Grade 7 English HL CAPS Document

CAPS Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 3-4 Speaking and Listening strategies Literary text like youth novel / short Write a letter of appreciation for help/ Word level work: Listening to a reading of text stories / drama advice received ‡ Spelling and spelling patrons ‡ Identify and comment on: ‡ Correct format ‡ Abbreviations , shortening, acronyms ‡ General discussion of the key features ‡ Purpose ‡ 6WHPV SUH DQG VXI¿[¶V FRPSOH[ DQG - use of voice like character, characterisation, plot, ‡ Main and supporting ideas - use of intonation and pace FRQÀLFW EDFNJURXQG VHWWLQJ QDUUDWRU ‡ Language use VLPSOH[ - punctuation in reading theme ‡ Register Sentence level work: - opening and closure ‡ Logical order of sentences ‡ Nouns, adjectives, pronouns ‡ Discuss above features Reading process: ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ ‡ Punctuation Prepared reading aloud ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV ‡ Tenses; direct and reported speech; ‡ 8VH UHOHYDQW VSHDNLQJ VNLOOV VXFK DV ‡ 3UHUHDGLQJ ,QWURGXFH WH[WSUHGLFW tone, volume, pace, voice projection, HYHQWV lengths and structures sentence structure; concord SURQXQFLDWLRQ ÀXHQF\ Focus on process writing Critical language use: ‡ Learners choose their reading text - Background / setting ‡ Planning Idioms and proverbs; euphemism and present to class. ‡ Drafting Vocabulary in context - Brainstorm the theme ‡ Revision ‡ Editing ENGLISH HOME LANGUAGE GRADES 7-9 ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ Proof-reading and presenting Write a letter of appreciation for help/ ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV advice received FRPSDUH FRQWUDVW HYDOXDWH Poetry ‡ Key features of poem ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading / viewing visual/multimedia text (strategies) ‡ Skimming ‡ Scanning ‡ Body language ‡ Inferring meaning of unfamiliar words DQG LPDJHV FDUWRRQV E\ XVLQJ ZRUG attack skills - clarifying - predicting

Week ENGLISH HOME LANGUAGE GRADES 7-9Listening and SpeakingReading and ViewingWriting and PresentingLanguage Structures and Conventions 5-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)Speaking and Listening strategiesRead a contract between a seller andTransactional text: write a report on Word level work: a purchaser ¿QGLQJV LQ D GLVSXWH EHWZHHQ D VHOOHU Listen to a telephone conversation/ ‡ Format and a purchaser conjunctions dialogue between a call centre agent ‡ Language use ‡ Correct format and client concerning a dispute over ‡ Contract-speak ‡ Purpose Sentence level work: a contract ‡ Importance of signature ‡ Main and supporting ideas ‡ Recourse in case of dispute ‡ Language use Sentence structure; sentence types; ‡ Tone Poetry ‡ Register direct and reported speech; question ‡ Key features of poem ‡ Logical order of sentences forms; voice; ‡ Language use ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV Word meaning: ‡ Register speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV lengths and structures Idioms and proverbs ‡ Conventions Focus on process writing ZRUGV VWDQ]DV ‡ Planning Punctuation and spelling: Role-play a verbal transaction ‡ typography ‡ Drafting between a seller and a purchaser, and ‡ ¿JXUDWLYH PHDQLQJ ‡ Revision VSHOOLQJ SDWWHUQV $EEUHYLDWLRQV ± the subsequent dispute as a result of ‡ mood ‡ Editing initialism, acronym, clipped, truncation, a verbal contract going sour. ‡ theme and message ‡ Proof-reading and presenting aphesis, portmanteau Read / view contract for Write a report following a process ‡ Language use comprehension(Strategies) approach to writing Vocabulary in context: the language of ‡ Skimming contracts and legal documents ‡ Tone ‡ Scanning ‡ Language use ‡ Body language ‡ &RQWUDFWVSHDN HJ ¿QH SULQW ‡ Authenticity dispute, contract lifespan ‡ Infer meaning of unfamiliar words by Presentation using word attack skills

CAPS Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 7-8 Speaking and Listening strategies Literary text such as short story, Write an essay: Narrative/ descriptive/ Word level work: Listening comprehension youth novel / novel / drama UHÀHFWLYH HVVD\ 5HJXODU DQG LUUHJXODU 9HUEV ( dialogue) ‡ Word choice, Sentence level work: ‡ Listen to dialogue ‡ .H\ IHDWXUHV RI OLWHUDWXUH WH[W VXFK ‡ Personal voice and style Direct and indirect speech ‡ Take notes as character, action, dialogue, plot, ‡ 9LYLG GHVFULSWLRQ Word meaning: FRQÀLFW EDFNJURXQG VHWWLQJ QDUUDWRU ‡ Tone Idioms and proverbs - Language and power theme ‡ Main and supporting ideas Punctuation and spelling: - Tone ‡ Mind-maps to organise coherent ideas VSHOOLQJ SDWWHUQV DFURQ\PV - Mood Reading process: ‡ Present essay for assessment - Introduction and conclusion ‡ Answer questions ‡ 3UHUHDGLQJ ,QWURGXFH WH[W Focus on process writing Oral: Unprepared speech ‡ Planning Choose suitable topic ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ 2UJDQL]H LQIRUPDWLRQ FRKHVLYHO\ ‡ Drafting ‡ Identify correct vocabulary and ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV ‡ Revision language structure FRPSDUH FRQWUDVW HYDOXDWH ‡ Suitable introduction and ending ‡ Editing ENGLISH HOME LANGUAGE GRADES 7-9 ‡ 8VH YLVXDO DXGLRYLVXDO UHVRXUFHV Poetry where applicable ‡ Proof-reading and presenting ‡ Key features of poem Write an essay following the process ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI approach to writing speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading comprehension: (text from prescribed literature) ‡ 6NLPPLQJ VFDQQLQJ YLVXDOL]DWLRQ ‡ Intensive reading ‡ Making inference ‡ Meaning of words ‡ 9LHZ SRLQW RI ZULWHU ‡ Fact and opinion ‡ Implied meaning

Week ENGLISH HOME LANGUAGE GRADES 7-9Listening and SpeakingReading and ViewingWriting and PresentingLanguage Structures and Conventions9-10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)Speaking and Listening strategiesRead a newspaper/magazine reportLong transactional texts: Word level work: listen to a newspaper report Reading strategies Such as report / interview Moods - ‡ Structure ‡ Intensive reading ‡ 5HTXLUHPHQWV RI WDVN DQG WH[W W\SH Subjunctive ‡ Features ‡ 7H[W IHDWXUHV HJ 3ORW FKDUDFWHU ‡ Format, style, point of view Imperative ‡ Language use ‡ 7DUJHW DXGLHQFH SXUSRVH DQG FRQWH[W Potential ‡ Tone setting, narrator, mood, theme, ‡ Word choice Indicative ‡ Register narrators perspective ‡ Sentence structure, lengths and types Conditional ‡ Introduction and conclusion ‡ Inferring meaning of unfamiliar words ‡ Paragraph conventions Sentence level work: 'LVFXVV ¿QGLQJV by word attack skills Focus on process writing Simple sentences; compound sentences; Oral presentation of report ‡ Direct and implied meaning ‡ Planning &RPSOH[ VHQWHQFHV ‡ Language use Reading process: ‡ Drafting 9RLFH WHQVHV ‡ Register ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ Revision Word meaning: ‡ Tone ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ Editing Idioms and proverbs ‡ Body language ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV ‡ Proof-reading and presenting /LWHUDO ¿JXUDWLYH DOOLWHUDWLRQ DVVRQDQFH ‡ Introduction and conclusion FRPSDUH FRQWUDVW HYDOXDWH Write a report following the process SHUVRQL¿FDWLRQ Poetry approach to writing Punctuation and spelling: ‡ Key features of poem spelling patterns; ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI quotation marks; apostrophe speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading / viewing for comprehension (use newspaper report) ‡ Skimming ‡ Scanning ‡ Intensive reading ‡ 0DNH LQIHUHQFHV FKDUDFWHUV VHWWLQJ PLOLHX PHVVDJH ‡ Infer meaning of unfamiliar words by word attack skills ‡ Emotive language ‡ Answer questions

CAPS Week Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions Assessment for Term 1 Task 1: Oral Task 2: Writing Task 3: Test 1 Prepared reading / conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue ENGLISH HOME LANGUAGE GRADES 7-9

ENGLISH HOME LANGUAGE GRADES 7-9GRADE 9 TERM 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENTWeeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening for comprehension Read a literature text e.g. Drama / Transactional texts: Word level work: Listen to a story short story / folklore / novel Diary entry / constitution / policy 6WHPV SUH¿[HV DQG VXI¿[HV ‡ identify main and supportive ideas ‡ Correct format Pronouns ‡ language use Reading strategies ‡ Purpose Sentence level work: ‡ register ‡ Main and supporting ideas Sentence types; ‡ answer questions ‡ Intensive reading ‡ Language use Generalisations, Forum / group discussion: culture ‡ Register Direct/indirect speech; voice; tenses ‡ Indicate roles ‡ 7H[W IHDWXUHV HJ 3ORW FKDUDFWHU ‡ Logical order of sentences Word meaning: ‡ Speakers take turns setting, narrator, mood, theme, ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ ,GLRPV DQG SURYHUEV OLWHUDO DQG ¿JXUDWLYH ‡ ([SODLQ YLHZ SRLQWV DQG UHDFK narrators perspective ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV meaning Punctuation and spelling: consensus ‡ Inferring meaning of unfamiliar words lengths and structures Quotation marks; spelling patterns; ‡ 8VH DSSURSULDWH ODQJXDJH VW\OH DQG and images by word attack skills Focus on process writing DEEUHYLDWLRQV ‡ Planning register ‡ Language structure and style ‡ Drafting ‡ Present ‡ Revision Reading process: ‡ Editing ‡ Proof-reading and presenting ‡ 3UHUHDGLQJ ,QWURGXFH WH[W Write a diary entry / constitution / policy following the process ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W approach to writing ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV FRPSDUH FRQWUDVW HYDOXDWH Poetry ‡ Key features of poem ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message

CAPS Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Read / view text for information: Will and testament ‡ intensive reading and viewing ‡ SXUSRVH RI WH[W ‡ language use ‡ characters and caricatures ‡ background and setting ‡ message and theme ‡ VXPPDULVLQJ WKH WH[W Summary Format Language use Structure ENGLISH HOME LANGUAGE GRADES 7-9

Weeks ENGLISH HOME LANGUAGE GRADES 7-9Listening and SpeakingReading and ViewingWriting and PresentingLanguage Structures and Conventions 3-4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)Speaking and Listening strategiesRead a text e.g. Drama / short story /Writing:Text review (unprepared textWord level work: Listening for comprehension: to a folklore read)/documentary 9HUEV ¿QLWHV LQ¿QLWLYHV recording of a speech role-play ‡ Correct format 6WHPV SUH¿[HV DQG VXI¿[HV ‡ ([SODLQ VWUDWHJLHV RI WKH OLVWHQLQJ ‡ 6SHFL¿F IRFXV RQ OLWHUDU\ WH[W IHDWXUHV ‡ Purpose Sentence level work: ‡ Main and supporting ideas &RPSOH[ VHQWHQFHV process ‡ Show Comprehension of development ‡ Language use Generalisations, ‡ Answer questions in writing RI SORW DQG FRQÀLFW FKDUDFWHULVDWLRQ ‡ Register Direct/indirect speech Unprepared reading turning point, background, milieu, role ‡ Logical order of sentences Word meaning: ‡ Appropriate use of voice, tone and of narrator, theme, conclusion and ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ Idioms and proverbs ending ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV Punctuation and spelling: pace Quotation marks; spelling patterns; ‡ Punctuation in reading Reading process: lengths and structures DEEUHYLDWLRQV ‡ Body language Focus on process writing ‡ Contact with audience ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ Planning ‡ Drafting ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ Revision ‡ Editing ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV ‡ Proof-reading and presenting FRPSDUH FRQWUDVW HYDOXDWH Write a review/documentary following the process approach to writing Poetry ‡ Key features of poem ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Read / view text e.g. newspaper articles / magazine articles for information and comprehension Reading strategies Comprehension SDVVDJH LQ WH[W ERRN ‡ Skimming and Scanning ‡ Intensive reading ‡ Purpose and target group ‡ Inferring meaning and conclusions ‡ Fact and opinion ‡ Give own opinion ‡ Meaning of unfamiliar words ‡ Identify manipulative language Summarise the text

CAPS Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 5-6 Speaking and Listening strategies Read a literature text e.g. Drama / Write a transactional text: notice, Word level work: Listen to oral text such as short story / folklore agenda and minutes 6WHPV SUH¿[HV DQG VXI¿[HV interview / speech / story telling for ‡ Word choice, Adjectives comprehension ‡ 6SHFL¿F IRFXV RQ OLWHUDU\ WH[W IHDWXUHV ‡ Personal voice and style Prepositions ‡ Take notes during listening ‡ 9LYLG GHVFULSWLRQ Sentence level work: ‡ Listen critically ‡ Show Comprehension of development ‡ Tone 'H¿QLWLRQ SDUDJUDSK LQWURGXFWRU\ Group discussion / forum discussion RI SORW DQG FRQÀLFW FKDUDFWHULVDWLRQ ‡ Main and supporting ideas paragraph; concluding paragraph; ‡ 8QGHUWDNH D GLVFXVVLRQ EDVHG RQ WKH turning point, background, / milieu / ‡ Mind-maps to organise coherent ideas tenses; sentence structure; sentence role of narrator, theme, conclusion and ‡ Present essay for assessment types RUDO WH[W ending Focus on process writing Word meaning: ‡ Turn taking ‡ Planning Idioms and proverbs ‡ Discourse markers Reading process: ‡ Drafting Punctuation and spelling: ‡ Conventions ‡ Revision VSHOOLQJ SDWWHUQV  ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ Editing ‡ Proof-reading and presenting ENGLISH HOME LANGUAGE GRADES 7-9 ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W Write a notice, agenda and minutes following the process approach to ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV writing FRPSDUH FRQWUDVW HYDOXDWH Poetry ‡ Key features of poem ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading / viewing for comprehension (use written and / or visual text such as cartoons / strips) ‡ Skimming ‡ Scanning ‡ Intensive reading ‡ 0DNH LQIHUHQFHV FKDUDFWHUV VHWWLQJ PLOLHX PHVVDJH ‡ Infer meaning of unfamiliar words by word attack skills ‡ Emotive language Revise structure of Summary

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CAPS GRADE 9 TERM 3 CONTENT Weeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Dialogue / negotiations Read an abridged will and testament Transactional text: write a will and Word level work: Listen to a negotiation scene between ‡ Role players testament Concrete and abstract Nouns ENGLISH HOME LANGUAGE GRADES 7-9 WZR SHRSOH GLDORJXH ‡ Date ‡ Correct format Adjectives ‡ Structure and development of ideas ‡ 3RVVHVVLRQV HVWDWH ‡ Purpose Conjunctions and transition ‡ 8VLQJ QHJRWLDWLRQ VNLOOV WR UHDFK ‡ %HQH¿FLDULHV ‡ Main and supporting ideas Sentence level work: ‡ Language of the document ‡ Language use Speech; tenses; sentence types; FRQVHQVXV ‡ ([HFXWLRQ RI WKH ZLOO ‡ Register paragraph types; voice; clauses and Discussion based on understanding Reading process: ‡ Logical order of sentences SKUDVHV a will and testament ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ Word meaning: ‡ Language use ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV Paronyms , polysemes; homonyms ‡ Manipulation ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV +RPRSKRQHV ‡ Turn taking lengths and structures Punctuation and spelling: ‡ Opening and closing FRPSDUH FRQWUDVW HYDOXDWH Focus on process writing spelling patterns ‡ Resolution Poetry ‡ Planning ‡ Key features of poem ‡ Drafting ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI ‡ Revision ‡ Editing speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ‡ Proof-reading and presenting ZRUGV VWDQ]DV Write a will and testament ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message

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Weeks ENGLISH HOME LANGUAGE GRADES 7-9Listening and SpeakingReading and ViewingWriting and PresentingLanguage Structures and Conventions 5-6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)Speaking and Listening strategiesRead a literature text e.g. Novel /Write an essay: Narrative/ descriptive/Word level work: Listen to the Debate on the radio/ short story/Folklore e.g. legends, UHÀHFWLYH HVVD\ Conjunctions and transition words television myths, fables ‡ Word choice, Sentence level work: ‡ Role players ‡ Personal voice and style Speech; sentence types; sentence ‡ 8VH RI YRLFH ‡ /LWHUDU\ WH[W IHDWXUHV VXFK DV ‡ 9LYLG GHVFULSWLRQ structure; voice; tenses; paragraph ‡ Pacing structure, character, milieu, plot, ‡ Tone W\SHV ‡ Presenting a motion and defending it FRQÀLFW V\PEROLVP VRXQG ULFKQHVV ‡ Main and supporting ideas Word meaning: ‡ Presenting a rebuttal LPDJHU\ SUHYLHZ UHÀHFWLRQ ‡ Mind-maps to organise coherent ideas /LWHUDO ¿JXUDWLYH ‡ Resolution ‡ Present essay for assessment Alliteration, assonance, consonance, ‡ Take notes Reading process: Focus on process writing SHUVRQL¿FDWLRQ RQRPDWRSRHLD SXQ ‡ Discuss and share notes ‡ Planning Punctuation and spelling: Participate in a debate ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ Drafting spelling patterns ‡ Debating conventions ‡ Revision ‡ Language use ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ Editing ‡ Present a motion and defend it ‡ Proof-reading and presenting ‡ Present a rebuttal ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV Write an essay following the process ‡ Role players FRPSDUH FRQWUDVW HYDOXDWH approach to writing ‡ Resolution Poetry ‡ Key features of poem ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading / viewing for comprehension 9LVXDO DQG ZULWWHQ WH[WV Strategies ‡ Skimming for main ideas ‡ Scanning for supporting details ‡ Intensive reading ‡ Making predictions ‡ Inferring the meaning of unfamiliar words and images ‡ Main and supporting ideas ‡ The affect of selections and omissions on meaning ‡ 7KH HIIHFW RI ¿JXUDWLYH DQG UKHWRULFDO devices ‡ 7KH ZULWHU¶V LQIHUHQFHV DQG conclusions Summarising the text

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Weeks ENGLISH HOME LANGUAGE GRADES 7-9Listening and SpeakingReading and ViewingWriting and PresentingLanguage Structures and Conventions 9-10 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)Speaking and Listening strategiesRead literary text such as dramaTransactional text e.g. dialogueWord level work: Story Telling ‡ .H\ IHDWXUHV RI OLWHUDWXUH WH[W VXFK ‡ Word choice, 9HUEV ‡ Give attention to: speaking skills, tone, as character, action, dialogue, plot, FRQÀLFW EDFNJURXQG VHWWLQJ QDUUDWRU ‡ Personal voice and style ,QWHUURJDWLYH GHPRQVWUDWLYH LQGH¿QLWH pronunciation, tempo, intonation, eye theme ‡ 9LYLG GHVFULSWLRQ pronouns contact, posture, gestures ‡ Tone ‡ Conventions and features of a story Reading process: ‡ Main and supporting ideas Sentence level work: Dialogue : Role play a dialogue ‡ Mind-maps to organise coherent ideas ‡ Language use ‡ 3UHUHDGLQJ ,QWURGXFH WH[W ‡ Present essay for assessment Procedure, spatial order, order of ‡ Turn taking Focus on process writing importance, concluding paragraph ‡ Body language ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ Planning ‡ 7H[W IHDWXUHV ‡ Drafting Word meaning: ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV FRPSDUH FRQWUDVW HYDOXDWH One word for a phrase Poetry Punctuation and spelling: ‡ Key features of poem spelling patterns ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI ‡ Revision speech/ imagery, rhyme, rhythm ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ‡ Editing ZRUGV VWDQ]DV ‡ Proof-reading and presenting ‡ typography Write agenda and minutes following the process approach to writing ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading comprehension : (text from text prescribed literature) ‡ 6NLPPLQJ VFDQQLQJ YLVXDOL]DWLRQ ‡ Intensive reading ‡ Making inference ‡ Meaning of words ‡ 9LHZ SRLQW RI ZULWHU ‡ Fact and opinion ‡ Implied meaning

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ENGLISH HOME LANGUAGE GRADES 7-9GRADE 9 TERM 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) CONTENTWeeks Listening and Speaking Reading and Viewing Writing and Presenting Language Structures and Conventions 1-2 Listening Comprehension ‡ 5HDFWV FULWLFDO RQ D YDULHW\ RI WH[WV Literary text such as short story, youth Long transactional text e.g. Letter of Word level work: ‡ /LVWHQ IRU VSHFL¿F LQIRUPDWLRQ novel / novel application (formal) 9HUEV ‡ Listen and enjoy fables and titles ‡ Correct format Sentence level work: ‡ Answer question ‡ .H\ IHDWXUHV RI OLWHUDWXUH WH[W VXFK ‡ Purpose 'LUHFW DQG LQGLUHFW VSHHFK Meeting procedure as character, action, dialogue, plot, ‡ Main and supporting ideas Active voice and passive voice ‡ Role players FRQÀLFW EDFNJURXQG VHWWLQJ QDUUDWRU ‡ Logical order of sentences Word meaning: ‡ Meeting conventions theme ‡ 8VH FRQMXQFWLRQV WR HQVXUH FRKHVLRQ Ambiguity, cliché, redundancy, tautology, ‡ Turn taking ‡ 8VH D YDULHW\ RI VHQWHQFHV W\SHV slang, jargon ‡ Language use Reading process: Punctuation and spelling: ‡ Disagreeing in the meeting lengths and structures VSHOOLQJ SDWWHUQV ‡ Introduction and conclusion ‡ 3UHUHDGLQJ ,QWURGXFH WH[W Focus on process writing ‡ Planning ‡ 'XULQJ UHDGLQJ IHDWXUHV RI WH[W ‡ 3RVWUHDGLQJ DQVZHU TXHVWLRQV FRPSDUH FRQWUDVW HYDOXDWH Poetry ‡ Key features of poem ‡ Drafting ‡ Revision ‡ LQWHUQDO VWUXFWXUH RI D SRHP ¿JXUHV RI ‡ Editing speech/ imagery, rhyme, rhythm ‡ Proof-reading and presenting Write a letter of application ‡ H[WHUQDO VWUXFWXUH RI D SRHP OLQHV ZRUGV VWDQ]DV ‡ typography ‡ ¿JXUDWLYH PHDQLQJ ‡ mood ‡ theme and message Reading comprehension : (text from text prescribed literature) ‡ 6NLPPLQJ VFDQQLQJ YLVXDOL]DWLRQ ‡ Intensive reading ‡ Making inference ‡ Meaning of words ‡ 9LHZ SRLQW RI ZULWHU ‡ Fact and opinion ‡ Implied meaning

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ENGLISH HOME LANGUAGE GRADES 7-9COGNITIVE LEVELS ACTIVITY PERCENTAGE OF TASKEvaluation Levels 4 and 5: 20%(Level 4) 7KHVH TXHVWLRQV GHDO ZLWK MXGJHPHQWV FRQFHUQLQJ YDOXH DQG ZRUWK These include judgements regarding reality, credibility, facts andAppreciation opinions, validity, logic and reasoning, and issues such as the(Level 5) desirability and acceptability of decisions and actions in terms of PRUDO YDOXHV ‡ 'R \RX WKLQN WKDW ZKDW WUDQVSLUHV LV FUHGLEOHUHDOLVWLF SRVVLEOH «\" ‡ ,V WKH ZULWHU¶V DUJXPHQW YDOLGORJLFDOFRQFOXVLYH « ‡ Discuss/Comment critically on the action/ intention/ motive/ DWWLWXGHVXJJHVWLRQLPSOLFDWLRQ « ‡ Do you agree with the view/statement/observation/ interpretation WKDW« ‡ ,Q \RXU YLHZ LV WKH ZULWHUQDUUDWRUFKDUDFWHU MXVWL¿HG LQ VXJJHVWLQJ DGYRFDWLQJ WKDW « 6XEVWDQWLDWH \RXU UHVSRQVH*LYH UHDVRQV IRU \RXU DQVZHU ‡ ,V WKH FKDUDFWHU¶V DWWLWXGHEHKDYLRXUDFWLRQ MXVWL¿DEOH RU DFFHSWDEOH WR \RX\" *LYH D UHDVRQ IRU \RXU DQVZHU ‡ :KDW GRHV D FKDUDFWHU¶V DFWLRQVDWWLWXGHVPRWLYHV « VKRZ DERXW KLPKHU LQ WKH FRQWH[W RI XQLYHUVDO YDOXHV\" ‡ Discuss critically/Comment on the value judgements made in the WH[W These questions are intended to assess the psychological and DHVWKHWLF LPSDFW RI WKH WH[W RQ WKH FDQGLGDWH 7KH\ IRFXV RQ HPRWLRQDO UHVSRQVHV WR WKH FRQWHQW LGHQWL¿FDWLRQ ZLWK FKDUDFWHUV RU LQFLGHQWV DQG UHDFWLRQV WR WKH ZULWHU¶V XVH RI ODQJXDJH VXFK DV ZRUG FKRLFH DQG LPDJHU\ ‡ 'LVFXVV \RXU UHVSRQVH WR WKH WH[WLQFLGHQWVLWXDWLRQ FRQÀLFW GLOHPPD ‡ Do you empathise with the character? What action/decision would you have taken if you had been in the same situation? ‡ 'LVFXVV&RPPHQW RQ WKH ZULWHU¶V XVH RI ODQJXDJH « ‡ 'LVFXVV WKH HIIHFWLYHQHVV RI WKH ZULWHU¶V VW\OH LQWURGXFWLRQ conclusion/imagery/metaphors/use of poetic techniques/ literary GHYLFHV «4.4 PROGRAMME OF ASSESSMENTThe Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughoutD WHUP $ SURJUDPPH IRU DVVHVVPHQW PXVW EH GUDZQ XS E\ WKH VFKRRO LQGLFDWLQJ WKH GDWHV RQ ZKLFK WDVNV ZLOO EHGRQHSubject requirements5HTXLUHPHQWV IRU WKH FRPSLODWLRQ RI D WDVN LV JLYHQ LQ SHUFHQWDJHV :KHUH WKH SURJUDPPH LQGLFDWHV  SHU FHQW IRU DODQJXDJH VNLOO LW PHDQV WKDW LQ WKH ¿QDO DOORFDWLRQ RI PDUNV IRU WKDW ODQJXDJH VNLOO VKRXOG EH  SHU FHQW RI WKH WRWDO DQGQRW WZHQW\ PDUNV 6FKRROV DUH QRW FRQ¿QHG WR D VXJJHVWHG PDUN DOORFDWLRQ IRU D ODQJXDJH VNLOO 7KH RQO\ UHTXLUHPHQWis that the weighting for each language skill should be observed as per the percentage stipulated in the assessmentSURJUDPPH )RU H[DPSOH LQ *UDGH  D ODQJXDJH NQRZOHGJH WHVW PD\ EH VHW IRU  PDUNV RU PRUH DV ORQJ DV WKH¿QDO ZHLJKWLQJ GRHV QRW H[FHHG WKH ZHLJKWLQJ LQGLFDWHG LQ WKH DVVHVVPHQW SURJUDPPH CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH HOME LANGUAGE GRADES 7-9The following tables provide the formal assessment requirements for Home Languages:Programme of Formal Assessment Tasks TablesGRADE 7 FORMAL ASSESSMENT TASKS FOR TERM 1TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1Retell a story / discusses a poem / Descriptive/narrative essay Comprehension and language usedialogue / group/panel discussion Informal letter/ review/dialogue FORMAL ASSESSMENT TASKS FOR TERM 2TASK 1: ORAL TASK 2: TEST 2 TASK 3Listening comprehension / debate/ Literature: Contextual questions Mid-year examinationsFRQYHUVDWLRQ  XQSUHSDUHG VSHHFK/ group discussion on giving 3DSHU  &RPSUHKHQVLRQ ODQJXDJH XVHinstructions and literature 3DSHU  :ULWLQJ 2QH HVVD\ DQG RQH WUDQVDFWLRQDO WH[W FORMAL ASSESSMENT TASKS FOR TERM 3TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 35ROH SOD\  PHHWLQJ SURFHGXUHV  XQ Descriptive/Narrative essay Comprehension and Language useprepared reading / giving direction / Agenda and minutes ORforum/panel discussion Literature FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS TERM 4TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION5HDGLQJ DORXG  'HEDWH  JURXS GLVFXVVLRQ  XQSUHSDUHG 3DSHU 2UDOspeech 3DSHU  &RPSUHKHQVLRQ /DQJXDJH DQG /LWHUDWXUH  KU 3DSHU  :ULWLQJ  KUCAPS

ENGLISH HOME LANGUAGE GRADES 7-9GRADE 8 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1*URXS GLVFXVVLRQ  YLVXDO WH[WV  1DUUDWLYHUHÀHFWLYH HVVD\ Language and comprehensionOLVWHQLQJ FRPSUHKHQVLRQ  XQSUHSDUHG Newspaper report/articlespeech / forum/group discussion /interview FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 8: MID-YEAR EXAMINATIONSListening comprehension / giving ,QWHUYLHZ LQVWUXFWLRQ WH[WVWRU\ UHYLHZ 3DSHU  2UDOdirections / forum/panel discussion /debate 3DSHU  &RPSUHKHQVLRQ ODQJXDJH XVH and literature 3DSHU  :ULWLQJ FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1'LDORJXH  XQSUHSDUHG VSHHFK  VWRU\ Descriptive/argumentative essay Comprehension and language usetelling / prepared reading Informal letter/dialogue FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4 TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATIONDebate / conversation / group discussion / dialogue 3DSHU 2UDO 3DSHU  &RPSUHKHQVLRQ /DQJXDJH DQG /LWHUDWXUH  KU 3DSHU  :ULWLQJ  KUGRADE 9 FORMAL ASSESSMENT TASKS FOR TERM 1 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 1Prepared reading / conversation Descriptive/narrative essay Comprehension and language use Informal letter/ review/dialogue FORMAL ASSESSMENT TASKS FOR TERM 2 TASK 1: ORAL TASK 2: WRITING TASK 3: MID-YEAR EXAMINATION8QSUHSDUHG UHDGLQJ  IRUXPJURXS Review/documentary/notice/agenda 3DSHU 2UDOdiscussion and minutes 3DSHU  &RPSUHKHQVLRQ /DQJXDJH KU 3DSHU  :ULWLQJ  KU 3DSHU  5HVSRQVH WR /LWHUDWXUH KU  PLQV FORMAL ASSESSMENT TASKS FOR TERM 3 TASK 1: ORAL TASK 2: WRITING TASK 3: TEST 2Prepared speech / role play / debate / 'HVFULSWLYHQDUUDWLYH UHÀHFWLYH Comprehension and language useGLVFXVVLRQ RI &9ZLOOWHVWDPHQW argumentative essay &RYHULQJ OHWWHU DQG &9 FORMAL AND END-OF-THE-YEAR ASSESSMENT TASKS FOR TERM 4TASK 1: ORAL TASK 2: END-OF-THE-YEAR EXAMINATION 'HEDWH  LQWHUYLHZ  FRQYHUVDWLRQ  SUHSDUHG VSHHFK  XQ 3DSHU 2UDO prepared speech / forum/group/panel discussion / listening 3DSHU  &RPSUHKHQVLRQ /DQJXDJH  KU comprehension / meeting procedures 3DSHU  :ULWLQJ  KU 3DSHU  5HVSRQVH WR /LWHUDWXUH KU  PLQV CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH HOME LANGUAGE GRADES 7-9Formal Assessment Tasks per GradeTable 1: Grade 7 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – 40% End-of-Year Exam Papers )RUPDO $VVHVVPHQW 7DVNV 39.2% 20.8%‡ 4 oral tasks‡ 2 writing tasks Written examinations Oral Assessment Tasks: Paper 1‡ 3 tests Listening‡  H[DPLQDWLRQ PLG\HDU 3DSHU  &RPSUHKHQVLRQ ODQJXDJH XVH Speaking and literature Reading 3DSHU  :ULWLQJ The oral tasks undertaken during the course of the year constitute the end-of- \HDU DVVHVVPHQWTable 2: Grades 8 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – 40% End-of-Year Exam Papers )RUPDO $VVHVVPHQW 7DVNV 39.2% 20.8%‡ 4 oral tasks‡ 3 writing tasks Written examinations Oral Assessment Tasks: Paper 1‡ 2 tests Listening‡  H[DPLQDWLRQ PLG\HDU 3DSHU  &RPSUHKHQVLRQ ODQJXDJH XVH Speaking and literature Reading 3DSHU  :ULWLQJ The oral tasks undertaken during the course of the year constitute the end-of- \HDU DVVHVVPHQWTable 3: Grade 9 FORMAL ASSESSMENT DURING THE YEAR END-OF-YEAR EXAMINATION 40% 60% School Based Assessment (SBA) – 40% End-of-Year Exam Papers )RUPDO $VVHVVPHQW 7DVNV 39.2% 20.8%‡ 4 oral tasks‡ 3 writing tasks Written examinations Oral Assessment Tasks: Paper 1‡ 2 tests‡  H[DPLQDWLRQ PLG\HDU 3DSHU  &RPSUHKHQVLRQ ODQJXDJH XVH Listening and Speaking 3DSHU  :ULWLQJ Reading 3DSHU  5HVSRQVH WR OLWHUDWXUH The oral tasks undertaken during the course of the year constitute the end-of- \HDU DVVHVVPHQWCAPS

ENGLISH HOME LANGUAGE GRADES 7-9)RUPDW RI H[DPLQDWLRQ SDSHUV ± *UDGHV  FORMAT OF EXAMINATION PAPERS (MID AND OF THE YEAR EXAMINATION)GRADE 7 % GRADE 8 % GRADE 9 % 3DSHU  2UDO 3DSHU  2UDO 3DSHU  2UDO Reading aloud, listening & Reading aloud, listening & Reading aloud, listening & speaking  speaking  speaking 3DSHU  :ULWWHQ  3DSHU  :ULWWHQ  3DSHU  :ULWWHQ5HDGLQJ FRPSUHKHQVLRQ  5HDGLQJ FRPSUHKHQVLRQ  5HDGLQJ FRPSUHKHQVLRQ /DQJXDJH LQ FRQWH[W  /DQJXDJH LQ FRQWH[W  /DQJXDJH LQ FRQWH[W 5HVSRQVH WR OLWHUDWXUH  5HVSRQVH WR OLWHUDWXUH  6XPPDU\  PDUNV FRQYHUWHG LQWR  3DSHU  :ULWWHQ  3DSHU  :ULWWHQ  3DSHU  :ULWWHQ:ULWLQJ ± (VVD\  DQG :ULWLQJ ± (VVD\  DQG :ULWLQJ ± (VVD\  DQGWUDQVDFWLRQDO WH[WV  WUDQVDFWLRQDO WH[WV  WUDQVDFWLRQDO WH[WV  3DSHU  5HVSRQVH WR OLWHUDWXUH  ‡ Poetry ‡ Folklore ‡ Short story ‡ Novel ‡ Drama  PDUNV IRU HDFK RI WKH IRXU JHQUHV FRQYHUWHG LQWR  7KH IRUPV RI DVVHVVPHQW XVHG VKRXOG EH DJH DQG GHYHORSPHQWDO OHYHO DSSURSULDWH 7KH GHVLJQ RI WKHVH WDVNV VKRXOGFRYHU WKH FRQWHQW RI WKH VXEMHFW DQG LQFOXGH D YDULHW\ RI WDVNV GHVLJQHG WR DFKLHYH WKH REMHFWLYHV RI WKH VXEMHFWFormal assessments must cater for a range of cognitive levels and abilities of learners as shown below:4.5 RECORDING AND REPORTING5HFRUGLQJ LV D SURFHVV LQ ZKLFK WKH WHDFKHU GRFXPHQWV WKH OHYHO RI D OHDUQHU¶V SHUIRUPDQFH LQ D VSHFL¿F DVVHVVPHQWWDVN ,W LQGLFDWHV OHDUQHU SURJUHVV WRZDUGV WKH DFKLHYHPHQW RI WKH NQRZOHGJH DV SUHVFULEHG LQ WKH &XUULFXOXP DQG$VVHVVPHQW 3ROLF\ 6WDWHPHQWV 5HFRUGV RI OHDUQHU SHUIRUPDQFH VKRXOG SURYLGH HYLGHQFH RI WKH OHDUQHU¶V FRQFHSWXDOSURJUHVVLRQ ZLWKLQ D JUDGH DQG KHUKLV UHDGLQHVV WR SURJUHVV RU EHLQJ SURPRWHG WR WKH QH[W JUDGH 5HFRUGV RI OHDUQHUperformance should also be used to verify the progress made by teachers and learners in the teaching and learningSURFHVV5HSRUWLQJ LV D SURFHVV RI FRPPXQLFDWLQJ OHDUQHU SHUIRUPDQFH WR OHDUQHUV SDUHQWV VFKRROV DQG RWKHU VWDNHKROGHUV/HDUQHU SHUIRUPDQFH FDQ EH UHSRUWHG LQ D QXPEHU RI ZD\V 7KHVH LQFOXGH UHSRUW FDUGV SDUHQWV¶ PHHWLQJV VFKRROYLVLWDWLRQ GD\V SDUHQWWHDFKHU FRQIHUHQFHV SKRQH FDOOV OHWWHUV FODVV RU VFKRRO QHZVOHWWHUV HWF 7HDFKHUV LQ DOOJUDGHV UHSRUW LQ SHUFHQWDJHV DJDLQVW WKH VXEMHFW 7KH YDULRXV DFKLHYHPHQW OHYHOV DQG WKHLU FRUUHVSRQGLQJ SHUFHQWDJHEDQGV DUH DV VKRZQ LQ WKH 7DEOH EHORZ CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ENGLISH HOME LANGUAGE GRADES 7-9CODES AND PERCENTAGES FOR RECORDING AND REPORTING RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE  Outstanding achievement  ±   Meritorious achievement  ±   Substantial achievement  ±   Adequate achievement  ±   Moderate achievement  ±   Elementary achievement  ±   Not achieved  ± Teachers will record actual marks against the task by using a record sheet; and report percentages against theVXEMHFW RQ WKH OHDUQHUV¶ UHSRUW FDUGV4.6 MODERATION OF ASSESSMENT0RGHUDWLRQ UHIHUV WR WKH SURFHVV WKDW HQVXUHV WKDW WKH DVVHVVPHQW WDVNV DUH IDLU YDOLG DQG UHOLDEOH 0RGHUDWLRQVKRXOG EH LPSOHPHQWHG DW VFKRRO GLVWULFW DQG SURYLQFLDO OHYHOV 7KH QDWLRQDO RI PRGHUDWLRQ PD\ WDNH SODFH DW VHOHFWHGSURYLQFHV GLVWULFWV DQG VFKRROV &RPSUHKHQVLYH DQG DSSURSULDWH PRGHUDWLRQ SUDFWLFHV PXVW EH SXW LQ SODFH WRHQKDQFH TXDOLW\ DVVXUDQFH RI DOO VXEMHFW DVVHVVPHQWV4.6.1 Formal Assessment (SBA)‡ *UDGHV  DQG  WHVWV DQG H[DPLQDWLRQ DUH LQWHUQDOO\ PRGHUDWHG 7KH VXEMHFW DGYLVRU PXVW PRGHUDWH D VDPSOH RI WKHVH WDVNV GXULQJ KLVKHU VFKRRO YLVLWV WR YHULI\ WKH VWDQGDUG RI WDVNV DQG WKH LQWHUQDO PRGHUDWLRQ‡ *UDGH  WHVWV DQG H[DPLQDWLRQV PXVW EH PRGHUDWHG DW GLVWULFW DQG SURYLQFLDO OHYHO 7KLV SURFHVV ZLOO EH PDQDJHG E\ WKH SURYLQFLDO HGXFDWLRQ GHSDUWPHQW‡ 6XEMHFW DGYLVRUV PXVW PRGHUDWH VDPSOHV RI WHVWV DQG H[DPLQDWLRQ SDSHUV EHIRUH WKH\ DUH ZULWWHQ E\ OHDUQHUV WR YHULI\ VWDQGDUGV DQG JXLGH WHDFKHUV RQ WKH VHWWLQJ RI WKHVH WDVNV4.6.2 Oral Assessment Tasks‡ Grade 7 - 9: Each oral task which is to be used as part of the Programme of Assessment should be submitted WR WKH KHDG RI GHSDUWPHQW RU VXEMHFW KHDG IRU PRGHUDWLRQ EHIRUH OHDUQHUV DWWHPSW WKH WDVN 7HDFKHUV VKRXOG WKHQ DVVHVV WKH RUDO DVVHVVPHQW WDVNV‡ The subject advisor or an assigned provincial moderator must moderate a sample of oral assessment tasks GXULQJ KLVKHU VFKRRO YLVLWV WR YHULI\ WKH VWDQGDUG RI WDVNV DQG WKH LQWHUQDO PRGHUDWLRQ‡ A moderator delegated by the Department of Basic Education may moderate a sample of oral assessment WDVNV IRU JUDGH CAPS

ENGLISH HOME LANGUAGE GRADES 7-94.7 GENERALThis document should be read in conjunction with: National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and 7KH SROLF\ GRFXPHQW National Protocol for Assessment Grades R – 12.  CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

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