Iffa7411poe 1

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MODULE NAME: MODULE CODE:
TEACHING INTERMEDIATE PHASE ENGLISH FIRST AND FAL 3 IFFA7411
ASSESSMENT TYPE: POE (PAPER ONLY)
TOTAL MARK ALLOCATION: 100 MARKS
TOTAL HOURS: A MINIMUM OF 30 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT
By submitting this assignment, you acknowledge that you have read and understood all the rules as
per the terms in the registration contract, in particular the assignment and assessment rules in The
IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the
Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the student
portal.
INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Any assignment with a similarity index of more than 25% will be scrutinised for plagiarism.
Please make sure you attach a similarity report to your POE if required.
3. Make a copy of your assignment before handing it in.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. Begin each section on a new page.
7. Follow all instructions on the assignment cover sheet.
8. This is an individual assignment.
© The Independent Institute of Education (Pty) Ltd 2022
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Referencing Rubric ____
Providing evidence based on valid and referenced academic sources is a fundamental educational principle and the
cornerstone of high‐quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a
way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently.
Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the
mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of
copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action
being taken in accordance with The IIE’s Intellectual Integrity Policy (0023).
Markers are required to provide feedback to students by indicating (circling/underlining) the information that best
describes the student’s work.
Minor technical referencing errors: 5% deduction from the overall mark – the student’s work contains five or more
errors listed in the minor errors column in the table below.
Major technical referencing errors: 10% deduction from the overall mark – the student’s work contains five or more
errors listed in the major errors column in the table below.
If both minor and major errors are indicated, then 10% is deducted from the overall mark.
The examples provided below are not exhaustive but are provided to illustrate the error.
Required: Minor errors Major errors
Technically correct referencing style in technical correctness of referencing In technical correctness of referencing style
style Deduct 10% from mark awarded
Deduct 5% from mark awarded
Consistency Minor inconsistencies. Major inconsistencies.
The referencing style is generally Poor and inconsistent referencing style used
The same referencing format has been consistent, but there are one or two in‐text and/or in the bibliography/ reference
used for all in‐text references and in the changes in the format of in‐text referencing list.
bibliography/reference list. and/or in the bibliography. Multiple formats for the same type of
For example, page numbers for direct referencing have been used.
quotes (in‐text) have been provided for one For example, the format for direct quotes
source, but not in another instance. Two (in‐text) and/or book chapters
book chapters (bibliography) have been (bibliography/ reference list) is different
referenced in the bibliography in two across multiple instances.
different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. The referencing format is incorrect.
Referencing format is technically correct The correct referencing format has been Concepts and ideas are typically referenced,
throughout the submission. consistently used, but there are one or two but a reference is missing from small
errors. sections of the work.
Concepts and ideas are typically referenced, Position of the references: references are
Position of the reference: a reference is but a reference is missing from one small only given at the beginning or end of large
directly associated with every concept or section of the work. sections of work.
idea. Position of the references: references are For example, incorrect author information is
only given at the beginning or end of every provided, no year of publication is provided,
paragraph. quotation marks and/or page numbers for
For example, quotation marks, page For example, the student has incorrectly direct quotes missing, page numbers are
numbers, years, etc. are applied correctly, presented direct quotes (in‐text) and/or provided for paraphrased material, the
sources in the bibliography/reference list book chapters (bibliography/reference list). incorrect punctuation is used (in‐text); the
are correctly presented. bibliography/reference list is not in
alphabetical order, the incorrect format for
a book chapter/journal article is used,
information is missing e.g. no place of
publication had been provided
(bibliography); repeated sources on the
reference list.
Congruence between in‐text referencing Generally, congruence between the in‐text A lack of congruence between the in‐text
and bibliography/reference list referencing and the bibliography/ reference referencing and the bibliography.
list with one or two errors. No relationship/several incongruencies
All sources are accurately reflected and are There is largely a match between the between the in‐text referencing and the
all accurately included in the sources presented in‐text and the bibliography/reference list.
bibliography/reference list. bibliography. For example, sources are included in‐text,
For example, a source appears in the text, but not in the bibliography and vice versa, a
but not in the bibliography/reference list or link, rather than the actual reference is
vice versa. provided in the bibliography.
In summary: the recording of references is In summary, at least 80% of the sources are In summary, at least 60% of the sources are
accurate and complete. correctly reflected and included in a incorrectly reflected and/or not included in
reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:
_________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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Assessments

The assessment weighting for this PoE is as follows:

Assessment Name Weighting
ICE 10%
Summative POE 90%

Portfolio of Evidence (PoE)
This Portfolio of Evidence needs to be developed as you progress through this module. The
questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at
the end of the module.

Module Assessment — Background and Instructions
1. As explained in your Module Guide, this module’s assessment structure is comprised of three
activities. In order to prepare you for these activities, there will be two compulsory ICE tasks that
must be submitted for marking to your lecturer as per their timeline. These need not be included in
the POE and will be done through the course of your module at various times decided by your
lecturer. The aim of the two Compulsory ICE tasks is to render additional support to you so that you
can be able to complete your Summative PoE effectively.

2. You will have three lecturer facilitated touchpoints which will be scheduled prior to the
expected completion of the POE activity as per pacer. This is an opportunity for you to receive
developmental feedback for your three POE activities which you will be working on throughout the
module and will submitting as a summative at the end of the module.

PS: Activities will only be marked on the final summative submission.
Duration 30 hours
Open/Closed book Open book
Prescribed texts;
Resources Required Module Guide; and
Own additional research.
Learning Units covered All

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NB: Failure to submit your final portfolio of evidence by the prescribed time and date (to be given to
you by your campus head of department) will be treated as an absence from examination and not as
a late assignment. Please refer to the IIE 009 Assessment Strategy and Policy (updated September
2016) for further details.

Assessment Preparation Guidelines
Format of the Assessment Preparation Hints
Portfolio of Evidence
This modules assessment structure is  Ensure that you work through all the relevant
comprised of three activities. In order to activities, exercises and revision questions on
prepare you for these activities, there will be Learn and in your textbook.
two Compulsory ICE tasks that must be  Work consistently on your Portfolio Tasks
submitted for marking to your lecturer as throughout the semester so that you do not
per their timeline. These need not be fall behind.
included in the POE. The aim of the two  Pay attention to the instructions in all of your
Compulsory ICE tasks is to render additional tasks and ensure that you are able to provide
support to you so that you can be able to the correct depth and detail in your answers.
complete your Summative PoE effectively.

You will have three lecturer facilitated
touchpoints which will be scheduled prior to
the expected completion of the POE activity
as per pacer. This is an opportunity for you
to receive developmental feedback on your
draft work before submitting the summative
at the end of the module.

Instructions:
Please ensure that you complete each compulsory ICE task (submission date to be set by your
lecturer) prior to attempting the POE activity. You will then prepare a draft of the activity in
preparation for the lecturer facilitated touchpoint (date will appear in your Timetable).

Make sure you complete and submit all three Activities in this POE. Read the assessment rubrics
carefully before you start working on your activities.
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Complete Activity 1 after you have completed engaging with LU2, Activity 2 after LU4 and Activity 3
is the final activity to be completed before your submission date.

A1 Touchpoint session (after 18 sessions)

Compulsory ICE Task 1

Developing learners’ language skills
This is to support the completion of Task 1
Choose an extract from The Diary of a Wimpy Kid. Write 10 questions based on the extract and
include at least four language and vocabulary development questions. You must also design two
pair/group work activities. Your questions and activities should be based on CAPS HL (DBE, 2011:
82).

Allow a peer to assess your questions and evaluate your activities and give you feedback.
Submit your extract, questions and activities to your lecturer with your peer’s responses and
feedback.

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Compulsory ICE Task 2

Developing learners’ writing skills
This is to support the completion of Task 2 and Task 3
 As a class, design rubrics for peer editing and final teacher marking for a diary entry about a
time that you were bullied at school, or about a time that you had a fallout with your best
friend. Refer to the CAPS HL for lesson objectives, which will assist you with assessment
criteria for your rubrics (DBE, 2011:82). Remember to include in your rubrics the language and
vocabulary aspects that will be focused on when assessing this writing.
 Write a diary entry about a time that you were bullied at school. Or you could write about a
time that you had a fallout with your best friend.
 Allow your peer to peer‐edit your diary entry to correct any spelling, punctuation and
grammatical errors, and suggest ways in which you can improve the content of your diary
entry.
 Use the feedback to write an improved final entry.
 Allow your peer to mark your final submission using the teacher rubric that you designed.

Note to lecturer:

This is a good opportunity to model the stages of the writing process to the students. This ICE task
should be assessed based on how the students work through the stages of the writing process and
their use of the rubrics, rather than on their diary entries.

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Portfolio of Evidence (POE) — Context

This POE is based on a fictional teacher, Mary Moloi, who has been teaching for 27 years at a
public school called Northview Primary School. As such, she is very knowledgeable about
traditional teaching methods. She attended CAPS training workshops and follows the document
based on her understanding of it. Mary teaches Grade 6 and Grade 7 English Home Language.
Most of her learners are not mother tongue English speakers but the school’s Language in
Education Policy stipulates that English is offered at HL level and is the medium of instruction.
Adding to this, there are learners in both classes who experience academic challenges and cannot
read or write.

You have been newly appointed as a teacher at Northview Primary School. You graduated with a
Bachelor of Education degree two years ago and were fortunate to obtain employment at
Northview Primary School to teach Grade 6 and 7 English. Your employment at the school
commenced in the 3rd term, which is late in the year, so Mary was appointed to oversee your
teaching and assist you, where necessary. However, she soon realised that your qualification
placed you in an advantageous position in terms of implementing current teaching methods and
application of the CAPS.

Mary is keen to improve her teaching, so she asked you to observe her lessons and provide
feedback, assist her with planning for her English lessons as per the CAPS and help her to design
assessments and with her marking.

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Activity 1 (Marks: 20)
This activity is based on the work covered in Learning Units 1 and 2. You will find the theoretical
background to your answers in your prescribed material of these learning units. It is important
that you read the rubric for Activity 1 very carefully before you start working on this activity.

In your mind, create a visual picture of Mary’s English HL reading lesson to her Grade 6 learners.
The lesson is based on an extract taken from The Diary of a Wimpy Kid by Jeff Kinney. There are 40
learners of varying abilities in the class. There are four learners for whom English is a home
language. The learners are seated in pairs, in rows.

The activity is based on the analysis below:

Case study of Mary Moloi’s reading lesson:

Outline of the lesson:

Mary began by showing her learners the cover of the book and asked them who the author was,
and what the title was. She then asked them to consider the title and look at the picture on the
cover and predict what the story is about. Next, she told the learners that the objectives for the
lesson would be to discuss the characters, plot, theme and setting and to use a dictionary for
vocabulary development.

She read through the extract for the learners; then asked them to read the extract as a class
after which she asked individual learners to read aloud to the rest of the class. Finally, she
instructed the learners to read the extract to each other in pairs and underline words that
they did not understand.

When this was finally complete, she asked the learners if they enjoyed the story to which
they all responded in the affirmative. She asked the learners to name the characters, say
where the story was set and tell her what the story was about.

The learners struggled to summarise the plot, so Mary told them to listen carefully while
she summarised the plot for them. At this point, the lesson ended so Mary told the learners
to use their dictionaries and find the meanings of the words they underlined in pairs for
homework.

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Your activity:

Based on your understanding of the different teaching approaches such as constructivism, co‐
operative learning and the communicative approach and the approaches taken by the CAPS for
developing learners’ reading skills, reflect on Mary’s lesson and consider what she could do to
improve this lesson.

As a resource to use when providing Mary with constructive feedback, complete a lesson plan to
illustrate your suggested improved lesson of the lesson described in the case study above.

 You must refer to your IP HL CAPS document (DBE, 2011: 82) and decide on a theme on which
to base your lessons.
 You will also need to incorporate into your lesson plan ways in which you will accommodate
the second language learners and the learners with academic challenges.
 Remember to incorporate language and vocabulary elements as stipulated in the CAPS (word
level work, sentence level work and spelling and punctuation) into this reading lesson.

This activity is based on the work covered in Learning Units 1 – 4. You will find the theoretical
background to your answers in the prescribed material for these learning units.

Make sure you read the rubrics for Activity 2 very carefully before you start working on this
activity. Please note that this activity is made up of 2 parts.

This activity is based on the scenario below:

During a conversation with Mary, she described how she approached her writing lessons. She
explained that she first explains the topic to the learners and then gives them a mind map to
complete to help them with their planning. Mary drew the mind map for you to see as follows:

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Characters
Topic
Plot Setting

She explained that she gives the learners about 20 minutes to complete this mind map and then
they start writing their drafts. Often, they do not complete these drafts in this lesson, so she
instructs the learners to complete them for homework. Her plan for the next lesson is for learners to
peer edit the drafts but this never goes well. Some learners do not complete the drafts at home, so
they need to be given time to do so in class. Some learners are not academically or linguistically
competent enough to edit their peers’ drafts, which means that Mary ends up spending the lesson
editing drafts. She also noticed that some learners’ parents are to be credited for the drafts, so they
are not a true reflection of the learners’ ability. Few learners bring their completed drafts, complete
the peer editing and write their final neat submissions before the end of the lesson. Thus, Mary
instructs them to complete their final submissions for homework. By the end of the lesson, Mary
said that she is thoroughly exhausted and feels somewhat gloomy at the thought of the onerous
number of written submissions she must mark.

You explained to Mary that you have some ideas that could help her make the writing process more
enjoyable for her and her learners. Mary found your idea to guide her through your lesson plans very
effective and helpful. She has asked you to assist her with planning for her four writing lessons
(which will follow from the reading) and explicit language development lessons.

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Part 1 (Marks: 20)
Complete a planning frame that Mary can use to guide her lesson planning for her allocated four‐
hour writing lessons. You may use any format for your planning frame, or you may adapt the
example provided below.

 The type of text that the learners must write is a diary entry. Remember to select a suitable
theme and topic that aligns with the reading lessons.
 Again, you must refer to your IP HL CAPS document for your lesson objectives (DBE, 2011: 82).
 You will also need to incorporate into your lessons ways in which you will accommodate the
second language learners and the learners with academic challenges.
 Remember to consider the different teaching approaches such as constructivism, co‐operative
learning and the communicative approach that you learnt and the approaches taken by the
CAPS for developing learners’ writing skills when completing your planning frame.
 Finally, you must incorporate language and vocabulary elements (word level work, sentence
level work, as well as spelling and punctuation) as stipulated in the CAPS into these writing
lessons.

Example of a planning frame:
introduction,
Assessment
(pre, while,
publishing)
Objectives
Materials
planning,
Activities
drafting,
revising,
editing,
post or
Theme
tools
Text
Skill
Day

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Part 2 (Marks: 20)
Prepare a worksheet that Mary can use as a resource to support her learners when completing the
writing activity.

 Base your worksheet on a specific stage of the writing cycle, all the stages or some of the
stages.
 Whichever you choose, your worksheet must support and enhance the learning process and
provide scaffolding for the learners’ writing.
 Remember that your worksheet may not be a template on which learners write their entries.

This activity is based on the work covered in LU5. You will find the theoretical background to your
answers in the prescribed material for these learning units.

Make sure you read the rubrics for Activity 3 very carefully before you start working on this
activity.

While perusing Mary’s learners’ previous written efforts, you noticed that she used a red pen,
corrected all spelling, punctuation and grammatical errors, awarded a mark out of 20 and wrote a
comment such as “good”, “pleasing effort” or “needs improvement”. In some instances, she put a
big question mark across sections of the writing or to indicate incomplete work.

Type a short memo to Mary in which you explain why it is important to use a rubric to assess
learners’ written submissions. Include in your memo an explanation of how she should structure her
written comments so that they are meaningful, build learners’ confidence and are developmental.

The activity that you gave to your learners to write the diary entry is as follows:

Write a diary entry about an incident with your best friend. It could be about a fight that you had or
an incident that tested your friendship. Or you could write about the day that this person became
your best friend and what qualities they have that makes them your best friend.

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You also explained to your learners that the diary entry needed to be about a page long, and that
they should pay attention to paragraphing and the specific language, spelling and punctuation
elements that you engaged with as part of this two‐week cycle.

The rubric that you used to assess your learners’ final written efforts of this diary entry must be
included in your memo to Mary. Remember to link your assessment criteria to your lesson
objectives, taken from your CAPS HL document (DBE, 2011: 82) and assess only the language and
vocabulary elements relevant to that two‐week cycle.

Attach to your memo three examples of your learners’ writing (included below: Lebohang Mkhize,
Luyanda Msimang, Simon Pieterson) with your feedback and corrections to illustrate to Mary how
she should mark her learners’ diary entries and to provide her with examples of constructive
meaningful feedback. Use the rubric that you included in your memo to evaluate these diary entries
and show Mary how you provided your learners with constructive feedback.

You should not upload these three examples of your learners’ writing through Safe Assign.

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Learner 1:
Lebohang Mkhize

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Learner 2
Luyanda Msimang

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Learner 3
Simon Pieterson

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Rubric Activity 1: Levels of Achievement
Reading Lesson Plan
In order to be Poor Developing Good Excellent

awarded full marks
for these elements of
Activity 1, students 0‐1 2 3 4
need to have:
Some consideration is given
to pre‐, while and post
Vaguely written or Lesson is well planned and has pre‐, Lesson is well and creatively planned
activities. Lesson develops
generic write up of while and post activities. and has pre‐, while and post activities.
learners’ reading skills in
Lesson Planning factors to consider Lesson develops learners’ reading Lesson develops learners’ reading
accordance with the
when planning a skills in accordance with the different skills in accordance with the different
different teaching
lesson. teaching approaches. teaching approaches very skilfully.
approaches but missing
certain elements.
Lesson has measurable Lesson has clear measurable and
Lesson objectives
objectives which are Lesson has clear measurable innovative objectives which are
lacks structure.
aligned with the CAPS objectives which are aligned with the aligned with the CAPS requirements
There is an obvious
requirements (CAPS page CAPS requirements (CAPS page (CAPS page reference must be
Objectives lack of disciplinary
reference must be reference must be provided). provided).
knowledge and
provided). Objectives will ensure that the Objectives will ensure that the
associated teaching
Objectives ensure that the relevant skills are taught. relevant skills are taught in a creative
strategies.
relevant skills are taught. manner.
Activities lack Activities allow for Variety of planned activities allow for Variety of skilfully planned activities

Authentic activities thought and fail to individual, paired and group individual, paired and group work. allow for in‐depth individual, paired
engage and work. Pre‐, while and post‐ activities are and group work. Pre‐, while and post‐
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enthuse learners. Pre‐, while and post‐ designed to assess whether the activities are designed to assess

activities are designed to objectives have been met. whether the objectives have been
assess whether the met.
objectives have been met.
Text selected does Text selected from ‘Diary of a Wimpy
Text selected from ‘Diary of Text selected from ‘Diary of a Wimpy
not allow for Kid’ and allows objectives to be met
a Wimpy Kid’ and allows for Kid’ and allows objectives to be met.
objectives to be skilfully and creatively. The theme
Materials used some objectives to be met. The theme selected is in alignment
met. selected is in alignment with the text.
No alignment of themes is with the text. Descriptions of
No alignment of Descriptions of a variety of additional
evident. materials used are provided.
themes is evident. materials used are provided.
Clear evidence of ways in which
Ways in which second language
second language learners and learners
learners and learners with barriers to
Some evidence of support with barriers to learning will be
learning will be supported to meet
No evidence of for second language supported to meet the lesson
the lesson objectives have been
support for second learners and learners with objectives have been well
incorporated into the lesson plan.
Incorporation of language learners barriers to learning is incorporated into the lesson plan.
Vocabulary and language elements
additional elements and learners with evident. Vocabulary and Vocabulary and language elements
(word level work, sentence level work
barriers to learning language elements have (word level work, sentence level work
and spelling and punctuation) as
is evident. been incorporated into the and spelling and punctuation) as
prescribed by the CAPS for those
lesson. prescribed by the CAPS for those
weeks have been incorporated into
weeks have also been creatively
the lesson.
incorporated into the lesson.
Total /20

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Rubric Activity 2 Levels of Achievement
Part 1: Planning Frame
In order to be awarded Poor Developing Good Excellent

full marks for these

elements of Activity 2,
Part 1, students need to
have:
0‐1 2‐3 4 5
Some thought went into
the format selected for Excellent format selected for the
Format selected for the frame
No format selected for the the frame. Does not frame and it is clear and well
is clear. Includes all the
Planning frame frame. Elements included include all the elements thought‐out. Includes all the
elements required to support
do not align. required to support elements required to support
successful lesson planning.
successful lesson successful lesson planning.
planning.
Some evidence of Planning frame develops
No evidence of Planning frame creatively develops
development in planning learners’ writing and
development in planning learners’ writing and presenting skills
Skills development frame for learners’ presenting skills through the
frame for learners’ writing through the stages of the writing
writing and presenting stages of the writing process
and presenting skills. process as prescribed by the CAPS.
skills. as prescribed by the CAPS.
Clear measurable objectives (CAPS
Objectives lack structure Objects are clear and Clear measurable objectives
Objectives page reference must be provided).
and are not clear. measurable. and are CAPS aligned.
Objectives are CAPS aligned.

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0‐3 4‐5 6‐7 8‐10
A variety of skilfully planned
activities which allow for individual,
Activities allow for
A variety of planned activities paired and group work are included.
individual, paired and
allow for individual, paired Pre‐, while and post‐ activities are
Activities lack thought and group work. Pre‐, while
and group work. Pre‐, while designed to assess whether the
Authentic activities fail to engage and enthuse and post‐ activities are
and post‐ activities are objectives have been met.
learners. designed to assess
designed to assess whether Tools that will be used to assess the
whether the objectives
the objectives have been met. learners’ writing development at
have been met.
various stages of the writing cycle
are described.
Text from the reading lessons Text from the reading lessons is used
Text from the reading Evidence of text from the is used to model the writing to model the writing activity that
lessons do not model the reading lessons is used to activity that learners must learners must complete. A suitable
writing activity that model the writing activity complete. A suitable theme is theme is selected. Learners are
Materials used
learners must complete. that learners must selected. Learners are provided with a choice of writing
No alignment of themes is complete but no provided with a choice of topics within the same theme.
evident. alignment of themes. writing topics within the same Descriptions of additional materials
theme. used are provided.

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0‐1 2‐3 4 5
Ways in which second
language learners and
Ways in which second language
learners with barriers to
learners and learners with barriers
learning will be supported to
to learning will be supported to
meet the lesson objectives
No evidence of support for There is some evidence meet the lesson objectives have
have been included in the
second language learners of support for second been creatively and skilfully included
Incorporation of planning frame. Vocabulary
and learners with barriers language learners and in the planning frame. Vocabulary
additional elements and language elements as
have been incorporated to learners with barriers to and language elements as prescribed
prescribed by the CAPS for
meet lesson objectives. meet lesson objectives. by the CAPS for those weeks (word
those weeks (word level work,
level work, sentence level work and
sentence level work and
spelling and punctuation) have been
spelling and punctuation)
well incorporated into these lessons.
have been incorporated into
these lessons.
Subtotal Part 1 Subtotal _______(40÷2) = ________/20

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Rubric Activity 2 Levels of Achievement
Part 2: Material Design
Poor Developing Good Excellent

In order to be awarded full
marks for these elements of Score Ranges Per Level (½ marks possible)
Activity 2, Part 2, students
need to have: 0‐3 4‐5 6‐7 8‐10
Worksheet is neat and
Worksheet is neat and logically
logically laid out. Creative and
Criteria is partially met with laid out. Evidence of creative
original design. Different
regard to layout of and original design.
fonts and font sizes are used
Worksheet lacks worksheet. Design shows Different fonts and font sizes
for headings, subheadings
thought and would fail some evidence of creativity are used for headings,
Overall Design and sections. Relevant and
to engage and enthuse and originality. Pictures and subheadings and sections.
interesting pictures and
learners. images are relevant. Use of Relevant pictures and images
images are used where
space is maximised to avoid are used where necessary.
necessary. Excellent use of
paper wastage. Use of space is maximised to
space is maximised to avoid
avoid paper wastage.
paper wastage.

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Language is skilfully pitched
at an appropriate level for
Language is pitched at an Grade 6 learners. Design of
appropriate level for Grade 6 worksheet and activities are
learners. Design of worksheet creative and interesting for
Criteria is partially met with and activities are for Grade 6 Grade 6 learners. Lesson
regard to language pitch and learners. Lesson objectives are objectives are assessed
Activities lack thought
grade appropriateness, lesson assessed through meaningful through meaningful and
Content and fail to engage and
objectives and engagement of and challenging activities on challenging activities on the
enthuse learners.
learners as well as support to the worksheet. Activities on the worksheet. Activities on the
develop writing. worksheet support the worksheet support the
development of the writing and development of the writing
presenting skill as prescribed by and presenting skill as
the CAPS. prescribed by the CAPS.
Activities are scaffolded to
allow for differentiation.
Subtotal Part 2 /20
Total Part 1 + Part 2 /40

Page 23 of 26
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Rubric Activity 3 — Levels of Achievement
Assessment
In order to be awarded Poor Developing Good Excellent

full marks for these
Score Ranges Per Level (½ marks possible)
elements of Activity 3
students need to have: 0‐3 4‐5 6‐7 8‐10
Paragraph detailing the
No detailed
Paragraph about the rubrics is importance of using rubrics to
paragraph regarding Paragraph detailing the importance of
vague and does not have assess learners’ written
the importance of using rubrics to assess learners’ written
depth. Some feedback on submissions is included.
Memo content using rubrics to submissions is included.
paragraph describing More detail could have been
assess learners’ Paragraph describing meaningful
meaningful feedback is given regarding the paragraph
written submissions feedback is included.
included. describing meaningful
is included.
feedback.
Format of the rubric is logical.
Format of the rubric is logical.
Assessment criteria are
Assessment criteria are measurable and
measurable and linked to the
linked to the lesson objectives.
Format of the rubric is logical. lesson objectives. Rubric is
Rubric is designed to measure the skills
Assessment criteria are designed to measure the skills
and knowledge of learners.
measurable and linked to the and knowledge of learners.
Criteria for rubric is Rubric clearly shows where learners
Rubric lesson objectives. The rubric Rubric shows where learners
not clear or logical. have achieved the skill set and
lacks details regarding have achieved the skill set
identifies areas of development.
assessment of learners’ skills and identifies areas of
Word level work, sentence level work
and knowledge. development.
and spelling and punctuation to be
Some word level work,
focussed on in the writing activity are
sentence level work and
included.
spelling and punctuation to
Page 24 of 26
20; 21; 22 2022
be focussed on are discussed.
0‐1 2‐3 4‐5
Language errors corrected are those
stipulated for development for the
writing activity.
Spelling and punctuation errors are
indicated.
Examples of good writing in the
Award up to a learner’s work are highlighted and used
maximum of five Some language errors are to motivate self‐editing of other
Marking and feedback marks each for Marking is poor with little to
corrected. Feedback is given sections.
marking each no feedback included.
but is not meaningful. Feedback comments are motivating,
learner’s diary meaningful and developmental and
entry. Please note include suggestions for improving the
that the total for content and structure.
marking and Feedback shows evidence that the
feedback is (3x5 teacher has responded to the learner’s
=15) level of achievement, by differentiating
suggestions for improvement.
Learner 1 diary entry

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0‐1 2‐3 4‐5
Polite, informal tone.
Date and a clear concise subject line
stating the reason for the memo.
Polite salutation such as “Dear”.
An opening paragraph that is clearly
focussed on the reason for the memo.
A clear, concise closing paragraph that
Memo does not adhere to the Memo adheres to some expresses goodwill and reinforcing the
Memo structure and
structure and format. Tone is structure and format. Tone is message.
format
not polite or professional. polite and professional. Reference is made to the attachments.
Polite farewell statement (“Kind
regards”), followed by full name and
job title.
Tone and style throughout are
consistently appropriate for the
professional, friendly school memo
scenario.
Activity 3 Total /40

[TOTAL MARKS: 100]
Page 26 of 26

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In order to be Poor Developing Good Excellent

Activities lack Activities allow for Variety of planned activities allow for Variety of skilfully planned activities

enthuse learners. Pre‐, while and post‐ designed to assess whether the activities are designed to assess

In order to be awarded Poor Developing Good Excellent

0‐3 4‐5 6‐7 8‐10

Poor Developing Good Excellent

In order to be awarded Poor Developing Good Excellent

0‐1 2‐3 4‐5

0‐1 2‐3 4‐5

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