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DEPARTMENT OF BASIC EDUCATION

Curriculum Implementation and Quality Improvement

LANGUAGES: HL, FAL & SAL

CAPS ORIENTA-

TION Grade 12

1

Programme:2013 CAPS ORIENTATION GRADE 12

Day 1Time Activity Purpose Presenter8:00- 8:30 Registration PTT8:30-8:45 Opening and welcome Introduction of Facilitators PTT8:45-9:15 Setting the scene What is the rationale behind the

CAPS?PTT

9:15-10:00 Curriculum Differentiation Addressing diversity PTT10:00-10:30 Discussion Questions and Answers PTT10:30-11:00 Tea11:00-13:0015:00-17:00

Language Across the Curriculum

Strengthen LoLT PTT

13:00 – 14:00 Lunch 14:00-15:00DAY 28:30-10:30

Critical Language Awareness

Teaching approach PTT

15:00-15:30 Tea15:30-16:30 Critical Language

AwarenessTeaching approach PTT

Day 2Time Activity Purpose Presenter08:00-10:3011:00-13:00

Content and Methodology: Listening and Speaking

Content Grade 12 – Listening and Speak-ing skills

PTT

10:30-11:00 Tea11:00 – 13:00 Content and Methodology:

Listening and SpeakingFormal speaking process and key features of oral communication textsCritical Language Awareness

PTT

13:00-14:00 Lunch14:00- 15:00 Content and Methodology:

Reading and ViewingReading for comprehension; sum-mary; literature – teaching meth-odsThe metalanguage of literature Critical Language Awareness Visual literacy - teaching methods

PTT

15:00-15:30 Tea15:30-16:30 Content and Methodology:

Reading and ViewingSummary – teaching methods PTT

Day 3Time Activity Purpose Presenter08:00- 10:30 Content and Methodology:

Reading and ViewingLiterature – teaching methodsThe metalanguage of literature Self-study guide for literature (Folklore – African languages)

PTT

10:30-11:00 Tea11:00- 13:00 Content and Methodology:

Reading and ViewingLiterature – teaching methodsThe meta-language of literature

PTT

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Self-study guide for literature (Folklore – African languages)

13:00-14:00 Lunch14:00- 15:00 Content and Methodology:

Writing and presenting – The writing process

Teaching methods – the writing processCritical Language Awareness

PTT

15:00-15:30 Tea15:30-16:30 Content and Methodology:

Writing and presentingTeaching methods – the writing processThe meta-language of writing and presenting

PTT

Day 4Time Activity Purpose Presenter08:00- 10:30 Content and Methodology:

Writing and presentingTeaching methods – the writing process

PTT

10:30-11:00 Tea11:00- 13:00 Content and Methodology:

Language structures and conventions in context

Language structures and con-ventions – teaching methodsCritical Language Awareness Visual literacy: teaching meth-odsMetalanguage

PTT

13:00-14:00 Lunch14:00- 15:00 Assessment and moderation:

Development of Formal As-sessment Tasks and cognit-ive levelsOralLevels of moderation

Develop an example of a formal taskFocus on different cognitive levelsDevelop examples of Annual As-sessment planRequirements for oral assess-mentDifferent levels of moderation: SBA and oralsThe metalanguage of assess-ment

PTT

15:00-15:30 Tea15:30- 16:30 Assessment and moderation:

Development of Formal As-sessment Tasks and cognit-ive levelsOralLevels of moderation

Develop an example of a formal taskFocus on different cognitive levelsDevelop examples of Annual As-sessment planRequirements for oral assess-mentDifferent levels of moderation: SBA and oralsThe metalanguage of assess-ment

PTT

Day 5Time Activity Purpose Presenter08:00- 10:30 Planning

Focus on levels of planning Identify levels of planning, con-tent and teaching plans

PTT

10:30-11:00 Tea

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11:00-13:00 Planning Focus on levels of planning

Requirements for teacher’s fileHow to use a textbook effect-ively

PTT

13:00-14:00 Lunch14:00-15:00 Discussion, wrap up and

Way forwardReflections and recommenda-tions

PTT

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2013 CAPS ORIENTATION GRADE 123 DAY PROGRAMMME

Day 1Time Activity Purpose Presen

ter8:00- 8:30 Registration PTT8:30-10:30 Language Across the

CurriculumStrengthen LoLT PTT

10:30-11:00 TEA11:00-13:00 Critical Language

AwarenessTeaching approach PTT

13:00-14:00 LUNCH14:00-16:00 Content and Methodology: Listening and

SpeakingContent Grade 12 – Listening and Speaking skills PTT

Day 2Time Activity Purpose Presenter08:00-10:30 Content and Methodology: Reading and

ViewingReading for comprehension; summary; literature – teaching methodsThe meta-language of literature Critical Language Awareness Visual literacy - teaching methods

PTT

10:30-11:00 TEA11:00 – 13:00 Content and Methodology: Reading and

ViewingSummary – teaching methodsLiterature – teaching methodsThe meta-language of literature Self-study guide for literature (Folklore – African languages)

PTT

13:00-14:00 LUNCH14:00- 16:00 Content and Methodology: Writing and

presenting – The writing processTeaching methods – the writing processCritical Language Awareness

PTT

Day 3Time Activity Purpose Presenter08:00- 09:30 Content and Methodology: Language

structures and conventions in contextLanguage structures and conventions – teaching methodsCritical Language Awareness Visual literacy: teaching methodsMeta-language

PTT

09:30-10:30 Planning Focus on levels of planning

Identify levels of planning, content and teaching plansRequirements for teacher’s fileHow to use a textbook effectively

PTT

10:30-11:00 TEA11:00-13:00 Assessment and moderation: Develop-

ment of Formal Assessment Tasks and cognitive levelsOralLevels of moderation

Develop an example of a formal taskFocus on different cognitive levelsDevelop examples of Annual Assessment planRequirements for oral assessmentDifferent levels of moderation: SBA and oralsThe meta-language of assessment

PTT

13:00-14:00 LUNCH14:00-16:00 Assessment and moderation: Develop-

ment of Formal Assessment Tasks and cognitive levelsOralLevels of moderation

Develop an example of a formal taskFocus on different cognitive levelsDevelop examples of Annual Assessment planRequirements for oral assessmentDifferent levels of moderation: SBA and oralsThe meta-language of assessment

PTT

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Objectives of the orientation:

Participants will be able to demonstrate a critical understanding of the:

Curriculum and Assessment Policy Statements Grades 10-12 and related policies;

Philosophy of the curriculum,

Subject content,

Planning,

Content methodology, and

Programme of Assessment.

Pre-reading: Documents to bring:

Participants should study and bring with them the following documents:

o CAPS for each approved school subject as listed in the policy document Na-tional Senior Certificate: A qualification at Level 4 on the National Qualifica-tions Framework (NQF)

o The policy document, National policy pertaining to the programme and pro-motion requirements of the National Curriculum Statement Grades R – 12.

o The National Protocol for Assessment Grades R – 12 (January 2012).

Overview of the training programme and documents provided

Resources: The 5-day training programme (PowerPoint) A hard copy of each document referred to –

Curriculum and Assessment Policy Statements The policy document, National policy pertaining to the pro-

gramme and promotion requirements of the National Cur-riculum Statement Grades R – 12.

National Protocol for Assessment Grades R – 12 (January 2012).

CONTENT: 6

Session

1Introduction

The presenter need not get into a detailed presentation of all the slides but should only highlight the important points pertaining to background.

Training programme for five days and house rules. Documents making up the NCS Grade R – 12 policy

1.1 Language Across the Curriculum (LAC)

1.1.1 Presentation and Discussions

FORM OF ACTIVITY: PowerPoint Presentation and group discussion

RESOURCES: Laptop, Data Projector and a hard copy of:

Curriculum and Assessment Policy Statement

Flip charts and Koki pensCONTENT: What is Language Across the Curriculum (LAC)? Why LAC? Language skills in LAC Allow for question and answers from the floor based on the PowerPoint

presentations

ACTIVITY 1:Instructions:

Mention and discuss assessment-speak in your subject.

Are there words/concepts used in other subjects which may mean something else in English? Mention and discuss them.

Discuss how the Framework strategy would enhance the spirit of co-operation among members of staff.

Discuss how an enhanced team teaching approach will enhance learner at-tainment.

Feedback

ACTIVITY 2:Instructions:

• Refer to pp. 21-24 in the CAPS training manual

• Select one of the history texts and prepare a lesson plan using the process approach

• Outline how you will support learners who experience barriers to learning e.g. dys-lexia, visual impairment, lack of proficiency in language use

• Set five questions using the terminology on p.3 of the literature self-study guide

• Feedback and discussion

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1.2. Critical Language Awareness (CLA)

1.2.1. Presentation and Discussions

FORM OF ACTIVITY: PowerPoint Presentation and group discussion RESOURCES: Laptop, Data Projector and a hard copy of:

Curriculum and Assessment Policy StatementFlip charts and Koki pens

CONTENT:

• What is Critical language awareness (CLA)?• Why CLA?• Link between CAPS and CLA • Discussions and Consolidation

ACTIVITY 1: Understanding CLA

Instructions:

Refer to Annexure A (slides 14-21) and FAL p. 30/HL p. 23 of CAPS)

• Discuss your understanding of CLA • Prepare and present a practical demonstration of any link between CLA and

CAPS• Feedback

ACTIVITY 2:

Instructions:

•Groups discuss the following:o Why the emphasis on CLAo How well is CLA covered by the language skills? Provide an example.o Select a relevant text (from the CAPS Training Manual) that you would

use to demonstrate CLA.o In what way does CLA develop and enhance critical thinking?

•Feedback

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2.1Content: Listening and Speaking

FORM OF ACTIVITY: PowerPoint Presentation



Texts (sound clip / lecture / song) for information, evaluation and appreciation (CD player)

Flip charts and Koki pens

Diagnostic report

Remedial plan

CONTENT:

Listening skill

Listening for comprehension, information and evaluation

Speaking skill

ACTIVITY 1: Listening skill

Instructions:

• List the listening activities that are appropriate to Grade 12 learners.

• Refer to your expectations for the learners – how must learners approach the listening comprehension text while answering the listening comprehension test

• Identify difficulties that learners experience in answering a listening compre-hension test

• Discussion

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Session

2Methodology

ACTIVITY 2: Listening Skill

Instructions:

Participants to form groups and discuss the following:

• How do you structure your listening activities to accommodate all learn-ers?

• Use the sound clip (interview (Oprah/Lance Armstrong), short lecture / song, etc.) and demonstrate how you would teach listening in class.

• Set questions on all cognitive levels

• Feedback

ACTIVITY 3: Oral communication types

Instructions:

Refer to HL pp.18-20; FAL pp.22-26; SAL pp.21-23

• Refer to the types of oral communication texts found in the CAPS document.

• List the speaking activities that are appropriate to Grade 12 learners and identify the requirements of each.

• Allocate the following Grade 12 oral assessment tasks to different groups:

• FAL: Formal researched speech (Wk 15&16), read a drama / dialogue aloud (Wk 21&22), Informal class discussion based on an interview

• HL: Prepared and unprepared speech (Wks 7&8, 9&10, 17&18)

• Groups should brainstorm and discuss the speaking process, communication strategies, purpose, features and conventions of the given oral communication text.

• Groups then develop an assessment task to assist Grade 12 learners in presenting the chosen oral (speaking/reading) communication text.

• Discuss the components to be assessed within the chosen speaking assessment task. Refer and use the applicable assessment rubrics for oral presentation.

• Each group presents the oral assessment task.

• Wrap up discussion of the features and conventions of oral communication texts and findings by groups.

2.2Content: Reading and Viewing

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FORM OF ACTIVITY: PowerPoint Presentation

RESOURCES: Laptop, Data Projector and a hard copy of:Curriculum and Assessment Policy StatementFlip charts and Koki pens, visual and written textsDiagnostic report

Remedial plan

CONTENT Reading process: pre-reading, reading, post-reading Reading strategies using written and visual texts: skimming, scanning, predicting,

evaluation, visualizing, critical language awareness Visual literacy Intensive reading for comprehension at word, sentence, paragraph, and at whole text

level Features of a comprehension summary text Features of literary texts: poetry, drama, novel, short stories, short novel (SAL), short

Drama (SAL), folklore (African Languages), figurative language and rhetorical devices. Explore level of depth and focus on more complex devices.

ACTIVITY 1: Reading for comprehension

Instructions:

Participants in groups engage in the following:

o Suggest the criteria for text selection for teaching an aspect of reading and viewing

o Discuss how diversity and the use of language across the curriculum are accommo-dated during the different stages of the reading process.

o Feedback


Instructions:

Participants in groups engage in the following:

o Demonstrate how you would apply specific reading strategies to the given text using the process approach to teach comprehension.

o How would you use the selected text to teach language structures and conven-tions?

o Discussion / report back


Instructions:

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o Choose a visual text from the Resource Pack and discuss how it could be used for teaching persuasive techniques such as the use of emotive language, bias, stereotyping and manipulative language. Pay attention to Critical Language Awareness

o Use the selected text to demonstrate how you would teach visual literacy using the process approach.

o Report back

ACTIVITY 4: Summary writing

Instructions:

• Watch the video clip (TED)

• Discuss and indicate how to teach learners summary writing skills using the video clip

• Discuss the suitability of the clip for use in the classroom.

• Report back

ACTIVITY 5: Literature

Instructions:

Refer to the self-study literature guide

Select a literary genre (poetry, novel and drama) prescribed for Grade 12

Prepare a presentation on how you will use the process approach to teach the chosen genre

Indicate how you will teach figurative language and rhetorical devices and relevant features of the selected genres

Report back and discussion

Consolidation by facilitator

ACTIVITY 6: Literature

Instructions:

In your groups engage in the following activities:

HL 12

• Prepare a presentation on how to teach the literature essay based on the selected genre using the process approach.

FAL/SAL

• Select a short story and prepare a presentation on how you would teach a particular feature of the text using the process approach.

• Report back and discussion

• Consolidation by facilitator

2.3 Content: Writing and Presenting

FORM OF ACTIVITY: PowerPoint presentation



Flip charts, Koki pens and blank writing paper

Visual texts and pictures

Diagnostic report

Remedial plan

Samples of learners’ writing / dummy scripts

CONTENT The writing process: planning/pre-writing, drafting, revising, editing, proofreading,

presenting

Language structures and conventions during the writing process: Sentence

construction, paragraph writing, word choice, register, style, and voice, language

conventions (spelling and punctuation) Features of Written texts: essays and transactional texts

Assessment Language barriers

ACTIVITY 1: The Writing Process

Instructions

• Groups choose a stimulus material

• Each group engages with the following:

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Determine the appropriateness of the material.

Suggest criteria that may be used when selecting texts.

Use the selected text to demonstrate how to apply the process approach in teaching using the stimulus material.


ACTIVITY 2: Text Types: Format and Features

Instructions:

• Group engages with the following:

Discuss key features of creative essays.

Develop topics for each type of essay as found in CAPS.

Discuss key features of longer and shorter transactional texts.

Develop topics for the given types of transactional texts as found in CAPS.

Identify texts that form part of the formal assessment programme.


ACTIVITY 3:

Participants are provided with samples of written essays, longer and shorter transac-tional texts and marking rubrics.

Participants mark the samples individually using rubrics.

Standardisation of marking by the whole group.

Consolidation

2.4 Language Structures and Conven-tions

FORM OF ACTIVITY: PowerPoint presentationRESOURCES: Laptop, Data Projector and a hard copy of:

Curriculum and Assessment Policy StatementFlip charts and Koki pens

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Visual and written texts to be providedDiagnostic report

Remedial plan

CONTENT

Language structures and conventions: o Critical language and awareness o Vocabulary development and language useo Sentence structures and conventions

ACTIVITY 1: Teaching Language Structures and Conventions in context

Instructions: Refer to excerpts from Diagnostic Reports 2011 and 2012.

• Pay special attention to performance in the grammar component.

• Suggest reasons why there is poor performance in this section of Paper 1.


Important note:Time allocated for integration of language structures and conventions for the teach-ing of different skills needs to be managed in accordance with the provisions in the CAPS document.

ACTIVITY 2: Teaching Language Structures and Conventions in context

• Refer to the Teaching Plan on pp. 69-76 for FAL and pp.63-73 for HL

• Focus on (weeks 3 & 4 FAL and weeks 5 & 6 HL)

• Using a newspaper /magazine article design an activity on how you will inte-grate teaching passive voice and indirect speech in the cycles suggested.

• Refer to task 4 in FAL p.71 and task 5 in HL, p.65 and design questions on passive voice and indirect speech.


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3. Formal Assessment & Programme of

AssessmentFORM OF ACTIVITY:PowerPoint Presentation



Draft Guidelines for assessment and moderation of orals in all official languages offered for the National Senior Certificate


Sample question papers

Diagnostic report

Remedial plan

CONTENT:

What is assessment?

What is informal assessment?

What is formal assessment?

Reflective practice

Annual Assessment Plan

Programme of Assessment for HL, FAL & SAL

Taxonomies

Weighting of cognitive levels

Moderation

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Session

3Assessment and Moderation

ACTIVITY 1: Reflective Practice

Instructions

• Critique the suggested template for reflective teaching and make recommendations

• Discussion

ACTIVITY 2: Application of Taxonomies

Instructions:

Apply the different cognitive levels as per CAPS to a sample question in the

literature study guide.

Draw up a level grid showing the weighting as per the CAPS document.


ACTIVITY 3: Requirements for SBA and Oral Moderation

Instructions:

o Describe the moderation process that you engage in when you moderate a task.

o Discuss challenges and possible solutions pertaining to moderation

o Report back and discussion

3.2ModerationACTIVITY 3: Requirements for SBA and Oral Moderation

Instructions:

Discuss the requirements and procedures for moderation of SBA and Orals

Discuss levels of moderation for SBA and Orals

Discuss challenges and possible solutions pertaining to moderation


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4. PlanningFORM OF ACTIVITY: PowerPoint Presentation

RESOURCES: Laptop, Data Projector, NCAPS


CONTENT:

Annual Teaching Plan

Sequencing and Pacing

Guidance to teacher on how to choose a text book / LTSM

The role of the textbook

Teacher file

ACTIVITY 1: Levels of Planning

Instructions:

Study the Grade 12 Annual Teaching Plan in the CAPS

Establish the levels of planning that are necessary.

Choose one Grade 12 cycle in the teaching plan and indicate how and why different sequencing of content / language skills aspects could be applied

Report Back and Discussion

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Planning Session

4

ACTIVITY 2: Use of text books / LTSM / Teacher File

Instructions:

List criteria that you would use for the selection of text books and other LTSM

Formulate guidelines to guide learners on how to use and navigate a text book and other re-sources

Suggest the requirements for the Teacher File


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Annexure A: General Overview of CAPS (Plenary session)

Background on the Review of the implementation of the National Curriculum Statement

Format: PowerPoint Presentation

Resources:

CAPS for each approved school subject as listed in the policy document National Senior Cer-tificate: A qualification at Level 4 on the National Qualifications Framework (NQF)

The policy document, National policy pertaining to the programme and promotion require-ments of the National Curriculum Statement Grades R – 12.


CONTENT:

Challenges on the implementation of the National Curriculum Statement Grade R - 12:o Revised National Curriculum Statement Grades R - 9, Government Gazette No.

23406 of 31 May 2002, ando (b) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545

of 6 October 2003 and No. 27594 of 17 May 2005. Appointment of the Task Team to review the implementation of the NCS (July 2009). Terms of Reference for the Task Team 5 key areas for investigation identified by the Task Team. Short-term practical interventions aimed at providing immediate relief to teachers; and Medium and longer-term interventions with the vision to achieve real improvement in learning

within a 5-year period.

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Amended NCS vs. Current NCS

Philosophy of the curriculum


Resources:-




CONTENT:

What is the National Curriculum Statement (NCS)? The purposes of the National Curriculum Statement Grades R – 12 (January 2012) The principles of the NCS Grades R – 12 The envisaged learner Managing inclusivity Framework for teaching Language Across the Curriculum (LAC)

ANNEXURE B: SUBJECT INFORMATION

Policy Implications


Resources:




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CONTENT:

The National Curriculum Statement Grades R – 12 (January 2012) Curriculum and Assessment Policy Statements for each approved school subject as listed in

the policy document National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF); and


National Protocol for Assessment Grades R – 12 (January 2012). Comparison between amended NCS and current NCS

Rationale, Features and Philosophy

FORM OF ACTIVITY: PowerPoint Presentation and group discussion




CONTENT:

What is the Subject? Language Levels Aims and Objectives Time Allocation Requirements Overview of Language Skills Weighting of Language Skills

ACTIVITY 1: Understanding the SubjectInstructions:

The groups discuss the following:

o the similarities and differences between HL, FAL & SAL in terms of:

language levels

specific aims of learning languages

overview of the language curriculum (Skills and Content)

rationale for teaching languages

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time allocated to skills (Weighting)

requirements for HL, FAL & SAL as subjects


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Analysing visual sources

Cartoons, photographs, posters, graphs, and maps are all different types of visual sources.

CartoonsCartoons are an amusing primary source that gives us contemporary comment on historical events. Sometimes they are usually produced to convey a political message. The message in the pictures is usually satirical in nature; for instance, most cartoons that appear in our daily newspapers.

In order to understand what a cartoon is trying to say you need to look closely at all the visual clues in the cartoon such as facial expression, body language, style of dress, what each charac-ter is holding, what action each one is performing, relative position of the characters, speech bubbles, how each character is portrayed, the caption, the date, the publication in which the car-toon originally appeared, the persons and historical event represented. The more you know about the event or person the cartoonist is depicting the easier it is to make sense of their mes-sage.

Example:

Dr Jack’s cartoon of the TRC Thingummy refers to the cleansing effect of the work done by the three committees of the TRC [Bottaro p. 213]

The reason for choosing this cartoon as an example is that most teachers have a poor grasp of

cartoons as a genre. On most occasions teachers like setting a question like “how accurate is

the cartoon?” and providing the answer “yes it is accurate because it shows the workings of the

TRC committees”. A question like this completely misses the satirical and in a literal sense, in-

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accurate, rendering of a cartoon. The answer should be: no, it is not accurate – no such ma-

chine existed, the committees are not named, there was no literal process whereby devils were

stripped naked, scrubbed and ejected the other side as angels.

It is actually more appropriate to ask what the cartoonist’s message is, because that is what a cartoon is- a way of conveying a point of view on a current event or debate using an image which is often, but certainly not always humorous. In this case the cartoon is clearly a humor-ous view of the workings of the TRC. The very fact that it is called a Thingummy (a thing whose name one has forgotten, does not know or wish to mention) gives this away. It suggests that the cartoonist had a somewhat cynical view of the workings of the TRC. He seems to be saying can this ramshackle device really change the devils of apartheid into delicate little angels. It makes a further interesting comment in that the tube like structure is broken in the middle, so that only part of the process is seen by the public. Very tellingly the decision about whether to grant amnesty or not takes place outside public view as suggested by the handing in of amnesty certificates into the closed portion of the machine. Cartoons should never be treated as the literal truth but as a symbolic or representational way of commenting on a matter of pub-lic concern.

PhotographsSometimes photos can be staged or altered to improve the appearance of people; parts of a photograph can be blocked out or a photograph can be even a fake. Such pictures do not tell the whole story. It is important that photographs be tested by providing corroborated evidence by using your own knowledge or by referring to other sources.

When analysing a photo, the learner needs to look into the following aspects:Describe the setting and time Identify people and objectsWhat is happening in the photo? Was there a purpose for taking the picture?What would be a good caption for the photo?

Example:Stalin’s regime was notorious for altering pictures. Here is an example.

Original Picture – In this picture, Lenin is seen addressing the crowd. Stand-ing immediately to the right of platform from which Lenin is speaking can be seen the figure of Trotsky, who, as the leader of the Red Army was an ex-tremely important figure among the Bolsheviks.

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Altered Picture – By 1927, Stalin was supreme and Lenin, the advocate of World Revolution, had been forced to flee. He was later assassin-ated by Stalin’s agents in Mexico. As a result when this photograph was published during the Stalinist era, Trotsky had been removed from the photograph.

PostersPosters are usually produced for a particular reason. They tend to serve the purpose of the person who has paid for them to be made. These people have motives for presenting the poster in a particular way.

When analysing a poster, the learner needs to look into the following aspects:Note images, colours, dates, characters, references to places, etc.Describe the idea that the information seems to point to; compare it with ideas others may have.Write a sentence to give the central purpose of the poster.Do you think the poster would have been an effective one?

Example:

This poster with the words “Long Live Germany” on it uses the sort of imagery asso-

ciated with Christ and the dove to portray its message. “Noble” Hitler with the eagle

swooping above him has come to “save” Germany. In tapping into centuries of

Christian imagery, the cartoon is typical of the highly effective propaganda machine

the Nazis built up around the person of Hitler.

Graphs, maps and tables

Graphs, maps and tables are sometimes used to help learners understand information more easily than providing a written source. Learners need to carefully look at the information contained in these sources before answering questions. Graphs depict statistical data on the x-axis in relation to the y-axis, e.g. a bar graph showing the number of immigrants admitted to the USA in 1921.

Tables present statistical data in rays and columns, e.g. a table showing share prices of US companies before and after the Wall Street Crash.

Maps contain information that can be interpreted using a symbol legend or key, e.g. a map showing the direction the German army took to in-vade Austria.

More Examples Using the Source Matrix:

Carefully study the Source Matrix developed on the next page. It is hoped that it will give you a systematic way of approaching sources. Basic-ally it works like this:

If you are asked about the usefulness of a source for a certain task, what should you look at? The matrix suggests that you should look at three factors: validity, relevance and reliability and it provides you with all the questions you should ask to evaluate these factors.If you are asked about the reliability of a source for a certain task what should you look at? Once again the matrix provides you with specific questions to ask about the source to reach a reasoned judgement. The same is true of bias, which is treated as a sub-section of reliability.

Source: History Guide: Working with Sources, Grades 10 -12, DBE, 2012

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TEEN CLOTHING TRENDS

Just like teens themselves, adolescent clothing trends change quickly. What was in yesterday, is out today. Trends vary within certain groups or geographical areas as well. California teenagers lean towards a shorts and flip-flop casual style; East Coast teens like to send a more sophisticated message.

Teen fashion is a serious business. The trends are changeable, unstructured, and far from constant. Teen age too, is a precious time of life and the best time to look good. Teenagers are always on the move and they prefer clothing that is easy and relaxed. The carefree mind-set and the spirit of life is seen in mix and match items, trendy jackets, high boots, etc. Shoes and belts are responsive to fashion demands and gadgets are trendy. Skirt lengths are constantly varying and blouses see a range from off shoulder tank tops to sophisticated items.

As a teen struggles to find his own identity¸his choice of clothing and the message he believes his clothing sends becomes very important to him. Although to parents it may appear as though the teenager and his friends all look alike, the teen has likely gone to a great deal of effort to be different while still fitting in with his friends. Those differences sometimes are only visible to teens themselves. Unless the clothing is objectionable, it’s best for parents to tolerate a teen’s clothing choices and save the arguments for something more significant.

Throughout history, teens have looked for role models. As trends have evolved, the models viewed by teenagers and everyone else have shown figures of extraordinarily thin and beautiful people. The effect of this has been a rise in anorexia and low self-esteem as teens attempt to look like the models they see in the media. Only recently has there been a move toward more realistic models that look like real teenagers. No longer perfect, the emphasis moves to using your personal style to create a realistic, healthy image.

The media has used advertising to convince consumers that the goods they buy represent who they are and the lifestlyle choices they make. Teens today have magazines, catalogues and online opportunities to determine the latest trend in clothing. It is because of the internet, that teen trends, like those of adults, are changing ever more rapidly.

Teen clothing trends are often influenced by the music they are listening to, ranging from the rock ‘n’ roll look of the 1950s to the hip-hop, oversized look. Nonetheless, jeans, T-shirts, sweatshirts and sneakers are the main components of a teen’s wardrobe. The embellishments that teens add to those items help determine a trend. The 1960s featured clothing articles embellished with peace symbols and the trend came back. These trends cycle through studs, embroidery, tattoos, safety pins, rhinestones, skateboards and other symbols – whatever the latest craze that catches on.

Unlike previous generations, teens today have their own stores that are entirely dedicated to them. These include the major fashion establishments as well as magazines such as Teen, Vogue, Seventeen, Teen Ink, etc. By perusing these teen resources, teens determine whether they wear their jeans loose and baggy or tight and slim, as well as the clothing they will pair with the jeans. Teens will often create their own trends by modifying what they see on others. It is a time for creativity and finding one’s own personal style.

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Cartoon for publishing

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Suggested Format for Reflective Teaching Statistical Analysis Data Sheet

Subject : EnglishDate _______________________ Grade_____________

Assessment Task:___________________________________________________________________

Content Covered: __________________________________________________________________

Performance Summary:_____________________________________________________________

Number wroteNumber passed Percentage passedNumber failed Percentage failed

Symbol distributionGrade A

verage %

Code 7: Outstanding

80–100%

Code 6:Meritorious

70– 9%

Code 5:Substantial

60–69%

Code 4:Adequate 50–59%

Code 3:Moderate 40–49%

Code 2:Elementary

30–39%

Code 1:Not

achieved0–29%

10 A10 B10 C

Question AnalysisGrade Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 710 A10 B10 C

Intervention and remediation (re-teach, re-assess, remedial activities, group work, etc.) Intervention must be based on the information from the tables above.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluate the effectiveness of the intervention strategy (re-test, student presentation to demonstrate mas-tery, etc) ________________________________________________________________________________________

________________________________________________________________________________________

Teacher: ________________________________________ Date_______________________

Head of Dept: ________________________________________ Date_______________________

Example of a Level Grid

30

Use of a Level Grid (Taxonomy FAL pg. 79 HL pg. 76) Question number

Level 1 - Literal

Level 2- Reorganisation

Level 3 - Inference

Level 4 - Evaluation

Level 5 - Appreciation

Max Marks % weighting Target 40% Target 40% Target 20%

31

ASSESSMENT RUBRICS FOR LANGUAGES

ASSESSMENT RUBRIC FOR HOME LANGUAGE

SECTION A: RUBRIC FOR ASSESSING AN ESSAY – HOME LANGUAGE (50 marks)Criteria Code 7:

Outstanding 80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%

Code 4:Adequate 50-59%

Code 3:Moderate 40-49%

Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%

CONTENT & PLAN-NING

30 MARKS

24-30

-Content outstanding, highly original.-Ideas thought-provoking, mature.-Planning &/or drafting has produced a flawlessly presentable essay.

21-23½

-Content meritorious, original.-Ideas imaginative, interesting.- Planning &/or draft-ing has produced a well-crafted & presentable essay.

18-20½

-Content sound, reas-onably coherent.-Ideas interesting, convincing.- Planning &/or draft-ing has produced a presentable & good essay.

15-17½

-Content appropriate, adequately coherent.-Ideas interesting, ad-equately original.- Planning &/or draft-ing has produced a satisfactory, present-able essay.

12-14½

-Content mediocre, or-dinary. Gaps in coher-ence.-Ideas mostly relevant. Limited originality.- Planning &/or draft-ing has produced a moderately present-able & coherent es-say.

9-11½

-Content not always clear, lacks coherence.-Few ideas, often repet-itive.-Inadequate for Home language level despite planning/drafting. Es-say not well presented.

0-8½

-Content largely irrel-evant. No coherence.-Ideas tedious, repet-itive.-Inadequate planning/drafting. Poorly presented es-say.

LANGUAGE, STYLE & EDITING

15 MARKS

12-15

-Critical awareness of im-pact of language.-Language, punctuation effectively used.-Uses highly appropriate figurative language.-Choice of words excep-tional, mature.-Style, tone, register highly suited to topic.-Virtually error-free follow-ing proof-reading & edit-ing.

10½-11½

-Critical awareness of impact of language.-Language, punctu-ation correct; able to use figurative lan-guage.-Choice of words var-ied & creative.-Style, tone, register appropriately suited to topic.-Largely error-free following proof-read-ing, editing.

9-10

-Critical awareness of language evident.-Language & punctu-ation mostly correct.-Choice of words suited to text.-Style, tone, register suited to topic.-Mostly error-free fol-lowing proof-reading, editing.

7½-8½

-Some awareness of impact of language.-Language simplistic, punctuation ad-equate.-Choice of words ad-equate.-Style, tone, register generally consistent with topic require-ments.-Still contains a few errors following proof-reading, editing.

6-7

-Limited critical lan-guage awareness.-Language mediocre, punctuation often in-accurately used.-Choice of words ba-sic.-Style, tone register lacking in coherence.-Contains several er-rors following proof-reading, editing.

4½-5½

-Language & punctu-ation flawed.-Choice of words lim-ited.-Style, tone, register in-appropriate.-Error-ridden despite proof-reading, editing.

0-4

-Language & punctu-ation seriously flawed.-Choice of words in-appropriate.-Style, tone, register flawed in all aspects.-Error-ridden & con-fused following proof-reading, editing.

STRUCTURE

5 MARKS

4-5

-Coherent development of topic. Vivid, exceptional detail.-Sentences, paragraphs brilliantly constructed.-Length in accordance with requirements of topic.

3½

-Logical development of details. Coherent.-Sentences, para-graphs logical, var-ied.-Length correct.

3

-Several relevant de-tails developed.-Sentences, para-graphs well construc-ted.-Length correct.

2½

-Some points, neces-sary details de-veloped.-Sentences, para-graphing might be faulty in places but essay still makes sense.-Length almost cor-rect.

2

-Most necessary points evident.-Sentences, para-graphs faulty but es-say still makes sense.-Length - too long/short.

1½

-Sometimes off topic but general line of thought can be fol-lowed.-Sentences, para-graphs constructed at an elementary level.-Length - too long/short.

0-1

-Off topic.-Sentences, para-graphs muddled, in-consistent.Length - far too long/short.

SECTION B: RUBRIC FOR ASSESSING TRANSACTIONAL TEXTS – HOME LANGUAGE (25 marks)Criteria Code 7:

Outstanding 80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%

CONTENT, PLAN-NING & FORMAT

15 MARKS

12-15

-Extensive special-ized knowledge of re-quirements of text.-Disciplined writing –maintains rigorous fo-cus, no digressions.-Total coherence in content & ideas, highly elaborated & all details support topic.-Evidence of planning &/or drafting has pro-duced a flawlessly presentable text.-Highly appropriate format.

10½- 11½

-Very good know-ledge of requirements of text.-Disciplined writing – maintains focus, no digressions.-Coherent in content & ideas, very well elaborated & all de-tails support topic.-Evidence of planning &/or drafting has pro-duced a well crafted & presentable text.-Has applied the ne-cessary rules of format very well.

9-10

-Fair knowledge of requirements of text.-Writing – maintains focus, with minor di-gressions.-Mostly coherent in content & ideas, elab-orated & most details support topic.-Evidence of planning &/or drafting has pro-duced apresentable & very good text.-Has applied thenecessary rules of format.

7½- 8½

-Adequate knowledge of requirements of text.-Writing – digresses but does not impede overall meaning.-Adequately coherent in content & ideas, some details support topic.-Evidence of planning &/or drafting has pro-duced a satisfactorilypresented text.-Has applied an ad-equate idea of re-quirements of format.

6-7

-Moderate knowledge of requirements of text. Response to writing task reveals a narrow focus.-Writing – digresses, meaning vague in places.-Moderately coherent in content & ideas, some details support topic.-Evidence of planning &/or drafting has pro-duced a moderatelyPresentable & coher-ent text.-Has a moderate idea of requirements of format – some critical oversights.

4½-5½

-Elementary know-ledge of requirements of text. Response to writing task reveals a limited focus.-Writing – digresses, meaning obscure in places.-Not always coherent in content & ideas, has few details which support topic.-Inadequate for Home language level despite planning &/or drafting. Text not well presented,-Has vaguely applied necessary rules of format – some critical oversights.

0-4

-No knowledge of re-quirements of text. Response to writing task reveals a limited focus.-Writing – digresses, meaning obscure in places.-Not coherent in con-tent & ideas, has few details which support topic.-Inadequate planning/ drafting. Poorly presented text.-Has not applied ne-cessary rules of format.


10 MARKS

8-10

-Grammatically ac-curate & brilliantly constructed.-Vocabulary highly appropriate to pur-pose, audience & context. -Style, tone, register highly appropriate.-Virtually error-free following proof-read-ing & editing.-Length correct.

7-7½

-Very well construc-ted & accurate.-Vocabulary very ap-propriate to purpose, audience & context. -Suitable style, tone, register considering demands of task.-Largely error-free following proof-read-ing & editing.-Length correct.

6-6½

-Well constructed & easy to read.-Vocabulary appropri-ate to purpose, audi-ence & context. -Style, tone, register mostly appropriate.-Mostly error-free fol-lowing proof-reading & editing.-Length correct.

5-5½

-Adequately con-structed. Errors do not impede flow.-Vocabulary ad-equate for purpose, audience & context. -Style, tone, register fairly appropriate.-A few errors follow-ing proof-reading & editing.-Length almost cor-rect.

4-4½

-Basically construc-ted. Several errors.-Vocabulary limited & not very suitable for purpose, audience & context. -Lapses in style tone & register.-Several errors fol-lowing proof-reading & editing.-Length – too long/short.

3-3½

-Poorly constructed & difficult to follow.-Vocabulary requires some remediation & not suitable for pur-pose, audience & context.-Style, tone & register inappropriate.-Error-ridden despite proof-reading, edit-ing.-Length – too long/short.

0-2

-Poorly constructed & very difficult to follow.-Vocabulary requires serious remediation & not suitable for pur-pose.-Style, tone & register do not correspond with topic-Error-ridden and confused following proof-reading, edit-ing.-Length – far too long/short.

ASSESSMENT RUBRIC FOR POETRY ESSAY – HOME LANGUAGE

RUBRIC FOR MARKING THE POETRY ESSAY

HOME LAN-GUAGE

10 MARKS LAN

GU

AG

ESt

ruct

ure,

logi

cal fl

ow a

nd p

rese

nta-

tion

. La

ngua

ge, t

one

and

sty

le u

sed

Outstanding

- Coherent struc-ture.

- Excellent in-troduction and conclusion.

- Arguments well structured and clearly de-veloped.

- Language, tone and style mature, impressive, cor-rect.

Meritorious

- Essay well struc-tured.

- Good introduc-tion & conclusion.

- Arguments and line of thought easy to follow.

- Language, tone & style correct and suited to purpose.

- Good presenta-tion.

Substantial

- Clear structure & logical flow of argument.

- Introduction & conclusion & other para-graphs coher-ently organised.

- Flow of argu-ment can be fol-lowed.

- Language, tone & style largely cor-rect.

Adequate

- Some evidence of structure.

- Essay lacks a well- structured flow of logic and coher-ence.

- Language errors minor, tone & style mostly appropri-ate. Paragraphing mostly correct.

Moderate

- Structure shows faulty planning.

- Arguments not logically ar-ranged.

- Language errors evident. Tone & style not appro-priate to the pur-pose of academic writing.

- Paragraphing faulty.

Elementary

- Poor presentation and lack of planned structure impedes flow of argument.

- Language errors and incorrect style make this a largely unsuc-cessful piece of writing. Tone & style not appro-priate to the pur-pose of academic writing.

- Paragraphing faulty.

Not achieved

- Difficult to de-termine if topic has been ad-dressed.

- No evidence of planned structure or logic.

- Poor language. Incorrect style & tone.

- No paragraphing or coherence

CONTENTInterpretation of topic. Depth of ar-gument, justifica-tion and graspof poem.

780 – 100%

670 – 79%

560 – 69%

450 – 59%

340 – 49%

230 – 39%

10 – 29%

Outstanding- In-depth interpreta-

tion of topic, all as-pects fully explored.

- Outstanding re-sponse: 90%+. Excel-lent response: 80 – 89%.

- Range of striking ar-guments extensively supported from poem.

- Excellent under-standing of genre and poem.

780

– 1

00%

8 – 10 7 – 7 ½ 7 – 8

Meritorious- Above average inter-

pretation of topic, all aspects adequately explored.

- Detailed response.- Range of sound argu-

ments given, well supported from poem.

- Very good under-standing of genre and poem.

670

– 7

9%

7 ½ – 8 ½ 7 – 8 6 ½ - 7 ½ 6 – 7

Substantial- Shows understanding

and has interpreted topic well.

- Fairly detailed re-sponse.

- Some sound argu-ments given, but not all of them as well motivated as they could be.

- Understanding of genre and poem evid-ent.

560

– 6

9% 7 – 8 6 ½ - 7 ½ 6 – 7 5 ½ - 6 ½ 5 – 6

Adequate- Fair interpretation of

topic, not all aspects explored in detail.

- Some good points in support of topic.

- Most arguments supported but evid-ence is not always convin-cing.

- Basic understanding of genre and poem.

450

– 5

9%

6 – 7 5 ½ - 6 ½ 5 – 6 4 ½ - 5 ½ 4 – 5

Moderate- Very ordinary, me-

diocre attempt to an-swer the question.

- Very little depth of understanding in re-sponse to topic.

- Arguments not convincing and very little justification from poem.

- Learner has not fully come to grips with genre or poem.

340

– 4

9%

5 – 6 4 ½ - 5 ½ 4 – 5 3 ½ - 4 ½ 3 – 4

Elementary- Poor grasp of topic. - Response repetitive

and sometimes off the point.

- No depth of argu-ment, faulty inter-pretation/ Arguments not supported from poem.

- Very poor grasp of genre and poem.

230

– 3

9%

4 – 5 3 ½ - 4 ½ 3 – 4 1 – 3 ½

Not achieved- Response bears some

relation to the topic but argument diffi-cult to follow or largely irrelevant.

- Poor attempt at an-swering the question. The few relevant points have no justi-fication from the poem.

- Very poor grasp of genre and poem.

10

– 29

%

3 – 4 1 – 3 ½ 0 – 3

RUBRIC FOR THE MARKING OF LITERATURE ESSAY: GRADE 10 – 12 (HOME LANGUAGE) – 25 MARKS

CODES ANDMARK ALLOCATION

CONTENT [15]Interpretation of topic. Depth of argument, justification and grasp of prescribed work

STRUCTURE AND LANGUAGE [10]Structure, logical flow and presentation. Language, tone and style used in essay.

Code 780 to 100%

Outstanding12 to 15 marks

In-depth interpretation of topic, all aspects of topic fully exploredExcellent response. (90+, outstanding response)

Outstanding08 - 10 marks

Coherently structured pieceExcellent introduction and conclusion,

Range of striking arguments extensively supported from text.Excellent understanding of genre and prescribed text

Arguments well structured and clearly developedLanguage, tone and style mature, impressive, correct

Code 670 to 79%

Meritorious11 marks

Above average interpretation of topic. All aspects of the topic adequately exploredDetailed response.Range of sound arguments given, well supported from text.Very good understanding of genre and text

Meritorious07 marks

Essay well structuredGood introduction and conclusionArguments and line of thought easy to followLanguage, tone and style correct and suited to purpose Good presentation

Code 560 – 69%

Substantial09 or 10 marks

Shows understanding and has interpreted topic well. Fairly detailed response to topicSome sound arguments given, but not all of them as well motivated as they could be.Understanding of genre and text evident

Substantial06 marks

Clear structure and logical flow of argument Introduction and conclusion and other paragraphs coherently or-ganized.Flow of argument can be followed. Language, tone and style largely correct

Code 450 – 59%

Adequate08 marks

Fair interpretation of topic, not all aspects explored in detailSome good points in support of topicMost arguments supported but evidence is not always convincing.Basic understanding of genre and text

Adequate05 marks

Some evidence of structure. Essay lacks a well-structured flow of logic and coherenceLanguage errors minor, tone and style mostly appropriate. Para-graphing mostly correct

Code 340 – 49%

Moderate06 or 07 marks

Very ordinary, mediocre attempt to answer the questionVery little depth of understanding in response to topicArguments not convincing and very little justification from text. Learner has not fully come to grips with the genre or text.

Moderate04 marks

Planning in the structure showing signs of faultiness, Arguments not logically arranged. Paragraphing faulty.Language errors evident. Tone and style not appropriate to the pur-pose of academic writing

Code 230 – 39%

Elementary05 marks

Poor grasp of topicResponse repetitive and sometimes off the pointNo depth of argument, faulty interpretation / Arguments not supported from text.Very poor grasp of text and genre

Elementary03 marks

Poor presentation and lack of planned structure impedes the flow of the argumentLanguage errors and incorrect style makes this a largely unsuc-cessful piece of writing

Code 10 – 29%

Not achieved0 to 4 marks

Response bears some relation to the topic but argument difficult to follow or largely irrelevantPoor attempt at answering the question. The few relevant points have no justifica-tion from the text.Very poor grasp of text and genre

Not achieved00 - 02 marks

Difficult to determine if topic has been addressedNo evidence of planned structure or logicNo paragraphing or coherence.Poor language. Incorrect style and tone

ASSESSMENT RUBRICS FOR ORALS – HOME LANGUAGEASSESSMENT RUBRIC FOR LISTENING: HOME LANGUAGE :GRADE 10 - 12 [10x3=30/2=15]

Listens for a variety of reasons

Code 7(Outstanding)

8-10

Code 6(Meritorious)

7

Code 5(Substantial)

6

Code 4(Adequate)

5

Code 3(Moderate)

4

Code 2(Elementary)

3

Code 1(Not achieved)

0-2Listens attentively to oral texts for informa-tion

Interprets and evalu-

ates the purpose and

message thoroughly

Interprets and evaluates the purpose and message very well and with insight

Distinguishes between facts and opinions

Identifies the purpose and message and gives an accur-ate interpretation

Distinguishes between facts and opinions in almost all cases.

Identifies the purpose and message and gives a fairly accurate interpretation

Distinguishes between facts and opinions in most cases

Adequately identifies the pur-pose but cannot fully interpret message

Distinguishes between obvi-ous facts and opinions

Seldom able to identify or in-terpret message or purpose

Finds it difficult to distinguish between facts and opinions

Hardly able to interpret mes-sage or identify purpose

Hardly ever able to distinguish between facts and opinions

and with insight

Easily distinguishes between facts and opinions

Thoroughly understands com-plex instructions directions and procedures

Accurately identifies main and supporting ideas

Makes coherent notes and summary

Gives insightful interpretation of explicit and implicit mean-ing

Interprets distortion of mean-ing by deliberate inclusion or exclusion of information

Understands most instructions directions and procedures well

Accurately identifies main and supporting ideas in most cases

Makes mainly coherent notes and summary

Gives sound interpretation of explicit and implicit meaning

Mostly aware of deliberate distortion of information

Understands most instructions directions and procedures correctly

Identifies some main and sup-porting ideas with accuracy

Makes fairly coherent notes and captures the most import-ant details

Reasonable interpretation of explicit and implicit meaning

Shows a good awareness of deliberate distortion of mean-ing

Understands most instructions directions and procedures fairly correctly

Identifies some main and sup-porting ideas fairly accurately

Makes fairly coherent notes but does not capture the most important details

Fairly reasonable interpreta-tion of explicit and implicit meaning

Reasonably aware of deliber-ate distortion of meaning

Understands most instructions directions and procedures but has difficulty with information overload

Identifies main ideas, but not always supporting ideas

Notes contain only basic in-formation and summary is in-complete

Explicit meaning interpreted but not implicit meaning

Shows some awareness of distortion of information

Does not always understand instructions directions and procedures and can barely in-terpret information

Identifies a main idea, but not supporting ideas

Notes are incoherent and summary is incomplete be-cause of lack of information

Unable to distinguish between explicit and implicit meaning

Seldom aware of any distor-tion of information

Barely understands instruc-tions directions and proced-ures

Seldom, if ever able to identify main ideas

Unable to make notes or sum-marise information

Unable to interpret information for meaning

Unable to recognise distortion of information

Listens attentively to oral texts in order to evaluate

Interprets persuasive, emotive and manipulative language, bias, prejudice and stereotyp-ing with insight

Excellent, thorough interpreta-tion of intonation, voice, tone, pace, stress and language use

Responds successfully and comprehensively to style, tone and register

Thorough, confident evalu-ation of language forms such as humorous elements

Interprets persuasive, emotive and manipulative language, bias, prejudice and stereotyp-ing very well

Sound interpretation of ele-ments used in oral presenta-tion such as intonation, voice, tone, pace, stress and lan-guage use

Responds well to style, tone and register evaluates cor-rectly

Very good evaluation of lan-guage forms such as humor-ous elements

Good interpretation of per-suasive, emotive and manipu-lative language, bias, preju-dice and stereotyping

Good interpretation of intona-tion, voice, tone, pace, stress and language use

Responds well to style, tone and register. May show slight lapses in evaluation

Good evaluation of language forms such as humorous ele-ments

Reasonably accurate inter-pretation of persuasive, emotive and manipulative lan-guage, bias, prejudice and stereotyping

Reasonable interpretation of intonation, voice, tone, pace, stress and language use

Responds reasonably well to style, tone and register but evaluates very superficially

Reasonable evaluation of lan-guage forms such as humor-ous elements

Able to interpret persuasive, emotive and manipulative lan-guage, bias, prejudice and stereotyping but often makes mistakes

Moderate awareness of inton-ation, voice, tone, pace, stress and language use

Responds adequately to style tone and register

Adequate evaluation of only elementary forms such as hu-mour

Seldom able to identify per-suasive, emotive and manipu-lative language, bias, preju-dice or stereotyping and makes many mistakes

Inadequate awareness of in-tonation, voice, tone, pace, stress and language use

Struggles to respond to style, tone and register

Evaluates only very element-ary forms such as humour

Not able to respond to per-suasive, emotive and manipu-lative language, bias, preju-dice or stereotyping

Almost no response to intona-tion, voice, tone, pace stress and language use employed to communicate meaning

Almost no response to style, tone and register, no evalu-ation

Shows very little knowledge of any language forms such as humour

Critical listening to oral texts

Thorough understanding of the logical sequence of in-formation

Makes insightful inferences and judgements and supports with convincing evidence

Makes insightful assumptions and predicts consequences thoroughly and accurately

Very good understanding of logical sequence of informa-tion

Makes good inferences and judgements and largely sup-ports with convincing evid-ence

Makes good assumptions and predicts consequences very accurately

Shows a good understanding of logical sequence of inform-ation

Quite capable of making infer-ences and judgements and with supporting evidence

Makes reasonable assump-tions and predicts con-sequences accurately

Shows reasonable under-standing of logical sequence of information

Reasonably capable of mak-ing inferences and judge-ments and with supporting evidence

Makes mostly reasonable as-sumptions and predicts con-sequences fairly accurately

Shows adequate understand-ing of logical sequence of in-formation

Makes moderately acceptable judgements and inferences, but with limited supporting evidence

Makes adequate assumptions and sometimes predicts con-sequences accurately

Has difficulty following the lo-gical sequence of the oral text

Judgements and inferences very unconvincing and without supporting evidence

Makes mostly inaccurate as-sumptions and predictions

Can scarcely follow the logical sequence of the oral text

Can hardly make judgements or inferences

Can scarcely make assump-tions or predict consequences

Exceptional critical response to language use, word choice, format and pronunciation

Very good critical response to language use, word choice, format and pronunciation

Good critical response to lan-guage use, word choice, format and pronunciation

Reasonably critical response to language use, word choice, format and pronunciation

Responds fairly critically to language use, word choice, format and pronunciation

Responds correctly only on isolated occasions to lan-guage use, word choice, format and pronunciation

Clumsy, vague response to language use, word choice, format and pronunciation

ASSESSMENT RUBRIC FOR PREPARED SPEECH HOME LANGUAGE: GRADE 10 – 12 [10x5=50/5 = 10]Criteria Code 7

Outstanding8-10

Code 6Meritorious

7

Code 5Substantial

6

Code 4Adequate

5

Code 3Moderate

4

Code 2Elementary

3

Code 1Not achieved

0-2Research skills Convincing evidence that a

wide range of interesting and relevant sources have been consulted

A wide range of new and in-teresting facts and examples make the presentation im-pressive

Sound evidence that a wide range of interesting and relev-ant sources have been con-sulted

New and interesting facts and examples contribute to a well structured presentation

Good evidence that a wide range of interesting and relev-ant sources have been con-sulted

Interesting facts and ex-amples contribute to a well structured presentation

Satisfactory evidence that rel-evant sources have been consulted

Presentation is interesting and some new and interesting facts and examples have been given

Some evidence that relevant sources were used

Presentation is adequate but without the spark of new ideas, facts or information

Limited evidence of partial use of sources

Little evidence of research owing to lack of new ideas, facts or information

If sources were used, there is little or no evidence in the presentation

Hardly any new ideasAny research done does not contribute to the effectiveness of the presentation

Planning and organisa-tion of contents

Thoroughly planned accord-ing to task, audience, context and format

Striking introduction which im-mediately grasps audience at-tention

Brilliant development of ideas and argument

Contents reflects outstanding creativity, originality and ma-ture insight

Skilful ending thoroughly drawn together

Very well planned according to task, audience, context and format

Very good and appropriate in-troduction which immediately arouses interest

Very good, and sustained de-velopment of ideas and argu-ment

Contents reflects creativity originality and some insight

Very good conclusion

Well planned according to task, audience, context and format

Good and appropriate intro-duction which arouses in-terest

Good, and sustained develop-ment of ideas and argument

Content reflects creativity ori-ginality and some insight

Good conclusion

Satisfactory planning accord-ing to task, audience, context and format

Reasonably good introduction which still arouses interest

Good development of argu-ment which can be followed easily

Contents fairly original, but not always creative and in-sight sometimes lacking

Reasonably good ending, but sometimes lacks cohesion

Adequate planning according to task, audience, context and format

Introduction adequate which arouses some interest

Adequate development of ideas and argument but has problems with cohesion

Contents shows some origin-ality, but not always creative and lacks insight

Adequate conclusion, but lacks cohesion

Evidence of some planning according to task, audience, context and format

Some evidence of introduc-tion, but barely arouses in-terest

Some arguments can be fol-lowed, but others are incon-sistent / can barely be fol-lowed

Contents is barely original and lacks creativity or origin-ality

Hardly any evidence of a con-clusion

No evidence of planning ac-cording to task, context audi-ence or format

Introduction poor and arouses no audience interest

Cannot sustain argumentShows little understanding of topic

Contents poor, boring and banal

Conclusion lacking

Tone, speaking and presentation skills

Natural delivery, a fluent skilled and animated presenter, appropriate style and register

Clearly audible articulationEye contact, facial expres-sions, gestures and body lan-guage outstanding, functional and convincing

Audience reaction over-whelmingly positive

Confident delivery with very little use of notes

Very good presenter natural and fluent presentation appro-priate style and register

Audible articulationEye contact, facial expres-sions, gestures and body lan-guage functional and convin-cing

Audience interest sustained throughout

Notes used effectively and with confidence

Good presenter, fluent presentation appropriate style and register

Largely audible articulationEye contact, facial expres-sions, gestures and body lan-guage largely functional and convincing

Audience interest sustained.

Notes used effectively

Reasonably fluent presenter, but sometimes shows hesita-tion, style and register mostly appropriate

Reasonably clear articulation and audibilityEye contact, facial expres-sions, gestures and body lan-guage reasonably convincing

Most members of the audi-ence follow with interest

Some dependency on notes but still good contact with the audience

Sometimes fluent, but presentation lacks appropri-ate style and register

Adequately audible and clear articulationAdequate eye contact, facial expressions, gestures and body language but not always convincing

Mixed reaction from the audi-ence

Use of notes often detract from presentation

Hesitant, lacks expressionLacks fluency, mostly inap-propriate style and register

Articulation not clear and hardly audibleVery little eye contact / facial expressions / body language

Lack of audience interest shown

Dependent on notes

Inappropriate tone, style and register

Sloppy indistinct articulation mostly inaudibleAlmost non-existent eye con-tact, inappropriate facial ex-pression and body language

No audience contact

Totally dependent on notes

Critical awareness of language usage

Thorough, mature vocabulary and creative language use

Outstanding language manip-ulation in order to evoke audi-ence response

Exceptional awareness of, and sensitivity to respectful language use on cultural is-sues

Very good mature vocabulary and creative language use

Very good language manipu-lation in order to evoke audi-ence response

Very good awareness of, and sensitivity to respectful lan-guage use on cultural issues

Good vocabulary and creative language use

Good language manipulation in order to evoke audience re-sponse

Good awareness of, and sensitivity to respectful lan-guage use on cultural issues

Reasonably mature vocabu-lary and creative language use

Reasonable language manip-ulation in order to evoke audi-ence response

Reasonable awareness of, and sensitivity to respectful language use on cultural is-sues

Adequate vocabulary and lan-guage use

Some language manipulation in order to evoke audience re-sponse

Moderate awareness of, and sensitivity to respectful lan-guage use on cultural issues

Limited vocabulary and lan-guage use

Struggles to manipulate lan-guage in order to evoke audi-ence response

Seldom aware or sensitive or respectful to language use on cultural issues

Very limited vocabulary and language

Unable to manipulate lan-guage

Hardly ever aware of sensit-ive or respectful language use on cultural issues

Choice, design and use of audio and/or visual; aids

Excellent and tastefully ap-propriate choice and present-ation of visual aids

Visual aids make an impact on the audience and effect-ively contribute to the success of the presentation

Very good and appropriate choice and use of visual aids

Presenter is able to use visual aides effectively to enhance the presentation

Good and appropriate choice and use of visual aids

Presenter is able to use visual aides to enhance the present-ation

Visual aids are mostly relev-ant to the topic

Most of the visual aids used contribute to the success of the presentation

Visual aids adequately used, but not always totally appro-priate

Visual aids do not always contribute to presentation

Seldom uses visual aids

Use of aids sometimes clumsy and not functional

Makes no use of visual aids

ASSESSMENT RUBRIC FOR UNPREPARED SPEECH HOME LANGUAGE: GRADE 10 – 12 [10x3=30/2 = 15]Code 7

Outstanding8-10

Code 6Meritorious

7

Code 5Substantial

6

Code 4Adequate

5

Code 3Moderate

4

Code 2Elementary

3

Code 1Not achieved

0-2Planning and organisa-tion of contents


Striking introduction which immediately grasps audience attention





Very good and appropriate introduction which immedi-ately arouses interest






Good, and sustained devel-opment of ideas and argu-ment


Good conclusion


Reasonably good introduc-tion which still arouses in-terest













Hardly any evidence of a conclusion





Conclusion lacking






Very good presenter natural and fluent presentation ap-propriate style and register













Adequately audible and clear articulationAdequate eye contact, facial expressions, gestures and body language but not al-ways convincing






Dependent on notes



No audience contact




Outstanding language ma-nipulation in order to evoke audience response





Good vocabulary and creat-ive language use

Good language manipulation in order to evoke audience response



Reasonable language manip-ulation in order to evoke audience response


Adequate vocabulary and language use

Some language manipulation in order to evoke audience response








ASSESSMENT RUBRICS FOR FIRST ADDITIONAL LANGUAGE - WRITING

SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50 marks)

Code 7: Outstanding

80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%

CONTENT & PLAN-NING

32 MARKS

26-32

-Content shows im-pressive insight into topic.-Ideas thought-pro-voking, mature.-Planning &/or draft-ing has produced a virtually flawless, presentable essay.

22½-25½

-Content shows thor-ough interpretation of topic.-Ideas imaginative, interesting.- Planning &/or draft-ing has produced a well-crafted & presentable essay.

19½-22

-Content shows a sound interpretation of the topic. -Ideas interesting, convincing.- Planning &/or draft-ing has produced a presentable & very good essay.

16-19

-Content an adequate interpretation of topic.-Ideas ordinary, lack-ing depth.- Planning &/or draft-ing has produced a satisfactorily presen-ted essay.

13-15½

-Content ordinary. Gaps in coherence.-Ideas mostly relev-ant. Repetitive.- Planning &/or draft-ing has produced a moderately present-able & coherent es-say.

10-12½

-Content not always clear, lacks coher-ence.-Few ideas, often re-petitive.-Inadequate evidence of planning/drafting. Essay not well presented.

0-9½

-Content irrelevant. No coherence.-Ideas repetitive.-Non-existent plan-ning/drafting. Poorly presented essay.


12 MARKS

10-12

-Critical awareness of impact of language.-Language, punctu-ation effectively used.Uses figurative lan-guage.-Choice of words highly appropriate.-Style, tone, register highly suited to topic.-Virtually error-free following proof-read-ing & editing.

8½-9½

-Critical awareness of impact of language.-Language, punctu-ation correct; able to include figurative lan-guage correctly.-Choice of words var-ied & correctly used.-Style, tone, register appropriately suited to topic.-Largely error-free following proof-read-ing, editing.

7½-8

-Critical awareness of language evident.-Language & punctu-ation mostly correct.-Choice of words suited to text.-Style, tone, register suited to topic in most of the essay.-By and large error-free following proof-reading, editing.

6-7

-Some awareness of impact of language.-Language simplistic, punctuation ad-equate.-Choice of words ad-equate.-Style, tone, register generally consistent with topic require-ments.-Still contains errors following proof-read-ing, editing.

5-5½

-Limited critical lan-guage awareness.-Language ordinary & punctuation often in-accurately used.-Choice of words ba-sic.-Style, tone register lacking in coherence.-Contains several er-rors following proof-reading, editing.

4-4½

-Language & punctu-ation flawed.-Choice of words lim-ited.-Style, tone, register inappropriate.-Error-ridden despite proof-reading, edit-ing.

0-3½

-Language & punctu-ation seriously flawed.-Choice of words in-appropriate.-Style, tone, register flawed in all aspects.-Error-ridden & con-fused following proof-reading, editing.

STRUCTURE

6 MARKS

5-6

-Coherent develop-ment of topic. Vivid detail.-Sentences, para-graphs coherently constructed.-Length in accord-ance with require-ments of topic.

4½

-Logical development of details. Coherent.-Sentences, para-graphs logical, var-ied.-Length correct.

4

-Several relevant de-tails developed.-Sentences, para-graphs well construc-ted.-Length almost cor-rect.

3-3½

-Some points, neces-sary details de-veloped.-Sentences, para-graphing might be faulty in places but essay still makes sense.-Length correct.

2½

-Some necessary points evident.-Sentences, para-graphs faulty but ideas can be under-stood.-Length - too long/short.

2

-Sometimes off topic. General line of thought difficult to fol-low.-Sentences, para-graphs constructed at an elementary level.-Length - too long/short.

0-1½

-Off topic.-Sentences, para-graphs muddled, in-consistent.Length - far too long/short.

SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL LANGUAGE (30 marks) Code 7:

Outstanding 80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%


20 MARKS

16-20

-Specialized know-ledge of requirements of the text.-Disciplined writing –maintains thorough focus, no digressions.-Text fully coherent in content & ideas & all detail support the topic.-Evidence of planning &/or drafting has pro-duced a virtually flaw-lessly presentable text.-Has applied all the necessary rules of format/outstanding.

14-15½

-Good knowledge of requirements of the text.-Disciplined writing – learner maintains fo-cus, hardly any di-gressions.-Text is coherent in content & ideas, with all details supporting the topic.-Evidence of planning &/or drafting has pro-duced a well crafted, presentable text.-Has applied the ne-cessary rules of format/meritorious.

12-13½

-Fair knowledge of requirements of the text.-Writing – learner maintains focus, with minor digressions.-Text is coherent in content & ideas, and details support the topic.-Evidence of planning &/or drafting has pro-duced apresentable & good text.-Has applied most of the necessary rules of format/substantial.

10-11½

-Adequate knowledge of requirements of the text.-Writing – learner di-gresses from topic but does not impede overall meaning.-Text adequately co-herent in content & ideas & some details support the topic.-Evidence of planning &/or drafting has pro-duced a satisfactorily presented text.-Has applied an ad-equate idea of the re-quirements of format.

8-9½

-Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus.-Writing – learner di-gresses, meaning is vague in places.-Text moderately co-herent in content & ideas and has basic details which support the topic.-Evidence of planning &/or drafting has pro-duced a moderately presentable & coher-ent text.-Has a moderate idea of requirements of format – some critical oversights.

6-7½

-Elementary know-ledge of requirements of the text. Response to writing task reveals a limited focus.-Writing – learner di-gresses, meaning is obscure in places.-Text not always co-herent in content & ideas, and has few details which support the topic.-Inadequate planning &/or drafting. Text not well presented,-Has vaguely applied the necessary rules of format.

0-5½

-No knowledge of re-quirements of the text. -Writing – learner di-gresses, meaning is obscure in places.-Text not coherent in content & ideas, too few details to support topic.-Planning/ drafting non- existent. Poorly presented text.-Has not applied the necessary rules of format.


10 MARKS

8-10

-Text is grammatic-ally accurate & well constructed.-Vocabulary is very appropriate to pur-pose, audience & context. -Style, tone, register very appropriate.-Text virtually error-free following proof-reading, editing.-Length correct.

7- 7½

-Text is well construc-ted & accurate.-Vocabulary is mostly appropriate to pur-pose, audience & context. -Style, tone and re-gister mostly appro-priate-Text largely error-free following proof-reading, editing.-Length correct.

6-6½

-Text is well construc-ted & easy to read.-Vocabulary is appro-priate to purpose, audience & context. -Style, tone, register generally appropriate.-Text mostly error-free following proof-reading, editing.-Length correct.

5-5½

-Text is adequately constructed. Errors do not impede flow.-Vocabulary is ad-equate for the pur-pose, audience & context. -Style, tone, register adequately appropri-ate.-Text still contains a few errors following proof-reading, edit-ing.-Length almost cor-rect.

4-4½

-Text is basically con-structed. Several er-rors.-Vocabulary is limited & not very suitable for the purpose, audi-ence & context. -Lapses in style,-Text contains sev-eral errors following proof-reading, edit-ing.-Length – too long/short.

3-3½

-Text is poorly con-structed & difficult to follow.-Vocabulary requires remediation & not suitable for purpose, audience & context.-Style, tone & register inappropriate.-Text error-ridden despite proof-read-ing, editing.-Length – too long/short.

0- 2½

-Text is poorly con-structed and muddled.-Vocabulary requires serious remediation & not suitable for pur-pose.-Style, tone & register do not correspond with topic-Text error-ridden and confused follow-ing proof-reading, editing.-Length – far too long/short.

SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL - FIRST ADDITIONAL LANGUAGE (20 marks)

Code 7: Outstanding

80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%


13 MARKS

10½-13

-Specialized know-ledge of requirements of text.-Disciplined writing –learner maintains thorough focus, no di-gressions.-Text fully coherent in content & ideas, and all details support topic.-Evidence of planning &/or drafting has pro-duced a virtually flaw-less, presentable text.-Has applied all the necessary rules of format.

9½-10

-Good knowledge of requirements of text.-Disciplined writing – learner maintains fo-cus, hardly any di-gressions.-Text is coherent in content & ideas with all details supporting the topic.-Evidence of planning &/or drafting has pro-duced a well crafted & presentable text.-Has applied the ne-cessary rules of format.

8-9

-Fair knowledge of requirements of the text.-Writing – learner maintains focus, with minor digressions.-Text is coherent in content & ideas, and details support topic.-Evidence of planning &/or drafting has pro-duced apresentable and good text.-Has applied most of the necessary rules of format.

6½-7½

-Adequate knowledge of requirements of text.-Writing – learner di-gresses but does not impede overall mean-ing.-Text adequately co-herent in content & ideas and some de-tails support topic.-Evidence of planning &/or drafting has pro-duced a satisfactorilypresented text.-Has applied an ad-equate idea of the re-quirements of format.

5½-6

-Moderate knowledge of requirements of the text. Response to writing task reveals a narrow focus.-Writing – learner di-gresses, meaning vague in places.-Text moderately co-herent in content & ideas and has basic details which support the topic.-Evidence of planning &/or drafting that has produced a moder-ately presentable & coherent text.-Has a moderate idea of requirements of the format – some critical oversights.

4-5

-Elementary know-ledge of requirements of the text. Re-sponse to writing task reveals a limited fo-cus.-Writing – learner di-gresses, meaning ob-scure in places.-Text not always co-herent in content & ideas, and has few details which support topic.-Planning/drafting in-adequate. Text not well presented,-Has vaguely applied the necessary rules of format.

0-3½

-No knowledge of re-quirements of the text. -Writing – learner di-gresses, meaning is obscure in places.-Text not coherent in content & ideas and too few details to support the topic.-Planning and draft-ing non-existent. Poorly presented text.-Has not applied the necessary rules of format.


7 MARKS

6-7

-Text is grammatic-ally accurate and well constructed.-Vocabulary is very appropriate to pur-pose, audience and context. -Style, tone, register very appropriate.-Text virtually error-free following proof-reading and editing.-Length correct.

5-5½

-Text is well construc-ted and accurate.-Vocabulary is mostly appropriate to pur-pose, audience and context. -Style, tone and re-gister mostly appro-priate.-Text largely error-free following proof-reading, editing.-Length correct.

4½

-Text is well construc-ted and easy to read.-Vocabulary is very appropriate to pur-pose, audience and context. -Style, tone, register generally appropriate.-Text mostly error-free following proof-reading, editing.-Length correct.

3½-4

-Text is adequately constructed. Errors do not impede flow.-Vocabulary is ad-equate for purpose, audience & context. -Style, tone and re-gister adequately ap-propriate.-Text still contains few errors following proof-reading, edit-ing.-Length almost cor-rect.

3

-Text is basically con-structed. Several er-rors.-Vocabulary is lim-ited and not very suit-able for purpose, audience and con-text. -Lapses in style, tone and register.-Text contains sev-eral errors following proof-reading, edit-ing.-Length – too long/short.

2½

-Text is poorly con-structed and difficult to follow.-Vocabulary requires some remediation and not suitable for purpose, audience and context.-Style, tone and re-gister inappropriate.-Text error-ridden despite proof-read-ing, editing.-Length – too long/short.

0- 2

-Text is poorly con-structed and muddled.-Vocabulary requires serious remediation & not suitable for pur-pose.-Style, tone & register do not correspond with topic-Text error-ridden and confused follow-ing proof-reading, editing.-Length – far too long/short.

ASSESSMENT RUBRICS FOR ORALS – FIRST ADDITIONAL LANGUAGE

ASSESSMENT RUBRIC FOR LISTENING: FIRST ADDITIONAL LANGUAGE: GRADE 10 - 12 [10x3=30/3=10]

CriteriaCode 7

(Outstanding)8-10

Code 6(Meritorious)

7

Code 5(Substantial)

6

Code 4(Adequate)

5

Code 3(Moderate)

4

Code 2(Elementary)

3

Code 1(Not achieved)

0-2Listens attentively to oral texts for informa-tion

Interprets and evalu-

ates the purpose and

message thoroughly

and with insight

Easily distinguishes between facts and opinions

Thoroughly understands complex instructions directions and pro-cedures

Accurately identifies main and supporting ideas

Makes coherent notes and sum-mary

Gives insightful interpretation of explicit and implicit meaning

Interprets and evaluates the pur-pose and message very well and with insight

Distinguishes between facts and opinions

Understands most instructions directions and procedures well

Accurately identifies main and supporting ideas in most cases

Makes mainly coherent notes and summary

Gives sound interpretation of ex-plicit and implicit meaning

Identifies the purpose and mes-sage and gives an accurate inter-pretation

Distinguishes between facts and opinions in almost all cases.

Understands most instructions directions and procedures cor-rectly

Identifies some main and support-ing ideas with accuracy

Makes fairly coherent notes and captures the most important de-tails

Reasonable interpretation of ex-plicit and implicit meaning

Identifies the purpose and mes-sage and gives a fairly accurate interpretation

Distinguishes between facts and opinions in most cases

Understands most instructions directions and procedures fairly correctly

Identifies some main and support-ing ideas fairly accurately

Makes fairly coherent notes but does not capture the most import-ant details

Fairly reasonable interpretation of explicit and implicit meaning

Adequately identifies the purpose but cannot fully interpret message

Distinguishes between obvious facts and opinions

Understands most instructions directions and procedures but has difficulty with information overload

Identifies main ideas, but not al-ways supporting ideas

Notes contain only basic informa-tion and summary is incomplete

Explicit meaning interpreted but not implicit meaning

Seldom able to identify or inter-pret message or purpose

Finds it difficult to distinguish between facts and opinions

Does not always understand in-structions directions and proced-ures and can barely interpret in-formation

Identifies a main idea, but not supporting ideas

Notes are incoherent and sum-mary is incomplete because of lack of information

Unable to distinguish between ex-plicit and implicit meaning

Hardly able to interpret message or identify purpose

Hardly ever able to distinguish between facts and opinions

Barely understands instructions directions and procedures

Seldom, if ever able to identify main ideas

Unable to make notes or summar-ise information

Unable to interpret information for meaning

Listens attentively to oral texts in order to evaluate

Interprets persuasive, emotive and manipulative language, bias, prejudice and stereotyping with insight

Excellent, thorough interpretation of intonation, voice, tone, pace, stress and language use

Responds successfully and com-prehensively to style, tone and re-gister

Interprets persuasive, emotive and manipulative language, bias, prejudice and stereotyping very well

Sound interpretation of elements used in oral presentation such as intonation, voice, tone, pace, stress and language use

Responds well to style, tone and register evaluates correctly

Good interpretation of persuasive, emotive and manipulative lan-guage, bias, prejudice and ste-reotyping

Good interpretation of intonation, voice, tone, pace, stress and lan-guage use

Responds well to style, tone and register. May show slight lapses in evaluation

Reasonably accurate interpreta-tion of persuasive, emotive and manipulative language, bias, pre-judice and stereotyping

Reasonable interpretation of in-tonation, voice, tone, pace, stress and language use

Responds reasonably well to style, tone and register but evalu-ates very superficially

Able to interpret persuasive, emotive and manipulative lan-guage, bias, prejudice and ste-reotyping but often makes mis-takes

Moderate awareness of intona-tion, voice, tone, pace, stress and language use

Responds adequately to style tone and register

Seldom able to identify persuas-ive, emotive and manipulative language, bias, prejudice or ste-reotyping and makes many mis-takes

Inadequate awareness of intona-tion, voice, tone, pace, stress and language use

Struggles to respond to style, tone and register

Not able to respond to persuas-ive, emotive and manipulative lan-guage, bias, prejudice or stereo-typing

Almost no response to intonation, voice, tone, pace stress and lan-guage use employed to commu-nicate meaning

Almost no response to style, tone and register, no evaluation

Critical listening to oral texts for compre-hension

Thorough understanding of the lo-gical sequence of information

Makes insightful inferences and judgements and supports with convincing evidence

Makes insightful assumptions and predicts consequences thor-oughly and accurately

Exceptional critical response to language use, word choice, format and pronunciation

Very good understanding of lo-gical sequence of information

Makes good inferences and judgements and largely supports with convincing evidence

Makes good assumptions and predicts consequences very ac-curately

Very good critical response to language use, word choice, format and pronunciation

Shows a good understanding of logical sequence of information

Quite capable of making infer-ences and judgements and with supporting evidence

Makes reasonable assumptions and predicts consequences ac-curately

Good critical response to lan-guage use, word choice, format and pronunciation

Shows reasonable understanding of logical sequence of information

Reasonably capable of making in-ferences and judgements and with supporting evidence

Makes mostly reasonable as-sumptions and predicts con-sequences fairly accurately Reasonably critical response to language use, word choice, format and pronunciation

Shows adequate understanding of logical sequence of information

Makes moderately acceptable judgements and inferences, but with limited supporting evidence

Makes adequate assumptions and sometimes predicts con-sequences accurately

Responds fairly critically to lan-guage use, word choice, format and pronunciation

Has difficulty following the logical sequence of the oral text

Judgements and inferences very unconvincing and without sup-porting evidence

Makes mostly inaccurate as-sumptions and predictions

Responds correctly only on isol-ated occasions to language use, word choice, format and pronun-ciation

Can scarcely follow the logical se-quence of the oral text

Can hardly make judgements or inferences

Can scarcely make assumptions or predict consequences

Clumsy, vague response to lan-guage use, word choice, format and pronunciation

ASSESSMENT RUBRIC FOR PREPARED SPEECH FIRST ADDITIONAL LANGUAGE: GRADE 10 – 12 [10x5=50/5= 10x2=20]

CriteriaCode 7

Outstanding8-10

Code 6Meritorious

7

Code 5Substantial

6

Code 4Adequate

5

Code 3Moderate

4

Code 2Elementary

3

Code 1Not achieved

0-2Research skills Convincing evidence that a wide

range of interesting and relevant sources have been consulted

A wide range of new and interest-ing facts and examples make the presentation impressive

Sound evidence that a wide range of interesting and relevant sources have been consulted

New and interesting facts and ex-amples contribute to a well struc-tured presentation

Good evidence that a wide range of interesting and relevant sources have been consulted

Interesting facts and examples contribute to a well structured presentation

Satisfactory evidence that relev-ant sources have been consulted

Presentation is interesting and some new and interesting facts and examples have been given

Some evidence that relevant sources were used

Presentation is adequate but without the spark of new ideas, facts or information

Limited evidence of partial use of sources

Little evidence of research owing to lack of new ideas, facts or in-formation

If sources were used, there is little or no evidence in the presentation

Hardly any new ideasAny research done does not con-tribute to the effectiveness of the presentation


Thoroughly planned according to task, audience, context and format

Striking introduction which imme-diately grasps audience attention


Contents reflects outstanding cre-ativity, originality and mature in-sight



Very good and appropriate intro-duction which immediately arouses interest

Very good, and sustained devel-opment of ideas and argument

Contents reflects creativity origin-ality and some insight



Good and appropriate introduction which arouses interest

Good, and sustained development of ideas and argument

Content reflects creativity original-ity and some insight

Good conclusion

Satisfactory planning according to task, audience, context and format


Good development of argument which can be followed easily

Contents fairly original, but not al-ways creative and insight some-times lacking





Contents shows some originality, but not always creative and lacks insight


Evidence of some planning ac-cording to task, audience, context and format

Some evidence of introduction, but barely arouses interest

Some arguments can be followed, but others are inconsistent / can barely be followed

Contents is barely original and lacks creativity or originality

Hardly any evidence of a conclu-sion

No evidence of planning accord-ing to task, context audience or format




Conclusion lacking


Natural delivery, a fluent skilled and animated presenter, appropri-ate style and register

Clearly audible articulationEye contact, facial expressions, gestures and body language out-standing, functional and convin-cing

Audience reaction overwhelmingly positive


Very good presenter natural and fluent presentation appropriate style and register

Audible articulationEye contact, facial expressions, gestures and body language func-tional and convincing



Good presenter, fluent presenta-tion appropriate style and register

Largely audible articulationEye contact, facial expressions, gestures and body language largely functional and convincing



Reasonably fluent presenter, but sometimes shows hesitation, style and register mostly appropriate

Reasonably clear articulation and audibilityEye contact, facial expressions, gestures and body language reas-onably convincing

Most members of the audience follow with interest

Some dependency on notes but still good contact with the audi-ence

Sometimes fluent, but presenta-tion lacks appropriate style and re-gister

Adequately audible and clear ar-ticulationAdequate eye contact, facial ex-pressions, gestures and body lan-guage but not always convincing

Mixed reaction from the audience


Hesitant, lacks expressionLacks fluency, mostly inappropri-ate style and register

Articulation not clear and hardly audibleVery little eye contact / facial ex-pressions / body language


Dependent on notes

Inappropriate tone, style and re-gister

Sloppy indistinct articulation mostly inaudibleAlmost non-existent eye contact, inappropriate facial expression and body language

No audience contact


Critical awareness of lan-guage usage


Outstanding language manipula-tion in order to evoke audience re-sponseExceptional awareness of, and sensitivity to respectful language use on cultural issues


Very good language manipulation in order to evoke audience re-sponseVery good awareness of, and sensitivity to respectful language use on cultural issues

Good vocabulary and creative lan-guage use

Good language manipulation in order to evoke audience responseGood awareness of, and sensitiv-ity to respectful language use on cultural issues

Reasonably mature vocabulary and creative language use

Reasonable language manipula-tion in order to evoke audience re-sponseReasonable awareness of, and sensitivity to respectful language use on cultural issues


Some language manipulation in order to evoke audience response

Moderate awareness of, and sensitivity to respectful language use on cultural issues

Limited vocabulary and language use Struggles to manipulate language in order to evoke audience re-sponseSeldom aware or sensitive or re-spectful to language use on cul-tural issues

Very limited vocabulary and lan-guage

Unable to manipulate language

Hardly ever aware of sensitive or respectful language use on cul-tural issues

Choice, design and use of audio and/or visual; aids

Excellent and tastefully appropri-ate choice and presentation of visual aidsVisual aids make an impact on the audience and effectively contrib-ute to the success of the present-ation

Very good and appropriate choice and use of visual aids

Presenter is able to use visual aides effectively to enhance the presentation

Good and appropriate choice and use of visual aids

Presenter is able to use visual aides to enhance the presentation

Visual aids are mostly relevant to the topic

Most of the visual aids used con-tribute to the success of the presentation

Visual aids adequately used, but not always totally appropriate

Visual aids do not always contrib-ute to presentation

Seldom uses visual aids

Use of aids sometimes clumsy and not functional

Makes no use of visual aids

FIRST ADDITIONAL LANGUAGE

ASSESSMENT RUBRIC FOR PREPARED READING ALOUD: GRADE 10 – 12 [10x4=40/2 =20]

Criteria Code 7(Outstanding)8-10

Code 6(Meritorious)7

Code 5(Substantial)6

Code 4(Adequate)5

Code 3(Moderate)4

Code 2(Elementary)3

Code 1(Not achieved)0-2

Read fluently and attentively according to purpose and task

Fluent and very entertaining reading with excellent expres-sion

Reader demonstrates an ex-cellent understanding andinterpretation of the text

Fluent reading with very good expression

Text is fully understood and interpretation is very good

Fluent reading with good ex-pression

Text is understood and inter-pretation is good

Reads fluently with enough expression

Reader interprets the text enough to convey meaning

Reads reasonably flu-ently but with not enough expression

Reasonable interpreta-tion of the text enough to convey some of the meaning

Reading not fluent but the meaning can be followed

Some evidence of text in-terpretation but meaning is disjointed

Halting readingToo poor to express meaning

No evidence of text in-terpretation and under-standing

Use of tone, voice projec-tion and pace to enhance meaning

Meaning conveyed lucidly through excellent use ofphrasing, pauses and inflection

Excellent voice projection anddiction which enhances mean-ing

Reader demonstrates excellent ability to vary pace according to the requirements of the text

Very good use of phrasing, pauses and inflection and thus enhances meaning

Very good voice projection anddiction which enhances meaning

Reader demonstrates very good ability to vary pace according to the require-ments of the text

Good use of phrasing, pausesand inflection and thus en-hances meaning

Good voice projection anddiction which enhances meaning

Reader demonstrates good ability to vary pace according to the requirements of the text

Uses phrasing, pauses and voice inflection to en-hance meaning

Reading is clear and aud-ible and diction enhances meaning

Sometimes reads too fast and attempts to vary read-ing speed

Attempts to use phras-ing,pauses and voice inflec-tion toenhance meaning

Reading is audible andpronunciation does not affect meaning

Reading often too fast or very little attempt made to vary reading speed

Poor phrasing and unnat-uralinflections mar the reading

Reading is not always aud-ible andmany words are mispro-nounced

Tempo too fast or too slow

Almost no attempt made at correct phrasing or in-flection

Poor pronunciation and poor delivery make the deliveryalmost incomprehens-ible

Usually reads very slowly

Use of eye contact, facial expression, posture and gestures

Altogether appropriate eye contact

Gestures, facial expressions andbody language used very ef-fectively and appropriately toenhance meaning

Very good eye-contact

Gestures, facial expres-sions and body language used to convey meaning effectively

Good eye-contact

Gestures, facial expressions andbody language used correctly toconvey meaning

Successful efforts to make eye contact

Suitable gestures, facial expressions and body lan-guageconvey meaning

Eye-contact adequate

Suitable gestures, facialexpressions and body language some of the time

Unsuccessful attempts at eye contact

Very few helpful facialexpressions or gestures

Almost no eye contact

Distracting gestures and inappropriate body lan-guage

Responses toquestions asked and crit-ical interpreta-tion of the text

Handles questions with great flair

Answers reflect insight,sensitivity and a criticalresponse to the text and re-lated issues

Handles questions very confidently and responds sensibly whenanswering questions on the textResponse shows very good insight and critical re-sponse to the text

Handles questions confid-ently and responds sensibly when answering questions on the textResponse shows good in-sight andcritical response to the text

Understands questions asked and can provide an-swers to questions based on the text

Response shows insight and acritical response to the text andrelated issues most of the time

Understands questions asked and provides an-swers to questions on the text but sometimes flawedShows some ability to respond critically to the text

Misinterprets questions posedand is sometimes unable to answer questions based on the textShows very little critical re-sponse to the text

Is mostly unable to un-derstand or respond to questions

Shows no critical re-sponse to the text

ASSESSMENT RUBRIC FOR INFORMAL SPEAKING IN A GROUP FIRST ADDITIONAL LANGUAGE: GRADE 10 – 12 [10x4=40/2 =20]

CriteriaCode 7

Outstanding8-10

Code 6Meritorious

7

Code 5Substantial

6

Code 4Adequate

5

Code 3Moderate

4

Code 2Elementary

3

Code 1Not achieved

0-2Speaking conventions Initiates and sustains conver-

sation using turn taking con-ventions highly effectively

Excellent in encouraging the speaker, justifying opinion, clarifying meaning, negotiat-ing a position, sharing ideas and sustaining a conversation

Initiates and sustains conver-sation using turn taking con-ventions very effectively

Very good at encouraging the speaker, justifying opinion, clarifying meaning, negotiat-ing a position, sharing ideas and sustaining a conversation

Initiates and sustains conver-sation using turn taking con-ventions effectively

Good at encouraging the speaker, justifying opinion, clarifying meaning, negotiat-ing a position, sharing ideas and sustaining a conversation

Initiates and sustains conver-sation using turn taking con-ventions

Encourages the speaker, jus-tifies opinion, clarifies mean-ing, negotiates a position, shares ideas and sustains a conversation

Sometimes initiates and sus-tains conversation using turn taking conventions

Sometimes encourages the speaker, justifies opinion, cla-rifies meaning, negotiates a position, shares ideas and sustains a conversation

Seldom initiates and sustains conversation using turn taking conventions

Seldom encourages the speaker, justifies opinion, cla-rifies meaning, negotiates a position, shares ideas and sustains a conversation

Does not initiate and sustain conversation using turn taking conventions

Does not encourage the speaker, justify opinion, clarify meaning, negotiate a position, share ideas and sustain a conversation

Content and develop-ment of ideas/opin-ions/ viewpoint







Demonstrates development of argument which can be fol-lowed easily


Sometimes develops ideas and argument but has prob-lems with cohesion






Tone, gestures, eye contact, facial expres-sion and body lan-guage

Natural delivery, a fluent skilled speaker, appropriate style and register

Excellently audibleOutstanding articulation, eye contact, facial expressions, gestures and body language

Very good speaker, natural and fluent, appropriate style and register

Very audible Very good articulation,eye contact, facial expres-sions, gestures and body lan-guage

Good speaker, fluent, appro-priate style and register

Good audibilityGood articulation, eye con-tact, facial expressions, ges-tures and body language

Reasonably fluent speaker, style and register mostly ap-propriate

AudibleIs articulate, maintainseye contact, facial expres-sions, gestures and body lan-guage

Sometimes fluent, lacks ap-propriate style and register

Sometimes audible Sometimes articulateSometimes maintains eye contact, facial expressions, gestures and body language

Hesitant, lacks expression,lacks fluency, mostly inappro-priate style and register

Articulation not clear and hardly audibleVery little eye contact, facial expressions , body language













Mature vocabulary and creat-ive language use

Manipulates language in or-der to evoke audience re-sponse

Awareness of, and sensitivity to respectful language use on cultural issues

Fair vocabulary and language use


Some awareness of, and sensitivity to respectful lan-guage use on cultural issues







ASSESSMENT RUBRIC FOR UNPREPARED SPEECH FIRST ADDITIONAL LANGUAGE: GRADE 10 – 12 [10x3=30X2 =60/3=20]

Criteria Code 7

Outstanding8-10

Code 6Meritorious

7

Code 5Substantial

6

Code 4Adequate

5

Code 3Moderate

4

Code 2Elementary

3

Code 1Not achieved

0-2



Striking introduction which im-mediately grasps audience attention





Very good and appropriate in-troduction which immediately arouses interest








Good conclusion















Hardly any evidence of a con-clusion





Conclusion lacking






Very good presenter natural and fluent presentation appro-priate style and register













Adequately audible and clear articulationAdequate eye contact, facial expressions, gestures and body language but not always convincing






Dependent on notes



No audience contact













Reasonable language manip-ulation in order to evoke audi-ence response











ASSESSMENT RUBRICS FOR SECOND ADDITIONAL LANGUAGE

SECTION A: RUBRIC FOR ASSESSING AN ESSAY - SECOND ADDITIONAL LANGUAGE (40 marks)Code 7:

Outstanding80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%

CONTENT & PLAN-NING

24 MARKS

18½-24

-Content shows im-pressive understand-ing of topic.-Ideas thought-pro-voking, mature.-Planning &/or draft-ing has produced a presentable essay.

16-18

-Content shows thor-ough interpretation of topic.-Ideas imaginative, interesting.- Planning &/or draft-ing has produced a fairly presentable es-say.

13-15½

-Content shows a sound interpretation of the topic. -Ideas interesting, convincing.- Planning &/or draft-ing has produced a reasonably present-able essay.

10-12½

-Content shoes an ad-equate interpretation of topic.-Ideas ordinary, lacking depth.- Planning &/or drafting has produced an ac-ceptably presentable essay for SAL.

7½ -9½

-Content ordinary. Gaps in coherence.-Ideas mostly relevant. Repetitive.- Planning &/or drafting has produced a moder-ately presentable & coher-ent essay for SAL.

4½-7

-Content not always clear, lacks coher-ence.-Very few ideas, often repetitive.-Inadequate evidence of planning/drafting. Essay not well presen-ted.

0-4

-Content irrelevant. No coherence.-Ideas muddled, con-fused.-Non-existent planning/drafting. Poorly presen-ted essay.


12 MARKS

11-12

-Evidence of critical language awareness.-Language, punctu-ation thoroughly con-trolled.-Uses appropriate fig-urative language.-Choice of words is all appropriate.-Style accurately re-flects topic through choice of words.-Largely error-free following proof-read-ing & editing.

10-10½

-Some critical lan-guage awareness. -Language, punctu-ation reasonably con-trolled; able to use appropriate figurative language.-Choice of words mostly appropriate.-Style appropriately reflects topic through choice of words.-Error-free to an ex-tent following proof-reading, editing.

9½

-Limited critical lan-guage awareness.-Language & punctu-ation mostly correct.-Choice of words fairly limited but suited to text.-Style reasonably ap-propriate & suits topic requirements.-Reasonably error-free following proof-reading, editing.

8½-9

-Some awareness of im-pact of language.-Language somewhat simplistic, punctuation adequate.-Choice of words some-what limited but ad-equately suited to topic.-Style somewhat con-sistent with topic re-quirements.-Still contains errors fol-lowing proof-reading, editing.

8

-Language limited & punc-tuation often inaccurately used.-Choice of words basic & limited.-Style lacking in coher-ence & not suited to topic.-Contains several errors following proof-reading, editing.

7½

-Language & punctu-ation flawed.-Choice of words very limited.-Style does not corres-pond with topic.-Error-ridden despite proof-reading, editing.

0-7

-Language & punctu-ation seriously flawed.-Choice of words muddled & confused.-Style flawed in all as-pects.-Error-ridden & confused following proof-reading, editing.

STRUCTURE

4 MARKS

4

-Coherent develop-ment of topic. Vivid detail.-Sentences, para-graphs all appropri-ately constructed conveying meaning clearly.-Length correct.

3½

-Logical development of details. Coherent.-Sentences, para-graphs appropriately constructed & mean-ing is clear.-Length correct.

3

-Few relevant details developed.-Sentences, para-graphs reasonably constructed in most cases & meaning is quite clear.-Length almost cor-rect.

2½

-Some points, neces-sary details mentioned.-Lapses in sentence & paragraph construction but overall meaning is maintained.-Length correct.

2

-Some necessary points evident.-Sentences, paragraphs faulty but overall meaning maintained.-Length - too long/short.

1½

-Sometimes off topic. General line of thought difficult to follow.-Sentences, para-graphs lack basic con-struction for meaning. -Length - too long/short.

0-1

-Off topic.-Sentences, paragraphs muddled, inconsistent.Length - far too long/short.

SECTION B: RUBRIC FOR ASSESSING LONGER TRANSACTIONAL TEXTS - SECOND ADDITIONAL LANGUAGE (20 marks)Code 7:

Outstanding 80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%9½-12

-Very good knowledge of requirements of the text.

8-9

-Good know-ledge of require-

6½-7½

-Fair knowledge of requirements of text.

5-6

-Adequate knowledge of requirements of

4-4½

-Moderate knowledge of requirements of

2½-3½

-Elementary know-ledge of requirements

0-2

-No knowledge of re-quirements of text.


12 MARKS

-Learner maintains focus on topic, no digression.-Content and ideas coher-ent, text has details sup-porting the topic.-Evidence of planning and/or drafting has pro-duced a very presentable text.

ments of text.-Learner main-tains focus, hardly any di-gressions -Text is fairly co-herent in content and ideas, and topic has details supporting the text. -Evidence of planning and/or drafting has pro-duced a fairly presentable and coherent text.-Has applied the necessary rules of format well.

-Learner maintains focus with minor di-gressions. -Text is reasonably coherent in content and ideas. Evidence of planning and/or drafting has produced a reason-ably presentable and coherent text. -Has applied most of the necessary rules of format.

text.-Writing – learner di-gresses but does not impede overall mean-ing.-Adequately coherent in content & ideas, some details support topic.-Evidence of planning and/or drafting has produced an accept-able text for SAL.-Has adequately ap-plied the necessary rules of format.

text. Response to writing task reveals a narrow focus.-Writing – learner di-gresses, meaning vague in places.-Moderately coherent in content & ideas, some details support topic.-Evidence of planning and/or drafting has produced a moder-ately presentably text for SAL. -Has a moderate idea of requirements of format – some obvi-ous oversights.

of text. Response to writing task reveals a limited focus.-Writing – learner di-gresses, meaning ob-scure in many places.-Not always coherent in content & ideas, has few details which support topic.-Limited evidence of planning and/or draft-ing. Text not well presented. -Has vaguely applied necessary rules of format – some critical oversights.

-Writing – digresses, meaning obscure in most places.-Not coherent in con-tent & ideas, has very few details which support topic.-Inadequate planning and/or drafting. Very poorly presented text.-Has not applied ne-cessary rules of format.


8 MARKS

7-8

- Has applied all the ne-cessary rules of format.- Text is mostly grammat-ically accurate and well constructed.- Vocabulary mostly appro-priate to purpose, audi-ence and context.- Style mostly appropriate.- Text mostly error free fol-lowing proof reading and editing.- Length is correct

6½

-Well construc-ted & fairly ac-curate.-Vocabulary is fairly appropriate to purpose, audience & con-text. - Style mostly appropriate.-Text fairly error-free following proof-reading & editing.-Length correct.

6

-Well constructed & reasonable accurate.-Vocabulary reason-ably appropriate to purpose, audience & context. -Style reasonably appropriate.-Reasonably error-free following proof-reading & editing.-Length correct.

5-5½

-Adequately con-structed. Errors do not impede flow.-Vocabulary ad-equate for purpose, audience & context. -Style, fairly appro-priate.-Still contains a fair number of errors fol-lowing proof-reading & editing.-Length almost cor-rect.

4½

-Basically construc-ted. Several errors.-Vocabulary limited & not very suitable for purpose, audience & context. -Lapses in style.-Text contains a num-ber of errors following proof-reading & edit-ing.-Length – too long/short.

4

-Poorly constructed & difficult to follow.-Vocabulary requires some remediation & not suitable for pur-pose, audience & context.-Style hardly corres-ponds with topic-Mostly error-ridden despite proof-read-ing, editing.-Length – too long/short.

0-3½

-Poorly constructed & very difficult to follow.-Vocabulary requires serious remediation & not suitable for pur-pose.-Style does not cor-respond with topic-Error-ridden and very confusing follow-ing proof-reading, editing.-Length – far too long/short.

SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENTIAL/INFORMATIONAL TEXTS -SECOND ADDITIONAL LANGUAGE (20 marks)

Code 7: Outstanding

80-100%

Code 6:Meritorious

70-79%

Code 5:Substantial

60-69%



Code 2:Elementary

30-39%

Code 1:Not achieved

0-29%9½-12

-Very good knowledge of requirements of the text.

8-9

-Good know-ledge of require-

6½-7½

-Fair knowledge of requirements of text.

5-6

-Adequate knowledge of requirements of

4-4½

-Moderate knowledge of requirements of

2½-3½

-Elementary know-ledge of requirements

0-2

-No knowledge of re-quirements of text.


12 MARKS

-Learner maintains focus on topic, no digression.-Content and ideas coher-ent, text has details sup-porting the topic.-evidence of planning and/or drafting has pro-duced a very presentable text.

ments of text.-learner main-tains focus, hardly any di-gressions -Text is fairly co-herent in content and ideas, and topic has details supporting the text. -Evidence of planning and/or drafting has pro-duced a fairly presentable and coherent text.-Has applied the necessary rules of format well.

-learner maintains fo-cus with minor di-gressions. -text is reasonably coherent in content and ideas. Evidence of planning and/or drafting has produced a reason-ably presentable and coherent text. -Has applied most of the necessary rules of format.

text.-Writing – digresses but does not impede overall meaning.-Adequately coherent in content & ideas, some details support topic.-Evidence of planning and/or drafting has produced an accept-able text for SAL.-Has adequately ap-plied the necessary rules of format.

text. Response to writing task reveals a narrow focus.-Writing – digresses, meaning vague in places.-Moderately coherent in content & ideas, some details support topic.-Evidence of planning and/or drafting has produced a moder-ately presentably text for SAL. -Has a moderate idea of requirements of format – some obvi-ous oversights.

of text. Response to writing task reveals a limited focus.-Writing – digresses, meaning obscure in many places.-Not always coherent in content & ideas, has few details which support topic.-Limited evidence of planning and/or draft-ing. Text not well presented. -Has vaguely applied necessary rules of format – some critical oversights.

Response to writing task reveals a very limited focus.-Writing – digresses, meaning obscure in most places.-Not coherent in con-tent & ideas, has very few details which support topic.-Inadequate planning and/or drafting. Very poorly presented text.-Has not applied ne-cessary rules of format.


8 MARKS

7-8

- Has applied all the ne-cessary rules of format.- Text is mostly grammat-ically accurate and well constructed.- Vocabulary mostly appro-priate to purpose, audi-ence and context.- Style mostly appropriate.- Text mostly error free fol-lowing proof reading and editing.- Length is correct

6½

-Well construc-ted & fairly ac-curate.-Vocabulary is fairly appropriate to purpose, audience & con-text. - Style mostly appropriate.-Text fairly error-free following proof-reading & editing.-Length correct.

6

-Well constructed & reasonable accurate.-Vocabulary reason-ably appropriate to purpose, audience & context. -Style reasonably appropriate.-Reasonably error-free following proof-reading & editing.-Length correct.

5-5½

-Adequately con-structed. Errors do not impede flow.-Vocabulary ad-equate for purpose, audience & context. -Style, fairly appro-priate.-Still contains a fair number of errors fol-lowing proof-reading & editing.-Length almost cor-rect.

4½

-Basically construc-ted. Several errors.-Vocabulary limited & not very suitable for purpose, audience & context. -Lapses in style.-Text contains a num-ber of errors following proof-reading & edit-ing.-Length – too long/short.

4

-Poorly constructed & difficult to follow.-Vocabulary requires some remediation & not suitable for pur-pose, audience & context.-Style hardly corres-ponds with topic-Mostly error-ridden despite proof-read-ing, editing.-Too long/short.

0-3½

-Poorly constructed & very difficult to follow.-Vocabulary requires serious remediation & not suitable for pur-pose.-Style does not cor-respond with topic-Error-ridden and very confusing follow-ing proof-reading, editing.-Length – far too long/short.

ASSESSMENT RUBRICS FOR ORALS – SECOND ADDITIONAL LANGUAGE

ASSESSMENT RUBRIC FOR LISTENING: SECOND ADDITIONAL LANGUAGE (GRADE 10 – 12) (25x3=75/3=25)

Listens for a variety of Purposes

Code 7Outstanding

20-25

Code 6Meritorious

18-19

Code 5Substantial

15-17

Code 4Adequate

13-14

Code 3Moderate

10-12

Code 2Elementary

8-9

Code 1Not achieved

0-7

Listens for information Message of oral text inter-preted thoroughly & with in-sight

Thoroughly understands a range of instructions, direc-tions and procedures

Accurately identifies main and some supporting ideas

Makes coherent notes, cap-tures all important details

Message of oral text inter-preted very well

Understands a range of in-structions and procedures very well

Identifies main and some sup-porting ideas very well

Makes mostly coherent notes, captures all the main ideas

Message of oral text inter-preted well

Understands a range of in-structions and procedures well

Identifies main and some sup-porting ideas well

Makes fairly coherent notes, captures most of the main ideas

Message of oral text inter-preted fairly well

Understands a range of in-structions, directions and pro-cedures but has difficulty when there is too much in-formation

Identifies main and some sup-porting ideas fairly accurately

Makes some coherent notes, but does not always capture all the main ideas

Satisfactorily interprets mes-sage of oral text

Understands some instruc-tions, directions and proced-ures adequately, but cannot cope with too much informa-tion

Identifies main idea but can-not always give supporting ideas

Makes hardly coherent notes and only captures some of the ideas

Struggles to understand mes-sage of an oral text

Does not always follow in-structions, directions or pro-cedures and often misinter-prets information

Struggles to identify the main ideas

Notes mostly incoherent, sketchy

Barely able to understand oral text

Barely able to follow instruc-tions, directions or proced-ures

Barely able to identify main ideas

Scarcely able to take coher-ent notes

Listens for evaluation Accurately interprets manipu-lative language, bias and pre-judice

Thorough recognition of lan-guage use and tone

Responds thoroughly to style, tone and register

Mostly interprets manipulative language, bias and prejudice

Very good recognition of lan-guage use and tone

Responds meaningfully to style, tone and register

Interprets most of manipulat-ive language cues, bias and prejudice

Good recognition of language use and tone

Responds well to style, tone and register

Sometimes identifies manipu-lative language, bias and pre-judice with reasonable accur-acy

Reasonable recognition of language use and tone

Reasonable response to style, tone and register

Adequately recognises ma-nipulative language, bias and prejudice but struggles to in-terpret accurately

Adequate recognition of lan-guage use tone

Adequate response to style, tone and register

Very little recognition of obvi-ously manipulative language, bias and prejudice and struggles with interpretation

Limited recognition of lan-guage use and tone

Limited response to style, tone and register

Hardly recognises obviously manipulative language, bias and prejudice, barely able to interpret text

Barely able to recognise lan-guage use and tone

Hardly any response to style, tone and register

Listens for comprehen-sion

Thorough understanding of logical sequence of informa-tion

Makes meaningful inferences supported with sound evid-ence

Exceptionally accurate re-sponse to a variety of ques-tions

Exceptionally good critical and accurate response to language use, format and word choice

Very good understanding of logical sequence of informa-tion

Makes very good inferences mostly supported with evid-ence

Accurate response to a vari-ety of questions

Very good critical and accur-ate response to language use, format and word choice

Good understanding of logical sequence of information

Makes good inferences mostly supported with evid-ence

Mostly accurate response to a variety of questions

Good critical and accurate re-sponse to language use, format and word choice

Fair understanding of logical sequence, but not easily ex-plained

Makes inferences supported with some evidence

Reasonably accurate re-sponse to a variety of ques-tions

Reasonably good critical and accurate response to lan-guage use, format and word choice

Adequate understanding of logical sequence, but cannot explain everything Makes inferences, but cannot support with much evidence

Adequate response to differ-ent questions

Adequate response to lan-guage use, format and word choice accurate

Limited understanding of lo-gical sequence, and cannot explain it at all

Inferences unconvincing and lack supporting evidence

Barely responds to different questions

Limited, vague responses to language use, format and word choice – does not un-derstand enough to evaluate

Hardly grasps logical se-quence of information

Hardly able to make infer-ences

Hardly ever responds to questions

Almost no response to lan-guage use, format and word choice– no evidence of critical listening skills

ASSESSMENT RUBRIC FOR PREPARED SPEECH/CONVERSATION/PREPARED READING ALOUD: SECOND ADDITIONAL LANGUAGE (GRADE 10 – 12) (25x3=75/3=25)Code 7

Outstanding20-25

Code 6Meritorious

18-19

Code 5Substantial

15-17

Code 4Adequate

13-14

Code 3Moderate

10-12

Code 2Elementary

8-9

Code 1Not achieved

0-7Planning and organisa-tion of content

Thorough planning according to task, audience, context and format

Effective introduction which

Very good planning according to task, audience, context and format

Very good introduction which

Good planning according to task, audience, context and format

Good introduction which


Reasonably interesting intro-

Moderate planning according to task, audience, context and format

Moderate introduction which

Limited evidence of planning according to task, audience, context and format

Introduction barely arouses

Hardly any planning accord-ing to task, audience, context or format

Introduction poor and barely

immediately arouses audi-ence interest

Content is original, creative, coherent, shows logical de-velopment and arrangement of facts, examples and ideas

Effective summarising and coherent ending,

arouses audience interest

Content is original, coherent and shows sound develop-ment and arrangement of facts, examples and ideas

Very good summarising end-ing


Original and sound develop-ment and arrangement of facts, examples and ideas

Good coherent ending

duction which still arouses audience interest

Mostly original and accept-ably logical arrangement of facts and examples that show some coherence

Fairly good ending but lacks coherence

arouses some audience in-terest

Some originality and moder-ate development of facts and ideas but lacks coherence

Ending adequate

audience interest

Little originality. Struggles to develop facts and ideas

Ending barely succeeds


No originality. Facts and ideas very limited

Ending inadequate or lacking – peters out

Tone and presentation skills

Natural fluent and animated style / register appropriate

Eye contact, facial expres-sion, gestures, body language very effective, convincing, functional

Confident, effective use of notes

Natural fluent style and ap-propriate register

Eye contact, facial expres-sion, gestures and body lan-guage quite functional and ef-fective

Confident use of notes

Fluent style and appropriate register

Eye contact, facial expres-sion, gestures and body lan-guage functional and effective

Fairly confident use of notes

Adequate style but with some hesitancy

Eye contact, facial expres-sion, gestures and body lan-guage reasonably functional and effective

Reasonably confident use of notes

Some fluency & attempt at correct register

Eye contact, facial expres-sion, gestures and body lan-guage used, but sometimes forced

Use of notes sometimes dis-tracting

Fluency / correct register of-ten lacking

Eye contact, facial expres-sion, gestures and body lan-guage seldom used

Dependent on notes

No fluency/ correct register

Often inaudible.Eye contact, facial expres-sion, gestures and body lan-guage hardly used / inappro-priate


Critical awareness of language use and choice of words

Systematic, mature vocabu-lary and creative language use

Evidence of mature sensitivity to cultural diversity in respect of language use

Very good vocabulary and language use

Evidence of respect for / awareness of / sensitivity to cultural diversity in respect of language use

Good vocabulary and lan-guage use

Evidence of some respect for, awareness of, sensitivity to cultural diversity in respect of language use

Reasonable vocabulary and language use

Shows some awareness of / sensitivity to cultural diversity in respect of language use


Shows adequate aware-ness of / sensitivity to cultural di-versity and respect of lan-guage use


Seldom aware of, or sensitive to, cultural diversity in respect of language use

Extremely limited vocabulary and language use

Hardly aware of, or sensitive to, cultural diversity in respect of language use

FRAMEWORK STRATEGY FOR TEACHING ENGLISH

ACROSS THE CURRICULUM

PREAMBLEUmalusi, then SAFCERT, which is responsible for ensuring fairness in the then Senior Certificate

examination, introduced a compensatory measure for learners whose first language was neither

English nor Afrikaans and who offered an African language as their first language, in 1999. A com-

pensation of 5% was awarded to such learners for their content subjects, based on the mark they

had obtained in the examination. The language compensation was introduced as an interim meas-

ure while the DBE addressed the competency levels of learners in the language of learning and

teaching.

With the promulgation of the General and Further Education and Training Quality Assurance Act

No 58 of 2001 and the subsequent establishment of the General and Further Education and Train-

ing Quality Assurance Council, Umalusi, the language compensation policy of SAFCERT was ad-

opted and was subsequently transferred to the National Senior Certificate which was implemented

in 2008.

From as early as 2007, the Umalusi Council wanted the language compensation to terminate in

the 2009 November and Supplementary examinations.

According to Umalusi Council the decision to withdraw the compensation was due to:

1. The two language investigations undertaken by Umalusi (2004 and 2008), which indicated

that language compensation does not significantly influence the results of learners taking

an African language as their first (now Home) Language.

2. The candidates receiving the compensation are stigmatised as having received “free”

marks.

The DBE appealed to the Umalusi Council to retain the language compensation until there was

clear evidence that the language competency of learners had improved.

At a meeting between Umalusi and DBE held on 23 January 2012 the DBE recommended to the

Umalusi Council, that the language compensation be retained for the next two years (i.e. 2012 and

2013) and be withdrawn with effect from the 2014 NSC examination when the Curriculum and As-

sessment Policy Statements (CAPS) will be introduced in Grade 12.

The DBE would have devoted specific attention to learners in Grade 10, who are following the

streamlined curriculum (CAPS) and implement supplementary measures to ensure that these

learners are not disadvantaged by the language of learning and teaching.

While the discussion between Umalusi Council and DBE ensues, DBE developed the Framework

Strategy for Teaching English Across the Curriculum to mitigate the impact of the withdrawal of the

language compensation policy. The framework strategy is aimed at improving the teaching of Eng-

lish as a subject as well as English as LoLT. Improved acquisition of LoLT should lead to better

acquisition of content knowledge. Successful implementation of this strategy should lead to better

language grasp and utilisation, thus making up for the withdrawal of the language compensation

policy.

Framework Strategy for Teaching English Across the Curriculum

Language is a tool for conceptualizing content and knowledge and expressing oneself accordingly in a ra-tional, “academic” style, based on subject-specific conventions and registers. In every institution of learning, the language of learning and teaching, LoLT, should be developed, not only by the English teacher, but by all teachers while disseminating knowledge.

The concept Language Across the Curriculum (LAC), which is old as education is, was researched and in-troduced as a means of bridging the barriers between content knowledge and language. It is also referred to as Content-based Instruction (CBI), Content and Language Integrated Learning (CLIL), among others (Teaching English, The British Council). In applying LAC, one learns about a subject using the language they are trying to learn, as a tool for developing knowledge and so they develop their linguistic ability in the target language. The approach here is that one needs to understand the language before one can decode the science in the knowledge presented.

The meaning of the specialised language, technical vocabulary, text types and illustrations must be un-locked so that acquisition thereof can be enhanced.

Keith Kelly, in A New Challenge for Chemistry Education (October 2010), states that there are three areas of language for any classroom context: subject-specific language, general academic language, and peripheral language. He states that an awareness of these “languages,” as well as pedagogy for dealing with the language, is important for the science teacher working with learners in an additional language. Subject-specific language in chemistry can best be described as the information carrying words, which are usually noun phrases such as sulphuric acid or the process of acidification. General academic lan-guage is cross-curricular language and, as such, is not exclusive to any one subject. A good example is the language of sequencing, including phrases such as first, second, next, and finally. Such language is used in chemistry for introducing steps in a process, but it could also be used in a history lesson for describing reasons contributing to an event which happened in the past. Peripheral language is the language of the classroom: the language used by the teacher to manage the class and the informal language between stu-dents.

Carrasquillo and Rodriguez (132: 2002) spell out the challenge to Chemistry teachers who work with learners through English:

Science is, in itself, a language and each different science (Biology, Physics, Chemistry) is a separate language

If chemistry is a language as well as a body of content, then it needs to be taught as a lan-guage as well as a body of content.

esri (geography specialist rorum) president jack dangermond (2004) stated

"We use languages to describe our world," he said. “Languages are a vehicle for greater un-derstanding because they let us reflect on our experience and organize our reality. Lan-guages help us conceptualize, communicate, and ultimately collaborate.

Just as Mathematics and music have benefited from specialized languages developed to re-cord and describe concepts in these fields, GIS has emerged as the language of geography. And like all living languages, GIS is evolving and expanding in response to change.”

David Hume (Foundations of Physics Vol 18, 1233, (1988) states, "Nothing is more usual

than for philosophers to encroach on the province of grammarians, and to engage in dis-putes of words, while they imagine they are handling controversies of the deepest import-ance and concern."

It is thus important for all subject teachers to understand how language is used in their subjects in order mediate knowledge.

Language Across the Curriculum addresses this.

Illustrations:1. If the value of x is 12, and that of y is 15, what will be the value of z, if z is the differ -

ence?

Not a good maths example, but the point of departure is the conditional ‘if’, which learners should be taught prepares for a comparison of two aspects, the values of x and y in this case. The difference, which is maths-speak, should be explained against use of difference as in language use. The science and place of ‘therefore’ is then scaffolded for decoding.

2. Volcano

A study of volcano could be preceded by vocabulary and language structure develop-ment.eruption (noun) – to erupt (verb) (come out in great force)volcano (noun) – volcanic (adjective) eruptionhot (adjective) lava (noun+subject) flows (verb) down (preposition) the (article) mountain (object).

If the above language aspects can be addressed before the actual teaching of the concept, either as a language or introduction to the geography lesson, then more can be acquired. The approach is to teach learners to follow the action words (assassin-ate), key words (the main idea is...), ‘leaders’ (the tasks of the manager are as fol-lows), prefixes (geography, biography, autocrat, homogenous), language choice (massacre versus murder), etc.

Aims of LAC

To support language development in each learner, in all domains of language use, in each learning activity in school;

To enhance knowledge acquisition through awareness of language use; To create a link through the learning processes; To enhance awareness of the relatedness of aspects; To develop critical reading, writing and learning; and To give learners feedback about their progress.

LAC focuses on:

the conventional four skills of language, viz. Reading, Writing, Listening and Speaking; and all non-verbal means of representation and expression that we use when communicating.

The focus is on the areas because they enhance

knowledge acquisition interrogation of knowledge expression and presentation of knowledge – in writing or spoken form, and critical thinking, reading and writing

Example of practical application

Figure 1: The Language of Chemistry

The following Learning skills are shared by all subjects in the curriculum.

Locating information Gathering facts Organising information Acquiring information - using strategies through reading Acquiring information- setting purpose for listening Communicating orally -speaking with accuracy and pose, and in writing with clarity and exactness,

using the writing process Interpreting pictures- cartoon analysis. For example, the zebra cartoon after a Soweto derby (soccer

game) Evaluating and applying - applying problem-solving and information critical thinking skills Writing for specific audiences and purposes

SELF-STUDY GUIDE

LITERATURE

GRADES 10-12TEACHERS & LEARNERS

GENERICENGLISH HOME LANGUAGE

ENGLISH FIRST ADDITIONAL LANGUAGEENGLISH SECOND ADDITIONAL LANGUAGE

2012

Contents

How to use this self-study guide 3Question words to help you answer questions 3Examples of question types for assessing literature 4Tips for answering literature questions 4

Section1: Introduction to literature 81.1 Literature - what is it? 81.2 Why do we study literature? 81.3 Requirements for offering literature 8

Section2: Poetry 92.1 Why study a poem 92.2 Types of poems 102.3 Literary features/terms and explanations 132.4 How to teach, learn and assess a poem 22

Section 3: Literary features of genres (drama, short drama, novel, short novel, short storyand folktale) 33

3.1 Literary features of drama, short drama, novel, short novel, short story and folktale 333.2 Literary features/terms, explanations & examples of genres 443.3 How to teach, learn and assess genres (drama, short drama, novel, short novel and short story) 52

Section 4: Drama and short drama 554.1 Why study a drama and short drama 554.2 Literary features of drama and short drama 554.3 Types of drama / short drama 584.4 Character development in drama and short drama (How do we know characters?) 594.5 Assessment 59

Section 5: Novel, short novel and short story 695.1 Why study a novel, short novel and short story 695.2 Types of novels, short novelsand short stories 695.3 Assessment 72

Section6: Folklore (African Home Languages)6.1 Why study folklore6.2 Folk narratives 6.3 Folk poetry6.4 Folk sayings 6.5 Integrated folklore essay - exemplar questions

Annexure A 83Annexure B 85Annexure C 86

References 87

How to use this self-study guide

The purpose of this self-study guide is to guide teachers and learners in Grades 10-12 on aspects of the formal study of literature as required in the Curriculum and Assessment Policy Statements (CAPS) for Languages. The guide also presents and shares information with regards to the main genres, poetry, drama, novels, short stories and folklore (Official African Home Languages). It includes content such as literary features/terms, explanations and examples, types, reasons for studying the genres and suggestions on how to study the genres. This guide may be used by teachers and learners of English Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL).

The self-study guide comprises of five sections. Section 1 introduces literature and conveys why we should learn it. Sections 2-4 focus on the genres, i.e. poetry (Section 2), drama / short drama (Section 3), novel / short novel and short story (Section 4), and folklore (Section 5 –Home Languages (African languages only).Exemplar questions for each genre are also included. Self-assessment activities are also included. The document will also help learners to prepare for their examinations - Literature Papers (Paper 2 – HL & FAL, Paper 1 – SAL).

Question words to help you answer questions

Term ExplanationAccount for Explain whyAnalyse Separate, examine and interpret critically; positives and negatives; pros and consArgue Put forward reasons in support of or against a statementClassify Group things based on common characteristics; to arrange according to type or sortComment on Give an opinion based on the facts in order to explain.Compare Point out or show both similarities and differences between things, concepts or phenomenaComplete Fill in the missing words or spaces.Define Give a concise and clear meaningDemonstrate Show or make clear; illustrate or explain; proof by reasoning and evidenceDescribe State in words the main points of a process/phenomenon/investigationDetermine Discover the answer by examining evidenceDifferentiate Use differences to qualify categoriesDiscuss Give the facts and evaluate or comment on them.Distinguish Write down the differences between

Evaluate Express an opinion, using evidence of how good/bad, negative/positive, successful/unsuccessful; assess the information in order to reach a conclusion.

Explain Make clear; interpret and spell out; give the reason for the meaning ofGive an account of Tell the story ofGive the context of Give meaning as applicable in useIdentify You must pick out, find or select the answer; name the essential characteristicsIllustrate To make something clear by adding examples or picturesInterpret To give own explanation of; to give own meaningLabel Identify on a diagram or drawingList Do not use full sentences. Just write down the words, names etc.Mention Write down; refer to relevant pointsMotivate Give reasons forName Give the name of somethingQuote Write down the exact word(s) from the text and put the word(s) in inverted commas. (“ ”) Relate Tell the story of what happens.State Write a brief, specific answer that is to the point.Substantiate You must prove or verify you answers with sufficient and valid support. Here you need to use the information given in the question.Suggest Offer an explanation or a solution; you are required to propose or offer ideas.Summarise Give only the main points.Tabulate Make a table or list.Why This is another way of asking you to explain an event or evidence presented.Which A type of comparison question

Examples of question types for assessing literature

The assessment of literature needs to be based on the different cognitive levels (See examples of question types in CAPS, Section 4 Table 3: Cognitive levels for assessment).

Tips for answering literature questions

Read again and again, the literature genres (poems/short stories/drama/novel) that you are studying. Make short, precise summaries, notes and charts based on the genre(s). En-sure you are aware of literary features like plot, theme, figures of speech, etc. and how they apply in the genres you are studying. The better you know and understand the genres, the better you will succeed in analysing the features.

Contextual Questions Remember: The teacher/examiner wants to see if you know and understand the literary genres you have studied – you can-

not write down your own interpretation of the texts, unless asked to do so! Make sure you understand the question word. It helps to underline the key phrase of the question word of a question like

“discuss” or “write down.” Look carefully at the mark allocation to decide how detailed your answer should be. A ONE mark question should be less de-

tailed than a question counting 2 or 3 marks. TWO - THREE marks or more: Remember the following: o Give the answer in your OWN words. o Explain your statement. o Substantiate or motivate your answer either by quoting from the text or by giving a clear reference from the text. o Use quotation marks when you are quoting from the text! o Give one good point for each mark.

You MUST answer ALL the questions. Remember: the contextual questions usually refer to the whole book and NOT only to the passage given in the examination.

You have to know what happened in the play or novel before and after selected passages. Read and re-read the passage before attempting the questions. Place the passages in context (where does it belong in the

text?). Underline the question words in the questions to make sure that you answer what is asked! Spell the names of characters and places in the story correctly. Always check your answers after you have done everything to make sure your answers are written in proper English and that

there are no careless spelling errors. Do NOT start you answer with “because” or “cause”. Do not use slang, social network (facebook, twitter, sms) language or informal language

Using quotations It helps to learn a few good quotations while you study – it gives a good impression when used appropriately in an answer. If you quote, do not change words! Put the quote in quotation marks (“ ”) Avoid long quotes. Do not quote a paragraph or many sentences that have nothing to do with the answer. If you quote a single word or phrase, then the quoted text is put in inverted commas as part of a longer sentence. DO NOT quote if you are asked to give an answer in your OWN words.

The literary essay (Home Language)

A literature essay is your response to a literary text (poem / novel / drama,) you have studied, where you have to interpret, evaluate, reflect onor even on occasion giving personal responses on a topic or theme from the chosen genre.

Arguments are presented and supported or illustrated by reference to the text; the language of the text may be explored and shown to possess particular linguistic or literary qualities.

The style of the literature essay is formal,but not necessarily dryly objective and NOT written in the first person. Personal responses are possible in some essays, especially when asked for. This essay should be planned before writing the final piece (process writing). It helps to use quotes from the literature studied. If you cannot remember a quote correctly, use your own words, without in-

verted commas.

How to write a literary essay (Home Language) Analyse the topic: Underline whatis asked and make sure you understand what the essay is all about. Plan the essay – using a mind map or a format that is easy for you. Stick to what is asked! The contents of your literature essay must be directly linked to what the question requires. The essay must have an introduction – restate or introduce the topic; it should have two to three paragraphs as develop-

ment and discussion of the topic. Do not retell the story unless when instructed to do so. Focus on what the question requires. Keep the style formal. Write in simple sentences. See notes above on how to use quotations. The essay must end with a conclusion: round off your essay with a strong statement or conclusion. Do not just rewrite the

question. Read through the essay again to correct spelling and language errors. The CONTENT of the essay is assessed in terms of interpretation of topic, depth of argument, justification and grasp of the

text. The LANGUAGE and STRUCTURE of the essay is assessed in terms of structure, logical flow and presentation, language,

tone and style. Marks will be given for a good introduction and conclusion. Adhere to the prescribed length of the literary essay:

Grades PoetryLength of literary essay (words)

Novel / Drama/FolkloreLength of literary essay (words)

10 150 -200 300-350

11 200-250 350-400

12 250-300 400-450

HOW TO IDENTIFY THE EIGHT MULTIPLE INTELLIGENCES IN LEARNERS

People who are strongly:

Think Love Need

Linguistic In words Reading, writing, telling stories, playing word games, etc.

Books, tapes, writing tools, paper, diaries, dia-logue, discussion, de-bate, controversy, stor-ies

Logical-Mathemat-ical

By reasoning Experimenting, questioning, figur-ing out logical puzzles, calculat-ing, etc.

Things to explore and think about, science ma-terials, manipulatives, trips to the planetarium and science museum, etc.

Spatial In images and pic-tures

Designing, drawing, visualising, doodling, etc.

Art, LEGOs, video, movies, slides, imagina-tion games, mazes, puzzles, illustrated books, trips to art mu-seum, etc.

Body-Kinaesthetic Through somatic sensations

Dancing, running, jumping, build-ing, touching, gesturing, etc.

Role play, drama, move-ment, things to build, sports and physical games, tactile experi-ences, hands-on learn-ing, etc.

Musical Via rhythms and melodies

Singing, whistling, humming, tap-ping feet and hands, listening, etc.

Sing-along time, trips to concerts, music playing at home musical instru-ments, etc.

Interpersonal By bouncing ideas of other people

Leading, organising, relating, ma-nipulating, mediating, partying, etc.

Friends, group games, social gatherings, com-munity events, clubs, mentors, etc.

Intrapersonal Deeply inside of themselves

Setting goals, meditating, dream-ing, being quiet, planning, etc.

Secret places, time alone, self-paced pro-jects, choices, etc.

Naturalistic By processing and classifying

Listening, watching, touching, ob-serving, classifying, categorising, discerning patterns, appreciating, etc.

Excursions into nature, hiking, climbing, fishing, snorkling, diving, photo-graphy, videos on nature etc.

Adapted from: The Paragon Generation, FiT Training Programme, 1998

STRATEGIES TO ACCOMMODATE MULTIPLE INTELLIGENCES

Intelligence Teaching Strategies(Examples)

Learning Strategies(Examples)

LTSM(Examples)

Linguistic Lectures, discussions, word games, storytelling, choral read-

Read about it, write about it, talk about it, listen to it

Books, tape recorders, typewriters, stamp sets, books on tape, etc.

ing, journal writing, etc.Logical-Mathematical Brain teasers, problem

solving, science experi-ments, mental calcula-tion,

Quantify it, think critic-ally about it, conceptual-ise it

Calculators, math ma-nipulatives, science equipment, math games, math posters, etc.

Spatial Visual presentations, art activities, imagination games, mind-mapping, metaphor, visualization, etc.

See it, draw it, visualise it, colour it, mind-map it

Graphs, maps, video, LEGO sets, art materi-als, optical illusions, cameras, picture library, etc.

Body-Kinesthetic Hands-on learning, drama, dance, sports that teach, tactile activit-ies, relaxation exercises, etc.

Build it, act it out, touch it, get a “gut feeling” of it, dance it

Building tools, clay, sports equipment, ma-nipulatives, tactile learn-ing resources, etc.

Musical Super learning, rapping, songs that teach

Sing it, rap it, listen to it Tape recorder, tape/CD collection, musical in-struments

Interpersonal Co-operative learning, peer tutoring, com-munity involvement, so-cial gatherings, stimula-tions, etc.

Model it, collaborate on it, interact with respect to it, facilitate it

Board games, partly supplies, props for role plays, visual stimuli, etc.

Intrapersonal Individualised instruc-tion, independent study, options in course of study, self-esteem build-ing, etc.

Connect it to your per-sonal life, make choices with regard to it

Self-checking materials, journals, materials for projects, etc.

Naturalistic Hands-on learning, re-search, survey, co-oper-ative learning, practical demonstrations, etc.

Experience it, see it, touch it, hear (about) it, talk about it, record it, read about it, think about it critically, inter-act with respect to it, etc.

Outings, photographs, realistic pictures or drawings, plants, anim-als, demonstrations, etc.

Adapted from: The Paragon Generation, FiT Training Programme, 1998

The following fable expresses how a lack of acknowledgement of different learning styles and intelligences, can be detrimental to learners’ progress:

THE FABLE: THE ANIMAL SCHOOL

Once upon a time, the animals decided they must do something heroic to meet the problems of a “new world”. So they organized a school. They adopted an activity curriculum of running, climbing, swimming and flying. ALL the animals took ALL the subjects.

The duck was excellent in swimming, in fact better than his instructor; but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practise running. This was kept up until his webfeet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that except the duck.

The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming.

The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down. He also developed stiff and cramped legs from too much effort and then got C in climbing and D in running.

The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted in using his own way to get there.

At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb, and fly a little, had the highest average and was top of the class.

The wild dogs stayed out of school fought and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to an anteater and later joined the dassies and duiker to start a private school. (Dr. George Reavis, 1948)

Working with struggling readers at the secondary level

We can find excellent research as well on secondary reading issues. Learners at this level need to not only be fluent readers, they need to be engaged, motivated readers, if they are to glean information from their reading.

Don’t assume that because learners are good readers, they can effectively learn from a textbook. The key to effective reading at the secondary level is having learners that WANT to understand the material. Motivation and engagement are required if they are to process the reading at a deeper level for better reading comprehension.

Instruction that merges motivation and cognitive strategies will increase comprehen-sion. Again, we find that the research suggest we use multiple strategies to improve reading and learning with secondary learners.

Our goals should be to have “engaged readers” as opposed to “disaffected readers”.

Engaged Readers:

• are active and involved

• interact socially to learn from the text

• are persistent

• are goal directed

• think during learning

Disaffected Readers:

• are alienated from the learning process

• may be apathetic or rebellious

So, how does a teacher create or encourage reading engagement? Regardless of what age you are teaching, you can help learners become engaged in their reading by first giving learners "content learning goals." Help them see or set goals for what they should learn through the text. Learners gain more knowledge from reading with con-tent goals than simply suggesting or hoping they will score better on a test. (Grol-nick& Ryan, 1987).

Another way to make engaged learners is to provide learners with a choice of texts. If you are unable to offer text choice, at least offer them a choice in their discussion group partners or the way in which they will present the information they glean from their reading. Try also, to find texts that the learners themselves find interesting.

Finally, one of the keys to engaged readers is allowing social collaboration during the reading process. In other words, allow a sort of “book club” event by designing discus-sion activities for the learners throughout the reading process. You may also want to include hands-on activities that can be done in groups to help learners process the in-formation. (Guthrie, et al 2004).

Differentiating Reading Instruction in the Language Classroom

English and language teachers spend considerable time building literacy skills with their learners. This can be a challenge when learners come to class with a wide variety of needs. By differentiating reading assign-ments, teachers can be successful in meeting the diverse needs that learners bring to class. Learners can build the literacy skills needed for all of their schoolwork by engaging in activities that improve their knowl-edge of how reading skills are transferred to other courses.

Assess Reading First

English and language arts teachers should begin the year by assessing each learner's reading abilities. A variety of reading assessment tools is available to help you accomplish this; some are highly individualized and provide specific prescriptive approaches; some are more general in nature.

Teachers who have reading assessment software programs can test reading ability on the individual level and receive a report that indicates a grade-level reading equivalent. These programs often provide details on specific skills and offer prescriptive approaches to improve those areas.

Some teachers work in schools that have reading specialists who either will administer the reading assess-ments themselves or train teachers how to do it. These specialists can also provide detailed information about specific skill areas.

Teachers who don't have specialized software or reading professionals can also find out more about their learners' reading skills, however. By administering a released state reading test or other generic reading assessment, such as the Flanagan reading test, teachers can gain insight into each learner's reading level.

Once a teacher has an idea of learner reading skills, lessons can be designed to address the various needs of the class, with improved comprehension being the ultimate goal.

Differentiated Reading Assignments

Let's assume the content is Mark Twain's The Adventures of Huckleberry Finn, a classic that is taught in classrooms across the United States. Reading activities matched to abilities create a framework for thought processes that improve reading comprehension. Consider the following strategies for three different levels of readers.

Reading Level

Strategies

Struggling Readers

Outline. Create a basic plot outline to use as a roadmap to the story. Learners should read aloud initially, until they get into the text. As they do so, have each learner plot the events of the story as they unfold. Then, come together as a class to review the plot diagrams.

Predict. Once the exposition is plotted on the class map, begin a three-column class prediction chart with the headings labeled prediction, evaluation, and revised prediction. Ask questions that require learners to use the information on the class or individual plot diagrams to predict what will happen next and require them to cite a fact from the story that is a basis for the prediction.

Evaluate predictions. Periodically, pause from reading and evaluate whether the prediction still seems feasible (evaluation), and if it does not, chart the revised prediction.

Write to learn. After the novel has been read in its entirety, require learners to use the plot dia-gram to write an essay. Learners could write about how the resolution of the story is connected to the exposition of the story, or how the story might have been different if a specific event had been omitted.

General Readers

Connect. Initiate background knowledge by reviewing both the historical context of Twain's novel and the formal literary elements: plot, setting, character, theme, narrator, and point of view.

Trace. Ask learners to select an idea from both the historical context and the literary elements and trace each as they emerge in the novel. A two-column chart is ideal for this activity as it pro -vides a chronological record-keeping of the progress of the idea or element.

Write to learn. Once reading is complete, have learners write an essay that explains the develop-ment of either idea.

Advanced Readers

Integrate content areas. Examine the literature through the critical lens of New Historicism. Re-view a literary and historical time line (available in most literature and history textbooks) and ask learners to identify social and political characteristics of the writing of Twain's time period.

Discuss. Discuss literature as a means to political and social change, and satire as a specific tech-nique to evoke such change.

Identify purposes for reading. Establish purposes for reading: 1) to identify Twain's platform as a political writer, and 2) to identify at least three literary elements or techniques he relies on to carry his message to the reader.

Silent reading. Provide time to read silently (both in and out of class), and provide a forum for small and large group discussion related to the reading purpose.

Write to learn. Once reading is complete, require learners to write an essay that examines the novel as a vehicle to political change.

This article was contributed by Janice Christy, M.Ed., English Department Chair, Louisa County High School, Louisa, Virginia.

IDENTIFYING AND SUPPORTING DYSLEXIA WITHIN MAINSTREAM EDUCATION

1. Introduction

This article discusses ways in which teachers and school-based support teams can support learners with dyslexia within mainstream education, and provides a list of warning signs that, if addressed, can avoid exclusion and academic failure.

The most effective form of support for a person with dyslexia of any age is specialist multi-sensory tuition that is individualised to meet the needs of the learner. However, there are two key golden rules that Learning Support Teachers should bear in mind when dealing with learners who have dyslexia:

a. Never be tempted to put learners with dyslexia in groups solely on the basis of their literacy skills. Many learners who struggle with literacy are intellectually very capable and have a great deal to offer. They can be valuable members of teams; they can inspire and be inspired by others. It is not appropriate always to group them with learners who are of low ability when the focus of the lesson is not specifically on literacy. So group them according to ability not attainment.

b. Give them time! Learners with dyslexia process information slowly. Speaking slowly and summarising information regularly will really give them the best chance of understanding.

2. Supporting the learner with dyslexia in the mainstream classroom

Listed below are some additional ideas that can be suggested to teachers to help support a learner with dyslexia in the mainstream classroom:

be aware of the individual needs of each learner with dyslexia – the difficulties and needs of one learner with dyslexia will vary from that of another – one size does not fit all!

try to avoid putting them in a situation that will exacerbate and bring attention to their difficulties; e.g. do not ask him/her to read aloud in front of the rest of the class

praise and encourage wherever possible try to focusing on what he/she is good at and avoid too much attention towards the negatives give less homework (e.g. shorter essays, or underline main points to learn) mark written work on content, not spelling – tick what is right instead of crossing out what is wrong mark on oral responses when possible if reading long words, divide syllables with a pencil line help him/her to pronounce words correctly make sure he/she has understood and remembered instructions or provide written instructions rather

than verbal ones put important words on the blackboard give plenty of time to copy from the blackboard – writing on alternate lines in different colours may also

help or use pre-prepared handouts allow extra time for assignments if he/she is struggling to meet the deadline send an exercise book home with him/her, with homework assignments written in, and a note of

important things to bring tomorrow, e.g. Physical Ed kit, etc..

It is very hard for a teacher to be supportive of a learner with dyslexia in a class of 30 or more but the above tips are designed to give some insight into what difficulties a learner with dyslexia may present and some practical steps that might be possible to implement.

3. How to recognise dyslexia

There are many reasons why a learner may be seen to struggle to learn to read but a large percentage of these learners will have difficulties as the result of a specific learning difficulty, of which dyslexia is the most common. Dyslexia is a hidden disability that hinders learning, mainly affecting literacy skills. Dyslexia is relatively common; it affects approximately 10% of the population to varying degrees, 4% severely. It can affect anyone, at any age. It is inherited and is caused by differences in specific areas of the brain, predominately related to language and the processing of language based information. Dyslexia does not affect intelligence. However, due to the individual way that dyslexic people learn, traditional teaching methods do not always cater for them appropriately.

In helping colleagues through in-service training or individual advice Learning Support Teachers can remind them that difficulties may include:

difficulties with reading difficulties with spelling poor sequencing skills poor short-term memory lack of phonological awareness confusion about left and right problems with reading comprehension difficulties with mathematics difficulties with musical notation poor handwriting difficulties expressing thoughts orally poor organisational skills.

The number, type and severity of the difficulties will be seen to vary amongst individuals with dyslexia.

The difficulties listed above can result in further problems. Dyslexia can cause frustration and a lack of self-esteem and confidence, which can be the cause of disruptive and/or bad behaviour, particularly among children.

4. Referral for assessment

In helping colleagues identify a learner with dyslexia Learning Support Teachers will know that dyslexia is complex and as such requires identification through a full formal assessment, conducted by a registered educational psychologist. However, a specially qualified teacher can give an informed opinion about educational progress.

If the answer to the majority of the following questions is ‘yes’, it would be wise to discuss referring the pupil for an assessment with his/her parents/guardians.

Is the standard of his/her work erratic? Does the standard of his/her reading and written work fall below your expectations of his/her ability? Does he/she make unexpected errors when reading aloud, miss words out, read the wrong word or

lack fluency when reading? Does he/she struggle to break words down into units of sound? Does he/she take a long time to read something and understand it? Does he/she have difficulties with spelling and/or spell the same word in a variety of ways? Does he/she have slow and/or poor handwriting? Is he/she unable to remember a list of instructions? Does he/she have difficulty copying from the blackboard or making notes? Does he/she confuse, for example, ‘b’ and ‘d’, or ‘9’ and ‘6’? Does he/she confuse names or objects or have slips of the tongue, e.g. par cark? Do you notice that he/she puts a lot of effort in with little to show for it? Is he/she the classroom clown and/or exhibit bad behaviours? Does he/she seem to have developed work-avoidance tactics and not hand in his/her homework on

time? Is his/her concentration poor? Have you noticed that he/she has difficulties with rhyming? Does he/she have difficulties learning times tables, days of the week or months of the year? Is he/she struggling to learn to tell the time? Does he/she confuse left and right? Does dyslexia run in his/her family?

If you suspect that a learner has dyselxia, or he/she has a hidden disability of any kind, it is imperative that this is recognised at the earliest possible stage.

5. Use of Assistive Technology

There is a range of reading devices available to support learners with dyslexia, e.g. tablets loaded with APPs designed for dyslexia, DAISY and EPUB3 readers or free dowloadable EPUB3 applications on com-puters.

6. Differentiated and adapted methods of assessment

Learners with dyslexia are eligible for concessions (Policy on Progression and Promotion Require-ments, Chapter 9 of the Assessment Protocol).

All school-based assessment must be adapted. Learners must be able to do tests orally, receive con-cessions in spelling tests, provide responses through recordings on recording devices.