NATIONAL POLICY PERTAINING TO THE PROGRAMME AND PROMOTION

REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT

GRADES R - 12
Department of Basic Education

Sol Plaatje House

222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357-3000
Fax: +27 12 323-6601

120 Plein Street

Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465-1701
Fax: +27 21 461-8110

[Link]
[Link]

© Department of Basic Education

ii
 CONTENTS

ABBREVIATIONS AND ACRONYMS vi

DEFINITIONS vii

CHAPTER 1: INTRODUCING THE POLICY FOR THE PROGRAMME

AND PROMOTION REQUIREMENTS OF THENATIONAL
CURRICULUM STATEMENT GRADES R - 12 1

1. PURPOSE OF THE DOCUMENT 1

2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL
CURRICULUM STATEMENT GRADES R -12 2

CHAPTER 2: GENERAL REQUIREMENTS OF THE GENERAL

EDUCATION AND TRAINING BAND, GRADES R – 9 3

3. DURATION 3
4. CONCESSIONS 4

CHAPTER 3: FOUNDATION PHASE, GRADES R - 3 7

5. APPROVED SUBJECTS 7
6. PROGRAMME REQUIREMENTS FOR GRADES R - 3 8
7. PROMOTION REQUIREMENTS FOR GRADES R - 3 9
8. ASSESSMENT 11
9. RECORDING AND REPORTING 11
10. TIME ALLOCATION 12

iii
CHAPTER 4: INTERMEDIATE PHASE, GRADES 4 - 6 14

11. APPROVED SUBJECTS 14

12. PROGRAMME REQUIREMENTS FOR GRADES 4 - 6 16
13. PROVISOS 17
14. PROMOTION REQUIREMENTS FOR GRADES 4 - 6 17
15. ASSESSMENT 18
16. RECORDING AND REPORTING 19
17. TIME ALLOCATION 20

CHAPTER 5: SENIOR PHASE, GRADES 7 - 9 21

18. APPROVED SUBJECTS 21

19. PROGRAMME REQUIREMENTS FOR GRADES 7 - 9 24
20. PROVISOS 25
21. PROMOTION REQUIREMENTS FOR GRADES 7 - 9 25
22. ASSESSMENT 27
23. RECORDING AND REPORTING 28
24. TIME ALLOCATION 29

CHAPTER 6: FURTHER EDUCATION AND TRAINING BAND,

GRADES 10 - 12 30

25. DURATION 30
26. ENTRANCE REQUIREMENTS FOR THE FURTHER
EDUCATION AND TRAINING BAND 30
27. PROGRAMME REQUIREMENTS FOR GRADES 10 – 12 31
28. PROVISOS 32
29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12 36
30. ASSESSMENT IN GRADES 10 AND 11 37
31. ASSESSMENT IN GRADE 12 38
32. RECORDING AND REPORTING 38
33. CONCESSIONS 40

iv
34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT
FOR LEARNERS WITH SPECIAL NEEDS 44
35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12 48
36. TIME ALLOCATION 50
37. CERTIFICATION REQUIREMENTS 51
38. SUPPLEMENTARY EXAMINATIONS 54

CHAPTER 7: REPEAL OF POLICY AND TRANSITIONAL

ARRANGEMENTS 55

39. REPEAL OF POLICY 55

40. TRANSITIONAL ARRANGEMENTS 56
41. SHORT TITLE AND COMMENCEMENT 58

ANNEXURE A: APPROVED SUBJECTS LISTED IN TERMS OF THE

ORGANISING FIELDS OF THE NQF 59

ANNEXURE B: APPROVED SUBJECTS THAT COMPLY WITH THE

PROGRAMMEREQUIREMENTS OF GRADES 10 – 12 61

ANNEXURE C: RECOGNITION OF SUBJECTS NOT LISTED

IN THE NATIONAL CURRICULUM STATEMENT
GRADES 10-12 65

ANNEXURE D: SUBJECT CODING FOR ASSESSMENT PURPOSES 67

v
 ABBREVIATIONS AND ACRONYMS

GET General Education and Training

FET Further Education and Training
LOLT Language of Learning and Teaching
NCS National Curriculum Statement
NQF National Qualifications Framework
NSC National Senior Certificate
SAQA South African Qualifications Authority

vi
 DEFINITIONS

“applied competence” – means the ability to put the knowledge obtained into
practice in the relevant context;

“assessment body” – means a body accredited by Umalusi, the Council for

Quality Assurance in General and Further Education and Training; as well as the
Department of Basic Education, which is deemed to be accredited, in accordance
with the criteria determined by the South African Qualifications Authority and
approved by the Minister in terms of section 17A(6) of the General and Further
Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001);

“candidate” - means a learner who has completed the National Senior

Certificate programme and who has registered for the National Senior Certificate
final examinations;

“certification” – means the issuing of the National Senior Certificate by Umalusi

when the minimum promotion requirements have been met;

“condonation” – means the relaxation of promotion requirements as

contemplated in paragraph 29(1)(b) of this document;

“Curriculum and Assessment Policy Statements” - means the policy

documents stipulating the aim, scope, content and assessment for each subject
listed in the National Curriculum Statement Grades R – 12;

“Department of Basic Education”- means the national department responsible

for basic education, Grades R-12;

“evidence of learner performance” - means the learner’s work that is used to

compile his or her internal assessment mark;

vii
“examination” – means the conduct of a midyear and/or once-off end-of-year
assessment;

“external assessment” – means any assessment activity, instrument or

programme where the design, development and implementation has been
initiated, directed and, coordinated by Provincial Education Departments and the
Department of Basic Education either collectively or individually;

“First Additional Language level” – means the language proficiency level that
reflects the basic intercultural and interpersonal communication skills needed in
social situations and the cognitive academic skills essential for learning across
the curriculum. The First Additional Language level can be used as the language
of teaching and learning from the Intermediate Phase onwards;

“full-time candidate” - means a learner who has enrolled for tuition in a full-time
capacity at a public or independent school or any other registered institution and
who presents the required number of subjects as stipulated in this document;

“grade” - means a grade as defined in the South African Schools Act, 1996 (Act
No. 84 of 1996);

“Head of Department” - as defined in the South African Schools Act, 1996 (Act
No. 84 of 1996);

“Head of the institution” - as defined in the South African Schools Act, 1996
(Act No. 84 of 1996);

“Home Language level” - means the language proficiency level that reflects the
mastery of interpersonal communication skills required in social situations and the
cognitive academic skills essential for learning across the curriculum. This level
also provides learners with a literary, aesthetic and imaginative ability that will

viii
provide them with the ability to create, imagine, and empower their
understandings of the world they live in;

“immigrant candidate” - means a learner as contemplated in paragraph 4(1)(a)

of this document;

“independent school” - means a school registered or deemed to be registered

in terms of section 46 of the South African Schools Act, 1996 (Act No. 84 of
1996);

“internal assessment” - means an assessment, contemplated in section 1 of

the General and Further Education and Training Quality Assurance (Act No. 58 of
2000);

“language levels” – means the proficiency levels at which all official and non-
official languages are offered at school, i.e. Home Language, First Additional
Language and Second Additional Language levels;

“learner” - as defined in the South African Schools Act, 1996 (Act No. 84 of
1996);

“learner who experiences barriers to learning” – refers to any learner who has
difficulties in accessing the curriculum due to factors that serve as barriers;

“MEC” - means a Member of the Executive Council, contemplated in section 1 of

the South African Schools Act, 1996 (Act. No. 84 of 1996);

“Minimum outcomes and standards” – means the minimum level at which a

learner must attain the content and assessment requirements for all subjects
listed in the National Curriculum Statement Grades R – 12 as specified in the
Curriculum and Assessment Policy Statements. It also includes the programme

ix
and promotion requirements for Grades R-12 as stipulated in paragraphs 6, 7, 12,
14, 19, 21, 27 and 29 of this document;

“National Qualifications Framework (NQF)” – means the ten-level framework

to provide for the registration of national standards and qualifications as
contemplated in the National Qualifications Framework Act, 2008 (Act No. 67 of
2008);

“National Senior Certificate” – means a qualification at Level 4 on the National

Qualifications Framework (NQF) which is awarded to Grade 12 candidates who
comply with the national policy requirements set out in this policy document;

“part-time candidate” means a Grade 12 learner who has enrolled at an

institution that does not offer tuition on a full-time basis and may enroll for any
number of subjects in one examination sitting;

“progression” – means the advancement of a learner from one grade to the

next, excluding Grade R, in spite of the learner not having complied with all the
promotion requirements. Progression can be used to prevent a learner from being
retained in a phase for a period exceeding four years as stipulated in the
Admission policy for ordinary public schools as published as Government Notice
2432, Government Gazette, Vol. 400, No. 19377 of 19 October 1998, provided
that the underperformance of the learner in the previous grade is addressed in
the grade to which the learner has been promoted;

“promotion” – means the movement of a learner from one grade to the next
when that learner meets the minimum required level of achievement per subject
in a particular grade;

“Processes and procedures for the assessment of learner achievement” –

means the conduct, administration and management of internal assessment, end-
of year examination, and the final National Senior Certificate examination as

x
stipulated in the Curriculum and Assessment Policy Statements and the policy
documents, National Protocol for Assessment Grades R – 12, and National policy
on the conduct, administration and management of the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework
(NQF);

“Provincial Education Department” - means an education department,

contemplated in section 1 of the South African Schools Act, 1996 (Act. No. 84 of
1996);

“qualification” – means a registered qualification as contemplated in the

National Qualifications Framework Act, 2008 (Act No. 67 of 2008);

“repeat candidate” - means a candidate who has failed the grade enrolled for or
the National Senior Certificate examination, or who wants to improve his or her
National Senior Certificate examination results, and who wants to repeat, either
the grade failed or the Grade 12-year, as a full-time learner or full-time or part-
time candidate respectively;

“Second Additional Language level” - means the language proficiency level

that focuses on the basic interpersonal communication skills needed in social
situations and include intercultural communication. It is intended to further
multilingualism. Although reading and writing will be developed, at this level the
emphasis will be on developing listening and speaking skills;

“school” – as defined in the South African Schools Act, 1996 (Act No. 84 of
1996);

“school-based assessment” – means all formal assessment, including

examinations, conducted by the school throughout the year on a continuous
basis. In Grade 12 the School-Based Assessment component is all the formal
tasks including the mid-year and September examinations, but not the end-of-

xi
year National Senior Certificate examination;

“supplementary examination” - means an examination as contemplated in

paragraph 38 of this document;

“teacher file” - means the recording and planning documents used by the
teacher, namely the formal programme of assessment, evidence of learner
assessment/performance, all formal assessment tasks and marking guidelines,
annual teaching plan/work schedule, textbook used and other resources,

“Umalusi” – means Umalusi, the Council for Quality Assurance in General and
Further Education and Training established in terms of the General and Further
Education and Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

xii
 CHAPTER 1

INTRODUCING THE POLICY FOR THE PROGRAMME AND PROMOTION

REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT GRADES
R - 12

1. PURPOSE OF THE DOCUMENT

(1) Section 3(4)(l) of the National Education Policy Act, 1996 (No. 27 of
1996) makes provision for the determination of national education
policy regarding curriculum frameworks, core syllabuses and
education programmes, learning standards, examinations and the
certification of qualifications. This provision is subject to the
provisions of any law establishing a national qualifications
framework or a certifying or accrediting body.

(2) The policy stipulated in this document applies to public ordinary and
special schools and those independent schools that offer the
National Curriculum Statement Grades R – 12, which comprise:

(a) Curriculum and Assessment Policy Statements for all

approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades
R – 12; and

(c) National Protocol for Assessment Grades R – 12.

(3) The policy document contemplated in subparagraph (2) forms the

basis for the Minister of Basic Education to determine minimum

1
 outcomes and standards, as well as the processes and procedures
for the assessment of learner achievement as stipulated in section
6A of the South African Schools Act, 1996 (Act No. 84 of 1996)
which is applicable to public and independent schools.

(4) The outcomes and standards determined in terms of section 6A of

the South African Schools Act, 1996 (Act. No. 84 of 1996) will be
translated into regulations in terms of section 61 of the said Act.

2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL

CURRICULUM STATEMENT GRADES R – 12

(1) The National Curriculum Statement Grades R – 12 uses the twelve

Organising Fields of the National Qualifications Framework (NQF)
for organising and listing purposes.

(2) The Organising Fields listed at Annexure A, are used for organising
and listing purposes.

2
 CHAPTER 2

GENERAL REQUIREMENTS OF GENERAL EDUCATION AND TRAINING:

GRADES R - 9

3. DURATION

The duration of the General Education and Training Phase is ten years,
namely Grades R - 9. To be promoted to Grade 10 a learner must:

(1) complete the programme requirements for each grade of Grades R

– 9 separately; and

(2) comply with the assessment and promotion requirements for each
grade of Grades R - 9 as contemplated in the policy document,
National Protocol for Assessment Grades R – 12, and the
Curriculum and Assessment Policy Statements of the various
subjects for each of the three phases of the General Education and
Training Band, namely Foundation, Intermediate and Senior
Phases as listed in this document.

3
4. CONCESSIONS

(1) Immigrants

(a) An immigrant learner is:

(i) a child or a dependent of a diplomatic representative
of a foreign government accredited in South Africa; or
(ii) a person who:

(aa) first enrolled at and entered a South African

school in Grade 7 or a more senior grade, or
(bb) having begun his or her schooling at a school
in South Africa, has attended school outside
South Africa for two or more consecutive years
after Grade 3 or its equivalent, and has
subsequently returned to South Africa.

(b) Subject to subparagraph (d) an immigrant learner as

contemplated in subparagraph (a) must offer the two
required official languages as contemplated in paragraphs
12(1) of the Intermediate Phase and 19(1) of the Senior
Phase and comply with the School-Based Assessment
requirements of both official languages offered.

(c) An immigrant learner in the Intermediate or Senior Phase

must:

(i) Pass one of the required two official languages as

contemplated in subparagraph (b) on at least First
Additional Language level and obtain a rating of
Moderate Achievement (Level 3) in that language;
and

4
 (ii) Subject to subparagraph (e) an immigrant learner
must comply with the Intermediate and Senior Phase
promotion requirements as contemplated in
paragraphs 14 and 21 respectively.

(d) An immigrant learner may offer his or her home language in

lieu of one official language, provided that it is an officially
approved non-official language, provided further he or she
complies with the Intermediate and Senior Phase promotion
requirements as contemplated in paragraphs 14 and 21
respectively.

(e) To be classified as an immigrant learner, such a learner

must be in possession of:

(i) The relevant official documentation issued by the

Department of Home Affairs; and

(ii) The relevant official documentation issued by the

school where the learner entered the South African
school system for the first time.

(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who

experience the following barriers or any other barriers that
impact on a learner’s learning:

(i) A deaf learner must offer the two required official

languages as contemplated in paragraphs 6 of the
Foundation Phase, 12(1) of the Intermediate Phase,

5
 and 19(1) of the Senior Phase, however:

(aa) he or she must pass one of the required two

official languages on at least First Additional
Language level and obtain a Moderate
Achievement (Level 3) in that language;

(bb) an Elementary Achievement (Level 2) in the

second official language;

(cc) comply with the other Foundation or

Intermediate or Senior Phase promotion
requirements as contemplated in paragraphs 7,
14 and 21 respectively.

(ii) Learners with communication and language

impairments, e.g. aphasia and dyslexia must also
meet the requirements as set out in subparagraph (i)
above.

(b) White Paper 6 on Special Needs Education: Building an

Inclusive Education and Training System (2001), guides
policies related to learners experiencing barriers to learning.

6
 CHAPTER 3

FOUNDATION PHASE, GRADES R - 3

5. APPROVED SUBJECTS

TABLE 1: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Afrikaans Home Language 13305482 13302842 13302852 13302862
Afrikaans First Additional Language 13312872 13312882 13312892
English Home Language 13305492 13302902 13302912 13302922
English First Additional Language 13312932 13312942 13312952
IsiNdebele Home Language 13305502 13302962 13302972 13302982
IsiNdebele First Additional Language 13312992 13313002 13313012
IsiXhosa Home Language 13305512 13303022 13303032 13303042
IsiXhosa First Additional Language 13313052 13313062 13313072
IsiZulu Home Language 13305522 13303082 13303092 13303102
IsiZulu First Additional Language 13313112 13313122 13313132
Sepedi Home Language 13305532 13303142 13303152 13303162
Sepedi First Additional Language 13313172 13313182 13313192
Sesotho Home Language 13305542 13303202 13303212 13303222
Sesotho First Additional Language 13313232 13313242 13313252
Setswana Home Language 13305552 13303262 13303272 13303282
Setswana First Additional Language 13313292 13313302 13313312
SiSwati Home Language 13305562 13303322 13303332 13303342
SiSwati First Additional Language 13313352 13313362 13313372
Tshivenda Home Language 13305572 13303382 13303392 13303402
Tshivenda First Additional Language 13313412 13313422 13313432
Xitsonga Home Language 13305582 13303442 13303452 13303462
Xitsonga First Additional Language 13313472 13313482 13313492

7
 TABLE 2: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE
SCIENCES
SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Mathematics 19331462 19331312 19331322 19331332

TABLE 3: HUMAN AND SOCIAL STUDIES

SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Life Skills 16341302 16341152 16341162 16341172

6. PROGRAMME REQUIREMENTS FOR GRADES R -3

(1) Grade R

A learner in Grade R in the Foundation Phase must offer the

following three (3) subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home

Language level;
(b) Mathematics as listed in Table 2; and
(c) Life Skills, comprising Beginning Knowledge, Creative Arts,
Physical Education and Personal and Social Wellbeing, as
listed in Table 3.

8
 (2) Grades 1 – 3

A learner in Grades 1 – 3 in the Foundation Phase must offer the

following four (4) subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home

Language level;
(b) One official language selected from Table 1 at First
Additional Language level, provided it is not the same official
language offered at subparagraph (a);
(c) Mathematics as listed in Table 2; and
(d) Life Skills, comprising Beginning Knowledge, Creative Arts,
Physical Education and Personal and Social Wellbeing, as
listed in Table 3.

7. PROMOTION REQUIREMENTS FOR GRADES 1 -3

(1) Promotion from grade to grade through this phase within the
appropriate age cohort should be the accepted norm, unless the
learner displays a lack of competence to cope with the following
grade’s work. A learner, who is not ready to perform at the next
level, should be assessed to determine the level of support
required.

(2) The following are guidelines for determining a learner’s progress in

Grade R:

(a) Adequate Achievement (Level 4) in one official language at

Home Language level as contemplated in paragraph 6(1)(a);
and

9
 (b) Moderate Achievement (Level 3) in Mathematics as
contemplated in paragraph 6(1)(b).

(3) The following are guidelines to determine whether a learner should

be permitted to progress from Grade 1 to 3 in the Foundation
Phase:

(a) Adequate Achievement (Level 4) in one official language at

Home Language level as contemplated in paragraph 6(2)(a);
or
(b) Moderate Achievement (Level 3) in the second required
official language at First Additional Language level as
contemplated in paragraph 6(2)(b); and
(c) Moderate Achievement (Level 3) in Mathematics as
contemplated in paragraph 6(2)(c).

(4) A learner who does not meet the requirements for promotion can
be progressed to the next grade in order to prevent the learner
being retained in the Foundation Phase for longer than four years,
excluding Grade R.

8. ASSESSMENT

(1) Learners will be assessed internally according to the requirements

specified in the policy document National Protocol for Assessment
Grades R – 12 and the Curriculum and Assessment Policy
Statements of the required subjects as contemplated in paragraph
6.

(2) The School-Based Assessment (SBA) mark as determined during

the school year will be 100% of the total mark.

10
9. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects

listed in the National Curriculum Statement Grades R - 12. The
various achievement levels and their corresponding percentage
bands are shown in Table 4 below.

TABLE 4: SCALE OF ACHIEVEMENT FOR THE NATIONAL

CURRICULUM STATEMENT GRADES R - 3
ACHIEVEMENT ACHIEVEMENT MARKS
LEVEL DESCRIPTION %
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to grade

learners and grade them at the correct level.

(3) Teachers must record and report learners’ performance in terms of

the achievement descriptors listed in Table 4.

11
10. TIME ALLOCATION

(1) The instructional time for subjects in the Foundation Phase is

indicated in Table 5 below:

TABLE 5: TIME ALLOCATION PER WEEK

SUBJECT GRADE R GRADES 1-2 GRADE 3
(HOURS) (HOURS) (HOURS)
Home Language 10 7/8 7/8
First Additional 2/3 3/4
Language
Mathematics 7 7 7
Life Skills 6 6 7
TOTAL 23 23 25

(2) The instructional time for Grades R, 1 and 2 is 23 hours and 25

hours for Grade 3.

(3) Ten (10) hours are allocated for languages in Grades R-2 and 11
hours in Grade 3.

(4) A maximum of eight (8) hours and a minimum of seven (7) hours
are allocated for the language at Home Language level, and a
minimum of two (2) hours and a maximum of three (3) hours for the
language at First Additional Language level in Grades R-2.

(5) In Grade 3 a maximum of eight (8) hours and a minimum of seven

(7) hours are allocated for the language at Home Language level,
and a minimum of three (3) hours and a maximum of four (4) hours
for the language at First Additional Language level.

12
(6) The time allocated to breaks, assemblies and extramural activities
is excluded from the time allocation.

(7) Time must be made available to support learners who experience

barriers to learning within the instructional time.

13
 CHAPTER 4

INTERMEDIATE PHASE, GRADES 4 - 6

11. APPROVED SUBJECTS

TABLE 6: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Afrikaans Home Language 13303502 13303512 13303522
Afrikaans First Additional Language 13313532 13313542 13313552
Afrikaans Second Additional Language 13353562 13353572 13353582
English Home Language 13303592 13303602 13303612
English First Additional Language 13313622 13313632 13313642
English Second Additional Language 13353652 13353662 13353672
IsiNdebele Home Language 13303682 13303692 13303702
IsiNdebele First Additional Language 13313712 13313722 13313732
Second Additional Language 13353742 13353752 13353762
IsiXhosa Home Language 13303772 13303782 13303792
IsiXhosa First Additional Language 13313802 13313812 13313822
IsiXhosa Second Additional Language 13353832 13353842 13353852
IsiZulu Home Language 13303862 13303872 13303882
IsiZulu First Additional Language 13313892 13313902 13313912
IsiZulu Second Additional Language 13353922 13353932 13353942
Sepedi Home Language 13303952 13303962 13303972
Sepedi First Additional Language 13313982 13313992 13314002
Sepedi Second Additional Language 13354012 13354022 13354032
Sesotho Home Language 13304042 13304052 13304062
Sesotho First Additional Language 13314072 13314082 13314092
Sesotho Second Additional Language 13354102 13354112 13354122

14
 TABLE 6: OFFICIAL LANGUAGES (CONT.)
SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Setswana Home Language 13304132 13304142 13304152
Setswana First Additional Language 13314162 13314172 13314182
Setswana Second Additional Language 13354192 13354202 13354212
SiSwati Home Language 13304222 13304232 13304242
SiSwati First Additional Language 13314252 13314262 13314272
SiSwati Second Additional Language 13354282 13354292 13354302
Tshivenda Home Language 13304312 13304322 13304332
Tshivenda First Additional Language 13314342 13314352 13314362
Tshivenda Second Additional Language 13354372 13354382 13354392
Xitsonga Home Language 13304402 13304412 13304422
Xitsonga First Additional Language 13314432 13314442 13314452
Xitsonga Second Additional Language 13354462 13354472 13354482

TABLE 7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES
SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Mathematics 19331342 19331352 19331362
Natural Sciences and Technology 19351372 19351382 19351392

TABLE 8: HUMAN AND SOCIAL STUDIES

SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Social Sciences 16351182 16351192 16351202
Life Skills 16341212 16341222 16341232

15
12. PROGRAMME REQUIREMENTS FOR GRADES 4 -6

A learner must offer and complete six (6) subjects for each of Grades 4 –
6 as contemplated in subparagraphs (1) to (5) and listed in Tables 6 – 8:

(1) Two (2) official languages selected from Table 6, provided that one
of the two official languages is offered on the Home Language
level, and the other official language on at least First Additional
Language level, and provided further that one of the two languages
offered is the language of learning and teaching;

(2) Mathematics listed in Table 7;

(3) Natural Sciences and Technology listed in Table 7;

(4) Life Skills listed in Table 8;

(5) Social Sciences listed in Table 8; and

(6) One official or approved non-official language may be offered as an

optional subject on at least Second Additional Language level,
provided that in the case of an official language, the language
offered must not be a language offered in terms of subparagraph
(1) above. The Additional Language will be regarded as an
additional subject not to be taken into account for promotion
requirements as contemplated in paragraph 14.

(7) Subject to paragraph 4(1)(d) immigrant learners exempted from

achieving one official language as contemplated in paragraph
4(1)(c)(ii), may offer his or her home language in lieu of one official

16
 language, provided it is an approved language on at least First
Additional Language level as contemplated in subparagraph (6).

13. PROVISOS

(1) Not more than one language shall be offered from the same
language group, namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(2) The same language shall not be offered on Home Language and
First or Second Additional Language level, or on First and Second
Additional Language level.

14. PROMOTION REQUIREMENTS FOR GRADES 4 -6

(1) Promotion from grade to grade through this phase within the
appropriate age cohort should be the accepted norm, unless the
learner displays a lack of competence to cope with the following
grade’s work.

(2) The following are guidelines for determining a learner’s promotion

from Grade 4 to 6 in the Intermediate Phase:

(a) Adequate Achievement (Level 4) in one official language at

Home Language level as contemplated in paragraph 12(1);
(b) Moderate Achievement (Level 3) in the second required
official language at First Additional Language level as
contemplated in paragraph 12(1);

17
 (c) Moderate Achievement (Level 3) in Mathematics as
contemplated in paragraph 12(2); and
(d) Subject to subparagraph (e), Moderate Achievement (Level
3) in any other two (2) of the remaining approved subjects as
contemplated in paragraphs 12(3), 12(4) and 12(5).
(e) Immigrant learners may be exempted from achieving one
official language as contemplated in paragraph 4(1)(c)(ii),
provided they obtain Moderate Achievement (Level 3) in all
three (3) of the remaining subjects contemplated in
subparagraph (d).

(3) A learner may only be progressed once in the Intermediate Phase

in order to prevent the learner being retained in this phase for
longer than four years.

(4) A learner who is not ready to perform at the expected level and who
has been retained in the first phase for four (4) years or more and
who is likely to be retained again in the second phase for four (4)
years or more, should receive the necessary support.

15. ASSESSMENT

(1) Learners will be assessed internally according to the requirements

specified in the policy document National Protocol for Assessment
Grades R – 12 and the Curriculum and Assessment Policy
Statements of the required subjects as contemplated in paragraph
12.

(2) School-Based Assessment (SBA) is a compulsory component of

the promotion marks. The SBA component conducted during the

18
 year must be 75%, and the final examination component 25% of
the promotion mark.

16. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects

listed in the National Curriculum Statement Grades R - 12. The
various achievement levels and their corresponding percentage
bands are shown in Table 9 below.

TABLE 9: SCALE OF ACHIEVEMENT FOR THE NATIONAL

CURRICULUM STATEMENT GRADES 4 - 6
ACHIEVEMENT ACHIEVEMENT MARKS
LEVEL DESCRIPTION %
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to grade

learners and grade them at the correct level.

(3) Teachers must record learners’ results in marks and report them as
percentages.

(4) The percentage obtained will determine which rating code on the
scale of achievement will be allocated to a learner.

19
17. TIME ALLOCATION

(1) The instructional time for subjects in the Intermediate Phase is

indicated in Table 10 below:

TABLE 10: TIME ALLOCATION PER WEEK

SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Science and Technology 3,5
Social Sciences 3
Life Skills 4
TOTAL 27,5

(2) The instructional time for Grades 4, 5 and 6 is 27,5 hours. The time
allocated to breaks, assemblies and extramural activities is
excluded from the time allocation..

(3) Schools offering an optional language selected from Table 6 on at

least Second Additional Language level as contemplated in
paragraph 12(6) may not use the time allocated for the subjects
listed in Table 10. Optional languages may only be offered if the
school can make an arrangement for the allocation of additional
time to the allocated 27,5 hours.

(4) Time must be made available to support learners who experience

barriers to learning within the instructional time.

20
 CHAPTER 5

SENIOR PHASE, GRADES 7 – 9

18. APPROVED SUBJECTS

TABLE 11: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Afrikaans Home Language 13304492 13304502 13304512
Afrikaans First Additional Language 13314522 13314532 13314542
Afrikaans Second Additional Language 13354552 13354562 13354572
English Home Language 13304582 13304592 13304602
English First Additional Language 13314612 13314622 13314632
English Second Additional Language 13354642 13354652 13354662
IsiNdebele Home Language 13304672 13304682 13304692
IsiNdebele First Additional Language 13314702 13314712 13314722
IsiNdebele Second Additional Language 13354732 13354742 13354752
IsiXhosa Home Language 13304762 13304772 13304782
IsiXhosa First Additional Language 13314792 13314802 13314812
IsiXhosa Second Additional Language 13354822 13354832 13354842
IsiZulu Home Language 13304852 13304862 13304872
IsiZulu First Additional Language 13314882 13314892 13314902
IsiZulu Second Additional Language 13354912 13354922 13354932
Sepedi Home Language 13304942 13304952 13304962
Sepedi First Additional Language 13314972 13314982 13314992
Sepedi Second Additional Language 13355002 13355012 13355022
Sesotho Home Language 13305032 13305042 13305052
Sesotho First Additional Language 13315062 13315072 13315082
Sesotho Second Additional Language 13355092 13355102 13355112

21
 TABLE 11: OFFICIAL LANGUAGES (CONT.)
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Setswana Home Language 13305122 13305132 13305142
Setswana First Additional Language 13315152 13315162 13315172
Setswana Second Additional Language 13355182 13355192 13355202
SiSwati Home Language 13305212 13305222 13305232
SiSwati First Additional Language 13315242 13315252 13315262
SiSwati Second Additional Language 13355272 13355282 13355292
Tshivenda Home Language 13305302 13305312 13305322
Tshivenda First Additional Language 13315332 13315342 13315352
Tshivenda Second Additional Language 13355362 13355372 13355382
Xitsonga Home Language 13305392 13305402 13305412
Xitsonga First Additional Language 13315422 13315432 13315442
Xitsonga Second Additional Language 13355452 13355462 13355472

TABLE 12: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Natural Sciences 19351402 19351412 19351422
Mathematics 19331432 19331442 19331452

TABLE 13: HUMAN AND SOCIAL SCIENCES

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Social Sciences 16351242 16351252 16351262
Life Orientation 16341272 16341282 16341292

22
 TABLE 14: ENGINEERING AND TECHNOLOGY
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Technology 15351122 15351132 15351142

TABLE 15 CULTURE AND ARTS

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Arts and Culture 11351152 11351162 11351172

TABLE 16: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Economic Management Sciences 12351092 12351102 12351112

23
19. PROGRAMME REQUIREMENTS FOR GRADES 7 -9

A learner must for each of Grades 7 – 9 offer and complete nine (9)
subjects as contemplated in subparagraphs (1) to (8) and listed in Tables
11 – 16:

(1) Two (2) official languages selected from Table 11, provided that
one of the two official languages is offered on the Home Language
level, and the other language, on either Home or on at least First
Additional Language level, and provided further that one of the two
languages offered is the language of learning and teaching;

(2) Mathematics selected from Table 12;

(3) Natural Sciences selected from Table 12;

(4) Life Orientation from Table 13;

(5) Social Sciences from Table 13;

(6) Technology from Table 14;

(7) Arts and Culture from Table 15; and

(8) Economic Management Sciences from Table 16.

(9) One official or approved non-official language may be offered as an

optional subject on at least Second Additional Language level,
provided that in the case of an official language, the language
offered must not be a language offered in terms of subparagraph
(1) above. The Additional Language will be regarded as an

24
 additional subject not to be taken into account for promotion
requirements as contemplated in paragraph 21.

(10) Subject to paragraph 4(1)(d) immigrant learners exempted from

achieving one official language as contemplated in paragraph
4(1)(c)(ii), may offer his or her home language in lieu of one official
language, provided it is an approved language on at least First
Additional Language level as contemplated in paragraph4(1)(c)(i).

20. PROVISOS

(1) Not more than one language shall be offered from the same
language group, namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(2) The same language shall not be offered on Home Language and
First or Second Additional Language level, or on First and Second
Additional Language level.

21. PROMOTION REQUIREMENTS FOR GRADES 7 -9

(1) Learners in Grades 7-9 will be promoted from grade to grade if they
have offered nine (9) subjects listed in paragraph 19(1) to (8) and
have complied with the promotion requirements in eight (8) of the
subjects as contemplated in subparagraphs (a) to (e), provided the
School-Based Assessment component of the ninth subject has
been completed.

25
 (a) Adequate Achievement (Level 4) in one language at Home
Language level as contemplated in paragraph 19(1);

(b) Moderate Achievement (Level 3) in the second required

official language at First Additional Language level as
contemplated in paragraph 19(1);

(c) Moderate Achievement (Level 3) in Mathematics as

contemplated in paragraph 19(2);

(d) Moderate Achievement (Level 3) in any three (3) of the other

required subjects as contemplated in paragraphs 19(3),
19(4), 19(5), 19(6), 19(7) and 19(8); or

(e) Subject to subparagraph (f), at least an Elementary

Achievement (Level 2) in any two (2) of the other required
subjects as contemplated in paragraphs 19(3), 19(4), 19(5),
19(6), 19(7) and 19(8).

(f) Immigrant learners may be exempted from achieving one

official language as contemplated in paragraph 4(1)(c)(ii),
provided they obtain at least an Elementary Achievement
(Level 2) in all three (3) the remaining subjects contemplated
in subparagraph (e).

(2) A learner may only be progressed once in the Senior Phase in

order to prevent the learner being retained in this phase for longer
than four years.

(3) A learner who is not ready to function at the expected level and
who has been retained in the previous phases for four (4) years or

26
 more and who is likely to be retained again in the third phase for
four (4) years or more, should receive the necessary support.

22. ASSESSMENT

(1) Learners will be assessed internally according to the requirements

as specified in the policy document, National Protocol for
Assessment Grades R – 12 and the Curriculum and Assessment
Policy Statements.

(2) The end-of-year assessment must consist of an end-of-year

examination that is internally set, marked and moderated, as
specified in the policy document, National Protocol for Assessment
Grades R – 12 and the Curriculum and Assessment Policy
Statements.

(3) School-Based Assessment (SBA) is a compulsory component of

the promotion marks. The SBA component must be 40% during the
year, and the final examination component 60% of the promotion
mark.

27
23. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects

listed in the Curriculum Statement Grades R - 12. The various
achievement levels and their corresponding percentage bands are
as shown in Table 17 below.

TABLE 17: SCALE OF ACHIEVEMENT FOR THE NATIONAL

CURRICULUM STATEMENT GRADES 7 – 9
ACHIEVEMENT ACHIEVEMENT %
LEVEL DESCRIPTION
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to assess

learners and grade them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and

report them as percentages.

(4) The percentage obtained will determine the rating code on the
scale of achievement.

28
24. TIME ALLOCATION

(1) The instructional time for subjects in the Senior Phase is indicated
in the Table 18 below:

TABLE 18: TIME ALLOCATION PER WEEK

SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Science 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Arts and Culture 2
TOTAL 27,5

(2) The instructional time for Grades 7, 8 and 9 is 27,5 hours. The time
allocated to breaks, assemblies and extramural activities is
excluded from this time allocation.

(3) Schools offering an optional language selected from Table 11 on at

least Second Additional Language level as contemplated in
paragraph 19(9) may not use the time allocated for the languages
listed in Table 18. Optional languages may only be offered if the
school can make an arrangement for the allocation of additional
time to the allocated 27,5 hours.

29
 CHAPTER 6

FURTHER EDUCATION AND TRAINING: GRADES 10 – 12

25. DURATION

The duration of the National Senior Certificate is 3 years, namely Grades

10 - 12. A learner must:

(1) offer all subjects selected for all three grades, Grades 10-12 and
complete the programme requirements for these grades separately;
and

(2) comply with the SBA requirements for Grades 10, 11 and 12 and
the external assessment requirements of Grade 12 as
contemplated in the policy document National Protocol for
Assessment Grades R – 12, and the Curriculum and Assessment
Policy Statements of the various subjects listed in Annexure B.

26. ENTRANCE REQUIREMENTS FOR FURTHER EDUCATION AND

TRAINING, GRADES 10 - 12

The minimum entrance requirements for Grade 10 are:

(1) an official Grade 9 school report which indicates that a learner has
met the requirements for promotion to Grade 10; or

(2) a General Education and Training Certificate (GETC) for Adult

Basic Education and Training (ABET); or

(3) a NQF Level 1 Certificate which require two languages; or

30
 (4) a recognised equivalent qualification obtained at NQF Level 1
which require two languages.

27. PROGRAMME REQUIREMENTS FOR GRADES 10 - 12

(1) The approved National Senior Certificate subjects listed in

Annexure B, which is grouped in two main categories, namely
Groups A and B.

(2) A learner in Further Education and Training must select four

subjects from Group A follows:

(a) Two (2) official languages selected from Annexure B, Table

A1, provided that one of the two official languages is offered
on the Home Language level, and the other, on either Home
or First Additional Language level, and provided further that
one of the two languages is the language of learning and
teaching.

(b) Mathematics or Mathematical Literacy selected from

Annexure B, Table A2.

(c) Life Orientation in Annexure B, Table A3.

(d) Subject to paragraphs 28(5) and 28(6), a minimum of any

three subjects selected from Group B Annexure B, Tables
B1-B8. Of the minimum three required subjects, a maximum
of two additional languages over and above the two official
languages contemplated in subparagraph (a) may be offered
from both Tables A1 and B4.

31
 (e) Learners may offer a maximum of one subject developed by
accredited assessment bodies other than the Department of
Basic Education and approved by the Minister of Basic
Education for this purpose and listed in Annexures C1 – C6,
in the place of one Group B subject.

28. PROVISOS

(1) A candidate may offer more than the required minimum of seven
subjects provided that he or she complies with the following
requirements:

(a) the additional subjects must be offered for all three years of
the National Senior Certificate programme, namely Grades
10-12.

(b) all the internal assessment requirements and the Practical

Assessment Tasks as contemplated in the policy document
National Protocol for Assessment Grades R – 12 and the
Curriculum and Assessment Policy Statements for the
required subjects where applicable, must be met for all three
years of study, namely Grades 10, 11 and 12.

(2) Not more than one language shall be offered from the same
language group, namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

32
(3) The same language shall not be offered on Home Language and
First or Second Additional Language level, or on First and Second
Additional Language level.

(4) A candidate may not offer both Mathematics and Mathematical

Literacy.

(5) A candidate may not offer both Consumer Studies and Hospitality
Studies.

(6) Subject to subparagraph 7, a maximum of one subject developed

and assessed by an accredited assessment body that is not the
Department of Basic Education, and approved by the Minister of
Basic Education for this purpose and listed in Annexure C may be
offered to meet the requirements of one of the three (3) required
Group B subjects as contemplated in paragraph 27(2)(d).

(7) The Practical Music programme of one of the Music examination

bodies, listed in Table C2 of Annexure C, namely the Associated
Board of Royal Schools Practical Music Examination, Trinity
College of London Practical Music Examination and Unisa Practical
Music Examination may be offered in terms of the following
conditions:

(a) The External Music programmes listed in Table C2 of

Annexure C may only be offered as an eighth National
Senior Certificate subject.

(b) A learner may only enrol for the selected External Music
programme in his or her Grade 12-year.

33
(c) The selected External Music programmes must be offered at
Grade 7 Music level.

(d) The submission of the final examination marks obtained by

the candidates must be determined by the three External
Music Examination Bodies.

(e) The External Music Examination Bodies’ final results based

on the theory and practical components will be accepted as
the final mark obtained by the candidate.

(f) The prerequisite theory component for the three External

Music Examination Bodies’ Practical Music Examination,
Grade 7 is as follows:
(i) Associated Board of Royal Schools of Music: Grade 6
Theory;
(ii) Trinity College of London: Grade 6 Theory; and
(iii) UNISA: Grade 5 Theory.

(g) The practical component must be completed by the

candidate not later than June of the Grade-12 year.

(h) The theory must be completed by the candidate, not earlier

than October of the Grade 11-year.

(i) The marks supplied by the three External Music Examination

Bodies will be indicated on the National Senior Certificate as
a subject passed by an approved and accredited
assessment body in terms of the requirements as
determined by that body. The actual mark obtained by the
candidate will be reflected on the National Senior Certificate

34
 with an asterisk denoting that this subject was offered by an
external assessment body in terms of that body’s
requirements.

(j) A learner will be restricted to a maximum of one of the

Associated Board of Royal Schools of Music, or Trinity
College of London, or the UNISA Practical Music
Examinations.

(k) A learner who offers Music listed in Table B2 of Annexure B

as a subject and one of the Associated Board of Royal
Schools of Music, or Trinity College of London, or the UNISA
Practical Music Examination, Grade 7, as an eighth subject,
may not offer the same main instrument as a first and
second instrument.

(l) A learner who offers one of the Associated Board of Royal

Schools of Music, or Trinity College of London, or the UNISA
Practical Music Examination, Grade 7 as an eighth subject
may not offer a Music programme, comprising a combination
of components of the Music programmes of the three
External Music Examination Bodies.

(m) The Music programmes of the Associated Board of Royal

Schools of Music, or Trinity College of London, or UNISA
may not be offered during official school hours, but only as
an extra-curricular subject.

(n) A learner who offers one of the Associated Board of Royal

Schools of Music, or Trinity College of London, or the UNISA
Practical Music Examination, Grade 7 as an eighth subject

35
 may not replace a failed subject offered by the learner in
terms of the seven-subject package of the National Senior
Certificate.

29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12

(1) Learners in Grades 10-12 will be promoted from grade to grade if

they have offered and completed the School-Based Assessment,
Practical Assessment Tasks, where applicable, and end-of-year
examination requirements in not fewer than seven (7) subjects as
contemplated in the policy document, National Protocol for
Assessment Grades R – 12 and the Curriculum and Assessment
Policy Statements of the various subjects listed in Annexure A:

(a) Achieved 40% in three subjects, one of which is an official

language at Home Language level, and 30% in three
subjects, provided the School-Based Assessment
component is submitted in the subject failed.

(b) A condonation of a maximum of one (1) subject will only be

applied to a Grade 12 candidate in the final National Senior
Certificate examination, if such a candidate requires a
maximum of 2%, either to obtain a pass at 30% or 40%.
Such a condonation will be applied in only one subject,
provided the application of the condonation allows the
candidate to obtain the National Senior Certificate
qualification.

(c) Subject to paragraph 28(7) learners who offer a Music

programme from the Associated Board of Royal Schools of

36
 Music or Trinity College of London or UNISA, must obtain
the following ratings:

(i) the Associated Board of Royal Schools Practical

Music Examination Grade 7: at least 65%.
(ii) Trinity College of London Practical Music Examination
Grade 7: at least 65%.
(iii) UNISA Practical Music Examination Grade 7: at least
50%.

(2) The norm for repetition is stipulated in paragraph 31 of the

Admission policy for ordinary public schools, Government Notice
2432 in the Government Gazette, Vol. 400, No. 19377 of 19
October 1998, as one year per school phase where necessary.

30. ASSESSMENT IN GRADES 10 AND 11

(1) Learners will be assessed internally according to the requirements

specified in the policy document, National Protocol for Assessment
Grades R– 12 and the Curriculum and Assessment Policy
Statements for the subjects listed in the National Curriculum
Statement Grades R - 12. The School-Based Assessment (SBA)
marks allocated to assessment tasks completed during the school
year will be 25% of the total mark, and the end-of-year mark 75% of
the total mark.

(2) The weighting for assessment in the subject Life Orientation in

Grades 10 and 11 is an exception where the SBA component will
comprise 100% of the total mark. The SBA will be externally
moderated.

37
 (3) The end-of-year assessment must consist of an end-of-year
examination that is internally set, marked and moderated, as
specified in the policy document, National Protocol for Assessment
Grades R– 12 and the Curriculum and Assessment Policy
Statements for the subjects listed in the National Curriculum
Statement Grades R - 12.

31. ASSESSMENT IN GRADE 12

(1) The School-Based Assessment (SBA)mark will be 25%, and the

external assessment mark 75% of the total mark, as specified in the
policy document, National Protocol for Assessment Grades R– 12
and the Curriculum and Assessment Policy Statements for the
subjects listed in the National Curriculum Statement Grades R - 12.
The SBA will be externally moderated.

(2) The weighting for assessment in the subject Life Orientation in

Grade 12 is an exception. The SBA component will be 100% of the
total mark. The SBA will be externally moderated.

(3) The final mark is rounded down if the first decimal is less than 5
and rounded up if the decimal is 5 and above e.g. a final mark of
70,3 will be rounded down to 70 and a final mark of 70.6 is rounded
up to 71.

32. RECORDING AND REPORTING

(1) Seven levels of competence have been described for all the
subjects in the policy document, National Protocol for Assessment
Grades R– 12 and the Curriculum and Assessment Policy
Statements for the subjects listed in the National Curriculum

38
 Statement Grades R - 12. The various achievement levels and their
corresponding percentage bands are shown in Table 19 below.

TABLE 19: SCALE OF ACHIEVEMENT FOR THE NATIONAL

CURRICULUM STATEMENT GRADES 10-12
ACHIEVEMENT ACHIEVEMENT MARKS
LEVEL DESCRIPTION %
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

(2) These descriptions are intended to assist teachers to assess

learners and grade them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and

report them as percentages.

(4) The percentage obtained will determine which rating code on the
scale of achievement will be allocated to a learner.

39
33. CONCESSIONS

(1) Immigrants

(a) An immigrant candidate is:

(i) a child or a dependent of a diplomatic representative

of a foreign government accredited in South Africa; or

(ii) a person who:

(aa) first enrolled at and entered a South African

school in Grade 7 or a more senior grade, or

(bb) having begun his or her schooling at a school

in South Africa, has attended school outside
South Africa for two or more consecutive years
after Grade 3 or its equivalent and before
Grade 9 or its equivalent, and has
subsequently returned to South Africa.

(b) An immigrant candidate as contemplated above may offer

only one (1) official language on at least First Additional
Language Level, provided it is the language of learning and
teaching, and obtain a rating of 30% level in that language,
provided that another subject from Group B is offered in lieu
of the one official language that is not offered, provided
further that the immigrant candidate complies with the
promotion requirements as contemplated in paragraph 29(1).

40
 (c) However, instead of offering another subject from Group B in
lieu of the one official language that is not offered, an
immigrant candidate may, subject to subparagraph (b), offer
his or her home language in lieu of that one official
language, subject to the following:

(i) Such language is listed on Home Language level in

Table B4 at Annexure B.

(ii) Offer his or her home language on the A-Level of the

General Certificate of Education (GCE) of the United
Kingdom, or an examination recognised by the
Department of Basic Education as equivalent to
Home Language level for the purpose of
subparagraph (b).

(iii) The marks as supplied by the concerned assessment

body will be taken into account for promotion purposes.
If the actual marks are not available, the results will be
converted in accordance with Table 20 below, with the
proviso that the candidate may not offer two similarly
named languages.

TABLE 20: CONVERSION SCALE

PROGRAMME REQUIREMENTS
A-Level National Policy
Symbol % MARKS %
A 70-100 280 70
B 60-69 240 60
C 55-59 220 55
D 50-54 200 50
E 40-49 160 40
F 30-39 140 35

41
 (d) To be classified as an immigrant candidate, such a
candidate must be in possession of:

(i) the relevant official documentation issued by the

Department of Home Affairs; and

(ii) the relevant official documentation issued by the

school where the learner entered the South African
school system for the first time.

(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who

experience the following barriers to learning:

(i) A learner who is Deaf may offer one (1) official

language at First Additional Language level which is
the language of learning and teaching, provided that
another subject from Group B is offered in lieu of the
one official language that is not offered, provided
further that such Deaf candidate complies with the
promotion requirements as contemplated in
paragraph 29(1).

(ii) Learners with communication and language

impairments, e.g. aphasia and dyslexia may offer only
one (1) official language at First Additional Language
level which is the language of learning and teaching,
provided that another subject from Group B is offered
in lieu of the one official language that is not offered,
provided further that such aphasic or dyslectic

42
 candidate complies with the promotion requirements
as contemplated in paragraph 29(1).

(iii) Learners suffering from a mathematical disorder such

as dyscalculia may be exempted from the offering of
Mathematical Literacy or Mathematics, provided that
another subject from Group B is offered in lieu of
Mathematical Literacy or Mathematics, provided
further that such candidate complies with the
promotion requirements as contemplated in
paragraph 29(1).

(b) White Paper 6 on Special Needs Education: Building an

Inclusive Education and Training System (2001), guides
policies related to learners experiencing barriers to learning.

34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT FOR

LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING

(1) Learners with special needs may either be accommodated in

special schools or in ordinary schools where appropriate support is
offered.

(2) Special schools are schools that provide education to learners who
need high-level individualised and specialised support on a high-
frequency basis. The role of these schools is twofold:

(a) full-time provision of appropriate and quality education and

support for those learners, who are enrolled at these
schools; and

43
 (b) providing advice, guidelines, training and mentoring on a
consultative and part-time basis to both teachers and
learners in ordinary schools with regard to curriculum,
assessment and instruction matters.

(3) The following learners are regarded as learners with special needs
for whom measures should be taken in ordinary as well as special
schools to assist with the barriers to learning that they face:

(a) Learners who have neurological barriers to learning,

reading, spelling, dysgraphia, mathematical calculations and
numeracy skills, and the understanding of the written word.

(b) Learners (deaf and hard of hearing learners) whose hearing

impairments present barriers to learning and for whom
learning should be facilitated through sign language within
an environment which promotes the linguistic identity of the
Deaf community and bilingualism which also ensures the
availability of assistive technology.

(c) Learners who have severe visual barriers to learning

(blind and partially sighted) and for whom learning should be
facilitated through effective individualised support measures,
specialised teaching methods, the use of Braille and large
print and the application of specialised devices such as
Braille equipment, magnification cameras and CCTV in
classrooms, screen reading software, magnification
software, etc.

(d) Learners who have physical barriers to learning and

whose level of functioning is restricted due to limited gross

44
 and fine motor movements, dependency on the availability of
certain devices (e.g. wheel chairs), medical conditions and
inaccessible school buildings. The term physical disability
covers a range of conditions from congenital disabilities to
impairments acquired as a result of illness of which the most
common conditions are spinal bifida, cerebral palsy,
muscular dystrophy, haemophilia, cardiovascular and
pulmonary conditions.

(e) Learners who experience mild to severe intellectual

barriers to learning whose specific educational needs
should be met in mainstream schools, but only by
accommodation in special schools through the differentiation
and adaptation of the curriculum in environments which
encourage the development of their full potential,
independence and socialisation.
(f) Learners with multiple barriers to learning.

(g) Learners with severe behavioural and emotional barriers

to learning.

(h) Learners with any medically assessed special need that may
not fall under the above categories.

(4) Grade 10-12 learners who experience barriers to learning and who
meet one of the following requirements may either offer the
National Senior Certificate programme as stipulated in paragraphs
26 to 32 and 35 to 38 of this document or the National Senior
Certificate with Endorsement as contemplated in subparagraphs 5,
6 and 8:

45
 (a) Learners with extensive special needs who are either in
special schools in terms of section 5(6) of the South African
Schools Act, 1996 (Act No. 84 of 1996), or who are in
schools where special care is taken of them; or

(b) Learners in ordinary schools who have been identified and

assessed for placement in special schools and who are on
the waiting list for admission to special schools; or

(c) Learners in ordinary schools who have been identified and

assessed for placement in special schools, but who have
opted to remain in mainstream schools.

(5) Subject to subparagraph (4), learners with special needs who were
unsuccessful in obtaining a National Senior Certificate at Level 4 on
the NQF, or who cannot meet the programme and or promotion
requirements of the National Senior Certificate at Level 4 on the
NQF as stipulated in paragraphs 27, 28 and 29 of this document,
may be issued with a National Senior Certificate with Endorsement,
provided they have met the following programme and promotion
requirements:

(a) Offered and completed the internal and external assessment

requirements in not fewer than five (5) subjects selected as
follows from Annexure B contained in this document.

(i) Three (3) subjects from Group A in this document,

selected as follows:

(aa) One (1) official language selected from

Annexure B, Table A1, provided that the official

46
 language is offered on at least First Additional
Language level, and provided further that the
language is the language of learning and
teaching.
(bb) Mathematics or Mathematical Literacy selected
from Annexure B, Table A2.
(cc) Life Orientation in Annexure B, Table A3.
(dd) A minimum of any two (2) subjects selected
from Group B Annexure B, Tables B1-B8 in
this document.

(6) Subject to subparagraph (4), a National Senior Certificate with

Endorsement shall be issued to a candidate who experiences
barriers to learning who has achieved 30% in five subjects.

(7) Should a learner who has enrolled for the National Senior
Certificate with Endorsement offer a sixth subject, such a learner
must achieve 30% in five of the six subjects, one of which is an
official language on at least First Additional Language level,
provided the School-Based Assessment component is submitted in
the sixth subject.

(8) Concessions regarding immigrant learners and learners who

experience barriers to learning related to deafness and
mathematical disorder such as dyscalculia, as contemplated in
paragraph 33 of this document, will also be applicable to the
learners enrolling for the National Senior Certificate with
Endorsement.

47
35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12

(1) A learner may change a maximum of two subjects in Grade 10,

provided this is done by the beginning of the third term, subject to
the approval of the Principal of the school where the learner is
registered.

(2) A learner may change two subjects in Grade 11, provided this is
done before 28 February subject to the approval of the Principal of
the school where the learner is registered.

(3) In exceptional cases a learner may change one subject in Grade

12, provided this is done before 31 January of the Grade 12-year.

(4) Approval for changing a subject in Grade 12 must be obtained from

the Head of the assessment body. The following documents are
needed:
(a) a letter of motivation from the learner’s parent or guardian;
(b) a letter from the Principal, either supporting or providing
reasons for not supporting the change; and
(c) a letter from the subject teacher, outlining the programme to be
followed to assist the learner in covering those aspects of the
Curriculum and Assessment Policy Statements for the previous
grade that were not completed.

48
(5) A learner who changes a subject in Grades 10, 11 or 12 will be
exempted from the School-Based Assessment requirement of the
new subject for the period before the change was effected,
provided that:

(a) he or she has complied with all the School-Based

Assessment requirements of the subject he or she wants to
change for the period before the change is to be effected;
and

(b) he or she complies with all the remaining School-Based

Assessment requirements of the new subject from the date
the change was effected.

(6) The learner, or the parent or guardian of the learner who changes a
subject is in Grades 10, 11 or 12 and who encounters learning
difficulties due to the subject change may not hold the provincial
education department responsible for changing a subject.

49
36. TIME ALLOCATION

(1) In terms of the Personnel Administration Measures (PAM) as

determined in section 4 of the Employment of Educators Act, 1998,
all school-based educators should be at school during the formal
school day. Each school day should be at least seven hours, that is
35 hours per five-day week.

(2) The contact time for teaching Grades 10, 11 and 12 will be 27,5
hours per week, excluding the time allocated to breaks, assemblies
and extramural activities.

(3) The 27,5 hours of teaching contact time per week must be used as
follows:

(a) Languages: 9 hours per week, that is, 4,5 hours per week for
each of the two languages;

(b) Mathematical Literacy or Mathematics: 4,5 hours per week;

(c) Life Orientation: 2 hours per week; and

(d) time allocation for the Group B subjects (12,0 hours): 4,0
hours per week should be allocated to each of the three
Group B subjects, or a subject from Annexure C which
replaces one Group B subject.

50
 (4) Table 21 provides a summary of the time allocations.

TABLE 21: TIME ALLOCATION PER WEEK FOR SUBJECTS

OFFERED FOR GRADES 10-12
SUBJECT HOURS
Language 1 4,5
Language 2 4,5
Mathematics and Mathematical Literacy 4,5
Life Orientation 2,0
Group B subjects (3 x 4hours) 12,0
TOTAL 27,5

(5) The allocated 27,5 hours per week may be utilised only for the
minimum required Grades 10, 11 and 12 subjects as specified
above, and may not be used for any additional subjects. Should a
learner wish to offer additional subjects, an arrangement for
additional time must be made for the offering of these subjects.

37. CERTIFICATION REQUIREMENTS

(1) Subject to the provisions of Paragraph 17A of the General and

Further Education and Training Quality Assurance Act, 2001 (Act
No. 58 of 2001), and subject to paragraphs 27 and 29 of this
document, the following certificates will be issued:

(a) a National Senior Certificate to be issued to a candidate who

has complied with the programme and promotion
requirements as contemplated in paragraphs 27, 28 and 29;
and
(b) a National Senior Certificate with Endorsement for Learners
who Experience Barriers to Learning to be issued to a

51
 candidate who has complied with the programme and
promotion requirements of a National Senior Certificate with
Endorsement as contemplated in paragraphs 34(5), (6) and
(7).

(2) The National Senior Certificate is a 130 credit certificate at Level 4

on the National Qualifications Framework (NQF).

(3) In terms of this policy document the National Senior Certificate

qualification must:

(a) have a defined purpose or purposes, and is intended to

provide qualifying learners with applied competence and a
basis for further learning;
(b) enrich the qualifying learner;
(c) provide benefits to society and the economy;
(d) comply with the objectives of the NQF;
(e) where applicable, be internationally comparable;
(f) incorporate integrated assessment; and
(g) indicate the rules governing the award of the qualification.

(4) The duration of the learning programme for the National Senior
Certificate is three years and this culminates in the National Senior
Certificate qualification at the end of Grade 12.

(5) Subject to Regulation 59(4) of the Regulations pertaining to the

conduct, administration and management of assessment for the
National Senior Certificate, published in Government Gazette No.
31337 of 29 August 2008, part-time candidates may also offer the
National Senior Certificate. Full-time learners, repeat candidates
and part-time candidates will offer subjects listed in Annexure B of

52
 this document. For this purpose full-time learners, repeat
candidates and part-time candidates are defined as follows:

“A part-time candidate in the FET Phase is a candidate who has

enrolled at an institution that does not offer tuition on a full-time
basis and may enroll for any number of subjects in one examination
sitting. Part-time candidates will continue to exist until such a date
as determined by the Minister of Basic Education.”

“A full-time learner in the FET Phase is a learner who has enrolled

for tuition and who offers a National Curriculum Statement Grades
R-12 programme in a full-time capacity at a public or independent
school or any other registered institution and who presents seven
(7) subjects in terms of the National Senior Certificate programme
requirements as contemplated in paragraph 27 of this document.
Such a candidate must fulfill all internal assessment requirements
of the National Senior Certificate, including oral and practical
requirements where applicable as contemplated in the Curriculum
and Assessment Policy Statements of the relevant subjects.”

(6) A repeat candidate in the FET Phase is a candidate who has failed
the grade enrolled for or the National Senior Certificate
examination, or who wants to improve his or her National Senior
Certificate examination results, and who wants to repeat, either the
grade failed or the Grade 12-year, as a full-time learner or full-time
or part-time candidate respectively.

53
38. SUPPLEMENTARY EXAMINATIONS

A supplementary examination will be granted to a full-time, repeat and

part-time candidate as contemplated in:

(1) Paragraph 18 of the policy document, National policy on the

conduct, administration and management of the National Senior
Certificate: A qualification at Level 4 on the National Qualifications
Framework (NQF) published in Government Gazette, No. 30048 of
6 July 2007; and

(2) Regulation 18 of the Regulations pertaining to the conduct,

administration and management of assessment for the National
Senior Certificate, published in Government Gazette No. 31337 of
29 August 2008.

54
 CHAPTER 7

REPEAL OF POLICY AND TRANSITIONAL ARRANGEMENTS

39. REPEAL OF POLICY

(1) The policy document, National Policy regarding General Education

Programmes: The Revised National Curriculum Statement Grades
R – 9 (Schools) in Government Notice No. 710 in Government
Gazette No. 23406 of 31 May 2002 is repealed subject to
paragraph 41.

(2) The policy document, National Policy on assessment and

qualifications for schools in the General Education and Training
Band, promulgated in Government Notice No. 124 in Government
Gazette No. 29626 of 12 February 2007 is repealed subject to
paragraph 41.

(3) National Curriculum Statement Grades 10-12 (General),

promulgated in Government Gazettes, No. 25545 of 6 October
2003, No. 27594 of 17 May 2005, No. 27819 of 20 July 2005 and
No. 28300 of 7 December 2005 is repealed subject to paragraph
41.

(4) The policy document, the National Senior Certificate: A qualification

at Level 4 on the National Qualifications Framework (NQF),
promulgated in Government Gazette No.27819 of 20 July 2005 is
repealed and replaced with the policy document, National policy
pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R – 12, subject to
paragraph 41.

55
 (5) The policy document, An addendum to the policy document, the
National Senior Certificate: A qualification at Level 4 on the
National Qualifications Framework (NQF), regarding learners with
special needs, promulgated in Government Gazette, No.29466 of
11 December 2006 is repealed and incorporated in policy
document, National policy pertaining to the programme and
promotion requirements of the National Curriculum Statement
Grades R – 12, subject to paragraph 41.

(6) The policy document, An addendum to the policy document, the

National Senior Certificate: A qualification at Level 4 on the
National Qualifications Framework (NQF), regarding the National
Protocol for Assessment (Grades R – 12), promulgated in
Government Gazette No. 29467 of 11 December 2006 is repealed
and replaced with the policy document, National Protocol for
Assessment Grades R-12, subject to paragraph 41.

40. TRANSITIONAL ARRANGEMENTS

(1) The status quo as stipulated in the following policy documents will
be maintained until the implementation of the Curriculum and
Assessment Policy Statements, the policy document, National
policy pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R – 12 and the National
Protocol for Assessment Grades R-12, as contemplated in
paragraph 41:

(a) National Policy regarding General Education Programmes:

The Revised National Curriculum Statement Grades R – 9
(Schools) promulgated in Government Gazette No. 23406 of
31 May 2002;

56
 (b) National Curriculum Statement Grades 10-12 promulgated in
Government Gazettes, No. 25545 of 6 October 2003, No.
27594 of 17 May 2005, No. 27819 of 20 July 2005 and No.
28300 of 7 December 2005.
(c) National Policy on assessment and qualifications for schools
in the General Education and Training Band, promulgated in
Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;
(d) National Senior Certificate: A qualification at Level 4 on the
National Qualifications Framework (NQF), promulgated in
Government Gazette No.27819 of 20 July 2005; and
(e) An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), regarding the National
Protocol for Assessment (Grades R – 12), promulgated in
Government Gazette No. 29467 of 11 December 2006.

(2) National education policy pertaining to part-time candidates as

stipulated in the policy document, National policy on the conduct,
administration and management of the National Senior Certificate:
A qualification at Level 4 on the National Qualifications Framework
(NQF published in Government Gazette, No. 30048 of 6 July 2007),
will, subject to Regulation 59(4) of the Regulations pertaining to the
conduct, administration and management of assessment for the
National Senior Certificate, published in Government Gazette No.
31337 of 29 August 2008, continue to exist until a date determined
by the Minister of Basic Education.

57
 (3) The Minister of Basic Education may in terms of Sections 3(4)(l)
and 7 of the National Education Policy Act, 1996 (Act No. 27 of
1996), amend the transitional arrangements as contemplated in
paragraph 40. Such amendments to the transitional arrangements
may be regulated in terms of Section 61(c) and (d) of the South
African Schools Act, 1996 (Act. No. 84 of 1996).

41. SHORT TITLE AND COMMENCEMENT

This Policy may be cited as National policy pertaining to the programme

and promotion requirements of the National Curriculum Statement Grades
R – 12 and will commence on the day of its promulgation in the
Government Gazette and becomes effective from January 2012 in Grades
R – 3 and Grade 10, January 2013 in Grades 4 –6 and Grade 11 and
January 2014 in Grades 7 –9 and Grade 12.

58
 ANNEXURE A
APPROVED SUBJECTS LISTED IN TERMS OF THE ORGANISING FIELDS
OF THE NQF
Organising fields of learning Subjects
No

1. Agriculture and Nature Agricultural Management Practices;

Conservation Agricultural Sciences; Agricultural
Technology
2. Culture and Arts Dance Studies; Design; Dramatic Arts;
Music; Visual Arts.
3. Business, Commerce and Accounting; Business Studies; Economics
Management
Studies
4. Communication Studies and All official languages, and approved non-
Language official languages
5. Education, Training and
Development
6. Manufacturing, Engineering Civil Technology; Electrical Technology;
and Technology Mechanical Technology; Engineering
Graphics and Design
7. Human and Social Studies Religion Studies; Geography; History; Life
Orientation
8. Law, Military Science and
Security
9. Health Sciences and Social
Services

59
APPROVED SUBJECTS LISTED IN TERMS OF THE ORGANISING FIELDS
OF THE NQF (CONT.)
Organising fields of learning Subjects
No

10. Physical, Mathematical, Computer Applications Technology;

Computer and Life Information Technology; Life Sciences;
Sciences Mathematical Literacy; Mathematics;
Physical Sciences
11. Services Consumer Studies; Hospitality Studies;
Tourism.
12. Physical Planning and
Construction

60
 ANNEXURE B

APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME

REQUIREMENTS OF GRADES 10 – 12

GROUP A
TABLE A1: OFFICIAL LANGUAGES AT HOME AND FIRST
ADDITIONAL LEVEL
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Afrikaans Home Language 13301002 13301013 13301024
Afrikaans First Additional Language 13311032 13311043 13311054
English Home Language 13301062 13301073 13301084
English First Additional Language 13311092 13311103 13311114
IsiNdebele Home Language 13301122 13301133 13301144
IsiNdebele First Additional Language 13311152 13311163 13311174
IsiXhosa Home Language 13301182 13301193 13301204
IsiXhosa First Additional Language 13311212 13311223 13311234
IsiZulu Home Language 13301242 13301253 13301264
IsiZulu First Additional Language 13311272 13311283 13311294
Sepedi Home Language 13301302 13301313 13301324
Sepedi First Additional Language 13311332 13311343 13311354
Sesotho Home Language 13301362 13301373 13301384
Sesotho First Additional Language 13311392 13311403 13311414
Setswana Home Language 13301422 13301433 13301444
Setswana First Additional Language 13311452 13311463 13311474
SiSwati Home Language 13301482 13301493 13301504
SiSwati First Additional Language 13311512 13311523 13311534
Tshivenda Home Language 13301552 13301563 13301574
Tshivenda First Additional Language 13311582 13311593 13311604
Xitsonga Home Language 13301612 13301623 13301634
Xitsonga First Additional Language 13311642 13311653 13311664

TABLE A2: MATHEMATICAL SCIENCES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Mathematical Literacy 19321002 19321013 19321024
Mathematics 19331032 19331043 19331054

61
 TABLE A3: HUMAN AND SOCIAL STUDIES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Life Orientation 16341002 16341013 16341024

GROUP B
TABLE B1: AGRICULTURE
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Agricultural Management Practices 10351002 10351013 10351024
Agricultural Sciences 10351032 10351043 10351054
Agricultural Technology 10351062 10351073 10351084

TABLE B2: CULTURE AND ARTS

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Dance Studies 11351002 11351013 11351024
Design 11351032 11351043 11351054
Dramatic Arts 11351062 11351073 11351084
Music 11351092 11351103 11351114
Visual Arts 11351122 11351133 11351144

TABLE B3: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES

SUBJECT SUBJECT NUMBER

Grade 10 Grade 11 Grade 12
Accounting 12351002 12351013 12351024
Business Studies 12351032 12351043 12351054
Economics 12351062 12351073 12351084

62
 TABLE B4: OFFICIAL LANGUAGES AT SECOND ADDITIONAL
LEVEL, AND NON-OFFICIAL LANGUAGES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Afrikaans Second Additional Language 13351672 13351683 13351694
English Second Additional Language 13351702 13351713 13351724
IsiNdebele Second Additional Language 13351732 13351743 13351754
IsiXhosa Second Additional Language 13351762 13351773 13351784
IsiZulu Second Additional Language 13351792 13351803 13351814
Sepedi Second Additional Language 13351822 13351833 13351844
Sesotho Second Additional Language 13351852 13351863 13351874
Setswana Second Additional Language 13351882 13351893 13351904
SiSwati Second Additional Language 13351912 13351923 13351934
Tshivenda Second Additional Language 13351942 13351953 13351964
Xitsonga Second Additional Language 13351972 13351983 13351994
Arabic Second Additional Language 13352002 13352013 13352024
French Second Additional Language 13352032 13352043 13352054
German Home Language 13352062 13352073 13352084
German Second Additional Language 13352092 13352103 13352114
Gujarati Home Language 13352122 13352133 13352144
Gujarati First Additional Language 13352152 13352163 13352174
Gujarati Second Additional Language 13352182 13352193 13352204
Hebrew Second Additional Language 13352212 13352223 13352234
Hindi Home Language 13352242 13352253 13352264
Hindi First Additional Language 13352272 13352283 13352294
Hindi Second Additional Language 13352302 13352313 13352324
Italian Second Additional Language 13352332 13352343 13352354
Latin Second Additional Language 13352362 13352373 13352384
Portuguese Home Language 13352392 13352403 13352414
Portuguese First Additional Language 13352422 13352433 13352444
Portuguese Second Additional 13352452 13352463 13352474
Language
Spanish Second Additional Language 13352482 13352493 13352504
Tamil Home Language 13352512 13352523 13352534
Tamil First Additional Language 13352542 13352553 13352564
Tamil Second Additional Language 13352572 13352583 13352594
Telegu Home Language 13352602 13352613 13352624
Telegu First Additional Language 13352632 13352643 13352654
Telegu Second Additional Language 13352662 13352673 13352684
Urdu Home Language 13352692 13352703 13352714
Urdu First Additional Language 13352722 13352733 13352744
Urdu Second Additional Language 13352752 13352763 13352774

63
 TABLE B5: ENGINEERING AND TECHNOLOGY
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Civil Technology 15351002 15351013 15351024
Electrical Technology 15351032 15351043 15351054
Mechanical Technology 15351062 15351073 15351084
Engineering Graphics and Design 15351092 15351103 15351114

TABLE B6: HUMAN AND SOCIAL STUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Geography 16351032 16351043 16351054
History 16351062 16351073 16351084
Religion Studies 16351092 16351103 16351114

TABLE B7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Computer Applications Technology 19351002 19351013 19351024
Information Technology 19351032 19351043 19351054
Life Sciences 19351062 19351073 19351084
Physical Sciences 19351092 19351103 19351114

TABLE B8: SERVICES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Consumer Studies 20351002 20351013 20351024
Hospitality Studies 20351032 20351043 20351054
Tourism 20351062 20351073 20351084

64
 ANNEXURE C
RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL
CURRICULUM STATEMENT GRADES R - 12

C.1 THE STATUS OF SUBJECTS OFFERED BY OTHER ASSESSMENT

BODIES

Learners may offer a maximum of one subject developed by accredited

assessment bodies other than the Department of Basic Education, provided
that such a subject is accommodated in national education policy. A
maximum of 20 credits may be allocated to such subjects. Accredited
providers that wish to offer their subjects as part of the National Curriculum
Statement Grades R - 12 may do so, subject to the approval of the
Department of Basic Education.

The subjects listed in paragraph C2 are approved subjects from r accredited

assessment bodies. Only in exceptional cases will additional subjects in this
category be considered by the Department of Basic Education.

65
C.2 SUBJECTS OF OTHER ASSESSMENT BODIES THAT ARE
APPROVED BY THE MINISTER OF BASIC EDUCATION

TABLE C1: AGRICULTURE

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Equine Studies 10361002 10361013 10361024

TABLE C2: CULTURE AND ARTS

SUBJECT SUBJECT NUMBER

GRADE 12
Associated Board of Royal Schools of Music Practical Music 11361034
Examination Grade 7
Trinity College of London Practical Music Examination Grade 7 11361104
UNISA Practical Music Examination Grade 7 11361184

TABLE C3: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Maritime Economics 12361002 12361013 12361024

TABLE C4: NON-OFFICIAL LANGUAGES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Modern Greek Second Additional 13361002 13361013 13361024
Language

TABLE C5: ENGINEERING AND TECHNOLOGY

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Nautical Science 15361002 15361013 15361024

TABLE C6: HUMAN AND SOCIAL STUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Sport and Exercise Science 16351122 16351133 16351144

66
 ANNEXURE D

SUBJECT CODING FOR ASSESSMENT PURPOSES

D.1 Subjects

The subject codes for the subjects listed in Tables 1-3, 6-8, 11-16 and
Annexures A and B consist of eight digits that have the following meaning:

Ø first and second digits: NQF organising field (up to two digits) (Table
D1);
Ø third and fourth digits: the subject groupings, as defined below (Table
D2);
Ø fifth, sixth and seventh digits: unique subject codes within each NQF
organising field (subject grouping); and
Ø eighth digit: NQF level of the subject.

67
Table D1 NQF organising fields as they relate to the subject coding
system
Digit NQF Organising Field
DIGIT NQF ORGANISING FIELD
10 Agriculture and Nature Conservation
11 Arts and Culture
12 Business, Commerce and Management Studies
13 Communication and Language Studies
14 Education, Training and Development
15 Manufacturing, Engineering and Technology
16 Human and Social Studies
17 Law, Military Science and Security
18 Health Science and Social Services
19 Physical, Mathematical, Computer and Life Sciences
20 Services
21 Physical Planning and Construction

Table D2 Subject Groupings

DIGIT SUBJECT GROUP
30 Official Languages at Home Language level
31 Official Languages at First Additional Level
32 Mathematical Literacy
33 Mathematics
34 Life Orientation
35 Other Approved Subjects listed in Tables 1-3, 6-8, 11-16 and
Annexure B
36 Subjects from other assessment bodies recognised by the
Department of Basic Education to be offered as a Group B
subject.

68