Hands-on Grade 10 Intro

By Kelso Jones
Responsibilities

You have to hand in your tests,
assessments and tasks on time or
get zero.

Do your work, study, and make your
own notes it really DOES help.

Have respect for your peers or be
disrespected yourself
 Compulsory Subjects

at least two languages (of which at least one
has to be taken as a Home Language and one
has to be English)

Life Orientation

You also have to take either Mathematics
(some teachers speak about ‘Pure Maths’) or
Mathematical Literacy. In some schools you
might also have the option to take an
additional Mathematics subject, called
AdMaths or AP (Advanced Programme) Maths

Choose 3 of the following:

Accounting, Agricultural Sciences,
Business Studies, Computer Applied
Technology (CAT), Dramatic Arts, Design,
Economics, Engineering Graphics and
Design (EGD), Geography, History,
Consumer Studies, Information
Technology (IT), Life Sciences, Music,
Physical Sciences, Religion Studies,
Tourism, Visual Arts
 How to choose subjects
1. Consider different career fields

Do online or paper research to learn about the careers that are available in your fields of interest (useful websites: gostudy.net, onetonline.org,
careerssa.net and advice.careerbuilder.com)

AGRICULTURE

Think about you 
ART AND VISUAL COMMUNICATION

interests and PERFORMING ARTS AND THE ENTERTAINMENT INDUSTRY




COMMERCE, MANAGEMENT AND FINANCES
passions. 
ENGINEERING, DESIGN AND THE BUILT ENVIRONMENT

HEALTH SCIENCES

Think about you skills, 
SPORT

talents and strengths. 

HOSPITALITY AND TOURISM

INFORMATION TECHNOLOGY AND COMPUTER SCIENCE

Think about your 
LAW CAREERS

LINGUISTIC CAREERS
personality 
SCIENCES
preferences. 
SOCIAL SCIENCES, HUMANITIES AND THEOLOGY

EDUCATION

Think about your 
2. Consider the following information of the careers you are interested in
JOB DESCRIPTION
values.



JOB REQUIREMENTS

Think about external SALARY SCALE AND DEMAND




3. Talk to people who are following a career you are interested in
factors that influence 
WHAT DO YOU NEED TO TALK ABOUT?

your deciscions. 
4. Apply for an internship, shadow an employee or visit a workplace at a job you are interested in

WHY IS THIS IMPORTANT
 How your marks are compiled
The Curriculum and Assessment Policy Documents (CAPS) for each subject outlines all the

assessments required for each grade. These are made up of the following:

• School Based Assessment (Tasks/ Assignments/

Practicals/ Tests/ Exams) What is

1+ 1?
• End-of-year Exams

• Practical Assessment Tasks (CAT, Tourism, Visual

Arts, Consumer Studies, Hospitality Studies, EGD)

• Orals (Languages)

In order for a student to be promoted to the following grade, all these elements must be

completed. For example: Should a student NOT complete a PAT for a subject, they will not be

promoted even if they do well in the SBA and Final exams. Grade 12 candidates who don’t
Ans:
complete all elements are not resulted by Umalusi and the Exam Board. It is therefore vitally

important to ensure a student completes ALL Assessment tasks.

1+1=2
 Reasons for missing an assessment
part 1
• Medical Reasons

Assessments may only be missed in case of illness or other very serious incidents. Should

a student be ill, a medical certificate must be submitted into the relevant submission

🤒
portals on the dashboard. Such medical certificates may not be post dated.

• Internet Connections

It is the responsibility of each candidate to ensure they have an adequate and reliable

internet connection. This is vitally important as the subject material and the whole Think

Digital system relies on access to the internet. Think Digital can not take responsibility for

assessments missed because of unreliable internet connections and this will therefore

not be accepted as a valid reason.

Should a candidate experience an unforeseen

problem accessing assessments, notification must

be sent to the relevant Grades’ Assessment

Navigator and they can assist during office hours.

Reasons for missing an assessment
part 2

Who to contact:
Grade 10/Graad 10

Karen – karen@thinkdigitalacademy.org

Kristal – kristal@thinkdigitalacademy.org

Grade 11/Graad 11

Elouise – assessments@thinkdigitalacademy.org

Veronika – veronika@thinkdigitalacademy.org

Grade 12/Graad 12

Jessica – jessica@thinkdigitalacademy.org

Head of Assessments

André – andre@thinkdigitalacademy.org

FET Head Coach

Ingrid – ingrid@thinkdigitalacademy.org
Availability of Assessments
When an assessment is uploaded by Think Digital Academy, this upload is universal. In other

words it is uploaded in such a way that it is available to ALL students who offer the particular

subject. Assessments are NOT loaded per student or individually. When one student has

access it means that ALL other students who offer the subject will have it available. It is the

responsibility of the student to check for and complete assessments in line with the

Assessment calendar.
 Invigilation
All tests, exams, orals and PAT tasks must be completed under invigilation. This is monitored

by the Exam Board during the External moderation process.

These can therefore be completed in the following ways:

• At a Tutor Centre

• Own invigilator

• Via Zoom

All invigilators must have completed the Invigilation Training that is available under Termly

Planners and Notices.

We also need all information of the invigilator, including Name and surname, Tel no, email

address etc. This invigilator my not be a family member or friend of the family.

Should a learner fail to submit an Invigilation report with a test/exam the learner will be

resulted with a zero.

 Plagiarism

• No student may copy the work of another student and submit it as their own.
• Students may NOT copy information off the internet and submit this as their own.
• Should it be found that a student submitted plagiarized work, they will receive a zero
mark for the Assignment
Geography

Geography is the study of human and physical
environments. It is a subject that combines topics related to
physical and human processes over space and time. With
the use of Geography, we can better understand our complex
world. There are many branches of study in Geography. For
example, in Physical Geography, we examine natural
processes and features, including the atmosphere, landforms
and ecosystems. In human Geography, we investigate the
activities and impact of people on Earth. The concept that
unifies Geography is space. All geographical phenomena
have a spatial dimension and operate in a continuously
changing environment.
History

History is the study of change and development in
society over time. The study of history enables us to
understand how past human action affects the present
and influences our future, and it allows us to evaluate
these effects. So, history is about learning how to think
about the past, which affects the present, in a disciplined
way. History is a process of enquiry. Therefore, it is
about asking questions of the past: What happened?
When did it happen? Why did it happen then? What
were the short-term and long-term results? It involves
thinking critically about the stories people tell us about
the past, as well as the stories that we tell ourselves.
 Physics

Physical Sciences investigate physical and chemical phenomena. This is done through scientific
inquiry, application of scientific models, theories and laws in order to explain and predict events in
the physical environment.

This subject also deals with society’s need to understand how the physical environment works in
order to benefit from it and responsibly care for it.

The purpose of Physical Sciences is to make learners aware of their environment and to equip
learners with investigating skills relating to physical and chemical phenomena, for example, lightning
and solubility. Examples of some of the skills that are relevant for the study of Physical Sciences are
classifying, communicating, measuring, designing an investigation, drawing and evaluating
conclusions, formulating models, hypothesising, identifying and controlling variables, inferring,
observing and comparing, interpreting, predicting, problem-solving and reflective skills. Physical
Sciences promotes knowledge and skills in scientific inquiry and problem solving, the construction
and application of scientific and technological knowledge and an understanding of the nature of
science and its relationships to technology, society and the environment.

Six main knowledge areas inform the subject Physical Sciences. These are Matter and Materials,
Chemical Systems, Chemical Change, Mechanics, Waves, Sound and Light and Electricity and
Magnetism.
 Chemistry

Chemistry is the study of matter, analysing
its structure, properties and behaviour to
see what happens when they change in
chemical reactions. As such, it can be
considered a branch of physical science,
alongside astronomy, physics and earth
sciences including geology.
 Pure Maths

Mathematics is a language that makes use of symbols and notations for describing
numerical, geometric and graphical relationships. It is a human activity that involves
observing, representing and investigating patterns and qualitative relationships in
physical and social phenomena and between mathematical objects themselves. It
helps to develop mental processes that enhance logical and critical thinking,
accuracy and problem solving that will contribute in decision-making. Mathematical
problem solving enables us to understand the world (physical, social and economic)
around us, and, most of all, to teach us to think creatively.

Specific skills included in the curriculum: development of the correct use of the
language of Mathematics, collection, analysis and organising of quantitative data to
evaluate and critique conclusions, using of mathematical process skills to identify,
investigate and solve problems creatively and critically, using spatial skills and
properties of shapes and objects to identify, pose and solve problems creatively and

critically and appropriate communication by using descriptions in words, graphs,
symbols, tables and diagrams.
 Maths Lit

The competencies developed through Mathematical Literacy
allow individuals to make sense of, participate in and contribute
to the twenty-first century world — a world characterised by
numbers, numerically based arguments and data represented
and misrepresented in a number of different ways. Such
competencies include the ability to reason, make decisions,
solve problems, manage resources, interpret information,
schedule events and use and apply technology. Learners must
be exposed to both mathematical content and real-life contexts
to develop these competencies. Mathematical content is
needed to make sense of real-life contexts; on the other hand,
contexts determine the content that is needed.
Life Sciences

Life Sciences is the scientific study of living things from molecular level to their interactions
with one another and their environments. By studying and learning about Life Sciences,
learners will develop: their knowledge of key biological concepts, processes, systems and
theories, an ability to critically evaluate and debate scientific issues and processes, greater
awareness of the ways in which biotechnology and knowledge of Life Sciences have
benefited humankind, an understanding of the ways in which humans have impacted
negatively on the environment and organisms living in it, a deep appreciation of the unique
diversity of past and present biomes in Southern Africa and the importance of
conservation, an awareness of what it means to be a responsible citizen in terms of the
environment and life-style choices that they make, an awareness of South African
scientists’ contributions, scientific skills and ways of thinking scientifically that enable them
to see the flaws in pseudo-science in popular media, and a level of academic and scientific
literacy that enables them to read, talk about, write and think about biological processes,
concepts and investigations.

Sub-disciplines that are introduced in the Life Sciences curriculum include Biochemistry,
Biotechnology, Microbiology, Genetics, Zoology, Botany, Entomology, Physiology (plant
and animal), Anatomy (plant and animal), Morphology (plant and animal), Taxonomy (plant
and animal), Environmental Studies and Sociobiology (animal behaviour).
 Visual Arts

Visual Arts covers a broad field of creative practice that involves the hand, the
eye, the intellect and the imagination in conceptualising and creating two-
dimensional and three-dimensional artworks, objects and environments that
reflect the aesthetic, conceptual and expressive concerns of individuals or
groups. Learners acquire the capacity to make practical and aesthetic
decisions in the development of a coherent body of work.

The subject Visual Arts is about self-expression and offers learners a way to
engage meaningfully with, and respond to, their world. It provides
opportunities to stimulate and develop learners’ intellect, engaging their
creative imagination through visual and tactile experiences and the innovative
use of materials and technology in realising their ideas. It also encourages
learners to develop an individual visual language and literacy, which is
informed and shaped by the study of visual culture, past and present.
 Economics
Economics is the study of how individuals, businesses, governments and other organisations within our society
choose to use scarce resources to satisfy their numerous needs and wants in a manner that is efficient, equitable
and sustainable.
Economics learners will be able to:

use resources efficiently to satisfy the competing needs and wants of individuals and of society;

understand the concept of monetary and real flows in an open economy within the confines of production,
consumption and exchange

develop skills to apply demand and supply, and cost and revenue analyses to explain prices and production
levels;

understand reconstruction, growth and development, as well as a critical approach to initiatives for a fair
distribution of income and wealth, human rights, and responsibilities

acquire an advanced Economics vocabulary that will allow them to debate and communicate the essentials of the
subject

apply, in a responsible and accountable manner, principles that underlie basic economic processes and practices

explore a variety of methods and strategies to analyse and explain the dynamics of markets

collect, analyse and interpret production, consumption, and exchange data as well as other information in order to
solve problems and make informed decisions

understand human rights concerns, reflect on the wealth creation process, and engage in poverty alleviation

analyse and assess the impact of local and global institutions on the South African economy

explain economic events and forecast their consequences or predict likely future outcomes.
Consumer studies

Consumer Studies teaches learners about responsible
and informed consumer behaviour in respect of food,
clothing, housing, furnishings and household equipment.
Consumer Studies aims to teach learners to make
informed decisions, and to make optimal use of resources
to improve human well-being. In the practical component
of the subject learners have an opportunity to produce
and market different products.

The curriculum includes the following topics: the
consumer, food and nutrition, design elements and
principles, fibres and fabrics, clothing, housing,
entrepreneurship
Accounting

Accounting focuses on measuring performance and processing
and communicating financial information about economic
sectors. This discipline ensures that principles such as ethical
behaviour, transparency and accountability are adhered to. It
deals with the logical, systematic and accurate selection and
recording of financial information and transactions, as well as
the compilation, analysis, interpretation and communication of
financial statements and managerial reports for use by
interested parties.

The subject encompasses accounting knowledge, skills and
values that focus on the financial accounting, managerial
accounting and auditing fields. These fields cover a broad
spectrum of accounting concepts and skills to prepare learners
for a variety of career opportunities.
Hospitality Studies

Hospitality Studies is the study of various interrelated
themes in the hospitality industry such as hygiene, food
production, food and beverage service and client service.
Learners will study how to produce and present a range of
different meals, prepare venues and set tables for different
types of functions and perform the correct service and
clearing techniques in respect of food and beverages.

The main topics in the Hospitality Studies curriculum
include: Hospitality sectors and careers, kitchen and
restaurant operations, nutrition, menu planning and
costing, food commodities, food and beverage services,
hygiene, safety and security.
Engineering graphics & design

Engineering Graphics and Design (EGD) teaches internationally
acknowledged principles that have both academic and technical
applications. The emphasis in EGD is on teaching specific basic
knowledge and various drawing techniques and skills so that the EGD
learners will be able to interpret and produce drawings within the
contexts of Mechanical Technology, Civil Technology and Electrical
Technology.

The main topics of EGD include: general drawing principles for all
technological drawings, free-hand drawing, instrument drawing, first-
and third-angle orthographic projections, descriptive and solid
geometry, mechanical working drawing, civil working drawing,
isometric drawing, perspective drawing, electrical diagrams,
interpenetrations and developments, loci of helixes, cams and
mechanisms, the Design Process and CAD (Computer-Aided
Drawing/Design).
 Afrikaans

Afrikaans is a creole language that
evolved during the 19th century under
colonialism in southern Africa. This
simplified, creolised language had its
roots mainly in Dutch, mixed with
seafarer variants of Malay, Portuguese,
Indonesian and the indigenous Khoi-
khoi and San languages.
Life Orientation

Life Orientation equips learners to engage on
personal, psychological, neuro-cognitive, motor,
physical, moral, spiritual, cultural, socio-economic
and constitutional levels, to respond positively to the
demands of the world, to assume responsibilities,
and to make the most of life's opportunities.

Life Orientation aims to empower learners so that
they can use their talents to realise their full bodily,
spiritual, intellectual, personal, emotional and social
potential
Business Studies

The subject Business Studies deals with the knowledge, skills, attitudes
and values critical for informed, productive, ethical and responsible
participation in the formal and informal economic sectors. The subject
encompasses business principles, theory and practice that underpin the
development of entrepreneurial initiatives, sustainable enterprises and
economic growth.

The curriculum includes: micro, market and macro environments, business
sectors, contemporary socio-economic issues, entrepreneurship, business
opportunities, business plans, management and leadership, forms of
ownership, setting up a business, contracts, business location,
investments, presentation of business information, creative thinking and
problem solving, self-management, professionalism and ethics, human
rights, inclusivity and environmental issues, social responsibility, conflict
management, relationship and team performance, business functions and
quality of performance.
 Tourism

Tourism is the study of the activities, services and industries that
deliver a travel experience to groups or individuals. It is the study of
the expectations and behaviour of tourists and the economic, social
and environmental impact of tourism on South Africa

In the subject Tourism learners will study: different types of tourists
and the purpose of their travelling, the different tourism sectors, with
special reference to transport, hospitality, travel organising and
support services, and the attraction sector, map work, foreign
exchange concepts and the buying power of different foreign
currencies, the influence of world time zones on travel, South Africa
and the SADC countries as tourism destinations, world famous icons
and World Heritage Sites, sustainable and responsible tourism,
marketing of tourism products, technology in tourism, customer care
and the value of service excellence and tour planning.
Computer Application Technology

Computer Applications Technology is the study of the
integrated components of a computer system (hardware
and software) and the practical techniques for their
efficient use and application to solve everyday
problems. The solutions to problems are designed,
managed and processed via end-user applications and
communicated using appropriate information and
communication technologies (ICTs). ICTs are the
combination of networks, hardware and software as
well as the means of communication, collaboration and
engagement that enable the processing, management
and exchange of data, information and knowledge.
 English

English Language:

Analysing summaries, writing summaries,
comprehensions, grammar, and parts of
speech.

English Literature:

Analysing poems, stories, and writing poems
and stories. Basically the author and poet’s
English.
Thank you for watching!

Goodbye!