ENVIRONMENTAL APPLICATIONS (89)

Candidates offering Environmental Science (Group II) are not eligible to offer
Environmental Applications (Group III).
Aims: 7. To develop a sense of responsibility and concern
for welfare of the environment and all life forms
1. To acquire knowledge of the origin and
which share this planet.
functioning of the natural system and its
correlation with the living world. 8. To develop a sound basis for further study,
personal development and participation in local
2. To develop an understanding that human beings,
and global environmental concerns.
plants and animals are part of a natural
phenomenon and are interdependent. 9. Understand 'development' to intervene in the
relationships between society and the natural
3. To appreciate influence of human activity on the
environment.
natural processes.
10. To participate in local issues through carefully
4. To develop awareness of the need and
monitored projects.
responsibility to keep the natural system in a
condition that it sustains life. 11. To create awareness about the role of local
communities in sustainable growth.
5. To develop sensitivity in personal attitudes to
environmental issues. 12. To develop an understanding of how local
environments, contribute to the global
6. To develop a keen civic sense.
environment.
CLASS IX

There will be one written paper of two hours duration destruction. Efforts being undertaken to save
carrying 100 marks and Internal Assessment of the forests. Names of some organisations
100 marks. which are involved and understanding of
conservation measures. Examples of
THEORY – 100 Marks successful cases.
(ii) Resource depletion.
1. Introduction
The consequences of major resources being
Broad introduction to the current environmental depleted. Use of local and international
problems. Magnitude of these problems and examples. For example, petroleum products
appreciation of the complexity of issues involved. are likely to last only a few more decades.
This is to be done through-
(iii) Waste generation.
• presenting facts and statistics.
Issues of waste generation and disposal. A few
• inter-linking facts to generate a broad
prominent examples like dumping of nuclear
perspective.
waste and other hazardous wastes in
• understanding frameworks and systems that developing countries by developed countries.
contribute to the problem under study. Basel Convention.
Our main environmental problems: (iv) Economic disparities.
(i) Understanding ecosystems- threats and The extent of poverty in India and in the world.
conservation measures. The nature of poverty in developed countries
Major causes of ecosystem destruction. The and developing countries - in rural and urban
extent of forest cover left in India and the areas. Consequences and implications with
world today. For instance, India is left with reference to the lifestyles and aspirations of
about 4.6% protected forest cover. The rate of

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 communities and society. Developmental competition, habitat destruction, diseases
paradigms and the politics of poverty. etc., e.g. Acacia, Subabul, Lantana.
(v) Land use. (x) Endemic species.
Changing patterns of land use. Modern Inter-relationship with other organisms,
agriculture. Issues related to water. their evolution, the extreme adaptability to
local environments.
2. Basic Ecology
(xi) Keystone species.
To give a clear understanding of ecological
concepts. The learning will be enhanced if live Understanding that while all species have a
examples are used with as many outdoor classes niche, some species play a more critical role
as possible. as they are keystone species, e.g. crocodile,
sharks, fungi.
(i) Biotic and abiotic components of an
ecosystem. (xii) Kinds of ecosystems.
Classification. Understanding role. Study a range of ecosystems, the life that they
support, their uniqueness, etc.
(ii) Food chains, food web and trophic levels.
Suggested Activities/Visits:
To understand the use of these tools as a
means of understanding ecosystems. • Visit a surviving ecosystem and do a rapid
(iii) Ecological niche, habitat and microhabitat. assessment.

The criticality of the role of each species in an • Study natural communities of your
ecosystem. The difference between habitat neighbourhood like bird, insect population,
and microhabitat. etc.

(iv) Succession. 3. Conservation of Ecosystems

How forests regenerate. Kinds of succession (i) Conservation strategies:

- primary and secondary. • Species approach including CITES.
(v) Ecotypes. • Ecosystem approach including formation
The influence of external factors like climate of National parks, sanctuaries and
and soil (micro habitat) on organisms. Biosphere reserves.
(vi) Flow of energy through an ecosystem. • Wildlife management.
Sun as the primary source of energy. Linear What is the extent of forest cover left in the
flow of energy versus cyclical flow of world? What are the threats faced by forests?
nutrients. What are the different kinds of strategies that
are being used to conserve forests? The above
(vii) Concept of species. three are broad examples. Students should be
To understand the sovereignty of species. made aware of the scope and limitation of the
The importance of critical minimum size of above approaches. Study an example of each
species population. kind.
(ii) Value of bio-diversity.
(viii) Extinction of species. Study the value of bio-diversity from different
viewpoints - ecological, economic, health,
Effects of extinction. food and aesthetic.
(ix) Introduced species. Suggested Activities/Visits:
The impact of introduced species on • Visit to a national park /any protected area.
indigenous species and ecosystems - • Interaction with a group involved in
conservation.
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4. Dynamics of Development and Resource Use Study a few traditional methods of
Understanding development farming - region specific and crop
specific. Management of commons.
(i) People as resources. Farming as an activity of the whole
To gain an understanding that most community.
development issues arise due to not (b) Traditional varieties and their
recognising people as valuable resources. adaptability to local environments.
Importance of generating employment.
Study characteristics of a few sample
(ii) Impact of scale and kind of technology on crops drawn from different climatic
resources. and soil conditions.
Understanding the model of modern (c) The impact of green revolution
development and the impact of practices.
industrialising and automating on the
economy, people and resources. Short- Study the impact of green revolution
term and long-term accounting. Depletion practices on soil, water, local crop
of resources. Resource scarcity and varieties, food production, economy,
economic consequences. small farmers and distribution using
Punjab as an example; contribution to
(iii) Urbanisation and its impact. food security.
Causes and consequences of rapid, (d) Food scarcity in the midst of plenty.
unplanned urbanisation - impact on
infrastructure, services and provision of To understand and analyse the
basic amenities. distribution system.
(iv) Ecological footprint of a city. Suggested Activities/Visits:
Study two sample cities to see the extent of • Visit to a modern chemical farm and
ecological impact on surroundings an organic farm.
and also the actual extent of resource supply • Visit the wholesale market.
to the city. Extent of waste generated in a • Understand the flow of grain from
city in a day. Ratio of biodegradable and farmer to the shop.
non-biodegradable matter. The need to sort
garbage. E.g. Chennai generates 3500 tons (ii) Towards a world without hunger
of garbage a day of which only 800 tons is (a) Introduction to new and old organic
non bio-degradable. Dumping of hazardous farming practices.
wastes particularly in developing countries. • Do nothing farming – Fukuoka.
The Basel convention.
• Bio-dynamic farming - Rudolph
(v) Population (questioning Malthus, carrying Steiner.
capacity).
• Permaculture – Mollison.
Self-explanatory.
• Integrated farming practices.
(vi) Poverty
• Low Input Sustainable Agriculture
Dynamics of urban and rural poverty, (LISA).
relationship to social structure - the
dynamics of the decline of traditional Study the different farming practices -
opportunities and occupations. possibly through visits - if possible by
growing crops on small patches of
Suggested Activities/Visits: land.
• Visit a rehabilitation site. (b) Assessment of Biotechnology.
• Visit NGOs working in the field of Is biotechnology the answer to the
development. various environmental issues around
5. Understanding Land use food production or is it yet another
(i) Agriculture. technological disaster waiting to
happen.
(a) Traditional farming methods.

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 (c) Global food security, food aid. Case Study
How to achieve food security? Study different kinds of existing ecosystems like the
Is food aid the right answer? Sundarbans, the Sholas, rainforests, scrub forests, etc.
for the bio-diversity they contain and the pressures
Is sustainable agriculture and they face. (Preferably an ecosystem that is nearby.)
subsistence farming the answer to the
problem of food security - or is it Conservation of Ecosystems
necessary to achieve a judicious Projects
balance of the above with (i) Zoos as places for conservation of species.
monocropping for building a national
buffer of food grains. (ii) Insects as keystone species.
(iii) How can I conserve a piece of land in my
Suggested Activities/Visits:
neighbourhood?
• Try farming in small plots using different
(iv) Understand the conflict with the usage of CITES -
practices.
Dolphins and Tuna, Turtles and Shrimp, Norway,
Japan and whales, culling elephants in Africa,
INTERNAL ASSESSMENT- 100 Marks
etc.
Students are recommended to complete two case
(v) Project Tiger, Project Elephant
studies and one project from the list given below.
(vi) The study of plight of Jarawas in the Andamans
Suggested list of Projects/Case studies for topics from
[Tribals and their relationship to the
the syllabus-
environment].
Basic Ecology
(vii) Protecting and conserving forests, rivers, oceans,
Projects etc; strategies, difficulties.
(i) Where have all the sparrows gone? (viii) Is there effective legislation for addressing the
Sparrows used to be one of the most common birds environmental concerns?
in India and are disappearing at a phenomenal rate Dynamics of Development and Resource use
across the country as has been recorded by various
Project
groups. Why has this happened? What could be the
reason? They seemed pretty adaptive creatures and Conduct a study of a selected area.
have inhabited human dwellings for a long time. Case Studies
A study will help understand the fragility of a (i) NGO /peoples groups working with impact of
species’ existence on earth and the various large projects and/or human rights issues.
conditions that could make it disappear.
(ii) Assessing the impact of women's mobilisation
(ii) Why conserve turtles? and empowerment.
Turtles have managed to survive for 200 million (iii) Child labour reports.
years and are now on the brink of extinction.
(iv) Development in a tribal region.
Development of the last few decades has brought
about this situation. (v) Sourcing of livelihood in a traditional
community.
Studying this will help the student understand the
reasons for the disappearance of turtles- the main (vi) Comparative studies.
reason being trawling and trawlers are not merely When a student finds it too difficult to understand
killing turtles. Trawling is ravaging ocean a context very different from his own, it becomes
ecosystems and creating under sea deserts. It will valuable to generate parameters by which one’s
also help understand the role of turtles in ocean own context may be compared to that which one
ecosystems. is studying. Alternately, it is possible to choose
There is also much north- south politics around two related / opposite / parallel contexts and
conservation like the Tuna dolphin issue and the assess them through the same parameters. For
shrimp - turtle issue. example, if one is studying the usage of income
in different economic classes, it is possible to
(iii) Importance of green areas in a city.
compare expenditure on the basis of-
(iv) Importance of mangroves.

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 • primary requirements like food, shelter and scope of intervention. The students can be invited to
clothing; choose the areas they would like to invest in.
• entertainment; (i) In my home.
• travel; a. Energy consumption -projects to minimise,
• buying of utility and luxury items; eliminate, use alternate sources.
• health; b. Fossil fuel usage - minimise, use public
transport, cycle.
• educational facilities;
c. Water consumption.
• services, etc.
d. Sourcing food items - organic, farmer, small
(vii) Consumer group reports. retailer, large corporation and supermarket.
Understanding Land Use e. Sourcing clothes - handloom, mass produced
(a) Agriculture machine loom goods, branded products,
Case Studies imported clothing, and designer wear.
(i) Public Distribution Systems (PDS). This is just a sample list to show possible personal
initiatives.
(ii) Alternatives to PDS like the targeted PDS.
(ii) In my school.
(iii) Starvation in Orissa & Andhra Pradesh.
a. Carrying out paper audits.
(iv) Agricultural practices of a small and large
farmer. b. Minimising or avoiding plastic altogether.
(b) Towards a world without hunger c. Making school a litter free zone or plastic free
zone.
Project
d. Planting and taking care of trees, herb
Is bio-technology the answer to the world’s food gardens, vegetable gardens.
problems?
e. Maintaining patches of land.
Case Studies
(iii) In my neighbourhood.
(i) The case of Bt Cotton.
a. Help in teaching under-privileged children.
(ii) Terminator and traitor technology.
b. Work with preventive health care and basic
(iii) The case of golden rice. first aid.
(iv) Bio-piracy. c. Sanitation- learning about and promoting low
Mapping - What I can do cost decentralised systems.
By the end of the year the students would have gained d. Rainwater harvesting- setting up pits.
exposure to various environmental issues. It is e. Separation of garbage - vermicomposting of
important for them to find personal solutions to many bio-degradable waste.
of the problems as this will empower them to find
creative solutions to larger issues and the learning can f. Spread awareness of the four R’s -Reduce,
be solution centred rather than problem centred. There Reuse, Recycle, Refuse.
are many areas listed which fall within the students’ g. Care for neighbourhood animals - Rabies
shots, deworming, feeding, etc.

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 CLASS X

There will be one paper of two hours duration Evolving solutions to treat wastes. The
carrying 100 marks and Internal Assessment of scope and limitation of end of the pipe
100 marks. treatment.
• Combating deforestation.
THEORY – 100 Marks
JFM, community forestry.
1. Caring for our Basic Resources (f) Alternatives to timber
(i) Caring for our Soil Design solutions-alternate materials, etc.
(a) Causes and consequences of soil erosion. Suggested Activities/ Visits:
Study improper land use, deforestation, • Visit an industry to study waste
overgrazing, etc and also the impact of generated and waste treatment.
soil erosion on food production,
generation of wastelands, silting of • Make models of Chula for reduced
waterways and dams. firewood consumption.
(b) Soil conservation strategies. • Model of solar cooker.
• Contour bunding. • Setting of compost pit.
• Tree breaks. (ii) Caring for our Air
• Check dams. (a) Technical methods to control air
A study of solutions and their pollution.
applicability. Examples such as Electro static precipitators, cyclone
Auroville’s work and Tarun Bharat separators, wet scrubber, bag filters, fluid
Sangh’s work. bed boilers.
(c) Fuel wood crisis. (b) Strategies to reduce air pollution -
To develop an understanding in students • Economic
that a very large section of Indians still
Penalties and subsidies, Bubble
use firewood as fuel, the impact it has on
theory.
nature in terms of a fast dwindling
resource and the pressure put on • Technical
surviving forests. Impact on health of the Hybrid vehicles, alternate fuels,
poor, particularly women, from inhaling alternate energy vehicles.
the smoke.
• Traffic management.
(d) Waste generation - its toxicity and its Study of Curitiba in Brazil,
impact on life and land. synchronised signals, use of lanes,
The politics of waste dumping, the one-way roads, etc.
unmanageable wastes that we generate, (c) Legislation as a means to reduce air
leaching of toxins from landfills into pollution.
water bodies, agricultural lands, and
issues around incinerating waste. The role of law in controlling and
reducing pollution with examples like the
(e) Treatment of wastes: Taj Mahal trapezium, Delhi city, etc.
• Effluent treatment plants. (d) Remote sensing satellites and their
• Biological treatment. applications.
• Strategies to reuse waste.

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 Why is it such a good tool? What can it be (d) Water recycling.
used for? The scope of water recycling and importance.
(e) International norms on air pollution. (e) Alternatives to existing sewage treatment like
What are the International norms on air dry compost toilets.
pollution? How are they drawn? Decentralised answers to centralised ones,
Limitations with the implementing. Use of decomposed night soil as a fertiliser as
Example: Euro 1, Euro 2. in China.
Suggested Activities / Visits
Suggested Activities/ Visits:
• Carry out rain water harvesting in the
• Visit to a pollution control board. neighbourhood.
• Interaction with an NGO working in • Visit a catchment area of the city.
the field of environment.
• Visit to a nearby dam.
(iii) Caring for our Water
(a) Techniques of watershed management 2. Resource use
Conserving water bodies; Study of (i) Impact of globalisation on environment.
indigenous examples like the Eri system
Understanding the basic intention of
of Tamil Nadu or Rajasthan’s traditional
globalisation; the possibility and challenge of
systems and newly evolving modern
a global economy; impact of globalisation on
techniques of water management;
developing countries - increased disparities,
Ramsar convention.
national debt and recession; impact on human
(b) Rain water harvesting. resources and natural resources.
• Roof water harvesting through (ii) Role of NGOs in sustaining environment.
percolation pits, etc.
Study the work of a few NGOs.
• Water harvesting in rural areas
through check dams, bunds etc. Choose an international, national and a local
NGO working in different areas - issue based,
The need for the above and the scope. women’s collectives and child welfare
(c) Small dams versus large dams. organisations.
An analysis - can many small dams (iii) Evolving a sustainable growth paradigm e.g.,
replace a large dam? Do large rivers Gandhi. Large-scale development versus
require large dams only? Village community based self-sufficient
growth.
Issues around large dams.
Scope and limitation of small dams. What does sustainability mean?
Other possibilities like Micro hydel, Mini GDP versus Growth paradox. (Questioning
hydel, run off the river. the notion that increase in power will bring
about economic growth and this in turn will
alleviate poverty.)
How to integrate the principle of
sustainability in development?
Gandhi’s model of decentralised governance
like Panchayati Raj.
A study of a few working examples like Khadi,
Dastkar, Auroville, Gandhi gram.

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 (iv) North - South divide. • the student is responsible for choices
Patterns of resource use in the North and the made.
South and the impact they have on the • he/she is capable of mobilising responses
environment of both the regions. to things that happen into meaningful and
Suggested Activities / Visits productive action.
• Visit to a Khadi production centre or • in whatever career context the student
other such units. may function in later life, there is scope
for applying environmental sensitivity.
3. Appropriate Eco-friendly Technologies
• there is a clear connectedness to people
(i) Scope and limitation of indigenous and a capacity to interpret processes and
technology and modern technology. decisions in society and governance and
Study an industry like fishing and/or weaving its impact on people.
- where both technologies are practised. This can be brought about by discussions in
(ii) Need for developing intermediate and class or facilitated through any other
appropriate technology. empowering process.
To be studied through the analysis of the power
sector - the limitation of all conventional INTERNAL ASSESSMENT – 100 Marks
sources and the scope of alternate energy Students are recommended to complete two case
sources. studies and one project from the list given below.
(iii) Developing least cost options. Suggested list of Projects/ Case studies for topics from
Environment Impact Assessments (EIA), their the syllabus.
role including impacts while planning and the 1. Caring for our Basic Resources
method to develop least cost options. (i) Caring for our soil
Dynamics of implementation. Projects
Scope of grass root upward planning rather • How can a society produce less waste?
than trickle down planning.
• Examine the problem of plastic.
(iv) Natural resource accounting.
• Setting up a safe plastic disposal system
What is natural resource accounting? How to in a city.
go about it? - Basic understanding with the
aid of examples. • What are toxic wastes?
Suggested Activities / Visits • Should oceans act as waste dumps?
• Visit a modern power plant. Case Studies
• Visit a village with traditional • Tarun Bharat Sangh's work in Alwar.
occupation like weaving, pottery, etc. • Case study of Anna Hazare's work in
• Visit a Bio-gas plant. Ralegoan Siddhi.
4. Initiatives I can take • Auroville's afforestation effort.
(i) In my local environment. • Environmental effects of mining, brick
industry.
(ii) In my future career choice.
• Use of resources in a city. Compare with
(iii) In supporting initiative in my State or the resources used in a rural community.
Country.
• India’s growing population problem - a
By the end of Class X, the student must have a critical analysis.
working understanding of the broad impact
that his /her personal decisions can have on (ii) Caring for our Air
the environment and on society. The Projects
implications of such an understanding are • Monitor pollution in busy traffic places.
that:
• Role of vehicles in causing respiratory
health problems.

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 • Is better public transport an answer to • Excerpts from E.F. Schumacher’s work
reducing air pollution in cities? “small is Beautiful”.
Case Studies • Voluntary action and Gandhian approach
• Generating power through burning – D.K. Oza.
garbage - is it a good way of dealing with • J.C. Kumarappa’s writing.
garbage? • Gandhi’s writings.
• Medical waste disposal through 3. Appropriate Eco-friendly Technologies
incineration - is there an option? Projects
• Can pollution be reduced by better city • Can Non-conventional sources meet the
planning [one way lanes, synchronized growing demand for power?
signals etc].
Case Studies
• Bhopal gas tragedy.
• Dr. A.K.N. Reddy’s work in creating a
• Chernobyl tragedy. network of villages in Tumkur district based
(iii) Caring for our Water on appropriate technologies.
Project • MNES publications.
• Is water being wasted through the modern
sewage disposal system in cities? Guidelines for evaluating Project Work
Case Studies The project has to be evaluated for the efficacy of the
following steps:
• Water shortage in Kerala and Chirapunji.
1. Coming up with a clear question or problem
• Rajasthan's water conservation systems.
statement, which will be the basis of the student’s
• Salt water intrusion. project research. This is critical because without
• Ground water depletion. a clear question the research tends to be broad and
• Contamination of surface water. unfocussed, with the student tending to gather
whatever information is available rather what they
• Laws relating to rain water harvesting in
need to have.
cities.
• The politics of water sharing like the Criteria of evaluation for this stage will therefore
Cauvery issue. include definition in terms of the focus and clarity
of the question.
• Narmada issue.
2. Formulating an action plan, which states the steps
• The Tehri dam issue. to be taken to move the question forward.
• The three gorges project in China.
Criteria of evaluation for this stage will include
2. Resource Use how pragmatically the plan takes the question
Projects forward.
• Assess the impact of any movement related to 3. Gathering primary data
displacements or violations. 50% - 70% of information gathered needs to be
• Look at Governmental and Non- primary data i.e., data gathered by the student by
Governmental supports to promote local going into the field.
initiative in the area of sustainable growth.
This may involve evolving a questionnaire for
Case Studies social issues and formats for ecology related
• Reports by NGOs on Globalisation projects. Sample size and type have to be adequate
impacts. and scrutinized carefully.
• Captive minds captive lives – Vandana Criteria of evaluation for this stage will therefore
Shiva. be based on quantum of fieldwork and efficacy of
• The unseen worker – National sampling.
Foundation of India.

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4. Secondary data The purpose of the viva is to give the student an
Secondary data from books, Internet and other opportunity to converse with an expert in the field
publications is used only as a basis to substantiate, regarding his / her project. This would help to
analyse and to construct an argument. deepen the learning for the students and help them
Criteria of evaluation for this stage will therefore understand the lacunae in their thinking and
include appropriate choice and use of secondary process.
data.
Guidelines for evaluating Case Studies
5. Collating data and generating solutions
Case studies unlike projects are not based on primary
This phase after the gathering of the data is one of
stock taking i.e. putting together of information. data but entirely on secondary data mostly about a
The data is then analysed and the solutions particular event or case.
generated. The initial project report is put The student presents it as a report about 1500 words
together. long. It may be evaluated for:
Criteria of evaluation for this stage will therefore • Comprehensiveness;
include sifting and organisation of relevant data,
complexity of analysis in terms of number and • Accuracy;
relevance of parameter chosen and feasibility and • Range of sources;
innovation of solutions generated.
• Inferences drawn;
6. Project Report
• Connections made;
The research the student does is submitted as a
project report comprising of the following: • Perspective gained, etc.
i. Statement of the topic, issue or problem being Marks may be awarded on the following break up:
studied / researched. Project - 30
ii. Statement of the action plan. Case studies - 20
iii. Presentation of data using different methods Total - 50
such as bar charts/ pie diagram etc. A clear
distinction has to be made between primary
and secondary data. EVALUATION
iv. Analysis of data. The assignments/project work is to be evaluated by the
v. Solutions offered. subject teacher and by an External Examiner. The
External Examiner may be a teacher nominated by the
vi. Personal learning for the student. Head of the school, who could be from the faculty, but
vii. Bibliography and acknowledging resource not teaching the subject in the section/class.
persons.
The Internal Examiner and the External Examiner will
Criteria of evaluation for this stage will therefore assess the assignments independently.
include readability, precision, neatness and
indexing. Award of Marks (100 Marks)
Therefore, the evaluation is on-line and does not Subject Teacher (Internal Examiner) 50 marks
base itself entirely on the project report. External Examiner 50 marks
The total marks obtained out of 100 are to be sent to
7. VIVA-VOCE (Optional)
CISCE by the Head of the school.
A viva may be conducted with the subject teacher
and an External Examiner who could be another The Head of the school will be responsible for the
teacher from the school itself or an experienced online entry of marks on CISCE’s CAREERS portal
person from the environmental field, preferably a by the due date.
researcher.

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 INTERNAL ASSESSMENT IN ENVIRONMENTAL APPLICATIONS - GUIDELINES FOR MARKING WITH GRADES

Criteria Preparation Investigation/Gathering Data Analysis/Inference Solutions Alternatives/ Presentation

Innovations
Grade I Follows instructions with Is able to ask correct questions. Analyses systematically. Can Innovative ideas Accurate. Feasible, neat,
(4 marks) understanding; modifies if Knows whom to ask, when and how. see sequences or correlation. presented. Alternatives well labelled diagrams.
needed. Background Can deal with more than one variable. Can segregate fact from opinion. suggested. Index and references
information correct. Level given.
of awareness high.
Grade II Follows instructions step- Is able to ask questions and identify Makes observations correctly. Alternatives presented. Accurate. Neat, well
(3 marks) by-step. Awareness is whom to ask, when and how. Can Analysis fair. Innovative but not labelled diagrams. Index
good. Background handle two variables only. practical. and references given.
information correct.

Grade III Follows simple instructions Needs help with the investigations. Observation - help needed. Obvious solutions A bit disorganised, but
(2 marks) only. Awareness basic. Has suggestions but cannot decide. Needs guidance to see presented. Not neat and accurate. Either
Background information correlations or sequence. innovative. index or references
sketchy. missing.

Grade IV Follows some instructions Needs to be told what questions to be Detailed instructions required to Thinks of solutions under Poorly organised. Some
(1 mark) but confused. Has to be asked, whom to ask or where to gather draw inferences. Charts have to guidance. points missing. Index and
made aware. Background the data from. be made. references missing.
information incorrect in
places.

Grade V Confused about Gets stuck at every step. Even with help, analysis is not Solutions not Overall impression very
(0 mark) instructions. Has to be Questionnaire has to be formulated. clear. Takes teacher’s word for forthcoming. poor. Not very accurate.
made aware. Needs help it.
with background
information.

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