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MODULE NAME: MODULE CODE:

PROFESSIONAL DIDACTICS: SENIOR PHASE – LIFE ORIENTATION SPDL7111p
PROFESSIONAL DIDACTICS: SENIOR PHASE – LIFE ORIENTATION SPDL7111w

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.

© The Independent Institute of Education (Pty) Ltd 2022

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Referencing Rubric ____

Providing evidence based on valid and referenced academic sources is a fundamental educational principle and the
cornerstone of high-quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a
way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently.
Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the
mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of
copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action
being taken in accordance with The IIE’s Intellectual Integrity Policy (0023).
Markers are required to provide feedback to students by indicating (circling/underlining) the information that best
describes the student’s work.
Minor technical referencing errors: 5% deduction from the overall mark – the student’s work contains five or more
errors listed in the minor errors column in the table below.
Major technical referencing errors: 10% deduction from the overall mark – the student’s work contains five or more
errors listed in the major errors column in the table below.
If both minor and major errors are indicated, then 10% only (and not 5% or 15%) is deducted from the overall mark.
The examples provided below are not exhaustive but are provided to illustrate the error.
Required: Minor errors Major errors
Technically correct referencing style in technical correctness of referencing In technical correctness of referencing
style style
Deduct 5% from mark awarded Deduct 10% from mark awarded
Consistency Minor inconsistencies. Major inconsistencies.
The referencing style is generally Poor and inconsistent referencing style
The same referencing format has been consistent, but there are one or two used in-text and/or in the bibliography/
used for all in-text references and in the changes in the format of in-text reference list.
bibliography/reference list. referencing and/or in the bibliography. Multiple formats for the same type of
For example, page numbers for direct referencing have been used.
quotes (in-text) have been provided for For example, the format for direct quotes
one source, but not in another instance. (in-text) and/or book chapters
Two book chapters (bibliography) have (bibliography/ reference list) is different
been referenced in the bibliography in two across multiple instances.
different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. The referencing format is incorrect.
Referencing format is technically correct The correct referencing format has been Concepts and ideas are typically
throughout the submission. consistently used, but there are one or referenced, but a reference is missing from
two errors. small sections of the work.
Concepts and ideas are typically Position of the references: references are
Position of the reference: a reference is referenced, but a reference is missing only given at the beginning or end of large
directly associated with every concept or from one small section of the work. sections of work.
idea. Position of the references: references are For example, incorrect author information
only given at the beginning or end of every is provided, no year of publication is
paragraph. provided, quotation marks and/or page
For example, quotation marks, page For example, the student has incorrectly numbers for direct quotes missing, page
numbers, years, etc. are applied correctly, presented direct quotes (in-text) and/or numbers are provided for paraphrased
sources in the bibliography/reference list book chapters (bibliography/reference material, the incorrect punctuation is used
are correctly presented. list). (in-text); the bibliography/reference list is
not in alphabetical order, the incorrect
format for a book chapter/journal article is
used, information is missing e.g. no place
of publication had been provided
(bibliography); repeated sources on the
reference list.
Congruence between in-text referencing Generally, congruence between the in-text A lack of congruence between the in-text
and bibliography/reference list referencing and the bibliography/ referencing and the bibliography.
reference list with one or two errors. No relationship/several incongruencies
All sources are accurately reflected and There is largely a match between the between the in-text referencing and the
are all accurately included in the sources presented in-text and the bibliography/reference list.
bibliography/reference list. bibliography. For example, sources are included in-text,
For example, a source appears in the text, but not in the bibliography and vice versa,
but not in the bibliography/reference list a link, rather than the actual reference is
or vice versa. provided in the bibliography.
In summary: the recording of references In summary, at least 80% of the sources In summary, at least 60% of the sources
is accurate and complete. are correctly reflected and included in a are incorrectly reflected and/or not
reference list. included in reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
_________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

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Please note: This assignment requires you to demonstrate your understanding of the content
related to Learning Units 1-2. Your tutor will use the assessment rubrics to mark your
assignments. Each grid contains a number of dimensions on which performance is rated. Ensure
that you assess your own work against the rubrics to confirm that your answers meet the required
criteria.

Please also remember that as an educator, you are expected to consistently demonstrate sound
use of intellectual property. All submissions for this programme should therefore reflect correct
academic practices in terms of referencing, paraphrasing and use of sources. As explained in the
rubric above, instances of plagiarism or very poor referencing practices may be subject to the IIE’s
Intellectual Integrity Policy. Please ask your tutor and/or refer to the policy, IIE Referencing Guide
and the following textbook should you have any questions in this regard:

*Siewierski, C. 2015. An Introduction to Scholarship: Building Academic Skills for Tertiary Study.
Cape Town: Oxford University Press Southern Africa.

*This title is available in IIE resources centres for your use should you not already own or wish to
purchase it.

Your assignment must be submitted through SafeAssign before it is marked. Please note that it
will be closely scrutinised for intellectual integrity by your marker regardless of the percentage
of overlap indicated.

The IIE takes academic integrity very seriously. You are therefore expected to
Important notice
on plagiarism

uphold the principles expressed in the Intellectual Integrity Policy (IIE023) at all
times, and with all submitted work.

© The Independent Institute of Education (Pty) Ltd 2022

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Question 1 (Marks: 60)

Read the quote below:

“The goals and functions of metacognition are teaching children (and adults) to make wise and
thoughtful decisions as well as to comprehend and learn better in formal educational settings”
(Flavell, 1979: 906)

In an essay, discuss how you would address the points below using your understanding of
Metacognition. Your essay should be about 1500-2000 words.

• Analyse the nature of Life Orientation as a discipline and the role of the teacher in the
Senior Phase.
• Analyse your own degree of self-awareness and reflect and think about what you need to
improve on to become a competent Life Orientation teacher in the Senior Phase.
• Remember to include the different characteristics needed to be an innovative Life
Orientation teacher in the Senior Phase.
• Create two scenarios of possible challenges learners may experience in the Senior Phase
and provide your method/steps of counselling them using metacognition.
• Include strategies that would assist the learners to build resilience with particular reference
to a Senior Phase context.

Be sure to motivate all your own opinions or use a reference for additional resources that you
have used to strengthen your point.

Use the rubric provided to guide your answer.

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Assignment 1: Levels of Achievement

Marking Does not meet Partially meets Meets Exceeds
Rubric for
Question 1: Score Ranges Per Level
Essay

0-3 4-6 7-8 9-10

There is a lack of
Analysis of sufficient analysis of
LO as a the nature of Life
discipline and Orientation as a
LO teachers discipline and no
explanation of the role
of the Life Orientation
teacher is evident.
Provide a justified an analysis
of the nature of Life
Orientation as a discipline as
well as an explanation of the
role of the Life Orientation
teacher.
Provide a justified and theoretically
supported analysis of the nature of
Life Orientation as a discipline as
well as a clear explanation of the
role of the Life Orientation
teacher.
Provide a detailed justified and
theoretically supported analysis of the
nature of Life Orientation as a discipline
as well as a clear and detailed
explanation of the role of the Life
Orientation teacher.

0-3 4-6 7-8 9-10

An explanation of self-
Self- awareness and An explanation of self-
An explanation of self-awareness A solid explanation of self-awareness
awareness reflection is not well awareness and reflection is
and reflection is presented. The and reflection is presented. The student
and presented and little to presented. But the student has
student provides good evidence on provides excellent evidence on
reflection no evidence on only provided some evidence
ways/skills to becoming a ways/skills to becoming a competent
ways/skills to on ways/skills to becoming a
competent LO teacher. LO teacher.
becoming a competent competent LO teacher.
LO teacher is present.

0-4 5-8 9-12 13-15

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Two challenges are
presented. The
student has tried to
Two
ensure that some of
Scenarios
the methods/steps of
counselling are
explained.
0-4
Very little evidence
concerning the process
Learner
that will be followed to
resilience
identify learners to
build resilience with
supporting strategies
has been presented.
© The Independent Institute of Education (Pty) Ltd 2022
Two challenges have been are
presented. The student has
ensured that the appropriate
methods/steps of counselling
is explained using
metacognition.
5-8
A discussion concerning the
process that will be followed
to identify learners to build
resilience is well presented
with supporting strategies.
Two creative and interesting
challenges have been are
presented. The student has
ensured that the appropriate
methods/steps of counselling is
well explained using
metacognition.
9-12
A discussion concerning the
process that will be followed to
identify learners to build resilience
is well presented with creative
supporting strategies.
2022
Two creative and interesting challenges
have been are presented. The student
has ensured that the appropriate
methods/steps of counselling is
explained in great depth using
metacognition.
13-15
A detailed discussion concerning the
process that will be followed to identify
learners and assist them to build
resilience is well presented with
creative supporting strategies.
SUBTOTAL /50
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Assignment 1:
Marking Rubric for Levels of Achievement
Question 1: Essay

Does not meet Partially meets Meets Exceeds

Score Ranges Per Level

0-1 2-3 4 5
The essay is structured in
The essay is well structured in a logical
The essay lacks a logical way but lacks The essay is structured in a logical way.
way. The essay presents excellent
structure and is not detailed and includes The essay is detailed and includes all
detail and includes all relevant
detailed. only aspects of relevant relevant information.
information.
Writing Style: information.

0-1 2-3 4 5

No logical flow
Some logical flow
through the use of
through the use of Logical flow through the use of Excellent flow through the use of
transitions between
transitions between transitions between paragraphs and transitions between paragraphs and
paragraphs and
paragraphs and sentences (e.g. However, in addition) is sentences (e.g. However, in addition)
sentences (e.g.
sentences (e.g. However, present. is present.
However, in
In addition).
addition) is present.
SUBTOTAL /10
Total /60

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Question 2 (Marks: 40)

This task is based on self-development and self-management. We understand that self-
development is very important for individuals. Knowledge of yourself and how you can improve or
grow as a person can assist you to be very successful.

Use the points below to assist you in developing a task that would assist leaners in the Senior
Phase in understanding themselves better and also improve how they would they manage
themselves.

Your task should include:

• A detailed introduction of the context for your activity

(this should include the group of learners specific to Senior Phase, the socio-economic
background, the classroom size and other factors that could have impact on the actual task)
• An analysis of the role of the learner in broader society.
o Where do you fit in?
o What should you change to improve your situation?
• Your task should also include a section for reflection

To be able to understand others, you need to understand yourself ( Use the decision - making
process provided in your prescribed book to assist you).

Use the rubric provided to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2022

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Assignment 1: Levels of Achievement

Marking Rubric Does not meet Partially meets Meets Exceeds
for Question 2:
Task Score Ranges Per Level

0-3 4-6 7-8 9-10

Provides a justified and

Provides a detailed justified and
theoretically supported context.
Provides some Provides a justified and theoretically supported context. This
Context for This includes a description of the
information about theoretically supported includes a creative description of the
task group of learners, the socio-
the context and context. This includes a group of learners, the socio-economic
economic background, the
learners of the description of the group of background, the classroom size and
classroom size and other relevant
group. learners. other relevant factors that could impact
factors that could impact on the
on the task.
task.

0-4 5-8 9-12 13-15

An explanation of
self-awareness is An explanation of self-
A good explanation of self-
presented. The awareness is presented. The
awareness is presented. The A solid explanation of self-awareness is
student provides student provides
Analysis of student provides good presented. The student provides
some opportunities opportunities on ways/skills
the role of opportunities on ways/skills for excellent opportunities on ways/skills
on ways/skills for for learners to become
the learner learners to become competent. The for learners to become competent. The
learners to become competent. The task allows
task allows for learners to have an task allows for learners to have an
competent. The task for learners to have an
understanding of the broader understanding of the broader society as
allows for learners understanding of the broader
society as well as how they fit well as how they fit purposefully into it.
to have an society as well as how they fit
purposefully into it.
understanding of purposefully into it.
society.

Reflection 0-3 4-6 7-8 9-10

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The student has included reflection The student has included reflection in
Little to no The student has included in the task that demonstrates a the task that skilfully demonstrates a
reflection has been some form of reflection in the degree of critical thinking in high degree of critical thinking in
included task. task. applying, analysing and evaluating applying, analysing and evaluating the
the experience and feelings. experience and feelings.

0 1-2 3 4-5

• The answer is, • The answer is, coherent • The answer is clear, coherent • The answer is clear, coherent and
not coherent and logical. and logical. logical.
STRUCTURE or logical. • Poor sentence • Sentence structure, grammar • Sentence structure, grammar and
AND STYLE • Poor sentence structure, grammar and and language are of a good language are of a high academic
structure, language. academic standard. Some standard and used a formal tone
grammar and evidence of proofreading. and register that reflects
language. proofreading and editing.
SUBTOTAL /40
Total /100

[TOTAL MARKS: 100]

END OF PAPER

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