GEC INTEGRATED GRADE 9 PROJECT

TEACHER’S PROJECT NOTES

PROJECT-BASED LEARNING | ANCHOR SUBJECT: LIFE ORIENTATION

A Reading Nation is a Leading Nation

GRADE
2025 9
 Table of contents 1

Letter to teachers 2

Life Orientation project summary 3

A special note to Language teachers 4

Home Language or First Additional Language: Stage 1- Research Activity 4

Home Language: Stage 2- Writing Process 5

Home Language Stage 3- Oral Presentation 6

Part 1: Inquiry-based learning 7

Step1: Prior knowledge 7

Step 2: New knowledge 8

Step 3: Order 10

Step 4: Apply 10

Part 2: Problem-based learning 11

Step 5: Define 11

Step 6: Explore 11

Step 7: Brainstorm 12

Step 8: Present 13

Part 3: Design-based learning 14

Step 9: Evaluate 14

Step 10: Prototype 14

Step 11: Feedback 15

Step 12: Integration 15

Step 13: Present 16

Assessment rubrics 17

Project-based Learning Thinking | Connection | Character

1
Dear Teacher

We would like to welcome you as an integral part and research partner in a representative sample group for
piloting the new, revised General Education Certificate, or GEC.

The GEC forms part of the National Assessment Framework (NAF) and our hope is that it will assist learners
in developing a holistic skill set after ten years of schooling, and to test and learn how best we can enable
Districts and Provinces to prepare for the actual GEC roll out in a few years’ time. Therefore we are testing
and implementing the 360 degree assessment model which will include an Inclinations Quiz, School-based
assessment for Term 3 (the Integrated Project) and Curriculum tests.

This Integrated Project forms part of the school-based assessment. It is one of two projects that will replace
the 9 projects (one for each subject) in the third term. The integrated projects are modeled on a Project-
based learning methodology, creating activities that more closely replicate real-life experiences, and thus
develop real-life competencies. It also servers as a vehicle to observe the development of 21st century skills
in learners.

The integrated project includes SBA project marks for all subjects (as per the amended ATP) and is aligned
to the CAPS amended ATP in each subject. To assist teachers in implementing the Integrated Project, there
is a step-by-step guide (Teacher’s Project Notes), a Resource Pack with extra information, Electronic
resources and a Learner’s Workbook.

All rubrics have been added to the Teacher’s Project Notes to simplify implementation and create less work
for teachers who are stepping into uncharted territory.

Teachers from all the subjects integrated into this project, will have to plan and work together towards a
common goal. We suggest that you form a PLC at school where teachers can support and assist each other
during the third term.

Thank you for taking on this important role in the holistic development of our learners. You will enjoy much
support from the district, province and nationally, as well as the E³ team in each province.

We acknowledge your commitment and honour your hard work.

The DBE-E³ team

 Life Orientation project summary

Phase A and C: Learners research a career opportunity and a business idea that aligns with their personal
strengths, capabilities and interests. They write a report on their findings and present this report to an
audience. Learners reflect on how their research on apartheid laws has influenced their decisions. They
make props, posters, create dances and songs, or any other item (Creative Arts) to support their public
presentations.

During Phase B learners work in groups to identify a simple problem in the community where they can
assist. They work collaboratively towards a solution, apply to sponsors for resources and they implement
their solution in their community.

OBSERVING 21ST CENTURY SKILLS DURING THE IMPLEMENTATION

OF GEC-INTEGRATED PROJECTS
As a teacher you already know that you play an essential role as a facilitator of learning. You know that
rather than simply giving knowledge to learners, you create an environment in which your learners can
explore, discover, and construct their own understanding of the subject matter. As a facilitator you

• create an emotionally and psychologically safe learning environment so that learners feel safe to
participate in the lesson,
• provide prompts when learners get stuck,
• provide constructive and timely feedback to learners,
• and make adjustments to your lesson based on what you observe (this is assessment as learning) so
that learners can grow their understanding and grow their skills and competencies.

While learners are working on this project, your role as a facilitator is to observe, listen, and record the
process of their learning (21st century skills) during the project. If you're new to formally observing
these skills, we have provided guidance for each task by suggesting particular 21st century skills you
might focus on. You will find these suggestions in the boxes entitled '21st century skills to look out for.'
These suggestions are not exclusive; they're intended to simplify your observation process so you do not
need to try and observe everything all at once. Once the process becomes more familiar to you, you can
begin to explore ways to observe additional or different skills. To find out more about the 21st Century
Skills please read the “Teachers guide to 21st Century Skills” as well as the GEC Manual, under the
section 21st century skills.

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 A SPECIAL NOTE TO LANGUAGE TEACHERS

1. The learners of both language levels, Home Language (HL) and First Additional
Language (FAL), have the same choice. They choose to either research a career and
then write a Formal Report, OR they research a business idea and then write a
Business/Formal letter. There is, therefore, a choice. If the learner chooses to do the
Formal Report in HL, then he/she will do the Business/Formal letter in FAL. Similarly, if
the learner chooses to do the Formal Report in FAL, he/she will do the
Business/Formal letter in HL.

2. Learners at Home and First Additional Languages levels at schools that are
implementing the GEC will do the Non-Literary Integrated GEC project, while schools
that are not implementing the GEC do the Literature project as indicated in the Annual
Teaching Plan.

HOME LANGUAGE OR FIRST ADDITIONAL LANGUAGE – STAGE 1 RESEARCH

ACTIVITY (20)

TEACHING MOMENT:

Before the project commences, all learners should:

Use the Inclinations Assessment provided by TeacherConnect to help learners
identify a career that matches their skills and qualities. The Inclinations
Assessment can be accessed through WhatsApp at +27 60 060 3333.
Scan the QR Code for ease of access

Open the WhatsApp application on your phone and send the keyword IGO in a
WhatsApp message to the TeacherConnect chat contact. Please note that the
keyword is not case-sensitive (so you can enter it in uppercase or lowercase). Just
make sure that there are no spaces between the letters i, g and o.
- discuss question types that relate to interviews for research on careers and business
opportunities.

- read and discuss the possible questions listed below for understanding and allow
learners to develop their own questions as part of their research.

- define new terminology/vocabulary to make meaning in the possible questions

below.

- explain and demonstrate to learners how to develop a research question as well as

how to do research.

- demonstrate to learners how and why it is necessary to do referencing as part of the

research activity.

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 Home Language and First Additional Language Stage 1: Research (20)
Learners will
■ select between Option 1 (Career/Job) and Option 2 (Business Idea)
■ research the option selected
■ develop a research question
■ develop an interview questionnaire that will respond to the research
question developed
■ conduct interviews as part of the research process as follows:
o Do a psychometric assessment (Resource:
https://positivepsychology.com/career-counseling-test-questions/ )
o CAREER CHOICE: Conduct an interview with somebody who works
in the learner’s selected career choice (can be done face-to-face, via
WhatsApp, email or a questionnaire)
o BUSINESS CHOICE: Conduct an interview with a business owner
(can be done face-to-face, via WhatsApp, email or a
questionnaire)
■ keep a list of resources used for referencing purposes

Home Language and First Additional Language Stage 2: Writing Process (30)

REFER TO THE WORKSHEETS IN THE LEARNER’S WORKBOOK

Learners selected one of the following options and will continue with Stage 2 of
the option selected.

OPTION ONE - CAREER/JOB

• 1. Plan (for writing) using a graphic organiser (flow map) to write a Formal Report
on the research for a suitable career process
2. Write a Report explaining the research process undertaken for finding a
suitable career and the findings thereof.

OPTION TWO – BUSINESS IDEA:

1. 1. Plan (for writing) using a graphic organiser (tree map) to write a Business/Formal
2. Letter requesting sponsorship
3. 2. Write a Business/Formal Letter requesting sponsorship

Note: The teacher should provide additional writing material for Stages 1–3
when necessary

Learners will
o continue with the Stage 2 of Option 1 (Career/Job) OR Option 2
(Business Idea) that they have selected
o complete the first draft of the option selected by using the graphic
organiser provided in the Learner’s workbook to guide the planning
process
o adhere to the topics of the option chosen
o explain the research process undertaken and the findings thereof.
o indicate what has been learnt during the research process.
o follow the writing process before writing the final.

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 Home Language and First Additional Language: Stage 3: Oral Presentation (20)

OPTION ONE:
Learners will choose a career based on their Inclinations Assessment. They will
gather information on their Career Choice by interviewing career professionals in
their communities.

TOPIC: Use the research information from Stage 1 (Research) and Stage 2
(Writing). Prepare a presentation to report to a panel to enhance your
presentation. You are allowed to use props (helmets, tools, models) or visual aids
(posters, flyers, PowerPoint presentation, organisational charts, etc.). Use the
planning frame provided in the Learner’s workbook to guide your thoughts.

OR

OPTION TWO:
Learners will decide on a Business Choice. They will gather information on their
business choice. The teacher could invite different business owners to school
and allow learners to interview the business owners in groups.

TOPIC:
Use the research information from Stage 1 (Research) and Stage 2 (Writing).
Prepare a presentation for a potential sponsor for your business. To enhance your
presentation, you are allowed to use props (helmets, tools, models) or visual aids
(posters, flyers, PowerPoint presentation, organisational charts, etc.). Use the
planning frame below to guide your thoughts.

Teachers will guide learners as follows:

Instructions:
• Plan and prepare an oral presentation on OPTION 1 or OPTION 2
• The oral presentation is a verbal report on the topic. It may include visual
props and slides.
• Adhere to the time allocated for the length of the presentation

Step # 1: Summarise your draft into key points of your presentation

Step # 2: Prepare your visual aids. (PowerPoint Presentation/organisational charts)
Step # 3: Rehearse your presentation and practice completing the
presentation within the time limit given. Ask a friend to listen to
and time your presentation.

The following RESOURCES are available in the Teacher’s Resource Pack:

1. Simple steps to guide learners in research on a given topic

2. Teaching steps to mediate the development of a research question
3. Simple steps to teach learners on how to do referencing while doing
research

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 Think about what you already know

Purpose of this step: The learner reflects on and shares his/her own knowledge, experiences and
perspectives (stimulating prior knowledge and evaluating baseline knowledge).

21st Century skills development

In this step, learners are reflecting on and sharing his/her own knowledge, experiences, and
perspectives. In this step, you may have the opportunity to observe elements of
Metacognition. Metacognition is about being aware of how we think, what we know, and how
we know it. Metacognition helps us to reflect on our thinking, set goals, and monitor and
evaluate our learning. Some of the Sub-skills that make up Metacognition include 5.1 Setting
goals and planning: Did the learner set goals and make a plan during the project?
5.2 Monitoring progress against plans: Did the learner monitor their progress against their
plans? 5.3 Reflecting on planned work: Did the learner reflect on their project and or their
prior knowledge?

1.1 (+LO) Learners start with Circle Map on Worksheet 1: They write their names in the middle circle
and at least 5 careers or job ideas in the outer circle. (Please see the Resource Pack on how to use
the Circle Map and other Thinking Maps.) With a different colour pen or pencil, they also add five
business ideas to the outer circle.
1.2 (+LO) Ask learners to label the top of the Tree Map on Worksheet 2 with My future and the next
layer of two branches with My business (Entrepreneurship) and My job (Employee). Ask learners to
take their three top choices from Worksheet 1 and add these options to each branch. e.g.,
Employee – Dress maker, Designer, Fashion model. Or under business – Boutique, Beauty Salon,
etc.
1.3 (+LO) To complete the Tree Map with another two options, ask learners to swop their Circle Maps
with the person on their left. They should each choose another two job options and business ideas
from their friend’s Circle Map.
1.4 (+LO) Start a conversation in class around strengths, abilities, weaknesses and interests and how
these differ from person to person – and why it should! Learners complete Worksheet 3 – they
circle or underline items in the four quadrants according to their self-knowledge. There are spaces
for things that don’t appear on the list that they would like to add.
1.5 (+ARTS) Have a look at the Creative Arts Guide. At the end of the project, learners will present their
research and will make use of props or artworks to enhance the
presentation.
Creative Arts teachers should follow the Creative Arts Guide.
Click on the link for step-by-step guidance on how to integrate Creative Arts:
GEC Creative Arts Guideline 2025

Scan me for guidance on

integrating Creative Arts

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 Build on what you already know and add new knowledge

Purpose of this step: Learner observes or takes part in something new that is an extension /expansion of
prior knowledge.

21st century skills to look out for

In this step, learners observe or take part in something new that is an extension/expansion of
their prior knowledge. In this step, you may have the opportunity to observe elements of
Critical Thinking, Communication and Creativity.

Critical thinkers ask questions, find the right information, and apply it to solve a problem.
Some of the sub-skills that make up critical thinking include 1.1 Asking questions,
1.2 Evaluating ideas/information, 1.3 Identifying patterns.

Communication is the process of sharing information, attitudes, and values. Both “what we
say” (verbal communication) and “how we say it” (non-verbal communication) are important.
Some of the sub-skills that make up Communication include: 2.1 Non-verbal communication,
2.2 Articulation, 2.3 Empathising.

In this instance, creativity is defined as the ability to come up with many different ideas and
apply them to find realistic solutions to problems. Some of the Sub-skills that make up
creativity include: 3.1 Number of ideas, 3.2 Range of ideas, 3.3 Feasibility of ideas.

2.1 (+LO +LANG +SS) Learners now choose one career or job from Worksheet 2 and start gathering
information on their choices. They use Worksheet 4.1 to compile a list of interview questions.
(Provide leaners with extra writing material/paper if necessary.) Please assist learners to do
personal interviews (these can be face-to-face, via WhatsApp, Email or delivered questionnaires)
with people in the community who are currently in careers of their first choice. Please
collaborate with SS teachers who have to include questions on apartheid laws. Here is a list of
possible interview questions to ask career professionals:
• What subjects must you take to become a …?
• How many years must you study to be able to do your job?
• Where can you find bursaries to study for this job?
• How many hours do you have to work in a week?
• Are there any promotion opportunities in this job?
• Do you need to study further or keep studying to stay on top of things?
• What physical abilities do you need?
• What are the general working conditions?
• What are the things you never expected to enjoy in this job?
• What are the things you never expected to have to do in this job?
• What type of starting salary can you earn doing this job?
• Do men currently earn more than women in these posts? *

Teachers might want to use this opportunity to address gender equality, as per ATP.

• What other abilities, skills or talents do you need to be successful in this job?
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 2.2 (+LO +LANG +SS) Learners now choose one business idea from Worksheet 2 and start gathering
information on their choices.
2.3 (+EMS+LO) Worksheet 4.2 (this worksheet must be done in the EMS class, marked by EMS teachers,
but the marks are recorded by LO) is used to compile a list of interview questions for a business
owner. (Provide leaners with extra writing material/paper if necessary.) Please assist learners
to do personal interviews (these can be face-to-face, via WhatsApp, Email or delivered
questionnaires) with people in the community who currently own businesses. You may be able
to invite a business owner to visit the school to create an opportunity for your learners
to interview this person in a group. Here is a list of possible interview
questions to ask business owners:
• Why did you choose this type of business?
• In what industry is your business idea situated? Primary? Secondary? Tertiary?
• What skills do you need to run such a business?
• What are the 8 core business functions you have to fill?
• Do you do all the work or do you employ people for certain positions?
• Is it better to form a partnership, sole proprietorship or a Pty (Ltd)? Please explain.
• Where would you go for seed capital to start your business? How did you find funding?
• Is it possible to bootstrap* such a business?
• If you could start over, what advice would you give yourself?
• What do you enjoy about being a business owner or entrepreneur?
• Can anyone be an entrepreneur or own a business?

* Bootstrapping is building a company from the ground up with nothing but personal savings,
and with luck, the cash coming in from the first sales. The term is also used as a noun: A
bootstrap is a business built by an entrepreneur with little or no outside cash support.
Source: Investopedia.com

2.4 In presenting their research report at the end of this project, learners will have to include a source
or reference list. Personal interviews are examples of primary sources and should be included in
the source list. Learners can use Worksheet 4.3 to reference their interviews. Here is how:
If my name is Katlego Mbali and I did a personal interview with Mr. Billy Fortuin on 20 April 2022 in
Welkom, I will reference it as follows:
WRITER TITLE PUBLICATION DATE PLACE URL / PUBLISHER

K. Mbali Interview with Mr. Billy Fortuin 20 April 2022 Welkom Private

2.5 (+SS) Learners research 2 Apartheid laws that once influenced people's ability to do business or
find a job. They incorporate their findings in a research report.
2.6 (+SS) They use Worksheet 5.1 to write down their research and findings. Learners use Worksheet
5.2 to demonstrate the cause and effect of ONE of these laws in the cause and effect map. A cause
and effect map is a visual map that functions as a problem-solving tool. As the name suggests, its
main purpose is to help you identify the cause of a troubling situation in relation to the effect (or
results) you've observed. In Worksheet 5.3.1 learners prepare two interview questions for the LO
interview. These questions should be about how Apartheid Laws have influenced the interviewees
choice of career or business.
2.7 (+SS) Learners use Worksheet 5.3.2 to write a Social Sciences report on how Apartheid laws they
have researched, had effected the interviewees choice of career or business.

2.8 (+SS) Learners use Worksheet 5.4 to list their resources used for the Social Sciences report.

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 Order and categorise your existing knowledge
Purpose of this step: To order and make sense of information and knowledge that emerged in
Knowledge and New knowledge steps.

21st century skills to look out for

In this step, learners order and make sense of information and knowledge that emerged in the
previous two steps. In this step, you may have the opportunity to observe elements of Critical
Thinking. Critical thinkers ask questions, find the right information, and apply it to solve a
problem. Some of the sub-skills that make up critical thinking include 1.1 Asking questions, 1.2
Evaluating ideas/information, 1.3 Identifying patterns.

3.1 (+LO) Learners now use Worksheet 6.1 (LO)(the two Bubble Maps) to map out their new knowledge
after research. They write their chosen 6.1) job and the 6.2) business in the middle bubble and
add all aspects of their research in the satellite bubbles.
(+LO +EMS) Learners now use Worksheet 6.2 (LO and EMS) (the second Bubble Map) to map out
their new knowledge after research. They write their business in the middle bubble and add all
aspects of their research in the satellite bubbles (see keywords and phrases in learner book for
guidance). This worksheet is done and marked in the EMS class but shared with LO (both
subjects record).
3.2 Keep in mind: A doctor's practice is also a business; electricians need to run their own businesses;
hairdressers need basic business skills. Even if your mind is made up on a certain career, you will
need to gain business skills to sell your services to the wider public.

STEP 4: Apply
Apply your knowledge to your context (driving question)
Purpose of this step: To use knowledge to answer the driving question

21st century skills to look out for

In this step learners use knowledge to answer the driving question by playing the boat-making
game. This is an interactive collaborative task that might present an opportunity to observe a
number of different elements such as:
Critical thinking 1.1. Asking questions, 1.2 Evaluating ideas, 1.3 Identifying patterns
Communication 2.1 Non-verbal communication, 2.2. Articulation, 2.3 Empathising
Creativity 3.1 Number of ideas, 3.2 Range of ideas, 3.3 Feasibility of ideas,
Collaboration 4.1 Negotiating roles and responsibilities, 4.2 Pooling resources, 4.3 Engaging
with roles and responsibilities,
Metacognition 5.1 Setting plans and goals, 5.2 Monitoring progress, 5.3 Reflecting on work.

PLEASE NOTE: The boat-making game takes about 90 minutes to complete. This will need
planning and communication with all teachers involved. Please see where Language/Social
Sciences or any other subjects involved in the integrated project line up on the timetable for 3 or 4
consecutive periods and use these for playing the game.

4.1 (+EMS) GROUPS of 8: Learners play the Boat-making Game. (Please see the Resource Pack for
Game Rules and links to videos explaining the game.) This game is designed around a discovery of
the 8 business functions. In unpacking the game, it is important to ask questions until learners
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 make the connection with their roles in the groups and how it corresponds to the 8 business
functions in their handbooks. Learners complete Worksheet 7.1.
4.2 Learners use Worksheet 7.2 to list the business functions and write an explanation for each.

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 (PROBLEM-BASED LEARNING)

Ask lots of questions to help you define your problem

Purpose of this step: Push for clarity on the problem/questions.

21st century skills to look out for

In this step learners will be defining their problem. This step might present an opportunity to
observe elements of communication and collaboration.

5.1 (+LO) Ask learners to come forward with problems in the community. Write these on a black/white
board or on a big sheet of paper in front of the class or ask learners to write their identified
problems on flash cards, which you can display on the wall. Collect as many problems as possible.
They can be simple or complex. Just keep going.
• (+LO) GROUPS: Now divide the class into groups (of 8 if possible) and ask them to choose a
problem from the display. They must select a problem which they feel connected to, but also
where they intuitively feel that they can make a difference. They must understand that they need
not solve the problem (e.g., older community members are lonely) but that they may be able to do
something small to make a difference (e.g., by writing letters to elderly citizens/visiting old age
homes with a small, prepared concert).
• Each group must come up with a burning question (research question) from their problem. For
example: How do we combat unemployment in our community? OR how can we beautify our
community? Learners use Worksheet 8 to write down the pressing (research) question in their
group.

STEP 6: Explore
Consider different points of view to help you understand more

21st century skills to look out for

In this step learners carry out research to consider different points of view to help them to
understand more about the problem or task. This step might present an opportunity to
observe elements of collaboration, critical thinking and metacognition.

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 6.1 (+LO +EMS) To answer the burning question from Step 5, learners, in their respective groups, now
need to find out about, or research NPOs, NGOs or other volunteer organisations who are
currently helping out in their community (connected to their burning question). Write down the
names of these companies (if any) on Worksheet 9.
• Learners must try and find out as much as possible about these non-profits* (Please see the
Resource Pack for definitions of NGO, NPO and volunteer organisations.) If possible, it would be
great if they could interview someone from the organisation or read up on websites, etc. Add more
information as it is gathered to Worksheet 9.
• This worksheet is done and marked in the LO class but shared with EMS (both subjects record).
• Note: In case were the environment and community around the school does not allow learners
to visit these organisations, it is suggested that a person of such an organization is invited to
the school for a visit.

*A non-profit or not-for-profit organisation is, as the name suggests, a legal organisation

(company) whose primary purpose is to promote public good rather than making profit.
These are founded by a group of people who come together for a common purpose - to provide
service to members and other people. Non-profit organisations may, and must, make a profit to
be sustainable, but profit is not shared between directors or shareholders. It stays within the
company to cover expenses. A non-profit company can apply to the South African Revenue
Service for a tax-exempt status. Sources: Saipa.co.za; nolo.com

• Please help the learners to discover that volunteering at an NPO or NGO gives them the
opportunity to gain experience to add to their CVs and help them find a job! (Please see Resource
Pack: How volunteering can help you build skills for your career.)
6.2 (+EMS) How would the 8 business functions be relevant in a volunteer organisation? Use
Worksheet 10 to write down the 8 business functions and their importance in a volunteer
organisation.

Brainstorm as many solutions to your problem as possible

21st century skills to look out for

In this step, learners discuss and share possible solutions to their problems. This step might
present an opportunity to observe elements of creativity, communication, critical thinking,
collaboration and metacognition.

Purpose of this step: Discuss and share possible solutions.

(Please see Resource Pack: Rules for Brainstorming)

7.1 (+EMS) Review all the problem statements from all groups (Worksheet 8). If possible, put them up
in class for everyone to see. The class (by voting or friendly debate) choose ONE of these problems
to solve and start looking for opportunities to volunteer somewhere, if possible. They must
brainstorm ideas for a volunteer project that the whole class can take part in. It can be a VERY
SIMPLE exercise like cleaning up around the school or painting a creche's wall. Even something
that needs to be done at school – maybe a puppet shows for the younger grades about bullying.
7.2 (+EMS +LANG) These ideas are going to need funding or in-kind sponsorships, for example: If they
are going to clean up somewhere, they will need black bags and gloves. Similarly, if they are going
to beautify a creche, they will need paint. How do you apply for sponsored items? Ask learners to
brainstorm some ideas and write these on Worksheet 11. Plan a business letter to a possible
sponsor on Worksheet 12.4 and 12.5. Use Worksheet 12.6 for the final letter.
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 7.3 (+EMS) Learners should each be prepared to present their idea to a possible sponsor. (Even if they
don't all get to present to the actual sponsor, they should all be prepared to do it once in class.)
Learners start planning their sponsorship presentation on Worksheet 13. This presentation plan
must include the following:
• Executive Summary (or Introduction)
• Description of service or product provided: Problem you are solving. Service you are rendering
or product you are providing. What are you doing where?
• Management plan: Organisation and management overview. Who will be doing what?
• Goals and objectives of the volunteer project.
• Marketing plan: 4 P’s and AIDA, target market etc.
• Public relations: How the sponsor will be compensated. (E.g., we will read out your company
name and number during the hall; we will commend you to our parents on parents' evening; we
will take a picture for the paper of our finished project and thank you in the caption, etc.) Think
of creative ways to thank your sponsor.
• Production plan: Share the timeline. (We would like to start as soon as next weekend, for
example.) Traction: What you already have in resources (For example 35 learners in class who
can work/paint/clean, a school bus to take you there if available, parents who are prepared to
drive you, old buckets of paint and some second-hand brushes learners brought from home,
etc.).
• Financial plan: Funding request: What you need to finish the project. These are the things that
you cannot bring from home or find. This includes money or things. Financial projections: Add a
small financial plan.
• SWOT Analysis: One strength, one weakness, one opportunity and one threat.
• Conclusion

* In-kind sponsorship (or value-in-kind sponsorship) is a type of sponsorship where the sponsor
agrees to provide goods or services (value in kind) instead of cash as part of a sponsorship
agreement. In-kind sponsorship is most certainly not charity. Source: Racedirectorshq.com.

STEP 8: Present
Present the point of view and options to an audience (practice run for Step 13)
Purpose of this step: Presenting the possible solutions for iteration/change

21st century skills to look out for

In this step learners present possible solutions to their problem. This step might present an
opportunity to observe elements of communication, collaboration, and metacognition.

Purpose of this step: Presenting the possible solutions for iteration/change

8.1 (+EMS +LANG) Learners each present their sponsorship application to the rest of the class. The
class decides who will represent them to take the presentation to a real sponsor. If it is not possible
to visit the sponsor in person, the presenters can create a WhatsApp video presentation.
8.2 The class uses the funds or sponsorship they have received to complete their small volunteer
project. Try to get them some media exposure, even if it is the school newspaper or the class's
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 WhatsApp group. Share the finished project on social media with parents and the wider
community. Remind learners to always take any opportunity to thank the sponsors publicly.
8.3 Give learners time to reflect on their experience as volunteer workers on Worksheet 14.

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 (DESIGN-BASED LEARNING)

STEP 9: Evaluate
Evaluate and select your best solution

Purpose of this step: Look at the best solution for the problem/choose the best option.

21st century skills to look out for

In this step, learners determine the best solution to their chosen problem. This step might
present an opportunity to observe elements of Critical thinking and metacognition.

9.1 (+LO) Learners write a report in LO language of teaching (150 words) on their career and business
choices with all the reasons and extra information they have researched. Use Worksheet 15.3 for
their report. Their research must include information gathered from interviews and all other
sources and should include a reference list. This report can be neatly rewritten in their workbooks
for assessment. Please see the Resource Pack for a guide on written reports.
9.2 (+LANG) Learners use Worksheets 12.1, 12.2 and 12.3 to plan and write their written report on
their choice of business or career.
9.3 (+ARTS) Learners continue planning their presentation (presenting their research
outcome/report) and come up with ideas for props that can enhance their presentation (e.g., 2D
flyer about the chosen career, specific outfits for certain jobs (helmets for astronauts), tools,
building models, business model/organisational chart on a poster, etc.). Use Worksheet 16 for
planning or ideation and design. GEC_Creative Arts Guideline 2025
9.4 Their presentation (Step 13) should be supported by visual aids, e.g., the props, a PowerPoint
slideshow, etc.

Make the prototype of your best solution

Purpose of this step: Build or make the prototype based on the design.

21st century skills to look out for

In this step, learners build or make a prototype based on their design. This step might present
an opportunity to observe elements of critical thinking, creativity, and metacognition.

Purpose of this step: Build or make the prototype based on the design.

10.1 (+ARTS) Learners continue manufacturing their props (flyers, posters, models, products, helmets,
etc.) from found or recycled materials. Creativity in using these materials is crucial in
understanding environmental impact. GEC_Creative Arts Guideline 2025
10.2 The props should creatively support the presentation they are preparing on their chosen career
and business.

Project-based Learning Skills for a changing world

16
 Speak to experts or the community to get REAL feedback

Purpose of this step: To get expert feedback about possible improvements or design changes.

21st century skills to look out for

In this step, learners seek expert feedback on their work. This step might present an
opportunity to observe elements of metacognition.

11.1 (+ARTS +LO) Learners show their prototypes (props) and their written report to members of the
community, other teachers, a peer review group or family members for feedback. They use
Worksheet 17 to ask for written feedback they can possibly implement.
11.2 They make the final changes, as per feedback, and practice their presentation/fix the report they
are planning to present.

Integration in The MADD Space – present your work using Music, Art, Drama, Dance
Purpose of this step: To iterate learning in a fun way.

21st century skills to look out for in this step, learners will present their work using Music, Art, Dance,
or Drama. This step might present an opportunity to observe elements of creativity, collaboration, and
metacognition.

Note on Iteration: To ensure that students acquire the knowledge and skills being taught, there
needs to be constant iteration (which is different from repetition). Iteration is another way to
present the body of work, e.g., in a song or presentation. Iteration also encourages reflective
thinking in students in peer conversations. Source: resilienteducator.com.

12.1 (+ARTS) Learner’s work throughout the term to develop their dance, drama, music performance and/
or visual arts work - according to the two arts forms offered by the learner for Creative Arts.
The artwork / performances are aligned to their selected career or business.
Use Worksheet 16 (Visual Arts) and/or Worksheet 18 (Dance, Drama, Music) to make notes, do
planning and draw steps.
Ensure that you plan the performances, and artworks as set out in a step-by-step process described
in the Creative Arts support document:
Click on the link for step-by-step guidance on how to integrate Creative Arts:
GEC_Creative Arts Guideline 2025

Scan me for guidance on

integrating Creative Arts

Project-based Learning Skills for a changing world

17
 Purpose of this step: Present and celebrate the products.

21st century skills to look out for

This step might present an opportunity to observe elements of critical thinking,
communication, and metacognition as learners work together to organise and deliver their
public presentation.

13.1 (+LO) Learners present their chosen career and business research report to an audience (older or
younger learners, parents, or teachers).
13.2 (+ARTS) They use their creative props or visual aids to enhance the presentation.
13.3 (+ARTS) Learners perform their marketing songs/rap song/dance at the presentation.
13.4 The teacher can record these presentations and make them available to younger and even older
learners who need to make subject choices for future careers or business opportunities.
13.5 If time is an issue – what if it's 50 learners? Similarly, learners can ask friends to record their
presentations on WhatsApp video and stream these to the teacher/panel of parents for marking.
Teachers will need to set maximum time stamps* to manage classroom time for presentations.

* Maximum time stamps are rules that govern how much time each person has to deliver
his/her presentation.

13.6 Learners reflect on what they have learnt on Worksheet 19.

Project-based Learning Skills for a changing world

18
 Assessment rubrics (continues on the following page)

GRADE 9 INTEGRATED PROJECT – ECONOMIC MANAGEMENT SCIENCES RUBRIC

50 MARKS
Worksheet marks
Worksheet 6.2: Organising research in bubble map (business research) Refer to Worksheet 4.2
Criteria checklist: Skills in using a bubble map (one mark each ✓)
1. Main business idea is identified in a specific word.
2. Themes radiate from the central word, linked to EMS concepts.

3. Branches comprise of keywords that will further direct sentences for

writing the report.

Criteria checklist: Content of bubble map

4. Items are arranged around a central keyword and linked to EMS concepts
5. Ideas are connected to business chosen by learners.
6. Generated new and applicable ideas. /6

Worksheet 7.2: Business functions – explanation

Total Worksheet 7.2 - One mark each per business function named and correctly explained (must link). /8
Worksheet 9: Identify volunteer organisations working in the community (name 1, classification 1, company facts 2)
Total Worksheet 9 /4

Worksheet 10: Business functions in volunteer organisations

Criteria Excellent 4 Good 3 Adequate 2 Requires support 1
Lists all required All 8 business functions Listed 5-6 business Listed 3-4 business Listed 2 or less business
business functions listed. functions. functions. functions.
and linked to
worksheet 7.2
Understands the need of Excellent understanding Good understanding Adequate Little or no
business functions in and motivation for the and motivation for the understanding and understanding for the
volunteer organisations use of business use of business motivation for the use use of business
and motivate why these functions in volunteer functions in volunteer of business functions in functions in volunteer
functions are needed in a organisations. organisations. volunteer organisations. organisations.
volunteer project.
Total Worksheet 10 /8

Project-based Learning Skills for a changing world

19
 GRADE 9 INTEGRATED PROJECT – ECONOMIC MANAGEMENT SCIENCES RUBRIC
50 MARKS
Worksheet 11: Volunteer project ideas and possible sponsors (Volunteer projects identified ✓and one viable one chosen ✓; why
funding is needed ✓; where funding is found ✓)
Criteria Excellent 4 Good 3 Adequate 2 Requires support 1
Creative ideas for Excellent ideas for Good ideas for Adequate idea for No real or feasible idea
feasible volunteer volunteer projects that volunteer projects that volunteer project. Might for volunteer project.
projects and grasp of are feasible. List of very are feasible. List of valid need work to make it List of sponsors does
possible sponsors that valid possible sponsors. possible sponsors. feasible. Adequate list of not support.
can be approached. possible sponsors.
Total Worksheet 11 /4
Worksheet 13: Business plan for presentation to sponsor
Criteria Excellent 5 Good 4 Adequate 3 Requires support 2-1
Executive Summary, The summary and The summary and The summary and (2) The summary does
description of product description of the description of the description of the not explain the overall
and service product or service are product or service are a product or service are plan and product or
an effective synopsis of good explanation of the an adequate service.
the plan. Grabs the plan. explanation of the plan. (1) No executive
interest of the reader. summary included.
Management plan and The management plan The management plan The management plan (2) There is little
goals and objections and goals and and goals and and goals and explanation of the
objections are objections include a objections adequately features and benefits.
effectively good explanation of the communicate the (1) No explanation of
communicated the features and benefits of features and benefits of the features and
features and benefits of the volunteer project. the volunteer project. benefits of the project.
the volunteer project.
Marketing plan, public An effective marketing, Includes a good Includes a (2) Includes some
relations and production public relations and explanation of three marketing/public measure of team
plan production plan are plans, with good relations/ production members but no
explained and the identification of plan, with the team process or plan
expertise of the individual(s) within the members and expertise. execution.
individual(s) within the team, expertise. Plan Also includes a plan of (1) No team and
team is identified. Plan includes a process of the process of operations explanations
includes a process of production/delivery. production/delivery. included.
production/delivery.
Financial plan, SWOT- The plan clearly and The plan explains the The plan adequately (2) The financial request
analysis and conclusion. concisely explains the financial request and/or explains the financial is not clear or SWOT
financial request and/or reason for sponsored request and/or reason Analysis.
reason for sponsored items needed. Figures for sponsored items (1) No requests for
items needed. Detailed are included, with a needed, with some financial support.
figures are included, SWOT-Analysis. feature of the SWOT-
with a detailed SWOT- Analysis
Analysis.
Total Worksheet 13 /20
FINAL MARK / 50

Project-based Learning Skills for a changing world

20
 Project-based Learning
GEC ASSESSMENT RUBRIC: OPTION #1 - RESEARCHING CAREER OPTIONS (20)

Assessment rubrics (continues on following page)

GRADE 9 INTEGRATED PROJECT – LANGUAGES
GRADE 9 ENGLISH HOME LANGUAGE
NAME OF LEARNER: NAME OF SCHOOL:
DESCRIPTORS
CRITERIA LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
4-5 marks 3 marks 2 marks 0-1 mark
The researched content exhibits a The researched content The researched content includes a The researched content lacks a clear
highly coherent driving or research demonstrates a clear and coherent driving or research question, but it and coherent driving or research
question that effectively guides the driving or research question that lacks coherence or does not question, with an unclear focus that
presentation of the content. The guides the presentation of the effectively guide the presentation of does not align with the content
COHERENT RESEARCH interview questions developed are content, although it could be further the content. The interview questions presented. The interview questions
1
QUESTION focused and extract insightful refined. The interview questions developed are vague and the developed are poorly constructed (if
responses from the interviewee. developed are good and extracts interviewee struggles to respond with any) and the interviewee struggles to
good responses from the suitable information. respond at all.
interviewee.

4-5 marks 3 marks 2 marks 0-1 mark

The researched content showcases The researched content The researched content includes The researched content lacks
an excellent understanding of the demonstrates a good understanding some relevant information about the relevant and accurate information
career option selected, providing of the career option selected, career option selected, but it lacks about the career option selected.
2 CONTENT comprehensive and accurate providing relevant and accurate depth and accuracy.
information. information.

4-5 marks 3 marks 2 marks 0-1 mark

The researched content displays The researched content The researched content shows The researched content lacks
21

thorough research, utilising a variety demonstrates adequate research, minimal evidence of research in the evidence of research and uses
of reliable sources, and includes all using mostly reliable sources, but reference list and relies on a few, unreliable or irrelevant sources. No
3 RESEARCH & SOURCES necessary information in the some key information in the unreliable sources. sources are listed in the referencing
referencing list. referencing list is missing. list.
4-5 marks 3 marks 2 marks 0-1 mark
The researched content showcases The researched content The researched content has some The researched content contains
well-crafted sentences, correct demonstrates mostly correct grammatical, spelling, and numerous grammatical, spelling, and
grammar, spelling, and punctuation, grammar, spelling, and punctuation, punctuation errors, but the overall punctuation errors, making it difficult
4 LANGUAGE & STYLE enhancing clarity and coherence. with occasional errors that do not language is understandable. to understand.
impede understanding.

CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:

TEACHER’S SIGNATURE: DATE:
TOTAL 20
Skills for a changing world
 Project-based Learning

GRADE 9 INTEGRATED PROJECT – LANGUAGES

GEC ASSESSMENT RUBRIC: OPTION #1 - RESEARCHING CAREER OPTIONS (20)

Assessment rubrics
GRADE 9 ENGLISH FIRST ADDITIONAL LANGUAGE

NAME OF LEARNER: NAME OF SCHOOL:

DESCRIPTORS
CRITERIA
LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
4 marks 3 marks 2 marks 0-1 mark
The researched content includes a The researched content The researched content includes a The researched content lacks a clear
well-structured driving or research demonstrates a clear driving or driving or research question, but it driving or research question, with an
question that effectively guides the research question that guides the lacks structure or does not fully guide unclear focus that does not align with
presentation. The interview questions presentation, although it could be the presentation. The interview the content presented. The interview
CLEAR RESEARCH developed are clear and elicit further improved. The interview questions developed are somewhat questions developed are poorly
1
QUESTION informative responses from the questions developed are clear, but the interviewee's constructed (if any), resulting in
interviewee. understandable and elicit relevant responses lack depth or coherence. inadequate or irrelevant responses
responses from the interviewee. from the interviewee.

4 marks 3 marks 2 marks 0-1 mark

The researched content The researched content shows a The researched content includes The researched content lacks
demonstrates a strong understanding satisfactory understanding of the some relevant information about the relevant and accurate information
2 CONTENT of the career option selected, career option selected, providing career option selected, but it lacks about the career option selected.
providing detailed and correct appropriate and accurate information. depth and may contain minor
information. inaccuracies.
6-5 marks 4-3 marks 2 marks 0-1 mark
The researched content displays The researched content The researched content shows The researched content lacks
thorough research, using a variety of demonstrates adequate research, limited evidence of research in the evidence of research and uses
22

3 sources, including reliable ones, and utilizing mostly reliable sources, reference list and relies on a few unreliable or irrelevant sources. No
RESEARCH & SOURCES
includes all necessary information in although some key information in the sources, some of which may be sources are listed in the referencing
the referencing list. referencing list may be missing. unreliable. list.

6-5 marks 4-3 marks 2 marks 0-1 mark

The researched content uses clear The researched content The researched content contains The researched content has
and coherent sentences with mostly demonstrates mostly understandable some grammatical, spelling, and numerous grammatical, spelling, and
correct grammar, spelling, and language with occasional errors in punctuation errors, but the overall punctuation errors, making it
4 LANGUAGE & STYLE punctuation, aiding understanding. grammar, spelling, and punctuation language is reasonably clear and challenging to understand the
that do not significantly hinder comprehensible. intended message.
comprehension.

CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:

TEACHER’S SIGNATURE: DATE:
TOTAL 20

The First Additional Language refers to a language which is not a mother tongue but is used for certain communicative functions in a society, that is, the medium of learning and teaching in
Skills for a changing world

education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should
be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. (CAPS): Eng FAL Grades 7-9, pg.8. Revised for a lower
language level and based on communicative skills.
 Project-based Learning
GEC ASSESSMENT RUBRIC: OPTION #2 - RESEARCHING A BUSINESS OPPORTUNITY (20)

Assessment rubrics (continues on following page)

GRADE 9 INTEGRATED PROJECT – LANGUAGES
GRADE 9 ENGLISH HOME LANGUAGE

NAME OF LEARNER: NAME OF SCHOOL:

DESCRIPTORS
CRITERIA
LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
4-5 marks 3 marks 2 marks 0-1 mark
Demonstrates thorough Shows good planning and Exhibits some planning and Shows minimal planning and
RESEARCH planning and organization of organization with minor gaps or organization, but with notable organization, with substantial
1 PLANNING & the research process. inconsistencies. gaps or inconsistencies. gaps or inconsistencies.
ORGANISATION Includes a coherent research
question.
4-5 marks 3 marks 2 marks 0-1 mark
SOURCE Selects and evaluates diverse Selects and evaluates mostly Selects and evaluates sources Selects and evaluates sources
2 EVALUATION & and appropriate sources relevant and reliable sources. with some relevance and with minimal relevance and
SELECTION effectively. reliability concerns. reliability.
4-5 marks 3 marks 2 marks 0-1 mark
Demonstrates a Shows a solid synthesis and Exhibits some synthesis and Shows minimal synthesis and
INFORMATION comprehensive and insightful analysis of information with analysis, but with notable gaps analysis, with substantial gaps
3 SYNTHESIS & synthesis and analysis of minor gaps or limitations. or limitations. or limitations.
ANALYSIS information gathered.
23

3 marks 2 marks 0-1 mark

Engages in an interview with Engages in an interview with Engages in a limited interview
INTERVIEWING
established business owners, some questioning and listening with minimal questioning and
ESTABLISHED
4 demonstrating effective skills, but with notable gaps or listening skills.
BUSINESS
questioning and active limitations.
OWNERS listening.
2 marks 0-1 mark
Presents research findings with Presents research findings with
PRESENTATION
clarity, organization, and limited clarity, organization, or
5 AND
effective communication. communication skills.
COMMUNICATION
TEACHER’S CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE:
SIGNATURE:
Skills for a changing world

TOTAL 20
 Project-based Learning
GEC ASSESSMENT RUBRIC: OPTION #2 - RESEARCHING A BUSINESS OPPORTUNITY (20)

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
GRADE 9 ENGLISH FIRST ADDITIONAL LANGUAGE

NAME OF LEARNER: NAME OF SCHOOL:

DESCRIPTORS
CRITERIA LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
2 marks 0-1 mark
Exhibits limited planning and Shows minimal planning and
PLANNING &
1 organisation, with noticeable organisation, with significant gaps or
ORGANISATION
gaps or inconsistencies. inconsistencies.
3 marks 2 marks 0-1 mark
Selects and evaluates mostly Selects and evaluates sources Selects and evaluates sources with
SELECTING relevant and reliable sources with with varying degrees of relevance limited relevance and reliability,
2 SOURCES some consideration of their and reliability, but with some lacking thorough consideration of their
credibility. concerns regarding credibility. credibility.
4-5 marks 3 marks 2 marks 0-1 mark
Demonstrates a thorough and Shows a competent synthesis Exhibits some synthesis and Shows limited synthesis and analysis,
ANALYSING
3 perceptive synthesis and analysis and analysis of information with analysis, but with noticeable gaps with significant gaps or limitations in
INFORMATION
of the gathered information. some minor gaps or limitations. or limitations in understanding. comprehending the information.
4-5 marks 3 marks 2 marks 0-1 mark
Engages in an interview with Engages in an interview with Engages in an interview with Engages in an interview with
INTERVIEWING AN established business owners, established business owners, established business owners, established business owners,
4 ESTABLISHED demonstrating exceptional displaying competent questioning showing limited but developing exhibiting basic questioning and
24

BUSINESS OWNER questioning and active listening and active listening skills, though questioning and listening skills. listening skills, with significant room for
skills. with some room for improvement. improvement.
4-5 marks 2 marks 0-1 mark
Exceptional clarity, precise Clear communication, satisfactory
Basic communication skills, Limited communication skills,
organisation, and compelling organisation, and understandable
simple organisational structure, challenges in organisation and clarity,
PRESENTATION
communication of research clarity of research findings with
and understandable clarity of with difficulty in effectively conveying
5 AND
COMMUNICATION findings. minor inconsistencies or room for
research findings with some research findings.
improvement. difficulties in articulation or
organisation.
TEACHER’S CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE:
SIGNATURE:
TOTAL 20

The First Additional Language refers to a language which is not a mother tongue but is used for certain communicative functions in a society, that is, the medium of learning and teaching in
education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning and teaching. By the end of Grade 9, these learners should
Skills for a changing world

be able to use their home language and first additional language effectively and with confidence for a variety of purposes, including learning. (CAPS): Eng FAL Grades 7 -9, pg.8. Revised for a lower
language level and based on communicative skills.
 Project-based Learning
ASSESSMENT

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
ENGLISH HOME LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR A LONGER TRANSACTIONAL TEXT: OPTION #1 WRITING A FORMAL RESEARCH REPORT ON CAREER SELECTION (30)

NAME OF LEARNER:
NAME OF SCHOOL:
DESCRIPTORS
CRITERIA LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Demonstrates Shows good planning Exhibits some planning Displays limited Shows minimal
thorough planning, with a clear structure and organization, but planning and planning and
Planning and outlining key sections and organized ideas, with notable gaps or organization, with organization, with
1
Writing Process and organizing ideas but with minor gaps or inconsistencies. significant gaps or substantial gaps or
effectively. inconsistencies. inconsistencies. inconsistencies.

6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Follows the correct Follows the correct Follows the format and Partially follows the Deviates from the Does not follow the
format and structure of format and structure structure with notable format and structure format and structure format and structure of
a research report with minor errors or errors or with significant errors with major errors or a research report.
25

Report Format and accurately, including an inconsistencies. inconsistencies. or inconsistencies. inconsistencies.

2 introduction, literature
Structure
review, methodology,
findings, conclusion,
and references.

5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Uses formal language Uses formal language Exhibits some use of Displays limited use of Uses informal language
and a professional tone and tone mostly formal language and formal language and and tone throughout
consistently throughout effectively, with minor tone, but with notable tone, with significant the report.
the report, lapses in formality. lapses in formality. lapses in formality.
demonstrating an
appropriate level of
Use of Formal formality.
3
Language and Tone
Skills for a changing world

6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

 Project-based Learning

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Developed a clear and Developed a solid Developed a research Developed a research Developed a research Failed to develop a

Assessment rubrics
coherent research research question and question with notable question with question with major clear research question
question and effectively connected it to the gaps or limitations in significant gaps or gaps or limitations in or make a connection
Research Question connected it to the conclusion with minor connection to the limitations in connection to the to the conclusion.
4 and its Connection conclusion of the gaps or limitations. conclusion. connection to the conclusion.
to the Report report, demonstrating conclusion.
a strong understanding
Conclusion of the research
process.
5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Demonstrates a Shows a solid Exhibits some Displays limited Shows minimal
comprehensive understanding of the understanding of the understanding of the understanding of the
understanding of the research process with research process, but research process with research process and
research process, minor gaps or with notable gaps or significant gaps or fails to incorporate or
including locating limitations in limitations in limitations in cite sources effectively.
suitable sources, incorporating and citing incorporating and citing incorporating and citing
Research Process
5 conducting interviews, sources. sources. sources.
and Use of Sources and completing an
inclinations
assessment. Effectively
incorporates and cites
sources to support
findings.
3 marks 2 marks 0 - 1 mark
26

Presents the report Presents the report Presents the report

with clarity, with some clarity, with limited clarity,
Written Presentation organization, and organization, and organization, or
6 effective communication skills, communication skills.
of the Report
communication during but with notable gaps
the oral presentation. or limitations.
CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE: TEACHER’S SIGNATURE:

Total 30
Skills for a changing world
 ASSESSMENT
Project-based Learning

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
EGNLISH FIRST ADDITIONAL LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR A LONGER TRANSACTIONAL TEXT: OPTION #1 WRITING A FORMAL REPORT ON CAREER SELECTION(30)
NAME OF LEARNER: NAME OF SCHOOL:

DESCRIPTORS
CRITERIA
LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Effectively plans and Demonstrates good Shows some Exhibits limited planning Displays minimal Shows minimal or no
organizes ideas before planning and planning and and organization, with planning and planning and
Followed the writing writing, demonstrating a organization, with minor organization, but significant gaps or organization, with organization of ideas.
1 clear understanding of the gaps or inconsistencies in with notable gaps inconsistencies in ideas. substantial gaps or
process
research process. ideas. or inconsistencies inconsistencies in ideas.
in ideas.
6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Follows the correct format Follows the correct Follows the format Partially follows the Deviates from the format Does not follow the
and structure of a research format and structure and structure with format and structure and structure with major format and structure of a
report, including with minor errors or notable errors or with significant errors or errors or inconsistencies research report.
Format & structure of
2 introduction, body inconsistencies in inconsistencies in inconsistencies in in organization.
the Report paragraphs, and conclusion, organization. organization. organization.
with clear and logical
27

organization.
5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Uses appropriate formal Uses mostly Exhibits some use of Displays limited use of Uses informal language
language and tone appropriate formal formal language and formal language and and tone throughout the
consistently throughout language and tone, tone, but with notable tone, with significant report.
the report, with minor lapses lapses in language use. lapses in language use.
demonstrating a good in language use.
Use of suitable command of language.
3
language and tone
Skills for a changing world

6 – 7 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Develops a clear and Develops a solid research Develops a research Develops a research Develops a research Fails to develop a clear
coherent research question question that is mostly question with question with significant question with many gaps research question or
Connects the research that is effectively connected connected to the notable gaps or gaps or limitations in or limitations in make a connection to
to the conclusion, conclusion, with minor limitations in connection to the connection to the the conclusion in the
4 question to the demonstrating a strong gaps or limitations. connection to the conclusion in the report. conclusion in the report. report.
findings in the Report understanding of the conclusion in the
research process and its report.
findings.
5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Followed the research Demonstrates an Shows some Exhibits limited Displays minimal Shows minimal or no
understanding of the understanding of understanding of the understanding of the understanding of the
5 process by using
research process, the research research process, with research process, with research process and
suitable sources
 including locating process, with minor notable gaps or significant gaps or fails to incorporate or
Project-based Learning
suitable sources, gaps or limitations limitations in limitations in cite sources effectively.

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
conducting interviews, in incorporating incorporating and citing incorporating and citing
and completing an and citing sources. sources. sources.
inclinations assessment.
Incorporates and cites
sources effectively to
support findings.
2 marks 0 - 1 mark
Presents a clear Presents the report with Presents the report with
clarity, organization, and clarity, organization, and
6 presentation on the effective communication effective communication
report. during the oral during the oral
presentation. presentation.
CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE: TEACHER’S SIGNATURE:

Total 30
28
Skills for a changing world
 Project-based Learning

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
ASSESSMENT
ENGLISH HOME LANGUAGE LEVEL GRADE 9
GEC ASSESSMENT RUBRIC FOR THE LONGER TRANSACTIONAL TEXT: OPTION #2 – BUSINESS / FORMAL LETTER (30)

NAME OF LEARNER:
NAME OF SCHOOL:
DESCRIPTORS
CRITERIA LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Demonstrates Shows good planning Exhibits some Displays limited Shows minimal
Planning and thorough planning, with a clear structure planning and planning and planning and
1 Pre-writing Process outlining key points, and organized ideas, organization, but with organization, with organization, with
and organizing ideas but with minor gaps notable gaps or significant gaps or substantial gaps or
effectively. or inconsistencies. inconsistencies. inconsistencies. inconsistencies.
5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Follows the correct Follows the correct Follows the format Partially follows the Deviates from the
format and structure format and structure and structure with format and structure format and structure
29

of a formal/business with minor errors or notable errors or with significant errors with major errors or
letter accurately, inconsistencies. inconsistencies. or inconsistencies. inconsistencies.
Letter Format and
2 including appropriate
Structure headings, addresses,
salutations, and
closings.

6 marks 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Uses formal Uses formal Uses formal Demonstrates limited Displays inconsistent Uses informal
language and a language and tone language and tone use of formal use of formal language and tone
Formal Language professional tone mostly effectively, with notable lapses in language and tone, language and tone, throughout the letter.
Use and consistently with minor lapses in formality. with significant lapses with major lapses in
3
Appropriate Tone throughout the letter, formality. in formality. formality.
demonstrating an
appropriate level of
formality.
Skills for a changing world

8 marks 6-7 marks 4-5 marks 3 marks 2 marks 0 - 1 mark

Provides a clear and Provides a Provides a standard Provides a vague Provides an Provides an
persuasive proposal convincing proposal proposal for funding proposal for funding incomplete or weak unconvincing
Content and for funding, for funding with minor with notable gaps or with significant gaps proposal for funding proposal for funding,
4 Persuasiveness addressing key points gaps or limitations in limitations in or limitations in with major gaps or with substantial gaps
and convincingly addressing key points addressing key points addressing key points limitations in or limitations in
expressing the or expressing or expressing or expressing addressing key points addressing key points
purpose and benefits purpose and benefits. purpose and benefits. purpose and benefits.
 Project-based Learning
of the business or expressing or expressing

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
venture. purpose and benefits. purpose and benefits.

4 marks 3 marks 2 marks 0 - 1 mark

Demonstrates Shows good Exhibits noticeable Displays significant
excellent grammar, grammar, spelling, grammar, spelling, grammar, spelling,
Grammar, Spelling,
5 spelling, and and punctuation with and punctuation and punctuation
and Punctuation punctuation, with very minor errors. errors. errors.
few or no errors.
2 marks 0 - 1 mark
Presents the letter Presents an
Overall Presentation with a polished and unprofessional,
professional haphazard letter with
and
6 appearance, inappropriate
Professionalism including appropriate formatting, illegible
formatting, font, and font.
neatness.
CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE: TEACHER’S SIGNATURE:

Total 30
30
Skills for a changing world

ASSESSMENT
 Project-based Learning
ENGLISH FIRST ADDITIONAL LANGUAGE LEVEL GRADE 9

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Assessment rubrics
GEC ASSESSMENT RUBRIC FOR THE LONG TRANSACTIONAL TEXT: OPTION #2 – BUSINESS / FORMAL LETTER (30)

NAME OF LEARNER:
NAME OF SCHOOL:

DESCRIPTORS
CRITERIA LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

6 5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Effectively plans and Demonstrates good Shows some Exhibits limited Displays minimal Shows minimal or no
organizes ideas planning and planning and planning and planning and planning and
Followed the writing before writing, organization, with organization, but with organization, with organization, with organization of ideas
1 process. demonstrating a clear minor gaps or notable gaps or significant gaps or substantial gaps or and purpose.
understanding of the inconsistencies in inconsistencies in inconsistencies in inconsistencies in
purpose and ideas and purpose. ideas and purpose. ideas and purpose. ideas and purpose.
audience.
6 5 marks 4 marks 3 marks 2 marks 0 - 1 mark
Follows the correct Follows the correct Follows the format Partially follows the Deviates from the Does not follow the
format and structure format and structure and structure with format and structure format and structure format and structure
of a business/formal with minor errors or notable errors or with significant errors with major errors or of a business/formal
31

Adheres to the
letter, including inconsistencies. inconsistencies. or inconsistencies. inconsistencies. letter.
structure of the formal
2 appropriate headings,
letter.
salutations, body
paragraphs, and
closing.

5 marks 4 marks 3 marks 2 marks 0 - 1 mark

Uses formal Uses formal Demonstrates limited Displays inconsistent Uses informal
Formal Language Use language and tone language and tone use of formal use of formal language and tone
3 and Appropriate Tone mostly effectively, with notable lapses in language and tone, language and tone, throughout the letter.
with minor lapses in formality. with significant lapses with major lapses in
formality. in formality. formality.
6-7 marks 4-5 marks 3 marks 2 marks 0 - 1 mark
Provides a Provides a standard Provides a vague Provides an Provides an
convincing proposal proposal for funding proposal for funding incomplete or weak unconvincing
Skills for a changing world

for funding with minor with notable gaps or with significant gaps proposal for funding proposal for funding,
Content and
gaps or limitations in limitations in or limitations in with major gaps or with substantial gaps
4 Persuasiveness
addressing key points addressing key points addressing key points limitations in or limitations in
or expressing or expressing or expressing addressing key points addressing key points
purpose and benefits. purpose and benefits. purpose and benefits. or expressing or expressing
purpose and benefits. purpose and benefits.
4 marks 3 marks 2 marks 0 - 1 mark
Demonstrates Shows good Exhibits noticeable Displays significant
excellent grammar, grammar, spelling, grammar, spelling, grammar, spelling,
spelling, and and punctuation with and punctuation and punctuation
Grammar, Spelling,
5 punctuation, with very minor errors. errors. errors.
and Punctuation
few or no errors.
 2 marks 0 - 1 mark

GRADE 9 INTEGRATED PROJECT – LANGUAGES

Project-based Learning

Assessment rubrics
Presents the letter Presents an
with a polished and unprofessional,
Overall Presentation professional haphazard letter with
6 and Professionalism appearance, inappropriate
including appropriate formatting, illegible
formatting, font, and font.
neatness.
CONSTRUCTIVE FEEDBACK PROVIDED TO THE LEARNER:
DATE: TEACHER’S SIGNATURE:

Total 30
32
Skills for a changing world
 ASSESSMENT: HOME LANGUAGE [HL] ORAL PRESENTATION
GEC ASSESSMENT RUBRIC: OPTION #1 - CAREER OPTION (20)
NAME OF LEARNER _____________________________________________ GRADE 9
NAME OF SCHOOL:
CRITERIA Level 4 Level 3 Level 2 Level 1
MARKS 4 marks 3 marks 2 marks 1 mark
Information addresses Most information Most information Only some information
the topic and uses addresses the topic, addresses the topic addresses the topic.
original ideas and and some examples but there are no Low interest material.
examples are used to are used to support. examples are used to Inappropriate to the
INFORMATION/ support. Interesting material support. audience.
EFFECTIVENESS High interest material which was audience Some material was of Limited achievement of
which was audience appropriate. Good interest to the the purpose.
appropriate. attempt at achieving audience. The
It achieved its its purpose. purpose was achieved
purpose. to some extent.
Good eye contact Good eye contact but Minimal eye contact No eye-contact. Speech
which engages all the focused on only some with the audience. is read entirely from the
audience. of the audience. Frequently refers to palm/cue cards
EYE CONTACT
Appropriate use of Limited use of palm/cue cards.
palm/cue cards. palm/cue cards.
Clear, audible, and Clear, audible with Inaudible at times but Mostly inaudible.
modulated to engage some modulation. there is some
the audience. Fluent Pausing is used a few modulation of the
AUDIBLE
but pauses with times for effect. voice.
VOICE/ VOLUME
effect.

Effective use of facial Good use of facial Some facial No evidence of facial
expression and expression and some expressions used for expression and no or
gestures to convey gestures to convey effect. Limited or over-exaggerated
BODY LANGUAGE/ meaning. Maintains a meaning. Maintains a ineffective gestures. gestures. Excessive
very confident stance, constant stance. Some movement and movement.
enthusiastic, and and enthusiastic confidence Shy, over-nervousness
assured presentation. demonstrated at and lacking confidence.
presentation. times.
Speech is well Speech has good Some structure and Limited structure and
structured and structure presented in sequencing is evident lacks logical sequence
logically sequenced sequence (intro, (intro, body, conc). of ideas.
(intro, body, conc). An body, conc). A good May be an effective More than 1 minute over
effective introduction introduction and introduction and/or and under time.
and conclusion that conclusion that conclusion.
STRUCTURE
leaves an impact on arouses attention. Grammar is mostly
the audience. Appropriate appropriate.
Good grammar. grammar.

Teachers Feedback: Total ___________ /20

Teachers
sign: Date:

Project-based Learning Skills for a changing world

33
 ASSESSMENT: FIRST ADDITIONAL LANGUAGE [FAL] ORAL PRESENTATION
GEC ASSESSMENT RUBRIC: OPTION #1 - CAREER OPTION (20)
NAME OF LEARNER ____________________________________________ GRADE 9
NAME OF SCHOOL:
CRITERIA Level 4 Level 3 Level 2 Level 1
MARKS 4 marks 3 marks 2 marks 1 mark
Information addresses Most information Most information Only some information
the topic and uses addresses the topic, addresses the topic addresses the topic.
original ideas and and some examples but there are no
INFORMATION/ examples are used to are used to support. examples are used to Limited achievement of
EFFECTIVENESS support. appropriate. support. the purpose.
It achieved its Good attempt at The purpose was
purpose. achieving its achieved to some
purpose. extent.
Good eye contact Good eye contact but Minimal eye contact No eye-contact. Speech
which engages all the focused on only some with the audience. is read entirely from the
audience. of the audience. Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of Limited use of palm/cue cards.
palm/cue cards. palm/cue cards.

Clear, audible, and Clear, audible with Inaudible at times but Mostly inaudible.
modulated to engage some modulation. there is some
the audience. Fluent Pausing is used a few modulation of the
AUDIBLE
but pauses with times for effect. voice.
VOICE/ VOLUME
effect.

Effective use of facial Good use of facial Some facial No evidence of facial
expression and expression and some expressions used for expression and no or
gestures to convey gestures to convey effect. Limited or over-exaggerated
BODY LANGUAGE/ meaning. Maintains a meaning. Maintains a ineffective gestures. gestures. Excessive
very confident stance, constant stance. Some movement and movement.
enthusiastic, and and enthusiastic confidence Shy, over-nervousness
assured presentation. demonstrated at and lacking confidence.
presentation. times.
Speech is well Speech has good Some structure and Limited structure and
structured and structure presented in sequencing is evident lacks logical sequence
logically sequenced sequence (intro, (intro, body, conc). of ideas.
(intro, body, conc). An body, conc). A good May be an effective More than 1 minute over
effective introduction introduction and introduction and/or and under time.
and conclusion that conclusion that conclusion.
STRUCTURE
leaves an impact on arouses attention. Grammar is mostly
the audience. Appropriate appropriate.
Good grammar. grammar.

Teachers Feedback: Total ____________/20

Teachers
sign: Date:

Project-based Learning Skills for a changing world

34
 ASSESSMENT: HOME LANGUAGE [HL] ORAL PRESENTATION
GEC ASSESSMENT RUBRIC: OPTION #2 – BUSINESS OPPORTUNITY OPTION (20)
NAME OF LEARNER ____________________________________________ GRADE 9
NAME OF SCHOOL:
Criteria Level 4 Level 3 Level 2 Level 1
Marks (20) 4 3 2 1
Have an effective An introduction is The introduction The presentation is not
introduction. The presented with the presented is vague structured with the
INTRODUCTION AND
purpose is clear. purpose not entirely and the purpose beginning of an
PURPOSE
clear. unclear. introduction and
purpose.
Provides a clear Provides a standard Provides a vague Provides an incomplete
and persuasive proposal for funding proposal for funding or weak proposal for
proposal for with notable gaps or with significant gaps funding with major gaps
funding, limitations in or limitations in or limitations in
addressing key addressing key addressing key points addressing key points or
CONTENT AND
points and points or expressing or expressing expressing purpose and
PERSUASIVENESS
convincingly purpose and purpose and benefits.
expressing the benefits. benefits.
purpose and
benefits of the
business venture.
Good eye contact Good eye contact but Minimal eye contact No eye-contact. Speech
which engages allfocused on only with the audience. is read entirely from the
the audience. some of the Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of
audience. palm/cue cards.
palm/cue cards. Limited use of
palm/cue cards.
Clear, audible, Clear, audible with Inaudible at times but Mostly inaudible.
and modulated to some modulation. there is some
engage the Pausing is used a modulation of the
AUDIBLE audience. Fluent few times for effect. voice.
VOICE/ VOLUME but pauses with
effect.

Effective use of Good use of facial Some facial No evidence of facial

facial expression expression and some expressions used expression and no or
BODY LANGUAGE/
and gestures to gestures to convey for effect. Limited over-exaggerated
FACIAL/
convey meaning. meaning. Maintains a or ineffective gestures. Excessive
GESTURE/STANCE
Maintains a very constant stance. gestures. Some movement.
confident stance, and enthusiastic movement and Shy, over-nervousness
CONFIDENCE
enthusiastic, and presentation. confidence and lacking confidence.
assured demonstrated at
presentation. times.

Teachers Feedback: Total:

/20

Teacher sign:
Date:

Project-based Learning Skills for a changing world

35
 ASSESSMENT: FIRST ADDITIONAL LANGUAGE [FAL] ORAL PRESENTATION
GEC ASSESSMENT RUBRIC: OPTION #2 – BUSINESS OPPORTUNITY OPTION (20)
NAME OF LEARNER ____________________________________________ GRADE 9
NAME OF SCHOOL:
Criteria Level 4 Level 3 Level 2 Level 1
Marks (20) 4 3 2 1
Have an effective An introduction is The introduction The presentation is not
introduction. The presented with the presented is vague structured with the
INTRODUCTION AND
purpose is clear. purpose not entirely and the purpose beginning of an
PURPOSE
clear. unclear. introduction and
purpose.
Provides a clear Provides a standard Provides a vague Provides an incomplete
and persuasive proposal for funding proposal for funding or weak proposal for
proposal for with notable gaps or with significant gaps funding with major gaps
funding, limitations in or limitations in or limitations in
addressing key addressing key addressing key points addressing key points or
CONTENT AND
points and points or expressing or expressing expressing purpose and
PERSUASIVENESS
convincingly purpose and purpose and benefits.
expressing the benefits. benefits.
purpose and
benefits of the
business venture.
Good eye contact Good eye contact but Minimal eye contact No eye-contact. Speech
which engages allfocused on only with the audience. is read entirely from the
the audience. some of the Frequently refers to palm/cue cards
EYE CONTACT Appropriate use of
audience. palm/cue cards.
palm/cue cards. Limited use of
palm/cue cards.
Clear, audible, Clear, audible with Inaudible at times but Mostly inaudible.
and modulated to some modulation. there is some
engage the Pausing is used a modulation of the
AUDIBLE audience. Fluent few times for effect. voice.
VOICE/ VOLUME but pauses with
effect.

Effective use of Good use of facial Some facial No evidence of facial

facial expression expression and some expressions used expression and no or
BODY LANGUAGE/ and gestures to gestures to convey for effect. Limited over-exaggerated
FACIAL/ convey meaning. meaning. Maintains a or ineffective gestures. Excessive
GESTURE/STANCE Maintains a very constant stance. gestures. Some movement.
confident stance, and enthusiastic movement and Shy, over-nervousness
enthusiastic, and presentation. confidence and lacking confidence.
assured demonstrated at
presentation. times.

Teachers Feedback: Total:

/20

Teacher sign:
Date:

Project-based Learning Skills for a changing world

36
 Assessment rubrics (continues on the following page)

GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS

Worksheet marks

Worksheet 1: Correct use of circle map (name 1, business 1, career 1) /3

3 marks is awarded to the learner that provides 5 options. Where the learner does not provide 5 options the learner will not
be awarded the full marks. Where the leaner does not provide any options, no mark will be awarded.
Worksheet 2: Correct use of tree map/ listed 3 in each branch (business 1, career 1, friend 1) /3
Worksheet 3: Knowledge/identifying Abilities 1, strengths 1, weaknesses 1 and interest 1 /4
Criteria
Worksheetchecklist (✓)
4.1: Quality Interview Questions (job research) -There must be clear alignment between the interview questions and
the career of the person being interviewed.
1. Include formalities (introduction and conclusion)
Criteria checklist (✓)
2. Questions are clear and to the point.
1. Questions are clear and to the point.
3. Questions unlock most important information.
2. Questions unlock the most important information.
4. Creative use of open questions.
3. Creative use of open questions.
5. Answers captured satisfactorily.
4. Answers captured clear and to the point.
Subtotal Worksheet 4.1 /5
5. Answers unlock most important information.
Subtotal Worksheet 4.1 /5
Criteria checklist (✓)
Worksheet 4.2: Quality Interview Questions (business research) Worksheet 4.2: Quality Interview Questions (business research) –
1. Include
There mustformalities (introduction
be clear alignment and the
between conclusion)
interview questions and the career of the person being interviewed.
EMS is responsible for administering,
2. Questions are clear and to the point.marking the worksheet and the LO educator to record the mark
Criteria checklist (✓)
3. Questions unlock most important information.
1. Questions are clear and to the point.
4. Creative use of open questions.
2. Questions unlock the most important information.
5. Answers captured satisfactorily.
3. Creative use of open questions.
Subtotal Worksheet 4.1 /5
4. Answers captured clear and to the point.
5. Answers unlock most important information.
Subtotal Worksheet 4.2 /5
Worksheet 4.3: Correct referencing
Criteria Excellent 3 Good 2 Needs support 1 Not achieved 0
Referencing of sources. Sources were cited Sources were cited Sources were not cited No sources were cited.
Subtotal Worksheet 4.1 properly. Included extra properly. Included correctly. Needs
references. minimum references. support.

Subtotal Worksheet 4.3 /3

Worksheet 6.1: Organising research in bubble map (job research)
Criteria checklist: Skills in using a bubble map (✓)
1. Main career or job is identified in the centre bubble.
2. Themes radiate from the central word.
3. Branches comprise of keywords that will further direct sentences for
writing the report.
Criteria checklist: Content of bubble map
4. Items are arranged around a central keyword.
5. Ideas are connected.
6. Generated new ideas. /6

Project-based Learning Skills for a changing world

37
 GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS
Worksheet 6.2: Organising research in bubble map (business research)- EMS is responsible for
administering and marking the worksheet. Both LO and EMS will record the mark
Criteria checklist: Skills in using a bubble map (✓)
1. Main business is identified in the centre bubble.
2. Themes radiate from the central word.
3. Branches comprise of keywords that will further direct sentences for
writing the report.
Criteria checklist: Content of bubble map
4. Items are arranged around a central keyword.
5. I d e a s are connected.
/6
6. Generated new ideas.
Worksheet 8: Identifying problem in community/research question /3
Worksheet 9: Identify volunteer organisations working in community (name 1, classification 1,
company facts 2) /4
Subtotal
Subtotal Worksheet
Worksheets4.1 / 42
Written Report (as per Worksheet 15.3)
Item Excellent 5 Good 4 Adequate 3 Poor 1-2
Content Excellent logical order, Good logical order, General progressive Does not progress in
focused on topic, focused on topic, good order, clear on topic, logical order, topic
excellent natural transitions and flow. transitions and flow may loosely focused, lacks
transitions and flow. be formulaic. transitions.

Research Creative use of extra Little extra sources

sources. accessed.

Format and Structure Excellent format and Good adherence to Average use of format Limited or no use of
structure. formal structure. and structure. format and structure.

Language structure and Excellent use of Good use of vocabulary, Adequate use of Ineffective use of
convention vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, spelling and structure, spelling and
punctuation. punctuation. punctuation. punctuation.

Subtotal Written Report / 18

Presentation (as per Worksheet 16)
Item
Item Excellent4-5
Excellent 5 Good
Good44 Adequate2-3
Adequate 3 Poor
Poor 1-2
1-2
Preparation
Preparation and
and Thorough
Thoroughpreparation
preparation Well
Well prepared
prepared and
and good
good Adequate
Adequate preparation
preparation Little
Little to
to no
no preparation
preparation
presentation
presentation and
and excellent
excellent presentation.
presentation. and
and presentation.
presentation. and
and failed
failed presentation.
presentation.
presentation.
presentation.
Item
Item Excellent
Excellent55 Good3-4
Good 4 Adequate
Adequate 33 Poor
Poor 1-2
1-2
Preparation and
Use of poster and other Thorough preparation
Excellent use of poster Well
Goodprepared and good
use of poster and Adequate
Adequatepreparation
use of poster Little
Limitedto use
no preparation
of poster
presentation
physical resources to and
and excellent
other physical presentation.
other physical resources and
and presentation.
other physical and
and failed
other presentation.
physical
enhance presentation presentation.
resources. resources resources

Subtotal Written Report / 10

FINAL MARK / 70

Project-based Learning Skills for a changing world

38
 GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (DANCE) TOTAL 25 MARKS

CRITERIA/
MARK 5 4 3 2 1
ALLOCATION
Learners excel in
Learners
collaboration: the
collaborate Learners
group Learners struggle to
effectively: the occasionally Learners are
consistently collaborate: the
group generally collaborate: the unable to
Teamwork collaborates group finds it
works well group works collaborate: the
and exceptionally difficult to solve
together, solving together at times, group fails to
Collaboration well, solving problems and work
problems and solving problems work together,
in Process problems and together during
using lesson time during some leading to an
Work using time process work, often
productively to process work unprepared final
efficiently to using lesson time
achieve a well- sessions, but performance.
produce a inefficiently.
prepared final efficiency varies.
polished final
performance.
performance.
Learners able to Learners able to Learners struggle to
Learners attempt to
use improvisation use improvisation use improvisation Learners
use improvisation
Stimulus creatively to to develop and most often struggle to
but sporadically
careers – develop relevant relevant revert to known create steps/
revert to known
transposed to movement movement steps/movement movements to
steps/movement to
movement vocabulary to vocabulary to which did not interpret the
interpret the
interpret the interpret the interpret the chosen career.
chosen career.
chosen career. chosen career. chosen career.
Appropriate and
Appropriate Limited Minimal effort
Clear imaginative
beginning and The beginning and understanding of made to include
beginning and beginning and
ending suited to ending developed. beginning and a beginning and
end ending suited to
the career. endings. ending.
the career.
Excellent
understanding of
An understanding
Elements of how to use space, A limited Very limited
of how to use An attempt made
dance and time and force understanding of understanding
space, time and to use space, time
choreographic effectively/ how to use space, of space, time
force to enhance and force.
structures creatively to time and force. and force.
the message.
enhance the
message.
Learner performs
with skill, The learner
The learner The learner
confidence, and performs with The learner is
Performance performs with a performs with
accuracy. confidence and disengaged and
& attention to degree of minimal confidence
Creative, accuracy. Shows gives little of
detail confidence and and limited
innovate with attention to themselves.
accuracy. accuracy.
attention to detail.
detail.

TOTAL /25

Project-based Learning Skills for a changing world

39
 GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (DRAMA) TOTAL 25 MARKS
CRITERIA/
MARK 5 4 3 2 1
ALLOCATION
Actively and Consistently Participates Participates Rarely participates in
enthusiastically participates in regularly in sporadically in group activities,
participates in all group activities, group activities, group activities, brainstorming, or
group activities, brainstorming, brainstorming, brainstorming, and rehearsals.
brainstorming and rehearsals. and rehearsals. rehearsals.
Shows little to no
sessions, and
Actively engages Engagement is engagement in the
rehearsals. Demonstrates a
with peers and the inconsistent and collaborative
satisfactory
Demonstrates task at hand. may require process.
level of
outstanding prompting.
Contributions are engagement. Requires significant
Process engagement and
thoughtful and Contributions are prompting to
towards commitment to the Contributions
contribute to the minimal and offer contribute.
performance collaborative are relevant
overall limited
process. and support the
development of development to the
development of
Contributions are the improvisation. scene.
ideas.
insightful,
innovative, and
significantly
enhance the
improvisation.
Proactively takes
initiative.
Excellent vocal Good use of Adequate use Quiet or too loud. Inaudible and slow
skills, natural pace, volume, pitch, of volume, Monotone voice. or too fast pace.
Vocal Skills and skilful use of pace, pause and pitch, pace, Uneven pace. Needs improvement
pitch, pause, tone of voice. pause and tone in interpretation of
volume and tone. of voice. vocal skills.
Creative, Meaningful and Adequate body Unsure facial Lack of facial
Body meaningful and varied use of facial language and expressions. Body expressions. Express
Language, authentic use of expressions and use of facial language reflects nervousness and lack
Gestures facial expressions body language. expressions. At nervousness. Lacks of body movements.
Facial and body language. times uncertain appropriate body
Expressions body movements.
movements.
Engaging and Clear and defined Visible storyline Storyline not always No understanding of
Improvised authentic storyline. storyline. Strong with a clear and focused. storyline. Sketch
Scene Clear and focused beginning, middle beginning, Lacks substance in does not make
Structure beginning, middle and end. middle and certain parts. sense.
and end. end.
Captivating Good Adequate Limited group Inadequate group
performance and performance. performance interaction. performance. Lacked
Group
excellent group Enjoyable and and group Uncertain of direction and
Performance
dynamic. successfully energy were performance and communication.
engaged as a sustained. communication
group. skills.
TOTAL /25

Project-based Learning Skills for a changing world

40
 GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (MUSIC) TOTAL 25 MARKS

CRITERIA/
MARK 5 4 2-3 1
ALLOCATION
Lyrics are extremely Lyrics are captivating, Lyrics are somewhat Lyrics are not
captivating, relates to careers as captivating and simple, captivating, lack
describing careers topic. with some reference to description of careers.
creatively and careers. The lyrics do not relate
Lyrics
innovatively. Deep to any aspect of careers.
understanding of all
aspects of careers
evident in lyrics.
Clearly reflects good Reflects an Reflects little Does not reflect an
understanding of understanding of understanding of understanding of
careers; expresses a careers. careers; does not careers; does not
Content of
clear opinion; Expresses an opinion; express an opinion; express a clear opinion;
song
includes strong facts includes facts to support includes a few facts to does not include facts to
to support the the opinion. support the opinion. support an opinion.
opinion.
Well balanced Good melody, somewhat Average use of melody Very limited and
melody, interesting captivating rhythm which and rhythm, inconsistent use of a
Melody and captivating, depicts the music genre. inconsistent and does melody and rhythm, not
excellent depiction of not depict the music used effectively in line
the music genre. genre. with the music genre.
Reflects deeply on Reflects on progress and Reflects superficially on Shows little to no
progress; sets and sets goals with process; goals are reflection on the process
achieves meaningful occasional guidance. unclear or not achieved. or effort to improve.
goals for
improvement. Creative and Attempts to be creative Lacks creativity and
Innovative and demonstrate enthusiasm but portrays limited demonstrates no
Process and
creative to create a memorable enthusiasm to create an enthusiasm to create an
Performance
performance; performance. effective performance. effective performance.
portrays originality
and enthusiasm to
create a memorable
and polished
performance.
Extremely cohesive; Cohesive; all parts Somewhat cohesive, Lacks cohesion: parts do
all parts interrelate interrelate well. parts interrelate not interrelate.
very well. somewhat. Poorly prepared and
Overall Good evidence of effort. Poorly prepared and presented.
Effectiveness Superior evidence of presented.
effort. Little evidence of effort.
Minimal evidence of
effort.
TOTAL /25

Project-based Learning Skills for a changing world

41
 GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (VISUAL ART) RUBRIC:
FLYER/POSTER DESIGN TOTAL: 25 MARKS

CRITERIA/ Excellent Very Good Satisfactory Not Yet Achieved

MARK
5 4 2-3 1
ALLOCATION
Good planning and Some sketches, but
Well-planned sketches
development, minor lacking detail or No sketches or no
Progress Sketches with clear ideas linked
improvements connection to the final clear planning.
to the final design.
needed. design.
Excellent Very Good Satisfactory Not Yet Achieved
MARK
4 3 2 1
Mostly appropriate Some consideration
Perfectly suited for the Does not match the
Target Audience & and engaging, minor for the audience but
audience, highly audience’s needs, not
Engagement improvements lacks strong
engaging. engaging.
needed. engagement.
Exceptionally neat, Well-crafted with
Craftsmanship & Some skill shown, but Poorly made, messy,
polished, and visually good attention to
Attention to Detail untidy or unfinished. or incomplete.
appealing. detail, minor flaws.

Layout &
Some organisation, Hard to follow,
Organisation Clear, well-organised, Mostly well-organised,
but improvements unbalanced, visually
(Colour, Balance, visually appealing. minor issues.
needed. unappealing.
Spacing)

Poor quality or
High-quality, relevant Mostly good Some relevant
Images, Icons & irrelevant
images/icons, images/icons, images/icons, but
Typography images/icons, bad font
excellent font choices. appropriate fonts. quality or font issues.
choices.
Visually striking, grabs Some appeal but lacks
Visual Impact & Attractive, engaging, Uninspiring, little
attention, highly creativity or strong
Effort good effort. effort, lacks creativity.
creative. effort.
TOTAL
/25

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 GRADE 9 INTEGRATED PROJECT – CREATIVE ARTS (VISUAL ART) RUBRIC:
CREATING 3D PROPS FOR DRAMA PERFORMANCES TOTAL 25 MARKS

CRITERIA/ Excellent Very Good Satisfactory Not Yet Achieved

MARK
5 4 3–2 1
ALLOCATION
Clear
development
from ideas to Good process with Some attempt at
No visible process; rushed or
Creative Process final product; some planning and planning, but ideas are
incomplete work.
strong planning refinement. unclear.
and problem-
solving.
Excellent Very Good Satisfactory Not Yet Achieved
MARK
4 3 2 1
Unique and
Creative and well-
Creativity & highly creative; Some creativity, but Lacks creativity and does not
designed; supports
Originality enhances the props are basic. enhance the performance.
the performance.
performance.
Well-made,
Well-crafted with Some effort shown
Craftsmanship sturdy, and Poorly made, messy, or
minor flaws. but needs
& Detail visually incomplete.
improvement.
appealing.
Strong, cost- Good material
Basic materials with
effective, and choices, some eco- Poor material choices, weak
Use of Materials little focus on
eco-friendly friendly elements. or wasteful.
sustainability.
materials.
Good effort and
Excellent effort planning, with
Basic effort: time
Effort & Time and time minor Little effort; rushed or
management could be
Management management; improvements incomplete work.
better.
well-executed. needed.

TOTAL /25

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 GRADE 9 INTEGRATED PROJECT – SOCIAL SCIENCES 50 MARKS

Worksheet marks

Worksheet 5.1: Research Apartheid Laws 2 x2, description 2 x2 /8

Worksheet 5.2: Cause and Effect Map (1 law, 2x effects and insight into 2x cause) / 10
Worksheet 5.3.1: The marks are awarded by LO in Worksheet 4.1 /0
Worksheet 5.4: Research Apartheid Laws, References (5 = 2 marks, <5 = 1 mark, 0 = 0 marks) /2

Subtotal Worksheets / 20
Final written report (Worksheet 5.4: Report)
Item Excellent 5 Good 4 Adequate 3 Poor 1-2

Relevance to topic Written report is very Written report is Written report strays There is very little
relevant to the topic relevant to the topic somewhat from the relevance to the topic
provided; topic provided; topic topic provided; topic provided; topic
sentence supports the sentence supports the sentence somewhat sentence does not
research question well research question supports the research support the research
question question

Research Excellent research from Good research from Adequate research from No adequate research
multiple sources multiple sources available sources present

Content Excellent logical order Good logical order and General progressive Inappropriate choice of
and choice of content; choice of content; good content order; not content; does not
natural transitions and transitions and flow always clear on progress in logical order,
flow transitions and flow lacks flow

Format and structure Exceptional Good understanding of Adequate Inadequate

understanding of format format and structure understanding of format understanding and use
and structure use in use in report writing and structure use in of format in report
report writing report writing writing

Language convention Excellent use of Good use of vocabulary, Adequate use of Ineffective use of
vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, some spelling structure, too many
punctuation punctuation and punctuation errors spelling and
punctuation errors

Learner Insight: value Learner shows excellent Learner shows good Learner shows some Learner shows no or
judgement on the insight with clear insight with clear insight with clear little insight into their
information already evidence of their evidence of their evidence of their choice
acquired on the understanding of understanding of understanding of
Apartheid Laws, the personal choice personal choice personal choice
causes and it’s effects in
had in the past.

Subtotal Written Report / 30

FINAL MARK / 50

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