| TEACHING LIFE ORIENTATION FURTHER EDUCATION AND TRAINING 2 (TLOF702) |
| TLOF702-22-AG (Jul) |
Contents
Continuous Assessment (CASS) 1
Introduction
This assessment guide contains all the information you need about your assessment for this module. Read through it in its entirety very carefully so that you have a clear idea at the beginning of the module on exactly when and how you will be assessed.
Assessment Strategy
Your final assessment mark for this module is weighted as shown in the table below. A column has been inserted for you to insert the respective dates. You can find these dates on the Learning Management System (LMS).
| ASSESSMENT TASKS | DATE | WEIGHTING (%) |
| Participation Tasks (IT’s) | 10% | |
| Assignment 1 (Video) | 20% | |
| Assignment 2 (Group) | 20% | |
| Test 1 (MCQ’s online) | 20% | |
| Final Assessment (Designing a Unit of LO Lessons) | 30% |
You need a final mark of 50% to pass this module.
Continuous Assessment (CASS)
This module is assessed based on an accumulative continuous assessment process (CASS marks only) that will be calculated according to the ratio specified in the table above. The pass mark for a CASS module is 50%. There is no exam for this module.
As you are studying an online module, using the LMS, a percentage of your mark is allocated to completing tasks which are identified as Involvement Trackers.
Involvement Tracker marks are applied to activities which may be formative or summative and are spread across your assessments (approximately 0.5% for each). As you complete your module, you should see a progress bar which shows you how far you have got.
Online Class Tasks
These tasks might include, among others:
- Quizzes
- Essay / paragraph responses
- Forum participation
- Chat participation
The information for these tasks will be clearly indicated to you within the LMS module page and will be reflected in the calendar on the LMS.
Online Theory Test
The online theory test will constitute 20% of the CASS mark. The test will include all units covered up until the test date, you will have a time limit to complete the test and you can only attempt it once; no answers will be accepted after the time limit has elapsed. Please note that you will need to cover all the unit material and textbook / additional readings before attempting this test. This test will only be available for 24 hours and will run from midnight to midnight on the due date.
You can start the test anytime you wish within this period. The 24-hour grace period will not be applied to this assessment.
Involvement Trackers (ITs)
As you are studying an online module, using the LMS, a percentage of your mark is allocated to completing tasks which are identified as Involvement Trackers.
Involvement Tracker marks are applied to activities which may be formative or summative and are spread across your assessments (approximately 1% for each). Activity completion settings are applied to your module so that you and your lecturers can see what you have and have not yet accessed. This is designed to get you to complete the module, gain maximum benefit from using all the resources which are made available to you and for your lecturer to provide you with support when needed.
There will be 10 Involvement Trackers in this module – one for each learning event. The course will run for a period of 13 weeks and there will be a learning event and accompanying Involvement Tracker Task for most weeks. A learning events can be a Live Lecture, Pre-recorded Video Lecture or LMS Tasks. After each learning event the Involvement Tracker for that event will have to be completed. Students are encouraged to engage with each involvement trackers as soon as it becomes available. This Module (TLOF702) consists of three (3) Units and there will be three or four involvement trackers per Unit.
Assignments
Your assignments and participation tasks (trackers) count 50% towards your final mark for this module and your test (online) and final Assessment counts 50%. The minimum pass mark for the tasks, assignments and tests is 50%.
Submitting your Assignment
When you submit your assignment, be sure to:
- type your full name, student number and the code TGEF1 on the front page;
- ensure the file is under 20 MB, as this is the upload maximum for the LMS;
- check for grammatical and typing errors;
- use size 12 pt, black, Arial font, 1.5 line spacing, and margins of 2 cm;
- reference correctly, according to the second edition of the
STADIO Referencing Guide (2022), which you can find on the LMS;
- include credible references (like those from books and peer-reviewed journals); and
- include a Turnitin report.
Students are advised not to plagiarise and always do original work while referencing all sources via citation in the text as well as a reference list at the end of the assignment/essay.
Generating a Turnitin report
Please note that part of the process of submitting your assignment to be marked is putting your assignment through Turnitin (www.turnitin.com), which is a website that checks writing for any plagiarism.
This is very easy to do: you simply upload your assignment file to the LMS, which will automatically link you to Turnitin. Turnitin will produce a report for you within 24 hours that will show if your assignment was copied (even in part) from somewhere or someone else (even yourself). If the report shows that your work is too similar to another or other sources, you have to redo your assignment and submit it to Turnitin once again. Embury will not mark any assignment with a Turnitin score that exceeds that stated in the Plagiarism Policy. The percentage of similarity that is allowed per module depends on your programme and year of study. You can access the Plagiarism Policy on the LMS to find out what percentage similarity is permissible for this module.
To allow yourself time to rework an assignment, we suggest you upload your assignment via the LMS at least two weeks before the official hand-in date. Embury will use the assignment and the Turnitin report on the official hand-in date as your final assignment for marking.
Please also note that during the process of submitting your assignment to Turnitin you will be asked to tick a box that indicates that the work you are handing in is your own original work. Ticking that box is your declaration that your assignment is your own original work. Note that you’re not permitted to
submit the same assignment as one you previously submitted for any other module.
Assessment Tasks in this Module
Involvement Trackers: Are short questions to engage with on the LMS. These questions can take the form of multiple-choice questions in the form of a Quiz or a longer reflective type question you need to respond to by posting to a forum discussion on the LMS module page. These questions will give you an opportunity to reflect and gain immediate feedback on your knowledge and understanding gained from the learning event you have participated in. (You will do 10 short Tasks called Involvement Trackers for 10 × 1 = 10%.)
Assignments: Are longer learning tasks aimed at developing knowledge, understanding and application of the content and concepts related to the Module and will call for substantial reading, preparation and planning. Assignments have an important formative as well as summative function during the learning teaching and assessment process. Students might also be asked to work collaboratively as learning pair or small group. (You will complete Assignment 1 for 20% and Assignment 2 for 20% = 40%.)
Online tests: Questions take the form of more conventional timed testing / examination questions. Students will respond online (on the LMS Page / Site) to a range of shorter and/or longer questions or might be asked to download, respond and upload a task within a specified timeframe. Tests have and important summative function in the teaching, learning and assessment process but can also have a formative function. Tests will become available for a period of 24hours. Once the test is started it will have to be completed within the set timeframe. (You will do online Test 1 = 20%.)
Final (Summative) assessment: In this (PGCE) module you will submit your final assessment on the LMS. Your final assessment is the design of a Unit of Life Orientation teaching that will consist of a series of three LO lessons as well as some academic and reflective writing to demonstrate your competency in designing teaching, learning and assessment in the context of FET Phase Life Orientation teaching.
In PGCE Module (TLOF702) you will complete five (5) assessments in total. You will have to complete 10 (Short) Involvement Trackers – three or four (IT) tasks per learning Unit, two Assignments (Assignments 1 and 2) and one Online test (Online Test 1). You will also create and submit a Portfolio of Evidence (POE) on the LMS page of this Module. Please see table (above) for weighting of individual assessments. Please be advised that this structure weighting is subject to change. Changes and adjustment to the course will be communicated via the LMS platform when needed.
Assignment 1 Instructions
TOPIC: An Exposition of a Study Skill for FET (LO) Learners
Creating a Video exposition of an appropriate and effective Study Skill for the FET Phase. Uploading and sharing your Video via YouTube.
In this assignment you will Create a written script for an exposition / explanation of a Study Skill relevant to grade 10 FET learners. You also need to create a diagram you can use to enhance your explanation. Using your script and diagram, create a Video Clip of your exposition and upload it to your YouTube channel. These three products then need to be uploaded to the LMS as evidence of your learning process. Please use the Assignment 1 template (MSWord) that will be made available for download. Please note that the three components (Script, diagram and URL Link) are all part of the same document.
This assignment will contribute 20% to your final mark for the TLOF701 Module.
| NOTE: This assignment will be submitted on the LMS page. A TLOF ‘Video Assignment 1 Template’ will be made available for download to assist you in the completion of this assignment. All three products will form the component parts of the single (MS Word) template you can upload to the LMS via the assignment portal. You will not submit your actual video clip – you will share a (URL) link to your clip uploaded to your YouTube channel. You can insert the link in the allocated space on the Assignment 1 Template. |
This Video assignment will Have three components:
- The URL Link to your Video clip you uploaded to YouTube – This link (you will create) will take your assessor to your YouTube channel and the Video exposition (5 min max) of an appropriate FET study skill. This URL link can be inserted into the space provided for it on the Video Assignment 1 Template, on the cover page.
- The written component – The Video Assignment 1 Template will also have a space for typing out the script for your video clip recording. Your script must be between 500 and 700 words. Please include a word count.
- The Diagram component – This diagram needs to be attached at the end of your script. You can create the diagram using MS PowerPoint, Paint or any other Graphics and/or Presentation software. Your diagram may not exceed five slides.
Your focus in this assignment is:
The mediation, facilitation and development of Study Skills for Grade 10 (FET Phase) Learners – CAPS Topic 5. The central question you are expected to engage with in this assignment is: How can (FET) Life Orientation teachers facilitate, mediate and support the development of appropriate and effective Study Skills for grade 10 learners.
Be sure to address the following aspects in your Video clip exposition, Script and Diagram:
- The need for developing effective and reliable study skills in the FET Phase.
– Why study skills are needed in the FET Phase?
- Some research supporting the need for and effectiveness of, the specific skill you are explaining and advocating.
– What is this skill? What is it called? What is the background to it?
- The exact process and procedures (steps) needed to implement or apply this skill successfully.
– How exactly does this skill work?
· The effective use of a diagram to enhance and support learner understanding
and development of this skill.
– How can I use a diagram to enhance learner understanding and development of a new life skill?
Please see van Heerden-Pieterse (2015) Section 5 Chapter 12 to 16 to guide your preparation, creation and recording process.
| NOTE: Please download and use the TLOF Video Assignment 2 Template (MS Word) available on the LMS page to complete this assignment. Please replace the word ‘Template’ in your file naming protocol with your initials, surname and student nr. before uploading and submitting it on the LMS. |
Assessment Rubric: Assignment 1
| Rubric for the assessment of TLOF Assignment 1: Creating a (YouTube) Video Clip, written script and diagram explaining a Study Skill appropriate for FET learners. | ||||||
| Criterion | 15 – 14 | 13 – 12 | 11 – 9 | 8 – 6 | 5 – 0 | Student Mark |
| The VIDEO component – URL Link to YouTube [15] | Video and audio quality excellent. Presenter clearly visible. Exposition accurate, very easy to follow novel and creative presentation techniques is used to capture audience attention Excellent Presentation skills demonstrated. | Video quality is very good and effective. presenter is clearly visible Exposition is accurate, very easy to follow and systematic. Very good Presentation skills demonstrated. | Video quality is clear and visible and effective – presenter is clearly visible Exposition is easy to follow and systematic. Good Presentation skills. | Video quality is poor but visible – presenter is not clearly visible. And/or Exposition very difficult to follow and confusing. Presentation skills poor. | Video quality is very poor – or presenter not visible and/or URL link is not working. or Exposition very unclear and confusing. Presentation skills very poor. | |
| Criterion | 10 – 9 | 8 – 7 | 6 – 5 | 4 – 3 | 2 – 0 | Student Mark |
| The written component [10] | Key text identified and comprehensively described. Script is presented clearly and in detail. Very accurate description of majority of key concepts. | Key text and concepts identified; some key points needed further elaboration but shows good understanding of topic. | Some key ideas identified, descriptions somewhat weak, explanation lacks depth and/or clarity. | Many Key concepts and or procedures not identified, Description weak and superficial, and/or very incomplete shows very little clarity. | Very superficial written description of method. Many key ideas and concepts left out from written text. | |
| Criterion | 5 | 4 | 3 | 2 | 1 – 0 | Student Mark |
| Diagram (s) component [5] | Excellent diagram(s) – clearly illustrates study skill and/or process. Very meaningful animation and very effective use of colour. Adds meaningfully to understanding. | Very good diagram(s) – clearly illustrates study skill and/or process. Some meaningful animation and effective use of colour. | Basic diagram Does illustrate study skill and/or process. Some meaningful use of colour and effective clear illustration. | Little to no illustration – diagram is very minimal, leaving out major parts of the concepts / ideas illustrated Somewhat confusing. | Little to no illustration – diagram is very minimal, leaving out major concepts / ideas Little to no meaning. | |
| Grammar and spelling in written script and diagram component [5] | Excellent application of all grammatical structures and rules. Very few or no spelling errors. | Good use of grammatical structure and clear use of language. A few spelling errors. | Acceptable language use and minimal grammatical errors. Some spelling errors. | Poor language use and some grammatical errors. Several spellings errors. | Very poor use of language and many language and spelling errors. | |
| Referencing and reference list [5] | Correct – Both in- text citations and in the reference- list are accurate with no or very few omissions. | Minimal mistakes in reference list or in-text citation with minimal mistakes in correlation. | Some mistakes and omissions from reference list and in-text citations. | Very poor use of referencing, both in the text and in the reference list. Very inaccurate. | Minimal or no citations in the text with no or minimal references in the reference list. | |
| TOTAL: [40] |
Assignment 2 Instructions
TOPIC: Group Task – A Problem-based Project and Report
This assignment will contribute 20% to your final mark for the TLOF702 Module. The word limit to this assignment is a min of 2 000 words and a max of
3 500 words. The assignment must be typed in MS Word using the assignment
template downloadable from the LMS.
In your report you must engage with the following problem statement: How can Life Orientation teachers facilitate and mediate the healthy and effective engagement of FET Learners with Career and Study Choices?
For this assignment you will be expected to work in a small group of three or four participants. The group may not exceed four participants. You will have to ‘sign on’ and join a group of three (3) or four (4) participants via a group self- selection activity that will be made available on your LMS TLOF page. Please be advised that if a student fail to join a group, they will unfortunately not be able to make a submission of this assignment. Please make every effort to use the LMS to connect and interact with your fellow students and group members.
Remember our Life Orientation (Rogerian) ethics of CARE – Communicate authentically, respectfully and with empathy.
The Project Report is made up of three parts:
- Part A: Introduction, summary, aims and objectives based on the problem.
- Part B: Data collection, analysis and conclusions drawn from the data.
- Part C: Focussed literature review, conclusions and recommendations about the given problem (see above).
Please see van Heerden-Pieterse pages 199 to 201 for more elaboration on the format and process of creating a (problem-solving) project report.
Each member of the team may work individually on the separate parts – However, be advised that the assignment is on one single report and as such should cohere in such a way that all three parts inform the overall report and speaks to the given problem statement. All three Parts should be discussed and co-designed bay all three members of the team. One team member (Leading and corresponding author) will hand in the assignment on behalf of the team. A TLOF Assignment 2 Template will be made available on the LMS for download. All members of the team will be able to upload but the assignment need only be uploaded once. All members of the team must be listed on the cover of the assignment (Template) next to the section (Parts A, B and C) they are responsible for. All members of the team (not exceeding four) will be awarded the same mark.
Some ideas to inspire your problem solving and report writing!
Part A deals with – Introducing the problem and some perspectives on it. Providing some clear and specific aims and objectives for the project and also to provide a summarized overview of the project and it’s findings. (Some useful sentence starters for this section might be – In this project our main aim was to investigate . . . specifically our first objective was to . . .)
Part B is about – The experience of making Career and study decision of each Group member and sharing the challenges, successes and strategies that worked for each member of the group. The idea is to collect data from each group member and build on these topics and themes to 1) Understand the process and challenges experienced by the group members and, 2) Find helpful ideas and/or concepts to solve / address the given problem. These challenges and solutions will come from your own first-hand experiences dealing with Career and Study Choices.
Part C is about – Doing a focussed, small scale literature review / search. This is where you share the challenges and advice to the given problem question. You can share information you have found in books, articles and other reliable resources. Here you share the challenges and solutions offered by literature and/or relevant theory and you offer advice to (FET) Life Orientation teachers about engaging (FET) learners in healthy, effective Choices about Careers and further Study. NB! You must also draw on the data and experiences shared by your group members (PGCE Students/Peers) in part B to inform your advice.
Please note that additional own research and literature review should be done to augment the information you gain from your prescribed reading. The key to success in this assignment lies in every member taking responsibility for a part of the assignment while also collaborating and conversing with the other members of the team. This will ensure a coherent and aligned effort in suggesting solutions for solving the given problem and writing the report on the project. In essence – the project is about solving the problem.
One very important proviso: Only members of your group (TLOF Students) may be part of the data collection process. In other words – Your group members themselves will provide the data by sharing the experiences they have had with making a career and study decision. In this way the group members will be both the researchers and the research participants – sometimes referred to as participant researchers. A possible strategy to accomplish this might be to designate / task one of the group members to collect all the data from the other members.
Please download and use the TLOF Group X Assignment 2 Template (MS Word) available on the LMS page to complete this assignment. Please replace the word ‘Template’ in the naming protocol with the Initials and surnames of the group members. Example:
TLOF Group 1 Assignment 2 A. Botha M. Nomawonga . . .
Assessment Rubric: Assignment 2 – A Problem-based Project Report: Collaborative Groupwork
| PART A | |||||
| CRITERIA | 1 | 2 | 3 | 4 | 5 |
| Description and Introduction to the problem. [5] | Very rudimentary and cursory description of the problem and/or inaccuracies in the interpretation of the stated problem. | Very basic description of the problem and some inaccuracies in the interpretation of the stated problem. | An adequate and clear description of the problem and accurate interpretation of the stated problem. | A very clear and detailed description mentioning all important aspects and background to the given problem statement. | A very clear, detailed and innovative description mentioning and analysing important aspects of the given problem. |
| Description of overall aim and specific objectives of the project [5] | Very rudimentary and cursory description of aims and objectives. | Very basic description of aims and objectives. | An adequate and clear description of all aims and objectives. | A very clear and detailed description mentioning meaningful aims and objectives. | A very clear, detailed and innovative description of very relevant and meaningful aims and objectives. |
| Giving an effective summary and overview of the project | Very rudimentary and cursory overview and description of the project. | Very basic description and overview of the project. | An adequate and clear description of some relevant aspects of the project. | A very clear and detailed description mentioning all relevant aspects of the project. | A very clear, detailed and innovative description mentioning all relevant aspects of the project. |
| [5] | |||||
| TOTAL PART A: | [15] | ||||
| PART B | |||||
| CRITERION | 1 | 2 | 3 | 4 | 5 |
| Description of the data collection process [5] | Very rudimentary and cursory description – No Clear description of data collection process or procedures. | Very basic description of some aspects that could be considered data collection procedures. | An adequate and clear description of the data collection process and procedures followed. | A very clear and detailed description of the of the data collection process and procedures followed. | A very clear, detailed and innovative description mentioning all relevant aspects of the data collection process and procedures followed. |
| Description and analysis of the data with reference to topics, themes and/or patterns in the data about participant experience | Very rudimentary and cursory description of the data collected and analysis. Process of analysis very unclear and ambiguous. | Very basic description of some of the data collected and analysis. Process and analysis somewhat unclear and ambiguous. | An adequate and clear description of all relevant data collected and analysis. Process and analysis indicating topics, themes and patterns is clear. | A very clear and detailed description of the. all relevant data collected and analysis. Process and analysis indicating topics, themes and patterns is clear. | A very clear, detailed and innovative description mentioning a large range of data Analysis indicating topics, themes and patterns is clear. |
| [5] | |||||
| Conclusions draw from Data on participant experience [5] | Very rudimentary and cursory description. No clear and relevant conclusions drawn. | Very basic description of some relevant conclusions. | An adequate and clear description of several relevant conclusions | A very clear and detailed description of several relevant conclusions clearly related to the data, topics and themes. | A very clear, detailed and innovative description of conclusions mentioning meaningful and extremely relevant themes and topics clearly related to the data. |
| TOTAL PART B: | [15] |
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