with ivory
in exchange for guns and cloth. (2 x 2) (4)
1.5 [Interpretation, evaluation and synthesis of evidence from relevant
sources - L3]
• Shaka used amabutho to expand his power (Source 1A)
• Shaka persuaded other chiefdoms to join the Zulu state (Source 1A)
• He was also trade with other counties for guns. (Source 1D)
Use the following rubric to allocate a mark:
39• Uses evidence in an elementary manner e.g. shows no or little
• understanding of the rise and consolidation of the Zulu Kingdom.
Uses evidence partially to report on topic or cannot report on topic.
MARKS
LEVEL 1
0–2
• Evidence is mostly relevant and relates to a great extent to the topic e.g.
• shows some understanding of the rise and consolidation of the Zulu
Kingdom.
Uses evidence in a very basic manner. MARKS
LEVEL 2
3–5
• Uses relevant evidence e.g. demonstrates a thorough understanding
• the rise and consolidation of the Zulu Kingdom.
Uses evidence very effectively in an organised paragraph that shows an MARKS
LEVEL 3 understanding of the topic. 6–8
(8)
OR
QUESTION 2: ESSAY QUESTION
The emergence of the Basotho Kingdom under Moshoeshoe and his relationship with his
neighbours.
[Plan, construct and discuss an argument based on evidence using analytical and
interpretation skills]
SYNOPSIS
Learners should indicate how the Basotho Kingdom emerged under Moshoeshoe.
MAIN ASPECTS
Candidates should include the following aspects in their response:
Introduction: Learners must go about assessing the emergence of the Basotho Kingdom
under Moshoeshoe
ELABORATION:
Learners should include the following aspects in their response:
Critically discuss the emergence of the Basotho kingdom under Moshoeshoe and his
relationship with his neighbours.
• The Caledon Valley was badly affected by Boer, Kora and Griqua
Raiders.
• Moshoeshoe of the Bamokotedi (Sotho-speaking) offered people
protection and cattle in return for support.
• They lived on a mountain, Thaba Bosiu, which was easy to defend.
• At first Moshoeshoe raided other groups, especially the Tembu.
40• Then he established god relationships with his neighbours.
• Many refugees and whole chiefdoms joined him for protection.
• He used the mafisa system, giving cattle in return for loyalty.
• The Sotho kingdom was not a centralised states – smaller chiefdoms
could run their own affairs.
• Moshoeshoe could not confront more powerful states – he got Zulu
support in return for gifts to Shaka.
• He bought horses and guns from traders in the Cape Colony.
• He welcomed missionaries to his kingdom.
• He established good contact with colonial authorities in the Cape.
[50]
41LEARNER DECLARATION FORM
SCHOOL :______________________________________________
NAME OF LEARNER :_____________________________________________
EDUCATOR’S NAME ______________________________________________
I hereby declare that all pieces of writing in this portfolio are my own, original work and that if
I have made used of any sources, I have acknowledged this.
I agree that if it is determined by competent authorities that I have engaged in any fraudulent
activities whatsoever in connection with my SBA mark then I shall forfeit completely the
marks gained for this assessment.
_____________________________ ________________
CANDIDATES SIGNATURE DATE
SCHOOL
STAMP
____________________________ __________________
EDUCATOR’S SIGNATURE DATE
4214. SUGGESTED PRE- MODERATION TOOL
NAME OF THE SCHOOL:
SUBJECT NAME OF EDUCATOR (S)
GRADE NAME OF HOD
DISTRICT DATES
MARKS DURATION
TASK DESCRIPTION
CRITERIA FOR MODERATION YES NO REMARKS
1. SUBMISSION
Was the question paper,
addendum and memo submitted
on time?
2.QUESTION PAPER
2.1 Is there a cover page with
relevant information?
2.2 Are the instructions clear?
2.3 Are the pages numbered
correctly?
2.4 Is the key question the same in
the question paper, addendum and
memo?
2.5 Are the questions numbered
correctly?
2.6 Is the language used
appropriate to the grade level?
2.7 Are all cognitive levels
addressed?
2.8 Are all questions allocated
appropriate marks in question
paper and memo?
2.9 Are total marks calculated
correctly in the question paper and
memo?
2.10 Is the proper format of the
followed: Source-based,
Paragraph, Essay writing
3. ADDENDUM
3.1 Are chosen sources relevant to
the key questions?
3.2 Are sources properly
contextualised and
acknowledged?
3.3 Are sources numbered
correctly and visual sources
clearly labelled?
3.4 Is the length of the sources
acceptable?
3.5 Did the source clarify difficult
words?
3.6 Is variety in sources
considered?
4. MEMORANDUM
4.1 Do answers correspond with
the questions?
4.2 Are all alternative and relevant
responses provided in the memo?
4.3 Does the mark allocation
indicated on the memo correspond
with the marks on the question
paper?
4.4 Is there evidence of the
symbols used in marking of
paragraphs and essays?
4.5 Are rubric / matrix for
paragraphs and essays included?
4.6 Is the analysis grid included?
43DISTRICT OFFICE: SUBJECT GRADE NAME OF SCHOOL NAME OF EDUCATOR (S) NAME OF HOD DATES 1. MARKING YES NO COMMENTS 1.1 Is the task marked according to the memo? 1.2 Are all questions in the task properly marked? 1.3 Are all alternative responses considered in the marking process? 1.4 Are the marks correctly added? 1.6 Did the marker submit all learner scripts for moderation ? 1.7 Did the HOD/ Subject Head moderate 10% of learners’ scripts? 1.8 Was the marking fair, consistent and acceptable? 1.9 Are the marks approved for recording? 2.ASSESSMENT TOOLS YES NO COMMENTS 2.1 Did the Teacher use Paragraph rubric to mark the paragraph question? 2.2 Is there evidence of comment at the end of the paragraph? 2.3 Did the Teacher use Essay matrix to mark the essay? 2.4 Is there evidence of comment at the end of the essay? 2.5 Is there evidence of totalling for both source-based and/or Essay questions? 3.RECORDING YES NO COMMENTS Is there evidence of task being recorded after moderation? Are the learners’ marks corresponding with the marks in the mark sheet? Are the marks correctly converted according to the CAPS document? Is there moderation feedback? Where Time Frames on marking and moderation of the task adhered to?
SBA MODERATION
HISTORY
NAME OF
SCHOOL
DISTRICT
MODERATOR
NAME
SIGNATURE
DATE
PART 1: TEACHER’S FILE
Quality Indicators Y N Comment
1.1 Is the teacher’s file submitted?
1.2 The teacher’s file is neat, organised and
accessible, and contains all the required
documents. ( PoA, mark sheets, moderation reports
(school, district), tasks, memos)
1.3 Is there a diagnostic analysis of all task
1.4 School moderation reports: Are they effective?
1.5 Moderation reports: Was feedback given to the
teacher/s?
1.6 Moderation reports: Were recommended changes
actioned by the school from previous moderation
Working mark sheets/Marklists/ sasams records
1.7 Was there correct transfer of marks from the
learners’ evidence to the working mark sheet?
1.8 Was there evidence of extended opportunities to
learners who did not submit tasks with valid reason
reason?PART 2: LEARNER EVIDENCE OF WORK
4. CRITERION 1 - QUALITY OF MARKING
Quality Indicators Y N Comments
1.1 Is marking consistent with and adheres to the
marking guideline?
1.2 Were all tasks dated and signed by the
educator?
State your observations in this regard.
1.3 Are the totalling of marks and transfer of marks to
the mark sheet accurate?
5. CRITERION 2 - INTERNAL MODERATION
Quality Indicators Y N Comments
2.1 Is there evidence that the learners’ work has been moderated at the following
levels?
2.1.1 School: Pre and Post
2.1.2 District
2.2 Is there evidence of feedback from moderator?
CRITERION 3- DAIGNOSTIC REPORTS
Quality Indicators Y N Comments
3.1 Is there evidence of diagnostic reports in the
file?
3.2
Is there breakdown of learner performance
per level?
3.3
Is there narrative feedback and intervention
plan?
3.4 Any room for improvement from diagnostic reportCRITERION 4- MODERATOR’S FEEDBACK Good Practice: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ __________ Challenges: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _________ Recommendations: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______ _____________________ ______________________ Signature Date
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