Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.

NB: It is mandatory for the teacher to complete actual dates and signature as he/she covers content and daily assessment.
TERM 1 INFORMAL ASSESSMENT Date:
Date Week Strand CAPS Topic Signature
Content (Daily Assessments-Class and/or Home Work) Start/Complete
BASELINE TEST (Baseline assessment based on Grade 10 topics needed for Term 1 e.g. classification schemes, the nitrogen cycle, scientific skills):
17–19/01
1 50 MARKS . PRE REQUISITE OF Wks 1-9 18 JANUARY 2024
(3)
Orientation  Revise scientific skills
Structure of Viruses, Bacteria, Protista and Fungi  General characteristics and labelled diagram of viruses.
 General characteristics and labelled diagram of. Bacteria
22-26/1  General characteristics and labelled diagram of. protista
2
(5)  General characteristics and labelled diagram of fungi
Maintenance of balance in the environment  The role of viruses and bacteria.
 The role of protista and fungi
29/01-02/02 3 Symbiotic relationships of bacteria  Mutualism (nitrogen fixing bacteria in plants), Commensalism
(5) and Parasitism (E coli in Humans)
The effects and management on any one disease caused by:
 Viruses (rabies, HIV/AIDS, influenza)
 Bacteria (blight, cholera, tuberculosis, anthrax)
Diversity , change and

 Protista (malaria)
Biodiversity  Fungi(rust, thrush, ringworm, athlete’s foot)
continuity

Microorganisms  Draw graphs and interpret data on any one disease caused by
each of viruses and bacteria
 The effects and management on any one disease caused by
P2:29 Marks
each of:
 protista(malaria)
 fungi (rust, thrush, ringworm, athlete’s foot)
 Draw graphs and interpret data on any one disease caused by
each of protista and fungi
05-09/02 (4) 4 Immunity  Immunity, including plants and animals’ immune responses
against the infecting micro-organisms.
Effect of drugs, use of microorganisms and  The use of drugs e.g., antibiotics; effect on micro- organisms
traditional technology  Vaccinations (Brief discussion)
 The use of micro-organisms to produce medicines (e.g., insulin
and antibiotics)
 Traditional technology to produce, e.g., beer, wine and cheese.
INFORMAL TEST ONE (Biodiversity Microorganisms): [ Week 1 – 4] 50 MARKS 08 FEBRUARY 2024

1
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
TERM 1 INFORMAL ASSESSMENT Date:
Date Week Strand Topic Signature
Content (Daily Assessments-Class and/or Home Work) Started/Complete
Grouping: Bryophytes, Pteridophytes,  Label drawings showing various parts of the 4 plant groups
Grouping: Gymnosperms, Angiosperms  Comparative table of simple diagrams for identification and
presence of: (vascular tissue and true leaves and roots) of
12-16/02 (5)  the 4 plant groups to show how they are grouped
5
 Comparative table of simple diagrams for identification and
Biodiversity in presence of: (seeds/spores and fruits, dependence of water
Plants  for reproduction ) of the 4 plant groups to show how they are
grouped,
P2:29  Advantages and disadvantages of asexual and sexual
19-23/02 (5) reproduction
6 Marks
SBA TASK 1 FORMAL PRACTICAL TASK (Week 1-4) 40 MARKS 20 FEBRUARY 2024
Flowers as reproductive structures
26/02-1/03 Adaptations for pollination through (different pollinators) wind, insects and birds (South African
7
(5) examples only) differences and similarities
INFORMAL TEST TWO (BIODIVERSITY IN PLANTS) (Week 5-7) 50 MARKS 29 FEBRUARY 2024
Biodiversity in Porifera, Cnidaria, Platyhelminthes, Comparative table of:
Animals Annelida, Arthropoda, Chordata  Simple diagram for identification, four key features i.e. symmetry
4-8/03 (5) 8 and cephalisation; the number of tissue layers
P2:18 developed from embryo; the number of openings in the gut; coelom
Marks and blood systems in the six selected phyla)
 Compare the body plans of the different phyla and relate it to
the mode of life of each phylum with regard to presence or absence of
coelom, presence or absence of through gut
 Suitability of each body plan for their respective environments
 Similarities and differences between the SIX phyla
11– 15/03 (5)
9  Interpret a phylogenetic tree representing the evolutionary history
of animals
 The role of invertebrates in agriculture and ecosystem
INFORMAL TEST THREE (BIODIVERSITY IN ANIMALS)(Week 8) 50 MARKS 07 MARCH 2024
PRE-THEORY TEST 1(Week1-9) 60 MARKS 12 MARCH 2024
SBA TASK 2 FORMAL TEST 1: (Week1-9) 60 MARKS 15 MARCH 2024
18-20/03 (3) 10 Consolidation and revision

2
 Date WeekStrand Topic Grade 11 LifeTERM
Sciences:
2 2024 Pacesetter & Program
INFORMALof Assessment.
ASSESSMENT Date:
Signature
Content (Daily Assessments-Class and/or Home Work) Start/Complete
Orientation  Revise basic cell structure with focus on the chloroplast, leaf structure mitochondria Gr9
3-5/04 (4) 11  Revise plant and animal tissues from Gr9 and Gr10.
 Revise basic photosynthesis and respiration from Gr8
Photosynthesis  Process of photosynthesis using words and symbols:
(NB: reduced from 3  The intake of raw materials, trapping and storing of energy, formation of food in
weeks to 2 weeks) chloroplasts and its storage.
8-12/04 (5)  The release of oxygen. Mention only of light and dark phase (no biochemical detail of light
12 Transformation to Sustain
and dark phases
Life
 are required)
P1:32 Marks  Importance of photosynthesis: release of oxygen,
 uptake of carbon dioxide from atmosphere, food production (trapping energy)
Life processes in Animals and

 Effects of variable amounts of light, carbon dioxide and temperature on the rate of
photosynthesis
15-19/04  Improve crop yields in greenhouse systems, role of ATP as energy carrier in the cell
13
Plants

(5)  ONE investigation to explain the principles of the Scientific process:

 Light is necessary for photosynthesis (Infuse investigation throughout the topic)
INFORMAL TEST FOUR (PHOTOSYNTHESIS )(Week 11-13) :50 MARKS 18 APRIL 2024
Cellular Respiration Process of respiration:
22-26/04
14  Aerobic respiration: in cytoplasm and mitochondria; use words and symbols: glycolysis,
(5)
Krebs cycle and oxidative phosphorylation. (no biochemical detail is required)
29/4-3/05 15  Anaerobic respiration: production of lactic acid in muscles during exercise; word and
(5) symbols (no biochemical detail of process is required):
Energy Transformation to
 The role of anaerobic respiration in the industry, e.g., beer brewing and bread making.
Sustain Life
 Comparison between aerobic and anaerobic respiration
TWO investigations to explain the principles of the Scientific process:
P1:23 Marks
 O2 is required by respiration,
 CO2 is produced by living organisms during respiration (Infuse investigations
throughout the topic)
INFORMAL TEST FIVE (CELLULAR RESPIRATION)(Week 14 & 15) :50 MARKS 2 MAY 2024
SBA TASK 3 ASSIGNMENT (WEEK 11-15) 100 MARKS 07 MAY 2024

3
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
TERM 2 INFORMAL ASSESSMENT Date:
Date Week Strand Topic Content (Daily Assessments-Class and/or Home Work) Started – Signature
Completed

6-10/05 16 Dentition and Human  The differences in dentition for herbivorous, carnivorous, and omnivorous lifestyles in terms
(5) nutrition of nutritional requirements and energy relationships (link with ecology – food chains)
Human nutrition
 The macro-structure of the alimentary canal and associated organs and the functions of the
different parts

13-17/05 17 Digestion The process of ingestion, digestion, absorption, assimilation and egestion and the significance of
(5) each:
 Mechanical or physical digestion: types and functions of different kinds of teeth, processes
of chewing. Peristalsis
 Chemical digestion: Enzymes: functions of carbohydrase’s, proteases and lipases: where
Animal produced; substrate, pH and end-products (Specific enzymes need not be named – link to
Nutrition
Life processes in Animals and Plants

enzyme activity)
P1:32 Marks
Fate of food The process of absorption, assimilation and egestion and the significance of each:
(NB: reduced from 4
 Absorption: small intestine as a region of most absorption of digested food; adaptations to
weeks to 3 weeks)
increase surface area. Structure (to tissue level) and significance of villi. Importance of
hepatic portal system in the transport of absorbed food to the liver and then through
hepatic vein to the rest of the body.
 Assimilation: incorporation of glucose and amino acids, and the breakdown of alcohol, drugs
and hormones.
 Egestion
20-24/05 18 Homeostasis  Homeostatic control, which involves the hormonal control of blood sugar levels (Links with
(5) Gr 12)

INFORMAL TEST SIX (ANIMAL NUTRITION) (Week16-18) : 50 MARKS 23 MAY 2024

27/5- 19-21 Consolidation and revision SBA TASK 4 JUNE EXAMINATION ONE PAPER (Week1-18) 150 MARKS: Date: TBA by Province
14/06
(20)

4
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
TERM 3 Term 3 INFORMAL ASSESSMENT Date:
Date Wee Strand Content (Daily Assessments-Class and/or Home Work)
Topic Start/Complete Signature
k
9-12/07 Revision Body  Revise relevant body systems from Grade 9
22 Orientation
(4) Systems and Ecology  Ecology from Grade 8
15-19/07 23 Gaseous exchange Gaseous exchange  Distinguish between cellular respiration, breathing and gas exchange.
(5) P1:32 Marks  Requirements of efficient gas exchange organs:
 Large surface area, thin, moist, well ventilated, protected, transport system
22-26/07 24 Human Gas  The structure (macro and tissue level), location, adaptations and functioning of
(5) exchange: the ventilation system: trachea, epiglottis, bronchi, bronchioles, lungs, ribs,
intercostal muscles, diaphragm, alveoli
 Ventilation of the lungs:
 Gaseous exchange in alveoli
 The transport of gases around the body
Life processes in plant animals

 Gaseous exchange in tissues; and

 Composition of inspired air vs. expired air – analyse data
29/07- 25 Homeostasis  Homeostatic control of breathing (Links with Gr 12)
2/08(5) INFORMAL TEST SEVEN (GASEOUS EXCHANGE) (Week 22-25) 50 MARKS 01 AUGUST 2024
SBA TASK 4 PRACTICAL TASK 2 (Week 22-25) 40 MARKS 06 AUGUST 2024
5-8/08 (4) 26 Excretion in various Brief role of the following:
organs  the lungs
 the kidneys and bladder
 the liver
 the alimentary canal (gut);
 the skin.
Excretion – in humans urinary Substances secreted by each and the origins of these substances
12-16/08 27 system: structure, functions, Urinary System  The structure of the:
(5) adaptations  Urinary system: position of kidneys, ureters, bladder, urethra.
P1:32 Marks  Kidney: structure and functioning, removal of urea and excess water and
salts, re-absorption of glucose and some salts.
 Nephron: structure and functioning: ultra-filtration, re-absorption,
tubular excretion, pH control, formation of urine
19-23/8 (5) 28 Homeostasis  Homeostatic control of water and salts: role of ADH and aldosterone (Links with
Gr 12)
INFORMAL TEST EIGHT (EXCRETION) (Week 27 & 28):50 MARKS 22 AUGUST 2024

5
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
TERM 3 Term 3 INFORMAL ASSESSMENT Date:
Date Wee Strand Content (Daily Assessments-Class and/or Home Work)
Topic Start/Complete Signature
k
Population Size Population size:
26-  Immigration ,emigration ,mortality, natality, carrying capacity & limiting factors
29  Use given data to draw line graphs of logistic and geometric growth forms
30/09
(5)  Perform calculations on estimation of population size using :
 Simple sampling; Mark recapture
02- 30 Interactions in the  Predation: Two South African examples of predator-prey relationships: graphs
06/09 environment
 Competition: Interspecific: for light, space, water, shelter and food
(5) Population
Ecology P2:37  Intraspecific: for food, access to mates, water, space, and shelter; survival is determined by access to
Marks the above, ecological niches Specialisation: Competitive exclusion and resource partitioning; discuss
one example of co-existence in animals and one example in plants
 Parasitism: Two examples from South Africa; one species benefit
 Mutualism: Two examples from South Africa; both species benefit
Environmental Studies

 Commensalism: Two examples from South Africa

09- 31 Human population  Reasons for exponential growth: Age and gender distributions for different countries including South
13/09 Africa Forecast of South Africa’s population growth over the next twenty years and predict possible
(5) consequences for the environment
PRE-TEST 2 THEORY TEST 2 [Week 22-30] 60 MARKS 05 September 2024
SBA TASK 6: FORMAL TEST 3 [Week 22-30] 40 MARKS 10 September 2024
INFORMAL TEST NINE (POPULATION ECOLOGY) (WKS 29-31): 50 MARKS 12 SEPTEMBER 2024
16- 32 Consolidation and revision Term 3
20/09
(5)

6
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
Date Wee Strand TERM 4 Term 4 INFORMAL ASSESSMENT Date: Signature
k Topic Content (Daily Assessments-Class and/or Home Work) Start/Complete
01-04/10 33 The atmosphere and climate Causes and Consequences of the following in South Africa:
change  Carbon dioxide emissions and Carbon footprint
 Deforestation
 Greenhouse effect, enhanced
 Greenhouse effect and global warming: desertification, drought and floods
 Methane emissions and
 Ozone depletion
07-11/10 34 Water availability  Construction of dams
 Destruction of wetlands
 Poor farming practices
 Droughts and floods
 Exotic plantations and depletion of water table
 Boreholes and effects on aquifers
 Wastage
 Cost of water
Quality  Water for domestic use, industry, agriculture and mining: Pollution, diseases,
Environmental Studies

eutrophication and algal bloom

 The effect of mining on quality of water
Human Impact: On the
 Thermal pollution
Environment
P2:37 Marks  The need for water purification and recycling
 Alien plants e.g., Eichhornia
Food security (link with  Human exponential population growth
population ecology dynamics)  Droughts and floods (climate change)
 Poor farming practices: monoculture, pest control, loss of topsoil and the need for
fertilisers
 Alien plants and reduction of agricultural land
 The loss of wild varieties: Impact on gene pools
 Genetically engineered foods, wastage
14-18/10 35 Loss of biodiversity (the sixth  Habitat destruction: Farming methods, e.g., overgrazing and monoculture, golf estates,
(5) extinction) mining, urbanisation, deforestation, loss of wetlands and grasslands
 Poaching, e.g., for rhino horn, ivory and “bush meat”
 Alien plant invasions: Control using mechanical, chemical and biological methods
 Indigenous knowledge systems and the sustainable use of the environment e.g., devils’
claw, rooibos, fynbos, the African potato (Hypoxis) and Hoodia
Solid waste disposal  Managing dumpsites for rehabilitation and prevention of soil and water pollution
 The need for recycling
 Using methane from dumpsites for domestic use: Heating and lighting
 Safe disposal of nuclear waste
INFORMAL TEST TEN (HUMAN IMPACT) (Weeks 31-35): 50 MARKS 17 OCTOBER 2024
7
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
Date Week Strand TERM 4 Term 4 INFORMAL ASSESSMENT Date: Signature
Topic Content (Daily Assessments-Class and/or Home Work) Start/Complete
21-25/10 36 Revision

04/11- 38-43 NOVEMBER EXAMINATIONS: PAPER 1 AND 2

13/12
Requisite PAPER 1 PAPER 2
PreKnowledge Revise balance in ecosystems from Grade 8 and 10 Marks: 150 Marks: 150
Time: 2½ hours Time: 2½ hours
Reference books, media reports, internet, magazines, newspapers. Learners must answer all 3 questions. Learners must answer all 3 questions.
Resources Watch Telematics video on human impact on the environment at:
(other than https://bit.ly/2lTaRk0
textbook) Topics and marks: Topics and marks:
to Photosynthesis – 32 Biodiversity and classification of
enhance Animal nutrition -32 microorganisms- 29
learning
Respiration – 22 Biodiversity in plants and reproduction
Gaseous exchange – 32
 Worksheets: Interpret case studies, tables and graphs 29
Excretion – 32
 Practical observation of ONE example of human influence on Biodiversity of animals -18
the environment in local area; write a report Population ecology - 37
 Interpret articles e.g. rhino poaching Human impact - 37
 Conduct a solid waste analysis
 Informal test Cognitive levels:
Informal Knowing science - 40%; Understanding
Assessment science - 25%; Applying scientific
knowledge - 20%;
Evaluating, analyzing and synthesising science knowledge - 15%

Degrees of difficulty for examination and test questions: Easy - 30%;

Moderate - 40%;
Difficult - 25%;
Very difficult - 5%
SBA
(Formal SBA Weighting: 40% End of year Examinations: Weighting: 60%
Assessment)

8
 Grade 11 Life Sciences: 2024 Pacesetter & Program of Assessment.
Elaboration on the different tasks of the Programme of Formal Assessment

1. TESTS AND EXAMINATIONS 3. PRACTICAL TASKS

 All formal and informal tests as indicated in the program must be written on the  30 – 40 marks are allocated to a practical task
specified date.  Each practical task assesses at least 3 of the 7 skills and must include skill 6
 The test and examinations covers all work as indicated in the pace setter. and/or 7
 Each formal test must be 100 marks.  At least ONE of the practical tasks includes manipulation of apparatus
 Mainly specific Aims 1 and 3 are covered. and/or collection of data

 Specific aim 2 (knowledge and understanding of investigations and practical work) is also  All 7 skills are covered annually
included but in a smaller proportion compared to Specific Aims 1 and 3. 1. Follow instructions
 Tests and examinations are balanced in terms of cognitive levels and topic weightings. In this 2. Handle apparatus
regard weightings grids should be used. 3. Make observations
4. Record data
 Tests and examinations must be analysed diagnostically and appropriate remedial and
5. Measure
intervention strategies instituted.
6. Interpret
 Tests and examinations follow the external examination in its design, rigour and format
7. Design/plan investigations
2. ASSIGNMENT
 The assignment is a long task (1½ - 2 hours under controlled Plan and design investigations by:
 Identify a problem
 Hypothesising
 Selecting apparatus or equipment and/or materials
conditions)
 Identifying variables Procedure
 Suggesting ways of controlling variables
 It is out of 100 marks
 Planning an experiment
 Is completed at school and not at home  Suggesting ways of recording results
 Covers a variety of topics  Understanding the need for replication or verification / reliability and
validity
 Includes as many as possible of the following:
o Analysing and interpreting data
o Making drawings
o Plotting graphs and Drawing tables
o Performing calculations
o Justifying conclusions