GEC INTEGRATED GRADE 9 PROJECT

TEACHER’S PROJECT NOTES

ERRATA 22 - FAL RUBRIC

PROJECT-BASED LEARNING | ANCHOR SUBJECT: LIFE ORIENTATION

Read to Lead

A Reading Nation is a Leading Nation

GRADE
9
 Assessment rubrics (continues on following page)
GRADE 9 INTEGRATED PROJECT – FIRST ADDITIONAL LANGUAGE 50 MARKS
Worksheet marks

Worksheet 12.1: Planning a business le er

Criteria checklist: Structure of Mind map (✓)
1. Main idea is iden fied in a specific word or ac vity
2. Themes radiate from the central word or ac vity
Criteria checklist: Content
1. Ideas are arranged a central keyword or idea
2. Volunteer project idea
3. Probable sponsor
4. Request a mee ng to present idea/pitch
5. Tone of le er respec ul and formal
Criteria checklist: Language structures and conven ons
1. Grammar
2. Spelling
3. Punctua on
SUBTOTAL Planning a business le er / 10
Teacher feedback for itera on going forward:

Project-based Learning Skills for a changing world

1
 Assessment rubrics
GRADE 9 INTEGRATED PROJECT – FIRST ADDITIONAL LANGUAGE 50 MARKS
Worksheet 12.2: Final Business Le er
Criteria 4-5 Excellent 3 Good 2 Adequate 1 Requires support
Planning: Followed the Excellent planning, Good planning, dra ing Adequate planning, Planning, dra ing and
wri ng process from dra ing and edi ng and edi ng throughout dra ing and edi ng edi ng not adequate,
mind map to final. throughout the process. the process. throughout the process. need support.

Research Excellent research which Good research Adequate research done No or very li le research
is well presented in the presented in the le er. for purpose. done.
le er.

Format and Structure Excellent use of Good use of business Adequate use of Inadequate use of
business le er format. le er format. business le er format. business le er format.

Language structure and No spelling mistakes. Only a few spelling Mul ple spelling Many spelling mistakes.
conven on Excellent use of mistakes. Good use of mistakes. Use of Vocabulary used is
vocabulary. Punctua on vocabulary. Punctua on vocabulary can be below what is expected.
used correctly mostly correct. be er. Punctua on Punctua on used
throughout. mistakes evident. incorrectly.

Content Excellent content that is Good content, well Content is adequate. Content is not relevant.
well organised. organised. Organisa on needs
work.

Relevance and context Outstanding adherence Good adherence to Topic has been Not relevant. Purpose
of the business le er to topic. Achieves topic. Achieves purpose. men oned, focus of unclear.
purpose. le er is clear.

SUBTOTAL Final business le er / 30

Teacher feedback for itera on going forward:

Worksheet 13: Business Plan

Criteria Award one mark per answer (per cell in the table) on Worksheet 13.
SUBTOTAL Business Plan / 10
FINAL MARK / 50

Project-based Learning Skills for a changing world

2
GEC INTEGRATED GRADE 9 PROJECT
TEACHER’S PROJECT NOTES
REVISED FOR SCHOOLS OF SKILLS

PROJECT-BASED LEARNING | ANCHOR SUBJECT: LIFE ORIENTATION

Read to Lead

A Reading Nation is a Leading Nation

GRADE
9
 Table of contents

Table of contents 01
Le er to teachers 02
Life Orienta on project summary 03
Part 1: Inquiry-based learning 03
Step1: Prior knowledge 03
Step 2: New knowledge 04
Step 3: Order 05
Step 4: Apply 05
Part 2: Problem-based learning 06
Step 5: Define 06
Step 6: Explore 06
Step 7: Brainstorm 07
Step 8: Present 08
Part 3: Design-based learning 08
Step 9: Evaluate 08
Step 10: Prototype 08
Step 11: Feedback 09
Step 12: Integra on 09
Step 13: Present 09
Assessment rubrics 10

Project-based Learning Thinking | Connection | Character

1
Dear Teacher

We would like to welcome you as an integral part and research partner in a representa ve sample group for
pilo ng the new, revised General Educa on Cer ficate, or GEC.

The GEC forms part of the Na onal Assessment Framework (NAF) and our hope is that it will assist learners
in developing a holis c skill set a er 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’ me. Therefore we are tes ng
and implemen ng the 360 degree assessment model which will include an Inclina ons 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, crea ng ac vi es that more closely replicate real-life experiences, and thus
develop real-life competencies.

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. This means that teachers will not have to do any extra work.
To assist teachers in implemen ng the Integrated Project, there is a step-by-step guide (Teacher’s Project
Notes), a Resource Pack with extra informa on, Electronic resources (like instruc onal videos) and a
Learner’s Workbook.

All rubrics have been added to the Teacher’s Project Notes to simplify implementa on 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 holis c development of our learners. You will enjoy much
support from the district, province and na onally, as well as the E³ team in each province.

We acknowledge your commitment and honour all your hard work.

The DBE-E³ team

 Life Orientation project summary

Research a career opportunity and a business idea that connects to your strengths, capabili es and
interests. Find out which subject choices are important for this career opportunity and how to get
funding to study in the right direc on, or how to find seed capital to start your business. Write a report of
your findings and present it to an audience. Make use of props like posters, flyers or any items that can
support your presenta on.

PART 1 EXPLORING THE WORLD

(INQUIRY-BASED LEARNING)

STEP 1: Prior knowledge

Think about what you already know

Purpose of this step: The learner reflects on and shares his/her own knowledge, experiences and
perspec ves (s mula ng prior knowledge and evalua ng baseline knowledge).

1.1 (+LO) Learners start with Circle Map on Worksheet 1: They write their names in the middle circle
and at least 10 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 op ons to each branch. e.g.,
Employee – Dress maker, Designer, Fashion model. Or under business – Bou que, Beauty Salon,
etc.
1.3 (+LO) To complete the Tree Map with another two op ons, ask learners to swop their Circle Maps
with the person on their le . They should each choose another two job op ons and business ideas
from their buddy's Circle Map.
1.4 (+LO) Start a conversa on in class around strengths, abili es, 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.

Project-based Learning Skills for a changing world

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 STEP 2: New knowledge
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.

2.1 (+LO +HL) Learners now choose one career or job from Worksheet 2 and start gathering
informa on on their choices. They use Worksheet 4.1 to compile a list of interview ques ons.
Please assist learners to do personal interviews (these can be face-to-face, via WhatsApp, Email or
delivered ques onnaires) with people in the community who are currently in careers of their first
choice.
Here is a list of possible interview ques ons 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 promo on opportuni es in this job?
• Do you need to study further or keep studying to stay on top of things?
• What physical abili es do you need?
• What are the general working condi ons?
• 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 star ng 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 abili es, skills or talents do you need to be successful in this job?

2.2 (+LO +HL) Learners now choose one business idea from Worksheet 2 and start gathering
informa on on their choices. They use Worksheet 4.2 to compile a list of interview ques ons for a
business owner. Please assist learners to do personal interviews (these can be face-to-face, via
WhatsApp, Email or delivered ques onnaires) 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 ques ons to ask business owners:
• Why did you choose this type of business?
• In what industry is your business idea situated? Primary? Secondary? Ter ary?
• What skills do you need to run such a business?
• What are the 8 core business func ons you have to fill?
• Do you do all the work or do you employ people for certain posi ons?
• Is it be er 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?

Project-based Learning Skills for a changing world

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 * 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 li le or no outside cash support.
Source: Investopedia.com

2.3 In presen ng 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

2.4 (+SS) Learners research Apartheid laws that once influenced people's ability to do business or find
a job. They incorporate their findings in the research report about their career choice and business
idea. The informa on will be included in their presenta on at the end of the project (Step 13).
2.5 (+SS) They use Worksheet 5.1 to write down their research and findings. Learners also use
Worksheet 5.2 to list the sources they used to gather informa on.

STEP 3: Order
Order and categorise your existing knowledge
Purpose of this step: To order and make sense of informa on and knowledge that emerged in
Knowledge and New knowledge steps.

3.1 (+LO +SS) Learners now use Worksheet 6.1 and 6.2 (the two Bubble Maps) to map out their new
knowledge a er 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. Please remind learners to add
their Apartheid laws research. It is important to write as much informa on as possible in the
satellite bubbles since learners will use this map to structure their reports and presenta ons.
3.2 Keep in mind: A doctor's prac ce 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 ques on

4.1 (+LO; op onal) The Job Interview: Set two chairs back to back in the front of the class. Here,
learners will pretend to do a telephonic interview for a job opening. Choose 8 random interviewers
from the class. They must use the list on Worksheet 7 to ask ques ons of the applicant (also
randomly picked) to see if they are a good fit for the job opening. Each interviewer represents a
business owner or HR manager who is looking for someone to fill a posi on.
4.4 As a teacher, you can record some of these interviews/highlights on video for a por olio of
evidence, but these interviews do not count for marks.

Project-based Learning Skills for a changing world

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 PART 2 EMBRACING THE CHALLENGE
(PROBLEM-BASED LEARNING)

STEP 5: Define
Ask lots of questions to help you define your problem

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

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 iden fied
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.
5.2 (+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 intui vely 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 wri ng le ers to elderly ci zens/visi ng old age
homes with a small prepared concert).
5.3 Each group must come up with a burning ques on (research ques on) from their problem. For
example: How can we combat loneliness in our older residents in the community? OR How will we
get clean drinking water to all the houses in our community? OR How can we beau fy our
community? Learners use Worksheet 8 to write down the pressing (research) ques on in their
group.

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

Purpose of this step: Research phase – what do we need to answer the ques on/solve the problem?

6.1 (+LO) To answer the burning ques on from Step 5, learners, in their respec ve groups, now need
to find out about or research NPOs, NGOs or other volunteer organisa ons who are currently
helping out in this arena (connected to their burning ques on). Write down the names of these
companies (if any) on Worksheet 9.
6.2 Learners must try and find out as much as possible about these non-profits* (Please see the
Resource Pack for defini ons of NGO, NPO and volunteer organisa ons.) If possible, it would be
great if they could interview someone from the organisa on or read up on websites, etc. Add more
informa on as it is gathered to Worksheet 9.

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

(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 organisa ons 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

Project-based Learning Skills for a changing world

6
 6.3 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.)

STEP 7: Brainstorm*
Brainstorm as many solutions to your problem as possible

Purpose of this step: Discuss and share possible solu ons.

(Please see Resource Pack: Rules for Brainstorming)

7.1 (+FAL) Review all the problem statements from all groups. If possible, put them up in class for
everyone to see. The class (by vo ng or friendly debate) choose ONE of these problems to solve
and start looking for opportuni es 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 pain ng a creche's wall. Even something that needs to be
done in school – maybe a puppet show for the younger grades about bullying?
7.2 (+FAL) These ideas are going to need funding or in-kind* sponsorships. If they are going to clean up
somewhere, they will need black bags and gloves. Similarly, if they are going to beau fy a creche,
they will need paint. How do you apply for sponsored items? Brainstorm some ideas and write
these on Worksheet 10. Plan a business le er to a possible sponsor asking for an appointment
with this business/person on Worksheet 11.1. Use Worksheet 11.2 for the final le er.
7.3 (+FAL) 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 presenta on on Worksheet 12. This presenta on plan
must include the following:
• Execu ve Summary (or Introduc on)
• Problem you are solving
• Organisa on and management overview. Who will be doing what?
• Service you are rendering. What are you doing where?
• Trac on: 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.).
• Funding request: What you need to finish the project. This refers to the things that you cannot
bring from home or find. This includes capital or in-kind sponsorship*.
• Financial projec ons: Add a small budget.
• How the sponsor will be compensated. (e.g., we will read out your company name and number
during 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 cap on, etc). Think of crea ve ways to
thank your sponsor.
• Share the meline. (We would like to start as soon as next weekend, for example.)
• Thank the person for their me and considera on.

* 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.

Project-based Learning Skills for a changing world

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 STEP 8: Present
Present the point of view and options to an audience (practice run for Step 13)

Purpose of this step: Presen ng the possible solu ons for itera on/change

8.1 Learners each present their sponsorship applica on to the rest of the class. The class decides who
will represent them to take the presenta on to a real sponsor. If it is not possible to visit the
sponsor in person, the presenters can create a WhatsApp video presenta on.
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
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 me to reflect on their experience as volunteer workers on Worksheet 13.

PART 3 DESIGNING THE FUTURE

(DESIGN-BASED LEARNING)

STEP 9: Evaluate
Evaluate and select your best solution

Purpose of this step: Look at the best solu on for the problem/choose the best op on.

9.1 (+HL + LO) Learners go back to their one chosen career and one business idea from steps 2 and 3.
They choose ONE career (or business) to focus on.
9.2 (+LO +HL) They write a dra report on their FIRST CHOICE (either career OR business) with all the
reasons and extra informa on they have researched. Use Worksheet 14 for a dra of their report.
Their research must include informa on gathered from interviews and all other sources, and
should include a reference list. This report can be neatly rewri en in their language workbooks for
assessment.
9.3 Their presenta on (Step 13) should be supported by visual aids, e.g., the props, a PowerPoint
slideshow, etc. Use Worksheet 15 to plan these visual aids.

STEP 10: Prototype

Make the prototype of your best solution

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

10.1 Learners now manufacture their props (flyers, posters, models, products, helmets, etc.) from
found or recycled materials. Crea vity in using these materials is crucial in understanding
environmental impact.
10.2 The props should crea vely support the presenta on they are preparing on their chosen
career/job/business.

Project-based Learning Skills for a changing world

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 STEP 11: Feedback
Speak to experts or the community to get REAL feedback

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

11.1 (+ SS + LO + HL) Learners show their prototypes (props) and report on either their choice of career
OR business to members of the community, other teachers, a peer review group or family
members for feedback. They use Worksheet 16 to ask for wri en feedback they can possibly
implement.
11.2 They make the final changes, as per feedback, and prac ce their presenta on/fix the report they
are planning to present.

STEP 12: Integration

Integration in The MADD Space – present your work using Music, Art, Drama, Dance

Purpose of this step: To iterate learning in a fun way.

Note on Itera on: To ensure that students acquire the knowledge and skills being taught, there
needs to be constant itera on (which is different from repe on). Itera on is another way to
present the body of work, e.g., in a song or presenta on. Itera on also encourages reflec ve
thinking in students in peer conversa ons. Source: resilienteducator.com.

12.1 Learners take some me to create a music composi on, dance or 30 sec drama that explains their
career or business. Use Worksheet 17 to make notes, do planning and draw steps.

STEP 13: Present

Public exhibition

Purpose of this step: Present and celebrate the products.

13.1 (+LO +SS) Learners present their chosen career/job/business to an outside panel of teachers or
parents.
13.2 (+SS) Learners include their research on Apartheid laws and their former influence on career
choices or businesses during that era.
13.3 The teacher can record these presenta ons and make them available to younger and even older
learners who need to make subject choices for future careers or business opportuni es.
13.4 If me is an issue – what if it's 50 learners? Similarly, learners can ask friends to record their
presenta ons on WhatsApp video and stream these to the teacher/panel of parents for marking.
Teachers will need to set maximum me stamps* to manage classroom me for presenta ons.

* Maximum me stamps are rules that govern how much me each person has to deliver
his/her presenta on.

13.5 Learners reflect on what they have learnt on Worksheet 18.

Project-based Learning Skills for a changing world

9
 Assessment rubrics (continues on following page)

GRADE 9 INTEGRATED PROJECT – HOME LANGUAGE 50 MARKS

Worksheet marks

Worksheet 4.1:
Worksheet 4.1: Organising
Quality interview
researchques
in bubble
ons (job
mapresearch)
(business research)
Criteria checklist (✓)
1. Include formali es (introduc on and conclusion)
2. Ques ons are clear and to the point.
3. Ques ons unlock most important informa on.
4. Crea ve use of open ques ons.
5. Answers captured sa sfactorily.
Subtotal Worksheet 4.1 /5
Worksheet 4.1:
Worksheet 4.2: Organising
Quality interview
researchques
in bubble
ons (business
map (business
research)
research)
Criteria checklist (✓)
1. Include formali es (introduc on and conclusion)
2. Ques ons are clear and to the point.
3. Ques ons unlock most important informa on.
4. Crea ve use of open ques ons.
5. Answers captured sa sfactorily.
Subtotal Worksheet 4.2
4.1 /5
Worksheet 4.1:
Worksheet 4.3: Organising
Referencingresearch
(business
in bubble
research)
map (business research)
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.
properly. Included extra properly. Included correctly. Needs
references. minimum references. support.

Subtotal Worksheet 4.3

4.1 /3
Worksheet 4.1:
Worksheet 6.1: Organising
Organisingresearch
researchininbubble
bubblemap
map(business
(job research)
research)
Criteria checklist (✓)
1. Correct
Include formali
use of thinking
es (introduc
map. on and conclusion)
2. Main
Ques idea
ons is
areiden
clearfied
andintoa the
specific
point.
word.
3. Ideas
Ques are
onsarranged
unlock most
around
important
a central
informa
keyword.
on.
4. Themes
Crea ve radiate
use of open
from ques
the central
ons. word.
5. Satellite
Answers bubbles
capturedinclude
sa sfactorily.
research main points.
5. Main
6. Answers
points
captured
can besadeveloped
sfactorily.into sentences. /5
Subtotal Worksheet 6.1
4.1 /6

Project-based Learning Skills for a changing world

10
 Assessment rubrics

GRADE 9 INTEGRATED PROJECT – HOME LANGUAGE 50 MARKS

Worksheet 4.1:
Worksheet 6.2: Organising
Organisingresearch
researchininbubble
bubblemap
map(business
(businessresearch)
research)
Criteria checklist (✓)
1. Correct
Include formali
use of thinking
es (introduc
map. on and conclusion)
2. Main
Ques idea
ons is
areiden
clearfied
andintoa the
specific
point.
word.
3. Ideas
Ques are
onsarranged
unlock most
around
important
a central
informa
keyword.
on.
4. Themes
Crea ve radiate
use of open
from ques
the central
ons. word.
5. Satellite
Answers bubbles
capturedinclude
sa sfactorily.
research main points.
5. Main
6. Answers
points
captured
can besadeveloped
sfactorily.into sentences. /5
Subtotal Worksheet 6.2
4.1 /6
Wri en Report
Item Excellent 5 Good 4 Adequate 3 Poor 1-2
Planning: Followed the Excellent planning, Good planning, dra ing Adequate planning, Planning, dra ing and
wri ng process from dra ing and edi ng and edi ng throughout dra ing and edi ng edi ng not adequate,
mind map to final. throughout the process. the process. throughout the process. need support.

Research Excellent research which Good research Adequate research done No or very li le research
is well presented in the presented in the report. for purpose. done.
report.

Format and Structure Excellent use of wri en Good use of wri en Adequate use of wri en Inadequate use of
report format. report format. report format. wri en report format.

Language structure and No spelling mistakes. Only a few spelling Mul ple spelling Many spelling mistakes.
conven on Excellent use of mistakes. Good use of mistakes. Use of Vocabulary used is
vocabulary. Punctua on vocabulary. Punctua on vocabulary can be below what is expected.
used correctly mostly correct. be er. Punctua on Punctua on used
throughout. mistakes evident. incorrectly.

Content Excellent Content. Good content, Responds Content is adequate. Content is not relevant.
Responds to the key to the key ques on. Responds to the key It doesn't respond to
ques on. Conveys a Conveys message and ques on. Adequate the key ques on.
message and provides some message. Used formal Message not clear and
recommenda ons. recommenda ons. language. use of language
Wri en in excellent Wri en in good formal inappropriate.
formal language. language.

Subtotal Wri en Report / 25

FINAL MARK / 50

Project-based Learning Skills for a changing world

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 Assessment rubrics (continues on following page)
GRADE 9 INTEGRATED PROJECT – FIRST ADDITIONAL LANGUAGE 50 MARKS
Worksheet marks

Worksheet 12.1: Planning a business le er

Criteria checklist: Structure of Mind map (✓)
1. Main idea is iden fied in a specific word or ac vity
2. Themes radiate from the central word or ac vity
Criteria checklist: Content
1. Ideas are arranged a central keyword or idea
2. Volunteer project idea
3. Probable sponsor
4. Request a mee ng to present idea/pitch
5. Tone of le er respec ul and formal
Criteria checklist: Language structures and conven ons
1. Grammar
2. Spelling
3. Punctua on
SUBTOTAL Planning a business le er / 10
Teacher feedback for itera on going forward:

Project-based Learning Skills for a changing world

12
 Assessment rubrics
GRADE 9 INTEGRATED PROJECT – FIRST ADDITIONAL LANGUAGE 50 MARKS
Worksheet 12.2: Final Business Le er
Criteria 4-5 Excellent 3 Good 2 Adequate 1 Requires support
Planning: Followed the Excellent planning, Good planning, dra ing Adequate planning, Planning, dra ing and
wri ng process from dra ing and edi ng and edi ng throughout dra ing and edi ng edi ng not adequate,
mind map to final. throughout the process. the process. throughout the process. need support.

Research Excellent research which Good research Adequate research done No or very li le research
is well presented in the presented in the le er. for purpose. done.
le er.

Format and Structure Excellent use of Good use of business Adequate use of Inadequate use of
business le er format. le er format. business le er format. business le er format.

Language structure and No spelling mistakes. Only a few spelling Mul ple spelling Many spelling mistakes.
conven on Excellent use of mistakes. Good use of mistakes. Use of Vocabulary used is
vocabulary. Punctua on vocabulary. Punctua on vocabulary can be below what is expected.
used correctly mostly correct. be er. Punctua on Punctua on used
throughout. mistakes evident. incorrectly.

Content Excellent content that is Good content, well Content is adequate. Content is not relevant.
well organised. organised. Organisa on needs
work.

Relevance and context Outstanding adherence Good adherence to Topic has been Not relevant. Purpose
of the business le er to topic. Achieves topic. Achieves purpose. men oned, focus of unclear.
purpose. le er is clear.

SUBTOTAL Final business le er / 30

Teacher feedback for itera on going forward:

Worksheet 13: Business Plan

Criteria Award one mark per answer (per cell in the table) on Worksheet 13.
SUBTOTAL Business Plan / 10
FINAL MARK / 50

Project-based Learning Skills for a changing world

13
 Assessment rubrics (continues on following page)
GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS

Worksheet marks

Worksheet 1: Correct use of circle map/ideas listed /3

Worksheet 2: Correct use of tree map/ listed 3 in each branch /3
Worksheet 3: Knowledge/iden fying Abili es, weaknesses, strengths, interest /5
Worksheet 4.1: Quality Interview Ques ons (job research)
Criteria checklist (✓)
1. Include formali es (introduc on and conclusion)
2. Ques ons are clear and to the point.
3. Ques ons unlock most important informa on.
4. Crea ve use of open ques ons.
5. Answers captured sa sfactorily.
Subtotal Worksheet 4.1 /5
Worksheet 4.2: Quality Interview Ques ons (business research)
Criteria checklist (✓)
1. Include formali es (introduc on and conclusion)
2. Ques ons are clear and to the point.
3. Ques ons unlock most important informa on.
4. Crea ve use of open ques ons.
5. Answers captured sa sfactorily.
Subtotal Worksheet 4.2
4.1 /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.
properly. Included extra properly. Included correctly. Needs
references. minimum references. support.

Subtotal Worksheet 4.3

4.1 /3
Worksheet 6.1: Organising research in bubble map (job research)
Criteria checklist: Skills in using a bubble map (✓)
1. Main idea is iden fied in a specific word.
2. Themes radiate from the central word.
3. Branches comprise of keywords that will further direct sentences for
wri ng 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

14
 Assessment rubrics
GRADE 9 INTEGRATED PROJECT - LIFE ORIENTATION RUBRIC TOTAL 70 MARKS
Worksheet 6.2: Organising research in bubble map (business research)
Criteria checklist: Skills in using a bubble map (✓)
1. Main idea is iden fied in a specific word.
2. Themes radiate from the central word.
3. Branches comprise of keywords that will further direct sentences for
wri ng 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
Worksheet 8: Iden fying problem in community/research ques on /2
Worksheet 9: Iden fy volunteer organisa ons working in community /4
Subtotal Worksheets
Worksheet 4.1 / 42
Wri en Report
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 transi ons and flow. transi ons and flow may loosely focused, lacks
transi ons and flow. be formulaic. transi ons.

Research Crea ve use of extra Li le 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 Ineffec ve use of
conven on vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, spelling and structure, spelling and
punctua on. punctua on. punctua on. punctua on.

Subtotal Wri en Report / 18

Presenta on
Item Excellent 5 Good 4 Adequate 3 Poor 1-2
Prepara on and Thorough prepara on Well prepared and good Adequate prepara on Li le to no prepara on
presenta on and excellent presenta on. and presenta on. and failed presenta on.
presenta on.

Prepara
Use of props/extras
on and Thoroughuse
Excellent prepara
of props,
on Well prepared
Good use of props,
and good
body Adequate use
prepara
of props,
on Li le to use
Limited no prepara
of any on
presenta
during presenta
on on bodyexcellent
and language and extra presenta
language and
on. other and
bodypresenta
languageon.
and and
props,
failed
bodypresenta
languageon.
or
presenta on
on.resources. presenta on resources. other presenta on other presenta on
resources. resources.

Subtotal Wri en Report / 10

FINAL MARK / 70

Project-based Learning Skills for a changing world

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 Assessment rubrics
GRADE 9 INTEGRATED PROJECT – SOCIAL SCIENCES 50 MARKS

Worksheet marks

Worksheet 5.1: Research Apartheid Laws, meaning and influence (content) /8

Worksheet 5.2: Research Apartheid Laws, References /2
Worksheet 6.1: Inclusion and organising of research in bubble map /5
Worksheet 6.2: Inclusion and organising of research in bubble map /5

Subtotal Worksheets / 20
Final wri en report
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 transi ons and flow. transi ons and flow may loosely focused, lacks
transi ons and flow. be formulaic. transi ons.

Research Excellent research from Good research from Adequate use of some No extra sources
mul ple sources. mul ple sources. extra 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 Ineffec ve use of
conven on vocabulary, sentence sentence structure, vocabulary, sentence vocabulary, sentence
structure, spelling and spelling and structure, spelling and structure, spelling and
punctua on. punctua on. punctua on. punctua on.

Subtotal Wri en Report / 20

Presenta on
Item Excellent 5 Good 4 Adequate 3 Poor 1-2

Prepara on and Thorough prepara on Well prepared and good Adequate prepara on Li le to no prepara on
presenta on and excellent presenta on. and presenta on. and failed presenta on.
presenta on.

Inclusion of research Excellent inclusion of Good inclusion of Adequate inclusion of Limited inclusion of any
research done. research done. research done. research.

Subtotal Presenta on / 10
FINAL MARK / 50

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