MINISTRY OF PRIMARY AND SECONDARY EDUCATION

MASH EAST PROVINCE; GOROMONZI DISTRICT

FACILITATOR’S GUIDE

LEARNING AREA: HISTORY (4044)

LEVEL: ORDINARY LEVEL

CALA TYPE: INVESTIGATIVE, PEN AND PAPER

TOPIC: Human Rights; Children’s Rights

SYLLABUS REFERENCE: THE CONSTITUTION OF ZIMBABWE, Page 39

DURATION: 2 WEEKS

CONCEPTS/SKILLS TO BE ASSESSED

 Oral communication skills

 Interviewing skills
 Interpretation skills
 Recording skills
 Report writing skills

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DIMENSIONS/CRITERIA TO BE ASSESSED

 Designing research guide questions

 Researching on the tools used by the Early Societies in Zimbabwe
 Interviewing skills soliciting for information on the tools used by people in your community
 Recording all new information discovered accurately and clearly showing the tools and its purposes
 Analyzing responses given and Report writing skills

OBJECTIVES TO BE ASSESSED

By the end of the fortnight learners should be able to:

 Design an interview guide which will guide them in collecting information on the tools used in in their community
 Research on the activities that are being undertaken by various denominations in their community
 Record new responses accurately
 Analyze documents at their disposal and come up with a detailed report

CALA CONTEXT

From the studies carried out by archaeologists and historians it has been discovered that people of Zimbabwe changed their mode of living from
Stone Age to Iron Age. Tools were improved from stone tools and iron tools. Therefore it has been noted that most learners do not have
knowledge on those tools and its purpose by Early Iron Age societies. It is against this background that this Cala is being carried out.

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FACILITATOR’S NOTES

 Teacher to supervise the execution of the CALA

 Teacher to familiarize himself/herself with the marking guide and achievement standards at the the end of the cala and use them to mark
and score the CALA
 Teacher to provide the necessary guidance, where necessary, especially on choice of topic for interview purposes so that objectives are
met
 Where interviews are involved, teacher to ensure that he/she attends the session in order to score the learner (can do this by inviting a
resource person to the class to serve time)

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LEARNER CALA GUIDE

HISTORY

CALA COMPONENT: D

NAME:

CANDIDATE NUMBER:

LEVEL:

SCHOOL:

LEARNING AREA: HISTORY

TOPIC: HUMAN RIGHTS: Children’s Rights

SYLLABUS REFERENCE: THE CONSTITUTION OF ZIMBABWE PAGE 39

DURATION: 2 WEEKS

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BACKGROUND INFORMATION

It has been discovered that learners do not have adequate knowledge on their rights as children. As people who are now exposed to modern day
challenges there is a need to equip them with their fundamental rights therefore it is against this background that this CALA is being carried out

PART A

Design an interview guide including name, age, race and occupation of interviewee

PART B

Carrying out an interview identifying any the children’s rights in their community

PART C

Recording the new information discovered from the interview concerning the rights of children.

PART D

Analysing the responses from the interviewee and from the media. Use the obtained information in writing a report.

HOW YOU WILL BE ASSESSED

In carrying out the CALA marks will be awarded for the following:

 Clearly phrased interview questions

 Accurate recording of newly discovered information
 Good oral communication skills
 Good research skills
 Identifying any six rights of children from your community.
 Describing those six identified children rights.
 Good organization and presentation of findings (coherence and cohesion)

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  Grammatical accuracy.
 Time consciousness.

CALA TIPS

In interviewing, take note of the following:

 Design an interview guide which includes the following information:

Surname and name of interviewee, gender, race, occupation, religion, denomination
 Be courteous when interviewing people when sourcing for reading material
 Strictly use English
 Be well dressed in your school uniform.
 Obtain a letter from your school introducing you and your task.
 Carry a notebook or a smart phone to record the information or answers to your interview questions.
 When you get to the person you want to ask reading material from, greet them, introduce yourself and give them the reason why
interviewing

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MARKING GUIDE (FOR COMPONENT D)

DIMENSIONS DESCRIPTIONS MARKS

Designing the interview -Excellent Interview Guide which includes all of the following personal interviewee details;
Guide Surname and name of interviewee, gender, race, occupation, religion, denomination
06

Interviewing skills -Consistently well- phrased clear and relevant interview questions.
08

02
Analysis of responses and -Consistently clear, sub-headings, neat and organized presentation of findings
writing of the report. 03
-Excellent identification of any six rights of children.
06
-Excellent description of any six children rights.

-Excellent time management 02

Time Management -Consistency meets deadlines 02

-Consistency consultative 02

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ACHIEVEMENT STANDARDS (FOR COMPONENT D)

BELOW
CRITERIA EXCELLENT VERY GOOD GOOD SATISFACTORY UNSATISFACTORY
AVERAGE

PERCENTAGES 100-75 74-65 64-55 54-45 44-30 29-1

MARKS 30-26 25-20 19-15 14-10 09-06 05-01

Designing of -Excellent -Very good -Good research -Satisfactory -Unsatisfactory -Poor research
research guide interview guide research guide guide questions research guide research guide which guide questions
which includes which may miss which may miss questions which will miss four of the which will miss
all of the one of the two of the may miss three of earlier stated five the earlier stated
6 marks following earlier stated earlier stated the earlier stated personal details personal details
personal five personal five personal five personal
interviewee information details details
details: name, -Unclear clear purpose -Confused
gender, race, of the research through purpose of
occupation -clearly stated -fairly clear -Partly clear questions research
purpose of purpose of purpose of research
research research through questions
-clearly stated through -Unsatisfactory -Poor questions
purpose of questions questions with only a with a few
research through -Very good -satisfactory few closed questions unclear closed
questions questions with questions with questions
adequate closed -Good questions inadequate closed
and open ended with fairly and open ended
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 -excellent questions adequate closed questions
research and open ended
questions with questions
exhaustive
closed and open
ended questions

6-5 5-4 4-3 3-2 2-1 1-0

Research Skills -Excellent -Very Good -Good research -Satisfactory -Research skills are -Poor research
research skills research skills skills writing skills below average skills
8 marks

-Consistently -Largely well -Generally well -Half of the -Most questions are -Unclear
well phrased, phrased relevant phrased questions are well not well written irrelevant and
clear and questions questions with phrased, the other unfocussed
relevant research one or two half are unclear questions
questions ambiguous and and irrelevant -recording of questions
-Largely irrelevant ones is largely inaccurate
-Very accurate
recording of new accurate -Inaccurate
information recording of -Half of the new recording of new
discovered new -Good data is accurately -below average responses
information communication recorded research skills
lack confidence

-Excellent oral -Poor

communication -Very good -Fair -No confidence communication
skills, confident communication -One or two communication skills
and fluent skills largely inaccurate skills, lack
fluent but not so recordings confidence and
-Unclean school
confident. fluency -Very unclean
uniform

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 -Neatly dressed school uniform
in complete
school uniform Very well -Well dressed in -Fairly well
dressed in school uniform dressed in school
school uniform uniform

8-7 7-6 6-5 5-4 4-3 2-1

Analysis and -Consistently - Largely clear, - Fairly clear - Satisfactory - Below average - Poor
report writing clear, neat and neat and though not as presentations lacks presentations lacks presentations
organized organized neat and neatness though neatness and confusing lacks neatness
10 marks presentation of presentation of organized organized and confusing
findings findings presentation of
findings -Largely irrelevant
-Largely unclear sub-headings -Completely
-Consistently - Largely clear sub-headings irrelevant sub-
clear sub- sub-headings -Partly clear headings
headings sub-headings - Unsatisfactory
- Fair identification identification of any
- Very good of any three two children rights. - No
-Excellent identification of - Good - children rights. . identification of
identification of any five identification of any children
any six children children rights. any four rights.
rights. . children rights. .

. . . .

-Good -
description of
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 -Excellent -Very good any four
description of description of children rights.
any six children any five -Fair description of -Unsatisfactory -No description
rights. children rights. any three children description of any two of any children
rights. children rights. rights.

10-9 8-7 6-5 4-3 2-1 1-0

Time -Excellent time -Very good time -Good time -Satisfactory time -Struggles to manage -Poor time
management management management management management time management

6 marks

-Consistently -Mostly meets -Generally -Partly meets -Largely fails to meet -Constantly fails
meets deadlines deadlines, may meets deadlines. deadlines. deadlines. to meet
fail in or two deadlines.
cases
_Consistently -Occasionally -Erratic -Hardly consults
consultative consults consultation -No consultation
-Largely at all
consultative -Very slow and
-Fast and -Average work -Largely slow and inefficient
efficient rate with gaps inefficient -Extremely slow
submission on or -Efficient but in efficiency and inefficient
before time not fast -Mostly late
submission on -Occasionally late submission
time -Submission submission -Consistently
-No supervision mostly on time late submission

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 -Minimum or -Regular -Constant supervision
no supervision supervision
-Occasional -Close and
supervision consistent
supervision

6-5 5-4 4-3 3-2 2-1 1-0

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