HOME LANGUAGE - Western Cape

NATIONAL CURRICULUM STATEMENT GRADES 10-12 (GENERAL)

SUBJECT ASSESSMENT GUIDELINES

HOME LANGUAGE

SEPTEMBER 2005

PREFACE TO SUBJECT ASSESSMENT GUIDELINES Dear Teacher

The Department of Education has developed and published Subject Assessment

Guidelines for all 29 subjects of the National Curriculum Statement (NCS). These

Assessment Guidelines should be read in conjunction with the relevant Subject

Statements and Learning Programme Guidelines.

Writing Teams established from nominees of the nine provincial education departments

and the teacher unions formulated the Subject Assessment Guidelines. The draft copies

of the Subject Assessment Guidelines developed by the Writing Teams were sent to a

wide range of readers, whose advice and suggestions were considered in refining these

Guidelines.

The Subject Assessment Guidelines published in September 2005 are intended to

provide clear guidance on assessment in Grades 10 – 12 from 2006. However, it is

important that they are field-tested. This will happen during 2006 and in the first half of

2007. The Subject Assessment Guidelines will then be amended and become policy

from January 2008.

The Department of Education wishes you success in the teaching of the National

Curriculum Statement.

Penny Vinjevold

Deputy Director General: Further Education and Training

CONTENTS

SECTION 1:

PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

1

SECTION 2:

ASSESSMENT IN THE NATIONAL CURRICULUM STATEMENT

1

SECTION 3:

ASSESSMENT OF HOME LANGUAGE IN GRADES 10 – 12

7

APPENDICES

14

1. PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES This document provides guidelines for assessment in the National Curriculum Statement Grades 10 - 12 (General). The guidelines must be read in conjunction with The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF) and the relevant Subject Statements. The Subject Assessment Guidelines will be used for Grades 10 – 12 from 2006 to 2010. Section 2 of this document provides guidelines on assessment in the National Curriculum Statement. Section 3 provides assessment guidelines that are particular to each subject. The Department of Education will regularly publish examples of good assessment tasks and examinations. The first examples will be published on the Department of Education website in October 2005. Together, these documents assist teachers in their teaching of the National Curriculum Statement. The Department of Education encourages teachers to use these guidelines as they prepare to teach the National Curriculum Statement. Teachers should also use every available opportunity to hone their assessment skills. These skills relate both to the setting and marking of assessment tasks.

2. ASSESSMENT IN THE NATIONAL CURRICULUM STATEMENT

2.1 Introduction Assessment in the National Curriculum Statement is an integral part of teaching and learning. For this reason, assessment should be part of every lesson and teachers should plan assessment activities to complement learning activities. In addition, teachers should plan a formal year-long Programme of Assessment. Together the informal daily assessment and the formal Programme of Assessment should be used to monitor learner progress through the school year. Continuous assessment through informal daily assessment and the formal Programme of Assessment should be used to:

• develop learners’ knowledge, skills and values • assess learners’ strengths and weaknesses • provide additional support to learners • revisit or revise certain sections of the curriculum and • motivate and encourage learners.

In Grades 10 and 11 all assessment of the National Curriculum Statement is internal. In Grade 12 the formal Programme of Assessment which counts 25% is internally set and marked and externally moderated. The remaining 75% of the final mark for certification in Grade 12 is externally set, marked and moderated. In Life Orientation however, all assessment is internal and makes up 100% of the final mark for promotion and certification.

SUBJECT ASSESSMENT GUIDELINES: HOME LANGUAGE – SEPTEMBER 2005 1

2.2 Continuous assessment Continuous assessment involves assessment activities that are undertaken throughout the year, using various kinds of assessment forms, methods and tools. In Grades 10-12 continuous assessment comprises two different but related activities: informal daily assessment and a formal Programme of Assessment.

2.2.1 Daily assessment Learner progress should be monitored during learning activities. This informal daily monitoring of progress can be done through question and answer sessions; short assessment tasks completed during the lesson by individuals, pairs or groups or homework exercises. Teachers’ lesson planning should consider which assessment tasks will be used to informally assess learner progress. Individual learners, groups of learners or teachers can mark these assessment tasks. Self-assessment, peer assessment and group assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. In such instances, a simple checklist may be used to record this assessment. However, teachers may use the learners’ performance in these assessment tasks to provide verbal or written feedback to learners, the School Management Team and parents. This is particularly important if barriers to learning or poor levels of participation are encountered. The results of these assessment tasks are not taken into account for promotion and certification purposes.

2.2.2 Programme of Assessment In addition to daily assessment, teachers should develop a year-long formal Programme of Assessment for each subject and grade. In Grades 10 and 11 the Programme of Assessment consists of tasks undertaken during the school year and an end-of-year examination. The marks allocated to assessment tasks completed during the school year will be 25%, and the end-of-year examination mark will be 75% of the total mark. In Grade 12, the Programme of Assessment consists of tasks undertaken during the school year and counts 25% of the final Grade 12 mark. The other 75% is made up of externally set assessment tasks.

The marks achieved in each assessment task in the formal Programme of Assessment must be recorded and included in formal reports to parents and School Management Teams. These marks will determine if the learners in Grades 10 and 11 are promoted. In Grade 12, these marks will be submitted as the internal continuous assessment mark. Section 3 of this document provides details on the weighting of the tasks for promotion purposes.


2.2.2.1 Number and forms of assessment required for Programmes of Assessment in Grades 10 and 11

The requirements for the formal Programme of Assessment for Grades 10 and 11 are summarised in Table 2.1. If a teacher wishes to add to the number of assessment tasks, he or she must motivate the changes to the head of department and the principal of the school. The teacher must provide the Programme of Assessment to the subject head and School Management Team before the start of the school year. This will be used to draw up a school assessment plan for each of the subjects in each grade. The proposed school assessment plan should be provided to learners and parents in the first week of the first term.

Table 2.1: Number of assessment tasks which make up the Programme of Assessment by subject in Grades 10 and 11

SUBJECTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL Language 1: Home Language 5 5* 5 4* 19

HL 5 5* 5 4* 19 Language 2: Choice of HL or FAL FAL 4 4* 4 3* 15 Life Orientation 1 1 1 2 5 Mathematics or Maths Literacy 2 2* 2 2* 8 Subject choice 1** 2 2* 2 1* 7 Subject choice 2** 2 2* 2 1* 7 Subject choice 3 2 2* 2 1* 7

* One of these tasks must be an examination ** NOTE: If one or two of the subjects chosen for subject choices 1, 2 or 3 include a

Language, the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First Additional Language (FAL) are still applicable. Learners who opt for a Second Additional Language are required to complete the same number of tasks as FAL candidates.

Two of the assessment tasks for each subject except Life Orientation must be examinations. In Grades 10 and 11 these examinations should be administered in mid-year and November. These examinations should take account of the requirements set out in Section 3 of this document. They should be carefully designed and weighted to cover all the Learning Outcomes of the subject. Two of the assessment tasks for all subjects should be tests written under controlled conditions at a specified time. These tests may form one of a series of teaching and learning activities. They may require learners to use a variety of written and other resources during the assessment task. The tests should be written in the first and third terms of the year. The remainder of the assessment tasks should not be tests or examinations. They should be carefully designed tasks, which give learners opportunities to research and explore the subject in exciting and varied ways. Examples of assessment forms are debates, presentations, projects, simulations, literary essays, written reports, practical tasks, performances, exhibitions and research projects. The most appropriate forms of assessment for each subject are set out in Section 3. Care should be taken to ensure that learners cover a variety of assessment forms in the three grades. The weighting of the tasks for each subject is set out in Section 3.


2.2.2.2 Number and forms of assessment required for Programme of Assessment in Grade 12

In Grade 12 all subjects include an internal assessment component, which contributes 25% to the final assessment mark. The requirements of the internal Programme of Assessment for Grades 12 are summarised in Table 2.2. If a teacher wishes to add to the number of assessment tasks, she or he must motivate the changes to the head of department and the principal of the school. Permission for this change should be obtained from the district office. The teacher must provide the Programme of Assessment to the subject head and School Management Team before the start of the school year. This will be used to draw up a school assessment plan for each of the subjects in each grade. The proposed school assessment plan should be provided to learners and parents in the first week of the first term.

Table 2.2: Number of assessment tasks which make up the Programme of Assessment by subject in Grade 12

SUBJECTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL Language 1: Home Language 6 6* 5* 17

HL 6 6* 5* 17 Language 2: Choice of HL or FAL FAL 5 5* 4* 14 Life Orientation 1 2 2 5 Mathematics or Maths Literacy 3 2* 2* 7 Subject choice 1** 2 2* (2*) 3* (6#) 7 Subject choice 2** 2 2* (2*) 3* (6#) 7 Subject choice 3 2 2* (2*) 3* (6#) 7 * One of these tasks must be an examination ** NOTE: If one or two of the subjects chosen for subject choices 1, 2 or 3 include a

Language, the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First Additional Language (FAL) are still applicable. Learners who opt for a Second Additional Language are required to complete the same number of tasks as FAL candidates.

# The number of internal tasks per subject differs from 6 to 7 as specified in Section 3 of this document.

Two of the assessment tasks for each subject except Life Orientation must be examinations. In Grade 12 these examinations should be administered in mid-year and September. These examinations should conform to the requirements set out in Section 3 of this document. They should be carefully designed and weighted to cover all the Learning Outcomes of the subject. Two of the assessment tasks for all subjects should be tests written under controlled conditions at a specified time. These tests may form one of a series of teaching and learning activities. They may require learners to use a variety of written and other resources during the assessment task. The tests should be written in the first and third terms of the year. The remainder of the assessment tasks should not be tests or examinations. They should be carefully designed tasks, which give learners opportunities to research and explore the subject in exciting and focused ways. Examples of assessment forms are debates, presentations, projects, simulations, assignments, case studies, essays, practical tasks, performances, exhibitions and research projects.


The most appropriate forms of assessment for each subject are set out in Section 3.

2.3 External assessment in Grade 12

External assessment is only applicable to Grade 12 where the final end-of-year examination is externally set and moderated. This makes up 75% of the final mark for Grade 12. In some subjects the external assessment includes practical or performance tasks that are externally set, internally assessed and externally moderated. These performance tasks account for one third of the end-of-year external examination mark in Grade 12 (that is 25% of the final mark). Details of these tasks are provided in Section 3. The external examinations are set externally, administered at schools under conditions specified in the National policy on the conduct, administration and management of the assessment of the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF) and marked externally.

Guidelines for the external examinations are provided in Section 3.

2.4 Recording and reporting on the Programme of Assessment

The Programme of Assessment should be recorded in the teacher’s portfolio of assessment. The following should be included in the teacher’s portfolio: • a contents page; • the formal Programme of Assessment; • the requirements of each of the assessment tasks; • the tools used for assessment for each task; and • recording sheets for each class.

The learners should also maintain a portfolio of the assessment tasks that make up the Programme of Assessment. The learner’s portfolio must consist of: • a contents page; • all of the assessment tasks that make up the Programme of Assessment for

each grade (including tests and examinations); • the tools used for assessment for each task; and • a record of marks achieved for each of the tasks.

However, if the products of the tasks are objects which do not fit into the portfolio or are in learners’ exercise books then they should not be placed in the portfolio but be kept for moderation purposes. Teachers must report regularly and timeously to learners and parents on the progress of learners. Schools will determine the reporting mechanism but it could include written reports, parent-teacher interviews and parents’ days.


Schools are required to give feedback to parents on the Programme of Assessment using a formal reporting tool. This reporting must use the following seven-point scale.

RATING

CODE RATING MARKS

% 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 –79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29

2.5 Moderation of the assessment tasks in the Programme of Assessment

Moderation of the assessment tasks should take place at three levels.

LEVEL MODERATION REQUIREMENTS School The Programme of Assessment should be submitted to the subject

head and School Management Team before the start of the academic year for moderation purposes. Each task which is to be used as part of the Programme of Assessment should be submitted to the subject head for moderation before learners attempt the task. The teacher and learner portfolios should be moderated twice a year by the head of the subject or her/his delegate.

Cluster/ district/ region

Teacher portfolios and a sample of learner portfolios must be moderated twice during the first three terms.

Provincial/ national

Teacher portfolios and a sample of learner portfolios must be moderated once a year.


3. ASSESSMENT OF HOME LANGUAGE IN GRADES 10-12

3.1 Introduction This section of the Subject Assessment Guideline deals with daily assessment, the Programme of Assessment and examples of assessment tasks in Home Language for Grades 10 – 12. The examples of assessment tasks given in this section demonstrate how Learning Outcomes and Assessment Standards can be taught and assessed in an integrated manner. Assessment in Home Language allows teachers to monitor learner progress in the skills, knowledge and values necessary for listening, speaking, reading, viewing, writing, presenting and applying language as described in the four Learning Outcomes (LOs) and Assessment Standards (ASs).

3.2 Daily assessment in Grades 10, 11 and 12

Daily assessment occurs in every lesson and can take place at the beginning, during or at the end of the lesson. Examples of tasks that can be used for daily assessment are provided in Appendix 1.

3.3 Assessment in Grades 10 and 11 The Programme of Assessment for Home Language in Grades 10 and 11 consists of 19 tasks which are all internally assessed. Of the 19 tasks, the 18 tasks which are completed during the school year make up 25% of the total mark for Home Language, while the end-of-year examination in November is the 19th task and makes up the remaining 75%. The oral tasks undertaken during the course of the year constitute 50 of the 300 marks in the end-of-year assessment.

Table 3.1: Allocation of marks for the Programme of Assessment

PROGRAMME OF ASSESSMENT MARKS % Total for Tasks 1 - 18 (700 divided by 7) 100 25 Total for Task 19 (End-of-year examination, including oral tasks)

300 75

Total for Home Language 400 100 3.3.1 Programme of Assessment in Grades 10 and 11

Tasks 1-18 include two tests and a midyear examination, allowing the teacher to use a variety of assessment forms to assess Home Language in the remaining fifteen tasks. Table 3.2 provides an example of a Programme of Assessment for Grade 10 and 11. It includes suggested tasks, mark allocation and assessment tools.


Table 3.2: Example of a Programme of Assessment for Grades 10 - 11

Term 1 Task 1 – 40 marks Task 2 – 20 marks Task 3 – 10 marks Task 4 – 70 marks Task 5 – 10 marks 150 marks converted to 100

Writing – narrative essay • Assessment tool: Rubric

Literature: Novel • Literary essay • Research-based topics • Assessment tool: Rubric

ORAL: Reading and conversation exercise • Assessment tool: Rubric

Control test 1 • Comprehension /

Language / Literature • Assessment tool: Marking

memorandum

ORAL: Prepared speech • Research-based current

issues • Assessment tool: Rubric

Term 2 Task 6 – 40 marks Task 7 – 80 marks Task 8 – 10 marks Task 9 – 20 marks Task 10 – 250 marks 400 marks

Writing – transactional: reference / informational / visual / multimedia text • Assessment tool: Rubric



memorandum

ORAL: Listening • Assessment tool: Rubric

Literature: Drama • Literary essay • Assessment tool: Rubric

Midyear examinations • Paper 1 (70) • Paper 2 (80) • Paper 3 (100)

Term 3 Task 11 – 40 marks Task 12 – 20 marks Task 13 – 10 marks Task 14 – 70 marks Task 15 – 10 marks 150 marks converted to 100

Writing – descriptive writing • Assessment tool: Rubric

Literary essay • Critique of poem • Assessment tool: Rubric

ORAL: Interview and debate • Assessment tool: Rubric



memorandum

ORAL: Presentation • Assessment tool: Rubric

Term 4 Task 16 – 40 marks Task 17 – 20 marks Task 18 – 40 marks Task 19 – (300 marks) 100 marks excluding Nov. Exam (Task 19)

Writing – transactional: reference / informational / visual / multimedia text • Assessment tool: Rubric

Literature: Fourth genre film study, short stories or folklore • Research collage • Assessment tool: Rubric



memorandum

November exams TOTAL: 250 • Paper 1 (70)– 2 hours • Paper 2 (80)– 3 hours • Paper 3 (100)– 3 hours PLUS TOTAL: 50 • Paper 4 (50) – see oral

tasks 3, 5, 8, 13 & 15.


3.3.2 Examination papers for Grades 10 and 11 The suggested outline for the midyear (Task 10) and November (Task 19) examination papers in Grades 10 and 11 is as follows: Midyear

PAPER DESCRIPTION MARKS 1 Language and the interpretation of creative and transactional texts 70 2 Literature 80 3 Writing 100

Total for examination 250 November

PAPER DESCRIPTION MARKS 1 Language and the interpretation of creative and transactional texts 70 2 Literature 80 3 Writing 100 4 Oral tasks 50

Total for examination 300

Suggested format for each of the examination papers: PAPER SECTION MARKS TIME

A: Comprehension (30) B: Summary (10)

1. L

angu

age

in c

onte

xt

C: Language • Language structures should be assessed in context using a

variety of texts, e.g. pictures, advertisements, cartoons and short passages.

• Learners should identify and explain the impact of techniques such as the use of font types and sizes, headings and captions, etc.

• Learners should identify and explain the purpose, structure and language use of reports, procedures, explanations, descriptions and expositions, etc across the curriculum.

(30)

70 2 hours

A: Poetry - Seen and unseen (contextual questions) (Seen = 10; Unseen = 20)

(30)

B: Novel - Essay question or contextual question (25)

2. L

itera

ture

C: Drama - Essay question or contextual question • NOTE: Candidates must attempt ONE ESSAY question and

ONE CONTEXTUAL question from either Section B or Section C.

(25)

80 3 hours

A: Essay - Grade 10: narrative, descriptive or reflective (400 - 450 words) Grade 11: narrative, descriptive, reflective, argumentative or discursive (450 - 500 words)

(50)

B: Two texts - Transactional texts (see NCS) (2x15) (30)

3. W

ritin

g

C: Two texts - Reference, informational, visual and multimedia texts (2x10)

(20)

100 3 hours


The suggested details for the oral tasks which are administered during the year are as follows: Paper 4 DETAILS MARKS

Ora

ls

Orals will be internally set, internally assessed and externally moderated. • Reading and conversation (10) • Prepared and unprepared speech and conversation (10) • Interview (10) • Listening (10) • Presentation on Literature 4th Genre (folklore, film and short

stories) (10)

50

3.4 Assessment in Grade 12

In Grade 12, assessment consists of two components: a Programme of Assessment which makes up 25% of the total mark for Home Language and an external examination which makes up the remaining 75%. The Programme of Assessment for Home Language consists of 17 tasks which are all internally assessed. The external examination is externally set and moderated. The oral tasks undertaken during the course of the year constitute 50 of the 300 marks in the end-of-year external assessment. The mark allocation for Grade 12 is as follows:

COMPONENT % MARKS Programme of assessment: Tasks 1 - 17 (900 divided by 9) 25 100 External examination, including oral tasks 75 300 Total for Home Language 100 400

3.4.1 Programme of Assessment in Grade 12

Tasks 1-17 include two tests and two examinations (midyear and September), allowing the teacher to use a variety of assessment forms to assess Home Language in the remaining thirteen tasks. Table 3.3 provides an example of a Programme of Assessment for Grade 12. It includes suggested tasks, mark allocation and assessment tools.


Table 3.3: Example of a Programme of Assessment for Grade 12 Term 1 Task 1 – 40 marks Task 2 – 30 marks Task 3 – 10 marks Task 4 – 40 marks Task 5 – 60 marks Task 6 – 20 marks 200 marks converted to 100

Writing – argumentative essay • Assessment tool:

Rubric

Literature: Novel • Research project • Assessment tool:

Rubric

ORAL: Reading and conversation exercise • Assessment tool:

Rubric

Writing – discursive or expository • Assessment tool:

Rubric


Language / Literature

• Assessment tool: Marking memorandum

ORAL: Listening (10) and interview (10) activity for oral • Assessment tool:

Rubric

Term 2 Task 7 – 40 marks Task 8 – 30 marks Task 9 – 40 marks Task 10 – 30 marks Task 11 – 10 marks Task 12 – 250 marks 400 marks Transactional writing

• Assessment tool: Rubric

Literature: Drama • Literary essay • Assessment tool:

Rubric




Literature • Literary essay on 4th

genre • Assessment tool:

Rubric

ORAL: Presentation • Assessment tool:

Rubric

Midyear examinations • Paper 1 (70) • Paper 2 (80) • Paper 3 (100)

Term 3 Task 13 – 40 marks Task 14 – 30 marks Task 15 – 10 marks Task 16 – 70 marks Task 17 – 250 marks 400 marks Transactional writing

• Assessment tool: Rubric

Literature: Drama • Literary essay • Assessment tool:

Rubric

ORAL: Presentation • Assessment tool:

Rubric




Preparatory examinations • Paper 1 (70)– 2hours • Paper 2 (80)– 3hours • Paper 3 (100)–

3hours


The suggested outline for the midyear and September examination papers as included in the Grade 12 Programme of Assessment is as follows:

PAPER DESCRIPTION MARKS

1 Language and the interpretation of creative and transactional texts 70 2 Literature 80 3 Writing 100


Suggested format for each of the examination papers: PAPER SECTION MARKS TIME

A: Comprehension (30) B: Summary (10)

1. L

angu

age

in c

onte

xt

C: Language • Language structures should be assessed in context using a variety

of texts, e.g. pictures, advertisements, cartoons and short passages. • Learners should identify and explain the impact of techniques such

as the use of font types and sizes, headings and captions, etc. • Learners should identify and explain the purpose, structure and

language use of reports, procedures, explanations, descriptions and expositions, etc across the curriculum.

(30)

70 2 hours

A: Poetry - Seen and unseen (contextual questions) (Seen = 10; Unseen = 20)

(30)

B: Novel - Essay question or contextual question (25)

2. L

itera

ture

C: Drama - Essay question or contextual question NOTE: Candidates must attempt ONE ESSAY question and ONE CONTEXTUAL question from either Section B or Section C.

(25)

80 3 hours

A: Essay - Grade 12: narrative, descriptive, reflective, argumentative, discursive or expository (500 - 550 words)

(50)

B: Two texts - transactional texts (see NCS) (2x15) (30)

3. W

ritin

g

C: Two texts - reference, informational, visual and multimedia texts (2x10)

(20)

100 3 hours

3.4.2 External assessment in Grade 12

The outline and details for November examinations papers in Grade 12 are the same as those in the midyear and September examinations for Grade 12 (see Section 3.4.1). In addition to Papers 1, 2 and 3 the marks accumulated in the oral tasks throughout the year make up the 50 of the 300 marks in the external end-of-year assessment as indicated below.

PAPER DESCRIPTION MARKS

1 Language and the interpretation of creative and transactional texts 70 2 Literature 80 3 Writing 100 4 Oral tasks 50



The suggested details for the oral tasks which are administered during the year are as follows: Paper 4 DETAILS MARKS

Ora

ls

Orals will be internally set, internally assessed and externally moderated. • Reading and conversation (10) • Prepared and unprepared speech and conversation (10) • Interview (10) • Listening (10) • Presentation on Literature 4th Genre (folklore, film and short

stories) (10)

50

3.5 Promotion and certification A learner must achieve at least a rating code of 3 (Moderate achievement: 40-49%) in Home Language to be promoted at the end of Grades 10 and 11 and for certification at the end of Grade 12.


APPENDIX 1: ASSESSING LEARNING OUTCOMES IN HOME LANGUAGE

While there are various ways to assess the four Learning Outcomes in Languages, the following explanations and examples of tasks should guide teachers in assessing the Learning Outcomes and Assessment Standards in Grades 10, 11 and 12.

1. Learning Outcome 1: Listening and Speaking The learner is able to listen and speak for a variety of purposes, audiences and contexts.

The following should be done to help learners achieve this Learning Outcome: • Learners should produce written evidence in the form of answers to

questions, summaries, notes, etc. • Teachers should assess listening by using written, oral and multimedia texts

such as the radio, TV and photographs. • Listening and speaking should develop awareness of other people and

cultures and promote general sensitivity in social situations. This can be achieved by individual, pair or group work activities such as speeches, debates, interviews, etc.

• Texts are produced for particular contexts; that is, with particular purposes and audiences in mind. Learners need to be able to understand and produce a range of different oral genres, using format, layout, structure, grammar and register appropriately.

• Careful planning and research should precede any oral presentation.

An example of assessing Learning Outcome 1: Prepared Speech Assessment Standards • Demonstrate planning and research skills for oral presentations:

o Research a topic by referring to a range of sources. o Organise material coherently by choosing main ideas and relevant details or examples for

support. o Identify and choose appropriate formats, vocabulary and language structures and

conventions. o Prepare effective introductions and endings.

• Demonstrate the skills of listening to and delivery of fluent and expressive oral presentations: o Identify and use rhetorical devices such as rhetorical questions, pauses and repetition. o Use tone, voice projection, pace, eye contact, posture and gestures correctly and respond

appropriately.

TOPIC: THE ROLE OF WOMEN IN THE NEW SOUTH AFRICAN SOCIETY

On 23 June 2005 the first woman vice president was appointed. The focus currently is on the image of women. Several communities for many years believed that a woman’s place was in the kitchen. Women of today detest this idea. Use the following illustration to give your opinion on this controversial issue in a persuasive speech on the changing role of women in society. Your speech must emphasise the progressive liberation of women in South African society.


STRUCTURE • Introduction, body and conclusion • The body must consist of at least four main ideas. • Main ideas must be supported by examples, details, reasons, analogies, statistics, etc. • The main ideas must be characterised by words such as ‘firstly’, ‘secondly’, ‘the following main

reasons are’ and ‘in conclusion’. • Supporting sentences must be characterised by phrases such as ‘for example’, ‘take the following

analogy’ and ‘this situation is comparable with’. LANGUAGE • Formal • Simple • Grammatically correct • No bias or prejudice • Style and register must take cognisance of audience diversity. CONTENT • The content must be relevant to the topic, audience and the aim. • Sufficient information must be included to support the main ideas. • The content must keep to the point under discussion. • The content should include a variety of supportive information for example reasons, stories,

exemplars, analogies and statistics. PRESENTATION • Speak slowly, clearly and loudly. • Use appropriate body language, for example stand up straight, maintain eye contact with audience,

be calm and use appropriate hand signs (no nervous play with knuckles, etc.). • Use rhetorical language for example rhetorical questions and repetition of words or phrases

economically and effectively. METHODOLOGY • Teachers discuss the requirements of presentation and content with the learners. • Teachers supply learners with the appropriate topics. • Learners prepare and deliver a speech of about 4-5 minutes on the topic. • Selected learners present a speech to the school community on Women’s Day. • Take cognisance of audience diversity. • Be aware of resistance to change that might be found in target audience. • Demonstrate the planning and research skills for oral presentation. • Research a topic by referring to a range of sources. • Organise material coherently by choosing main ideas and relevant details or examples for support. • Prepare an effective introduction and ending. 2. Learning Outcome 2: Reading and Viewing

The learner is able to read and view for understanding and to evaluate critically and respond to a wide range of texts.

The following should be done to help learners achieve this Learning Outcome: • Learners should skim newspaper headlines for the main ideas; scan a

telephone directory for a number; read instructions slowly and with care, read aloud, etc.

• Learners should acquire techniques to work out or find the meanings of words and phrases such as working out the meaning from the context; using word formation or using a dictionary.


• Learners should use content pages, indexes, reference books, library catalogues, Internet searches, etc.

• Learners should view aspects of texts such as pictures, symbols, graphs, cartoons, comic strips, posters and advertisements. Critical viewing is vital in a world driven by multimedia and visual stimuli.

• Texts reflect the cultural, social and political contexts in which they are created. Learners need to be able to interpret and respond to the values, attitudes and indigenous knowledge systems reflected in texts. For example, learners could be asked to explain how language and images may reflect and shape values and attitudes. They could be asked to identify and explain socio-cultural or political values, attitudes and beliefs, such as attitudes to gender, class, age, power, human rights, inclusivity and environmental issues that are either explicit or implicit in texts.


An example of assessing Learning Outcome 2: Analysis of text Assessment Standard

We know this when the learner is able to: • Explore the key features of the text and explain how they contribute to meaning

o Identify and explain the purpose, structure and language use in texts such as reports, procedures, retelling, explanations, descriptions and expositions across the curriculum.

o Identify and explain the impact of techniques such as use of font types and sizes, headings and captions with assistance.

Instructions: • Learners work in groups. • They select a scribe, a group leader, timekeeper and a presenter. • Learners study the following three texts and explain:

o the impact and the purpose of different font sizes; o how the texts are related; and o the meaning and the importance of the coat of arms in each text.

Text A Text B

Text C

PROVINCE OF KWAZULU-NATAL ISIFUNDAZWE SAKWAZULU-NATALI

PROVINSIE KWAZULU-NATAL

DEPARTMENT OF EDUCATION UMNYANGO WEMFUNDO

DEPARTEMENT VAN ONDERWYS

Telephone: 033 8465142/6

Fax: 033 846 5223

Private Bag X9137 Pietermaritzburg 3200 228 Pietermaritz Street

Pietermaritzburg, 3201

INHLOKOHHOVISI HEAD OFFICE PIETERMARITZBURG


MEMORANDUM

• The impact and purpose of the font sizes o The titles are in large font because they must catch the eye of the reader, in that way they

are easily accessible. o The information in the small font supports or adds to the title; that is, in case the reader

wants to know more about the province, he or she will skim the text. • The texts’ relationship

o They are all South African government departments. o They are all education departments. o However, texts A and C are found in provinces. o Texts A and C serve text B.

• The meaning and the importance of the pictures

o Provinces and the RSA identify themselves with the pictures. o They reflect the dignity and pride of the provinces and the country. o The motto in the RSA means “unity and diversity”, which needs to be recognised in all

nine provinces. 3. Learning Outcome 3: Writing and Presenting

The learner is able to write and present for a wide range of purposes and audiences using conventions and formats appropriate to diverse contexts.

Writing and designing texts is a process and learners need the opportunity to put this process into practice. They should be assessed on their ability to: • decide on the topic, purpose and audience of a text to be written and/or

designed; • brainstorm ideas using, for example, mind maps, flow charts or lists; • consult varied sources, select relevant information and organise ideas; • produce first drafts which take into account purpose, audience, topic and

genre; • edit and proofread drafts; • reflect on and evaluate the final product individually and with classmates

and the teacher; and • present the final product by sharing with peers, teachers, parents and other

stakeholders.


Shoulod this not be Coats of Arms or symbols?

An example of assessing Learning Outcome 3: Process writing (an integrated approach: LO1, L02, LO3, LO4)

Assessment Standards The learner should be able to • Demonstrate the use of planning skills for writing for a specific purpose.

o Develop coherent ideas and organise these by using techniques such as mind maps, diagrams, list keywords and flow charts.

• Demonstrate the use of writing strategies and techniques for first drafts. o Use main and supporting ideas from the planning process. o Use a variety of sentence types. o Apply paragraph conventions to ensure coherence. o Use conjunctions, pronouns and adverbs to ensure cohesion.

• Reflect on, analyse and evaluate own work, consider the opinion of others and present final product (see NCR for details).

Instructions Write a narrative essay. TOPICS: • Growing up. • That’s what I like my grandmother for.

TASK LEARNING OUTCOMES

ASSESSMENT TOOLS

TIME FRAMES

ACTIVITY AND

ASSESSOR • Give learners copies of

sample essay. • Read sample to class. • Discuss characteristics

of essay.

2 periods in class Reading and discussions by teacher

PROCESS WRITING 1. Prewriting • Choice of topic • Analysis of topics -

brainstorming.

LO 1

2 periods in class.

Supervision by teacher Group discussions

2. Research- gathering information

• Listing. • Clustering. • Mind mapping.

LO 2

Homework (specify time)

Learner Supervision by parent

3. Free writing – first draft

LO 3 2 periods in class Learner Supervision by teacher

4. Peer editing and teacher conferencing

LO 1, 2, 3 & 4 Checklist 2 periods in class Peer assessment Teacher input

5. Revising and self-improvement

LO 3 & LO 4 Checklist Homework (specify time)


6. Final essay LO 2, 3 & 4 Rubric Homework (specify time)


7. Correction and remedial

LO 4 * Errors book Homework Teacher


• An errors book is an exercise book or writing pad that is compiled by the teacher.

• When marking the teacher notes the common errors that learners make. • During the corrections and remedial homework the common errors that were

noted are worked on. • This will in most instances be language (grammar) exercises such as the use

of the ’s, proper use of tense, use of concord, etc. 4. Learning Outcome 4: Language

The learner is able to use language structures and conventions appropriately and effectively.

The following should be done to help learners achieve this Learning Outcome: • The learner should be able to speak about language and have knowledge of

the relevant language terminology and language structures. • Language structures should be assessed in context. Texts used for assessing

language such as current newspaper or magazine articles, advertisements, pamphlets, stories, radio programmes should be authentic and relevant to the learners’ interests.

• The learner should realise that critical and analytical thinking, sensitivity to others and sound language development has its foundation in the choice of the appropriate words, sentence structure, tone and register.

• The learner develops critical awareness of language by understanding the nuances of both word choice and sentence construction.

• Spelling is important. Learners develop own spelling and vocabulary lists assisted by regular use of the dictionary.


An example of assessing Learning Outcome 4: Language Register Assessment Standards • Identify and explain the meanings of words and use them correctly in a range of texts. • Use structurally sound sentences in a meaningful and functional manner. • Develop critical language awareness.

REGISTER Read the following dialogue and answer the questions that follow.

Key Round brackets ( ) the response of the speaker Square brackets [ ] the response of the listener Backslash / the major breaks in emphasis or inflection Dash - pauses

TEACHER: Ok let’s get started now/ right/ uhm- [background character] quiet please/ [talking] quiet/ Ok / good morning Grade 11s. STUDENTS: (chatter) Morning Miss Morris. TEACHER: Good morning Michael. MICHAEL: Er- sorry / uh- good morning (laughs) TEACHER: Thank you /right / please be seated and take out your textbooks and hard-cover

writing books- [talking] we’re going to mark / um keep quiet now/ [talking] Shoosh/ we’re going to mark the comprehension you did yesterday on Olive Schreiner so/

ZUKISWA: Miss can I go down to my locker/ I promise/ I’ve like done my homework but I think I left it in my locker/ I won’t be long/ two minutes- please.

TEACHER: Uh uh/ sorry can’t let you go- you know that/ the lessons begun and no one is allowed out of class.

ZUKISWA: Please miss. TEACHER: No Zukiswa/ absolutely not/ now come let’s start now (coughs) right/ - question one. 1. Would you consider the register (that has been used) in this dialogue as formal or informal? Support your answer by quoting two words that indicate the formal/ informal register. Why do you think the characters have used the type of register that you have shown on number I above?

or

2. What is the effect of (the type of) register used (by the two speakers) in the text? 3. Identify three informal words that have been used in this dialogue and replace them with formal words.


HOME LANGUAGE - Western Cape

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