REPUBLIC OF NAMIBIA

MINISTRY OF EDUCATION

DIRECTORATE OF NATIONAL EXAMINATIONS AND ASSESSMENT

REPORT ON THE EXAMINATIONS

JSC

OCTOBER/NOVEMBER 2015
CONTENTS

ACCOUNTING
Paper 1500/1.................................................................................................................................................................... 5
Paper 1500/2.................................................................................................................................................................... 9

AFRIKAANS SECOND LANGUAGE

Paper 1130/1.................................................................................................................................................................. 17
Paper 1130/2.................................................................................................................................................................. 21

AGRICULTURE
Paper 1600..................................................................................................................................................................... 23

COMPUTER STUDIES
Paper 1502..................................................................................................................................................................... 33

DESIGN AND TECHNOLOGY

Paper 1808/1.................................................................................................................................................................. 39
Paper 1808/2.................................................................................................................................................................. 48
Paper 1808/3.................................................................................................................................................................. 54

ENGLISH SECOND LANGUAGE

Paper 1131/1.................................................................................................................................................................. 57
Paper 1131/2.................................................................................................................................................................. 63
Paper 1131/4.................................................................................................................................................................. 68

ENTREPRENEURSHIP
Portfolio 1505................................................................................................................................................................. 73
Paper 1505..................................................................................................................................................................... 76

FIRST LANGUAGE AFRIKAANS

Paper 1100/1.................................................................................................................................................................. 87
Paper 1100/2.................................................................................................................................................................. 92

FIRST LANGUAGE ENGLISH

Paper 1101/1................................................................................................................................................................103
Paper 1101/2................................................................................................................................................................107

FIRST LANGUAGE GERMAN

Paper 1102/1................................................................................................................................................................111
Paper 1102/2................................................................................................................................................................113

FIRST LANGUAGE KHOEKHOEGOWAB

Paper 1103/1................................................................................................................................................................115
Paper 1103/2................................................................................................................................................................116

FIRST LANGUAGE OSHIKWANYAMA

Paper 1104/1................................................................................................................................................................117
Paper 1104/2................................................................................................................................................................120

FIRST LANGUAGE OSHINDONGA

Paper 1105/1................................................................................................................................................................ 125
Paper 1105/2................................................................................................................................................................ 128

FIRST LANGUAGE OTJIHERERO

Paper 1106/1................................................................................................................................................................ 133
Paper 1106/2................................................................................................................................................................ 135
Paper 1106/4................................................................................................................................................................ 137

FIRST LANGUAGE PORTUGUESE

Paper 1112/1................................................................................................................................................................ 139
Paper 1112/2................................................................................................................................................................ 140

JSC Examiners Report 2015 1

FIRST LANGUAGE RUKWANGALI
Paper 1108/1................................................................................................................................................................ 141
Paper 1108/2................................................................................................................................................................ 144

FIRST LANGUAGE RUMANYO

Paper 1107/1................................................................................................................................................................ 147

FIRST LANGUAGE SETSWANA

Paper 1109/1................................................................................................................................................................ 151
Paper 1109/2................................................................................................................................................................ 153

FIRST LANGUAGE SILOZI

Paper 1110/1................................................................................................................................................................ 155
Paper 1110/2................................................................................................................................................................ 157

FIRST LANGUAGE THIMBUKUSHU

Paper 1111/1................................................................................................................................................................. 159
Paper 1111/2................................................................................................................................................................. 161

FOREIGN LANGUAGE FRENCH

Paper 1160/1................................................................................................................................................................ 163
Paper 1160/2................................................................................................................................................................ 164
Paper 1160/3................................................................................................................................................................ 165

FOREIGN LANGUAGE GERMAN

Paper 1161/1................................................................................................................................................................ 167
Paper 1161/2................................................................................................................................................................ 169
Paper 1161/3................................................................................................................................................................ 170

FOREIGN LANGUAGE PORTUGUESE

Paper 1163/1................................................................................................................................................................ 173
Paper 1163/2................................................................................................................................................................ 176
Paper 1163/3................................................................................................................................................................ 178

GEOGRAPHY
Paper 1300/1................................................................................................................................................................ 181
Paper 1300/2................................................................................................................................................................ 193

HISTORY
Paper 1301................................................................................................................................................................... 199

HOME ECONOMICS
Paper 1400/1................................................................................................................................................................ 209
Paper 1400/2................................................................................................................................................................ 215

INTERGRATED PERFORMING ARTS

Paper 1702/1................................................................................................................................................................ 217
Paper 1702/2................................................................................................................................................................ 222
Paper 1702/3................................................................................................................................................................ 224

KEYBOARD AND WORD PROCESSING

Paper 1504................................................................................................................................................................... 225

LIFE SCIENCE
Paper 1220................................................................................................................................................................... 247

MATHEMATICS
Paper 1200/1................................................................................................................................................................ 257
Paper 1200/2................................................................................................................................................................ 261

ADDITIONAL MATHEMATICS
Paper 1201/1................................................................................................................................................................ 257
Paper 1201/2................................................................................................................................................................ 261
Paper 1201/3................................................................................................................................................................ 266

2 JSC Examiners Report 2015

NAMIBIAN SIGN LANGUAGE
Paper 1170/1, 2 & 3...................................................................................................................................................... 271

NEEDLEWORK AND CLOTHING

Paper 1401/1................................................................................................................................................................ 273
Paper 1401/2................................................................................................................................................................ 279

PHYSICAL SCIENCE
Paper 1210................................................................................................................................................................... 281

VISUAL ART
Paper 1703/1................................................................................................................................................................ 289
Paper 1703/2................................................................................................................................................................ 290
Paper 1703/3................................................................................................................................................................ 291

JSC Examiners Report 2015 3

4
ACCOUNTING
1500
Paper 1

GENERAL COMMENTS

The standard of the learners’ work was below average compared to previous years. Most of the learners could not cope
with theoretical questions such as questions 1, 4 and 6. Learners also struggled to prepare the debtors ledger and
calculation of the amount needed to restore the imprest amount.

COMMENTS ON INDIVIDUAL QUESTIONS

1 Answered poorly. Learners failed to explain the term correctly. They could not differentiate between the
different types of interest.

Answer
It is the interest that the business receives from the bank on its favourable account. [1]

2 Well-answered. Most learners were able to answer the question, although in some cases they gave
answers such as Trading account and Profit and loss, Income statement and net profit/loss.

Answer
Profit and Loss Account [1]

3 Answered satisfactorily. Most learners could not differentiate between the advantage, applications and
uses of a computer.

Answer
- Accuracy and time-saving
- Time spent more effectively – detailed reports immediately available.
- Flow and availability of information for planning is easily accessible
- Cost saving
Any one [1]

4 Answered satisfactorily. Some learners referred to the decrease of owner’s income or money or capital
and some wrote a - (minus) sign.

Answer
It decreases owner’s equity. [1]

5 Well answered, although some learners wrote both opening stock and closing stock. Some wrote closure
stock, financial stock and trading stock.

Answer
Closing stock/final stock [1]

6 Answered poor;u. Most of the learners could not differentiate between the two methods. They could not
use the correct terms in answering the question, e.g. fixed amount, original amount, value instead of cost
price and depreciation instead of provision for depreciation. Most learners did not include the rate or percentage.

Answer
Diminishing balance method
- Different amount that decreases every year
- Percentage of book value or reduced balance
Fixed Account/straight line method
- The same amount of depreciation is used every year over the estimated lifespan of the asset
- Percentage of cost price/cost price divided by expected lifespan of asset [2]

JSC Examiners Report 2015 5

7 Answered poorly. Learners struggled to calculate the correct amount to be restored. Some learners wrote
N$40,2 instead of N$40,20. Some learners got the correct answer, but continued with other calculations
which resulted in them losing marks.

Answer
N$ 48,20 – N$ 8,00 (1)
= N$ 40,20 (2) [3]

8 (a) Answered satisfactolily. Some learners calculated the Capital employed by adding the loan amount
to owner’s equity. Some of them either added the net loss or drawings instead of subtracting.

Answer
N$
Capital 87 600 (1)
Less Net Loss 5 810 (1)
81 790
Less Drawings 800 (1)
77 990 (2) [5]

(b) Answered fairly. Some learners listed bank overdraft under Current Assets and prepaid expenses
under Current Liability, and some added Fixed Assets to the Current Assets.

Answer
Working Capital: 3 498 (2)

Current Assets 10 368 (2)

Cash 840
Stock 6 420
Debtors 2 890
Prepared Expenses 218

Less Current Liabilities 6 870 (2)

Creditors 2 750
Bank 4 120
OR
Working Capital = Current Assets Less Current Liabilities
= 10 368 (2) – 6 870 (2)
= 3 498 (2) [6]

6 JSC Examiners Report 2015

9 Well-answered, although some learners could not identify the receipt, they wrote the date, R. Rap, Guitar
Trader and some omitted the currency for the amount in words. Some learners could not identify the
description to be entered on the cheque counterfoil.

Answer

RECEIPT

No: 401
21 January 2015

Received from: R Rap

Amount: Four hundred and sixty N$ only N$ 460,00

Cash
S Clavinova
Cheque 
S Clavinova

[4]

28 January 2015

To: Guitar Traders

For: Purchases/Goods
bought

N$ 6 450.00

202145

[4]

JSC Examiners Report 2015 7

10 Answered poorly. Most learners did not write the complete date. Some learners used a wrong format, e.g.
General Journal of General Ledger. Learners could not identify the correct account involved in the transaction.

Answer
Debtors Ledger of Flute Enterprise
P. Concertina DL1
Date Details Fol Debit Credit Balance
2015 April 1 Balance b/d 450 (1)
5 Cash CB 410 (1) 40 (1)
Discount Allowed CB 40 (1) 0 (1)
6 Sales DJ 280 (1) 280 (1)
28 Bank (R/D) CB 410 (1) 690 (1)
Discount Allowed GJ 40 (1) 730 (1)
[11]

POSITIVE SUGGESTIONS TO TEACHERS

Teachers should interpret the syllabus competencies very well and revise Grades 8 and 9 work in Grade 10.

Teachers should clearly differentiate between the uses, applications and advantages of computers.

Teachers should also give exercises to learners on parts of Financial Statements instead of a complete Income
Statement or Balance Sheet. E.g. calculation of cost of sales, gross profit or net profit, calculation of Owner’s Equity or
working capital.

Teachers should do away with discount allowed cancelled as an account. They should also stress that, if the cheque is
not deposited, the account name is cash.

8 JSC Examiners Report 2015

 1500
Paper 2

GENERAL COMMENTS

Most learners attempted all the questions. Learners’ neatness have improved. Teachers must teach learners how to
write the date for the end of the month. Ticks () and inverted commas (“) are not acceptable in the date column.

COMMENTS ON INDIVIDUAL QUESTIONS

1 (a) Learners are writing numbers instead of the date in the date column. Only one date (end of the
month) is used in the Cash Book. Learners still don’t know the correct name of the account. Bank
charges is one account, thus items should not be listed separately. Interest on current account is not
part of bank charges.

The R/D for the dishonoured cheque must be shown in brackets next to the debtor’s name.

Answer

Cash Book of Rock Enterprises – February 2015

Doc Date Details Fol Bank Doc Date Details Fol Bank
no no
28 Balance b/d 2 820 (1) 28 Bank charges 146 (2)
Rent received 2 300 (1) C Tjello (R/D) 875 (1)
Interest on Current
Account 70 (1) 28 Balance c/d 4 169 (2)
5 190 5 190
March
1 Balance b/d 4 169 (1) [9]

JSC Examiners Report 2015 9

(b) Learners mixed the format of the bank reconciliation statement. Learners contradicted themselves
in the debit- and credit column, e.g. writing debit but putting the amount in credit column. Numbers
and amounts of the individual cheques must be shown. The wording in the question should not be
repeated in the bank reconciliation statement.

Bank Reconciliation Statement of Rock Enterprises on 28 February 2015

Debit Credit
Credit balance as per Bank Statement 3 180 (2)
Credit outstanding deposit 2 430 (2)
Debit unpresented cheque: No. 403 460 (2)
No. 418 981 (2)
Debit balance as per Cash book 4 169 (2)
5 610 5 610 (1) [11]

OR

Bank Reconciliation Statement of Rock Enterprises on 28 February 2015

Balance as per bank statement 3 180 (2)
Add Outstanding deposits 2 430 (2)
5 610 (1)
Less Unpresented cheque: No. 403 460 (2)
No. 418 981 (2) 1 441
Balance as per Cash Book 4 169 (2) [11]

OR

Bank Reconciliation Statement of Rock Enterprises on 28 February 2015

Balance as per Cash Book 4 169 (2)
Less Outstanding deposit 2 430 (2)
1 739 (1)
Add Unpresented cheque: No. 403 460 (2)
No. 418 981 (2) 1 441
Balance as per Bank Statement 3 180 (2)
[11]

10 JSC Examiners Report 2015

2 (a) Learners were unable to record one cheque issued for two different payments (account). Learners
don’t know how to calculate the increased amount of capital contribution. Learners don’t know how to
record the repayment of a loan and interest on a loan and also don’t know how to calculate interest on
a loan. Some learners had problems with the contra entry and the amount to be calculated that must
be deposited. Details for opening balances were recorded as Cash and Bank. Learners recorded
the list of balances in the Cash Book. Learners should know that when posting is required, the folio
column should be recorded.
The Cash column cannot have a credit balance brought down.

(b) Learners don’t know how to post the accounts from the Cash Book to the General Ledger. They don’t
know the contra accounts in the General Ledger. The date consists of three parts in the General
Ledger - the year, month and day.
Learners must be taught the difference between total and balances, as most of them didn’t balance the
General Ledger properly.
Answers
Cr

12 300 (1)
4 800 (1)

1 790 (2)

11 800 (2)

17 420 (1)
Bank

30 690
510 (1)
1 690 (2)

300 (2)
Cash

2 500
Received
Fol Discount

GL2

10 000 (1) GL3

1 800 (2) GL5

b/d
c/d
CB4

C
310 (1)
1 480 (1)
Carriage on Purchases/
Details

Loan: Classic Bank

Carriage inwards

Interest on loan
890 (1) 378 2 Equipment

380 9 Purchases

20 Stationery
10 000 (2) 379 5 Drawings

Balance

1 Balance
Cash Book of Violin Traders – April 2015

Bank

May 2015
Doc Day

27

30
17 420 (2) 381 30
No

690 (1)

1 690 (1)
Bank

30 690
580 (1)

1 430 (1)

490 (1)

300 (1)
Cash

2 500
Discount
Allowed

30 (2)

30
Fol

GL1
GL4
GL4
b/d

c/d

b/d
C
Balance

Balance
Details

W Harp

Balance
Capital
Sales
Sales

Cash

Doc no (2)
Folio's (2)
Day

12
27
30

1
R045

R046
CRR
CRR
Dr
Doc

D/S
No

[34]
JSC Examiners Report 2015 11
Dr General Ledger of Violin Traders Cr
Date Details Fol Amount Date Details Fol Amount
Balance Sheet Account Section
Capital GL1
2015 2015
April 30 Balance c/d 120 000 (2) April 1 Balance b/d 110 000 (1)
1 Bank CB 10 000 (1)
120 000 120 000
May 1 Balance b/d 120 000 (1)
[5]
Equipment GL2
2015 2015
April 1 Balance b/d 64 500 (1) April 30 Balance c/d 76 800 (2)
2 Bank CB 12 300 (1)
76 800 76 800
May 1 Balance b/d 76 800 (1)
[5]
Loan: Classic Bank GL3
2015 2015
April 30 Bank CB 10 000 (1) April 1 Balance b/d 40 000 (1)
30 Balance c/d 30 000 (2)
40 000 40 000
May 1 Balance b/d 30 000 (1)
[5]
Nominal Account Section
Sales GL4
2015 2015
April 30 Balance c/d 10 430 (2) April 1 Balance b/d 8 310 (1)
1 Cash CB 1 430 (1)
6 Bank CB 690 (1)
10 430 10 430
May 1 Balance b/d 10 430 (1)
[6]
Interest on loan GL5
2015 2015
April 1 Balance b/d 2 020 (1) April 30 Balance c/d 3 820 (2)
30 Bank c/b 1 800 (1)
3 820 3 820
May 1 Balance b/d 3 820 (1) 3 820
[5]
Folio numbers (2)

[28]

12 JSC Examiners Report 2015

 3

Answer

No Source document Book of first entry Account to be debited Account to be credited Effect
Assets OE Liabilities
1 Duplicate invoice (1) Debtors Journal (1) W Blues Sales (2) + 256 + 256 0 (2)
Cash Book - 250
2 Cheque counterfoil (1) Petty Cash Book (1) Petty Cash Bank (2) + 250 0 0 (2)
3 Original Credit note (1) Creditors Returns Journal (1) Jazz Wholesalers Purchases returns/ 0 + 668 - 668(2)
Returns outwards (2)

JSC Examiners Report 2015

should write the plus (+) and minus (-) signs in front of the amount.
imprest amount, we record the transaction in the Cash Book as well as in the Petty Cash Book. Learners
Learners should state whether the source document is an original or a duplicate. When restoring the

13
[18]
4 (a) Learners wrote the adjustment numbers in the date column. Some centres did closing transfers
instead of journalising the adjustments. Learners didn’t know how to treat the revaluation method
when calculating depreciation. The adjustment given as an instruction should not be repeated as a
narration.
Answer
General Journal of Trumpet Traders – June 2015
Date Details Fol Debit Credit
N$ N$
30 Stock 32 800 (1)
Trading Account 32 800 (1)
Closing stock at hand (1)
Bad debts 270 (1)
Q Drum 270 (1)
Bad debts written off (1)
Depreciation 600 (1)
Provision for depreciation on cutlery 600 (1)
Provided for depreciation on cutlery using the
revaluation method (1)
Insurance 312 (1)
Accrued Expense 312 (1)
Insurance is outstanding for 2 months (1)
Rent Income/Received 8 200 (1)
Income received in advance 8 200 (1)
Rent was received in advance for two months (1)
[18]

(b) Balance Sheet accounts should not be included in Income Statement. Learners should not show the
wording Trading, Profit and Loss account in Income Statement. Learners should show the working
(calculations) in brackets. Gross profit and gross income were swapped around by the learners.
Answer

Income Statement of Trumpet Traders for the year ending 30 June 2015
N$ N$
Sales (94 300 – 3 400) 90 900 (3)
Less Cost of sales 37 120 (2)
Opening stock 28 000 (1)
Add Purchases (45 500 – 4 100) 41 400 (3)
Carriage inwards 520 (1)
69 920
Less Closing stock 32 800 (1)
Gross Profit (1) 53 780 (1) O/F
Add Other Income 53 720
Rent Received (57 400 – 8 200) 49 200 (3)
Commission received 4 280 (1)
Discount received 240 (1)
Gross Income 107 500 (1) O/F
Less Expenses 15 652
Salary 12 400 (1)
Insurance (1 560 + 312) 1 872 (3)
Bad debts (510 + 270) 780 (3)
Depreciation 600 (3)
Net Profit (1) 91 848 (2) [32]

14 JSC Examiners Report 2015

5 Learners did not follow the instructions of writing the answer in two decimal places. Most centres failed
to give proper comments on the liquidity ratios. Learners must be taught that the current- and acid test
ratios are the two liquidity ratios.
Answers
Gross profit 100 (1)
(a) x
Turnover/Sales 1

31 000 (2) 100

x
80 000 (1) 1
= 38,75% (2) [6]
Net profit 100 (1)
(b) x
Turnover 1

14 200 (2) 100

80 000 (1) x 1

= 17,75%(2) [6]

(c) (i) Current Ratio = Current Assets: Current Liabilities (1)

= 70 400 (1): 12 480 (1)
= 5,64: 1 (2) [5]
(ii) Acid Test Ratio = Current Asset less stock : Current Liabilities (1)
= 70 400 – 18 000: 12 480
= 52 400 (1): 12 480 (1)
= 4,2: 1 (2) [5]

(d) Total Assets: Total Liabilities (1)

= 180 400 (1) : 74 300 (1)
= 2,43: 1 (2) [5]

(e) The business is able to meet its short term liabilities (1) because the current assets are more than
the current liabilities (1) in both ratios. Even if they are not using stock, the business can still meet its
liabilities. (1) Refer to the acceptable norm. (1) Any three [3]

POSITIVE SUGGESTIONS TO TEACHERS

Teachers are advised to teach one format of the bank reconciliation statement.

Teachers should revise the Grades 8 and 9 syllabi since the examination covers Grades 8 - 10 content too.

Teach the syllabus and not only the content of the textbook.

The use of old question papers is highly recommended to enhance a better understanding on how to answer the end of
year. Use the examiner’s report together with the question papers.

Teachers should teach learners to count the pages on the question paper before they start writing.

Please mark according to the marking grid each and every exercise the candidates complete. They will then know what
errors they make and where they will lose marks in tests and the examinations.

JSC Examiners Report 2015 15

16
AFRIKAANS SECOND LANGUAGE
1130
Paper 1

General comments

Dit is goed om te sien dat so baie leerlinge in staat was om die vraestel volledig te beantwoord, sonder om vrae uit te
los. Sekere kandidate maak hulle egter steeds skuldig daaraan om vrae uit te los.

Direkte transkripsies het baie voorgekom,veral by die laaste vraag. Meer aandag sal nog steeds gegee moet word om
kandidate deegliker voor te berei vir die eksamen.

Die morsigheid in die beantwoording van die vraestel neem toe elke jaar. Kandidate skryf in potlood en vee nie ordentlik
uit voor hulle in pen oorskryf nie. Kandidate krap antwoorde morsig deur en forseer `n ander antwoord in die spasie
in. Onderwysers moet kandidate herinner dat dit `n eksterne vraestel is en dat netheid in die beantwoording van die
vraestel uiters belangrik is.

Comments on spesific questions

Afdeling A

(Leesvaardigheid & Grammatika)

Vraag 1

Oor die algemeen is die vraag baie goed beantwoord. Kandidate het meestal goeie punte gekry. Minder kandididate
het die woorde i.p.v die letter geskryf, wat beteken onderwysers het aandag gegee aan die probleem wat verlede jaar
ervaar is. Kandidate word gepenaliseer as hulle nie die opdrag korrek uitvoer nie.

Vraag 2

Hierdie jaar het kandidate meestal ook baie goed gevaar in hierdie vraag. Daar is `n merkwaardige verbetering hierdie
jaar teenoor laasjaar.

Vraag 3

Sommige kandidate het effens gesukkel met die beantwoording van hierdie vraag. Gebrekkige woordeskat kan deels
die probleem wees. Weereens is opgemerk dat kandidate nie hul vrae deeglik lees nie en kies enige sin uit die leesstuk
as `n moontlike antwoord. Veral nr.15 was vir baie kandidate `n probleem. Dit is kommerwekkend om te sien dat so
baie kandidate nog steeds nie sinne met `n hoofletter begin nie. Baie kandidate skryf lang omslagtige antwoorde om
by die regte antwoord uit te kom, dit kan tydrowend wees.

Vraag 4

Die Taal afdeling bly `n kopseer vir baie kandidate. Die vraag is baie swak beantwoord, alhoewel sommige sentrums of
kandidate tog uitstekend gevaar het. Dit was duidelik dat die taalleer afgeskeep word of kandidate stel nie belang om
dit te leer nie. Al die aspekte van die taal was swak beantwoord. Die formaat van die vraag was ietwat anders en dit
kon dalk ook bydra tot verwarring by sommige kandidate.

Taalstrukture laat veel te wense oor:

• Die invul van die korrekte voorsetsel het baie kandidate laat kleitrap.
• Die buiging by die byvoeglike naamwoord was vir baie ook `n probleem.
• Indirekte Rede kan definitief meer aandag kry. Die feit dat die woordorde verander is nog vir kandidate `n
probleem.
• Samestellings word VAS geskryf.
• Die dubbele ontkenning was vir baie kandidate ook `n probleem. Hulle kry die eerste gedeelte van die sin reg en

JSC Examiners Report 2015 17

 laat na om die tweede nie te gebruik.
• Sommige kandidate kon die antoniem abnormaal kry, maar die spelling laat hulle in die steek.
• Meervoud en verkleining verdien ook om meer aandag te kry.

Basiese skryfwerk:
• Sinne begin nie met ‘n hoofletter nie.
• Sinne eindig nie met ‘n punt nie.
• Sinne word nie voltooi nie. Dit is kommerwekkend dat kandidate sinne net in die lug laat hang en dan met `n
nuwe sin begin.
• Daar is `n duidelike verwarring in die gebruik van die woorde “ken” en “weet”.
• Kandidate moet weet dat sekere antwoorde in volsinne beantwoord moet word.
• Die gebruik van die woord Van om `n sin mee te begin, is steurend en verkeerd.

Instruksies word nie gevolg nie:

• “Maak ‘n sin met…”, en dan word slegs één woord neergeskryf.
• “Verduidelik in jou eie woorde…”, en dan volg ‘n direkte transkripsie uit die leesstuk.
• “Haal een woord aan…”, en dan word twee of meer woorde geskryf

Afdeling B

(Gerigte Skryfwerk)

Vraag 1

Die vraag is baie goed beantwoord. Dit is belangrik om kandidate aan verskeie formate bekend te stel.

Blokletters is vir baie kandidate vreemd omdat hulle versuim om die vorm so in te vul.
• Baie kandidate doen nie moeite om die vorm netjies in te vul nie en trek antwoorde deur. Onderwysers moet
veral klem lê daarop dat kandidate die vorm in blokletters en netjies moet invul.
• Inligting is oënskynlik haastig (en soms lukraak) in die oop ruimtes ingeskryf sonder om dit goed te oordink.
• Die weglating van die woord Posbus by die Posadres het ook vir baie kandidate punte gekos.
• Kandidate skryf nie die jaar na die ouderdom nie en het sodoende die punt verloor. Bv.18 jaar.
• Webwerfadresse word verkeerd aangehaal en kos kandidate punte.
• Kandidate maak steeds kruisies as die opdrag vra vir `n regmerkie.
• Huisadres is in baie gevalle nie voluit uitgeskryf nie.

Vraag 2

Hierdie vraag is baie goed deur meeste kandidates beantwoord. Hier en daar kom direkte transkripsie nog voor, maar
dit is minder steurend.
• Kandidate doen nie moeite om die aantal woorde onderaan te skryf nie.
• Opsomming het nog steeds baie spelfoute en dit is ontstellend om te sien hoe kandidate woorde verkeerd uit die
leesstuk neerskryf.
• Die spasie voorsien is, meer as genoeg vir die antwoord, maar so baie kandidate skryf nog oral op die bladsy.
• Paragraafvorm moet by kandidate ingedril word, want heelwat het dit puntsgewys beantwoord en sodoende `n
punt verloor.

Vraag 3

Meeste kandidate het geweet waaroor hulle moes skryf, maar oorspronklikheid het grotendeels ontbreek omdat omtrent
80% geskryf het oor `n droom wat hulle gehad het.
• ‘n Beter punt vir taal & styl is prysgegee deurdat baie kandidate glad nie op standaard is rakende punktuasie,
spelling, woordeskat, basiese taalstrukture en goeie sinskonstruksie nie.
• Sommige kandidate kon egter geen eie opinie gee nie en slegs gedeeltes uit die leesstukke is net so oorgeskryf
(en daarmee punte verloor by die inhoud).
• Verkeerde interpretasie: Kandidate skryf hul eie storie wat niks met die opdrag te make het nie. Dit het ook by
enkele kandidate voorgekom.
• Spelling! Woorde wat in die leesstukke voorkom en steeds verkeerd gespel word.
• Direkte transkripsie was STEUREND.
• Goeie en regte paragrafering ontbreek nog steeds.
• Die weglating van die slot paragraaf aan die einde was `n probleem.

18 JSC Examiners Report 2015

Positiewe voorstelle aan onderwysers/positive suggestions to teachers

1 Hierdie verslag móét deur alle onderwysers wie die vak onderrig, bestudeer word en daar moet toegesien
word dat aspekte op hom/haar van toepassing in sy/haar jaarbeplanning reflekteer.

2 Hierdie verslag moet ook beskikbaar gestel word aan onderwysers in die Senior Primêre fase.

3 Lees! Lees! Lees! Maksimum blootstelling aan leesgeleenthede kan nooit oorbeklemtoon word nie. Dis
immers die basis vir:

• woordeskatuitbreiding

• korrekte spelling

• ontwikkeling van goeie sinskonstruksie

• paragrafering

4 Onderrig leerders om instruksies/opdragte deeglik te lees, eers te verstaan en dan uit te voer:

• “Skryf één woord vir …”

• “Maak 'n sin met …”

• “Haal die sin aan wat …”

• “Hoeveel soorte …”

• “Skryf één rede neer vir …”

• “Verduidelik in jou eie woorde …”

5 Dringende aandag moet aan basiese skryfreëls gegee word:

• 'n Punt aan die einde van 'n sin.

• Begin elke sin met 'n hoofletter.

• Eiename begin altyd met ‘n hoofletter.

• Afkap van woorde aan die einde van sinne volgens lettergrepe.

• As 'n spasie van slegs twee stippellyne beskikbaar is vir die antwoord, moet asseblief nie ‘n volledige paragraaf
van ses reëls daar inforseer nie. Maak eerder 'n seleksie van wat werklik vereis word.

6 Gereelde inoefening om kerngedagtes en ̶ feite te identifiseer soos vir 'n opsomming. Maak seker dis
relevante feite soos vereis vir die opdrag. Oefen dit ook in dat leerlinge weet om te hou by die aantal woorde.

7 Gee leiding aan leerders om transkripsies geselekteerd te doen indien hulle nie heeltemal bevoeg is om
‘n antwoord in hul eie woorde weer te gee nie.

8 Leerders moet deeglik blootgestel word aan alle aspekte rakende die invul van vorms. Let veral op
netheid en leesbaarheid asook die korrekte interpretasie van elke vraag, bv. straatadres of posadres.

JSC Examiners Report 2015 19

9 Oefening in gerigte ̶ en deurlopende skryfwerk verdien baie aandag, veral waar gekonsentreer kan word
op woordorde en sinsbou.

10 Paragrafering!

11 Taalstrukture soos voorgeskryf in die sillabus (tye, meervoude, trappe van vergelyking, direkte/indirekte
rede, lydende/bedrywende vorm, intensiewe ̶ en verboë vorm, samestellings, ens.) verdien baie aandag.

12 Die oorlees van geskrewe werk (stiplees) om onnodige foute raak te sien en te korrigeer, moet deurlopend
gemonitor word.

13 Skenk meer aandag aan die beantwoording van `n begripstoets. Stel kandidate meer bloot aan
begripsoefeninge, o.a. soeklees, vluglees, verkenlees, ens.

14 Die netheid van die vraestel is baie belangrik. Kandidate moet geleer word om werk netjies deur te trek
(met `n potlood). Te veel morsige vraestellem kom al hoe meer voor.

15 Moedig kandidate aan om al hul vrae te antwoord en nie onnodig vrae uit te los nie.

16 Hou die taal lewendig deur dit interessant vir die kandidate te maak!

17 Geniet AFRIKAANS!

20 JSC Examiners Report 2015

 1130
Paper 2

Die vraestel was ’n standard vraestel wat al die tweedetaalkandidate se ervaringsveld gedek het. Leerders skryf nog
opstelle en korter stukke sonder om dit in paragrawe te skryf. Engelse woorde word nog baie gebruik. Die gebruik van
die woord “daai” i.p.v. “daardie”, is nog steeds ’n groot probleem. Leerders skryf nie die aantal woorde aan die einde
van die skryfstuk neer nie. Leerders voer ook nie die instruksies reg uit nie.

Leerders gebruik die direkte rede in skryfstukke sonder die nodige leestekens. Die tyd waarin die skryfstukke begin
word, word nie tot aan die einde gehandhaaf nie.

Onderwysers moet leerders emosie-woorde leer. Almal is geskok, weinig is verbaas. Almal is bly, weinig is gelukkig.
Leerders moet meer lees (ook in die Afrikaanse klasse). Baie verbeeldinglose opstelle word geskryf. Herhaling van
stellings alreeds genoem, kom nog baie voor.

Onderwysers moet kandidate daaraan herinner dat dit ’n eksterne vraestel is en dat netheid baie belangrik is. Die lees
en verstaanbaarheid van slordige skryfstukke word bemoeilik.

Kommentaar op individuele vrae

Afdeling A

Vraag 1

Die meeste kandidate wat hierdie opstel gekies het, het goeie agtergrond kennis van die COSAFA-Sokkerbeker gehad.
Werk met goeie inhoud is gelewer. Die taalgebruik van sommige kandidate was uiters swak of gemiddeld, dus het
kandidate nie goeie punte gekry nie. Sommige kandidate het oor spanne en spelers geskryf wat geen betrokkenheid
met die COSAFA het nie en baie het dit verwar met die Wêreldbeker. Dit is as ’n afwyking gesien en kandidate het
punte verloor.

Vraag 2

Die opstel was ’n baie gewilde keuse. Baie kandidate het egter oor vulgêre gebeurtenisse geskryf, bv. Iemand het
“gepis”of “gekak”. Sommige kandidate het nie geskryf dat die gebeurtenis op ’n Maandagoggend in die registerklas
plaasgevind het nie, maar elders. Baie van die gebeurtenisse was nie lagwekkend nie.

Vraag 3

Hierdie opstel was ook baie gewild. Daar was by sommige kandidate ’n verwarring tussen ’n dorp en ’n stad. Voor- en
nadele was egter goed bespreek, maar in sommige gevalle het hulle die voor- en nadele met mekaar verwar. In die
meeste gevalle kon die kandidate ’n duidelike keuse maak waar hulle graag sal wil woon.

Vraag 4

Dit was nie so ’n gewilde keuse nie, maar daar was heelwat goeie opstelle waarin die algemene kennis oor geweld
goed was. Oorsake, strawwe en oplossings is oor die algemeen goed bespreek. Weinig praktiese oplossings is tevore
gebring. Volgens die meeste kandidate moes die oortreders meestal ontman word of die doodstraf toegedien word.

Vraag 5

Dit was ook ’n gewilde keuse. Kandidate moes ’n idee hê van statistieke oor motorongelukke in Namibië soos dit in
koerante bespreek word. Baie kandidate het duidelik nie ’n idee oor die huidige strawwe of die hofstelsel nie. Meeste
kandidate het die verpligte skoolvak nagelaat. Sommige kandidate het nie geweet wat ’n spoedbeperking is nie. ’n
Paar kandidate het ’n motorongeluk beskryf wat ’n waninterpretasie was.

JSC Examiners Report 2015 21

Vraag 6

Baie min kandidate het hierdie vraag beantwoord. Diegene wat dit wel gekies het, het gemiddeld tot bo-gemiddeld
geskryf. Die redes vir die stropery was redelik goed beantwoord. Statistieke was nagelaat en voorkoming was net uit
’n regeringsoogpunt benader en die gemeenskap se betrokkenheid was ook nagelaat. Sommige kandidate het nie
geweet wat ’”n bedreigde spesie” is nie.

Afdeling B

Vraag 1

Die meeste kandidate het die vraag goed beantwoord. Baie het net toestemming gevra en nie genoem wat vir die
vakansie beplan was nie. Baie kandidate skryf nog “Liewe Ouers” i.p.v. “Liewe Ma en Pa / Mamma en Pappa”. In baie
gevalle is die slot weggelaat of verkeerd geskryf.

Vraag 2

Die dagboek se vorm is nog steeds ’n groot probleem vir die meeste kandidate. Baie het nie vier dae bespreek
nie. Leerlinge moes slegs oor die Etosha besoek geskryf het en nie ’n bespreking oor die skoolwenner nie. Daar is
heeltemal te min gelet op gevoelens tydens die bespreking.

Vraag 3

Baie min kandidate het hierdie vraag gekies. Diegene wat dit wel gekies het, het vergeet van die opskrif en die
handtekening aan die einde. Sommige het dit soos ’n opstel geskryf i.p.v. ’n verslag. Baie kandidate het items gaan
koop en nie self gemaak nie.

Vraag 4

Hierdie onderwerp was ’n gewilde keuse. Weereens was die vorm nie na wense nie. In die meeste gevalle was die
bibliotekaresse nie woedend nie. Baie van die kandidate het nie geweet of dit ’n man of ’n vrou is nie. Sommige
kandidate gebruik nog aanhalingstekens. Sommige kandidate het nie name vir die sprekers gegee nie.

Positiewe voorstelle aan onderwysers

Daar was ’n opmerkbare verbetering in die skryf van paragrawe by die meeste sentrums. Onderwysers moet kandidate
aanraai om glad nie Engelse woorde te skryf nie. Die vorms van alle skryfstukke moet deeglike aandag geniet.
Kandidate moet meer gereeld die skryf van ’n verskeidenheid skryfstukke oefen. Die skryf van die adres by die brief
moet baie geoefen word, want dit bly nog steeds ’n groot kopseer. Daar word nog steeds te veel spelfoute begaan.
Onderwysers moet kandidate meer gereeld speltoetse laat skryf en dit korrigeer asook nasorg laat doen. Kandidate
moet aangemoedig word om die opdragte deeglik deur te lees sodat hulle alle aspekte bespreek wat gevra word. Meer
aandag moet ook aan skryftekens gegee word.

Selfoontaal word nog steeds gebruik, bv. soner, i.p.v. sonder. Sinsbou is ook nog ’n probleem. Sinne begin nog steeds
met voegwoorde “en”, “want” en “maar”. Die koppelteken by ma-hulle word nog steeds weggelaat. Kru-taal het baie
voorgekom, veral by die opstelle. Onderwysers moet kandidate waarsku teen die gebruik van vuiltaal, want hulle
verbeur baie punte.

22 JSC Examiners Report 2015

AGRICULTURE
1600
Paper

GENERAL COMMENTS

The question paper was up to standard and covered the whole syllabus. The standard of leaners’ performance during
this examination has improved when compared to last year. The question paper was of the same level of difficulty.

There is still a huge spelling problem regarding subject related terminologies as well as subject terminologies which are
not applied correctly.

The optional questions are still a problem as some learners answer all the questions and expect the markers to choose
for them which response is the best.

Marks allocated for the different questions were given according to the specifications in the syllabus.

There was an improvement regarding the legibility of handwritings and overall neatness.

Confusion still exists on how to answer questions where, e.g. two examples of organic fertilisers are required.

1 ……………………………………………………………………………………………………………………………

2 ……………………………………………………………………………………………………………………………

The learner should write the first answer at 1. manure and the second example at 2. compost. If a learner writes both
answers at 1. and a third incorrect answer at 2. he/she will not be awarded the second mark. The markers do not search
for the correct answers if they are not in the correct spaces.

Thus, it is important that teachers already train the learners from grade 8 regarding thses requirements. Only one
answer or idea or thought will be marked at each number.

It is still of a great concern that learners still could not answer questions correctly where the instructions asked for an
explanation or a description.

POSITIVE SUGGESTIONS TO TEACHERS

Teachers should address the basic competencies in all the topics.

Teachers should teach learners the correct spelling of words and subject terminologies. E.g. (Liver fluke and not river
fluke or live fluke or liver fluke).

Teachers should place emphasis on how learners should answer questions based on command words like describe,
outline, discuss, etc.

Teachers should teach candidates to read questions properly before answering. Candidates still answer questions
without understanding them, especially when pictures are involved.

Teachers should teach from the syllabus, and then accordingly, find the information in different textbooks or elsewhere,
e.g. the internet to give to the candidates.

JSC Examiners Report 2015 23

Never give up hope, we know that each and every one is trying to teach to the best of their ability.

COMMENTS ON INDIVIDUAL QUESTIONS

Section A

1 C

2 B

3 C

4 B

5 C

6 B

7 A

8 D

9 B

10 C

11 C

12 A

13 C

14 A

15 D

16 D

17 D

18 B

19 B

20 A

21 C

22 B

23 C

24 D

24 JSC Examiners Report 2015

25 B

26 B

27 D

28 B

29 C

30 D

[30]

1 General Agriculture

(a) Answered fairly well. Learners do not know the difference between a hosto graph and a bar graph.
Scaling and labelling the axis was a huge problem.

600

500

400
RAINFALL

300

200

100

0
2008 2009 2010 2011 2012

YEARS [4]

(b) Well-answered
A Absorption;
B Evaporation;
C Infiltration/seepage/drainage;
D Transpiration; [4]

(c) Well-answered.
Minimum tillage is
NOT digging or ploughing the soil unnecessarily/too much [2]

(d) Answered poorly. Most learners referred to food production instead of human resources.
- people are sick and too weak to work;
- higher absenteeism from work due to illness;
- skilled manpower/ labour force decreases due to illness;
- parents die and children become orphans; Any two [2]

JSC Examiners Report 2015 25

 (e) Well-answered. Teachers should emphasise the methods as slash and burn and not slashing and burning.
- cutting down trees /slash and burn/ clearing;
- draining/drainage; R - cleaning
- application of fertilisers / fertilising;
- ploughing / digging / terracing / contour ridges / tilling;
- plugging gullies / filling gullies / dongas;
- harrowing / leveling / fine tilth;
- stumping out; Any four [4]

(f) Answered poorly. The focus was more on the impact on land use instead of on the agricultural production.
- Over-cultivation of the land leads to infertile soil/ poor soil fertility
- Less land available for agricultural activities
- Food production will decrease/ shortage of food
- Therefore we need to reclaim more land/ scientific farming [4]
[20]

2 Soil

(a) (i) Well-answered. Some learners wrote that the soil is breaking down to form soil. Also that rocks
become locks.
Weathering is the breaking down of rocks;
into small pieces to form soil; [2]
(ii) Answered fairly well. Learners could only identify one agent from the diagram. Teachers should
also take note that we speak of flowing water and not running water.
- sun’s heat / temperature changes;
- flowing water/ water/ rainfall; R - sun
- plant roots;
- carbonic acid / rain and carbon dioxide; Any two [2]
(iii) Answered poorly. Most learners referred to burrowers instead of micro-organisms. The
learners also referred to the decomposition of micro-organisms instead of the micro-organisms
decomposing the organic matter.
- They decompose / decay plant and animal organic material into humus;
- They produce organic acid which dissolves rocks [2]

(b) Answered fairly well. Learner failed to distinguish between organic and inorganic sources. They could
not give the function of potassium.

NUTRIENT INORGANIC FUNCTION

(i) nitrogen - limestone ammonium nitrate/LAN - promotes vegetative growth
- ammonium nitrate - production of proteins/chlorophyll/
- urea; green colour in plant leaves
- N.P.K
- CAN
(ii) potassium - potash - improves the quality of seed and fruit
- muriate of potash - important in fruit / seed / flower
- potassium nitrate formation
- potassium permanganate - activates enzymes
- NPK - increases disease resistance
- potassium sulfate
Inorganic source 1 mark
With a correct function another 1 mark [4]

(c) Answered fairly well. Learners referred to blackish instead of brackish and many learners referred to
wilting of plants instead of stunted growth. Plants became brackish instead of the soil.
- make the soil become acid / acidic/ brackish;
- plant roots are not able to absorb certain plant nutrients/ water/affects osmosis;
- plants will not grow well/ stunted growth/ toxic to plants [2]

26 JSC Examiners Report 2015

 (d) Answered fairly well.
- heavy irrigation;
- high rainfall;
- too much application of fertilisers;
- microbial activities /bacteria activities/ decomposition of green fresh materials;
- parent rock material;
- bad /poor soil management Any three [3]
[15]

3 Grazing and Veld Management

(a) (i) Well-answered, but spelling was a huge problem. Perennial became perennial, penial grass and
annual became anal grass.
A - annual grass;
B - perennial grass; [2]
(ii) Answered fairly well. Learners cannot compare.

GRASS A GRASS B
- has many flowers/seeds - has few flowers/seeds
- few leaves - more leaves
- fibrous / shallow / small root system - has rhizomes / deep / long / big root system
R small/big leaves
R small/big roots Any two [2]

(b) Answered fairly well. Learners do not know how to describe.

- commonly grows in neutral to alkaline soils;
- they have high nutritive value / nutritious / palatable;
- turns pale to white in winter;
- very nutritious throughout the year;
- contains mainly perennial grasses; Any two [2]

(c) Well-answered but some learners failed to mention the area or land.
bush encroachment is when bushes and shrubs take over;
the place previously covered by grass,/ or when the grassland is taken over by bushes and shrubs; [2]

(d) Well-answered. Some learners used the wrong units like hectare (ha).
Number of cattle to be kept on 2 550 ha.
1 animal = 15 ha
? (more) = 2 550 ha
= 2550/15 × 1/1;
= 170 head of cattle/animals [2]
[10]

4 General principles of animal production

(a) (i) Fairly well-answered. Again spelling was a problem where rumen became the lumen, reticulum
became the leticulum, abomasum became the obamasum, etc.
A - rumen;
B - reticulum;
C - abomasum; [3]
(ii) Answered fairly well.
Micro-organism – bacteria; [1]
Role in food digestion – digests / breaks down cellulose into simple and digestible pieces / small
particles;
[1]

(b) Answered poorly. Many learners failed to mention both key words.
A balanced ration is a type of food that contains all nutrients; needed in right amounts or proportion; [2]

JSC Examiners Report 2015 27

 (c) Well-answered. Spelling was a big problem again.
- round worms;
- liver flukes; R - earth worm/ tap worm/ring worm
- tape worms; [3]
[10]

5 Community-based Natural Resource Management

(a) Answered fairly well. Many learners gave the definition of a conservancy instead of discussing the
importance of a conservancy.
- promotes sustainability of natural resources;
- communal farmers have certain rights to wildlife;
- creates jobs / employment, e.g. tour guides or any related jobs;
- communal farmers enjoy the utilisation of forestry products;
- they obtain income from wildlife / through trophy hunting / joint ventures with tour operators;
Any three [3]

(b) Fairly well-answered.

- defined membership;
- defined boundaries/ boarders / land zones;
- a legally recognised constitution/ constitution;
- a representative management committee;
- community agreement;
- a committee to manage funds;
- the area must not be subject to lease / not under lease / proclaimed by others; Any three [3]

(c) Answered poorly.

Conservancy Wildlife council

- operates in community / local level - operates outside the community / regional level;
- operates on a small area / few people - operates in a large area/many people
- income used for community development - income used for regional development
[2]

(d) Answered fairly well.

- community will enjoy the first priority in using the forest resources, e.g. wood /
- timber / fruit;
- the community is not restricted as to how many forest products they may use for private consumption;
- the traditional ways of utilisation, e.g. medicines / building materials;
- may use the area to graze their animals; Any four [4]

(e) Answered fairly well.

- communities can get income from trophy hunting;
- craft making / selling art;
- showing traditional village; R - hunting
- selling firewood;
- renting campsites;
- selling cattle / live animals / vegetables / thatch/wild fruit to lodges;
- tourists pay to see wild animals / tour guides;
- tyre repair / fixing / car washing; Any three [3]
[15]

6 Farming technology

(a) Well-answered.
A - elbow piece;
B - T-piece;
C - reducer; [3]

28 JSC Examiners Report 2015

 (b) Well answered.
- submersible pump; R - windmill/ motor driving
- motor driven pump;
- handpump;
- hydram pump; Any three [3]

(c) Well-answered.
A - adjustable / shifting spanner/ pipe spanner/ pipe wrench;
B - block and tackle; R - bobbejaan [2]

(d) Well answered.

- to ensure proper working / prevent leakages; R - contaminated water
- to ensure that the pump works for a longer time / to make the water installations more durable / last
longer;
- prevent contamination of water; Any two [2]
[10]

7 Tree Growing

(a) Answered fairly well. Many learners referred to the importance of trees instead of the methods of
growing trees.
- seeds;
- layering;
- cuttings (stems or roots);
- suckers;
- runners/stolons;
- grafting
- budding Any two [2]

(b) Well-answered.

(i) removal / cutting away of excessive / diseased or dead wood / branches;

to shape the tree / aerating / improve fruits; [2]

(ii) secateur / pruning shear / saw / garden scissors / pruning scissors / pruning knife;

R- just knife/ scissors/panga/axe [1]

(c) Well-answered.
It causes air pollution / accidents/ water pollution if the fire is close to the water source and the ash falls onto
it:
- accelerates soil erosion;
- it can damage wildlife / biodiversity / ecosystem / habitat / shelter for small animals/ increase carbon
dioxide;
- destroys seeds;
- kills tree seedlings / small plants/ animals food;
- ash adds soil fertility;
- helps to control ticks and other parasites;
- encourages vegetative regrowth;
- increases carbon dioxide which leads to global warming Any two [2]

(d) Well-answered.
- loss of vegetation contributes to land degradation / desertification / soil becomes infertile/ soil erosion;
- loss of vegetation causes an increase in carbon dioxide and reduction in oxygen - results in global
warming;
- deforestation leads to loss of biodiversity / destruction of ecosystem / animal shelter/ less food for
animals;
- disturbs the water cycle / low rainfall;
- deforestation leads to shortage of firewood / timber / building materials; Any three [3]
[10]

JSC Examiners Report 2015 29

8 Cereal Crops

(a) Well-answered. Few learners did not earn three marks. Many learners mentioned food instead of
staple food.
name of crop: maize / millet [1]
Nutritional value
- very rich source of carbohydrates, mineral salts / proteins/ vitamins; [2]
NB: No mark for a wrongly named cereal crop for both answers.

(b) Fairly well-answered.

A cultivar is a type of a crop specially developed; because of its desirable characteristics / to adapt to a
specific environment; [2]

(c) Well-answered.
- preferably loam fertile soil/have enough nutrients; R - enough water
- well drained and aerated/have enough air;
- good water holding capacity/holds enough water;
- soil pH 5.5 to 7.0; Any two [2]

(d) Well-answered.
high production / yield;
- high quality;
- adaptable to local environment;
- drought resistant;
- pest and disease resistant;
- fast growth rate / matures early; Any three [3]
[10]

9 Ostrich farming

(a) Well-answered. Spelling was a problem.

- Newcastle; R - Foot-and-Mouth / Knocking knees
- Botulism;
- Bird flu;
- Anthrax; Any two [2]

(b) Answered fairly well.

- the system offers protection against predators / adverse weather, e.g. heat;
- requires a small piece of land;
- selection of productive/breeding birds is possible/controlled/breeding pairs can be separated/culling of
non-productive birds is possible;
- eggs can be collected easily;
- farmer can keep records for individual birds;
- accurate feeding rations can be done;
- easy management and handling of ostriches;/aggressive birds can be separated
- pests and diseases are easily controlled; Any three [3]

(c) Well-answered
- heat/ high temperature;
- wind;
- cold/ low temperature;
- over-handling;
- noise;
- change of environment;
- over-crowded space; Any three [3]

30 JSC Examiners Report 2015

 (d) Well-answered
- selling / feathers / meat / skin / egg shells/ jewellery/ ornaments/ provide income;
- employment / job creation;
- provide foreign currency through export/ export of eggs Any two [2]
[10]

10 Beef cattle

(a) (i) Answered fairly well.

A – seminal vesicles; R – tests/vas difference
B - vas deferens / sperm duct;
C – testis/ testicle; [3]
(ii) Answered poorly. Learners wrote the wrong function.
part B is tube / duct that transports sperms / passage - way for sperms; [1]

(b) Answered fairly well. Some learners referred to bacterial instead of bacteria.

(i) Anthrax – bacteria/bacterium;

(ii) Foot-and-mouth disease - virus; [2]

(c) Answered poorly.

A production ration is the extra food an animal needs per day;
to enable it to produce more / extra milk, eggs, wool, meat)/ products; [2]

(d) Well-answered.
- animals should be free from diseases / healthy / disease free;
- animals should be clearly marked; R - free disease/ just permit
- need a special movement/ export permit to transport the animals;
- abattoirs must comply with the requirements and standards of the European Union [EU]; Any two [2]
[10]

JSC Examiners Report 2015 31

32
COMPUTER STUDIES
1502
Paper

GENERAL COMMENTS
The gap between poor, good and excellent candidates at the respective centres remains too big and needs to be
narrowed. This is pointing to the specific centres where a teacher either did too little or did not walk an extra mile to
instill the required, basic competencies. This is not fair towards the learners, their parents and the entire nation.
Learners should be taught how to interpret questions. Mark allocation should be considered when answering
questions. Learners should only give the facts that are required. If two facts are required and the learner writes four
facts, only the first two will be taken into consideration.

Section A

1 A [1]

2 D [1]

3 B [1]

4 C [1]

5 A [1]

6 A [1]

7 A [1]

8 B [1]

9 C [1]

10 C [1]

11 A [1]

12 B [1]

13 D [1]

14 C [1]

15 B [1]

16 C [1]

17 A [1]

18 A [1]

19 D [1]

JSC Examiners Report 2015 33

20 B [1]

21 A [1]

22 D [1]

23 D [1]

24 C [1]

25 B [1]

26 B [1]

27 A [1]

28 D [1]

29 B [1]

30 C [1]

[30]

Section B
Many candidates do not know the terms at all. Candidates find it very difficult to express themselves.
Terms must be exercised. Candidates need to be able to define terms, discuss the function thereof and then
give an example. The terms “data paths” and “cache memory” were answered least correctly.

(a) Biometric password

Biometrics is the science and technology of measuring and analysing biological data. It is used to uniquely
identify individuals by their physical characteristics or personal behaviour traits e.g. fingerprints/ retinas
(eye). [2]

(b) Data paths

It is a set of functional units that function to process data. The central processing unit (CPU) in a computer
contains data paths that route data between these functional units. A larger data path can also be created
by joining data paths together by using multiplexers. [2]

(c) LCD monitor

Is a flat panel display, electronic visual display, or video display that uses the light modulating properties of
liquid crystals. Liquid crystals do not emit light directly. [2]

(d) Mail merge

It is a software function describing the production of multiple documents from a single template form and a
structured data source. The letter may be sent out to many “recipients” when small changes are required,
such as a change of address or a change in the greeting line. MS Word Mail Merge allows a user to send
letters or documents to many people simultaneously. [2]

(e) Cache memory

Used by the central processing unit (CPU) of a computer to reduce the average time to access data from the
main memory. The cache is a smaller, faster memory which stores copies of the data from frequently used
main memory locations. [2]
[10]

2 Many learners do not know when to use the right click button and when to use the left click button,
hence, they lost marks. More practical exercises are recommended.

34 JSC Examiners Report 2015

 (a) right click on the mouse button
Rename
Life science [2]

(b) spreadsheet [1]

(c) right click on the mouse button

copy / send to drive g or Drag file and drop into g drive [2]

Many learners thought the memory stick and Drive G are two different drives which is not the case. The
memory stick is in Drive G.

(d) right click on the mouse button, new folder [2]

(e) The basic difference between the two is that files store data, while folders store files and other folders.
The folders are often referred to as directories. [2]

(f) multi-media [1]

[10]

3 (a) 7 [1]

(b) 5 [1]

(c) Lettuce [1]

(d) numeric/ numbers [1]

Question 3 (e) and (f) was not well-answered. The learners do not know how to use Queries and Filter by
selection.

(e) Stock at hand will be reduced by three stock at hand thus it will be 75. [2]

(f) filter by selection – click on I&G

OR
create query, Select I&G in the producer field [2] [8]

4 Centres where Spreadsheet were taught did exceptionally well. However, most schools could not
achieve the (D) aggregate. Teachers should emphasise how to start a formula, namely with a “=” sign.
The following must be avoided:
• the word total instead of the function sum
• writing the function in front of the formula or after the formula, eg.
• Sum=(B3+B4+B5+B6) instead of =sum(B3+B4+B5+B6)
• =(B3+B4+B5+B6)=G3

(a) a1,b2,c2,d2,e2,f2,g2,a3,a4,a5,a6,a8,a9 (any one of these) [1]

(b) Using a; instead of a: to indicate ranges, caused candidates, in some cases, to lose 8 marks.
Others lost 4 marks by using AVE and AVG instead of the function AVERAGE

(i) = sum(b3:e3) OR = b3 + c3 + d3 + e3 [2]

(ii) = average(B3:E3) OR =F3/4 [2]

(iii) = sum (b3:b6) OR = B3 + B4 + B5 +B6 [2]

(c) Most candidates indicate copy and paste without selecting the cell containing the formula:
autofill handle OR + symbol on lower right corner of cell [1]
OR Select F3 down to F6 Fill down

JSC Examiners Report 2015 35

 (d) Tambo [1]

(e) right click the mouse button format cells numbers – no decimal points
- decimal = 0 [1]
[10]

5 (a) It is a document which has been written in a different software program, which is added (attached)/
uploaded to an e-mail. [1]

(b) Logo.bmp [1]

(c) ZIP IT – Or compress it [1]

(d) 4 [2]

(e) slang vocabulary used

writing the information in capital letters
The subject does not explain the contents of the e-mail.
[2]

(f) Logo [1]

[8]

6 (a) They can share devices.

The can share communication links. [2]

(b) The candidates have the notion that each network must have a server which is not necessarily
the case.
router or a hub or a switch
nic network interface cards inside the computers [2]

(c) activate the firewall

use good passwords [1]

(d) use updated anti-virus programs / don’t share memory sticks [2]

[7]

7 (a) insert clipart from computer

take a photo with the camera, scan it in
take a photograph with a camera, insert the sd card and download [2]

(b) colour
different fonts
boarders
pictures
bold, underline, italics [4]
[6]

8 (a) heart rate monitor

lung machine [1]

(b) buzzer, flashing light (Most learners only obtained one mark as they only gave one facts.) [2]

(c) some people find it difficult to read graphs [1]

36 JSC Examiners Report 2015

 (d) password
protect computers from unauthorised access
limit access [2]
[6]

9 This question was well-answered.

(a) false

(b) true

(c) true [3]

[3]

Section C

1 In some cases the learners gave two answers, e.g

(a) 15
30
As in all other cases only the first answer was taken into consideration. Loops need to be given
attention as some schools had problems to do 1(b) for do loop and (e) the while do loop.

(a) 30 [2]

(b) 20 [2]

(c) 2 [2]

(d) 13 [2]

(e) All learners who wrote something as an answer to this question, received two marks as there was an
error in this question. [2]

[10]

2 Some schools performed exceptionally well, but still more practical work needs to be done in
many schools. The learners must give the answer of the calculation and not leave it for the marker
to work out the answer, e.g. The candidate wrote 1+3 instead of 4.

3 Only few learners were able to answer Question 3 as algorithms remain a challenge in many
schools. All possible correct answers were taken into consideration for the algorithm.
begin
enter temperature
highest = temperature
lowest = temperature
total = temperature
for i = 1 to 6
enter temperature
if temperature > highest then
highest = temperature
elseif temperature < lowest then
lowest = temperature
end if
total = total + temperature
end (for)
average = total / 7
output highest , lowest, average
end

JSC Examiners Report 2015 37

 Marks were allocated for the following:
Initialisation (1)
Loop (1)
Correct input (1)
Total (2)
Conditions (3)
Correct output (1)
Indentation (1)
[10]
Trace table
box Num1 Num2 Num3 dec output
1
2 0 1 0
3 T
4 1
5 1
6 1 0 1
3 T
4 1
5 1
6 2 1 0
3 T
4 3
5 3
6 3 2 1
3 T
4 5
5 5
6 4 3 2
3 T
4 7
5 7
6 5 4 3
3 F

38 JSC Examiners Report 2015

DESIGN AND TECHNOLOGY
1808
Paper 1

General comments

The question paper was set to the same framework as the question papers of previous years and was designed to
cover the entire syllabus, addressing the assessment objectives in the outlined ratio. Level 1 questions were answered
satisfactorily. Most candidates experienced difficulties in answering questions that required more than just name, e.g
calculations, which involve formulas as well as graphics.

Around 31% of the questions required that learners draw on their knowledge and experience to propose possible
solutions to posed problems, while around 17% of the questions required learners to perform calculations. Most
learners found these types of questions quite challenging. The examiner tried to structure questions in such a way
that the learners were exposed to the basic questions first with a build-up to the more difficult questions that required
inherent understanding.

Sections that were particularly challenging included general calculations and the use of diagrams and notes to present
ideas.

The examiner is hopeful that these issues could be resolved and that the comments on specific questions would be of
help.

Comments on individual questions

1 (a) Well answered.

The meaning of each safety sign refer to and include:

• First Aid

• Hospital

• Ambulance

• Nurse

• Wear goggles

• Protect your eyes

• Fire extinguisher

• Put out fire/kill fire

• Safety switch

• Alarm

• Press the button in emergency situation

2 (a) Most of the learners tried to give the correct/possible answers, even though many of them did not
understand the word “features”. Instead, they mentioned the steering function, e.g. would be able to
turn the cars in corners, would be able to steer the car properly.

JSC Examiners Report 2015 39

 Design features of modern steering wheels refer to and include:

• Sporty design

• Better grip

• ergonomic features (finger, hand)

• buttons for controls like audio

• air bag fitted, padded for collisions

• collapsible in case of collision

• aesthetic (good looking, attractive)

• comfortable and has good grip for hands not to slip

(b) Most of the candidates did not use the term “leverage,” but stated “the easier steering.

Marks were awarded though.

The answer should refer to:

• Bigger wheel, more leverage

• Smaller wheel, less leverage

• More effort required on smaller wheel

3 Most learners who attempted it managed to draw it in pictorial view. Even though ±40% redrew the development.

4 Answered poorly. Only 1% of the learners got it correct. However, it was expected that all learners should
have answered this question correctly because it is a straight forward question.

The answer should refer to:

• A transducer is a device that converts a signal from one form of energy to another form of energy.

5 Many candidates, ±45%, got it right, even though the rest had difficulties drawing it in isometric view.

6 (a) answered fairly well by all candidates.

Components could be:

• LED (light emitting diode)

• 555 timer (IC)

• Switch

• Wire

• Bulb

40 JSC Examiners Report 2015

 (b) Answered poorly. Learners did not know the type of circuit that flashes a light on and off.

The type of circuit refers to and includes:

Timing circuits

7 Answered poorly. Learners from only a few centres demonstrated some awareness of how to apply these
types of calculations.

Calculation:

F ×d = f ×d

F × 500 = 4× 400

F = 1600/500

= 3.2 KN

8 Answered very well.

9 Answered very poorly by almost all centres. Learners from only a few centres demonstrated awareness
of how to apply these types of calculations.

Calculation to indicate:

• To rise her body upward at a constant speed, the student must apply a force which is equal to her weight (m.g).

• The work done to lift her body is:

W= F×d = (420N) × (0.25m)

W= 105 J

• The power is the work done/time ratio which is (105J) × (2 second) = 52.5 Watts

10 Answered satisfactorily. A significant number of learners could not grasp the sequence of energy
conversation taking place.

Energy conversation:

Electrical → kinetic energy

JSC Examiners Report 2015 41

Section B

11 Communication

(a) (i) Answered satisfactorily. A site plan was given. All that learners should have done was to re-
draw the plan to a new scale with paths and a play area that includes a slide and a sand pit.
Most candidates managed to re-draw the plan, but maintained the same given scale as in the
question. Most candidates included the paths and play area. Although, there were learners from
some centres who simply skipped this question. Yet again, some schools/teachers do not teach
plan lay-outs at schools.

• Site plan to include:

- Suitable design for path

- Suitable design for play area (with sand pit and slide)

- Drawn to correct scale

- Labelling/ key indicated

(ii) Most learners simply re-drew the bungalow with two rooms, but clearly did not know the symbols
for doors, baths, etc.

• Building plan to include:

- 2 bedrooms indicated

- Washing room/shower/toilet indicated

- At least three doors indicated

(b) A fairly easy development was asked, yet ±80% of all candidates re-drew the isometric view as is and
in some cases it’s clear that learners traced the drawing from the question paper.

• Development to include:

- Two semi-circular tabs with Ø9 hole drawn correctly

- Five rectangular sections drawn correctly

- Tapered section drawn correctly

(c) Very few candidates attempted this question in the correct manner. Learners do not know the meaning
of the term “logo”. Instead of using graphics, they only used normal lettering. Teachers should try to
complete the syllabus before the final examinations.

• Logo to include:

- Graphic for letters “A” and “Y”

- Presentation

42 JSC Examiners Report 2015

12 Resistant Materials

(a) Answered poorly. Only very few candidates managed to answer this question correctly. While most
of the candidates only managed to mention the use of heat to soften the metal and that it should be
hit with a hammer. It clearly shows that most centres did not deal with this part of the syllabus satisfactorily.

• Description should refer to and include:

- Plugging the tubing

- Filling it with course sand (to prevent deformation), compacting sand and sealing off

- Using a jig/ any suitable round object to make bend, applying heat if softened

(b) Another question that was answered poorly. Most candidates attempted this question, yet many of
them did not present it correctly. The examiner expected them to start with preparations, tools used
and the use of flux and brazing. Most of them simply re-drew the given picture as is.

• Sketches and notes to show:

- Suitable notes and description

- At least one tool mentioned

- Presentation

(c) Answered well by most candidates. Some devised the correct method of attaching an aluminium
board to mild steel. Some mentioned welding, which is inappropriate in this case. The examiner
expected learners to devise suitable methods such as soldering/oxy-acetylene welding, self- tapping
screws, etc.

• Sketches and notes to show:

- Suitable method

- Suitable notes and description

- At least one tool mentioned.

(d) Answered satisfactorily. Most candidates attempted this question in a correctly. Some candidates
demonstrated the use of a G-clamp as a means of a quick release clamp, which could not be accepted
as being correct. Another group of candidates proposed a very good method of a clamp to be used,
but the way in which it was attached to the roof rack did not allow the user to release it quickly.

• Sketches and notes to show:

- Suitable types of clamp

- Suitable notes and description

- Presentation

JSC Examiners Report 2015 43

(e) (i) Answered very poorly. Most candidates did not understand the word “feature” in the process.
Some candidates opted to totally skip it.

• Features refer to and include:

- Smoothness so plastic does not stick to it

- Shaped in such a way that it is not difficult to remove the product

- Holes to suck out air

(ii) Only a few candidates showed a little knowledge regarding vacuum forming processes. This includes:

- Plastic sheeting heated in vacuum former

- Mould placed in place

- Mould raised into heated soft plastic

- Plastic takes shape of mould

- Excess air sucked from underneath plastic

- Left to cool, edges trimmed off

(f) Answers were disappointing. Most learners just re-drew the knife exactly as it appears on the question
paper. Very few learners even mentioned shaping tools such as files, chisels, plane.

• Sketches and notes refer to and include:

- Suitable shaping method

- Suitable notes and description

- Presentation

(ii) Very very few candidates answered this question correctly. Most candidates chose to ignore it
completely.

Learners from only a few centres demonstrated some insight of how the groove in the handle for the blade
could be made. This includes:

- Marking out

- Clamping

- Cutting the groove

44 JSC Examiners Report 2015

13 Technology

(a) (i) Answered very poorly. All the learners should have scored full marks for this question because
the same content is done in Physical Science, yet the question appeared to be difficult. Only
learners from two centres answered it correctly. Almost all candidates could not give the correct
formula for calculating total resistance in parallel which is:

1/RT=1/R1+1/R2

Calculation to include:

1/RT = 1/R1 +1/R2

=1/2 +1/2

= 2/2

= 1Ω

(ii) Answered very poorly.

Total resistance = (A + B) + 1Ω

= 1Ω+1Ω

=2Ω

(iii) Answered very poorly. It is clear that most centres did not deal with this part of the syllabus
satisfactorily.

Calculation to show:

I = V/R

= 6V/2 Ω

= 3A

(b) Answered well, but also one of those questions for which all learners should have scored the marks on offer.

• Forces to include:

A tension

B compression

C bending

D torsion

JSC Examiners Report 2015 45

(c) Answered very poorly by all centres. Most candidates found this question very difficult. Very few
managed to mention that the valves X, Y and Z are working together in a way that prevents/allows the
flow back of air.

• Explanation to refer to and include:

- 3 ports X,Y and Z

- Small rubber piston moves freely between X and Z

- If air enters at X, piston pushed toward Z ( and vice versa)

- Air flows through Y

(d) (i) Answered poorly. The calculation includes moment = f×d = f×d.

Candidates displayed very little knowledge about this calculation and formula.

• Calculation to include:

1000×0.5m = 500Nm

X x 2m = 500Nm

X = 500/2

= 250N

(ii) Answered poorly. Another section in the syllabus that appears to be inadequately covered.

• Pivot point: C

(e) (i) Answered very well by most centres. However, this was one question for which all the learners
should have scored marks.

• Specific applications to refer to and include:

- Car brake system

- Aircraft undercarriage

- Forklifts,bulldozers ( any relevant answer)

(ii) Answered satisfactorily. Learners were required to give advantages of a hydraulic system
compared to a pneumatic system. Instead, most learners stated that a hydraulic system uses
pressurised oil while a pneumatic system uses pressurised air. These are differences between
the two, not advantages. It was expected that all the learners should be able to answer this question.

• Advantages should refer to and include:

- Hydraulic system can produce very high pressure

- Produce a much higher force

- Hydraulic fluid is incompressible (virtually)

- Hydraulics give very smooth motion, since there is no bounce due the fluid compressing and
expanding as in pneumatics

46 JSC Examiners Report 2015

 (f) (i) Answered well, even though some candidates did not manage to mention at least three energy
conversions that are taking place when the drill is operated. Most candidates who attempted it
mentioned chemical energy which was not applicable at all.

• Energy conversion to refer to:

- Electrical energy converted to kinetic energy (armature rotates)

- Kinetic energy converted to heat and sound energy (rotating armature generating heat and sound
energy)

(ii) Answered satisfactorily. Some candidates suggested that there is a cooler in the drilling machine.
Many candidates, who attempted it, have suggested that the drill should be unplugged from the
socket and left to cool down. This is proof that some learners are not exposed to tools such as
an electrical hand drill.

• Explanation to refer to and include:

- Grooves/holes in drill casing

- Fan blades fitted to armature

- Rotation sucks in cool air which displaces hot air

Positive suggestion to the teachers

It was evident that certain topics were neglected at some centres. If one should look at the syllabus for each grade,
the volume of work for the complete phase might appear to be too much to cover. However, topics are repeated in the
different grades. A carefully planned work scheme over the three years could cover all the topics sufficiently, so that one
could do the final touch-ups during the second trimester of the final year.

It is strongly recommended that the different topics should be covered as the learners are working on their coursework
portfolio. In other words, topics need not to be done in a strict sequence (first communication, then resistant materials
with timber-metal-plastic and finally the technology part). One should rather investigate and invest in practical
situations, find linkages between the different fields and merge topics that could complement and strengthen each
other. Moreover, teachers should really strive to make lessons/investigations/discussions current and applicable to the
learners’ technological environment.

JSC Examiners Report 2015 47

 1808
Paper 2

General comments

It was apparent from the learners’ work that there was a marked drop in the standard of the answers compared to last
year. The general understanding of the concept “specification” was misinterpreted by most of the centres. Teachers
should re-emphasise the difference between “specification” and a “function”. Freehand drawings were of poor quality
and more time should be spent on this aspect. Shading, rendering and standard dimensioning should also be drilled.
One center (A09) still makes use of the examination booklets while it was clearly stated in the instructions
on the question paper that candidates had to answer on the separate A3 drawing paper. Please ensure that
instructions are followed. The use of colouring should also be encouraged. The wrong numbering of questions, and
in some cases NO numbering, made marking very difficult.

Comments on individual questions

1 Communication

(a) Answered well, as most of the learner’s could identify appropriate “specifications” for the sign board.

(i) Accept any suitable specification

pleasing/attractive appearance

simple to use

suitable size

clearly understandable graphics/symbols

must be made of (name type of material)

inexpensive to produce, etc.

(ii) Suitable reason supporting specification in (i).

Some learners had a good idea of what was required and proposed suitable ideas. Quite a
number of learners designed sign boards for other areas while it was clearly stated that the sign
boards should be designed for:
Science area
Technical/technology area
Sports area
Library

Others only proposed one idea, making marking (b) (ii) very difficult. The reasons stated for the final solution
were excellent.

(i) Ideas:

two ideas proposed [1]

ideas suitable for purpose [2]

shape and size considered [2]

referred to or included some construction detail [1]

[6]

48 JSC Examiners Report 2015

 (ii) Idea selection:

idea selected [1]

suitable reason stated [1]

[2]

(c) The final design of most learners met the general requirements, although the diagrams lacked
information such as labels, notes, colour and suitable measurements/dimensions.

Development:

basic outlines representing a suitable working drawing [1]

some hidden and/or special detail shown [0 - 2]

applicable notes/labelling added to diagrams [0 - 2]

suitable sizes considered applying scaling or considering ratios [0 - 2]

suitably laid out and logically arranged [1]

effective use of colour/rendering [1]

major realistic dimensions inserted [0 - 2]

quality and clear presentation [1]

[12]

(d) Only learners from some centers completed a flow chart successfully. The flow chart will always be
asked, so teachers should spend time to explain to learners how to draw a flow chart and to identify
three appropriate procedures in the proper sequence to make the sign board. The procedures should
include measuring, cutting, joining, decorating, finishing, etc.

Flow chart:

suitable flow chart presented [1]

include three sequential procedures [3]

good presentation [1]

[5]

(e) Some learners suggested suitable/appropriate tests, with only a very few who suggested possible
results and how these results could be used to determine if the sign board will satisfy the identified
specifications.

Testing:

appropriate test identified [1]

suitably described and results interpretation referred to [1]

[2]
[30]

JSC Examiners Report 2015 49

2 Resistant materials

Quite a number of learners misinterpreted this question, and as a result, quite a lot of marks were lost. Learners
designed book shelves/racks instead of book supports for use in a school workshop.

(a) Answered poorly. Most of the learners copied the listed specifications while the question clearly
states that an additional specification should be stated.

(i) Accept any suitable specification

pleasing appearance

easy to carry/move

suitable size to accommodate any size book

safe construction

durable/inexpensive to produce, etc. [1 x 1]

[1]

(ii) suitable reason supporting specification in (i).

[2]

(b) Most learners proposed two ideas, but learners misinterpreted the question and proposed book
shelves/racks instead of the required book supports.

This resulted in loss of marks.

(i) Ideas:

two ideas proposed [1]

ideas suitable for purpose [2]

shape and size considered (ergonomics) [2]

referred to or included some construction detail [1]

[6]

(ii) Idea selection:

idea selected [1]

suitable reason stated [1]

[2]

(c) The final design of most learners met the general requirements, although the diagrams lacked
information such as labels, notes, colour and suitable measurements/dimensions.

Development:

basic outlines representing suitable working drawing [1]

some hidden and/or special detail shown [0 - 2]

applicable notes/labelling added to diagrams [0 - 2]

50 JSC Examiners Report 2015

 suitable sizes considered applying scaling or considering ratios [0 - 2]

suitably laid out and logically arranged [0 - 2]

effective use of colour/rendering [1]

major realistic dimensions inserted [0 -2]

quality and clear presentation [1]

[13]

(d) Some learners stated metal, plastic or wood instead of listing specific metals like aluminum, mild steel
sheets, timber (pine) or plastic (PVC).

(i) suitable material selected [1]

(ii) reason for choice given [0 - 2]

[3]

(e) Only a few learners suggested suitable/appropriate tests, with very few who suggested possible
results and how these results could be used to determine if the book support will satisfy the identified
specifications.

Testing:

appropriate test identified [1]

suitably described [1]

results interpretation referred to [1]

[3]
[30]

3 Technology

More learners, than in previous years, attempted to answer this question with quite some degree of success.
However, there were some candidates who designed tables while it was stated that some form of mechanical- and
or electrical device should be designed.

(a) Answered well, as most of the learner’s could identify appropriate “specifications” for the device.

(i) Accept any suitable specification:

produces required movement (grip articles on floor and high up)

operate battery power/dynamo/generator 9 minutes not available/mechanical

easy to produce and maintain

safe construction, etc. [1 x 1]

[1]

(ii) sensible reason (some suggestions in brackets) supporting specification listed in (i). [2]

JSC Examiners Report 2015 51

(b) Most learners proposed two ideas, but learners misinterpreted the question and proposed tables
instead of the mechanical/electronic device required.

This resulted in the loss of marks.

(i) two ideas suggested [2]

(ii) operation system 1:

general reference to operation [1]

appropriate description of operation [2]

concise and detailed description of operation

sub-components referring to particular function(s) [3]

[3]

operation system 2:

general reference to operation [1]

appropriate description of operation [2]

concise and detailed description of operation

sub-components referring to particular function(s) [3]

[3]

(c) Answered well. Most of the learners selected an idea to develop as a final solution and gave an
appropriate reason for the selection.

(i) selecting a specific system [1]

(ii) reason for choice [0 - 2]

[3]

(d) The final design of most learners met the general requirements, although the diagrams lacked
information such as labels, notes, colour and suitable measurements/dimensions.

Development

basic outlines representing suitable working drawings [1]

some hidden and/or special detail shown [0 - 2]

applicable notes/labelling added to diagrams [0 - 1]

some construction detail inserted [0 - 2]

suitably laid out and logically arranged [0-2]

major realistic dimensions inserted [0 -2]

quality and clear presentation [1]

[11]

52 JSC Examiners Report 2015

(e) Most learners only named one or two tools and listed materials such as wood, metals and plastic.
Teachers should explain the difference between a tool and materials.

Tools

2 - 3 appropriate tools listed [1]

a rather comprehensive list which includes some specialist tools [2]

(f) Some learners suggested suitable/appropriate tests, with very few who suggested possible results
and how these results could be used to determine if the devise will satisfy the identified specification.

Testing:

appropriate test identified [1]

suitably described and results interpretation referred to [1]

[2]
[30]

JSC Examiners Report 2015 53

 1808
Paper 3

General comments

It was expected that marking would be done much more objectively and consistently after the reports sent out to centres.

At the previous workshop at Harmony Seminar Centre, all teachers present expressed their utmost appreciation for the
valuable information regarding the assessment of the various steps when compiling such a folder.

However, again, as it happened last year, many teachers awarded marks much too leniently. This was detected by the
markers at DNEA during the moderation process. Teachers are kindly reminded to, objectively and critically, use the set
criteria during the evaluation process.

The HODs responsible for Design and Technology should make time to discuss the report from DNEA regarding the
marking of folders with teachers. This exercise could strengthen the teachers’ knowledge and also encourage them to
work with greater determination when the folders are done.

Teachers are advised to consult a colleague should they experience problems or have difficulty marking their candidates’
folders. The experience gained will definitely assist them in future.

Although the advice of giving a copy of the assessment criteria to each candidate had been followed, most centres’
folders were arranged inappropriately.

The candidates’ work could drastically improve with a little assistance from teachers although it is expected that a
teacher should guide the candidates appropriately and also provide the necessary information should candidates
experience difficulties.

Also, when allocating marks for the various stages, teachers must be more objective. It is essential that candidates are
guided in choosing a design area which falls within their individual ability and skills range.

General analysis of problem, design brief as well as preparation and precision of specification

Most candidates were able to state the problem clearly and this was usually followed by a clear design brief, but many
candidates failed to fully analyse and research the actual problem.

Some candidates confused design briefs with specifications.

All too often candidates included several pages of information on materials, constructions, finishes and fittings, before
any ideas or concepts had been put forward. This is really a waste of time, as the assessment criteria for this design
topic do not allow for marks to be awarded for such content.

Issues relating to materials, constructions, finishes and fittings should be considered as part of the specification
subheading or development of the final idea.

Exploration of ideas

Ideas should be “explored”, e.g. sketches should be produced, notes should be written on the construction of each idea
and each idea should be evaluated properly.

Development of proposed solution

54 JSC Examiners Report 2015

During this stage, various sketches/drawings with the necessary details (measurements, materials, etc.) as well as
discussion must be inserted. Exploded views form an integral part of the development stage. During this stage,
thorough and thoughtful development of the intended product must be made, with attention to fine detail included.

Planning for production

Many candidates did very little regarding to planning for production. All the necessary details should be added with
regard to the making of the product, i.e. the necessary tools, materials and safety measures until the finishing process/
es should be included.

Flow charts, material lists, cutting lists and a time frame should form part of the planning process.

Quality of production

It was clear that some candidates had gained considerable experience and were very proud of the product they had
made. It was pleasing to observe that candidates achieved success in this way and that they had gained so much
satisfaction from their hard work.

Centres are reminded of the assessment requirement that clear photographic evidence of made products should be
included as part of the material submitted for moderation. These should include an overall view of the article together
with appropriate evidence of detail to support the mark awarded. Unfortunately, many centres failed to do this.

Evaluation

It is not sufficient to produce a list of tick boxes against each specification point. Candidates need to qualify how and
why the specification has been met.

This can only be done meaningfully where candidates have gone to the trouble of arranging appropriate testing of the
product in its intended environment and then linked the outcome to their original design specification for the solution.

Unfortunately most candidates focused their evaluation on how well the project had progressed and omitted to consider
and test the product in its intended environment. This approach can be awarded only very low marks.

Conclusion

Each candidate should be provided with a copy of the Assessment Guidelines outlined in the syllabus. This can assist
them in structuring their portfolios in a similar sequence and to judge whether the content compiled under a particular
assessment topic, meets the requirements described.

NB. Photographic evidence submitted alongside the candidates’ work must be clearly visible to the moderator at DNEA
for marking. Valuable marks are lost for poor photos when judging the “Quality of Product” as well as “Fitness for
purpose” stages.

The learner should state in the design brief already if a model is to be made and testing and evaluation should be done
on the model. If a model is made, the specifications should reflect what is expected of the model.

Should a centre not have the necessary materials and/or accessories for their learners to complete their final product,
their School Development Fund or Regional Offices could be contacted for assistance. Even the local businesses could
be targeted to donate these valuable and needed resources.

A second person MUST check totals as several calculation errors were detected, although a second signature appeared
on the Coursework Assessment Forms. The OMR forms MUST be submitted with the coursework samples.

JSC Examiners Report 2015 55

56
ENGLISH SECOND LANGUAGE

1131
Paper 1

GENERAL COMMENTS

Overall, the performance of the candidates did not show an improvement this year, though some candidates did
exceptionally well. It was still obvious that the standard of English among candidates has not improved because
many candidates struggled to interpret the questions. Many candidates lacked the skills for answering the questions.

The following areas, although it was discussed in previous reports, still need to be addressed:

• the skills/mechanisms of answering reading comprehension questions (Parts 1 and 3 of Section A),

• answering of grammar questions (Part 4, Section A),

• Part 3, Section B, the directed writing tasks or summary writing,

• understanding and interpretation of rubrics,

• language usage,

• spelling,

• illegible handwriting

It was evident that some of the teachers had prepared their candidates for the format of the question paper and types
of stimuli used. Some candidates adhered to the rubrics, though, there is still concern among markers about
candidates’ abilities to answer questions appropriately.

As mentioned in previous examiners’ reports, the overall language usage of many candidates is still poor. The majority
of the Grade 10 candidates could not spell words or apply language structure correctly.

There are still a number of candidates whose handwriting is very hard to read. Candidates should be encouraged to
write legibly for their own benefits.

COMMENTS ON SPECIFIC QUESTIONS

Section A

Part 1

1 This question was not answered well because the majority of the candidates did not understand the
instruction of the question. The question required that the candidates mention the number of people who
could win a holiday in Namibia and not how many couples. The correct answer is 6 people, not three couples.

2 This question was not well-answered because the candidates misspelt ‘dawn and dusk’, instead they
wrote ‘down and dust’. The candidates were required to write both times of the day, namely ‘dawn and
dusk’ to score a mark.

3 For question 3, many candidates copied ‘slower as lower’ and ‘pace as peace’. The correct answer is: to
take things at a slower pace / take a break from the fast pace of the city.

4 The majority of the candidates misspelt the name of the place, which is Swakopmund Hotel and

JSC Examiners Report 2015 57

 Entertainment Centre, because they did not consider the name of the place as a proper noun.

5 This question was well-answered by the majority of the candidates, though some candidates wrote ‘guided’
tour instead of ‘guided tour’ or they wrote ‘rhino tours’, instead of writing ‘with Rhino Tours’.

6 Many candidates wrote Walvis Bay by SA Express or they copied this sentence from the passage,“The
winners will be flown to Walvis Bay by SA Express”. Both of these answers were not wrong. The answer
is SA Express / South African Express.

Part 2

Many of the candidates scored better marks for this question than in Part 1. However, it was evident that some
candidates still do not know how to answer multiple-choice questions. Many candidates still used a pencil to indicate
their options. The Examiners’ reports of the past seven years requested for the teachers to inform candidates not to
write their answers with a pencil.

The correct options are:

1 C

2 A

3 B

4 D

5 B

6 A

Part 3

The majority of the candidates could not comprehend what they had read, thus they struggled to answer this question.
Many candidates scored low marks in this question.

1 Most of the candidates left out the word near, and some misspelt ‘Robben’, while others wrote a small “i”
to Island. The correct answer is: near Robben Island.

2 The candidates chose the wrong statement as their correct answer. The correct answer is: some had
been rescued as chicks near starvation others were washed up, weak and exhausted. Many
candidates wrote the answer to Question 9 here because they misinterpreted the question.

3 Most of the candidates wrote the correct answers, however, they wrote both answers on one line. They
scored only one mark in this case. The correct answers are:

(a) Egg collectors invaded their nests

(b) Guano diggers scrape clean the guano that coated their breeding habitats

Many candidates wrote ‘nets’ instead of ‘nests’ or they wrote: guano diggers scraped clean the white gold, which is an
incorrect answer.

4 Overall, this question was answered poorly. Many candidates lifted the whole paragraph and omitted the
important information to the answer due to the space provided. The correct answer is: the intensely
localised fishing pressure along the west coast and an increase in sea surface temperatures (in
other parts of the ocean).

58 JSC Examiners Report 2015

5 Many candidates wrote the correct answer, though they left out the last part of the answer, which was
important to score the mark. The answer is: An African penguin’s fishing expedition is limited to
about 20 km from its colony during the breeding season and if the fish are not there, its chicks starve.

6 The majority of the candidates gave the correct reason, however, they wrote ‘False’ instead of ‘True’. If
this part of the answer was wrong, then the reason did not count a mark. The correct answer is:
True

Breeding adults are site faithful, so they will return to breed at a site even if the feeding conditions are
quite poor.

7 The majority of the candidates answered this question incorrectly due to limited vocabulary. The correct
answer is: disguised. The majority of the candidates either wrote ‘hesitant or heading’.

8 The majority of the candidates did not score a mark for this question because they lifted the incorrect
answer. They wrote this sentence as the first part of their answer: “ Life at sea is not easy as it once
was” ... . This was marked wrong because it was irrelevant to the answer. The correct answer is: There
are more plastic than plankton floating in some parts of the ocean and more globules of oil than
octopus. Some of the candidates copied this sentence from the passage: “I watched as plastic bags
disguised as jellyfish drifted past the boat and a rainbow-coloured sheen crept across the surface”. This
sentence was also NOT accepted as the correct answer.

9 Many candidates interpreted the question incorrectly and therefore, did not score marks. The correct
answers are:

(i) due to oil pollution

(ii) passing ships illegally dump contaminated bilge and ballast water (waste)

10 The majority of the candidates answered this question correctly: help reduce litter by picking up
discarded plastic

Part 4

The candidates lack the basic grammar rules or they do not know how to apply the language rules correctly. The
correct answers are:

1 Mark Orsini, a patient of mine, was pushed to the stage to deliver his graduation speech. (Sentence
must be grammatically correct.) [1]

2 A powerful speech was delivered by Mark Orsini. / A powerful speech was delivered by Mark Orsini
to his classmates. [1]

3 Was Mark going to be involved in his recovery? [1]

4 he would [1]

5 procedure / After a risky procedure to filter his blood, Mark showed improvement. [1]

6 When I saw Mark again after his graduation he was feeling great. [1]

7 I want to say I am in awe of him. (NOT: I’m) [2]

8 most / Mark’s parents were the most amazing people I had ever met. [1]

9 Mark did not speak in a soft voice. [1]

JSC Examiners Report 2015 59

Section B

Part 1

The majority the candidates answered this question well. However, candidates are careless when spelling proper
nouns, the e-mail address and writing dates. Overall, the last part of the form was completed incorrectly. Below are
the correct answers:

RIDE
ENTRY FORM FOR ROAD AND CIRCUIT RACES – 2015

Section A: (Please complete this part using CAPITAL LETTERS)

NAME: ANNA CHRISTOPHER [1]

ADDRESS: 12 PRIMROSE AVENUE

USAKOS [1]

TELEPHONE: 064-698807 (h) [1]

DATE OF BIRTH: 4 MAY 1998 / 4th MAY (NOT: 4th of May) [1]

EMAIL ADDRESS: annac@cyclingclub.com [1]

EVENT NAME: COASTAL ENDURANCE RACE [1]

DATE OF RACE: 5 NOVEMBER (YEAR SHOULD NOT BE INDICATED) [1]

Section B:

Key Sponsor (s:) ALL STARS BEVERAGE COMPANY [1]

Best Performance in road and Circuit Cycling Races

Name of Event Placing

Erongo Cycling League 1st / first
Mountain Bike Ride (Spitzkoppe) 3rd / third

[10÷2=5]

Part 2

The majority of the candidates answered this question quite well.

Why do teenagers take drugs?

• Make you feel on top of the world / make you feel good
• It brings confidence
• for fun
• to have friends / fit in with the crowd / acceptance in a group / acceptance by peers (friends)
• for status of being a risk-taker
• stress relief
• to forget problems / difficult decisions / escape problems
• feeling of being special / want to feel special
• curiosity / are curious (of what it would feel like to be ‘high’). (any 7)

60 JSC Examiners Report 2015

Part 3

Although the majority of the candidates understood that they should write a speech, many of them did not adhere to the
format of a speech. Overall, the candidates grasp what the content of the speech should be about, however, they lifted
irrelevant information. The correct answers are:

Format: Speech – if format is incorrect: -1

Contents: (5 marks)

1 Recognise when you feel angry so as not to take it out on your parents. /
“If you can recognise that you are feeling annoyed or angry, you should better be able to keep yourself
from taking it out on your mom and dad.”

2 (Calmly) let your parents know your mood (that you are feeling frustrated or moody) / let your
parents know how you feel (frustrated and moody). / Calmly let your parents know that you are
feeling frustrated or moody and that it …at another time.”

3 Set a time and place to talk later. / “If they are not co-operating, try to set a time and place to talk
later, when you are in a better mood.”

4 Think issues over and/or write down the important things which you want your parents to know. /
“Thinking the issue over beforehand or writing notes will help you manage the conversation. Write
down three important things which you want your parents to know.”

5 Consider whether a fight will solve the problem. / Think of better ways to solve the problem. / “Try
to use your head: will picking a fight help resolve the situation at hand, or is there perhaps a better
way?” / “Try to use your head: How can you best address the issue calmly and with a clever head?”

6 Disagree with respect / remember to disagree showing respect./ “Disagree without disrespect”

7 Don’t use sarcasm / yell / put down your parents. / “Resist the temptation to use sarcasm, yell or
put down your parents.”

8 Use your own opinions wisely. / “You are allowed to have your opinions too; use them wisely.”

9 Do not allow your feelings about events to determine your treatment of your family members. /
“Don’t let your feelings about other events and people colour how you treat your family members
or anyone else, for that matter.”

Content:
8 – 9 facts = 5 marks
6 – 7 facts = 4 marks
4 – 5 facts = 3 marks
2 – 3 facts = 2 marks

1 fact = 1 mark [8]

POSITIVE SUGGESTIONS TO TEACHERS

1 The Examiner’s Report should be carefully studied and discussed with the Grades 8 and 9
English Second Language teachers as well the Grade 10 learners, please. This will eradicate the
unnecessary mistakes learners make during the examination.

2 It is important to work according the well set out ESL JS syllabus and to cover all domains, learning
objectives and basic competencies.

3 The Language Usage section in the syllabus should be covered thoroughly during the course of the
JSC Examiners Report 2015 61
 Junior Secondary Phase (Grades 8 - 10) so that the Grade 10 candidates would be able to answer any
question on Language Use. (This will form part of future examination papers.) Teachers should,
therefore, incorporate proper language lessons in their teaching to practise grammar structure in class.
It is advisable for the teachers to list learners’ mistakes when marking their work and then practise to
eradicate these mistakes.

4 Teachers have to teach the basics in English Second Language such as: spelling, vocabulary, grammar,
etc. The candidates could not write proper English sentences. It is worrisome as most of the candidates
in Grade 10 cannot express themselves well in English.

5 Teachers need to teach candidates how to skim and scan while reading. The candidates do not know how
to read with understanding! Teachers are encouraged to teach READING.

6 Practise answering questions and executing instructions after any text read in class. Expose your learners
to a variety of reading texts, with the focus on vocabulary and questions/instructions. Teachers are
encouraged to emphasise the following:

• Instructions and key words (directive and informative) such as ‘Why, What, How’, ‘Name’, ‘Describe’,
‘Explain’, ‘Imagine’, ‘Comment’, ‘Pretend’, etc. should be taught.

• Form filling is mandatory. Learners should be given clear guidelines on how to fill in different types of forms.
This is the question where learners can score full marks because this is only an information transfer.

• Candidates should use capital- or block letters when completing the forms or when asked to do so.

• Teach your learners how to write an address properly and to copy information from a given passage
correctly.

7 Summary writing is still a challenge to most of the candidates. Teachers should give learners articles to
read. Articles lend themselves well to the practise of summary writing. Teach the learners how to write
proper summaries. The majority of the candidates managed to lift the correct phrases or sentences
from the given text, however, they could not organise the information in a logical and sensible order that
summarises the content.

8 Candidates should be taught the language rules of the English language. Teach them the different
types of questions they can expect in the examination and how to answer these questions.

9 Learners should not be allowed to use a pencil when answering the question paper. Teachers are
requested to encourage their learners to use a pen when ticking their answers, especially Part 2 in Section
A. Answers that are written in pencil are marked wrong.

Good luck in 2016.

62 JSC Examiners Report 2015

 1131
Paper 2

GENERAL COMMENTS

The performance and achievement of the candidates was not satisfactory overall. Language used by most of the
candidates was simple but understandable. An improvement was observed in the use of paragraphs, though not
properly done, i.e. each main idea = a paragraph. Some candidates still failed to adhere to the word limit, especially
exceeding the required number of words. It is disheartening to notice that there are still many learners in our schools
who have trouble in expressing their thoughts/ideas in English.

Grammar, in general, still needs a lot of attention. The standard of English among learners has not improved because
many could not cope with the questions in the paper.

As it was mentioned in previous Examiners’ Reports, please, continue to ensure that learners:
• choose and answer questions that they understand very well, i.e. throughout the year, encourage the learners to
choose the topics that they are conversant with.
• interpret the general instructions and prompts correctly before they write.
• are aware of, and understand the different essay types in Section A, especially the ARGUMENTATIVE ones.
• use idioms correctly and they should not translate those of mother tongue directly into English because they
become meaningless.

To improve learners’ writing, encourage them to read and read more, as this will expose them to new vocabulary.
Dictation and spelling quizzes are some of the exercises/activities that can enhance the correct spelling of English
words. TEACH the four skills, do not just assess them.

COMMENTS ON INDIVIDUAL QUESTIONS

SECTION A

QUESTION 1: The place to be! (A descriptive essay)

In life, we often feel unhappy or just frustrated and it helps to feel better when we go to a lovely, secluded place for some
peace and quiet.

Write an essay in which you describe the place and its location. Do not forget to include what it is about the place that
calms your emotions.

Secluded: of a place that is quiet and private by being situated away from people, roads or buildings.

Some expectations from candidates’ answers:

• Name of the place
• Description of the place and its location
• An explanation of what it is about the place that calms ones emotions, e.g. the smooth flow of the river, birds
chirping in the trees, the quietness of the place, etc.
• How one perceived the different aspects of the place, e.g. the smell, the sounds, the scenery, etc.

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• They wrote general descriptions of places without focusing on seclusion, peace and quietness
• They did not mention anything about the place that calms one’s emotions
• They did not consider the glossary at the end of the question to help them interpret the question correctly
• They wrote advertisements, holiday places and where they would like to spend the rest of their lives

QUESTION 2 : As a president of the LRC ... (An informative essay)

As a president of the LRC, you decided to visit a school in your region, well-known for maintaining discipline. Write an

JSC Examiners Report 2015 63

essay in which you discuss what you learnt and how it can be implemented at your school to enhance performance.

Some expectations from candidates’ answers:

• Mentioning the name of the school
• Must be a visit a person decided on and not an invitation
• Mentioning what one learned from that school (good practices, e.g. behavior,management, etc.)
• Explanation of how it can be implemented at one’s school to enhance or improve performance

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• They wrote in a speech form, instead of writing an essay
• They failed to explain how they would implement what they learnt from the school they had visited
• They discussed duties of the LRC and about a meeting they had with the learners at the visited school on how
their own school’s performance can be improved
• They wrote a general description of the school or visited more than one school

QUESTION 3: (An argumentative essay)

Social networking such as Facebook, Instagram, WhatsApp, etc. has a huge negative impact on our daily lives. Write
an essay in which you agree or disagree with the above statement.

Some expectations from candidates’ answers:

• Indicate their stance, i.e. agree OR disagree and support their stance by giving reasons
• Present counter arguments but own stance weighing more
• Focus on SOCIAL issues and not on school projects, etc.
• Explaining the negative aspects of social networking if they chose to agree with the statement and supplying
positive aspects if they chose to disagree with it

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• They wrote about the internet in general
• They focused on one type of social network
• They failed to indicate one’s stance or include only counter arguments
• They wrote about the advantages and disadvantages of cellphones

QUESTION 4: A HUMOROUS SITUATION (A narrative essay)

The day I laughed until my sides ached. Write a story about a situation that made you really laugh.

Some expectations from candidates’ answers:

• When, where and how it happened
• Have a clear climax developing from the extremely funny scenario
• A story that portrays something very funny that made them laugh
• They could be part of the humorous situation or just a bystander
• It must not be a tragedy that is being laughed at, moral values should be considered.

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• They brought in the humorous part at the very end of the essay, with most of the content having nothing to do with
the question
• There was no humour in some essays
• Some turned tragic events into humour

QUESTION 5: NEGATIVE EFFECTS OF POLLUTION (An expository essay)

There are various types of pollution in Namibia. Write an essay about one type of pollution in which you discuss how it
negatively affects your environment. Also provide solutions to curb/control this type of pollution.

64 JSC Examiners Report 2015

Some expectations from candidates’ answers:
• Mentioning one type of pollution only
• Explaining how that pollution negatively affects the environment
• Suggesting solutions to curb/control that type of pollution in one’s environment

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• Wrote about causes instead of negative effects
• Wrote about all types of pollution instead of one only, which led to the content being limited
• Most dwelt much on the effects and had little space left for the solutions, and this also led to their content being
limited
• Wrote about pollution in general
• Failed to distinguish between causes and effects

QUESTION 6: (A narrative essay)

I was standing there, looking at the blazing fire ... . Continue the story in which you play the role of a hero/heroine.
Supply your own heading/title.

Some expectations from candidates’ answers:

• Must be a fire – setting, anywhere
• A narration of what happened
• What the writer did that made him/her a hero/heroine

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.
• Mistakes committed by some candidates who opted for this question:
• Failed to show how the act of heroism was attained
• Did not use the provided opening sentence
• Wrote beautiful essays and exceeded the number of words which led to the heroism part being omitted and
making the essay incomplete
• Did not know the meaning of the slash placed between the words hero and heroine and just wrote it as it was in
the question (could not be a dual)

SECTION B: QUESTION 1 (A friendly letter)

You badly wanted to attend your school’s farewell function, but you did not have enough money to pay for something you
really needed for this event, so your friend helped out. Write a letter to him/her in which you express your appreciation.
Explain how his/her act of kindness made you feel and how much you enjoyed the function.

Some expectations from candidates answers:

• Correct layout of a friendly letter
• A letter to be addressed to a friend
• Thanking the friend for covering the cost of whatever they needed
• Candidate to indicate what it is they could not afford
• An expression of their appreciation
• An explanation of how the act of kindness made them feel
• An explanation of how they enjoyed the function
• Ending the friendly letter with an appropriate ending

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• Wrote about: a future event, going on a school tour, asking for money for an upcoming event, invitation to a friend
to attend the function
• Appreciation generalised, they could not state the kind of assistance received
• Described the party, instead of how they enjoyed it

QUESTION 2: (A formal letter)

Write a letter to the Managing Director of Sanlam Namibia requesting sponsorship for the construction of a recreation
ground at your school. Also explain how the school will benefit from this facility.

JSC Examiners Report 2015 65

(Recreation Ground: a piece of land for playing sport, games, etc.)

Write to: The Managing Director, Sanlam Namibia, P O Box 317, Windhoek, Namibia

Some expectations from candidates’ answers:

• Correct layout of a formal letter
• A letter of request for sponsorship of a recreation facility for the school
• An explanation of how the school will benefit from it
• Formal language to be used

Salutation and signing off to correspond, i.e. Dear Sir/Madam to end with Yours faithfully and Dear Mr Mbeha to end
with Yours sincerely

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for his question:

• Some evidence of informal language was noted
• The address of the receiver was left out by some
• Most candidates requested for land to be provided to them so that they build there
• Demands, and not requests, were written by some
• Benefits were left out
• Wrote about hosting a tournament
• Many complained about the state of their current playground
• Wrote about a tournament the school participated in

QUESTION 3: (An article)

A day of prayer was held in Namibia to pray for the issue of passion killing. Write an article for the school’s magazine in
which you write about the prayer day event that took place at your school. Focus on the different activities conducted,
the parts played by the invited guests and what touched you about this event.

Some expectations from candidates’ answers:

• Reference to prayer day for passion killing to be stated
• Mentioning activities conducted
• Parts played by guests
• Proper layout, title and paragraphs
• What touched the candidate about the activity

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

Mistakes committed by some candidates who opted for this question:

• Left out the title
• Wrote about passion killing in general
• Generalised it to a prayer day in Namibia as a whole and not specifically at their school

QUESTION 4: (A speech)

A healthy body hosts a healthy mind.

The principal of your school asked you to give a speech in which you encourage your fellow learners to participate in
sport so as to keep fit and healthy. Write the speech you are going to give. Also include other benefits of participating
in sport.

Some expectations from candidates’ answers:

• Layout, that of a speech, with a greeting at the beginning and a conclusion at the end
• Appropriate register
• Encourage fellow learners to participate in sport so as to keep fit and healthy
• An inclusion of other benefits, e.g. fame, income, exposure, develop social skills through participation, learn
importance of team work, build relations, etc.

Please take note: Ideas that are relevant to this topic, but not mentioned above were also credited.

66 JSC Examiners Report 2015

Mistakes committed by some candidates who opted for this question:
• Left out other benefits
• Mixed up sport and exercise
• Wrote about sport in general

POSITIVE SUGGESTIONS TO TEACHERS+

• We earnestly ask the teachers of the Republic of Namibia to make efforts to come together at schools,
cluster-,circuit- and/or regional levels to analyse the reports and to work out strategies to incorporate the
recommendations made, in order to improve the learners’ spelling, vocabulary and grammar usage.
• Teach learners the structures of different texts for both Sections A and B.
• Teach learners to attempt a topic only if they have thoroughly read the prompts/rubrics and are quite sure that
they really understand everything about it.
• Give much attention to the argumentative essays because most learners struggled to answer them.
• Teach learners that idiomatic expressions in mother tongue should not be translated and used in English. There
are English idioms and these should be used in English written pieces.
• Marking in schools should be of the same standard as that takes place at National Level, using the marking grid
in the English Second Language JS syllabus.
• Teach spelling! It is very sad to see that a Grade 10 learner cannot spell words such as because, there, their,
visit, October, sorry, a lot, etc.
• Teach learners how to develop their ideas and not just to mention them.
• Leaners should be told to avoid using slang words.
• Teachers should teach learners to adhere to the word limit.
• Learners should practise writing as much as possible to improve their writing skills.

Good luck in 2016.

JSC Examiners Report 2015 67

 1131
Paper 4

GENERAL COMMENTS

The standard of the candidates’ work appeared to be lower than in the previous year. Fewer candidates achieved
excellent or good marks, while there were more candidates with poor or very poor marks. The impression given is that
many candidates did not read the books. Some of them read only one of the prescribed books. Many candidates did
not read/study the study guides provided by the Namibian College of Open Learning (NAMCOL).

Candidates appeared to have found the paper more difficult than that of the previous year. To a certain extent this might
be expected as it was the first year that the new style of asking questions had been implemented and the candidates
and tutors are still unfamiliar with the type of questions to expect.

It is evident that many candidates have a low level of reading comprehension and they cannot construct sentences to
answer the less structured questions. Many candidates answered only by “serial quoting” from the passage and the
questions. They looked for the key word/phrase in the question and then copied the sentence/paragraph in which the
word/phrase appears.

Another indication of limited reading comprehension is the numerous irrelevant answers to straightforward questions.
The answers were written in non-standard English so that it was difficult to decipher any meaning. One specific problem
was the use of personal pronouns without any clear referencing backward or forward.

Candidates displayed poor examination techniques, e.g. many of them answered both questions on one book or all four
of them. They did not start each question on a new page/separate page and did not have a space between answers.
Some candidates have poor handwriting that is very difficult to decipher.

SECTION A

Question 1, from The Umbrella Man by Roald Dahl

(a) Although this was a straightforward question, many candidates did not know that London and England
are where the story is set. Many guessed, thus the answers were Windhoek, Namibia or Zambia, Africa.

(b) The candidates who know the meaning of “narrator” managed to answer the question .

(c) Most candidates randomly quoted a paragraph or two from the passage, thus indicating that they did
not understand either the question or the story.

(d) This was a difficult question for candidates who did not know that England is a country that receives
rain regularly.

(e) Many candidates got marks by quoting answers from the passage, e.g. “crook” or “bare-faced liar”.

(f) Only a few candidates were able to answer this question correctly. However, the rest of them wrote
‘for the reader to the story’ which was wrong.

(g) Some candidates who had a clue of what fiction and non-fiction is got the answer correctly even
though they couldn’t give their reasons for their selection of the answer. Many candidates appeared
to have no clue of the meaning of ‘fiction and non fiction’.

(h) Candidates at some centres who had read the whole novel and understand the word ‘moral’, scored
a mark. It appeared that the majority gave irrelevant answers.

(i) This question was answered poorly because very few candidates knew what the figure of speech is.

(j) This question was answered satisfactorily because options of answers were given, even though it
was evident that candidates guessed the correct answer. Some wrote down all the options instead of

68 JSC Examiners Report 2015

 choosing only one option.

(k) Some candidates could not judge whether the story is horror, humorous, etc. because they did not
know the meaning of these words.

Question 2, from The Hitchhiker by P. Groves and N. Grimshaw

(a) Many candidates thought the hitchhiker was the main character of the story, not the driver or the
traveller or the man who picked up the hitchhiker.

(b) This question was addressed poorly because candidates misunderstood it and instead they referred
to the man already at the old woman’s house, but not on his way to the old woman’s house. This was
not awarded a mark.

(c) This question was answered partially correct because learners could copy the answer from the
passage provided to them. Most of them could only write ‘calm’ and failed to mention the other
personal qualities or traits. Some gave negative adjectives such as: ‘witch’, ghost, killer, etc.

(d) Very few candidates answered this question correctly. It could have been challenging to them if they
did not read the entire story. Some of them just quoted the lines 21, 22, 23, e.g. “The room looked
odd”, or other quotes which were wrong.

(e) Some candidates scored marks on this question because they could give reasons as required. Most
of them just wrote a dialogue between the police officers instead of giving reasons as to why they
were included in the story.

(f) It was depicted that the majority of candidates could not say why the author used short sentences to
tell the story. Those who tried to give reasons mentioned that it is “for the reader to understand the
story”. This was the wrong answer.

(g) This question was answered fairly well by some candidates because they could provide the moral of
the story even though the word “moral” seemed to be a new term to some.

(h) This was also challenging since some candidates did not know what a figure of speech is. They
copied sentences from the passage which showed that they did not have an idea of what it is.

(j) These two questions were addressed or treated the same because candidates just used the guessing
technique. At some stage, some just copied all the figures of speech, instead of choosing the
correct answer.

(k) Some candidates could not match Section A to Section B because they had no idea of the technique
used, i.e. matching element. Instead they just copied the statements and no answers were written.

SECTION B

Question 3, from The Other Presence by Dr Francis Sifiso Nyathi

(a) This question was answered fairly well. It showed that some candidates read the story and knew
what happened in the beginning. However, some candidates made a direct quote of the sentence in
the first paragraph of the passage in the question paper.

(b) It was evident that most candidates understood what the whirlwind symbolises/represents to the villagers.

(c) This question persecuted a big challenge to many candidates because they could not indicate what
had happened, when and where. Those who opted to answer this question could only copy quotes
from the passage.

(d) This was a straightforward question, however, it was answered poorly due to the fact that candidates
did not read the novel. Some wrote ‘Neo’ or ‘Situmbeko’ again instead of ‘Thomas and Dr Castro’.

JSC Examiners Report 2015 69

 (e) The majority of learners answered this question.

(f) This question required an explanation of two metaphors, thus it posed a problem to most of the
candidates. Although many candidates just quoted from the passage, some attempted to express
their answers in their own words.

(g,h These questions required that the candidates have knowledge of some literary terms such as
i, j “irony”, “imagery”, “African oral tradition” and “point of view”. These terms are explained in the study
& k) guides. It is therefore advisable for the tutors to encourage the candidates to study these terms.

(l) Quite a number of the candidates managed to give convincing reasons on why candidates should
study literature. However, there were a number of candidates who gave very flimsy reasons such as
“they study literature so that they could pass the examination”.

Question 4

(a) The majority of the candidates knew the relationship between Thomas and Sinvula. However, there
were those who cold not differentiate between uncle and aunt.

(b) Those who have the knowledge of traditional practises or the culture of specific groups of people were
able to identify the specific unusual or unexpected behaviour of Thomas.

(c) The candidates who read and understood the novel narrated vividly the incident in which Sinvula
assisted Chuma, Thomas’ mother, and for this Thomas was very grateful.

(d) Chuma’s death /Thomas’ mother’s death was known to most candidates.

(e) This specific question posed a problem to many candidates who opted to answer it because it required
them to understand the underlying reason why Chuma disliked Kachana. Chuma was actually upset
with Sinvula, Kachana’s father, but she vented her anger on Kachana.

(f) Everyone who read the novel knew why Kachana was considered different from the other female
characters. Women who are drinking alcoholic drinks and staying in the pub at night seemed to be
displaying unbecoming behaviour.

(g) The majority knew Nico was the boyfriend of Kachana. Other answers that were accepted are: fiancé,
lover, husband, friend.

(h) The disease HIV/AIDS is well known to many candidates, thus they got the answer correct.

(i) The word “transform” posed a problem as many candidates did not know its meaning.

(j) Those candidates who read the novel managed to differentiate between the backgrounds of Thomas
and Nico.

(k&l) These questions required the candidates to know the meaning of some literary terms, e.g. “point
of view”, ”climax”, “conclusion” “denouement”, etc. These terms are explained in the study guides.
Therefore it is advisable for tutors to revise the prescribed books with their candidates.

(m) Quite a number of candidates managed to give convincing reasons on why candidates should study
literature. However, there are a number of candidates who gave very flimsy reasons such as “they
study literature so that they could pass the examination”.

POSITIVE SUGGESTIONS TO TEACHERS

First and foremost the candidates must be required and encouraged to read and study the two prescribed books and the
study guides which were specifically prepared to assist them in studying and understanding the novel and the stories.
Studying only one book would earn the candidates very few marks and would water down the final total to a mediocre
score.

70 JSC Examiners Report 2015

When attending the face-to-face tutorials candidates must be assisted in understanding what the novel and the stories
are all about as learners appear to study haphazardly. With the assistance of the tutors candidates will understand
the context of the stories and know basic information such as where and when the story was set and pay attention to
the main characters and their relation to the other characters. Overall reading comprehension must be improved and
enough practise on sentence construction be provided.

Candidates must be taught examination techniques such as how to answer multiple choice questions and matching
type questions correctly. Some candidates wrote out the whole answer without the letter although the instruction says
they may write only the letters.

In conclusion it is imperative that the candidates be well-prepared for the examinations.

JSC Examiners Report 2015 71

72
ENTREPRENEURSHIP
1505
Portfolio

General comments

• In general, the level of practical work and the content of portfolios are improving.

• The idea, according to the syllabus, is that the learners plan for an activity (normally a stall at an entrepreneurship
day), carry out the activity and then write a report about the activity and what they experienced. It was proven that
learners at schools that hosted an entrepreneurship day scored much better marks than those who did not. These
learners also understood better that the planning phase refers to, a future event and thus the report should be
written in future tense and that reporting is about something that happened in the past and therefore it should
be written in the past tense. Learners who wrote about imaginary businesses did not all understand the concept.

• Learners should not copy from other sources, e.g. textbooks, NAMCOL resources, Internet, etc. Plagiarism is a
serious offense and learners were penalised for it.

• Group work can be done for the entrepreneurship day, BUT EACH LEARNER SHOULD WRITE HIS OR HER OWN
ORIGINAL BUSINESS PLAN AND REPORT. They are penalised if they have the same business plan and report
for the whole group.

• Learners use business ideas that are not suitable for school level, e.g. selling alcohol, cigarettes, etc.

• Some centres use out-dated syllabuses and record sheets. The syllabus changed in 2012. Please note the
following changes:

- In the financial function the Cash Book and Income Statement are not in the syllabus any more, yet some
teachers still give tasks on these competencies. The current syllabus includes: a simple Receipts and
Payments account, calculation of profit and a simple horizontal Balance Sheet.

- For the practical component the idea of having Grades 8, 9 and 10 work in the portfolio had a lot of practical
implications and it was decided to just include Grade 10 work. Due to this, the portfolio mark decreased from
20 to 10 and the total CA mark decreased from 160 to 150. This mark is then divided by 1.5 to get a converted
mark out of 100. Some centres still use CA record sheets with a total mark of 160.

• In some centres the CA marks are not checked by a member of management, hence a lot of calculation errors were
found in the mark sheets.

• Teachers’ portfolios should be submitted in a file/flip file.

JSC Examiners Report 2015 73

Comments on individual questions

Portfolios

• Some centres really excelled in getting the portfolio items together and many learners scored 10 out of 10 for their
portfolios.

• It makes moderation difficult if there are unnecessary items in the portfolio, (either work from Grades 8 and 9 or
extra tests and tasks). The only components that are needed are the two tasks, two tests (April and August end-
of term tests), a Business Plan, a Business Report and a completed Entrepreneurial self-assessment form.

Tasks

• Many tasks are not up to standard and do not test all the assessment objectives as per the syllabus. E.g. a test out
of 8 or 10 is given to a Grade 10 learner and then converted to a mark out of 20.

• Some elements of research/investigation is expected in a task.

Tests

• The two tests that should be recorded on the CASS forms are the April end-of-term test and the August end-of-term
test (mock examination, usually a regional paper). No other tests or an average of several tests should be recorded.

• Tests should adhere to the specification grid in the syllabus and cover all assessment objectives. It should have
20% A-level, 40% B-level and 40% C-level questions. Learners are heavily penalised because the teacher set a
paper consisting of a majority of A-level questions.

• Previous national papers should not be used as tests for continuous assessment.

Business Plan

• The Business Plan is a plan for the future and most of its components will be written in future tense.

• The Business Plan cannot be assessed as a Business Plan as well as a task.

• A service business is rendering a service like washing cars, offering games to play or, plaiting hair. The moment you
start selling products like food, clothes, etc. it is not a service business, but a trading- or sometimes a manufacturing
business. Learners often write about their service business when they are selling food products.

• Learners should be challenged to come up with feasible, simple ideas that can be carried out at an entrepreneurship
day or similar event. Learners were penalised if they came up with business ideas that are not suitable or are
unrealistic for learners at school level, e.g. bar, guest house, grocery store, selling cars.

• Learners were penalised for unrealistically high start-up capital amounts. Remember we are thinking in the line of
a stall at an entrepreneurship day or something similar).

• Furthermore, banks will not likely give a loan to a school learner, thus banks were not accepted as a source of
capital.

• The Financial Plan revolves around three aspects: the amount of start-up capital needed, the source of this capital
(own savings, parents, relatives, etc) and an estimated profit. Marks should not be awarded for what they plan to
do with the capital, unless it is part of the calculation of profit.

• A pasted picture is not regarded as a logo. A lot of different items are also rather considered to rather be
advertisements of products rather than a logo.

74 JSC Examiners Report 2015

• Learners are confusing certain sections in the Business Plan:

- Vision vs goals and objectives: the vision is a long term “dream” for the business and normally has to do with
the growth and expansion of the business, either in product range or an area served by the business. This
happens over a longer period of time. Goals and objectives are what you can reach from day to day or once
off in the business as it is, e.g. create job opportunities and making a profit.

- Market research vs marketing plan: market research is about the market that you are planning to serve and
looking, for example, at your potential customers, likely competition as well as needs and wants of potential
customers. Marketing plan addresses the four p’s: product, price, place and promotion. Promotion can just
score one mark, not three).

Business Report

• The report is a write-up of what happened with the activity that was planned and should be written in past tense.

• It should be about the business activity that was planned in the business plan and not about any other business.

• The logo, vision, aims and objectives are not part of Business Reports.

• Results/achievements/profits is about what was reached during the activity, e.g. “I made a profit/loss” (calculation
not needed here), “I sold all my products”, “Customers voted my stall as the most inviting”, etc.

• Challenges should not be general entrepreneurial challenges, but specific to the learner’s business, e.g. “We did
not have enough change”, “We ran out of stock during the first hour”, etc.

• Learners confuse recommendations and conclusions:

- A recommendation is advice on what should be done in future (for a similar activity/business) “Our group
should in future…have better customer care/have enough change when we start/ have more stock.”

- A conclusion is a summary/reflection on the activity, e.g. “Although we made a loss, we learnt valuable
lessons about business.”

Self-assessment
• The self-assessment tool is not considered to be completed, unless it is totalled and dated.

Positive suggestions to teachers

• Please take time and study the assessment section of the syllabus before you set the next assessment activity
(task or test).

• Complete your own self-assessment (honestly) from year to year and evaluate your growth as an entrepreneur
being the entrepreneurship teacher.

• Make sure you are certain of the number of marks awarded for each section of the Business Plan and Business
Report. Sometimes only one mark should be awarded and the teacher gives three marks.

• Consider drawing up tasks at cluster/circuit/regional level (organised among teachers themselves). In that way a
bank of good, up to standard tasks can be developed.

• Clear instructions with headings that learners should use as well as and mark allocation should be given to learners
before they write a Business Plan and Business Report. These two items are vital for good marks in the practical
component of entrepreneurship.

• A good marking strategy is to underline the part which you are awarding a mark for. Only one mark is awarded for
each fact/statement. Some teachers give two marks per fact/argument.

• Entrepreneurship teachers should not see portfolio work as a burden, as the components are actually less than the
continuous assessment activities in most other subjects.

JSC Examiners Report 2015 75

 1505
Paper

GENERAL COMMENTS

Scripts were marked manually this year.

The learners did reasonably well in questions that required them to identify, list, name or state something . However,
they did not do so well in questions that required them to do something more, such as explain, analyse or discuss
something. In these questions, the candidates did not get beyond basic descriptions in most cases.

Learners in some schools performed better than last year, but in a number of schools learners did not perform satisfactory.

Section A

1 Well-answered, but most learners discussed the meaning of work.

2 Well-answered but, most learners discussed the reduction of work as an importance and value of work,
which let them loose marks.

3 Well-answered. Teachers are advised to stick to the themes in the syllabus. Some learners show confusion
between factors to determine the amount of capital needed to establish an enterprise and factors that
determine the size of an enterprise.

4 Most learners identified the components of the business plan, but failed to justify it.

5 Answered poorly. Learners did not understand the question.

6 Answered poorly. Learners explained how to overcome barriers without identifying the barriers.

7 Most learners gave the characteristics of a good leader instead of outlining the importance of leadership.

8 Answered poorly. Learners failed to explain the meaning of the listed words. Instead they used the same
words in a sentence.

9 Well-answered. Learners scored full marks.

Section 10

(a) Answered fairly well. Most learners did not identify careers from the case study, they gave techniques
of communication instead of skills that are required in specific careers.

(b) Answered fairly. Learners gave the general challenges faced by an entrepreneur instead of challenges
faced by taxi drivers.

(c) Answered poorly. Learners failed to list expenses incurred by taxi drivers. They wrote the general
expenses of businesses.

(d) Answered fairly. Most learners gave Business Plan components instead of Business Report components.

(e) Answered fairly. Most learners could not identify the correct number of days required for calculations
in the case study. It was six (6) days. Most of them calculated on seven (7) days which gave them a
wrong answer for the profit.

76 JSC Examiners Report 2015

 (f) Answered fairly. Some learners failed to give the negative, harmful effects of the taxi business on the
natural environment. They managed to give the solution by linking their answer to Geography and
Physical science.

Section 11

(a) Not well-answered. Most learners failed to identify challenges from the case study. They applied only
knowledge.

(b) Answered poorly. Most learners do not know what waste materials are. The few who identified waste
materials could not suggest relevant business ideas.

(c) Answered poorly. Learners don’t know how to compile the budget. Most confused saving with profit.

(d) Answered fairly.

Most learners failed to complete the Business Report.
Those who completed this part only copied any sentence from the case study without considering how to
complete a Business Report.
Most learners completed the Report in future tense instead of past tense.

(e) Answered fairly well. Few learners mentioned a place which was not mentioned in the case study.

(f) Well-answered.

Section 12

(a) Answered fairly well. Most learners discussed general ethics which were not specific to customers.

(b) Well-answered.

(c) Answered poorly. Most learners failed to give a full definition of registration.

(d) Well-answered.

(e) Answered very poorly. Most learners failed to devise a correct format to complete a duty sheet.

(f) Answered fairly well.

(g) Answered fairly. Most learners listed ways of motivation instead of advising Gisela on how to motivate
Nico in meaningful ways.

(h) Most of the learners supplied general benefits which were not relevant to Gisela’s business.

POSITIVE SUGGESTIONS TO TEACHERS

• Teachers should guide learners when they are compiling a Business Report. A Business Report must be in the
past tense.
• Train learners on how to answer case studies. Ensure that case studies are included in all tests given to learners.
• Ensure that learners master the basic competencies set out in the syllabus.
• Teachers need to emphasise and explain more concepts to learners instead of just focusing on the definitions of
these concepts.
• Learners need to complete more C level questions.
• Integrate language across the curriculum to improve learners’ reading and writing skills.

JSC Examiners Report 2015 77

 NAMIBIA SENIOR SECONDARY CERTIFICATE

ENTREPRENEURSHIP 1505

Paper 1

MARK SCHEME

2015

78
1 - Refers to the respect and or importance (1) one gains from working (1) (2)

2 - To earn an income/ reduce poverty/ meet family requirements/ satisfy basic needs
- Create revenue for government
- To be independent / self-reliance
- Gain social recognition/ give status
- To improve standard of living / meet family requirements
- To achieve goals
- Help us to use resources, knowledge and skills productively
- Makes us become useful and helpful to our communities and society in general
- Give a sense of purpose
- Reduce poverty/Meet family requirements. (Any two) (2)

3 - Size of capital
- Volume of sales
- Level of technology
- Legal form of ownership
- Number of employees (3)

4 Financial plan
- To find out whether the business is viable to make a profit/ whether business is able to
pay back loan
- To see how much is needed ór how money will be spend (3)

5 Who
The person responsible for the job (not WHO again)

What
Is the job that needs to be done

When
The day it will be done

Why
The reasons it is to be done

Where
The place where it is to be done
How
Develop an action plan/Method or strategy or technique
(P + D) (3)

79
6 Poor writing skills
Improve writing/communication skills

Noisy environment
Avoid noisy environment

Language difference
Use translator/body language

Educational background
Educate yourself

Poor listening skills

Develop good listening skills

Personal dislikes
Respect other people’s views

Hearing disability
Equip yourself with hearing apparatus

Use of difficult words

Use words to the level of the listener

Misunderstanding
Give clear/complete information

Conflict situations
Avoid conflict situations

(P + D) (Any 2x2) (4)

7 - Leadership guides, direct and influences people in business/Help workers to get

clear job description/Make sure that goals and objectives are achieved
- Helps with communication and cooperation between people
- Helps with motivation and problem-solving (2)

8 (i) Quantity
You need to produce exactly the correct amount ordered by the customer/ sure that
the finished products are in correct number or units needed/Right amount of goods
produced/Amount of input needed to produce product

(Applicable to all types of businesses)

(ii) Time
How long it will take to produce a product or provide a service/ How long it will take
to complete a task in a specific period

(Applicable to all types businesses) (4)

80
9 - Computers/Laptop/I-pad
- Telephone/Cell phone
- Fax machine
- Scanner
- Intercom
- Two-way Radio’s (2)

[25]

81
10 (a) Driver
Practical skills
People skills/Social/Interpersonal
Communication skills

Traffic officer
Social or people skills/Interpersonal
Communication skills (4)

(b) - Competition with illegal taxi drivers

- Lack of customers
- There is no display sign board where they may not park
- No taxi rank available
- Customers not paying the right amount/ Low income
(No general challenges) (2)

(c) - Petrol/fuel
- Repairs/service
- Paying for fine
- Salary
- Registration fee
- Paying licences (3)
Any relevant answer

(d) - Name of the business

- Description of the business they are doing
- How products were produced/ Production report
- How products were marketed/ marketing report
- How business operations were finance/ financial report
- How the business was organised/ Organisation report
- Results/achievements/Profit
- Challenges faced and how they overcame them
- Recommendations
- Conclusions (3)

(e) Customers 12
x tariff 25
Income 300 per day
x days 6
Income 1 800 per week
x weeks 4
Income 7 200 four weeks
Less fuel 2 000
Profit 5 200

Or
6 Days x 4 = 24 days
12 customers x 24 = 288
N$ 25 x 288 = N$ 7200
N$ 7 200 – N$ 2 000 = N$ 5 200 (7)

82
(f) Land pollution/ littering/ Environmental pollution
- Tomas can have rubbish bags in the car for usage his customers
- Tomas can through away rubbish by the customers in official rubbish bins
- If the car is no more usable, sell it as scrap metal to a business that
specialised in it.

Air pollution/ Global warming

- Tomas can see that old tyres/batteries are not set on fire when its useful
life is over
- Use the correct ways to expose of old tyres/batteries
- Put converters in the car
- Use unleaded petrol

(1 mark for the point + 2 marks for the explanation) (6)

[25]

83
11 (a) - Used to get few customers per month/ lack of customers
- It was challenging to earn people’s trust/ he is young and black
- His friends took advantage of the friendship e.g. coming late to work
- He did not have finance to buy equipment and transport/ lack of capital (2)

(b) Empty cool drink tins

To make ashtrays, money box, Christmas trees

Plastic bags
To make baskets

Tins
Turn it into vases, pencil holder
(Consider relevant answers) (4)

(c) Income
Salary Laban 10 000
Salary Wife 7 500
17 500
Expenses
Water & electricity 1 800
Telephone 550
Groceries 1 860
Medical expenses 650
School fees 800
Clothing accounts 1 660
Hire purchase (car) 3 500
Savings 6 680
17 500 (10)

(d) (i) - He walked house to house to market his company/ his company gave
customers professional service and they referred him to others by word of
mouth.

(ii) - He made a profit of N$200 000 per year (4)

(e) Price
The amounts of money make customers feel that he/she has received value
for money

Product
Is anything a seller will offer to a buyer in return for money/ anything to a
market to satisfy needs/ cleaning services/ cleaning bins

Promotion
It's a form of communication used to inform, persuade and remind people
about the products (2)

84
 (f) - A happy customer will tell his/her friends and will spend more money
in the business
- It maintain customers - a good atmosphere that people like and come
back to
- Happy customer means less conflict
- A good reputation for attracting future customers/ good image
(3)

[25]

12 (a) Fairness
Treating the customers the same way
Honesty
By not cheating the customers
Being fair
By charging them a fair price
Respect
She must not insult her customers
Loyalty
She must be loyal/faithful to her customers
Punctuality
Deliver goods on time (4)
(P+D)

(b) Paid employed

He is working for someone else and earn a salary (3)

(c) - Is the process of officially presenting the business to the relevant

authorities for approval (2)

(d) - Local authorities

- Ministry of Trade and Industry
- Social Security Commission
- Ministry of Finance (1)

(e) Job title

Assistant baker

Where will the employee perform task

Bakery/kitchen

Roles and responsibilities

- Bake cakes
- Decorate cakes
- Attend to customers enquiries

Working hours
07:00 - 22:00

Qualification
- Good customers' relations
- Bilingual
- Baking

85
 Reporting to
Gisela

Or

Job Title: Sweet specialities

Where task will be performed: Kitchen

Roles and responsibilities:

Decorate cakes
Bake cakes
Making chocolate/ sugar flowers/ leaves

Reporting to:
Gisela (6)

(f) - Sugar
- Flour
- Baking powder
- Oil/butter
- Salt
- Eggs
- Water
- Milk
- Essence
- Cocoa powder
- Colouring
- Icing sugar
- Chocolate for decoration
(Consider any relevant ingredient use to make a cake or chocolate) (3)

(g) - Rewards/gifts: acknowledgement of good work/ praise

- Prospects of promotion
- Provide clear job description
- Fair salary according to work done
- Knowing his name
- Working condition must be good and safe
- Training possibilities/personnel development
- Bonuses should be in place (2)

(h) Increase market

There is many people that can purchase the cakes/ product

Increase labour pool/ more skilled workers

There are more skilled workers to choose from

Greater opportunity for innovation

Always come up with new design of cakes which will attract customers (4)

[25]

86
FIRST LANGUAGE AFRIKAANS
1100
Paper 1

GENERAL COMMENTS

Dit blyk dat die gemiddelde standaard goed korrelleer met die vorige jaar s’n.

Onderwysers word versoek om die vorige Moderatorsverslae te bestudeer, aangesien belangrike aanbevelings
daarin vervat is.

Die volgende algemene aspekte verdien aandag:

• woordeskat (sinonieme en antonieme; een woord vir baie)
• idiomatiese uitdrukkings en - taalgebruik
• woorde wat dikwels verwar word, bv. nodig vs benodig; respek vs respekteer; van vs want; ken vs weet; vir ewig
vs verewig; vir seker vs verseker; aansluit vs aanmeld, ens.

Kandidate moet asb. elke nuwe afdeling op ’n skoon bladsy begin EN reёls tussen die antwoorde ooplaat. Té veel
kandidate skryf so klein dat dit moeilik lees. Moedig ook die kandidate aan om nooit ’n vraag oop te laat nie. Te veel
kandidate skryf (veral die gerigte skryfwerk) eers in potlood en dan in pen oor. Dit mors kosbare eksamentyd en
bemoeilik die lees en merk van die stuk.

Die meerderheid sentrums se kandidate het kwaliteitwerk gelewer deur goedversorgde antwoordstelle, netjiese
handskrif en uitsonderlike taalgebruik. Dankie daarvoor!

AFDELING A

In hierdie afdeling gee die puntetelling per vraag ’n aanduiding van hoeveel feite geskryf moet word. ’n Vraag wat vier
punte tel, moet dus vier feite as antwoord hê.

Kandidate het oor die algemeen uitstekend in Afdeling A gevaar.

In Afdeling A is geen punte vir taal- en spelfoute afgetrek nie.

Die leesstuk het gehandel oor Lees skep wêrelde.

Vrae 1 - 6

Vrae 1-6 was meerkeuse vrae wat toets of kandidate die spesifieke betekenis van begrippe en omskrywings verstaan
soos dit in die bepaalde verband (konteks) van die leesstuk gebruik word. Die afleiers gee meestal ander moontlike
betekenisse, maar wat nie in hierdie bepaalde konteks die bedoeling (betekenis) is nie.

Hier het die meeste kandidate oor die algemeen goed gevaar, alhoewel daar tog enkeles was wat nie, soos gevra, slegs
die nommer en simbool as antwoord neergeskryf het nie. Dit bemoeilik die nasienwerk onnodig.

Dit is vrae waarmee leerders maklik punte kan verdien, mits hulle voldoende oefening kry in die beantwoording van
meerkeuse vrae. Indien dit nooit in die skool geoefen word nie, beantwoord hulle maklik die vrae verkeerd, meestal
omdat hulle nie noukeurig genoeg lees nie.

Vrae 7 - 12

Vrae 7 - 12 verg interpretasie van sekere inligting wat in die leesstuk gegee word. Alhoewel die vrae 2 of 4 punte elk
tel, word volsinne nie noodwendig hier verwag nie. Kandidate moet die spesifieke opdrag wat in die vraag gegee
word, uitvoer, byvoorbeeld noem, omskryf of onderskei en hulle moet die antwoord in hulle eie woorde gee, veral as dit
pertinent gevra word.

JSC Examiners Report 2015 87

Vrae 7 - 9

Die vrae vereis ’n WAAR of ONWAAR antwoord sowel as ’n aanhaling as motivering.

Baie kandidate het slegs WAAR of ONWAAR geskryf en nie hul antwoord met ’n aanhaling gemotiveer nie. Sommiges
het geen aanhalingstekens gebruik nie – en is daarvoor gepenaliseer. Sommiges het slegs die aanhalingstekens aan
die begin gebruik – en het dus geen punte verdien nie. Let wel: ’n aanhalingsteken word voor en agter gebruik.

Indien die eerste gedeelte van die antwoord korrek is en die tweede deel (die aanhaling) is verkeerd, verdien die
kandidaat een punt.

Indien die eerste gedeelte van die antwoord verkeerd is en die tweede deel (die aanhaling) is korrek, verdien die
kandidaat geen punte nie.

Vraag 10

Die meeste kandidate het hierdie vraag (Hoe bevorder lees kinders se denkvermoёns?) korrek gehad. Ongelukkig
is daar kandidate wie se antwoorde nie op DENKvermoёns gebaseer was nie, maar op akademiese prestasie of die
ontwikkeling van moedertaal.

Die meerderheid kandidate het die vraag korrek beantwoord.

Vraag 11

Die vraag vra spesifiek wat die belangrikste faktor is wat in ag geneem moet word wanneer ouers ’n liefde vir lees by hul
kinders kweek. Die leesstuk maak melding van ’n hele paar faktore wat in ag geneem moet word, maar slegs van een
belangrikste faktor. Kandidate moet let op presies wat gevra word, alvorens hulle die vraag beantwoord.

Vraag 12

Die vraag (Watter rol het lees- en skryfklubs in die Noord-Kaap gespeel?) verwag bepaalde resultate (gevolge) wat
die lees- en skryfklubs in die gemeenskap gehad het. Heelparty kandidate het slegs geantwoord ’n belangrike rol”. Dit
is foutief.

AFDELING B

In hierdie afdeling is kandidate wel vir taal-, punktuasie- en spelfoute gepenaliseer.

Hierdie afdeling vereis altyd VOLSINNE en soms EIE WOORDE. Slegs ’n klein aantal kandidate het volsinne geskryf.
Oefening in die skryf van VOLSINNE met korrekte feite verg definitief aandag.

Dit is baie belangrik dat leerders oefening moet kry in die oorskryf van gegewe inligting in hulle eie woorde.

WENK: Verwys Moderatorsverslag 2009 rakende antwoorde in stelsinne.

Kandidate moet daarop gewys word dat die leesstuk die vertrekpunt is en dat antwoorde dus op die inligting
soos verskaf, gebaseer móét wees.

Vrae 1 - 4 toets begrip van die gelese gedeelte asook die vermoë om kritiese interpretasies te maak, ’n oordeel te fel en
’n persoonlike respons te gee. Kandidate se vermoë om antwoorde in goed geformuleerde sinne te skryf en korrekte
grammatika, spelling en punktuasie te gebruik, word ook in ag geneem by puntetoekenning. Waar kandidate direk uit
die teks oorskryf, MOET dit in dubbele aanhalingstekens geskryf word om die taalpunt te verdien.

Dit wil voorkom of kandidate dikwels geen begrip het van wat hulle lees nie en dus ook nie van wat hulle as antwoorde
neerskryf nie. Gedeeltes word dikwels direk uit die leesstuk oorgeskryf of onsamehangend en niksseggend saamgeflans
om as antwoorde te dien.

Vraag 1

Die antwoord op die vraag of ’n enkelkind noodwendig ’n bedorwe brokkie is, verg eerstens ’n JA of NEE as antwoord.

88 JSC Examiners Report 2015

Baie kandidate het verkeerdelik voorbeelde van hoe ’n bedorwe brokkie lyk genoem, of direk uit die leesstuk oorgeskryf
(sonder aanhalingstekens) en het gevolglik die taalpunt verbeur.

Vraag 2

Hier word die vraag “Baie ouers het ’n wanbegrip van ouerliefde met nadelige gevolge.” gevra. Die antwoord se
vertrekpunt is die wanbegrip by ouers (een punt) en dan die gevolge by kinders (3 punte). Een bonuspunt is toegeken
vir korrekte taal-, styl- en punktuasiegebruik.

Indien die antwoord direk uit die teks geskryf word, MOET dit tussen aanhalingstekens geskryf word om die taalpunt te
verdien. Let wel: dit moet steeds ’n VOLSIN wees.

Vraag 3

Die vraag vereis ’n goed afgeronde paragraaf van hoogstens 50 woorde, met volsinne en sover moontlik in die kandidaat
se eie woorde. Kandidate moet onthou dat die aantal punte wat ’n vraag tel, ’n aanduiding is van hoeveel feite verwag
word.

Kandidate het sewe punte verdien vir die volgende: aanvaar jou kind soos hy is; betoon empatie; betoon begrip;
versorg jou kind; sê/ wys vir hulle hoe kosbaar hulle is; kommunikeer gereeld; spandeer tyd saam; wees daar vir hulle;
gee struktuur en leiding. Een punt is toegeken vir korrekte taal-, styl- en punktuasiegebruik.

Dit is belangrik dat kandidate oefening kry om die kernwoorde te identifiseer en dit dan saam te voeg in een volsin. Baie
kandidate het vrae 2 en 3 se antwoorde omgeruil.

Vraag 4

Die meerderheid kandidate het hierdie vraag (Waarom kan ouers se ingesteldheid oor “groot moet-hê-geskenke” as
ironies beskou word?) foutief, omdat hulle slegs na die begrip “ironie” in die leesstuk gesoek het en die gedeelte daaroor
verbatim as antwoord aangebied het. Die gedeelte in die leesstuk het egter niks met die vraag te doen nie. Hierdie is ’n
tipiese vlak 3-vraag waar van die kandidaat verwag word om die begrip (ironie) te ken en dan toe te pas en ’n afleiding te
maak. Die korrekte antwoord was: Volwassenes onthou dikwels die goedkoop, snaakse geskenke wat hulle as kinders
ontvang het, maar ten spyte daarvan oorlaai hul steeds hul eie kinders met duur (materiёle) geskenke.

Twee punte vir korrekte feite en 1 punt vir korrekte taal-, styl- en punktuasiegebruik is toegeken.

Vraag 5

Dit is belangrik om te onthou dat die leesstuk die vertrekpunt is en dat antwoorde dus op die inligting soos verskaf,
gebaseer móét wees.

Soos al herhaaldelik in vorige Moderatorsverslae genoem, is dit belangrik om te onthou dat hierdie ’n gerigte skryfstuk
is en nie ’n “oop” opdrag waarin kandidate enige kreatiewe skryfwerk soos in Vraestel II, kan lewer nie. Die korter
skryfstuk (in hierdie geval Vraag 5) vereis dus dat kandidate van die gegewens uit die leesstuk in Afdeling B moet
gebruik, maar dat hulle dit in hul eie woorde moet weergee en van hul eie idees moet bywerk. Te veel kandidate
skryf na ’n kort inleidende sinnetjie, lang gedeeltes direk uit die leesstuk oor en eindig weer met ’n kort slotsin. Baie
kandidate het eie insette gehad en geloofwaardige erkenning aan hul ouers gegee!

Dit is teleurstellend dat daar tog kandidate is wat nie verstaan het dat hulle hul ouers vir hul LIEFDE moet bedank nie,
maar hul ouers verkeerdelik vir ’n duur geskenk bedank het.

Kandidate moet weer eens gewys word op die verskil in taalregister (informeel teenoor formeel.) Die brief het aan hul
ouer(s) gegaan en uit die aard daarvan is daar nie gepenaliseer vir noemname soos “Mommy en Daddy” nie.

Die meeste het binne die voorgeskrewe aantal woorde 150 – 200 gebly, maar paragrafering blyk ’n probleem te wees.
Daar is te veel kandidate wat geen woordtelling teen die einde aangedui het nie.

• Die POSADRES

Baie kandidate het weggetrek met hul briefie sonder die adres. Uit die aard van die daaglikse gebruik van tegnologie
en die informele styl van die opdrag (’n briefie aan hul ouers) is hulle nie daarvoor gepenaliseer nie. Kandidate
JSC Examiners Report 2015 89
 moet dit egter nie as verskoning gebruik om nooit ’n adres te skryf nie. Veral by formele briewe is die posadres
verpligtend.

Dit is teleurstellend dat baie kandidate steeds nie Posbus, Namibiё of Oktober korrek kan spel nie.

• INHOUD

Bedanking aan hul ouers vir hul liefde deur voorbeelde van hul sorg, toewyding en waardering te noem. Sommige
kandidate het lang gedeeltes uit die leesstuk oorgeskryf sonder om dit hul eie te maak.

• TAALGEBRUIK/REGISTER

Kandidate moet die inligting in die leesstuk op hulself van toepassing maak en die taalgebruik behoort redelik
informeel (en liefdevol) te wees.

• SLOT

Sommige het stomp geёindig met ’n sin wat direk uit die leesstuk oorgeskryf is. Te veel sluit hul briefie af met “Stuur
groete aan...” i.p.v. “Sê groete aan...” of “Groete aan...”

ALGEMENE FOUTE

Spelling en Anglisismes

Die volgende klompie foute het algemeen voorgekom:

- Liewe Ouers
- Geagte Ouers
- Geliefde Ouers
- In die slot: Jou kind (en dit terwyl die brief aan albei ouers gerig is!)
- Dankie vir dit i.p.v. daarvoor
- Enkel aanhalingstekens is slegs toelaatbaar indien dit ’n aanhaing binne ’n ander aanhaling is
- Mamma en Pappa teenoor my ma en my pa (maak seker van die korrekte gebruik)
- laat/ lat ek besef i.p.v. dat ek besef
- van i.p.v. want
- hou i.p.v. hoe
- Vals i.p.v. Onwaar
- respekteur i.p.v. respekteer
- vindag i.p.v. vandag
- wardeur/ waardeur i.p.v. waardeer
- die verskil tussen eens en eers
- maak nie saak nie... i.p.v. ongeag
- persente i.p.v. presente
- jah i.p.v. ja
- nodig i.p.v. benodig
- werêld i.p.v. wêreld
- Ek wil begin deur om dankie te sê/ deur om te lees i.p.v. deur te lees
- bedrowe i.p.v. bedorwe
- moet nie i.p.v. moenie
- tyd saam jou kinders i.p.v. saam met jou kinders
- in kennis stel i.p.v. bekendstel
- julle het meer “ja” as “nee” gesê
- materiale i.p.v. materiёle
- aardlikse i.p.v. aardse
- eindelik i.p.v. eintlik (tot iemand se nadeel)
- prysloos direk vertaal van priceless
- gevoelings i.p.v. gevoelens
- geseёn = werkwoord
- geseend = byvoeglike naamwoord
- ...word nie bederf nie van liefde is genoeg... i.p.v. want
- móet i.p.v. móét
- Direte rede soos Engels, bv. Hulle sê, “Ek sou nie...” i.p.v. Hulle sê: “Ek sou nie...”
- Nodig i.p.v. nodig het/ benodig (as ek julle nodig)

90 JSC Examiners Report 2015

- Samet i.p.v. saam met
- Vir beter i.p.v. verbeter
- Vir seker i.p.v. verseker
- Liefte i.p.v. liefde
- Nadeel (s.nw.) i.p.v. benadeel (ww.)
- allenigste i.p.v. enigste
- ouer’s i.p.v. ouers
- Mens vergeet soms wat die regte ding is i.p.v. ’n Mens vergeet soms...
Ken die spelreёls:
Woorde wat met be-, ge-, her-, er-, ont-, ver- begin, kry geen ge- in die verlede tyd nie!
Lang oop lettergrepe het slegs een vokaal.
Die gebruik van die afkappingsteken en kappie.

Sms-taal
- dun i.p.v. doen
- daai i.p.v. daardie
- hu i.p.v. hoe
- kla i.p.v. klaar
- samet i.p.v. saam met
- male i.p.v. ma-hulle

Woorde/ Begrippe wat verwar word en vaste verbindings

- vir seker vs verseker
- bemoedig vs aanmoedig
- ken vs weet

Sinne

Te veel kandidate
- begin sinne verkeerdelik met “Want”, “Dat” of “Om te”, of gebruik die woord “dan” onnodig.
- plaas geen punte aan die einde van sinne nie.
- gebruik geen leestekens of hoofletters in die skryfstuk nie.
- skryf bv. by ’n vraag soos Afdeling A vraag 7: Waar, Dit word beskou as... (’n hoofletter na die komma).
- gebruik verkeerdelik ’n hoofletter na ’n dubbelpunt bv. Gee liefde aan jou kinders deur: Empatie, versorging...
i.p.v. Gee liefde aan jou kinders deur: empatie, versorging...

Leestekens

Die gebruik van ’n komma voor die voegwoord:

bv.: “… om nie moed op te gee nie, maar aan te hou probeer…” (Let daarop dat indien die voegwoord die eerste woord
in ’n nuwe reël is, die komma aan die einde van die vorige woord - of reël - geplaas word.)
Geen komma tussen dieselfde woord nie:
bv.: “...dan weet julle julle het jul kinders reg grootgemaak...”

Verbuiging, uitdrukkings en algemene taalgebruik

- ... hard werk vir dit i.p.v. daarvoor…
- wat ons aan dink… i.p.v. … waaraan ons dink …
- sonder dit i.p.v. daarsonder
- met dit i.p.v. daarmee
- oor dit i.p.v.daaroor

JSC Examiners Report 2015 91

 1100
Paper 2

ALGEMENE OPMERKINGS

1 Oor die algemeen was die standaard van die kandidate se werk gemiddeld. Temas was aktueel en het
aangesluit by die leerlinge se leef- en ervaringswêreld.

2 Verskeie foute wat in vorige verslae uitgewys is, het klaarblyklik deeglik aandag in die onderrigsituasie
ontvang. Daar is ’n merkbare verbetering wat die algemene aspekte betref. Baie dankie en baie geluk
met die vrug op harde arbeid.

3 Daar is ’n merkbare vermindering in die gebruik van Engelse woorde. Baie anglisismes.

4 Nalatige spelling, veral onder die invloed van die Engelse skryfwyse van sekere woorde en direkte
vertalings het nog voorgekom. Daar is nog steeds talle kandidate wie se taalgebruik en spelling veel
te wense oorlaat. Foute soos “will“, “a“ vir ’n,“sister“, “Aids“ en “Namibia“, “better“, “good“ en “boring“.
Hierdie tipe foute word nie by eerstetaalkandidate verwag nie.

5 Leestekengebruik is ’n aspek wat nog aangespreek moet word. Kandidate weet nie wanneer om ’n komma
te gebruik nie, ken nie die gebruik van die kommapunt of aanhalingstekens nie. Kandidate gebruik nie die
vraagteken na ’n vraag nie. ’n Komma tussen twee werkwoorde. Komma voor ’n voegwoord geplaas, nie
daarna. Leestekens word of te veel of te min gebruik.

6 Afkap van woorde aan die einde van ’n reël = groot probleem.

7 Drie ander aspekte wat baie swak hanteer is, is paragraafbou: inleidingsparagraaf, inhoudsparagrawe
en die slotparagraaf, die vorm van verskillende stelwerkstukke, veral die brief aan die pers, dialoog en
sinskonstruksie.
- Sinne te lank: een paragraaf = een sin. Sinne word met kommas gebreek i.p.v. punte.
- By die briewe, veral vriendskaplike brief en brief aan die pers, word die adres heeltemal weggelaat.
- Vorm van korter stelwerkstukke moet dringend aandag kry.

8 Titel: leerlinge lees nie die titel behoorlik deur om seker te maak dat hulle presies weet wat gevra word.

9 Foute ten opsigte van inhoud en struktuur van stukke:

- te min feite of dieselfde feit word herhaal.
- geen inleiding of slot.
- te lang aanloop voor by werklike storie uitkom.
- ongeordendheid: hopeloos te veel verskillende gedagtes in een paragraaf.
- paragrawe te lank.

10 Taalfoute:
- begin sinne met voegwoorde: maar, want en omdat – vermy dit.
- geen hoofletters aan begin van sinne of punte aan einde van sinne.
- kommas na voegwoorde in plaas van voor voegwoorde.
- let op woordorde en volsinne
- baie leerlinge begin sinne met En .....
- plaas werkwoorde liefs aan die einde van die sin, dit voorkom lomp sinne wat onafgerond klink.
- die gebruik van die woord “ensovoorts“ was steurend, veral aangesien leerders dit as ’n afkorting gebruik.
- Verwys na dinge en goed. Kandidate moet spesifiek wees.

11 SMS–taal:
- da moet daar wees.
- ma moet maar wees.
- kla moet klaar wees.

92 JSC Examiners Report 2015

 - ini moet in die wees.
- vani moet van die wees.
- broe moet broer wees.
- heti moet het nie wees.

12 Let op die betreklike voornaamwoord

- wat mee moet waarmee wees.
- wat op moet waarop wees.
- wat van of wat ek kan moet waarvan wees.
- op dit moet daarop wees.
- wat se moet watter wees.
- met dit moet daarmee wees.
- sonder dit moet daarsonder wees.
- uit dit moet daaruit wees.
- oor dit moet daaroor wees.
- vir dit moet daarvoor/hiervoor wees.
- met dit moet daarmee wees.
- die vriend waarmee moet die vriend met wie wees.

13 Tye:
Kandidate skryf die opstel in verskillende tye (een sin in die teenwoordige tyd en die volgende sin in die verlede
tyd). Na toe moet geen verlede deelwoord gebruik word nie, maar infinitief (Toe ons daar kom: nie gekom het
nie).

14 Eerstepersoonverteller
Kandidate skryf hul opstelle in die direkte rede – weet nie wat die verskil tussen eerstepersoonverteller en
direkte rede is nie.

15 Begin opstel met: Ek wil vandag vir julle vertel of Ek dink lyfstraf sal werk. Dit is nie ’n inleiding nie.

16 Blaaie mag nie uit die antwoordboek geskeur word nie - haal die verkeerde werk met ’n pen deur.

KOMMENTAAR OP SPESIFIEKE VRAE

Afdeling A

1 Sonder my selfoon kan ek nie.

- Feite opstel of Verhalende opstel.
- Gewilde keuse.
- Sommige kandidate het humor ingewerk.
- Sommige kandidate het afgewyk wanneer hul oor die nadele geskryf het.

2 Toe gaan sit ek net daar.

- Verhalende opstel
- Min kandidate het hierdie onderwerp gekies.
- Goeie en gemiddelde skryfstukke.
- Enkeles het dit interpreteer.
- Talle kandidate kon nie die vertelling laat opbou na ’n hoogtepunt nie.

3 Gelukkige huishouding gee struktuur aan ’n tiener se lewe.

- Feite opstel.
- Uiters gewilde onderwerp.
- Goeie opstelle – iets waarmee Gr 10-leerders goed kon identifiseer.
- Huishouding verwar met “houding” nie “attitude”.

4 Op sekere gebiede presteer vroue beter as mans, op ander gebiede is mans weer bobaas.
- Beredeneerde opstel.
- Nie gewilde keuse.
- Kandidate het die onderwerp gedek – diepte ontbreek.
- Kandidate het nie hul skryfwerk beplan nie.

JSC Examiners Report 2015 93

5 My rolmodel.
- Feite opstel.
- Gewilde keuse.
- Goeie skryfstukke gelewer.

6 Tegnologie is onontbeerlik in die sakewêreld.

- Feite opstel.
- Buite hulle vaarwater.

Afdeling B

1 Toespraak: Werkloosheid het misdaad tot gevolg? Kan entrepreneurskap nie dalk ’n oplossing
wees nie?
- Nie gewilde keuse.
- Die aanbieding was maar gemiddeld.
- Min kandidate was in staat om hulle skryfstyl oortuigend aan te pas.
- Baie kandidate het nie die vorm van ’n toespraak onder die knie nie.
- Baie kandidate kon nie onderskei tussen entrepreneurskap en entrepreneur.

2 Brief aan die pers: Dit pla jou baie dat kinders so sonder respek teenoor hul ouers en meerderes optree.
- Nie gewilde keuse.
- Vorm ‘n groot probleem.

3 Vriendskaplike brief: Jou vriend/in was onlangs in ’n ernstige motorongeluk betrokke – bemoedig
hom/haar en verseker hom/haar van jou vriendskap.
- Baie gewilde keuse.
- Die kandidate het hul goed van hul taak gekwyt.
- Kandidate moet seker maak dat hulle die opdrag volledig uitvoer: bemoedig en van vriendskap verseker.

4 Onderhoud/Dialoog: Jy voer ’n onderhoud met ’n bekende sportpersoonlikheid van jou land voor
’n belangrike sportgeleentheid.
- Nie baie gewild.
- Vorm moet aandag kry.
- Baie swak beantwoord.
- Kandidate wat dit gekies het, het misgekyk dat hulle met die sportpersoonlikheid moes praat voor ’n
belangrike sportgeleentheid.

FOUTE WAT ALGEMEEN VOORGEKOM HET

(Die foute word eerste genoem en die korrekte vorm word daarna gegee.)

1 van alles is so mooi - want ..............

omtehelp,intesteek,omteloop - om te help, om te steek, om te loop

gatte in pad - gate in pad

kleiner/kleinste of groter/grootste broer - jonger/jongste of ouer/oudste broer

op die einde van die dag - aan die einde van die dag

my Pa, my Ma - my pa en my ma

praat van ouers en nie van my pa en my ma

praat van onderwysers nie my juffrou of my meneer

verwys na televisie as dit en nie as hy

94 JSC Examiners Report 2015

om werk te het - om werk te hê

kleure - klere

ken - weet

sin - s’n

meskien - miskien

ours - ouers

tiepe -tipe

todat - totdat

onmiddelik - onmiddellik

als - alles

erenstig - ernstig

kominikasie - kommunikasie

ontsmaaklik - onsmaaklik

Pos bus - Posbus

PosBus - Posbus

TV - televisie

ooral – oral

sommige kere - soms

teminste - ten minste

kriminelesyfer - misdaadsyfer

brein klere - bruin klere

jeel - heel

opgebring word - grootgemaak word

familie - as gesin bedoel word

kriminele - as misdagigers bedoel word

onderjarig - minderjarig bedoel word

hartseerlik of hardseer - hartseer

’n mense - die mens

bruin – brein

JSC Examiners Report 2015 95

experimenteer – eksperimenteer

emotioneel – emosioneel

naarlike ongeluk – nare ongeluk

ja gesê - ingestem

drywer – bestuurder

kar – motor

doktor of docter – dokter

biekie – bietjie

wort – word

kla – klaar

inie – in die

proebleme – probleme

werld/wêrld – wêreld

diere klere – duur klere

government - regering

die hele meisies - al die meisies

wat - toe byvoorbeeld: Wat hy daar kom - Toe hy daar kom

gelukig - gelukkig

Suid Afrika - Suid-Afrika

hartseerlik - hartseer

rerig – rêrig of regtig

tê - te

nogals - nogal

sommige tye - somtyds

insug - insig

tirug – terug

vout – fout

ontmoontlik – onmoontlik

opvoedings programme – opvoedkundige programme

96 JSC Examiners Report 2015

 somege - sommige

daai – daardie

daan - dan

dit is ’n harde tyd - dit is ’n moeilike tyd

dit maak probleme - dit veroorsaak probleme

’n paar weke terug – ’n paar weke gelede

misdaad word toegepas of gedoen – misdaad word gepleeg

houding - huishouding

2 Talle kandidate het die komma na die voegwoorde geplaas. “Ek is moeg want,
........ i.p.v. “ Ek is moeg, want ...............

3 Weglating van lidwoord. “Meeste mense .............. “i.p.v. “Die meeste mense .........

4 “Daai“ mag deel wees van die spreektaal, maar in skriftelike Afrikaans is dit nie aanvaarbaar nie.

5 “Namibia“ is in Afrikaans Namibië.

6 Reël: Voltooide deelwoorde van werkwoorde, wat begin met be-, ge-, her-, er-, ont- en ver- KRY NIE NOG
GE- NIE.
Byvoorbeeld: Ek het die boek gegekry. - Ek het die boek gekry.

7 Dit steurend as “hy/sy“ en “hom/haar“ gedurig in ’n opstel gebruik word. Dit is meestal beter om by een
van die vorme te hou.

8 Bywoord van tyd eerste in sin, byvoorbeeld: Ons het gevlieg twee weke gelede. (verkeerd) Ons het twee
gelede gevlieg (reg).

9 Ellips het net drie kolletjies ...

10 Dubbel l en s: byvoorbeeld -sall, will, all, stress = sal,wil, al, stres.

11 V en w soms verwar:
vees = wees
wat = vat

12 Let wel:

Verkeerd Reg
- Ek hou van dit. Ek hou daarvan.
- Ek sal na dit kom Ek sal daarna kom.
- Wat in hy belagstel. Waarin hy belangstel.
- Musiek: Sonder dit ....... Daarsonder .......

13 Sukkel met:
- ly, lui en lei.
- hê en het
- ken en weet

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14 Weet nie wanneer om hulp en wanneer om help te gebruik nie: hulp = s.nw. en help = ww.

15 Lettergrepe: sukkel om woorde reg af te kap.

16 Skryf te klein of alles word in hoofletters geskryf. In die middel van woord is daar ook hoofletters:
byvoorbeeld - harDloop.

17 Te lang sinne word geskryf. Een paragraaf = een sin.

18 Leerlinge sukkel om die geboë vorm van ’n woord te gebruik byvoorbeeld: vroeg – vroeë.

19 Leerlinge gebruik nie die dubbele ontkenning nie.

20 Raak deurmekaar met ken en weet.

Ek ken my werk.
Ek weet waar ek hy bly.

21 Raak deurmekaar met bekommer en bekommerd.

Jy bekommer jou oor iets.
Jy is bekommerd oor iets.

22 Betreklike voornaamwoorde in Afrikaans: wie en wat

Wat: word vir sowel mense as diere en dinge gebruik
Die mense wat so maak .................
Die hond wat weggehardloop het ..........................
Die tafel wat gesteeel is ............................

Wie:
- Wie word nooit alleen in Afrikaans as betreklike voornaamwoord gebruik nie.
- Wie word slegs saam met se ( om besit by mense aan te dui).
- Wie word saam met ‘n voorsetsel gebruik.

Die vrou wie se kind ......................................

Die man vir wie ek geld geleen het ......................

WENKE AAN ONDERWYSERS

1 Dit kan nie genoeg beklemtoon word dat alle vorme van skryfwerk, wat in die sillabus voorgeskryf
word, onderrig moet word nie.

2 Paragraafbou, paragraafindeling en sinskonstruksie moet meer intensief onderrig word.

3 Leerlinge moet meer oefening kry in die interpretasie van onderwerpe. Vrae word verkeerd beantwoord
omdat die leerlinge nie lees, wat gevra word nie. Kandidate kan kernwoorde in die vraag onderstreep.

4 Kandidate moet geleer word om by elke skryfstuk in die eksamen die vraagnommer sowel as ‘n opskrif
te verskaf.

5 Idiomatiese taalgebruik en - uitdrukkings kom selde in skryfstukke voor. Die leerlinge moet aangemoedig
word om meer idiomatiese - en beskrywende taal te gebruik.

6 Bekleemtoon die belangrikheid van ’n sterk inleiding en slot, veral by die opstel.

7 Funksionele taalwerk:

8 Basiese spelreëls (verdubbeling van medeklinkers; weglating van klinker in oop lettergreep; los- en

98 JSC Examiners Report 2015

 vasskryf van woorde).

9 Gee aandag aan woordeskat:

- antonieme en sinonieme
- vaste uitdrukkings
- voor- en agtervoegsels

10 Afkortings kom te veel voor in skryfstukke – nie toelaatbaar.

11 Kandidate moet wegbly van die gebruik om Engelse uitdrukking in ‘n Afrikaanse skryfstuk te gebruik. Dit
is nie aanvaarbaar nie.

12 Lettergrepe - kandidate skei woorde op enige plek wanneer die einde van die reël bereik word, terwyl
daar spesifieke riglyne bestaan oor die skeiding van woorde. Taalstruktuur en spelreëls moet onderrig word.

13 Enige skryfstuk moet beplan word voordat dit geskryf word. Gebruik die Spinnekop-metode. Sommige
sentrums se kandidate het die beplanning baie deeglik en volledig in hul eksamenskrifte gedoen. Die
resultate van die beplanning kan duidelik in die finale skryfstukke gesien word en dit lei meestal tot hoër
punte. Dit is ook hierdie kandidate, wat daarin slaag om elke skryfstuk met ‘n goeie inleidende paragraaf
te begin en met ‘n gepaste slotparagraaf af te sluit. Moenie potloodbeplanning bo-aan netjies geskrewe
opstel doen nie. Doen die beplanning agter in eksamenskrif of op ‘n aparte stuk papier.

14 Leestekengebruik moet deeglik onderrig word. Daar is baie meer leestekens as net die komma en die
punt beskikbaar. Kandidate maak nie gebruik van ander leestekens nie omdat hulle dit nie ken nie en nie
oefening gehad het in die gebruik daarvan nie.

15 Direkte Rede se punktuasie word verkeerd gebruik of glad nie gebruik nie.

16 Toesprake of praatjies kan skriftelik gedoen word en mondelings voorgedra word.

17 Toesprake of praatjies moet ook in paragrawe opgedeel word en die gehoor moet ten minste een keer
aangespreek word.

18 Onduidelike skrif (handskrif) en doodtrekkery kan nie geduld word nie.

19 Spelling is ‘n groot probleem. Speltoetse kan geskryf word.

20 Geldstelsel - Namibië gebruik dollars en nie meer rand nie.

21 Tye: verlede- en teenwoordige tyd word verkeerd gebruik. Byvoorbeeld - “Nadat ek

as wenner aangekondig was, ........... “ - “ Nadat .......... is, ................... “
“ My pa was dood. “ - “My pa is dood.“

22 Kandidate se taalvaardigheid, spelling, sinsbou en woordorde het effens verbeter.

23 Moedig kandidate aan om Afrikaans te lees; hou klasbesprekings oor nuusgebeure.

24 Verskil tussen:
lig en lug
dik en dun (nie duk en din nie)
sin en s’n

25 Die sinskonstruksie na die neweskikkende voegwoord “en“, is baie dikwels

foutief. “en“ kan liewer uitgelaat word. Maak twee kort sinne.

- Toe is ’n taboe-woord; verswak die styl.

JSC Examiners Report 2015 99

 - Dan word as ’n stopwoord in die plek van TOE gebruik. Vermy dit.
- So is ’n swak voegwoord en bloot ’n stopwoord.

26 Sinne en paragrawe:
- Die goue reël: Korter is beter as lank.
- Gebruik kort sinne en kort paragrawe.
- Sinne behoort nie ’n hele paragraaf lank te wees nie.
- Paragrawe van ’n volle bladsy of selfs ’n halwe bladsy, verswak die styl en aanbieding.
- Vorm speel ook ’n rol by interpretasie.
- Slegs een reёl moet na elke paragraaf oopgelaat word.

27 Voorgeskrewe werk moet deurlopend gebruik word om leerlinge bewus te maak van die wyses waarop
knap skryfwerk aangepak kan word.

28 Stylfigure en beeldspraak word nie om dowe neute onderrig nie. Dit moet ’n plek in stelwerk kry.

29 Hoofletters:

30 Wanneer van God melding gemaak word,, moet God met ‘n hoofletter gebruik word.

31 Elke sin moet met ‘n hoofletter begin.

32 Oupa/ Ouma/ Ma/ Pa/ Broer// Suster/ Tannie/ Oom is ‘n hoofletter indien dit as eienaam gebruik word.
Ek en my ma ........................ - ma = kleinletter
Ek en Ma (eienaam) ........... – Ma = hoofletter

33 Taalreёl:
Woorde wat met be-, ge-, her-, er-, ont- en ver- begin, kry nie nog ‘n ge- in die verlede tyd by nie.

31 Leer kanditate om die onderwerp te analiseer en ‘n onderwerp te kies waaroor hulle die meeste kennis het.

32 SPELLING: DIE VOLGENDE SPELFOUTE IS ONAANVAARBAAR

virskriklike = verskriklike
virtel = vertel
vindag = vandag
virkeerd = verkeerd
virskillende = verskillende
viroorsaak = veroorsaak
virteenwoordig = verteenwoordig
virskoning = verskoning
virloor = verloor
virlang = verlang
VIRSEKER = VERSEKER

33 Wys kandidate daarop dat hulle punte gaan verloor indien hulle nie die voorgeskrewe lengte nakom nie.

34 Kandidate moet tussen die kantlyne skryf – van kantlyn tot kantlyn.

35 Gebruik slegs een kleur pen – swart of blou.

36 Mag nie blaaie uit antwoordboek skeur nie.

37 Kandidate kry geen erkenning vir woorde en uitdrukkings in Engels nie – verloor punte.

38 Woordeskat en algemene kennis van leerlinge swak, hul lees nie!!!!!

39 LEES, LEES, LEES AFRIKAANSE BOEKE, TYDSKRIFTE EN KOERANTE.

100 JSC Examiners Report 2015

40 Onderwysers moet seker maak dat hulle die NIED-publikasie-handleiding van skriftelike stelwerk het.
Sterkte en geniet die unieke geleentheid om leerlinge opgewonde te maak oor ons taal.

JSC Examiners Report 2015 101

102
FIRST LANGUAGE ENGLISH
1101
Paper 1

General comments

Only seven centres entered candidates for this paper. No new centre was among them. Numerous candidates,
from especially the northern regions, had been registered, but were mostly withdrawn so that none of them wrote
the examination in the end. Once again, candidate numbers varied considerably from centre to centre from only five
to 138. Continuing the tendency of previous years, the performance of this year’s candidates again ranged from an
exceptionally good command of language to poor expression ability of a standard not fulfilling English First Language
requirements. Such candidates would have fared better writing the English Second Language papers.

The importance of the meaning of the title of Paper 1, “Reading and Directed Writing”, cannot be overestimated.
Judging from the careless mistakes that candidates make, they do not seem to know how to read a passage for
meaning. Instead of reading passages a second or even a third time, they wrote inaccurate answers from memory,
which could not be awarded marks. They, furthermore, do not stop to think and reason out the correct answer. They,
for example, did not realise that the swimming pool could not possibly be empty if residents used it for cooling off. They
wrote about the “big, EMPTY swimming pool” and could not infer that the “empty” pool we see nowadays had to be filled
with water back then. Instead of “Kolmanskop” candidates gave versions of “Klonskop” and “Kolmanshoop”.

The majority of candidates again lost the available language marks, confirming that their language usage is inadequate.
Concord errors are numerous, e.g. “his tours takes you to the dunes”. Punctuation is erroneous, cf. the faulty use of
the comma after ‘but’ and ‘because’ disregarding phrases and/or clauses in sentence construction. The apostrophe
remains a mystery when possession should be indicated and is ignored in contractions such as “let’s”. No difference
is seen in the use of singular ‘this’ and plural ‘these’: “all this birds”, “from these tower”. Spelling mistakes do not seem
to matter as in “definately”, “alot”, “centuary”, “fragil”, “accross”, “resturants” and “sensative”, the last two of which
could have been copied correctly but were not. They are not familiar with the use of articles, e.g. “a oyster factory”
and the incorrect use of ‘the’ in “the Sturmvogelbucht” or “the Cape Cross”. The difference in use between ‘much –
many’ and ‘amount – number’ is not considered and examples of “much birds” and “big amounts of birds” occurred far
too frequently. Candidates did not distinguish between ‘relieve’(verb) and ‘relief’ (noun); ‘live’ (verb) and ‘life’ (noun).
Choice of vocabulary was limited: the adjective “amazing” was overused; “Another great thing was”appeared repetitively.
Language usage (grammar and vocabulary exercises) should take up substantial teaching time.

Comments on individual questions

SECTION A

Passage 1: LÜDERITZ’S BEST-KEPT SECRETS

1-6 Multiple-choice questions

Strangely enough, candidates did not do well. Only a few obtained 6 marks out of the possible 6. Most
candidates achieved 3, an appreciable number 4, and far too many only 2 out of 6 marks. The correct
answers of Questions 1-6 were D, C, C, D, B and D respectively. The standard answer to Question 4 was
C, which proves that candidates do not read thoroughly. The passage states: “Kolmanskop began to
DECLINE after World War I and was eventually ABANDONED in 1954.” The question combined two facts
incorrectly, viz. “was abandoned (1) after World War I (2)”, which only a few candidates picked up and thus
settled for the correct answer. Question 6 tested vocabulary and called for the meaning of “peninsula”:
incorrect answers of A and B abounded.

7 Candidates could hardly score the one mark that was available for writing the sentence in their own words
as they did not know the meaning of the word “guano” or “lucrative”. Guano turned out to be an animal
(!) and “lucrative” was explained to be “fascinating”, or “interesting”. Incorrect answers such as “Guano
seems to be more creative than whales.” were frequent. The answer had to state that guano (mining)
was more profitable than whale hunting. Also, since a sentence had to be expressed in the learner’s/
candidate’s own words, the answer had to be given in a whole sentence.

JSC Examiners Report 2015 103

8 The answer was given correctly by the majority of the candidates. It consisted of TWO parts: TRUE (1
mark) as Halifax is a protected area (and visitors are not allowed) (1 mark). If, however, TRUE was given
with an incorrect reason, NO marks were awarded.

9 In order to give the meaning of “replica”, the candidate had to write down ONLY the letter of the corresponding
explanation, viz. B (1 mark). No mark was awarded, if a candidate had ignored the instruction and wrote
down both the letter AND the explanation.

10 Candidates generally understood that Kolmanskop was abandoned (in 1954)/ everybody had left (1 mark)
and buildings were deserted/unoccupied (1 mark). There was no need to explain why, how and when the
diamond industry was declining.

11 A tram delivered ice to each house. (1 mark) Furthermore, there was a swimming pool for the use of
the residents. (1 mark) Refer to the comment above about the often cited “empty” swimming pool in the
candidates’ answers, reflecting an inability to understand and make the correct deduction.

12 The answer called for two quotations that showed that the wind in Lüderitz is strong. Candidates could
select two from three possible answers: (1) “The stands in the campsite are all built against old boats to
help shelter campers from the wind.” (1 mark) and (2) “Everyone knows the wind in Lüderitz can blow
your nose off your face” and “(and that) wind and camping do not mix well” (1 mark). The use of inverted
commas and accurate copying of the words from the text were required to be allocated one mark per
quotation. One mark was subtracted, if these requirements were not fulfilled.

13 The question was not answered badly. Candidates did mention that the German officials used Shark
Island as a concentration camp (1 mark) for Herero and Nama prisoners of war (1 mark; NO mark for
“Herero and Nama people”) (and their families). About 4000 people might have lost their lives. (1 mark)
Unfortunately, candidates do not focus on the keyword of the question, “historical”, and add other facts
irrelevant to the question, thus not earning any marks.

14 The answer could have been inferred from the passage. The cement markers point out the direction to
the various destination spots at turn-offs. / They guide you in the right direction. (1 mark) A severe reading
error of “makers” instead of “markers” led to the incorrect answer of “people making cement”. Another
answer that showed no understanding whatsoever was” To show people that the cement is not dry.”

NOTE: No marks are deducted for language mistakes in this section.

SECTION B

Passage 2: MUST-Dos IN SWAKOPMUND

NOTE: Instructions clearly pointed out that Section B had to be answered in full sentences AND in
the candidate’s own words as far as possible. Candidates were penalised if they did not obey
instructions. Thus, candidates should have realised that it was not possible to write bullet points and
incomplete sentences.

Section B, furthermore, catered for language marks apart from content marks. Accuracy in spelling,
punctuation, apt expression, correct sentence structure and correct use of grammar were checked and
assessed accordingly. Parts of a question do not have to be repeated in the answer.

1 The answer is to be found in paragraph 1 of the passage. Regardless of whether you take an interest
in birds or not, the 150 000 birds (1 mark) at the Walvis Bay Lagoon [NOT Swakopmund] are certainly a
large number. The different species are overwhelming: flamingos, pelicans, terns, plovers, gulls (any two
species for 1 mark), as well as rare species such as the Damara Tern and/or the Chestnut-banded Plover
(one species 1 mark).

One additional mark was awarded for correct language usage, i.e. spelling, grammar, punctuation and
vocabulary. For any such mistake the candidates forfeited the language mark.

104 JSC Examiners Report 2015

2 Candidates considered this question to be an easy one. However, they often did not distinguish between
the two parts of the Woermann House, i.e. the tower and the rest of the building. The tower with its 93 steps
provides a view over the town, ocean and desert for visitors (1 mark) whereas the house accommodates a
collection of 50 000 books (1 mark), has become one of the best public libraries in Africa (1 mark) and also
has a permanent collection of Namibian art (1 mark). There were two further facts that candidates could
mention: The building is an example of German architectural influence and was built in 1905. NOTE that
the passage written in 2010 (quoted in the bracketed source below Passage 2) dated the building at 105
years, whereas this year (2015) it is 110 years old, which only a few candidates actually picked up. Thus
the phrase “105-year-old building” was not allocated a mark. Teachers should train their learners to be
observant and note detail given in the passages. There were 4 marks available for four content facts and
1 mark for correct language usage.

3 The question demanded focus and not a long-winded explanation of Tommy Collard’s knowledge of the
desert. His involvement in conservation, tourism (both for 1 mark) and herpetology (1 mark), as well as his
inspiring passion for/enthusiasm for/commitment to the desert (1 mark) make him the right person. Three
marks for content and one mark for language usage were available. Candidates lost their language mark,
if they added unnecessary points and explanations.

4 The question called for “the historical background of Cape Cross”. Unfortunately quite a number of
candidates stumbled across the instruction verb “sketch” and actually drew pencil “sketches” of what they
thought Diego Cão’s stone cross looked like, lichen fields, some waves of the ocean and bird-/fishlike
creatures. This misinterpretation of the word “sketch” cost them all five marks. Once again candidates did
not focus on the keyword “historical”, but also included the lichen fields and seals in their answer. Lack of
focus causes them to lose the language mark.

The expected answer for 4 content marks was: The Portuguese navigator Diego Cão (1 mark) landed at
Cape Cross in 1485. (1 mark) [NOT 1985 or 1945!!] He was the first European to have sailed so far along
the African coast. (1 mark) He erected a stone cross [NOT a stone] at Cape Cross. (1 mark). Correct
language usage was allocated one mark.

5 This question tested candidates’ awareness of the protection of their environment. The expected reason
to be given was: “The Namib is a sensitive ecosystem which can easily be disturbed.” (1 mark). One
further mark was for correct language usage. Candidates also liked to give the lifted part about thoughtless
“tearing across dunes and gravel plains” leaving the landscape scarred. However, numerous spelling and
concord errors caused the loss of the language mark.

6 Working in the Windhoek tourism office for a holiday job, you are asked to write an informative article on
the tourist attractions of Lüderitz and Swakopmund for a leaflet for tourists, which will be called “What to
do at the Namibian coast”.

Required was the format of an informative article with headings appropriate to the topic of what to do
and see at the two coastal towns. The main heading must capture the attention of the reader and the
subheading summarises the content in a nutshell. Candidates often chose the heading of the leaflet as
their main heading (What to do at the Namibian coast). Examples of subheadings were “The coastal towns
of Namibia have many attractions to offer including interesting history” OR “What happens when you find
yourself at the Namibian coast and don’t know what to do?” A fine article carried the main heading “A
journey to remember” with the subheading “Namibia holds the most exciting sites that you can imagine. It
is filled with wildlife, beautiful landscapes and who can forget the historical buildings?” As these headings
form an integral part of the article they cannot be omitted (as often was the case with the subheading) and
need to be considered in the allocation of marks.

The instruction clearly required the candidates to draw on both Passage 1 and Passage 2 for the content
of their article. Thus, no own ideas or facts not mentioned in the passages could be written about, even
if they seemed to know Lüderitz well and thought “Dolphin Park” close to Swakopmund should have
been mentioned. The paper is called Reading and Directed Writing, which means that the content of the
passages determines the content of the article. How the candidates developed their articles and used the
points from the passages was left to them. Similar activities could be grouped together, or the towns could
be dealt with separately.

JSC Examiners Report 2015 105

The answers, however, often reflected the poor general knowledge of the candidates. Some did not
really know the geographical location of the coastal towns along the Namibian coast. Expressions of
“above” and “below” were used instead of “north/northern” and “south/southerly”. The poorly expressed
“Upper to the coastal line we get a town named Swakopmund.” Does most certainly not match up to
the standard required of English First Language. The rather vast distance between Swakopmund and
Lüderitz shrunk to the towns being “close by”. References to history were often merely lifted from the
passages and did not indicate understanding of what happened in the past. At times Shark Island was
used for a political rant at the German oppressor. Since many candidates do not seem to know where
exactly Kolmanskop is to be found on the map AND they did not read the passage properly, strange and
unlikely points were uttered about the Atlantic Ocean, all not qualifying to be awarded marks.

The structure of the article consists of an introduction, a body of a few paragraphs and a conclusion.
Since the word limit of 200 words was to be observed candidates adhered to it quite rigidly, but unfortunately
had not planned for it. They included as much information as possible and when they had reached the
word limit they abruptly ended their article without a single concluding sentence. Omitting the conclusion
is serious as neither the structure nor the layout is complete without it. However good the piece may have
been otherwise, a missing conclusion puts the candidate in a lower mark band. Teachers should train their
candidates to write the desired content in the length required, keeping the structure of the shorter piece of
writing intact.

Improper planning of selected content points also produced articles with an imbalance in content,
affecting the content mark adversely. The town that was started off with first was dealt with in far more
detail than the second-mentioned town, which frequently ended in a brief summary or listing of items in a
short paragraph in order not to exceed the 200-word limit. As the examination booklets provide enough
pages to be written on, candidates could – if they so wish and time allows - first write their answers out
in rough, check their correct division of content points in order to achieve a well structured and balanced
piece of writing before writing their final version. A clear line must then be drawn through the rough draft.
This could help candidates to obtain better marks in the directed writing question. It would also make
candidates drop the unfortunate habit of writing in pencil first and then writing over the pencil in ink and not
erasing it, which makes their work untidy and often illegible.

In comparison to Sections A and B, Question 6 was done significantly poorer, which indicates that
continuous writing needs a concerted effort to practise and improve this particular aspect of English.
Candidates also should be in command of the different layouts used for the different shorter pieces listed
in the syllabus. If a heading is missing, it is a sign that the candidate was not secure in using the shorter
piece of writing (in this case the article). Preparing candidates for ready use of writing different forms is of
essence in teaching and practice.

Addendum B: Marking Grid for Shorter Pieces/Tasks of the English First Language Syllabus Grades 8-10
was used to assess the answer.

It should, however, not be left unmentioned that there were many pleasing efforts to asses, which reflected
the hard work done throughout the year. May this positive trend continue!

106 JSC Examiners Report 2015

 1101
Paper 2

General comments

There was a slight decline in the number of English First Language candidates this year. In total, there were 269
candidates from seven centres who had written the JSC examination 2015. Results were generally satisfactory and a
considerable number of candidates achieved good results.

There was a clear indication that many teachers worked hard to upgrade the overall performances, as the quality of
work had improved. Some centres have performed well while others have to pay serious attention to the Examiner’s
Reports and be guided accordingly, so that they can also achieve better results and also improve performance in the
examinations to come.

Hence, teachers are once again reminded to advise their candidates on the significance of choosing a topic wisely
and to do sound planning before writing a composition. This will aid them to become more spontaneous in expressing
their ideas and also to assist them to approach a topic more effectively. Candidates should also learn how to follow
instructions correctly and understand questions very, so going ‘off topic’ and ambiguous compositions can be avoided.
Moreover, teachers have to firmly stress on writing the correct question number and copying the topic/heading/
title accurately, as incorrect copying of information (can lead to irrelevant answers) or it can impede understanding.
Unfortunately, there were some candidates who responded out of context, and their overall marks were badly affected.

Moreover, candidates should always remember to clearly indicate the section and question number of a topic to
avoid confusion. It is also crucial for them to write the actual question or topic and to underline it.. For each section,
candidates should be instructed to use the full page (including the last line) and to write “PTO” at the bottom of the
answer sheet if work extends on to the next page. Section B should be answered on a new page. Likewise, it is
compulsory to comply with the required length of each composition. Hence, candidates should always indicate the
total number of words at the end of each topic chosen in both sections and they should count the words properly. In
this examination, there were some candidates who wrote either far beyond or less than the required number of words
and they were not very truthful regarding their word-count.

Numerous candidates still had considerable difficulties in constructing good paragraphs. Some wrote either long
paragraphs, repeating the same ideas throughout the composition, or short paragraphs consisting of only one long
sentence. Therefore, candidates should be taught how to write a paragraph correctly – teaching its structure or parts,
so they know exactly how to begin when introducing a new idea. They should also learn to merge short paragraphs with
similar points, by using linking words to ensure a smooth transition of ideas. Moreover, the inconsistent use of pronouns
(mixing all personal pronouns) within a paragraph has remained a challenge, thus it should be addressed promptly.
Likewise, they should be advised to refrain from creating emphatic sentences in argumentative and discursive essays.
For instance, it is improper to write: “I do fully believe that...”, it can rather be stated: “I fully believe that..”, to simply
uphold the formal tone or register of these essays. The use of verbose language should be avoided as well, as not
to complicate a simple point or message. However, there were numerous candidates in this examination, who could
construct sentences and paragraphs with the creative use of vocabulary and syntax fluently.

Once again, some candidates were not familiar with the correct use of punctuation marks and it badly hindered
communication and understanding of the context. Thus, teachers are requested to remind candidates not to ignore
punctuation, as it is of vital importance to place a full stop, comma, colon, question mark, apostrophe. Punctuation
was used incorrectly or not used where necessary so that sensible thoughts in a sentence or paragraph could be
conveyed.

The frequent use of SMS jargon, clichés, and other forms of colloquial language has become very disturbing. Words
such as: exams, till/til (for until) lab (for laboratory), texted, homeschooled, anyways, alright, caught up to her, nice,
cool guy, get/got/getting, things, wanna, gonna, ok/okay, kids, stuffs, mom, dad, guys, cellphones, the overuse of now
(when used as a transition word to mention past events), misuse of the pronoun “you”, just, really, here, there, literally,
basically, like (when providing explanations or connecting direct speech), the use of plus (when adding a point or
mentioning advantages) and minus (when mentioning disadvantages), a lot (commonly misspelt as alot) and many
others. First Language English candidates should be adamantly discouraged to use these informalities, as they can
adversely affect their overall marks towards the end. They should be advised as well not to contract words (I’ve, can’t,
don’t, wouldn’t) and many others, except when used in informal compositions and direct speech. They should also
refrain from the excessive or inappropriate use of figurative language, even in creative essays. They should know
their limits, especially in argumentative and discursive essays as the informality of the language does not conform to

JSC Examiners Report 2015 107

the style of these pieces of writings. In addition, teachers have to urge candidates not to use tautology or superfluous
expressions such as: real/actual facts, little petty, sugar diabetes, myself personally, I personally..., the rain is raining,
incorrectly wrong and others, as these generate unnecessary language errors. Hence, it is imperative for teachers to
motivate candidates to speak and write appropriate English at all times.

Likewise, a number of candidates displayed uncertainties when using the comparative and superlative forms of adjectives
like in: bestest for best, most bravest for bravest, more scarier for scarier, much more angrier for much angrier and
others. There were also mistakes caused by the incorrect use of the following: much and many, less and few, quiet and
quite, of and off, whom and who, who’s and whose, laid and lied, lay and lie, waste and waist, weather and whether,
laying and lying, everyday and every day, advice and advise, practice and practise, an and a, it’s and its, cause and
because, loose and lose, where and were, live and life, you’re and your, their/ they’re and there, principal and principle,
to/too and two, like and as, affect and effect, believe and belief, extent and extend, then and than, cheeks and chicks,
guerrilla and gorilla, accept and except, each other and one another and so on. There were misspellings noted such as:
recognision, seperate, staired, marvelous, acheive, recieve, atleast, infront, inlove, apon, persue, sincirely, repeatition,
shined, aprove, center, embarasing/embarassing, happyness/lonelyness, definately/definitly, unfortunatly, obsticles,
titel, opertuniy, finnished, centuary, arguement, mordern, waisting/waisted, suprise, futhermore, happend/happends,
writting, writen, docter, beautifull/painfull/peacefull, kindergarden, tommorow, fren/friend and many others. The correct
spelling of hyphenated words like : no-one, forty-four, self-esteem, sugar-free, kind-hearted person, up-to-date, brother-
in-law, well-educated, etc. should be mastered. There were still a few candidates who wrote ‘i’ for pronoun ‘I’ throughout
their compositions. Once again, it is advised that frequent spelling tests and continuous reading exercises should
be administered consistently to minimize candidates’ spelling errors. It is, indeed, vital to teach them sound English
language structure, emphasising proper syntax, diction and all other important linguistic aspects.

Some scripts were difficult to decipher as they were not written neatly and legibly. The enormous erasures committed
by candidates had actually hampered understanding of their work. Thus, teachers have to firmly insist on tidiness and
legible handwriting to ensure clarity. Likewise, candidates should be taught to brainstorm and outline the chosen topic,
so general neatness and orderliness can be achieved at all times. It should be clearly noted that all rough work or
planning has to be done on the last page, not on the first page, of the answer booklet.

The majority of candidates were capable of executing this year’s examination successfully. Yet, there were still some
individuals who were disadvantaged by taking English First Language, as they could not cope with the required
standard of the subject. Language proficiency remains a major problem for these candidates. It is, therefore, of utmost
significance for parents and staff members of the centres to heed this concern and encourage these candidates to do
English Second Language instead. This is to allow them to pass the JSC examination more confidently and successfully.

Comments on individual questions

Section A (40 marks)

1 History repeats itself. Give your views on this statement.

This was the least favoured topic and unfortunately it was not successfully answered. The majority of the 8
candidates, who selected this task, failed to understand the main point, instead they wrote events in Namibian history
or had no understanding of the topic, providing random answers based on personal experiences. Nonetheless,
there were a few who did fairly well and presented some mature thoughts with supporting examples and relevant
facts.

2 Write a story which begins with the following sentence: “Time heals all heartache”.

There were 107 candidates who chose this topic, making it the most popular one. The majority had approached
the task quite impressively. The storyline was mainly interesting and the sequence of events was arranged in a
convincing manner, in which they narrated their personal heartache ranging from boy-girl relationships to the death
of loved-ones. However, there were some candidates who were carried away and overused/misused figurative
expressions. They were also inconsistent when using verb tenses. They should be reminded to use past tense
throughout their stories. Some also did not start the required introduction as instructed. Others did not even write
the topic/heading or the suggested title and thus had misled them to write ineffectively, going ‘off topic’ as a result.

3 Discuss the following statement: “Teenagers need to be recognised by their friends”.

There were 20 candidates who chose this topic. Some managed to address it brilliantly by discussing vivid
advantages and disadvantages of the need to be recognised by friends. On the other hand, some approached
it incorrectly by writing narrative essays while others reflected on their own experiences, yet ended up repeating

108 JSC Examiners Report 2015

 points throughout their work.

4 Describe the emotions that you experience when you try to explain something to your parents and they do
not understand your point of view about a topic which is very close to your heart.

There were only 18 candidates who selected this topic, but disappointingly it was not dealt with appropriately, like
in any of the previous examinations. They misunderstood the given scenario and did not have a clear concept of
how to approach a descriptive essay. They wrote a narrative essay instead and they also did not use the required
verb tense, Hence, it is crucial that candidates should be taught very well how to write this particular piece of
writing, using present tense consistently while utilising their five senses to vividly describe relevant details. This
is to provide an effective impact on the situation required and to conform to its correct tone and register. Some
also wrote personal-or objective essays, but did not describe or discuss pertinent components, nor relate their
compositions to the topic.

5 “It is important to always tell the truth, no matter whether you hurt someone’s feelings or not.” Do you agree?

This topic was also fairly popular with the candidates and there were 55 candidates who opted for it. The majority
had shown much enthusiasm for this task and generally had fared quite efficiently. Candidates could easily relate
the underlying concern to their current lives and experiences with people around them. Almost everyone agreed
with the statement and presented valid reasons why it is important to always be truthful to others, regardless of the
harsh consequences that truth brings. Realistic examples and situations were mentioned to support their insights.
Nevertheless, there were also some candidates who approached this task ineffectively. They wrote randomly and
ideas were out of order because of poor syntax and diction.

6 Use the photograph below to write a story.

There were 61 candidates who favoured this topic and the majority did considerably well. Many of them managed
to write interesting stories in well-structured paragraphs with effective details and development. The photograph
was properly utilised with a recognisable beginning and an end. Contrary to this, some candidates performed
unsatisfactorily due to poor sentence structure and serious language errors that had led to confusion.

Section B (20 marks)

1 You have a good friend who is going through a very difficult time. You are extremely concerned as he or
she has indicated that he or she wants to “drop out” of school before the external examinations. You are
scared that he or she will make the wrong decision, which will adversely affect his or her future. As a true
friend, write an honest yet diplomatic letter, in which you point out the advantages and disadvantages of
this vitally important decision.

A vast majority of 114 candidates selected this topic, making it the most popular one. The task was adequately
accomplished, as the instructions given were correctly followed. Candidates’ letters were well-structured with
mature thoughts and were expressed in a convincing tone and register, they could effectively relate the underlined
concern to their real-life situations. Some opted for this “easy” task, however they failed to mention the advantages
of “dropping out of school”, they mainly wrote its disadvantages. Some were also harsh in their words, badly
scolding their friends instead of being supportive and sympathetic to them. Unfortunately, it is evident that until
now many candidates still struggle to write the correct order of the sender’s address (Namibia does not need to be
mentioned if the letter is sent within the country. Likewise, they should remember that the closing: Yours truly is
only applicable to formal letters, not to informal letters.

2 As a newly elected member of the Environmental Club at your school, you have been asked to write an
article for your school magazine. You are to impress upon your peers that is important to recycle goods to
ensure a future for all living organisms on earth. You need to persuade them to participate in the weekly
recycling drive at the school and influence their families to follow suit in their households.

This was not a popular topic. Seemingly many candidates were not familiar with the layout of an article, like it was
the case in previous examinations. The majority of the 29 candidates who chose this topic had difficulties with the
structure and did not have headings (main and sub-headings), relevant introductions or proper conclusions. In
some cases, the sub-heading was the introduction of the article. Some candidates overlooked aspects which were
important to mention in their answers, inviting peers to a weekly recycling drive, making them aware of the need to
recycle and involving everyone both at school and at home. On the other hand, there were also a few candidates
who managed to execute this task brilliantly.

JSC Examiners Report 2015 109

3 There are a number of learners who do community service work with you at the nearby SPCA on a weekly
basis. You have found that there are many things which need to be fixed and support is needed. On
behalf of this group, write a letter to the local newspaper, in which you ask for financial assistance from the
community.

This topic indicated that the majority of the 20 candidates, who had selected it, experienced serious problems
in executing the task effectively. It further proved that they did not know the appropriate layout of a Letter to the
Editor or Press”. Candidates did not include important information, thus the letter was not persuasive enough to
ask for financial assistance. Some were directly asking donations from the Editor of the newspaper, instead of
asking support to the general public, while others were demanding an unreasonable huge amount of money for a
SPCA outreach. Hence, teachers have to teach learners thoroughly on how to approach this type of formal letter
in general, i.e. its language, style/accuracy, structure and content. The sender’s/writer’s address and the date
should be written underneath the sender’s printed name at the bottom part of the paper. It is rather important to
provide each learner with a proper written example of a Letter to the Editor when it is dealt with in class.

4 Your brother and your sister have had a heated argument in front of you. You choose to keep quiet and
not interfere by taking sides. However, you do feel that your brother was unfair. Write a dialogue in which
you explain to your brother that he was wrong and persuade him to apologise.

This was one of the favourite topics and the attempts were fairly well executed. A considerable number of the 106
candidates who chose this topic were able to tackle the dialogue in the correct tone, register and content. It was
noticed that, they could easily relate the scenario to their current lives and experiences with their siblings. The
effective structure assisted them to end the conflict peacefully. Unfortunately, there were some candidates who
had three speakers and had totally misunderstood the situation, creating a ‘messy’ argument among all speakers.
Others could not clearly indicate the supposed argument, harsh language was used and there were also some
candidates who wrote very long dialogues. For an effective execution of the task, candidates should correctly
use punctuation marks, except quotation marks in this regard. Likewise, a proper name should be given to each
speaker, and lines should be left open to indicate the different speakers.

Positive suggestions to teachers

Teachers are, once again, encouraged to continue motivating candidates to widen their general knowledge by watching
world news, listening to local news on the radios as well as reading educational magazines and newspapers to ensure
even better results in future.

Role play or acting activities, news reporting, general discussions, short orals, debates and continuous writing, covering
local and global issues, should be firmly initiated to the candidates. This will ensure that candidates become well-
rounded, confident and optimistic towards academic excellence and life in general.

English teachers have to initiate adequate practice on how to write well-structured compositions, so candidates become
competent in tackling any written piece. Likewise, they should inculcate the importance of working neatly and orderly,
as neat and organised work will always count in their favour.

Technology has adversely influenced the speaking and writing abilities of the youth. This presents the greatest challenge
to English teachers. Hence, we need to continue advising our learners not to speak colloquialism. This has indeed
proved to be a difficult task, but one can adamantly insist that learners should speak proper English at all times. They
should be encouraged to carry on developing their skills until they become proficient in the language.

Nonetheless, I sincerely thank all teachers for their commitment and resoluteness to impart knowledge efficiently and
effectively. I commend the tireless effort put in, determination shown and time sacrificed to guide and properly prepare
the candidates for this important national examination. Congratulations on a superb job!

I wish each teacher more strength and perseverance for 2016! May you all step up to mould our Namibian youth to
their fullest potentials.

110 JSC Examiners Report 2015

FIRST LANGUAGE GERMAN

1102
Paper 1

General comments

Ein Kompliment an alle Schulen. Die Schülerinnen/Schüler (51) haben sich sehr große Mühe gegeben. Sprachgebrauch
und Sauberkeit (bis auf zwei Kandidaten) war gut.

Abteilung A

1 (a) (ii)

(b) (ii)

(c) (iii)

(d) (iii)

(e) (ii [5]

2 (a) R

(b) F

(c) R

(d) R

(e) F [5]

3 (a) Ein Klub, der wenig Glanz, Ruhm bietet / kein super Verein [2]

(b) Keine Profis, kein festes Gehalt [2]

(c) In der ganzen Bundesrepublik Deutschland entwickelt [2]

(d) Fußballmannschaft, die nur als Gast …Fußball spielt..wieder abreist [2]

(e) grob, mit voller Wucht [2]

4 Fußballspiel findet in der eigenen Stadt statt- Gäste kommen von auswärts und fahren nach dem Spiel wieder weg
– im Text: Gefangenen bleiben immer daheim. Fußballgäste kommen, spielen und reisen wieder ab. [2]

5 Schüler leben in einem Heim, fixiert auf Sport/Fußball /normaler Schul-Alltag , aber Betonung auf
Sport. [2]

[Schwachen Schülern war der Begriff INTERNAT unbekannt und sie haben daraus INTERNET gemacht]

6 [Frage unfair, bzw. fehlerhaft. Im Text steht „großer Schlüssel“ und nicht „großes Schlüsselbund. “Antwort zählt nur
ein Punkt. Den zweiten Punkt zu Frage 9 geschoben]. Großes Gelände, viele Zellen, Machtsymbol [1]

7 Wenn man in den Alltag passen will, muss man diese Aspekte beherzigen. Um ein Teil der Gesellschaft zu
sein, muss man Moral, Manieren, Fairplay Ehrlichkeit…..beherzigen/das Leben funktioniert nicht ohne
Regeln. [2]

JSC Examiners Report 2015 111

8 So ganz geheuer ist es den „Normalen“ nicht mit diesen Kriminellen zusammen zu sein. Wer weiß, ob nicht
mal….. [2]

9 [Leider wurde die Einleitung vom Auftrag kopiert und damit war die Hälfte der vorgegebenen Anzahl Wörter schon
vergeben. Es fehlt in fast allen Kurz-Aufsätzen die Reue, die Einsicht einen großen Fehler gemacht zu haben. Sie
empfanden es als selbstverständlich, dass der Vater dem Kind eine Zukunft bietet.] [Es ist die Pflicht der Eltern,
das eigene Kind aus der….zu holen/ Diese Kerle im Gefängnis, also diese Knackies, sind rauhe Kameraden./ Ich
muss mich echt mal um meine KIindheit kümmern.

Ausbildung, Familienleben, Freundschaften verloren. Im Gefängnis nur Grausames, Negatives erlebt….Zukunft

keine…

(Inhalt 8 Punkte, Sprache 3 Punkte= 11)

Abteilung B

112 JSC Examiners Report 2015

 1102
Paper 2

General Comments

Ein Kompliment an alle Schulen. Die Schülerinnen/Schüler (51) haben sich sehr große Mühe gegeben. Sprachgebrauch
und Sauberkeit (bis auf zwei Kandidaten) war gut. Leider schlüpfen immer mal etwas grobe Ausdrücke in einen Aufsatz,
wie : “du hast die Arschkarte gezogen“, was doch vermieden werden sollte.

Die Kandidaten sollten sich zwingen hinten im Heft die Vorbereitung zu machen. Die zwei Stunden sind ausreichend,
sodass für beide Aufsätze eine knappe Vorbereitung zeitlich möglich ist.

Das Themenangebot war so weit gefächert, sodass für Jeden etwas dabei war.

Wie auch in den vergangenen Jahren waren die Einleitungen sehr lang und ausführlich. Teilweise umfasste der wirkliche
Aufsatz nur einen kurzen Abschnitt. Auf Grund mangelnder Vorbereitung dreht sich der Aufsatz dann im Kreis herum,
um die vorgeschriebene Anzahl Wörter zu erreichen.

Abteilung A

1 „Wir haben in unserer Klasse doch allerhand eigenartige Typen…?“.

Der Begriff „Klasse“ war ein Sammelbegriff (stark ans Englische gelehnt). Keine klare Linie zwischen
Klassenkameraden, Klassengemeinschaft oder Klassenraum. „Typen“ wurde häufig nur als sehr negativer Mensch
beschrieben.

[Wir haben viele verschieden Typen hier bei uns, wobei ich ganz klar besonders einzigartig bin. //Wenn ich mich
in der Klasse umschaue, erhöht sich Zahl der Irren.]

2 Wenn ich der wichtigste Mann/die wichtigste Frau im Land wäre.

Nur wenige Schüler befassten sich mit diesem Thema und dann wurde es nur eine endlose Auflistung was gemacht/
verändert werden sollte. Keine ausführliche Beschreibung oder Begründung. Etliche englische Ausdrücke, wie
„Global Warming“ und „Deforestation“ verwendet.

[Ich würde alle korrupten Beamten anschnauzen oder einwechseln. //Den Konservierungsvereinen bei Nashörnern
würde ich reichlich unter die Arme greifen]

3 Plötzlich schlug der Blitz ein

Bei etlichen Kandidaten schlug der Blitz erst am Ende des Aufsatzes ein. Es wäre viel spannender gewesen,
wenn der Blitz zu Beginn der Erzählung einschlägt und dann die dramatischen Folgen berichtet worden wären Die
verheerende Auswirkung eines Blitzes ist einigen Kindern nicht ganz klar.

[Der Blitz traf sie restlos, hinterließ aber nur eine kleine Verbrennung].

4 Eine Reise in die Vergangenheit

Der absolute Schlager! Nicht zu über sehen.bzw zu lesen, ist die Tatsache, dass der Computer und das Fernsehen
die Phantasie der Jugend stark beflügelt….Ein Kandidat „schaffte“ die Reise bis zu den Dinosauriern und schilderte
begeistert seine Erlebnisse mit diesen Ungeheuern. Ein anderer verweilte bei den Wikingern und „kannte sich
dort bestens aus“.

5 Wissen ist Macht.

JSC Examiners Report 2015 113

 Nur eine Schülerin wagte sich an das Thema, jedoch ein kläglicher Versuch.

Beim Üben von Erörterungen sollte den Schülern klar gemacht werden, dass sie sich nur an ein Thema wagen
sollten, wenn sie ausreichend Argumente bringen können. Welche Ebenen schließt WISSEN ein, was kann alles
unter MACHT einbegriffen sein?

6 Wann sind wir reich, wann sind wir arm?

Die meisten Kandidaten beschränkten sich nur auf das Materielle. Kaum einer befasste sich auch mit Aspekten,
wie Talente, Interessen, Religion, musische und künstlerische Begabung. Auch in diesem Aufsatz dreht sich der
Inhalt im Kreis mangels überzeugender Aspekte.

[Welch ein grottenschlechtes Dasein in einer Wellblechhütte; auf dem Feuer ein Dreifußpot und sieben hungrige
Mäuler…//Desto unorganisierter und oberflächlicher ein Geschäftsmann ist, desto immer mehr wird er ärmer……?]

Abteilung B

7 Lügen haben kurze Beine.

[Meine Eltern haben mich waragtag für zwei Wochen gehockt!. //Mein bester Freund hat mich mit meiner allerbesten
Freundin betrogen.

8 Interview mit einer berühmten Sportlerin/ einem berühmten Sportler.

Die Fußballprofis waren so richtig in ihrem Element und schrieben sehr überzeugend Gespräche.

9 Entschuldigungsbrief an Nachbar

[Sie brauchen ja nun wahrhaftigen Gottes nicht die gesamte Polizei auf uns zu hetzen. Sie hätten ruhig ein paar
Klippen aufs Dach gooin können, dann wären wir bestimmt leiser geworden. //Ich fiel aus allen Bäumen als mich
die Polizei anrief]

10 Zwei Weihnachtsmänner unterhalten sich.

Ein paar sehr profihafte Gespräche. [Man kriegt die absolute Krise wie unverschämt und fordernd die Jugend von
heute mit Geschenk-Wünschen ist.! Als wir noch Kinder waren,…….]

114 JSC Examiners Report 2015

FIRST LANGUAGE KHOEKHOEGOWAB
1103
Paper 1

General comments

!Nāsa llkhāllkhāsen-aon ge khomaihe llkhāse xoa hȃ. Noxopan ge lnȋ llkhāllkhāsen-aona “ib” ǂam!nȃ ǂgaeǂnamide
ra xoa. Nē xoalgaub ge ū!oasa tama hȃ. lGui llgaraba !ereamdi khao!gȃ llnāxūs ge kō!gȃsa ra suwusuwu. ǂHanu
!gôas hȋa dȋǂhaweb ai hȃs ge !ereamǂhaweb ai nȋ xoahe. lNȋn ge !gôan lkha i a saosa hȋa abetseba goro xoa. Mȋdi ge
lgorahe tama !khain ai goro lgorahe. Mȋs mȃpa ra lgorahe !khaisats ka lū o tā lgora. (Mȋ-arade) lNȋ llkhāllkhāsen-aon
ge kaixoamûdi lkha ǂȃibaseni llaegu goro xoa. Khomaisaon ge hoallae ǂhanuse nȋ sȋsenūhe.

Comments on individual questions

Question
Number
1-6 lNȋ llkhāllkhāsen-aon ge llguiǂamsa dīloaloa tama I tsȋ loasa ǂȃibasenga goro xoa xoamûs
lguisa nȋ xoa hȋa tamas kai o ǂkhari xoamûdi lkha goro xoa. lNȋn ge llguiǂamsa xoallnā tsȋ
lgui goro !eream. Aillgausen ge llkhāllkhāsen-aona sao rase nē llguiǂamsa nȋ !eream.
1. B
2. D
3. C
!Gôadi tsȋn ge mȃsaogu hȃse nȋ xoahe. !Nāsa llkhāllkhāsenaon ge nēpa !gao!gâxa khomai
tama is xa loro !gôaba go hō.

7 a-f Kaise loro llkhāllkhāsenaon ge ǂhanu a tamas ka io ǂhanu tama tin nȋ xoa hȋa ama a tamas
ka io ama tama ti go xoa. lOro llkhāllkhāsenaon ge loasa !gôaba goro hō.
8 lNȋ llkhāllkhāsenaon ge nē dȋsa go llnȃu!āsā tsȋ loro !gôaba go hō.
9 !Nāsan ge nē dȋsa go llnȃu!āsā.
10 !Nāsa lgôan ge loasa !gôaba go hō.
11 !Nāsa lgôan ge loasa !gôaba go hō.
12 Nē dȋsan ge !nāsa llkhāllkhāsenaona lgui !gôab lguiba goro hō. lGam dȋra ge loasase ga
!ereamhe hȃ.
13 !Nāsa llkhāllkhāsenaon ge loasa !gôaba go hō. lNȋn ge ǂhunuma lonmȋde ǂkharixoamûdi
lkha goro xoa.
14 !Nāsa llkhāllkhāsenaon ge loasa !gôaba go hō. lNȋn ge llkhāllkhā!ȃga ǂkharixoamûdi lkha
goro tsoatsoa, aillg. hurigowab = Hurigowab
15 Nē dȋsan ge !nāsa llkhāllkhāsenaona loasa !gôaba goro hō.
16 !Nāsa llkhāllkhāsenaon ge loasa !gôaba go hō. lNȋn ge dȋs di ǂguro !ȃb lguiba go !eream tsȋ
!gôaba go ǂoa!nȃ.
17 llGuiǂamsan ge lnȋna go llnȃu!āsā tsȋ marisan noxopa nȋ danse go xoa. Xoalgoradi ge lnȋn
xa go sȋsenūhe tama hȃ i. Hurigowab tsȋnan ge lnȋna goro sȋsenū Khoekhoegowaba xoas
!ȃs !nȃ. !Nāsan ge ǂgaolkhāsa mȋdi !gôaba go xoa. llKhāllkhāsenaon ge nȋ hōhō!nȃhe
nētikō maris lkha i tarena a dīhe llkhā !khaisa. Aimû

Positive suggestions to teachers

llNunu!nȃbesaos, lgamlōkha ai ǂguro mȃ lōmûs ai ra xoahesa, aillg. llnȃu. lHūlōb tawa i llnunu!nȃbesaosa llguihe tama
hȃ !khais llkhāllkhāsenaon mȋba tsî llkhāpesen kai re tsēkorobe llkhāllkhādi !nâ.

!Amllaresȋsengu tsȋna xoa kai ȋn luniga dȋs !aroma aiǂhomisase hȃ. !Nākorobe llkhāpesens hîa dīb !nâ-u hâs ge
llkhāllkhāsenaon di xoas llkhāsiga nî omkhâi tsî khoraǂui.

JSC Examiners Report 2015 115

 1103
Paper 2

GENERAL COMMENTS

Nē kurib di ||khā||khāsenaon ge ¸kharirose !gâise dī hâ !kharu gere !aidi |kha i ga |goweInōheo.

!Nāsa !âixoa-aon ge harasen ||gâi¸uisenhō tama xoa‡amde ge ||hûi hâ i. Nēs |khan ge |oasa !gôaba sī!nâ tama gere i.

¸Gansa gaxusib mîde xoas |khan genlnî xoa-aona !gomsiba ra hō!â.

COMMENTS ON IDIVIDUAL QUESTIONS.

1 ||Khā||khāsenaon hîa ge nē dîsa a ||hûin ge !nāsan ana !amgu !gôaga ge |hao|haobasen. ||Khatin ge
harase tsî ¸hanuse nē dîs ai gere ||gâi¸uisen.

2 Kaise ¸ausa ||khā||khāsenaon ge nē xoa¸amsa ge ||hûi. |Gaisa ||nau!āsās ge ||khati ge hâ i.

||Khā||khāsenaon ge gere ¸gao|khāhe în !khō!gâ tamas ka io mâ!oa, xawen ge hoa!nā-aixase |gui nē dîs
ai ge !eream.

3 !Nāsa !âixoa-aon nē dîsa ge ||hûin ge ¸gao|khās !oa ge ||gâi¸uisen ||oa i !gâin xa |guin gere xoa xui-ao.

4 !Nāsa ||khā||khāsenaon ge nē dîs ai !gâi !gôaga ge |hao|haobasen xawes ge ||nâu!āsā ge hâ i |gam|khāb

xan gere xoas ao.

5 Nē dîsa ge ||hûi ||khā||khāsenaon !nāsan ge ¸hanuse ||nâu!ā tsî !gâi !gôaba ge |hao|haobasen.

6 Nē dîs ge mûnanai||khāsib ||khā||khāsenaon diba goro !âi. !Nāsa |ammi ||khā||khāsenaon nē dîsa ge
||hûin ge nē ||khāsiba sī!na tama ge i.

7 !Nāsa |ammi ||khā||khāsenaon ge ¸hanuse nē dîsa ge !am||are ||khā i tsî !gâi !gôaba ge |hao|haobasen.

8 ||Khā||khāsenaon ge goro ¸gao|khāhe în khoexa!nâ sî¸khanisa xoa. !Nāsa ||khā||khāsenaon ge ¸hanuse

!am||arehō tama ge i. Nēs |khan ge |oasa !gôaba ge hō ||oa i.

9 Nē xoa¸ams ge ||khā||khāsenaona goro ¸gao|khā în !nuriba xoa. Hoa ||khā||khāsenaon nē dîsa ge ||hûin
ge ¸hanuse !nuriba go !am||are ||oa i.

10 !Numis ( cancers) xan ge ||khā||khāsenaona gowa|îsa ai¸homi tsî xoasa gere ¸gao|khāhe, xawen ge
!nāsana HIV/AIDS tamas ka io TBs xa gere xoa.

POSITIVE SUGGESTIONS TO TEACHERS.

||Gau!nâ-aon ge ra ¸gao¸gao!nâhe în |oasase ||khā||khā¸gâekhaib !nâ māhe hâ ¸âi¸amkhaidi ai |gôana ai¸homi.

Oa!naden ge |gôana nî dī tsî ¸hanu mȋdi||uiba nî omkhâi.

Kaise |gaisasen ge ||khā||khāsenaona !guwidi !nâ nî ¸gaenam!gâgu tsî nî khomai¸ans hîa ¸âi¸am!khaidi ¸ama ra !gûs
xa.

!Am||aregu !kharaga xoa!âdi digu !nân ge ||khā||khāsenaona kaise |gaisase nî ai¸homihe.

Xoamû¸gaib ge !nāsa ||khā||khāsenaon tawa noxoba kaise !gomsib ase i. Nēs ge a |oro|orohe ||khā ||khā||khāsenaon
ga !nāsase !guwidi !nâ kara xoao.

116 JSC Examiners Report 2015

FIRST LANGUAGE OSHIKWANYAMA
1104
Paper 1

Okomenda yakwalukeshe

Ekonakono loneudo ola li lidjuu kovahongwa okuyeleka nekonakono lomudo 2014.

• Ovahongwa vahapu ova nyengwa okushikula oipatululitya yomapulo opo va dule okunyamukula omapulo mondjila
hop: yelifa, tumbula, yandja, holola nosho tuu.

• Ovahongwa ova nyengwa unene okunyamukula mondjila omapulo okulifefifa ngaashi:

- ngeno owa li omudanitanga…

- Ovanigeria okwa li ve udite ngahelipi… Eshi osha etifa opo va mone oitwa ya nghundipala.

• Ovahongwa vamwe ova tapa oshike okaleshwa

• Omipopyofano oda longifwa nounghundi. Omayeletumbulo okwa longifwa metumbulo limwe e dulife pulimwe ile a
landulafana, amwe okwa lundululwa. Hop: E he ku lombwele ke fi woye, ongobe taa fe enongo.

• Okwa didilikwa ovahongwa va longifa oitya yomomudingonoko ngaashi: oku/ou li mo nai, okufaasuluka, oluhepo
otali ku tula kekaku nosho tuu.

• Ova longifa yo oingolotya ngaashi: okuvena, ostresa, maar, Dear Thomas, disappointment, coach naimwe po i lili.

• Ovahongwa vamwe ova longifa oidilikwatya.

• Ovahongwa kave shii omutungilo womatumbulo, unene tuu okulongifa oileshifo.

Oshitukulwa sha A

Oshinyangadalwa 1

Epulo 1 – 6

Ovahongwa vahapu ova nyamukula mondjila omapulo aa , nonande ope na vashona va nyengwa okumona
omanyamukulo omondjila unene tuu 1-2.

Oshinyangadalwa 2

Epulo 7

Epulo eli ola nyamukulwa mondjila nonande ovahongwa vamwe ova longifa hasho ponhele ya ahowe, osho yo osho
ponhele ya heeno.

Epulo 8

Epulo eli ola nyamukulwa mondjila kakele kuvamwe va nyola omatumbulo ponhele yondada, navamwe va nyola va
pilika. Ngaashi: (iii) a.

JSC Examiners Report 2015 117

Oshinyangadalwa 3

Epulo 9

Ovahongwa vahapu ova nyengwa okufatulula momumbwalangadjo oitumbula ya yandjwa. Ngaashi:

(a) edu to yele - Enyamukulo lomondjila oinima ihapu.

(b) onghala tai hade - Enyamukulo lomondjila, otapa holoka oupyakadi/oudjuu/oixuna.

Epulo 10

Epulo eli vahapu ove li nyamukula nawa nonande vamwe ova longifa omukalondjiikilile, va tamekifa ahowe ile va
lundulula efimbo nsht. Oshihopaenenwa:

Mefuta ihamu hangika eeshi domaludi kupula, ponhele yokutya mefuta itamu hangika eeshi domaludi kupula.

Epulo 11

Ovahongwa vahapu inava uda ko epulo eli nawa. Vamwe ova endulula oitwa nokuyandja omanyamukulo a
pambafana ngaashi: Oinamwenyo eliko loshilongo, oinamwenyo otai eta eliko moshilongo tashi pitile movatalelipo.
Vamwe ova yandja omanyamukulo a pingafana naashi va holola. Ovahongwa vamwe inava shiiva eyooloko pokati
koitekulwanamwenyo noifitukuti. Ovahongwa ashike ava va popila kutya epangelo ola puka, va nyamukula mondjila.

Oshitukulwa sha B

Epulo 12

Epulo eli ola nyamukulwa nawa kovahongwa vahapu, nonande pe na vamwe va nyengwa okutofa mo omanyamukulo
mokaleshwa.

Epulo 13

Konyala ovahongwa vahapu ova kendabala oku li yamukula nawa. Ova koneka nghee omaudano e na omauwa
ngaashi: Okulimonena oimaliwa, omalihafifo naimwe, ashike vamwe ove likwatelela ashike koludi limwe lomaudano,
ngaashi:. etanga lokeemhadi, eshi osha eta ashike opo va kale va yukilkila ouwa woudano wetanga lokeemhadi oo wa
popiwa mokaleshwa.

Epulo 14

Ovahongwa vahapu otava nyengwa okulongifa omupersona wotete paushimwe, hano okulieta mo vo vene.
Omanyamukulo amwe nande e li mondjila, ova longifa omupersona wotete pauhapu ngaashi: ohatu kala twa fya
ohoni… Ovahongwa vamwe ponhele yokuyandja omaliudo, ova yandja omafaneko. Vamwe ova nyola yo omaliudo
ehe na ouningilo ile oushili. Ngaashi: Ngeno ohandi kufa ondjebo ndele handi va dipaa. Vamwe yo ove shi kufa ko
pomhunghulo, ve shi okudengelwa meumbo, okudengwa kolutu, ile okudengelwa ongodi. Vamwe yo kave udite ko
epulo, osheshi ove shi kufa ko kutya ekopi oloshilongo South Afrika.

Epulo 15

Ovahongwa vahapu ova nyamukula epulo eli nounghundi molwaashi ponhele yokuyandja omaliudo Ovanigeria, ova
popya ashike Mba ye mwene nefimano olo e lilikolela omanga vamwe va tapa ashike mokaleshwa. Ovahongwa vamwe
inava didilika kutya Ovanigeria ovo va findana.

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Epulo 16

Ovahongwa vamwe kave na owino womutungilo wombilive. Ova tameka nomadina avo mondjukifi. Enyolwafiku
mondjukifi inali Wambekwa. Vamwe ova tula mo edina loshilongo mondjukifi, vo vamwe ta shange edina lomwedi
mOshiingilisa.

Epopifo ola pukifwa osheshi ponhele yokushangela ovamwaina, ova shangela ookaume ile ookahewa kavo, vo tava
tula oishikulifitwa mepopifo.

Omatwalemo eembilive dovahongwa inaa xulifwa nawa. Oshihopaenenwa: Wonale Jesus a kulila; Ame ondi li nawa
kolutu, komwenyo oKalunga mwene e shi ko, nomalixulifo aamwe po e lili.

Ovahongwa vamwe ova nyamukula ngaho oshikalimo shi li xwepo, sha pambafana ile sha twa kumwe naashi sha
pulwa. Oikalimo imwe oi li ombinga, omo ovaanafikola va yandja ashike omakumaido ile omauwa vo tava fiye ko
omaupyakadi ngeenge ina twikila noudano.

Ovahongwa vamwe kave udite ko oshitya oupyakadi kutya oshike. Ove shi talela mokumonifa mukwao oshiponga
medengo leengonyo ponhele yokweeta omaupyakadi ile oshilanduli osho tashi dulu okuhanga mumwaina ngeenge a
efa po oilonga yokudenga eengonyo. Vamwe ova popila okweefa po oudengingonyo.

Ovahongwa vamwe ova popya ashike oilonga, ndele inava shoneka oludi loilonga ile loudano. Oileshitfo inai longifwa
mondjila noutendo inava tungwa po nawa.

Exulifo ola dundakana noitya youpambele inai longifwa nawa.

Omawedelepo kovahongi:

1 Ovahongi nava diinine okudeulila ovahongwa oipatululitya yomapulo ngaashi: yelifa, yandja, holola,
kumaida, tumbula, tofa nsh.t, opo ovahongwa va dule okuyandja omanyamukulo e li mondjila.

2 Ovahongi nava deule ovahongwa va nyole ve na ovapwilikini komitima, va yoolole omifika dovanyolelwa
vo nava pupaleke oitya yavo.

3 Ovahongi nava deule ovahongwa okuyandja oitwa momatumbulo e yadi nokwa yelifwa nawa.

4 Oshinyangadalwa shaxuunina nashi nyolwe pepandja lipe alushe.

5 Ovahongi nava deulile ovahongwa okunyola omatumbulo e li momutungilo u li mondjila pomhango yelaka.

6 Omitungilo doinyolwa di li mondjila nadi deulilwe ovahongwa momukokomoko wodula.

7 Ovahongwa nava deulilwe okunyola nomake taa dulu okuleshwa.

JSC Examiners Report 2015 119

 1104
Paper 2

Omawedelopo akwalukeshe

1 Ekonakono eli ola etwa po le likolelela komufindahongo wOshikwanyama ondodo onhimulongo.

2 Elaka la longifwa oli yela noli uditike.

3 Oitwa ya yandjwa oye likwatelela komufindahongo.

Omawedelepo komapulo oohaandimwe

Oshitukulwa A

1 Ngeno onda li omukulunhufikola.

Epulo eli ola nyamukulwa kovahongwa vahapu, ashike vahapu ova popya unene kombinga yeemhango
dofikola, vamwe ova eta mo oinima yopaumwene ngaashi; okulanda ehauto laye, okutungifa eumbo laye
lakula nosho tuu. Ope na ngaho ovahongwa vamwe ovo ova ulika eudeko lomoule kombinga yoilonga
yomukulunhufikola, nova kwatela mo oitwa ngaashi ei:

• Okutula po eemhango dovahongi, ovanailonga novahongwa mekwatafano noilyo yetonatelonongelo.

• Omikalo odo ta longifa opo ofikola yaye i pite nawa.

• Okukonga omakwafo keembelewa dehongo, osho yo ovanawino va popife ovahongwa.

• Okutula po ekwatafano liwa pokati kofikola novadali.

• Okukongela ofikola ookahewa ile omalweendo.

2 Ovanyasha vonena inava hala okudulika komakumaido ovakulunhu vavo. Oto shi popile?

Epulo eli ola nyamukulwa kovahongwa vahapu, ashike vahapu ova nyengwa okutofa mo nawa oshipalanyole.
Paemhito dimwe ovahongwa ova shanga va fa tava shange oshipopiwa, hano tava kumaida. Ovahongwa ava va
popila ile va pataneka ova kwatela mo oitwa ei:

Omuhongwa okwa teelelwa a popile ile a patakaneke.

Ta popile

Omuhongwa na popile oinima aishe tai popi okuhe na eduliko.

• Otava i momilele mepupi linini,

• Vahapu ove lihombolela meebashu,

• Otava longifa oikolwifa noingangamifi,

• Ihava ongala peendjovo daKalunga,

• Otava dipaafana pehe na onghenda,

• Ohava nyamukula ovakulunhu nai.

120 JSC Examiners Report 2015

Ta patakaneke

• Na popye oilonga iwa hai longwa kovanyasha tai ulike eduliko.

Hop. Okuyakula ovakulunhu moilonga yomeumbo ile tave litula mehongo lavo nosho tuu.

3 Ewapalo loushitwe tala keengala doimeno

Epulo eli ola nyamukulwa kovahongwa vanini lela, ashike inave li nyamukula nande nawa. Ovahongwa ova
hokolola oushitwe ponhele yokuhokolola eengala navamwe ove li hokolola ngaho nawa. Ovahongwa okwa li nee
va teelelwa va hokolole va kwatela mo oitwa ei:

• Otadi yandje ewapalo keenhele da yooloka, unene tuu pefimbo lodula,

• Ohadi yandje omhepo iyela, tai nyika nawa kovanhu,

• Ohadi eta onhele i kale tai monika nawa, i na omaluvala a yoolokafana,

4 Ouwa wehongo lokompiuta komunafikola

Epulo eli ola nyamukulwa kovahongwa vanini, ashike ava ve li hoolola po inava popya sha kombinga youwa
wehongo lokompiuta komuhongwa, ndele ova hokolola ashike ouwa wehongo lokompiuta momumbwalangandjo,
ngaashi: okudana oungalo, omaimbilo nokuya “ko-facebook”. Omuhongwa okwa li a teelelwa a kwatele mo oitwa
ei:

• Ota xumu komesho moinima ya pamba outekinolodji,

• Ota mono omauyelele a pamba oilongwa yaye,

• Ota tuvikile mo omauyelele aye,

• Ota kwatafana novalihongi vakwao kondje yoilongo okupitila mointerneta,

• Otai pupaleke oilonga yovanafikola.

5 Elongifo loikolwifa otali eta /itali eta eteyepo loshiwana

Epulo eli ola nyamukulwa kovahongwa vahapu nove li nyamukula nawa, ashike vamwe ova eta mo oingangamifi
nomakaya.

Ovahongwa ava va popila okwa li va teelelwa va kwatele mo oitwa ei:

Tava popile

• Kape na efimanekafano,

• Oilonga yomomapya ihai longwa vali,

• Efaulo lovanailonga li li pombada,

• Omadipaafano anghinonghenda moshiwana,

• Oumbudi.

Ovahongwa ava tava pataaneke okwa li va teelelwa va kwatele oitwa ei:

JSC Examiners Report 2015 121

 Ita popile

• Ohaa dimbwifa omaudjuu,

• Ohaa hafifa ovanhu,

• Ohaa eta oyuuyemo,

• Ohaa kufa po oumbada,

6 Omuhongwa na kongele oshipalanyole tashi wapalele efano ndele te shi hokolola moule

Epulo eli ola nyamukulwa nawa kovahongwa vanini lela, ashike ova hokolola omaludi oimuna ponhele yeengobe
adike. Oshikalimo itashi tu kumwe noshipalanyole. Ova nyengwa okukonga oipalanyole tai wapalele kefano,
ngaashi: Efimano leengobe, Ounafaalama. Oipalanyole oyo itai wapalele ongaashi: Omukifi wekondo nelaka,
Tate Shilimela, nosho tuu.

Omuhongwa okwa li a teelelwa a hokolole kombinga yeengobe a kwatela mo oitwa ei:

• Efimano leengobe,

• Ohambo yaKatyatyala,

• Omakwafo haa di keengobe,

• Nghene eengobe di na okukalekwa moukolele.

NB: Omadiladilo omuhongwa e li mondjila naa talwe.

Oshitukulwa B

1 Olopota yokoshifokundaneki

Epulo eli ola nyamukulwa kovahongwa vanini, ashike inave li nyamukula nawa. Vamwe ova shanga
ehokololoningomwa ponhele yOlopota yokoshifokundaneki. Omuhongwa okwa li a teelelwa a shange olopota
yokoshifokundaneki a kwatela mo oitwa ei tai shikula apa:

Oshipalanyole tashi hokwifa ovaleshi, ngaashi: Eendjaba de liteyaulila momukunda Okatjali ku: Martha Heelu

• Etwalemo tali fatulula oshikalimo pauxupi la nyamukula omapulo taa shikula: oshike, naini, openi, ngahelipi
nomolwashike.

• Moshikalimo na kwatele mo omupopyo wa yukilila osho yo omadina ovanhu apa tashi dulika.

• Exulifo liwa tali holola kutya oshinyolwa osha xula.

2 Omushangwafiku

Epulo eli ola nyamukula kovahongwa vashona, ashike kave li udite ko nande. Ovahongwa vamwe ova shanga
Opolohalama ponhele yokushanga Omushangwafiku. Vamwe ova kwatelela mo oinima yopaumwene inai
pumbiwa, va tamekela ngaho apa va pendukila fiyo opapa va ka kofela. Omuhongwa okwa li a teelelwa a shange
omushangwafiku a kwatela mo oitwa ei: Oshipalanyole,

122 JSC Examiners Report 2015

 • Onhele nefiku mwa yandjelwa omapapa,

• Omaludi omapapa a yandjwa,

• Omukalo wa longifwa mokuyandja omapapa,

• Omalihafifo a ningwa keengudu domalihafifo.

3 Ombilive yopambelewa

Epulo eli ola nyamukulwa kovahongwa vahapu nonande vamwe inava wanifa po eshi va li va pulwa. Vamwe
ova shanga va fa ovo tava kongo omushingi ponhele ovo va konge oilonga ile ve na eedula dinini nokupewa
oilonga, ngaashi nee omunhu e na eedula omulongo nahamano nosho tuu. Vamwe ove li shanga melaka
lomomeva,(Oshiingilisa) vo vamwe tava shange oinima yopaumwene, ngaashi: ame ofiye nonda pumbwa oimaliwa
ndi ka fute ofikola. Omayeletumbulo okwa longifwa yo papuko. Exulifo inali yukila ko.

Omuhongwa okwa li a teelelwa a kwatele mo oitwa ei mombilive:

• Eendjukufi mbali,

• Oshityapopifo,

• Oshipalanyole,

• Oshikalimo,

• Exulifo.

NB: Moshikalimo omuhongwa na kwatele mo oitwa tai shikula:

• Edina laye,

• Eedula daye (okudja 18 - okuya pombada),

• Apa a lesha / a kundana oilonga oyo,

• Oulongelwe waye (ondjapo onhi - 10),

• Ombapila yokushinga,

• Na holole eekopi edi a patela mo.

NB: Omutungilo wombilive yopambelewa nau fimanekwe.

JSC Examiners Report 2015 123

4 Oshipopiwa

Epulo eli ola nyamukulwa kovahongwa vahapu, ashike vamwe inava holola kondadalunde nhumbi oipundi
noitaafula tai hanaunwa po. Inava yelifa ongushu yomaliko epangelo nanghene e na okukwatelwa po noshilanduli
osho tashi ka pewa oo ta ka twikila noku a nyonauna.

Omuhongwa okwa li a teelelwa a shange oshipopiwa a kwatela mo oitwa ei:

• Enyolwafiku kolulyo,

• Oshipalanyole tashi holola eshi tashi ka popiwa,

• Etwalemo mwa kwatelwa omifika dovapwilikini, eshi ta ka popya nedina laye.

Moshikalimo na kwatele mo ei:

• Na fatululile ovapwilikini ongushu yomaliko epangelo nanghene e na okukalekwa po,

• Na holole osho tashi ka ningilwa oo te ke a nyonauna,

• Omutungilo woshipopiwa nau fimanekwe;

Omawedelepo kovalongi

1 Ovahongi nava deulile ovahongwa omitungilo doinyolwa aishe.

2 Ovahongi nava deulile ovahongwa etwalemo nexulifo. Etwalemo nexulifo, ngaashi: metotwahepu
lange ohandi ka popya …, Exulifo, ovahongwa tava ningi ashike oshipopiwa, ponhele yokungonga
omanenedilaadilo ile okuninga omafaneko.

3 Ovahongi nava deulile yo ovalongwa okulongifa omayeletumbulo nokufatululila ovahongwa kutya

eyeletumbulo ihali lundululwa.

4 Ovahongi nava deule ovahongwa okunyola etotwahepu lefano, ndele haku hokolola efano ngaashi ve
litala. Oshihopaenenwa: Mefano omu otamu monika … Nava kongele ko yo oshipalanyole tashi wapalele,
ndele tave shi hokolola nawa.

5 Ovahongwa nava deulilwe exulifo loshipopiwa, osheshi vamwe otava xulifa pambilive. Ovahongi nava
deulile yo ovahongwa oshipalanyole shoshipopiwa netwalemo.

6 Ovahongi nava deulile ovahongwa yeyooloko pokati kepopiwalaka neshangwalaka, osho yo omukalo
wokuvalula oitya.

124 JSC Examiners Report 2015

FIRST LANGUAGE OSHINDONGA
1105
Paper 1

Okomenda yakwalukehe

• Ekonakono lyomumvo 2015 olya li edhigu kaalongwa okuyeleka nekonakono lyomumvo 2014.

• Aalongwa oyendji oya nyengwa okulandula iipatululitya yomapulo opo ya vule okuyamukula omapulo mondjila
ngaashi: yelitha, tumbula, gandja, holola nosho tuu.

• Aalongwa oya nyengwa unene okuyamukula mondjila omapulo gokwiifethitha ngaashi:

- Ando ongoye wa li omudhanitanga...

- Aanigeria okwa li yu uvite ngiini…, shino osha etitha opo ya mone iitsa ya nkundipala.

• Aalongwa yamwe oya tapa owala okaleshwa.

• Omipopyofano odha longithwa nuunkundi. Omayeletumbulo oga longithwa metumbulo limwe ge vulithe pulimwe
nenge ga landulathana, gamwe oga lundululwa hol: E ku lombwele ke shi gwoye, gongombe taga fe genongo.

• Okwa ndhindhilikwa aalongwa ya longitha iitya yomomudhingoloko ngaashi: oku / owu li mo nayi, okufaasuluka,
oluhepo otalu ku tula kekaku nosho tuu.

• Oya longitha wo iingolotya okuvena, ostresa, maar, Dear Thomas, disappointment, coach nayilwe.

• Aalongwa yamwe oya longitha iidhilikwatya.

• Aalongwa kaye shi omutungilo gwomatumbulo unene mokulongitha iileshitho.

Oshitopolwa sha A

Oshilongadhalwa 1

Epulo 1 – 6

Aalongwa oyendji oya yamukula mondjila omapulo ngaka, nonando opu na aashona ya nyengwa okumona omayamukulo
gomondjila, unene tuu 1 - 2.

Oshilongadhalwa 2

Epulo 7

Epulo ndika olya yamukulwa mondjila nonando aalongwa yamwe oya longitha hasho peha lya-aawe, osho wo osho
peha lya-eeno.

Epulo 8

Epulo ndika olya yamukulwa mondjila kakele kayamwe yomaalongwa ya nyola omatumbulo peha lyondanda, nayamwe
ya nyola ya pilameka. Hol: (iii) a.

JSC Examiners Report 2015 125

Oshilongadhalwa 3

Epulo 9

Aalongwa oyendji oya nyengwa okufatulula momumbwalangandjo iitumbula ya gandjwa, ngaashi:

(a) Evi to yele - iinima oyindji.

(b) Onkala tayi hadha - otapu holoka uupyakadhi.

Epulo 10

Epulo ndika oyendji oye li yamukula nawa nonando yamwe oya longitha omukalondjigilile,ngaashi:

Mefuta ihamu adhika oohi dhomaludhi kupula, peha lyokutya mefuta itamu adhika oohi dhomaludhi kupula.

Epulo 11

Aalongwa oyendji inaya uva ko epulo ndika. Yamwe oya endulula iitsa ya gandja omayamukulo ga pambathana.
Oshiholelwa:i Iinamwenyo eliko lyoshilongo, iinamwenyo otayi eta eliko moshilongo tashi pitile maatalelipo. Yamwe
oya gandja omayamukulo ga pingathana naashoka ya hogolola. Aalongwa mboka ya popila kutya epangelo olya puka,
oya yamukula lela nawa.

Oshitopolwa sha B

Epulo 12

Epulo ndika olya yamukulwa nawa kaalongwa oyendji nonando pu na yamwe ya nyengwa okutotha mo omayamukulo
mokaleshwa.

Epulo 13

Konyala aalongwa oyendji oye li kambadhala oku li yamukula nawa. Oya koneke omaudhano ge na omauwanawa
ngaashi: Okwiimonena iimaliwa, omainyanyudho nayilwe. Ihe yalwe oya ikwatelela owala koludhi lumwe lwomaudhano,
unene tuu ketanga lyokoompadhi. Shika osha eta ya gandje owala yu ukilila uuwanawa wuudhano wetanga lyokoompadhi
mbo wa popiwa mokaleshwa.

Epulo 14

Aalongwa oyendji otaya nyengwa okulongitha omupersona gwotango paushimwe, ano okwiiyeta mo yo yene.
Omayamukulo gamwe nando ge li mondjila, oya longitha omupersona gwotango pauwindji ngaashi: otatu kala twa sa
ohoni… nosho tuu.

Aalongwa yamwe peha lyokugandja omaiyuvo, oya gandja omathaneko.

Yamwe oya nyola wo omaiyuvo gaa na uuningilo osho wo uushili. Ngaashi ta ti: “Ando otandi kutha ondjembo e tandi
ya dhipaga.

Yamwe wo oye shi kutha ko pambambo, ye shi okudhengelwa megumbo, okudhengwa kolutu, osho wo okudhengelwa
ongodhi.

Yamwe wo kaye uvite ko epulo oshoka oye shi kutha ko kutya ekopi olyoshilongo South Afrika.

Epulo 15

Aalongwa oyendji oya yamukula epulo ndika nuunkundi molwashoka peha lyokugandja omaiyuvo gAanigeria, oya popi
owala Mba ye mwene nesimano ndoka a ilikolela omanga yamwe ya tapa owala mokaleshwa.

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Epulo 16

Aanona yamwe kaye shi omutungilo gwombilive. Oya tameka nomadhina gawo mondjukithi. Enyolwasiku mondjukithi
inali Wambekwa. Yamwe wo oya tula mo edhina lyoshilongo mondjukithi. Edhina lyomwedhi olya nyolwa mOshiingilisa.

Epopitho olya pukithwa oshoka pehala lyokunyolela mumwayina, oya nyolela ookuume nenge ookahewa kawo yo taya
tula iilandulithitsa mepopitho.

Omafalomo goombilive dhaalongwa inaga dhindolwa, ngaashi: gonale Jesus a kulila; ngame ondi li nawa kolutu,
komwenyo oKalunga mwene e shi ko, nagalwe.

Aanasikola yamwe oya yamukula ngaa oshikalimo shi li hwepo, sha pambathana nenge sha tsa kumwe naashoka sha
pulwa. Iikalimo yimwe oyi li ombinga, moka aanasikola ya gandja owala omakumagidho nenge omauwanawa yo taya
thigi ko omaupyakadhi gokukala inaa tsikila nuudhano.

Aanasikola yamwe kaye uvite ko oshitya uupyakadhi kutya oshike. Oye shi talela mokumonitha mukwawo oshiponga
medhengo lyoongonyo, peha lyokweeta omaupyakadhi nenge oshilanduli shoka tashi vulu okwaadha mumwayina
uuna a etha po iilonga yokudhenga woongonyo.

Aalongwa yamwe oya popya owala iilonga, ihe inaya odheka oludhi lwiilonga nenge luudhano. Ehulitho olya vundakana.
Iitya yuupambele inayi longithwa nawa.

Omagwedhelepo kaalongi

1 Aalongi naya dhiginine okudheulila aalongwa iipatululitya yomapulo ngaashi: yelitha, gandja, holola,
kumagidha, tumbula, totha nayilwe, opo aalongwa ya vule okugandja omayamukulo ge li mondjila.

2 Aalongi naya dheule aalongwa ya nyole ye na aapulakeni komitima, ya yoolole omithika dhaanyolelwa yo
naya nengeneke iitya yawo.

3 Aalongi naya dheule aalongwa okugandja iitsa momatumbulo ga udha go ga yelithwa nawa.

4 Oshilongadhalwa shahugunina nashi nyolwe pepandja epe.

5 Aalongi naya dheulile aalongwa okunyola omatumbulo ge li momutungilo gu li mondjila pampango dhelaka.

6 Omitungilo dhiinyolwa dhi li mondjila nadhi dheulilwe aalongwa momukokomoko gwomvo.

7 Aalongwa naya dheulwe okunyola iikaha tayi vulu okuleshwa.

JSC Examiners Report 2015 127

 1105
Paper 2

Omagwedhelopo gakwalukehe

1 Ekonakono ndika olye etwa po li ikolelela komusindalongo gwOshindonga wondondo ontimulongo.

2 Elaka lya longithwa olya yela noli uvitike, kakele kuupuko uushona wa holoka ngaashi taa nyola iikolwitha
peha lyokutya iikolitha.

3 Iitsa ya gandjwa oyi ikolelela komusindalongo.

Omagwedhelwepo komapulo

Oshitopolwa A

1 Ando onda li Omukuluntusikola

Epulo ndika olya yamukulwa kaalongwa oyendji, ashike oyendji oya gama koompango dhosikola, yamwe ye eta
mo iinima yopaumwene ngaashi; okulanda ohauto ye, okutungitha egumbo lye enene, nayilwe. Aalongwa aashona
oya ulika euveko lyomuule kombinga yiilonga yomukuluntusikola. Aalongwa okwa li ya tegelelwa ya kwatele mo
iinima mbi:

• Okutula po oompango dhaalongi, aaniilonga naalongwa mekwatathano niilyo yetonatelonongelo,

• Omikalo ndhoka ta longitha opo osikola yi pite nawa ngaashi omatalelopo, ookahewa, okupandula aalongi
naalongwa(omapapa),

• Okukonga omakwatho koombelewa dhelongo, osho wo aanuunongo(aanawino) ya popithe aalongwa,

• Okukongela osikola iikwathitholongo,

• Okutula po ekwatathano ewanawa pokati kosikola naavali.

2 Aanyasha yonena inaa hala okuvulika komakumagidho gaakuluntu yawo. Oto shi popile?

Epulo ndika olya yamukulwa kaalongwa oyendji, ihe oya nyengwa okupikula mo nawa oshipalanyolo. Aalongwa
mboka ya popila, oya kwatela mo iitsa mbi:

Ta popile: Omulongwa na popye iinima hayi ningwa kaagundjuka tayi holola okwaana evuliko.

• Itaa longo iilonga momagumbo,

• Otaa yi momilalo mepipi eshona,

• Oyendji oya hokanathana moombashu,

• Otaa longitha iikolitha niingangamithi,

• Ihaa gongala poohapu dhaKalunga,

• Otaa dhipagathana pwaa na ohenda ( ondjaalela),

• Ohaa yamukula aakuluntu omalaka ga honga.

128 JSC Examiners Report 2015

 Nonando epulo olya li lya pula omulongwa a popile nenge a pataneke, ayehe oya popila ashike. Ombinga
yokupataneka inayi kuthwa.

Ta pataneke: Omulongwa ta pataneke okwa tegelelwa a popye iilonga iiwanawa hayi longwa kaanyasha.

• Na popye iilonga iiwanawa hayi longwa kaanyasha tayi ulike evuliko.

Hol. Okuyakula aakuluntu miilonga yomegumbo, taa itula melongo lyawo nosho tuu.

Poompito dhimwe aalongwa yamwe oya nyola ya fa taa ningi oshipopiwa, ano taa kumagidha.

3 Eopalo lyuushitwe tala koongala dhiimeno

Epulo ndika olya yamukulwa kaalongwa aashona yowala, ashike inaye li yamukula nande nawa. Aalongwa otaa
hokolola uunshitwe peha lyokuhokolola oongala nayamwe oye li hokolola ngaa nawa. Omulongwa okwa li a
tegelelwa a hokolole a kwatela mo iitsa mbi:

• Otadhi gandja eopala komahala ga yooloka unune tuu pethimbo lyomvula.

• Ohadhi gandja ombepo yayela kaantu.

4 Uuwanawa welongo lyokompiuta komunasikola

Epulo ndino olya yamukulwa kaalongwa aashona, ashike inaa popya sha kombinga yuuwanawa welongo
lyokompiuta komulongwa, ihe oya hokolola ashike uuwanawa welongo lyokompiuta momumbwalangandjo, hol,
okudhana uungalo, omaimbilo nokuya “ko-facebook”.

Omulongwa okwa li a tegelelwa a hokolole a kwatela mo iinima tayi landula:

• Ota humu komeho minima ya pamba uutekinolohi,

• Ota mono omauyelele ga pamba iilongwa ye,

• Ota siikilile mo omauyelele ge,

• Ota kwatathana naailongi ooyakwawo kondje yiilongo okupitila mointerneta,

• Otayi pupaleke iilonga yaanasikola.

5 Elongitho lyiikolitha otali eta/itali eta eteyepo lyoshigwana

Na gandje iitsa tayi holola nkene oshigwana tashi teka po

Epulo ndika olya yamukulwa kaalongwa oyendji, noye li yamukula nawa, kakele yamwe oye eta mo iingangamithi
nomakaya.

Omulongwa okwa li a tegelelwa a popile nenge a pataneke. Na hokolole a kwatela mo iitsa mbi:

Ta popile

• Kape na esimanekathano,

• Iilonga yomomapya ihayi longwa we,

• Efaulo lyaaniilonga li li pombanda,

JSC Examiners Report 2015 129

 • Omadhipagathano gakinahenda moshigwana,

• Omaushiinda itaga endathana we,

• Oohungi momagumbo dha kana mo,

• Uumbudhi owu li pombanda.

Ta pataneke

• Otayi dhimbitha omaudhigu,

• Otaga eta enyanyu,

• Otaga eta iiyemo koonakulanditha,

• Ohaga kutha po uumbanda.

6 Epulo ndika olya yamukulwa kaalongwa aashona lela, kakele oya hokolola omaludhi iimuna peha
lyoongombe adhike. Oshikalimo itashi tsu kumwe noshipalanyolo. Oya nyengwa okukonga iipalanyolo
tayi opalele kefano, ngaashi: Esimano lyoongombe Uuteku weengombe moNamibia, Uunafaalama.
Iipalanyolo mbyoka itayi opalele ongaashi: Omukithi gwekondo nelaka, Tate Shilimela, nosho tuu.

Omulongwa okwa li a tegelelwa a kongele oshipalanyole tashi opalele efano, e te shi hokolola muule.

Omulongwa okwa li a teelelwa a kwatele mo mbika moshikalimo:

• Omakwatho haga zi koongombe.

• Nkene dhi na okukalekwa muundjolowele.

NB: Omadhiladhilo gomulongwa ge li mondjila naga talwe.

Oshitopolwa B

1 Olopota yokoshifokundaneki

Epulo ndika olya yamukulwa kaalongwa aashona, ihe inaye li yamukula nawa. Yamwe ya nyola ehokololoningomwa
peha lyOlopota yokoshifo.

Omulongwa okwa li a tegelelwa a nyole Olopota a kwatela mo mbi:

• Oshipalanyole tashi hokitha aaleshi, ngaashi: Oondjamba dhi itila momukunda Okatjali Ku: Alina Titus

• Efalomo tali fatulula oshikalimo paufupi, lya yamukula omapula ngaka: oshike, uunake, openi, ngiini
nomolwashike.

• Moshikalimo na kwatele mo omupopyo gu ukilila osho omadhina gaantu mpoka tashi vulika.

• Ehulitho ewanawa tali holola kutya oshinyolwa osha hula.

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2 Omushangwasiku

Epulo ndika olya yamukula kaalongwa aashona, ashike kaye li uvite ko nande. Aalongwa yamwe oya nyola
opolohalama peha lyokunyola Omushangwasiku. Yamwe oya kwatelela mo iinima yopaumwene inayi pumbiwa ya
tamekela ngaa mpa a pendukila sigo oompoka a ka kothela.

Omulongwa okwa li a tegelelwa a hokolole Omushangwasiku a kwatela mo iitsa mbi:

• Oshipalanyolo,

• Esiku hol. Etitatu,4 Novemba 2015,

• Ehala mwa ningilwa omapapa,

• Omathimbo niiningwanima ya ningwa,

• Omaludhi gomapapa ga gandjwa,

• Omukalo gwa longithwa mokugandja omapapa,

• Omainyanyudho ga ningwa ko (oongundu dhomainyanyudho).

3 Ombilive yopambelewa

Epulo ndika olya yamukulwa kaalongwa oyendji nonando yamwe inaa gwanitha po shoka ya li ya pulwa. Yamwe
oya nyola ya fa oyo taa kongo omuhingi peha oyo taa kongo iilonga nenge e na oomvula ooshona nokupewa
iilonga, hol: oomvula omulongo nahamano nosho tuu. Yamwe oye li nyola melaka lyomomeya (Oshiingilisa),
yo yamwe taa nyola iinima yopaumwene, ngaashi: ngame othigwa nonda pumbwa iimaliwa ndi ka fute osikola.
Omayeletumbulo oga longithwa wo papuko. Ehulitho inali ukila ko.

Omulongwa okwa li a tegelelwa a nyole ombilive yopambelewa a kwatela mo iitsa mbi:

• Oondjukuthi mbali,

• Oshityapopitho,

• Oshipalanyolo,

• Oshikalimo,

• Ehulitho.

NB: Moshikalimo omulongwa na kwatele mo iitsa tayi landula:

• Edhina lye,

• Oomvula dhe (okuza 18-okuya pombanda),

• Mpoka a lesha/a kundana iilonga mbi,

• Uulongelwe we (onzapo onti- 10),

• Ombapila yokuhinga,

• Na holole ookopi a patela mo.

Omutungilo gwombilive yopambelewa nagu simanekwe.

JSC Examiners Report 2015 131

4 Oshipopiwa

Epulo ndika olya yamukulwa kaalongwa oyendji, ashike yamwe inaa holola kondandalunde nkene iipundi niitaafula
tayi yonagulwa. Inaa yelitha ongushu yomaliko gepangelo nankene ge na okukwatelwa po noshilanduli shoka
tashi ka pewa ngoka ta ka tsikila noku ga yonagula.

Omulongwa okwa li a tegelelwa a nyole oshipopiwa a kwatela mo iitsa mbi:

• Enyolwasiku kolulyo,

• Oshipalanyolo tashi holola shoka tashi ka popiwa,

• Efalomo mwa kwatelwa omithika dhaapulakeni, shoka ta ka popya nedhina lye.

Moshikalimo na kwatele mo mbi:

• Na fatululile ongushu yomaliko gepangelo nankene ge na okukalekwa po.

• Na holole shoka tashi ka ningilwa ngoka te ke gayonagula ishewe.

• Na ulike nkene aalongwa haye ga yonagula po ngaashi: okutewa, okunyolwa, okukwalagulwa, okuthigwa
momutenya, itaayi kuutumbwa nawa, nosho tuu.

NB: Omutungilo gwoshipopiwa nagu simanekwe.

Omagwedhelopo kaalongi

1 Aalongi naa dheulile aalongwa omitungilo dhiinyolwa ayihe.

2 Aalongi naa dheulile aalongwa efalomo nehulitho. Efalomo ngaashi ngeno ta ti: metotwahokololo lyandje
otandi ka popya …, Ehulitho, aalongwa taa ningi owala oshipopiwa, peha lyokungonga omanenedhiladhilo
nenge okuninga omathaneko.

3 Aalongi naa dheulile wo aalongwa okulongitha omayeletumbulo nokufatululila aalongwa kutya eyeletumbulo
ihali lundululwa.

4 Aalongi naa dheule aalongwa okunyola etotwahokololo lyefano, ndele hakuhokolola efano. Oshijolelwa:
mefano muka otamu monika …. Naa kongele ko wo oshipalanyolo tashi opalele, e taye shi hokolola nawa.

5 Aalongwa naa dheulilwe ehulitho lyoshipopiwa, oshoka yamwe otaa hulitha pambilive. Aalongi naa
dheulile wo aalongwa oshipalanyolo shoshipopiwa nefalomo.

6 Aalongi naa dheulile aalongwa pokati kepopiwalaka nenyolwalaka, osho wo omukalo gwokuyalula iitya.

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FIRST LANGUAGE OTJIHERERO
1106
Paper 1

General comments:

Ombura ndji otjingi tjovahongwa tja ungura nawa tji mo sasaneke ku na imba vombura ndja kapita. Ehungi retu etenga
ndi aari kaenda ohunga nEmbo romurungu nu ovahongwa ve rizuva nawa mena rokutja otjiṋa tji ve ungurisa tjinene.
Ehungi Oritjavari kaṱiṱi omundu mo nyaṋuka okumuna ovahongwa ovengi amave ungura nawa mu ro mena rokutja
otutu otutjevere twovipuka katu takavarere tjinene momakondwahi wetu ovahongwa okuyenena okukara nondjiviro
ndja yenene. Ovahongwa kave na ondjiviro yokupunga omapu nawa. Ovahongwa kaave paha ondimwa yepuriro
nawa.

Comments on individual questions:

1-6 Va zira nawa; kutja ovarorwa tjiva aave tjanga embo moruveze rwokutjanga oreṱera. Nu pepuriro
oritjahamboumwe ovarorwa va ri amave tjanga oretera o-C moruveze rwokutjanga oreṱera o-B nu tji tja ri
otjiṋa tji tjaatji raisa oukahu kutja ovarorwa ve kaiya ondjiviro yokutjanga onomora momambo.

7 Ovahongwa ovengi aave ziri nawa nokutjanga Ouatjiri/Kauatjiri. Ovahongwa ovaṱiṱi tjinene mba ri amave
tjanga omihewo. Ovengi va ri amave ziri nawa kutja o-A. Ouatjiri, B. Kauatjiri, C. Ouatjiri, D. Kauatjiri.

8 Ovahongwa ovengi va zira nawa kutja o Kanada na UK, pendje nai ingwi okutja ovahongwa tjiva, va ri
amave zunḓa okutjanga Okanada aave tjanga o Kanata.

9 lndi va zira nawa kutja tjiva moruveze rwokutja omarunga inga omanenene, va tjanga ovarumendu nomitanda.

10 Epuriro ndi kari zirirwe nawa kaparukaze mena rokutja ovengi vovahongwa va ri amave ziri kutja; mongoze,
embo romurungu, okombiuta norungovi.

11 Ra zirwa oungundi, otjingi tjovahongwa kava ri amave handjaura okuisira kotjitjitwa tji tja raisiwa mehungi.

12 Ovahongwa ovengi va zira nawa. Pe na ovahongwa tjiva mba ri amave tjanga kutja “Ombwiko onyingi i
za movaryange” aayoo ouwa ongarate mbu ri po. Ouwa ongarate mbu ri po okuyandjera otjiwaṋa okuuta
otutu otutjevere twovipuka poo okuyandja ehi kovature pu mave twa po ozokamba zokutjevera ovipuka.

13 Ovahongwa va zira oungundi. Otjingi tjavo va ri amave ziri ouyara ohoromende mbu ya yandja kotjiwaṋa
pendje nokuzira ombatero ohoromende ndji ya yandja kotjiwaṋa.

14 Ra zirwa nawa tjinene amave tara kouzeu nonyonokero ndji yetwa i yozondjou.

15 Epuriro ndi ra zirwa nawa tjinene kutja pa ri novahongwa mba ri amave ziri epuriro ndi ousupi nokuhina
okuyandja ombango kozongombe nḓu maze yandjwa keziriro.

16 Ra zirwa nawa tjinene mave raisa kutja ozoveta nḓa za sokurira ozonḓuvakwa nu ozondoke zoviwaṋa,
kaze sere okurira ozombaturuke tjinene, ozondjivisiro za sokuyandjwa oiri aihe na vyarwe.

17 Ovahongwa ovengi va ri amave ziri nawa pendje novahongwa tjiva mba ri amave ziri ozoveta nḓe ri po
moruveze rwokuyandja ovihepwa mbi ningirwa.

JSC Examiners Report 2015 133

Positive suggestions to teachers:

• Ovahongwa ngave rongerisiwe nawa okutjanga omaziriro momambo wavo oveni. Ovahongwa ngave
rongerisiwe nawa okupunga omapu.

• Omapuriro inga wouatjiri na kauatjiri ngaku yandjwe ombango.

• Ozomiṱiri ngaze honge ovanatje okuyeta omapu nge ri mehungi ve tjaerwe okuyeta oviṋa mbi he ri mehungi.

• Ozomiṱiri ngunda maze hepa okuhonga ovanatje omuano omusemba womatjangero na wina
omutjangahingo wOtjiherero kutja ovahongwa ve tjiwe omiano omisemba vyokutjanga.

134 JSC Examiners Report 2015

 1106
Paper 2

General comments

Omaunguriro wovahangwa ngunda maye yandja ohange imba na mbena, pe na ozondataiziro nÿu maze munika.
Rumwe tjimuna” omutjangahingo, omihapo vyovitjangwa pekepeke, ombungurisiro yeraka tjinene oviraise vyokuresa.
Ouzeu warwe ovahongwa aave toorora omapu ngu ve hi na kuzuva nawa.

Comments on individual questions

Orupa o-A

1 Ovahongwa ovaÞiÞi omba toorora epu ndi kava ri nondjinuo, aave hungirire kondjeverero posiya nu kaave
tara kondende yovaungure.

2 Ra toororwa i ovanhangwa ovengi, wina va ungurire nawa tjinene. Mape raisa kutja ovahongwa ovengi
ve na ondjerera nounongo wovimemwa nondjivisiro ombwe.

3 Ovahongwa ovengi wina va ungurire nawa, posiya aave tara nawa kongaramwinyo wavo.

Ovahongwa tjiva kava ri amave tamuna ovitjitwa vyombara nungwari imba mba tara kovitjitwa vyombara va ungura
nawa.

Wina aave tara nawa kovitjitwa vyombara.

4 Epundi ra ungurirwe i ovahongwa ovaÞiÞi tjinene, nu imba mba ungurire ro, va ungurire oungundi.

Tjinene aave tara konÿekasaneno pokati kovakazendu novarumendu, notjitandi posiya kaave tara korupa
ovakazendu ndu ve hi na ro momananeno ngunda ave pandjara ovihavero.

5 Epu ndi ra kayendere nawa posiya pa ri ovahongwa tjiva mbe ha ri nondjiviro yomutjise wombinÿu, orondu
aave pambaukisa wo kunomutjise wEhinga nao posiya ovengi aave yarisa kutja owo u za pi, u sokupangwa
vi, nu ngave ritjurure vi.

6 Epu ndi ra toororwa i ovahongwa ovengi nawa, ra ri epaturuke. Va ri nondjiviro otjovandu mbe kara
mozongombe. OvaÞiÞi mbaave hungirire kotjiperendero

JSC Examiners Report 2015 135

 Orupa o-B

7 Ovahongwa ovengi va ungurire nawa membo ndi posiya omuhapo wokatjangwa komangasina kave ke i nawa.

Ovahongwa tjiva va ri amave ÞaÞere kounahepero womahongero posiya kaave tara komaÞumbaparero

8 Epu ndi ra toororwa i ovahongwa ovaÞiÞi. Ovahongwa ovengi kaave tjiwa omuhapo worutuu rwokotjiveta.
Wina mave tjanga mOtjiingirisa ngunda ape nomihapo omipe vyovitjengwa mbi. Ovahongwa tjiva kaave
tamuna ovirandwa nouzeu mbu ve na wo.

9 Epu ndi ovahongwa ovengi va ungurire nawa tjinene. Tjiva aave ungurisa omambo omahazendu.
Ovahongwa ovengi aave yarisa onyungunyungu pokati kovahungire.

10 Epu ndi ra ungurirwe i ovahongwa ovengi, posiya kaave yeta ouzeu ku va sere okuperwa ondjesiro ndji
Wina ovengi aave ungurisa omuhapo omukuru womatjangero worutuu.

Positive suggestions to teachers

Ozomitiri maze ningirwa okuhonga ovahonga nokurakiza ovahongwa ouhirona noukahu.

Ovahongwa ve sokuhongwa omihapo vyozombwanekcno nomihoko vyomihewo meraka.

Omutjangahingo nombungurisiro yeraka osemba maku sokuyandjewa ombango ondwe pevapayuva.

Ovahongwa mave sokuhongwa omihoko pekepeke vyozombwanekero tjimuna: Oserekarere, oyandjamapu,

ohandjaure, ombatanise, ombusure nrisenginine.

136 JSC Examiners Report 2015

 1106
Paper 4

General comments

Ombura ndji ovahongwa va ungura nawa okusira kozombura nÿa kapita.

Epuriro esenina rozongombe omurongo ingee kave nakuyeta ozongombe okuura. Mave munu ozongombe zokehi, pu
mape raisa kutja omarongerero ya ri omangundi.

Pe na ovahonga ingee mbe ha rese oumbo wavo mbu va pewa.

Pe na ovahongwa mbu mave yesa omapuriro kamwaha (okuhena kuzira).

Comments on individual questions

1 (a) Ovahongwa ovengi va ziri epuriro ndi posiya omazuviro ya ri omangundi.

Kave nakutjiwa kutja omasasanekero ovikwaye. Va munu ongombe imwe uriri kokuzira oruuma kozongaku
otjovikoti, kava ri amave twako kutja mavi sasanekwa na tjike.

2 (a) Ovahongwa ovengi omaheyatjimwe kave nakutjiwa kutja omambo ye¿e. Mave tjanga ounongo
noupatje pu va ri amave pandjara ozongombe.

3 (b) Ongaro ndji mai raisa embo ndi “EÞe ka tjitwaenda nao,” ovahongwa kave nakuzira osemba, mave
zirire kongaro ovandu ovakuru ndji va ri na yo. Kave nakuzirira kongaro ya Katjuu ndje kurisiwa na
yo. “Okuritarera amo tonwa au he ri omukazendu kaurumendu. Oruveze ndo omuatje omuzandu ee
riyeura tji ma tonwa kaa kurama uriri.

4 (a) Ovahongwa kave nakuyeta kutja pe ya oruveze komurungu wongutukiro (Ozambia) ovanatje tjiaave
hene okuyenda kOzambia. Vaandere pokutja omorukapitaveze, pu va yenene okumuna ongombe
imwe pu va pondjara ongombe pokuraisa kutja ongwaye tji mave tja orukapitaveze.

Orupa C

5 (b-c) Epuriro (b) no (c) ovahongwa kave ri zuvire nawa. Otjivepo tjondjenda mave raisa Tjivingurura
tja wa oviÞuwe nu tje ri¿e¿una poruveze ndo. Kaave raisa omuano Tjivingurura tje ri¿e¿una.

6 (a) Pe na omapambaukiro morupa ndwi, ovahongwa pu Suvee naTjivingurura kave nakutwapo ombangu.

(b) Omarundurukiro ngu maye purwa owa Suvee indu tja za nokuyandja omuinyo we ku Muhona posiya
mape raisa kutja ovahongwa tjiva kave ya resa okambo okumana.

Positive suggestions to teachers

Mbi nohange kozomiÞiri nÿa ungura oukukutu okurongerisa ovahongwa vawo komarorero omasenina.

Movahongwa vombura ndji mo munu kutja pa ungurwa katjotjiri.

Eraka retu ri tjita kutja ovahongwa vetu ovengi ve tuurunge. Ngatu kaende komurungu okurongerisa nokuzeuparisa
ovahongwa vetu.

JSC Examiners Report 2015 137

138
FIRST LANGUAGE PORTUGUESE
1112
Paper 1

General comments

As far as the 2015 Reading and Directed Paper is concerned, learners’ performance was quite encouraging in all
aspects. There was a clear improvement with regard to their handwriting and spelling. It seems also that the reading
skills of the 2015 candidates compared to previous learners improved, although, four candidates performed below
average.

Teachers need to emphasize orthography to minimise the following errors:

The prevalent use of the sms:

• “xto” versus “estou”

• “qui, Ki” when it supposed to be “que”,

• “muinto versus muito”;

• “porqui versus porque”.

• “tenhem versus têm”.

The use of prepositions:

• “na versus `a” ;

• “no versus ao”;

The use of wrong sentences like: “Eu vou no mercado”, it issupposed to be written:

“Eu vou ao mercado”

It is like someone who writes: I am going in the cinema.

When it should be :I am going to the cinema.

The use of pronominal conjugation:

• “te falei versus falei-te”

• “te dou versus dou-te”

• “Eu se lavei versus eu lavei-me”

• “eu me enganei versus eu enganei-me”

• “ele me disse versus ele disse-me”

The reading culture needs to be emphasised and promoted in all schools. Reading is the key element for any
improvement in performance in any subject. Technology is changing and even the way teaching is occuring now,
however, social norms have not change irrespective of the century in which we are. It is important for a first language
speaker to be able to use and know the different idiomatic expressions and proverbs in their language.

JSC Examiners Report 2015 139

 1112
Paper 2

General comments
• It was observed that some candidates had difficulty to understand the initial instructions on the paper.
• Some candidates did not identify the chosen topic properly.
• For the majority of the essays, the candidates had difficulty in adhering to the number of words requested in
the specific section: 300 words for Section (A) and 150 to 200 for Section (B), candidates wrote much less than
requested or vice versa.
• In some scripts it was also observed that spelling and syntax mistakes created confusion and it was difficult to
understand the content. e.g. Confusion in the usage of the “mais” instead of “mas” and the usage of “pra” instead
of the preposition “para”.
• It was common to see sentences with inappropriate structures; e.g. the lack of the agreement in gender and
number between the subject, the verb and the adjective. Overall, the level of writing skills was reasonably good
to excellent. Many candidates wrote well-structured essays with some detail and development. Nevertheless,
many essays that had adequate content, but sometimes the ideas were not very creative and interesting.
• However, some learners displayed good writing skills and consequent good results were awarded.

Comments on individual questions

In Section A the most popular topic was “The influence of cellphones in people’s lives”, and in section B “The most
important day in your life.”(past experiences)

Most of essays were incomplete in section A. Although the content was adequate, the ideas were just partly developed
,showing the incomptence of learners when responding to a topic with a recognisable beginning and an end. Most
candidates wrote about the advantages and disadvantages of cellphones in people’s lives, but forgot to develop the
main part of the essay, e.g. the influence of cellphones in everyday life of communities; what has changed since the
introduction of cell phones? Was the change good or bad? In which areas? In education/science? Has communication
increased or decreased? Are people speaking more with each other or are they only using social media like Facebook,
etc? It would have been more approppriate if those ideas were developed in the essays. Only a few candidates fared
very well in this question.

In Section B the overall performance was good since most of the candidates wrote interesting essays with appropriate
content.

Positive suggestions to teachers:

Teachers should continue their good work, but should also increase the number of writing tasks during the course of
the year as to improve the tasks during the as to improve language usage and sentence structure.

140 JSC Examiners Report 2015

FIRST LANGUAGE RUKWANGALI
1108
Paper 1

General comments

• Sinzi sovarongwa elima eli kwa limburura mapuro nawa, kukwama omu ya fira.

• Nampili ngoso, varongwa vamwe simpe kwa gwanekera noudigu wokugusa malimbururo gouhunga moyireswa,
awo kwa gava malimbururo aga vana kugazara vene nye kapisi kwa ga gwana moyireswa.

• Varongwa vamwe kapi va kwama marondoro ga kere kontunda zosipepa somapuro, nye awo kwa ruganesa
yomonomutwe dawo.

• Varongwa vamwe simpe vana kara noudigu wontjangeso, ediwo lyokuruganesa nondanda dononene apa da
wapera, kuganuna nonkango neruganeso yidivisoreseso apa ya wapera.

Comments on individual questions

Sirugana 1

1-6 Varongwa sinzi sawo hambara navenye kwa limburura epuro eli nawa, omu vagwana yitwa yawo
nayinye, ku kwama omu vava pere marondoro asi yimo nava tjanga, kutjanga nomora zepuro nokutura
ko alfabeti zouhunga Sihonena 1 A.
Nye ko ve li vamwe simpe va yi pira kanesa ngwendi A. 1, C. 4.

Sirugana 2

7 (a)-(f) Varongwa vamwe hambara kwalimburura epuro eli kutamekera 7 (a) - (f) nawa, omu va gwana
yitwa nayinye, kukwama omu vava pere marondoro asi yimo nava tjanga, kutjanga ndanda zo alfabeti
ntani kutjanga nomora zouhunga, Sihonena 7. A. vi.
Nye koveli varongwa vamwe simpe vapirakanesa yininke eyi, Pevega lyokutjanga ngoso, awo kwa hova
nomora ntani alfabeti ndi kutjanga nkango za kara pelimbururo ngwendi ngesi:
7 (iv) A
(v) B
ndi A. Kuhwika rutu rwendi

Sirugana 3

8 (a) Varongwa sinzi sawo kwa gwana po yitwa yivali tupu pevega lyoku gwana yitwa nayinye yitatu, epuro
kwayukilira asi varongwa vafaturure nkareso zaKaliki ezi ga ka resere pomukunda gwawo?

Yitwa yitatu va geve po, varongwa kwava ndindilire va gave malimbururo omu va kufatutura yininke yitatu
yonkareso zaKaliki pomukunda gwawo.
• Ayo yiyo nye eyi - kapi ngava mulike nyara (marwanambo)
- kwa here kurwanesa yikwata.
- kwa dinine vakondi vendi.
- kapi nga kwafa vakondi vendi moyirugana.
- Mutomonono kovadondi vendi
(Nkenye yitatu)

8 (b) Sinzi sovarongwa kwa gwene yitwa nayinye yivali, morwa kwa limburura kukwama epuro, moku
gava eyi ya tu mangedere Kaliki a ze mousimba. ayo yiyo nye eyi:
- yeeyi va mu hanyeneneko vakondivendi

- kwa mu sandagwire no kumutangwisa ozina

JSC Examiners Report 2015 141

 - a ka papare yirugana.

8 (c) Varongwa sinzi sawo kwa zumbanesa yitwa yivali eyi ya kere asi tayi tundu koku gava efatururo lyosi
sewe, morwa kwa moneka asi varongwa sinzi sawo kapi vadiva mafatururo goyisewe. Yitwa yitatu
kwa yigeve ngesi, murongwa pokuhorowora sisewe esi varuganesa mosireswa asi tjange, ta gwana
sitwa simwe, poku gava efatururo lyokuyukilira tagwana yitwa yivali, kumwe yikare yitatu.

Yisewe yiyo eyi:

Tu ka oku ono kuza wa ha tuka oku ono kutunda. Kutanta asi:
kweni nkenye apa kuwa kupitakana oku ono hara kuza, morwa kapi ono diva eyi yina kara ko.
- Nkango zomukondi kapi a zi gwire pevhu.
Kutanta asi:
Nkenye eyi a uyunga mukondi kuhoro ka.

RUHA B

Sirugana 1

9 (a) Epuro eli sinzi sovarongwa kwa va digopera eyi ya vaninkisa vazumbanese yitwa, vamwe kwa
yizumbanesa nayinye, vamwe kwa gwana po yivali tupu.
Epuro kwa yukilira asi va gave omu da gendere nomfa domukurukadi (mugendo gonomfa), kwa ndindilire
va simwitire oku ya tamekerere dogoro koku va ka fililire.

Varongwa kwa va ndindilire valimburure nye ngesi, va tumbure madi gane ogo:
• kwa va kwete nturo zonene unene.
• kwa kava gusire yikorokoro, tava va tantere va ndindire elimbururo, va lindindilire povandambo.
• kwa ya va tangwisire ngumweyizawo, nokuva tantera nonkango donondona.
• kwaya tjwayukire membo lyamunwawo va ka rare koKayisosi oku va kadogoro kerere.

(b) Eli nalyo epuro lya digoperere varongwa wovanzi, morwa kupira kuliresa nawa va li zuvhe.
Epuro kwa va pulire va tumbure maudigu aga ya mu reterere Sihako mokupurakena mazedo gamukwawo.
Varongwa kwa va ndidindilire va tumbure maudigu aga:
• kwa munyengesere kwava womukwarerero gwendi.
• kwa mu retesere nomfa dongumweyi zendi.
• kwa mudigopererere kuza konomfa dongumweyi zendi, morwa tava kamu kuyauka.
• hambara va ka mu toone womukwarero gwendi.
(c) Epuro eli varongwa wovanzi kwa li limburura nawa, morwa alyo malimbururo kwayukilira kuga tjanga
mosireswa, omu va ndindilire varongwa va gave ukaro woudona musinke ga rongere Naita mukwawo
zendi Sihako kuhamena mapata gomodoropa. Varongwa kwa va ndindilire va tjange nye oyo ya kere
mosireswa.

• Ekoro lyomugara no kukara si pepata lyoge.

Ekoro lyomugara nokukufumadekasi.
Tava hepeke vana woge.
Tava ruganesa mema norutjeno moomu vana harere.
Tava lire vana woge nondja dawo.
tava kupirura o kare mupika goku va terekera nye ko ve li varongwa vamwe woudwa va geve yininke
(malimbururo) yine tupu, awo va ndindire kugwana yitwa nayinye.
ano vamwe kuyitjanga morupe roparagrafa, makura kwato kuruganesa yikomona ndi nonkango
twikakaneso, makura tava zumbanesa yitwa yimwe, morwa kwa ku gwanekedesa nontanto mbali zi kare
zimwe tupu ta gwana sitwa simwe tupu.

(c) Varongwa wovanzi epuro eli kwali limburura nawa, morwa malimbururo kwaga gava kuyukilira
mosireswa, kukwama moomu ka li kere epuro asi va gave maraka aga va ka mu uyungilire mukurukadi
ngumweyi zendi. Varongwa kwavandindilire vatjange oyo ya kere mosireswa.
• A huture nonkaku.
• Sihako yige mwenya embo.
• Yige a vhuru kutulisa po noveta edi nava kwama va wizi mo.
• Nkenye gumwre aka pange membo lyamugara gwendi.
• Embo lyendi kapisi sipangero Savaveli.
• Mukurukadi a genderere a ze kosipangero.

142 JSC Examiners Report 2015

 • mukurukadi ta ka gwisa ko vana vendi TB.
Nye varongwa vamwe wovasesu kwa yitjenge moparagrafa makura kapi va ruganesa yikomona va
hangure nontanto omu vaga uyungire maraka, eyi kwava ninkisire Vazumbanese yitwa yimwe.

10 Epuro eli varongwa wovanzi kwa zumbanesa yitwa, morwa kupira kukwama ngendeseso, zo kutjanga mbilive.
• Vamwe kapi va tura ko Aderesi.
• Vamwe kuturako edina lyosure ngwendi sure zina kuzi tjanga mbilive.
• Vamwe kusimwitira yapeke mombilive nye ngano kulimburura epuro, a tjange ya yuka kweyi va pura.

Varongwa kwava ndindilire ngano va tjangere mukurwendi a ruganene koRaipota a wize kehoreko lyozina,
kumwe nokoyilipuragera ngayi kara ko, Pausupi a si mwitire mugendo gonomfa, a bubure asi mukurwendi a
ku tjangera

Positive suggestions to teachers

• Varongi varonge varongwa va gave malimbururo gana kutunda mosireswa, kuvhulisa kugava gomonomutwe dawo.

• Varonge varongwa vakwame marondoro gokontunda zosipepa somapuro.

• Varonge varongwa yisewe nonafatururo gayo.

• Varonge varongwa yokuhamena, omu nava vhura kulimburura epuro lyombilive, a hamene kweyi va mu pura.

• Aderesi varongwa varuganese zawo, kapisi zosure kapisi kutura ko edina lyosure.

• Mazuva nago simwe somoruha roAderesi, kapisi kuvatuka po musunda ntani na tjanga mazuva.

• Ntjangeso neruganeso yidivisoreseso mulyo mombilive, ndi asi mepuro lya ngesi.

• ngendesesorongo va hepa kuzi mana yipo varongwa va dive yirugana nayinye ya kara mo.

JSC Examiners Report 2015 143

 1108
Paper 2

General comments

• Metarururo kuna kumoneka asi vakandidate veMelima eli 2015 vana likida erunduruko mekonakono lyawo, si
vhulise elimapita 2014. Mapuro nagenye ga zuvhikire kovakandidate, mpili ngomu pwa monekere mapukotjango
gongandi. Vakandidate vamwe kwa kere noudigu wokutjanga muzaro goyitjangwa yimwe. Mapuro gokuhorowora
rha rumwe tupu vamwe kwa limbwilire maruha nagenye. Po ve li vakandidate vamwe va pempukire koyiparatjangwa
eyi va horowere, morwa kapi va zuvhire nawa yiparatjangwa. Vakandidate vamwe kapi va sikisire mo nonkango
doyitjangwa eyi va horowe re. Efano eli va tulire poyimbapira yomapuro kapi lyamonekere nawa kovakandidate
vamwe, hasa va heteke kutura po efano lina kumoneka nawa. Vakandidate vamwe kwa ruganesere nonkango
donondona moyitjangwa yawo, oyina kwa likidire efano lyedona kovaresi. Varongi va ronge vakandidate marudi
getjangototo va ga dive nawa ntani maruha gokukoneka poku ga tjanga. Varongi va deure unene vakandidate
muzaro gwankenye sitjangwa ngomu sa wapera. Ntjangeso nondunganesoraka nawo udigu umwe wa monekere
moyitjangwa. Vakandidate vamwe kwa va digoperere pokutjanga nonkango dimwe, yihonena yononkango depuko
edi va ruganesere dodo:

Epuko uhunga Epuko uhunga

Posa - epundi P.O. Box - simbanguposa
noripoti - nonzapo serias - kulituramo
mwenya busines - mwenyangesefa 2pu - tupu
ofisi - mberewa rumbire - zumbire
kusapota - kupakera mbili noregion - maruhasirongo
sikodira - mudwaro gosure Peyi - nzambi
chinge - kutjindja vasafe - va hepa

Comments on individual questions

Epuro 1

Vakandidate vanzi va horowere epuro eli, yitjangwa yawo kwa kere yomutaro, vamwe va limbwilire nawa. Momalimbururo
gawo vamwe kwa tjenge asi, ngano kwa doperere moharade zontane ngano kwa tundire mo va ka vareke ngesefa
ano vamwe asi tava rugurura, makura va liture mo. Magano nagenye aga mouhunga. Nampili ngomu va limbwilire
uhunga, po ve li vamwe va pempukire kosiparatjangwa va tjenge omu va lirongere dogoro va pite. Mukandidate kwa
mu ndindilire a tjange yininke eyi ya dira simpe kuhoroka.

Epuro 2

Vakandidate vanzi va horowere epuro eli, sinzi sawo kwa heme koruha rokukwatesa ko, wovasesu tupu yiwo va
patanesere egano. Ava va kwatesere ko va geve nokonda dawo edi da likidire asi eparu lyoVakavango lina wapa
pwaneina. Nokonda dimwe kwa kere asi, ekuto lyovarongi novahakuli wovanzi, etamununo lyonosure noyipangero,
yigendero, uturo nayimwe ngoso. Ava va patanesere egano nawo kwa geve mazimo nounonanona, ediro kulituramo
merongo nayimwe ngoso. Magano nagenye ogo mouhunga. Po ve li va likidire asi ana kwatesa ko, nye ta ka tjanga
yepataneso.

Epuro 3

Vakandidate va horowere siparatjangwa esi vasesu, nye vamwe yikaramo yawo ya wepe. Vakandidate kwa fwatwilire
yokuhamena konongereka dimwe omu dina kuninkisa vantu va zumbanesere mo nomwenyo dawo. Magano gamwe va
pwagesere kwa kere asi kutantera vaveli va zugume nopera, kupapara ungawo, kulidipagera umpitisi nayimwe ngoso.
Eyi kwa likidire ediwo lyovakandidate kweyi yina kuhoroka mononkarapamwe dawo.

Epuro 4

Epuro eli vakandidate kwa li horowere unene, sinzi sawo kwa hamenene kekwateso ko ano wovasesu tupu va hamenene
kepataneso. Ava va kwatesere ko va tjenge malimbururo gouhunga ngwendi asi, yimaliva eyi nava teta kononzambi
dovagara ta yi rere vanona, tava randa yihepwa yawo, kusesupika ukorokotji nayimwe ngoso. Ava va patanesere ko
kwa tjenge asi, ehepeko lyoyimaliva, morwa vazinya vawo kuna ku yi ruganesa mepuko, pamwe muna kapisi gwendi
nayimwe ngoso.

144 JSC Examiners Report 2015

Epuro 5

Epuro eli vakandidate vasesu va li limbwilire, hena yikaramo yawo kapi ya tompokere nawa. Epuro kwa kere asi,
proyeka zongwa kovadinkantu ava vana dili kugwana yirugana. Vamwe kwa tjenge proyeka ezi za kara pomukunda
gwawo, nye kapi va zeresere edina lyazo evega oku nava vhura ku zi tulira ntani sitambo sozo proyeka.

Epuro 6

Epuro eli vakandidate vasesu va li horowere, nye ava va li horowere vamwe va tjenge yikaramo yomutaro.

Epuro 7

Sinzi sovakandidate kwa demenene pepuro eli. Vakandidate va tjenge mbilive zopahasikwamo nokusimwitira mbudi
zomaudigu gokuhamena keliguso ezimo lyaSwara zawo. Nokonda dimwe da yi retesere po kwa kere asi, kapi ava mu
fungwinine ko, kwato epakero mbili, mazedo govakwawo nayimwe ngoso. Nampili ngomu wovanzi va limbwilire nawa,
po ve li vamwe va pempukire kosiparatjangwa va tjenge asi ezimo kwa li mu gusire ndokotora. Nonkango edi kwa li mu
gusire ntani kwa li ligusire da lisiga. Vamwe kapi va tjenge ko maruha gamwe ngwendi aderesi, mbarekeso yimo tupu
nehageso. Yiwa unene kutura ko maruha ogo yipo yi likide nawa muzaro gombilire zopahasikwamo.

Epuro 8

Epuro eli nalyo va li horowere, nye yikaramo kwa kere yisupi unene, morwa yikando eyi va tjenge pepuro yinunu. Epuko
tupu lya kere po. sinzi sawo va tjenge yokuhamena euyungovali pokatji komurongi nomurongwa va mu puragere eyi
va lizonene namukwawo dogoro va rwane. Matokoro aga ga kere po ngwendi kutuma murongwa a ka zigide vakondi,
ku mu pa mazuva gatano aka kare kembo nayimwe naso. Vakandidate vamwe simpe vana kara noudigu mokutjanga
euyungovali. Sihonena.

Munekuto:

Moroka murongwa.

Murongwa:

Morokeni none munekuto.

Ngano nsene ana tjanga edina lyomuuyungi ta kukwama yitwavali, konyima zayo ku kwame nonkango domuuyungi,
nsene ntanto kapi zina tjiuka va ya zi tamekere konhi apa ana tura yitwavali, nye kapisi oku ana varekere edina. Varongi
va deure unene vakandidate va dive nawa omu ava tjanga euyungovali. Yikando yeuyungovali yisike kontambali (7),
nye mukaandidate a hetekere kutamununa magano gendi yipo yitante yuma.

Epuro 9

Vakandidate vasesu va horowere epuro eli. Vamwe va vulire kutjanga yikaramo yomutaro, nye sinzi sawo kapi ya sikire
mo nawa. Epuro kwa kere asi a tjangere mukuronasure ezi ana hara ku ka dimbira harade 11 elima olyo 2016, nye pozo
sure ana kara napo harade 11 po zi li. Mukandidate ngano ga hepa kugava nokonda eyi ana kudirukira po. Nokonda
dimwe kwa kere asi, sinano sosire, vakurona va diruka, ku mu hepeka membo nayimwe ngoso. Vamwe kapi va yi
sikisire mo nawa kwa tjenge tupu va tante asi awo nonkedi nokuzoragana. Maruha gokukoneka po kutjanga mbilive ezi
mulyo unene, ga hepa kukara ko ntani madina gomukandidate va ga tjiwilire nagenye.

Epuro 10

Vakandidate vasesu va horowere epuro eli. Sinzi sawo va li horowere va tjenge yikaramo yomutaro. Epuro kwa
kere asi va tjange siuyungwa va faturure uwa noudona wa kara monosure depangero ntani dopaumwene. Nkango
dopaumwene kwa zi tjenge epuko, nye vakandidate va zuvhire eyi va tembe. Mauwa aga va tjenge kwa kere asi, kwato
mfuto (harade 0-7), kudwara nkenye eyi, vakandidate kupita nawa nayimwe ngoso.

JSC Examiners Report 2015 145

Positive suggestions to teachers

Pomuhowo kupandura varongi kweyi va rugana unene va deure vakandidate vawo komeho vaka tjange ekonakono.
Varongi va kwama yitjangwa eyi ya kara mongendesesorongo zawo. Va ronga vakandidate vawo omu nava vhura
kulimburura mapuro goyitjangwa yokulisiga-siga. Ekorangedi kovarongi lyeli, simpe va lituremo unene mokudeura
vakandidate vawo. Ntjangeso, ndunganesoraka yimo tupu noyisewe simpe yina kara hepero ku yi ronga. Mukwangali
kwa tanta asi, “kuwoko kumwe kapi a ku pandura udano.” Varongi va likwatese moyirugana yipo va zerure eraka
lyoRukwangali.

146 JSC Examiners Report 2015

FIRST LANGUAGE RUMANYO
1107
Paper 1

General comments

• Virughana vyavashongwa namwaka kwhetakanita namwakapito kapi pana kara likushuvo.

• Shipepa shakalire pakatji tupukapishi ureru ndi udito mukonda ashi vashongwa va vhulire kushilimburura.

• Shingi shavashongwa vakwamine marondoro nakulimburura mapuro.

• Vashongwa vamwe vana kara shimpe naudito walishantjo, kugaununa nakumangakana nkango, kutjanga
magnanoteto nakurugharuta viyivitovaruro muritjangwa vyavo.

• Vashongwa vamwe shimpe vana kara naudito waliturigontanto.

* Vihonena vyalishantjopuko

Muuhunga Kapishi muuhunga

Vanantjoka Vadinkantu
Kumu korangeda Kumi korangeda
Kudipagha Kudipaya
Kurughana kuruwana
Kughambaulita kughambawita
Kudemenena kudeghenena
Kuna kuyenda kwa kuyenda
Nampiri nampindi
Enel ngoli maria
Ntjene nkene
Kapishi / kapi pira
voye woye
Kuvhura kuvura
Vimaliva maliva
Moomo momu
Kutegherera kuterera (kukorwa)
Teete tete
Mvhura mbura

Lipongonyono A (Shivarura A)

Shirughana 1

1-6 Vashongwa valimburura nawa ruha runo nampiri ngoweyo vamwe vavasheshu kapi va vhulire kudimburura
malimbururo ghauhunga pakutovorora. Vashongwa vakwamine nka marondoro/marawiro mukutjanga
tupu nomora nandanda damalimbururo.

Malimbururo ghauhunga
1 C
2 C
3 D
4 C
5 C
6 B

JSC Examiners Report 2015 147

Shirughana 2

7 (a)-(f) Vashongwa navantje valimburulire lipuro lino ano vamwe kapi vakwamine marawiro ghakutjanga
ndanda nanomora damalimbururo ghauhunga.

Malimbururo ghauhunga
A v
B iii
C iv
D i
E vi
F ii

Shirughana 3

8 (a) Shingi shavasongwa vashetekilireko kulimburura lipuro lino muuhunga nampiri ngoweyo vamwe vatapire
konda dakupira kudjiramo.
Malimbururo ghauhunga
- ndjwedu dadire
- mushwenge
- wamudidi
- munongo (kehe ghano matatu)

(b) Shingi shavashongwa vashetekilireko kulimburura lipuro lino nampiri moomo vamwe kapi va vhulire utunga
ntanto dauhunga mukurughanita nkango “shira” shamaudano nashishalipumba.
Shihonena malimbururo
- Varumbatani pashira vana kara kuna kutaterera mushivi.
- Mwanuke kukara mushira shavawina mwedi ntane ntani vana kumu fita.

(c)(i)-(ii) Shingi shvashongwa kava limburura lipuro lino muuhunga mampiri ngoweyo vamwe kapi va
vhilire kulimburura vitegho vino.

Malimbururo

(i) Kwato ovyo a yiva a tanta/nkara dendi/nakuvi yivira shi /kapukuru koye /juvi kutuntika.
(ii) Murwana wakukutapa mwene/wakukushenga/wakukwata mulipindi kapi vamu dipaghanga.

(d) Shingi shavashongwa vatapire konda dakuviro kumwe nalipuro lino.

Shihonena shamalimbururo

- Mana stri nga dipagha mukurwendi hompa Nyangana/kupembona ndi nga upa uhompa/kwakalire
nashinyengani pakatji kavo morwa kunyima ndje aranyino vita.

Lipongonyono B (Shivarura B)

9 (a) Shingi shavashongwa valimburulire lipuro lino muuhunga namppiri ngoweyo varmwe kapi vavhulire kutapa
konda dakudjiramo.
Malimbururo ghauhunga
- Matimbi navangcongcokadi
- Mukondashi vavo kuvhura kuyiva omo vakara mukatji kavantu ntjeweshi vana nu/vavo kehe pano kunwa
nandunge/vavo kuvhura kukoshonona maudito.

(b) Shingin shavashongwa valimburulire lipuro lino muuhunga nampiri ngoweyo vamwe konda davo kapi dakwire/
kumwe nalipuro.

148 JSC Examiners Report 2015

 Malimbururo
- Mukonda yalipiro virughana
- Mukuva yuvhita nawa pakukara navaholi vavo
- Mukuvhurama maudito ghavo
- Mukonda tupu yakuhonena vaunvjavo
- Kuvayitira udamishima/kuvaupa ntjoni
- Kuvayitira ruhafo

(c) Shingi shavashongwa vashetekilirekulimburura lipuro lino nampiri moomo vamwe kapi vadimburulire nawa
lipuro mukulimburura maudona ghavikorwita munkarapamwe kapishi muntu pamundinda wendi.
Malimbururo
• Varwana kuvhura kukombanita mfumwa
• Kuyita maruhepo munkarapamwe
• Likuliko nakuyendapo shi munkarapamwe
• puyita mauvera ghakukushuva-shuva
• Kutura vantu vakare naudwa
• Kutura vantu vakare naudivaKuyita ndjorongani mukatji ka nkarapamwe
• Kuvhulata mahudi mumapata namu vitaura.
• Nkorwi kuhepeka vimaliva kuvininke vya hana hepefo/kwato vyakuweka.
• Kurenlafa vantu vakuhamitire muukorokotji.

(d) Vashongwa vavayingi vavhulire kulimburura lipuro lino nampiri ngoweyo vatapire konda mbiri tupu mulivango
yakutapa konda ntatu.
Malimbururo ghauhunga
• Vilika vyampo/wenga/kushwa litemo
• Maruvede ghandjambi
• Marwede gharutumbo
• Marwede ghandjambo

(e) Shingi shavashongwa valimburulire lipuro lino muuhunga kuhamena viponga vyavikorwita kwa murwana
pamundinda wendi.
Malimbururo ghauhunga
• Kutanauka uruvi mureku rwamuwaka dadisheshu.
• Kuvipita lishuli nakuyita uvera walishuli.
• Kudjonaura maghayarera ghamurwa/nakuteda shi nawa.
• Kukombanita virughana ndi makushongo ghoye.
• Kuyita mahudi mumundi ndi muvitaura.
• Kukombanita limona/lyoye.
• Kudjonaura rutu.
• Kukombanita nkwara.
• Kuwana mara ghakupira kuyivilita namahamba ghamumakeshe.

Shirughana 3

10 Vashongwa navantje kava limburura lipuro lino nampiri ngowelo muvitjangwa vimwe muna pumbwa
litwaromo/ntjima-ntjima, ukalimo namakorangedo.
Maghano kwashongi
• Vadeure vashongwa mukukwama marondo nakwimburura mapuro moomo ghawapera.
• Vadeure vashongwa muku vyukilira kulimburura mapuro.
• Vakare nashinka mukudeura vashongwa kuhamena litungontanto.
• Vakare nashinka mukudeura vashongwa vitegho naushwinkango, mukondashi vina pumbwa muvitjangwa
vyavashongwa.
• Vadeure vashongwa nakuvapa virughana vyakughayara panaumwe, unene po vishongwa vyamushongwa
vhongatanotavakano.
• Vakare nashirika shakudeura vashongwa vitjangwafupi navintje namarupe ghavo.
• Vakare nashinka mukudeuro vashongwa mukurughanita viyivitovaruro nankurundanda.
• Vakare nashinka shakushonga vashongwa marudinkango naghantje mukuvatera vashongwa ntjangitito
(Kugaununa nakumangankango).

JSC Examiners Report 2015 149

150
FIRST LANGUAGE SETSWANA
1109
Paper 1

General comments

• Ke leboga barutabana botlhe ba ba rutileng le go thusa baithuti go ipaakanyetsa ditlhatlhobo tsa bofelo jwa ngwaga.

• Rotloetsang baithuti go simolola potso nngwe le nngwe mo tsebeng e ntshwa.

• Rotloetsa tiriso e e siameng ya matshwao a puiso.

• Baithuti ba tlole mola morago ga go araba potso gore karabo e nngwe le nngwe e ikemele e le nosi.

• Polelo e simololwa ka tlhakakgolo bofelong go bewe khutlo.

• Lekopanyi ga le simolole polelo.

• Neela baithuti tlotlofoko e e farologaneng, ba ile bana le mathata a go tlhaloganya lereo borukhutlhi”.

• Tshwaraganyo le kgaoganyo ya mafoko e santse e le mathata mo baithuting.

• Mopeleto o o fosagetseng le one ke mathata, jaaka.

Phoso O o siameng Phoso O o siameng
mareo marou boamaruri boammaaruri
tshenya tshwenya yame ya me
mosekolong mo sekolong labile le bile
motlotla mo tlotla ba ntsi bantsi
ga gwe gagwe batswana Batswana
itsi itse tlole tlhole
diro tiro elegore e le gore
iderela itirela sentlhe sentle

Comments on individual questions

1 94% ya baithuti ba arabile potso e sentle, ke lereo le le itsegeng gape le le dirisiwang ka metlha.

2 89% ya baithuti ba arabile potso e ka botlalo ka e ne e tlhamaletse le karabo e le mo temeng.

3 22% ya baithuti ba arabile sentle, fa 78% ya baithuti ba paletswe ke go araba. Baithuti ba itse dikapuo
mme gantsi ba tsiediwa ke tshwantshiso le tshwantshanyo. Baithuti ga ba tseela potso e matsapa.

4 85% ya baithuti ba arabile sentle. Potso e ne e tlhamaletse, mme ba bangwe ba paletswe ka ga ba buise
kago tlhaloganya.

5 60% ya baithuti ba e arabile sentle, ba ba paletsweng ga ba itse maele.

6 11% ya baithuti ba arabile sentle. Ga se lereo le le tlwaelegileng.

7 85% ya baithuti ba arabile sentle. Potso e ne e tlhamaletse, ba ba paletsweng ga ba boeletsa tema go

bona karabo.

8 61% ya baithuti ba arabile sentle. Baithuti ga ba buise ka kelotlhoko gore ba kgone go tlhaloganya.

JSC Examiners Report 2015 151

 Phoso O o siameng
senang se nang
morosa senya
ebile e bile
semolotse simolotse
lebenkile lebentlele
seterateng mmila
gonaleng go nang le
bontsi bontsi
basitsana basetsana
seame siame
gosiame go siame
kgwelegelong kgolegelo
tshwa tswa
tsape tshabe
tsweu tshweu
ba n tsi bantsi

9 63% ya baithuti ba arabile sentle. Ba ba paletsweng ga ba itse diane.

10 82% ya baithuti ba arabile bontle thata ba ba paletsweng ga ba e tseela matsapa, e ne e le potso e e

tlhamelatseng.

11 68% ya baithuiti ba e arabile sentle. Potso e ne e tlhamaletse. Baithuti ga ba buise ka kelotlhoko, ga ba

boele mo temeng go senka karabo.

12 54% ya baithuiti ba arabile sentle. Ba ba paletsweng ba tsieditswe ke “mafelo afe” mo go rayang gore ga
ba itse tlhaloso ya lefoko mafelo”.

13 16% ya baithuti ba kgone go araba potse e sentle. Potso e ga e na bothata bope. Go bontsha fa lefoko
“disenyi” le ba tsieditse.

14 82% ya baithuti ba e arabile sentle. Baithuti ga ba eletlhoko maduo a a neetsweng potso gore ba kwale
dikarabo tse di lekaneng.

15 63% ya baithuti ba e arabile sentle, ba bangwe ga ba itse tlhaloso ya lereo “borukhutlhi”

16 Mmuisano
• Mokgwa o ba kwadileng ka one ga go bontshe fa baithuti ba ikatisitse go lekane mo go kwaleng mmuisano.
• Ba kwala ditumediso tse di leele.
• Ba kwala potso le dikarabo.
• Bangwe ga ba kwale bokhutlo.
• Lefa go kopiwa gore mongwe le mongwe a bue ga kae, ba rotloetseng go kwala tsebe go tlala.

Positive suggestions to teachers/Ditshitshinyo go barutabana

• Neelang baithuti ditekotlhaloganyo tse dintsi go ka ikatisa.

• Baithuti fa ba araba, ba tlole mola gore potso nngwe le nngwe e ikemele.
• Baithuti ba rutiwe thutapuo thata leina le makopanyi.
• Leina ga le kwalwe ka tlhaka e nnye.
• Lekopanyi ga le simolole polelo.
• Tiriso e e siameng ya matshwao a puiso, baithuti ba tlhaelelwa mo go seo.
• Mokgwa wa go araba dipotso tse di khutshwane mo polelong e e tletseng.

152 JSC Examiners Report 2015

 1109
Paper 2

General comments

• Bokgoni jwa baithuti bo ne bo lekana fela le jwa ngwaga o o fetileng.

• Ditlhogo dingwe baithuti bangwe ba ne ba sa di tlhaloganye sentle.

• Baithuti bangwe ga ba kwale sentle, se se kopiwang fa godimo ga pampiri ya dikarabo, jaaka fa go kwadilwe
serutwa ba kwala fela Setswana boemong jwa:
sk Subject: Setswana First Languaguage
Date: Diphalane
Paper:2 (bobedi)

• Tiriso ya mafoko a dipuo tsa seeng jk. Seesemane.

sk: community hall - ntlolohalahala
September - Lwetse
computer - khomputara
cellphone - selefoune/mogala wa lotheka
culture - setso
information - tshedimosetso

• Pharologano fa gare ga mafoko a latelang:

ele - e le gone - gonne
one - o ne gone - go ne
lese - le se sele - se le

• Kgaoganyo le kopano ya mafoko e sa ntse e le bothata mo baithuting bangwe.

sk: arona - a rona kwa lela - kwalela
nale - na le di tlamorago - ditlamorago
lokopa - lo ko pa ba ngwe - bangwe

Comments on individual questions

1 Ga go moithuti ope yo o tlhophileng setlhogo sa ntlha.

2 Baithuti ba le 45% ba tlhopile setlhogo sa bobedi, mme gape ba dirile ka natla mo go sone.

3 Baithuti ba le mmalwa 13% ba tlhophile setlhogo sa boraro mme ba ne ba setlhaloganya sentle.

4 Setlhogo sa bone se tlhophile ke baithuti ba le 14%, mme botlhe ba se tlhalogantse sentle.

5 Bathuti ba le 22% ba tlhopile setlhogo sa botlhano, botlhe ba ne ba kwadile sentle.

6 Baithuti ba le bannye 6% ba tlhophile setlhogo sa borataro. Tiro ya bone e ne e kgotsofatsa.

7 Baithuti ba le mmalwa 15% ba tlhophile setlhogo sa bosupa. Tiro e ne e kgotsofatsa.

8 Baithuti bokete 48% ba tlhophile setlhogo se. Baithuti ba kwadile setlhogo se ka botswerere thata.

9 Baithuti ba le bannye 4% ba tlhophile setlhogo se, mme tiro ya bona e ne e siame.

10 Baithuti ba le mmalwa ba tlhophile setlhogo sa bosome, mme tiro ya bone e ne e itumedisa.

JSC Examiners Report 2015 153

Positive suggestions to teachers

• Barutabana ba lebogwa fela thata ka matsapa a ba a tsayang go ruta baithuti ngwaga le ngwaga.

• Mokwalo wa baithuti bokete o ne o jesa di welang, le fa ba le banye ba tlhoka go rotloediwa go kwala mokwalo o
o balegang sentle.

• Barutabana ba gakololwa go tlhokomela dintlha tse di latelang: -

- tiriso ya puo ya seeng
- go rwesa ditlhaka i le j
- medumo d - t, p - b, y - w
- tiriso ya tlhapa
- mopeleto o o fosegileng

• Baithuti ba rotloediwe go buisa ditlhogo sentle, go se tlhaloganya pele ba ka setlhopha.

• Ba rotloediwe go buisa ditaelo sentle le go di latela jaaka go tshwanetse, pele ba simolola go kwala.

• Go tla itumedisa thata fa baithuti ba tla neelwa tiro ya go kwala e le ntsi thata gore ba ikatise sentle.

154 JSC Examiners Report 2015

FIRST LANGUAGE SILOZI
1110
Paper 1

General comments

Pampili yasilimo se neiutwahala hande sina mapampili alilimo zakwamulaho.

Buñata bwabaituti bakonile kualaba hande lipuzo nihaike babanwi neba sitataliswa kilipuzo zeñwi.

Baituti babañwi neba lyanganiswa ki muñolelo wamanzwi amañwi. Kmt malyanio yene iswanela kuba mwalyanjo,
Mulumu yene iswanela kuba Mulimu nicwalocwalo.

Baituti babañwi neba palelwa kuutwisia niku latelela litaelo zalipuzo.

1-6 Buñata bwabaituti neba ialaba hande nihaike neba lyanganiswa kilikalabo zehanelela kuswana. Maticele
basusueze baituti kuno bala kakutwisiso.

7 Buñata bwabaituti neba palelwa kufa likalabo zeswanela. Baituti balukela kubala nikuutwisisa puzo.

8 Buñata bwabaituti neba sika utwisisa puzo ye sina hane, ibata kutwisiso nizibo yabona kuamana nilimunanu
zeswana sina likomu.

9 Baituti babañwi bapalezwi kufa seo mutatubi nasitokwa kubona. Baituti basusuezwa kubala ni kuutwisisa lipuzo.

10 Baituti babañwi bapalezwi kufa mabaka autwahala bakeñisa kuli haba zibi butokwa bwasiloko kuamana nisilelezo
yalikomu.

11 Buñata bwabaituti baalabile hande puzo ye.

12 Buñata bwabaituti baalabile hande puzo ye nihaike babañwi bapalewi kutatulula likabisa - puo leo. Baituti
basusuezwa kuziba likalulo zalipulelo kmt makabisapuo.

Kalulo B

13 Puzo ye i alabilwe hande.

14 Baituti ba bonisize kutokwa kutwisiso yapuzo yeo.

15 Puzo yeo ipalezwi ki buñata bwa baituti bakeñisa kutokwa kutwisiso. Baituti bazibe butokwa bwalifolofolo
mwanaha.

16 Buñata bwabaituti ba alabile hande. Baituti haba sika sebelisa maswayo akwalakwalula.

17 Baituti neba sika bala hande likande kiona hane bapalelwa kufa lifolofolo zene libulailwe.

18 Puzo ye ilyanganisize baituti bakeñisa peletelo yefosahalile yalinzwi leo mwalyanjo nikutokwa zibo ya
linzwi le “Ngomalume”.

19 Buñata bwabaituti baalabile hande puzo ye nihaike buñata nebu sa zibi shutano yaliñolo lamwaketelelo yakuñola
ni lamwa zwelopili yakuñola. Ba palezwi cwalo kulatelela taelo yakuipeya mwamayemo a Kamuyongole. Hape
babañwi haba zibi shutano yakusufazo ni liñolo.

JSC Examiners Report 2015 155

Positive suggestions to teachers

• Maticele balatelele likalulo za silabasi.

• Maticele balute baituti kulatelela litaelelo zalipuzo.

• Maticele babe ninako yatundululo ni baituti babona kamo kualabelwa mapampili alitatubo ili alilimo zakwamulaho

• Maticele bahatelele hahulu fasebeliso yamaswayo akubala, sebeliso yalitaku zetuna ni zenyinyani fo liswanela
mane ni muñolelo wa3 (Orthography).

156 JSC Examiners Report 2015

 1110
Paper 2

General comments

Kalulo A

• Banana balikile hanyinyani mwakalulo ye, kubile cinceho mwamiñolelo yabona. Makabisapuo akonile kusebeliswa
kaswanelo.

• Baituti babañwi basana ni butata bwa kubupa lipulelo zekondile hande.

• Butata bwasebeliso yamaswayo akubala bubile bobuñata.

• Baituti babañwi neba palelwa kuutwisisa litoho zefilwe.

• Muñolelo wamanzwi isali butata bobusa zwelapili. kmt: bena, sinoti, boy ahulu (hahulu) esi (haisi) aili (haili) NCC.

Kalulo B

• Buñata bwabaituti bakonile kuñola hande silimo se.

• Baituti baba sikai basana ni butata fakuñola keyala sihulu lizazi leli ñozwi mwapuo yasikuwa.

5 Buñata bwabaituti ne bañozi hande kaza buikezezo kono ne basafi kabutungi kuli ze Ñwi mwabuikezezo/
bumapangapanga kilifi.

6 Puzo ye baituti ne basika ialaba hande, ne bapalelwa kubupa litoho zeyelela ni siswaniso. Haba zibi
shutano yasimunanu ni folofolo.

kALULO B

7 Puzo ye ilyanganisize baituti babañata. Haba zibi kuñola liñusa, kono ne bañola liñolo lasilikani.

8 Buñata bwabaituti babonisize zibo yakuñola puisano, kono kubile ni basikai babasika bonisa maswayo akubala.

9 Puzo ye haisika alabiwa hande kamo ibuzelizwe. Baituti habana zibo yalibaka zanaikahela. Babonisize
butokwa bwakupila mwalibaka zena ni malaiti mane ni bumaswe bwakupila mwalibaka zesina malaiti.

10 Puzo ye ialabilwe hande ki buñata bwabaituti, kono babañwi habasika bonisa zibo ya linzwi le: mwamakululu
mane ni likozi zeliteni.

Positive suggestions to teachers

• Maticele balute baituti mifuta yamakande kaufela, kmt: likande lakemelo.

• Baituti ba boniswe mokuñolelwa buitukiso

• Maticele basusueze hahulu baituti kubupa toho falikande lafasiswaniso mi iyelele ni sesibonwa

• Litimana liboniswe kapa liñolwe kaku latelela buitukiso bobuñozwi.

• Kususueza baituti kubupa lipulelo zakulukisa maswayo akubala.

• Maticele balute baituti kusebelisa manzwi abonisa likute isiñi kuñola manzwi amatapa.

JSC Examiners Report 2015 157

• Manzwi abusuleni asike asebeliswa mwamisebezi yasikolo, kmt: notilishea, boy, benaMonde NCC

• Maticele balute baituti likalulo zamakande amakuswani, kmt: liñusa, piho NCC

• Kususueza baituti kuñola keyala yekondile ni kweli mwapuo yasilozi

• Maticele basusueze baituti kutabela puo yapili

• Maticele bakupiwa kubalanga lipiho (Reports) zezwelela kwabatatubi ili kuli bakone kusikulula mafosisa eba ezanga
baituti mwalitatubo.

158 JSC Examiners Report 2015

FIRST LANGUAGE THIMBUKUSHU
1111
Paper 1

GENERAL COMMENTS

Hanuke 444 ho ha haterrie mumakonakono gha ghoghuhura ghomwaka. Dipepa di dya karire panaro dhohanuke.
Mepwero ghomahe gha karire panaro dho kukuwa nomaghano no gha kenine thiwana. Thingi thawanuke mbadi ha
konine kuhutha mwepwero gha thika di ha wepurire. Hamwe mapupa nohamwe mandunda.

COMMENTS ON INDIVIDUAL QUESTIONS

1-6 Dipwero di dyo mandorwera. Thingi thawanuke ha konine kudihutha mughuhunga.

7 (a-f) Dipwero di dyokushereka. Hanuke ha konine kudihutha dipwero di, ngambi kenge ha dhirire kudimuka
thiwana muhingo gho kushereka mughuhunga. Hanuke shime mbadi ha dimuka, eshi mumutara ghu
mbadi ha kona kutenda tishi endi kutjangurura ma¥ando.

8 (a) Hanuke ha konine kuhutha dipwero di. Hohapu ha yongarithire mapenda pamurandu ghomapupa.

(b) Hanuke hohengi ha konine kuhutha dipwero di mughuhunga.

(c) Hanuke ha konine kuhutha dipwero di, ene hanuke hamweya ne mandunda gho kuhutha.

(d) Hanuke hohengi ha yongarithire mapenda kudipwero di pamurandu ghomapupa.

9 (a)(i-iii) hanuke hohengi ha konine kuhutha dipwero di. Hohapu ha yongarithire mapenda pamurandu
gho kupira kudimuka ru¥andweya.

(b) Hanuke hongatji ha karire noghukukutu gho kuthothonona mughuhunga mathaghano agha ha
wepurire. Thingi thawo ha hukurukire mathaghano thika kenge ha gha wepurire.

(c) Hanuke hohengi ha yongarithire mapenda ghodipwero di. Wingi wawo ha karire mapupa no kahutha
yayo nayo.

(d) Hanuke ha konine kuhutha dipwero di, ene hongandji ha yongarithire mapenda.

(e) Hanuke ho hengi ha konine kuhutha dipwero di mughuhunga.

(f) Hanuke hohengi ha yongarithire mapenda.

10 Hanuke hohengi ha karire noghukukutu gho kutwara thithimwetwedha kughutho. Thingi thawo
ha temununine thithimwetwedha mumuhingo gho kukamununa. Awo ha neghedhire ghukashu
mumarughanithero ghoyitoyadimukia, rutjangithitho noru¥andweya.

POSITIVE SUGGESTIONS TO TEACHERS

Dipepa 1 kuditjanga ne kutoya no kutjangaghorora. Hanuke ha kona kutjanga no kuhutha maghorwero ghodipwero.
Mwanuke gha kona kuhutha kukutha ghushupi ghomuthitoya mingwa.
Hamamitiri ha honge shime yino;

1 Hanuke ha kona kuhutha kukutha kumarawero ghodipwero.

2 Hanuke ha kona kuhutha kukutha mapenda ghodipwero.

JSC Examiners Report 2015 159

3 Hanuke ha kona kutoya ghu dheghetera no kurughanitha mapathwerero ghomuthitoyamingwa pakuhutha
mepwero.
Ha kona kurughanitha yitoyadimukitha, rutjangitho, rutjangithitho, noru¥andweya mwene.

4 Hanuke ha kona kudimuka mihingo gho kutjanga thithimwetwedha.

Hamamitiri ha kona kuhonga Thimbukushu mwene no kupagha mo mandimi ghomwingenena,

thit: 1. Dyodo dyodigho

Haheya - waheya
Yeyishi - yoyishi
Shenine - shwenine
Hoha/noha/naghe - wowa/nawo/naye
Tjiradhana - kutjira-tjira
Dighanga - dihanga/mbunga
Mana - maghana sho......
Kukoshonona - kushutura po
Mamwaka - myaka
Kushayitha - kushwayitha
Kuhamena - kuhatera
Nedhire - neghedhire
Mara - ene
Tjutju - tjitju
Korire/kukora/yikora - korwire/ kukorwa/ lyikorwa
Dihafo - yishamberera
Dyaro - dyarero
Diguvo - tokotoko
Ndambinga - ngambinga
Makunyenganyengo - thinyenganyi
Mbanguriro - theko
Katuru - katughuru
Kutekura - kurera
Shwerire fiyaghudhi - kushanena fiyaghudhi
Mathithiku - mathikuthiku
Murupe - mumuhingo
Mahonyimahonyi - maghonyi-maghonyi
Eku - oku
Eghu - oghu
Murekero - muraghitho
Shikadi - thika di
Moghuhafa - mo ghu shamberera
Thighighi - thihihi
Kugheka - kuheka
Thiyana - thighana
Dyaghano - dighano
Ateketire - gha teketire
Makudhekero - yikudhekera
Kaghe - kaye
Ghoma - woma
Kana modiyo - yoyishi
Enye - ghenye
Yoyimanana - yoyipu
Mupiyanithire - mu pyaghanithire
Kughumbitha - kuhumbitha
Kuyethekera - kuyedhekera
Kwadi - ko gha di

160 JSC Examiners Report 2015

 1111
Paper 2

GENERAL COMMENTS

Mumakonakono ghomwaka 2015, mashure dikumi nodhofotji (11) nga gha kuhatithera mo. Thivarero thohanuke nga thi
kumu kumathere mane-nomakumi mane nohanuke hane (444). Thingi thohanuke awa ha kutjangithire kumakonakono,
ha neghedhire thinga mu kukuhatithera mumakonakono ghoghuhura ghomwaka. Thingi thohanuke nga ha kono
kuneghedha ghudimuki wawo mu kuhutha thiwana dipepa di. Hanuke waheya nga ha kono kutorora mepwero mawadi
mudipepa di, dipwero dyofofji mumutara A nodipwero dyofotji mumutara B. Thingi thohanuke nga ha rughana thiwana
mumutara A.

COMMENTS ON INDIVIDUAL QUESTIONS

1 Hanuke hohapu thikuma nga ha torora dipwero di no thingi thawo nga ha kono kudihutha thiwana.
Hanuke nga ha kono kunongonona mudyo ghomakuhongo ghonyara-nyara ghu tanaritha noyihokoka
yomuditunga. Hanuke hohapu ngenyu nga ha pemuka muthitambo thodipwero di.

2 Hanuke hohapu thikumenena nga ha torora dipwero di no nga ha kono kudihutha thiwana. Waheya
wa nga ha di torora dipwero di, nga ha kwatitha ko. Hanuke nga ha dhemenena kughundambo, thitjo,
mandimi nofumwa mu kutanaritha yitjanga yawo yomuyikaramo.

3 Hanuke hengi nga ha torora dipwero di nothingi thawo nga ha kono kudihutha thiwana. Nga ha kono
kutapa yikuyuva yawo mu kuhumbitha hakarakathi maghana mbo ha hukera po no kutapa thishongero
kwawamwe maghana ha yi temununa.

4 Hanuke hohengi thikuma nga ha torora dipwero di no thingi thawo nga ha kono kudihutha thiwana. Awo
nga ha kono kutapa mudyo ghomvura muKavango kwawanu, yiyama noyimenwa. Thingi thawo nga
ha dhundeka kuhutha dipwero di ghutapa yitamenedhi. Hanuke hamwe nga ha kono kurughanitha
ru¥andweya nomathaghano mu kuhutha dipwero di.

5 Hanuke hohapu nga ha kono kutorora dipwero di no hamwe nga ha yereka kutapa yitamenedhi, ene thingi
thawo nga ha pumbwa ghudimuki mudipwero di.

6 Hanuke hohapu thikumenena nga ha torora dipwero di. Thingi thawo nga ha hatithera yithimwetwedha
yawo kowa ha ko¥otwedha makuhongo ghawo nohamwe nga ha yi hatithera kwawambuyama noghupolitika.

7 Hanuke hohengi nga ha kono kutorora dipwero di. Hamwe nga ha di hutha thiwana, nga ha neghedha
ghudimuki gho kutjanga mbapira dhopathinamuragho ghu tapa yinyeghenya yawo kuhatera
kumayendithitho gho kutambura hanuke pashure dhaRukonga Vision. Hanuke hongandji mbadi nga ha
kono kuneghedha mitara dhimwe dhomumbapira dhopamuragho yira; adereshi wamutamburi nothitambo
thombapira. Thishwi thombapira dhi kwawamwe nga thi moneka yira mbapira dhopathinaghundambo.

8 Hanuke hohengi thikuma nga ha torora dipwero di nothingi thawo nga ha kono kutjanga thiwana thighamba.
Hamwe nga ha kono kutapa matjokedhero koyu nga ha reyitha nokwawanuke hamwe awa nga ha kara
hateghereri.

9 Hanuke hohengighana nga ha kono kutorora dipwero di nohamwe nga ha kono kudihutha thiwana.
Hanuke hamwe mbadi nga ha kono kuneghedha yikaramo yomumbapira dhoyihokoka yokehe diyuwa.
Awo nga ha pumbwa matjwathaneno ghodipwero, omu hamwe nga ha tjanga mbapira kwawashere wawo
ha thimwetwedhe yomudhingu ghokuKIFI.

10 Hanuke hengi nga ha torora dipwero di no thingi thawo nga ha kono kudihutha thiwana. Hanuke hohapu
ngenyu nga ha pumbwa ghudimuki ghothirughana, hamwe mbadi nga ha kono kutapa dyango, diyuwa
nomena ghomashure ghamwe agha gha kuhatithere mo muyipepa yi yothitjo.

JSC Examiners Report 2015 161

POSITIVE SUGGESTIONS TO TEACHERS

Hamamitiri ha kona kuthotera koyino yina kuranda ko:

1 Yitoyadimukitha - Yidimukitho yomatemweneno

- Tutharawadi
- Katondothara
- Kemaneno
- Tuhaki
- Mitakatji
- Yikurutjanga

2 Rutjangitho norutjangithitho

3 Marongathaneno ghoma¥ando muyighamba yoyire

4 Manako

5 Marughanithero ghondimi
Kuhafa - kushamberera
Kutwikera - kutwara kughutho
Kufuta - kuruwera
Kakorora - ditjotji
Muguva - munu
Mara - ene
Mayimbo - maghumbo
Nganyi - ¥anyi
Hakorokotji - hakarakathi
Yimena - yimenwa
Marupe - mihingo
Aho - awo
Yiruwana - Yirughana
Hosi - Thipangero
Dihoyohoyo - Dirothi
Tamwa - Nyanu

162 JSC Examiners Report 2015

FOREIGN LANGUAGE FRENCH
1160
Paper 1

General comments

This year, the performance of the learners was satisfactory. Most of the candidates were able to answer questions
correctly, though there were those who misinterpreted a few questions.

Section A

1 (a) This question was well-structured, thus most of the learners at all the centers answered it well. It
carried 5 marks and none of the learners scored less than three marks.

(b) Candidates were expected to indicate which statement is True/False, however some of them had
no idea on how to answer this question. They literally copied words from the text and wrote them
underneath True or False. Most of the candidates did not score marks due to this mistake.

2 Candidates were supposed to fill in the missing words in the spaces provided. Some candidates understood
the question, thus answered it well. However, some candidates did not understand the question, thus
copied the names from the text or copied all the statements from the first block. It is the responsibility of
the teachers to train their learners on how to tackle these types of questions because it carries ten marks.

3 This question carried 10 marks. It was all about completing the text with prepositions. The prepositions
caused many problems for many candidates at most of the centers. Therefore, teachers are requested
to work thoroughly on prepositions on regular basis. Teachers should try to give as many exercises as
they can to ensure that learners have memorised prepositions. This will enable them to use prepositions
whenever they are required to do so, either in an exercise or during examinations.

4 This is one of the questions that was answered well. The candidates were expected to answer in full
sentences. Although there were a few candidates who could not answer in full sentences, they need
future support from the teachers in order for them to be able to answer similar question. However, some
candidates did not pay attention to the number of marks allocated. Where two marks were allocated,
candidates only gave one answer. Teachers should, therefore, ensure that their learners are aware of the
marks allocated when full answers are required.

5 This was a very important question in the sense that it was the only question that carried 15 marks. Under
normal circumstances learners were supposed to treat this question with care, i.e. they were supposed to
make an effort to obtain good marks. Eight activities were suggested to make it easier for them as they
were supposed to use them as guidelines. Most candidates only picked one activity listed instead of using
all of them. Most of them chose the restaurant and wrote a dialogue which was not the idea.
In future, teachers should try to give these types of exercises to prepare their learners for the National
Examinations.

JSC Examiners Report 2015 163

 1160
Paper 2

General comments

The total numbers of candidates has slightly increased when compared to 2014. Markers were glad to note that there
were few candidates who did not reach a total mark of at least 5/40. Few candidates wrote in another language other
than French as in past years and/or copied instructions.

Still a small proportion of candidates did not understand instructions, e.g. they wrote a dialogue whereas they were
asked to describe, or wrote a postcard about themselves instead of writing about their holidays.

Most of the candidates answered both sections correctly, although Section 1 was generally answered well when
compared to Section 2. It seems that the length of Section 2 was a challenge to many candidates. In most instances
they repeated themselves.

Most common linguistic mistakes:

Grammar: in Section 1, candidates needed to use mainly the present tense. It appeared that candidates were more
comfortable with this tense than past tenses; therefore, conjugation was not a major issue this year.

Articles and gender are still a challenge to most candidates.

Vocabulary seemed to be acquired except for Question 4, Section A (your favorite meal).

Argumentative: candidates generally failed to justify their points. If they do not know “parce que …”, it seemed difficult
for them to present a coherent essay.

SUGGESTIONS TO THE TEACHERS

Choice of topics: teachers should encourage learners to choose/answer questions that they understand well.

Instructions: teachers can help learners to understand instructions by revising common verbs such as describe, explain,
narrate, etc.

Format: teachers should practise different formats with learners : a letter, an e-mail, a description, a dialogue, etc.

Teachers should insist on “les connecteurs logiques” which can help learners to produce a well structured essays.

Re-enforce lessons on linguistic mistakes. Teachers can devise more exercises linked to these linguistic issues.

164 JSC Examiners Report 2015

 1160
Paper 3

GENERAL COMMENTS

The examination paper respected syllabus content and the Namibian context. Overall results were around expected
average. Improvement in examination results was noticed at some centres.

Comments on individual question

Section 1

This section was perceived to be the easiest part of the examination because it was well-answered by most candidates
in 2015. Most candidates scored 3 or more marks.

Section 2

Candidates generally performed well in this section. Most of them achieved 5 or more marks out of ten. No candidates
lost marks due to double ticking or not attempting to answer the questions at all.

Section 3

Although candidates generally performed satisfactorily in this section than in previous years, this is a section that pose a
challenge to many of them. However, most candidates achieved 2 or more marks out of ten and candidates that scored
0 were in the minority. Comprehension abilities in the larger context of a longer conversation seem to have improved
in comparison to previous exams.

Interferences with learners’ other languages were evident, but not to the point of answers being unintelligible.
Unfortunately some candidates gave the right answers, but in the wrong place, i.e. the answer to 5 would be given at 6
etc. A small number of candidates were able to answer questions 4 and 8.

More candidates achieved high marks in this section compared to previous years and it was interesting to see that some
centres delivered comparatively high results in this particular section. These were also the centres that displayed a
consistent overall good to average performance in this paper.

POSITIVE SUGGESTIONS TO TEACHERS

It seems that candidates were better prepared this year than in previous years. Continue this positive trend!

Since learners in Namibia have very little or no exposure outside the classroom to the French language in general and
spoken French in particular, listening to authentic texts and doing listening exercises should be one of the priorities
in class. Regular vocabulary exercises and tests could also help to improve the listening comprehension (and
communication) skills of learners.

Experience over the last seven years has shown that learners have difficulty with transcribing aural texts and answering
comprehension questions. Continuous attention should therefore be given to learners’ transcription and comprehension
and expression skills. This could be helped along by dictation and phonetic distinction exercises. Learners should also
be exposed to aural material with multiple participants such as interviews, dialogues and discussions.

The textbook currently used in schools for teaching French up to JSC level does have an audio-supplement that
contains all the above mentioned exercises and aural material. Teachers are strongly encouraged to make use of
this and possibly additional material. The examiner would appreciate feedback on whether these materials are in fact
available to teachers.

JSC Examiners Report 2015 165

166
FOREIGN LANGUAGE GERMAN

1161
Paper 1

General comments

The question paper respected the syllabus content. Overall, the examination results were average.

Comments on individual questions

SECTION A

AUFGABE 1

(A) This question was not well-answered by most candidates.

Pssible answers:

(i) JA (1)
(ii) JA (1)
(iii) NEIN (1)
(iv) JA (1)
(v) NEIN (1)

[5

(B) Most of the candidates answered this question well.

Possible answers:
(a) Peter (1)
(b) Stefanie (1)
(c) Stefanie (1)
(d) Lara (1)
(e) Stefanie (1)

[5]

AUFGABE 2

For this question, answers that required dates seemed to pose most difficulties to candidates.

Possible answers:
2.1 Meyer (1)
2.2 Hermann (1)
2.3 Deutscher / Deutsch reject: Deutsche (1)
2.4 20. Januar 1998 reject: Only 20 January (without the full stop after the date
/ no date) (1)
2.5 Lehrer reject: lehrer (1)
2.6 Berlin (1)
2.7 2. August reject: date without fulls top (1)
2.8 12. August reject: date without fulls top (1)
2.9 10 Tage / Nächte refused: only 10 (1)
2.10 Einzelzimmer (1)

[10]

JSC Examiners Report 2015 167

AUFGAGE 3

In general the question was accepted without problems, although most candidates struggled with the use of prepositions.

Possible answers:
(a) nach Namibia reject: any other preposition (1)
(b) Seit drei Jahren / drei Jahren (1)
(c) Sie wollen das Geld für den Urlaub im nächsten Jahr sparen (1)
(d) Sie müssen in diesem Jahr zu Hause blelben (1)
(e) angeln (1)
(f) Picknick (1)
(g) Sie möchte faulenzen (1)
und Zeit mit ihrer besten Freundin verbringen. (1)
(h) Ihr Vater ist arbeitslos / ihr Vater hat keine Arbeit (1)
(i) Eis essen (1)

[10]

[30]

SECTION B: DIRECTED SKILLS

AUFGABE 4 (Pronouns have to be used correctly)

The candidates grasped the concept of the comprehension, however, spelling was a challenge.
(a) Langeweile reject: Lang weile / no capital letter (1)
(b) fünf reject: funf (1)
(c) 18 Jahre reject: 18 (without Jahre) (1)
(d) Hund reject: hund (1)
Boris reject: boris (1)
(e) in einem Reihenhaus (1)
(f) Maxi und Veronika reject: only one of them (1)
(g) Streit reject: streit / streiten (1)
(h) siebenunddreißig (has to one word and no capital letter) reject: wrong spelling (1)
(i) es gibt immer noch andere Geschwister zum Spielen reject: Schwester /
Geschwester (1)
(j) no mark (question repeated – one mark has been added to question 5.12)
(k) Süßigkeiten reject: süßigkeiten / Sußigkeiten (1)
teilen (1)
(l) Die Geschwister sollen (1)
seine Hausaufgaben machen reject: no capital letters for nouns (1)
(m) Einzelkind reject: Er möchte kein Einzelkind (1)

AUFGABE 4

Language: 5 Content: 10

According to the syllabus, candidates should be able to conjugate verbs in Grade 10 and write nouns with Capital letters.

Most candidates cannot write simple sentences to respond to the given guidelines.

[15]

168 JSC Examiners Report 2015

 1161
Paper 2

General comments

Many candidates did not use the correct format as they were expected.
Letters : Date, "Anrede"
Dialogue: No spacing
Essays : No headings

Grammar:
Nouns were not written in capital letters as it should be:
Candidates did not know when to use "wir" and "uns", "für", "meine" "liebe."
With "mir geht est gut" - were often used as "ich bin gud", " hunger".
Vater was written "Vatter"
Candidates copied words from the question paper wrongly, e.g. "wochenende - wochende".
Candidates confused wir "Feier" und "Ferien", Fotos "gefagen" - Fotos genommen.

Verbs:
Candidates wrote "wir haben nach das Damm gegangen" - instead of "wir sind zum Damm gefahren". Haben,
sein must get more attention.
Spaß - "ist auch viel Spaß" Some of the candidates did not complete the sentence. "Es hat Spaß Gemacht". The
plurals of Vagel, Bruder,

Comments on individual questions

Abt A - 1 The candidates could not differentiate between "Schwester" und "Geschwister", "schon" und "schön".

Abt A - 1 The word "Zelt" was always written as "tent".

Abt B - 1 "Flugzeug" nach Berlin" - has to be "ich fliege nach Berlin."

Abt A - 1 Präposition - Akk. und Dativ was a problem. "Wir haben nach das Damm gegangen" sholud be "wir sind
am Damm gefahren".

Abt B - 1 "nach der Stadt" is supposed to be "in die Stadt".

Abt A - 1 The "ei" is mostly used the wrong way around

miene instead of meine
Leibe instead of Liebe.

Positive suggestions to teachers

• Most of the teachers covered their syllabus. The basic German skills were taught very well.

• Candidates could express themselves very well in some topics like "Mein Idol", "Family".

• They could greet each other and describe a person/people without any problems.

• We encourage teachers to pay attention to prepositions in Akkusativ and Dative as learners were struggling with
this in the examination. "Wir haben nach Damm gegangen" should be "Wir sind zum Damm gefahren". Teachers
should urge their learners to write all the nouns in Capital letters, e.g. "mutter" must be "Mutter", etc.

• The correct use of vowels needs more attention as candidates were using words like Miene instead of Mein or diene
instead of deine.

• Also pay attention to "Umlaut" because it changes the meaning of the word, e.g. "Schön" und "Schon". They are
both German words with different meanings.

JSC Examiners Report 2015 169

 1161
Paper 3

General comments

We have come to the end of another successful year. It will, therefore, be very wrong if we do not applaud ourselves
for a job well done. The effort we put in our work in order to educate and support our candidates clearly reflects on the
candidates' performance. Generally, most centres performed above average this year, but there are still centres that
really need to put more emphasis on the spelling of words. Correct spelling of words is of outmost importance when
it comes to this component because learners lose many marks due to incorrect spelling. It is, therefore, advisable to
continuously do spelling tests and quizzes with learners in order to improve their spelling.

Comments on individual questions

Aufgabe 1:

It was a true or false question for 5 marks.

The correct answers are:

(a) R

(b) F

(c) R

(d) F

(e) F

The text used as well as the questions based on the text were appropriate and it was on the learners' level of
understanding, thus most of the learners' could score marks.

Aufgabe 2

The correct answers are:

(a) Wunderbar

(b) familie

(c) bekommen

(d) mitgebracht

(e) Kugelschreiber

(f) Mittag

(g) Freunden

(h) Onkel

(i) Brötchen

(j) Deutschland

This section was very straightforward. The required answers were taken directly from the text.

170 JSC Examiners Report 2015

The only problem experienced here, once again, was the wrong spelling and the use of Afrikaans and English words.
e.g. wunderbar - wonderbaar
bekommen - gekommen
mitgebracht - mitgebraucht
Onkel - Unkle/Uncle
Brötchen - brechen, bruchen, brochen

Please remember that, in Aufgabe 3, the correct spelling of terms should be written. If a candidate gives
the incorrect spelling, a full mark is lost.

Aufgabe 3

A few candidates struggled to answer this question, but it was only due to the fact that they had difficulty in transferring
answers that they heard into writing. Learners did not only experience difficulties with the "W-fragen/WH-questions,
they were also struggling with sentence structure. These are matters of concern.

The correct answers are:

(a) Kaffee/Milo

(b) 7/sieben

(c) Auf Bank gesetzt/sich ausgeruht

(d) Hat die Mädchen/zum Eis-Essen/eingeladen

(e) (i) viel zu teuer

(ii) bekommt nicht soviel Taschengeld

(f) sie hat die Rechnung bezahlt, die Rechnung bezahlt.

(g) in der ersten Reihe

(h) hatten Angst

(i) Anjas Mutter hat sie mit dem Auto nach Hause gebracht.

Positive suggestions to teachers

• Keep up the good work and never lose hope. Practise with the candidates as much as possible.

• Make the candidates used to your voice and accent/dialect.

• WH - questions should be practised on a regular basis.

• Nouns start with capital letters and emphasis needs to be placed on this on a daily basis.

JSC Examiners Report 2015 171

172
FOREIGN LANGUAGE PORTUGUESE
1163
Paper 1

General comments

The question paper was learner friendly in the sense that the texts were clear and comprehensible and even weaker
learners were accommodated. In general, this was an interesting paper, which focused on current, factual events. The
general performance of the candidates was above-average.

Comments on individual questions

Section A

1 (a) Candidates were supposed to indicate their answers with letters, however, answers in roman
numerals were also accepted.
The correct answers are:

(a) iii

(b) iv

(c) v

(d) i

(e) ii

(b) The instruction was clear and it was followed by all the candidates.
The correct answers are:

(i) qverdadeiro

(ii) falso

(iii) verdadeiro

(iv) falso

(v) falso

2 The text was comprehensible. Candidates were required to complete the form with information from the
text. The candidates wrote the whole answer on one line instead of writing each answer on a separate line.

The correct answers are:

(a) André

(b) 20/vinte anos

(c) Biologia Marinha

(d) Faculdade de Ciências de Lisboa

JSC Examiners Report 2015 173

 (e) comboio
metro

(f) cantina

(g) three from four available possibilidades: ir à pesca

ler
ouvir música
sair com os amigos

3 The candidates wrote the whole answer on one line instead of writing each answer on a separate line.
The correct answers are:

(a) lemanjá

(b) Os fiéis/ Com saúde, amor e dinheiro

(c) 7/sete

(d) Costumes Africanos/África

(e) Acender velas na praia

Atirar rosas para o mar

(f) Na praia de Copacabana/no Rio de Janeiro

(g) Mais de 2 milhoẽs

(h) 20 minutos

(i) R$ 2 milhões ou R$ 500 milhões ou entre 2 and 500 R$ milhões

Section B

1 The text was clear and learner friendly. Teachers should train learners on how to answer different types
of questions. Learners wrote their answers in full sentences instead of writing short answers or one word
answers only.
The correct answers are:

(a) A Cláudia

(b) 20 de junho de 2014

(c) Tavira

(d) No Algarve/no sul de Portugal

(e) Linda

(f) 6 (seis) da manhã/ Fecham muito tarde/Alguns estão abertos até 6 de manhã

(g) Bom
Muito calor
Sol maravilhoso

174 JSC Examiners Report 2015

 (h) Mais do que três possibilidades:
Visitar o centro histórico
Comer sardinhas assadas
Beber um sumo ou uma cerveja
Fazer campismo/acampar
Relaxar
Sair á noite

(i) Ana
Cláudia
Alice

2 The instruction was very clear. Teachers should focus on sentence structure during teaching. A few
learners deviated from the topic, probably because they misunderstood the questions.

Positive suggestions to teachers

Teachers should broaden the vocabulary of the learners in order for them to be able to express themselves fluently
when answering Section B, Question 2.

Emphasis should be put on verbs, pronouns and adjectives during teaching.

JSC Examiners Report 2015 175

 1163
Paper 2

General comments

The question paper accommodated learners with different language abilities. All learners were able to choose options
that they could answer to the best of their ability.

When comparing the standard of learners’ work of this year to the previous year, no big improvement was noticed. The
mistakes encountered in last year’s work, still appeared in this year’s work.

Most learners attempted to answer all the questions and demonstrated understanding of the instructions and questions.
Only a few misinterpreted the questions and instructions.

Comments on individual questions

Section 1
In this section learners were required to choose between four given options. They had to write either a dialogue, an
invitation, a report or a diary entry. Thus, a short text of between 80-100 words was expected of them.

Question 1
This question required learners to write a dialogue between themselves and a medical doctor explaining their illness.
Though this topic was not chosen by many learners, those who chose it demonstrated knowledge on vocabulary
related to health issues or hospital settings. However, a few learners demonstrated limited vocabulary as the use of
wrong words was observed, e.g. instead of writing cabeça (head) they wrote cabelo (chair). The marker concentrated
on whether they had followed and understood the instructions, whether they used the appropriate vocabulary of a
hospital setting or whether the information given was relevant and made sense. However, a few essays were off topic
and learners wrote irrelevant things that did not address the question.

Question 2
This was an invitation to “A fun day” taking place at school, thus information such as the date, activities and
participants was required. The majority of the learners attempted this question and they demonstrated understanding
of the questions and the prompts were also addressed. It was observed that a few learners did not adhere to the
instructions, thus they had either written less or more words than required. The format of the invitation was also
wrong as some learners wrote their invitation card without salutation, e.g. querida /cara/para: Ana (Dear: Ana. It did
not have an ending either to indicate who had written the invitation, e.g. De/Atua amiga: Sara, from your friend Sara

Question 3
This question required learners to write a report on an accident they had seen. Excellent attempts were received.

Question 4

This question required learners to write a diary entry about the most tiring day they had the previous day. This question
was chosen by a few learners, however those who chose it, showed a great understanding of the question and
instructions. Some learners who opted for this question forgot to write “querido diario” (dear diary).

Section 2

This task requires a longer text and learners were expected to choose only one option from the three that were available.

Question 5

Learners were expected to write a text comparing the habits of today’s youth to that of the youth of the older generation.
Learners were required to use the Past Perfect Tense when writing about the older generation and the Present Tense
when writing about their own generation.

176 JSC Examiners Report 2015

They were required to talk about the clothes, activities, transport, residence and schools in the past and today, thus they
were expected to make a comparison. The learners who attempted to answer this question scored lower marks as they
only focused on the activities. The use of tenses as mentioned above, was absent and only the Present Tense was
used. Thus learners demonstrated limited vocabulary and a lack understanding of instructions.

Question 6

This was a letter to a friend, Linda. They had to describe the new location to which they had moved as well as compare
it to the old one. Furthermore, they had to mention the services that were available in the new location as well as indicate
reasons why they like the new location.

Half of the learners who sat for this paper answered this question. They demonstrated a great understanding of the
topic, except that some did not include all the prompts as required, especially the comparison between the new- and
the old location. Some did not understand the word serviços (services). They thought it referred to fuel stations only
shops and not banks, hospitals, etc.

Repetition was observed because of a lack of relevant vocabulary about the theme.

Misunderstanding of the topic was also observed where some learners thought it was a text and not a letter. Some
learners did not write the address and some of those who wrote the address, wrote it in English instead. No salutation
and signature (um abraço grande nome ou Tua amigà-nome) were written. Some learners directed the letter to someone
else instead of to Linda, as required by the question.

Question 7

This was a text about the December holiday. They were to imagine that the examinations were finishing and then
they had to write about what they were going to do during the December holiday. They had to include the date that the
examinations would have concluded, whether they were going to travel or not and discuss their planned activities, etc.
However, some of the learners did not understand, thus the essays deviated from the topic. Some learners did not
cover all the prompts as required, instead they focused only on holiday activities or whether they were going to travel or
not. Some learners were also not sure whether they had to write a letter or a text.

Positive suggestions to teachers

• Expose learners to a wide vocabulary in different situations and settings.

• Teach learners on how to tackle an examination question paper as well as the format of letters, invitations and diary
entries.

• Ensure completion of the syllabus as early as possible to allow learners to practise for the examination.

JSC Examiners Report 2015 177

 1163
Paper 3

General comments

It was pleasing to see that, overall, the tasks given in Paper 3 were understood by the learners. However, it was clear
that learners found multiple-choice questions easier than the short questions.

When comparing the outcomes of 2015 with that of 2014, a very small improvement has been noticed regarding Paper
3.

Most of the learners demonstrated the ability to cope with the level of difficulty of Paper 3, especially in Sections 1 and 2.

This year, once again, the markers observed some misinterpretations of the questions because learners do not read
the instructions carefully.

Comments on individual questions:

Parte 1

Multiple-choice questions (1 - 5)

Questions 1 - 5

Some learners demonstrated a good understanding of the listening- and comprehension recorded statements. Though
some of them did not follow the instructions.

Examples of misinterpretations:

• The learners were requested to encircle the correct answer, but some learners marked the chosen answer with a
tick () or a cross (x).

• In question 4, learners got confused between (a) and (b).

Possible answers:

1 a

2 c

3 c

4 a

5 c

178 JSC Examiners Report 2015

Parte 2

Multiple-choice questions (A 1 - 5)

True/False (B 6 - 10)

Parte A
In this section, one more possible answer was added to question 5 due a discussion between the markers.
Both (a) and (e) were accepted as correct answers.

Possible answers:

1 c

2 a

3 b

4 c

5 c, a

Parte B

Possible answers:

6 V

7 V

8 F

9 F

10 F

Parte 3

In this section the learners were required to give short answers based on the recorded text.

1 Many learners could not answer this question correctly. Instead of responding to what “Pedro” did after he
had heard the noise, many learners explained what he was doing when he heard the noise. Most of them
misunderstood the question.
Possible answer:

O Pedro correu para fora de casa.

2 Many learners did not answer this question correctly, although the markers decided to add one more
possible option.

Possible answer:

“Ele dirigiu-se para o centro da cidade” / Na cidade

JSC Examiners Report 2015 179

3 Most of the learners did not answer this question correctly. It was also observed that the few correct
answers were incomplete responses.
Possible answer:

Ele viu uma casa a arder, fumo e gritos.

4 Many learners did not answer this question correctly. Although the markers decided to add one more
possible option to make the task easier.
Possible answer:

O incêndio era na fábrica de tintas/ Na fábrica

5 Some learners answered it correctly. Nevertheless, it was observed that the majority of the words were
not spelt correctly.
Possible answer:

Eram os bombeiros.

6&7 Most of the learners did not answer questions 6 and 7 correctly because most of them did not understand
the recorded text.

Possible answers:
6 Começou a sair um fumo muito negro.
7 As pessoas fugiram, pois o fumo era tóxico.

Positive suggestions to teachers

• Expose the learners to a lot of listening- and comprehension exercises.

• It is advisable to expose the learners to more diverse themes regarding listening- and comprehension activities
in order to increase their vocabulary.

• Teach learners how to follow instructions properly by reading the questions carefully.

• Discuss the structure of the different examination papers in class to avoid misunderstanding and unnecessary
mistakes.

180 JSC Examiners Report 2015

GEOGRAPHY
1300
Paper 1

GENERAL COMMENTS

The overall performance for this year was on par with that of last year.
The candidates did reasonably well in questions that required them to identify, list, name, or state something.
However, they did not do so well in questions that required them to give more detail, such as explain, analyse or
discuss something. In these questions, the candidates did not get beyond basic descriptions in most cases.

COMMENTS ON INDIVIDUAL QUESTIONS

Question 1

(a) (i) Well-answered.

(ii) Answered fairly. Most candidates scored only one mark for open spaces, while only few
mentioned the height requirement.

(iii) Answered poorly. Most candidates only mentioned the rotation of the arrow, but omitted the
movement of the wind.

(iv) Well-answered.

(b) (i) Well-answered.

(ii) Very well-answered.

(iii) Answered poorly. Candidates could not indicate patterns as required and made no comparative
statements in their answers. Candidates could not interpret the maps. They referred to regions
and not to directions.

(iv) Well-answered. Some candidates shaded the northern section of the map instead of the area
that received 700 mm of rainfall.

(v) Answered poorly. Most candidates scored 1 mark when they indicated warm air is rising.
Candidates could not explain the conditions leading to the formation of rainfall

Question 2

(a) (i) Answered fairly well. Many wrote stop instead of reduce. Solutions should be given as
alternatives, e.g. use alternative energy sources instead of stop using firewood or reduce the
number of stock instead of stop overgrazing. The “how to do it” must be stressed.

(b) (i) Well-answered.

(ii) Answered fairly. Candidates confused the terms desertification and bush encroachment.

(iii) Answered fairly. Many scored full marks. Candidates generalised education, instead of linking
it to farmers and farming practices.
If learners wrote fires they lost the mark as it should be controlled fires.

(c) (i) Well-answered. Candidates only had to refer to one type of pollution.

(ii) Well-answered.

(iii) Well-answered.

JSC Examiners Report 2015 181

Question 3

(a) (i) Well-answered. Most candidates scored full marks.

(ii) Answered poorly. Candidates mentioned movement of the earth instead of movement of the crust.

(iii) Answered fairly. Candidates did not write about the movement, instead they wrote about the
result of the movement.

(b) (i) Answered very poorly. Candidates referred to volcanoes, lava, etc. instead of the movement or
formation of Fold Mountains.

(ii) Answered very poorly. Most candidates referred to the Richter scale instead of the seismograph.

(iii) Well-answered. Although some candidates swapped the numbers they could provide the
correct answer.

(iv) Well-answered.

Question 4

(a) (i) Answered fairly. Candidates referred to population distribution or sparsely populated instead of
a few people in an area. Many candidates copied directly from the key, therefore did not answer
the question.

(ii) Well-answered.

(iii) Answered fairly. Many candidates referred correctly to the polar areas (A), but left out Sahara
Desert (B).

(iv) Well-answered. Most candidates referred correctly to too hot or too cold, however many only
mentioned hot and cold.

(b) (i) Not well-answered. Too many candidates referred to the numbers instead of births in a country.

(ii) Not well-answered. Too many candidates referred to the numbers instead of deaths in a country.

(c) (i) Well-answered. Movement from rural to urban areas.

(ii) Not well-answered. Many candidates only mentioned limited services (education, health, etc.)
and therefore only scored one mark.

(iii) Not well-answered. Many candidates only mentioned services and only scored one mark.

Question 5

(a) (i) Well-answered. Answer derived from source which indicated job seekers.

(ii) Not well-answered. Most candidates only scored one mark when they used the source, which
indicated the disorderly set-up of informal settlements.

(iii) Answered poorly. Many candidates referred to solutions to rural-urban migration instead of
solutions for the setting up of informal settlements.

(b) (i) Answered fairly. Many candidates struggled with the correct spelling of the name.

(ii) Answered fairly. Many candidates still struggled with basic calculations.

(iii) Not well-answered. Candidates referred to the country’s economy instead of to the population.

182 JSC Examiners Report 2015

Question 6

(a) (i) Answered fairly. Many candidates did not label the diagram as was required.

(ii) Well-answered.

(b) (i) Well-answered.

(ii) Well-answered.

Question 7

(a) (i) Answered poorly. Many candidates did not indicate their choice of transport mode. Many
candidates who did indicate the transport mode could not give both advantages and disadvantages
of the selected mode. E.g. Accidents, where they had to indicate the effects of these accidents.
Road transport has a high rate of accidents, while air transport has a very low survival rate when
accidents happen.

(b) (i) Well-answered. Most candidates made the selection.

(ii) Answered poorly. Many candidates referred to the working conditions in the mines or incidents
of death instead of the factors affecting mining. Example: price fluctuations and changes in
world markets.

(iii) Well-answered.

POSITIVE SUGGESTIONS TO TEACHERS

• Please ensure that candidates know their definitions. A definition requires a certain answer, which need not always
be a description.

• Focus more on reading and interpretation of diagrams and maps that have been supplied as resources. It will
enforce habits that can only be useful when writing examinations.

• Discourage the use of the phrases that indicate “things should be stopped”. Example: stop overgrazing. Reinforce
the use of positive statements, i.e. reduce the number of stock or practice rotational grazing.

• Put more focus on the correct spelling of terminology in class.

• Ensure that candidates refrain from giving answers that can only be awarded one mark, e.g. service (health,
education, sanitation, etc.).

• Study all examiners’ reports as these reports can be used as guidelines when preparing for external examinations.

• Candidates need to make sure they study and understand the information given on sources before they answer
questions, as these sources provide answers to many of the set questions.

• Candidates need to write answers in chronological order when a process is required.

JSC Examiners Report 2015 183

 JUNIOR SECONDARY CERTIFICATE

GEOGRAPHY 1300/1
PAPER 1

MARK SCHEME

2015

184
 SECTION A

CLIMATOLOGY

1 (a) (i) Wind vane [1]

(ii) - To be placed on top of a long pole / elevated position.

- Must be in open area/outside of the Stevenson screen/away from
obstructive objects within the weather station. [2]

(iii) - Where there is a free flow of wind / for the instrument to catch the
free-flow of wind / air / to measure upper air movement. [1]

(iv) It indicates the direction the wind is blowing from. [1]

(b) (i) Isohyets [1]

(ii) Raingauge [1]

(iii) - The coastal area/western part of Namibia receive least rain /

- The amountofrainincreased towards North, Central-North and North-East.
- The coastal area received rainfall in the range of 50mm to 100mm /
- While central is 200 - 400m.
- The highest amount was received in North and North-East which is 500-
700mm. [3]

(iv)

[2]

(v) - Warm air in LP-systems rises.

- Warm, rising air is less dense and can hold more water vapour
- The rising warm air will start to cool down reach dew point
temperature.
- Condensation would result and water droplets formed.
- Water droplets grow and forms clouds.
- Cloud becomes heavy and water droplets fall to surface as rain. [3]
[15]

185
ECOLOGY

2 (a) (i) Desertification is the expansion of deserts caused by human activities,

while deforestation is the cutting trees without replacing any. [2]

(ii) - Human cause: deforestation, over-cultivation, overgrazing etc.

- Natural cause: soil erosion, drought Any one per factor [2]

(iii) - Trees should be planted faster than they are cut down/plant more
trees
- Use of other sources of energy i.e. solar.
- Practicing of sustainable farming methods i.e. mixed cropping, crop
rotation and organic farming/contour ploughing
- Reduction in number of livestock.
- Training and education for people to understand and protect natural
resources
- use other material form building Any two [2]

(b) (i) Bush encroachment is the replacement of grassland by shrubs and

bushes / open savanna become covered in dense wood plants. [1]

(ii) - Poor farming management.

- When bush fires do not occur or are prevented
- Abandoned areas that were cleared for cultivation will quickly fill
with dense invasive bush.
- Severe droughts over several years.
- Periodic floods that remove the fertile top layer of the soil.
- Plant fruits attract browsers like Kudu. Any two [2]

(iii) - Reduce herds / training farmers / proper farming methods.

- Not burning grass too often / controlled fires.
- Not cutting down all the tress / not clearing too much grassland for
crops.
- Farming with goats (browsers).
- Aerial application of chemicals that only kill bushes.
- Proper way of debushing i.e. use of Machinery / chain or hand saws /
bulldozers. Any two [2]

(c) (i) The damage / poisoning of water, air and land / environment by
human activities. [1]

(ii) Littering / waste for packaging / bottles / landfills with waste. [1]

(iii) - Provision of garbage bins in public places/creation of dumping sites

- Recycling of some waste i.e. cans, glass, plastic/re-use/ reduce
waste
- Sewage can be treated biologically.
- Use of natural products as fertilizers.
- Public education and awareness campaigns.
- Use refuse for landfills in a proper way. Any two [2]
[15]

186
GEOMORPHOLOGY

3 (a) (i) A Divergent / constructive

B Convergent / destructive
C Conservative / transverse / slip / neutral / passive / shear [3]

(ii) A - Mid-oceanic ridge

- Volcanic Island arc
- Rift Valley (within the continent) [2]

(iii) B Plates are moving towards each other.

C Plates move alongside each other in opposite directions / same
direction. [2]

(b) (i) - Two plates oceanic and continental move towards each other.
- The heavier oceanic crust is forced under continental crust.
- The sediments lying on the ocean floor is pushed up along the
continental shelf.
- Get folded to form Fold Mountains / peripheral Fold Mountains. [3]

(c) (i) Earthquake is the rapid, violent shaking / vibration of the earth’s crust
caused by the sudden movement along a plate boundary/ shaking of
the earths’ ground [1]

(ii) Seismograph [1]

(iii) 9 800 - 2 000 = 7 800 [2]

(iv) Iran with 50 000 [1]

[15]

187
 SECTION B

4 (a) (i) An area inhabited by few people. [1]

(ii) Number of people per square kilometre / Number of people living in a

given area per square kilometre. [1]

(iii) A Greenland
B Sahara desert [2]

(iv) A Too cold/ very cold

B Too hot and dry / little fertile soil and much sand/ little rainfall [2]

(b) (i) Fertility rate is numbers of young children in relation to the number of
women of fertile age / the births in a country or population / The
number of children born per women per year. [1]

(ii) Mortality refers to deaths in a country / mortality rate refers tothe

number of deaths per 1 000 people in a country. [1]

(c) (i) Rural urban migration is the movement of people fromthe rural/
countryside to the town or cities [1]

(ii) - Land became unproductive / exhausted / drought / crop failures /

flooding / pests
- Mechanisation (machinery) replaces farm workers
- Unemployment / lower salaries
- Not enough facilities i.e. schools, hospitals, entertainment
- Land / farm too small to cultivate successfully.
- Scarce food supplies
- Poor standard of living [3]

(iii) - Availability of jobs / good salaries / better salaries

- Plenty of schools / hospitals, doctors / tertiary education/
entertainment
- Good services i.e. transport shops, electricity, proper sanitation/
water supply
- Better food security / better balanced diets
- Good living standard/ better housing [3]

[15]

188
5 (a) (i) To look for job [1]

(ii) - They are built in a disorderly manner

- They are close to one another
- the building materials are not fire resistant / easily flammable
- Not electrified / people are using candles or paraffin more / open
fires/ illegal electricity connections
Any two [2]
(iii) - Provision of funds for low-income houses.
- to encourage people to stay in rural areas by providing services
therei.e. electricity, water
- Create projects in rural areas for job-creation
- Provide / supply electricity / sanitation for the informal settlement.
- Municipality must demarcate ervens or plots. Any two [2]

(b) (i) Acquired Immuno Deficiency Syndrome [1]

(ii) 18% [1]

(iii) - Increased death rate/ increases orphans/ decreases the

population growth
- Reduced fertility / absence of children
- Children become carers and do not go to school
- Loss of adult affecting all work (including farming)
- Burden on government by providing ARV freely
- High dependence ratio
- Higher taxes
- Lowers life expectancy Any three [3]

[10]

189
 SECTION C

6 (a)

(i) Any two [2]

(ii) Tropic of Capricorn [1]

(iii) Kunene River [1]

(b) (i) A -Desert / semi-desert

B-Mopane savanna / Tree savanna / Thorn bush [2]

(ii) - Latitude
- Altitude
- High and low pressure systems/ pressure systems
- Benquela current
- Distance from the sea Any four [4]
[10]

190
7 (a) (i) Road Advantages
- Connect main centres / towns as well as Namibia with
neighbouring states.
- It is faster and more economical
- Increase tourism Any two [2]

Disadvantages
- Roads are expensive to maintain.
- More use of roads leads to high accident rates
- Long distance between places raise cost
- Rising fuel cost leads to increase in road transport cost
- Extension of roads contributes to the spread of HIV and AIDS
countrywide Any two [2]

Railway Advantages
- It linked Namibia with South Africa (and soon with Angola)
- Suitable for transporting huge bulk i.e. more goods an people
Any two [2]
Disadvantages
- Some towns are not connected by railway
- Not much fast / slower
- Some railway lines are too old / no longer in use / not compatible to
outside countries
- Passenger trains are competing with taxi and buses

Air transport Advantages

- Link Namibia with international community
- Very fast
- Important for tourism and business
Disadvantages
- Very expensive / not all places have airport
- Increasing fuel cost mean increased transport cost inflation
- Survival is rare during accidents

Ocean transport Advantages

- Good for heavy / bulk transport for overseas trade
- Help landlocked to export their good
- Passenger ships can bring tourists in large numbers
Disadvantages
- It is too slow
- Limited to coastal areas only
- ships cannot land / dock at every point along the coast

191
 (b) (i) Diamond: at Lüderitz and Oranjemund
Uranium: nearby Arandis / Rössing [1]

(ii) Both diamond and uranium are experiencing almost same

problems.
- Changes in world markets/unstable markets
- Price fluctuations
- Competition from other countries
- Illegal diamonds has threatened diamond market
- Increased labour costs have led to reduction in employment or
retrenchment
- Over mining / depletion of minerals / mining areas have been
exhausted Any two [2]

(iii) - Provision of employment/ income

- Contribution to the development of infrastructure
- Brings in foreign currency / foreign exchange
- Contribution to GDP / taxes/ Government income Any three [3]

192
 1300
Paper 2

GENERAL COMMENTS

The candidates did reasonably well in the questions that required them to identify, list, name or state something.
However, they did not do so well in questions that required them to give more detail, such as explain, analyse or discuss
something. In these questions, the candidates did not get beyond basic descriptions in most cases.

The use of data with reference to sources was poor. The correct ways of using data and analysing given sources
require more attention during teaching.

COMMENTS ON INDIVIDUAL QUESTIONS

Question 1

(a) Most of the candidates were able to identify the bridge at A and the Trig-beacon at B, however a few
candidates mentioned lines of longitude as a man-made feature at B.

(b) Most candidates were able to identify the valley, spur and terraced slopes.

(c) The direction – south was given by most candidates.

(d) Well-answered by most candidates, but some could not indicate the difference between flat-topped
hills and conical hills.

(e) The majority of the candidates answered the question correctly.

(f) (i) The majority of the candidates were able to identify the Trig. Beacon, but a few indicated that it
was a triangular beacon.

(ii) The majority of the candidates could not give the coordinates correctly.

(g) (i) Answered poorly as most of the candidates could not convert the scale to a ratio scale successfully.

(ii) Answered poorly as most candidates could not determine the distance using the linear scale.

Question 2

(a) (i) Well-answered by most candidates while a few confused low oblique with high oblique.

(ii) Fairly well-answered by most candidates, although many could not give all the advantages
required correctly. The candidates were struggling to distinguish between information and detail.

(iii) Answered poorly as most candidates could not give all the disadvantages instead they gave only
the disadvantages shown on the photograph.

Question 3

(a) (i) Answered fairly well. Not all candidates indicated that it is a line joining places with equal height.

(ii) Answered fairly well. Many learners attained only some marks.

(iii) Most candidates could not identify the landform on the map.

JSC Examiners Report 2015 193

Question 4

(a) (i) Well-answered. Many candidates were able to identify the highest temperature and the month
during which it occurred. However, some candidates could not indicate the month.

(ii) Candidates lost marks, mostly for not indicating the unit of measurement.

(iii) Candidates still refer to the instrument as a max and min, sometimes adding temperature instead
of thermometer.

(b) (i) Well-answered.

(ii) Well-answered.

(iii) Well-answered.
Candidates read the graph very well.
(iv) Candidates were not able to describe annual distribution of rainfall as required.

(v) Most candidates could not get marks because the unit of measurement was omitted.

(vi) Many candidates worked out the range instead of the average rainfall. Candidates struggled with
this calculation because they did not use the total amount of rainfall that was already indicated on
the graph.
Total rainfall divided by 12 months = average rainfall.

POSITIVE SUGGESTIONS TO TEACHERS

1 Teachers are advised to teach all sections of the syllabus. It is reckless to leave out sections because it
was not examined in recent years.

2 Candidates need to get as much practise in mapwork as well as in the analyses and reading of diagrams
and graphs as possible. Please ensure that it is done thoroughly. Candidates can score full marks for this
paper if they have confidence in their own ability.

3 Candidates should look for clues in the questions to guide their answers e.g. Question (4)(b)(vi) which
required the calculation of the average rainfall and not the range thereof.

194 JSC Examiners Report 2015

 JUNIOR SECONDARY CERTIFICATE

GEOGRAPHY 1300/2
PAPER 2

MARK SCHEME

2015

195
1 (a) [1]
A - Bridge
[1]
B - Trig beacon

(b) X - P - Valley [1]

S- R - Spur [1]
[1]
Z- W - Terraced / stepped slope

(c) South [1]

(d) Flat - topped hill/ butte

[2]
(e) No, because there is a hill / mountain ridge in
between (higher lying area)

(f) (i) Trig. beacon

(ii) 5 ’15”S (13-17); 1 48’44”E (42-46) [2]

(g) (i) 1: 25 000 (1: 23 800 – 25 000)

2,2 km (2.1 - 2.4 km)
(ii) [2]
(only work on line scale) [2]

2 (a) (i)
A - high oblique photograph
B - low oblique photograph
C - Ground level/ horizontal photograph
[3]

(ii) - foreground show lot of information

- common and familiar
[2]

(iii) - Do not show a lot of detail.

- Objects in the foreground block information
in background
- Has more dead ground
- Objects in the foreground seems bigger.
196 - Cannot be used for map drawing
 Any three [3]

3 (a) (i) It is to connect / join places with same height

(above sea level on the map) [1]
(ii) [2]
(iii) It is valley [1]

4 (a) (i) July [1]

(ii)
Jan - 2°C -1 - [1]
May - - [1]

(iii) Thermometer/Minimum and Maximum/ Six’s [1]

(b) (i) Bar graph [1]

(ii) February [1]
(iii) June/November [1]

(iv) - It rained throughout the year

- The rainfall is high almost from January to
December/
- Every month above 40 mm
- Higher rainfall during summer months /
[2]
- Lowest during winter.
- Total rainfall =845mm

(v) 68 mm (67-69mm) [1]

(vi) 845 / 12 = 70.41 / 70.42 [2]

197
198
HISTORY
1301
Paper

GENERAL COMMENTS

• The question paper was well-balanced. It covered a range of topics across the Namibian, African and World History
in the syllabus.

• The standard of the question paper is moderate because the majority of the learners could score average marks.

• Examiners have stuck to the syllabus’ basic competencies.

• Language usage was at the learners’ level.

COMMENTS ON INDIVIDUAL QUESTIONS

NAMIBIAN HISTORY

(a) Well-answered. However, learners’ answers were too general and did not focus on recruitment.
Answers
Level 1: Simplistic opinion supported by little or no accurate evidence.
E.g. Good/bad or positive/negative effect on their lives L1/1
• Copy part of the source L1/1
• Differentiation without explanation L1/1

Level 2: Answers which are more specific on the effect.

E.g. Good/bad or positive/negative and one (1) valid effect.
Negative way: Most workers were unhappy with the way that SWANLA worked. L2/2
• Differentiation and one valid explanation. L2/2

Level 3: A reasonably full and accurate description.

E.g. L1 + L2 + Workers could not choose their employer or the type of work they wanted to do.
SWANLA classified men according to their health and strength and decided what work they should
be given. Workers could not renew their contract with an employer if they were satisfied with the
work. L3/3-4
• Differentiation. (One mark only and rest of marks for reasons) L3/3-4
• Accurate description without making a choice. L3/3
OR
Positive/Good with valid reasons.
Accept all the negative or positive effects of the contract labour system.

(b) Most learners confused it with the benefits of the workers. Possible answers are cheap labour,
building infrastructure and enriching themselves.

Answers
Level 1: Simplistic reason without explanation
E.g. The colonial powers needed cheap labourers. L1/1

Level 2: One reason with an explanation.

E.g. The colonial powers needed cheap labourers to build buildings, railway lines, roads, mines
and harbours. L2/2

JSC Examiners Report 2015 199

 Level 3: A reason/reasons with a complete explanation.
E.g. The colonial powers needed cheap labourers to build buildings, railway lines, roads, mines
and harbours. The contract labour system assured them of a steady supply of cheap labourers.
They could get them from the indigenous population. They wanted to develop the country’s
economy. L3/3
(Any other valid information)

(c) Answered poorly. Learners could not distinguish between employers and employees.

Answers

Level 1: Answers saying important/not important but no valid explanation is supplied.

E.g. Very important. L1/1

Level 2: Answers saying important or not important and providing one valid reason.
E.g. It was very important because employers did not have to provide housing for the families of
employees. L2/2
Explaining only without saying important or not important. L2/2

Level 3: Answers saying important or not important, based on background knowledge, supplying two or more
reasons to support important/not important.
E.g. L1 + L2 + The cost of labour could be kept low. L3/3
• Differentiation: Very important/not important with valid reasons.
Positive/Negative/Good/Bad/Yes and no is not accepted.

(d) Answered fairly. Most learners could name it, but failed to explain it.

Answers
Level 1: Name one L1/1 or two branches [L1/2]. Executive branch. Legislative branch. L1/2
Name one and explain one. Legislative branch. It is the body that makes or changes the laws of
the country. L1/2

Level 2: Name two and explain one L2/3 or name two and explain both L2/4
E.g. L1 + Executive branch is the body that ‘executes’ (carries out) government in accordance with
the acts (laws)of the legislature. L2/4
Other: Judiciary branch. The branch that is concerned with the administration of justice.
Composition of branches in the form of explanations.
Explanations of a branch without naming it are not accepted.

(e) Answered poorly. Learners did not supply relevant content.

Answers

Level 1: One success: e.g. South Africa agreed to suspend the Turnhalle Constitution. L1/1

Level 2: Two successes: e.g. L1 + South Africa would appoint an Administrator- General (AG) to administer
Namibia. L2/2

(f) Answered poorly. Learners did not supply relevant content.

Answers

Level 1: One valid fact, e.g. Was held twenty years after the first World Conference on Women. L1/1

Level 2: Two valid facts (L2/2) or three facts (L2/3) E.g. L1 + The Conference found out that globally the
situation of women had not improved. Women were still under-represented in all administrative
structures. L2/2-3

200 JSC Examiners Report 2015

 Level 3: Four valid facts (L3/4) or five facts (L3/5) E.g. L1 + L2 + Poverty was increasing almost everywhere.
The Beijing Conference repeated the call for the equal participation of women in decision making to
benefit all humankind. L3/4-5

Beijing declaration and platform for action with full sentences L3/5

(g) Answered poorly. Learners confused the referendum with the destruction of the Oniipa Press.

Answers

Level 1: A simple statement, assuming everyone thought the same.

E.g. They felt good about it. L1/1

Level 2: A simple statement, assuming everyone thought the same with a valid reason.
E.g. L1 + it gave them an opportunity to say if they were for or against South African rule. L2/2
• They thought differently with no explanation. L2/2
• Some liked it and others did not like it without any explanation. L2/2

Level 3: A simple statement assuming everyone thought the same, with a complex explanation. E.g. L1 +
L2 + Bishop Auala saw this as an opportunity to let the world know the real feelings of the Namibian
people. L3/3

Level 4: Differentiation with one side explained. L4/4

E.g. L1 + L2 + L3 + Some did not like it
Differentiation with both sides explained with one reason each. L4/4
E.g. L1 + L2 + L3 + The white people felt bad about the decision because they knew that the
blacks were a lot of people and that the outcome of the referendum could show that they (blacks)
were against white rule. L4/5

(h) Most learners tried to answer this question and were able to defend their choice - they had problems
with how to motivate their answers.

Answers

Level 1: Making a choice

E.g. Protection of life L1/1
Rewriting all three without any reasons given L1/1

Level 2: Make a choice with one reason to support choice.

E.g. Protection of life. There is no death penalty in Namibia. L2/2
Write all three reasons, without a definite choice but with explanations. L2/2

Level 3: Make a choice with two or three valid reasons to support choice.
E.g. L1 + L2 + Everyone has the right to live. Life is regarded as an inherent quality. L3/3-4
Choice + one valid reason and explain why the other two are less important. L3/3-4
Make a choice, but no valid explanation, then explain the other two. L3/3

Level 4: A choice with three valid reasons and also explains why the other two are not as important as your
choice.
E.g. L1 + L2 + L3 + Protection from slavery is not so important because it is better to work as a
slave than to die. Protection of liberty is also not so important because you can only be free if you
are alive. L4/5-6
OR
A combined explanation of why the other two choices are not as important. (2 marks)
[32]

JSC Examiners Report 2015 201

AFRICAN HISTORY

(a) Learners tend to copy the content directly from the source and should rather use their own words and
display understanding when using content from the source.

Answers

Level 1: Simplistic opinion supported by little or no accurate evidence

E.g. It had a good/bad or positive/negative effect on people’s lives. L1/1
• Copy part of source L1/1
• Differentiation without explanation L1/1

Level 2: Answers which are more specific on the effect: Good/bad or positive /negative with one (1) valid
reason.
E.g. Good way – because it promoted their self-image and dignity. L2/2
• Differentiation and one valid explanation L2/2

Level 3: A reasonably full and accurate description

E.g. L1 + L2 + The speech helped Africans to understand the selfishness of the European
countries in their explanation of the African people and the resources of Africa. The speech helped
Africans to understand the importance of standing together in their struggle for independence and
against colonialism. L3/3-4
Extra information: Speech called on workers and farmers of colonies to organise themelves
effectively.
• Differentiation (one mark only and rest of marks for reasons) L3/3-4
• Accurate description without making a choice L3/3
OR
Negative effect with valid reasons. L3/3-4

(b) Most learners copied the content of the source without understanding. They confused it with the
United States of Africa.

Answers

Level 1: Simplistic reason without explanation E.g.to motivate people L1/1

Level 2: One reason with an explanation

E.g. He wanted to motivate Africans to stand together in their fight for independence L2/2

Level 3: A reason/reasons with a complex explanation

E.g. L1 + L2 + He wanted to remind Africans how the Europeans exploited the resources and the
people of Africa. The European countries enriched themselves at the expense of the Africans.
(Any other valid information) L3/3

(c) Learners misunderstood the questions, they did not consider the key words: ending colonialism.

Answers

Level 1: Answers saying important/Not important but no valid explanation is supplied.

E.g. It was very important. L1/1

Level 2: Answers saying important/Not important and providing one valid reason.
E.g. Very important because Africans started to resist the European way of rule in Africa. L2/2
• Explaining only without saying important or not important L2/2

202 JSC Examiners Report 2015

 Level 3: Answers saying important/Not important based on background knowledge, supplying two or more
reasons to support important/not important.
E.g. L1 + L2 + African people started to demand their independence. (extra information). They
started to form organisations and movements to discuss the way forward. Nationalism started to
develop. L3/3
(any other relevant information)
• Differentiation with both sides explained. L3/3
• (Important. positive/negative, good/bad; yes/no will not be accepted.)

(d) Answered fairly. Most learners mentioned the aims instead of the successes.

Answers
Level 1: Name one (L1/1) or give two reasons without naming L1/2
OR
Name one and explain it. L1/2
E.g. Setting up economic co-operation between African countries. Countries were encouraged to
assist one another with trading. L1/2

Level 2: Name two and explain one (L2/3) or name two and explain both L2/4
E.g. L1 + Setting up of the African Development Bank. Bank gave money to projects that would
make Africa wealthier.
Extra information:OAU helped to settle border disputes, like it helped the dispute between Morocco
and Algeria or between Somalia and Kenya. Liberation Committee gave aid + encouragement
to liberation movements. It assisted SWAPO in fight against S.A. (ANC; ZANU; ZAPU). Set up
commission to help with refugee problem. Helped to tackle the problem of increasing number of
refugees in African countries. L2/4
• Economically, politically, humanitarian aid + valid explanation.
• Explanation without valid naming is not accepted.

(e) Answered very well.

Answers

Level 1: One measure.

E.g. The Lagos Plan L1/1

Level 2: Two measures

L1 + NEPAD L2/2
Extra information: SADC; ECOWAS; IMF; World Bank and African Development Bank.

(f) Learners mostly concentrated on the features of apartheid and ignored the origins thereof.

Answers

Level 1: One valid fact

E.g. It was introduced as a policy in 1948. L1/1

Level 2: Two valid facts (L2/2) or three facts (L2/3)

E.g. L1 + It was introduced by Prime Minister D.F. Malan when the National Party in South Africa
won the elections. L2/2
Apartheid means to separate or divide people. L2/3

Level 3: Four valid facts (L3/4) or five valid facts (L3/5)

E.g. L1 + L2 + Racial laws were made that discriminated against black people, e.g. the Urban
Act that stated that blacks should not live in the same areas as whites (any other apartheid laws).
Apartheid was based on social engineering which was the way in which the government controlled
the lives of the ordinary people. L3/4-5
(Any other relevant information on the term “Apartheid”
Origin = max of 2 marks (what, when, how, who, where)

JSC Examiners Report 2015 203

(g) Answered fairly. Many learners confused democracy with independence.

Answers
Level 1: A simple statement, assuming everyone thought the same.
E.g. They liked it L1/1

Level 2: L1 + one valid reason

E.g. They liked it because people had the right to join the political party of their choice L2/2
OR
They thought differently with no explanation L2/2
OR
Some liked it and others did not like it with no explanation L2/2

Level 3: A simple statement assuming everyone thought the same with complex explanations (two good
reasons)
E.g. L1 + L2 + The president does not have unlimited power and is bound by the stipulations in the
constitution. L3/3

Level 4: Differentiation but only one side explained/differentiation with one explanation on it. L4/4
E.g. L1 + L2 + L3 + Some people did not like it. (no explanation)
Differentiation with both sides explained. L4/5
E.g. L1 + L2 + L3 + Some people (leaders) did not like it because they were dictators and wanted
to control every aspect of people’s lives and wanted to make decisions on matters in the country on
their own.
(Any other relevant information) L4/5

(h) Answered fairly well since learners could make a choice and defend it, but they found it difficult to
demotivate the other two choices.

Answers

Level 1: Making a choice

E.g. Humanism L1/1
OR
Rewriting all three without any reason given. L1/1

Level 2: Make a choice with one reason to support choice.

E.g. Humanism because it contains elements of both capitalism and socialism. L2/2
OR
Write all three reasons, without a definite choice but with explanations. L2/2

Level 3: A choice with two or three valid reasons to support choice

E.g. Humanism + L2 + The State is in partnership with private individuals. The State controls
the mines and industries but private individuals own private businesses. This system had many
successes like the building of the Tanzam railway line, new coal mines that supplied them with
enough power. Secondary and technical education improved. L3/4
OR
Choice + 1 valid reason and explanation why the other two are not as important (L3/4)
OR
Choice, no valid explanation but explain other two L3/3

Level 4: A choice with three valid reasons and also explains why the other two are less important.
E.g. L1 + L2 + L3 + Harambee is not as important because the gap between the poor and rich
became too wide and there was bitterness and resentment towards wealthy elite. Ujama’a also
not as successful because it failed due to its administrative problems, decline of exports, economic
depression, etc. hunger (scarcity of food), weak economy etc. L4/5-6
Combined answer for explaining other two = 2 marks
[32]

204 JSC Examiners Report 2015

WORLD HISTORY

(a) Well-answered. Learners could give the general effects of the war.
Level 1: Simplistic opinion supported by little or no accurate evidence.
E.g. It had a good/bad or positive/negative effect on their lives. L1/1
• Copy part of the source L1/1
• Differentiation without explanation L1/1

Level 2: Answer which is more specific on the effect

E.g. Good/bad or positive/negative and one (1) valid effect e.g. because Korea was divided. L2/2
• A choice without a valid explanation L2/2
• Differentiate but one side explained L2/2

Level 3: A reasonably full and accurate description.

E.g. L1 + L2 + Korea were divided into North Korea and South Korea. The infrastructure was
destroyed. People were killed/injured. L3/3-4
• Accurate description without making a choice L3/3
• Differentiation one mark only and rest of marks for reasons. L3/3-4
OR
Positive/good with valid reasons.

(b) Answered poorly. Most learners thought superpowers wanted to colonise Korea instead of spreading
their ideologies. Some learners referred to America as the only superpower.

Level 1: Simplistic reason without explanation

E.g. To spread their ideology. L1/1

Level 2: One reason with an explanation

E.g. L1 + America being a capitalist country wanted to introduce capitalism L2/2

Level 3: A reason/reasons with a complex explanation.

E.g. L1 + L2 + America being a capitalist country wanted Korea to follow them
• Any other valid information. L3/3

(c) Answered poorly. Learners focused on Korea instead of on America/USA.

Level 1: Answer saying important/not important but no valid explanation is supplied
E.g. Not important L1/1

Level 2: Answers saying important/not important and providing one valid reason.
E.g. L1 + America’s efforts to reunite Korea failed. L2/2
• Explaining only without saying important or not important L2/2

Level 3: Answers saying important/not important, based on background knowledge, supplying two or more
reasons to support important/not important.
E.g. L1 + L2 + A lot of Americans lost their lives L3/3
• Differentiation: Very important
Not important (with valid reasons) L3/3
• Positive/Negative/Good/Bad/ Yes/No. Not accepted but consider valid reasons.

(d) Answered poorly. Most learners did not know the features of communism.

Level 1: Name one L1/1 or name one and explain L1/2

E.g. A classless society L1/1: There are no rich or poor people in a communist country, the
government distributes the wealth of the country equally. (equal social standing) L1/2
Give two features L1/2

Level 2: Name two and explain one (L2/3) or name two and explain both (L2/4)
E.g. L1 + Communal or public ownership of economic assets: The government (state) will own and
control the means of production, distribution and exchange. L2/4
Explanation without naming is not accepted.

JSC Examiners Report 2015 205

(e) The majority of learners could answer this question.

Level 1: One characteristic (L1/1)

E.g. Hostile relationships

Level 2: Two characteristics (L2/2)

E.g. Hostile relations, propaganda L2/2
Extra information: (suspicion, accusation, military tension)
Accept valid explanations of the terms.

(f) Most learners lacked knowledge of the topic and struggled to answer this question.

Level 1: One valid fact L1/1

E.g. EEC was established for economic co-operation L1/1

Level 2: Two facts (L2/2) or three facts L2/3

E.g. L1 + To remove trade barriers between member countries. To make it possible for people to
move freely from one EEC country to another. L2/2-3

Level 3: Four facts (L3/4) or five facts (L3/5)

E.g. L1 + L2 + To encourage EEC member countries to buy from one another. To improve the
living standards of the people of all the EEC countries. L3/4-5

(g) Well-answered. They are familiar with the content of the topic and managed to answer it well or
satisfactorily.
Level 1: A simple statement assuming everyone thought the same.
E.g. They thought it was bad L1/1

Level 2: L1 + One valid reason

E.g. Bad because the IMF required developing countries to reduce their spending.
OR
They thought differently with no explanation L2/2
OR
Some liked it and others did not like it with no explanation L2/2

Level 3: A simple statement assuming everyone thought the same: with two reasons (with complex
explanations)
E.g. L1 + L2 + The World Bank drews up a budget for borrowers L3/3

Level 4: Differentiation with one side explained (L4/4)

E.g. L1 + L2 + L3 + Some liked it
Differentiation with both sides explained with one reason each
E.g. L1 + L2 + L3 + The Bank imposed a free market system on developing nations. Some liked
it, because the Bank lent money to poor countries, to finance projects that would develop their
economy. L4/5

Extra information: Bad, higher interest rates drove farmers and small companies out of business.
Money was given to governments with poor human rights and corruption records, developing were
sked to devaluate their currency. Good, money was given to help them to raise their productivity,
develop infrastructure. The financial institution was established to promote international monetary
co-operation.

(h) Most learners managed to answer the question by making a choice and motivating it, but it was
challenging to demotivate the other two choices.
Level 1: Making a choice
E.g. Encourage countries to disarm L1/1
• Rewrite all three choices without any reason given L1/1

206 JSC Examiners Report 2015

 Level 2: Make a choice with one reason to support a choice
E.g. Encourage countries to disarm., The League of Nations wanted all the countries to reduce
their armaments (weapons). L2/2
• Write all three aims without a definite choice but with explanations L2/2

Level 3: A choice with two or three valid reasons to support choice

E.g. Encourage countries to disarm. The League of Nations wanted all countries to reduce their
weapons, so that peace could prevail in the world (no war). It promised to protect the nations that
disarmed from attack. L3/3-4
• Make a choice with no valid explanation and explain the other two. L3/3
• Choice made + one valid reason and explain why the other two are less important. L3/4

Level 4: A choice with three valid reasons and also explain why the other two are not as important as your
choice.
E.g. L1 + L2 + L3 + I did not choose. Encourage co-operation because countries in the world can
only co-operate when there is no war. I did not choose to improve the living and working conditions
in the world, because you cannot improve the living and working conditions in the world where war
is going on. L4/5-6
• Combined explanation of why other two choices are not as important. [2]
[32]

POSITIVE SUGGESTIONS TO TEACHERS

1 Cover the syllabus in time to do revision.

2 Teach learners to underline the key words and focus the content of the answers around the key words.

3 Teach learners to handle the G question.

4 Explain historic concepts, e.g. liberty.

5 Use the basic competencies of each topic to create possible questions as class activities.

6 In the F question teach learners to write a full paragraph instead of just in bullet format.

7 Teach learners to use their own words when referring to written sources. They should not copy verbatim.

JSC Examiners Report 2015 207

208
HOME ECONOMICS
1400
Paper 1

General Comments

Thank you very much to all teachers who worked very hard during 2015.

There was a little improvement in the range of the marks, but there were too many candidates who still scored less than
20 marks.

Some candidates still wrote the 5 Basic food groups instead of the 4 Namibian food groups. Teachers need to investigate
this problem.

The format of the Section C: Essay is still a very big problem as most candidates did not make use of paragraphs. They
rather used * (asterisk) or - (hyphen) when is not part of a paragraph but rather of bulleting.

Comments on individual questions

Section A

1 This question was poorly answered since Nutrition is been done since grade 8. The correct answers were:

Body-building Protecting Energy giving

Proteins Vitamins Carbohydrates
Minerals Fat

[5]

2 This question was answered poorly since many centres still taught the 5 Basic food groups instead of the
4 Namibian food groups. Many candidates also didn’t add “including sugars” in the Fat group, thus lost
the mark. The correct answers were:

(a) Margarine: fats and oil including sugar group

(b) Spinach: fruit and vegetable group

(c) Spaghetti: cereal and grain group

(d) Yoghurt: meat, fish, beans, eggs and milk group [4]

3 This question was answered satisfactorily, although some candidates copied the answers incorrectly from
the question paper and lost the mark.

(a) Dental caries

(b) Kwashiokor/marasmus

(c) Obesity

(d) Heart disease [4]

JSC Examiners Report 2015 209

4 This question was answered poorly. The correct answers were:

(a) Glaze/glazing

(b) Souffle

c) Blending [3]

5 (a) This question was answered satisfactorily, although some candidates rather gave the Life Science or
Physical Science definitions. The correct answer was:
- Micro-organisms are found everywhere in the water, air, on the ground and on all objects and not all are
harmful, some perform useful functions or
- Are small living organisms which include bacteria, yeasts and viruses which can contribute to food
contamination/food poisoning [2]

(b) This question was answered poorly. The correct answers were:

Bacteria Moulds Yeasts

Fresh meat Bread Grapes
Milk Jam

[5]

6 This question was answered poorly. The correct answers were:

(a) 2,5 cm

(b) 45 or 60 cm [2]

7 (a) This question was answered satisfactorily. The correct answer was:
- To stuff meat with pieces of bacon or fat from pork [1]

(b) This question was answered satisfactorily, although some candidates explained how to marinate.
The correct answer was:
- It softens the meat
- Adds flavour (any 1) [1]

(c) This question was answered satisfactorily. The correct answer was:
- Pounding [1]

(d) This question was answered satisfactorily, although some candidates wrote functions and others
vitamins/minerals, but they didn’t specify which ones. The correct answers were:
- Proteins, fat, water, iron, B-vitamins (any 2) [2]

8 (a) This question was answered poorly. The correct answer was:
- Water evaporates from the surface
- Casein, milk fat and calcium salts assemble on top [2]

(b) This question was answered satisfactorily. The correct answer was:
- Heat milk gently/at low heat
- Dilute it with water
- Whip it to a foam/stir while cooking (any 1) [1]

9 These questions were answered satisfactorily. The correct answers were:

(a) 2 days

(b) refrigerator [2]

210 JSC Examiners Report 2015

10 This question was answered fairly well. The correct answers were:

(a) (i) Financial record

(ii) Primary needs

(iii) Peer group

(iv) Budget [4]

(b) This question was answered poorly. Candidates didn’t read the instructions. Many candidates wrote
about packaging/ influencing factors newspapers, tv or radios. Candidates at a few centres did
answer it correctly. The correct answers were:
- Agony appeal/Comparative advertisement/ Abrasive advertisement/
Humorous approach/Identification with persons or situations/Self-actualising appeal/testimonial
approach (any 3) [3]

11 This question was answered fairly well. The correct answers were:
- B Driving the children to extra mural activities
- D Managing the household finances
- F Baking a cake for father’s birthday [3]

12 This question was answered poorly. Instead of illusions candidates just named the lines. The correct
answers were:

(a) (i) Add width and make the body appear shorter/bigger/fatter

(ii) Add length or width to the body/restless/action

(iii) Make the body appear narrower/taller [3]

(b) This question was answered satisfactorily, although some candidates listed art principles. The correct
answers were:

- Colour
- Texture [2]
[50]

Section B

13 (a) This question was answered poorly, not because they didn’t know the answer, but because, most
candidates just listed words like “roasted/stewed” The correct answer was:

(i) Different-or a combination of cooking methods were used/roasting, stewing and mashing [2]

(ii) Incomplete answer as candidates just wrote “orange/brown” The correct answer was:
No differentiation of colour was used/One colour dominant/too many orange dishes/peach-pumpkin-
and carrot salad were all orange or a variety of colour was used, e.g. the potatoes and the meat were
brown while the vegetables were orange. [2]

(b) This question was answered satisfactorily. The correct answer was:

- All households are not equipped with modern kitchen equipment and menus should be planned
accordingly.
- If a family does not have an oven roast meat and baked products cannot feature on the menu.
- If food has to be cooked on an open fire, it will make no sense to plan a menu with dishes requiring
modern equipment.
- If equipment is readily available it will make the preparation much easier and faster. (any 2) [2]

JSC Examiners Report 2015 211

 (c) This question was well-answered. The correct answers were:
- Occasion
- Nutritional needs of the family
- Likes and dislikes of family members
- Money available/food budget
- Time available
- Skills and knowledge of the cook
- Cooking methods
- Religion
- Tradition and culture
- Lifestyle
- Season/time of the year (any 3) [3]

(d) This question was poorly answered poorly. Some candidates indicated that it is meat/fish/vegetable
or bread crumbs. The correct answer was:
- Cubes of fried-or toasted bread served with soup. [1]

(e) This question was answered fairly well, although a lot of candidates were struggling with the spelling.
The correct answer was:
- Dextrinisation [1]

14 This question was answered poorly. Many candidates explained the melting method and others the Roux
method. The correct answer was:
- Cream shortening and sugar till light and creamy
- Gradually beat in eggs, beat well
- Sift dry ingredients together
- Fold-in dry ingredients into the creamed mixture [4]

15 This question was answered poorly. Most candidates only scored between 0 – 2 marks. The correct
answer was:
- Character traits influence a person’s choice of products, of shops from which to buy and also the way in
which he/she responds to advertisements and promotions.
- Because of similarities in personality traits it is possible to segment people into similar consuming groups
(market segmentation)
- Health conscious person will choose foodstuffs, clothing, sportswear and accessories which promote good
health
- Extroverts will be interested in products which will enhance their social life while introverts are more likely to
choose hobbies, books or records. [4]

16 (a) This question was well-answered. The correct answer was:

- Dual role [1]

(b) This question was answered satisfactorily. The correct answers were:

(i) - Proper planning and organisation of the dual role duties are intellectually more demanding.
- Management skills are necessary because time for fulfilling a career and for managing a
home is now less.
- Clear communication between family members is of extreme importance. [2]
(ii) - Persons in a dual role situation could make use of child care facilities and other social
organisations to make life easier.
- The community’s views and values towards gender roles and the allocation of tasks are still old
fashioned. [2]

17 This question was not answered satisfactorily. Steps must be given in logical order otherwise candidates
will lose marks. The correct answer was:
- Determining and defining realistic goals/needs
- Calculating expected income and expenses
- Drawing up a spending plan
- Recording actual expenditure
- Evaluating and making adjustments if necessary
or

212 JSC Examiners Report 2015

 - Identify and prioritise goals
- Analyse the estimated income
- Determine expected expenditure
- Add and make adjustments until income and expenditure balance
- Implement and evaluate the budget [5]

18 This question was answered poorly. The art principles were stated correctly, but candidates supplied
definitions instead of making use of the picture. The correct answers were:

(a) Formal balance: Two equal side cupboards both sides of the bed/Both sides of the bed (in picture are equal
size bed lamps

(b) Informal balance: The attractions on the cupboards differ/on one cupboard there is an ornament
and on the other cupboard there is nothing

(c) Harmony: All things seems to belongs together because of the lines.

(d) Rhythm: The three pictures above the bed.

(e) Emphasis: The big cupboard/chairs/three pictures (any 3 list and explain) [6]

19 (a) The question was satisfactorily answered satisfactorily, although candidates at some centres stated
that it is a big cupboard. The correct answer was:
- The stock of clothes accumulated over a period of time
- Your stock of clothes consists of all the clothes you have in your wardrobe/
- It is the stock of clothing that you wear during one season of the year [2]

(b) This question was satisfactorily answered satisfactorily. The correct answer was:
- Usable clothes/wearables
- Clothes in need of repair/wear occasionally
- Clothes that you never wear/non-wearables [3]
[40]

Section C

20 The Format of the Section C still needs much attention.

Topic 1: Candidates are supposed to identify the topic from the given question/some even
didn’t write a topic at all
Introduction 1: In most cases a valid introduction was given.
Different Paragraphs 1: In most cases candidates didn’t make use of paragraphs. They just listed the facts
underneath each other. At least two paragraphs should be written for “body - part”.
Conclusion 1: A valid conclusion should be written.
Content: 6 Valuable facts: candidates concentrated more on the nutritional value and neglected
the importance of fish in an eating plan.

Importance:
- Fish is a major source of valued proteins
- It is more easily digested than meat - suitable for invalid diets
- Can be used as a substitute for meat
- It is a cheaper source of complete protein than meat
- Contains less fat than meat - valuable for slimming/diet
- To add variety to the diet
- Fish can be used as an appetizer, soup, main dish or a salad.

Nutritional value
- The protein is of high biological value, containing eight essential amino acids. Proteins build new body cells
or mend damaged cells.
- Fish, except some shellfish, is low in fat and the fats consist of oils, containing mostly unsaturated fatty
acids/omega 3 fatty acids
- Seawater fish is an important source of iodine which prevents goitre problems.
- Phosphorus is the mineral found in the majority of fish.

JSC Examiners Report 2015 213

- Seawater fish is also a source of fluorine.
- All fish contains sodium, chlorine and potassium.
- Fish contains little iron and calcium. Tinned fish with bones is a good source of calcium because most
calcium is found in the bones.
- Shellfish is a good source of zinc.
- Oily fish contains Vitamins A and D in their flesh. White fish contains Vitamins A and D only in their liver oils.
- All fish supply small quantities of the B-group of vitamins, especially niacin and vitamin B6.

3 x facts - Importance and 3 x facts for nutritional value.

214 JSC Examiners Report 2015

 1400
Paper 2

General comments
There is an immense improvement in the candidates’ written work as well as in some teachers’ methods of marking
due to the following reasons:
• The quality of the photos was much better, which made the moderation much easier, although some centres still
sent in small photos or big name cards in front of the dish. This made it difficult to see the dish. One centre even
sent in black and white photos. In some cases candidates were standing when photos were taken and thus made
the dish appear too small. Teachers need to ensure that candidates are seated when photos are taken.

Four centres sent in group photos without food to display. A few centres did not submits group photos with the practicals.

One centre even sent photos with different faces sharing the same name and because these photos were not attached
to the candidates’ work, it was very time consuming getting the right photo to match the correct work.
• Four centres did not submit send in OMR’s after requests were sent to centres. It did not reach the DNEA and
the moderators had to complete OMR’s themselves.
• Some candidates didn’t complete the information on top of each page. Subject teachers have to attend to this
and see to it that the information is available on each page.
• Some teachers gave very high marks for Section B. This resulted in some candidates scoring full marks for
Techniques and Cleaning. They achieved 50 out of 50.

Plan of work
• Most of the candidates wrote all ingredients, but not in the order in which it was supposed to be used.
The candidates have to read their methods first to get the correct order of usage.
• Only a few candidates still did not include the preparation techniques. In some cases candidates wrote it, but the
teachers marked it incorrectly. Preparation techniques must appear on the plan of work.

Time plan
• Many candidates still made use of less than 5 minutes or more than 15 minute time slots. The majority completed
within the 90 minutes, but a few made use of 2 hours or even more, e.g. 08h00 – 14h00.
• Most candidates’ order of work was not systematic, due to the fact that they didn’t indicate anything else that they
were busy with while the dish was baking for the 10 or 30 minutes.
• A few candidates still didn’t indicate washing up/cleaning. Others only indicated this task was completed after
serving, which is incorrect.
• Some candidates still wrote unnecessary information under Special Points. It is only the setting/preheating of the
oven and the baking time that need to be indicated here.

Shopping list
• The majority of candidates transferred ingredients with quantities, but there were still a few who didn’t transfer the
quantities.
• Preparation techniques, e.g. grating cheese was not supposed to appear on this list.
• Many candidates classified margarine under milk products and not under other ingredients.
• No need to transfer water, although some candidates still transferred it.
• Most of the candidates calculated the totals of the salt and the margarine together.

Equipment list
• Measuring equipment is not a problem for the candidates, however they didn’t identify enough equipment needed
for preparation.
• Candidates were supposed to identify the pie/casserole dish as cooking equipment, but not all did.
• Candidates were supposed to have a side plate and cutlery on the serving equipment list.
• Cleaning equipment is still a big problem because most of the candidates listed cleaning agents instead of
equipment.

Evaluation
• Most candidates still have a problem with cooking skills. Instead of mentioning the manipulation of the flour
mixture/batter they were saying that they were using their own cooking skills.
• Candidates showed improvement and scored satisfactory marks, although some still made use of words like
attractive, delicious, nice and good while they were warned to use more descriptive words.

JSC Examiners Report 2015 215

Serving
• The majority of the candidates used clean and neat tablecloths.
• Many candidates were still using cutlery on the table and therefore lost marks.
• Many candidates didn’t make use of a side plate as a serving dish.

Thanks to all the teachers who worked so hard and best of luck for 2016.

216 JSC Examiners Report 2015

INTEGRATED PERFORMING ARTS
1702
Paper 1

General comments
It seems that some schools have taken up the challenge and prepared their learners better than in 2014. This
resulted in slightly higher marks given to these respective schools – well done.

Three out of six schools, however, performed poorly in nearly all sections.

Suggestions to teachers
Work through the prescribed modules and prepare the lessons well in advance. Study the films and worksheets,
listen to the pieces of music and write your own notes. For you, as an Integrated Performing Arts teacher, this will
help you to become knowledgeable regarding the different aspects of the Arts.

Teachers must take the responsibility to draw up their own worksheets and question papers from the materials supplied
in their files for each prescribed part that has been done in class. Worksheets have to be marked and discussed in class
and the correct answers must be given, so that the learners will be able to prepare for tests and examinations.

Many candidates did not adhere to the general examination rules:

Each new section has to be started on a new page. The sections (A – G) have to be indicated on the top of the
respective page.

About 50% of the questions asked are terminologies and require only one-word answers. These can be learnt by heart,
yet some learners were unable to cope. Terms for music, theatre, dance and poetry have to be taught more consistently.

Put more emphasis on revision before tests and examinations. Listen to pieces of prescribed music, watch extracts of
films and musicals and let the learners work on questions and answers.

It is strongly hoped that marks will improve if these suggestions are adhered to.

Comments on individual questions

Section A: Phantom of the Opera

Only two schools performed satisfactorily or well in this section.

Terminologies like premiere/chandelier/prima-donna/balconies/dungeons/scenery/ opera need to be explained and

drilled.

It is not sufficient for the candidate to write down adjectives like “dark” or “light” (Section A: 1c). They have to explain
and describe too.

1 The correct answers were:

(a) a musical comedy [1]

(b) (i) the first performance of a production [1]

(ii) female lead singer (in an opera or musical) [1]

(iii) a dramatic play in which the plot is sung/accompanied by an orchestra/beautiful scenery and
costumes any two [2]

JSC Examiners Report 2015 217

 (c) (i) Setting in the opera house:
• rich colours, mostly red and gold
• lots of decorative details on balconies and stage
• gas-lights light up the stage
• huge glittering chandelier hangs down from ceiling any two [2]
(ii) In the cellars of the opera house:
• lots of passages and niches
• water on floor
• steel bars
• staircases leading downwards
• mysterious corners
• lots of candles
• props and instruments are stored there
• mirrors
• a boat that the Phantom uses
• smoke or mist rising
• rats any two [2]

(d) Paris [1]

(e) Phantom is furious and feels betrayed by Christine.

• Christine wants Phantom to face his fears.
• He cuts the rope of the chandelier and it crashes down.
• The people are hysterical.
• Fire destroys part of the opera house.
• Phantom kidnaps Christine and takes her into the dungeons. any two [2]

(f) Christine kisses him. [1]

(g) Andrew Lloyd Webber [1]

[14]

Section B: Mime/Stage/Drama/Stand-Up Comedy

Most schools performed very poorly in this section. Only one school performed well. It seems that in many schools
stage and play-production terminology has not been introduced to the learners, although it is covered in the syllabus.

Mr Bean and Charlie Chaplin are not part of the Gr. 10 syllabus.
Terminologies like props/scenery/apron/wings/centre stage and the play-structure terms like exposition/crisis/falling
action have to be discussed and learnt.

The correct answers were:

2 (a) Bip, the clown. [1]

(b) a striped pullover (top)/an old (silk) opera hat with a flower/a white face any 2 [2]

(c) Mime is an artform which is performed without dialogue or words/the body and face are used to convey the
message. [2]

(d) Usually very little or no props and scenery are used/props are indicated by body language and gestures. [2]

(e) It does not use language, so everybody can understand the message. Universal human behaviour is expressed/
the actor can mime anywhere: on the street, in schools, on stage, in a room/ it stimulates imagination and
creativity. any two [2]

218 JSC Examiners Report 2015

3 (a) (i) apron

(ii) wings

(iii) centre stage

(iv) downstage left 4 x ½ [2]

(b) Shakespeare/Shaw/Wilde any one [1]

(c) The director is the artistic manager/also organiser for the practical needs/he oversees the casting (auditions)/
plans the stage action/works out the rehearsal schedule/corrects actors/plans the dress rehearsal/works out
the budget/makes an in-depth study of the play/watches for small mistakes, be it technical or otherwise.
any three [3]

(d) (i) exposition

(ii) crisis

(iii) climax

(iv) falling action 4 x ½ [2]

4 (a) Wambo Seun (L. Nangombe)/Lazarus Jacobs/Neville Basson/ Shrek (J. Kaunova)/Slick the Dick
(any one) [1]

(b) Trevor Noah [1]

(c) talk/tell 2 x ½ [1]

[20]

Section C: Forrest Gump

Most schools knew the movie well and therefore could answer questions adequately.

Only two schools could not cope well. After watching the film, the plot has to be discussed, questions have to be
answered and corrected.

The relationship between Forrest and Jenny (5c) is not only a love relationship. This needs to be investigated more
closely.

The correct answers were:

5 (a) ‘Life is like a box of chocolates. You never know what you are going to get.’ [1]

(b) Alabama [1]

(c) She gives him a chance/they are friends as children and adults/helps him with schoolwork/trusts him/tells him
to run when in trouble which helps him in dangerous situations. Forrest always comes back to her/he protects
her/Jenny always seeks him out for peace and security/she handles him like a normal person/he does not
judge her because of her wild lifestyle/Jenny bears his child/when sick she returns to Forrest/she marries him/
she dies in his arms. any three [3]

(d) All his forefathers died during some famous battles so he thought it was his destiny to die on the battlefield in
Vietnam (to become a hero). Without his legs he felt like a useless cripple. any two [2]

(e) (i) He became a champion ping pong player in the army/a sports equipment manufacturer wanted him to use
their products for promotion/they pay big money. any two [2]

(ii) Forrest’s shrimp boat was the only one to survive a heavy storm. [2]

JSC Examiners Report 2015 219

 (f) It has an inspiring storyline/message: we can achieve anything if we try/believe in ourselves/one can laugh
and cry watching this film/very well acted. any two [2]

[13]

Section E: Contemporary/Traditional African Music and Instruments

This section was answered very poorly. Candidates have to be trained to listen to the prescribed pieces or
instruments repeatedly and be able to describe what they hear.

African instruments could not be identified into their respective African instrument groups.

“Pata Pata” (Miriam Makeba) does not mean “party-party” but “touch-touch”.

The correct answers were:

10 (a) Miriam Makeba [1]

(b) jazz/African folk music/black township rhythms any two [2]

(c) people coming together and socialising with music and dance/ African social aspects are expressed
(togetherness)/Gauteng life in township over weekends/song starts with sounds of lots of happy people in
background/ people celebrating love for life on weekends any two [2]

11 (a) the men’s voices are more spoken than sung (chanting).
• the drums beating
• the clapping accompaniment
• click sounds in the Nama/Damara language
• mbira – produces tinkling sound when plucked any three [3]

12 (a) Elemotho [1]

(b) tenor [1]

(c) flute: slow and long soft sounds

• singing with a kind of echo
• rattles: rustling softly like waving grass or flowing water
• decrescendo (getting softer): ending like a fading into the distance any three [3]

13 (a) membranophone

(b) idiophone

(c) aerophone [3]

[16]

Section F: Dance
Most learners coped with this section and some were even able to achieve good marks.

Question 14 (b) These selective questions should be revised and practised with learners in class.

14 (a) can be a ritual/a form of worship/religious/can be a pastime/ an art form/magical ceremony/to express a
group’s togetherness/ enjoyment/trance dance/telling stories/celebrations any two [2]

(b) A: upright posture/elaborate footwork/little head - or body movement

B: head, body and hands are main instruments of expression/ legs stamp rhythmically [5]

220 JSC Examiners Report 2015

 (c) (i) in the Bronx/New York any one [1]

(ii) wild head/spins/jumps, falls and glides/moonwalk: walking – forward – going – backward/
backflip any two [2]

(iii) Michael Jackson [1]

15 UN World Cultural Treasure [1]

[13]

Section G: Poetry
It is worrying that poetry-writing has not been practised in most schools.

Keep to the prescribed 8 – 12 lines, rather let learners work on rhythm, rhyme and the most appropriate words and
expressions.

A poem is not a random piece of writing, but an artwork that has to be composed with care.

Candidates were not sure about the terms:

alliteration/simile/personification/metaphor

There are worksheets on these.

An own title has to be provided.

The structure of the poem (stanzas) has to be studied with examples. A poem is not prose.

Assessment Criteria:
• very imaginative, original, creative
• factually interesting, matured thought
• mastered subject matter
• developing theme with obvious enjoyment
• alliteration and/or personification used correctly/metaphor/simile [9 – 10]

• imaginative and original

• clear sense of overall theme with phrase links
• appropriate use of vocabulary [6 – 8]

• content adequately addressed but unadventurous

• topic not consistently treated
• ideas developed and structure apparent with recognisable beginning and end [3 – 5]

• little understanding of topic

• poor structure leads to confusion
• random, simple ideas
• ideas thinly developed
• no use of either personification or alliteration/simile/metaphor [1 – 2]
[10]

JSC Examiners Report 2015 221

 1702
Paper 2

General comments
Most of the candidates performed very well in the practical Integrated Performing Arts examination. Most of the
candidates performed excellently in the prepared solo question paper because they could choose their own topic.
Most of the candidates had a lot of props for their performances. The use of a DJ helped a lot. In future, they can
be even more involved. This year the candidates used more props, but they can even make use of more props in
the group work. They must use only functional props for their performance. Many candidates used mime in their
performances. The balance between drama, music and dance was in a ratio of almost 1:1, which is much better. The
candidates may use more musical instruments in their performances.

The teachers must teach the candidates to focus on the following:

1 Candidates should not speak behind their hands.

2 Ensure that candidates use more music that they have created themselves.

3 Candidates may put in more time and effort in the preparation of the program.

4 Candidates may not use foul language on the stage.

5 Candidates must be taught to not to use one phrase frequently, like “O my goodness”.

6 Candidates may not eat/chew bubblegum on the stage.

7 Candidates may use mime in their play, but it is NOT compulsory.

8 The DJ can play the music softer (just background) music.

9 If they use cellphones for music they must ensure that the battery is fully charged.

10 Candidates must ensure that their hair is out of their faces as it makes it difficult to see the facial expressions
with hair in the face.

11 Candidates can/must speak slower.

12 They must not wear skimpy clothing.

13 The candidates must always perform for the audience.

14 The candidates with beautiful voices may sing more during their performances.
Please pay attention to the following: The candidates must receive copies of the criteria and guidelines
regarding the examination in advance.

Paper 1: Practical work: individually prepared work

Individual Performances (Prepared)

222 JSC Examiners Report 2015

The candidates were well-prepared and performed with confidence. The performances were of a high standard. The
music and dances were well-planned and formed an integrated part of the performance. During the performances a
variety of skills and interpretations were displayed. Creative thinking, technical and artistic preparation of candidates
was impressive. Only eighteen candidates created and performed their own music. Very creative props were used.
The candidates used much more purposeful props this year. Many of the candidates also used mimic in their work.
Teachers must bear in mind that candidates may not only use mime as some of the candidates can work more with
facial expressions and voice productions. The candidates must practise in the examination venue beforehand to get
used to the stage.

Paper 2: practical work: group prepared work

Group work (Prepared)

The groups had prepared themselves well. Most of the performances were excellent. The candidates had many
interesting interpretations of the topic. Props were very simple, but effective. The effort and time taken in planning,
preparation, attention to detail and originality is reflected in the allocated marks.

Paper 3: Practical work: group unprepared work

JSC Examiners Report 2015 223

 1702
Paper 3

General comments

The candidates did very well. They liked the topic and could easily relate to it. They could plan quickly and the role play
was easy for them. They used all the levels, incorporating music, dance and drama. They used a variety of different
perspectives to interpret the topic. They use music and props effectively.

224 JSC Examiners Report 2015

KEYBOARD AND WORD PROCESSING
1501
Paper 1

General comments

The question paper was up to standard, set according to production typing principles and it tested all four domains
outlined in the syllabi.

There has been an improvement in the marks of the learners. It is very obvious that the teachers read the 2014 report
and gave attention to what was said.

Subject teachers must see to it that the learners only type the Name and Surname, candidate number and Question
number in Header. No other information is needed.

Peneyambeko Ashipala 151A000052

Question 1

Handwritten names, candidate number or question numbers are not allowed and should not be included in folders.

Covers

The JSC Chief invigilators are responsible for these folders as they should be delivered with the stationery at the
beginning of the examination. If there are no folders, contact DNEA beforehand and make sure they are delivered.

Teachers and CD’s

Teachers should PLEASE make sure the candidates’ work is copied onto a CD or on a Memory Stick. The CD must
accompany the answer scripts that are sent to the DNEA offices. Please make sure the school’s name and centre
number appears on the CD. Some school did not send in any CD’s.

Information typed by learners must be saved and kept safe for six months.

Invigilators

There were still schools without Printing Properties or Footers. It must be attached as the candidates lost marks.
Candidates should always change the Printer Settings from “letter” to A4 before Printing.

Teacher/Invigilators need to be reminded to hand back the folders to the candidates after the exams before the candidates
leave the exam room. They need to check whether all their typed questions were printed and inserted in the folders.
Teachers are encouraged to use the Printing Properties during the August Mock Examination.

The file “My documents” should not contain any information that could assist the candidates in the examination. It
happened at some centres that old merged letters and databases and tabular statements were printed out and handed
in.

Observation about high speed and poor accuracy and few questions answered in other questions

It was observed that some centres reached a speed of 20 – 25 w.p.m. with good marks, but still ONLY handed in
Questions 1 - 5, 6 and performed poorly in accuracy. This is absolutely impossible because it indicates that the
candidate had more than 10 minutes for the speed test. Invigilators should refrain from such malpractices and keep
strictly to the 10 minutes.

The Keyboard and Word Processing teacher should teach the candidates during the year to type their exercises
according to time in the KWP periods, and then they would know how to finish the examination on time. Write the
questions with the time limit on the board for an indication.

JSC Examiners Report 2015 225

Candidates should be encouraged to answer the Papers as follows:

Question 1- 10 minutes; [1] question 6- 15 minutes; [3] question 5- 20 minutes; [4] question 3- 25 minutes; [2]
question 4- 20 minutes and then [5] question 2- 30 minutes.

Comments on individual questions

Question 1 - Speed and accuracy test

Although a satisfactory grade of accuracy was achieved, some candidates still lack practise with the Keyboard mastering,
due to lack of touch typing some candidates did not reach the minimum speed of 20 w.p.m. More speed and accuracy
drills are needed. [Every period before starting with daily lesson.]

Candidates are typing according to the Triangle method [Question paper, Keyboard and Screen] they waist a lot of time
instead of doing Touch typing

Letter spaces after punctuation marks still needs attention. Candidates still leave one space after a full stop.

Attention should be given to singular and plural words: the word Messages appeared a lot and should not be typed as
Message. Candidates changed words, e.g. opinions not options; educating and not education.

Candidates who skip lines lost a lot of marks and should be encouraged to type with a ruler to minimise the skipping of
lines.

Enter twice and not three times between paragraphs (line spacing should be [1,5 lines].

Candidates should complete the last word after the 10 minutes and not only type half of the word. E.g. origin they
should type originator.

Question 2 - Merged letter

This question was answered poorly or not at all, due to the fact that candidates still do not know how to type a database,
how to insert field names and how to merge. More practice is recommended.

Candidates must print all the information as asked in the question paper: data base, form letter and 2 merged
letters

Database

Order and wording of database must be exactly the same as given in the question. Do not type in bold if not asked.
Database should be printed on Landscape – fit it to one page (Courier New, Size 12). Change your left- and right
hand margin to 0.5”. Double click on vertical lines at the top so that information will fit in.

Candidates should “Autofit” for the information not to be cut.

Candidates should print all the Pages of the Database if they are two, because of not using “Fit to one page”.

Candidates typed Initials instead of Initials, P.O.BOX, instead of P.O. Box, Principle instead of Principal.

Field letter

Subject teachers should pay more attention to the typing of letters from the beginning of the year. Some candidates did
not even attempt to answer this question. Letter spaces should be made between the following Fieldnames

<<Title>> <<Initials>> <<Surname>>

Candidates had to retrieve a Letterhead. Some candidates still struggle because they did not read instructions or had
practise in retrieving letterheads and typing on re-designed letterheads with them. Attention should be given to this (see
page 7, number 6, correspondences in the syllabus).

226 JSC Examiners Report 2015

Some candidates create own fields resulting in the loss of marks.

When fields are inserted, make sure that “Courier New” is used from the Reference up to the last field inserted.

More attention should be given when typing the date on the letterhead. Turn up to lines after the printed address before
inserting the field for the date in the correct place.

Candidates should get more practise in the method of typing different paragraphs (study the directives).

The word subject heading or subject reference should not be typed in front of the subject heading [FIRST AID HINTS].

Many candidates exchanged the salutation and subject heading: Always address the person first.

Many candidates typed the catchword on the second page. The catch word should always be typed at the bottom of
the first page. 2 lines after the last typed line. It might be that your lines differ from those on the question paper, but the
rule still says 2 lines after the last typed line on page 1.
Always preview your documents before printing to ensure that the catch word will be printed on the first page.
ATTENTION SHOULD BE PAID TO CLOSURE OF LETTER.

A letter does not end with: Yours faithfully. Look at the beginning of the question who dictated and who
typed the letter.

Enter 4 times for the signature is given is given.

The dictator will sign below this. His name is typed according to the typing rules. Never type Mr in front of the dictator
Initials and Surname and Dr or Prof. if given.

Enclosure only typed when mentioned in letter/given. In this case there was no enclosure.

Refrain from typing the sentence Ms G. Amupindi his secretary for example (5 words + 1 = 6) added.

Merged letters

Candidates must make sure they hand in the merged letter with two recipients.
In general, more attention and practise should be given to merged letters.

Question 3 – Tabular statement

Most candidates scored good marks for ACCURACY, but DISPLAY was neglected.

Candidates should read instructions that were given at the top and bottom of the question paper, especially where it
says TYPIST DO THE FOLLOWING.

Candidates created more columns and lines than needed. Type the information as given on question paper [ROW by
ROW not column by column].

If information is in lowercase keep it as given, do not change the case.

A lot of attention should be given to the typing of digits/figures. Mathematical order should be used, a spaces between
hundreds and thousands.

e.g. 9 643
10 754
124 420
834
78

JSC Examiners Report 2015 227

FOOTNOTE SIGNS: No spaces between sign and word at the beginning or end.
Do not type under footnote sign at bottom of table.
Footnote must be between margins, the width must be correct, otherwise type over two lines.

Footnotes to be typed with 2 lines in between (double line).

Candidates should know the rule for typing footnotes.
The dagger should be superscript not italics or bold and the asterisk should not be superscript.

Candidate should not omit full stops at the end of footnote sentence if given, otherwise they will lose - 2 marks every
time.

Some candidates continue to delete all their borders and words jumping onto the next line, thus they lose a lot of marks.

Candidates answered the question as if it is an encased tabular statement and they lost marks.

Give more attention to:

The 2 spaces before and after a vertical line by using TABLE AND TABLE PROPERTIES, SETTINGS 0.2” BOTH SIDES.

Centre the table

Question 4 – Paragraphs – editing

This question was well-answered. Candidates knew HOW to do editing, but display rules of paragraphs was still poor.
Most centres retrieved the question, but they did not change the Line spacing nor the Font size.

Keyboard and Word Processing teachers must remember: If you key in any words wrongly you disadvantage your
candidates.
To protect them in this regard, it is suggested that the JSC Chief invigilator proofreads Question 4 after the subject
teacher has keyed in, and prior loading it onto the computer the day before the examination.

If paragraphs are given in lower case stick to lower case and vice versa. Do not change it; otherwise it will count as an
accuracy error every time. Do not underline edited words. It is not proofreading, unless it was an editing instruction.

Question 5 – Menu

Candidates scored average marks for this question, although some did not apply the basic rules.

Candidates were supposed to follow the sequence of the numbers to type Menu, but some centres typed the numbers.
Both margins (left and right) should be 1”.
Do not type on 2 pages.

Remember to delete/take out the Border inserted.

Copy typing should be applied. Do not change letters and signs, unless instructed to do so.

The correct spelling for POEDING IS PUDDING.

Vertical alignment should be applied as follows: File –Page Setup –Layout –Change to centre.
Candidates do not know the Manuscript sign Spaced Capitals.
Spaces between letters should be one space and 3 letter spaces between the words with underlining.

Centre the ”Menu” Vertically and Horizontally. Change the Font and Size to 12, Courier New” if previously typed words
were typed in another Font/Size, before line paces are turned up.

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Question 6 – Proofreading

This question was well-answered by most centres. Some candidates corrected the errors, but did not underline them;
therefore they lost all the marks.

The duties of the candidates were:

To retrieve the file
Correct errors that were made, and
Underline the whole word, not only the letter corrected
The only errors to appear in the proofreading will be accuracy errors
Print out and hand in

Candidates should remember if any Line spacing or hanging mistakes occur they should ignore it and not indicate it as
errors.

Do not underline punctuation unless it was an error.

Teachers should encourage the candidates to DOUBLE CLICK on the corrected word to highlight it and click underline;
this will solve the problems of underlining spaces and punctuation, unless it was a deliberately made error.

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LIFE SCIENCE
1220
Paper 1

Section A
1 C
2 B
3 D
4 D
5 D
6 C
7 A
8 C
9 B
10 C
11 D
12 B
13 B
14 D
15 D
16 C
17 A
18 B
19 B
20 C
21 D
22 C
23 B
24 B
25 C
26 C
27 A
28 C
29 A
30 A [30]

JSC Examiners Report 2015 247

Section B

General comments
It is important to realise that not all questions are supposed to carry equal marks as the syllabus determines how many
marks may be assigned to specific topics. There is also no stipulation in the syllabus that all questions should be
accompanied by a diagram. It needs to be emphasised that learners are unable to express themselves in English and
this makes it extremely difficult to understand what learners are trying to say. Learners, however, are not negatively
affected if it is phonetically clear what they wish to communicate. Learners should be encouraged to attempt all
questions and not leave some unanswered. It is important that teachers complete the whole syllabus to prepare
learners thoroughly for the exams because it is evident during marking that all the candidates at some centres do not
answer certain topics. What seems clear is that many learners did not take the time to read questions properly. One
other factor which contributes to the wide range of answers given to specific questions could be the lack of a common
textbook for all schools. Command words like ‘explain, describe’ seem not to be well understood. It is also evident that
teachers interpret the syllabus in many different ways.

General abbreviations used:

I ignore
R reject
Ecf error carried forward
RA reverse argument
OWTTE other words to that effect
A accept
; indicates a marking point
/ separates alternative answers
( ) may be omitted
__ underlined parts are compulsory

1 (a) (i) Mostly well-answered. Some learners are not familiar with the term ‘protozoan’, thus they
referred to Anopheles mosquito.
Plasmodium; [1]
(ii) Answered fairly well because many learners refer to both male and female mosquitoes feeding
on blood, but that females suck more than males. Some referred to females feeding on humans
rather than on human blood.
females feed on/need (human) blood;
A RA/males feed on plant sap/plant juice;
A female use blood + correct reason (e.g. use/need blood to lay eggs or needs it for development or
reproduction); [1]
(iii) Most learners knew the correct answer.
B; [1]
(iv) Well-answered, but many learners referred to the abdomen as the back or the tail, even though
insects are dealt with in grade 9.
abdomen points upwards/slanting/raised/higher up/idea of abdomen higher up/AW; [1]

(b) (i) Answered poorly because many learners referred to the parasite/pathogen as saliva/eggs/
disease/bacteria/virus, etc.
stage 2: plasmodium/parasites/sporozoites carried/enter transported/moved in blood/to liver;

This part was answered fairly well, even though some learners could not identify the organ where the
multiplication of the pathogen took place, thus referring to the liver as lungs/red blood cell/stomach,
amongst others.
stage 3: plasmodium/parasites/merozoites reproduce/multiply/increase (in liver cells); [2]
(ii) Well-answered by the majority of candidates.
red blood cell/erythrocyte(s); A RBC R rbc [1]
(iii) Answered poorly because many learners could not qualify the properties of the red blood cell in
the question.
(mature red blood cells lack a nucleus) thus more space for growth/reproduction/more space for more
parasites/AW;
red blood cells have supply of oxygen for life processes; A any life processes specified, e.g. respiration,

248 JSC Examiners Report 2015

 etc./RBC have haemoglobin/food/protein to feed on max [1]
(iv) Well-answered, even though learners struggled with the spelling of some symptoms.
fever/high (body) temperature; R yellow/hay fever
(severe) sweating/night sweats;
(severe) headache;
vomiting (with bile)/nausea;
anaemia/tiredness;
shivering/chills/feeling cold + when it is hot; max [1]

(c) (i) Most learners found this question challenging and made reference to vaccination.
vaccine; R vaccination [1]
(ii) Mostly well-answered.
lymphocytes/white blood (cells); A WBC R wbc [1]
(iii) Answered fairly well since many learners referred to the uses of traditional medicine instead of
the advantages of using them.
they are cheap/affordable/free;
readily/locally available;
it is natural/no added chemicals;
R has no side effects; max [1]
[12]

2 (a) (i) This question was well-answered, however some learners referred to the eyepiece lens as the
nosepiece and the mirror as the light source.
A- eyepiece/ocular (lens);
B- mirror; A light source, e.g. mirror R light source [2]
(ii) This question was well-answered, although few learners wrongly referred to the mirror as
producing light.
focus/reflect/direct/diverts/control/increase light through the slide/specimen/microscope/acts as a light
source/it is a light source/it is a source of light/it acts as an illuminator; [1]

(b) It is evident that learners are only familiar with the theoretical knowledge of microscope and seldom
get an opportunity to actually handle it. Many references were made to ‘taking care of microscopes’.
use the coarse focusing/coarse adjustment (knob);
with low (power) objective lens in position;
use the fine focusing/fine adjustment (knob) to do (fine) adjustments; max [2]
[5]

3 (a) Mostly well-answered, though a few learners wrote letters and a few others wrote completely different
organisms than the ones given.
A - earthworm;
B - nematode;
C - snail;
D - fly maggot;
E - slug; [5]

(b) Most learners could not provide a satisfactory answer and instead wrote the definitions of the terms,
with some referring to evolution as ovulation.

(i) living organisms evolved/changed over years/became more complex/living organisms become
different/ show variation/vary;

(ii) classification/classify/putting/sort (living) organisms into groups/new subgroups are formed;

(iii) living organisms are related to one another;

(iv) by putting closely related organisms into the same group;

(v) evolutionary sequences can be shown in the classification system; max [3]

[8]

JSC Examiners Report 2015 249

4 (a) Most learners made the correct choice, but some failed to read the instructions correctly and rather
circled the answers. Some learners were not familiar with the terms cilia.

(i) prokaryotic;
nucleus; [2]
(ii) tissue; [1]

(iii) microscopic; [1]

(b) Although well-answered, some learners did not read the question carefully and arranged the parts
from the smallest.
organ system→ organ → tissue → cell; [1]

(c) (i) Learners appear not to be familiar with examples of organ systems. Some made reference to
particular hormones and many referred to reproductive system.
endocrine/hormonal (system/glands);
(ii) Many learners knew the answer but struggled with the spelling. Some learners referred to the
kidneys which is only one organ in the organ system.
excretory (system); [2]
[7]

5 (a) This question was answered moderately well. Some learners referred to narrow veins instead of
narrow leaves at (i). Many learners gave a range of numbers at (iv) instead of just three. Some
learners thought that fibrous roots are synonymous with taproots.

monocotyledon dictyledon
leaves (i) narrow leaf/strapliker/ broad leaf
ribbon-like
veins on leaves parallel (ii) net/branched/branching
veins/network of veins

A webbed

R not parallel
cotyledons one (iii) two
flower parts (iv) groups/multiples of three groups of four or five

R 3 in combination with
another number
roots adventitious (v) tap (root) main root and
lateral root
[5]

(b) This question was answered moderately well. Many learners mentioned differences between
monocots and dicots instead of features they have in common.
flowers;
seeds/fruits;
have stem + leaves + roots;
have vascular tissue/bundles/xylem and phloem/have veins;
R they have flower parts max [2]
[7]

250 JSC Examiners Report 2015

6 (a) A part of this question was well-answered as many learners could mention the ‘right amount’
regardless of the few who referred-to adequate or sufficient amounts, which was wrong. The part
which many learners struggled with was to mention that it is a diet which should include all nutrients/
food substances. Instead many learners made reference to food groups which was not correct.
a diet that contains all the nutrients/food substances (needed by the body); R food only or food groups
A each of the nutrients/food substances;
A if nutrients is listed; all 7 must be present;
in the correct/right amounts/quantities/proportions/ratios;
A taken in the required amounts/taken in the amounts it should
be taken in [2]

(b) Many learners knew the correct answers, but instead of using the letters as instructed, they mistakenly
wrote down names of nutrients.

(i) B;
R carbohydrates [1]
(ii) C;
R fats/oils [1]

(c) (i) Most learners made the correct choice to gain marks.
carbohydrate/protein/fat/vitamins; [1]
(ii) This question was not understood by many learners as some made reference to fertilisers instead.
nutrients that contain (the element) (hydro) carbon;
nutrients made by plants (during photosynthesis);
A made by living organisms during photosynthesis max [1]

(d) (i) This question was either not read well or well-understood as many learners made reference to
different nutrients or food sources instead of elements from the periodic table.
C, H, O/carbon, hydrogen, oxygen; [1]
(ii) This question was answered moderately well. Once again, many learners misread the question
and instead of referring to a component in butter, some referred to a functional disorder like
obesity, heart attack, etc.
Spelling of cholesterol proved to be a major challenge.
cholesterol; [1]

(e) This question was well-answered, but still too many learners made reference to deficiency diseases
not linked to proteins. Many learners found the spelling a bit challenging.
kwashiorkor; [1]
[9]

7 (a) Label A was mostly well-answered, but a few learners confused A for the bronchiole and even bronchitis.
Label B was identified correctly by most learners, but a few are not familiar with the diagram and labelled it
as liver/stomach/heart, amongst others.
Label C was mostly identified correctly, but as was the case with Label A ,spelling the term correctly was a
challenge.
A - bronchus/bronchi;
B - (left) lung; I right
C - diaphragm; R diagram [3]

JSC Examiners Report 2015 251

 (b) (i) Requesting learners to draw, is based on the competencies of Scientific Processes and it is
a practical skill. Schools, therefore, are not required to offer drawing as a Subject in order for
learners to master this competency.
Learners should be requested, more regularly, to do labelled drawings whilst keeping all the rules
regarding a biological drawing in mind.
Many learners could draw the alveolus with the capillary, but they did not realise that both have a single
celled epithelial wall. The walls of both were drawn with too many layers and the blood cells were drawn
outside the capillary in the space between the alveolus and the capillary.
The label lines for the alveolus and the capillary, at times, pointed to exactly the same structures. Many
learners placed the arrows representing the gases at the entrance to the alveolus not realising that
those arrows represent ventilation rather than gaseous exchange.
Gaseous exchange is represented by the arrow labelled O2 drawn from the inside of the alveolus into
the capillary and the arrow labelled CO2 drawn from the inside of the capillary into the alveolus.

alveolus;

capillary (pulmonary);

CO2 (carbon dioxide);

O2 (oxygen);

Marking key (mark with letters in “For Examiner’s Use” column)

D – drawing of alveolus and capillary; look for a separate wall for the alveoli and capillary
L – labelling of alveolus and capillary
G – oxygen (O2) + arrow
G – carbon dioxide (CO2) + arrow [4]
(ii) This question was answered fairly well since many learners mismatched the features and their
corresponding significance. It would appear that many learners are not familiar with the features
of gaseous exchange surfaces and their significance.
Some learners were negligent because they even linked the two headings, A and B.
Many learners ignored the instruction of using a ruler to draw the lines. A few learners left this part of the
question unanswered .
A B
rounded shape of alveoli maintain concentration gradient;
thin wall of alveoli for gases to dissolve in;
moist inner lining of alveoli provides increased surface area;
Well-ventilated alveoli provides shorter diffusion distance;
[4]
[11]

252 JSC Examiners Report 2015

8 (a) Many learners are not familiar with the general organisation of the types of blood vessels in the body
.i.e. artery→arteriole→capillary→venule→vein.
Many learners switched their answers and some learners even identified the blood vessels, even though
the question specifically asked for the type of blood vessel. Some learners misread the question and made
reference to blood cells instead.
A - vein; - A ref. to a named vein R vena cava
B - artery; - A ref. to a named artery R aorta [2]

(b) When learners switched the answers in (a) they continued with the mistake in (b),
But with ecf most learners were still able to score a mark. Many learners did not read the question well and
wrote general differences including functional differences. Many learners still find it challenging to link like
terms when giving a difference and teachers should emphasise during teaching how learners should present
the differences. The following is an example of common errors made by learners: “Veins have valves while
arteries have a thick wall”.
The correct descriptive terms should be emphasised as well. The lumen of the artery should be described
as narrow instead of thick/thin. The walls of the respective blood vessels should be described as thick/thin
instead of references being made to the blood vessels of being thick/thin.

A (vein) B (artery)
thin walls/less elastic fibre/less muscle thick walls/more elastic fibre/more muscle;
wider lumen A large/big narrow lumen; A small
valves no valves;
max [2]

(c) (i) This question was answered poorly and it appears as if this part of the syllabus was neglected. Learners
could not identify C as the capillary and made reference to the alveoli instead.
the exchange/movement of substances (between blood and cells);
A for diffusion (of substances)
A exchange of gases/gaseous exchange [1]
(ii) This question was answered poorly as learners made reference to the adaptations of alveoli
instead of capillaries. Learners are not familiar with the function and adaptations of capillaries,
neither can they recognise a capillary network in diagrams. Learners should also be made
aware that capillaries do not only surround the alveoli.
one cell thick wall/(very) thin wall;
walls are selectively/partially/semi/differentially permeable;
gaps/pores in wall; max [2]
[7]

JSC Examiners Report 2015 253

9 (a) This question was answered poorly as most learners failed to identify a pair of muscles in the diagram
using the letters provided. Some only wrote down one letter while others wrote down three or more
letters giving the impression that the term ‘pair’ was not understood. Some learners made reference
to antagonistic muscles while others made reference to ‘biceps and triceps’ which are found in the
upper arm.
B and D/C and E; [2]

(b) This question was answered moderately. Although some learners could identify a type of muscle
many could not provide a location. Learners found the spelling of ‘cardiac’ quite challenging.
It is important to emphasise the presence of these muscles, not only in organs, but rather in the walls of the
specified organs.
cardiac muscle; R heart muscle
in the heart;
OR
smooth muscle;
wall of alimentary canal/named example;
wall of blood vessels/uterus/bladder; max [2]

(c) This question was answered poorly as it was evident that learners did not understand the question.
Some learners gave general functions of the skeleton without being specific as to named bones
protecting named organs.
A few learners switched the functions like ‘the brain protects the skull’ rather than the other way around.
(i) (bones of) skull form a hard shell (around) the brain (to protect it);

(ii) ribs (form a cage) around organs in chest (cavity)/protect heart/lungs;

(iii) backbone/vertebral column protects/around spinal cord;

(iiv) pelvis/pelvic bone/girdle protects kidneys; [2]

[6]

10 (a) (i) This question was not well-answered as some learners did not realise that the diagram
represented reproductive processes. Some made references to the sun/earth/global warming
and even eyes.
Some learners did not notice the head of one sperm entering the egg cell in stage A. General definitions
of fertilisation are taught to learners without explaining that it is the nuclei of the two gametes that need
to fuse for a zygote to be formed as was happening in stage B.
A - (head of) sperm penetrates/enters an egg cell/ovum;
A sperm trying to enter/get into egg cell [1]
B - sperm nucleus/head fuses with egg nucleus/fertilisation/conception; zygote/fertilised egg is
formed;
A sperm fertilises egg max [1]
R fertile egg
R sperm meets with egg cell
(ii) Although this question was moderately answered. It was clear that learners found the spelling
challenging.
oviduct/fallopian tube; [1]
(iii) This question was well-answered.
zygote/fertilised egg; R fertile egg [1]
(iv) This question was very well-answered.
natural/withdrawal/rhythm/abstinence/abstain mechanical/diaphragm/condom/femidom; A barrier R IUD
or
named IUD chemical/spermicidal cream/spermicide/pill/injection; R morning after pill surgical/
sterilisation/tubal ligation/vasectomy max [1]

254 JSC Examiners Report 2015

 (b) (i) This question was moderately answered. Many learners did not name processes, but rather
gave statements describing processes instead.
Once again, some learners did not read the question well and therefore switched the two answers.
Some learners referred to ovulation as ‘evolution’ and menstruation as ‘menstrual cycle’.
14 - ovulation;
1 - menstruation; A menstrual period
R period alone
R mensuration
R menstrual cycle [2]
(ii) This question was answered moderately well with some learners referring to the male hormones.
Spelling was a challenge.
progesterone; [1]
(iii) This question was not well-answered. Many learners linked their answer to pregnancy, but it
was mostly out of context because the pregnancy in question was already in progress, whereas
learners were referring to pregnancies that still had to happen.
egg cell was fertilised/pregnancy/conception/fertilisation occurred/happened/has taken place; [1]
(iv) This question was answered moderately well because some learners misread the question.
Since the question made reference to two hormones, some learners ended up naming two
hormones as their answer.
ovary; A ovaries [1]
[10]

11 (a) This question proved to be challenging to many learners. Many referred to genes/alleles being visible
or invisible as well as being weak/strong.
dominant means the characteristics (of this allele/gene) are observed/expressed/shown/seen (in a
heterozygous phenotype)/are always observed/expressed/shown/seen in the appearance of an organism;
recessive means the physical characteristics are not observed/not expressed/not shown/not seen (in a
heterozygous individual)/only visible in a homozygous phenotype; [2]

(b) (i) This question was well-answered, even though many learners referred to XX instead of parent A.
parent A; A XX [1]
(ii) This question was answered moderately well because many learners made the mistake of
referring to female gametes having XX sex chromosomes instead of both gametes having the X
sex chromosome.
has XX chromosomes/both sex chromosomes are the same; A female gametes/sex cells/egg cells only
have X chromosomes A RA – only males have a Y chromosome [1]
(iii) This question was not well-understood as many learners referred to a number of chromosomes
while some learners referred to ‘equal’ without qualifying it further.
50/50 / 50% /1 out of 2 / half a chance / 0.5 /1:1; [1]
(iv) Many learners did not see the term ‘gamete’ in the question, therefore quite a few referred to 46
which is the number of chromosomes in a body cell.
23; A 23 single ones
R 23 pairs [1]

(c) Although a list of characteristics and descriptions were provided from which a choice was to be made,
some learners opted to write answers which were not listed.
Learners need to be sensitised on genetic as well as acquired features.
blue eyes; R eye colour
long legs;
natural black hair; R hair colour [3]
[9]

JSC Examiners Report 2015 255

12 (a) (i) This question was moderately answered. Once again, it surfaced that learners are not familiar
with processes, they rather dwell on lengthy explanations of processes. Most learners managed
to answer this question satisfactorily though a few of them switched the answers around.
increase CO2: deforestation/combustion/burning of fossil fuels/decomposition/volcanic eruptions; A
respiration [1]
decrease CO2: photosynthesis/reforestation/afforestation/planting more trees;
A catalytic converters in car exhausts or chimneys [1]
(ii) This question was well-answered, though a few learners referred to gases like sulphur dioxide
causing Acid Rain.
methane/CH4
CFCs;
nitrogen/nitrous oxides/NO/oxides of nitrogen;
water vapour;
mark as a list max [2]

(b) (i) The question was not understood by most learners, especially the term ‘composition’. Many
learners referred to the thickness of the ozone.
Some learners who understood the question referred to molecules instead of atoms.
three oxygen atoms/O3; R oxygen molecules
Most learners were familiar with the location of ozone, with some using the diagram to their advantage.
A few learners made reference to the 25 km from the sun. The spelling of stratosphere was a
challenge.
found in the stratosphere/20 – 35 km above earth/above sea level; [2]
(ii) This question was moderately answered as learners, at times, were vague in their answers.
Some referred to being protected from skin cancer or heat / rays of the sun.
Many learners referred to the ‘earth’ being protected instead of living organisms.
traps/absorbs/filters harmful ultraviolet rays/UV-rays; R reflect
protects living organisms from UV-rays; R sun’s rays
A minimises/reduces the effects of UV-rays on living organisms
R prevents/stops/keeps out UV-rays from entering the earth
R protects the earth [1]

(c) (i) Mostly well-answered.

CFCs/chlorofluorocarbons [1]
(ii) This question was moderately answered as some learners referred to the effects of global
warming, e.g. flooding. Many learners were not specific as to the kind of cancer that can be caused.
sunburn/skin cancer; R skin burn R cancer on its own eye cataracts/damage; R blindness damage to
plants/leaves/crops max [1]
[9]

256 JSC Examiners Report 2015

MATHEMATICS
1200/1201
Paper 1

GENERAL COMMENTS

Overall, the standard of the question paper was good and most learners have performed better in paper 1 when
compared to 2014. The following aspects proved to be challenging to the learners and this resulted in the loss of marks.
• Reading and understanding the instruction on the cover page of the question paper.
• Careful reading and correct checking of the given diagrams, (e.g. the thermometer).
• The use of inequality signs (<,>,≤ and ≥) and the equal sign to compare and arrange the given numbers in the
size given (Ascending or Descending order).
• Giving the final answers in fractions and ratio in the simplest form.
• Using, comma instead of using a full stop in writing decimal numbers.
• Teachers should use the syllabus when teaching candidates the correct terminologies and use text books
as references.
• Reading the whole question and giving answers and solutions to questions asked.

COMMENTS ON INDIVIDUAL QUESTIONS

1 The question was well-answered fairly well, although some learners failed to give or write the answer with
a negative sign.

1. -3 1 C.a.o.

2 This question was answered fair well, even though a few learners could not use the inequality signs or
determine how to arrange the numbers correctly.

2. 0.3<0.33<0.35 1 C.a.o.

3 Many learners were able to place 4 at the correct position on the number line, but a few learners could
5 4
not figure out what to do or misplaced on the number line.
5
3. 4 1 C.a.o.
5 in correct
position

4 This question was well-answered, although there were a few learners who did not know what to do.

4. 56 1 C.a.o.

5 This question was answered poorly. Many learners could not write the product of a prime factor of 36.
Teachers should emphasise on how to calculate the product of a prime number of different numbers and
revise the whole numbers concept before the learner starts writing the final examination.

5. 2x2x3x3 or 1 C.a.o. accept (2x3)2

22x32

6 For some learners changing standard numbers with a negative power to ordinary numbers seemed
to be a challenge. But the question was answered fairly well. A few learners did not understand what an
ordinary number is or they did not know what to do. Teachers should revise and emphasise on how to
write numbers in standard and how to change them back to ordinary numbers. Learners still use a comma
instead of using a full stop to write decimal numbers.

6. 0.0000167 1 C.a.o.

7 This question was well-answered, although a few learners did not leave their answers in the simplest
form. Teachers should encourage learners to use their calculator to simplify their fractions where possible.

7. 9 1 C.a.o.
20

JSC Examiners Report 2015 257

8 This question is based on the calculator skills. The question is well answered but there are few learners
who do not know what to do or do not have the skills on how to answer this question.

8. 91 1 C.a.o.

9 This question is poorly answered; most learners calculated the percentage of 23 learners who can swim
instead of those who cannot swim. 57.5% was a common answer instead of 42.5%. Teachers should
encourage learners to read and understand the whole question before answering.

9. 42.5% 2 C.a.o

10 This question was poorly answered; few learners got the answer correct. Most learners did not leave
their answers in the simplest form and some did not know what to do with this question. Teachers should
emphasise and revise on how to form and simplify ratio from different numbers, figures, shapes and
objects arranged in a certain sequences.

10. 1:2 1 C.a.o

11 This question is well answered, although few learners got it wrong. Emphasis should be put on sharing
using ratio and finding quantity with given ratio.

11. 16 2 M1 for 4 x 28
7

12 A lot of learners got this question correct. Most learners did not need to calculate; they just have to read
and understand the question and apply logic on to it. The pages have double and so the time since the
reading was done at the same rate.

12. 14 Minutes 2 7 x 10 70
M1 for 5 or 5 or 5x = 7 x 10

13 For part (a) is well answered, although for few learners the rounding of money to 2 decimal place still
a challenge. Part (b), this question is poorly answered, most learners could not use the loss, N$70.00
common work was N$189.95 ÷ N$259.95 × 100. Some learners use N$70.00 ÷ N$189.95 × 100. Teachers
should emphasise on how to calculate percentage profit and percentage loss.

13. (a) 70.00 1 C.a.o

(b) 26.9 2 M1 for (70÷259.95) x 100 F.t their (a) ÷ 259.95 x 100

14 This question is fairly answered, few learners fail to use the given currency exchange rate to get the
correct answer.

14. 29.40 2 M1 for 420 x 0.07

15 This question was very poorly answered. A lot of learners calculated it using the simple interest instead of
using Compound interest method. The common wrong answer was N$880. Teachers should give more
exercises and practice to learners to make the differences between Simple and Compound interest.

15. 882 2
 5 2
 1+ 
M1 for 800  100  or 800 (1.05)2 o.e
16 This question is fairly answered; some learners could not remember the formula on how to calculate the
area of the kite. Some learners could not half the product of the two diagonal to get the correct answer.
Teachers need to emphasise on how to use the formulas for different Quadrilateral and triangles.

16. 24 cm2 2 1
2 x 48 or o.e

17 This question was poorly answered. The common wrong calculation was 125cm3 ÷ 3 or 125cm3 ÷ 6.
Learners failed to connect and find the cube root of 125cm3. Teachers need to emphasise on how to find
the square numbers, square roots, cube numbers and cube roots and how are they connected.

17. 5 cm 2
Accept 3
125 or 3
53

258 JSC Examiners Report 2015

18 Drawing and sketching the nets of solid figures is very poorly done. Most learners could not manage
to complete correctly the nets of cylinder and triangular prism given for part (a) and part (b). Teacher need
to emphasise and give more practice to learners on how to draw and sketch nets of different solid figure
stipulated by the syllabus.

18. (a) Rectangle between 1 C.a.o

the circles
(b) Triangles at 1 C.ao (2 triangles (any type) drawn on each side)
each side of the
rectangles

19 This question was moderate answered, learners manage to divide 9 by 3 or 15 by 5 to get the scale factor
and some answered correctly without showing their work. Few learners do not understand the word
scale factor or did not do the work.

19. 3 1 C.a.o SC 1:3

20 In this question, some learners could not remember the formula for calculating the sum of the interior
angles of a polygon and some went further on finding the size of one angle inside which was not asked;
therefore this question was fairly answered. Teachers need to give more practice in the use of formulas to
learners, so that learners get used to the formulas and, remember them or know how to use them.

20. 900° 2 M1 for (7 - 2) 180 or 5 x 180° x 7 - 360

21 This question is well answered, although few learners could not tell that the pencil on the ruler is not placed
starting from 0 cm, so that they can find the difference between 17 cm and 6 cm to get the correct answer.

21. 11 1 c.a.o

22 A lot of learners got this question correct although there are few learners who gave the answer as -4
instead of 4 which is the correct answer.

22. 4 1 c.a.o

23 Part (a) and (b) is moderately answered, even though some learners could not establish or make up the
equation in part (a). In part (b) some learners did manage to give the correct answer without having the
correct equation in part (a).

23. (a) 3x = 15 1 O.e C.a.o

(b) x=5 1 C.a.o F.t their (a) solved correctly

24 This question was fairly answered; some learners could not get all terms correct. Teachers should
emphasise more on how to simplify algebraic terms for learners to get used to that concept.

24. 5y-2x 2 B1 : 5y B1: -2x

25 Part (a) is poorly answered, most learners could not give the equation of line A as y =3. Part (b) moderately
answered, few learners plot point B as (4,-3) instead of (-3, 4). Some draw lines instead of plotting a point.
This question has proved to be a challenge to learners this year and in past years, therefore teachers
need to emphasise on the graphs of function skills (co-ordinates, plotting of points, drawing lines and
equation of lines in the Cartesian plane).

25. (a) y=3 1 C.a.o

(b) B-correctly plotted 1 C.a.o

26 This question is fairly answered; most learners could establish the Pythagoras theorem formula and
substitute in the number correctly, although some learners could not finish the calculation to get the correct
answer. Few learners instead of adding the have subtracted which is wrong.

26. 13 cm 2 M1 for √122+52 or √169 or √144 + 25 or AC2 = 122 + 52

27 Part (a) was poorly answered, learners did not understand what is modal class or either did not know how
to get the modal class. Few learners did not attempt this part of the question at all. Part (b) was well
answered; learners could read the bar correctly.
JSC Examiners Report 2015 259
 27. (a) 2≤d≤4 1 Accept 2 - 4 or 2 to 4.
(b) 2 1 C.a.o

28 Part (a) and part (b) were well-answered. A few learners got the whole question or part of it incorrect,
either by leaving their answer in wrong simplest form or using the wrong numerator or denominator.

28. (a) 2 1 C.a.o accept 0.285... art 0.3

7 Or 28.57% art 28.6%
(b) 0 1 0
Accept 7

POSITIVE SUGGESTION TO TEACHERS

• Learners should be trained on how to read and understand the instructions on the cover page of the question
paper. They should apply instructions when giving answers and solutions to the given problems. Unless
otherwise stated, differentiate in the question or part of the question, especially rounding-off.
• A pencil must be used when drawings are made.
• Familiarise learners with the words and terminologies in the syllabus instead of using the textbook. Teachers
must apply the syllabus in teaching and use the textbooks as references and tools when practising exercises.
• Provide learners with a copy of the syllabus and past examination papers and help them on how to use them to
improve their performances.

260 JSC Examiners Report 2015

 1200/1201
Paper 2

GENERAL COMMENTS

Overall, the standard of the question paper was good, but the learner performance was not as good as when compared
to the last year. The following aspects proved to be challenging to the learners which resulted the loss of marks.
• The use of the decimal point, learners must be encouraged not to write the comma for thousand separators. If
the number is a decimal number, learners must use the point.
• If the degree of accuracy is specified within the question, learners should write the answer to that degree of
accuracy and not to the degree of accuracy specified in the instructions written on the front of the cover page.
• Encourage learners to show their working in the spaces provided below the question and only final answers in the
the space for the answers.
• Teachers should teach the correct mathematical concepts, especially for reasoning. The F- and Z- shapes are
not part of reasoning.
• The standard of drawing a graph is to, plot all the points and draw a line through the points with a ruler.
• An improvement was noticed on the method of work when compared to the previous year, but there are still a few
learners who do not show their calculations. They are encouraged to show their calculations.

COMMENTS ON INDIVIDUAL QUESTIONS

1 This question was answered fairly well, although some learners missed to mention 1 as a common factor
of 24 and 30 in part (a) (i). Some learners failed to differentiate between the highest common factor [HCF]
and the lowest common factor [LCM].

1 (a) (i) 2 and 3 2 B1 for 2 or B1 for 3

(ii) 1,2,3,6 2 B1 for 2 or 3 correct factors
(iii) 6 1 c.a.o
(b) 120 1 c.a.o

2 This question was well-answered, although in part (b) the learners managed to get a mark for drawing 14
dots with a wrong pattern.

2 (a) 10, 16 2 B1 for 2 or B1 for 3

(b) Diagram 4 correctly 2 S.C.I for 14 dots drawn with different pattern
drawn

3 Most learners were able to write the number in standard form, but teachers should inform learners to use a
point instead of a comma when writing a decimal number. Part (b), was poorly answered poorly as many
leaners calculated Km2 per population or calculated the percentage. The common wrong answer was 2.7
population/km2. Emphasis must be placed on the calculation of rate on a daily basis.

3 (a) 1.875 x 106 / 1.9 x 106 / 1.88 x 2 M1 for 1.875 x 10n or 1.9 x 10n or 1.88x10n
106 or A x 106
3 1875000
(b) 0.375 / 0.4/ 0.38/ 8 2 M1 for or o.e
5000000

4 Part (a) (i) was well-answered, although some learners failed to simplify the ratio. Part (a) (ii), was
answered poorly; Most learners could not understand how to calculate the age of Peter. Many divided 15
in the ratio and a common wrong answer was 6 years. Part (b) and (c)(i) was well-answered while part (c)
(ii) was answered fairly well as most learners calculated the percentage of the money that Robert still had
instead of the money he spent. The common wrong answer was 70%.

JSC Examiners Report 2015 261

 4 (a) (i) 2:3 2 M1 for 1800 : 2700 or 180: 270 or 18:27 or 6:9 or 1:1.5 or
1800 2700
1.8 :2.7 or 4200 : 4200 or o.e
2
S.C.1 for 3:2 or 3
(ii) 10 2 15
M1 for 2700 x 1800 or o.e
(b) 720 2 40
M1 for 100 x 1800 or 0.4 x 1800
(c) (i) 1890 2 7
M1 for 10 x 2700 or 0.7 x 2700
(ii) 30 2 810
M1 for 2700 x 100%

F.T for 2700 - their(c)(i) x 100%

2700

5 Part (a) of this question was well-answered with a few learners still writing a comma or a point. Teach
the learners not to write a comma for thousand separators. Part (b) was answered poorly because most
110000
learners wrote a common wrong method of 470000 x 100%. Emphasis needs to be put on increase/
decrease of percentages. Some learners wrote 30.5 without any working which resulted in no marks.
Encourage the learners to show their workings.

5 (a) 110 000 1 Accept 1.1 x 105

30.6 / 30 110000
M1 for x 100
360000
(b) 2 their(a)
F.T for 360000 x 100%

6 Part (a) and (b) of this question was well-answered and part (c) was answered fairly well. Most of the
2.43
learners wrote a common wrong method of 32.40 x 100%. Some learners had misread these values
from the table. Encourage learners to read the questions carefully to avoid any misunderstanding.

6 (a) 0.55 or 0.6(0) 1 Accept 55 cents or 60 cents

(b) 9.3(0) 1 c.a.o
(c) 15 2 M1 for 2.43 x 100
16.20

7 Part (a) was answered poorly as; most learners calculated the deposit on the total of the installment
20
amount instead of 20% of the cost price. The common wrong method was x 2640 or 40 x 165.
100 100

Emphasis should be placed on the method of writing, e.g. 20% means 20 over 100. Learners should avoid
20%
writing 100 . For part (b), some learners added 2660 to the deposit amount instead of 2640. The correct
method was used my most of the learners in part (c).

7 (a) 532 2 20
M1 for 100 x 2660
(b) 3172 2 M1 for 532 + 165 x 16 or 532 + 2640
F.T for their(a) + 2640
(c) 512 1 F.T for their(b) - 2660

262 JSC Examiners Report 2015

8 This question was based on the calculation of income tax. From the way that learners answered, this
seems to be one of topics that is ignored by many teachers. Many learners do not understand what to do.
For the taxable income, the common wrong answer was 40 000 and for the income tax calculation, the
27
common wrong method was 100 x 57780. Teachers must use the latest table that is provided on the tax
form that they complete on a yearly basis to explain this concept to learners.

8 (a) 54 000 1 c.a.o

(b) 3 780 3 M1 for 14000 seen or 54000 - 40000
27 27
M2 for 100 x 14000 or 100 (54000 - 40000)

F.T M1 for their (a) - 40000

27
M2 for 100 x (their(a) - 40000)

9 This question was answered poorly especially part (b). Most of the learners divided by 1000 instead of
10000. Conversion needs to be emphasised.

9 (a) 750 1 c.a.o

(b) 54 1 c.a.o

10 Part (a) (i) was well-answered, but part (a) (ii) was answered poorly. Most of the learners could not recall
the formula for calculating the area of the trapezium. Some learners used the formula of a parallelogram.
Formulae of different shapes must be displayed in classrooms so that learners can see it everyday. Part
(a) (iii) was well-answered. In part (b) learners were able to identify the type of transformation, but failed
to describe it fully, especially finding the centre of rotation without the given Cartesian plane.

10 (a) (i) Trapezium 1 Accept quadrilateral

(ii) 3.75 / 3.8 2 1
M1 for 2 (2+3)x1.5 or 1 x 5 x 1.5 or
2
1 x 1.5 1 + 2 x 3
2

(iii) Correct reflection 2 S.C.1 for correct reflection with the wrong line
(b) Rotation, 180°, centre q 3 B1 for Rotation or 180° or centre q

11 Part (a) was well-answered, although some learners confused the question with probability. Part (b) was
also well-answered.

11 (a) (i) H 1 c.a.o

(iii) S 1 c.a.o
(b) A line of symmetry correctly drawn 1 c.a.o

12 Part (a) was moderately well answered answered as some learners did not know the angle properties
of the parallelogram. Part (b) (i) was answered poorly especially the reasons that were given. Learners
mentioned the Z shape instead of alternate angle. The Z-, F- and U shapes are not reasons, but teachers
are using them so that learners can remember angles formed within parallel lines. Correct reasons must
be given to learners and teachers must explain why these shapes are used. The letters are not reasons.
Part (b)(ii) and (iii) was moderate answered moderately well.

12 (a) (i) 30° 1 c.a.o

(ii) 70° 2 M1 for 180 - 80 - 30 or 70° seen on the working
F.T for 180 - 80 - their(a)(i)
(b) (i) 70°, Alternate angles are 2 B1 for 70° or alternate angles
equal
(ii) 60° 2 M1 for 180 - 50 - 70 or 60° seen on the working
F.T for 180 - 50 - their(b)(i)
(iii) 130° 2 M1 for 180 - 50 or 60 + 70 or 130° seen on the
working

JSC Examiners Report 2015 263

13 Part (a) was answered fairly well. Most, learners did manage to indicate the correct position but the wrong
direction. Part (b) was answered poorly. Some learners failed to remove the brackets correctly. Part (c)
(i) was also answered poorly with the wrong common answer of x.

13 (a) 2 S.C.1 for correct indication without a line or with

wrong line(s)
(b) m=3 3 M1 for 16m - 4 - 9m = 17 or 16m - 9m = 17 + 4
M2 for 7m = 17 + 4 or 7m = 21
(c) (i) 1 1 c.a.o
(ii) 4x 6
2 B1 for 4 or x6

14 Part (a) was well-answered, but learners wrote the y-intercept wrongly. The common answers were y=4
or (0, 4). The y-intercept is a single value. Part (b) was well-answered. For part (c) learners lost marks
for not plotting all the points. To draw a straight line graph means plotting all the given points and joining
them with a ruler.

14 (a) 4 1 Accepts (0,4) or y=4

(b) 5, -1 2 B1 for 5 or -1 placed correctly
(c) All five points correctly plotted 2 P1 All 5 points correctly plotted
and line (drawn with a ruler going
through all points) L1 A line drawn with a ruler through all points

15 This question was answered fairly, but some learners wrote the frequency as their mode and median. For
part (b), most learners calculated the total number of occupants in the car, but failed to divide it with the
total number of frequency. Part (c) was well-answered.

15 (a) (i) 2 1 c.a.o

(iii) 3 1 c.a.o
(b) a.r.t 2.7 2 93
M1 for 34 or 93 seen

or 1 x 6 + 2 x 10 + 3 x 8 + 4 x 7 + 5 x 3
34

(c) Correct bars 2 B1 for each correct bar

16 Part (a) was answered moderately well. Learners managed to identify the correct ratio, but rounded off the
answer wrongly. Part (b) was well-answered, but some learners failed to write the correct method. The
common wrong method was or AB = 102 - 82 or AB2 = 10cm2 - 8cm2.

16 (a) 36.9° 2 6
M1 for Cos x = or cos x = 0.8 or tan x =
8
6
or sin x = 10

(b) 6 2 M1 for AB2 = 102 - 82 or √102 - 82 or √36 or 10 x sin 36.9 or

9x tan 36.9

Positive suggestions to teachers

• Teachers should teach the use of calculators as well as the difference between a point (full stop) and a comma,
(especially on a calculator).
• Teachers should teach the basic competencies from the syllabus and set questions that cover the basic
competencies.
• Teachers should teach how learners can find mode, median and mean on the frequency table.
• Teachers should teach transformation without the Cartesian plane.
• Give more practical exercises regarding to Percentages, Mensuration, Transformation, Inequalities, Trigonometry,
Probability, Calculation of tax, Straight line graph, Geometry and solving equations with brackets, since these
topics proved to be difficult for the learners.
• Encourage the learners to read the questions carefully before attempting to answer them.
• Motivate the learners to always show their workings in the spaces provided and to only write the final answer in
the answer space.
• A sharpened pencil must be used to draw the graph and for a straight line graph all points must be plotted and
joined with a ruler.

264 JSC Examiners Report 2015

• An adequate number of activities, tests, and projects should be given to the learners.
• Teach the learners to stick to the correct rounding and it emphasise that must be done on a final answer only.
Pre-mature rounding can affect the final answer.
• Introduce a topic in Grade 10 by revising the work of grades 8 and 9 relevant to that topic.

JSC Examiners Report 2015 265

 1201
Paper 3

General comments

• The paper was of a similar standard as the one of last year. The marks ranged between 2 and 65, with many lerners
scoring between 45 and 54. It was still noticed that candidates were entered for Additional Mathematics while they
should have been entered for Mathematics.

• Overall, the presentation of the paper was of a very high standard this year. All workings should be indicated next
to each question. No working should be done on separate sheets of paper.

• Most candidates could deal correctly with the rounding instructions. Candidates should be encouraged to only
round off their final answer as this prevents loss of accuracy caused by premature rounding.

• Most candidates took care to show their working, which allowed them to gain marks for correct methods even if their
answers were wrong. However, candidates should be encouraged to show complete methods.

• Candidates should realise that questions are structured in an attempt to help them. The earlier parts of a question
are often used in subsequent parts.

• Most candidates finished the paper. In cases where they did not finish, it was probably due to poor time management
throughout the paper. Candidates should be encouraged to abandon questions that they cannot complete with
ease. They should rather leave such questions and come back to them after they have attempted to answer the
whole question paper.

• Candidates should be taught to answer their questions completely, but must be discouraged from doing unnecessary
calculations, e.g. they should not attempt to answer the same question into different ways.

• Some candidates tended to write the same solution in different forms. This should be discouraged, as wrong
working could spoil a perfectly correct method and answer.

Comments on individual questions

1 Extremely well-answered. The majority of the candidates correctly dealt with the fractional index, but only
a minority did not pay attention to squaring the answer.

9 1 c.a.o

2 Extremely well-answered. A few candidates did not read the question and failed to give the answer in
standard form.

9.461 × 1014 2 M1 for 9.461 × 1014

or 9.461 × 10n or A x 1014

3 Well-answered. Most candidates could recognise the equations for the different graphs.

(a) Graph B 1 c.a.o

(b) Graph C 1 c.a.o
(c) Graph A 1 c.a.o

266 JSC Examiners Report 2015

4 Extremely well-answered.

(a) 12 1 c.a.o

(b) Tn = 2n + 2 or 2 M1 for 4 + 2(n-1) or B1 for 2n or +2

Tn = 2(n + 1)
c.a.o
(c) Well-answered. Some candidates 1
substituted n with 16 and calculated
the number of dots and not the
number of squares.
7

5 Answered fairly well. Some candidates find it hard to write an equation without a fraction.

x = 2.8 / 2 4 / 214 3 M1 2 − 3x − 4+ 8x = 12 o.e

5 5
M2 5x = 14

6 Well-answered.

(a) Extremely well-answered.

8 2 B1 for 8 or q-6
8q-6 or
q6

(b) Answered poorly. The majority of candidates could not deal with the fractional index outside the bracket.

4 -2 -2 4 2 4x2y4 o.e
x y or
9 9x2y2 9x4y6

7 Extremely well-answered.

y=4 3 M1 correct elimination or correct

x = -1 substitution.
M2 for one correct answer with a c
correct Method.

8 Answered fairly well.

(a) Some candidates could not recognise 3 M1 2x (2x−3) − y (2x−3) or

grouping as means of factorising. B1 (2x−3) or (2x − y) o.e
(2x − 3)(2x − y) or
(y − 2x)(3 − 2x)
(b) Answered poorly. The majority of 3 M1 2a(a−3) − 3(a − 3) or
candidates could not factorise this B1 for (2a − 3) or (a − 3)
expression.
(2a − 3)(a − 3)

JSC Examiners Report 2015 267

9 Answered moderately well. Most candidates could factorise the nominator by completing the square. The
majority of candidates recognised grouping as method of factorising the denominator, but failed to do it
completely.

x+y 3 M1 for ( x + y)( x − y)

x−3 M1 for ( x − y)( x − 3)

M2 for one correct answer with a c

correct Method.

10 Well-answered. The minority of candidates still fail to multiply out brackets correctly or don’t know how to
deal with an inequality when dividing with a negative.

1.25 < b or

b > 1.25 (25 or 1 1 ) 3 M1 for 30 − 10b − < 10b + 5

20 4
M1 for − 20b < − 25b o.e

11 Extremely well-answered.

(a) M1 x2 − 20 + 2x + 5 + x + 2 + x = 32 or x2 2 4x − 13 = 32
E1 x2 + 4x − 45 = 0
(b) x = 5 or x = −9 2 M1 (x + 9)(x − 5) = 0
(c) 50 2 1
M1 for (5 + 15)(5)
2

12 Well-answered.

(a) 280º 3 M1 for 80 seen

M1 for 360 - 80
(b) 68º 2 M1 for 5y + 200 = 540 or

5y = 340 o.e

13 Answered fairly well. Some candidates failed to get any answer on circle geometry correct.

(a) 90º 1 c.a.o

(b) (i) 65º 1 c.a.o
(ii) 65º 2 M1 for : 180 − 50 − 65 or

130 180 − 50
or
2 2

(ii) 60º 2 M1 for 180 − (55+ 65) or 25 + 35

o.e

14 Well-answered.

(a) 14º 1 c.a.o

(b) 232º 1 c.a.o
(c) 2.18m 2 M1 for 9cos76ºo or 9sin14º or

92 − 8.72
c.a.o
(d) 38º 1

268 JSC Examiners Report 2015

15 Answered fairly well. The majority of the candidates could substitute the gradient of -2 in the equation of a
straight line. Most candidates could get the “c” value if they only finished their substitution in the equation
of the straight line. The candidates substituted all the values, but never solved “c”.

y = −2x + 5 2 M1 for calculating 'c'

−3 = −2 (4) + c
c = 5 or
B1 for −2x + "c"

16 Extremely well-answered. Some candidates lost their curve mark because the curve had been drawn with
a ruler. A curve is drawn with free hand and with as little as possible bumps.

(a) o, −4,0 3 B1 for each correct value.

(b) 3 P1 for 4 − 6 points plotted correctly.

P2 for all points plotted correctly.
C1 for the curve (not ruled).
(c) x = −1 and x = 3 2 B1 for each correct value.
(d) (1;4) 1 c.a.o

Positive suggestions to teachers

• Candidates should be taught to answer their questions completely and not only giving the answers, thus show their
calculations.

• Candidates must be discouraged from doing unnecessary calculations, as wrong working spoils perfectly correct
methods and answers.

JSC Examiners Report 2015 269

270
NAMIBIAN SIGN LANGUAGE
1170
Paper

Introduction
Thirty five deaf learners from NISE Hearing Impaired School and Eluwa Special School, respectively, sat for the JSC
Namibian Sign Language Examination. The learners completed papers 1, 2 and 3. The examination was recorded at
the respective schools under the supervision of the examination invigilator.

Paper 1
Most learners chose the dialogue and they signed the story about the Philippines. Only two learners chose the story
about sound. Learners understood all the questions. The learners could answer the questions. The learners signed
with confidence.

Paper 2
Most learners had difficulty answering the questions, especially Part A and B where they had to choose a topic and
sign about it. Maybe the learners’ exposure is limited and they can only sign about farming and school activities.

Part C: For the linguistic part, most learners enjoyed signing the poem, but had great difficulty in answering the question
about the parameters of a sign.

Paper 3
Some learners did not answer the question. However, those who answered it, shared their life experiences and
circumstances.

General observation
The recordings at NISE Hearing Impaired school were school were too dark, but the recordings from Eluwa Special
School were very clear. All recordings were done with a digital camera and saved on a memory stick, as was
suggested last year. This made marking more time effective.

JSC Examiners Report 2015 271

272
NEEDLEWORK AND CLOTHING
1401
Paper 1

Section A

Question 1

(a) Well-answered, all candidates were able to fill in the garment descriptions.

(i) lined

(ii) princess

(iii) ribbon

(iv) back

(v) in seams

(vi) side seams

(vii) center front

(viii) back leg seams

(b) Answered poorly. Most candidates were not able to list the notions with their correct metric measurements,
instead they used inches which are inappropriate.
= Ribbon 1,2 m (2.2 cm)
= Four snaps (9 mm)

(c) (i) Well-answered.

= size 10
(ii) Well-answered
= size 6
- All learners were able to determine the size according to the body measurements given.

(d) Well-answered. All candidates were able to list the suggested fabrics for the pattern.
= Gabardine
= Damask
= Linen

(e) Answered poorly. A few candidates could not list the information that can clearly be found on the front of
the pattern envelope.
= The size of the pattern
= Pattern trade name
= Pattern trade number
= Diagrams/sketches/illustrations/photographs of styles which can be made from the pattern

(f) Well-answered. Most of the candidates were able to identify the type of collar on vest B.

JSC Examiners Report 2015 273

(g) Answered fairly well. A few candidates could not answer/write the amount of fabric needed in the correct format.
NB: Fabrics are measured in metres.
(i) 0.8 m

(ii) 2.3 m

(iii) 2.1 m

(iv) 0.8 m

(v) 1.4 m

Question 2

(a) Answered poorly. Most candidates were not able to state the purposes of pattern markings.

(i) To show which pieces should be joined and the sequence in which they should be joined.

(ii) Indicates that a line to which it points must be placed on the fold of the double fabric.

(iii) Indicates where a piece should be gathered or where a corner must be strengthened and clipped.

(iv) The true stitching line, along which pieces must be joined and stitched together.

(v) Indicates where it may be lengthened or shortened.

Section B

Question 3

(a) (i) Well-answered. Most candidates were able to identify which fibre is least able to withstand heat.
= silk
(ii) Well-answered, most candidates were able to identify which natural fibre can withstand the highest
temperature.
= cotton
(iii) Answered poorly. Most candidates could not name the partly synthetic fibre that can withstand the
most heat and the percentage of heat it can withstand.
= Acetate 650°F
(iv) Well-answered. Most candidates were able to name the fibre that can withstand a temperature of 360°F.
= Cotton
(v) Answered fairly well. Few candidates could not name the fibres which are mostly damaged by heat.
= Silk
= Rayon
(vi) Answered fairly well. A few candidates could not reason as to why cotton is a good choice for sportwear.

= It absorbs moisture and the moisture does not evaporate easily. Thus, the fabric can feel cold and clammy
next to the skin when one perspires.

(vii) Answered fairly well. A few candidates could not list the examples of silk and polyester.

Silk = Taffetta, brocade, chiffon, satin, shantung, tulee, grosgrain, moiré, tussorre, pongee

Polyester = Crimpléne, Dacron, Terylene and Treveira

274 JSC Examiners Report 2015

(b) Answered poorly. Most candidates could not list the properties of linen according to their strength,
resiliency and absorbency.

(i) Strength - Linen is very durable and strong and the strength increases more when it is wet.

(ii) Resiliency - Linen has little resilience or elasticity, therefore creases very badly.

(iii) Absorbency - Linen absorbs moisture easily and dries fairly quickly.

(c) Well-answered. Most candidates were able to define the term “flammability”.
= Rerfers to ease of ignition and the speed and length of burning.
= Ability of a fibre to catch fire easily
= Ability of a fibre to ignite and how long it will continue burning
= Ability of a flame to cover a fabric on a regular or required length

Question 4

(a) (i) Well-answered. Most candidates were able to define mass production.
= The manufacturing of the same item or garments in a short time using modern technology.
= It refers to the large number of garments manufacturers receive for a specific style and garments in
limited colours, thus reduces the price of each item/garment.
(ii) Answered fairly well. A few candidates were not able to define the term “fashion fad”.
= The short lived fashion which appears suddenly and disappears equally fast, accepted by a certain
age group.
(iii) Answered poorly. Most of the candidates were not able to define “fashion trend”.
= The general course or direction or tendency in which fashion/that fashion in clothing seems to follow.

(b) Answered fairly well. A few candidates could not list the advantages of ready made garments.
= Cheaper
= Fashionable for that period
= Readily available – large variety to choose from in the store
= More styles are introduced
= Undesired styles can be taken back to the shop/store
= Provided with care symbols/labels
= Buy in bulk

(c) Well-answered. Most candidates were able to list the advantages of making a jacket for themselves.
= You can select fabric of a high quality.
= You can add interesting accessories/decorations.
= Sewing is done properly as more time is spent on garment.
= Fabric may be easy to handle or require little ironing.
= Garment fits the figure and may hide the figure irregularities.
= The jacket may be original and exciting/unique.
= You can create an impression that you have a large wardrobe.
= Good workmanship/making a well-fitted jacket
= You will become skilled in making the jacket/garment.
= It can be worn at different occasions.

Question 5

(a) (i) Answered poorly. Most candidates could not explain how to shorten a pattern piece instead they
wrote the rules for laying out pattern pieces. Candidates have no knowledge of adjusting pattern pieces.
= Crease the pattern horizontally on the adjustment line
= Fold in the amount you need to shorten/determine how much it should be shortened
= Pin it or stick it down with adhesive tape
= Correct the seams by redrawing a flowing, continuous fitting line
= Match the seams accordingly

JSC Examiners Report 2015 275

 (ii) Answered poorly. Most candidates could not reason as to why the direction on the pattern piece of
the fabric is important.
= It shows the direction in which the seams should be stitched.
= It influences the strength of a seam.

(b) (i) Answered poorly. A few candidates were able to explain Nap fabrics.
= These are fabrics that have a definite surface pile and the colour will appear darker when observed
from one cut end of the fabrics than from the other end.
(ii) Answered poorly. Most candidates could not give examples of Nap fabrics.
= Curduroy
= Velveteen
= Velvet
(iii) Well-answered. All candidates were able to list the advantages of homemade garments.
= Obtain better quality and finish for less money
= Strive for originality and individuality/unique
= Cannot find clothes to your liking in nearby shops
= Wish for better fitting clothes
= Wish to obtain smart clothes easily and at a reasonable price
= Different accessories/decorations can be added
= More time is spent on sewing
= You will often become skilled in making garments
= Design own style/colour

See question 4 (c) too.

(iv) Well-answered. All candidates were able to define one way design fabrics.
= Fabrics with motifs or flowers pointing in the same direction.

(c) Answered fairly well. Most candidates were able to describe the rules for cutting out garments. However,
there are some candidates who could not differentiate between cutting out garments and laying out
pattern pieces.
= Use a sharp dressmaker/s shears
= Cut with long, even, strokes
= Move around the table yourself instead of moving the fabric
= Cut the diamond notches outwards and not into the seam allowance
= Cut out symmetrically
= Cut out all linings and interfacings
= After each piece is cut, fold it and put it aside
= Do not snip into seam where slash lines are indicated on some parts
= Remember to cut beyond the thick or double outline to ensure a seam allowance of 2 cm.

Question 6

(a) Well-answered. Most candidates were able to identify the kinds of openings. A few candidates could not
identify between openings B and C.

(a) Faced opening

(b) Bound opening

(c) Continuous wrap opening

(b) Answered poorly. Most candidates were not able to explain how to determine the length of the strip for
opening C.

276 JSC Examiners Report 2015

 = Twice the length of the opening 25 to 40 mm wide turnings included (2.5 cm to 4 cm).

(c) Answered fairly well. A few candidates were not able to name the stitch used to finish off the folded edge
of the strip for opening C.
= Hemming slip/hemming stitch

(d) Answered poorly. Most candidates could not name the strip used to finish off opening B.
= Crossway strip

(e) Answered poorly. All candidates were not able to describe the construction method of bound opening.
= Mark the position and length of the opening
= Stitch in the same form of a V along the marked line
= Slash on the marked line between the lines of stitches
= Place the R.S. of strip against R.S. of opening and edge the level of strip with opening
= Tack and stitch
= Taper stitching to a point at the top of the opening
= Turn in 5 mm along the free edge of the strip, fold it over to the W.S.
= Tack and hem the folded edge to the line of stitching on the W.S.
= Stitch slip/hemming stitch

Question 7

(a) (i) Well-answered. Most candidates were able to identify the kinds of collars shown.
A Shirt/reverse collar
B Shawl collar
C Flat collar/Peter Pan
D Mandarin collar
E Rolled collar
(ii) Answered poorly. Most learners were not able to give a reason why interfacing is placed between two
pieces of collar.
= To prevent the collar from stretching
= To add a measure of stiffness to the collar
= To provide reinforcement
= To preserve the shape of the collar
= To strengthen the collar

(b) (i) Answered poorly. Only a few candidates were able to define stay stitching.
= It is a row of directional stitching which is stitched just inside seams to prevent them from stretching out
of shape during handling and garment construction.

(c) Well-answered. Nearly all candidates were able to differentiate between pressing and ironing of a garment.
Pressing: Up(lifting) and down(lowering) movement of the iron using a damp press cloth
Ironing: Is the forward and backward movement of the iron on the garment

(d) Well-answered. Nearly all candidates were able to list the rules of how to care for an overlocker machine.
= Do not stitch over pins, it may break or bend the needles.
= Do not jerk the machine/fabric it can break the needle.
= Avoid scratching the feed plate, it will snag fine fabrics.
= Service it regularly/oil regularly.
= Cover the machine when not in use to prevent dust build up.
= Pack away all the attachments after use.
= After finishing, place a piece of cloth under the pressure foot raised.
= Do not use bent needles.
= Do not pull the cord when unplugging the machine.
= Ensure that the needle is straight and inserted correctly.
= Store it in a dust-free space.
= After oiling, let it run for a while without needle or thread.
= Wipe off all excess oil before using the machine again.
= Draw the work towards the back, away from pressure foot.
= Use the handle when picking it up.

JSC Examiners Report 2015 277

 = Store it out of reach of children.
= Keep the machine away from moisture to prevent rust.
= Switch off after use.

General comments to teachers

Teachers should assist candidates to apply theoretical knowledge to practical work as Needlework and Clothing is a
practical subject.

Candidates should:

1 Interpret the pattern envelope as well as the instruction sheet carefully.

2 List operations in sequence (method of work) for all techniques for clothing construction (seams, openings,
collars, buttonholes and hems) and garment construction.

3 Follow the instructions for timely pressing and fitting systematically.

4 Apply machine stitching and hand stitching.

5 Distinguish between the correct ironing and pressing techniques and apply correct pressing techniques.
This will assist candidates during the examination because candidates fared poorly in the questions regarding the
aspects practical work due to the poor input of teachers.

Teachers should concentrate more on the key verbs in the basic competencies of the syllabus. Such as define, list,
identify, describe, compare, explain, interpret, etc.

Teachers should provide learners with notes for revision during tests or examinations.

A copy of the latest syllabi should be distributed to candidates at the beginning of the year.

Teachers should advise candidates to use their Grades 8 and 9 notes during revision for examination as the Grade
10 examination is a Junior Secondary examination.

278 JSC Examiners Report 2015

 1401
Paper 2

General Comments

Files
• All centres should send in their candidates’ files for moderation.
• All samples should be included in the file as prescribed in the Needlework and Clothing Syllabus.
• A file should have a table of content with an indication of the total of pages.
• All pages should be numbered accordingly.
• Samplers should not be pasted/stapled/pinned or stitched onto the back page.
• All samplers should be labelled clearly.
• A buttonhole should be cut open with a seam ripper or with a buttonhole scissor.
• A shirt collar should be attached to both back bodice and front bodices.
• A continuous wrap opening should be completed with a straight strip and a bound opening with a crossway strip.
• A faced opening should be neatly done with a sharp point and no folds visible on R.S.

Embroidery
• All candidates should either do a quilting or a patchwork article with a suitable well-placed design.
• A variety of stitches should be demonstrated on the article.
• Edges should be neatly completed.
• Knots should not be visible on W.S. or R.S.

Garments
• All candidates should construct their own garments that will fit them.
• All raw edges for seams, facings or hems should be neatened with zigzag stitch, overlocker stitch, blanket stitch
or bindings.
• Candidates must demonstrate the use of hand stitches on the garments.
• Hems should be neatly completed without bulkiness and should be sewn inconspicuously.
• All pattern pieces should be of equal length and evenly cut.

Teachers should put more effort into practical work.

JSC Examiners Report 2015 279

280
PHYSICAL SCIENCE
1210
Paper

General comments

The standard of the paper compared to last year paper is the same. However, there is a smaller change in terms of
issues addressed on previous examiner’s report. Teachers are encouraged to teach the content with understanding as
most candidates have shown very little understanding in most concepts.

The majority of candidates have shown that they were not well trained on how to answer questions. Teachers are urged
to incorporate how to answer questions in their teaching. Apart from that, demonstrations and letting candidates to do
experiments are proven to help candidates to achieve maximum performance.

Candidates repeating wrong things over and over again should remain teachers’ responsibility to ensure all
misconceptions are eliminated.

Comments on individual questions

Question 1

(a) This part was poorly answered as most candidates failed to interpret the periodic table properly. Most
candidates answered this part wrongly by giving Lithium instead of Hydrogen or H.
Teachers are urged to emphasize more on periods of the Periodic Table as this knowledge could have
helped the candidates to score this mark.
For other parts, most candidates score the mark as they have mentioned Helium as the correct answer,
however there were fewer candidates who could not be awarded because they misspell the name of the
element.

(b) (i) Well answered as most candidates give the correct answer as M or D. Only fewer candidates
score no mark by giving Q.

(ii) This part was answered poorly as most candidates could not give the correct answer as Q.

(iii) Fairly answered. Only few candidates could score a mark by giving element Q or E as unreactive
element.

(c) Most candidates could score two marks as they answered the question correctly by giving correct
properties of metals or by giving properties specifically for copper element.

(d) (i) Most candidates could score one mark, as they could identify the type of bonding as ‘’ionic’’. The
spelling of the term ionic has been mentioned many times in the examiner’s report being misspelt,
but it seems most teachers have rectified it during teaching. Teachers are congratulated for their effort.

(ii) Most candidates could not score full marks as they could not explain fully how ionic bonding is
formed, simply by a metal element losing electron(s) and non- metal element gaining electron(s)
or by referring to the bonding between Magnesium and Oxygen atoms.
Some candidates could not be awarded marks because they answered the question wrongly by
explaining covalent bonding.

(e) (i) Fewer candidates score full marks as most candidates misunderstood the question. Instead
of giving the correct answer, most candidates answered the question wrongly by drawing the
bonding between Magnesium and Oxygen atom. Teachers are urged to encourage candidates
to read questions and understand them.

(ii) Fairly answered as most candidates could not answer the question in general. Candidates should
be encouraged to learn with understanding. Most candidates fairly answered the question by

JSC Examiners Report 2015 281

 adding unnecessary information like group number while the question is about the relationship
between period number and the element’s structure.

1 (a) Hydrogen/H 
Helium/He 
(b) (i) M/D
(ii) Q
(iii) Q/E
(c) 1 Forms coloured compounds 
2 Forms two types ions  Accept: any other correct general
properties of metals
(d) (i) Ionic / electrovalent  Correct spelling
(ii) Magnesium loses (two) electrons /  element
M/ oxygen gains (two) electrons 
(e) (i) Correct diagram
• three shells 
• 12 electrons 
• Correct nucleus (12p and 12n)
(ii) Same / equal to the number of shellls / orbits / Accept: Magnesium is in period
energy level  3.

Question 2

(a) Poorly answered as most candidates are not aware of the method of heat transfer from the heat
source to the fry pan.

(b) (i) Well answered. Most candidates could correctly suggest the metal as Aluminium or Copper or Iron.

(ii) The majority of candidates could not score full marks as they failed to explain fully by giving at
least two reasons as to why suggested metal in b(i) can be used as fry pan. Most candidates
answered the question wrongly by referring to general properties of metals instead of mentioning
good heat conductivity, non- corrosive or higher melting point.

(c) Fairly answered as most candidates could only score one mark by stating the conductivity of a metal
or plastic. Only fewer candidates could score the second mark by linking the conductivity of the
material to how it feels when touching.

(d) (i) Most candidates could complete the table, but could not score full marks because they failed
to spell the name of the ores correctly. Only fewer candidates could mention the correct of
extraction of copper as reduction with carbon.

(ii) Poorly answered as only fewer candidates could answer the question by stating the correct

282 JSC Examiners Report 2015

 methods of extraction and link them to the strength of the bond or stability of compounds formed.
Teachers are urged to explain strongly with understanding how the method of extraction of a
metal from its ore depends on the strength of bond or on the stability of compounds formed.

2 (a) Conduction 
(b) (i) Aluminium/ (stainless) steel/ iron/copper 
(ii) Non-corrosive/good conductor(of heat)/ high
Any two
melting point  
(c) Plastic is poor or bad conductor (for heat) or
(good) insulator / metal is a good conductor (of
heat) 
Plastic will be cool to handle/ metal will be hot

(d) (i) Copper pyrite  Accept any other copper ore
(ii) Reduction with carbon  Accept: thermal decomposition/
heating in air/ roasting in air
(iii) Zinc blende  Accept: any other zinc ore
(e) More reactive metal forms stable compound/
less reactive metal forms unstable compound
Accept: more reactibe metals form

strong forces/less reactive forms
More complex method of extraction or
weak forces.
electrolysis / less complex method or reduction
with carbon. 

Question 3

(a) Fairly answered as few candidates could complete the table correctly by giving correct pH range of
acids as 0 or 1 to less than 7,result of litmus paper test blue to red for acids and red to blue for bases.
Part (iv) and (v) well answered. Most candidates could score marks because they could state correct
various household products containing acids and bases.
Only fewer candidates could not be awarded marks as they state the names of acids or bases instead of
household products.

(b) Fairly answered as only few candidates could distinguish between strong and weak acid correctly.
Teachers are urged to emphasize again on the difference between strong and weak acids.

(c) Poorly answered. Most candidates have shown little knowledge on writing chemical equations. Only
fewer candidates could score a mark by giving sodium hydroxide.

(d) Well answered as most candidates could outline correctly the test for hydrogen gas. Only fewer
candidates that could not be awarded marks because they confused the test for hydrogen and oxygen.

3 (a) (i) 0 or 1 - less han 7 

(ii) Blue to red 
(iii) Red to blue 
(iv) lemon Juice/milk/fizzy drink  (any one) Accept: any other relevant
household products that contain
base.
(v) Soap/baking soda/toothpaste   (any two) Accept: any other relevant
household products that contain
base.
(b) Strong acid dissociate or ionise completely/Has Accept: strong acid turns red
more Hydrogen ions/has pH ranging from 1-3 (.9) with universal indicator/

weak acid does not dissociate or ionise A weak acid turns orange or
completely/has few hydrogen ions/has pH ranging yellow with universal indicator
from 4 - 6(.9) 

JSC Examiners Report 2015 283

 (c) Sodium hydroxide  Not: NaOH
(d) Test: (expose to a) lighted splint/burning stick 
Result: (explode with) pop sound. 

Question 4

(a) Well answered. Most candidates could record the time correctly as 25 seconds, however there
are fewer candidates who cannot record the time on the stopwatch because they copied all figures
appeared on the stopwatch which is a wrong recording.

(b) (i) Fairly answered as only few candidates could define the term speed correctly as ‘rate of change
of distance’. Most candidates shown little understanding of the term speed hence they memorise.

(ii) Well answered. Only fewer candidates could not score full marks as they use wrong time of 25
seconds instead of 20 seconds.

(c) (i) Poorly answered as most candidates could not define the term inertia correctly as property of
mass or matter to resist change in motion.

(ii) Well answered as most candidates could calculate the weight correctly.

(iii) Well answered. The majority of candidates could provide the correct formula of work done.

(iv) Well answered, as most candidates could calculate the work done. Only fewer candidates that
could not be awarded marks as they use mass of the shot put ball instead of the weight of 36N.
Teachers are urged to emphasize again on the use equation as there are candidates writing
correct formula but unable to use to get the correct answer.

4 (a) 25 
(b) (i) It is a rate of change distance. 
(ii) distance
Speed = 
time
100
20 
5   m/s 
(c) (i) Property of mass or matter to resist change in
motion. 
(ii) (w) = mg/weight) = mass x acceleration due to
gravity 
3.6 x 10 
36 
(iii) Force x distance / distance / F x s / F x d 
(iv) 36 x 1.5  Ecf from c (ii)
54 

Question 5

(a) Poorly answered. Only fewer candidates could describe what is meant by conservation of energy.
The law of conservation of energy need to be explained with understanding to candidates.

(b) (i) Fairly answered as only few candidates could interpret the diagram showing the summary of the
energy flow of a power plant. The information is clear on the diagram that energy input of the
power plant is 100% and the energy produced (energy output) is 42%. The energy lost could be
calculated as 100 – 42 = 58.

(ii) Most candidates could not score full marks as they failed to realise that the energy lost in the
power plant affects the efficiency of the generators. Teachers are urged to encourage candidates
to spell the words correctly especially when the words are provided, as this leads to loss of marks.

(c) Poorly answered as only fewer candidates could score a mark by calculating the percentage of the
energy output as energy produced – energy lost through transmission, i.e. 42 – 3 = 39%.

284 JSC Examiners Report 2015

 (d) Well answered as most candidates could distinguish between renewable and non – renewable source
of energy and give correct examples for each. Only fewer candidates could not score full marks as
they swapped the answers.

5 (a) Energy cannot be created nor destroyed. 

change from one form to another. 
(b) (i) 58 
(c) (ii) heat, sound, efficiency    Penalise once on the spelling
(ii) 39 
(d) Renewable - are the ones that do not run out /
can be replaced 
Example - Wind/water/solar/biomass/waves/
tidal/geothermal/ wood 
Non-renewable - are the ones that do run out
or get finished/ cannot be replaced. 
Example - fossil fuels/coal/oil/ (natural) gas/
(nuclear) fuels  (any one)

Question 6

(a) Most candidates could name the components, but they could not be awarded full marks as they could
not spell the names of components correctly. Teachers are urged to make it clear to candidates that
a battery is not a cell but cells.

(b) Most candidates could use the circuit diagram to explain the voltmeter connection as across the bulb
except fewer candidates who added wrong information to contradict the answer. This leads to a loss
of a mark.

(c) (i) Well answered. Most candidates could state the formula of calculating the resistance. Only
fewer candidates who could not score a mark as they used units to write the formula instead of
quantities.

(ii) Well answered as most candidates could calculate the resistance of the bulb. This showed that
the teachers emphasized on the calculation of resistance.

(iii) Fairly answered as most candidates could state the factors affecting the resistance of a wire,
but could not be awarded full marks as they struggled to explain how these factors affect the
resistance of a wire.

6 (a) X Variable resistor or rheostat 

Y Battery/cells 
Z Ammeter 
(b) (It is connected) in parallel or across 
to the bulb. 
(c) (i) R = V/1 
(ii) 6/2 
3
(iii) Factor 1 - length (of a wire) 
Explanation - The longer the wire the higher
the resistance or vice versa. 
Factor 2 - The longer the wire the higher
the resistance or vice. 
Explanation - the larger the diameter the
lower the resistance or vice versa.  (owtte)

Question 7

(a) Poorly answered. Most candidates have shown little knowledge on the interpretation of a Watt
value of an electrical appliance. Candidates were expected to explain by stating that 2000 Joule of
electrical energy converted or changed per second. Teachers are urged to emphasize on this basic
competency to ensure candidates have this knowledge.

JSC Examiners Report 2015 285

 (b) (i) Poorly answered as most candidates could not calculate the number of units of electricity. Little
knowledge on what is units of electricity, which is simply electrical energy used by an electrical
appliance in a period of time was shown by the majority of candidates.

(ii) This part was poorly answered because most candidates could not calculate the units of electricity
used by the fan, they struggled to calculate the cost of electricity.

(c) Fewer candidates shown little understanding on why electrical energy should be conserved in the
household. Most candidates answered this part by referring to how electricity should be used in
the house rather than mentioning sources of electrical energy being non – renewable, higher cost,
reduction of pollution and other relevant information. Teachers are encourage to discuss this basic
competency in terms of the points mentioned whenever they teaching.

(d) Well answered. Most candidates could state ways of ensuring safer use of electricity. Only fewer
candidates who could not awarded marks as they mentioned ways which are not practical, like fixing
plugs and others.

7 (a) (2000) Joule / energy used  Accept: power (of the fan) 
every second/per second 
(b) (i) E=Px t / 2000 x /correct
conversion(2kW) 
2 kW) x 2 (h)  
4
(ii) Cost = number of units x cost per unit / 4 x No rounding off since it is money
1.56 
6.24  
(c) Fossil fuels or radioactive  can be used up or
not renewable or causing pollution or acid rain
or global warming 
OR
The hydroelectric power station (producing
electricity)  causes pollution or acid rain or
global warming 
OR
There is a higher cost (on producing electricity)
 as pollution or acid rain or global warming
due to the production should be minimised
OR
The users save money on electricity  as
pollution or acid rain or global warming caused
by the production of electricity will be less  (any one)
(d) wires should be (properly) insulated or avoid
damaged insulation / do not overload / do not
use electricity in damp conditions   (any one)

Question 8

(a) (i) Fairly answered as only few candidates could draw correct magnetic field between poles. Most
candidates struggled more on drawing magnetic field during repulsion.

(ii) Well answered as most candidates could state that pair 1 is repulsion and pair 2 is attraction.

(b) (i) Fairly answered. Most candidates could score one mark for drawing four magnetic field around
the iron nail but could not score full marks because they struggled to indicate the correct
magnetic poles of the temporary magnet formed. Teachers are urged to emphasize on how to
use right hand grip to locate magnetic poles on the temporary magnet. It should be made clear
to candidates that the right hand’ four fingers should grip the solenoid following the winding of the
wire and the flow of current. The thumb will automatically show the North Pole of the temporary magnet.

(ii) Well answered. Most candidates could state correct ways of increasing induced magnetism
in the iron nail. There are still candidates who just mention the factors without stating how the

286 JSC Examiners Report 2015

 factors changed the induced magnetism.

(iii) Only fewer candidates could state the use of electromagnetic induction correctly.

8 (a) (i) Pair 1: 2 or more lines repelling 

Pair 2: one or more lines attracting 
(ii) Pair 1: repelling 
Pair 2: attracting 
(b) (i) 1 increasing the number of turns/windings 
2 increase current / more cells 
(ii) Loud speaker, dumping site or (metal) scrap
yards/ electric bell/electric motor/ generator/
transformer  (any one)

Question 9

(a) Fairly answered. Most candidates could not score full marks they failed to state meaning of wave
frequency fully as the number of vibrations or oscillations per second.

(b) Poorly answered as only fewer candidates could determine the frequency of source 1 and 2 by using
the diagram. Most candidates have shown understanding on what is a wave frequency.

(c) (i) Well answered as most candidates could state the difference in the speed of sound through a
solid and a liquid. Only fewer candidates who cannot still use clear comparison.

(ii) Fairly answered. Candidates could not score a mark on this part as they failed to explain the
difference in terms of the arrangement of particles in solid and in liquid.

9 (a) Number of waves/vibrations per second. 

(b) Source 1 frequency = 1 /one 
Source 2 frequency = 2 /two 
(c) (i) (Sound) travels faster in solid / slower in
liquid. (Clear comparison)
(ii) Solid is a denser media / liquid less dense / Clear comparison on the density
particles closer in solid than in liquid.  or the arrangement of particles

Question 10

(a) Poorly answered as most candidates could not draw the ray correctly.

(b) Most candidates could score a mark as they could draw the image but struggled to locate the image
correctly.

(c) Fairly answered as few candidates could state that the image is real, upside down, smaller and is
between F and 2F.

10 (a) (a) A line passing through F

(b) Image should be between F and 2 F under the
dotted line and correct size upside down
(c) Real / smaller / upside down or inverted / between (any one)
F and 2F 

JSC Examiners Report 2015 287

288
VISUAL ART
1703
Paper 1

General comments
A pleasing variety of Artwork was handed in by the different centres.

Most supporting work and finals were neatly packed. It would help the examiners a lot if teachers could design their own
labels to go on the final as well as Preparatory work.

Question papers
Teachers are encouraged to discuss the question paper with the candidates before any preparation work is
attempted. The learners must have a clear understanding of the content and familiarise themselves with each
component.

Supporting work should be done well before the examination commences. Experimenting with a wide variety of
techniques, media, ideas and layouts in a meaningful way should show the examiner a clear development towards the
final.

Composition can be practised in small layouts to show placement of objects to create a successful negative space.

Backgrounds are part of a composition.

A base on which objects are placed should be included in still-lives, as well as shadows cast by the objects.

Discourage use of dark outlines and the colouring-in approach. This technique renders flat images and does not create
a true 3D appearance.

Shading is an important technique used to create depth, texture and three-dimensionality. Exercises in pencil-shading
must form part of the Art classes as from Grades 8 – 12.

Own photos, as opposed to magazine pictures, should be used and handed in with the supporting work. If no means of
taking photographs are available, working from real objects (direct observation) should be practised.

Please, use firm-hold, unscented hairspray on all pencil-, charcoal- and pastel work.

Administrative matters

Mark sheets and Summary Mark Sheets for paper 1, 2 and 3 for teachers were not sent out to schools. A number of
new teachers had difficulties completing their administrative work correctly due to this fact.

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Paper 2

General report
There was a wide variety of exciting responses.

Candidates are encouraged to use observationally sound images on which to base their imaginative research.
Pictures, photographs and sketches should form an important part of the research and exploration: These
needs to be included in the Preparatory work.

The technique and media chosen for the final piece should be experimented with the Preparatory work.

In a mixed-media work, e.g. collage, the focal point needs to remain strong and eye-catching.

Writing of poems, lyrics, etc. need to form part of the experimentation in the Preparatory work so that it forms an
appealing part of the final outcome.

Harsh outlines and the colouring-in effect should be discouraged. Studies in pencil-shading and mixing of colours for
a 3D effect are essential.

In this paper candidates were requested to write a short paragraph or some sentences about their ideas. In many of the
candidates’ work these were missing. The writing could be incorporated creatively into the Preparatory work.

To improve the supportive work and the final outcome for 2016 more, it is suggested that teachers should read the
questions with the learners, brainstorm ideas and discuss possible outcomes.

Thank you for your efforts.

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Paper 3

General report
All candidates’ Individual Mark Sheets and a Summary Mark Sheet of the whole class (all students that take Visual Art
in Gr. 10) need to be submitted. Thus, the marks that were given by the teacher for Paper 1, 2 and 3.

Indicate/highlight the ten candidates chosen across the mark range that are being sent in for external moderation.
(Refer to Syllabus 2010 for appropriate forms and information.)

Please see to it that the final outcome is labelled as such and clearly identifiable even if it is a photograph of the item
or a 3D product.

The candidates have to write a design brief about how they achieved the final outcome. This can be done in steps (step
1, step 2, etc.) and also illustrated with small sketches and diagrams to explain the process.

Use of recycled materials for craft processes is encouraged. This teaches the students to think in an environmentally-
friendly way, e.g. paper maché, toy-making, constructing with cardboard or empty cooldrink tins, etc.

We look forward to the progress of the candidates in this creative field of study in 2016!

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