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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 2 (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:
_________________________________________________________________________________________________________________

© The Independent Institute of Education (Pty) Ltd 2022

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Please note: This assignment requires you to demonstrate your understanding of the content
related to Learning Units 1 - 3. Your tutor will use rubrics to mark your assignments. Each rubric
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.

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

uphold the principles expressed in the Intellectual Integrity Policy (IIE023) at all
on plagiarism

times, and with all submitted work.

© The Independent Institute of Education (Pty) Ltd 2022

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Question 1 (Marks: 50)

This task is based on determining strategies and applying problem-solving and decision-making
skills with regards social challenges, health challenges and environmental challenges.

Suppose you are the Life Orientation teacher for a group of Grade 9 Learners. You are expected to
assist them with determining strategies to be responsible in social, health and environmental
aspects. You need to assist them to apply decision making and problem-solving skills as well.

Write a guideline document of between 1000 and 1500 words on how to determine strategies
and apply problem-solving and decision-making skills to:

• social challenges;
• health challenges;
• environmental challenges.

You are allowed to use tables, flow diagrams or any other suitable method to assist you in making
the guidelines clear.

For each of the bullet points above you should mention:

• All possible challenges and choose one to discuss in detail.

• Indicate at least two strategies you can use in the classroom.
• Show your application of problem-solving and decision-making skills.
• Every choice you share should be clearly motivated.

Research information on every topic that will assist you with these different challenges.
Remember if you understand the challenges it will be easier to come up with management
techniques.

You may use the following example article in your responses:

The points in this article can be considered if you decide to do an example about AIDS.

© The Independent Institute of Education (Pty) Ltd 2022

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Tucker, A., George, G., Reardon, C. and Panday, S. 2016. ‘Learning the basics’: young people’s
engagement with sexuality education at secondary schools. Sex Education. Vol 16, NO 4, pp.337 –
352.

Available online at:

https://ezproxy.iielearn.ac.za/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
eue&AN=114265521&site=ehost-live [Accessed 24 January 2022].

Use the rubric below to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2022

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Assignment Levels of Achievement

2: Marking Does not meet
Rubric for
Question 1:
Task
0-4
Provides some information
about the context and learners
that you are focusing on in the
Context for guidelines.
task
0-6
An explanation of the
challenges are presented. The
student provides some
opportunities on ways/skills
Analysis of for peers to become
the different competent. Allows for peers to
challenges have an understanding of the
guidelines. Little or no
inclusion of decision making or
problem solving skills practice
included in the guidelines.
Partially meets
Score Ranges Per Level
5-8
Provides a justified and
theoretically supported
context. This includes a
description of the group of
learners that you are focusing
on in the guidelines.
7-10
An explanation of some
challenges are presented. The
student provides
opportunities on ways/skills
for peers to become
competent in facilitating
learners. Allows for peers to
have an understanding of their
role in guiding the learners on
these different challenges in
the classroom. Some examples
of inclusion of decision making
or problem solving skills
Meets
9-12
Provides a justified and
theoretically supported context.
This includes a description of the
group of learners that you are
focusing on in the guidelines, the
socio-economic background, the
classroom size and other relevant
factors that could impact on the
task.
11-16
A good explanation of the
challenges are presented. The
student provides good
opportunities on ways/skills for
peers to become competent.
Allows for peers to have an
understanding of their role in
guiding the learners on these
different challenges in the
classroom. Good examples of
inclusion of decision making or
problem solving skills practice
included in the guidelines.
Exceeds
13-15
Provides a detailed justified and
theoretically supported context.
This includes a creative
description of the group of
learners that you are focusing on
in the guidelines. The socio-
economic background, the
classroom size and other
relevant factors that could
impact on the task.
17-20
A solid explanation of the
different challenges are
presented. The student provides
excellent opportunities on
ways/skills for peers to become
competent. Allows for peers to
have an understanding of their
role in guiding the learners on
these different challenges in the
classroom. Excellent examples of
inclusion of decision making or
problem solving skills practice
included in the guidelines.

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0-1
The guidelines lack structure
and is not detailed.
Writing Style:
0-3
No logical flow through the use
of transitions between
paragraphs and sentences (e.g.
However, in addition) is
present.
© The Independent Institute of Education (Pty) Ltd 2022
practice included in the
guidelines.
2-3
The guidelines are structured
in a logical way but lacks
detailed information and
includes only aspects of
relevant information.
4-6
Some logical flow through the
use of transitions between
paragraphs and sentences
(e.g. However, In addition).
4 5
The guidelines are structured in a
logical way. The guidelines are
detailed and includes all relevant
information.
7-8
Logical flow through the use of
transitions between paragraphs
and sentences (e.g. However, in
addition) is present.
2022
The guidelines are well
structured in a logical way. The
guidelines present excellent
detail and includes all relevant
information.
9-10
Excellent flow through the use of
transitions between paragraphs
and sentences (e.g. However, in
addition) is present.
SUBTOTAL /50
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Question 2 (Marks: 50)

This task is based on designing a lesson by using different teaching strategies. Decision making
and problem-solving plays an important role in social, health and environmental aspects.

Design for a lesson for Senior Phase on one of the following aspects:

• Self-development;
• Self-management;
• Managing social health and environmental aspects.

Ensure to consider the different teaching strategies, decision-making skills and problem-solving
skills in your lesson. Motivate the teaching strategy that you use for the lesson.

The lesson should be designed in a way that is purposeful and will allow other Life Orientation
teachers to teach from it with ease.

Please note that the lesson plan is not prescriptive as long as you use a lesson plan that supports
Life Orientation teaching this would be acceptable.

The following resources available on the Internet contain some examples of lessons plans. You can
use them as examples to inspire your own lessons but please do not copy the content as is.

1. Senior phase lesson plan exemplars Term 3 Grade 7 – 9

http://www.eccurriculum.co.za/LifeOrientationGET/2009T3LessonPlansSeniorPhase.pdf
[Accessed 24 January 2022].

2. Life Orientation Grade 9

https://ia800607.us.archive.org/21/items/siyavula-LifeOrientationGrade9-
col11065/siyavula-LifeOrientationGrade9-col11065.pdf [Accessed 24 January 2022].

Use the rubric below to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2022

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Assignment Levels of Achievement

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

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

Provide a
motivation The explanation of the An explanation of the A clear explanation of the different A clear and detailed explanation of
why a different teaching different teaching strategies teaching strategies used in Life the different teaching strategies
certain strategies used in Life used in Life Orientation is Orientation is evident. Clear details used in Life Orientation is evident.
Orientation is poorly evident. Details on the on the motivation for the choice of Clear details on the motivation for
teaching
constructed. Some details motivation for the choice of a a particular teaching strategy has the choice of a particular teaching
strategy was on the motivation for the particular teaching strategy been integrated. strategy has been skilfully
used for the choice of a particular has been integrated. integrated.
lesson. teaching strategy has been
integrated.

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

Decision The explanation of
making and decision-making and
problem- problem-solving skills are
not well presented and
solving skills
little to no evidence on
indicated in ways/skills to include
the lesson problem-solving and
decision making skills in a
lesson.
The explanation of decision-
making and problem solving
skills are presented. But the
student has only provided
some evidence on ways/skills
to include problem-solving
and decision making skills in a
lesson.
The explanation of decision-making
and problem-solving skills are
presented. The student provides
good evidence on ways/skills to
include problem-solving or decision
making skills in a lesson.
A solid explanation of decision-
making and problem-solving skills
are presented. The student
provides excellent evidence on
ways/skills to include problem-
solving or decision making skills in a
lesson.

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

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A lesson plan has been
presented. The student has
tried to ensure that some
of the methods/steps of
lesson planning are
included in the lesson.
0-4
The lesson is not user
friendly in terms of layout
Usability of and some elements are
very confusing.
lesson
© The Independent Institute of Education (Pty) Ltd 2022
A lesson plan has been
presented. The student has
ensured that the appropriate
methods/steps of the lesson
planning are included.
5-8
Lesson is usable even though
not completely user-friendly.
Some elements of the layout
are confusing.
END OF PAPER
A creative and interesting lesson
plan has been presented. The
student has ensured that the
appropriate methods/steps of the
lesson planning are included.
9-12
Lesson is user-friendly. Layout is
acceptable and will allow other Life
Orientation teachers to teach from
it with ease.
2022
A creative and interesting lesson
plan has been presented. The
student has ensured that the
appropriate methods/steps of the
lesson planning are included in
great depth.
13-15
The lesson is creatively designed in
a way that is purposeful and will
allow other Life Orientation
teachers to teach from it with ease.
The lesson is very user-friendly and
there are no clarity issues. The
layout is orderly and the sequence
of steps to follow makes complete
sense.
SUBTOTAL /50
[TOTAL MARKS: 100]
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