SUBJECT POLICY: ENGLISH (FIRST ADDITIONAL LANGUAGE)

SENIOR PHASE
POLICY: ENGLISH (FIRST ADDITIONAL LANGUAGE) (FAL)

1. INTRODUCTION

1.1. PURPOSE

Language is a tool for thought and communication. It is through language that cultural diversity and
social relations are expressed and constructed. Learning to use language effectively enables learners
to think and acquire knowledge, to express their identity, feelings and ideas, to interact with others and
to manage their world. The subject FIRST ADDITIONAL LANGUAGE includes all the official languages:

 FIRST ADDITIONAL LANGUAGE is the language learned in addition to one’s home language.
 Learning a FIRST ADDITIONAL LANGUAGE promotes multilingualism and intercultural
communication.
 FIRST ADDITIONAL LANGUAGE provides for levels of language proficiency that meet the
threshold levels necessary for effective learning across the curriculum, as learners may learn
through the medium of their FIRST ADDITIONAL LANGUAGE in South Africa.
 This includes the abstract cognitive academic language skills required for thinking and learning.
This applies to all official languages.
 The table below indicates the main skills in the FIRST ADDITIONAL LANGUAGE curriculum.

1. Listening and speaking

2. Reading and viewing

3. Writing and presenting

4. Language structure and use

1.2. AIMS

 Listening and speaking are central to learning in all subjects.

 In an additional language, listening is a very important source of new language knowledge (e.g.
vocabulary, idiom, grammar, socio-cultural knowledge).
 Learning to speak an additional language confidently and intelligibly is a challenge, and learners
need much opportunity, support and encouragement to achieve this.
 Well-developed reading and viewing skills are central to successful learning across the
curriculum.
 Reading is essential for language development, for enjoyment, for personal growth and for
learning about the world. Reading is also the foundation for writing.
 Writing and presenting is a powerful instrument of communication that allows learners to
construct and communicate thoughts and ideas coherently.
 Writing is closely linked to reading, and is an essential tool for thinking and learning across the
curriculum. It is a means of self-expression and personal growth. It is necessary for further study
and for successful citizenship.
 Learners will explore how language is used. A good knowledge of grammar and vocabulary is
essential for fluent reading, writing, listening and speaking.

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1. IN THE SUBJECT ENGLISH (FIRST ADDITIONAL LANGUAGE) LEARNERS WILL

 Use language for a variety of purposes to:

o Sustain, develop and transform identities; to sustain relationships in family and

community; and for personal growth and pleasure;
o Communicate appropriately and effectively in a variety of social contexts;
o Develop tools for thinking and reasoning, and to provide access to information;
o Create, interpret and play imaginatively with oral, visual and written texts;
o Understand and appreciate languages and cultures, and the heritage they carry;
o Understand the relationships between language, power and identity, and to challenge
uses of these where necessary.

1.1. TIME ALLOCATION

The teaching time for ENGLISH (FIRST ADDITIONAL LANGUAGE) in Grades 7 – 9 is four hours per
week. All language content is provided within a two-week cycle. Timetabling should make provision for
ones continuous double period per week. In a two-week cycle the following time allocation for the
different language skills are suggested.

TIME
GRADE ALLOCATION TIME ALLOCATION OVER TWO WEEKS FOR THE SKILLS TO BE
S PER WEEK ACQUIRED
(HOURS)
2 hours speaking

2 hours comprehension
7-9 4
4 hours reading
2 hours literary texts

2 hours writing

2.2. REQUIREMENTS TO OFFER ENGLISH (FIRST ADDITIONAL LANGUAGE) AS A SUBJECT

1.1.1. Learners

LTSM GRADES
7-9
Core materials
Prescribed language 
textbook
Dictionary 
Literature genre
Folklore 
Short stories 
Novel 
Drama 
Poetry 
Media materials
Newspapers 
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 Magazines 
1.1.2. Teacher

The teacher should have:

 A Curriculum and Assessment Policy Statement document.

 The Language in Education Policy.
 The prescribed language textbook used by learners and other textbooks for resource purposes in
addition to the prescribed one.
 Dictionaries (monolingual, bilingual, multilingual, thesaurus).
 Prescribed literature genres.
 A variety of media materials: newspapers, magazines, brochures, flyers, etc.
 Access to audio/visual aids to be used in the classroom.

1.2. LANGUAGE-TEACHING APPROACHES

The approaches to teaching language are text-based, communicative and process-orientated. The text-
based approach and the communicative approach are both dependent on the continuous use and
production of texts.

 A text-based approach explores how texts work.

 The purpose of a text-based approach is to enable learners to become competent, confident and
critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing
and analysing texts to understand how they are produced and what their effects are.
 Through this critical interaction, learners develop the ability to evaluate texts.
 The text-based approach also involves producing different kinds of texts for particular purposes
and audiences. This approach is informed by an understanding of how texts are constructed.
 his communicative approach means that when learning a language, a learner should have a
great deal of exposure to it and many opportunities to practise or produce the language by
communicating for social or practical purposes.
 Language learning should by a natural, informal process carried over into the classroom where
literacy skills of reading/viewing and writing/presenting are learned in a ‘natural’ way. Learners
learn to read by doing a great deal of reading and learn to write by doing much writing.
 This document encourages learners to practise the communication modes of reading, writing,
listening, speaking, viewing and presenting holistically.
 In ENGLISH (FIRST ADDITIONAL LANGUAGE) the emphasis should be on the integration of
literacy and learning, as this language level is very often spoken by those who in fact have
another home language and use ENGLISH (FIRST ADDITIONAL LANGUAGE) as the language
of learning and teaching.
 During the integration of all these skills, focus on one skill can lead to practice in another e.g. a
learner involved in a debate will have to produce his own written argumentative/discursive essay
using language structures proficiently.
 Helping learners to understand, analyse and respond to challenging texts that they find in content-
area classes is essential to the development of academic literacy habits and skills.

1.3. SPEAKING AS A PROCESS

The delivery of different forms of oral communication involves the following stages:

 Planning and research.

 Preparation of an effective introduction, body and ending.
 Presenting.

1.4. THE READING PROCESS

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 The reading process consists of the pre-reading, reading and post-reading stages. The activities can be
summarised as follows:

1.4.1. Pre-reading

 Activate prior knowledge;

 Look at the source, author and publication date;
 Read the first and last paragraphs of a section;
 Make predictions.

1.4.2. Reading

 Pause occasionally to check your comprehension and to let the ideas sink in;
 Compare the content to your predictions;
 Keep reading even if you do not understand a part here and there;
 Reread a section if you get completely lost. Read confusing sections aloud, at a slower pace, or
both;
 Ask someone to help you understand a difficult section;
 Add reading marks and annotate key points;
 Reflect on what you read.

1.4.3. Post-reading

 If you will need to recall specific information, make a graphic organiser or an outline of key ideas
and supporting details;
 Draw conclusions based on your understanding of the text;
 Write a summary to help you clarify and recall main ideas;
 Think about and write down new questions you have on the topic;
 Establish whether you have achieved the purpose for which you were reading;
 Confirm your understanding of the text;
 Evaluate bias, accuracy, quality;
 Extend your thinking by using ideas you read in the text.

1.5. APPROACHES TO TEACHING LITERATURE

The teaching of literature should focus on teaching for comprehension and will include the reading
process strategies (pre-reading, reading and post/after-reading).

 The teaching of literature should also include the teaching of the key features of narratives, drama
and poetry, such as:

o Plot (exposition, rising action, conflict, climax and denouement/resolution, flashbacks,

foreshadowing);
o theme and message;
o characterisation;
o sound devices;
o stage directions;
o dialogues;
o monologue/soliloquy, etc.

 The teaching of these key features of literature should be text-based and they should not be
taught in isolation.

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  Other approaches to literature that can be integrated with teaching for comprehension and for
understanding the key features of literature are the chronological, the author, the theme and
the genre approaches.
 In the chronological approach learners can research and combine the literature period with the
historical events of the same period.
 In the author approach, learners can participate in a broad and deep study of an author,
especially in poetry, and can link his/her poems with a particular historical period.
 With regard to the theme approach, learners can look at themes such as justice, success, love,
etc. across
a number of poems or across different genres and relate them to events in real-life situations.
 They can make judgements about the character’s actions and write down beliefs on the theme.
 Regarding the genre approach, learners can classify, compare and contrast different types of
literary genre, e.g. the difference between the plots in a novel/short story/drama/folklore.

1.6. PROCESS APPROACH TO WRITING

Writing and designing texts is a process consisting of the following stages:

 Planning/pre-writing
 Drafting
 Revision
 Editing/proofreading
 Publishing/presenting.

Learners need the opportunity to put this process into practice. They should, among others:

 Decide on the purpose and audience of a text to be written and/or designed.

 Brainstorm ideas using, for example mind maps, flow charts of lists.
 Consult relevant sources, select relevant information and organise ideas.
 Produce a first draft, which takes into account purpose, audience, topic and genre.
 Read drafts critically and get feedback from others (classmates).
 Edit and proofread the draft.
 Produce a well-designed final version.

1.7. LANGUAGE USAGE

Acquiring the grammatical rules of the language does not necessarily enable the learner to use the
language in a coherent and meaningful way. Therefore the teaching of language structure should focus
on how language is used and what can be done with language, i.e. how to make meaning, how to attend
to problems and interests, influence friends and colleagues, and how to create a rich social life. The
teaching of language structures should be a means to improving one’s speaking, reading and writing.

The teaching of language structures / grammatical structures should therefore be text-based,

communicative and integrated.

The following principles should be taken into consideration when teaching language structures:

 Grammar should be presented to learners as a set of tools they can use rather than a set of rules
about what not to do.
 Grammar should be taught for constructing texts in their context of use – it is concerned, in other
words, with real language.
 The application of grammar should not be restricted to the analysis of isolated sentences – it
should explain the way in which sentences are structured to construct whole texts such as stories,
essays, letters and reports, which learners learn, read and write in school.
 Link the language structure with functional uses of language in different social settings, e.g.
expressing one’s thoughts or feelings; introducing people; talking about or reporting things,
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 actions, events or people in the environment, in the past or in the future; making requests; making
suggestions offering food or drinks and accepting or declining politely giving and responding to
instructions; comparing or contrasting things.
 Use classroom activities that relate language forms with functions e.g. the past tense with a
narrative essay and report writing, the subjunctive mood with a reflective essay.

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2. OVERVIEW OF SKILLS AND CONTENT

SKILLS GRADES 7 – 9
 Listening comprehension
 Different forms of oral communication
o Oral: Prepared and unprepared speech
o Oral: Prepared and unprepared reading aloud
o Speaking: Directions and instructions
o Storytelling
o Introducing a speaker
o Vote of thanks
o Negotiation
Listening and o Role-play
speaking o Dramatisation
o Group discussion
o Debate
o Meetings and procedures (formal and informal)
o Conversations
o Interview
o Dialogue
o Panel discussion, etc.
o Critical language awareness
 Pre-reading strategies (cover page, title, table of content, etc.)
 Novel/drama/poetry/short stories (prescribe)
 Reading and viewing strategies (scanning, skimming, predicting)
Reading and
 Summary and editing
viewing
 Visual literacy: Advertising (poster, pamphlet), cartoon, comic strip, diagram/graph/ table/charts/pictures/maps/symbols
 Critical language awareness
 Comprehension
 Writing strategies, including process writing
Writing and  Sound and letter writing
presenting  Paragraph writing
 Essay writing: descriptive, narrative, argumentative, discursive, reflective, expository

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 SKILLS GRADES 7 – 9
 Transactional writing
o Long transactional text (minutes, reports, essay, etc)
o Short transactional text (email, slogans, advertisements etc.)
 Language rules  Tenses
 Phonetics  Direct and indirect speech
 Figures of speech  Article, infinitive
 Phonics  Negative forms
 Words (spelling patterns, rules and conventions)  Active and passive voice
 Using thesaurus and dictionary  Formal and informal language (slang/colloquialism, jargon)
 Punctuation  Critical language awareness (fact and opinion, denotative and
Language use and
 Abbreviations and acronyms connotative meaning, implied meaning, positioning through
structure
 Roots, prefixes and suffixes implicit and explicit messages, values and attitudes, bias,
 Borrowed and inherited words stereotypes, emotive language, persuasive and manipulative
 Parts of speech language, alternative ways of expression)
 Synonyms, antonyms, homonyms, one word for a phrase, figures  Textual editing
of speech, idiomatic expression/idioms/proverbs  Sentence structure (simple, complex; word order)
 Concord
 Critical language awareness

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2.1. TEXTS

2.1.1. Length of written texts to be produced:

DISJUNCTIVE CONJUNCTIVE
TEXTS GRADES
ORTHOGRAPHY ORTHOGRAPHY
Grade 7 150 – 200 words 90 – 140 words

Literary essays Grade 8 200 – 250 words 140 – 190 words

Grade 9 250 – 300 words 220 – 370 words

Grade 7 200 – 250 words 190 – 240 words

Essay Grade 8 250 – 300 words 240 – 290 words

Grade 9 300 – 380 words 290 – 340 words

Grade 7 90 – 110 word (content only) 60 – 80 words (content only)

Longer transactional
Grade 8 110 – 150 words (content only) 80 – 100 words (content only)
texts e.g. letters
Grade 9 100 – 130 words (content only) 100 – 120 words (content only)

Grade 7 50 – 80 words 30 – 40 words

Shorter transactional
texts e.g. sms, Grade 8 70 – 100 words 40 – 60 words
advertisement
Grade 9 100 – 130 words 60 – 80 words

[Link] of written texts to be used/read:

Disjunctive Conjunctive
orthography orthography
Comprehension Grade 7 290 – 380 words 230 – 340 words

Grade 8 380 – 450 words 340 – 430 words

Grade 9 450 – 520 words 430 – 500 words

Length of Length of
summary summary
Summary Grade 7 180 words 80 – 90 words 220 words 50 – 60 words

Grade 8 220 words 90 – 105 words 250 words 50 – 60 words

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 100 – 115
Grade 9 290 words 270 words 50 – 60 words
words

The suggested details for the oral component of home language administered during the year are as
follows:

DETAILS
Orals will be internally set, internally assessed and moderated.
 Reading aloud:
o Prepared reading
o Unprepared reading
 Speaking
o Prepared speech
o Unprepared speech
o Conversation
o Interview
o Debate
 Listening comprehension

2.2. TEACHING PLANS

The teaching plan indicates the minimum content to be covered over two weeks per term. The sequence
of the content listed is not prescribed in a specific order and the time given is an approximate indication
of how long could take to cover the content. Teacher should design the work schedules using their
textbooks to teach the content per term, using an appropriate sequence and pace.

3. ASSESSMENT

3.1. WHAT IS ASSESSMENT?

Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts
and skills) in a subject and collecting, analysing and interpreting the date and information obtained from
this process to:

 Inform learners about their strengths, weaknesses and progress;

 Assist teachers, parents and other stakeholders in making decisions about the learning process
and the progress of learners.
 Assessment should be both informal and formal. In both cases regular feedback should be
provided to learners to enhance the learning experience.

3.2. INFORMAL OR DAILY ASSESSMENT

Daily assessment task are the planned teaching and learning activities that take place in the classroom
and should be monitored as part of the lesson.

As daily assessment occurs in every lesson, it can take the form of informal assessment tasks at the
beginning, during and at the end of the lesson. This can be done through questions and answers, class
work such as short pieces of written work completed during the lesson, open-book tests or homework
exercises, etc. it should not be seen as separate from the learning activities taking place in the
classroom and should be used to provide feedback to learners and to improve learning and teaching.

Learner or teachers can mark theses assessment tasks. Self-assessment and peer-assessment actively
involve learners in assessment and allow learners to learn from and reflect on their own performance.

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 Daily assessment tasks should be used to reinforce the acquisition of knowledge and skills and should
be the stepping-stones to the formal tasks in the Program of Assessment.

These informal daily tasks are not formally recorded unless the teacher wishes to do so. In such
instances, a simple checklist may be used to record this assessment and to provide feedback.

The results of daily assessment tasks are not taken into account for promotion or certification purposes.

3.3. FORMAL ASSESSMENT

Formal assessment provides teachers with a systematic way of evaluating how well learners are
progressing in a grade and in a particular subject.

Examples of formal assessment include essays, oral presentations, comprehension tests, literature
tests, examinations etc.

Formal assessment tasks form part of a year-long formal program of assessment in each grade and
subject, are school-based and are weighted as follows for grades 7 – 9:

TASKS/TESTS UNDERTAKEN DURING THE END-OF-YEAR

GRADES
YEAR EXAMINATION
7–9 40 % 60 %

The tasks that are used for formal assessment are recorded and are used to determine whether a
learner should progress or be promoted to the next grade.

The teacher must plan and submit the annual formal program of assessment to the School Management
Team before the start of the school year. This will be used to draw up a school assessment plan in each
grade. The school assessment plan should be provided to learners and parents in the first week of the
first term.

4.3.1 Formal assessment tasks in languages

Number of formal assessment tasks per grade

When planning for formal assessment in Grades 7 – 9, the following important factors should be kept
in mind:

 The emphasis applicable to the specific level of the language

 Progression
 A variety of activities, methods and instruments
 Alignment with what is expected of learners in Grades 10 – 12.

In Grades 7 – 9 specific tasks are controlled tests/examinations. Administering these will depend on
the management/administration at a particular school.

At the end of Grade 9 learners are engaged in an external examination. Therefore they have to write
full mid-year examination, aligned with what is expected of them in Grade 10.
Assessment tasks

Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that
appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well assessments
include tests, examinations, practical tasks, projects, oral presentation, demonstration,

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 performances, etc. Formal assessment tasks form part of a year-long formal Programme of
Assessment in each grade and subject.
The following tables provide the formal assessment requirements for First Additional Languages
[Link] Assessment Tasks in Languages

[Link]. Number of formal assessment tasks per Grade

Table 1: Grade 7 – 8
FORMAL ASSESSMENT

During the Year End-of-Year Examination

25% 75%

School Based
End-of-year Exam Papers
Assessment (SBA)

25% 62,5% 12,5%

Oral Assessment Task:
Paper 3

 3 tests Written examinations Listening

 9 tasks Speaking
Paper 1: Comprehension, language use and literature Reading
 1 examination Paper 2: Writing
(mid-year) Paper 3: Oral The oral tasks undertaken
during the course of the year
constitute the end-of-year
examination.
Table 2: Grade 9

FORMAL ASSESSMENT

During the Year End-of-Year Examination

25% 75%

School Based
End-of-year Exam Papers
Assessment (SBA)

25% 62,5% 12,5%

Oral Assessment Task:
Paper 3

 3 tests Written examinations Listening

 9 tasks Speaking
Paper 1: Comprehension, language use and literature Reading
 1 examination Paper 2: Writing
(mid-year) Paper 3: Oral The oral tasks undertaken
during the course of the year
constitute the end-of-year
examination.

The forms of assessment used should be age and developmental level appropriate. The design of these
tasks should cover the content of the subject and include a variety of tasks designed to achieve the
objectives of the subject.

Formal assessment must cater for a range of cognitive levels and abilities of learners as shown below:
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 PERCENTAGE OF
COGNITIVE LEVELS ACTIVITY
TASK

Questions that deal with information explicitly stated in the text:

 Name the things/people/places/elements…
Literal  State the facts/reasons/points/ideas…
(Level 1)  Identify the reasons/persons/causes…
 List the points/facts/names/reasons…
 Describe the place/person/character…
 Relate the incident/episode/experience… Levels 1 & 2: 40%

Questions that require analysis, synthesis, or organisation of information

explicitly stared in the text:
Reorganisation
(Level 2)
 Summarise the main points/ideas/pros/cons…
 Group the common elements/factors…
 State the similarities/differences…
 Give an outline of…
Inference Questions that require learners to interpret messages that are not explicitly
Level 3: 40%
(Level 3) stated by linking information from different parts of the text or relating clues
in the text to their prior knowledge or experience and drawing conclusions

PERCENTAGE OF
COGNITIVE LEVELS ACTIVITY
TASK

 Explain how the main idea links with the

theme/message…
 Compare the ideas/attitudes/actions…
 What are the writer’s (or character’s) intention/attitude/
motivation/reason…
Inference  Explain the cause/effect of… Level 3: 40%
(Level 3)  What does an action/comment/attitude (etc) reveal
about the narrator/writer/character…
 How does the metaphor/simile/image affect your
understanding…
 What, do you think, will be the outcome/effect (etc) of
an action/situation…

Evaluation Levels 4 & 5

(Level 4) These questions deal with judgement concerning value and worth. These (20%)
include judgements regarding reality, credibility, facts and opinions, validity,
logic and reasoning, and issues such as the desirability and acceptability of
decisions and actions in terms of moral values.
 Do you think that what transpires is
credible/realistic/possible…?
 Is the writer’s argument valid/logical/conclusive…
 Discuss/Comment critically on the
action/intention/motive/
attitude/suggestion/implication…
 Do you agree with the view/statement/observation/
interpretation?
 In your view, is the writer/narrator/character justified in
suggesting/advocating that…
(Substantiate your response/Give reasons for your
answer.)

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  Is the character’s attitude/behaviour/action justifiable or
acceptable to you? Give a reason for your answer.
 What does a character’s actions/attitude(s)/motives…
show about him/her in the context of universal values?
 Discuss critically/Comment on the value judgements
made in the text
These questions are intended to assess the psychological and aesthetic
impact of the text on the candidate. They focus on emotional responses to
the content, identification with characters or incidents, and reactions to the
Appreciation writer’s use of language (such as word choice and imagery).
(Level 5)  Discuss your response to the text/incident/situation/
conflict/dilemma…
 Do you empathise with the character? What
action/decision would you have taken if you had been
in the same situation?

PERCENTAGE OF
COGNITIVE LEVELS ACTIVITY
TASK

 Discuss/Comment on the writer’s use of language…

Appreciation  Discuss the effectiveness of the writer’s Levels 4 & 5
(Level 5) style/introduction/ conclusion/imagery/metaphors/use (20%)
of poetic techniques/ literary devices…

1.2. PROGRAMME OF ASSESSMENT

The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a
school throughout a term.

[Link] following tables provide an overview of the Programme of Assessment requirements for each
term for First Additional Languages.

Table 4.1: Grade 7 – 9

PROGRAMME OF ASSESSMENT

SBA PER TERM

TERM 1: TERM 3: TERM 4:

TERM 2:
1 written test 1 written test 1 task
1 written test
+ + +
GRADES 7 – 9 +
3 tasks 3 tasks 1 internal end-of-year
2 tasks
examinations
+
mid-year examination

GRADE The structure of Examination papers

7–8
2 Papers 3 Papers
Paper 1: Paper 1:
Comprehension, Comprehension,

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 language use and
language use and
literature
literature
Paper 2: Writing
Paper 2: Writing
Paper 3: Oral

4 papers
3 Papers
Paper 1:
Paper 1:
Comprehension,
Comprehension,
9 Summary and
summary and
language use
language use
Paper 2: Literature
Paper 2: Literature
Paper 3: Writing
Paper 3: Writing
Paper 4: Oral
Table 4.2: Grade 7

PROGRAMME OF ASSESSMENT

FORMAL ASSESSMENT TASKS IN TERM 1

TASK 1: ORAL TASK 2: WRITING TASK 3: WRITING TASK 4: TEST 1

Conversation / prepared Informal letter / short report / Comprehension and

Descriptive paragraph
reading dialogue language use

FORMAL ASSESSMENT TASKS IN TERM 2

TASK 5: ORAL TASK 6: TEST 2 TASK 7: WRITING TASK 8

Listening comprehension/ Literature: Contextual Instructions / poster /

Mid-year examinations:
investigation / role play questions advertisement
Paper 1: Comprehension,
language use and literature
Paper 2: Writing

FORMAL ASSESSMENT TASKS IN TERM 3

TASK 9: ORAL TASK 10: WRITING TASK 11: TEST 3 TASK 12: ORAL

Listening comprehension/ Formal letter / notice / Comprehension and Listening comprehension/

prepared reading / agenda / minutes language use prepared reading /
unprepared reading / OR unprepared reading /
dialogue Literature dialogue

FORMAL ASSESSMENT TASKS IN TERM 4

TASK 13: ORAL: SPEAKING TASK 14

Debate / interview / prepared speech / unprepared speech / End-of-year examinations:

conversation Paper 1: Comprehension, language use and literature
Paper 2: Writing
Paper 3: Oral

Paper 1: Comprehension, language use and literature

Paper 2: Writing
Paper 3: Orals
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Table 4.3: Grade 8

PROGRAMME OF ASSESSMENT

FORMAL ASSESSMENT TASKS IN TERM 1

TASK 1: ORAL TASK 2: WRITING TASK 3: WRITING TASK 4: TEST 1

Group / forum discussion / Narrative / descriptive Diary entry / dialogue / Comprehension and
unprepared speech paragraph friendly letter language use

FORMAL ASSESSMENT TASKS IN TERM 2

TASK 5: ORAL TASK 6: TEST 2 TASK 7: WRITING TASK 8

Listening comprehension/ Advertisement / review / Literature: contextual

Mid-year examinations:
instructions / forum formal report / diary entry questions
Paper 1: Comprehension,
discussion / directions
language use and literature
Paper 2: Writing

FORMAL ASSESSMENT TASKS IN TERM 3

TASK 9: ORAL TASK 10: WRITING TASK 11: TEST 3 TASK 12: ORAL

Narrative / Descriptive Comprehension and

Listening comprehension/ Panel discussion / group
paragraph language use
prepared reading / prepared discussion / informal debate
OR
speech / role play
Literature

FORMAL ASSESSMENT TASKS IN TERM 4

TASK 13: ORAL: SPEAKING TASK 14

Prepared / unprepared reading / dialogue / report / listening End-of-year examinations:

comprehension Paper 1: Comprehension, language use and literature
Paper 2: Writing
Paper 3: Oral

Paper 1: Comprehension, language use and literature

Paper 2: Writing
Paper 3: Orals

Table 4.4: Grade 9

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 PROGRAMME OF ASSESSMENT

FORMAL ASSESSMENT TASKS IN TERM 1

TASK 1: ORAL TASK 2: WRITING TASK 3: WRITING TASK 4: TEST 1

Listening comprehension / Informal letter / short report / Comprehension and

Narrative / Descriptive essay
dramatisation / meeting / role instructions language use
play

FORMAL ASSESSMENT TASKS IN TERM 2

TASK 5: ORAL TASK 6: TEST 2 TASK 7: WRITING TASK 8

Listening comprehension/ Literature: contextual

Informal letter / formal letter / Mid-year examinations:
role play / meeting / questions
short report / instructions / Paper 1: Comprehension,
dramatisation / discussion
news paper article / review language use and literature
Paper 2: Writing

FORMAL ASSESSMENT TASKS IN TERM 3

TASK 9: ORAL TASK 10: WRITING TASK 11: TEST 3 TASK 12: ORAL

Comprehension and Story telling / listening

Informal letter / report /
Prepared speech / panel language use comprehension / meeting /
instructions / newspaper
discussion / interview / OR dramatisation
article / review / formal letter /
debate / role play / dialogue Literature
posters / CV and covering
letter
FORMAL ASSESSMENT TASKS IN TERM 4

TASK 13: ORAL: SPEAKING TASK 14

End-of-year examinations:
Conversation / forum discussion / group discussion / role play
Paper 1: Comprehension, language use and literature
Paper 2: Writing
Paper 3: Oral

Paper 1: Comprehension, language use and literature

Paper 2: Writing
Paper 3: Orals

[Link]

Format of Examination Papers

Grade 7 and 8 : TWO WRITTEN EXAMINATION PAPERS

PAPER SECTION MARKS TIME

30
LANGUAG

CONTEXT

A: Comprehension 100 Grades 7

E IN

and 8
(A range of texts can be used including visual and/or graphic texts)
2 hours

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 B: Language
 Language structures (words and sentences)
should be assessed in context using a variety of 30
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.;
C: Literature:
Contextual questions on any two of the following genres: 40
 Poetry (20)
 Drama (20)
 Novel (20)
 Short stories (20)

A: Paragraph 25 100 Grades 7

Narrative / descriptive paragraph and 8
Length of essay:
2 hours
Grades

7 140 – 160 words

WRITING

8 160 – 180 words

Assess the following:

 Content & planning – 60%
 Language, style & editing – 30%
 Structure – 10%

PAPER SECTION MARKS TIME

B: One text – Longer transactional text:
Curriculum Vitae and Covering letter / Formal letters of application,
request, complaint, sympathy, invitation, thanks, congratulations and
business letters / Friendly letters

Length of text: 30
Grades 60%

40%
7–8 90 – 100 words
WRITING

Assess the following:

 Content, planning & format;
 Language, style and editing

C: One text – Shorter text: 10

Transactional / Referential / Informational:

Diary entries / Postcards / Invitation cards / Filling in forms / Directions

/ Instructions / Flyers / Posters
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 Length of text:

Grades 60%

40%
7–8 30 – 50 words 40 – 60 words

Assess the following:

 Content, planning and format;
 Language, style and editing

Grade 9: THREE PAPERS

PAPER SECTION MARKS TIME

A: Comprehension 30 80 Grade 9
(A range of texts can be used including visual and/or graphic texts)
2 hours
LANGUAGE IN CONTEXT

B: Summary 10
 Summarising a text in point form

C: Language 40
 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.

CONTEXTUAL QUESTIONS BASED ON THE GENRES BELOW: 70 Grade 9

 Poetry (35)
 Drama (35) 2 hours
LIERATURE

 Novel (35)
 Short stories (35)
NOTE: LEARNERS ANSWER QUESTIONS FROM TWO
DIFFERENT GENRES

A: Essay – one essay 50 70 Grade 9

WRITING

Narrative / Descriptive
2 hours
Length of essay:

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 Grade

Assess the following: 60%

 Content & planning 30%
10%
 Language, style & editing
 Structure
B: One text – Longer transactional text: 30
Curriculum Vitae and Covering letter / Written interviews / Dialogues /
Formal letters of application, request, complaint, sympathy, invitation,
thanks, congratulations and business letters / Friendly letters / Reports
(formal and informal) / Written formal and informal speeches

Length of text:

Grade

9 110 – 120 words

Assess the following:

 Content, planning & format
 Language, style & editing

C: One text – Shorter text: 20

Transactional / Referential / Informational:

WRITING

Advertisements / Diary entries / Postcards / Invitation cards / Filling in 60%

forms / Directions / Instructions / Flyers / Posters 40%

Length of text:

Grade 9 60 – 70 words

Assess the following:

 Content, planning & format
 Language, style & editing

Content to be covered

Assessment addresses the content as set out in this document. Due to the conceptual progression of
the content across the grades, content and skills from Grade 10 – 12 will be assessed in the external
papers at the end of Grade 12.

Oral Assessment Task:

Paper 3 for Grades 7 and 8

Paper 4 for Grade 9

The oral assessment tasks undertaken during the course of the year constitute the end-of-year external
assessment. It constitutes 50 of the 300 marks in the end-of-year external assessment. The details for
the oral tasks, which are administered during the year, are as follows:
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 PAPER 3 / 4 DETAILS MARKS

Orals will be internally set, internally assessed and externally moderated. 50

 Reading Prepared & unprepared reading (10 & 10 = 20)
Prepared & unprepared reading
Assess: Understanding of text, conveying meaning, use of
ORALS

voice, mastery of reading skills, use of gestures, body

language and facial expression, responding to questions,
critical interpretation of text, choice of own text and for
prepared reading also the preparation.
 Speaking: Prepared & unprepared speech (10 & 10 = 20)

PAPER 3 / 4 DETAILS MARKS

Assess: Research skills, planning and organisation of

content, tone, speaking, and presentation skills, critical
awareness of language usage, choice design and use of
audio, audio-visual aids
Unprepared speech:
ORALS

Assess: Planning and organisation of content, tone,

speaking, and presentation skills, critical awareness of
language usage
 Listening (10)
Assess: Listen critically for comprehension, information and
evaluation

The tasks that are used for formal assessment are recorded and are used to determine whether a
learner should progress or be promoted to the next grade.
The teacher must plan and submit the annual formal Programme of Assessment to the School
Management Team (SMT) before the start of the school year. This will be used to draw up a school
assessment plan in each grade. The school assessment plan should be provided to learners and
parents in the first week of the first term.

3.4. RECORDING

Recording is a process in which the teacher documents the levels of a learner’s performance. Teachers
record the actual unprocessed marks against the task using a record sheet.

Records of learner performance should also be used to verify the progress made by teachers and
learners in the teaching and learning. Records should be used to monitor learning and to plan ahead.

3.5. REPORTING

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 Reporting is a process of communicating learner performance to learners, parents, schools, districts and
other stakeholders such as employers, tertiary institutions, etc.

In Grade R – 12, teachers report in percentages against the subject, using the following scale:

Codes and percentages for reporting in Grades R – 12

RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80 – 100

6 Meritorious achievement 70 – 79

5 Substantial achievement 60 – 69

4 Adequate achievement 50 – 59

3 Moderate achievement 40 – 49

2 Elementary achievement 30 – 39

1 Not achieved 0 – 29

Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a
formal reporting tool such as a report card. The schedule and the report card should indicate the overall
level of performance of a learner.

3.6. FORMS OF ASSESSMENT

The following is a brief summary of:

 The components for languages (forms of assessment) that have been identified
 Possible assessment tasks relevant to a specific grade.

COMPONENT (FORM OF
POSSIBLE ASSESSMENT TASKS
ASSESSMENT)
Longer pieces/essays: Narrative/descriptive
CREATIVE WRITING

Dialogues, poems, songs, letters, reports,

emails, sms, CVs, reviews, agendas, minutes,
FUNCTIONAL WRITING
cartoons, posters, pamphlets, advertisements,
etc.
Listening comprehension, reading aloud,
SPOKEN LANGUAGE (Oral) conversations, dialogues, interviews, role play,
debates, prepared/unprepared speech, etc.

RESPONSE TO TEXT Macro-texts: a variety of genres

(including reading Micro-texts: a variety of visual and written texts
comprehension, viewing of (newspapers, magazines, pictures, cartoons,
visual texts, language in covers, etc.)
context and literature)
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 Create mind-maps, questionnaire, problem-
INVESTIGATION solving, multi-media texts
(written and oral component)

The total number of words for the different pieces for creative and functional writing for ENGLISH
(FIRST ADDITIONAL LANGUAGE) is indicated below. There is a gradual increase in line with what is
expected in Grade 10.

TASK GR 7 GR 8 GR 9 GR 10

Paragraph 50 – 60 60 – 70 70 – 80

Essay 100 – 120 120 – 140 140 – 150 150 – 200

Summary 50 – 60 50 – 60 50 – 60 60 – 70

TASK GR 7 GR 8 GR 9 GR 10
Longer
Content only: Content only:
transactional
60 – 80 80 – 100 100 – 120 120 – 150
texts, e.g. letters
Shorter texts,
30 – 40 40 – 60 60 – 80 80 – 100
e.g. sms

4. PLANNING FOR CHILDREN WITH BARRIERS TO LEARNING

 Educators should throughout be able to provide evidence of how they accommodate the learners
with barriers for learning (e.g. extra activities to address problem areas, errors that are corrected,
discussion with EST, letter or discussions with parents;
 Educators should complete intervention forms (section B) for learners who receive intervention in
ENGLISH (FIRST ADDITIONAL LANGUAGE) on a weekly basis and submit to the class
educators as needed;
 Educators in ENGLISH (FIRST ADDITIONAL LANGUAGE) should implement intervention
according to the prescriptions of the TST committee of the school.

5. LEARNER’S WORKBOOK

 At the beginning of the year each learner should get a workbook to do activities for ENGLISH
(FIRST ADDITIONAL LANGUAGE) in and to write or paste notes, etc. in. Workbooks should
replace the programmes that were used in the past;
 Work as included in the Assessment tasks should first be taught thoroughly in the workbooks;
 Workbooks should be used to complete activities in textbooks in;
 Workbooks should be covered and kept neat;
 Each educator can make a front page of his or her choice for writing books;
 If a learner loses or damages his or her workbook, his or her parents should replace it
themselves;
 Educators should mark learners’ workbooks regularly and meticulously or supply the correct
answers in the case of self or peer assessment;
 Corrections should be made by the learners where necessary.

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6. EDUCATOR’S PORTFOLIO

 Educators’ portfolios should contain information as listed by the Head of the Subject.
 Files should be submitted to Heads of Subjects as requested;
 Educators who leave the school should leave behind photocopies of documents in their files for
their successors and submit it to the Head of the Subject.
7. LEARNING AREA MEETING / DISCUSSION

 Meetings should be held at least once per month, but more often if necessary;
 Attendance is compulsory for all the educators of the Senior Phase. Written excuses should be
submitted the previous day;
 Minutes should be kept at each meeting by a person indicated for the specific meeting and
distributed amongst the educators for filing in their educators’ portfolios.

8. COURSES

 Courses, workshops, etc. should be attended by Senior Phase educators on a rotation basis or as
determined by the Education Department and/or the principal and the Head of the subject;
 Within two days written feedback should be submitted to the Head of the Department, who should
then make it available to the other educators and the principal;
 Information documents should be handed to the Head of the Department and/or the principal.

This policy has been adopted:

_________________________ _________________________
Date Place

EDUCATORS: _________________________
_________________________
_________________________
_________________________

PRINCIPAL: _________________________

CHAIRPERSON (SGB): _________________________

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