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ISIZULU FIRST ADDITIONAL LANGUAGE

GENERIC (Updated 2018)

A. MEANS OF ASSESSMENT

Paper I 2½ hours [100]

Paper II 2½ hours [100]
Continuous Assessment: Portfolio [100]
Oral [100]

400 marks

B. REQUIREMENTS

PAPER 1 MAKING MEANING OF TEXT [100]

READING AND VIEWING

LANGUAGE

This paper focuses on the ability to make meaning of texts. Language and
grammar questions will therefore be directed to the function of and reasons for
using certain grammatical forms or language conventions across a range of texts. A
variety of text formats will be used. The bracketed mark allocation indicates the
marks for a particular skill across the paper as a whole.

This paper will include texts that look for the following skills:

SECTION 1

1. Two or three texts will be set forming a total of between (450–550) words in
length depending on the density of the passages. Texts may include literary
texts, current newspaper or magazine articles, advertisements, cartoons,
pictures, other visual texts, schedules. Text must be modified to suit the level
of FAL.

Questions based on the texts will assess:

(a) interpretation of the texts.
(b) language knowledge such as vocabulary, tenses, punctuation, the
correct form of given words in context. [30]

A compulsory 5-point summary of 190–220 words which requires shortening a

passage to 50–60 words to show understanding. Each point will be awarded 2
marks. The rubric should indicate the formality required and should also determine
register and format. The text for the summary will be different from the texts for
comprehension. The summary will be more informal than that in Home Language
and can require one of the following responses:
• full sentences in point form
• paragraph
• tabulation
• flow chart
Candidates are encouraged to use their own words. [10]
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2. Contextual questions on prescribed and unseen poetry:

• An unseen poem
Questions, despite the unfamiliarity of the poem, will explore familiar
concepts in poetry, like themes, imagery, form and structure. Although
only one unseen poem will be examined. [10]

• Seen poems – 8 poems will be prescribed and candidates will be

required to answer questions on one or more of them [20]

The focus of these questions will be on negotiating meaning, and on

personal response.

3. Communicative Language

Language and grammar will be tested in context using a variety of texts, e.g.
pictures, advertisements, cartoons and timetables. [30]

PAPER II 100

WRITING AND PRESENTING

LANGUAGE

This paper focuses on literature and on the ability to create meaningful texts across a
wide variety of formats and for a range of purposes, contexts and audiences.
Language questions will focus on what style is appropriate to a given context and
why.

Questions will be set on the following:

SECTION A LITERATURE

DRAMA OR PROSE: PLAY/NOVEL/SHORT STORIES [70]

There will be a number of paragraph questions based on the prescribed texts.

Paragraphs will focus on aspects of the following:
Character, theme, plot; conflict, setting or milieu (environment and social, etc.)

Candidates will be required to state and defend a position in a paragraph as well as

provide a personal response to an issue/s relating to character or theme, setting
and/or plot.
Candidates may also be required to complete a dialogue which displays their
understanding of the characters and themes in the prescribed work.

Four questions will be set on the prescribed literature:

Question 1: Contextual and paragraph questions 15 marks

Question 2: Paragraph questions, tables and personal response 15 marks
Question 3: Dialogue between characters in the novel. 130–150 words 15 marks
Question 4: Essay question (180–200 words) which provides guidance in the form
of some kind of scaffolding. 25 marks
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SECTION B TRANSACTIONAL WRITING [30]

Two written responses to given texts or scenarios are required. The focus of the
questions is on the candidate's ability to use the correct format, style and register
for the given context, purpose and audience.

One of the pieces will be a longer piece of 150–180 words (content only): letters
(friendly, business, to the press), memorandum, minutes of the meeting, formal
report writing, speeches. (20)

One will be a shorter piece of 60–80 words. (10)

For both questions, candidates will need to be familiar with the transactional styles
and formats of the following, blogs/Facebook/Twitter, advertisements, diary entries,
cards, obituaries, reviews, recipes, directions, memos, email, etc.

See WRITING ASSESSMENT AND ORAL ASSESSMENT below for the

procedures of assessing the text/film, selected under the third genre of the
prescribed works.

CONTINUOUS ASSESSMENT (PORTFOLIO) (Subject based assessment

portfolio) [100]

To improve teaching and learning through continuous assessment.

To improve assessing skills and knowledge that cannot only be assessed by
written examinations.
To prepare the learners for their Final Examination Assessment.

Requirements
1. Cluster groups must meet at least twice a year.
2. Minutes must be taken by the Cluster leader and sent to IEB and/or to
the Regional moderator.
3. The first meeting is about sharing ideas of assessment task and
methods of teaching for standardization purposes.
4. The second meeting or the last meeting must be about moderating
each other's tasks not the whole file before the Regional moderation.
The focus must be on extended writing and the CAT task. In that
meeting teachers must complete IEB standardised form and give
constructive feedback about each other's tasks.
5. Evidence of moderation (cluster or internal) must be formalised, not
merely a signature.
6. If learners' files are called from moderation, they must be accompanied
by the teacher's file.
7. Rank order and spread sheet must be in teacher's file.

Evidence of continuous assessment needs to be collected and reflect the

candidate's growth throughout his/her Grade 12 year. The SBA is a collection
of the year's work. It provides evidence that all the skills of the Grade 12
curriculum have been covered. It will reflect multiple ways of exposing learners to
learning opportunities. The learner is assessed in a realistic situation that is integral
to the learning process.

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Each candidate will be required to present his/her assignments in a learner file for
assessment by the teacher and if required- subsequent regional moderation by the
IEB. Regional moderation –depending on the number of candidates offering the
language – may take place between the 15 September and the 15 October of each
year. If deemed necessary – OR if the SBA was not moderated regionally – the
SBA file will then be submitted for national moderation to the IEB by the 31 October
of each year.

The Common Assessment Task, as well as both essays and the third genre piece
must be written under controlled conditions.

Continuous assessment is invaluable for assessing skills and knowledge that

cannot be assessed by written examination papers. It should be a powerful
motivator for many candidates, giving them a chance to study an area in greater
depth and take more responsibility for their own learning. Continuous assessment
should also reflect the final, external examinations to indicate that the coursework
has been covered.

Plagiarism is a term used loosely to refer to acts that involve a degree of copying
without appropriately crediting the original creator. Teachers must be confidently
and consistently able to confirm that work they assess is the candidate's own. If
candidates do resort to plagiarism, schools must refer to their Plagiarism Policy to
determine the penalty that a candidate will face. Penalties for malpractice must be
known by the candidates. Tasks must be set in such a way that candidates have to
include their own perspective on an issue or process and use the knowledge, and
cannot merely download information and reproduce it as found.

Apart from the tests and preparatory examinations that must appear in Section D
and Section E of the Portfolio, FOUR pieces of writing are to be included in the
compiled portfolio.

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SECTION A EXTENDED WRITING (CREATIVE) [30]

1. 1 piece of extended writing of 200–300 words is required which must be

written under controlled conditions. The essay must be a process writing
exercise. A maximum of one draft is acceptable. Both drafts must be
submitted together with the final draft. Process writing assignments should
be given a mark only when the final draft is submitted. A rubric with seven
levels must be used.

SECTION B COMMON ASSESSMENT TASK [20]

A Common Assessment Task (CAT). The writing task of the Common

Assessment Task will be included here.

SECTION C LITERATURE: 3rd GENRE (film, drama, short stories) [20]

One rigorous task is required, based on at least one work selected by the school
for the 3rd genre from the list prescribed for study in that year. The task should seek
to explore the genre in a way that results in an alternative form of assessment. This
genre should not be studied in the same manner as those that will be examined in
Paper I or II. The final draft of this task must be written under controlled conditions.

SECTION D TESTS (at least three tests of at least 30 marks each) [10]

These tests must reflect the type of questions set in Paper 1 and Paper 2 of the
external examination. The questions should include working with texts from a wide
variety of genres. One of these must be a test on the 3 rd genre.

SECTION E PREPARATORY EXAMINATION [20]

The full script of both examinations must be included:

• Paper One
• Paper Two

The Common Assessment Task will be sent in the March delivery each year. The
National SBA Moderator will set the task and supply the criteria against which to
assess the task. The task must be written under controlled conditions. The
teacher/s will assess the task and, where there are two or more teachers at Grade
12 level, the HOD must moderate the standard of assessment.

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Please note that candidates must submit pieces from each of the Sections i.e.
Extended Writing, the CAT and the Third Genre. It is the responsibility of the
teachers to ensure that each candidate has completed the prescribed SBA
requirements. Candidates can't be awarded a zero mark for not having submitted
an SBA task.

1. Schools must certify that all work in each folder is the candidate's own work.
Schools must be confident that the work has not been unduly influenced by
others.
2. All work in the SBA file must be assessed by the teacher and given a
mark. It is important to note that the pieces of work in each folder should, as
a whole, give a representative picture of the ability, aptitude and application
of the candidate.
3. The rubrics for the tasks/questions should indicate the level of competence
of the candidate for each Skill/s. Tasks and questions should be carefully
constructed so that marks achieved link directly to the rating code. Each
candidate must be given a total mark by the teacher, expressed as a
percentage. This percentage should adequately reflect the ability, aptitude
and application of the candidate and not merely be an aggregate of all the
pieces.
4. In addition to completing the mark-sheet provided, each school must prepare
a mark-sheet giving the examination number and mark (%) of each
candidate in mark order. This can be found under the Addenda (D.10).
Academic Heads can access this form on IEB-online.

ORAL ASSESSMENT [100]

LISTENING AND SPEAKING

These skills will be assessed internally, moderated regionally and externally. The
evaluation of candidates' oral proficiency should be continuous and their proficiency
in a variety of situations should be assessed. It is important that activities included
in the tasks focus on each skills and sub-skill. The final mark will comprise:

Prepared speaking [20]

• Ideally the candidate should have chosen a topic that is meaningful to him/her.
• There needs to be evidence of substance although this is not necessarily only
factual research.
• The register should be appropriately formal and the technical conventions
associated with a prepared speech should be in evidence.
• Formal speeches should be no longer than a maximum of 3–4 minutes.
• Candidates must bring both their Prepared Speech as well as their CAT speech
to the oral moderation.
• Candidates will be expected to deliver a speech of their choice if they are
selected for Oral Moderation.

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Reading – prepared and unprepared [20]

• Candidates need to give a clear introduction that includes a title, the name of
the author and a coherent motivation as to why their specific prepared reading
passage has been chosen.
• The technical aspects associated with delivery should also be applied to both
the prepared and unprepared reading.

Communication activity throughout the year:

Listening strategies, comprehension and critical awareness [20]

• While one word answers and multiple choice questions can be included in
listening comprehensions. There can only be one or two of these types of
questions as other types of questions are required.
• Candidates need questions to assess whether they can distinguish between fact
and opinion.
• Questions for inference, as well as for general information and specific detail
must be included.
• There must be a question which targets evaluation.

Speaking strategies:

A candidate's year mark will be comprised of elements of the following: a

compulsory discussion of the third genre prescribed work and a range of other
strategies which can include three of the following: dialogue, role play, debate,
panel discussion, negotiation, consensus reaching, group work, general
conversation, folktales, praises, reciting clan names (clan praise names). [40]

Oral moderators will need to see a detailed spread sheet of the range of
assessments that have taken place to arrive at the final oral mark.

PLEASE ENSURE THAT FINAL ORAL MARKS USE THE MARK ALLOCATION
PROVIDED ABOVE. DEPARTMENTS ARE ENCOURAGED TO USE A
STANDARDISED SPREAD SHEET FOR ALL CANDIDATES' ORAL MARKS.

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INTERPRETATION OF REQUIREMENTS
FIRST ADDITIONAL LANGUAGE
SBA

These guidelines should be read in conjunction with the examination requirements

and the National Curriculum Statement.

1. PRESENTATION

• The SBA file submitted should be A4 in size, sturdy, but flat, light and not bulky.
The pages must be secured. Plastic sleeves or flip files may not be used.
• The candidate's examination number must be clearly written on the front of the
folder. Candidates' names may appear on the pieces of work contained in the
folder.
• Work should be neat and legible, and written in blue or black ink only. It may be
typed or handwritten, but as a range of work must be submitted, one piece each
from the Extended Writing and Third Genre Sections must be handwritten under
controlled conditions and clearly indicated on the mark sheet. The Common
Assessment Task must also be written under controlled conditions.
• A variety of work must be presented in the SBA file.
• The order of pieces in the SBA file must correspond with the order on the SBA
cover sheet.
• Pieces of work in each of the required categories should be filed together with
clear dividers between each section.
• The portfolio is intended to support the teacher's assessment of the candidate's
ability in coursework and in creative writing. The teacher must, therefore, ensure
that, apart from the CAT, the other two categories of work required (extended
writing, and the piece on the chosen work from the 3 rd genre) are correctly
represented, and that a range of work is submitted. Overall, the coursework in
the SBA file should be characteristic of the candidate's general level of
competence.
• The teacher must ensure that the same principles are used in selecting work for
the SBA of each candidate.
• Schools are responsible for their internal moderation across the different
classes.
• Each SBA file must include four pieces of written work apart from the tests and
preliminary examinations.
• Pieces included in Section C (the third genre) must be academically
challenging. The work should show evidence of understanding of the genre
studied. If a film text has been studied, there must be evidence of filmic
language and film technique having been understood.
• The instruction for the task and the criteria for the assessment must be clearly
indicated on the front of each piece of work. Each piece should have a heading.
• There must be evidence of assessment/evaluation and meaningful feedback on
each piece of work.
• Copying from study guides or plagiarism cannot be tolerated.
• The pieces of work included must be weighted according to the mark sheet.

Please note that no credit will be given for decorated files or work.

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2. CONTENT

The examination requirements are fairly specific about the kind of writing that
should be represented in the file. In addition to this, the following should be
considered:

The section on extended writing/composition should show evidence of some

creative writing. The length of each piece must adhere to the requirements.
Reports, literary essays, and advertisements do not belong in this section.

• The Common Assessment Task will stipulate the length and format of the piece.
Examples of the pieces that could be included in this task are advertisements/
articles with an analysis, obituaries, dialogues, reports and long reviews.
• Teachers should ensure that the accepted layout requirements of letter writing
are understood by the candidates, but should not encourage over-rigid
treatment of other forms of transactional writing. Candidates should be flexible
with regard to the layout and structure of the short pieces in order to deal with
the particular requirements of a task. In particular, teachers should be careful
that the elaborate company report layout is not used for short reports, for which
predetermined headings are seldom appropriate. The emphasis should be on
suiting style and lay-out to purpose of writing.
• It is important that the candidate's own voice shows in the writing. Where
sources have been used, they should be acknowledged and a reference list
included, where appropriate. Plagiarism must be penalised. If a teacher is in
doubt as to the authenticity of a piece of writing, this piece should not be
included in the portfolio.

3. ASSESSMENT

(a) General Comments

Assessment of a writing task should aim to determine the success of the

piece of writing as communication. This includes using all the resources of
language, structure and imagery to make communication effective.
"Creativity" is a problematical element: it is difficult to measure; it is not
always present; it can be used as an excuse for obscurity, self-indulgence or
inappropriate register. In assessing a piece of writing, it is more practical to
consider the level of linguistic competence, and the effectiveness and clarity
with which the intention of the writer is communicated. Furthermore, effective
communication depends on a clear understanding by the writer of the
intended reader or audience. Thus, the register employed should suit the
target audience.

(b) Global Assessment and Marking to a Rubric

Global assessment is useful as a first indication of the overall worth of a

piece. In global assessment, the reader arrives at an overall sense of the
effectiveness and value of the piece of writing. Based on this, the work is
assigned to a level. Thereafter, the particular rubric comes into effect. The
final assessment should take both into consideration.

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(i) Levels

In deciding on the level, teachers should employ the following

guidelines:

• If the handling of the task is pleasing, and the language is sound,

the work is worth at least a Level 5.
• When the writer has developed a truly individual voice, then the
work should be assigned a Level 7 or a Level 6.
• A Level 7 requires that the writing should make a definite impact
on the reader. Language and content should merge in a powerful
unified statement.
• The Level 7 covers a range of 20% as against 10% for most of the
other symbols. Truly distinguished work should be placed in the
90% range.
• If the work is reasonably correct but pedestrian and shows no
individual touches, it belongs in the Level 4 category.
• In the Level 3 category there will be clear signs of linguistic
difficulty, mismanagement of the topic or task, a lack of something
to say, and padding.
• Work that is placed in the Level 2 or below category (fail) displays
poor communication skills, usually because of an inability to
control and employ language.

(ii) Arriving at a mark

The range of marks within the categories is used to establish the rank
order in a set of written assignments.

Note: The teacher should avoid bunching of marks. If the advice to

mark good work up and bad work down is followed, bunching is not
as likely. In terms of the mark allocated, the work must match the
description in the rubric for that level of competence.

(iii) Using a rubric/rating scale/marking memorandum for assessment

A typical rubric used to standardise assessment in external

examinations can be found in the Administrative and Support
Documentation, and may serve as a guide to internal assessment. It
is intended for use in assessing compositions or longer pieces of
writing.

In composing a rubric, it is important to align the assessment criteria

as closely as possible to the skills being assessed.

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(c) Some cautionary notes

The teacher should adopt an open-minded approach in ascertaining the

intention of the piece, and should guard against the undue influence of
personal, religious or ideological viewpoints or prejudices. If in doubt about
the assessment of a piece of writing, it is helpful to decide on a level that
corresponds to the level of competence in the language employed. Then the
level can be adjusted up or down depending on the degree of
ambitiousness, muddle, obscurity of intention, irrelevance to the
requirements of the task, or other factors. Thus, the final mark will reflect
both the innate competence of the writer and the weakness which made
grading problematic.

It is also important to remember that some forms of writing are by their

nature more apt to captivate or please. This does not mean that more
routine or unpretentious tasks do not require comparable writing skills. In
assessing such routine assignments, the teacher should be ready to make
full use of the range of grades available.

Candidates with barriers to learning should be treated individually in respect

of concessions made in the SBA work. Teachers must use their discretion
and/or ask the IEB to recommend how to deal with particular disabilities or
barriers.

To summarise, the following points should be considered:

• Is the mark awarded an accurate assessment of the effectiveness of the

communication?
• Is the mark awarded a fair reflection of the linguistic competence of the
writer?
• Is the mark unfairly low in order to penalise some irritating weakness of
language or divergence in outlook?
• Does the writer address the intended reader or audience?
• Is the register adopted appropriate to the situation and the intended reader?
• Could one reasonably expect a better handling of the task considering
the circumstances under which the writer had to work?

(d) Recording of marks

The marks for the pieces included in the SBA file must be recorded on the
mark-sheet provided, according to the instructions which accompany it. The
marks given should be supported by the evidence in the SBA file. In
addition, each school must prepare the mark-sheet giving the examination
number and final mark (%) of each candidate in rank order of their marks.

(e) Moderation

The SBA files must be submitted to the IEB either for regional moderation by
the 15 September–15 October OR for national moderation by 7th November
each year. The purpose of the moderation is to ensure that the curriculum
and SAG requirements have been followed and that standards are similar
across different schools.
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ORAL ASSESSMENT

1. GENERAL COMMENTS

Oral work is assessed in four broad categories, weighted in terms of marks as

shown below.

• Listening Strategies 20%

• Reading, prepared and unprepared 20%
• Prepared speech 20%
• Conversation Strategies 40%

All the skills of Listening and Speaking should be targeted in tasks and activities
through the year. This includes such things as impromptu speaking on an
unprepared topic, engaging in conversation, responding to questions, answering
questions about the set work chosen for internal study, asking questions about
what has been heard, and participating in an interview.

In addition to their ability to speak and read, the candidate's ability to listen to what
is being read or said and to comment critically on it is also being assessed.

Candidates' ability in oral work should NOT be based on a single test or

examination, but on a process of continuous assessment. Teachers/schools are,
therefore, not required to conduct formal oral examinations. Ideally, there should be
more than one separate assessment of the main components of the oral, i.e.
candidates should be given more than one opportunity each to read aloud, converse
and give a speech during the course of the year. In addition, it is not essential that
every candidate be assessed on every occasion – the teacher can choose to focus
attention on certain candidates' oral performance in different lessons.

To implement continuous assessment and save time, oral work should be an

integral part of the teaching programme. Many opportunities for oral work arise in
literature and reading lessons, in the preparation for and discussion of written
communications, in comprehension exercises and the like. Oral assessment should
not be based entirely on the books and films prepared for conversation or on the
topic prepared for the speech. In addition, marks may be derived incidentally or
informally from the oral assessment of other aspects of English and even from
organised extra-mural activities. Flexibility and imagination on the part of the
teacher are essential to make oral assessment meaningful and to contribute to
candidates' growth in oral communication.

The Third genre must be used as the basis for some of the oral assessment.
Clearly, knowledge and understanding of the chosen text/film cannot be separated
from the candidate's ability to talk about them, but the emphasis in the oral
component is on the ability of the candidate to talk about what he/she has read or
seen, his/her ability to express a personal response, rather than correctness of fact
and interpretation per se.

In addition to the prescribed works, candidates should be able to talk about other
texts read or films seen. More able candidates should certainly have read other
novels or short stories, and all should be able to talk about newspaper and
magazine articles they have read. A profile sheet is provided under the
administrative and support documentation. Each candidate should be ready to
present a completed profile to the Oral Moderator if needed.
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2. MODERATION OF ORAL WORK

The IEB will arrange for moderators to visit schools from September to mid-October
for the purpose of standardising the school assessments for oral work.

Schools will be informed of the dates on which they will be visited. On his/her
arrival, the moderator should be presented with:

• a list of all candidates and the final mark (out of 100) for oral, arranged in rank
order, so that the moderator may select candidates from the entire range of
ability.
• the combined spread sheet for the class showing details of how the oral mark
was derived.
• individual candidates must hand their personal profile for oral moderation to the
moderator.

The function of the moderator is to ensure that the requirements of the curriculum
and the examination requirements have been followed and that standards are
similar across different schools. On the basis of the moderation session conducted,
the moderator will make recommendations to the IEB whether the marks for the
school's Grade 12 cohort should be accepted as they are or adjusted in some
systematic way.

The moderator may also advise schools of areas of strength and weakness in the
candidates, and may offer suggestions for improvement. Where the moderator and
the teacher's assessment of certain candidates is very different, this discrepancy
should be discussed in order to determine whether certain circumstances have
resulted in the candidate's giving a performance that is markedly different from
usual.

3. GUIDELINES FOR ASSESSMENT

In assessing many aspects of the oral work, particularly that related to presentation
of prepared or unprepared reading and speeches, the following key aspects need
consideration:

• Was the content understood?

• Was the right atmosphere created?
• Was the attention of the group engaged?
• Was effective audience contact achieved
• Did the speaker reveal a genuine grasp of the subjects, and was he/she able to
answer questions with confidence?

In addition, there are certain considerations related to each category of oral work
that should be born in mind when assessing the candidates' competence. These
are indicated below.

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A. READING

Prepared reading

• The passage chosen should be two-thirds to three-quarters of a page long

and the level of language and thought should be mature and sophisticated.
• Reading aloud is for entertainment and/or persuasion. Communication
with the audience is of the utmost importance.
• Candidates should employ a suitable tone, which shows understanding
of the passage. Face and eyes should convey what they are saying.
• The reader should make full use of pause, variety in pace, as well as
pitch and volume.
• Eye contact is essential. The reader should look at his or her audience
on significant phrases and at the end of some sentences where there is a
natural pause.
• Readers should hold their texts up to facilitate eye contact and not read
to the table.
• The candidates must provide a rationale of some kind before reading,
e.g. indicating the source, some background detail, and substantiated
reasons for the choice of passage.

Unprepared reading

• Unseen passages should be sufficiently demanding to present the

candidates with aspects of interpretation (e.g. dialogue, changing moods
or an argument requiring careful phrasing).
• Listening comprehension is the focal point of this assessment – to
assess whether the candidate understands as he or she reads.
• The unseen text should be read in such a way that it shows awareness of
phrasing and sense units.
• Subtleties of tone and expression are not being evaluated here because
the text is unfamiliar, however, candidates that display an understanding
of the nuances of an unseen text should be rewarded.

B. PREPARED SPEAKING

• The guiding rule here is that candidates should talk to their audience, not
at them.
• Candidates should choose a topic that is important to them. Sincere
enthusiasm and personal conviction about the subject automatically aids
the quality of the presentation.
• The speech should not be a mere collection of facts gleaned from one
source or other: it must present a point of view and be persuasive.
• Ideas must be presented in a clearly structured way, with an effective
introduction and a firm conclusion.
• Content should be enriched with sufficient information and ideas.
• Language should be sophisticated without being overly formal, and
should display a good vocabulary.
• The prepared speech should not be presented in a "public speaking
manner". While the speech should be well rehearsed to ensure
confidence, it should never be learned off by heart or read from full
notes. A spontaneous manner and the confidence from knowing the topic
well are what the audience appreciates most.
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• Candidates should use only cue cards with words/phrases on them. A full
text is distracting and causes candidates to read. Reading from a written
text should be heavily penalised.
• Candidates should stand in a relaxed manner, and use natural gestures,
body language and facial expression to get their meaning across.
• Voice needs to be varied in terms of pitch, speed, and volume.
• Pauses should be used between sections. Never rush – the audience
needs time to absorb what is being said.
• Eye contact with all parts of the audience is essential.
• The way in which the speaker handles questions may materially affect
the assessment of the talk.
• Computer generated presentations can be included here.
• Candidates will also prepare speeches for debates, panel discussions,
chairing meetings, interviews, etc.

C. UNPREPARED SPEAKING AND LISTENING

In all forms of unprepared speaking, the candidate should show an ability to

use the appropriate register, voice an opinion and develop an idea, and ask
and answer questions, using a variety of listening and speaking strategies.

Impromptu speech

This assessment focuses mainly on the candidate's ability to "think on

his/her feet" and to express himself/herself fluently without preparation.
Candidates will not be required to deliver an unprepared speech in the oral
moderation session.

Class discussion

These provide various opportunities to assess an individual candidate's

ability to express a point of view, justify an argument, formulate questions
and structure a response to a question.

Conversation

This assessment should focus more on the candidate's participation in a

group and the techniques of good conversation. These include:

• the ability to listen attentively, sensitively and critically;

the ability to keep a conversation going – to take up points, pass them on
to others and not to dominate;
• the ability to focus clearly on a main point and to make such a point
concisely;
• the ability to arrange ideas clearly and to articulate them and
communicate effectively using a good vocabulary;
• the ability to answer questions asked and not to talk vaguely around a
topic. (If the candidate has no answer to the question, he or she should
say so directly and respond with another question or indicate what may
be a more useful area of discussion.)

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LISTENING COMPREHENSION

The candidate should be assessed in a manner that does not involve too much writing or
speaking as then the listening is not the focus. The text should be read once with the
candidate listening attentively; read a second time with the candidate listening actively
(taking notes) and then the questions should be answered. While one word answers and
multiple choice questions can be included in listening comprehensions, attention needs to
be paid to the other types of questions outlined earlier. Candidates need questions to
assess whether they can distinguish between fact and opinion. Questions for inference, as
well as for general information and specific detail must be included. There must be at least
one question which targets evaluation.

GUIDELINES: FILM STUDY

1. When candidates speak and write about films, they must show that they are
filmically literate, i.e. that they understand that a director carefully selects and omits
details in creating meaning in a filmic text. Their answers should demonstrate
competency in using filmic language.
Thus, candidates must demonstrate that they are able to decode:
• how, and to what effect, the director of a specific film has used the camera;
• how and why a specific soundtrack has been introduced;
• how casting has operated;
• how filmic ploys (e.g. an angle or editing) have been utilised to suggest a
theme; or create a mood or construct various power relations).
What must be stressed is that it is not enough for a candidate to be able to describe
a character and his/her role in a film; the candidate should be able to explain how
the director has filmically constructed a character or suggested a certain theme.

2. Candidates are not expected to get bogged down in irrelevant, esoteric filmic
terminology. They must, however, be able to demonstrate that they are visually
literate. They should, therefore, be able to:

• identify the various shots and angles and understand their function in a frame;
• decode how editing operates within a text;
• comment on the basic camera movements (panning, tracking, tilting, zooming in
and out) and the way they function within a sequence;
• comment on the way light and colour are used;
• comment on the use of filmic ploys such as casting, clothing, make-up and
facial expressions;
• comment on the use of the sound track, and its relationship with the visual track.
They should be able to differentiate between the different types of soundtrack
(leitmotif, synchronous or non-synchronous soundtracks, background music),
and the differences in their function;
• comment on the construction of different frames, i.e. they need to be able to
comment on the mise-en-scene within a certain frame, what is foregrounded,
backgrounded, opposed, ignored and so on.
• use the terms index and icon (instead of literal/denotative and figurative/
connotative).

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D. ADMINISTRATIVE AND SUPPORT DOCUMENTATION

D.1 Oral: candidate profile form

D.2 Rank order list: oral

D.3 First Additional Language Feedback Form

D.4 Prepared Speech Rubric

D.5 Prepared Reading Rubric

D.6 Unprepared Reading Rubric

D.7 Rubric for oral conversation

D.8 Portfolio Coversheet

D.9 Declaration of authenticity

D.10 Rank order list: portfolio

D.11 Cluster Feedback Form

D 12 SBA Feedback Forms

D.13 E.g. of rubric for extended writing

D.14 Rubric for longer transactional writing

D.15 Rubric for shorter transactional writing

D.16 Content and context for the teaching of language

D.17 Purpose of the language curriculum

D.18 Exemplar of Analysis Grid

D.19 Bloom's Taxonomy

D.20 Revised Bloom's Taxonomy

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D.1 ORAL: CANDIDATE PROFILE FORM

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE
ORAL MODERATION: PERSONAL PROFILE
(To be completed by each candidate and handed to the moderator)

Name

Preferred name or nickname

Hobbies/Sports

Topic/s for prepared speech

Prepared reading
From

General interests (apart from sports/hobbies) and future goals

Recent movies I have seen/recent books I have read

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D.2 RANK ORDER LIST: ORAL

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE
ORAL ASSESSMENT

CENTRE NO

CANDIDATES LISTED IN RANK ORDER OF MARKS (HIGHEST TO LOWEST)

EXAMINATION NUMBER MARK – 100

10

11

12

13

14

15

16
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17

18

19

20

21

22

23

24

25

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D.3 FIRST ADDITIONAL LANGUAGE FEEDBACK FORM

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE ORAL MODERATION
MODERATOR'S COMMENT SHEET

Centre Name/No: ____________________________________________

Presentation of formal speeches:

Preparation:

Content:

Presentation:

Evidence of research:

General:

Listening Comprehension

Evidence of a range of listening

skills:

General:

Prepared and Unprepared reading:

Preparation:

Relevance of choice:

Audience contact:
Reading to, rather than at the
audience:

Comprehension:

General:

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General discussion:

Current Affairs Knowledge:

Ability of candidates to switch to

register:

Ability of candidates to engage

with the moderator:

General:

Other comments:

Evidence of mark range:

Areas of excellence:

Areas of improvement:

Use of personal profiles:

General comments:

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D.4 PREPARED SPEECH RUBRIC

Criteria for Assessing a Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Prepared Speech 100–80 79–70 69–60 59–50 49–40 39–30 29–0
Structure The structure is The structure is There is a There is a basic The structure is There is little There is no
flawless. There clear and well sense of structure and lacking evidence of evidence of
Demonstrate planning and is a clear, developed, structure, but evidence of an cohesion. structure. The structure. The
research skills for oral riveting although there there are times, introduction, There is no speech has candidate does
presentation introduction are times when when this is not body and clear distinction been not seem to
✓ Organise material coherently by and an transitions well sustained. conclusion. between new sequenced have made any
choosing main ideas and insightful between ideas There is an However, the ideas. The illogically and effort to prepare
relevant and accurate details or
examples for support
relevant could be better. introduction and overall speech speech may ideas do not sufficiently and
✓ Prepare effective introductions conclusion. There is a clear conclusion, but lacks logical lack either an follow on meanders
and conclusions Information is introduction and these are development introduction or meaningfully through the
✓ Incorporate appropriate visual, effectively a pleasing functional and cohesion. a conclusion. from each speech without
audio and audio-visual aids organised and conclusion, rather than The other. The any real sense
new ideas flow which fulfils the enhancing the introduction and speech is of purpose.
smoothly from function of quality of the conclusion do without an There is no
one to the signposting the speech. not fulfil their introduction evidence of an
other. speech, as well purpose and/ or introduction or
as rounding off adequately. conclusion. conclusion.
the speech
effectively.
Content The content The content The content The content is The content is There is very Some ideas
has substance, has substance, tends to be mediocre. very superficial little real relating to the
Demonstrate planning and is thought- but this is not adequate or There is and there is content and the topic are
research skills for oral provoking and- sustained. pedestrian. The evidence of very little speech tends to evident, but
presentation at times- Some content candidate does research, but evidence of be almost they are almost
✓ Research a topic by referring to a profound. The may be have something the candidate research. What wholly completely
wide range of sources candidate has superfluous. to say, but the has not been research there narrative. It undeveloped
selected content has not able to is, is presented does not and seem to
appropriate, been fully synthesise the almost convey the emerge by
and relevant, developed. research into independently sense of having coincidence
content for the Some content the speech. of the speech. been prepared rather than
topic. is inaccurate and the marker design. There is
and/or has to trawl for a great deal of
irrelevant. content. irrelevant
rambling.

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Appropriate use of Register and The use of The use of The use of The use of The use of The use of The use of
Vocabulary register is register is register is register is not register is too register is register is
Demonstrate critical excellent and is pleasing and correct, always casual and can incorrect and incorrect and
awareness of language use in sustained very although some appropriate and be deemed tends towards the candidate is
oral situations successfully appropriate. errors in tends to be inappropriate. slang and an entirely too
✓ Use and evaluate appropriate throughout the However, the register may either too There are overuse of colloquial. The
language varieties, styles and speech. The control of occur. The colloquial or too errors in contractions. candidate's use
registers to suit purpose, level of register is not vocabulary is forced. While vocabulary, The candidate of grammar is
audience and context vocabulary is consistently correct but the candidate context and makes flawed and the
✓ Identify and use a wide range of sophisticated fluent. The level ordinary /or has uses grammatical numerous vocabulary is
persuasive techniques and the of vocabulary is minor flaws. vocabulary structure which errors in inappropriate or
✓ Make inferences and judgments candidate rich and varied competently for hamper grammar and inaccurate.
and motivate with evidence employs the and the the most part, communication. the vocabulary
vocabulary candidate errors in correct is limited.
correctly and employs the usage and
meticulously. vocabulary context do
correctly. occur.
Delivery The delivery is The delivery is of The delivery is of The quality of The quality of The quality of The delivery is
superior and a high standard. a pleasing delivery is delivery is delivery is less very poor. The
Demonstrate the skills of displays flair and However, there standard, but the competent. The lacklustre. The than adequate. It candidate cannot
listening to and delivering individuality. The are some candidate is not candidate may be candidate lacks is difficult to use techniques of
oral presentations candidate has elements relating able to alter the hesitant, or else fluency. There is follow the speech delivery with any
used pace, pause to pace, pause elements of pace, speak too fast. minimal attention because of a success and is
✓ Use and evaluate rhetorical and varied and intonation pause and Pause, pace and to pause, pace halting delivery, often inaudible
devices such as anecdotes, intonation to that could be intonation intonation have and intonation. which is and inarticulate.
rhetorical questions, pauses enhance the improved. Eye effectively. The not been given Eye contact is monotonous. The The delivery is
and repetition quality of the contact is not candidate tries to sufficient very limited and candidate does hesitant and
✓ Use tone, voice projection, pace, speech. Eye always sustained. employ eye consideration the candidate is not employ any stumbling with
eye contact, posture and contact is The candidate is contact, but this which impacts on tending towards eye contact and distracting
gestures correctly and respond convincingly sincere but the is quite sporadic. the overall reading the is reading the movements.
appropriately maintained and delivery lacks the There is often a delivery. Eye speech. The speech entirely or Consequently,
✓ Pronounce words without the audience is overall polish and dependence on contact is limited speech does not constantly the speech is
distorting meaning effectively flair. key cards. This and the reveal a sense of looking for his/her generally
addressed. The affects the candidate is the candidate's place on cue muddled and
candidate is candidate's tending towards personality. cards. The nonsensical.
spontaneous, sincerity and relying heavily on The candidate candidate may
fluent and conviction. key cards. The may employ engage in
sincere. candidate may distracting excessive
move movement, which movement which
unnecessarily, detracts from the serves no
which is overall quality of specific purpose.
distracting to the the speech.
audience.
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D.5 PREPARED READING RUBRIC

Criteria for Assessing a Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Prepared Reading 100–80 79–70 69–60 59–50 49–40 39–30 29–0
Motivation for choice of passage The candidate The candidate's The candidate's The candidate The motivation is The motivation is There is no
provides a motivation is motivation is does give a too short and is almost non- motivation. The
Demonstrate planning and sincere and well- engaging and pleasing, but the motivation, but very superficial. existent and is candidate does
research skills for oral substantiated sincere, but it explanation has this is generally The candidate vague and most provide a title and
choice of lacks sufficient errors or else is personal and tends to give a superficial. The an author but
presentation passage, which is substance. The quite superficial. does not provide plot summation of candidate does there is nothing
✓ Prepare effective introductions fluently and overview required The overview is appropriate the novel rather not seem to have else. The use of
Demonstrate critical compellingly more detail for competent, but substantiation to than an prepared a register is
awareness of language used delivered. The the audience to lacks flair and provide his/her explanation as to motivation and inappropriate.
in oral situations candidate be able to insight. The views. The why the novel is the use of
✓ Use and evaluate appropriate provides an understand the register is overview is important to register that is
language varieties, styles and insightful context fully. The generally adequate, but him/her. The use employed is
registers to suit purpose, overview that register is appropriate lacks fluency and of register is inappropriate.
audience and context helps the appropriate and although some polish. The inappropriate and
✓ Make inferences and judgments audience the candidate lapses may correct register is tends to be too
and motivate with evidence. contextualise the uses the chosen occur. mostly employed, casual.
passage. The register but there are
register accurately and phrases which
employed is articulately. are inappropriate
entirely or too casual.
appropriate and
enhances the
candidate's
motivation.
Choice of Passage The choice of The choice of The choice of The choice of The choice of The choice of The choice of
passage is passage is very passage is good passage could passage has not passage is poor passage appears
excellent and pleasing and the and the have been better. been carefully and seems to entirely random.
allows the candidate can candidate has While the selected. The have been The candidate
candidate great use the tried to select a candidate does candidate seems decided upon has not given any
scope for a techniques of passage, which seem to have to have chosen because of its thought as to how
memorable delivery to very will enable given this some the passage quite availability rather he/she can
delivery. The good effect. him/her to use thought, the randomly with than because of employ the
variety of Interesting the required passage does not little thought as to its strengths. required
register, dialogue dialogue allows techniques of allow the how the delivery techniques.
and style enables the candidate to delivery in a candidate to techniques can
the reader to change pace and pleasing manner. clearly display be put to best
demonstrate voice to enhance his/her strengths. use.
his/her range of the quality of the
competence. overall reading.

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Delivery The reading is The reading is of The reading is of The quality of The quality of The quality of The reading is
superior and a high standard. a pleasing reading is reading is reading is less very poor. The
Demonstrate the skills of displays flair and However, there standard, but the competent. The lacklustre. The than adequate. It candidate cannot
listening to and delivering individuality. The are some candidate is not candidate may be candidate lacks is difficult to use techniques of
oral presentations candidate has elements relating able to alter the hesitant, or else fluency and there follow the reading delivery with any
used pace, pause to pace, pause elements of pace, read too fast. is much because of a success and is
✓ Use tone, voice projection, pace, and varied and intonation pause and There is not stumbling over halting delivery, often inaudible
eye contact, posture and intonation to that could be intonation enough attention words. There is which is either and inarticulate.
gestures correctly and respond enhance the improved. Eye effectively. The to pause, pace little attention to too slow or too The delivery is
appropriately quality of the contact is not candidate tries to and intonation. pause, pace and fast and becomes hesitant and
✓ Pronounce words without reading. Eye always sustained. employ eye Eye contact is intonation. Eye monotonous. The stumbling. The
distorting meaning contact is The candidate contact, but this limited and the contact is candidate does candidate does
convincingly reads well but the is quite sporadic. candidate has minimal and the not employ any not seem to be
maintained and delivery lacks the There is too his/her eyes candidate does eye contact and familiar with the
the audience is overall polish of much closely focused not seem to be loses the passage and
effectively Level 7. dependence on upon the book. fully familiar with audience. does not lift
addressed. The the text. This the nuances of his/her eyes from
candidate's affects the the passage. the text.
reading is sincerity and
riveting. conviction of the
overall reading.

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D.6 UNPREPARED READING RUBRIC

Criteria for Assessing Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
an Unprepared Reading 100–80 79–70 69–60 59–50 49–40 39–30 29–0
Delivery The reading is The reading is of a The reading is of a The quality of The quality of The quality of The reading is
superior and high standard and pleasing standard reading is reading is less reading is poor. very poor. The
Demonstrate the skills displays great skill the candidate has and the candidate adequate. than adequate. It The candidate candidate cannot
of listening to and of delivery. The communicated the is able to However, the is difficult to follow lacks fluency and use techniques of
candidate has meaning of the communicate the candidate does the reading there is much delivery with any
delivering oral used pace, pause passage fluently content of the not always because of a stumbling over success and is
presentations and varied and effectively. passage communicate the halting delivery, words that the often inaudible
intonation to However, there competently. content of the which is candidate cannot and inarticulate.
✓ Use tone, voice projection, enhance the are some However, the passage clearly. monotonous. The identify. While the The delivery is
pace, eye contact, quality of the elements relating candidate is not The candidate candidate candidate makes hesitant and
posture and gestures reading. The to pace, pause able to alter the may be hesitant, struggles to an attempt to read stumbling. The
correctly and respond candidate has and intonation that elements of pace, or else read too convey the the passage, the listener struggles
appropriately communicated the could be pause and fast. There is meaning of the meaning is poorly to make sense of
✓ Pronounce words without varied nuances of improved. Eye intonation insufficient passage and there conveyed. what the reader is
distorting meaning the passage, as contact is not effectively enough attention to pause, are a number of Punctuation and communicating.
well as the always well to really enhance pace and mispronunciations sentence structure The candidate
content, with great sustained. The the quality of intonation. Eye of vocabulary. The is ignored. There cannot make
flair. Eye contact candidate's his/her delivery. contact is limited candidate does is no attention to sense of the
is well established reading can be The candidate and the candidate not take sufficient techniques of passage.
and the audience deemed most tries to employ is not able to note of delivery and the
is effectively pleasing. eye contact, but engage with punctuation and audience is
addressed. The this is quite his/her audience sentence painfully aware of
candidate's sporadic. While successfully. structure. The the candidate's
reading is the overall reading techniques of unease.
outstanding and is pleasing, the delivery are weak
shows an instant candidate is not and the candidate
grasp of the text's able to make the is unaware of
meaning. passage come his/her larger
alive for the audience.
audience.

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D.7 RUBRIC FOR ORAL CONVERSATION

RUBRIC FOR ORAL CONVERSATION

FIRST ADDITIONAL LANGUAGE
A suggested 10 point scale for the grading of oral conversation
Point Description Symbol Characteristics/Criteria
i. Spoken language at highest level to be expected of
candidate.
ii. Excellent in all the positive characteristics listed below.
10–9 Excellent A
iii. Has interesting points to make and can both challenge and
defend a point of view effectively. Shows good judgment
and critical ability.
i. Generally understands questions the first time round.
Rephrasing needed only now and then. Responds
satisfactorily to expected and unexpected questions.
ii. Makes good use of questions, challenges a point of view
8–7 Very good A where appropriate and is able to sustain an argument. Has
a wide knowledge of the topic, and introduces ideas
appropriately.
iii. Effectively uses a wide variety of structures, vocabulary and
idioms. Speaks confidently.
i. Understands questions but experiences problems with some
unexpected questions and needs to rephrase.
ii. Will initiate some questions and challenges, but is more
7–6 Good B inclined to respond than direct the conversation.
Refers to relevant information, within a narrow range.
iii. Uses an adequate variety of structures, vocabulary and
idioms. Speaks fairly fluently, sometimes hesitant.
i. Experiences no problems with expected questions, and
responds reasonably well to unexpected questions,
especially after rephrasing.
6–5 Satisfactory C ii. Does not ask many questions nor challenge points of view.
Has limited knowledge, but does use relevant information.
iii. Uses a limited variety of structures and vocabulary, with few
idioms. Makes few mistakes within this range.
i. Experiences some problems with questions, but manages
after rephrasing of questions to respond adequately.
ii. Does not ask questions nor challenge points of view. Is
D
5–4 Adequate passive on the whole, but, when pressed, can give
information or knowledge – not always relevant however.
iii. Uses a limited variety of structures and vocabulary, but very
few idioms. Makes mistakes.
i. Experiences problems even with expected questions, but
tries to answer.
ii. Shows incomplete knowledge and understanding of topic
4–2 Poor E under discussion, and sometimes gives faulty and irrelevant
answers.
iii. Has elementary, limited vocabulary and uses faulty
sentence structures.
i. Does not understand the majority of questions posed by the
examiner, and experiences serious problems in responding.
2–0 Very weak F
ii. Has incomplete or faulty knowledge
iii. Has very limited vocabulary. Sentence structure very faulty.

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D.8 PORTFOLIO COVERSHEET

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE PORTFOLIO

NAME OF CANDIDATE: EXAMINATION NUMBER:

Pieces written
Possible Actual under
Symbol
Mark Mark test/controlled
conditions
SECTION A 1
EXTENDED WRITING/
COMPOSITION *
2
(250-350 Words)
TOTAL FOR THIS SECTION 30
SECTION B
(a) COMMON ASSESSMENT TASK 1 *
(CAT)
TOTAL FOR THIS SECTION 20
SECTION C3
LITERATURE ( 3rd genre)
1

TOTAL FOR THIS SECTION 20

SECTION D
Test
1 *

Test 2 *

Test (Must be from 3rd genre section) 3 *

TOTAL FOR THIS SECTION 10

SECTION E *
Preparatory examination
TOTAL FOR THIS SECTION 20

TOTAL 100

Signature of Teacher: ____________________________ Date: _____________

Signature of Candidate:___________________________ Date: _____________

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D.9 DECLARATION OF AUTHENTICITY

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE
PORTFOLIO

I, __________________________________, examination number___________________

hereby declare that all the work submitted as part of the First Additional Language SBA
file is authentic (i.e. my own work) with no plagiarism or assistance from others when it is
not allowed.

____________________________

SIGNATURE OF CANDIDATE DATE

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D.10 RANK ORDER LIST: PORTFOLIO

NATIONAL SENIOR CERTIFICATE EXAMINATION

FIRST ADDITIONAL LANGUAGE
PORTFOLIO ASSESSMENT

CENTRE NO

CANDIDATES LISTED IN RANK ORDER OF MARKS (HIGHEST TO LOWEST)

EXAMINATION NUMBER MARK – 100

10

11

12

13

14

15
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16

17

18

19

20

21

22

23

24

25

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D.11 CLUSTER FEEDBACK FORM FOR FIRST ADDITIONAL LANGUAGE

MONITORING OF MODERATION AT CLUSTER MEETINGS

MODERATION OF TASKS AT CLUSTER MEETINGS

The educator who monitors a school's Grade 12 portfolio piece for compliance must complete,
date and sign this form. The cluster leader ensures the completed forms are faxed to the IEB
(0865294891) immediately after completion of the monitoring process. A copy of the form
must be included in the educator's SBA file.

Educator's Name: School:

Monitor's Name: School:

Task Moderated:

Task provides relevant criteria

Marking
Task complies with requirements
guideline
for the
task is
available

Task is of the appropriate standard

Marking guidelines/rubric is appropriate and meaningful

Quality of marking is good and meaningful feedback is provided to the candidate

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Monitoring Comments:

Please note that no monitor may change marks. However, it is important that the monitor
provide some meaningful comment to assist his/her fellow educator.

Additional Comment:

MONITOR'S SIGNATURE: DATE:

CLUSTER LEADER'S SIGNATURE: DATE:

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D.12 SBA FEEDBACK FORM

NATIONAL SENIOR CERTIFICATE EXAMINATION

NATIONAL MODERATION

FIRST ADDITIONAL LANGUAGE TEACHER FILE FEEDBACK FORM

CENTRE NO: _____________ SUBJECT: _______________________________________

Yes No
GENERAL
Teacher's file is logically and systematically laid out
Rank order of final SBA marks for all candidates have been included
Spread sheet of ALL candidates' marks have been included
Have the requirements, stipulated in the SAG, been met?
Has each task been made clear?
Are the assessment criteria clear?
Have the tasks been evaluated using rubrics or appropriate marking
guidelines?
Is there evidence of relevant and reliable assessment tasks?
Are the tasks age-appropriate?
Are the tasks rigorous enough for Grade 12
Is there any evidence of design grids for tests and examinations?

Extended Writing Section:

Yes No
Topics are fresh, original and relevant to Grade 12 candidates
Required 2 pieces reflect different genres: creative, discursive,
argumentative, etc.
The educator has indicated that one essay required process writing
The educator has indicated which piece was completed under controlled
conditions
There is evidence of internal moderation AND/OR cluster moderation
feedback provided in the teacher file

Comments on the Extended Writing tasks:

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Common Assessment Task:

Yes No
There is evidence of internal moderation or cluster moderation feedback
provided in the teacher file

Comments on CAT:

Third Genre Section:

Yes No
Task set is academically rigorous
The task engages the learners in a creative/meaningful way
There is an appropriate rubric, which is suitable for the task
There is evidence of internal moderation provided in the teacher file

Comments on the Third Genre Section:

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Tests Section:

Yes No
There are 3 tests, one of which is from the third genre
Tests serve a specific purpose and reflect the appropriate standard
Tests reflect the different cognitive levels as well as the 60%/40% split
The combination of tests is correct i.e. Test 1 assesses aspects of Paper 1
and Test 2 assesses aspects of Paper 2.
Test 1 and Test 2 reflect the structure of Paper 1 and Paper 2 respectively
Marking guidelines have been included

Comments on the Tests Section:

Preliminary/Trials Examinations:

Yes No
Both examinations are included
No study guides, exemplars, old examination papers or textbook questions
have been used
Preliminary or trial examinations reflect the final examination layout with
regard to mark breakdown; number of choices, etc.
Examinations reflect the different cognitive levels as well as the 60%/40%
split
Design Grids for both examinations are available
There is evidence of internal moderation in the teacher file

Comments on the Preliminary/Trials Examinations

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General Comments:

SBA Moderator: __________________

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NATIONAL SENIOR CERTIFICATE EXAMINATION

NATIONAL MODERATION

FIRST ADDITIONAL LANGUAGE TEACHER AND LEARNER FEEDBACK FORM

CENTRE NO: _____________ SUBJECT: _______________________________________

Yes No
GENERAL
Teacher's file is logically and systematically laid out
Rank order of final SBA marks for all candidates has been included
Spread-sheet of ALL candidates' marks have been included
Have the requirements, stipulated in the SAG, been met?
Has each task been made clear?
Are the assessment criteria clear?
Have the tasks been evaluated using rubrics or appropriate memos?
Is there evidence of relevant and reliable assessment tasks?
Are the tasks age-appropriate?
Are the tasks rigorous enough for Grade 12
Is there any evidence of design grids for tests and examinations?

Extended Writing Section:

Yes No
Topics are fresh, original and relevant to Grade 12 candidates
Required 2 pieces reflect different genres: creative, discursive,
argumentative etc.
One task has been completed under controlled conditions
Extended writing are the appropriate length
Constructive and sufficient feedback has been given
There is evidence of process writing of one task
There is evidence that consistent standards of assessment have been
applied
There is evidence that internal moderation AND/OR cluster
moderation has taken place

Comments on Extended Writing:

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Common Assessment Task:

Yes No
The CAT has been completed with integrity.
There is evidence of internal moderation AND cluster moderation
There is evidence that consistent standards of assessment have been
applied

Comments on CAT:

Third Genre Section:

Yes No
Task set is academically rigorous
The task engages the learners in a creative/meaningful way
There is an appropriate rubric, which is suitable for the task
There is evidence of internal moderation

Comments on the Third Genre Section:

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Tests Section:

Yes No
There are 3 tests, one of which is from the third genre
Tests serve a specific purpose and reflect the appropriate standard
Tests reflect the different cognitive levels as well as the 60%/40%
split.
The combination of tests is correct i.e. Test 1 assesses aspects of
Paper 1 and Test 2 assesses aspects of Paper 2
Test 1 and Test 2 reflect the structure of Paper 1 and Paper 2
respectively
Memos have been included

Comments on the Tests Section:

Preliminary/Trials Examinations:

Yes No
Both examinations are included
No study guides, exemplars, old examination papers or textbook
questions have been used
Preliminary or trial examinations reflect the final examination layout
with regard to mark breakdown; number of choices etc.
Examinations reflect the different cognitive levels as well as the
60%/40% split
Design Grids for both examinations are available
There is evidence of internal moderation

Comments on the Preliminary/Trials Examinations

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General Comments:

SBA Moderator:__________________________ Date: ______________________

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D.13 RUBRIC FOR EXTENDED WRITING

FIRST ADDITIONAL LANGUAGE WRITING RUBRIC

A suggested marking guideline: Composition and letter

1. Marking Scales Symbol Verbal Classification

100 70 50 40 30 20

97 68 48 38 29 19 A OUTSTANDING: Clear
93 66 46 36 28 18 distinction; evidence of
90 64 45 34 27 17 exceptional ability;
87 62 44 32 26 16 imaginative thought and
83 60 42 25 individual style.
80 56 40 24

77 55 38 30 23 15 B MERITORIOUS: But not

75 53 37 29 22 14 distinguished; sense of
73 51 36 28 21 structure; some originality of
70 49 35 thought and expression.

67 48 34 26 20 13 C SUBSTANTIAL: Plain, clean

65 46 32 25 19 12 statement; careful planning;
63 44 31 24 18 intelligent reasoning and
60 42 30 development; pleasing.

57 41 28 22 17 11 D ADEQUATE: Plain
55 39 27 21 16 10 statement; adequate
53 37 26 20 15 treatment; few serious errors.
50 35 25

47 34 23 18 14 9 E MODERATE: Pedestrian;
45 32 22 17 13 8 mediocre subject matter and
43 30 21 16 12 reasonable expression;
40 28 20 reasonable subject matter
and poor expression.

37 27 18 14 11 7 F/FF ELEMENTARY: Faulty; not

35 25 17 13 10 6 illiterate; poor subject matter;
33 23 16 12 9 muddled; ungrammatical.
30 21 15

27 20 14 11 8 5 G NOT ACHIEVED:
23 16 12 9 7 4 Unintelligible; bordering on
20 12 10 7 6 3 illiterate.
17 10 8 6 5 2
13 8 7 5 4
10 7 5 4 3

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2. Mark Breakdown Content Language Usage

First Subject Planning/ Sentence Verbal Total of Final Mark

Estimate matter Structure: construct, command, breakdown
ideas, opening variety, idiomatic
feeling, and closing spelling usage,
atmosphere, paragraph; and vocabulary
originality sequence punctuation
of
paragraphs

100 40 25 15 20

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D.14 RUBRIC FOR LONGER TRANSACTIONAL WRITING

This rubric serves to guide the marking process. Markers should be aware that the
mark for the PURPOSE element need not correspond with the mark for "language
and format". A candidate may, for example, achieve a level 7 for "purpose", but only
a level 5 for "language and format". (e.g. 13+9 = 21)

PURPOSE LANGUAGE AND FORMAT

LEVEL MARK DESCRIPTOR DESCRIPTOR
15–12 15–12
7 30 The candidate can write original and coherent Excellent use of language conventions,
29 texts, skilfully adapting to different audiences, mature vocabulary and use of register is
28 purposes, formats and contexts. A mature displayed. Excellent evidence of editing
27 personal style is evident. Candidate makes an enhances the overall expression of the
26 intelligent statement. candidate's viewpoint. All elements of the
25 format are correct.
24
11 11
6 23 The candidate is able to write original and Competent, at times impressive use of
22 coherent texts, can adapt to different audiences, language conventions and vocabulary.
21 purposes, formats and contexts although this is Very good understanding of register,
not completely sustained. There is evidence of a although there may be occasions where
personal style and a thorough engagement with this is not fully sustained. Very few
the question, although some depth may be grammar or spelling errors. There may be
lacking in places. minor errors in the format.
10–9 10–9
5 20 The candidate is able to write with some degree Average response; pedestrian, but not
19 of originality and attempts to adapt to different seriously flawed, Mostly accurate use of
18 audiences, purposes, formats and contexts, vocabulary; language conventions and
although some areas jar with the question sound understanding of register. Minor
requirements. There is limited evidence of errors. Format mostly correct.
personal style. An average response.
8 8
4 17 The candidate is generally able to write with some The candidate tries to apply conventions,
16 originality and tries to take into account different but the product is flawed and has a
15 audiences, purposes, formats and contexts, number of language and punctuation
although this is not entirely successful. Limited errors. An attempt at employing the correct
personal style is evident. format has been made, but one or two
errors are evident. There is limited
understanding of appropriate register.
7–6 7–6
3 14 An attempt is made to produce original texts Flawed product which only vaguely follows
13 which take into account different audiences, format. Poor spelling and grammar.
12 purposes, formats and contexts, but this is not Meaning is not always clear. Register is
always done correctly. Style is sometimes usually at odds with the demands of the
unoriginal and involves "borrowing" from other task.
work.
5 5
2 11 Limited originality and inadequate attention to Very flawed product. Marred with
10 purpose, context and format. Generally no language, punctuation and vocabulary
9 personal style. Poor response; flawed. Candidate errors. No understanding of appropriate
8 may have misunderstood the demands of the register. Some attempt at format albeit
question. incorrect.
4–0 4–0
1 7 Little or no evidence of engagement with the No evidence of language conventions;
6 question or cohesion; no attention to purpose, inability to use correct register;
5 context or format. A completely flawed response. communication marred; short or rambling.
4 No idea of format.
3
2–0

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D.15 RUBRIC FOR SHORTER TRANSACTIONAL WRITING

ASSESSMENT RUBRIC

PURPOSE LANGUAGE AND FORMAT

LEVEL MARK DESCRIPTOR DESCRIPTOR
5–4 5–4
7 10 Candidate can produce an original and Excellent use of language conventions,
9 coherent short text, skillfully adapting to mature vocabulary and use of register
different audiences. Candidate makes displayed. Excellent evidence of editing
an intelligent statement. enhances the overall expression of the
candidate's message.
3,5 3,5
6 8 Candidate is able to produce an original Competent, at times impressive use of
7 short text, although this is not always language conventions and vocabulary.
sustained. There is evidence of a Very good understanding of register,
personal style and engagement with the although not always sustained. Very few
question. grammar or spelling errors.
3 3
5 6 Candidate attempts to adapt to different Pedestrian but not seriously flawed.
5 audiences and contexts, although some Mostly accurate use of vocabulary and
areas jar with question requirements. An language conventions. Minor errors.
average response.
2,5 2,5
4 4 Candidate tries to take into account Candidate tries to apply conventions, but
3 different audiences, purposes and there are a number of language and
contexts, although this is not entirely punctuation errors. There is limited
successful. understanding of appropriate register.
2 2
3 2 An attempt is made to produce an Flawed product with poor spelling and
original text which takes into account grammar. Meaning is not always clear.
different audiences, purposes and Register usually at odds with the
contexts, but this is not always done demands of the task.
correctly.
1 1
2 1 Inadequate attention to purpose and Very flawed product marred with
context. Poor response; flawed. language, punctuation and vocabulary
Candidate may have misunderstood the errors. No understanding of appropriate
demands of the question. register.
0 0
1 0 No evidence of engagement with the No evidence of language conventions.
question. No attention to purpose or Inability to use correct register.
context. A completely flawed response. Communication marred.
[10]

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D.16: CONTENT AND CONTEXT FOR THE TEACHING OF LANGUAGE

CONTENT AND CONTEXTS FOR THE TEACHING OF LANGUAGE

The use of texts for the teaching of language

When the word "text" is used in the Subject Statements for Languages, it has the widest
possible meaning, including all oral, written, visual, audio, audio-visual and multi-media
forms. In all language teaching, texts should be used as a starting point, and certain types
of texts will be produced as a product of the process. Through the production of texts that
increase in complexity from Grade 10 through to Grade 12, the relevant Assessment
Standards show progression. Texts, both simple and complex, are the basis of
progression in all languages.

Texts are, therefore, the main source of "content" and "context" for the communicative,
integrated learning and teaching of languages.

The full range of texts used and produced should expose the candidate to:

• rich and appropriate social, cultural and historical settings that develop understanding
of the heritage of the language;
• challenging and stimulating themes that develop critical understanding of values and
appreciation of the important socio-cultural and ethical issues which are relevant to the
lives of South African candidates;
• a wide range of points of view;
• models of written and spoken language with a wide variety of structures to help the
candidate develop correct and appropriate use of language;
• analysis of stereotypes, bias and generalisations to develop critical thinking;
• persuasive and manipulative language;
• power relations within and between languages;
• developing awareness of audience, purpose and context with appropriate mood, tone
and register;
• features and elements of a wide range of texts, including literary texts;
• visual and audio-visual elements;
• a variety of style and stylistic devices, such as a wide range of figurative and creative
language.

The text-based approach and the communicative approach are both dependent on the
continuous use and production of texts. A text-based approach to language learning
explores how texts work. The purpose of a text-based approach is to enable candidates to
become competent, confident and critical readers, writers, viewers and designers of texts.
It involves listening to, reading, viewing and analysing texts to understand how they are
produced and what their effects are. Through this critical interaction, candidates develop
the ability to evaluate texts. The text-based approach also involves producing different
kinds of texts for particular purposes and audiences. This approach is informed by an
understanding of how texts are constructed.

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The communicative approach means that when learning a language, a candidate

should have a great deal of exposure to it and many opportunities to practice or produce
the language by communicating for social or practical purposes. Language learning
should be a natural, informal process carried over into the classroom where literacy skills
of reading/viewing and writing/presenting are learned in a "natural" way – candidates read
by doing a great deal of reading and learn to write by doing much writing.

Understanding how texts are constructed

Texts are produced in particular contexts with particular purposes and audiences in mind.
Different categories of texts have different functions and follow particular conventions in
terms of structure, style, grammar, vocabulary and content. These are referred to as
genres. Candidates need to be able to understand and to produce a range of different
genres.

Texts also reflect the cultural and political contexts in which they are created. The
language used in texts carries messages regarding the cultural values and political
standpoints of the persons who have written or designed them. Thus texts are not neutral.
Candidates need to be able to interpret and respond to the values and attitudes in texts.

Thus, in a text-based approach, language is always explored in texts, and texts are
explored in relation to their contexts. The approach involves attention to formal aspects of
language (grammar and vocabulary) but as choices in texts and in terms of their effects,
not in an isolated way. In order to talk about texts, candidates need a "meta-language" –
they need to know the words that describe different aspects of grammar, vocabulary and
style, and that talk about different genres.

Texts can be categorised as texts used and texts produced. These are detailed in the
lists that follow. These lists cannot cover all the possible text types – the teacher is
welcome to add texts that can be used in integrated language teaching. The intention of
the lists is to give the teacher a wide choice of what could be used or produced. Detail of
what is required in terms of complexity of texts and relative formality of register is given in
the Learning Programme Guidelines.

TEXTS USED FOR THE INTEGRATED TEACHING OF LANGUAGE, GRADES 10-12

Drama
Novel
Poetry
Folklore
Short stories
Film study
Essays
Biographies
Autobiographies
Further genres to be covered in Grades 10 to 12 include transactional, reference,
creative, visual, audio, audio-visual and multi-media texts. A wide selection of texts
must be used in integrated teaching over the three-year period.

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TEXTS PRODUCED DURING THE INTEGRATED TEACHING OF LANGUAGE,

GRADES 10-12
(A selection should be produced in Grades 10 to 12.)
Transactional writing: Creative responses:
Advertisements Narrative, descriptive, reflective, discursive,
Brochures expository and argumentative compositions
Curriculum Vitae Responses to literature
Dialogues
Editorials Reference and informational texts:
E-mail messages Directions
Faxes Instructions
Formal and informal letters to the press Mind maps
Formal letters of application, request, Notes
complaint, sympathy, invitation Paraphrases
Friendly letters Research projects
Invitation cards Summaries
Magazine articles
Memoranda Oral, visual and multi-media texts:
Minutes and agendas Advertisements
Newspaper articles Dialogues
Obituaries Flyers
Postcards Formal and informal speeches
Reports (formal and informal) Interviews
Reviews Posters
SMS Presentations with graphic / sound effects
Research projects
Non-compulsory texts for enrichment: dramatisations, storytelling, radio and television
news, radio and television dramas, panel discussions, own short
stories/poems/plays, cartoons, comic strips, jokes, signs, and so on.

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D.17 PURPOSE OF THE LANGUAGE CURRICULUM

PURPOSE OF THE LANGUAGE CURRICULUM

• Broaden and deepen language competencies developed in the Senior Phase,

including the abstract language skills required for academic learning across the
curriculum, and the aesthetic appreciation and enjoyment of texts, so that candidates
are able to listen, speak, read/view and write/present with confidence. These skills and
attitudes form the basis for life-long learning.
• Use language appropriately in real-life contexts, taking into account audience, purpose
and context.
• Express and justify their own ideas, views and emotions confidently in order to become
independent and analytical thinkers.
• Use language and their imagination to represent and explore human experience.
Through interacting with a wide range of texts, candidates are able to reflect on their
own lives and experiences and to consider alternative worldviews.
• Use language to access and manage information for learning across the curriculum
and in a wide range of other contexts. Information literacy is a vital skill in the
"'information age" and forms the basis for lifelong learning.
• Use language as a tool for critical and creative thinking. This objective recognises that
knowledge is socially constructed through the interaction between language and
thinking.
• Express reasoned opinions on ethical issues and values. In order to develop their own
value system, candidates engage with texts concerning human rights and
responsibilities such as the rights of children, women, the disabled, the aged and
issues linked to race, culture, ideology, class, belief systems, gender, HIV/AIDS,
freedom of expression, censorship and the environment.
• Interact critically with a wide range of texts. Candidates will recognise and be able to
challenge the perspectives, values and power relations that are embedded in texts.
• Recognise the unequal status of different languages and language varieties.
Candidates will be able to challenge the domination of any language or language
variety and assert their language rights in a multilingual society.

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D.18 EXEMPLAR OF ANALYSIS GRID

GRID AND TAXONOMY FOR USE WHEN DESIGNING TASKS

ANALYSIS GRID

Question Which SKILL/s in the What is the subject What is the cognitive How is the question
NSC does the question specific content that the level of difficulty of the assessed?
assess? question assesses? question? Marking guidelines/
rubric?

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D.19 BLOOM'S TAXONOMY

Level Description Explanation Skills demonstrated Action verbs

7 Evaluation Making judgments Compare and discriminate between Assess, decide, rank, grade, test, measure, recommend,
based on certain ideas; assess value of theories, convince, select, judge, explain, discriminate, support, conclude,
criteria presentations; make choices based compare, summarise, critique, interpret, justify.
on reasoned arguments; verify value
of evidence; recognise subjectivity
6 Synthesis The ability to put Use old ideas to create new ones, Combine, integrate, modify, rearrange, substitute, plan, create,
elements together to generalise from given facts, relate design, invent, what if? Compose, formulate, prepare, generalise,
form a new whole knowledge from several areas, rewrite, categorise, combine, compile, reconstruct.
predict, draw conclusions
5 Analysis The ability to break Seeing patterns, organisation of Analyse, separate, order, explain, connect, classify, arrange,
down a whole into its parts, recognition of hidden divide, compare, select, infer, break down, contrast, distinguish,
component parts. meanings, identification of diagram, illustrate
Elements embedded in components
a whole are identified
and the relations
among the elements
are recognised
4 Application The ability to use (or Use information, use methods, Apply, demonstrate, calculate, complete, illustrate, show, solve,
apply) information in concepts, theories in new situations, examine, modify, relate, change, classify, experiment, discover,
new situations solve problems using required skills construct, manipulate, prepare, produce
or knowledge
3 Comprehension First level of Understanding information, grasp Summarise, describe, interpret, contrast, predict, associate,
understanding, recall meaning, translate knowledge into distinguish, estimate, differentiate, discuss, extend, comprehend,
and understand new context, interpret facts, convert, defend, explain, generalise, give example, rewrite
information, describe compare, contrast, order, group,
meaning infer causes, predict consequences
2 Knowledge Act of remembering Observation and recall of information List, define, tell, describe, identify, show, know, label, collect,
facts. Only recall select, reproduce, match, recognise, examine, tabulate, quote,
name
1 Fragmented Recalls knowledge with Unable to recall accurately or -
knowledge errors coherently; partial recall

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BLOOM'S TAXONOMY

COMPETENCE SKILLS DEMONSTRATED

Knowledge • observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension • understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues:
summarise, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application • use information
• use methods, concepts, theories in new situations
• solve problems using required skills or knowledge
• Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify,
experiment, discover
Analysis • seeing patterns
• organisation of parts
• recognition of hidden meanings
• identification of components
• Question Cues:
analyse, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

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Synthesis • use old ideas to create new ones

• generalise from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate,
prepare, generalise, rewrite
Evaluation • compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognise subjectivity
• Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support,
conclude, compare, summarise
* From Benjamin S. Bloom Taxton, MA. Copyright (c) 1984 by Pearson Education.
Adapted by permission of the publionomy of educational objectives.
Published by Allyn and Bacon, Bossher.

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D.20 BLOOM'S REVISED TAXONOMY

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