ENGLISH HOME LANGUAGE National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA
CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 7-9 ENGLISH HOME LANGUAGECAPS
ENGLISH HOME LANGUAGE GRADES 7-9DISCLAIMERIn view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layoutto the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documentsSODFHG RQ WKH RI¿FLDO GHSDUWPHQWDO ZHEVLWHVThere may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have beenWUDQVODWHG LQ WKH YDULRXV $IULFDQ /DQJXDJHV 3OHDVH QRWH WKDW WKH FRQWHQW RI WKH GRFXPHQWV WUDQVODWHG DQG YHUVLRQHG LQ WKH $IULFDQ /DQJXDJHV DUHFRUUHFW DV WKH\ DUH EDVHG RQ WKH (QJOLVK JHQHULF ODQJXDJH GRFXPHQWV DW DOO WKUHH ODQJXDJH OHYHOV WR EH LPSOHPHQWHG LQ DOO IRXU VFKRRO SKDVHVIf any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of%DVLF (GXFDWLRQ(PDLO FDSVODQJFRPPHQWV#GEHJRY]D RU ID[ Department of Basic Education 6WUXEHQ 6WUHHW3ULYDWH %DJ ; 3UHWRULD South Africa7HO )D[ 3OHLQ 6WUHHW 3ULYDWH %DJ ; &DSH 7RZQ South Africa7HO )D[ :HEVLWH KWWS ZZZHGXFDWLRQJRY]D© 2011 Department of Basic EducationISBN: 978-1-4315-0492-3Design and Layout by: Ndabase Printing SolutionPrinted by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-9FOREWORD BY THE MINISTER Our national curriculum is the culmination of our efforts over a period of seventeen \HDUV WR WUDQVIRUP WKH FXUULFXOXP EHTXHDWKHG WR XV E\ DSDUWKHLG )URP WKH VWDUW RI democracy we have built our curriculum on the values that inspired our Constitution $FW RI 7KH 3UHDPEOH WR WKH &RQVWLWXWLRQ VWDWHV WKDW WKH DLPV RI WKH Constitution are to: heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; LPSURYH WKH TXDOLW\ RI OLIH RI DOO FLWL]HQV DQG IUHH WKH SRWHQWLDO RI HDFK SHUVRQ lay the foundations for a democratic and open society in which government is EDVHG RQ WKH ZLOO RI WKH SHRSOH DQG HYHU\ FLWL]HQ LV HTXDOO\ SURWHFWHG E\ ODZ and build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of QDWLRQV(GXFDWLRQ DQG WKH FXUULFXOXP KDYH DQ LPSRUWDQW UROH WR SOD\ LQ UHDOLVLQJ WKHVH DLPV,Q ZH LQWURGXFHG RXWFRPHVEDVHG HGXFDWLRQ WR RYHUFRPH WKH FXUULFXODU GLYLVLRQV RI WKH SDVW EXW WKH H[SHULHQFHRI LPSOHPHQWDWLRQ SURPSWHG D UHYLHZ LQ 7KLV OHG WR WKH ¿UVW FXUULFXOXP UHYLVLRQ WKH Revised National CurriculumStatement Grades R-9 and the National Curriculum Statement Grades 10-12 2QJRLQJ LPSOHPHQWDWLRQ FKDOOHQJHV UHVXOWHG LQ DQRWKHU UHYLHZ LQ DQG ZH UHYLVHG WKH Revised NationalCurriculum Statement DQG WKH National Curriculum Statement Grades 10-12 WR SURGXFH WKLV GRFXPHQW)URP WKH WZR 1DWLRQDO &XUULFXOXP 6WDWHPHQWV IRU Grades R-9 and Grades 10-12 respectively, are combinedin a single document and will simply be known as the National Curriculum Statement Grades R-12. The NationalCurriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provideFOHDUHU VSHFL¿FDWLRQ RI ZKDW LV WR EH WDXJKW DQG OHDUQW RQ D WHUPE\WHUP EDVLVThe National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in SouthAfrican schools and comprises of the following: D &XUULFXOXP DQG $VVHVVPHQW 3ROLF\ 6WDWHPHQWV &$36 IRU DOO DSSURYHG VXEMHFWV OLVWHG LQ WKLV GRFXPHQW E National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and F National Protocol for Assessment Grades R-12.MRS ANGIE MOTSHEKGA, MPMINISTER OF BASIC EDUCATIONCAPS
ENGLISH HOME LANGUAGE GRADES 7-9CONTENTSSECTION 1: CURRICULUM AND ASSESSMENT POLICY STATEMENT ............................................. 31.1 Background ....................................................................................................................................................31.2 Overview .....................................................................................................................................................31.3 General aims of the South African curriculum............................................................................................41.4 Time allocation )RXQGDWLRQ 3KDVH ,QWHUPHGLDWH 3KDVH 6HQLRU 3KDVH *UDGHV ± SECTION 2: INTRODUCING THE LANGUAGES.................................................................................... 82.1 Languages in the National Curriculum and Assessment Policy Statement.............................................8 /DQJXDJH OHYHOV 7KH ODQJXDJH VNLOOV /DQJXDJH WHDFKLQJ DSSURDFKHV 2.2 Time allocation of Home Language in the curriculum..............................................................................122.3 Learning and Teaching Support Materials.................................................................................................12SECTION 3 CONTENT AND TEACHING PLANS FOR LANGUAGE SKILLS ..................................... 143.1 Overview of language skills – processes and strategies, text type and length .....................................14 /LVWHQLQJ DQG 6SHDNLQJ 5HDGLQJ DQG 9LHZLQJ :ULWLQJ DQG 3UHVHQWLQJ /DQJXDJH 6WUXFWXUHV DQG &RQYHQWLRQV 3.2 Spread of texts across Grades 7 – 9 ..........................................................................................................543.3 Teaching plans .............................................................................................................................................553.4 Teaching plans table ....................................................................................................................................57SECTION 4: ASSESSMENT IN HOME LANGUAGE........................................................................... 1184.1 Introduction ................................................................................................................................................1184.2 Informal or daily assessment....................................................................................................................119CAPS
ENGLISH HOME LANGUAGE GRADES 7-94.3 Formal assessment....................................................................................................................................119 )RUPDO DVVHVVPHQW UHTXLUHPHQWV IRU ODQJXDJHV 7KH IRUP RI WDVNV SHU WHUP 4.4 Programme of Assessment.......................................................................................................................1224.5 Recording and reporting ...........................................................................................................................1264.6 Moderation of assessment ........................................................................................................................1274.7 General ........................................................................................................................................................128Glossary ................................................................................................................................................................129 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-96(&7,21 &855,&8/80 $1' $66(660(17 32/,&< 67$7(0(171.1 BACKGROUNDThe National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in theVFKRROLQJ VHFWRUTo improve implementation, the National Curriculum Statement was amended, with the amendments coming intoHIIHFW LQ -DQXDU\ $ VLQJOH FRPSUHKHQVLYH &XUULFXOXP DQG $VVHVVPHQW 3ROLF\ GRFXPHQW ZDV GHYHORSHG IRUeach subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment GuidelinesLQ *UDGHV 51.2 OVERVIEW D 7KH National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). E 7KH National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. F 7KH QDWLRQDO FXUULFXOXP VWDWHPHQWV FRQWHPSODWHG LQ VXESDUDJUDSKV E L DQG LL FRPSULVH WKH IROORZLQJ SROLF\ documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) GXULQJ WKH SHULRG (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; LL 7KH SROLF\ GRFXPHQW 1DWLRQDO 3ROLF\ RQ DVVHVVPHQW DQG TXDOL¿FDWLRQV IRU VFKRROV LQ WKH *HQHUDO Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; LLL 7KH SROLF\ GRFXPHQW WKH 1DWLRQDO 6HQLRU &HUWL¿FDWH $ TXDOL¿FDWLRQ DW /HYHO RQ WKH 1DWLRQDO 4XDOL¿FDWLRQV )UDPHZRUN 14) SURPXOJDWHG LQ *RYHUQPHQW *D]HWWH 1R RI -XO\ CAPS
ENGLISH HOME LANGUAGE GRADES 7-9 LY 7KH SROLF\ GRFXPHQW $Q DGGHQGXP WR WKH SROLF\ GRFXPHQW WKH 1DWLRQDO 6HQLRU &HUWL¿FDWH $ TXDOL¿FDWLRQ DW /HYHO RQ WKH 1DWLRQDO 4XDOL¿FDWLRQV )UDPHZRUN 14) UHJDUGLQJ OHDUQHUV ZLWK VSHFLDO needs published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and Y 7KH SROLF\ GRFXPHQW $Q DGGHQGXP WR WKH SROLF\ GRFXPHQW WKH 1DWLRQDO 6HQLRU &HUWL¿FDWH $ TXDOL¿FDWLRQ DW /HYHO RQ WKH 1DWLRQDO 4XDOL¿FDWLRQV )UDPHZRUN 14) UHJDUGLQJ WKH 1DWLRQDO 3URWRFRO for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= G 7KH SROLF\ GRFXPHQW National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as FRQWHPSODWHG LQ &KDSWHUV DQG RI WKLV GRFXPHQW FRQVWLWXWH WKH QRUPV DQG VWDQGDUGV RI WKH National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, $FW 1R RI form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be DSSOLFDEOH WR SXEOLF DQG LQGHSHQGHQW VFKRROV1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM D 7KH National Curriculum Statement Grades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¿OPHQW DQG PHDQLQJIXO SDUWLFLSDWLRQ LQ VRFLHW\ DV FLWL]HQV RI D IUHH FRXQWU\ SURYLGLQJ DFFHVV WR KLJKHU HGXFDWLRQ IDFLOLWDWLQJ WKH WUDQVLWLRQ RI OHDUQHUV IURP HGXFDWLRQ LQVWLWXWLRQV WR WKH ZRUNSODFH DQG SURYLGLQJ HPSOR\HUV ZLWK D VXI¿FLHQW SUR¿OH RI D OHDUQHU¶V FRPSHWHQFHV F 7KH 1DWLRQDO &XUULFXOXP 6WDWHPHQW *UDGHV 5 LV EDVHG RQ WKH IROORZLQJ SULQFLSOHV 6RFLDO WUDQVIRUPDWLRQ HQVXULQJ WKDW WKH HGXFDWLRQDO LPEDODQFHV RI WKH SDVW DUH UHGUHVVHG DQG WKDW HTXDO educational opportunities are provided for all sections of the population; $FWLYH DQG FULWLFDO OHDUQLQJ HQFRXUDJLQJ DQ DFWLYH DQG FULWLFDO DSSURDFK WR OHDUQLQJ UDWKHU WKDQ URWH DQG uncritical learning of given truths; +LJK NQRZOHGJH DQG KLJK VNLOOV WKH PLQLPXP VWDQGDUGV RI NQRZOHGJH DQG VNLOOV WR EH DFKLHYHG DW HDFK JUDGH DUH VSHFL¿HG DQG VHW KLJK DFKLHYDEOH VWDQGDUGV LQ DOO VXEMHFWV 3URJUHVVLRQ FRQWHQW DQG FRQWH[W RI HDFK JUDGH VKRZV SURJUHVVLRQ IURP VLPSOH WR FRPSOH[ CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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ENGLISH HOME LANGUAGE GRADES 7-91.4 TIME ALLOCATION1.4.1 Foundation Phase D 7KH LQVWUXFWLRQDO WLPH LQ WKH )RXQGDWLRQ 3KDVH LV DV IROORZV SUBJECT GRADE R GRADES 1-2 GRADE 3 (HOURS) (HOURS) (HOURS)Home Language First Additional Language Mathematics Life Skills 6 Beginning Knowledge 6 7 Creative Arts Physical Education Personal and Social Well-being 23 TOTAL 23 25 E ,QVWUXFWLRQDO WLPH IRU *UDGHV 5 DQG LV KRXUV DQG IRU *UDGH LV KRXUV F 7HQ KRXUV DUH DOORFDWHG IRU ODQJXDJHV LQ *UDGHV 5 DQG KRXUV LQ *UDGH $ PD[LPXP RI KRXUV DQG D PLQLPXP RI KRXUV DUH DOORFDWHG IRU +RPH /DQJXDJH DQG D PLQLPXP RI KRXUV DQG D PD[LPXP RI KRXUV IRU $GGLWLRQDO /DQJXDJH LQ *UDGHV ,Q *UDGH D PD[LPXP RI KRXUV DQG D PLQLPXP RI KRXUV DUH DOORFDWHG IRU +RPH /DQJXDJH DQG D PLQLPXP RI KRXUV DQG D PD[LPXP RI KRXUV IRU )LUVW $GGLWLRQDO /DQJXDJH G ,Q /LIH 6NLOOV %HJLQQLQJ .QRZOHGJH LV DOORFDWHG KRXU LQ *UDGHV 5 DQG KRXUV DV LQGLFDWHG E\ WKH KRXUV LQ EUDFNHWV IRU *UDGH 1.4.2 Intermediate Phase D 7KH LQVWUXFWLRQDO WLPH LQ WKH ,QWHUPHGLDWH 3KDVH LV DV IROORZV SUBJECT HOURSHome Language First Additional Language Mathematics Natural Sciences and Technology Social Sciences Life Skills 4% Creative Arts% Physical Education % Personal and Social Well-being TOTAL 27,5 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-91.4.3 Senior Phase D 7KH LQVWUXFWLRQDO WLPH LQ WKH 6HQLRU 3KDVH LV DV IROORZV SUBJECT HOURSHome Language First Additional Language Mathematics Natural Sciences Social Sciences Technology Economic Management Sciences Life Orientation Creative Arts TOTAL 27,51.4.4 Grades 10-12 D 7KH LQVWUXFWLRQDO WLPH LQ *UDGHV LV DV IROORZV SUBJECT TIME ALLOCATION PER WEEK (HOURS) 4.5Home Language 4.5 4.5First Additional Language 2Mathematics 12 (3x4h)Life Orientation 27,5A minimum of any three subjects selected from Group B$QQH[XUH % 7DEOHV %% of the policy document, National policypertaining to the programme and promotion requirements ofthe National Curriculum Statement Grades R-12, subject to theSURYLVRV VWLSXODWHG LQ SDUDJUDSK RI WKH VDLG SROLF\ GRFXPHQWTOTAL7KH DOORFDWHG WLPH SHU ZHHN PD\ EH XWLOLVHG RQO\ IRU WKH PLQLPXP UHTXLUHG 1&6 VXEMHFWV DV VSHFL¿HG DERYHDQG PD\ QRW EH XVHG IRU DQ\ DGGLWLRQDO VXEMHFWV DGGHG WR WKH OLVW RI PLQLPXP VXEMHFWV 6KRXOG D OHDUQHU ZLVKWR RIIHU DGGLWLRQDO VXEMHFWV DGGLWLRQDO WLPH PXVW EH DOORFDWHG IRU WKH RIIHULQJ RI WKHVH VXEMHFWVCAPS
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ENGLISH HOME LANGUAGE GRADES 7-9In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing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¿FLHQW LQ WKHLU )LUVW $GGLWLRQDO /DQJXDJH ZLWKUHJDUG WR ERWK LQWHUSHUVRQDO DQG FRJQLWLYH DFDGHPLF VNLOOV +RZHYHU WKH UHDOLW\ LV WKDW PDQ\ OHDUQHUV VWLOO FDQQRWFRPPXQLFDWH ZHOO LQ WKHLU $GGLWLRQDO /DQJXDJH DW WKLV VWDJH 7KH FKDOOHQJH LQ WKH 6HQLRU 3KDVH WKHUHIRUH LV WRprovide support for these learners at the same time as providing a curriculum that enables learners to meet theVWDQGDUGV UHTXLUHG LQ IXUWKHU JUDGHV 7KHVH VWDQGDUGV PXVW EH VXFK WKDW OHDUQHUV FDQ XVH WKHLU $GGLWLRQDO /DQJXDJHDW D KLJK OHYHO RI SUR¿FLHQF\ WR SUHSDUH WKHP IRU IXUWKHU RU KLJKHU HGXFDWLRQ RU WKH ZRUOG RI ZRUN ,W LV WKHUHIRUHUHFRPPHQGHG WKDW ZKHUH SRVVLEOH OHDUQHUV LQ WKH 6HQLRU 3KDVH EH H[SRVHG WR WKH VDPH FRQFHSWV LQ D WZR ZHHNF\FOH LQ ERWK ODQJXDJH OHYHOV2.1.2 The language skillsThe Home Language curriculum is packaged according to the following skills: Listening and Speaking 5HDGLQJ DQG 9LHZLQJ Writing and Presenting Language Structures and Conventions2.1.3 Language Teaching Approaches7KH DSSURDFKHV WR WHDFKLQJ ODQJXDJH LQ WKHVH GRFXPHQWV DUH WH[WEDVHG FRPPXQLFDWLYH LQWHJUDWHG DQG SURFHVVRULHQWDWHGThe text-based approach and the communicative approach are both dependent on the continuous use andSURGXFWLRQ RI WH[WV 7KH text-based approach H[SORUHV KRZ WH[WV ZRUN 7KH SXUSRVH RI D WH[WEDVHG DSSURDFK LVWR HQDEOH OHDUQHUV WR EHFRPH FRPSHWHQW FRQ¿GHQW DQG FULWLFDO UHDGHUV ZULWHUV YLHZHUV DQG GHVLJQHUV RI WH[WV ,WLQYROYHV OLVWHQLQJ WR UHDGLQJ YLHZLQJ DQG DQDO\VLQJ WH[WV WR XQGHUVWDQG KRZ WKH\ DUH SURGXFHG DQG ZKDW WKHLU HIIHFWVDUH 7KURXJK WKLV FULWLFDO LQWHUDFWLRQ OHDUQHUV GHYHORS WKH DELOLW\ WR HYDOXDWH WH[WV 7KH WH[WEDVHG DSSURDFK DOVRLQYROYHV SURGXFLQJ GLIIHUHQW NLQGV RI WH[WV IRU SDUWLFXODU SXUSRVHV DQG DXGLHQFHV 7KLV DSSURDFK LV LQIRUPHG E\ DQXQGHUVWDQGLQJ RI KRZ WH[WV DUH FRQVWUXFWHGA communicative approach suggests WKDW ZKHQ OHDUQLQJ D ODQJXDJH D OHDUQHU VKRXOG KDYH D JUHDW GHDO RI H[SRVXUHto the target language and many opportunities to practise or produce the language by communicating for social orSUDFWLFDO SXUSRVHV /DQJXDJH OHDUQLQJ VKRXOG EH FDUULHG RYHU LQWR WKH FODVVURRP ZKHUH OLWHUDF\ VNLOOV RI UHDGLQJviewing and writing/presenting are learned by doing a great deal of reading and learning to write by doing muchZULWLQJLanguage teaching happens in an integrated way, with the teacher modelling good practice, the learners practisingWKH DSSURSULDWH VNLOOV LQ JURXSV EHIRUH DSSO\LQJ WKHVH VNLOOV RQ WKHLU RZQ 7KH VWUXFWXUH RI HDFK OHVVRQ VKRXOG EH RQHWKDW HQJDJHV WKH ZKROH FODVV EHIRUH SUDFWLVLQJ LQ JURXSV DQG DSSO\LQJ WKH QHZ VNLOO LQGLYLGXDOO\The process approach is used ZKHQ OHDUQHUV SURGXFH RUDO DQG ZULWWHQ WH[WV 7KH OHDUQHUV HQJDJH LQ GLIIHUHQWCAPS
ENGLISH HOME LANGUAGE GRADES 7-9VWDJHV RI WKH OLVWHQLQJ VSHDNLQJ UHDGLQJ DQG ZULWLQJ SURFHVVHV 7KH\ PXVW WKLQN RI WKH DXGLHQFH DQG WKH SXUSRVHGXULQJ WKHVH SURFHVVHV 7KLV ZLOO HQDEOH WKHP WR FRPPXQLFDWH DQG H[SUHVV WKHLU WKRXJKWV LQ D QDWXUDO ZD\ )RUH[DPSOH WKH WHDFKLQJ RI ZULWLQJ GRHV QRW IRFXV RQ WKH SURGXFW RQO\ EXW DOVR IRFXV RQ WKH SURFHVV RI ZULWLQJ 'XULQJprocess writing learners are taught how to generate ideas, to think about the purpose and audience, to write drafts,WR HGLW WKHLU ZRUN DQG WR SUHVHQW D ZULWWHQ SURGXFW WKDW FRPPXQLFDWHV WKHLU WKRXJKWVApproaches to teaching literatureThe teaching of literature should focus on teaching for comprehension and will include the reading process strategies SUHUHDGLQJ UHDGLQJ DQG SRVWDIWHU UHDGLQJ 7KH PDLQ UHDVRQ IRU UHDGLQJ OLWHUDWXUH LQ WKH FODVVURRP LV WR GHYHORSLQ OHDUQHUV D VHQVLWLYLW\ WR D VSHFLDO XVH RI ODQJXDJH WKDW LV PRUH UH¿QHG OLWHUDU\ ¿JXUDWLYH V\PEROLF DQG GHHSO\PHDQLQJIXO WKDQ PXFK RI ZKDW HOVH WKH\ PD\ UHDG :KLOH PRVW OLWHUDU\ WH[WV DUH IRUPV RI HQWHUWDLQPHQW DPXVHPHQW RUrevelation, serious writers create novels, plays and poems because they have ideas, thoughts and issues; principles,LGHRORJLHV DQG EHOLHIV WKDW WKH\ PRVW ZDQW WR VKDUH ZLWK RU UHYHDO WR WKHLU SURVSHFWLYH UHDGHUV 7KHLU LPDJLQDWLYH XVHRI ODQJXDJH LV DQ DGGHG PHWKRG RI UHYHDOLQJ UHLQIRUFLQJ DQG KLJKOLJKWLQJ WKHLU LGHDVThe teaching of literature is never easy, but it is impossible without the personal, thoughtful and honest interpretations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iterary interpretation is essentially a university level activity, and learners in this phase do not have to learn this DGYDQFHG OHYHO RI LQWHUSUHWDWLRQ +RZHYHU WKH SXUSRVH RI WHDFKLQJ OLWHUDU\ WH[WV LV WR VKRZ OHDUQHUV KRZ WKHLU KRPH ODQJXDJH FDQ EH XVHG ZLWK VXEWOHW\ LQWHOOLJHQFH LPDJLQDWLRQ DQG ÀDLU 7KLV PHDQV D FORVH ORRN DW KRZ WH[W LV EHLQJ FUHDWHG PDQLSXODWHG DQG UHDUUDQJHG WR FODULI\ DQG HPSKDVLVH ZKDW LV EHLQJ H[SUHVVHG 6XFK ZRUN PLJKW LQYROYH H[DPLQLQJ WKH SUHVHQFH RU DEVHQFH RI LPDJHU\ ZKDW NLQG RI LPDJHU\ LV EHLQJ VHOHFWHG E\ the writer and why; sentence structures and paragraphing, or the layout of poems; choice of words, continuing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¿W ERWK )LQDOO\ LW LV LPSRUWDQW WR SRLQW RXW WKDW /LWHUDWXUH LV QRW DERXW ULJKW DQVZHUV $ ZKROH WH[W PHDQV VRPHWKLQJ QRW MXVW ELWV DQG SLHFHV RI LW D JRRG UHDGLQJ RI D WH[W LQFRUSRUDWHV WKH ZKROH WH[W LQ LQWHUSUHWDWLYH FUHDWLYH SHUVRQDO DQG H[SORUDWRU\ SUDFWLFHV CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-9The other approaches to literature which can be integrated with teaching for comprehension and for understandingthe key features of literature are the chronological, the author, the theme and the genre approaches 7KHVHDSSURDFKHV FDQ EH FRPELQHGIn the chronological approach learners can research and combine the literature period with the historical eventsIRU WKH VDPH WLPHIUDPHIn the author approach, learners can participate in a broad and deep study of an author especially in poetry and canOLQN KLVKHU SRHPV ZLWK D SDUWLFXODU KLVWRULFDO SHULRGIn the theme approach OHDUQHUV FDQ ORRN DW WKHPHV VXFK DV MXVWLFH VXFFHVV ORYH HWF DFURVV D QXPEHU RI SRHPVRU DFURVV GLIIHUHQW JHQUHV DQG UHODWH WKHP WR HYHQWV LQ UHDO OLIH VLWXDWLRQV 7KH\ FDQ PDNH MXGJPHQWV DERXW WKHFKDUDFWHU¶V DFWLRQV DQG FRPPHQW RQ WKH WKHPHRegarding the genre approach, OHDUQHUV FDQ FODVVLI\ FRPSDUH DQG FRQWUDVW GLIIHUHQW W\SHV RI OLWHUDU\ JHQUH HJ WKHGLIIHUHQFH EHWZHHQ WKH SORWV LQ D QRYHO VKRUW VWRU\GUDPDIRONORUHApproaches to teaching language usage7KH WHDFKLQJ RI ODQJXDJH VWUXFWXUH VKRXOG IRFXV RQ KRZ ODQJXDJH LV XVHG DQG ZKDW FDQ EH GRQH ZLWK ODQJXDJH LHKRZ WR PDNH PHDQLQJ KRZ WR DWWHQG WR SUREOHPV DQG LQWHUHVWV LQÀXHQFH IULHQGV DQG FROOHDJXHV DQG KRZ WR FUHDWHD ULFK VRFLDO OLIH 7KH WHDFKLQJ RI ODQJXDJH VWUXFWXUHV VKRXOG EH D PHDQV WR JHWWLQJ WKLQJV GRQH7KH WHDFKLQJ RI ODQJXDJH VWUXFWXUHV JUDPPDWLFDO VWUXFWXUHV VKRXOG WKHUHIRUH EH WH[WEDVHG FRPPXQLFDWLYH DQGLQWHJUDWHGThe following principles should be taken into consideration when teaching language structures: *UDPPDU VKRXOG EH WDXJKW IRU FRQVWUXFWLQJ WH[WV LQ WKHLU FRQWH[W RI XVH LW LV FRQFHUQHG LQ RWKHU ZRUGV ZLWK UHDO ODQJXDJH 7KH DSSOLFDWLRQ RI JUDPPDU VKRXOG QRW EH UHVWULFWHG WR WKH DQDO\VLV RI LVRODWHG VHQWHQFHV ± LW VKRXOG H[SODLQ WKH ZD\ LQ ZKLFK VHQWHQFHV DUH VWUXFWXUHG WR FRQVWUXFW ZKROH WH[WV VXFK DV VWRULHV HVVD\V OHWWHUV UHSRUWV ZKLFK OHDUQHUV OHDUQ WR UHDG DQG ZULWH LQ VFKRRO 8VH RI DXWKHQWLF PDWHULDOV VXFK DV GLDORJXHV LQWHUYLHZV PXVW EH HQFRXUDJHG /LQN WKH ODQJXDJH VWUXFWXUH ZLWK IXQFWLRQDO XVHV RI ODQJXDJH LQ GLIIHUHQW VRFLDO VHWWLQJV HJ H[SUHVVLQJ RQH¶V thoughts or feelings; introducing people; talking about or reporting things, actions, events or people in the environment, in the past or in the future; making requests; making suggestions; offering food or drinks and DFFHSWLQJ RU GHFOLQLQJ SROLWHO\ JLYLQJ DQG UHVSRQGLQJ WR LQVWUXFWLRQV FRPSDULQJ RU FRQWUDVWLQJ WKLQJV 8VH FODVVURRP DFWLYLWLHV WKDW UHODWH ODQJXDJH IRUPV ZLWK IXQFWLRQV HJ WKH SDVW WHQVH ZLWK D QDUUDWLYH HVVD\ DQG UHSRUW ZULWLQJ WKH VXEMXQFWLYH PRRG ZLWK D UHÀHFWLYH HVVD\ )RFXV RQ PHDQLQJIXO WDVNV $FTXLULQJ WKH JUDPPDWLFDO UXOHV RI WKH ODQJXDJH GRHV QRW QHFHVVDULO\ HQDEOH WKH OHDUQHU WR XVH WKH ODQJXDJH LQ D FRKHUHQW DQG PHDQLQJIXO ZD\ :KDW LQWHUHVWV XV WKHQ FRQFHUQV WKH VWUXFWXUH DQG IXQFWLRQ EH\RQG WKH VHQWHQFH OHYHO LH WKH ZD\ LQ ZKLFK SHRSOH XVH HLWKHU VSRNHQ ODQJXDJH GLVFRXUVH RU ZULWWHQ ODQJXDJH WH[W LQ FRKHUHQW DQG PHDQLQJIXO ZD\VCAPS
ENGLISH HOME LANGUAGE GRADES 7-92.2 TIME ALLOCATION FOR THE HOME LANGUAGE7KH WHDFKLQJ WLPH IRU WKH +RPH /DQJXDJH DQG WKH )LUVW $GGLWLRQDO /DQJXDJH LV DQG KRXUV UHVSHFWLYHO\ SHU ZHHNDV SHU SROLF\ SUHVFULSWLRQ +RZHYHU LQ WKH 6HQLRU 3KDVH LW LV UHFRPPHQGHG WKDW KRXUV EH DOORFDWHG WR WKH ODQJXDJHRI OHDUQLQJ DQG WHDFKLQJ DQG KRXUV WR DQRWKHU FRPSXOVRU\ ODQJXDJH 6FKRROV WKDW DUH XVLQJ )LUVW $GGLWLRQDO /DQ-JXDJH DV D ODQJXDJH RI OHDUQLQJ DQG WHDFKLQJ VKRXOG WKHUHIRUH DOORFDWH KRXUV IRU WKDW ODQJXDJH$OO ODQJXDJH FRQWHQW LV WDXJKW ZLWKLQ D WZRZHHN F\FOH KRXUV Teachers do not have to stick rigidly tothis cycle but must ensure that the language skills, especially reading and writing are practised. The timeDOORFDWLRQ IRU WKH GLIIHUHQW ODQJXDJH VNLOOV LQ *UDGH LV ZHHNV )RXU ZHHNV DUH IRU H[DPLQDWLRQ SXUSRVHV ± WZRZHHNV IRU -XQH H[DPLQDWLRQ DQG DQRWKHU WZR ZHHNV IRU 'HFHPEHU H[DPLQDWLRQ7LPHWDEOLQJ VKRXOG PDNH SURYLVLRQ IRU FRQWLQXRXV GRXEOH SHULRGV SHU ZHHN ,Q D WZRZHHN F\FOH WKH IROORZLQJ WLPHDOORFDWLRQ IRU WKH GLIIHUHQW ODQJXDJH VNLOOV LV VXJJHVWHGRecommended time for the Language of Learning and Teaching Skills Time Allocation per Two-week Cycle (Hours)/LVWHQLQJ VSHDNLQJ 2UDO Grade 7 Grade 8 Grade 95HDGLQJ DQG 9LHZLQJ KRXUV*Writing & PresentingLanguage Structures and KRXUV PLQConventions KRXU PLQV IRU FRPSUHKHQVLRQ DQG KRXU PLQV IRU OLWHUDU\ WH[WV KRXUV PLQ KRXU *Language Structures and Conventions and their usage are integrated within the time DOORFDWLRQ RI WKH IRXU ODQJXDJH VNLOOV 7KHUH LV DOVR WLPH DOORFDWHG IRU IRUPDO SUDFWLFH Thinking and reasoning skills are incorporated into the skills and strategies required for /LVWHQLQJ DQG 6SHDNLQJ IRU 5HDGLQJ DQG 9LHZLQJ DQG IRU :ULWLQJ DQG 3UHVHQWLQJRecommended time for another compulsory language Skills Time Allocation per Two-week Cycle (Hours)/LVWHQLQJ VSHDNLQJ 2UDO Grade 7 Grade 8 Grade 95HDGLQJ DQG 9LHZLQJ KRXUV*Writing & PresentingLanguage Structures and KRXUVConventions KRXU PLQV IRU FRPSUHKHQVLRQ DQG KRXU PLQV IRU OLWHUDU\ WH[WV KRXUV KRXU *Language Structures and Conventions and their usage are integrated within the time DOORFDWLRQ RI WKH IRXU ODQJXDJH VNLOOV 7KHUH LV DOVR WLPH DOORFDWHG IRU IRUPDO SUDFWLFH Thinking and reasoning skills are incorporated into the skills and strategies required for /LVWHQLQJ DQG 6SHDNLQJ IRU 5HDGLQJ DQG 9LHZLQJ DQG IRU :ULWLQJ DQG 3UHVHQWLQJ CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-92.3 LEARNING AND TEACHING SUPPORT MATERIALS/HDUQHUV VKRXOG KDYH WKH IROORZLQJ IRU +RPH /DQJXDJH VWXG\ LQ *UDGHV ± GRADES 7 – 9 ¥ Core materials ¥3UHVFULEHG ODQJXDJH WH[WERRN 7HDFKHU *XLGH DQG /HDUQHU %RRN ¥Novel ¥Short stories ¥Folklore ¥Drama ¥PoetryDictionary ¥ Media materials ¥Newspapers ¥0DJD]LQHV ¥Radio talks/dramasTelevision shows / dramas / documentariesHome Language teachers should have:D $ &XUULFXOXP DQG $VVHVVPHQW 3ROLF\ 6WDWHPHQWE /DQJXDJH LQ (GXFDWLRQ 3ROLF\F 7KH SUHVFULEHG ODQJXDJH WH[WERRN XVHG E\ OHDUQHUV DQG RWKHU WH[WERRNV IRU UHVRXUFH SXUSRVHV LQ DGGLWLRQ WR the prescribed oneG 'LFWLRQDU\ PRQROLQJXDO ELOLQJXDO PXOWLOLQJXDO WKHVDXUXV H 3UHVFULEHG OLWHUDWXUH JHQUHVI $ YDULHW\ RI PHGLD PDWHULDOV QHZVSDSHUV PDJD]LQHV EURFKXUHV À\HUV HWFJ $FFHVV WR DXGLRYLVXDO DLGV WR EH XVHG LQ WKH FODVVURRPK 2WKHU PHGLD UHVRXUFHV D YDULHW\ RI QHZVSDSHUV PDJD]LQHV DQG EURFKXUHVClassroom resourcesD $ UDQJH RI WH[WV WR DFFRPPRGDWH GLIIHUHQW UHDGLQJ OHYHOV HJ D VHOHFWLRQ RI UHDGHUV ZLWK VXI¿FLHQW FRSLHV RI WH[WV DW HDFK OHYHO IRU WKH FODVVE $ YDULHW\ RI PHGLD PDWHULDOV QHZVSDSHUV PDJD]LQHV EURFKXUHV À\HUV DGYHUWLVHPHQWV SRVWHUV QRWLFHV HWFF $XGLRYLVXDO DLGVCAPS
ENGLISH HOME LANGUAGE GRADES 7-96(&7,21 &217(17 $1' 7($&+,1* 3/$16 )25 /$1*8$*(SKILLS3.1 OVERVIEW OF LANGUAGE SKILLS – PROCESSES AND STRATEGIES, TEXT TYPE AND LENGTH3.1.1 Listening and SpeakingListening and Speaking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istening process and strategies/LVWHQLQJ LQVWUXFWLRQ ZLOO XVXDOO\ LQYROYH ZRUNLQJ WKURXJK HOHPHQWV RI WKH OLVWHQLQJ SURFHVV 7KLV LV D WKUHHSKDVHDFWLYLW\ ZKLFK PRGHOV LQGHSHQGHQW OLVWHQLQJ VWUDWHJLHV IRU GHFRGLQJ DQG XQGHUVWDQGLQJ VSHHFK DQG RWKHU DXGLR IRUPV1RW HYHU\ VWHS RI WKH SURFHVV ZLOO EH XVHG RQ HYHU\ RFFDVLRQ )RU H[DPSOH LI OHDUQHUV DUH OLVWHQLQJ WR D UHFRUGHGH[SODQDWLRQ WKH\ ZLOO QHHG WR GR D pre-listening activity which alerts them to the need for focused listening and helpsWKHP PDNH DVVRFLDWLRQV ZLWK WKHLU RZQ H[SHULHQFH Listening activities would help them recall details and evaluateWKH PHVVDJH Post-listening PLJKW LQYROYH OHDUQHUV LQ UHVSRQGLQJ WR ZKDW WKH\ KDYH KHDUG WKURXJK GLVFXVVLRQ/LVWHQLQJ FRPSUHKHQVLRQ H[HUFLVHV DQG DVVHVVPHQW JLYH DQ RSSRUWXQLW\ WR WHDFK OHDUQHUV KRZ WR OLVWHQPre-listening LQWURGXFHV OHDUQHUV WR WKH OLVWHQLQJ VLWXDWLRQ ,W DOORZV WKHP WR DFWLYDWH WKHLU SUHYLRXV NQRZOHGJH RI WKHWRSLF DQG SUHSDUH IRU OLVWHQLQJ Stimulate /activate background knowledge before listening 3UHGLFW ZKDW WH[W PD\ EH DERXW IURP WLWOH Deal with any key vocabulary that learners may not be familiar with 6HW D SUHOLVWHQLQJ TXHVWLRQ WR IRFXV OHDUQHUV¶ DWWHQWLRQ 3UHSDUH OHDUQHUV SK\VLFDOO\ ZLWK IRU H[DPSOH SHQFLO DQG SDG IRU QRWH WDNLQJDuring listening ± TXHVWLRQLQJ UHFRJQLVLQJ PDWFKLQJ QRWHWDNLQJ LQWHUSUHWLQJ /HDUQHUV Analyse: - the message, - the speaker, and - WKH VSHDNHUV¶ HYLGHQFH 0DNH PHQWDO FRQQHFWLRQV CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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ENGLISH HOME LANGUAGE GRADES 7-9/LVWHQLQJ IRU VSHFL¿F DIFFERENT KINDS OF LISTENINGinformation Listening, rather than merely hearing, remains key to any intelligent response to the worldListening comprehension DURXQG XV ,Q D ZRUOG LQ ZKLFK WHFKQRORJ\ KDV FUHDWHG HQGOHVV VXSSOLHV RI VRXQGV YRLFHVand speaking PXVLF DQG WDONLQJ OHDUQLQJ WR OLVWHQ RQO\ WR ZKDW PD\ EH VLJQL¿FDQW RU XVHIXO EHFRPHV FUXFLDO Most of what is listed below will not be unfamiliar to learners in this phase, and teachers need WR ZRUN RQO\ ZLWK VXFK SURFHVVHV DV WKH\ IHHO WKHLU FODVV LV VWLOO LQ QHHG RI Stimulate /activate background information before listening $VFHUWDLQ VSHDNHU¶V SXUSRVH Give complete attention to listening task and demonstrate interest Search for meaning &KHFN XQGHUVWDQGLQJ RI PHVVDJH E\ PDNLQJ FRQQHFWLRQV PDNLQJ DQG FRQ¿UPLQJ SUHGLFWLRQV PDNLQJ LQIHUHQFHV HYDOXDWLQJ DQG UHÀHFWLQJ 0DNH PHDQLQJIXO QRWHV RXWOLQLQJ PDSSLQJ FDWHJRUL]LQJ VXPPDULVLQJ PDNLQJ FKHFNOLVWV SDUDSKUDVLQJ UHWHOOLQJ H[SODLQLQJ Distinguish message from speaker &RQVLGHU WKH UHODWLRQVKLS EHWZHHQ FRQWH[W DQG FKRLFH RI ZRUGV DQG IRUP Identify, interpret and evaluate messages 8QGHUVWDQG LQVWUXFWLRQV WUDFLQJ GLUHFWLRQV RQ D PDS DQG IROORZ SURFHGXUHV Noting the main and supporting ideas 3URFHVV LQIRUPDWLRQ E\ FRPSDULQJ REH\LQJ LQVWUXFWLRQV ¿OOLQJ LQ JDSV GHWHFWLQJ differences, ticking of items, transferring information, sequencing, matching, interpreting meaning )ROORZ XS RQ SUHVHQWDWLRQ E\ DQVZHULQJ TXHVWLRQV UHYLHZLQJ QRWHV FDWHJRUL]LQJ LGHDV VXPPDULVLQJ FODULI\LQJ UHÀHFWLQJ VSHDNLQJ RU ZULWLQJ Re-tell the story 5HFDOO VSHFL¿F GHWDLO LQ D WH[W 5HÀHFW RQ YDOXHV DQG PHVVDJHV LQ D WH[W 5HÀHFW RQ VWHUHRW\SLQJ DQG RWKHU ELDVHV Discuss character, plot and setting ([SUHVV RSLQLRQV Clarifying questionsListening for critical 0RVW RI WKH SURFHVVHV OLVWHG EHORZ DUH KHOSIXO LQ WKH VWXG\ RI OLWHUDU\ WH[WV RI DGYHUWLVHPHQWVanalysis and evaluation DQG SROLWLFDO GRFXPHQWV $IWHU D OLVWHQLQJ DFWLYLW\ WHDFKHUV XVXDOO\ SURYLGH RSSRUWXQLWLHV IRU GLVFXVVLRQ EXW LW LV DOVR XVHIXO WR WXUQ WKHVH DFWLYLWLHV LQWR ZULWLQJ $ EULHI H[WUDFW IURP D ¿OP VRXQG WUDFN IRU H[DPSOH FDQ EH XVHG WR EHJLQ D QDUUDWLYH FRPSRVLWLRQ ³:KDW H[DFWO\ GR \RX KHDU\" 0DNH VHQVH RI LW´ 7KH VHOHFWLRQ RI D QXPEHU RI µHPRWLYH¶ ZRUGV IURP D VSHHFK RU IURP D UHDGLQJ RI D SRHP FDQ EH LQFRUSRUDWHG LQWR D SLHFH RI ZULWLQJ DSSURSULDWH WR WKH FRQWH[W Incorporate the words into a statement of contradiction to what has been said in the speech; RU XVH WKH ZRUGV LQ SRHP VR WKDW WKH XQGHUVWDQGLQJ RI WKH ZRUGV LV FOHDU Identify and interpret persuasive, emotive and manipulative language, bias, prejudice and stereotyping Distinguish between facts and opinions Show awareness of and interpret tone, pace and language use Respond to style, tone and register and evaluate correctly 8QGHUVWDQG WKH ORJLFDO VHTXHQFH RI LQIRUPDWLRQ Make judgments and provide evidence Make assumptions and predict consequences Respond to language use, word choice, format and pronunciation CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-9Listening for appreciation DIFFERENT KINDS OF LISTENINGand interaction These listening activities are best practised in debates, small group discussions and any RWKHU VWUXFWXUHG GLVFXVVLRQ :DWFKLQJ FOLSV IURP ¿OPV FDQ DOVR EH KHOSIXO LQ DQDO\VLQJ VXFK FKDUDFWHULVWLFV DV DUH OLVWHG EHORZ Respond in communication situations 8VH WXUQWDNLQJ FRQYHQWLRQV LQ FRQYHUVDWLRQV Defend a position Ask questions to sustain communication Respond to language, gestures, eye contact and body language Show understanding of the relationship between language and culture by showing respect for cultural conventions 5HVSRQG WR WKH DHVWKHWLF TXDOLWLHV RI RUDO WH[W HJ UK\WKP SDFH VRXQG HIIHFWV LPDJHU\Length of texts to be used for listening comprehensionTASK GRADE 7 GRADE 8 GRADE 9 XS WR PLQV XS WR PLQV XS WR PLQVLonger listeningcomprehension texts e.g. ZRUGV PLQV ZRUGV PLQV ZRUGV PLQVstory, interviews, plays,news reports ZRUGV ZRUGV ZRUGVShorter listeningcomprehension textse.g. announcements,information texts,instructions, directionsReading comprehension/intensive reading textsSpeakingIn the Senior Phase learners should be taught or groomed to talk with ease and accurately as this is one of the mostYDOXDEOH DVVHWV IRU WKHLU OLYHV ERWK SHUVRQDO DQG SURIHVVLRQDO &UHDWLQJ WKLV VHOIFRQ¿GHQFH LV PRUH LPSRUWDQW WKDQDQ\ VSHFL¿F WHFKQLTXH RU WULFN RI SXEOLF VSHDNLQJ /HDUQHUV QHHG WR NQRZ WKDW ZKHQ WKH\ VSHDN WKHUH ZLOO EH QR PRFN-HU\ RU ULGLFXOH DQG WKH\ PXVW EH DVVXUHG RI WKH WHDFKHU¶V IXOO VXSSRUW DQG HQFRXUDJHPHQW DW DOO WLPHV/HDUQHUV LQ WKH 6HQLRU 3KDVH VKRXOG EH WDXJKW PRVW EDVLF WHFKQLTXHV RI JLYLQJ D JRRG VSHHFK $ GHJUHH RI WROHUDQFHPLJKW EH VKRZQ WR OHDUQHUV LQ YLHZ RI WKH GHPDQGV ZKLFK RUDO LQWHUDFWLRQ PDNHV RQ WKHPThe speaking process and strategies7KH WHDFKLQJ RI VSHDNLQJ VKRXOG LQFOXGH NQRZOHGJH RI WKH SURFHVV DQG FRPPXQLFDWLRQ VWUDWHJLHV UHWUDFLQJ UH-SKUDVLQJ VXEVWLWXWLRQ GHPRQVWUDWLRQ JHVWXUH PLPH VRXQGV DQG DSSHDO IRU DVVLVWDQFH 7KH WHDFKLQJ RI VSHDNLQJprocess consists of the following stages: Planning - researching and organising Practising and presentingCAPS
ENGLISH HOME LANGUAGE GRADES 7-9Planning - researching and organisingLearners must be able to demonstrate planning, researching and organising skills for oral presentation by: 8VLQJ DSSURSULDWH UHJLVWHU VW\OH DQG YRLFH DFFRUGLQJ WR DXGLHQFH SXUSRVH FRQWH[W DQG WKHPH 8VLQJ DSSURSULDWH ODQJXDJH FKRLFH RI ZRUGV E\ - 8VLQJ DFWLRQ YHUEV D YDULHW\ RI DGMHFWLYHV DQG DGYHUEV WR JLYH D VSHFL¿F LPSUHVVLRQ GHWDLOV DQG D YLYLG GHVFULSWLRQ ZKHQ VSHDNLQJ IRU H[DPSOH D VSHHFK VWRU\WHOOLQJ GHEDWH - 8VLQJ NQRZOHGJH RI V\QRQ\PV DQG DQWRQ\PV KRPRSKRQHV KRPRQ\PV DQG RQH ZRUG IRU D SKUDVH - 8VLQJ ERUURZHG LQKHULWHG DQG QHZ ZRUGV - 8VLQJ ¿JXUDWLYH ODQJXDJH ¿JXUHV RI VSHHFK LGLRPV SURYHUEV WRQH PRRG RU KXPRXU - 8VLQJ DEEUHYLDWLRQV - 8VLQJ URRWV SUH¿[HV DQG VXI¿[HV - 8VLQJ JHQGHU SOXUDOV DQG GLPLQXWLYHV - 8VLQJ FRPSDUDWLYH DQG VXSHUODWLYH GHJUHHV RI DGMHFWLYHV DQG DGYHUEV Demonstrating critical language awareness by: - *LYLQJ IDFWV DQG H[SUHVVLQJ RSLQLRQV - ([SUHVVLQJ GHQRWDWLYH DQG FRQQRWDWLYH PHDQLQJ LPSOLHG PHDQLQJ - ([SUHVVLQJ YDOXHV DWWLWXGHV ELDV VWHUHRW\SHV HPRWLYH SHUVXDVLYH DQG PDQLSXODWLYH ODQJXDJH HJ LQ a persuasive speech The use of resources and reference material such as dictionaries and thesauruses to select effective and precise vocabulary and deliver presentations making use of notes and props, audio and/or visual aids and JUDSKV WR HQKDQFH WKH DSSHDO DQG DFFXUDF\ RI SUHVHQWDWLRQVPractising and presentingLearners must be able to practise and demonstrate oral presentation skills by: Speaking directly to the audience Referring to relevant sources that have been consulted ,QFOXGLQJ D UDQJH RI IDFWV DQG H[DPSOHV DFFRUGLQJ WR WDVN UHTXLUHPHQWV 8VLQJ HIIHFWLYH LQWURGXFWLRQ DQG FRQFOXVLRQ HJ E\ XVLQJ OLWHUDU\ TXRWDWLRQV UHIHUHQFHV WR DXWKRULWDWLYH VRXUFHV DQHFGRWHV Developing ideas and arguments - content is original, creative, coherent, shows logical development and DUUDQJHPHQW RI IDFWV H[DPSOHV DQG LGHDV CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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ENGLISH HOME LANGUAGE GRADES 7-92I¿FLDO )RUPDO TYPES OF WRITING TEXTSletter TRANSACTIONAL TEXTSFriendly / Informalletter :KLOH WKH ZULWLQJ RI IULHQGO\ LQIRUPDO OHWWHU KDV ODUJHO\ EHHQ UHSODFHG E\ HOHFWURQLF PHGLD HJ HPDLO ID[ DQG VPV DPRQJ RWKHUV OHDUQHUV PXVW VWLOO EH WDXJKW WR ZULWH OHWWHUV 7KH UDQJH RI ZULWLQJ VKRXOGAgenda of the span from ordinary letters to the immediate family and friends to informal letters to the press, amongmeeting RWKHUV /HDUQHUV VKRXOG ZULWH JHQXLQH IRUPDO OHWWHUV DQG ZKHUH SRVVLEOH VHQG WKHP RII DQG DZDLW D UHSO\ Letters requesting information about products, universities, travel, professions, if sent to appropriate FRQFHUQV ZLOO DOPRVW FHUWDLQO\ EH UHSOLHG WR 7KH YDOXH RI WKH IRUPDO OHWWHU ZLOO WKHQ EHFRPH REYLRXV 3UDFWLVH GLIIHUHQW NLQGV RI IRUPDO OHWWHUV HJ D OHWWHU RI DSSOLFDWLRQ D OHWWHU WR WKH HGLWRU RI D QHZVSDSHU D OHWWHU RI FRPSODLQW HWF Adhere to different requirements of formal letters such as style and structure Write in direct and simple language Remember that the intended audience should understand what is communicated for the results/ response to be positive Writing should be clear and straightforward, concise and logical Contain an introduction, a body and a conclusion &RQWDLQ WZR DGGUHVVHV WKH ZULWHU¶V DQG WKH UHFLSLHQW¶V &RQWDLQ D IRUPDO VDOXWDWLRQ IROORZLQJ WKH UHFLSLHQW¶V DGGUHVV Contain a title or subject line following the salutation and be underlined 5HÀHFW D IRUPDO ODQJXDJH UHJLVWHU 5HÀHFW D IRUPDO FRQFOXVLRQ IROORZHG E\ WKH ZULWHU¶V VXUQDPH DQG LQLWLDOV :KLOH WKH ZULWLQJ RI IULHQGO\ LQIRUPDO OHWWHU KDV ODUJHO\ EHHQ UHSODFHG E\ HOHFWURQLF PHGLD HJ HPDLO ID[ DQG VPV DPRQJ RWKHUV OHDUQHUV PXVW VWLOO EH WDXJKW WR ZULWH OHWWHUV 7KH UDQJH RI ZULWLQJ VKRXOG span from ordinary letters to the immediate family and friends to informal letters to the press, among RWKHUV :ULWH WR SHRSOH ZKR DUH FORVH HJ IULHQGV IDPLO\ HWF :ULWH PDLQO\ WR H[SUHVV DQ HPRWLRQ HJ FRQJUDWXODWH V\PSDWKLVH DGYLVH HWF 8VH LQIRUPDO WR VHPLIRUPDO ODQJXDJH UHJLVWHU DQG VW\OH Write in lively simple language 5HÀHFW D ORJLFDO RUGHU DQG SXUVXH DQ LQWHQGHG SRLQW Contain an introduction, a body and a conclusion &RQWDLQ RQO\ RQH DGGUHVV WKH ZULWHU¶V ZLWK D GDWH LQ ZKLFK LW ZDV ZULWWHQ EHORZ LW &RQWDLQ DQ LQIRUPDOVHPLIRUPDO VDOXWDWLRQ IROORZLQJ WKH ZULWHU¶V DGGUHVV 7KH FRQFOXVLRQ UDQJHV IURP LQIRUPDO WR VHPLIRUPDO IROORZHG E\ WKH ZULWHU¶V ¿UVW QDPH :ULWLQJ PHPRUDQGD DJHQGD DQG PLQXWHV DUH RQO\ XVHIXO LI PHDQLQJIXO 7KH EHVW ZD\ IRU WKHVH ZULWLQJ activities to work is to have learners watch a video of, or attend a real meeting and then have them take minutes, deduce the agenda from that, and then compare theirs with the real agenda and minutes RI WKH PHHWLQJ 2WKHUZLVH OHDUQHUV QHHG WR EH LQWURGXFHG WR WKHVH IRUPDWV LQ D YHU\ LPDJLQDWLYH ZD\ Create an agenda for a imaginary committee and have the learners write up what they think the minutes FRXOG KDYH EHHQ FDUHIXOO\ VWLFNLQJ WR \RXU DJHQGD An agenda: Gives an outline of what is to be discussed at a meeting Is sent beforehand to people/delegates who are invited to a meeting 8VXDOO\ GUDZQ XS E\ WKH FKDLUSHUVRQ DQG WKH VHFUHWDU\ ZKR DPRQJ RWKHUV - Check minutes of the previous meeting for items that were carried over - Lists and collects items that the meeting may need to address and, Arranges the items according to their importance beforehand Determines how much time would be allocated to each item CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Minutes ENGLISH HOME LANGUAGE GRADES 7-9SpeechE-mail / sms TYPES OF WRITING TEXTSInterview Record what happened at a meeting Adopt the minutes as a true record in the following meeting 5HÀHFW WKH IROORZLQJ - Name of the organisation; - The date, the place and the time at which the meeting was held; - Attendance register; Quote resolutions word for word 3URYLGH D VXPPDU\ RI ZKDW ZDV SURSRVHG DQG ¿QDOO\ DJUHHG XSRQ Write in the past tense Leave out trivialities like jokes Become legal and binding once signed and dated by the chairperson after being read and adopted LQ WKH QH[W PHHWLQJ UHPDLQ VR XQWLO WKH\ FDQ EH UHYRNHG 6WDUW DQG DGDSW WKH VW\OH WR EH XVHG ZKHQ ZKHUH ZK\ SXUSRVH ZKR DXGLHQFH DQG ZKDW 8VH DQ RSHQHU WR DWWUDFW DWWHQWLRQ Develop points well and avoid clichés 8VH FRQWUDVWLQJ WRQHV DQG SRLQWV EXW UHPDLQ DXGLEOH 8VH VKRUW VHQWHQFHV ZLWK VLPSOH LGHDV XVLQJ IDPLOLDU H[DPSOHV Balance criticisms with reasonable alternatives &RQVLGHU WKH FORVLQJ /HDYLQJ WKH DXGLHQFH ZLWK D WKRXJKW RU WZR 8VH YLVXDO RU SK\VLFDO DLGV EXW ZRUGV PXVW FRPH ¿UVW 8VLQJ QRWHV LV RSWLRQDO DQG RQO\ IRU UHIHUHQFH 8VH ODQJXDJH WKDW H[SUHVVHV PDWXULW\ YDOXHV DQG EDFNJURXQG To inform and maintain a relationship 7KH UHFLSLHQW¶V DGGUHVV ± ZKLFK LQ PRVW FDVHV LV WKH UHFLSLHQW¶V QDPH DQG WKH VHUYHU SRLQW DV ZHOO DV WKH FRXQWU\ LQ ZKLFK WKH VHUYHU SRLQW LV EDVHG )RU H[DPSOH PRORLT (name)@ webmail. VHUYHU ]D (country). 0RORLT#ZHEPDLOFR]D && WKHVH PD\ EH WKH UHFLSLHQWV ZKRVH DWWHQWLRQ LV FDOOHG WR WKH HPDLO 6XEMHFW 7KLV LV D VXPPDU\ RI WKH FRQWHQW RI WKH HPDLO Message 6HQGHU¶V QDPH 1% 7KH VHQGHU¶V DGGUHVV UHÀHFWV DXWRPDWLFDOO\ ZKHQ WKH HPDLO LV UHFHLYHG 7KH VHQGHU PD\ FKRRVH WR SURYLGH RWKHU FRQWDFW GHWDLOV DW WKH HQG 7KLV LV FDOOHG D VLJQDWXUH Written record of an interview: Give the names of the speaker on the left side of the page 8VH D FRORQ DIWHU WKH QDPH RI WKH FKDUDFWHU ZKR LV VSHDNLQJ 8VH D QHZ OLQH WR LQGLFDWH HDFK QHZ VSHDNHU Probe the interviewee by asking questions 3RUWUD\ WKH LQWHUYLHZHH¶V VWURQJ SRLQWV WDOHQWV ZHDN SRLQWV HWFCAPS
ENGLISH HOME LANGUAGE GRADES 7-9Report (formal and TYPES OF WRITING TEXTSinformal) 5HSRUWV DUH YHU\ IRUPDO GRFXPHQWV DQG ZRUN EHVW ZKHQ ZKDW LV H[DPLQHG LV YHU\ UHDO DQG LPSRUWDQWCurriculum Vitae WR WKH OHDUQHUV 7KHUH LV QRWKLQJ ZRUVH WKDQ ZULWLQJ DUWL¿FLDO UHSRUWV RU UHSRUWV RQ WRSLFV WKDW KDYH QR(CV) LQWHUHVW WR WKH ZULWHU *LYH H[DFW IHHGEDFN RI D VLWXDWLRQ HJ DFFLGHQW DQ\ ¿QGLQJVDiary entry 5HÀHFW D WLWOH LQWURGXFWLRQ EDFNJURXQG SXUSRVH DQG VFRSH ERG\ :KR\" :K\\" :KHUH\" :KHQ\"Giving directions :KDW\" +RZ\" FRQFOXVLRQV UHFRPPHQGDWLRQV UHIHUHQFHV DSSHQGLFHV Plan: collect and organise information; write facts 8VH VHPLIRUPDO WR IRUPDO ODQJXDJH UHJLVWHU DQG VW\OH 8VH - 3UHVHQW WHQVH H[FHSW KLVWRULFDO UHSRUWV - General nouns - The third person - Factual description - Technical words and phrases - Formal, impersonal language 6LQFH PRVW SHRSOH QRZDGD\V PDNH XVH RI WHPSODWHV LW PD\ EH ZRUWKZKLOH ¿QGLQJ RXW ZKDW PDNHV D JRRG WHPSODWH DQG KRZ WR DGDSW DQG ¿OO WKHP LQ PRVW XVHIXOO\ ,W LV XVHIXO WR QRWH WKDW HYHU\ &9 PXVW DGGUHVV D VLWXDWLRQ HJ D &9 IRU D SDUWLFXODU MRE VKRXOG VSHDN PDLQO\ RI WKH ZULWHU¶V LQYROYHPHQW LQ WKDW SDUWLFXODU DUHD Present yourself in a document to the world 3UHVHQW D VWURQJ ¿UVW LPSUHVVLRQ Present information clearly, objectively and concisely $GGUHVV WKH SRVW IRU ZKLFK WKH FDQGLGDWH VHHNV HPSOR\PHQW Provide: - Personal details - )RUPDO 4XDOL¿FDWLRQV - :RUN H[SHULHQFH LI DSSOLFDEOH - Referees A diary is a portrayal of daily events Present his/her evaluation of the day or event :ULWH IURP WKH ZULWHU¶V SRLQW RI YLHZ WKH ¿UVW SHUVRQ QDUUDWLRQ LV WKH PRVW DSSURSULDWH DSSURDFK The language choice is simple and to the point The tone will be determined by the nature of the entry 8VH directions ZKHQ WHOOLQJ VRPHRQH KRZ WR JHW VRPHZKHUH 8VH PRVWO\ WKH LPSHUDWLYH IRUP WKH LQ¿QLWLYH ZLWKRXW WKH ZRUG µWR¶ $OWKRXJK WKH VXEMHFW µ\RX¶ LV QRW VWDWHG LW DOZD\V UHIHUV WR WKH VHFRQG SHUVRQ UHSUHVHQWLQJ DQ LQWHUDFWLRQ EHWZHHQ WKH VSHDNHU DQG WKH OLVWHQHU Consider the following when giving directions: - %H FRQFLVH DQG FOHDU - The directions must be in chronological order - ,QGLFDWH WKH DSSUR[LPDWH GLVWDQFH - *LYH WKH DSSUR[LPDWH QXPEHU RI VWUHHWV WR EH FURVVHG WR UHDFK WKH GHVWLQDWLRQ - Provide information about landmarks along the way - 8VH ZRUGV LQGLFDWLQJ SRVLWLRQ - 8VH ZRUGV LQGLFDWLQJ GLUHFWLRQ - 8VH ZRUGV WR VKRZ DSSUHFLDWLRQ CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
ENGLISH HOME LANGUAGE GRADES 7-9Giving Instructions TYPES OF WRITING TEXTSAdvertisement 7R H[SODLQ KRZ WR XVH D WRRO RU DQ LQVWUXPHQW SUHSDUH IRRG UHSDLU IDXOWV HWF3RVWHUV À\HUV ([SDOLQ WKH ZRUNLQJ RU XVH RI DQ\ DUWLFOH LQ RSHUDWLRQ SUHSDULQJ GLVKHV UHSDLULQJ DQ\ GHIDXOWV HWFFilling in a form 3ODQ DQG SUHSDUH VHH ZULWLQJ IHDWXUHV Obituary - XQGHUVWDQG WKH VLWXDWLRQ V DQG ZKDW WKH SURGXFW RI JLYLQJ LQVWUXFWLRQVGHPRVWUDWLRQV VKRXOG EH or do - 5HÀHFW FOHDU FRUUHFW DQG ORJLFDO VHTXHQFH RI LQVWUXFWLRQV - 8VH PDQXDOV LQVWUXFWLRQV DQG RSHUDWLRQV - &RQVLGHU YRFDEXODU\ JUDPPDU H[SUHVVLRQ WHFKQLFDO ODQJXDJH DQG SKUDVHV WKDW PLJKW EH XVHG 3UHVHQWLQJ &DWFK DQG NHHS WKH DWWHQWLRQ RI WKH UHDGHU ± HQVXULQJ WKDW WKH RSHUDWLYH ZRUGV VWDQG RXW &UHDWH D GHVLUH WR RZQ WKH SURGXFW RU XVH WKH VHUYLFH Make the reader actually go out and buy/use the product/service Consider the following in designing: - 7KH WDUJHW PDUNHW IRU ZKRP WKH DGYHUWLVHPHQW LV LQWHQGHG - 3RVLWLRQLQJ ZKHUH DQG ZKHQ WKH DGYHUWLVHPHQW ZLOO DSSHDU ± LQ ZKDW PHGLD DW ZKDW WLPH DQG ZKHUH LQ WKH SURJUDPPH RU PDJD]LQH\" - $SSHDO WR ZKDW VHQVH LV WKH DGYHUWLVHPHQW DSSHDOLQJ\" - 7KH OD\RXW DQG IRQW VL]H - 7KH DWWLWXGH VLQFHUH RU QRW DQG WKH UDWLR EHWZHHQ IDFW DQG RSLQLRQ - The effectiveness of the choice of colour or lack thereof - 7KH ODQJXDJH XVHG ZKHWKHU LW LV FOLFKpG UHSHWLWLYH ¿JXUDWLYH UKHWRULFDO HWF Can take a variety of forms Make use of slogans and logos 8VXDOO\ KDYH D YLVXDO GHVLJQ HOHPHQW 8VH DGYHUWLVLQJ WHFKQLTXHV 8VH GHVLJQ WR PDNH WKH SRVWHUÀ\HU H\HFDWFKLQJ DQG PHPRUDEOH Figurative language and poetic devices used to create impact 0DNH WKH ODQJXDJH PHPRUDEOH HJ PHWDSKRU VLPLOH DOOLWHUDWLRQ UHSHWLWLRQ UK\PH UK\WKP )LOO LQ D IRUP IRU YDULRXV UHDVRQV HJ WR DSSO\ IRU D MRE RU OHDYH WR HQWHU FRPSHWLWLRQV RU FRQWHVWV HWF Provide information as required by the institution to which the form is forwarded 6WDWH ZKDW LV UHTXLUHG IROORZHG E\ D FRORQ HJ 6XUQDPH Fill in accurately 7R FRPPHPRUDWH DQG LQIRUP RWKHUV RI VRPHRQH¶V GHDWK )XOO QDPHV ELUWKSODFH ZKHUH WKH SHUVRQ OLYHG GDWH RI ELUWK GDWH RI GHDWK NH\ VXUYLYRUV VSRXVH FKLOGUHQ DQG WKHLU QDPHV WLPH GDWH SODFH RI IXQHUDO EULHI LQIRUPDWLRQ DERXW WKH GHFHDVHG HWF 6RPH RI WKH IROORZLQJ PD\ DOVR EH LQFOXGHG &DXVH RI GHDWK FXOWXUDO VHQVLWLYLW\ ELRJUDSKLFDO information; memorial tribute informationCAPS
ENGLISH HOME LANGUAGE GRADES 7-9Contract TYPES OF WRITING TEXTSWill / testament $ ELQGLQJ DJUHHPHQW HQWHUHG E\ WZR RU PRUH SDUWLHV 7KH LQWHQWLRQ RI D FRQWUDFW LV WR FUHDWH DQ REOLJDWLRQConstitution and &RQWUDFW FDQ DOVR EH PDGH RUDOO\ ,W LV UHFRPPHQGHG WKDW D FRQWUDFW EH GRQH RUDOO\ YHUEDOO\ DQG LQ Dpolicy ZULWWHQ IRUP WR VKRZ GDPDJHV DQG UHPHGLHV WKHUHRI Personal recount Elements of a contract 1DPHV FRQWUDFWRU FRQWUDFWHH ZLWQHVVHV Dialogue 7HUPV DQG FRQGLWLRQV FRQWHQW RI WKH FRQWUDFW ± LQFOXGLQJ VHUYLFH WR EH UHQGHUHG GXUDWLRQ DQG PRQH\ LI WKHUH ZRXOG EH PRQHWDU\ LPSOLFDWLRQV 6LJQDWXUHV DOO SDUWLHV LQYROYHG 'DWH DQG SODFH ZKHQ DQG ZKHUH WKH FRQWUDFW LV VLJQHG $ ZLOO GHFLGHV RU GHWHUPLQHV ZKDW KDSSHQV WR RQH¶V SURSHUW\ DQG SRVVHVVLRQV DIWHU GHDWK $ ZLOO HQVXUHV WKDW WKH GHFHDVHG¶V ZLVKHV DUH IXO¿OOHG DIWHU GHDWK $ ZLOO VKRXOG EH NHSW XS WR GDWH DQG LQ D VDIH SODFH It should have the following: Names of the owner of the will Date when the will was made Money, properties and possessions %HQH¿FLDULHV ([HFXWRU IULHQG PHPEHU RI WKH IDPLO\ ODZ\HU $ VHW RI IXQGDPHQWDO SULQFLSOHV RU UXOHV WKDW JRYHUQV DQ RUJDQLVDWLRQ HJ FRXQWU\ EXULDO VRFLHW\ \RXWK RUJDQLVDWLRQ VWRNYHO VRFFHU FOXE Rules need to be agreed by parties involved Rules are binding They can be amended Format should include the name of the organisation or institution, membership, terms of UHIHUHQFHV GDWH RI DGRSWLRQ VLJQDWXUH HWF Literary and media texts 7R WHOO DERXW D SHUVRQDO H[SHULHQFH 2ULHQWDWLRQ VFHQH VHWWLQJ RU HVWDEOLVKLQJ FRQWH[W HJ ,W ZDV LQ WKH VFKRRO KROLGD\V $Q DFFRXQW RI WKH HYHQWV WKDW WRRN SODFH RIWHQ LQ FKURQRORJLFDO RUGHU HJ , ZHQW WR 7XPHOR¶V SODFH … Then … 6RPH DGGLWLRQDO GHWDLO DERXW HDFK HYHQW HJ +H ZDV VXUSULVHG WR VHH PH 5HRULHQWDWLRQ ± D FORVLQJ VWDWHPHQW WKDW PD\ LQFOXGH HODERUDWLRQ HJ I hope I can spend more WLPH ZLWK 7XPHOR :H KDG IXQ 8VXDOO\ ZULWWHQ LQ WKH SDVW WHQVH 7ROG LQ ¿UVW RU WKLUG SHUVRQ 7LPH FRQQHFWLYHV DUH XVHG HJ )LUVW WKHQ QH[W DIWHUZDUGV MXVW EHIRUH WKDW DW ODVW PHDQZKLOH Tends to focus on individual or group participants Can be informal in style 5HÀHFW D FRQYHUVDWLRQ EHWZHHQ WZR RU PRUH SHRSOH 5HFRUG H[FKDQJHV DV WKH\ RFFXU GLUHFWO\ IURP WKH VSHDNHU¶V SRLQW RI YLHZ Write the names of the characters on the left side of the page 8VH D FRORQ DIWHU WKH QDPH RI WKH FKDUDFWHU ZKR LV VSHDNLQJ 8VH D QHZ OLQH WR LQGLFDWH HDFK QHZ VSHDNHU $GYLVH FKDUDFWHUV RU UHDGHUV RQ KRZ WR VSHDN RU SUHVHQW WKH DFWLRQ JLYHQ LQ EUDFNHWV EHIRUH WKH words are spoken Sketch a scenario before writing CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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