jan van riebeeck high school hand guide & work planner ... · internal jvr mark sheets: grades...

Jan van Riebeeck High School

Hand Guide & Work Planner English Department

2010

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English First Additional Language GET & FET

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English Department Hand Guide & Work Planner 2010 CONTENTS Pages

1. INTRODUCTION

Hand Guide & Work Planner Policy 5 Information: ‘Wat is ŉ Konsepleerprogram?’ 6 - 7

English Department Policy / ‘Vakbeleid’ 8

2. LEARNING PROGRAMME (MACRO, MESO & MICRO PLANNING)

2.1 GET PHASE: GRADES 8 – 9

Learning Outcomes: English First Additional Language 9

Writing Plan: GET Phase 10

Oral Plan: GET Phase 11

Literature Plan: GET Phase 11

Language Plan GET Phase 12

Subject Framework

Investigation Task – Guideline 13

Year plan Grade 8 14 - 23

Prescribed Literature & Resources

Work Schedule

Term Plans, Cycle Plans, Tutorials, Assessments }

Grade 9 24 - 33 2.2 FET PHASE: GRADES 10 – 12

2.2.1 FET English First Additional Language

Learning Outcomes 34

Writing Plan: FET Phase 35

Oral Plan: FET Phase 36

Language Plan: FET Phase 36 - 37 Subject Framework

Literature Plan: FET Phase 38


Prescribed Literature & Resources } Grade 11 50 - 61

Work Schedule

Term Plans, Cycle Plans, Tutorials, Assessments Grade 12 62 - 72

2.2.2 FET English Home Language

Learning Outcomes 73

Writing Plan: FET Phase 74

Oral Plan: FET Phase 75

Language Plan: FET Phase 75- 77 Subject Framework

Literature Plan: FET Phase 78


Prescribed Literature & Resources } Grade 11 90 - 101

Work Schedule

Term Plans, Cycle Plans, Tutorials, Assessments Grade 12 102 - 113

3. REMEDIAL PROGRAMME 114

4. EXAM PAPERS: FORMAT/SECTIONS/CONTENT DETAILS/MARKS/ TIME

Grades 8 – 9 First Additional Language 115

Grades 10 – 11 First Additional Language 116

Grade 12 First Additional Language 117

Grades 10 – 11 Home Language 118

Grade 12 Home Language 119

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5. ASSESSMENTS: MARK COMPILATION AND RECORDING

Internal JvR Mark Sheets: Grades 8 - 12 120 - 127

Departmental Record/Summary Sheets 128

Assessment Problems: Absenteeism, New Learners, Task Defaulting 128

6. GUIDELINES

6.1 Marking and Assessment Guideline

Test, Exam Scripts, Contextual Assignments 129 - 130

Writing Pieces 130

6.2 Setting and Moderation Guidelines

Test and Exam Question Papers: setting criteria 131

Test and Exam Question Papers: moderation procedure 132

Moderation Form 2008 example 133 6.3 Writing Guideline

Length of Writing Pieces 134

6.4 Oral Guideline

Learning Outcomes and Assessment – all grades 135

Oral Portfolio Requirements Grades 10 – 12 135

6.5 Literature Guideline

Contextual Questions and Essay Questions 136

Length of Literary Essays 136

6.6 Film Study Guideline

Assessment and Content 136

7. ADMINISTRATION

Educators: Setting & Dates Of Exams/Tests/Literary & Writing Pieces 137

Number of Learners per Class and Grade and Special Needs 138

Educator Class Allocation 138

Stationery Requirements – all grades 139

Prescribed Books 2008: Language and Literature – all Grades 140

English Educators’ timetables 141 - 142

Subject Meeting Record 143 - 146

Cluster Meetings: Dates 147 - 148

Administrative Forms (forms for photocopying purposes)

Exam/Test/Assignment Cover Sheet 2008 150

Moderation Form 151

Oral Reading and Task Record Form (for Grades 10 – 12) 152 - 153

Portfolio Cover Sheets 2008 – all Grades 154 - 161

School: Test & Examination Timetables

Term 2: Test and Examination Timetable 162 - 163

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1. INTRODUCTION

Hand Guide & Work Planner Policy

This Hand Guide & Work Planner is to be perceived as a work document. It includes:

� an interpretation of the curriculum and learning programme. � a logical division of the subject matter of the GET and FET learning programmes

(subject framework and work schedule). � planning subject to the school’s expectations and academic timetable. � an administrative section to assist in the planning of work and completion of

administrative duties. It is based on the following documentation:

NSC: National Curriculum Statement SAG: Subject Assessment Guidelines LPG: Learning Programme Guidelines PAT: Practical Assessment Tasks SAOU Kurrikulum Dienste Pacemakers Examination Question Papers Exemplars Other Educational Documents

As an electronic work document, it facilitates …

� The addition of information and planning. � The changing of information and planning.

This Hand Guide & Work Planner …

� provides all subject educators with a general insight into the whole subject area. � allows individual educators to make adaptations to his/her specific subject field once

approved in a subject meeting. (Please be advised that the electronic copy must be regularly updated if planning and changes are made on a hard copy.)

� will be stored electronically for record purposes and a copy thereof will be adapted for the following year.

� has a standard form that facilitates the I.Q.M.S. Every educator’s Hand Guide & Work Planner (which is to be updated regularly) is to be available for evaluation purposes on the school’s Z-file.

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Inligting: Wat is ŉ Konsepleerprogram?

1. Die Leerprogram

‘n AOO leerprogram strek oor die Grade 8 tot 9 en bestaan uit ‘n vakraamwerk vir Grade 8 tot 9, twee werkskedules (een vir elkeen van die twee Grade afsonderlik), en lesplanne/JvR- siklusindeling & tutoriale* wat deur die onderwyser aan die hand van die werkskedules ontwikkel is.

‘n VOO leerprogram strek oor die Grade 10 tot 12 en bestaan uit ‘n vakraamwerk vir Grade 10 tot 12, drie werkskedules (een vir elkeen van die drie Grade afsonderlik), en lesplanne/JvR- siklusindeling & tutoriale* wat deur die onderwyser aan die hand van die werkskedules ontwikkel is.

Die vakraamwerk is ‘n besonder belangrike komponent van die leerprogram, veral omdat die NKV ‘n vakgesentreerde benadering vereis waarin die vakstruktuur voorrang geniet bo ‘n geïntegreerde en probleemgesentreerde benadering soos in Kurrikulum 2005. Die vakraamwerk behels gevolglik ‘n breë uiteensetting van die inhoud van die vak oor die volle drie jaar van die fase (Grade 10 tot 12). Dit verskaf dus ‘n geheelbeeld van die vak waarbinne die werkskedules vir die afsonderlike grade en die lesplanne/JvR-siklusindeling&tutoriale* ontwikkel kan word sonder dat die vak gefragmenteer word.

Die werkskedule word uit die vakraamwerk ontwikkel wanneer die onderwyser beplan presies watter leeruitkomste/assesseringstandaard hy/sy met elke stuk inhoud in die vakraamwerk gaan nastreef, hoe hy/sy en die leerders dit gaan doen, hoeveel tyd daaraan gespandeer gaan word, watter hulpmiddels benodig sal word en uiteindelik hoe daar geassesseer gaan word in welke mate die LU/AS bereik is.

Die lesplanne/JvR-siklusindeling&tutoriale* is die eenhede waarin die onderwyser die werkskedule onderverdeel om die onderrigleer- en assesseringshandelinge verder in detail te beplan

Die werkskedule sluit in:

Dit behels ŉ jaarplan en kwartaalindelings, sowel as tutoriale en siklusindelings. Beplanning en Assessering van take, projekte, toetse, tutoriale, eksamens Assesseringpunte en –gewigte en Assesseringdatums

2. HIERDIE KONSEP DIEN AS ‘N RAAMWERK VIR DIE ONTWIKKELING VAN ‘N LEERPROGRAM. WAT BETEKEN DIT?

Die konsepraamwerk is doelbewus nie in alle opsigte volledig nie. Dit is wel volledig ten opsigte van die inhoud, leeruitkomstes en assesseringstandaarde wat deur die NKV vereis word, maar laat ruimte vir die onderwyser om die werkskedule in terme van die omstandighede by sy skool, die behoeftes van die leerders en sy eie styl en voorkeure te ontwikkel en om lesplanne/JvR-siklusindelings* voor te berei.

Die raamwerk behels ‘n gekombineerde vakraamwerk en werkskedule as een dokument, en ‘n lesplanvorm/JvR-siklusindelingvorm* as tweede dokument. In sommige gevalle is die vakraamwerk bykomend tot hierdie twee dokumente as ‘n afsonderlike dokument bygevoeg, bloot om die progressie van graad tot graad in terme van die assesseringstandaarde te illustreer.

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Die hoofdokument is egter die gekombineerde vakraamwerk/werkskedule. Die twee komponente gekombineer is in een dokument gekombineer omdat dit ‘n sinvolle geheel vorm met die vakraamwerk as die basis waaruit die werkskedule ontwikkel word. Op hierdie wyse word die leerprogram werklik ‘n program in terme waarvan tydbeplanning gedoen kan word en die werkskedules en lesplanne in ‘n logiese volgorde geplaas word.

Die ontwerp van die lesplanvorm/JvR-siklusinderingsvorm* is sodanig dat oorskryfwerk uitgeskakel en skryfwerk tot die minimum beperk word. Die onderwyser besluit op die onderwerp (dit kom uit die werkskedule), som die inhoud kortliks op, dui aan die nommers van die assesseringstandaarde wat besondere aandag gaan geniet, gee ‘n kort opsomming van die aktiwiteite wat hy/sy vir hom-/haarself en die leerders beplan, en dui met ‘n glimpen (‘highlighter’) aan watter assesseringsvorme toegepas gaan word. Daarmee is die lesplan/JvR-siklusindelingplan* voltooi.

3. 2008 NKV DOKUMENTE WAT VIR DIE ONTWIKKELING VAN DIE LEERPROGRAM GEBRUIK IS EN AAN DIE HAND WAARVAN DIE ONDERWYSER DIE VERDERE VERFYNING MOET DOEN

� NCS GRADES 10-12 (GENERAL) � NCS GRADES 10-12 (GENERAL): LEARNING PROGRAMME GUIDELINES � NCS GRADES 10-12 (GENERAL): SUBJECT ASSESSMENT GUIDELINES

4. KERNGEDAGTES WAT BY DIE GEBRUIK VAN HIERDIE DOKUMENT IN GEDAGTE GEHOU MOET WORD

� Vakraamwerk:

Die inhoude soos in die NKV vervat is by die ontwikkeling van die vakraamwerk as vertrekpunt gebruik om ‘n skelet te vorm in terme waarvan al die LUs en ASe georden kon word. Op hierdie wyse kon ‘n logiese volgorde bewerkstellig word wat dit vir die onderwyser moontlik maak om die vakraamwerk as ‘n program te gebruik en ‘n tydsindeling te doen (na week 1 wil ek sover wees, na week 2 sover ens.). Die vakraamwerk kon vanweë ‘n gebrek aan tyd nog nie tot Graad 12 voltooi word nie. Dit sal so gou moontlik gedoen en aan skole wat die programme gebruik, gestuuir word. � Werkskedule:

Die tydsindeling in die program is slegs ‘n riglyn en onderwysers is welkom om vanweë die omstandighede by hul skool en ander faktore, hiervan af te wyk.

JvR Beleid: Lesplanne word vervang met Siklusindelings (Aangepas van: SAOU Kurrikulum Dienste)

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Subject Policy

The English Department strives to:

o Maintain a high academic standard without being exclusive. The potential of all learners – whatever their intellectual abilities – is to be recognized and developed to its maximum.

o Facilitate the enhancement of language and communication skills in contexts that allow for the development of creative, f lexible, and independent individuals with a moral and social responsibility who are able to express themselves in a confident and respectful fashion.

o Ensure that teaching is practiced in a disciplined and learner-friendly environment in which the importance of diligence and perseverance is reinforced.

o Practise constant self-evaluation of teaching methodologies and assessment strategies as to their effectiveness and validity, and of contexts as to their aptness and relevance in an ever-changing socio-economic environment.

o Be flexible and receptive to innovative educational ideas and practices that enhance teaching in a holistic fashion.

o Keep abreast with the latest External Education Department information and instructions on curriculum, syllabi and policy issues but to evaluate these critically and if necessary complement or adapt these to satisfy grass-root needs and/or personal educational perceptions without compromising external departmental requirements. Our policy of quality rather than quantity is, amongst others, a predominant criteria in this evaluation.

o Ensure sound assessments/evaluations and administrative practices.

o Have regular subject meetings for the purposes of content planning, determining assessment strategies, moderation, exchanging of ideas and so forth.

Approach learners with the maxim: you can lead a horse to the water and make it drink at least some water – even if you need to resort to underhand tactics to achieve this.

Based on the 2008 matric results, more attention will be given in 2009 to preparing

learners for the writing paper (paper 3).

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2.

LEARNING PROGRAMME (MAKRO-MESO-MIKRO PLANNING)

2.1 GET PHASE GRADES 8 – 9

English First Additional Language

Learning Outcomes Writing: Phase Plan Oral: Phase Plan Literature: Phase Plan Language: Phase Plan

Subject Framework

Investigation Task Guideline Year plan Prescribed Literature and Textbooks } Grades 8 - 9 Work Schedule Term Plans

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Learning Outcomes General Education and Training Grades R-9

Revised National Curriculum Statement (RNCS) Learning Outcome (LO) 1: Listening The learner will be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations. Learning Outcome 2: Speaking The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. Learning Outcome 3: Reading and Viewing The learner will be able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts. Learning Outcome 4: Writing The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. Learning Outcome 5: Thinking and Reasoning The learner will be able to use language to think and reason as well as to access, process and use information for learning. Learning Outcome 6: Language Structure and Use The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Planning of the work to be done in Grade 8 and Grade 9 should not be done in isolation of each other. Phase planners are a means to ensure the teaching, learning and assessment of a diversity of writing genres, oral skills, literary genre, basic language skills, and topics/issues (e.g. investigation tasks).

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SUBJECT FRAMEWORK: GET PHASE

WRITING PLAN: GET PHASE GRADES 8 – 9 (A selection of genres should be produced in Grades 8 - 9.)

Grade 8 Grade 9 Creative Essay Responses: Narrative Descriptive Reflective Discursive Expository Argumentative Transactional Writing: Advertisements Brochures Curriculum Vitae Dialogues E-mail messages Faxes Formal and informal letters to the press Formal letters of application, request, complaint Sympathy, invitation Friendly letters Invitation cards Magazine art icles Memoranda Minutes and agendas Newspaper art icles Obituaries Postcards Reports (formal and informal) Reviews SMS Reference and informational texts: Directions Instructions Mind-maps Notes Paraphrases Research projects (Oral, visual and multi-media texts): Advertisements Dialogues Flyers Formal and informal speeches Interviews Posters Presentations with graphic/sound effects Research projects

adapted from NCS (General) © A�M

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ORAL PLAN: GET PHASE GRADES 8 – 9 Grade 8 Grade 9 SPEAKING Formal presentations (individual) Speech Introducing a speaker Vote of thanks Toast Report on findings News report (television or radio) Instruction Illustration Promotion Proposal Review (book, film, theatre production) Semi-formal interaction (group) Interview Panel discussion Forum discussion Debate Dramatisation / role-play Informal communication Directions Explanation Story telling Summarizing Expressing and/or defending an opinion or idea READING Non-fiction Fiction LISTENING Text based comprehension Verbal communication based comprehension

LITERATURE PLAN: GET PHASE GRADES 8 – 9 Grade 8 Grade 9 novel, short story: plot, sub-plot, character, conflict, setting, role of narrator subject matter, messages, themes drama/play: plot, sub-plot, character, conflict & dramatic purpose poetry: subject matter, theme, mood, tone word choice, imagery, sound devices verse & stanza forms, rhyme, rhythm, punctuation run-on lines, caesura figures of speech: simile, metaphor, personification, assonance, alliteration, onomatopoeia, verbal pun, anti-climax, climax, irony

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LANGUAGE PLAN: GET PHASE GRADES 8 - 9 Grade 8 Grade 9 Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

comprehension various texts: fiction, non-fiction summary: point-form & prose form expanding skills: paraphrasing, interpreting graphs & maps use of reference (e.g. dictionary) works spelling: rules and commonly misspelled words vocabulary: esp. homonyms, homophones, synonyms, antonyms word formation: root, prefix & suffix plural formation, diminutives, abbreviations & acronyms punctuation: all esp. apostrophe (omission & possession) parts of speech: nouns – kinds of adjectives – degrees of comparison adverbs pronouns conjunctions, prepositions, article, interjection verb – finite & non-finite (participle, auxiliary verb) sentence construction: subject & predicate (verb, object/complement) phrases, clauses simple, compound, complex sentences active an passive voice direct & reported speech negating types of sentences: question, request, command, statement tenses: simple past, present, future continuous past, present, future perfect tenses style: fact & opinion formal & informal language figurative & literal language factual & emotive language figures of speech: (see under literature)

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INVESTIGATION TASK (GET) GUIDELINE Objective of investigation task:

To promote initiative, develop research skills and teach the appropriate genres of writing.

Organisation of task completion: It should minimize the chance of learners engaging a second party (parent or sibling) to do the work.

The task is to be given prior to a holiday so that those learners who wish to spend some time on research can use the holiday (but do not make this compulsory). Subject matter:

Own choice (a list of possibilities could be given to the learners) but the topic must be of some relevance and interest to others, especially the learners’ peers. It must be a topic where the learners must rely on their own research at grass-roots level. The use of secondary literature/resources should be avoided. Suggestion: Group-Individual Task Combo. Have a group of learners choose same subject matter/topic but each learner needs to investigate a different aspect of that topic. Each individual task equals one research project.

Suggested format: 4 pages x A4 size: pamphlet style – presented in such a way that when unfolded, the whole task (excluding all the evidence) is visible (see illustration below). It is to be placed into a plastic sleeve which should also contain the questionnaire responses/interview responses or rough notes on findings.

Personal Response to the Findings

Grade 9 (2007)

Jan Van Riebeeck High School English First Addit ional Language

Researcher’s Name:

Educator’s Name:

Title of Investigation Task:

Subject Matter/Issue Investigated:

Target Group:

Research procedure:

Page 1

Questions

(e.g. Interview Questions / Questionnaire / Questions to be

answered)

Page 2

Report of The Findings

(a factual expository piece of writing)

Page 3

Included in this sleeve/attached to reverse of this page, please find evidence (questionnaire copies/ interview results/ rough notes on

findings of my research.

Page 4

Visual: Drawings/ pictures/sketches/ graphs/ maps/illustrations can be included to complement the writing. However, the visual aspect should not take priority. Length: approx. 300 words Print: printed or neatly hand-written Prescribed: Investigation Task: Research-Written Report-Oral Presentationl Combo. Marks: 40 ( Suggestion: Research & Written Report: 30 marks; Oral Presentation: 10 marks)

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GRADE 8 (GET) ENGLISH FIRST ADDITIONAL LANGUAGE

WORK SCHEDULE: YEAR PLAN

Task 1 (LO 4,5,6) Task 2 (LO 3,5,6) Term 1 20/30 80

Total: 100

Writing: Transactional/ Creative

Controlled Activities: Section A: Comprehension (20), Language (30), Summary (10). Section B: Literature (20)

Task 3 (LO 1- 6) Task 4 (LO 3,5,6) Term 2 40 70

Total: 100

Investigation Task: Research process + Oral Presentation + Written Report


Task 5 ( LO 1,2,3) Task 6 (LO 3,5,6) Term 3 20 70

Total: 100

Oral: Reading + Speaking


Task 7 (LO 1,2,3) Task 8 (LO 3,4,5,6) Term 4 20 80

Total: 100

Oral: Oral presentation on Literature genre

Controlled Activities: Section A: Comprehension (20), Language (30), Summary (10). Section B: Writing – Transactional/Creative (20)

based on 2008 Dep. C. Length: Creative – 200-250 (long), 100–120 (short); Transactional – 150-200 (long), 80-100 (short). Speaking: at least on prepared speech has to be formally assessed. Literature: Poetry is compulsory, two other genres Investigation task: see guidline Suggested marks (weighting) can be changed, but MUST be converted to 100. Evidence of all activities that culminated in the final tasks should be available for moderation.

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PRESCRIBED LITERATURE Three genres must be covered. Poetry and one work from each of two other genres to be selected. Poetry (compulsory): up to 15 poems (about 200 lines) chosen by the school Play(s): three one-act plays or one three-act play or a play by Shakespeare Novel: one novel

1 Poetry: min. 10 poems (approx. 200 lines) 2 Novel: Charlie and the Chocolate Factory 3 Novel: The Goalkeeper’s revenge

Poetry selection (poems to be photocopied):

1 The Beach 2 Hurricane 3 The Sea 4 Electelephony 5 Smells 6 The hangman at home 7 Guilty Conscience 8 Out of school 9 Lonely scarecrow 10 Thug 11 Boy at the window 12 13 14 15

Study Material Language: Creative Outcomes in English Literature: Charlie and the Chocolate Factory The Goalkeeper’s Revenge Poetry to be copied

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Grade 8 English First Additional Language

Work Schedule (Meso & Micro Plan): Term 1 - 2010 Educators: J Potgieter, E. Hahn H Mönnig

5 Cycles Subject Matter Details: Content/Topic/Title Tasks

Writing

Creative: narrative essay Functional:

task 1a: [30] task 1b: [20]

Oral

Prepared speech Unprepared oral

Literature Novel: Charlie and the Chocolate Factory

setting characters subject matter & themes imagery & dramatic devices

Textbook: Creative Outcomes Grade 8

see language plan for details

text/resource & page ref. record: specific emphasis on: o comprehension o summary (point-form) o language structures: basic sentence structure parts of speech – all (basic) verb – concord punctuation vocab.: antonyms, synonyms, homophones, homonyms

Language

Task 2: Test : [40] (midyear exam)

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Cycle Planning T 1

Cycle Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

1 18/1

Orals

19/1 20/1 21/1 22/1 25/1 Essay

26/1 Instruc-

tions

2 27/1

Novel

28/1 1/2 2/2

4/2 5/2

8/2

3

9/2 Charlie and the

chocolate factory

10/2

11/2 12/2

Figures of speech

15/2 16/2

17/2

4

18/2 Language:

parts of speech

19/2 2/2

23/2 24/2 25/2 26/2

5

1/3 Novel reading

2/3 3/3 4/3 5/3

8/3 9/3

6

10/3 Language revision

11/3

12/3 15/3

16/3 17/3 18/3

Tutorials

Assessments: Marks Dates

Task 1a: Essay

30

Task 1b: Functional writing 20 Task 2: Lit. test 25 Task 2: Lang test 25 [100]

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Work Schedule (Meso & Micro Plan): Term 2 - 2010 Educators: J Potgieter, E. Hahn, H Mönnig

4 ½ Cycles Subject Matter Details: Content/Topic/Title

Tasks

Writing

Investigation Task: Research Process & Written Report

Task 3: [30]

Oral

Investigation Task: Oral Presentation

Task 3: [10]

Literature Poetry: The Sea; The Beach; Hurricane; Eletelephony; Smells; The Hangman at home; Guilty Conscience; Boy at the window; Out of school; Thug; The Lonely Scarecrow

Task 4 Exam: [50]

Textbook: Creative Outcomes in English

see language plan for details specific emphasis on: comprehension

summary (prose) language structures: punctuation – continue parts of speech word formation: prefixes.& suffixes concord - continue tenses (simple present, past & future tense)

Language

vocabulary enrichment

Task 4 Exam: [50]

Text/resource & page ref. record:

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Cycle Planning T 2


1

12/4 Poetry

13/4 14/4 15/4

Vocabu-lary

16/4 19/4 20/4

2

21/4 Poetry

22/4 23/4 28/4 Investiga-tion task

29/4 30/4 3/5

3

4/5 Language:

Tenses

5/5

Lang. cont.

6/5

Oral

7/5

Oral

10/5

Concord

11/5 12/5

Summary

4

13/5

June exam starts

4/6

Exam ends

7/6 8/6 9/6

End of term

5

6

7

Tutorials

Assessments: Marks Dates Investigation Task (written and oral component) 30 + 10=40 Literature test 50 Language exam 50 [140]

Convert to [100]

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Work Schedule (Meso & Micro Plan): Term 3 – 2010 Educators: J Potgieter, E. Hahn, H Mönnig


Tasks

Writing

n/a

Oral

Reading: Listening skills

Task 5: [10] Task 5: [10]

Literature

Novel (The Goalkeeper’s Revenge): Seventeen Oranges The Well-off Kid A Real Good Smile A Good Sixpenn’orth A Bit of Bread and Jam plot setting characters subject matter & themes

Task 6 Exam: [35]

Textbook Creative Outcomes in English see language plan for details

specific emphasis on: comprehension

summary (point-form) Language structures: tense (continuous: present, past & future) concord – continued direct & indirect speech

sentence types: especially question formation

Language

Task 6 Exam: [35]


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Cycle Planning T 3


1

13/7 Short stories

14/7 15/7 16/7 19/7 20/7 Listening

skills

21/7

2

22/7

Compre-hension

test

23/7 26/7

Summary

27/7 28/7 29/7

Vocabu-lary

30/7

3

2/8

Short stories

3/8 4/8

Writing

5/8 6/8

Informal Oral

10/8 11/8

4

12/8

Direct and Indirect speech

13/8 16/8 17/8 18/8

Sentence types

19/8 20/8

5

23/8

Short stories

24/8 25/8 26/8 27/8 30/8 31/8

6

1/9 2/9

3/9 6/9 7/9 8/9 9/9

7

10/9

Revision

13/9

14/9 15/9 16/9

17/9 20-23/9

End of term

Tutorials

Assessments: Marks Dates Reading 10 Listening skills 10 Language test 35 Lit. test 35 [90]

Convert to [100]

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Work Schedule (Meso & Micro Plan): Term 4 – 2010 Educators: J Potgieter, E. Hahn, H Mönnig


Tasks

Writing

Transactional/Creative Section B (Controlled Activities)

Task 8 Test or Exam [20]

Oral

Oral Presentation on Literature Genre Task 7: [20]

Literature

Complete any outstanding literature revision: poetry short stories types of questions answering skills

Task 8 Exam [60]

Textbook: Outcomes in English Complete any outstanding language Revision: all language studied specific emphasis on: question & answering skills types of question

Language

Task 8 Exam


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Cycle Planning T 4


1

4/10

Finalise Lit.

5/10 6/10 7/10 8/10 11/10 12/10

2

13/10

Revision all

language

14/10 15/10 18/10 19/10 20/10 21/10

3

22/10

Finalise all orals

25/10 26/10 27/10 28/10 29/10 1/11

4

2/11

Revise all writing genres

3/11 4/11 5/11 8/11 9/11 10/11

Exams start

5

6

7

Tutorials

Assessments: Marks Dates Oral presentation 20 Language Exam 60 Writing 20 [100]

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GRADE 9 (GET) FIRST ADDITIONAL LANGUAGE

WORK SCHEDULE: YEARPLAN

PRESCRIBED LITERATURE Three genres must be covered. Poetry and one work from each of two other genres to be selected. Poetry (compulsory): up to fifteen poems (about 250 lines) chosen by the school Novel: one novel Play(s): three one-act plays or one three-act play or a play by Shakespeare and/or (if ‘and’ reduce number of plays and short stories to 2 plays and 3 short stories) Short Stories: a selection of four.

1 Novel: The Wave 2 3

Drama & Short Stories & Poetry: Reading for Enjoyment Minimum requirements: 2 plays; 3 short stories; 10 poems.

The following selection:

1 Terror in the Snow Plays 2

1 Who’s There 2 The Hitch-Hiker 3

Short stories

4 1 The Hangman at Home 2 Guilty Conscience 3 Cats no less liquid than their Shadows 4 All I intended to do was pass 5 One small boy longs for summer 6 7 8 9

Poems

10

Study Material

Creative outcomes in English

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Work Schedule (Meso & Micro Plan): Term 1 – 2010 Educators: A Mauermann, H. Mönnig

5 Cycles Subject Matter Details: Content/Topic/Title

Tasks

Writing

Creative: descriptive essay Functional (short): Functional (short):

task task task

Oral

Prepared speech Other:

task task

Poetry: Reading for Enjoymant

1. The Hangman at Home 2. Guilty Conscience 3. Cats no less liquid than their Shadows 4. All I intended to do was pass 5. One small boy longs for summer

subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Drama (Reading for Enjoyment) 1. Terror in the Snow Short Stories (Reading for Enjoyment) 1. Who’s There 2. The Hitch-Hiker setting characters subject matter & themes imagery & dramatic devices

task test 1 (midyear exam)

Textbook: World Class Grade 9 Resource: Handbook and Study Guide see language plan for details specific emphasis on: o comprehension o summary (point-form) o language structures:

punctuation parts of speech concord sentence structure

Language

vocab.: antonyms, synonyms, homophones, homonyms

task test 1 (midyear exam)


- 27 -

Cycle Planning T 1


1

2

3

4

5

6

7

Tutorials


- 28 -


Work Schedule (Meso & Micro Plan): Term 2 – 2010 Educators: A Mauermann, H Mönnig


Tasks

Writing

Investigation Task Research process & Written Report

Task 3

Oral

Investigation Task: Oral Presentation

Task 3

Poetry Reading for Enjoyment 1. 2. 3. 4. 5. subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Drama (Reading for Enjoyment) 1. Short Stories (Reading for Enjoyment) 1. 2.setting characters subject matter & themes imagery & dramatic devices

Task 4 (Section B) Test or Exam

Textbook: World Class Grade 9 Resource: Handbook and Study Guide

see language plan for details specific emphasis on: comprehension summary (prose) language structures: punctuation – continue parts of speech word formation: pref.&suf. Concord – continue tenses (simple present, past & future tense)

Language

vocabulary enrichment

Task 4 Midyear Exam


- 29 -

Cycle Planning T 2

Cycle Day 1 Day 2 Day 3 Day4 Day 5 Day 6 Day 7

1

2

3

4

5

6

7

Tutorials

Assessments: Marks Dates Investigation Task (written and oral components) 40 Literature test 20 Language exam 50

- 30 -


Work Schedule (Meso & Micro Plan): Term 3 - 2010 Educators: A Mauermann, H Mönnig


Tasks

Writing

n/a

Oral

Reading Speaking

Task 5 Task 5

Literature

Novel: The Wave Chapters: setting characters subject matter & themes imagery & dramatic devices

Task 6 Test

Textbook: World Class Grade 9 Resource: Handbook and Study Guide see language plan for details specific emphasis on: comprehension

summary (point-form) language structures: tense (continuous present, past & future)

concord - continued direct & indirect speech sentence types: esp. question formation

Language

Task 6 Test


- 31 -

Cycle Planning T 3


1

2

3

4

5

6

7

Tutorials


- 32 -


Work Schedule (Meso & Micro Plan): Term 4 - 2010 Educators: A Mauermann, H Mönnig


Tasks

Writing

CTA

Oral

CTA

Literature

Complete any outstanding literature revision: poetry drama types of questions answering skills

final exam

Textbook: World Class Grade 9 Resource: Handbook and Study Guide Complete any outstanding language Revision: all language studied specific emphasis on: question & answering skills types of question

Language

CTA


- 33 -

Cycle Planning T 4


1

2

3

4

5

6

7

Tutorials


- 34 -

2.2.1 LEARNING PROGRAMME: FET PHASE GRADES 10 - 12

English First Additional Language Learning Outcomes

Writing: Phase Plan O Oral: Phase Plan La Language: Phase Plan

Subject Framework

Literature: Phase Plan Year plan Grade 10

} Prescribed Literature Grade 11 Work Schedule Term Plans

} Grade 12

LEARNING OUTCOMES Further Education and Training National Curriculum

Statement Grades 10-12 (General) (NCS) Learning Outcome 1: Listening and Speaking The learner is able to listen and speak for a variety of purposes, audiences and contexts 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. 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. Learning Outcome 4: Language The learner is able to use language structures and conventions appropriately and effectively.

The introduction of External Senior Writing Examinations in Grades 11 and 12 and required evidence of an FET Oral Portfolio demands that educators ensure that they cover as many different relevant genre as possible during the learners’ high school phase to prepare them adequately for the external writing examinations and other requirements. This requires from us:

• A writing plan (Grades 10 – 12) to ensure the teaching, learning and assessment of a diversity of writing texts/genres (and preventing repetition of certain genre and topics), and choosing writing texts/genres for the FET phase that are not only relevant but also the most likely texts/genres to be externally examined. Record keeping of writing genres completed by each grade/class – for future reference. The implementation of a revision programme on writing genres prior to the final matric exam.

• An oral plan (Grades 10 – 12) to ensure covering a diversity of oral skills and subject matter.

- 35 -

SUBJECT FRAMEWORK: FET PHASE ENGLISH FIRST ADDITIONAL LANGUAGE

WRITING PLAN: FET PHASE GRADES 10 – 12 TEXTS PRODUCED DURING THE INTEGRATED TEACHING OF ENGLISH

FIRST ADDITIONAL LANGUAGE (A selection of genres should be produced in Grades 10 to 12.)

Grade 10 Grade 11 Grade 12 Creative Essay responses: Narrative Descriptive Reflective Discursive Expository Argumentative Transactional Writing: Advertisements Brochures Curriculum Vitae Dialogues E-mail messages Faxes Formal and informal letters to the press Formal letters of application, request, complaint Sympathy, invitation Friendly letters Invitation cards Magazine articles Memoranda Minutes and agendas Newspaper articles Obituaries Postcards Reports (formal and informal) Reviews SMS Reference and informational texts: Directions Instructions Mind-maps Notes Paraphrases Research projects Oral, visual and multi-media texts: Advertisements Dialogues Flyers Formal and informal speeches Interviews Posters Presentations with graphic/sound effects

- 36 -

ORAL PLAN: FET PHASE GRADES 10 – 12

English First Additional Language Grade 10 Grade 11 Grade 12

SPEAKING Formal presentations (individual) Speech Introducing a speaker

Vote of thanks Toast Report on findings

News report (television or radio) Instruction Illustration Promotion

Proposal Review (book, film, theatre production) Semi-formal interaction (group) Interview Panel discussion Forum discussion

Debate Dramatisation / role-play Informal communication Directions

Explanation Story telling Summarizing

Expressing and/or defending an opinion or idea READING Non-fiction

Fiction LISTENING Text based comprehension Verbal communication based comprehension

LANGUAGE PLAN: FET PHASE GRADES 10 – 12 English First Additional Language

10 11 12 T1 T2 T3 T1 T2 T3 T1 T2 T3

comprehension summary & expanding skills point form prose form paraphrasing spelling spelling patterns, rules, pronunciation common abbreviations, acronyms word formation roots, prefixes, suffixes borrowing of words

- 37 -

10 11 12 T1 T2 T3 T1 T2 T3 T1 T2 T3

parts of speech nouns: gender, plurals, diminutives adjectives (comparative, superlative degrees) adverbs verbs (verb forms and auxiliaries - tense and mood) verbs (concord) verbs (negative forms) pronouns (case/concord) prepositions conjunctions (avoid comma splice) article interjection semantics polysemes, homophones, homonyms synonyms, antonyms, paronyms sentence construction subject, object, predicate statements, questions, commands, requests, clauses and phrases compound & complex sentence – conjunctions correct word order active and passive voice direct and indirect speech punctuation all apostrophe – omission, possession figurative language idioms, idiomatic expressions, proverbs denotation and connotation figurative and rhetorical language/literary devices: comparison: metaphor, simile, personification, sound effects: onomatopoeia, alliteration, assonance, over-and understatements: hyperbole opposites: paradox, rhetorical question, oxymoron other: satire, anti-climax puns, caricature, repetition, sarcasm, irony style emotive & persuasive language, bias and stereotyping fact and opinion direct and implied meaning tone, mood register: formal and informal jargon cliché ambiguity vs. ambivalence

- 38 -

LITERATURE PLAN: FET PHASE GRADES 10 – 12 English First Additional Language

10 11 12 novel, short story; folklore/folk tale, short essay: * explain and interpret development of plot, subplot, conflict, character and role of narrator where relevant;

* explain and interpret messages and themes and their significance in the text as a whole;

* interpret how background and setting relate to character and/or theme; * interpret mood, time-line, ironic twists and conclusions;

poetry: * interpret how word choices, imagery and sound devices affect mood, meaning and theme;

* explain how verse and stanza forms, rhyme, rhythm and punctuation affect shape meaning.

drama: * explain how dialogue and action are related to characters and theme * explain and interpret plot, subplot, character portrayal, conflict and dramatic purpose and dramatic irony;

* explain and interpret dramatic structure and stage directions. visual, audio and multi-media texts: film study, television and radio drama: * identify and describe message and theme * evaluate the effect of visual, audio and audio-visual techniques such as the use of colour, dialogue, music, sound, lighting, editing, framing, styles of shot, camera techniques, foregrounding and backgrounding.

(above extracted from: SAOU Curriculum Services) Other/Details: figures of speech: comparisons: metaphor, simile, personification, sound effects: alliteration, assonance, onomatopoeia, pun over-and understatements: hyperbole, litotes opposites: oxymoron, antithesis, paradox, irony other: euphemism, apostrophe, cliché anti-climax, climax, sarcasm lit. devices (poetry): caesura, enjambement/run-on lines poetic ‘structure’ :

couplet, quatrain, octave, sestet, rhyme, rhythm, meter, rhetorical question tone, mood

poetic forms: sonnet, blank verse, free verse, dramatic monologue, elegy, epic ballad, lyric, ode, soliloguy, genre: allegory, fable, parable, parody, satire, myth,

- 39 -

GRADE 10 (FET) FIRST ADDITIONAL LANGUAGE

YEAR PLAN

SUBJECT ASSESSMENT GUIDELINES: FIRST ADDITIONAL LANGUAGE – JANUARY 2008 Table 4.2: Example of a Programme of Assessment for Grades 10 and 11

Term 1 Task 1 – 50 marks Task 2 – 35 marks Task 3 – 10 marks Task 4 – 45 marks

140 marks converted to 100

Writing: Essay Narrative / descriptive / reflective / argumentative / discursive / expository

Assessment tool: Rubric

Literature: Novel / Drama / Short story

Essay / contextual questions Assessment tool: Rubric

OR Poetry

Contextual questions Assessment tool: Memorandum

*ORAL: Reading / listening / speaking: Interview / debate / prepared speech/ unprepared speech / conversation Assessment tool: Rubric / memorandum

Test 1

Comprehension/ Language structures/ Summary Assessment tool: memorandum


350 marks

converted to 100

*ORAL: Reading / listening / speaking: Interview / debate / prepared speech / unprepared speech / conversation

Assessment tool: Rubric / memorandum

Essay Narrative / descriptive / reflective / argumentative / discursive / expository




OR Poetry


Midyear examination

Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100) – Gr.10: 2 hours, (Can be completed in May)


150 converted to 100

Oral: Response to literature Film study/ television drama/ radio drama/ folklore/ short essay/ autobiography/ biography


Writing: Shorter texts – Transactional (30) and Reference/ Informational (20)


Test 2




OR Poetry


Term 4 Task 13 – 30 marks Task 14 – 10 marks Task 15 – 20 marks Task 16 - 300 marks

60 marks excluding Nov. exams (Task 16)

Note

The total mark for Tasks 1 – 15 (700) is divided by 7 & added to the Nov. examination mark.

Writing: Shorter texts – transactional




Test 3 Language

November examination Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100) – Gr.10: 2 hours

PLUS TOTAL: 50 Paper 4 (50) – see oral tasks 3, 5, 9 & 14

- 40 -

Revised Version 2008

EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 10 - 11: FIRST ADDITIONAL LANGUAGE (2008)

PLEASE NOTE: Tasks may be done in any order, provided that they are completed in the specific term in which they have been placed.

TERM 1 TASK 1 (30 marks) TASK 2 (35 marks) TASK 3 (10 marks) TASK 4 (45 marks)

120 marks converted to

100

Test / Wri ting: Standardised Test / Essay • Assessment tool: Rubric / Memorandum

Literature: Novel / Drama / Poetry

Essay / Contextual questions

• Assessment tool:

Rubric / Memorandum

Oral: Listening / Reading / Speaking

• Assessment tool: Rubric / Memorandum

Controlled Test: Comprehension / Summary / Language / Literature / Writ ing


Rubric / Memorandum

TERM 2 TASK 5 (100 marks) TASK 6 (10 marks) TASK 7 (70 marks)

OR 20 marks TASK 8 (80 marks)

OR 150 marks)

(260) / 280 marks

conver ted to 100

Paper 3 (100):

� One Essay (50)*

� One Longer Text (30)*

� One Shorter Text (20)*


Rubric

Oral: Listening / Reading /

Speaking / Response to literature

(Short Stories / Film Study / etc.)


Rubric / Memorandum

Paper 2 (70):

� Poetry (35)*/Novel (35)* / Drama (35)* Answer any TWO

genres. OR

Literature Assignment (20)


Paper 1 (80) June-examination:

� Comprehension (30)

� Summary (10)

� Language (40)

OR Paper 1 (80) AND Paper 2 (70) • Assessment tool:

Memorandum TERM 3 TASK 9 (10 marks) TASK 10 (35 marks) TASK 11 (10 marks) TASK 12 (45 marks)

100 marks

Oral : Listening / Reading / Speaking / Response to literature (Short Stories / Film Study / etc.)

Assessment tool: Rubric / Memorandum

Literature: Novel / Drama / Poetry Essay / Contextual questions

OR Writ ing


Rubric / Memorandum

Oral: Listening / Reading / Speaking / Response to li terature (Short Stories / Film Study / etc.)





10 marks (November

Examination: Tasks 14 to 16

- excluded

The total mark for Tasks 1 – 13 (490 OR 510) is divided by 4.9

OR 5.1 [100] and added to the Nov. exam mark [300] which is der ived from Tasks 14 –

16.

Oral: Listening / Reading / Speaking / Response to literature (Short Stories / Film Study / etc.)


Paper 3** (100):

� One Essay (50)*



• Assessment tool: Rubric

Paper 2** (70):

� Poetry (35)* / Novel (35)* / Drama (35)*

Answer any TWO genres.


Paper 1 (80) (Nov-examination):

� Comprehension(30)

� Summary (10)

� Language (40) • Assessment tool:

Memorandum PLUS

Paper 4 : ORAL(Total = 50): Tasks 3, 6, 9, 11 and 13 = 50 Reading(10) + Listening (10) + Speaking (10) + Response to literature oral task: 10 X 2 =20) = 50 marks

� In order to complete Tasks 2, 7, and 15 and the literature option in other tasks (e.g. T ask 10) , l earners mus t be prepared for both

essay-type and contextual questions . H owever, onl y contextual questi ons will be set on the prescribed (seen) poems.

� Five Oral T asks mus t be completed for the year. C ALCULATING THE ORAL M ARK FOR THE YEAR ( 50)

☺ One of the Oral tasks must be a Pr epar ed Speech (infor mal conversation must also be assessed as part of that activity).

(Speaking:10). ☺ Learners must be assessed formally at leas t twice during the year for Listening (10) and Reading (10).

☺ Response to Literature (10 X 2). Learners mus t compl ete t wo oral tasks (different acti vities) based on the third genre.

Summary: 10 (Listening) + 10 (Reading) + 10 (Speaki ng) + 20 (Response to Literature) = 50 marks

� It is crucial that t each ing must take place in the classroom– the Assessment Standards of al l four Learning Outco mes must be

addressed. Therefor e all lear ning, teaching and assessment mus t be directed by the teacher’s plan to ensur e that the Learning

Outcomes and Assessment Standards are achieved. The W ork Schedule should indicate clearl y that all four Learni ng Outcomes mus t

be dealt with in an integrated manner.

* Must be written under controlled conditions . Ac tiviti es do not, however, have to be compl eted in one sitting.

** Forms part of the final examination. Ac tiviti es should ideally be completed in one sitting

- 41 -

GRADE 10 FIRST ADDITIONAL LANGUAGE: PRESCRIBED LITE RATURE Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Poetry: 12 poems assignment (essay or contextual) & exam 2 Novel: After the first death assignment (essay or contextual) & exam 3 Film study: Pleasantville orally tested

Poetry selection:

1 C Day Lewis: Walking away 2 Ruth Miller: Mantis 3 Gabriela Pearse: Today 4 Jennifer Davids: Poem for my mother 5 M Oswald Mtshali: An abandoned bundle 6 Chinua Achebe: Refugee mother and child 7 Helen Segal: Let’s do away with the show 8 Tatamkhulu Afrika: The beggar 9 Robert Lowell: Women, children, babies, cows, cats 10 ee cummings: I thank You God for most this amazing 11 Niyi Osundare: The poet 12 William Shakespeare: Sonnet 116 – Let me not to the marriage of true minds

CASS work (terms 1 – 3): 3 written assignments, one on each genre: drama & novel – at least one essay; poetry - contextual 1 oral assignment: 4th genre (film study) Exam format and contents (mid-year & final): 70 marks Midyear exam: 2 x 35 (2 genre)

SECTION A: Poetry - Question 1: Prescribed– contextual, and Question 2: Unseen SECTION B: Novel or Short Stories

one contextual and one essay essay length: 300 – 350 words, i.e. 1 ½ pages

N.B. Please be advised: Should you decide to abide by the Revised Programme of Assessment, then you need to change some of the task numbers on the term work schedules and need to adapt your assessment planning. Please note: Both FAL educators will have to abide by the same decision.

- 42 -


Work Schedule (Meso & Micro Plan): Term 1 - 2010 Educators: J Potgieter, H Mönnig

Tasks 5 Cycles

Subject Matter Details: Content/Topic/Title Rev.

Writing

Creative: reflective/narrative Task 1 (50 marks)

Oral

Prepared and informal speech Task 3 (10 marks)

Task 2 (35 marks) Contextual or essay type question on poems

Poetry: Love poem for my country 1. Walking Away 2. Poem for my Mother 3. An abandoned bundle 4. Refugee Mother and Child 5. The Beggar 6. i thank you God subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Textbook: Creative Outcomes for Grade 10 Resource: Handbook and Study Guide see language plan for details specific emphasis on:

o comprehension o summary (point-form) o language structures:

punctuation parts of speech concord sentence structure

Language

vocabulary: antonyms, synonyms, homophones, homonyms

Task 4: Lang test (45 marks)


- 43 -

Cycle Planning T 1


1

18/1 Task 1 Essay

19/1

Essay

20/1 Give oral

topics

21/1 Language: Punctu-

ation

22/1

Language

25/1 Language: Apostro-

phe

26/1

Language

2

27/1 Task 3

Prep oral

28/1

Cont.

1/2 2/2 4/2 5/2 8/2

3

9/2

Poetry

10/2

Cont.

11/2 12/2 15/2 16/2 17/2

4

18/2 Task 2: Poetry

contextual

19/2

Cont.

22/2 Language: Parts of speech

23/2

Cont.

2/24 2/25

Concord

26/2

5

1/3

Poetry

2/3

Cont.

3/3 4/3 5/3 Language: Compr.

test

8/3

Summary

9/3 Cont.

6

10/3

11/3

12/3

15/3

16/3

17/3 18/3

7

19/3 23/3

24/3 25/3 26/3

End of term

Tutorials

Assessments: Marks Dates Task 1: Essay 50 Task 2: Lit. assignment 35

Task 3: Oral 10

Task 4: Lang. test 45

- 44 -

Grade 10

English First Additional Language Work Schedule (Meso & Micro Plan): Term 2 - 2010

Educators: J Potgieter, H Mönnig

Tasks 4 ½ Cycles


Writing

Creative : essay Task 6 (50 marks)

Oral

Reading

Task 5 (10 marks)

Literature

Novel: After the first death setting characters subject matter & themes imagery & dramatic devices

Task 7: essay or

contextual question

(40 marks)

Textbook: World Class Grade 10 Resource: Handbook and Study Guide

see language plan for details specific emphasis on: comprehension summary (point-form)

language structures: direct & indirect speech (present & past time) parts of speech – word formation (prefix & suffix) concord

spelling rules advertising/visual literacy

Language June exam

Paper I Language: 80 Paper II Literature: 70 Paper III Writing: 100

Task 8 (250

marks) Text/resource & page ref. record:

- 45 -

Cycle Planning T 2


1

12/4 Task 6: Essay

13/4

Essay

14/4 Novel

15/4

Cont.

16/4 19/4 20/4

2

21/4 Task 5: Reading

22/4

23/4

Summary writing

28/4 29/4

Vocab.

30/4 3/5 Task 7: Lit. assignment:

Essay

3

4/5 Language:

Direct/indirect speech

5/5

Cont.

6/5

Passive voice

7/5

Cont.

10/5

Question formation

11/5

Cont.

12/5

Word formation

4

13/5

June exam starts

4/6

Exam ends

7/6

8/6

9/6 End of term

5

6

7

Tutorials

Assessments: Marks Dates Task 5: Oral 10 Ongoing Task 6: Essay 50 Task 7: Lit. assignment (JP) 40 Task 8: Exam 250 June

- 46 -



Tasks 6 ½ Cycles Subject Matter Details: Content/Topic/Title Rev.

Writing

Transactional: Reference/Informational:

Task 10 (30+20)

Oral

Response to literature: film study Task 9 (20 marks)

Novel: After the first death: complete Film study: Pleasantville see literature plan for details

Task 12 Lit. essay

or contextual question

(35 marks) Textbook: World Class Grade 10 Resource: Handbook and Study Guide

see language plan for details specific emphasis on: comprehension summary (point-form)

language structures: active & passive voice visual literacy: cartoons sentence types (request, question, et cetera)

Language

* style: fact and opinion, formal & informal

Task 11: Lang. test (45 marks)


- 47 -

Cycle Planning T 3


1

13/7 Task 10: Transact. writing

14/7

Cont.

15/7

Novel

16/7

Cont.

19/7 20/7 21/7

2

22/7

Film study

23/7 26/7 27/7 28/7 29/7 30/7

3

2/8

3/8 4/8 5/8 6/8 9/8 10/8

4

11/8 Language:

Visual literacy

12/8

Cont.

13/8

Sentence types

16/8

Fact/ opinion

17/8

Cont. novel

218/8 19/8 Task 11: Language

test

5

20/8 Task 9:

response to lit.

23/8 24/8 25/8 26/8 Task 12:

Lit. assignment

27/8

Cont.

30/8

Language revision

6

31/8 Finalise

term work

1/9

2/9 Test series

starts

3/9 6/9 7/9 8/9

7

9/9 10/9

13/9 14/9 15/9

16/9 17/9

Tutorials

Assessments: Marks Dates Task 9: Oral response to lit. 20 Task 10: Transactional writing 50 Task 11: Language test 45 Task 12: Lit. assignment 35

- 48 -



Tasks 3 ½ Cycles Subject Matter

Details: Content/Topic/Title Rev. Writing

Transactional:

Task 13 (30

marks) Oral

Listening skills

Task 14 (10

marks) Literature

Poetry: Love Poem for my Country 1. Mantis: Ruth Miller 2. Today: Gabriela Pearse 3. Let’s do away with the show: Helen Segal 4. Women, children, babies, cows, cats: Robert Lowell 5. The poet: Niyi Osundare 6. Sonnet 116: Shakespeare subject matter & themes poetic forms diction literary devices see literature plan for details

Textbook: Creative Outcomes Grade 10 Resource: Handbook and Study Guide

revision see language plan for details specific emphasis on: comprehension summary (point-form) language structures: Paper I Language: 80 Paper II Literature: 70 Paper III Writing: 100 Oral: 50

Language Exam

Task 15 (20

marks)

Task 16 (300)


- 49 -

Cycle Planning T 4


1

4/10 Task 13:

Transactional writing

5/10

Cont.

6/10

Task 14: Listening

skills

7/10

Poetry

8/10

Cont.

11/10 12/10

2

13/10

Poetry cont.

14/10 15/10 18/10 Task 15 Language

test

19/10 20/10 21/10

3

22/10


26/10

Cont.

27/10 28/10 29/10 1/11

4

2/11

3/11

4/11

5/11

8/11

9/11

10/11 Exams start

5

10/12

End of term

6

7

Tutorials

Assessments: Marks Dates Task 13: Transactional writing 30 6/10 Task 14: Oral 10 7/10 Task 15: Language test (HM) 20 4/11 Task 16: Exam 300 Nov.

- 50 -

GRADE 11 (FET) FIRST ADDITIONAL LANGUAGE

YEARPLAN

SUBJECT ASSESSMENT GUIDELINES: FIRST ADDITIONAL LANGUAGE – JANUARY 2008 Table 4.2: Example of a Programme of Assessment for Grades 10 and 11







OR Poetry


*ORAL: Reading / listening / speaking: Interview / debate / prepared speech/ unprepared speech / conversation Assessment tool: Rubric / memorandum

Test 1



350 marks

converted to 100



Essay Narrative / descriptive / reflective / argumentative / discursive / expository




OR Poetry


Midyear examination

Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100) – Gr.11: 2½ hours (Can be completed in May)


150 converted to 100

Oral: Response to literature Film study/ television drama/ radio drama/ folklore/ short essay/ autobiography/ biography


Writing: Shorter texts – Transactional (30) and Reference/ Informational (20)


Test 2




OR Poetry


Term 4 Task 13 – 30 marks Task 14 – 10 marks Task 15 – 20 marks Task 16 - 300 marks

60 marks excluding Nov. exams (Task 16)

Note

The total mark for Tasks 1 – 15 (700) is divided by 7 & added to the Nov. examination mark.

Writing: Shorter texts – transactional




Test 3 Language

November examination Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100) – Gr.11: 2½ hours

PLUS TOTAL: 50 Paper 4 (50) – see oral tasks 3, 5, 9 & 14

- 51 -

Revised Version 2009 EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 10 - 11: FIRST ADDITIONAL LANGUAGE (2008)



TASK 4 (45 marks)

120 marks conver ted to

100

Test / Wri ting: Standardised Test / Essay • Assessment tool: Rubric / Memorandum

Literature: Novel / Drama / Poetry



Rubric / Memorandum





Rubric / Memorandum


OR 20 marks

TASK 8 (80 marks)

OR 150 marks)

(260) / 280 marks

conver ted to 100

Paper 3 (100):

� One Essay (50)*




Rubric

Oral: Listening / Reading /

Speaking / Response to literature

(Short Stories / Film Study / etc.)


Rubric / Memorandum

Paper 2 (70):

� Poetry (35)*/Novel (35)* / Drama (35)* Answer any TWO

genres. OR

Literature Assignment (20)


Paper 1 (80) June-examination:

� Comprehension (30)

� Summary (10)

� Language (40)


Memorandum


TASK 12 (45 marks)

100 marks


Assessment tool: Rubric / Memorandum


OR Writ ing


Rubric / Memorandum

Oral: Listening / Reading / Speaking / Response to li terature (Short Stories / Film Study / etc.)





TASK 16 (130 marks)

10 marks (November

Examination: Tasks 14 to 16

- excluded

The total mark for Tasks 1 – 13 (490 OR 510) is divided by 4.9

OR 5.1 [100] and added to the Nov. exam mark [300] which is der ived from Tasks 14 –

16.



Paper 3** (100):

� One Essay (50)*




Paper 2** (70):

� Poetry (35)* / Novel (35)* / Drama (35)*

Answer any TWO genres.



� Comprehension(30)

� Summary (10)


Memorandum PLUS

Paper 4 : ORAL(Total = 50): Tasks 3, 6, 9, 11 and 13 = 50 Reading(10) + Listening (10) + Speaking (10) + Response to literature oral task: 10 X 2 =20) = 50 marks

- 52 -

� In order to complete Tasks 2, 7, and 15 and the literature option in other tasks (e.g. Task 10) ,

learners must be prepared for both essay-type and contextual questions. However, only contextual

questions will be set on the prescribed (seen) poems.

� Fiv e Oral Tasks must be completed for the year.

CALCULATING THE ORAL MARK FOR THE YEAR ( 50)

☺ One of the Oral tasks must be a Prepared Speech (informal conversation must also be assessed

as part of that activity). (Speaking: 10).

☺ Learners must be assessed formally at least twice during the year for Listening (10)

and Reading (10).

☺ Response to Literature (10 X 2). Learners must complete two oral tasks (different activities) based on

the third genre.

Summary: 10 (Listening) + 10 (Reading) + 10 (Speaking) + 20 (Response to Literature) = 50 marks

� It is crucial that teaching must take place in the classroom– the Assessment Standards of all four

Learning Outcomes must be addressed. Therefore all learning, teaching and asse ssment must be

directed by the teacher’s plan to ensure that the Learning Outcomes and Assessment Standards are

achieved. The Work Schedule should indicate clearly that all four Learning Outcomes must be dealt

with in an integrated manner.

* Must be written under controlled conditions . Activities do not, however, have to be completed in

one sitting.

** Forms part of the final examination. Activities should ideally be completed in one sitting

- 53 -

GRADE 11 FIRST ADDITIONAL LANGUAGE: PRESCRIBED LIT ERATURE Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Poetry: Love poem for my country assignment (essay or contextual) & exam 2 Novel: Animal farm assignment (essay or contextual) & exam 3 Film study: Dead Poets’ Society orally tested

Poetry selection:

1 William Shakespeare: Sonnet 104 2 John Milton: On his blindness 3 William Wordsworth: The world is too much with us 4 Emily Dickinson: Because I could not stop for Death 5 Robert Frost: Mending wall 6 Dylan Thomas: Do not go gentle into that good night 7 Ruth Miller: It is better to be together 8 Don Mattera: Let the children decide 9 Jennifer Davids: Poem for my mother 10 Charles Mungoshi: If you don’t stay bitter for too long 11 Christopher van Wyk: A riot policeman 12 Gcina Mhlophe: Sometimes when it rains

CASS work (terms 1 – 3): 3 written assignments, one on each genre: drama & novel – at least one essay; poetry - contextual 1 oral assignment: 4th genre (film study) Exam format and contents (mid-year & final): 70 marks

SECTION A: Poetry - Question 1: Prescribed – contextual, and Question 2: Unseen SECTION B: Novel or Short Stories

one contextual and one essay essay length: 300 – 350 words

Midyear exam: 2 x 35 (2 genre)


- 54 -



Tasks 5 Cycles


Writing

Creative: argumentative/discursive essay Task 1 (50 marks)

Oral

Prepared and unprepared speeches

Task 3 (10 marks)

Poetry: Love poem for my country 1. Sonnet 104 2. On his Blindness 3. The World is too much with us 4. Because I could not stop for death 5. Mending Wall 6. Poem for my mother subject matter & themes poetic forms diction literary devices see literature plan for details

Task 2: Lit. essay or contextual question (35 marks)

Literature

Textbook: Creative Outcomes Grade 11 Resource: Handbook and Study Guide see language plan for details

specific emphasis on: o comprehension o summary (point-form) o language structures:

punctuation parts of speech concord sentence structure vocabulary: antonyms, synonyms, homophones, homonyms

Language

fact & opinion

Task 4 (45 marks)


- 55 -

Cycle Planning T 1


1

18/1 Task 1: Essay

19/1

Essay

20/1

Oral topics

21/1 Language: Punctua-

tion

22/1

Cont.

25/1 Apos- trophe

26/1

Cont.

2

27/1 Task 2:

Prep oral

28/1

Oral cont.

1/2 2/2 4/2 5//2 8/2

3

9/2

Poetry

10/2

Cont.

11/2 12/2 15/2 16/2 17/2

4

18/2 Task 2:

Lit. assignmentContextual

19/2

Summary

22/2 Compre-hension

23/2 Parts of speech

24/2

Cont.

25/2 26/2

5

1/3

Poetry

2/3

Cont.

3/3 4/3 5/3 8/3 9/3

6

10/3 11/3 Test series

starts Language

12/3

Vocab.

15/3

Cont.

16/3 17/3 18/3

7

19/3

Poetry

23/3

Cont.

24/3 25/3 26/3

End of term

Tutorials

Assessments: Marks Dates Task 1: Essay 50 Task 2: Lit. assignment 35 Task 3: Oral 10 Task 4: Lang. test 45

- 56 -


Work Schedule (Meso & Micro Plan): Term 2 – 2010 Educators: J Potgieter, H Mönnig

Tasks

4 ½ Cycles Subject Matter

Details: Content/Topic/Title Rev. Writing

Creative: argumentative essay Task 6 (50

marks)

Oral

Reading

Task 5 (10

marks)

Literature

Novel: Animal Farm setting characters subject matter & themes imagery & dramatic devices

Task 7: Lit. essay

or contextual question

(40 marks)

Textbook: Creative Outcomes Grade 11 Resource: Handbook and Study Guide see language plan for details specific emphasis on:


direct & indirect speech active & passive voice question formation negative formation tenses & concord Paper I Language: 80 Paper II Literature: 70 Paper III Writing: 100

Language June exam

Task 8 (250

marks)


- 57 -

Cycle Planning T 2


1

12/4 Task 6: Essay

13/4

Essay

14/4

Language

15/4

16/4 19/4 20/4

2

21/4

22/4 23/4 28/4 Task 5: Reading

29/4 30/4 3/5

3

4/5 Task 7:

Lit. assignment

Essay

5/5 Finish

assignment

6/5 Language: Direct/indirect speech

7/5

Cont.

10/5 Language:

passive voice

11/5 Language:

word formation

12/5

Cont.

4

13/5 Exams start

4/6

Exams end

7/6

8/6 9/6 End of term

5

6

7

Tutorials

Assessments: Marks Dates Task 5: Oral (Reading) 10 Ongoing Task 6: Essay 50 Task 7: Lit. assignment 40 Task 8: Exam 250 June

- 58 -



Tasks 6 ½ Cycles


Writing

Transactional: Reference/Informational:

Task 10 (50

marks) Oral

Oral response to literature: Film study: Dead Poets’ Society

Task 9 (20

marks) Novel: Animal Farm: complete subject matter & themes poetic forms diction literary devices see literature plan for details

Task 12 (35

marks)

Literature

Textbook: World Class Grade 11 Resource: Handbook and Study Guide see language plan for details specific emphasis on:


active & passive voice visual literacy: cartoons sentence types (request, question, et cetera) * style: fact and opinion, formal & informal

Language

Task 11 (45

marks)


- 59 -

Cycle Planning T 3


1

13/7 Task 10:


14/7

Cont.

15/7

Novel

16/7

Cont.

1/7 20/7 21/7

2

22/7

Novel cont.

23/7 26/7 27/7 28/7 29/7 30/7

3

2/8

Novel cont.

3/8 4/8 5/8 6/8 9/8 10/8

4

11/8 Finalise novel

12/8 13/8 16/8 17/8 18/8 Task 9:

Response to lit.

19/8

Cont.

5

20/8 Language:Sentence

types

23/8

Concord

24/8

Style

25/8

Fact/ opinion

26/8 General

lang. revision

27/8

Cont.

30/8

6

31/8 Finalise

term work

1/9

2/9 Test series

starts

3/9 6/9 7/9 8/9

7

9/9 10/9

13/9 14/9 15/9 16/9 17/9

Tutorials

Assessments: Marks Dates Task 9: Oral 20 Task 10: Transactional writing 50 Task 11: Lang. test (JP) 45 Task 12: Lit. assignment (HM) 35

- 60 -



Tasks 3 ½ Cycles


Writing

Transactional Referential

Task 13 (30 marks)

Oral

Listening skills

Task 14 (10 marks)

Literature

Poetry: Love poem for my country 1. Mending wall: Robert Frost 2. Do not go gentle into that good night: Dylan Thomas 3. Let the children decide: Don Matera 4. If you don’t stay bitter for too long: Charles Mungoshi 5. A riot policeman: Christopher van Wyk 6. Sometimes when it rains: Gina Mhlope subject matter & themes poetic forms diction literary devices see literature plan for details

Textbook: World Class Grade 11 Resource: Handbook and Study Guide revision see language plan for details specific emphasis on:


Paper I Language: 80 Paper II Literature: 70 Paper III Writing: 100 Oral: 50

Language Exam

Task 15: Lang. test (20 marks)

Task 16 ( 300

marks)


- 61 -

Cycle Planning T 4


1

4/10 Task 13:


5/10

Cont.

6/10 Task 14: Listening

skills

7/10

Poetry

8/10

Poetry cont.

11/10 12/10

2

13/10

Poetry cont.

14/10 15/10 18/10 19/10 20/10 21/10

3

22/10

25/10 26/10 Language revision

27/10 28/10 29/10 1/11 Task 15: Lang test

4

2/11 General revision

3/11 4/11 5/11

8/11

9/11

10/11

Exams start

5

6

7

Tutorials

Assessments: Marks Dates Task 13: Transactional writing 30 Task 14: Oral 10 Task 15: Lang. test (HM) 20 Task 16: Exam 300 Nov.

- 62 -

GRADE 12 (FET) ENGLISH FIRST ADDITIONAL LANGUAGE

YEAR PLAN

SUBJECT ASSESSMENT GUIDELINES: FIRST ADDITIONAL LANGUAGE – JANUARY 2009 Table 4.3: Example of a Programme of Assessment for Grade 12

Term 1 Task 1 – 50 marks Task 2 – 35 marks Task 3 – 10 marks Task 4 –35 marks Task 5 – 50 marks


Narrative / descriptive / reflective / argumentative / discursive / expository




OR Poetry Contextual questions Assessment tool: Memorandum

*Oral: Formal and informal speeches

Test 1 Comprehension/ Summary/ Language

Writing: Shorter texs (30+20)

Term 2 Task 6 – 10 marks Task 7 – 50 marks Task 8 – 10 marks Task 9 – 50 marks Task 10 – 250 marks

370 marks

converted to 100

Oral: Reading



Oral: Listening skills



OR Poetry


Midyear examinations Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100)– 2½ hours (Can be completed in May)


350 marks

converted to 100

Oral: Response to literature: Film study/ television drama/ radio drama/ folklore/short essay/ autobiography/ biography Assessment tool: Rubric/ memorandum



Test 2 Comprehension/ Summary/ Language

Preparatory examinations Paper 1 (80) – 2 hours Paper 2 (70) – 2 hours Paper 3 (100) – 2½ hours

* Oral: Learners should do at least one reading, speaking and listening task during the year.

- 63 -

Revised Version 2010

EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 12: FIRST ADDITIONAL LANGUAGE (2008)

PLEASE NOTE: Tasks may be done in any order , provided that they ar e completed in the specific term in which they have been placed.

TERM 1 TASK 1 (20 mar ks) TASK 2 (35 mar ks) TASK 3 (10 mar ks) TASK 4 (10 mar ks) TASK 5 (40 mar ks)

115 mar ks converted

to 100

Writing: Essay / Longer Text / Shorter

Text • Assessment

tool: Rubric

Literature: Nov el / Drama / Poetry / Short Stories



/ M emorandu m


• Assessment tool: Rubric /

M emorandu m


• Assessment tool: Rubric / M emorandu m

Test 1: Comprehension / Summary / Language / Literature


M emorandu m / Rubric

TERM 2 TASK 6 (35 mar ks) TASK 7

(100mar ks) TASK 8 (20 mar ks) TASK 9 (20 mar ks) TASK 10 (150 mar ks)

325 marks

converted to

100

Literature: Nov el / Drama / Poetry / Short Stories


• Assessment

tool: Rubric /

M emorandu m

Paper 3 (100): � One Essay

(50)* � One Longer

Text (30)* � One Shorter

Text (20)*

•Assessment tool: Rubric

Oral: Response to literature (Short Stories (if not chosen as a genre to be examined in Paper 2) / Film Study / etc.)


Rubric / M emorandu m

Test 2: Comprehension / Summary / Language

• Assessment tool: M emorandu m / Rubric

Paper 1 (80) � Comprehension(30) � Summary (10) � Language (40) • Assessment tool:

M emorandu m and

Paper 2 (70): Poetry (35)* / Nov el

(35)* / Drama (35)* / Short Stories(35)*

Answ er any TWO genres .

• Assessment tool: Rubric / M emorandu m

TERM 3 TASK 11

(100 mar ks) or 20 mar ks

TASK 12 (10

mar ks)

TASK 13


TASK 14


(260) or 300

marks converted

to 100


(50) � One

Longer Text (30) � One

Shorter Text (20)

OR Writing: Essay / Longer Text / Shorter Text • Assessment

tool: Rubric

OR Literature: : Nov el / Drama / Poetry / Short Stories



Rubric / M emorandu m



M emorandu m

Paper 2 (70): � Poetry

(35)* / Nov el (35)* / Drama (35)* / Short Stories(35)* Answ er any TWO genres .


M emorandu m OR

Test 3: Comprehension / Summary / Language • Assessment

tool: M emorandu m /

Rubric

Paper 1 (80) Comprehension(30) � Summary (10) � Language (40)

Assessment tool: M emorandu m

OR Paper 1 (80)

AND Paper 2 (70)

AND Paper 3 (100)

- 64 -

� It is vital for teachers to prepare learners so that they are able to respond well to both contextual and essay-

type questions in the literature assignments and question papers.

� CALCULATING THE ORAL MARK FOR THE YEAR (50)

☺ One of the Oral tasks must include a Prepared Speech as well as informal conversation.

(Speaking :10+10: converted to 10 marks ).

☺ Learners must be asse ssed formally at least twice during the year for Listening (10) and Reading (10).

☺ The Response to Literature (Task 8) counts 20 marks.



Learning Outcomes must be addressed. Therefore all learning, teaching and asse ssment must be directed

by the teacher’s plan to ensure that the Learning Outcomes and Assessment Standards are achieved. The

Work Schedule should indicate clearly that all four Learning Outcomes must be dealt with in an integrated

manner.

CALCULATING THE MARKS AT THE END OF THE YEAR (400)

☺ Programme of Asse ssment (Tasks 1 – 14 = 700 or 740 divided by 7 or 7.4) = 100 marks

+

☺ External November Examination (Papers 1, 2 and 3) = 250 marks

+

☺ Oral Assessment (Tasks 3, 4, 8 and 12) = 50 marks

�

TOTAL = 400 MARKS


- 65 -

GRADE 12 FIRST ADDITIONAL LANGUAGE: PRESCRIBED LITE RATURE Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Short Stories: essay (or contextual) & exam 2 Poetry: (prescribed poems) contextual & exam 3 Other genre (e.g.f ilm study) : oral response

Short Story selection:

1 Unto Dust by Herman Charles Bosman 2 The Silk Scarf by Ahmed Essop 3 1949 by Ronnie Govender 4 The Necklace by Guy de Maupassant 5 6 7 8

The Toilet by Gcina Mhlope The Visits by Richard Rive The Deep River by Bessie Head The Magic Man by Dianne Hofmeyr

Poetry selection:

1 The World is too much with us – William Wordsworth 2 Mending Wall – Robert Frost 3 Lament for a Dead Cow – Francis Carey Slater 4 On aging – Maya Angelou 5 An abandoned bundle – Mbuyiseni Oswald Mtshali 6 The night train – Fhazel Johennesse 7 My name – Magoleng wa Selepe 8 Snake – D H Lawrence 9 The zebras – Roy Campbell 10 My parents kept me from children who were rough – Stephen Spender 11 12 13 14 15

CASS work (terms 1 – 3): 2 written assignments, one on each of the chosen genre (short stories & poetry) 1 oral assignment: other genre (f ilm study) Exam format and contents (mid-year & final): 70 marks *needs to be checked

Poetry: Short Stories:

*one contextual and one essay essay length: 350 - 400 words,

- 66 -


Work Schedule (Meso & Micro Plan): Term 1 - 2010 Educators: J Potgieter, H Mönnig, A Mauermann

Tasks 5 Cycles


Writing

Creative: discursive essay Transactional: formal/informal letters, dialogue, diary, speeches

Task 1 (50 marks) Task 5 (30+20)

Oral

Prepared and unprepared speeches

Task 3 (10 marks)

Poetry: 1. The world is too much with us – William Wordsworth 2. Mending Wall – Robert Frost 3. Lament for a Dead Cow – Francis Carey Slater 4. On aging – Maya Angelou 5. An abandoned bundle – Mbuyiseni Oswald Mtshali subject matter & themes poetic forms diction literary devices see literature plan for details

Task 2: Lit.assign-ment (35 marks)

Literature

Short Stories: 1. Unto Dust by Herman Charles Bosman 2. The Silk Scarf by Ahmed Essop 3. 1949 by Ronnie Govender reading characters subject matter & themes imagery & dramatic devices

Textbook: Resource: Handbook and Study Guide see language plan for details specific emphasis on:


punctuation parts of speech concord sentence structure vocabulary: antonyms, synonyms, homophones, homonyms formal & informal

Language

fact & opinion

Task 2 Task 4: Lang. test (35 marks)


- 67 -

Cycle Planning T 1


1

18/1 Task 5:

Transact. writing

19/1

20/1

21/1

Poetry

22/1

25/1

Poetry

26/1

2

27/1

Poetry

28/1

Cont.

1/2 2/2 4/2 5/2 8/2

3

9/2

Short stories

10/2

Cont.

11/2 12/2 15/2 16/2 17/2

4

18/2 Task 1: Essay

19/2 Language: revision

22/2 Cont.

23/2 24/2

Poetry

25/2

Cont.

26/2

5

1/3

Short stories

2/3

Cont.

3/3 4/3 5/3 8/3 9/3

6

10/3 Poetry: finalise

11/3

12/3 15/3

16/3

Language revision

17/3 18/3

7

19/3 23/3

24/3 25/3 26/3

End of term

Tutorials

Assessments: Marks Dates Task 1: Essay 50 Task 2: Lit. assignment 35 Task 3: Oral 10 Task 4: Lang. test 35 Task 5: Transactional writing 20+30

- 68 -


Work Schedule (Meso & Micro Plan): Term 2 - 2010 Educators: J Potgieter, H Mönnig, A. Mauermann

Tasks 4 ½ Cycles


Writing

Creative: essay Transactional Referential : Revise different genres

Task 7 (50

marks)

Oral

Oral: Listening skills Reading

Task 8 (10 marks

each)

Poetry: 1. the night train – Fhazel Johennesse 2. My name – Magoleng wa Selepe 3. Snake – D H Lawrence 4. The zebras – Roy Campbell 5. My parents kept me from people who were rough – Stephen Spender subject matter & themes poetic forms diction literary devices see literature plan for details

Task 9 Lit.

assign-ment (50

marks)

Literature

Short Stories: 1. The Necklace by Guy de Maupassant 2. The Toilet by Gcina Mhlophe 3. The Visits by Richard Rive reading characters subject matter & themes imagery & dramatic devices

Task 9

Textbook: Resource: Handbook and Study Guide see language plan for details specific emphasis on:


ex-exam papers Paper I Language: 80 Paper II Literature: 70

Language June exam

Paper III Writing: 100

Task 6: Lang. test

(40 marks)

Task 10 (250

marks)

Cycle Planning T 2

- 69 -


1

12/4 Task 7: Essay

13/4

Essay

14/4 Task 8:

Listening skills

15/4

Poetry

16/4

Cont.

19/4 20/4

2

21/4

22/4 23/4

Task 8: Reading

28/4 29/4 30/4 3/5 Task 9:

Lit. assignment

3


5/5

Cont.

6/5 7/5 Task 6:

Language class test

10/5

Short stories

11/5

Cont.

12/5

4

13/5

June exam starts

4/6

Exams end

7/6.

8/6 9/6

End of term

5

6

7

Tutorials

Assessments: Marks Dates Task 6: Lang. test 40 Task 7: Essay 50 Task 8: Oral: Reading/listening skills 10

Task 9: Lit. assignment

50

Task 10: Exam 250 June

- 70 -



Tasks 4 Cycles


Writing

Creative: Essay Transactional Referential : Revise different genres

Task 12 (50 marks)

Oral

Response to literature (film study) Task 11 (20 marks)

Short stories 1. The Deep River by Bessie Head 2. The Magic Man by Dianne Hofmeyr subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Film Study: Oral response: Forrest Gump * viewing * setting * characters * subject matter & theme(s) additional (if applicable)

Task 11 (20 marks)

Textbook: Resource: Handbook and Study Guide see language plan for details

specific emphasis on: o comprehension o summary (point-form) o language structures:

ex-exam papers

Language Sept. exam

Paper I Language: 80 Paper II Literature: 70 Paper III Writing: 100

Task 13: Lang. test (30 marks) Task 14 (250 marks)

Text/resource & page ref. Record

- 71 -

Cycle Planning T 3


1

13/7 Task 12: Essay

14/7

Film study

15/7

Cont.

16/7

19/7 20/7 21/7

2

22/7

Short stories

23/7

26/7

27/7

28/7 28/7 29/7

3

1/8 Task 11:

Oral response to

Lit.

2/8

Cont.

3/8 4/8 5/8 6/8 9/8

4


11/8

Cont.

12/8

Language test

13/8 16/8 17/8

17/8

5

18/8

19/8 Exam starts

20/8 23/8 24/8 25/8 26/8

6

27/8 30/8

31/8 1/9 2/9 3/9 6/9

7

7/9

23/9

End of term

Tutorials

Assessments: Marks Dates Task 11: Oral 20 Task 12: Essay 50 Task 13: Lang. test 30 Task 14: Exam 250

- 72 -



Tasks 4 Cycles


Writing

Revision of all genres: Creative and transactional

Oral

Revision of all poems and short stories Literature

Revision of all language aspects Old papers

Language

- 73 -

2.2.2 LEARNING PROGRAMME: FET PHASE GRADES 10 - 12

English Home Language Learning Outcomes

Writing: Phase Plan Oral: Phase Plan Language: Phase Plan

Subject Framework

Literature: Phase Plan Year plan Grade 10 Prescribed Literature } Grade 11 Work Schedule Term Plans Grade 12

LEARNING OUTCOMES Further Education and Training National Curriculum

Statement Grades 10-12 (General) (NCS) Learning Outcome 1: Listening and Speaking The learner is able to listen and speak for a variety of purposes, audiences and contexts 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. 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. Learning Outcome 4: Language The learner is able to use language structures and conventions appropriately and effectively.

The introduction of External Senior Writing Examinations in Grades 11 and 12 and required evidence of an FET Oral Portfolio demands that educators ensure that they cover as many different relevant genre as possible during the learners’ high school phase to prepare them adequately for the external writing examinations and other requirements. This requires from us:

• A writing plan (Grades 10 – 12) to ensure the teaching, learning and assessment of a diversity of writing texts/genres (and preventing repetition of certain genre and topics), and choosing writing texts/genres for the FET phase that are not only relevant but also the most likely texts/genres to be externally examined. Record keeping of writing genres completed by each grade/class – for future reference. The implementation of a revision programme on writing genres prior to the final matric exam.

• An oral plan (Grades 10 – 12) to ensure covering a diversity of oral skills and subject matter.

- 74 -

Discursive Expository Argumentative

Transactional Writing: Advertisements

Brochures Curriculum Vitae Dialogues E-mail messages Faxes Formal and informal letters to the press

Formal letters of application, request, complaint Sympathy, invitation Friendly letters Invitation cards Magazine articles Memoranda Minutes and agendas New spaper articles Obituar ies Postcards Reports (formal and informal) Review s SMS Reference and informational texts: Directions Instructions Mind-maps Notes Paraphrases Research projects Oral, visual and multi-media texts: Advertisements Dialogues Flyers

Formal and informal speeches Interview s Posters Presentations w ith graphic/sound effects Research projects Non-compulsory texts for enrichment: �dramatizations, story tell ing, radio and television news, radio and television dramas, panel discussions, own short stories/poems/plays, cartoons, comic strips, jokes, signs, etc.

- 75 -

LANGUAGE PLAN: FET PHASE – ENGLISH HOME LANGUAGE GRADES 10 - 12 ONGOING ACTIVITIES THROUGHOUT THE YEAR Basic linguistic skills which should receive constant attention.

Grade 10 HL Grade 11 HL Grade 12 HL

T1 T2 T3 T1 T2 T3 T1 T2 T3

comprehension summary (point form and prose form) vocabulary work acceptable usage: common errors use of reference works appropriate use of register and tone fact and opinion, objectivity and bias visual literacy (e.g. cartoons, advertisements)

ORAL PLAN: FET PHASE GRADES 10 – 12

English Home Language Grade 10 Grade 11 Grade 12

SPEAKING Formal presentations (individual) Speech Introducing a speaker

Vote of thanks Toast Report on findings

News report (television or radio) Instruction Illustration Promotion

Proposal Review (book, film, theatre production) Semi-formal interaction (group) Interview Panel discussion Forum discussion

Debate Dramatisation / role-play Informal communication Directions

Explanation Story telling Summarizing

Expressing and/or defending an opinion or idea READING Non-fiction

Fiction LISTENING Text based comprehension Verbal communication based comprehension

- 76 -

SPECIFIC LANGUAGE ACTIVITIES 10 11 12 T1 T2 T3 T1 T2 T3 T1 T2 T3 common figures of speech and phonic devices direct and reported speech

punctuation – how it can affect meaning sentence construction:

subject, verb, object, complement basic: phrases, clauses

simple & compound & complex loose & periodic (foregrounding) parallelism

active & passive (purpose and effect)

sentence types:

imperative & subjunctive (mood) summary and expanding: point-form summary prose form summary reading graphs, maps, etc.

note-making sentence synthesis using suitable conjunctions

punctuation: capitals, full stop, exclamation mark, question mark, comma (listing, phrase & clause separation, parenthesis) semi-colon (list, conjunction substitution), hyphen (word formation, end of line, pronunciation) dash, brackets (parenthesis) inverted commas (single & double), colon (listing, introducing) ellipsis dots, italics, etc. apostrophe (possession & omission) abbreviations (full stop usage) editing skills (parts of speech): verb non-finite & finite infinitive, participle, verb ‘to be’, gerund, auxiliary verb active and passive voice direct and reported speech subjunctive

verb (concord) verb (incorrect sequence) verb (split infinitive) verb (dangling participle) noun & pronoun (case/concord) noun vs. verb (same form –pronunciation) preposition, conjunction, article,

interjection

parts of speech:

adjective vs. adverb (common error) vocabulary: malapropism, homophones spelling rules: ie vs ei, full vs ful, s vs c americanism

prefix, suffix (root word) word formation neologisms, portmanteau words mono-syllabic

- 77 -

10 11 12 T1 T2 T3 T1 T2 T3 T1 T2 T3 borrowed words abbreviations, acronyms

plurals SPECIFIC LANGUAGE ACTIVITIES style: register: slang, colloquial, standard, hi-falutin simple vs advanced - audience tone: numerous adjectives for diff. tones specific style: numerous adjectives for diff. styles jargon archaic language dialect, S.A. English, Americanism, pidgin English figurative vs literal factual vs. emotive (loaded diction) verbosity, circumlocution redundancy/tautology clichaic language figures of speech: phonic: alliteration, assonance, onomatopoeia

euphemism hyperbole vs. understatement innuendo, allusion climax, anti-climax

tonal:

bathos simile, metaphor, personification association: metonymy, synechdoche irony, sarcasm, satire paradox, anti-thesis, oxymoron other: pun (verbal & non-verbal)

idioms, proverbs, truisms, syllogism visual literacy:

linguistic & literary devices target group advertising: hidden needs exploitation humour cartoons: ambiguity

other: dictionary work ellipsis (false ellipsis)

- 78 -

LITERATURE PLAN: FET PHASE GRADES 10 – 12 English Home Language

10 11 12 novel, short story; folklore/folk tale, short essay: * analyse development of plot, subplot, conflict, character and role of narrator where relevant;

* interpret and evaluate messages and themes and relate them to selected passages in the rest of the text

* evaluate how background and setting relate to character and/or theme; * interpret mood, time-line, ironic twists and conclusions;

poetry: * analyse how word choices imagery and sound devices affect mood, meaning and theme;

* analyse how verse and stanza forms, rhyme, rhythm and punctuation affect shape meaning.

drama: * analyse dialogue and action, and their relation to characters and theme * evaluate plot, subplot, character portrayal, conflict and dramatic purpose and dramatic irony;

* interpret dramatic structure and stage directions. visual, audio and multi-media texts: film study, television and radio drama: * identify and analyse message and theme and how they are woven into all aspects of the text:

* evaluate the impact of visual, audio and audio-visual techniques such as the use of colour, dialogue, music, sound, lighting, editing, framing, styles of shot, camera techniques, camera movement, composition, foregrounding and backgrounding.

(above extracted from: SAOU Curriculum Services) Other/Details: figures of speech: comparisons: metaphor, simile, personification, metonymy, synechdoche sound effects: alliteration, assonance, onomatopoeia, pun over-and understatements: hyperbole, litotes, meiosis opposites: oxymoron, antithesis, paradox, irony other: euphemism, apostrophe, cliché, mixed metaphor, bathos/anti-climax, climax, zeugma, synaesthesia, transferred epithet, aphorism, allusion, archaism, sarcasm lit. devices (poetry): caesura, enjambment/run-on lines poetic ‘structure’ :

couplet, quatrain, octave, sestet, epigram, epiphany, epithet, leitmotif, rhyme, rhythm, meter, rhetorical question, tone, mood

poetic forms: sonnet, blank verse, free verse, dramatic monologue, elegy, epic, ballad, lyric, ode, soliloquy, genre: allegory, fable, parable, parody, satire, myth, character: round, flat, stock narrator: naïve, omniscient

- 79 -

Revised Version 2010 EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 10 - 11: HOME LANGUAGE (2008)

PLEASE NOTE: Tasks may be done in any order, provided that they are completed in the specific term in which they

have been placed. TERM 1 TASK 1 (50 marks) TASK 2 (25 marks) TASK 3 (20 marks) TASK 4 (50 marks)

145 marks converted

to 100

Test / Writing: Standardised Test / Essay • Assessment

tool: Rubric /

Memorandum

Literature: Novel / Drama / Poetry Essay / Contextual questions • Assessment

tool: Rubric /

Memorandum

Oral: Listening / Reading / Speaking • Assessment

tool: Rubric /

Memorandum

Controlled Test: Comprehension / Summary / Language / Literature / Writing


Rubric / Memorandum


OR 50 marks TASK 8 (70 marks) OR 150

marks

(270) / 320 marks

converted to

100


(50)*



• Assessment

tool: Rubric

Oral: Listening / Reading / Speaking / Response to literature (Short Stories / Film Study / etc.) • Assessment

tool: Rubric /

Memorandum

Paper 2 (80): � Poetry (30)* � Novel (25)*

� Drama (25)*

OR Literature

Assignment (50) • Assessment

tool: Rubric /

Memorandum

Paper 1 (70) June-examination: � Comprehension (30)

� Summary (10) � Language (30)


Memorandum


115 marks converted

to 100


tool: Rubric /

Memorandum


OR

Writing • Assessment

tool: Rubric /

Memorandum


tool: Rubric /

Memorandum



Rubric / Memorandum


20 marks (November

Examination: Tasks 14 to

16 - excluded The total mark for

Tasks 1 – 13 (550 OR 600) is divided by

5.5 OR 6 [100] and added to

the Nov. exam mark [300]

which is derived from

Tasks 14 – 16.

Oral: Listening / Read ing / Speaking / Response to li teratu re (Short Stories / Film Study / etc.)

• Assessment

tool: Rubric /

Memorandum

Paper 3** (100):

� One Essay (50)*



Assessment tool:Rubric

Paper 2** (80):

� Poetry (30)*

� Novel (25)*

� Drama (25)*

• Assessment

tool: Rubric /

Memorandum


� Comprehension(30) � Summary (10)

� Language (30) • Assessment toot:

Memorandum PLUS

Paper 4 : ORA L (To tal = 50): Tasks 3, 6, 9, 11 and 13 = 100/2 = 50 Reading(10) + Listening (10) + Speaking (10) + Response to literature (20) = 50 marks

� It is crucial that teaching must take place in the classroom– the Assessmen t Standards o f all fou r Learning

Ou tcomes must be addressed. Theref ore all learning, teaching and assessment must be directed by the teacher’s

p lan to ensure that the Learning Outcomes and Assessment Standards are achiev ed. The W ork Schedule should

indicate clearly that all f our Learning Outcomes must be dealt with in an integrated manner.

* Must be written under con tro lled conditions . Activities do not, howev er, have to be completed in one sitting.

** Forms part of the final examination. Activities should, ideally, be completed in one sitting.

- 80 -

� In order to complete Tasks 2, 7, and 15 and the l i terature op tion in o ther tasks (e.g. Task 10) , learners must be

prepared f or both essay-type and contextual questions.

� Fiv e Oral Tasks must be completed f or the y ear. C ALC U LATIN G TH E OR AL M AR K FOR TH E YE AR (50)


(Speaking (20) converted to 10 marks at the end o f the year ). ☺ Learners must be assessed f ormally at least

twice

during the y ear f or Listening (20) and R eading (20). the end of the year, the marks of these tasks can then be

conv erted to: 10 marks fo r Listening and 10 marks fo r R eading .

☺ The R esponse to Li teratu re tasks count 20 marks each. Learners must complete two oral tasks based on the

f ourth

genre. At the end of the year, the 40 marks (20 X 2) must be conv erted to 20.


GRADE 10 (FET) HOME LANGUAGE: PRESCRIBED LITERATURE Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Drama: People are living there assignment (essay or contextual) & exam 2 Novel: After the first death assignment (essay or contextual) & exam 3 Poetry: Worldscapes (12 poems) assignment (contextual) & exam 4 Film: oral response

Poetry selection:

1 C Day Lewis: Walking away 2 Ruth Miller: Mantis 3 Gabriela Pearse: Today 4 Jennifer Davids: Poem for my mother 5 M Oswald Mtshali: An abandoned bundle 6 Chinua Achebe: Refugee mother and child 7 Helen Segal: Let’s do away with the show 8 Tatamkhulu Afrika: The beggar 9 Robert Lowell: Women, children, babies, cows, cats 10 ee cummings: I thank You God for most this amazing 11 Niyi Osundare: The poet 12 William Shakespeare: Sonnet 116 – Let me not to the marriage of true minds

CASS work (terms 1 – 3): 3 written assignments, one on each genre (drama, novel, poetry) - at least one contextual & one essay 1 oral assignment on 4th genre (film study) Exam format and contents (mid-year & final): 80 marks

SECTION A: Poetry - Question 1: Prescribed– cont. & essay, and Question 2: Unseen SECTION B: Novel or Short Stories SECTION C: Drama

one contextual and one essay essay length: 300 – 350 words

Midyear exam: convert mark out of 50 (2 genre) to 80 marks.

- 81 -

Grade 10

English Home Language Work Schedule (Meso & Micro Plan): Term 1 - 2008

Educator: A Mauermann

5 Cycles Subject Matter Details: Content/Topic/Title Tasks

Writing

Creative: narrative task 1

Oral


task 3

Poetry: Worldscapes 1. Walking Away 2. Today 3. Poem for my Mother 4. An abandoned Bundle 5. Refugee mother and child 6. The beggar

subject matter & themes poetic forms diction literary devices see literature plan for details

one poem included in test 1 task 2 literary essay assignment

Literature

Textbook: Textures Grade 10 Resource: Handbook and Study Guide

see language plan for details

text/resource & page ref. record: specific emphasis on: o comprehension o summary (point-form) o language structures: punctuation parts of speech esp.: verb split infinitive, dangling participle concord sentence structure (simple/compound/complex) Vocab.: antonyms (prefix), synonyms, homophones, homonyms * ambiguity * pun

Language

task 4 test 1

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Cycle Planning T 1


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2

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4

5

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Tutorials


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Grade 10




Tasks

Paper 3: creative (50): descriptive transactional (30):

referential (20):

Writing

Task 5 exam: Paper 3 (100)

reading/conversation/speaking/ response to literature:

conversation (10): response to literature (10): on drama – alternative production

Oral

Task 6 (20)

Literature

Drama: People are living there setting characters subject matter & themes imagery & dramatic devices Poetry see literature plan for details 1. 2. 3.

Task 7 exam: Paper 2 (40) Task 7 exam Paper 2 (40)

Textbook: Textures Grade 10 Resource: Handbook and Study Guide see language plan for details

specific emphasis on: comprehension summary (point-form) language structures:

direct & indirect speech

Language



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Cycle Planning T 2


1

2

3

4

½ of 5

6

7

Tutorials

Assessments: Marks Dates Oral: conversation 10 Oral: response to literature 10

Paper 1 language: comprehension (30), Summary (10), Language (30)

70

Paper 2 literature: poetry (40) drama (40)

80

Paper 3 writing: creative (50) transactional (30) referential (20)

100

- 85 -

Grade 10




Tasks

Writing

Creative: reflective essay n/a

Oral

Conversation & listening skill Response to lit. (film study)

Task 9 (20 marks) Task 11 (20 marks)

Novel: After the First Death setting characters subject matter & themes see literature plan for details

Literature

Film Study: Lord of the Flies & Lord of the Flies Novel For 4th term * viewing * setting * characters * subject matter & theme(s), additional (if applicable)

Task 10 Literature assignment (25 marks)

Textbook: Textures Grade 10 Resource: Handbook and Study Guide see language plan for details specific emphasis on: comprehension summary (point-form) language structures:

Language

Task 12 Controlled test (50 marks)


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Cycle Planning T 3


1

2

3

4

5

6

7

Tutorials


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Grade 10




Tasks

Writing

Creative (50): Transactional (30): Referential (20):

Task 14 Exam: Paper 3 (100 marks)

Oral

Response to literature (film study)

Task 13 (20 marks)

Literature

Complete outstanding literature revision see literature plan for details

Task 15 Paper 2 (80 marks)


revision see language plan for details


Language



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Cycle Planning T 4


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2

3

4

5

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7

Tutorials


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GRADE 11 (FET) HOME LANGUAGE

YEARPLAN

SUBJECT ASSESSMENT GUIDELINES: HOME LANGUAGE – JANUARY 2008 Table 3.2: Example of a Programme of Assessment for Grades 10 - 11



Writing: Essay Narrative/ descriptive/ reflective / argumentative / discursive / expository • Assessment tool: Rubric

Literature: Novel / Drama / Poetry • *Essay/ contextual questions • Assessment tool: Rubric / memorandum

*ORAL: Reading / listening / speaking/ Interview / debate / prepared speech / unprepared speech / conversation • Assessment tool: Rubric / memorandum

Test 1 Comprehension / summary / language


350 marks

converted to 100

Writing: Essay Narrative/ descriptive/ reflective / argumentative / discursive / expository • Assessment tool: Rubric

*ORAL: Reading / listening / speaking: (interview / debate / prepared speech / unprepared speech / conversation)/ • Assessment tool: Rubric / memorandum

Literature: Novel / Drama / Poetry • Essay / contextual questions • Assessment tool: Rubric / memorandum

Midyear examinations • Paper 1 (70) – Gr. 11: 2 hours • Paper 2 (80) – Gr.11: 2½ hours • Paper 3 (100) –Gr.11: 2½ hours (Can be completed in May)



Writing: Essay Narrative / descriptive / reflective / argumentative /discursive / expository • Assessment tool: Rubric

Literature: Novel / Drama / Poetry • *Essay / contextual questions • Assessment tool: Rubric / memorandum

*ORAL: Reading / listening / speaking: Interview / debate/ prepared speech / unprepared speech / conversation • Assessment tool: Rubric / memorandum

Test 2 Comprehension / summary / Language / Shorter texts – Reference / informational


60 marks excluding Nov. Exam (Task 16)

Note The total mark for Tasks 1 – 15 (700) is divided by 7 & added to the Nov. examination mark.

Writing: Shorter texts –Transactional and Reference / informational • Assessment tool: Rubric

Oral: Response to literature - Film study / television drama / radio drama / short story / folklore / short essay / autobiography / biography • Assessment tool: Rubric / memorandum

Test 3 Comprehension / summary / language / Shorter texts – Reference / informational

November examination TOTAL: 250 • Paper 1 (70) – Gr. 11: 2 hours • Paper 2 (80) –Gr.11: 2½ hours • Paper 3 (100) –Gr.11: 2½ hours PLUS TOTAL: 50 • Paper 4 (50) – see oral tasks 3, 6, 11 & 14.

*One essay and one set of contextual questions should be attempted of different genres in Task 2 and 10. *Oral: Learners should do at least one reading, speaking and listening task during the year.

- 90 -

Revised Version 2008 EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 10 - 11: HOME LANGUAGE (2008)

PLEASE NOTE: Tasks may be done in any order, provided that they are completed in the specific term in which they

have been placed. TERM 1 TASK 1 (50 marks) TASK 2 (25 marks) TASK 3 (20 marks) TASK 4 (50 marks)

145 marks converted

to 100

Test / Writing: Standardised Test / Essay • Assessment

tool: Rubric /

Memorandum

Literature: Novel / Drama / Poetry Essay / Contextual questions • Assessment

tool: Rubric /

Memorandum

Oral: Listening / Reading / Speaking • Assessment

tool: Rubric /

Memorandum



Rubric / Memorandum


OR 50 marks

TASK 8 (70 marks) OR 150

marks

(270) / 320 marks

converted to

100


(50)* � One Longer

Text (30)*


• Assessment

tool: Rubric


tool: Rubric /

Memorandum

Paper 2 (80): � Poetry (30)*

� Novel (25)* � Drama (25)*

OR Literature

Assignment (50) • Assessment

tool: Rubric /

Memorandum

Paper 1 (70) June-examination: � Comprehension (30)

� Summary (10)

� Language (30)


Memorandum


115 marks converted

to 100


tool: Rubric /

Memorandum


OR

Writing • Assessment

tool: Rubric /

Memorandum


tool: Rubric /

Memorandum



Rubric / Memorandum


20 marks (November

Examination: Tasks 14 to

16 - excluded The total mark for

Tasks 1 – 13 (550 OR 600) is divided by

5.5 OR 6 [100] and added to

the Nov. exam mark [300]

which is derived from

Tasks 14 – 16.


• Assessment

tool: Rubric /

Memorandum

Paper 3** (100): � One Essay (50)* � One Longer

Text (30)* � One Shorter

Text (20)*

Assessment tool:Rubric

Paper 2** (80): � Poetry (30)* � Novel (25)*

� Drama (25)*

• Assessment

tool: Rubric /

Memorandum

Paper 1 (70) (Nov-examination): � Comprehension(30)

� Summary (10) � Language (30) • Assessment toot:

Memorandum PLUS

Paper 4 : ORAL (Total = 50): Tasks 3, 6, 9, 11 and 13 = 100/2 = 50 Reading(10) + Listening (10) + Speaking (10) + Response to literature (20) = 50 marks

- 91 -

It is crucial that teaching must take place in the classroom– the Assessment Standards of all

four Learning Outcomes must be addressed. Therefore all learning, teaching and assessment must be directed by the teacher’s plan to ensure that the Learning Outcomes and Assessment Standards are achieved. The Work Schedule should indicate clearly that all four Learning Outcomes must be dealt with in an integrated manner. * Must be written under controlled conditions . Activities do not, however, have to be completed in one sitting.

In order to complete Tasks 2, 7, and 15 and the literature option in other tasks (e.g. Task

10), learners must be prepared for both essay-type and contextual questions.

� Five Oral Tasks must be completed for the year.



(Speaking (20) converted to 10 marks at the end of the year ).

☺ Learners must be assessed formally at least twice during the year for Listening (20)

and Reading (20). t the end of the year, the marks of these tasks can then be converted

to: 10 marks for Listening and 10 marks for Reading .

☺ The Response to Literature tasks count 20 marks each. Learners must complete two

oral tasks based on the fourth genre. At the end of the year, the 40 marks (20 X 2) must

be converted to 20.

Summary: 10 (Listening) + 10 (Reading) + 10 (Speaking) + 20 (Response to Literature) =

50 marks

- 92 -

GRADE 11 (FET) HOME LANGUAGE: PRESCRIBED LITERATURE

Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Drama: Macbeth assignment & exam 2 Novel: Animal Farm assignment & exam 3 Poetry: Worldscapes (12 poems) assignment & exam 4 Film: oral response

Poetry selection:

1 William Shakespeare: Sonnet 104 2 John Milton: On his blindness 3 William Wordsworth; The world is too much with us 4 John Keats: When I have fears 5 Emily Dickinson: Because I could not stop for Death 6 Robert Frost: Mending wall 7 Dylan Thomas; Do not go gentle into that good night 8 Ruth Miller: It is better to be together 9 Langston Hughes: Life is fine 10 Stevie Smith: Not waving but drowning 11 Stan Motjuwadi: Taken for a ride 12 Don Mattera: Let the children decide 13 Jennifer Davids: Poem for my mother 14 Charles Mungoshi: If you don’t stay bitter for too long 15 Gcina Mhlophe: Sometimes when it rains

- 93 -

Grade 11




Tasks

Writing

Creative: essay task 1

Oral


task 3

Literature

Poetry: Worldscapes 1. The world is too much with us 2. Because I could not stop for death 3. Poem for my Mother 4. Mending Wall 5. Sonnet 104 subject matter & themes poetic forms diction literary devices see literature plan for details

one poem included in test 1 task 2 literary essay assignment


see language plan for details specific emphasis on:


punctuation parts of speech esp. verb split infinitive, concord (prefix), synonyms, dangling participle homophones, homonyms sentence structure * ambiguity * pun simple/compound/complex) vocabulary: antonyms

Language

task 4 test 1


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Cycle Planning T 1


1

2

3

4

5

6

7

Tutorials


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Grade 11




Tasks

Writing

Paper 3 Creative Transactional referential


Oral

Reading & conversation Other:

Task 6 (20)

Poetry Worldscapes 1. 2. 3. 4. 5. subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Drama: Macbeth setting characters subject matter & themes imagery & dramatic devices

Task 7 exam: Paper 2 (40) Task 7 exam Paper 2 (40)

Textbook: Textures Grade 11 Resource: Handbook and Study Guide see language plan for details


direct & indirect speech

Language



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Cycle Planning T 2


1

2

3

4

5

6

7

Tutorials

Assessments: Marks Dates Oral: conversation 10 Oral: response to literature 10

Paper 1 language: comprehension (30), Summary (10), Language (30)

70

Paper 2 literature: poetry (40) 80 drama (40) Paper 3 writing: creative (50) 100

- 97 -

Grade 11




Tasks

Writing

n/a

Oral

Conversation & listening Response to lit. (film study)

Task 9 (20 marks) Task 11 (20 marks)

Novel: Animal Farm chapters:

setting characters subject matter & themes imagery & dramatic devices see literature plan for details

Literature

Film Study: for 4th term * viewing * setting * characters * subject matter & theme(s) additional (if applicable):

Task 10 Literature assignment (25 marks)


see language plan for details specific emphasis on: comprehension summary (point-form) language structures:

Language

Task 12 Controlled test (50 marks)

text/resource & page ref. record:

- 98 -

Cycle Planning T 3


1

2

3

4

5

6

7

Tutorials


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Grade 11



3 ½ Cycles Subject Matter

Details: Content/Topic/Title Tasks

Writing

Creative Transactional Reference/Informational


Oral

Response to literature (film study)

Task 13 (20 marks)

Literature

Complete outstanding literature Revision see literature plan for details

Task 15 Paper 2 (80 marks)

revision see language plan for details

specific emphasis on: comprehension summary (point-form)

language structures:

Language



- 100 -

Cycle Planning T 4


1

2

3

4

5

6

7

Tutorials


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GRADE 12 (FET) HOME LANGUAGE

YEARPLAN

SUBJECT ASSESSMENT GUIDELINES: HOME LANGUAGE – JANUARY 2008 3.3: Example of a Programme of Assessment for Grade 12

Term 1 Task 1 – 50 marks Task 2 – 40 marks Task 3 – 10 marks Task 4 – 10 marks Task 5 –40 marks


Writing: Essay Narrative / descriptive/ reflective; / reflective / argumentative / discursive / expository • Assessment tool: Rubric

Literature: Novel / Drama • *Essay / contextual questions • Assessment tool: Rubric / memorandum

*ORAL: Reading / listening / speaking Interview / debate / prepared speech / unprepared speech / conversation • Assessment tool: Rubric/ memorandum

*ORAL: Reading / listening / speaking Interview / debate / prepared speech / unprepared speech / conversation • Assessment tool: Rubric / memorandum

Test 1 Comprehension / language/ summary

Term 2 Task 6 – 50 marks Task 7 – 50 marks Task 8 – 20 marks Task 9 –30 marks Task 10 – 250 marks

400 marks

converted to 100

Literature: Novel / Drama • *Essay/contextual questions • Assessment tool: Rubric/ memorandum


Oral: Response to literature Film study / television drama/ radio drama/ short story / folklore/ short essay / autobiography / biography • Assessment tool: Rubric / memorandum

Test 2 Comprehension / language/ Summary / Shorter texts – Reference / informational

Midyear examinations • Paper 1 (70) – 2 hours • Paper 2 (80) – 2½ hours • Paper 3 (100) – 2½ hours (If necessary to be completed in May)

Term 3 Task 11 – 50 marks Task 12 – 10 marks Task 13 –40 marks Task 14 – 250 marks

350 marks

converted to 100


*ORAL: Reading / listening / speaking Interview / debate / prepared speech / unprepared speech / conversation) • Assessment tool: Rubric / memorandum

Test 3 Comprehension / language/ Summary / Shorter texts – Reference / informational

Preparatory examinations • Paper 1 (70) – 2 hours • Paper 2 (80) – 2½ hours • Paper 3 (100) – 2½ hours

* One essay and one set of contextual questions should be attempted of different genres in Task 2 and 6. * Oral: Learners should do at least one reading, speaking and listening task during the year

- 102 -

REVISED VERSION

EXAMPLE OF A PROGRAMME OF ASSESSMENT FOR GRADES 12: HOME LANGUAGE (2008)


TERM 1 TASK 1 (30 marks) TASK 2 (30 marks) TASK 3 (10 marks) TASK 4 (10 marks) TASK 5 (70 marks)

150 marks converted

to 100

Writing: Essay / Longer Text / Shorter Text • Assessment

tool: Rubric

Literature: Novel / Drama / Poetry/ Essay / Contextual questions

• Assessment

tool: Rubric /

Memorandum

Oral: Listening / Reading / Speaking • Assessment tool:

Rubric / Memorandum


• Assessment

tool: Rubric /

Memorandum

Test 1: Comprehension / Summary / Language / Literature


Memorandum / Rubric

TERM 2 TASK 6 (30 marks) TASK 7 (100marks) TASK 8 (20 marks) TASK 9 (30 marks) TASK 10 (150 marks)

330 marks converted

to 100


• Assessment

tool: Rubric /

Memorandum


(50)*


One Shorter Text (20)*


Oral: Response to literature (Short Stories / Film Study / etc.)


Memorandum

Test 2: Comprehension / Summary / Language

• Assessment

tool: Memorandum /

Rubric

Paper 1 (70) � Comprehension(30) � Summary (10)


Memorandum and

Paper 2 (80): � Poetry (30)*

� Novel (25)*

� Drama (25)*


TERM 3 TASK 11

(100 marks) or 30

marks

TASK 12 (10 marks) TASK 13

(80 marks) or 30 marks

TASK 14 (70 marks)

or 250 marks

(260) or 320 marks converted

to 100


(50)

� One Longer Text (30)

� One Shorter Text (20)

OR Writing: Essay / Longer Text / Shorter Text • Assessment

tool: Rubric OR

Literature: : Novel / Drama / Poetry/ Essay / Contextual Assessment tool: Rubric / Memorandum



Memorandum

Paper 2 (80): � Poetry (30)*

� Novel (25)* � Drama (25)*


Memorandum OR

Test 3: Comprehension / Summary / Language • Assessment tool:

Memorandum / Rubric

Paper 1 (70) � Comprehensi

on(30)

� Summary (10)

� Language (30)

• Assessment tool: Memorandum

OR Paper 1 (70)

AND Paper 2 (80)

AND Paper 3 (100)


Learning Outcomes must be addressed. Theref ore all learning, teaching and assessment must be

directed by the teacher’s plan to ensure that the Learning Outcomes and Assessment Standards

are achiev ed. The Work Schedule should indicate clearly that all f our Learning Outcomes must be

dealt with in an integrated manner.

- 103 -

� It is vital f or teachers to prepare learners so that they are able to respond well to both contextual

� and essay-type questions in the literature assignments and question papers.



(Speaking :10+10: converted to 10 marks ).

☺ Learners must be assessed formally at least twice during the year for Listening (10) and Reading (10).

☺ The Response to Literature (Task 8) counts 20 marks.


CALCULATING THE MARKS AT THE END OF THE YEAR (400)

☺ Programme of Assessment (Tasks 1 – 14: 740 or 800 divided by 7.4 or 8) = 100 marks

+

☺ External November Examination (Papers 1, 2 and 3) = 250 marks

+

☺ Oral Assessment (Tasks 3, 4, 8 and 12) = 50 marks

�

TOTAL = 400 MARKS

- 104 -

GRADE 12 (FET) HOME LANGUAGE: PRESCRIBED LITERATURE

Four genres are prescribed. Candidates answer questions on three genres (Poetry, Novel and Drama) in the Literature paper. Candidates will be examined internally on the fourth genre (Short Stories / Film Studies).

1 Drama: Hamlet literary essay & exam 2 Novel: Things Fall Apart contextual & exam 3 Poetry: Worldscapes (20 poems) exam 4 4th genre (film): oral response

Poetry selection:

1 William Shakespeare; Sonnet 116 2 John Milton: On his blindness 3 Samuel Taylor: Coleridge Kubla Khan* 4 Percy Bysshe Shelley; Ozymandias 5 Walt Whitman: From Song of Myself 6 Matthew Arnold: Dover Beach* 7 Emily Dickinson: Because I could not stop for Death* 8 Gerald Manley Hopkins: God’s Grandeur* 9 WB Yeats: The Second Coming* 10 Robert Frost; Out, out- 11 Langston Hughes: Life is fine 12 Stevie Smith: Not waving but drowning 13 Earle Birney: Meeting of Strangers 14 Modikwe Dikobe: Grave of unknown Whiteman 15 Gwendolyn Brookes: To be in love 16 Oodgeroo of the tribe Noonuccal; Last of his tribe 17 Mazizi Kunene: Congregation of the story-tellers at a funeral of Soweto children 18 Zulfikar Ghose: Decomposition 19 Jeremy Cronin: I saw your mother 20 Stephen Watson: Commonplaces

- 105 -

Grade 12




Tasks

Writing

Creative: essay task 1

Oral

Reading Unprepared speech

task 3 task 4

Poetry: Worldscapes 1. 2. 3. 4. 5. 6. 7. 8. subject matter & themes poetic forms diction literary devices see literature plan for details

one poem included in test 1

Literature

Novel: Things Fall Apart setting characters subject matter & themes imagery & dramatic devices

task 2 literary essay assignment

Textbook: English in Context 11/12 Resource: Handbook and Study Guide see language plan for details specific emphasis on: comprehension summary (point-form) language structures: ex-exam papers textual editing

Language

task 5 test 1


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Cycle Planning T 1


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3

4

5

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7

Tutorials


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Grade 12




Task

Writing

Creative Transactional Referential

Task 7 Exam: Paper 3

Oral

Prepared speech Response to literature

Task 8 (20)

Poetry Worldscapes 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. subject matter & themes poetic forms diction literary devices see literature plan for details

Literature

Film Study: Oral response setting characters subject matter & themes imagery & dramatic devices

Task 6 literature assignment (30 marks) Task 10 Exam: Paper 2

Textbook: English in Context 11/12 Resource: Handbook and Study Guide

see language plan for details specific emphasis on: comprehension

summary (point-form) language structures: Ex-exam papers

Language

Task 9 Test 2 Task 10 Exam: Paper 1


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Cycle Planning T 2


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2

3

4

5

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7

Tutorials


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Grade 12




Tasks

Writing

Creative Transactional Referential


Oral

Conversation & listening

Task 12

Literature

Drama: Hamlet acts: setting characters subject matter & themes imagery & dramatic devices see literature plan for details


Textbook: English in Context 11/12 Resource: Handbook and Study Guide see language plan for details specific emphasis on: comprehension summary (point-form) language structures:

Language



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Cycle Planning T 3


1

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3

4

5

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7

Tutorials


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Grade 12




Task & Date

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Cycle Planning T 4


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3

4

5

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Tutorials


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3. REMEDIAL PROGRAMME

Every subject group must compose a remedial programme: intervention, tutorials, analysis of assessment methods.

Intervention periods (educator’s help) after school. Tutorial periods (individual revision) during school hours. Jan Noodwiel – learner-tutor Differentiation – constant revision regarding assessment techniques (educators).

- 114 -

4. EXAMINATION PAPERS: FORMAT/SECTIONS/CONTENT/MARKS/T IME Please consult the most recent exemplars: Z-file Folder – WKOD Inligting vanaf 2008

EXAMINATION PAPER: GET

Grades 8 and 9 English First Additional Language

The suggested outline for the Midyear and November examination paper in Grade 8, and Midyear examination in Grade 9 is as follows:

Suggested format for the Midyear Examination paper: Grades 8 & 9

SECTION MARKS TIME

1. Comprehension (A range of texts can be used including visual and or graphic texts)

20

2. Summary (40 – 50 words) The passage should not come from the comprehension text. Length of the text: Grade 8: approximately 120 words and Grade 9: approximately 150 words.

5

A

. L

angu

age

in c

onte

xt

3. Language Language structures (words and sentences) should be assessed in context using a variety of texts.

25

50

B

. Lite

ratu

re

Any TWO of the following: novel / drama / short story / poetry Suggested question format: 1st genre: 1 contextual 15 marks 2nd genre: 1 contextual 20 marks

20

20

Grades 8 and 9: 2 hours

Suggested format for the November Examination paper: Grade 8

SECTION MARKS TIME

1. Comprehension (A range of texts can be used including visual and or graphic texts)

20

2. Summary (40 – 50 words) The passage should not come from the comprehension text. Length of the text: Grade 8: approximately 120 words and Grade 9: approximately 150 words.

10

A

. L

angu

age

in c

onte

xt

3. Language Language structures (words and sentences) should be assessed in context using a variety of texts.

30

60

B

. W

ritin

g

Transactional/Creative 20

20

Grades 8 and 9: 2 hours

Midyear Paper: Grade 8 & 9 November Paper: Grade 8 SECTION DESCRIPTION MARKS SECTION DESCRIPTION MARKS

A Language in context 50 A Language in context 60 B Literature (or as test prior) 20 B Writ ing 20

Total for examination 70 Total for examination 80

- 115 -

EXAMINATION PAPERS: FET Grades 10 and 11 English First Additional Language

The suggested outline for the Midyear and November examination papers in Grades 10 and 11 is as follows:

Suggested format for each of the examination papers:

PAPER SECTION MARKS TIME

A: Comprehension (A range of texts can be used including visual and or graphic texts)

(30)

B: Summary (60 – 70 words) The passage should not come from the comprehension text. Length of the text: Grade 10: approximately 200 words and Grade 11: approximately 230 words.

(10)

1.

Lan

guag

e in

con

text

C: Language • Language structures (words and sentences) should be assessed in context using a variety of texts. • Critical language awareness. • 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, expositions, etc. across the curriculum.

(40)

80

Grade 10 and 11: 2 hours

2. L

itera

ture

2. Literature Any TWO of the following: Novel / drama / short story (essay /contextual questions) / poetry (contextual questions on two seen poems) (Length of essay: Grade 10: 150 – 200 words and Grade 11: 200 – 250 words) (2 x 35)

(70)

70


A: One Essay - Grade 10 - 11: narrative/ descriptive/ reflective/ argumentative/ discursive (Grade 10: 150 - 200 words, Grade 11: 200 - 250 words)

(50)

B: One text – Longer Transactional text Curriculum Vitae/ Editorials/ Brochures / Written interviews/ Dialogues/ Formal and informal letters to the press/ Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations and business letters/ Friendly letters/ Magazine articles and columns/ Memoranda/ Minutes and agendas (asked as a combination)/ Newspaper articles and columns/ Obituaries/ Reports (formal and informal)/ Reviews/ Written formal and informal speeches (120 – 150 words – content only)

(30)

3. W

ritin

g

C: One text – Shorter text: (80 – 100 words) Transactional/ Reference/ Informational: Advertisements/ Diary entries/ Postcards/ Invitation cards/ Filling in forms/ Directions/ Instructions

(20)

100

Grade 10: 2 hours

11: 2½ hours

from: NCS/SAG: FAL – JAN. 2007 A�M

Midyear PAPER DESCRIPTION MARKS

1 Language in context 80 2 Literature 70 3 Writing 100

Total for examination 250

November PAPER DESCRIPTION MARKS

1 Language in context 80 2 Literature 70 3 Writing 100 4 Oral tasks 50 Total for examination 300

- 116 -

EXAMINATION PAPERS: FET Grade 12 First Additional Language

The suggested outline for the Midyear and September examination papers

as included in the Grade 12 Programme of Assessment is as follows:




(30)

B: Summary (60 – 70 words) The passage should not come from the comprehension text. Length of the text: approximately 250 words.

(10)

1. L

angu

age

in c

onte

xt

C: Language • Language structures (words and sentences) should be assessed in context using a variety of texts, e.g. pictures, advertisements, cartoons and short passages. • Critical language awareness. • 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, expositions, etc. across the curriculum.

(40)

80

2 hours

2

. Lite

ratu

re

Literature Any TWO of the following: Novel / drama / short story (essay /contextual questions) / poetry (contextual questions on two seen poems) (Length of essay: 250 - 300 words) (2 x 35)

(70)

70

2 hours

A: One Essay - Narrative / descriptive / reflective / argumentative / discursive (250 - 300 words)

(50)

B: One text – Longer Transactional text Curriculum Vitae/ Editorials/ Brochures/ Written interviews/ Dialogues/ Formal and informal letters to the press/ Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations and business letters/Friendly letters/ Magazine articles and columns/ Memoranda/ Minutes and agendas (asked as a combination)/ Newspaper articles and columns/ Obituaries/ Reports (formal and informal)/ Reviews/ Written formal and informal speeches (120 – 150 words – content only)

(30)

3. W

ritin

g

C: One text – Shorter text (80 – 100 words): Transactional/ Reference/ Informational: Advertisements/ Diary entries/ Postcards/ Invitation cards/ Filling in forms/ Directions/ Instructions

(20)

100

2½ hours

from: NCS/SAG: FAL – JAN. 2007 A�M

Midyear & September PAPER DESCRIPTION MARKS 1 Language in context 80 2 Literature 70 3 Writing 100 Total for examination 250

- 117 -

EXAMINATION PAPERS: FET Grades 10 – 11 English Home Language

The suggested outline for the Midyear and November examination papers in Grades 10 and 11 is as follows:


from: NCS/SAG: HL– JAN. 2007 A�M

Midyear PAPER DESCRIPTION MARKS



November PAPER DESCRIPTION MARKS

1 Language in context 70 2 Literature 80 3 Writing 100 4 Oral tasks 50 Total for examination 300



(30)

B: Summary (80 – 90 words) – The passage should not come from the comprehension text. Length of the text: Gr. 10: approximately 280 words and Gr. 11: approximately 320 words

(10)

1. L

angu

age

in c

onte

xt

C: Language • Language structures (words and sentences) should be assessed in context using a variety of texts. • Critical language awareness. • 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


A: Poetry - Seen (contextual questions / essay questions from four seen poems of which two must be answered.) and unseen (contextual questions) (Seen = 20; Unseen = 10) (Length of the essay type questions: Gr. 10: 150 - 200 words, Gr. 11: 200 – 250 words).

(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. (Length of essay: Gr. 10: 300-350 words, Gr. 11: 350 – 400 words)

(25)

80

Grade 10: 2 hours

11: 2½ hours

A: Essay – One essay Narrative / descriptive / reflective / argumentative / discursive / expository (Grade 10: 300 - 350 words; Grade 11: 350 – 400 words)

(50)

B: One text – Longer Transactional text: Curriculum Vitae/ Editorials/ Brochures/ Written interviews/ Dialogues/ Formal and informal letters to the press/ Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations and business letters/ Friendly letters/ Magazine articles and columns/ Memoranda/ Minutes and agendas (asked as a combination)/ Newspaper articles and columns/ Obituaries/ Reports (formal and informal)/ Reviews/ Written formal and informal Speeches (180 – 200 words – content only)

(30)

3. W

ritin

g

C: One text – Shorter text: (100 – 120 words) Transactional/ Reference/ Informational: Advertisements/ Diary entries/ Postcards/ Invitation cards/ Filling in forms/ Directions/ Instructions/ Flyers/ Posters

(20)

100

Grade 10: 2 hours

11: 2½ hours

- 118 -

EXAMINATIONS: FET Grade 12 English Home Language

The suggested outline for the Midyear and September examination papers

as included in the Grade 12 Programme of Assessment is as follows:


from: NCS/SAG: HL – JAN. 2007 A�M

Midyear & September PAPER DESCRIPTION MARKS





(30)

B: Summary (80 – 90 words) – The passage should not come from the comprehension text. Length of the text approximately 350 words.

(10)

1.

Lan

guag

e in

con

text

C: Language • Language structures (words and sentences) should be assessed in context using a variety of texts, e.g. pictures, advertisements, cartoons and short passages. • Critical language awareness. • 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 (contextual questions / essay questions from four seen poems of which two must be answered.) and unseen (contextual / essay questions) (Seen = 20; Unseen = 10) (Length of the essay type questions: 250 – 300 words).

(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. (Length of essay: 400 – 450 words)

(25)

80

2½ hours

A: Essay – One essay Narrative / descriptive / reflective / argumentative / discursive / expository (400 - 450 words)

(50)

B: One text – Longer Transactional text: Curriculum Vitae/ Editorials/ Brochures/ Written Interviews/ Dialogues/ Formal and informal letters to the press/ Formal letters of application, request, complaint, sympathy, invitation, thanks, congratulations and business letters/ Friendly letters/ Magazine articles and columns/ Memoranda/ Minutes and agendas (asked as a combination)/ Newspaper articles and columns/ Obituaries/ Reports (formal and informal)/ Reviews/ Written formal and informal Speeches (180 – 200 words – content only)

(30)

3. W

ritin

g

C: One text – Shorter text: (100 – 120 words) Transactional/ Reference/ Informational: Advertisements/ Diary entries/ Postcards / Invitation cards/ Filling in forms / Directions/ Instructions/ Flyers/ Posters

(20)

100

2½ hours

- 119 -

5. ASSESSMENT: MARK COMPILATION AND RECORDING

Internal JvR Mark sheets grade 8 - 12

The following needs to be indicated on the mark sheets for reference purposes:

o Assessment description: tasks, projects, tutorials, tests, examinations, etc. o Marks: totals of specific assessments (as indicated on the task instruction sheet). o Weighting: weight percentage of every individual task for the term/year mark. o Pass percentage

GRADE 8 First Additional Language

DASS KOMPONENTE VAN VAK (MET GEWIGTE) PER KWARTAAL HOËRSKOOL JAN VAN

RIEBEECK 2008 KW ARTAAL 1 KW ARTAAL 2

PUNTELYS

Graad: 8

Vak:

Assessering beskrywing :

T1

W rit.

T2 Lang. Lit.

T3 Inv. Task W rit .

T3 Inv. Task Oral

T4 Lit. Test

T4 Lang. Exam

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 30 10 20 50

Opvoeder:

GE

WIG

(%

)

K1 30 80

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING KW ARTAAL 1 KW ARTAAL 2 KW ARTAAL 3 KW ARTAAL 4

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 100

DASS KOMPONENTE VAN VAK (MET GEWIGTE) PER KWARTAAL

KW ARTAAL 3 KW ARTAAL 4 (JAAR)

Assessering beskrywing:

T5 Oral

T5 Oral

T6 Lit. Test

T6 Lang. Test

T7

Oral Lit.

T8 W rit. Test

T8 Lang . Exam

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 20 20 60 0.0

K3 10 10 20 50 0.0

Punte: 0 0

- 120 -




PUNTELYS

Graad: 9

Vak:


T1

W rit.

T2 Lang. Lit.

T3 Inv. Task W rit .

T3 Inv. Task Oral

T4 Lit. Test

T4 Lang. Exam

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 30 10 20 50 0.0

Opvoeder: GE

WIG

(%

)

K1 30 80

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING

KW ARTAAL 1 KW ARTAAL 2 KW ARTAAL 3 KW ARTAAL 4

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 100

DASS KOMPONENTE VAN VAK (MET GEWIGTE) PER KWARTAAL KW ARTAAL 3 KW ARTAAL 4 (JAAR)


T5 Oral

T5 Oral

T6 Lit. Test

T6 Lang. Test

C T A

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 0.0

K3 10 10 20 50 0.0

Punte: 0 0

- 121 -




PUNTELYS

Graad: 10

Vak:


Task 1

Task 2

Task 3

Task 4

Task 5

P3 Writ.

Task 6

Oral

Task 7

P2 Lit.

Task 8

P1 Lang

.

Vlak Kode: Datum:

Kw

arta

alb

T

otaa

l

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 100 10 70 80 0.0

Opvoeder: GE

WIG

(%

)

K1 30 35 10 45

Min. Slaag %:

Punte: 0 0


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 0

DASS KOMPONENTE VAN VAK (MET GEWIGTE) PER KWARTAAL KW ARTAAL 3 KW ARTAAL 4 (JAAR)


Task 9

Oral

Task 10 Lit.

Task 11

Oral

Task 12

Test

Task 13

Oral

Task 14 P3

Writ.

Task 15 P2 Lit.

Task 16 P1

Lang.

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 10 100 70 80 0.0

K3 10 35 10 45 0.0

Punte: 0 0

- 122 -

GRAAD 11 First Additional Language



PUNTELYS

Graad: 11

Vak:


Task

1 Task

2 Task

3 Task

4

Task 5

P3 Writ.

Task 6

Oral

Task 7

P2 Lit.

Task 8

P1 Lang.

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 100 10 70 80 0.0

Opvoeder: GE

WIG

(%

)

K1 30 35 10 45

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 0




Task 9

Oral

Task 10 Lit.

Task 11

Oral

Task 12

Test

Task 13

Oral

Task 14 P3

Writ.

Task 15 P2 Lit.

Task 16 P1

Lang.

l

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 10 100 70 80 0.0

K3 10 35 10 45 0.0

Punte: 0 0

- 123 -

GRAAD 12 First Additional Language



PUNTELYS

Graad: 12

Vak:


Task 1

Writ.

Task 2

Lit.

Task 3

Oral

Task 4

Oral

Task 5

Test

Task 6 & 9 Lit & Lang.

Task 7

P3 Writ.

Task 8

Oral

Task 10 P2 Lit.

Task 10 P1

Lang.

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 55 100 20 80 70 0.0

Opvoeder:

GE

WIG

(%

)

K1 20 35 10 10 40

Min. Slaag %:

Punte: 0 0


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 0




Task 11 P3

Writ.

Task 12

Oral

Task 13 P2 Lit.

Task 14 P1

Lang.

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 0.0

K3 100 10 70 80 0.0

Punte: 0 0

- 124 -

GRADE 10 Home Language



PUNTELYS

Graad: 10

Vak:


Task

1 Task

2 Task

3 Task

4

Task 5

P3 Writ.

Task 6

Oral

Task 7

P2 Lit.

Task 8

P1 Lang.

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 100 20 80 70 0.0

Opvoeder: GE

WIG

(%

)

K1 50 25 20 50

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

0 0 0 0




Task 9

Oral

Task 10 Lit.

Task 11

Oral

Task 12

Test

Task 13

Oral

Task 14 P3

Writ.

Task 15 P2 Lit.

Task 16 P1

Lang.

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 20 100 80 70 0.0

K3 20 25 20 50 0.0

Punte: 0 0

- 125 -

GRAAD 11 Home Language



PUNTELYS

Graad: 11

Vak:


Task

1 Task

2 Task

3 Task

4

Task 5

P3 Writ.

Task 6

Oral

Task 7

P2 Lit.

Task 8

P1 Lang.

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 100 20 80 70 0.0

Opvoeder: GE

WIG

(%

)

K1 50 25 20 50

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 0




Task 9

Oral

Task 10 Lit.

Task 11

Oral

Task 12

Test

Task 13

Oral

Task 14 P3

Writ.

Task 15 P2 Lit.

Task 16 P1

Lang.

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 20 100 80 70 0.0

K3 20 25 20 50 0.0

Punte: 0 0

- 126 -

GRAAD 12 Home Language



PUNTELYS

Graad: 12

Vak:


Task 1

Writ.

Task 2

Lit.

Task 3

Oral

Task 4

Oral

Task 5

Test

Task 6 & 9 Lit & Lang.

Task 7

P3 Writ.

Task 8

Oral

Task 10 P2 Lit.

Task 10 P1

Lang.

Vlak Kode: Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

Sleutel: K4

Tipe: K3

Kwartaal: K2 60 100 20 80 70 0.0

Opvoeder: GE

WIG

(%

)

K1 30 30 10 10 70

Min. Slaag %:

Punte: 0 0

PUNTE OPSOMMING


FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

FIN

ALE

PU

NT

FIN

ALE

PE

RS

EN

TA

SIE

KO

DE

100 100 100 0




Task 11 P3

Writ.

Task 12

Oral

Task 13 P2 Lit.

Task 14 P1

Lang.

Datum:

Kw

arta

al

Tot

aal

Kw

arta

al

Tot

aal

K4 0.0

K3 100 10 80 70 0.0

Punte: 0 0

- 127 -

Assessments: Departmental Recording (WCED)

Information about: Grades where departmental mark recording is required Record lists where available. Assessments – how they differ/not differ from internal records.

Departmental Record Sheets Grade 9 Record Summary Sheets : Grade 10 – 12 Record Summary Sheets: 2008 FET Mark Sheets CD 3 (choose rev. versions)

Internal calculation Please be advised that each composite term mark (terms 1 – 3) operates as an independent unit. None of a term’s mark is included in the following composite term mark.

The 4th term mark differs – see explanations: year plans (revised)

Assessment Problems: Learners

Absenteeism

Absent with medical certificate/parent’s letter/principal’s permission • Supervised assignment – use mark of similar, previous assessment but compare class

averages and adjust accordingly. Keep record of such marks. • Unsupervised work – to be handed in later; preferably no longer than a week’s grace. • Exam (FET more than one paper) – ‘onvoltooid’ (consult subject head)

Exam (GET) – use CASS mark (consult subject head)

Absent without an acceptable reason: allocate 0

Failure to hand in work on time or not at all

40% deduction if due date missed for no good reason; 0 if no response at all

Learner arriving during the year

Changing from HL to FAL (only possible at end of first term): Use HL marks unchanged

New learner during the year: Try to obtain portfolio and/or report and use marks from work that is apt. Have some missed work done if possible. Double up certain marks achieved at JvR for departmental calculation. A�M

- 128 -

6. GUIDELINES

6.1 Marking Guideline: Test & Exam Scripts (Language & Literature Papers)

(based on criteria and procedure adhered to by external markers) Correct ticks:

One tick for 1 mark; two ticks for two marks, et cetera.

Place a tick where the mark is earned – tick the word or phrase that earns the mark!

Totals:

The total for each question must be written in the right margin.

These totals/marks are then added and the mark for the section is written next to the question/section number at the left side of the page and put a circle around the total. (If a learner has not drawn a line at the end of a main question/section, draw a red line under it.)

Scripts that may be externally moderated (e.g. Grade 11 Nov. papers 1 and 3)

Indicate all errors of spelling and punctuation – merely draw a line underneath these errors.

Indicate each question/section total on cover sheet.

Place scripts in merit order: A – H .

How to mark questions with specific instructions.

Question with style mark (e.g. 2+1) : Any error and learner loses the mark. Only consider style mark if answer has achieved full content mark. Also lose the mark if answer is too wordy. Indicate style mark: + √ s or + 0 s .

Questions with instructions: use your own words. Lifting whole section or most of the section = 0 Indicate lifting: place an L above or next to place(s) where lifted.

Questions with instructions: write a complete sentence. A non-sentence receives no mark. Indicate: x NS

Link questions (e.g. 1.1.1 and 1.1.2 where the latter answer justifies the choice of the former response): if 1.1.1 is incorrect, 1.1.2 is not considered at all – indicate this by linking the two numbers by means of a half-circle.

Questions demanding yes/no or true/false and a justification or quotation: If yes/no or true/false is incorrect, disregard the rest of the answer.

Question where one word is required: Only first word qualifies if response consists of more than one word.

(continued on page 73)

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Point-form summary marking: some general marking rules

Each point must be a complete sentence. If not, indicate x NS (even if content is correct = 0)

Each sentence is to focus on one point. If compound sentence, focus only on first clause and indicate end of f irst clause with a double slash (//). Ignore second clause.

Each sentence may not exceed word limit. If it does, indicate x W. (even if content correct = 0)

If excessive lifting from text but sentence&content correct, give mark but indicate as follows: √ L

Example of a calculation for a 10 mark question: Indicate mark under summary: e.g.

C 5 – 2 L = 3

S 3 – 2 Gr = 1

Content mark: 7 – give 1 mark per point 0 for NS (non-sentence) 0 for W (too many words) up to -3 marks for L from content mark (-1 per sentence with lifting) -1 from content mark if format incorrect, e.g. sentences not below the other Style mark: 3 – deduct no more than 3 marks: -1 per different grammar/spelling/punctuation error.

○4

A�M Marking and Assessment: Writing Pieces

Internal moderation requirements and external moderation of assessed writing requires us to adhere to a more uniform marking and assessment policy.

This requires from us: * To use the most recent departmental grids or own agreed upon rubrics. * To employ a uniform recording of assessment on learners’ scripts.

* To adhere to a uniform procedure of marking.

Grids/Rubrics: Use the most recent departmental grids or own agreed upon rubrics. All English educators should use the grids/rubrics decided upon (even though we rely mostly on our intangible, internal ‘grubrics’.) Reason: * To standardize assessment. * To adapt to new standards set. * To be able to justify the mark allocation to others (learners and moderators) by means of a tangible rubric code.

Educator’s assessment on learner’s script:

Please indicate: e.g. C 2 + L 3 = 27/40 , and at least a brief commentary. (Content code no. + Language code no. of grid)

Educator’s choice: Issue learners with copies of grids used (to be pasted into workbook). Clarify grid codes when returning scripts.

Marking (error indication and/or content comments) of writing piece:

At least the first 1/3 of writing piece – error indication Use a simple code familiar to your learners.

X on word = spelling O around place = punctuation NS in margin = not a sentence _______ = incorrect grammar - - - - - - = inappropriate word/expression // = paragraph, # = no paragraph

C = content not apt / confusing

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6.2 Setting and Moderation Guideline: Test and Examination Papers

Setting – please ensure that the following criteria are met:

• Validity of content and skills – please consult with colleague(s) on work to be assessed

• Question scaffolding (per section):

simple/basic: 20 – 30 % moderate: 40 – 50 % challenging/higher order: 20 – 30 %

• Differentiation of cognitive levels:

low – conceptual knowledge: 30 – 40 % medium – comprehension and application: 40 – 50 % high – analysis, evaluation and synthesis: 15 – 30 % (variations according to subject and subject matter)

• Different forms of questions:

e.g. multiple choice, matching, cloze procedure, true or false, quote to prove, find, open-ended questions, contextual questions: explain/ paraphrase/in your own words state /provide evidence/how do you know/why/when/who/where/ et cetera

• Suitability of the questions for the grade • Appropriate language register for the grade • Questions and instructions are clear and unambiguous – simple accessible language • Technical layout is learner-friendly • Questions are based on a text (written or visual) or placed into a context • Avoid focusing on exceptions, repetitive forms of questioning, questioning a skill repetitively • Examinations: layout, section division, contents, mark allocation and time – consult NCS SAG

Useful Demonstration Verbs for

Developing Enablers and High-level Outcomes

conceptual reasoning knowledge/ recall

comprehension/ understanding

application analysis synthesis evaluation

define describe identify label locate name recognize select state

compare define describe distinguish explain generalize illustrate infer interpret match paraphrase restate select summarise

adapt compute discover draw gather graph modify operate prepare revise show solve survey use

categorise classify compare contrast decipher deduce differentiate distinguish explain generalize infer predict relate solve

combine compose create depict design develop incorporate integrate invent organize plan predict produce structure

appraise critique decide evaluate judge justify recommend

A�M

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Moderation – please adhere to the following procedure.

Examiner: Provide colleague(s) and subject head with a copy each of proposed question paper & memorandum and a moderation form.

Please submit Question Papers at least three days prior to writing date/due date.

Moderator: Moderated question papers and Moderation Form should be returned the following day so that any necessary adjustments can be made.

Question papers with considerable adjustments need to be re-submitted and ‘re-moderated’.

If satisfied with question paper, the cover sheet is to be signed.

Examiner: Keep returned Moderation Form in educator’s portfolio. The same form needs to be submitted with scripts that are to be moderated.

Internal Moderation of Scripts:

Preferably 10 % or at least one per symbol. Sign moderated learner scripts but do not indicate changes on learner’s scripts – changes are only to be indicated on the Moderation Form. Problems/queries are to be brought to the attention of the Subject Head.) Internal Moderation for External Exam Papers (e.g. Grade 11): abide by departmental instructions once received for 2008.

RUBRICS (Separate Booklet) ** Rubrics to be used by all (the most recent departmental ones) * Rubrics to be adjusted according to specific requirements

Phase Kind of Rubric GET: First Additional Language ** Creative writing ** Functional writing

Departmental rubrics

* Collage/Advertisement * Investigation task Oral – listening Oral – prepared presentation Oral - reading

Departmental rubrics if available

FET: First Additional Language ** Creative writing ** Transactional – short text ** Informational/reference – very short text ** Literary essay ** Oral – listening ** Oral – prepared presentation ** Oral - reading


FET: Home Language ** Creative writing ** Transactional – short text ** Informational/reference – very short text ** Literary essay ** Oral – listening ** Oral – prepared presentation ** Oral - reading


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Internal Moderation Checklist 2008 Grade: ……. Section: …….

Subject/Learning Area: English First Additional □ English Home Language □ Cass Item: Examination □ Test □ Assignment □ Project □ Item Details: ____________________________________ Date: _____________

Hoërskool Jan van Riebeeck

Name(s) of educators: ………………………………… Name(s) of moderators: ………………………………

A. QUESTION PAPER (EXAM/TES T/ASSIGNMENT/PROJECT) & MARKING INSTRUMENT Alignments and Requirements Yes No Comment

SAG alignment: T ime allocation Mark allocation correct

1.

Number of questions Curriculum alignment: Learning Outcomes

2.

Assessments Blooms Taxonomy (Cognitive Level) alignment: Analysis, Evaluation & Synthesis: ± 15% Comprehension & Application: ± 45%

3.

Conceptual Knowledge: ± 40% General: esp. tests and exams Assessment standards/content – WCED requirement Questions – scaffolding, type & form variety Instructions and questions – clarity Language usage appropriate to subject/ability of learner Questions phrased clearly and unambiguously. Fairness and validity

4. .

Technical Layout/Quality of paper is learner-friendly Assessment instruments (memorandum/rubric) Instructions for evaluation of learners’ responses clear Model answers Mark allocation criteria clear

5.

Layout – typed and neatly presented Changes required/Comment:

Moderator’s signature: ……………………………… Date: ………………………….

B. MODERATION OF SCRIPTS/LEARNERS’ WORK Please moderate accurate number and sample of learner’s work/scripts – approx. 10 %. Number of learners as a whole (class/grade): Average Percentage/Mark: SCRIPT MODERATION Marker must please indicate class average:

No Learner’s Name Actual Mark

Mod. Mark No Learner’s Name Actual

Mark Mod. Mark

1 6 2 7 3 8 4 9 5 10

Marking according to memorandum/marking instrument is satisfactory – yes / no. Changes required : Moderator’s signature: ………………………………… Date: …………………

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6.3 WRITING GUIDELINE

Writing: Required Length of Pieces (words)

• Internal policy on shorter pieces: combo writing assignments (2 or 3 very short pieces = 1 piece) owing to:

need to cover as many genres as possible. the length requirements for shorter texts being unsuitable for some assignments/genre. Example of a combo writ ing assignment (short piece length requirement 120 words): advert (20 words) link dialogue with salesperson (60 words) link instructions re. purchase (40 words

GET (FAL) Grade 8 Grade 9 Writ ing Creative: long - essay 300 300 Creative: short* 100 100 Functional: short 100 100 IV task Investigation task: series of mini-tasks 200 200 Literature Literary essay 80 - 100 100 - 150 * can be a ‘combo’.

FET Grade 10 Grade 11 Grade 12 First Additional Language Writ ing Essay 150 - 200 200 - 250 250 - 300 Longer transactional text 120 - 150 120 - 150 120 - 150 Shorter texts trans./ref./info.)* 80 - 100 80 - 100 80 - 100 Literature Literary essay 150 - 200 200 - 250 250 - 300 Home Language Writ ing Essay 300 - 350 350 - 400 400 - 450 Longer transactional text 180 - 200 180 - 200 180 - 200 Shorter texts (trans./ref./info.)* 100 - 120 100 - 120 100 - 120 Literature Literary essay 300 - 350 350 - 400 400 - 450 * can be a ‘combo’. info. from NCS/SAG Jan. 2007 A�M

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6.4 ORAL GUIDELINE Oral Assessment in Grade 8 and 9 (GET)

The marks accumulated in the oral tasks throughout the year make up 25 marks of the 100 CASS mark (the latter being converted to 75). *In order to have a correct weighting of marks for each term report mark, each term oral assessment(s) is to be converted to 25 marks. (*A�M)

Reading 10 prepared and unprepared passages: fi ction & non-fiction formal/prepared 10 speech/report/presentation

Speaking informal/unprepared 10 speech/presentation/conversation/ forum discussion/ et cetera

Listening 10 text based comprehension, resp. to questions and other speakers’ comments Role-play 10 dramatisation/interview/demonstration/radio or television broadcast

Total: 50 converted to 25 50 Oral Assessment in Grade 10, 11 and 12 (HL & FAL) *SAG 2008

The marks accumulated in the oral tasks throughout the year constitute Paper 4 and make up 50 of the 300 marks in the internal/external end-of-year assessment as indicated below. The suggested details for the oral tasks which are administered during the year are as follows: Paper 4: MARK DETAILS O rals: Orals will be internally set, internally assessed and moderated internally and/or externally.

• Reading 10 reading with understanding – various genre • Speaking 10 prepared speech / unprepared speech / conversation / interview/ debate • Listening 10 text based comprehension, response to questions and other speakers’ comments • Response to Literature 20 film study / folklore / essay / autobiography / biography Total: 50

N.B.Grade 12 Oral Marks: internal moderation required

Oral Portfolio Requirements: Grade 10 – 12

S torage suggestions: I suggest we have learners transfer their oral portfolio work at the end of the year (e.g. grade 10) to their following year’s portfolio (e.g. grade 11) oral section, and so on. To have a separate portfolio, as suggested by our subject advisor, is too cumbersome for the learners and educators. Number of reading books (fiction and non-fiction): The number of books to be read is unreasonably high (e.g. 30 for FAL). I suggest we urge our learners to have read at least 15 books by the end of Grade 12. Oral Reading & Oral Task Record – please find a copy in section: Forms

© A�M

1 Reading list (learner’s own reading) 2. Record of all prepared, formal speeches/presentations/reports

(notes/cue cards/illustrations/et cetera) 3. Any other oral work evidence available

(e.g. listening skill comprehension/reading article/oral response to literature/ et cetera)

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6.5 LITERATURE GUIDELINE

Contextuals: please see marking guideline and setting guideline.

Literary ‘essay’ assignments:

Conventional literary essay – a priority should be to develop the skill of writing such essays.

Unconventional literary ‘essays’ – do not hesitate to be innovative, e.g. collage of writing genres/ pamphlet concept/magazine page/web-site/et cetera. A�M

GET: Although not prescribed, do not hesitate to teach learners to write short literary essays. Assessments can be included in the Response to Texts literature section.

FET Grade 10 Grade 11 Grade 12 First Additional Language Literary essay 150 – 200 200 – 250 250 – 300 Home Language Literary essay 300 – 350 350 – 400 400 – 450 info. from NCS/SAG Jan. 2007

6.6 FILM STUDY (FET) GUIDELINE

FET Assessment:

Type of assessment: Oral Response to Literature

Mark allocation: 20 marks (First Additional Language and Home Language) Prescribed Film List:

Please refer to prescribed list (too lengthy to include here) Other Option Examples:

Learner’s own choice of film Television serial

Aspects to be covered and assessed:

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7. ADMINISTRATION

SETTING & DATES OF TESTS, EXAMS, LITERATURE & WRITI NG

Setting Responsibility (Educators): Writing, Literary Assignments, Tests and Exams

Writing Exams 2008 1st 2nd

Literary Assign.

Test Paper 1 Paper 2 Paper 3

Other

TERM 1 Grade 8 FAL n/a n/a n/a n/a IV task: Grade 9 FAL n/a n/a n/a n/a IV task: AM Grade 10 FAL n/a n/a n/a Grade 11 FAL n/a n/a n/a Grade 12 FAL n/a n/a n/a Grade 10 HL AM AM AM AM AM AM AM Grade 11 HL AM AM AM AM AM AM AM Grade 12 HL AM AM AM AM AM AM AM TERM 2 Grade 8 FAL n/a n/a n/a Grade 9 FAL n/a n/a n/a Grade 10 FAL Grade 11 FAL Grade 12 FAL Grade 10 HL AM AM AM AM AM AM AM Grade 11 HL AM AM AM AM AM AM AM Grade 12 HL AM AM AM AM AM AM AM TERM 3 Grade 8 FAL n/a n/a n/a n/a Grade 9 FAL n/a n/a n/a n/a Grade 10 FAL n/a n/a n/a Grade 11 FAL n/a n/a n/a Grade 12 FAL Grade 10 HL AM AM AM AM AM AM AM Grade 11 HL AM AM AM AM AM AM AM Grade 12 HL AM AM AM AM AM AM AM TERM 4 Grade 8 FAL n/a n/a n/a Grade 9 FAL n/a - GTA AM Int. ex.

Grade 10 FAL Grade 11 FAL n/a-ext. n/a-ext. Grade 12 FAL n/a-ext.

Grade 10 HL AM AM AM AM AM AM AM Grade 11 HL AM AM AM AM n/a-ext. n/a-ext. Grade 12 HL n/a-ext. Abbreviations: AM: Astrid Mauermann JP: Jeanne Potgieter HM: Hein Mönnig LG: Louise Grundlingh IV task: Investigation task GTA: Common Tasks for Assessment Int.ex.: Internal exam

Summary of work (setting) allocation:

AM JP HM LG

Writing

Literature assign.

Tests

Paper 1

Paper 2

Exa

ms

Paper 3

Other

- 137 -

Number of Learners per Class and Grade and Educator Allocation

First Additional Language Grade 8 Ed. Grade 9 Ed. Grade 10 Ed. Grade 11 Ed. Grade 12 Ed.

H

J

V

R

Total

Home Language: A Mauermann Grade 10 Grade 11 Grade 12

H

J

V

R

Total

Names of Learners with Special Needs Grade First Additional Language Home Language

- 138 -

Stationery Requirements

English First Additional Language: GET (Grade 8 & 9) Grade 8 Grade 9

Portfolio flip file flip file

Language Literature A 4 hard cover (96 pages) A 4 hard cover (96 pages)

Other

English First Additional Language: FET (Grade 10 – 12) Grade 10 Grade 11 Grade 12 Portfolio flip file flip file flip file

Language A 4 hard cover (96 pages) A 4 hard cover (96 pages) A4 soft cover

Literature A 4 hard cover (96 pages) A 4 hard cover (96 pages) A4 soft cover

Other

English Home Language: FET (grade 10 – 12) Grade 10 Grade 11 Grade 12

Portfolio flip file flip file Flip file

Language A4 hard cover (96 pages) A4 hard cover (96 pages) A4 soft cover

Literature A4 hard cover (96 pages) A4 hard cover (96 pages) A4 soft cover: poetry

A4 soft cover: novel

A4 soft cover: drama

Other

- 139 -

Prescribed Booklist (Language and Literature) All Grades – ordered for 2008

Grade Book World Class grade 8 (language book to be supplied ISBN 0636040763) Charlie and the Chocolate Factory (novel ISBN 0141300304)

8

The play of the Goalkeeper’s revenge World Class grade 9 (language book to be supplied ISBN 0636044386) The Wave (novel ISBN 0435123785) Reading for Enjoyment (ISBN 0195704118)

9 English Handbook and Study Guide (ISBN 06203258360)

Textures Grade 10 (language book to be supplied ISBN 0636029026) People are living there (drama ISBN 0195703324) After the first death (novel) Lord of the Flies (novel ISBN 0571056865)

10 Home Language (1ste taal)

English Handbook and Study Guide (ISBN 06203258360) World Class grade 10 (language book to be supplied ISBN0636064379) People are living there (drama ISBN 0195703324) After the first death (novel)

10 First Additional Lang. (2de taal)

English Handbook and Study Guide (ISBN 06203258360) Textures Grade 11/12 (language book to be supplied ISBN 00636044378) Macbeth - Stratford edition (drama ISBN 06223011506) Animal Farm (novel ISBN 0636059367) Worldscapes (poetry anthology ISBN 0195714571)


English Handbook and Study Guide (ISBN 06203258360) World Class grade 11/12 (lang. book to be supplied ISBN 0636042642) “Master Harold” and the Boys (drama ISBN0620325836) Animal Farm (novel ISBN 0636059367))

11 First Additional Lang. (2de taal)

English Handbook and Study Guide (ISBN 06203258360) Hamlet – Stratford edition (drama ISBN 0636004716) Hamlet in Modern English (ISBN 0620311347) Things Fall Apart (novel ISBN 0435121626) Worldscapes (poetry anthology ISBN 0195714571)


English Handbook and Study Guide (ISBN 06203258360) Transitions: half a century of S.A. short stories (ISBN 108685904808) 12

First Additional Lang. (2de taal)

English Handbook and Study Guide (ISBN 06203258360)

Please note: 10 Home Lang. & First Add. Lang. and 11 & 12 First Add. Lang.

Worldscapes (poetry anthology ISBN 0195714571) Since copies of the prescribed poems will be made available, there is no need to purchase this book.

- 140 -

English Educators’ Timetables

- 141 -

- 142 -

English Department Subject Meeting Record (2008)

JvR

Date: Educators:

Date: Educators:

Date: Educators:

Date: Educators:

- 143 -


JvR

Date: Educators:

Date: Educators:

Date: Educators:

Date: Educators:

- 144 -


JvR

Date: Educators:

Date: Educators:

Date: Educators:

Date: Educators:

- 145 -


JvR

Date: Educators:

Date: Educators:

Date: Educators:

Date: Educators:

- 146 -

2008 ENGLISH MEETINGS EMDC CENTRAL

Navrae

Enquiries

Imibuzo

F. HAFFEJEE 021 659 4337

083 2519935 S. RAYNERS

021 659 4336 083 2519952

Grade Venue Date Brief agenda What to bring

Head of Language

Department & Subject Head Gr 8 - 12

Cape Town

Teacher’s Centre Meetings start at

15:00 – 17:00

29 Jan. Managing the English Language

Department

• Learning area guidelines

• School’s Internal

Moderation Policy • School’s Prog. of

Assessment

• Subject Framew ork FET & GET

NB! FLASH DRIVE to copy updated information

Gr. 10 & 11

Gr. 12 Gr. 7 Gr. 8 & 9

Cape Town

Teacher’s Centre Meetings start at

15:00 – 17:00

30 Jan.

31 Jan. 11 Feb. 12 Feb.

Standard Setting Feedback from 2007 Minimum portfolio requirements Pace setters

Classwork

Learning area guidelines

Educator portfolios

NB! FLASH DRIVE to copy updated information.

Gr. 12 Cluster 1,2 & 3 Cluster 4,5 & 6

Gr.10 & 11 Cluster 1,2 & 3

Cluster 4,5 & 6 Gr. 8 & 9 Cluster 1,2 & 3

Cluster 4,5 & 6 Gr 7 Cluster 1,2 & 3

Cluster 4,5 & 6

Cape Town Teachers Centre Meetings start at

15:00 – 17:00

18 Feb. 20 Feb

21 Feb.

25 Feb. 03 March

04 March 05 March

06 March

Monitoring Planning 1. Subject Framework,

2. Work Schedule and 3. Lesson plans for 1st term

� Educator portfolios for verification of planning

� Assessment programmes

(dates) � 1st Internal moderators

report w.r.t planning

Gr. 11 Cluster 1 & 2

Grade 11 Cluster 3 & 4 Grade 11

Cluster 5 & 6

Cape Town Teachers

Centre Meetings start at

15:00

06 May

07 May

08 May

Moderation Cluster 2 Tasks 1, 2, 4 and 6

Verification of approx. 50% of learners portfolio. Selection for final moderation.

� Educator portfolios and tasks done.

� 15% of learner portfolios. � Standardised mark sheets,

Gr. 10 Cluster 1 & 2 Grade 10

Cluster 3 & 4 Grade 10

Cluster 5 & 6

Cape Town Teachers

Centre Meetings start at

15:00

12 May

13 May

14 May

Moderation Cluster 2 Tasks 1, 2, 4and 6 Verification of approx. 50% of

learners portfolio. Selection for final moderation.

� Educator portfolios and tasks done.

� 15% of learner portfolios.

� Standardised mark sheets,

Gr. 8

Cluster 1 & 2 Grade 8

Cluster 3 & 4 Grade 8 Cluster 5 & 6

Cape Town

Teachers Centre Meetings start at

15:00

22 July

23 July 24 July

Moderation Cluster 2 Investigation Task plus 3 other tasks Verification of 70% of learners

portfolio. Selection for final moderation.

� Educator portfolios and

tasks done. � 15% of learner portfolios.

� Standardised mark sheets,

Gr. 12


Grade 12 Cluster 5 & 6

Cape Town


15:00

26 Aug 27 Aug

28 Aug

Moderation Cluster 2 Tasks 1, 2 , 6 and 7 Verification of 70% of learners portfolio. Selection for final

moderation.


tasks done. � 15% of learner portfolios. � Standardised mark sheets,

Gr. 9


Grade 9 Cluster 5 & 6

Cape Town


15:00

02 Sept 03 Sept

04 Sept

Moderation Cluster 2 Investigation Task plus 2 other tasks Verification of 70% of learners

portfolio. Selection for final moderation.


tasks done. � 15% of learner portfolios. � Standardised mark sheets,

Grades 8 to 12

Cape Town Teachers

Centre Meetings start -

11:00

Check

2008 EMDC

Moderation Calendar

GET:-13 Oct –13 Nov

Final Moderation Educator portfolios and

selected learner portfolios. Grade mark sheets.

- 147 -

Cluster Meetings: Dates, Grades and Arrangements

Date Grade Arrangement/Information

Moderation: Dates, Grades and Arrangements

Date Grade Arrangement/Information Other:

- 148 -

7. FORMS

Forms that can be photocopied 1. Exam/Test/Assignment Cover Sheet 2. Moderation Form 3. Oral Reading And Task Record Form (Grades 10 – 12) 4. Portfolio Coversheet – All Grades

- 149 -

Examiner: Moderator: Signature: Date:

Hoërskool

Jan van Riebeeck

Grade: Date: Subject: Test: Examination Paper: Marks: Time:

Class: H J V R Name of learner:

Date:

Mark achieved: (%): Examiner’s signature:

Total: Symbol: Parent’s signature:

Question Sub-total Mark mod. Comment:

1 2 3 4 5 Intervention: 6 7 8

Moderator’s signature:

General Instructions

1. Attach it to your script as your first page. 2. Draw a 1½ cm margin on the right-hand side of each answer sheet. 3. Answer the questions in the sequence in which they appear on your question paper

and number your questions exactly as on the question paper. 4. Start every response on a new page. 5. Draw a line under each main question or section. 6. Only blue or black ink is permitted. 7. Write neatly and legibly. The use of correction fluid is unacceptable. 8. The reverse side of this cover sheet is to be used for any rough work and/or

calculations.

Subject-specific Information and Instructions

- 150 -

Internal Moderation Checklist 2008 Grade: ……. Section: …….

Subject/Learning Area: English First Additional □ English Home Language □ Cass Item: Examination □ Test □ Assignment □ Project □ Item Details: ____________________________________ Date: _____________

Hoërskool Jan van Riebeeck

Name(s) of educators: ………………………………… Name(s) of moderators: ………………………………

A. QUESTION PAPER (EXAM/TES T/ASSIGNMENT/PROJECT) & MARKING INSTRUMENT Alignments and Requirements Yes No Comment

SAG alignment: T ime allocation Mark allocation correct

1.

Number of questions Curriculum alignment: Learning Outcomes

2.

Assessments Blooms Taxonomy (Cognitive Level) alignment: Analysis, Evaluation & Synthesis: ± 15% Comprehension & Application: ± 45%

3.

Conceptual Knowledge: ± 40% General: esp. tests and exams Assessment standards/content – WCED requirement Questions – scaffolding, type & form variety Instructions and questions – clarity Language usage appropriate to subject/ability of learner Questions phrased clearly and unambiguously. Fairness and validity

4. .

Technical Layout/Quality of paper is learner-friendly Assessment instruments (memorandum/rubric) Instructions for evaluation of learners’ responses clear Model answers Mark allocation criteria clear

5.

Layout – typed and neatly presented Changes required/Comment:

Moderator’s signature: ……………………………… Date: ………………………….

B. MODERATION OF SCRIPTS/LEARNERS’ WORK Please moderate accurate number and sample of learner’s work/scripts – approx. 10 %. Number of learners as a whole (class/grade): Average Percentage/Mark: SCRIPT MODERATION Marker must please indicate class average:

No Learner’s Name Actual Mark

Mod. Mark No Learner’s Name Actual

Mark Mod. Mark

1 6 2 7 3 8 4 9 5 10

Marking according to memorandum/marking instrument is satisfactory – yes / no. Changes required : Moderator’s signature: ………………………………… Date: …………………

- 151 -

English Oral Portfolio Reading List: Grade 10 – 12 Name of Learner: _______________________________________

Hoërskool

Jan van Riebeeck

Tit le: Author: Publisher:

Genre/Subject Matter/Theme:

Number of pages:

1 Grade

Fiction/Non-fict ion: Commentary:



Number of pages:

2 Grade




Number of pages:

3 Grade




Number of pages:

4 Grade




Number of pages:

5 Grade




Number of pages:

6 Grade




Number of pages:

7 Grade




Number of pages:

8 Grade




Number of pages:

9 Grade


- 152 -



Number of pages:

10 Grade




Number of pages:

11 Grade




Number of pages:

12 Grade




Number of pages:

13 Grade




Number of pages:

14 Grade




Number of pages:

15 Grade




Number of pages: Fiction/Non-fict ion:

16 Grade

Fiction/Non-fict ion:

Commentary:

Prepared Formal Speeches/Presentations

No. Grade Genre Topic

- 153 -

Jan van Riebeeck

High School

Grade 8 English First Additional Language Portfolio Contents 2008

Name of Learner: ____________________________ Grade 8 ___

Portfolio Instructions: This record sheet is your portfolio cover sheet. Keep your record of assessed work up-to-date. Divide your port folio into FOUR terms (use clearly labeled term dividers). Place your assessed work in the order as indicated for each term. Your portfolio must remain in the classroom. (N.B. Any test or exam assessment missed owing to illness or any other serious reason: a copy of your medical certi ficate or a letter from your parent/guardian must be placed into the respective port folio sleeve.)

Date

Assignment: writing/ oral/ project/test/exam Max. Mark

Actual Mark

%

TERM 1 Task 1: Functional/Creative writ ing 20/40 Section A: Language

Task 3: Controlled Activit ies Section B: Literature

test 80

Task 2: Oral speech 20 Convert to 100 TERM 2 Research Process & Written Report 50

Task 4: Investigation Task Oral Presentation 10

Section A: Language Exam/Test Task 5: Controlled Activit ies Section B: Literature Exam/Test 100

Convert to 100

TERM 3 Creative writ. 40

Task 6

Transactional writ. 20 Section A: Language Test 50

Task 8 Controlled Activit ies Section B: Literature Test 30 Task 7: Oral (reading and listening skills)…………………………………........ 20

Convert to 100 TERM 4 Task 9: Oral Oral Presentation on Literature 20 Section A: Language Exam 60

Task 10 Controlled Activit ies Section B: Writ ing Test 20

Convert to 100

Name of Educator: ______________________________ Signature: ____________________ Date: ________ Signature of Moderator: ……………………………………. Date: …………………… Comments:

© A�M

- 154 -

Hoërskool

Jan van Riebeeck


Name of Learner: ____________________________ Grade 9 __

Portfolio Instructions: This record sheet is your portfolio cover sheet. Keep your record of assessed work up-to-date. Divide your port folio into FOUR terms (use clearly labeled term dividers). Place your assessed work in the order as indicated for each term. Your portfolio must remain in the classroom. (N.B. Any test or exam assessment missed owing to illness or any other serious reason: a copy of your medical certi ficate or a letter from your parent/guardian must be placed into the respective port folio sleeve.)

Date

Assignment: writing/ oral/ project/test/exam Max. Mark

Actual Mark

%

TERM 1 Task 1: Functional/Creative writ ing 20/30 Section A: Language

Task 2: Controlled Activit ies Section B: Literature

test 80

Sub-total Convert to 100 TERM 2 Research Process & Written Report 30

Task 3: Investigation Task Oral Presentation 10

Section A: Language Exam/Test 50 Task 4: Controlled Activit ies Section B: Literature Exam/Test 20

Sub-total 110 Convert to 100

TERM 3 Reading 10

Task 5: Oral Speaking 10

Section A: Language Test 50

Task 6: Controlled Activit ies Section B: Literature Test 20

Sub-total 90 Convert to 100

TERM 4

COMMON TASK FOR ASSESSMENT (CTA) Total: Name of Educator: ______________________________ Signature: ____________________ Date: ________ Signature of Moderator: ……………………………………. Date: …………………… Comments:

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Hoërskool

Jan van Riebeeck


Name of learner: _______________________________ 10 ____

Portfolio Instructions: This record sheet is your port folio cover sheet. Keep your record of assessed work up-to-date. Divide your port folio into FOUR sections (THREE terms and ONE oral port folio section). Separate these with clearly labeled term dividers. Place your assessed work in the order as indicated for each term. Your port folio must remain in the classroom. (N.B. Any test or exam assessment missed owing to illness or any other serious reason: a copy of your medical certi ficate or a letter from your parent/guardian must be placed into the respective portfolio sleeve.)

Rev.

Date Assignment:

writing/ oral/ project /test/exam Max. Mark

Mark %

TERM 1 Task 1: writ ing - essay 30 Task 2: literary assignment 35 Task 3: oral 10 Task 4: language control test 1 45 Convert to 100/400 TERM 2 Task 5: writ ing: paper 3 100 Task 6: oral 10 Task 7: literature: paper 2 70 Task 8 : language: paper 1 paper 1 (language) 80

Convert to 100/400 TERM 3 Task 9: oral: response to literature 10 Task 10: literature assignment 35 Task 11: oral: response to literature 10 Task 12: controlled test: lang&lit 45

Convert to 100/400

TERM 4 Task 13: oral 10 Task 14: writ ing: paper 3 100 Task 15: literature: paper 2 70 Task 16: language: paper 1 Paper 1 80 [CASS 100 + 50 Oral + November Examination] convert to 100/400 Name of Educator: ______________________________ Signature: ____________________ Date: _________

Signature of Moderator: ……………………………………. Date: ……………………

Comments: © A�M

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Hoërskool

Jan van Riebeeck


Name of learner: _______________________________ 11 ____


Rev.

Date Assignment:

writing/ oral/ project /test/exam Max. Mark

Mark %

TERM 1 Task 1: writ ing - essay 30 Task 2: literary assignment 35 Task 3: oral 10 Task 4: language control test 1 45 Convert to 100/400 TERM 2 Task 5: writ ing: paper 3 100 Task 6: oral 10 Task 7: literature: paper 2 70 Task 8: language: paper 1 paper 1 (language) 80

Convert to 100/400 TERM 3 Task 9: oral: response to literature 10 Task 10: literature assignment 35 Task 11: oral: response to literature 10 Task 12: controlled test: lang&lit 45

Convert to 100/400

TERM 4 Task 13: oral 10 Task 14: writ ing: paper 3 100 Task 15: literature: paper 2 70 Task 16: language: paper 1 80 [CASS 100 + 50 Oral + November Examination] convert to 100/400 Name of Educator: ______________________________ Signature: ____________________ Date: _________ Signature of Moderator: ……………………………………. Date: …………………… Comments:

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Jan van Riebeeck

High School


Name of learner: _______________________________ 12 ____


.

Date

Assignment: writing/oral/ project

/test/exam Max. Mark

Mark

%

TERM 1 Task 1: writ ing - essay 50 Task 2: literary assignment 35 Task 3: oral speeches 10 Task 4: language test 1 35 Task 5: transactional writ ing (30+20)

50

Convert to 100/400 180 TERM 2

Task 6: oral: reading 10 Task 7 : writ ing – essay 50

Task 8 : oral: listening skills 10 Task 9: literature 50 Task 10 : mid-year exam paper 1 (language) 80 paper 2 (literature)

paper 3 (writ ing) 70

100

Convert to 100/400 370

TERM 3 Task 11: oral response to lit . 20 Task 12: essay 50 Task 13: language test 2 30 Task 14: September exams paper 1 (language)

paper 2 (lit .) paper 3 (writ ing)

80 70 100

FINAL MARK/% Convert to 100/400

TOTAL

350

(900/9) 100

[Year CASS 100 + Oral 50 + Nov. Exam] = Final Mark: 400 Name of Educator: ______________________________ Signature: ____________________ Date: _________ Signature of Moderator: ……………………………………. Date: …………………… Comments:

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Hoërskool

Jan van Riebeeck

Grade 10 English Home Language Portfolio Contents 2008

Name of learner: _______________________________ 10 ____


Rev.

Date

Assignment: writing/ oral/ project


Mark

%

TERM 1 Task 1: writ ing - essay 50 Task 2: literary assignment 25 Task 3: oral 10 Task 4: language control test 1 50 Convert to 100/400 TERM 2 Task 5 : writ ing : paper 3 100 Task 6: oral 20 Task 7 : literature: paper 2 80 Task 8 : language: paper 1 80

Convert to 100/400 TERM 3 Task 9: oral 20 Task 10: literature assignment 25 Task 11: oral 20 Task 12: controlled test- diverse 50

Convert to 100/400 TERM 4 Task 13: oral 20 Task 14: writ ing: paper 3 100 Task 15: literature: paper 2 80 Task 16: language: paper 1 70


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Hoërskool

Jan van Riebeeck


Name of learner: _______________________________ 10 ____


Rev.

Date



Mark

%

TERM 1 Task 1: writ ing - essay 50 Task 2: literary assignment 25 Task 3: oral 10 Task 4: language control test 1 50 Convert to 100/400 TERM 2 Task 5 : writ ing : paper 3 100 Task 6: oral 20 Task 7 : literature: paper 2 80 Task 8 : language: paper 1 80

Convert to 100/400 TERM 3 Task 9: oral 20 Task 10: literature assignment 25 Task 11: oral 20 Task 12: controlled test- diverse 50

Convert to 100/400 TERM 4 Task 13: oral 20 Task 14: writ ing: paper 3 100 Task 15: literature: paper 2 80 Task 16: language 70


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8. SCHOOL: TEST & EXAMINATION TIMETABLES

Hoërskool

Jan van Riebeeck


Name of learner: _______________________________ 12 ____


Rev.

Date



Mark

%

TERM 1 Task 1: writ ing - essay 30 Task 2: literary assignment 40 Task 3: oral 10 Task 4: oral 10 Task 5: language control test 1 70 Convert to 100/400 TERM 2 Task 6 : literary assignment 30 Task 7 : writ ing – paper 3 100 Task 8 : oral response to literature 20 Task 9 : control test 2 30 Task 10 : language: paper 1 80 70

Convert to 100/400 TERM 3 Task 11: writ ing – paper 3 100 Task 12: oral 10 Task 13: literature: paper 2 80 Task 14: language: paper 1 70

Convert to 100/400


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SECOND TERM: TEST TIMETABLE

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SECOND TERM: EXAM TIMETABLE

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