The Curriculum and Assessment Policy Statement (CAPS) for Agricultural Sciences outlines the nature and purpose of the subject Agricultural Sciences. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.

The purpose of these Examination Guidelines is to:

  • Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Agricultural Sciences.
  • Assist teachers to adequately prepare learners for the examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-Based Assessment (SBA).

These Examination Guidelines should be read in conjunction with:

  • The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Agricultural Sciences
  • The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
  • The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12


Format of the question papers for the external examinations in Grade 12

In Grade 12 the formal school-based assessment (SBA) constitutes 25% of the final mark. It is set and marked internally and moderated externally. The remaining 75% of the final mark for certification in Grade 12 consists of a national examination which is set, marked and moderated externally. This external examination consists of TWO PAPERS of 150 marks each. The grand total is 300 marks.

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This section consists of multiple-choice questions, matching items, terminology and term replacement questions. There must be an equal distribution of marks between the main topics (Animal Nutrition, Animal Production, Protection and Control and Reproduction) for these questions. Each of the main topics will be allocated 15 marks.

The following provides an indication of the format, layout, instructions, and number of questions per subquestion and mark allocation for SECTION A:

1.1 Various options are provided as possible answers to the following questions. Write down the question number (1.1.1–1.1.10), choose the answer and make a cross (X) over the letter (A–D) of your choice in the ANSWER BOOK.

Multiple-choice questions:

1.1.1 → 1.1.10 (10 x 2) (20)

FOUR possible answers are provided per question and indicated as follows:

    A ………………
    B ………………
    C ………………
    D ………………

Terminology questions:

1.3 Give ONE word/term for each of the following descriptions. Write only the word/term next to the question number (1.3.1–1.3.5) in the ANSWER BOOK.

1.3.1 → 1.3.5

Term-replacement questions:

1.4 Change the UNDERLINED WORD(S) in each of the following statements to make the statements TRUE. Write only the correct word(s) next to the question number (1.4.1–1.4.5) in the ANSWER BOOK.

1.4.1 → 1.4.5

SECTION B for PAPER 1:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page').

QUESTION 2: ANIMAL NUTRITION

Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc., with subquestions, for example 2.1.1.

Content areas are indicated in the annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL

Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc., with subquestions, for example 3.1.1.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 4: ANIMAL REPRODUCTION

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc., with subquestions, for example 4.1.1.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences.

SECTION B for PAPER 2:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this question on a NEW page').

QUESTION 2: AGRICULTURAL MANAGEMENT AND MARKETING

Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc., with subquestions, for example 2.1.1.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 3: PRODUCTION FACTORS

Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc., with subquestions, for example 3.1.1.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences. [35]

QUESTION 4: BASIC AGRICULTURAL GENETICS

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc., with subquestions, for example 4.1.1.

Content areas are indicated in annual teaching plan of the CAPS document for Agricultural Sciences. [35]

2.2 Cognitive level weighting

The table below provides a guide for the cognitive level weighting applicable to Paper 1 and Paper 2. The key verb is used as a guide to judge the appropriate cognitive level of a question. The context of the question will provide more details to measure the level of difficulty of a question to place it at the most appropriate level. The marks per cognitive level need to reflect the overall cognitive balance as a percentage (40% knowledge, 40% comprehension and application and 20% analysis, synthesis and evaluation) for each of the question papers. The cognitive levels will be scaffolded within a question.

Cognitive levels, context words and key verbs for paper 1 and paper 2

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THE LEVEL OF DIFFICULTY

Each of the cognitive levels A (basic knowledge), B (comprehension and application) and C (analysis, synthesis and evaluation) is mainly determined by the key verbs used in the questions. The level of difficulty for each of these categories must also be judged based on the context of each question. The level of difficulty will fall into three different categories for each of the cognitive levels, namely difficult, moderate and easy. The weighting of these categories should be equal for each of the cognitive levels.

The contextual issues below need to be considered when assessing a question for its level of difficulty:

  • The detail of the knowledge or concepts required in the responses
  • The amount/quantity of knowledge or concepts that is needed in the responses
  • The complexity of the knowledge or concepts that is required in the responses
  • The types and complexity of skills needed to complete the question
  • The complexity of the phrasing of a question
  • The level of extended thinking needed to respond to a question
  • The basic context of a question

Each of the contextual issues above needs to be carefully evaluated in each question to make a judgement on the level of difficulty of a question. This classification of questions needs to be justified by the expected performances and perception of candidates to them.

Refer to previous question papers for some examples in this regard.

ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)

The tables below provide a brief outline of the content coverage for PAPER 1 and PAPER 2. The total marks for each of the main topics need to be added together for each paper to measure the content distribution of each paper.

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The skills below are measured in PAPER 1 and PAPER 2. Visibility of these skills gives an indication of the overall skills required in the subject:

  • Ability to follow instructions
  • Identifying labels/Labelling/Drawing/Diagrams/Schematic representations
  • Plotting and interpretation of graphs/data
  • Working out and interpreting calculations
  • Organising/Recording and categorising data
  • Extraction and/or manipulation and/or evaluation of data
  • Hypothesis testing/Formulation/Using scientific methods

NOTE:

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ANIMAL STUDIES: PAPER 1

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This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to.

Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.

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