Self-Awareness in the Community

14 Grade 10 Community Service Learning questions on Self-Awareness in the Community, with worked marking schemes. 14 questions are available on this topic in full.

1. Question 1

   4 marks

   Distinguish between self-awareness and self-confidence, giving one example of each from a community service project.

   (4 marks)

   Marking scheme

   Award 1 mark for each of the following FOUR elements: (i) self-awareness is the honest knowledge of one's own strengths, weaknesses, feelings, values and effect on others (1); (ii) example: a learner recognising that she becomes nervous and speaks too fast when addressing a village meeting (1); (iii) self-confidence is the belief in one's ability to carry out a task successfully (1); (iv) example: the same learner volunteering to present the group's report to the village elders because she has prepared and practised it (1). Accept any correct examples. Credit a candidate who notes that self-awareness may reveal a weakness while self-confidence concerns willingness to act.

2. Question 2

   1 mark

   Before a Grade 10 class begins a clean-up of a river bank in their sub-county, each learner lists the tasks they do well and the tasks they struggle with. The main value of this personal skills audit is that it:

   A. removes the need for the group to draw up a work plan for the day

   B. guarantees that the clean-up will be finished on the day it is planned

   C. helps each learner take a role that matches their strengths and name where they need support

   D. shows the teacher which learners deserve the highest marks for the project

   (1 mark)

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3. Question 3

   2 marks

   State two ways in which a Grade 10 learner can find out their own strengths before choosing a role in a community service project.

   (2 marks)

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4. Question 4

   1 mark

   While serving at a children's home for her community service project, a learner notices that she becomes irritable whenever a child repeats the same question. The most self-aware response is to:

   A. admit what triggers the irritation and practise pausing and breathing before she replies

   B. ask to be transferred to a task that involves no contact with the children

   C. tell the children firmly that they must stop repeating questions

   D. ignore the feeling, since emotions are a private matter and do not affect service

   (1 mark)

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5. Question 5

   1 mark

   State one reason why a learner should review their personal targets at the end of a community service project.

   (1 mark)

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6. Question 6

   5 marks

   Suggest five questions a Grade 10 learner should ask themselves when deciding which community service activity to take part in.

   (5 marks)

   Marking scheme

   Award 1 mark each for any FIVE questions of this type: (i) "Which needs have I actually observed in my own community?"; (ii) "Which of my skills, talents or subjects can be put to use in meeting that need?"; (iii) "What are my weaknesses, and which of them would this activity expose?"; (iv) "How much time can I honestly give each week alongside my school work?"; (v) "Am I willing to work with the people this activity serves, for example the elderly, young children or persons with disabilities?"; (vi) "Is the activity safe and appropriate for a person of my age?"; (vii) "What do I want to learn about myself from this activity?". Accept any sensible question that probes the learner's own interests, abilities, limits, values or availability.

7. Question 7

   1 mark

   A Grade 10 learner has volunteered for three community service activities in the same term, and her school work is beginning to suffer. The most self-aware response is to:

   A. blame her teachers for allowing her to sign up for so many activities at once

   B. stop attending the activities without telling the groups that are depending on her

   C. keep all three commitments so that she is not seen as a person who gives up easily

   D. honestly review how much time she can give and withdraw early from the activities she cannot serve well

   (1 mark)

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8. Question 8

   3 marks

   Explain how keeping a reflective journal during a community service project helps a learner grow in self-awareness.

   (3 marks)

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9. Question 9

   1 mark

   A group leader asks her team to tell her honestly how her instructions came across during their maize-drying project at a community hall. Seeking such feedback is important mainly because it:

   A. shifts the blame for any mistakes from her to the team members

   B. reveals blind spots, habits others notice in her that she cannot see

   C. proves to the team that she is the most popular member of the group

   D. removes the need for her to reflect on her own performance later

   (1 mark)

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10. Question 10

    1 mark

    A learner keeping the fund collected for a community water-tank project is offered a share of the money by a supplier in exchange for accepting a higher quotation. She refuses, saying, "That is not the kind of person I am." Her refusal shows that she is aware of her own:

    A. popularity among the members of the group

    B. values and the standards she holds herself to

    C. talent for working quickly with numbers

    D. level of physical fitness and stamina

    (1 mark)

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11. Question 11

    1 mark

    Which of the following entries in a community service journal shows genuine self-reflection rather than a report of events?

    A. "We reached the open-air market at 8.00 a.m. and swept three rows of stalls."

    B. "I realised that I avoid speaking to strangers, so I let others do all the interviews; next time I will lead one interview myself."

    C. "The traders were friendly and brought us drinking water at midday."

    D. "The clean-up will continue on the last Saturday of the month."

    (1 mark)

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12. Question 12

    6 marks

    Explain three ways in which self-awareness helps a learner to serve a community whose way of life is different from their own.

    (6 marks)

    Marking scheme

    Award 2 marks for each of any THREE points (1 mark for the point, 1 mark for the explanation): (i) it makes the learner aware of their own assumptions and prejudices, so they check these before judging the community's practices, for example its farming methods or use of language; (ii) it helps the learner recognise their own emotional reactions, such as discomfort or impatience, and manage them instead of showing them to hosts; (iii) it helps the learner know the limits of their own knowledge, so they ask community members what is needed rather than imposing a solution; (iv) it makes the learner conscious of how their dress, speech and behaviour are read by others, so they adjust and show respect; (v) it enables the learner to identify what they can genuinely offer, preventing promises to the community that cannot be kept.

13. Question 13

    4 marks

    During a community service project at a cattle dip, a learner discovers that he loses his temper whenever instructions are changed at short notice. Describe four steps he can take to manage this tendency for the rest of the project.

    (4 marks)

    Marking scheme

    Award 1 mark each for any FOUR of: (i) name the trigger honestly to himself, and where appropriate to his group, so that it is no longer a hidden weakness; (ii) use a calming routine such as pausing, breathing out slowly or stepping aside for a moment before responding to a change; (iii) ask for reasons behind the change, since understanding why a plan has shifted reduces the sense of being overruled; (iv) request that changes be communicated early and through one agreed person, which removes part of the trigger; (v) agree with a trusted team-mate on a quiet signal to warn him when his tone is rising; (vi) record each incident in his journal and review at the end of each session whether his reaction is improving.

14. Question 14

    1 mark

    A learner says, "I am self-aware because I always know that I am the best speaker in my class." This claim is faulty because self-awareness:

    A. can only be judged correctly by a teacher or a parent

    B. includes an honest view of one's limitations and not only of one's strengths

    C. means holding a high opinion of oneself at all times

    D. refers only to knowing the talents one has in games and sport

    (1 mark)

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