NASCA Languages

1

NATIONAL SENIOR CERTIFICATE FOR ADULTS

NQF LEVEL 4

DRAFT SUBJECT STATEMENT

LANGUAGES

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English First Additional Language

Contents

INTRODUCTION ................................................................................................................................... 3

RATIONALE FOR STRUCTURE OF CURRICULUM ................................................................. 3

MODES OF DELIVERY ........................................................................................................................ 3

AIMS .......................................................................................................................................................... 4

EXIT LEVEL OUTCOMES ................................................................................................................. 4

SCHEME OF ASSESSMENT .............................................................................................................. 5

External examination ................................................................................................................... 5

THEMES, GENRES AND LANGUAGE STRUCTURES .............................................................. 6

SUBJECT CONTENT ......................................................................................................................... 20

Theme 1: Language and personal development ............................................................ 20

Theme 2: Language and working life .................................................................................. 24

THEME 3: LANGUAGE AND THE WORLD AROUND YOU ............................. 29

Theme 4: Language for learning .......................................................................................... 34

Theme 5: Language and literature ....................................................................................... 40

PRACTICAL CONSIDERATIONS .................................................................................................. 45

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INTRODUCTION

Adult learners following this curriculum require language for engagement in further

education, workplace interaction, and for social, economic and political participation.

Language is a crucial communication and thinking resource in many areas of life. We

use language to express and develop our identity and creativity. We use language in

relation to learning, both to learn languages themselves and for access to learning in

other subjects. Language is a vital skill for working life, both in seeking and in

executing work activities. We also use language for participating in social, economic

and political life, and for accessing and responding to media, as consumers and

citizens. Language allows us to enjoy and participate in the creative works of culture,

whether these are in oral, written or audio-visual form.

The intention of this curriculum is to develop in a holistic and integrated way the

interrelated skills of listening and speaking, reading and viewing, writing and

presenting, critical and creative thinking and analysis, and understanding and using

language structures and conventions, in contextually appropriate ways.

RATIONALE FOR STRUCTURE OF CURRICULUM

The curriculum adopts a thematic context structure in which language skills,

structures and conventions are developed in relation to broad themes that are

relevant to adult learners. The rationale for a thematic approach is that it provides

coherence in terms of the clustering of the learning outcomes and ensures relevance

to adult learning situations. It also provides a holistic integration of the language

skills. The themes are based on the overall purpose of the NASCA qualification,

which is to promote the holistic development of adult learners. In particular, the five

themes comprise language and personal development, language and working life,

language and the world around us, language and learning, and language and

literature.

MODES OF DELIVERY This curriculum is designed to accommodate a range of delivery modes: contact (full

time and part-time), distance, and online learning.

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AIMS The aims of this curriculum are to

1. Develop language and its usage in a variety of contexts;

2. Communicate effectively and appropriately;

3. Use language as a means of critical and creative thinking;

4. Inculcate positive attitudes towards, and critical awareness of, language

as the basis for lifelong learning;

5. Express personal opinions on values and understand power relations

vested in communication;

6. Process and interpret information; and

7. Engage critically and imaginatively with literary forms of language.

EXIT LEVEL OUTCOMES 1

1. Listen and speak for a variety of purposes, audience and contexts;

2. Read and view texts for understanding and to critically evaluate and

respond to a wide range of literary and non-literary texts;

3. Write and present for a wide range of purposes and audiences using

conventions and formats appropriate for diverse contexts; and

4. Use language structures and conventions effectively.

1 These outcomes are provided by the qualification registered on the SAQA National Qualification Framework.

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SCHEME OF ASSESSMENT

External examination Duration: 3 hours

Marks: 200

Description Marks Weighting

A. Language in context

Situational text

Candidates produce one situational text such as friendly /

informal letter, job application, CV, covering letter, agenda

and minutes, report.

Comprehension and language

Candidates respond to questions based on a written text of

approximately 600 words.

40

40

20%

20%

B. Literature

Candidates respond to two questions (a contextual

question based on an extract from prescribed literary texts,

and an essay from a choice of four questions. (30x2)

60 30%

C. Writing

Discursive, narrative, descriptive or reflective essay

Candidates write an essay of 350-500 words from a choice

of stimuli.

60 30%

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THEMES, GENRES AND LANGUAGE STRUCTURES

1. Language and personal development

(Genres relevant to this theme: diary; informal letter; SMS; note; obituary; testimonial; biography; autobiography; life history;

newspaper/magazine article; timeline; speech; blog)

Learning outcomes and assessment criteria covered in the theme:

LO 1.1.Express an opinion about a current topic

LO 1.2 Listen to and summarise a range of opinions on a topic

LO 1.3 Present a short prepared speech.

LO 1.4 Demonstrate an understanding of the conventions of narrative writing

LO 1.5: Read and respond to a biographical newspaper or magazine article

LO 1.6: Read and respond to a blog

LO 1.7 Demonstrate an understanding of the conventions of informal written communication.

LO 1.8:Write a short description of personal appearance and character

LO 1.9: Develop and present a timeline of events in own life

LO 1.10: Plan, write and edit a personal or family history narrative and personal life events using a process approach to writing

LO 1.11 Communicate informally in writing.

LO1.12: Use personal pronouns appropriately and accurately

LO1.13 Use direct and indirect speech appropriately and accurately

LO 1.14: Use past, present and future simple tense appropriately and accurately

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LO 1.15 Understand and use the conventions of subject-verb concord

LO 1.16: Use adjectives to describe self and others

LO 1.17: Identify, understand and use prefixes and suffixes in vocabulary development

LO 1.18: Develop a paragraph

Listening and speaking Reading and viewing Writing and presenting Language structures and

conventions

Topics Personal, family and community histories

Role models

Community news and issues

Personal pronouns; adjectives;

tense; concord; relevant parts

of speech;

sentence structure: statements

Direct and indirect speech

Past, present and future simple

verb forms;

Subject-verb concord.

Conjunctions and disjunctions

Paragraphing.

Skills Express personal opinions;

Listen to and summarise a

range of opinions on a topic

Develop an argument;

Prepare a short speech.

Identify ‘voice’/ point of view in

narrative writing

Read and respond to a

biographical newspaper or

magazine article

Read and respond to a blog

Write a short description of

personal appearance and

character

Narrate experiences or events

in writing

Develop and present a timeline

of events in own life

Activities

/ Assess-

ment

tasks

Debate a controversial issue;

Introduce yourself to a group.

Narrate an experience from

your childhood

Research and write a narrative

essay about member of family

or community that you admire

Write a series of diary entries

Write an informal letter to a

Appropriate language

structures and conventions as

indicated above

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relative / SMS to a friend.

2. Language and working life

(Genres relevant to this theme: notice; contract; CV; form; notice; reference; organogram; meeting; agenda; minutes; flow-chart; informational

text; Instruction; email; operating procedure; safety sign; verbal report; telephone conversation; job advertisement; job interview; instruction

manual)


LO 2.1 Follow and give instructions in a variety of contexts

LO 2.2 Explain use of a technical instrument or a procedure

LO 2.3 Provide a verbal report on an event

LO 2.4 Demonstrate an understanding of meeting procedures and roles

LO 2.5 Answer the telephone using the appropriate etiquette

LO 2.6 Conduct a business interview

LO 2.7 Identify, analyse and evaluate the way visual elements are integrated in multimodal texts

LO 2.8 Demonstrate an understanding of the conventions of job advertisements.

LO 2.9 Find, collate and analyse job advertisements in a variety of forms.

LO 2.10 Analyse a variety of legal workplace documents

LO 2.11 Comprehend visual images using contextual clues

LO 2.12 Write an extended workplace report

LO 2.13 Respond to a written request for information

LO 2.14 Prepare workplace documentation

LO 2.15 Write minutes of a meeting accurately

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LO 2.16 Respond in writing to an job advertisement

LO 2.17 Demonstrate an understanding of critical language awareness

LO2.18 Use tone appropriately in formal language usage

LO 2.19 Detect assumptions and their impact

LO 2.20 Demonstrate an understanding of emotive and manipulative language

LO 2.21 Develop vocabulary related to the workplace and livelihoods

LO 2.22 Formulate questions appropriately and accurately.


conventions

Topics Finding employment

Working life and livelihoods

Tone; register; critical

language awareness; power

and language; questions;

Questions

Statements

Explanations

Logical connectors (e.g.

because, therefore)

Identify power relations in

formal writing (greetings,

modality: deference,

Skills Give and receive instructions;

Engage in dialogues;

Participate in radio/TV news;

Engage in interviews;

Use telephone etiquette;

Participate in a meeting.

Comprehend and interpret

notices and contracts;

Follow visual signs and

instructions;

Follow instructions in a

technical manual;

Read and compare various

modes of job advertising;

Analyse a contract of

Write a formal report;

Write a formal email;

Record minutes of meetings;

Prepare a CV;

Write a covering letter;

Complete forms;

Write references;

Create 5 possible questions to

ask at a job interview.

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employment. politeness)

Instructions: tone and register;

imperative mood.

Activities/

assessme

nt tasks

Give instructions on how to

change a plug / change a tyre;

Participate in a simulated

workplace meeting;

Conduct a simulated job

interview with a colleague;

Report verbally on a current

news piece;

Conduct a simulated

telephone conversation in

which you report a faulty

cellular phone.

Read, comprehend and

summarise a workplace

notice;

Research a variety of possible

employment advertisements in

a variety of media including

classified advertisements,

electronic advertisements and

work notice boards.

Write a formal email informing

your colleagues of your

intention to hold a meeting;

Draft a formal notice of

meeting and agenda;

Apply for a job by completing

the application form and

providing a covering letter


structures and conventions as

indicated above

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3. Language and the world around you

(Genres relevant to this theme: discussion; debate; dialogue; radio/TV news and interviews; meeting, agenda and minutes; cartoon and

caricature; news article; documentary; lease/loan agreement; blog; website; map; essay of argument; SMS; advertisement; letter to press;

meeting procedure; posters; brochure; directions.)


LO 3.1 Discuss a current issue/topic.

LO 3.2 Listen to and summarise a range of opinions on a controversial topic

LO 3.3 Recall the details of a verbal message.

LO 3.4 Make and review notes from listening.

LO 3.5 Analyse critically what has been heard;

LO 3.6 Present a prepared speech and an unprepared speech on a controversial topic using formal language

LO 3.7 View, analyse and interpret visual texts

LO 3.8 Preview a text by interpreting text elements

LO 3.9 Predict information gained from skimming and scanning

LO 3.10 Actively make sense of the detail of a text

LO 3.11 Read and understand personal financial documents

LO 3.12 Use comprehension strategies and cross-referencing.

LO 3.13 Plan, prepare, write and edit an argumentative piece of writing

LO3.14 Plan, prepare, compose and edit a text with visual and written elements

LO3.15 Apply knowledge of the structure and features of a variety of text types

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LO 3.16 Write and present examples of social media texts

LO 3.17 Use active and passive voice appropriately and accurately

LO 3.18 Identify, understand and use logical connectors appropriately and accurately

LO 3.19 Identify, understand and use various conventions for presenting speech in writing

LO 3.20 Identify, understand and use compound and complex sentence forms to express logical relations

LO 3.21 Develop strategies for working out the meaning of words from context;

LO 3.22 Understand and use terms of address appropriately in formal and informal contexts;

LO 3.23 Develop critical language awareness skills.


conventions

Topics Advertising

Consumer rights and protection

Participating in society and community life

Compound and complex

sentences

Persuasive and emotive

language;

Connotations and

denotations

Adjectives and figures of

speech;

Degrees of comparison

Active and passive voice;

Skills Discuss a current topic

Recall details of message.

Make and review notes from

listening.

Analyse critically what has

been heard

Present prepared/unprepared

Preview text and make

predictions

Skim and scan text

Understand and respond to

political cartoons;

advertisements; brochures;

Access information from

Develop an argument;

Write a letter to press;

Write and present examples

of social media texts

Compose a poster.

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speech

Listen to and summarise

range of opinions

Comprehend and respond to

a radio / TV advertisement

websites;

Read and understand loan /

lease agreements.

Recognise exaggeration and

false claims

ambiguity; modality;

Logical connectors,

Activities /

assessment

tasks

Develop and role play a radio

or TV advertisement

Identify persuasive language

in different adverts from a

magazine / catalogue or

newspaper;

Compare two advertisements

of a similar product.

Write a blog on your hobby or

interest;

Write a critique of an

advertisement;

Write a description of a

landscape;

Create an advertisement for

a new product.


structures and conventions

as indicated above

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4. Language for learning

(Genres relevant to this theme: Mind-map; PowerPoint presentation; webpage; documentary; YouTube talk; lecture; written argument;

reference materials; academic article; table; chart; diagram; reference list)


LO 4.1 Engage in group deliberations based on academic topics

LO 4.2 Report on academic research supported by different media

LO 4.3 Make a brief presentation on an academic topic

LO 4.4 Use appropriate conventions of oral communication in academic environments

LO 4.5 Reflect on and evaluate own learning experiences.

LO 4.6 Preview a variety of academic texts using textual referencing

LO 4.7 Skim and scan a variety of academic texts

LO 4.8 Read intensively and respond to academic texts

LO 4.9 Summarise and synthesise information from a variety of sources on a single topic

LO 4.10 Understand and use the conventions of visual representations in a text

LO 4.11 Observe and respond to visual materials for research purposes.

LO 4.12 Summarise an extended academic text

LO 4.13 Develop a mind-map as a form of summary for an academic text

LO 4.14 Label diagrams

LO 4.15 Construct knowledge through problem solving, research and using information in new ways;

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LO 4.16 Use proofreading and editing skills in own writing

LO 4.17 Respond to peers’ writing

LO 4.18 Make claims and support with evidence

LO 4.19 Use appropriate conventions of written communication in academic environments

LO 4.20 Preview text elements to predict purpose and meaning

LO 4.21 Skim and scan texts or parts of texts for information

LO 4.22 Use appropriate academic vocabulary and terminology

LO 4.23 Use sentence and paragraph structure effectively

LO 4.24 Demonstrate an awareness of audience in writing

LO 4.25 Identify and develop voice in writing

LO 4.26 Distinguish fact from opinion

LO 4.27 Identify common grammatical errors in academic writing


conventions

Topics Lifelong learning

Research and further study

Academic Literacy;

Vocabulary; Jargon, claims

and evidence;

Adjectives and adverbs.

Logical connectors (argument;

sequencing; exemplifying)

Skills Listen, comprehend and

respond to a presentation on a

topic.

Read and respond to factual

or informative texts;

Preview a variety of academic

Take notes;

Write and edit summaries;

Write short academic

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Discuss a topic in a group texts using textual referencing

Skim and scan texts or parts

of texts for information

Summarise and synthesise

information from a variety of

sources on a single topic

Respond to visual texts.

Use a dictionary to look up

academic terms and jargon;

responses;

Create a mind map;

Label a diagram

Write a report.

Make a reference list following

referencing conventions

Proofread and edit own

writing.

Write a reflection on own

learning experience.

Spelling and punctuation;

Referencing conventions

Activities/

assessme

nt tasks

Report’

Group deliberation; Power-

point

presentations.

Read and respond to a factual

article in a textbook in a

variety of contexts.

Write a review of a

documentary;

Research and write a report

on television viewing trends/

fashion trends.

Developed through other

writing, reading, speaking and

listening activities.

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5. Language and literature

(Genres relevant to this theme: novel, autobiography; biography; short story; poetry; drama; film; dictionary; thesaurus; illustration and

photos; essay; review; extrapolation; summary; textual analysis; book/film review.)


LO5.1 Present an oral performance of a poem

LO 5.2 Listen to and evaluate an oral performance

LO 5.3 Analyse character and plot through role play

LO 5.4 Create and present a dialogue between fictional characters

LO 5.5 Express and substantiate an opinion about a literary work.

LO 5.6 Comprehend and analyse theme, plot, sub-plot, conflict, character and the role of the narrator;

LO 5.7 Appreciate stylistic and literary devices and explain their effect on meaning in the text;

LO 5.8 Identify how word choices, imagery and sound devices affect mood, meaning and theme;

LO 5.9 Analyse poetical structures and how they contribute to meaning;

LO 5.10 Analyse dialogue and action, and the relation to character and theme;

LO 5.11 Analyse plot, sub-plot, character portrayal, and dramatic techniques

LO 5.12 Interpret dramatic structure and stage directions

LO 5.13 Appreciate literary conventions and aesthetic impact in a film

LO 5.14 Analyse a literary text in a written format;

LO 5.15 Summarise the plot of a literary piece;

LO 5.16 Analyse characterization in a literary piece.

LO 5.17 Write/present a creative response to a literary text

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LO 5.17 Identify the impact of point of view; imagery; figures of speech and symbolism in a range of literary genres with reference to language

use.



conventions

Topics Titles and themes from prescribed texts

Emotive words

Stereotype,

Figures of speech ,

Literary techniques and

conventions,

Cinematographic techniques

and conventions.

Skills Present an oral performance

of a poem

Listen to and evaluate an oral

performance

Analyse character and plot

through role play

Create and present a dialogue

between fictional characters

Express and substantiate an

opinion about a literary work.

Comprehend and analyse

theme, plot, sub-plot, conflict,

character and the role of the

narrator;

Appreciate stylistic and literary

devices and explain their

effect on meaning in the text;

Identify how word choices,

imagery and sound devices

affect mood, meaning and

theme;

Analyse poetical structures

and how they contribute to

meaning;

Analyse a literary text in a

written format;

Summarise the plot of a

literary piece;

Analyse characterization in a

literary piece.

Identify the impact of point of

view; imagery; figures of

speech and symbolism in a

range of literary genres.

Write/present a creative

response to a literary text

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Analyse dialogue and action,

and the relation to character

and theme;

Analyse plot, sub-plot,

character portrayal, and

dramatic techniques

Interpret dramatic structure

and stage directions

Appreciate literary conventions

and aesthetic impact in a film

Activities/

assessme

nt tasks

Dramatise a character from a

prescribed text’

Role play a scene or event

from a prescribed text;

Dramatise a poem;

Participate in literary

discussion.

Appreciate and respond to

aesthetic impact of an extract

of a literary text;

View and review a film.

Write a book/ movie review;

Summarise main points and

ideas.

Comment on effectiveness of

style, imagery and literary

devices.

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SUBJECT CONTENT

Theme 1: Language and personal development

Overview

This theme gives learners the opportunity to use language for personal development.

It allows them to express and explore their own identities and opinions, and to

respond to the opinions of others. They will read and write personal narratives of

various kinds.

Content: genres

Diary; informal letter; SMS; note; obituary; testimonial; biography; autobiography; life

history; newspaper/magazine article; timeline; speech; blog.

Learning outcomes

Speaking and listening

By the end of the course, learners will be able to:

LO 1.1 Express an opinion about a current topic

AC1: A personal opinion is formulated and expressed succinctly.

AC2: The opinion is logically structured.

AC3: The opinion is expressed using correct grammatical structures.

AC4: The opinion is expressed in an audible and clear.

LO 1.2 Listen to and summarise a range of opinions on a topic

AC1: The summary is accurate in terms of what has been said.

AC2: The summary is of an appropriate length in relation to the

original audio piece.

AC3: The summary conveys the main points of the audio piece.

LO 1.3 Present a short prepared speech.

AC1: The presentation is interesting and relevant.

AC2: The presentation is logically structured.

AC3: The presentation is easy to follow and clear.

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AC4: The presentation is enthusiastic and spoken with confidence.

Reading and viewing


LO 1.4 Demonstrate an understanding of the conventions of narrative writing

AC1: The conventions of narrative writing are explained.

AC2: The role of the narrator is clearly understood.

AC3: A piece of narrative writing is responded to.

LO 1.5: Read and respond to a biographical newspaper or magazine article

AC1: The response to a biographical article shows a clear understanding of

the conventions and key characteristics of biographical writing.

AC2: The response to a biographical article shows an understanding of the

key information provided.

LO 1.6: Read and respond to a blog

AC1: The conventions of a blog are explained.

AC2: The contents of a blog show comprehension and appreciation for the

thoughts expressed.

LO 1.7 Demonstrate an understanding of the conventions of informal written

communication.

AC1: The differences between formal and informal written communication

are identified.

AC 2: The conventions of informal written communication are explained.

Writing and presenting


LO 1.8:Write a short description of personal appearance and character

AC1: The description is self-reflective and detailed.

AC2: The written description is grammatically correct.

AC3: The description uses a creative approach.

LO 1.9: Develop and present a timeline of events in own life

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AC1: An understanding of personal and relative time is demonstrated.

AC2: Major milestones have been indicated on a personal time line.

LO 1.10: Plan, write and edit a personal or family history narrative and personal life

events using a process approach to writing

AC1: The conventions of personal writing are used in a narrative.

AC2: The narrative is written with sensitivity and personal insight.

AC3: There is evidence of planning in the narrative.

AC4: The narrative indicates that revisions of the writing have been made

on the basis of formative feedback.

AC5: The narrative is self-edited for grammatical and other errors.

AC6: The narrative shows awareness of a coherent structure.

LO 1.11 Communicate informally in writing.

AC1: Informal writing genres are identified, explained and used

appropriately (e.g. notes, SMSs)

AC2: Conventions of informal writing are adhered to (e.g. contractions,

abbreviations, slang, symbols, punctuation).

Understanding language structures


LO1.12: Use personal pronouns appropriately and accurately

AC1: Correct and appropriate personal pronouns are used in oral and

written communications

LO1.13 Use direct and indirect speech appropriately and accurately

AC1: Correct and appropriate forms of direct and indirect speech are used

in oral and written communications

AC2: Direct speech is punctuated accurately in written communications.

AC3: Tense, pronouns and subject-verb concord are used accurately in

direct and indirect forms of speech.

LO 1.14: Use past, present and future simple tense appropriately and accurately

AC1: Past, present and future simple tense are used appropriately and

accurately in oral and written communications.

LO 1.15 Understand and use the conventions of subject-verb concord

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AC1: The conventions of subject-verb concord are used appropriately and

accurately in oral and written communications.

LO 1.16: Use adjectives to describe self and others

AC1: Adjective and descriptive words or phrases are used appropriately

and accurately in oral and written communications to enhance meaning and

appreciation.

LO 1.17: Identify, understand and use prefixes and suffixes in vocabulary

development

AC1: Common forms of prefix and suffix are identified, understood and

used.

AC2: Prefixes and suffixes are related to meaning.

LO 1.18: Develop a paragraph

AC1: The features of a paragraph are identified and explained.

AC2: Paragraphs are correctly structured and used appropriately in

narrative writing

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Theme 2: Language and working life

Overview

This theme gives learners the opportunity to use strategies to exchange information,

ideas and opinions for work-related purposes. It allows them to master text

conventions and adopt appropriate degrees of formality in job interviews, verbal

reports, and applications for employment, formal letters and curriculum vitae. They

will demonstrate an understanding of critical language usage and express their point

of view using the appropriate tone and register. They will understand the role of

power in language and how meaning may be manipulated or distorted by the

deliberate inclusion or exclusion of information.

Content: genres

Notice; contract; CV; form; notice; reference; organogram; meeting; agenda;

minutes; flow-chart; informational text; Instruction; email; operating procedure; safety

sign; verbal report; telephone conversation; job advertisement; job interview;

instruction manual.

Learning outcomes



LO 2.1 Follow and give instructions in a variety of contexts

AC1: Clear and accurate instructions are given.

AC2: Instructions given are appropriate to the context and the audience.

LO 2.2 Explain use of a technical instrument or a procedure

AC1: The explanation is clear and accurate.

AC2: The explanation has sufficient detail to make it easy to understand.

LO 2.3 Provide a verbal report on an event

AC1: The verbal report is clear and easy to follow.

AC2: The report is well-structured.

AC3: The report covers the main highlights of the event.

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AC4: The report has an appropriate level of detail.

LO 2.4 Demonstrate an understanding of meeting procedures and roles

AC1: The different roles in a business meeting are

AC2: Appropriate procedures are followed when participating in a business

meeting.

AC3: Appropriate listening and speaking techniques are used for business

meetings.

LO 2.5 Answer the telephone using the appropriate etiquette

AC1: The conduct of telephonic business conversations shows appropriate

telephone etiquette for a business environment.

AC2: Appropriate listening and speaking techniques are used when

communicating on the telephone

LO 2.6 Conduct a business interview

AC1: The conduct of a simulated interview in a business environment

shows an understanding of the conventions of business interviews.

AC2: A simulated job interview, as an interviewer, is conducted

appropriately within a business environment.

AC3: A simulated job interview, as an interviewee, is conducted

appropriately within a business environment.

AC4: Interviewing techniques are used appropriately.

Reading and viewing


LO 2.7 Identify, analyse and evaluate the way visual elements are integrated in

multimodal texts

AC1: Visual elements in a multimodal text are identified and explained.

AC2: The effect of visual elements in a multi-modal text are evaluated.

LO 2.8 Demonstrate an understanding of the conventions of job advertisements.

AC1: The typical layout of an job advertisement is explained.

AC2: The kinds of information to be found in an job advertisement are

identified and their purpose explained.

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LO 2.9 Find, collate and analyse job advertisements in a variety of forms.

AC1: A variety of job advertisements are located and analysed in terms of

effectiveness.

AC2: A selection of appropriate job advertisements is made.

LO 2.10 Analyse a variety of legal workplace documents

AC1: Types of legal documents in the workplace are identified and their

purposes explained.

AC2: Legal documents are analysed and the implications of each are

explained.

LO 2.11 Comprehend visual images using contextual clues

AC1: Visual images in the workplace are explained using their contextual

clues.



LO 2.12 Write an extended business report

AC1: The business report uses appropriate information.

AC2: The business report uses an appropriate style, tone and structure.

AC 3: The business report uses formal language

AC4: The business report is proofread and error free

LO 2.13 Respond to a written request for information

AC1: The response to a written request for information is accurate in terms

of what has been requested.

AC2: The response to a written request for information is addressed in an

appropriate format, style, tone and register.

LO 2.14 Prepare workplace documentation

AC1: Workplace documentation uses the correct format.

AC2: Workplace documentation uses an appropriate style, tone, format and

register.

LO 2.15 Write minutes of a meeting accurately

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AC1: Minutes of a meeting are recorded as a true reflection of the meeting.

AC2: Minutes of a meeting use an appropriate format.

AC3: Minutes of a meeting use an appropriately formal style, tone and

register.

AC4: Minutes of a meeting are grammatically correct.

LO 2.16 Respond in writing to an job advertisement

AC1: Letter of application uses an appropriate format.

AC3: Letter of application uses an appropriately formal style, tone and

register.

AC4: Letter of application is grammatically correct.

Understanding language structures


LO 2.17 Demonstrate an understanding of critical language awareness

AC1: An understanding of critical language awareness issues are

demonstrated in formal writing and speaking.

AC2: Ways of analysing language shows an understanding of personal

voice and target audience.

AC3: Inferences are identified and responded to.

LO2.18 Use tone appropriately in formal language usage

AC1: Appropriate tone is used in formal language usage, both written and

verbal.

LO 2.19 Detect assumptions and their impact

AC1: Assumptions are identified and their impact explained in both written

and verbal communication.

AC2: The differences between valid and invalid assumptions are explained.

LO 2.20 Demonstrate an understanding of emotive and manipulative language

AC1: An understanding of the impact of emotive and / or manipulative

language is demonstrated in written and verbal communication.

AC2: The motivation for using emotive and or manipulative language is

identified and explained in different contexts.

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LO 2.21 Develop vocabulary related to the workplace and livelihoods

AC1: Workplace and occupation-specific vocabulary is identified and used

correctly.

LO 2.22 Formulate questions appropriately and accurately.

AC1: Questions posed, both in written and verbal communications, are

correctly structured.

AC2: Questions posed are appropriate and relevant to the context.

AC3: Questions posed are easy to understand and respond to

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THEME 3: LANGUAGE AND THE WORLD AROUND YOU OVERVIEW:

In this theme learners will engage with a variety of texts concerned with language as

used in the world around them. The purpose of this theme is to develop the learners'

speaking, listening, reading and writing skills through an integration of languages

skills. Learners will engage in authentic and purposeful listening, speaking, reading

and writing activities that speak to the theme. It will engage learners with texts

around us such as newspapers, loan and lease agreements and other examples of

texts most likely to be used by adult learners' world of work. Reading of financial

documents will also form part of using texts used in the world around them.

Content: Genres

Discussions; debates; dialogues; radio/TV news and interviews; meeting, agenda

and minutes; cartoons and caricatures; news articles; documentaries; lease/loan

agreements; blogs; websites; maps; essay of argument; SMS; advertisements; letter

to press; meeting procedure; posters; brochures; directions.

Learning outcomes


By the end of the course learners will be able to:

LO 3.1 Discuss a current issue/topic.

AC1: The discussion of a current topic of local or international interest

shows understanding and insight.

AC2: The discussion of a current topic shows logical thought processes.

AC3: The discussion of a current topic uses information that is relevant and

accurate.

LO 3.2 Listen to and summarise a range of opinions on a controversial topic

AC1: The summary of a discussion about a controversial topic includes the

range of opinions expressed.

AC2: The summary of a discussion about a controversial topic

accommodates a number of viewpoints.

AC3: The summary of a discussion about a controversial topic shows an

understanding of the nuances that mark the different opinions.

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AC4: A summary of a discussion about a controversial topic shows an

understanding of the difference between facts and opinions expressed.

LO 3.3 Recall the details of a verbal message.

AC1: Details of a verbal message are relayed accurately.

AC2: Details of a verbal message are complete and contain the most

important elements.

LO3.4 Make and review notes from listening.

AC1: Notes made after listening are accurate.

AC2: Notes made after listening have the right amount of detail for the

context.

AC3: Notes are personally reviewed to reflect on accuracy, detail and

appropriateness.

LO 3.5 Analyse critically what has been heard;

AC1: The verbal response to an audio input shows critical and insightful

analysis.

LO 3.6 Present a prepared speech and an unprepared speech on a controversial

topic using formal language

AC1: A prepared speech on a controversial topic uses an appropriate tone,

register and level of formality.

AC2: A prepared speech is logical and clearly structured,

AC3: A prepared speech is interesting to the audience.

AC4: A prepared speech shows awareness of audience.

AC5: An unprepared speech is structured and logical.

AC6: An unprepared speech is spontaneous and interesting.

AC7: A unprepared speech is delivered with enthusiasm for the topic.

Reading and viewing

By the end of the course learners will be able to:

LO 3.7 View, analyse and interpret visual texts

AC1: Identify and explain visual texts

AC2: Analyse multi-modal texts

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AC3: Differentiate between fact and fiction

LO 3.8 Preview a text by interpreting text elements

AC1: Make predictions about text content from visual cues

AC2: Explain and justify opinion about text content, purpose and audience

AC3: Compare and contrast ideas in a text

LO 3.9 Predict information gained from skimming and scanning

AC1: Summarize text in point-form

AC2: Identify information gaps/missing information

AC3: Show understanding of vocabulary

LO 3.10 Actively make sense of the detail of a text

AC1: Identify and understand key points

AC2: Compare and contrast information

AC3: Identify why information is excluded in a text

LO 3.11 Read and understand personal financial documents

AC1: Identify the credits and debits in a financial statement

AC2: Understand income, expenses and savings

AC3: Understand interest and penalties

LO 3.12 Use comprehension strategies and cross-referencing.

AC1: Understand and answer different types of questions e.g. knowledge &

comprehension questions

AC2: Answer application and analysis questions

AC3: Answer synthesis and evaluation questions


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

LO 3.13 Plan, prepare, write and edit an argumentative piece of writing

AC1: Identify the purpose of the argumentative piece of writing and deciding

which side of the argument to take

AC2: Plan and draft an argument

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AC3: Compose an argument and use evidence and examples to support

view

AC4: Edit and write the final draft of the argumentative piece

LO3.14 Plan, prepare, compose and edit a text with visual and written

elements

AC1: Select a picture, a scene or an object to write a discursive or a

situational essay

AC2: Plan and draft a discursive or situational essay

AC3: Compose a discursive or situational essay

AC4: Edit and write the final draft of the discursive or situational essay

LO3.15 Apply knowledge of the structure and features of a variety of text

types

AC1: Write a friendly letter with the necessary components

AC3: Write a letter to the press with all the necessary components

LO 3.16 Write and present examples of social media texts

AC1: Write an e-mail depending on the purpose of the e-mail

AC2: Write a blog or facebook message on a specific issue

AC3: Formulate a personal website on a webpage format

Understanding language structures & conventions

By the end of the course learners will be able to

LO 3.17 Use active and passive voice appropriately and accurately

AC1: Use passive and active voice in writing

AC2: Use tense correctly in active and passive voice

LO 3.18 Identify, understand and use logical connectors appropriately and accurately

AC1: Use sequencing words correctly e.g. Firstly, then, next, after, before,

simultaneously etc.

AC2: Use logical connectors appropriately and accurately e.g. because,

therefore, however, on the other hand.

LO 3.19 Identify, understand and use various conventions for presenting speech in

writing

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AC1: Using statements, questions, commands and exclamations

appropriately and accurately for presenting speech in writing

AC2: Use direct and indirect speech appropriately and correctly to present

speech in writing

LO 3.20 Identify, understand and use compound and complex sentence forms to

express logical relations

AC1: Use simple, compound and complex sentence structures

AC2: Use conjunctions, disjunctions and logical connectors appropriately

and accurately

LO 3.21 Develop strategies for working out the meanings of words from context;

AC1: Identify and understand prefixes as a strategy for expressing

opposites e.g. (anti-, dis-, un- etc)

AC2: Identify and understand commonly used prefixes such as (multi-, bi-,

semi-, trans-, dis-, etc.) as a strategy to understand meanings of words

AC3: Identify and understand commonly used suffixes in relation to meaning

e.g. ‘-ful’ means ‘full of’ and ‘-less’ means ‘without’ as a strategy to

understand meanings of words.

LO 3.22 Understand and use terms of address appropriately in formal and informal

contexts;

AC1: Use formal and informal terms of address appropriately in speaking

and writing

AC2: Use informal and formal terms of address appropriately in composing

a variety of social media texts

LO 3.23 Develop critical language awareness skills.

AC1: Identify and understand the denotative and connotative meaning of

words

AC2: Identify, understand and use expressions with literal and figurative

meanings

AC3: Use language that is not prejudiced or biased against certain groups of

people.

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Theme 4: Language for learning

Overview

This theme gives learners the opportunity to use language for the purposes of

thinking and reasoning, to access further learning and to become lifelong learners.

This enables adult learners to develop their cognitive academic skills to learn in other

subjects through the medium of English and therefore use their additional language

at a higher level of proficiency for their self-development and to prepare them for

further study.

Content: genres

Mind-map; PowerPoint presentation; webpage; documentary; YouTube talk; lecture;

written argument; reference materials (dictionary, thesaurus, encyclopedia entry);

academic article; table; chart; diagram; reference list)

Learning outcomes



LO 4.1 Engage in group deliberations based on academic topics

AC1: Participation in a group deliberation is active and enthusiastic.

AC2: Engagement takes over points of view into consideration.

AC3: Engagement shows an understanding of the topic.

LO 4.2 Report on academic research supported by different media

AC1: Reports are at an appropriate level for the audience.

AC2: Reports are supported by an appropriate medium.

AC3: Reports are appropriate to the selected medium.

AC4: Reports are clear and easy to understand.

LO 4.3 Make a brief presentation on an academic topic

AC1: The presentation is well structured and follows a logic sequence.

AC2: The presentation used an appropriate style, tone and register.

AC3: The presentation has an appropriate amount of detail.

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AC4: The presentation shows an awareness of audience.

LO 4.4 Use appropriate conventions of oral communication in academic

environments

AC1: Different forms of oral communication (formal and informal) are

identified.

AC2: Conventions associated with each type of communication are

explained.

AC3: Different conventions of oral communication are used in academic

environments.

LO 4.5 Reflect on and evaluate own learning experiences.

AC1: Evaluations of own learning experiences are insightful.

Reading and viewing


LO 4.6 Preview a variety of academic texts using textual referencing

AC1: Glossaries, indices, tables of content are used accurately to enhance

the learning experience.

AC2: Visual academic signposts (e.g. cover of a book and blurb) are used

to enhance the learning experience

LO 4.7 Skim and scan a variety of academic texts

AC1: Skimming and scanning are used to enhance the learning experience

AC2: The differences between skimming and scanning are explained.

LO 4.8 Read intensively and respond to academic texts

AC1: The response to reading a variety of academic texts shows evidence

of deep understanding and comprehension.

LO 4.9 Summarise and synthesise information from a variety of sources on a single

topic

AC1: Summary of information uses information from a variety of different

sources.

AC2: Information from a variety of different sources are synthesised to

construct a coherent, integrated and comprehensive response.

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LO 4.10 Understand and use the conventions of visual representations in a

text

AC1: Visual representations of academic texts used appropriate

conventions.

AC2: Conventions of visual presentations are explained.

LO 4.11 Observe and respond to visual materials for research purposes.

AC1: Visual materials are understand and used for research purposes.

AC2: The response to visual materials shows insight and understanding.



LO 4.12 Summarise an extended academic text

AC1: Summary of information uses information from a variety of different

sources.

AC2: Information from a variety of different sources are synthesised to

construct a coherent, integrated and comprehensive response.

LO 4.13 Develop a mind-map as a form of summary for an academic text

AC1: The mind-map shows an understanding of its use for summarising

academic text.

AC2: The mind-map shows an understanding of the strategies of this

technique

AC3: The mind map contains an appropriate level of detail.

AC4: The mind map accurately represents the structure and

interrelationship of the various elements of the academic text.

LO 4.14 Label diagrams

AC1: A variety of diagrams are labelled accurately.

AC2: Information from other sources is transferred into a diagram.

AC3: The conventions for labelling diagrams is adhered to.

LO 4.15 Construct knowledge through problem solving, research and using

information in new ways

AC1: Knowledge constructed through research used information in new

ways.

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AC2: Problem solving techniques are used to construct new knowledge.

AC3: Research techniques are used to construct new knowledge.

LO 4.16 Use proofreading and editing skills in own writing

AC1: The use of proof reading and editing techniques to enhance the

quality of one’s own writing is demonstrated.

AC2 The revision of one’s own writing shows the ability to reflect on and

evaluate one’s own writing.

LO 4.17 Respond to peers’ writing

AC1: The response to peer writing shows an understanding of the process

approach to writing.

AC2: The response to peer writing shows the ability to use proof reading

and editing techniques.

AC3: The response to peer writing shows sensitivity and awareness of

audience.

AC4: The response to peer writing shows an awareness of structure and

coherence in writing.

LO 4.18 Make claims and support with evidence

AC1: Claims made in an academic response are based on and support by

credible evidence.

AC2: Claims made are logical and appropriate.

LO 4.19 Use appropriate conventions of written communication in academic

environments

AC1: Key features and characteristics of written forms of communication in

an academic environment are identified.

AC2: Conventions of written communication in academic writing are

identified in a variety of different types of academic writing.

AC3: The purpose of different types of academic writing are identified by

evaluating the writing conventions.

AC4: The appropriateness of writing conventions is evaluated in relation to

the type of academic writing.

LO 4.20 Preview text elements to predict purpose and meaning

AC1: Text elements are identified in academic writing.

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AC2: Text elements are used to predict the purpose of a variety of different

types of academic writing.

AC3: Text elements are used to construct the meaning of a piece of a

variety of different types of academic writing.

LO 4.21 Skimming and scanning texts or parts of texts for information

AC1: The purpose of using skimming and scanning techniques for gaining

information from texts is identified.

AC2: Skimming techniques are identified and used to gather information

from texts.

AC3: Scanning techniques are identified and used to gather information

from texts.

Understanding language structures and conventions


LO 4.22 Use appropriate academic vocabulary and terminology

AC1: The importance of using academic discourse is explained.

AC2: The ways in which discourses are particular to a discipline is

explained.

AC3: Academic vocabulary and terminology related to different disciplines is

used in writing academic texts.

LO 4.23 Use sentence and paragraph structure effectively

AC1: The structure of sentences and paragraphs is explained.

AC2: The importance of using appropriate sentence and paragraph

structure is explained.

AC3: Appropriate sentence and paragraph construction is to convey

meaning in a piece of academic writing.

LO 4.24 Demonstrate an awareness of audience in writing

AC1: The importance of considering audience when writing is explained.

AC2: The techniques for developing an awareness of audience are

explained.

AC3: Awareness of audience is demonstrated in a variety of types of

academic writing.

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LO 4.25 Identify and develop voice in writing

AC1: The concept of developing voice in writing is explained.

AC2: The purpose and importance of developing voice in academic writing

is explained.

AC3: The techniques for identifying voice in a variety of types of academic

writing are identified.

AC4: Personal voice is developed in a variety of types of academic writing.

AC5: Evidence of voice is evaluated in a variety of types of academic

writing.

LO 4.26 Distinguish fact from opinion

AC1: The difference between fact and opinion in academic writing is

explained.

AC2: The purpose of differentiating between fact and opinion in academic

writing is explained.

AC3: Fact and opinion are identified and differentiated in a variety of types

of academic writing.

LO 4.27 Identify common grammatical errors in academic writing

AC1: Techniques for identifying grammatical errors in academic writing are

explained.

AC2: Common grammatical errors are identified in a variety of types of

academic writing.

AC3: Proof readings skills are applied to a variety of types of academic

writing.

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Theme 5: Language and literature

Overview

This theme gives learners the opportunity to engage with a variety of literary texts,

including poetry, novel and short story, drama, and visual and multi-media texts.

They will read and respond to creative expressions, learn how to analyse and

interpret literary texts and relate them to their own contexts. It encourages an

imaginative and critical engagement with language and literature.

Content: genres

Setworks: Prose (novel or [auto]biography); one short play; one film; 10 short stories;

10 poems

Genres relevant to this theme: novel, autobiography; biography; short story; poetry;

drama; film; dictionary; thesaurus; illustration; photo; essay; review; extrapolation;

summary; textual analysis; book/film review.

Learning outcomes



LO5.1 Present an oral performance of a poem

AC1: An oral performance of a poem shows insight into the meaning of the

poem.

AC2: An oral performance of a poem shows awareness of the conventions

of oral performance.

LO 5.2 Listen to and evaluate an oral performance

AC1: The evaluation of an oral performance shows criticality.

AC2: The evaluation of an oral performance shows an understanding of the

form and content of the poem, and the conventions of oral performance.

LO 5.3 Analyse character and plot through role play

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AC1: A role play of characters shows an understanding of characterisation

in literature.

AC2: A role play of an extract of a literary piece shows an understanding of

the plot.

AC3: A role play of an extract of a literary piece shows an awareness of

literary techniques (such a symbolism, theme and genre).

LO 5.4 Create and present a dialogue between fictional characters

AC1: A dialogue created and presented between fictional characters shows

an understanding of characterisation.

AC2: A dialogue created and presented between fictional characters shows

an understanding of plot.

LO 5.5 Express and substantiate an opinion about a literary work.

AC1: An opinion about a literary work shows an understanding of different

genres.

AC2: An opinion about a literary work is substantiated with appropriate

evidence and references.

AC3: An opinion about a literary work shows the ability to analyse and

provide a critique.

Reading and viewing


LO 5.6 Comprehend and analyse theme, plot, sub-plot, conflict, character and the

role of the narrator;

AC1: An understanding of the meaning of literary elements including theme,

plot, sub-plot, conflict, character and the role of the narrator is demonstrated

AC2: An ability to apply literary elements in an analysis of literary texts is

demonstrated.

LO 5.7 Appreciate stylistic and literary devices and explain their effect on meaning in

the text;

AC1: An appreciation of the effects of literary devices is demonstrated.

AC2: An understanding of the relation between literary devices and textual

meanings is demonstrated.

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LO 5.8 Identify how word choices, imagery and sound devices affect mood, meaning

and theme;

AC1: An understanding of how words choices affect mood, meaning and

theme is shown.

AC2: An understanding of how imagery affects mood, meaning and theme

is shown.

AC3: An understanding of how sound devices such as rhyme, alliteration,

assonance and onomatopoeia affect mood, meaning and theme is shown.

LO 5.9 Analyse poetical structures and how they contribute to meaning;

AC1: An ability to identify poetical structures such as stanzas, rhyme

schemes and line structures is shown.

AC2: An ability to link poetical structures to meaning is demonstrated.

LO 5.10 Analyse dialogue and action, and the relation to character and theme;

AC1: An ability to identify dialogue through textual and punctuation markers

is shown.

AC2: An understanding of the relation between dialogue and action is

shown.

AC3: An understanding of the relation between dialogue and

characterization is shown.

AC4: An understanding of the relation between dialogue and theme is

shown.

LO 5.11 Analyse plot, sub-plot, character portrayal, and dramatic techniques

AC1 The analysis of a literary work shows an understanding of plot and

sub-plot.

AC2: Dramatic tension between characters, dramatic purpose and dramatic

irony is identified and explained.

AC3: The analysis of characters shows an awareness of characterisation

and character portrayal.

LO 5.12 Interpret dramatic structure and stage directions

AC1: A response to a drama shows an understanding of dramatic structure.

AC2: A response to drama shows an understanding of stage directions and

their function in enhancing the understanding of the drama and its intention.

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LO 5.13 Appreciate literary conventions and aesthetic impact in a film

AC1: Cinematographic techniques are explained.

AC2: The aesthetic impact of a film is explained.



LO 5.14 Analyse a literary text in a written format;

AC1: Written analysis of a literary text shows an understanding of literary

devices and conventions

AC2: Written analysis of a literary text shows an an ability to link literary

devices to meaning using appropriate examples

LO 5.15 Summarise the plot of a literary piece;

AC1: A summary shows an ability to identify and sequence key events in a

literary piece.

AC2: A summary shows an ability to differentiate between primary (main

plot) and secondary (sub-plot) episodes in a literary piece.

LO 5.16 Analyse characterization in a literary piece.

AC1: An analysis of characterization shows an ability to identify techniques

of characterization including dialogue, and descriptions of speech,

appearance, thought, action and emotion.

AC2: An analysis of characterization shows an ability to identify and explain

distinguishing features of a character.

AC3: An analysis of characterization shows an ability to show growth and

change in characters as appropriate to theme and plot.


AC1: Respond creatively to characterization, plot, dialogue, and/or theme of a

literary text.

AC2: Demonstrate understanding of literary genres and conventions

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Understanding language structures and conventions


LO 5.18 Identify the impact of point of view; imagery; figures of speech and

symbolism in a range of literary genres with reference to language use.

AC1: The relation between point of view and use of personal pronouns is

explained and exemplified.

AC2: The language of imagery, including the language of sense perception

(seeing, hearing, touching, tasting, smelling, feeling) is explained and

exemplified.

AC3: The language conventions of figures of speech are explained and

exemplified.

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PRACTICAL CONSIDERATIONS

1. Learning a language is a recursive process which requires a great deal of

practice and repetition on the path to competence. Although some language

structures and genres are mentioned only once in the framework, educators

should reinforce previous learning throughout the curriculum.

2. Educators are encouraged to adapt and develop topics under the five themes

which are appropriate to their particular learners and contexts.

3. A process approach to writing is recommended. This means adopting a step-

by-step approach to writing which includes planning, drafting, editing and

reviewing written work, and reflecting on feedback, rather than simply

producing a once-off product. The stages of writing should be seen as

formative opportunities for feedback and learning.

4. In designing a curriculum for a variety of modes of delivery, it is important for

the learning materials to accommodate this variety of approaches.

5. The difficulty of learning speaking and listening skills in a distance learning

environment are acknowledged. It is important for the learning materials to

accommodate the need to develop these skills.

6. In contact learning environments, educators are encouraged to link the skills

of speaking and listening, reading and viewing, writing and presenting, critical

and creative thinking and analysis, and learning language structures, in an

integrated and mutually reinforcing way, and to bear in mind that all these

skills are connected to the development of thinking skills. Educators might, for

example, engage learners in speaking and listening as a preparation for

reading, use reading as a stimulus for writing, and engage in speaking as a

way of reflecting on writing.

7. The use of a thematically organised Reader is suggested. This will consist of

short stories, extracts from fiction, autobiographies, biographies, plays, poetry

and other literary pieces.

8. The use of digital media and new technologies is encouraged. Recognising

that access to digital media is a challenge for many learners, educators

should as far as possible include engagement with digital and social media in

their instruction.

NASCA Languages

Documents

Transcript of NASCA Languages