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GRADEStress
12 LIFE Task (B)
ORIENTATION 2024
NB: This task has been compiled in conjunction with the content from
Module 2 (Success Strategies), of your GR 12 LO manual.

MARKS: 100

DUE DATE: 5 February 2024

TASK TYPE: Written & Oral Task (Video)

CAPS CONTENT: Development of the Self in Society

● Life skills required to adapt to change as part of ongoing healthy lifestyle
choices: stressors, change and quality of life.
● Identify stressors: physical, emotional, social and environmental factors.
● Assess levels of stress: signs and symptoms of stress, positive and negative
stress.
● Stress management: coping mechanisms and/or management techniques,
develop and implement own strategy.

OUTLINE:.

PREPARATION
• Read Module 2 (Success Strategies) of your GR 12 LO manual, working
through the information, exercises and activities on the topic of stress
management on pp. 29–35.

TASK [100 marks]

“There is no such thing as a stress-free life. No evidence has ever been presented
which suggests that a stress-free life can ever be achieved. Stress can be managed,
relieved and lessened, but never eliminated.”
Gudjon Bergmann, Author

1. Written Essay [60 marks]

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 Write a research essay in which you evaluate the extent to which you believe your
school has prepared you to make this life transition; and the change from the role
of pupil to a completely different role in life after school, using examples to
substantiate your points. Your essay must contain referencing and a reference list
at the end.

Ensure your essay addresses the following factors:

• What you have learned about stress and change management strategies and
tools to support you in effectively navigating the changes you are likely to
experience in your Grade 12 year. (10 marks)

• To what extent your school has prepared you for this major life transition. (10
marks)
• What your school could be doing differently to prepare you for this major life
transition. (10 marks)
• An assessment of the extent to which you are personally prepared for life after
school. (10 marks)
• The strategies you have adopted and applied in preparation for life after school,
as well as strategies that you intend to adopt. (20 marks)

2. Stress-Proof Video [35 marks]

Compile a video clip to support fellow students in the optimal management of their
stress levels during their Grade 12 year, as well as their first year out of school.

Ensure that your video clip:

• Provides practical tools and strategies to support students in effectively

managing their stress levels. Outline 3 different broad categories of stress
management and devise a practical and specific plan within each one.
• The video should include a practical presentation or thorough explanation of
each tool. (20 marks)

• The video clip should not be longer than 5 minutes (1-1.5 minute per tool).
• Ensure that the video is pitched at an appropriate level for Grade 12 students,
is engaging and relevant. (15 marks)

3. Ensure that you reference your work and include a reference list [5 marks]

• In your essay, include a bibliography, in-text referencing, and a plagiarism

report.
• Please ensure that if ChatGPT is used that it is not used verbatim. After
Bibliography, include ChatGPT questions that were used to gather research.
• Please ensure that you use a recognised academic referencing format.

NAME:

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CLASS:

MARKING RUBRIC:
CRITERIA LIMITED ADEQUATE PROFICIENT EXCELLENT
1&2 3&4 5&6 7 & 7+
0-39 % 40-59 % 60-79 % 80-100 %
Essay 0-7 8 - 11 12 - 15 16 - 20 /20
(Overall Impression) Poor overall The learner backs up The learner backs up The learner backs up
BLOOM’S (3,4,5) impression. The information about information about information about
Application learner does not back stress and change change management change management
Analysis up information about management with relevant with comprehensive
Evaluation stress and change information with research. The essay is and highly relevant
management basic relevant clear, has substance research. The essay is
information with research and data. and is logically thought-provoking,
relevant research and The essay is developed with a insightful and offers
data. Learner does simplistic, and range of mostly a distinct ‘voice’ by
not explicitly address examples provided relevant, specific drawing on the
the question. Lack of are vague and examples to support appropriate, detailed
clear position. generalised in places. the learner’s and specific
Attempt to adopt a viewpoint. Clear examples to prove
position evident. position and focus the learner’s
mostly evident. viewpoint. Clear
position and focus
throughout.
Understanding of 0-7 8 - 11 12 - 15 16 - 20 /20
School’s role and The essay displays an The essay displays a The essay displays a The essay displays a
suggested undeveloped simplistic specific rich and detailed
improvements. understanding of the understanding of the understanding of the understanding of the
BLOOM’S (1,2,4) school’s preparation school’s preparation school’s preparation school’s preparation
Knowledge of the learner to cope of the learner to of the learner to of the learner to
Comprehension with a major life cope with a major life cope with a major life cope with a major life
Analysis transition. Superficial transition. transition. transition. Insightful
recommendations to Appropriate Meaningful variety of
improve on the recommendations to recommendations to recommendations to
school’s offering. improve on the improve on the improve on the
Lack of or irrelevant school’s offering. school’s offering. school’s offering.
examples used. The Some examples Examples identified. Integrated the
expression is flawed identified. The focus The essay is examples seamlessly
and prevents the of the essay tends to sustained with minor into the essay.
learner from deviate and may lack lapses in logic or Expressed crisply and
communicating logic. Expressed relevance but is clearly.
his/her ideas. adequately. largely convincing.
Expressed clearly in
most places.

Personal Strategies and 0-7 8 - 11 12 - 15 16 - 20 /20

Evaluation Fails to explore any Learner explores Learner explores a Learner fully explores
BLOOM’S (3,4,5,6) personal change some of the personal variety of personal change
Application management change management appropriate personal management
Analysis strategies. Poor strategies. Limited change management strategies. Insightful
Evaluation identification of evaluation of strategies. evaluation of
Creation relevant change strategies is evident. Meaningful strategies is evident.
management tools Identification of evaluation of Identification of rich
and techniques to viable and relevant strategies is evident. and detailed change
support learner with change management Identification of management tools
a major life tools and techniques practical, specific and and techniques to
transition. Poor to support learner relevant change support learner with
understanding of with a major life management tools a major life
how the learner can transition. Adequate and techniques to transition. Mature
best cope with understanding of support learner with and comprehensive
change. how the learner can a major life understanding of
best cope with transition. Good how the learner can
change. understanding of best cope with
how the learner can change.
best cope with
change.

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Video 0-7 8 - 11 12 - 15 16 - 20 /20
BLOOM’S (3,4,6) Video content
Application 0 – 2 impractical 3 practical tools 3 practical tools 3 practical tools
Analysis tools covered in covered in cursory covered in thorough covered in
Creation superficial detail. detail. Video content detail. Video content comprehensive
Video content is is simplistic. is specific. detail. Video content
undeveloped. is rich and detailed.
0-5 6-8 9 - 11 12 - 15 /15
Video presentation
Video lacks appeal, Video is simplistic yet Video is interesting Video is intriguing
and is ineffectively adequately pitched and effectively and skillfully pitched
pitched for the target for the target pitched for the target for the target
audience. Does not audience. Adheres to audience. Adheres to audience. Adheres to
adhere to the time the time limit. the time limit. the time limit.
limit.
Referencing 0-1 2 3 4-5 /5
BLOOM’S (1,2,3) No reference list Reference list exists, Reference list exists, Comprehensive,
Knowledge exists or completely with 1–2 with no errors in credible reference
Comprehension inconsistent inconsistencies in referencing style. list exists, with no
Application referencing style. referencing style. errors in referencing
style.

TOTAL /100

BLOOM’S TAXONOMY: Setting to Cognitive Levels.

Question Knowledge (1) Analysis (4) Total Marks
Comprehension (2) Evaluation (5)
Application (3) Creation (6)
60% 40%
Overall Impression 12 8 20

Understanding of School’s Role 12 8 20

Personal Strategies and Evaluation 6 14 20

Video (content) 15 5 20

Video (presentation) 10 5 15

Referencing 5 0 5

Total 60 40 100

FEEDBACK:

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