Answer
Good morning, everyone!
Today, I want to talk about something incredibly important that affects every part of our lives,
especially as Grade 9 students: responsibility.
What does it mean to be responsible? It's more than just doing what you're told. Being
responsible means being reliable, making good choices, and owning your actions—whether
they're successes or mistakes. It means understanding that your choices have consequences,
not just for you, but for your friends, your family, and our school community.
Think about it: when you complete your homework without being reminded, you're being
responsible for your learning. When you help a friend who's struggling, you're being responsible
as a classmate. When you clean up your space, you're being responsible for your environment.
Each of these actions, big or small, builds trust and shows that you can be counted on.
At your age, students around the world are taking charge of their education and their lives. You
are a global citizen now, and that means not waiting for your parents to push you for your
progress. Even if a teacher asks you to write something in your diary, you do it for yourself, for
your own record and growth.
Being responsible isn't always easy. Sometimes it means choosing to do the right thing even
when it's difficult or when you'd rather do something else. But here's the amazing part: the
more responsible you are, the more independent you become. You gain the freedom to make
your own decisions because others know they can trust you. It builds confidence, respect, and
prepares you for all the exciting challenges ahead in high school and beyond.
Your parents are investing a lot in your education and future. It's crucial to value and respect
their money by making your effort worthy and impactful. This means being determined about
your future and becoming your own mentor. Don't wait for anyone else to guide you; take the
initiative. Make a routine and force yourself to follow it, because discipline is key to achieving
your goals.
So, let's embrace responsibility not as a chore, but as a superpower. It's the key to becoming the
best version of ourselves.
Thank you.
Becoming responsible
[1] Don't wait for reminders from parents or teachers.
[2] Submit assignments on time and complete tasks proactively.
[3] Write in your diary/planner for your own record, even if asked.
[4] Review your notes daily and prepare for tests.
[5] Ask for help when you need it; be your own advocate.
[6] Set your own goals for academic and personal growth.
[7] Research and explore interests independently.
[8] Develop a routine and stick to it through self-discipline.
[9] Reflect on your progress and identify areas for improvement.
[10] Be determined about your future and take steps towards it.
[11] Value and respect the money your parents spend on your education.
[12] Make your efforts impactful to justify their investment.
[13] Take care of school property and your belongings.
[14] Use a planner or calendar effectively.
[15] Prioritise schoolwork over distractions.
[16] Arrive on time for all commitments.
[17] Listen actively and use polite language.
[18] Help classmates and be a positive influence.
[19] Be honest in all your interactions.
Now, answer questions 1 and 2.
1 (a) The last-minute scramble
It's Sunday evening, and a major English essay is due on Monday morning. Rohan remembers
the essay but hasn't started it. He rushes through it, staying up late, resulting in a poorly
written, incomplete submission. His parents had reminded him about it multiple times
throughout the week, but he kept putting it off, prioritising video games and social media
instead. Procrastination is a common issue among students, often linked to poor time
management and a lack of self-regulation. Studies by researchers like Dr. Pychyl at Carleton
University show that procrastination isn't just about laziness; it's an emotional regulation
problem where individuals prioritise short-term mood repair (avoiding an unpleasant task) over
long-term goals. This habit often leads to increased stress, lower quality work, and missed
opportunities for deeper learning.
Which specific guidelines from the "Becoming responsible" list could have helped Rohan avoid
this situation? Explain your reasoning.
__________________________________________________________________________________ [5]
Possible Answers
● [1] Don't wait for reminders from parents or teachers: Rohan was reminded multiple times but
still put off the work. A responsible student would have started the essay on their own without
needing these reminders.
● [2] Submit assignments on time and complete tasks proactively: Rohan failed to do this. He
should have started the essay earlier instead of procrastinating. This point directly addresses his
failure to complete a task proactively.
● [8] Develop a routine and stick to it through self-discipline: Rohan's habit of prioritising video
games and social media over his homework shows a lack of routine and self-discipline. A routine
would have allocated time for the essay, preventing the last-minute rush.
● [15] Prioritise schoolwork over distractions: Rohan chose video games and social media over his
English essay, which is the exact opposite of this guideline. Following this would have allowed
him to focus on the task.
● [14] Use a planner or calendar effectively: This is an implicit guideline. Rohan's procrastination
suggests he did not plan or schedule his time to complete the essay, which a responsible student
using a planner would do.
● Note: A good answer will link at least 2-3 specific points to the explanation. The reasoning is
crucial for full marks.
1 (b) The uncharted academic waters
Maria is struggling with Algebra. She finds the concepts confusing and often gets low scores on
quizzes. When her teacher offers extra help sessions or suggests online resources, Maria nods
but never follows through. She waits for her parents to notice her grades dropping significantly
before they arrange a tutor, by which point she's far behind and feels overwhelmed, blaming
the teacher for not explaining things "clearly enough." A key aspect of academic responsibility is
seeking help proactively. Research on self-regulated learning highlights the importance of
students recognising their own learning gaps and actively seeking support (e.g., asking
questions, attending office hours, utilising resources). Students who don't take this initiative
often fall into a "learned helplessness" pattern, where they believe their academic outcomes
are beyond their control, rather than seeing them as a result of their own efforts and strategies.
How could Maria have demonstrated responsibility according to the provided guidelines?
Identify specific points she should have applied.
__________________________________________________________________________________ [5]
Possible Answers
● [5] Ask for help when you need it; be your own advocate: This is the most critical point. Maria
should have proactively sought help by attending the extra sessions or using the online resources
the teacher mentioned, instead of passively waiting for her parents to intervene.
● [4] Review your notes daily and prepare for tests: Maria's low quiz scores suggest she is not
doing this. Consistently reviewing notes would have helped her identify her learning gaps earlier,
prompting her to seek help sooner.
● [9] Reflect on your progress and identify areas for improvement: Maria is not doing this. If she
had reflected on her low scores, she would have realised she needed to take action, rather than
blaming the teacher.
● [6] Set your own goals for academic and personal growth: If Maria had set a goal to improve
her Algebra grade, she would have been more motivated to seek help and take ownership of her
learning process.
● [10] Be determined about your future and take steps towards it: Maria's lack of initiative shows
she is not determined about her future academic success. Taking active steps to improve her
understanding of Algebra is a fundamental part of this.
● Note: The core of this answer is about being proactive and advocating for oneself. Answers that
focus on [5] with a strong explanation should be given high marks.
1 (c) The disconnected dreamer
When asked about his future career aspirations, Jamal shrugs and says, "I don't know, whatever
happens, happens." He doesn't keep track of his grades, rarely participates in class discussions
about future paths, and spends most of his free time passively consuming entertainment. He
relies on his parents to tell him what subjects to choose next year and what activities might
"look good" for college, without much personal investment in those choices. Developing a
"growth mindset" and a sense of agency over one's future is crucial for adolescent
development. Educational psychology emphasises the importance of students setting personal
goals, exploring interests, and taking ownership of their learning journey beyond immediate
assignments. Without this self-direction, students may struggle with motivation,
decision-making, and transitioning successfully to higher education or career paths, as they lack
an internal compass.
Referring to the guidelines, "Becoming responsible", what responsibilities is Jamal neglecting
by not taking a more active role in planning his future? What advice would you give him?
__________________________________________________________________________________ [5]
Possible Answers
● Neglected Responsibilities:
○ [6] Set your own goals for academic and personal growth: Jamal has no personal goals
and relies on others to guide him. He should be the one defining his own path.
○ [7] Research and explore interests independently: He isn't actively exploring his
interests. He spends his free time on passive entertainment instead of discovering what
he might enjoy or be good at.
○ [10] Be determined about your future and take steps towards it: Jamal's "whatever
happens, happens" attitude is a direct contradiction of this guideline. He is not
determined and is taking no steps towards his future.
○ [9] Reflect on your progress and identify areas for improvement: By not tracking his
grades, Jamal shows he is not reflecting on his academic progress, which is essential for
planning his future.
1 (d) The distracted contributor
During a group project, Zara is assigned to create the presentation slides. While her teammates
are discussing content, she's often checking her phone, responding to messages, or browsing
social media. When it's her turn to present her slides, they are incomplete, poorly organised,
and don't reflect the group's agreed-upon content. She then blames her teammates for not
giving her clear enough instructions. Effective collaboration and managing distractions are vital
for both academic and professional success. Research on team dynamics emphasises that
individual accountability within a group relies on focus, commitment, and strong
communication. Digital distractions, in particular, have been shown to reduce attention span
and productivity. Blaming others, rather than taking ownership of one's contribution, is a clear
sign of a lack of personal responsibility.
Using the "Becoming responsible" guidelines, explain how Zara could have been more
responsible in her group project. Point out specific areas where she fell short.
__________________________________________________________________________________ [5]
Possible Answers
● How she could have been more responsible:
○ [2] Submit assignments on time and complete tasks proactively: Zara failed to
complete her assigned task (the presentation slides) in a timely or complete manner. A
responsible student would have finished their part to the best of their ability.
○ [15] Prioritise schoolwork over distractions: This is a key failure. Zara was distracted by
her phone and social media instead of focusing on the group project. She should have
put her phone away.
○ [18] Help classmates and be a positive influence: Her lack of effort and poor quality
work were a negative influence on the group. Being a positive influence would have
meant contributing fully and supporting her teammates.
○ [17] Listen actively and use polite language: By checking her phone, she was not
actively listening to her teammates' discussions about the content. Her subsequent
blaming of others also goes against polite communication and group etiquette.
○ [19] Be honest in all your interactions: Zara's blame on her teammates instead of
owning her own poor work is a form of dishonesty or at least a lack of accountability. A
responsible student would have admitted their shortcomings. (1 mark)
2 (a) Write the biographical summary on the following writer in 120 words:
Category/Date Detail
Full Name William Gerald Golding
Birth September 19, 1911
Newquay, Cornwall, England
Family Father was a schoolmaster and ardent rationalist; Mother was a suffragette. His upbringing was
Background influenced by a scientific, rational outlook.
Reportedly a difficult and rebellious child; early interest in reading.
Education Marlborough Grammar School (where his father taught). Brasenose College, Oxford University
(initially studied Natural Sciences, then English Literature).
Occupations Worked briefly in a Steiner school; became a schoolmaster teaching English and philosophy at
Bishop Wordsworth's School in Salisbury (1939). Joined the Royal Navy during WWII.
1939 Married Ann Brookfield.
WWII Experiences Served in the Royal Navy from 1940–1945. Participated in the sinking of the German battleship
Bismarck and the D-Day landings. This profoundly influenced his views on human nature and
inspired "Lord of the Flies."
Post-WWII Returned to teaching at Bishop Wordsworth's School until 1961.
Influences Classical Greek tragedy, mythology, Christian theology, his experiences as a teacher, and his
service in WWII.
1988 Knighted by Queen Elizabeth II.
Challenges He initially struggled with publishing, dealing with the impact of WWII, and exploring deep
philosophical themes in his work.
Strengths Masterful storyteller, philosophical depth, vivid characterisation, allegorical writing, exploration of
universal human themes.
Contribution A major figure in post-WWII English literature, especially for allegorical and philosophical novels.
Lord of the Flies remains a key text.
Significance Explored fundamental questions about humanity, often with a pessimistic yet insightful
perspective.
Legacy Enduring influence on literature and education; his works continue to be widely read, studied, and
debated.
Recognition Nobel Prize in Literature, Booker Prize, Knighthood.
Death June 19, 1993
Perranarworthal, Cornwall, England
Heart failure (congestive heart failure).
_________________________________________________________________________________ [10]
Version 1
William Golding (1911-1993) was an English novelist, born in Cornwall. Influenced by his schoolmaster
father and suffragette mother, he studied at Oxford before becoming a teacher. His experiences serving
in the Royal Navy during World War II, including the D-Day landings, deeply shaped his pessimistic views
on human nature. These experiences inspired his most famous work, Lord of the Flies (1954), a key text
in post-war English literature. Golding's writing is known for its allegorical style, philosophical depth, and
vivid characters, exploring fundamental questions about humanity. He continued to teach until 1961 and
received significant recognition for his work, including the Nobel Prize in Literature and a knighthood. He
died in 1993.
Version 2
William Gerald Golding (1911–1993) was a famous English writer, best known for his novel Lord of the
Flies (1954). He was born in Cornwall, England, to a schoolmaster father and a suffragette mother.
Golding studied at Oxford University, first choosing science but later switching to English literature. He
worked as a teacher before joining the Royal Navy in World War II, where he took part in important
battles like the sinking of the Bismarck and the D-Day landings. These events shaped his view of human
nature and inspired his writing. Golding’s books are known for deep ideas, powerful characters, and
moral lessons. He won the Nobel Prize in Literature, was knighted in 1988, and died of heart failure in
1993.
Version 3
William Gerald Golding (1911–1993) was an English novelist best known for Lord of the Flies (1954). Born
in Cornwall, he was influenced by his schoolmaster father and suffragette mother. He studied at Oxford,
switching from science to English literature. Golding worked as a teacher before serving in the Royal
Navy during World War II, where he took part in the sinking of the Bismarck and the D-Day landings.
These experiences shaped his view of human nature. His novels are known for allegory, deep ideas, and
vivid characters. He won the Nobel Prize in Literature, was knighted in 1988, and died in 1993.
Expected points:
Full name: William Gerald Golding
Born: 19 September 1911, Newquay, Cornwall, England
Parents: Father – schoolmaster, rationalist; Mother – suffragette
Education: Marlborough Grammar School; Oxford University (science → English literature)
Occupation: Teacher of English and philosophy; later novelist
WWII service: Royal Navy (1940–1945); Bismarck sinking, D-Day landings
Major work: Lord of the Flies (1954)
Themes: Human nature, morality, allegory, philosophy
Awards: Nobel Prize in Literature, Booker Prize
Honour: Knighted in 1988
Death: 19 June 1993, Cornwall; heart failure