Term 1 Formal Assessment Exemplar 1

Written task (70 marks)

Analyse a case study about sexuality. Read the case study and then answer the questions that follow:
Adila lives in a small community. She lives with her mother and aunties. Adila’s father died when she was
young. Her mother allows her to date other Muslim boys, but Adila knows that she should not have sex before
marriage. She doesn’t know anyone in her community who has children and is unmarried. She has been dating
Naseem for one year. She is friendly with his family. Both families spend time together and go to the same
Mosque.
One afternoon, Adila and Naseem are alone together and have sex. Both feel very guilty about it and feel
they have let their parents and themselves down. They go together to tell Adila’s mother about what had
happened. They both promise not be alone together again and say they would not do something so dangerous
again. Adila’s mother says that Adila and Naseem should get married immediately. Naseem and Adila agree to
get married.
Even though they both agreed, they now feel worried about their education. Will they still be able to go to
school? They also don’t feel ready to be married and they regret having sex. They don’t want to be in a
situation where they might have sex again, even if they are married. They are worried about Adila falling
pregnant. They don’t have jobs outside of school and fear that they will lose their friends if they have to start a
married life. None of Adila and Naseem’s friends have had sex. They are shocked to find out what happened.
Their friends say that they should stay in school and not get married yet. They suggest that Adila and Naseem
only get married after college.
Adila and Naseem don’t know whether their families will agree to this. They have seen couples on TV who
struggle when they marry young, but they have also listened to music that suggests love is the only thing that
counts towards being happy. They do feel that they are in love and wonder if this will be enough to overcome
their difficulties.
1. Answer the following questions:
a. What are values? (3)
b. What are norms? (3)
c. Which two influences have the strongest impact on Adila and Naseem’s
values and norms? (2)
2 In a table, list the factors that have an influence on Adila and Naseem’s decision
in the correct column: ‘For marriage’ and ‘Against marriage’. Include Adila and Naseem’s personal
feelings, influence of friends and peers, family and
community norms, cultural values and media. (10)
3. a. List three choices Adila and Naseem could make to deal with their problem. (6)
b. What are the possible consequences of each of the three choices that you
described in question 3a? (6)
4. Describe the steps that Adila and Naseem should take to carry out the plan and
set time deadlines for each step. (8)
5. Explain how they can assess whether the plan works for them or not. (4)

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6. Pretend to be either Adila or Naseem and write a one page letter to Adila’s
mother or Naseem’s parents explaining:
a. the worries that you have about what happened (6)
b. what solution you want to follow and why you want to follow that solution (4)
c. what help you would like from your family to succeed with this solution (2)
7. Evaluate the norms in your family or community, and explain the similarities and differences to those of
Adila and Naseem. (6)
8. Critically evaluate the influence of TV on Adila and Naseem (as far as we can
tell from the case study). (4)
9. Advise Adila and Naseem by explaining which course of action you think they
should take, with reasons. (6)
Total: 70 marks

Term 1 Formal Assessment

Exemplar 1 Memorandum
Written task (70 marks)
1. a. Values are principles and beliefs about what it wrong or right (3)
b. Norms are the behaviour and thinking that is normal in a community and
among family and friends. (3)
c. Religion and family (2)
2.
For marriage Against marriage
Family Friends
Community Personal feelings
Religion TV
Music Community
Culture
(10)
3. a. This could be any three choices that suit the case study. Learners should
show they have considered the possible options. (2 marks per choice) (6)
b. Consequences should match the options chosen. (6)
4. The steps for the plan should be achievable, in a logical sequence and have
time deadlines. (8)
5. The assessment measure should be simple enough for a person to evaluate whether
the solution is working or whether they will need to begin problem-solving again. (4)

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6. The letter should follow the instructions and show synthesis of the problem-solving exercise the learners
have just completed. The letter should include:
a. The worries that you have about what happened (6)
b. What solution that you want to follow (from question 5) and why you want
to follow that solution (4)
c. Learners’ own answers (2)
7. Learners’ answers will vary, but should show clear similarities or differences with
own family culture and those in the case study. (6)
8. Learners should give positive and negative influences of TV and draw a conclusion. (4)
9. Learners must offer advice, with reasons. (6)

Term 1 Formal Assessment

Physical Education Task (PET)
Physical Education Task (30 marks)
• Participation and movement performance is assessed this term.
• Give a mark out of 20 for participation.
• Mark movement performance in physical activities that promote the concept of fitness out of 10 (5 × 2),
using the rubric on page 16.

Term 1 Formal Assessment Exemplar 2

Written task (70 marks)
Analyse a case study about sexuality and relationships. Read the letter and answer
the questions:
Dear Aunty
I have been going out with a guy for three months. He is funny and handsome, and I like him very
much. He has been asking whether I love him, because I refuse to have sex with him. I think I do love
him, but am not sure about whether I am ready to have sex.
Quite a few people in my area had children when they were young, and they dropped out of school.
My cousin is one of those people and I see her struggle. I wonder if her boyfriend said the same thing to
her?
My family don’t even know that I am seeing this guy, because I’m not allowed to date boys,
especially boys from another religion. I can’t speak to my mother about sex. It would cause a huge
fight. I think my father would just try to beat up anyone who wanted to be my boyfriend. So I don’t
know what to do or where to turn.
Many of my friends have already had sex. They say that my boyfriend is a good guy and I must be
careful not to lose him. My best friend says that she is waiting for marriage and she says that I should

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 forget about him and just study. I like going to school and I want to get a good job and help my family
one day. I also like my boyfriend very much and don’t want to lose him. What should I do?
Confused

Question 1
Use your problem-solving skills to help ‘Confused’.
a. Explain in detail what her problem is. Include personal, peer, school,
community, family, and religious issues. (10)
b. List ways Confused could deal with the problem. Brainstorm as many
options as you can in two minutes and write them down. (4)
c. How can Confused solve the problem? List four possible solutions. (4)
d. For each of the options you have chosen, list two positive consequences of
using that option and two negative consequences. (6)
e. Choose the solution you think Confused should choose. Explain your choice. (4)
f. Explain how Confused can test that the option you suggest is the right one. (2)
g. Write a short letter of two paragraphs to Confused, giving advice on what
you think she should do. (5)
[35]
Question 2
a. What is the key to healthy relationships? List examples of healthy behaviours. (8)
b. How do we know when behaviour is inappropriate in a relationship? (2)
c. List ways in which a person can start a new relationship or improve a
good relationship. (5)
d. Explain what effect inappropriate behaviours in relationships can have on
our lives. (5)
e. Describe how we can end a relationship in a healthy way, with examples. (10)
f. Evaluate whether ending a relationship by sending an SMS is healthy
or unhealthy. (5)
[35]

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Term 1 Formal Assessment
Exemplar 2 Memorandum
Written task (70 marks)
Question 1 (35 marks)
For question 1, ensure that learners follow the problem-solving process as instructed.
a. Provide up to 2 marks per factor category described. The answers should
clearly define the issues. (10)
b. With brainstorming, many of the options can be inappropriate. Provide marks
for creativity and number of options provided. (4)
c. The two chosen options should be realistic and the reasons for the selection
should show that the learner has thought about the options. (4)
d. Ensure that the consequences suggested are realistic, and that the learner has
mentioned pros and cons of both options. (6)
e. The reason for the learner’s selection should refer to positive and
negative consequences. (4)
f. The assessment of the option should be simple enough for a person to decide
whether or not to begin the problem-solving process over again. (2)
g. The content of the advice will vary, but should follow the problem-solving
solutions gathered in the earlier process. (5)

Question 2 (35 marks)

a. Learners must state what the key to a healthy relationship is and list examples
of healthy behaviours such as honesty, trustworthiness, interest in others,
good listening skills, being encouraging, acting in selfless ways and for the
good of others, being caring, being reliable. (8)
b. When people are hurt, the trust in the relationship is damaged. (2)
c. Learners should list ways in which a person can start a new friendship or
improve a good relationship, for example, show interest in others, smile, be
friendly, ask questions and encourage others, be helpful and kind. (5)
d. Learners must explain what effect inappropriate behaviours in relationships
can have on our lives, for example breaking down trust and self-image,
confusing people and making them feel confused and unworthy of love,
becoming lonely and distrustful; breeding bad habits of behaviour. (5)
e. Learners must describe how they can end a relationship in a healthy way,
with examples. (10)
f. Learners must evaluate whether ending a relationship by sending an SMS is
healthy or unhealthy and come to the conclusion that it is unhealthy. It is
selfish because someone wants to spare themselves the effort of a
confrontation, but the other person can’t talk about it and there is no
opportunity to remain civil to one another. (5)

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