1. Living up to expectations
Living up to expectations? A comparative investigation of Life Orientation in the National Senior Certificate and the National Certificate (Vocational) Helen Matshoba 5 November 2014

2. Outline of presentation of presentation
Objectives of the research
Phases of the project
Methodology
Stakeholder workshop
Evaluation team members
Documents used
Curriculum aspects considered
Assessment aspects considered
Recommendations

3. Objectives of the project
Establish whether there is a need to reconsider the assessment structure of Life Orientation within the NSC
Determine the possibility of credit transfer for Life Orientation between the NSC and NC(V) since Life Orientation is a fundamental subject in both qualifications that carries equal credits

4. Phases of the project The project had 4 phases
Phase 1 - the engagement of various stakeholders in order to obtain their view/understanding regarding the purpose and status of Life Orientation within the NSC and NC(V);
Phase 2 - analysis of the curriculum and accompanying assessments of Life Orientation within the NSC and the NC(V);
Phase 3 - quality assurance of the Curriculum and Assessment Policy Statements (CAPS) and determining the Exit Level Outcomes;
Phase 4 – International comparison (Kenya, British Columbia and Singapore)

5. Methodology Stakeholder workshop
Focus on the historical analysis of the subject, its purposes and its standing within the NSC and NC(V).
To investigate whether the implementers of the subject have a common understanding of the purpose of the LO and how they engage with the subject to achieve its purpose.
To identify the challenges associated with LO from the implementation point of view.

6. Methodology Evaluation Team Members
A team of ten subject experts conducted the analysis
The team members were drawn from the schooling, FET colleges and HE sectors
2 NC(V) lecturers: one for the Life Skills and one for ICT component
1 NSC teacher
2 NC(V) provincial coordinator(s): 1 for Life Skills and one for ICT
1 NSC provincial coordinator
2 NC(V) external moderator(s): 1 for the Life Skills and 1 for ICT
1 NSC external moderator
2 university experts

7. Methodology Documents used for the NC(V)
Memorandum 09 of 2010; Conduct of NC(V) Level 2, 3 and 4 Life Orientation Paper 2 (Computer Literacy)
Subject Guidelines Life Orientation for Levels 2 – 4
Assessment Guidelines for Levels 2 – 4
The Revised Guidelines for the Implementation of Internal Continuous Assessment (ICASS) in the NC(V) qualifications at FET Colleges
NC(V) examination guidelines

8. Methodology Documents used for the NSC
Curriculum and Assessment Policy Statement Further Education and Training Phase Grades 10–12: Life Orientation
National Protocol for Assessment Grades R–12 (CAPS 2)
Programme and Promotion Requirements – National Policy pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R–12
Life Orientation Examination Guidelines Grade 12

9. Curriculum Aspects Considered
Broad curriculum design
Curriculum terminology
Curriculum aims
Curriculum coverage, breadth and specification of topics
Content/ skills weighting
Specification of pedagogic approaches
Specificity
Pacing, sequencing and progression
Integration
Format and user-friendliness of the curriculum documents
General comparability of the NSC and NC(V) curricula
Role and place of the subject in the two qualifications

10. Assessment Aspects considered
Assessment in the NSC Life Orientation
Assessment in the NC(V) Life Orientation
Comparison of the assessment structures of the NCS and the NC(V)
Comparison of examination guidelines
Achievement by successful learner
Conclusion

11. Thank you