ASSIGNMENT 3

Assessment

of the requirements in Research and Study Skills

at

Cornerstone Institute

Life Skills IP

LARRY INGLIS

19 October 2023
3.1 Year plan of informal and formal assessments for the Creative Arts study area for Grade4

Assessment: Participation in both streams will be assessed informally through class observation in each term. Term 1
Topic/ Content Assessment Time Week Mark specific aim being assessed
Visual Art Informal Assessment Task: Preparatory 2D artwork (sketches/ paintings/ collage) to create a 3D artwork: reptiles, insects, etc. in their
environment
Topic 1: Create in Informal Assessment/ 45 minutes 2 5 Their ability to work together as a group and their
2D, s family and Observation & classroom discussion Assessment creativity
friends during lesson
Topic 2: Create in Informal Assessment/ 45 minutes 3 5 Develop skills and techniques: earthenware clay or
3D self and Observation & classroom discussion Assessment any other 3D medium
others during lesson
Topic 3: Visual Informal Assessment/ 45 minutes 4 5 Observe and discuss visual stimuli in photographs
literacy Observation & classroom discussion Assessment and real objects to identify and name all art
during lesson elements and contrast in images.
FORMAL ASSESSMENT TASK: Performing Arts 4 HOURS
Practical Formal Assessment: Performing Arts Rhythm patterns (crotchets, crotchet rests, quavers and quaver rests, minims and minim rests), combining
locomotor movements with sound using body percussion and/or percussion instruments.
40 MARKS ASSESSED WITH A RUBRIC WEEK 9
Assessment Term 2
Topic/ Content Assessment Time Week Mark Specific aim being assessed
PERFORMING ARTS: DANCE & MUSIC FOCUS
Topic 1: Warm up Informal Assessment : Informal Q&A, 45 minutes 2 5 Execute a physical warm up for coordination and
and play Critical reflection on classroom Assessment control and Perform body part isolations in warm
discussions during lesson ups.

Topic 2: Informal Assessment : Informal Q&A, 45 minutes Execute movement sequences in pairs, using call and
Improvise and Critical reflection on classroom Assessment 3 5 echo, or meeting and parting.
create discussions during lesson
Topic 3: Read, Informal Assessment: Informal Q&A, 45 minutes Responses to sound pictures considering levels,
interpret and Rhythms, Songs and Movement Assessment 4 5 directions, rhythms and weights of movement.
perform sentences. Animation (bringing to life) during lesson
Topic 4: Informal Assessment : Informal Q&A, 45 minutes 5 5 Reflect on own and other’s performances and
Appreciate and Critical reflection on classroom Assessment processes s using simple creative arts terminology.
reflect on discussions during lesson

FORMAL ASSESSMENT TASK: 40 MARKS : Visual Art 3 HOURS

Practical Formal Assessment: Visual Art Create in 2D, creative in 3D self or others
40 MARKS ASSESSED WITH A RUBRIC WEEK 8
Assessment Term 3
Topic Content Time Week Mark specific aim being assessed
Visual Art Informal Assessment Task: Preparatory 2D artwork (sketches/ paintings/ collage) to create a 3D artwork. wild or domestic animals and their
environment
Topic 1: Create in Informal Assessment: Reflections and 45 minutes 2 5 Explore art elements, Explore design principles:
2D, wild or worksheets Assessment reinforce use of contrast and proportion through
domestic animals during lesson own images of wild or domestic animals.
and their
environment
Topic 2: Create in Informal Assessment: Reflections and 45 minutes 4 5 Develop skills and techniques, Consider art
3D, wild or worksheets Assessment elements, Consider design principles and Develop
domestic animals during lesson spatial awareness.
Topic 3: Visual Informal Assessment: Reflections and 45 minutes 5 5 Observe and discuss visual stimuli in photographs,
literacy worksheets Assessment artworks and real objects to identify and name all art
during lesson elements, contrast and proportion in images of wild
and domestic animals.
Practical Formal Assessment: Performing Arts 4 HOURS
Drama performance: storyline, characters, space, time. Sound pictures using instruments: soundtrack. Singing of songs related to the character.
40 MARKS ASSESSED WITH A RUBRIC WEEK 10
Assessment Term: 4
Topic Content Time Week Mark specific aim being assessed
PERFORMING ARTS: MUSIC AND DRAMA FOCUS
Topic 1: Warm Informal Assessment : Informal Q&A, 45 minutes 2 5 Warm up the voice: including breathing, with
up and play Critical reflection on classroom Assessment chanting
 discussions during lesson
Topic 2: Informal Assessment : Informal Q&A, 45 minutes 4 5 Recognise melodies in range of 5th using tonic solfa
Improvise and Critical reflection on classroom Assessment (doh to soh)
create discussions during lesson
Topic 3: Read, Informal Assessment : Informal Q&A, 45 minutes 6 5 Explore sound pictures using singing and
interpret and Critical reflection on classroom Assessment instruments and Perform musical phrases, in pairs,
perform discussions during lesson using repetition, accent, call and response, and/or
echo.
Topic 4: Informal Assessment : Informal Q&A, 45 minutes 8 5 Reflect on puppet performance and musical
Appreciate Critical reflection on classroom Assessment accompaniment using simple creative arts
and reflect on discussions during lesson terminology.
FORMAL ASSESSMENT TASK: 40 MARKS Visual Art :Topic 2: Create in 3D, a kite/dreamcatcher/bird feeder 3 HOURS
Skills and techniques like pasting, cutting, wrapping, tying, joining various recyclable materials.
MARKS 40: ASSESSED WITH A RUBRIC WEEK 9

Rubric: Year plan of informal and formal assessments for the Creative Arts study area for Grade4 Term 1

Visual Art Informal Assessment Task: Preparatory 2D artwork (sketches/ paintings/ collage) to create a 3D artwork: reptiles, insects, etc. in their
environment

Informal Assessment/ Excellent Good Average Needs Improvement

Topic 1: Create in 2D, s family and
friends : Group work
Topic 2: Create in 3D
self and others : Develop skills
and techniques/ detail
Topic 3: Visual literacy:
Observe and discuss visual stimuli
5pts
Students worked well
together sharing the load,
and staying on task.
The artwork shows
excellent craftsmanship
and attention to detail.
Excellent observation and
discussion on visual
4pts 3pts 2/1 pts
Students worked well Student somewhat shared Students did not work very
together most of the the load of the work. well together and did not
time and mostly stay on task
stayed on task.
The artwork mostly The artwork somewhat The artwork shows poor
shows good shows average craftsmanship and little or no
craftsmanship and craftsmanship and attention to detail.
attention to detail. attention to detail.
Good observation and Average observation and Learner failed to obverse and
discussion on visual discussion on visual stimuli discuss visual stimuli
 stimuli. stimuli
Total Marks / 15
Practical Formal Assessment: Performing Arts: Topic 3: Read, interpret and perform Rhythm patterns (crotchets, crotchet rests, quavers and quaver
rests, minims and minim rests), combining locomotor movements with sound using body percussion and/or percussion instruments
Marks Learners Marks
1 Was the performance well planned? 5
2 Were the characters believable? 5
3 Was the soundtrack effective? 5
4 Did the group members work well together? 5
5 Did they give attention to miming details 5
6 Did they express emotion? 5
7 Did the story have a clear beginning, middle and ending? 5
8 Was it enjoyable to watch? 5
Total marks: 40

PERFORMING ARTS: DANCE & MUSIC FOCUS Term2

Informal Assessment/ Excellent Good Average Needs Improvement
5 pts 4 pts 3 pts 2 /1 pts
Topic 1: Warm up and play: Demonstrate excellent Demonstrates good Demonstrates knowledge Warmup choreography, only
Execute a physical warm up warmup coordination and knowledge of of choreography and remembered a few steps
for coordination and control choreography does it well choreography. Few performance. Some brief /movements and control, tries
and Perform body part errors, however it does errors (3-5) causing brief but looks lost
isolations in warm ups. not interfere with pause in warmup
warmup coordination performance
Topic 2: Improvise and create: Dance performed with Dance performed with Dance performed with Although remembers some of
Execute movement sequences great attention to quality of attention to quality of attention to quality of dance performance , paid little
in pairs, using call and echo, or movement. Sequence in movement. Good movement, but hasn’t attention to movement and
meeting and parting. Skills pairs well executed in Sequence in pairs well attained proficiency in movement in sequence and
spontaneously to demonstrate meeting and parting executed in meeting pairing and poor meeting meeting and parting
learning, individually and and parting and parting
collaboratively.
Topic 3: Read: interpret and Excellent responds to Good responds to Partial responds to sound Minimal, needs improvement
perform Responses to sound sound and pictures sound and pictures and pictures considering when responding to sound and
pictures considering levels considering levels considering levels levels pictures considering levels
Topic 4: Appreciate and reflect Learner used a wide variety Learner used the Partial variety of creative Little to none variety of creative
on: Reflect on own and other’s of creative arts terminology necessary creative arts arts terminology to reflect arts terminology to reflect on
performances and processes s to reflect on own and terminology to reflect on own and others own and others performance.
using simple creative arts others performance on own and others performance.
terminology performance
Total Marks /20
Practical Formal Assessment: Visual Art Create Topic 3: Create in 3D, self and others portrait
Marks Learner Mark
1 Use of techniques (rolling a ball, pinching to create a hollow, flattening, 8
sticking parts together
2 Use of text and form (in clay self-portrait) 8
3 Use of the design principles of size and shape 8
4 Demonstration of spatial awareness in the creation of the pinch pot and 8
the clay self-portrait
5 Use of tools to create texture and to paint sculpture 8
MARK /40

Visual Art: Preparatory 2D artwork (sketches/ paintings/ collage) to create a 3D artwork. TERM 3
Informal Assessment/ Excellent Good Average Needs Improvement
6 pts 5 pts 4 / 3 pts 2 / 1 pts
Topic 1: Create in 2D, wild or Student explored multiple Student explored two Student only made one Work is not unique, detailed, or
domestic animals and their options and took many options and took some possible project plan. The interesting. Student planning
environment: Explore art creative risks. The work is creative risks. The work work shows some isn’t apparent, and student
elements, Explore design unique, detailed, and is mostly unique, developing ideas but Didn’t take risks, learner didn’t
principles: reinforce use of excellent proportion though detailed, and good without a true sense of explore elements and design
contrast and proportion images proportion though originality. Average principles. No reinforce use of
through own images of wild images proportion through images. contrast and proportion through
or domestic animals. own images
Topic 2: Create in 3D, wild or Student has met all project Student has met Student has met some Student has not met all project
domestic animals: requirements and majority of the project project requirements and requirements and did not
Develop skills and demonstrated a solid requirements and demonstrated mastery of demonstrate mastery of any of
techniques, Consider art mastery of new techniques, demonstrated good some of the techniques but the techniques. Needs
elements, Consider design taking these to an advanced understanding of new not all, average level of improvement on level of design
principles and Develop level of design principles and techniques, good level design principles and principles and Develop spatial
spatial awareness. Develop spatial awareness. of design principles and Develop spatial awareness. awareness.
Develop spatial
awareness
Topic 3: Visual literacy: Learner showed excellent Learner showed good Learner showed an average Learner showed poor
Observe and discuss visual observation and discuss observation and discuss observation and discuss observation and discuss visual
stimuli in photographs, visual stimuli. identify and visual stimuli. identifyvisual stimuli. identify and stimuli. identify and name all art
artworks and real objects to name all art elements, and name all art name all art elements, elements, contrast and
identify and name all art contrast and proportion in elements, contrast and contrast and proportion in proportion in images of wild and
elements, contrast and images of wild and domestic proportion in images of images of wild and domestic animals
proportion in images of wild animals wild and domestic domestic animals
and domestic animals. animals
Total Marks / 15
Practical Formal Assessment: Performing Arts Drama performance: Topic 2: Improvise and create storyline, Sound pictures based on themes (such as a
thunderstorm, a train journey) using voice, body and found or made instruments (considering pitch, dynamics, tempo and rhythms)
Marks
1 Was the performance well planned? 5
2 Were the characters believable 5
3 Was the soundtrack effective? 5
4 Did the group members work well together? 5
5 Did they give attention to using voice, body and found or made instruments? 5
6 Did they express emotion? 5
7 Did the story have a clear beginning, middle and ending? 5
8. Was it enjoyable to watch? 5
Mark /40
PERFORMING ARTS: DRAMA PERFORMANE Term4
Informal Assessment/ Excellent Good Average Needs Improvement
5 pts 4 pts 4 pts 2/1 pts
Topic 1: Warm up and play: Excellent voice warmup, Good voice warmup, Average voice warmup, Needs Improvement voice
Warm up preparing the body including breathing with including breathing with including breathing with warmup, including breathing
and voice, and using games chanting chanting chanting with chanting
as tools for learning skills
Topic 2: Improvise and Excellent recognising Good recognising Average recognising Needs Improvement in
create: Recognise melodies melodies in range. melodies in range melodies in range recognising melodies in range
in range using arts’ skills
spontaneously to
demonstrate learning,
individually and
collaboratively;
Topic 3: Read, interpret and Excellent in exploring sound Good in exploring sound Average in exploring sound Needs Improvement in exploring
perform: Explore sound picture using singing and picture using singing picture using singing and sound picture using singing and
pictures using singing and instruments. Shared the and instruments. instruments. Some group instruments. Group member
instruments and Perform work equally and worked Shared the work equally members shared the work. didn’t work well together. No
musical phrases learning the well in pairs. Voice showed a but had minor problems Average voice showed voice showed expression and
language of the art form, lot of expression and working in pairs. Voice expression and emotions emotions and little expression
and interpreting and emotions, excellent accent, showed expression and and little expression and and little to none call and
performing artistic call and response, and/or emotions and good call emotion, satisfactory call response, and/or echo.
products in the classroom echo and response, and/or and response, and/or echo
echo
Total Marks / 20
Practical Formal Assessment: Term 4: Visual arts: Topic 2: Create in 3D, a kite/dreamcatcher/bird feeder Marks
Marks Learners Marks
1 Does the picture of the design show creativity and good design 8
principles
2 Does the finished dreamcatcher show effective use of wrapping, tying 8
and twisting?
3 Is there effective use of the elements of shape/form, texture and colour? 8
 4 Is the dreamcatcher well-proportioned? 8
5 Does it display an awareness of space? 8
Mark /40

3.2 Physical Education study area for Grade 5 Informal assessment

CAPS Content: Movement performance 3: Term 1, Activity Demonstrate your balance

Instruction:

1. Participation in movement sequences that require consistency and control in smooth continuous combinations: rotation, balance, locomotion, elevation.

2. In this task, learners are required to create a human pyramid and then participate in a game where they have to move all five people from one side of the
hall/field to the other using the fireman’s chair lift.

3. They will be assessed on the following:

 How well they worked as a team and planned the activities in a limited space of time
 How successful their human pyramid was
 How long they could hold the pyramid for
 How safely they made and dismantled the pyramid
 How well they transported people in the fireman’s chair lift (did
 They drop the patient? Did they trip? Did they manage to hold the
 Lift the entire distance?)
 How quickly they transported all five people from one side of the
 hall/field to the other

Resources: Time keeping device and safety mats and knee pads.
Activity 1: Warm up

• The warm up routine is made up of two minutes of slow jogging and eight minutes of stretching

Activity 2: Participation

• This should be done in groups of six.

• Allow them 5-10 minutes to warm up and get used to having people on their backs.

• They should start off with a 3-person pyramid to get used to the feeling. They will have to rotate in order to all be involved.

• They can use padding to protect their knees.

• After 10 minutes they have to be ready to present their pyramid to me.

• Ensure they are aware of safety at all times.

• If they can hold their pyramid for 20 seconds, they score 5/5.

• If they hold their pyramid for 10 seconds, they score 4/5.

• The game requires all five people to work as a team and figure out how to get everyone across the field.

• Assess to see who rushes head first into the task or which teams read the text first before beginning. In this case, a bit of planning is good.

Activity 3: Cool down

• Learners should complete all three steps.

Assessing the task

Use the following rubric to assess the learners’ movement performance. Please note that marks are awarded based only on the first row of the rubric i.e.
‘outcome of movement’. The description that follows in the rows beneath this provides further description of the ‘outcome of movement’ within the
context of the specific activity being assessed. In other words, these descriptions will assist you in deciding on how many marks to award for the ‘outcome
of movement’ category.
Rubric:
Limited
(0—1 mark)
Outcome of movement Requires significant attention:
performance (5 marks) movements do not produce the
desired outcome at all.
Further descriptions related to the context of the activities
Learner’s table score (out of 8) for Between 0—2 marks
Activity
Human pyramid Unable to make a pyramid with
five people
Fireman’s chair task Did not succeed in moving
people across the space at all.
MARK /13
TOTAL / 13
Adequate
(2—3 marks)
Requires further attention
and refinement: lapses in
movements which do not
always produce the desired
outcome
3 or 4 marks
Were able to make a
pyramid but only hold it
for less than 10 seconds.
Only some of the five
learners were able to make
a fireman’s chair. Some
learners were only able
to be carried and other not
able to carry
Proficient Excellent
(4 marks) (5 marks)
Efficient, effective and Exceptional level of skill:
appropriate: Movements always
movements mostly produce the desired
produce the correct Outcome.
desired outcome
5 or 6 marks 7 or 8 marks
Were able to make a Were able to make a
pyramid and hold it for pyramid and hold it for 20
between 10—19 Seconds or more.
seconds
Completed the task, in Completed the task in an
a good time. Excellent time.
3.3 Personal and Social Well-being : Content: 1. Development of the self-Activity : Peer pressure
Case Study Grade 6

Dintle and peer pressure:

Dintle is in Grade 10. He lives with his mother Maria in the Cape Flats in a place called Helshoogte. Dintle's father got involved in a fight
between two gangsters and was fatally wounded.
Dintle's mother is worried that he may also get involved in one of the many gangs that rule the Cape Flats. She makes sure that he attends
school. He is doing well at school and his teachers are proud of him.
Every afternoon, on their way home, he and his two best friends, Herklaas and Sipho, have to pass a smuggle house, from where tik is
distributed. A lot of their class mates act as drug pedlars for gang leaders. Therefore they have money to buy brand name clothes, new cell
phones and other luxuries.
They are also very popular at school. As time passes Dintle started to notice that Herklaas and Sipho are avoiding him.
They no longer wanted to walk home with him. Their school work started to deteriorate. He saw Herklaas had bought a new cell phone. They
also carried knives with them.
When Dintle confronted his friends they told him that they had joined a gang and are pedalling tik for them. They also told him that they felt
they had no choice but to join, as some of the gang members threatened them and their families.
Sipho asked Dintle to also join their gang. Herklaas told Dintle that they are now proud of their status. He also pointed out to Dintle that if
Dintle joins the gang, he will also be popular and have money to buy nice things.
Although Dintle became afraid that the gang would also threaten him and his mother, he decided to discuss the matter with his teacher, his
mother and his pastor. They gave him good advice. Dintle is still doing well at school. He has not joined any gangs.
Instructions:

 Read the question through carefully to make sure you are answering what has been asked. Missing one part of a question can cost you
a lot of marks.
 Remember to include one idea per paragraph, and to begin each paragraph with a clear topic sentence.
 Make sure your writing is legible.
 Please read the above story and answer the questions below.

Questions:

1. What are peers? (1)

2. Who are the peers in this story? (3)

3. Give a definition for peer pressure. (2)

4. Who is subjected to peer pressure in this story? (3)

5. Why is Dintle's mother worried about him? (1)

6. List four things Dintle noticed that made him suspicious about his friends. (4)

7. Who could not resist peer pressure in this case study? Explain why you think they could not resist. (5)
8. What frightened Dintle? (1)

9. How did Dintle decide to deal with his problem? (3)

10. What advice do you think Dintle received to deal with peer pressure? (4)

11. Write three sentences about positive peer pressure. (3)

Total = 30

Memorandum: Case Study Grade 6

QUESTION ANSWER MARK

1 Your peers are all the people of your own age. 1

2 Dintle, Herklaas, Sipho and class mates. (any three) 3
3 Peer pressure is when others your age persuade you to do things. 2
4 Dintle, Herklaas and Sipho. 3
5. She is worried that he may get involved in one of the many gangs. 1
6.1 They did not want to walk home with him 1
6.2 Their school work deteriorated. 1
6.3 Herklaas bought a new cell phone. 1
6.4 They carried knives. 1
7.1 Herklaas and Sipho. 1
7.2 They could not resist because: 1
7.2.1 The gang threatened their families. 1
7.2.2 they wanted to become popular 1
7.2.3 They wanted to have money to buy nice things. 1
8. He got frightened because he thought that the gang would also 1
threaten his mother and him.
9.1 He decided to discuss the matter with his pastor, his teacher and 3
his mother
10.1 To find friends that think like him. 1
10.2 Never take part in bullying. Simply refuse to take part. 1
10.3 Speak up if you have to. 1
10.4 Learn to say no. 1
11.1 This is when others encourage you to do things in your best 1
interest.
11.2 Friends encourage healthy values, positive attitudes and actions. 1
11.3 They may also help you to do things you would not have the 1
courage to do yourself. (any three)
Total / 30
Conclusion

According to Naudé and Jordaan (2018) life skills assessment is a tool used to evaluate an individual's level of proficiency in various life skills areas. These
assessments are typically used in education settings; it is acknowledged that critical to successful formative assessment is feedback which forms the basis
for reflexive professional development. Further, formative assessment assists to ascertain whether students have a solid understanding and in instances
where this is not the case, to assist to plan for interventions in order to serve a remediation purpose.

The CAPS emphasizes the importance of experiential learning in Creative Arts at this level, aiming to develop creativity, expressiveness,
communication, and enjoyment of the arts. Teachers provide constructive feedback on Visual Arts and Performing Arts at the end of each
term, observing learners' participation, confidence, communication, and sensuality. The goal is to foster creativity, expressiveness, and
enjoyment of the arts.

Teachers often create informal assessments to cater to specific student needs, allowing teachers to adjust steps based on performance or
feedback. Observation is a simple but valuable method for gaining insights into a student's thinking and problem-solving. When choosing an
educational assessment, teachers should consider context and fit it into the existing learning system. Many teachers combine formal and
informal assessment methods, using informal methods like concept mapping and straw polls during the learning process and formal
evaluations at the end (DoBE, 2011).

References
C Jordaan and Naudé M. (2018). Teaching life skills in the intermediate phase. Pretoria: Van Schaik Publishers.

DoBE, 2011. National Policy pertaining to the Programme and Promotion requirements of the National Curriculum Statements. Grades R-
12.DoBE: Pretoria

Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS). Pretoria: Department of Basic Education.