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 AED3701/1/2020–2022

CONTENTS

PREFACE v

LEARNING UNIT 1: ASSESSMENT IN A SOUTH AFRICAN CONTEXT 1

1.1 INTRODUCTION 1
1.2 ASSESSMENT IN EDUCATION IN THE SOUTH AFRICAN CONTEXT 1
1.3 ASSESSMENT PLANNING 5
1.4 ASSESSMENT PRACTICE AND MODERATION 5
1.4.1 Diagnostic assessment 6
1.4.2 Continuous assessment 6
1.4.3 Formative assessment 7
1.4.4 Baseline assessment 8
1.4.5 Summative assessment 8
1.5 PRINCIPLES OF ASSESSMENT 8
1.6 THE DIVERSITY THAT EXISTS IN SITES OF ASSESSMENT PRACTICE 10
1.7 CONCLUSION 12

LEARNING UNIT 2: ASSESSMENT PLANNING AND IMPLEMENTATION 13

2.1 INTRODUCTION 13
2.2 ASSESSMENT PLANNING 13
2.2.1 Assessment Guidelines 14
2.3 ASSESSMENT PRACTICE AND IMPLEMENTION 16
2.3.1 Assessment for learning 16
2.3.2 Assessment of learning 16
2.3.3 Assessment as learning 16
2.3.4 Assessment in learning 16
2.4 ASSESSMENT INSTRUMENTS 17
2.4.1 Assessment checklist 18
2.4.2 Assessment grid 19
2.4.3 Assessment rubric 20
2.5 CONCLUSION 21

LEARNING UNIT 3: CURRICULUM AND ASSESSMENT STRATEGIES 22

3.1 INTRODUCTION 22
3.2 APPLICATION OF SECTION 4 OF THE CAPS DOCUMENT AND THE USE OF
ASSESSMENT STRATEGIES 22
3.3 BLOOM’S TAXONOMY SIX TYPES OF COGNITIVE DEMANDS AND THEIR DESCRIPTIONS 26
3.4 CURRICULUM STRATEGIC PLANNING THAT TAKES INTO COGNISANCE THE
TYPES OF ASSESSMENT 30
3.4.1 Strategic Planning of School-Based Assessments (SBAs) 30
3.4.2 Components used in effective assessment planning strategies 31
3.4.3 Learning styles that enhance effective strategies on planning for an assessment 32
3.5 THE USE OF LESSON PLANNING AS A STRATEGY TOWARDS ENHANCING
ASSESSMENT PLANNING 33
3.6 CONCLUSION 37

LEARNING UNIT 4: ASSESSMENT PLANNING, PRACTICE, AND REVIEW METHODS 38

4.1 INTRODUCTION 38

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4.2 THE INDIGENOUS TYPES AND FORMS OF ASSESSMENT AND THE CURRENT
ASSESSMENT PERSPECTIVES IN COLLABORATION WITH ASSESSMENT
PLANNING AND ACTIVITIES DESIGN 38
4.3 CAPS BASED ASSESSMENT PLANNING AND METHODS OF GIVING FEEDBACK TO
LEARNERS, PARENTS, OTHER RELEVANT STAKEHOLDERS IN MULTI-GRADE AND
NORMAL SCHOOLS 39
4.3.1 Constructive feedback to learners 39
4.3.2 Assessment in Multi-Grade classroom 40
4.4 THE USE OF THEORIES IN ASSESSMENT 42
4.5 ASSESSMENT REVIEW METHODS 42
4.6 ACTIVITY ASSESSMENT METHODS 43
4.7 CONCLUSION 43

LEARNING UNIT 5: APPLICATION OF ASSESSMENT THEORIES ACCORDING TO CAPS 44

5.1 INTRODUCTION 44
5.2 REFLECTION ON ASSESSMENT DESIGNS BY CRITICALLY CONSIDERING THEIR
DECISIONS ON THE FOLLOWING 44
5.3 AFRICANISATION AND DECOLONISATION OF THE ASSESSMENT 46
5.3.1 Indigenous knowledge and Indigenous knowledge systems (IKS) 47
5.3.2 Ubuntu philosophy in assessment 48

Appendix 1: EXAMPLE OF GR. 7–9 EMS MULTI-GRADE LESSON PLANS – TERM 1 50

Appendix 2: NATIONAL POLICY PERTAINING TO THE PROGRAMME AND PROMOTION
REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT GRADES R-12 58

REFERENCES 138
Appendix 3: Designing Assessment Activity 140

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PREFACE

1. WELCOME AND INTRODUCTION

Welcome to the challenging yet rewarding world of being a teacher and assessor in the
1

South African schools context. In this word of welcome and introduction to the module,
“ASSESSMENT IN EDUCATION (AED3701)”, you will find the background information
describing the context of your study of this module, as well as information on studying
using media and resources, and syllabus coverage, learning units 1-6 with their specific
outcomes and assessment criteria focus areas of the module, activities and assessment,
content, media, and resources. Furthermore, the module includes a focus on the application
of theories foregrounding assessment in education. Finally, a reminder that study time
should be planned carefully, and an overview of the structure of the study guide and the
module should be adhered to.

You will be on your way to success if you start studying early and resolve to do your
2

assignments thoroughly and timeously. During the course of the year, you will receive a
number of tutorial letters relating to AED3701. A tutorial letter is my way of communicating
with you about ASSESSMENT IN EDUCATION. Please join our discussions forum on myUnisa
to stay updated with the latest announcements, resources, and information on this module.

2. MODULE PURPOSE STATEMENT

The purpose of this module is to complement the module on “Curriculum Studies” and
3

supports specific applications in subject methodologies. The module will introduce you
to the purpose of assessments, as well as the types, forms and methods that assessments
may take. It will help you to plan, conduct and implement assessments in ways that are fit
for purpose in diverse contexts of practice and that can be justified against the appropriate
theory, policy, and experience.

3. BACKGROUND INFORMATION AND CONTEXT

The module, “Assessment in Education” (AED3701), is offered to students enrolled for two
4

teacher development courses, namely, the Baccalaureus Educationis (BEd) and the Post
Graduate Diploma in Education (PGDE).

If you are enrolled for the BEd, you will be simultaneously studying other modules,
5

including the subjects you intend to specialise in and teach at a school or institution, for
example, Life Sciences, Mathematics, Language, Tourism, Life Orientation, and others. On
the grounds that you have studied these subjects at second or third-year levels already, or
you are in the process of doing so, you may be regarded as an expert in your field of study.

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If you have enrolled in the Unisa PGDE course, you have done so with the purpose of
6

qualifying and registering to teach the subject or subjects of your choice to learners in
the South African education system. Having obtained a first degree, you are already an
expert in your field of study – yet you have to obtain the PGDE as a means to be registered
and appointed as a professional educator.

No matter which of the above applies, the fact remains that you are not a novice student
7

and you have mastered the ability to study at a graduate level. You have enrolled in
courses presented in the distance education mode. All of this means that we expect of
you to be able to work independently and with insight, rather than being spoon-fed by
the lecturer, coordinator and authors who contributed to the resources of this module –
including this study guide, the prescribed text, or any open education resource (OER) or
other source that you may find and use in the course of your studies.

This module, “Assessment in Education” (AED3701), forms part of the PGDE and BEd
8

courses and is focused on developing and deepening your understanding of assessment

in education so that you can evaluate its worth and possibly start changing the way you
think about assessing learners and the way you apply assessment in a rapidly changing
teaching and learning environment.

In this ever-changing context, this module aims not only to prepare you for being an
9

effective and professional assessor working within the Curriculum and Assessment Policy
Statement (CAPS) that was implemented in South Africa in 2012, but also to be a reflexive
teacher who is able to make sense of changes in education and assessment, irrespective
of the current and/or future curriculum contexts.

10 With regard to education, Mbembe (2016:35) argues as follows:

Education is a means of knowledge about ourselves…After we have examined

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ourselves, we radiate outwards and discover peoples and worlds around us. With
Africa at the center of things, not existing as an appendix or a satellite of other
countries and literature, things must be seen from the African perspective. All other
things are to be considered in their relevance to our situation and their contribution
towards understanding ourselves. In suggesting this we are not rejecting other
streams, especially the western stream. We are only clearly mapping out the directions
and perspectives the study of culture and literature will inevitably take in an African
university.

This module, “Assessment in Education”, intends to provoke, unearth and redirect your
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thinking into the concept of Africanisation. Although there is a specific learning unit 4 that
has been dedicated to zoom in on the concept of Africanisation, across all the units we
will draw you into how best you can assess learners using African indigenous knowledge,
ideologies, activities, approaches, methods, and application of different theories. We
therefore also invite you to actively engage, debate, contribute and embrace the concept
of Africanisation in Assessment in Education.

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4. THEORIES IN TEACHING AND LEARNING

In order to plan, implement, review, justify a variety of assessment planning methods, design
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activities, strategies, instruments, and moderate, you will be required to learn, understand
and apply some important theories. These will include the following: andragogy theory,
self-determination theory, social learning theory, socio constructivism theory, social
justice theory, behaviouralism assessment theory, Ubuntu assessment theory, Blooms
Taxonomy theory in assessment, and connectivism assessment theory. You are required
to read articles, book chapters, and other related OERs on the above theories to broaden
your understanding.

5. STUDYING USING MEDIA AND RESOURCES

Welcome also to the exciting, demanding and fast-changing the world of studying in the
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21st century at a distance education institution of higher learning. Whether we want to

admit it or not, the era of e-learning has arrived, and the days of studying by using only
one source, namely the prescribed text in hard copy, are irrevocably gone!

The world over, we are rapidly moving towards a paperless learning, teaching and working
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environment, simply because of the powerful nature and ever-increasing effectiveness

of media and resources. As you may know, Unisa embarked on the online marking of
assignments in 2013 and this has already made the administration of assignments far more
time and cost-effective. It also makes our feedback to you almost immediate – and much
more detailed and effective – and allows the marking of assignments to be used as an
opportunity for teaching and learning rather than only as an assessment of your ability.

You will also notice that we make use of OER in addition to the prescribed text in this study
16

guide. We expect you to access these, as well as any other relevant resources available on
the internet, to expand your learning experiences as you work through this module. The
Unisa website, as well as the myUnisa portal for current students, have made e-learning
a reality for every student enrolled at our university. In this context, it is imperative that
you are computer literate and have direct and reliable access to the internet!

6. WHAT TO EXPECT FROM THIS STUDY GUIDE

The basic three-step approach followed in this study guide is as follows:
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• to introduce you to a wide variety of themes, topics, theories, constructs, ideas, frame-
works and opinions relevant to assessment in education in general, and to assessment
in South Africa in particular;
• to assist you to reflect on (think about) assessment theory and practice; and
• to guide you in applying what you learn about these themes, topics, theories and the
like to assessment planning and practice in your particular context as a teacher, and/
or as an assessor who intends to teach and assess learners in your subject or subjects.

These three steps in our approach are presented and applied in this study guide in a
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series of learning activities. Learning for understanding and empowerment is an active,

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interactive and reflexive endeavour rather than a “’read-and-regurgitate’’ process. The
activities in the study guide are designed in such a way that doing them will facilitate
your learning of the content of the module in an engaging and enjoyable manner. This,
in turn, means that you can expect to be challenged to think and to work and to apply
your mind at a post-graduate level when engaging in the activities presented. At the
same time, you will experience learning success along the way as every activity will be a
stepping stone towards achieving the aims and objectives of the specific outcome and
assessment criteria.

Obviously, the study guide will, for the most part, follow the logic and sequence of the
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themes, topics, and theories as presented in the prescribed textbooks, The educator as
assessor in the foundation phase, by JM Dreyer & AS Mawela (2020); The educator as assessor
in the intermediate phase by JM Dreyer & AS Mawela(2020); and lastly, The educator as
assessor in the senior phase and FET by JM Dreyer & AS Mawela (2020). NB: you buy the
prescribed textbook of only the relevant phase registered for (e.g. foundation phase). The
study guide will also supplement the prescribed text and, where appropriate, refer you
to OER, articles and book chapters to expand your thinking when studying this module.
Obviously, the current official curriculum statements are critical resources for this module
as well.

It is of the utmost importance that you use the study guide as well as the following study
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material and resources in concert when you study this module:

• all tutorial letters published in support of and relevant to this module,

• the prescribed text, “The educator as assessor” (Dreyer, 2014),
• the Curriculum and Assessment Policy Statement (CAPS) for the subject/subjects you
intend to teach – http://www.education.gov.za,
• the National Protocol for Assessment Grades R-12 – http://www.education.gov.za,
• the National Policy on Recording and Reporting Grade R-12 – http://www.education.gov.za,
• open education resources you are referred to in this study guide, and
• any other relevant resources sourced by you as an independent scholar and student
of assessment.

All these resources are available online. The tutorial letters and this study guide are available
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on myUnisa at no extra cost. All OERs we refer you to are also available on the internet at
no cost. Only the prescribed textbooks, The educator as assessor in the Foundation Phase
by JM Dreyer & AS Mawela (2020); The educator as assessor in the Intermediate Phase by JM
Dreyer & AS Mawela (2020); and lastly, The educator as assessor in the Senior Phase and FET
by JM Dreyer and AS Mawela (2020), are available as books and e-books at an additional
cost. You have to have all these resources at hand when you study any part of the module,
obviously using this study guide at all times to guide your efforts. Again, the need for
you to be computer literate and have direct and reliable access to the internet is obvious!

Always bear in mind that this study guide actually operates much as a teacher does. It will
22

structure your learning, explain concepts and direct you to other parts of the module or
OERs at appropriate junctures. It will facilitate your learning. We suggest that you open a
file on your personal computer (PC), laptop or tablet and name it “AED3701 – Workbook’’
in which to do all the activities contained in the study guide, write additional notes, and

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generally record your ideas and concerns as you work through the module. Any activity
in this guide can then be copied from this study guide into your workbook, done, revised
and amended as you progress through the module. You may even want to include aspects
from other sources you have accessed in your studies. Your workbook file should contain
a record of your learning about and understanding of the work of a teacher and assessor,
and will most certainly stand you in good stead when you have to give an account of
your learning in doing assignments and in writing the examination at the end of the year.
In fact, if used cleverly, most of your responses to the activities can be used or copied
directly into your assignments!

23 vii. LEARNING AND ASSESSMENT FOCUS AREAS OF THE MODULE

24 Learning and assessment focus areas of the module

The essence of the work of a teacher as the assessor is clearly summarised in the definition
25

of assessment given in CAPS document:

Assessment is a continuous, planned process of identifying, gathering and interpreting

26

information about the performance of learners, and may take various forms. It involves
four steps: generating and collecting evidence of achievement; evaluating this
evidence; recording the findings and using this information. The information is
particularly used to understand and thereby assist the learner’s development in
order to improve the process of learning and teaching (CAPS 2011:49).

In this understanding of assessment, it is a planned process first and foremost. This means
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that, as a teacher and assessor, you are required to:

• plan your assessment according to specific subject CAPS document,

• generate and collect evidence of the achievements of your learners,
• evaluate or judge such evidence produced by your learners,
• record the findings of each learner’s performance of the assessments,
• use the information accrued from doing the assessment to generate the learner’s re-
port, future planning on teaching, and improving on designing assessment activities.

This also clearly explains why this module is focused on one aim or outcome only,
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namely:

Students will demonstrate the ability to plan and prepare assessments for learners.

NB: This means that you will be assessed during the year and at the end of the year for
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your ability to plan (write up) assessments for the learners you teach and assess in your
subject, as well as your ability to prepare all resources (human and physical) for such
assessments.

Obviously, we would have preferred to also include your ability to conduct assessments
30

of learners, for example, how you would have a test written by your learners and how
you would mark their scripts or answers using a memorandum and/or assessment tools.
From an assessment perspective, however, it would be impossible for us to assess your
ability to do actual assessments at school as it would be logistically unmanageable for us,

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your lecturers and tutors, to visit every one of you in a school to see how you assess your
learners. However, during teaching practice, you will be expected to demonstrate your
understanding and ability to teach and assess your learners. The following examples
may be considered as part of an assessment: actualisation of learners' prior knowledge
when introducing a lesson, asking learners some questions when delivering the subject
matter or a group activity during teaching and learning, classwork at the end of the
lesson, and homework or projects to be completed by learners at home.

It is manageable, however, to assess your ability to plan and prepare for assessments
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by means of evaluating your thinking about an assessment, as well as assessing actual

assessment plans and assessment instruments you plan to use in assessing your learners,
even if you are not currently teaching and assessing learners. Your ability to actually
conduct assessments is assessed in the practise teaching module of the course you are
enrolled for. Apart from this general aim or outcome for this module, every learning unit
in this study guide will have more specific study aims, objectives, and outcomes focusing
on particular aspects related to the planning of, and preparing for assessments. You may
review the table of contents of this study guide to get an idea of the more specific aims,
objectives, and outcomes of this module.

The ultimate test for success in this module lies in your ability to apply what you learn
32

during the course of your studies to assessing learners in your subject. You will note
that many of the activities will require you to do exactly that – apply a construct, theory,
concept or similar to assessing learners in your subject and context. Although the study
guide already constitutes a conversation between your lecturer and you and the e-tutors
at the university, we believe that you should also set aside time to talk with other students
and more experienced teachers. Talking about assessment issues, especially if you have
debates and arguments, is an effective way of studying anything, including this module.
It will allow you to ground many of the theoretical ideas that are presented in your
own context. It may also be a good idea to establish contact with fellow students and
experienced teachers teaching the same subject or subjects as you do.

The study guide makes use of a variety of techniques in the activities designed for
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learning. These include dialogues, scenarios, case studies, debates, mind maps and
the like to structure your learning and our teaching. Mostly, these activities are used
inductively, which means you will be arriving at the principles or deeper insights by
yourself. The comments and explanations by your lecturer and the e-tutors, throughout,
will highlight such important principles and insights.

A vital learning skill is the ability to plot your own progress. This is only possible, however,
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if you keep a record of your understanding throughout the course. You can then return
to the earlier work and see how your understanding has changed, grown and developed.
This makes your workbook a very important part of your learning strategy. It will become
the record of your thinking – and of the changes in your thinking – about your work as
a teacher and assessor.

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7. SYLLABUS COVERAGE AND THEMES TO BE COVERED IN

THIS MODULE
• Abbreviations and acronyms,
• Definition of the concept, assessment in education,
• Purpose, aims, and objectives of the assessment,
• Assessment planning and activities design,
• Evaluations and moderation of assessment planning and activities,
• Comparisons and evaluations of assessment planning, and activities design,
• Discussions and analyses of assessment planning,
• Assessment planning according to Blooms Taxonomy,
• Integrating indigenous knowledge in assessment planning and activities design,
• Discussions and evaluation of different assessment strategies using indigenous
knowledge,
• Discussion of the section 4 CAPS document on the revised assessment strategies,
• Identify the types and forms of assessment,
• Discussions of historical types and forms of assessment and the current assessment
perspectives,
• Assessment feedback to different stakeholders,
• The recognition of social diversity in assessment,
• Assessment theories in assessment planning, activities design, recording and report-
ing, and
• Assessment research in specific subjects on decolonisation and Africanisation

8. ABBREVIATIONS AND ACRONYMS

35 AED Assessment in Education
36 CAPS Curriculum and Assessment Policy Statements
37 DBE Department of Basic Education
38 DHET Department of Higher Education and Training
39 FET Further Education and Training
40 ICASS Internal Continuous Assessment
41 ISAT Integrated Summative Assessment Task
42 NCS National Curriculum Statement
43 NQF National Qualification Framework
44 OER Open Education Resources
45 PAT Practical Assessment Task
46 PCAQGFETQF Policy and Criteria for Assessment of Qualification on the General and
Further Education and Training Qualification Framework
47 PGDE Post Graduate Diploma in Education
48 SAQA South African Qualification Authority

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49 SBA School Based Assessment
50 TVET Technical and Vocational Education and Training

9. DEFINITIONS OF TERMINOLOGIES
Policy: any word or expression to which meaning has been assigned in the Department
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of Basic Education and Department of Higher Education and Training shall have the
meaning so assigned to it unless the context indicates otherwise.

Assessment: the process of identifying, gathering and interpreting information about

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a learner’s achievement in order to: a) assist the leaner’s development and improve the
process of learning and teaching; and b) evaluate and certify competence in order to
ensure qualification credibility.

Curriculum: a statement that encompasses three components: intended curriculum,

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enacted curriculum, and assessed curriculum. Intended curriculum – means the

documented curriculum for a qualification that provides a more detailed description
in terms of the depth, breadth, and level of difficulty and cognitive demand of what
is required for the purpose of the qualification to be fulfilled. Enacted curriculum –
means the delivery of the curriculum in an institution that includes leadership and
management, the ethos and values, teaching and learning, extra-curricular activities,
learner support, institutional performance and the management of quality towards
improvement. According to CAPS, 2011, the assessed curriculum is the curriculum that
provides teachers with detailed guidelines of what to teach and assessed on a grade
and subject basis. It ensures consistency and guidance for teachers when teaching. The
teaching and learning of the subjects have specific aims, skills, focus of content areas
and weighting of content areas. What were called Learning Outcomes and Assessment
Standards in the National Curriculum Statement (NCS) are now called Content and Skills
in CAPS. In CAPS Numeracy is now called Mathematics and Literacy is called Language.
A learning area is now referred to as a subject. CAPS provides a weekly detailed planning
for teachers to follow. It gives clear guidance in terms of pacing and progression. It also
gives clear guidance of assessment requirements.

Internal assessment: any assessment conducted by a teacher in a school and the outcomes
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are made known to the learners and other relevant stakeholders, such as parents.

External assessment: a school assessment that is set and moderated at a higher level
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such as a district, province or national level.

Moderation: is a process conducted in schools at a district, provincial and national level

56

by a departmental head or district official to ensure that assessment outcomes outlined

in the CAPS document are fair, valid and reliable.

Reliability: implies the overall consistency of measurment used in assessing learners,

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which produces similar results if used anywhere else. It is the extent to which, in similar
contexts, the same assessment can yield the same results and or judgement.

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Validity: implies that the set assessment measures the knowledge and skills required for
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defined competencies and learning outcomes. Pays attention to how appropriate, useful,
and meaningful assessment procedures, methods, instruments, and materials are.

10. IMPORTANT POLICIES

Curriculum and Assessment Policy Statement (CAPS, 2011): approved to be used by
the Department of Basic Education school subject teachers as listed in the policy
document, National policy pertaining to the programme and promotion requirements
of the National Curriculum Statement Grades R-12. Government Gazette, 2011.
National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR) of
the National Curriculum Statement Grades R-12, Government Gazette No. 36042 of
28 December 2012.
National Protocol for Assessment Grades R-12, Government Gazette No. 34600 of
12 September 2012.
Policy and criteria for the quality assurance of independent schools and private assessment
bodies, Government Gazette No. 35830 of 3 July 2015.
National Policy and criteria for designing and Implementing Assessment for NQF
Qualifications and Part Qualifications and Professional Designations in South Africa,
2 April 2015 (SAQA).
Education White Paper 5 on Early Childhood Development (2001).
Education White Paper 6 – Special Needs in Education: Building an Inclusive Education
and Training system (2001).
National Policy on Assessment and Qualification for schools in the General Education and
Training (GET) Band (12 February 2007).
Mathematics grade 12 examination guideline 2014.

11. CONCLUSION
In this learning and assessment focus areas of the module, we welcomed and introduced
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you to the module, “Assessment in Education”. You now have a road-map on what to
expect throughout learning on how to be an assessor of the specific phase, grade, and
subject. You are reminded to have the specific CAPS subject document on hand and are
also urged to read the outlined specific policies on assessment. Next is learning unit 1,
which focuses on the discussion, comparison and evaluation of key ideas and debates
on assessment planning, practice, and moderation in the school curriculum.

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Learning unit 1
ASSESSMENT IN A SOUTH AFRICAN CONTEXT

Learning outcomes

At the end of this unit you will be able to do the following:

• Discuss, compare and evaluate key ideas and debates on assessment planning,
practice, and moderation in the school curriculum.

1.1 INTRODUCTION
It is imperative that you give yourself time to plan the assessment. The initial stage of
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assessment planning takes place during the lesson plan (CAPS, 2011). If the lesson is not well-
planned to cater for the needs of all learners in the class, it is unlikely that the assessment
plan will address learners’ cognitive levels as stipulated in the Blooms Taxonomy. Prior
to planning an assessment, it is important for you to have adequate knowledge of the
specific CAPS’ subject content. You should, therefore, give yourself adequate time to
master your specific subject content knowledge as outlined in CAPS documents. Take
into cognisance of how you should involve, engage, listen, and observe learners during
teaching and learning when planning the assessment. It is important that you bear in mind
the intended outcomes you want the learners to achieve when planning the assessment.
It is also ideal that you remember to always assess learners’ prior knowledge during
teaching and learning to find the level of understanding before the actual assessment.
Such an assessment becomes a formative assessment when the evidence is actually used
to adapt the teaching to meet learning needs (Black, 2002). This implies that you should
be involved in how learning is taking place in a class in order to identify the areas that
require improvements before the assessment can take place.

1.2 ASSESSMENT IN EDUCATION IN THE SOUTH AFRICAN

CONTEXT
It is essential that you bear in mind that the Curriculum and Assessment Policy Statements
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Policy (CAPS, 2011) document in South Africa replaces the National Curriculum Statement
(NCS, 2005). From the foundation phase (grades 1-3), the mother tongue or home language
is used during teaching and learning and also when conducting assessments across the
CAPS subjects except for the first additional language (English). However, from intermediate
to senior and further education and training, that is grades 4-12, English or Afrikaans is
used during teaching and learning, and also when conducting assessments across the
CAPS subjects with the exception of the specific home language.

1
An assessment is a process of gaining information about learners’ learning and providing
62

constructive feedback to them. It can be regarded as the process of making a judgement

about learners’ performance on a particular task or activity. There are several purposes of
giving an assessment, such as diagnosing learners’ weakness and/or strengths, judging
their performance, providing feedback, placing or grading learners, and also for teachers’
planning purposes (Airasian, 1997; Harlan, 1994; Lii & Miller, 2005).

Assessments in South Africa take the form of both external and internal assessments.
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External assessments, for example, during 2012-2014 grades 3, 6 and 9 were writing common
papers on specific subjects such as English and Mathematics under the Annual National
Assessment (ANA) policy. The purpose of this assessment was mainly to find common
ground with regard to learners’ level of understanding of Mathematics and English. Grade
12 learners write their external final examination in order to obtain the National Senior
Certificate.

For the purpose of internal assessments, both informal and formal assessments are used
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to assess learners’ performance with the intention of grading and/or promoting them.
CAPS (2011) regards an informal assessment as a daily monitoring of learners’ progress in
the form of observation, written exercises, oral activities and presentations, written tests,
reading aloud and other forms of assessment. Informal assessments are used by teachers
to provide constructive feedback to learners and also to help teachers in future planning.
Any assessment forms part of the continuous assessment; it is therefore imperative that
informal assessments should be controlled by the teacher and, if possible, be recorded
(Dreyer, 2014). Formal assessments take the form of a formal programme of assessment
during the course of the year. All formal task should be marked and formally recorded
by the teacher for progression and certification purposes.

You are required to use formative and summative assessments. When planning for a
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formative assessment, you should take into account the following:

• a formative assessment is done at the beginning or during teaching and learning,

• it provides the opportunity for gathering immediate evidence and providing feedback
to learners,
• it is aimed at improving the quality of teaching and learning,
• it acts as a guideline towards examining learning goals and objectives of the lesson,
• it is used to monitor the progress made by learners towards achieving learning
outcomes, and
• it is instrumental in gauging the quality of teaching and learning in class.

Examples of a formative assessment include actualisation of prior knowledge questions,

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activities during teaching and learning, the discussion in class, classwork, and/or homework.
A formative assessment is regarded as an “Assessment for Learning” since it focuses on
individual learning abilities and how individual feedback can be given to the learner. It
is important for a teacher not to be quick to judge learners based on their performance,
but rather give enough opportunity to the learners to find meaning to what has been
taught through nurturing the unique talents of the individual learner and providing
constructive feedback. It is therefore important to set aside adequate time to plan for
learning, establishing the learning goals, setting criteria for assessment, planning for

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individual learning and assessment, effective questioning and constructive feedback

(Jones, 2005).

67On the other hand, a summative assessment is comprehensive in nature:

• it provides accountability and is used to check the level of learning at the end of a
teaching and learning programme, and
• it is based on the cumulative learning experience.

Examples of a summative assessment include a test, examination, and laboratory project

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(Bardes & Denton, 2001). When planning either formative or summative assessment, you
should be able to answer these two questions:

• What will learners learn? (learning objective), and

• What do you expect the learner to be able to do after learning? (learning outcomes).

69 HOW DO LEARNERS LEARN, PROGRESS AND ULTIMATELY ACHIEVE?

You should bear in mind that it is the learners who are to acquire knowledge and skills
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(learn), hence the learner-centered approach is used during teaching and learning.
When assessing learners, either using the formal or informal way, Blooms Taxonomy
levels of questioning should be taken into cognisance. Banta (1999) indicated that
assessment comprises the following:

• A systematic collection, review, and use of information about educational programmes

undertaken for the purpose of improving learning and development.
• It can also be regarded as the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what learn-
ers know, understand, and can do with their knowledge as a result of their educational
experiences; the process culminates when assessment results are used to improve
subsequent learning (Angelo & Cross, 1993).
• An assessment can be viewed as the process of gathering and interpreting evidence
to make judgements regarding student learning (Dreyer, 2014).
• It is also considered as the crucial link between learning outcomes, content and teach-
ing, and learning activities.
• An assessment is used by learners and their teachers to decide where the learners
are at in their learning process, where they need to go, and how best to get there
(Hattie, 2011).
• The purpose of an assessment is to improve learning, inform teaching, help students
achieve the highest standards they can, and provide meaningful reports on students’
achievement (NSW DET, 2003).

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 Activity: 1.1

Create a mind map to illustrate your understanding of assessment in a wider context

reflecting the answers to the four questions:

• What is an assessment? (Definition)

• Why do we plan an assessment? (Purposes)
• Who assesses? (Assessors)
• What is assessed? (Learner achievements)
You are encouraged to be very critical of what is presented in the prescribed text. Consult
your CAPS specific subject and other resources as well.
NB: COMPULSORY: POST YOUR ANSWERS ON THE DISCUSSION FORUM

Activity 1.1: Self-reflection

With special reference to mathematics: TIMSS is an international assessment of mathema-

tics and science at the fourth and eighth grades that has been conducted every fourth year
since 1995. It has been used to monitor 20 years of trends in education achievement, together
with comprehensive data on students’ contexts for learning mathematics and science. TIMSS
has the goal of helping countries to make informed decisions regarding teaching and learning
in mathematics and science. With its strong curricular focus and emphasis on policy-relevant
information about the home, school, and classroom contexts for learning, TIMSS is a valuable
tool that countries can use to evaluate achievement goals and standards and monitor learn-
ers’ achievement trends in an international context (TIMSS, 2015).

As a teacher, it is important to keep up to date by using a Self-Assessment Questionnaire.

Please answer the following questions and discuss them with a colleague.

Activity 1.2

• Use your specific subject to illustrate your understanding of assessment outcomes in

a wider context, reflecting the answers to the following four questions:
− List all topics in term one and indicate one specific aim of teaching and assessing
learners on that topic
− After assessing learners in each topic, what do you expect learners to be able to
do (objectives)?
− What form of assessment would you give to learners on each topic indicated
above, and why?
− You are encouraged to be very critical of what is presented in the prescribed text.
Consult your CAPS specific subject and other resources as well.

NB: COMPULSORY: POST YOUR ANSWERS ON THE DISCUSION FORUM

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Activity 1.2: Self-reflection

Feedback: It is important that you use the relevant prescribed textbook of this module and
the Curriculum and Assessment Policy document to elaborate on the concept of “assessment”,
how to plan, who assesses, and what is assessed under each theme or topic.

1.3 ASSESSMENT PLANNING

Planning for teaching and learning Planning for assessment
Aims Assessment strategy
What knowledge, skills and values are to What knowledge, skills and values are to be learned:
be learned:
• Knowledge
• Knowledge • Skills
• Skills • Values
• Values
Lesson plan Assessment plan integrated into learning:
• How will I teach? • How will I evaluate my teaching?
• How will they learn? • How will they show what they have learned?
• How will I conclude the lesson? • How will they consolidate what they have learned?
List of teaching and learning activities List of assessment activities relative to teaching or learn-
in sequence ing activities

Activity 1.3

The idea here is that you will select only one aspect, sub-topic or skill from the CAPS to
do this activity. Keep it really simple and straightforward. Obviously, the major learning
activity and the major assessment activity have to be the same or similar. Your responses
to an activity should clearly indicate that teaching, learning and assessment are integrated.

1.4 ASSESSMENT PRACTICE AND MODERATION

Assessment practice should aim at improving teaching and learning. There are various
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types, forms, and methods of assessment that should be taken into consideration when
assessing learners (Dreyer, 2014). We are now going to take you through how best you
can develop effective assessment practice in the context of implementing the CAPS. In
order to do that, the following types of assessment may be used, namely: diagnostic,
continuous, formative, baseline and summative. The assessment will be outlined with
relevant activities that you should find time to complete them.

73 1.4.1 Diagnostic assessment

74 1.4.2 Continuous assessment
75 1.4.3 Formative assessment

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76 1.4.4 Baseline assessment
77 1.4.5 Summative assessment

1.4.1 Diagnostic assessment

For effective teaching and learning in a classroom, the teacher should be able to apply
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diagnostic assessments to learners. A diagnostic assessment can take the form of a

informal and/or a formal assessment. A teacher can decide to use various assessment
activities in order to determine learners’ level of knowledge, skills and/or understanding
of the subject. Some teachers use a diagnostic assessment to assess learners’ level of
knowledge, skills, and understanding at the beginning of the year, or at the beginning
of each new chapter, and/or at the beginning of each lesson. According to the National
Curriculum Statement Assessment Guidelines, diagnostic assessment is a specific type
of formative assessment. It may lead to some form of intervention, remedial action, or a
revision programme. It can help to identify the strengths and weaknesses of a learner, or
of a teaching methodology, or barriers to learning. The results can help to plan individual
support for learners who have problems.

The purpose of diagnostic assessment is to test what learners already know with the
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intention to find the gaps or barriers to learning, and learning difficulties that should be
addressed by the teacher. Diagnostic assessments are used by teachers to identify the
strengths of the learners and or to introduce the new subject matter to learners. The
diagnostic assessment also helps the teachers to adjust their lesson planning in order to
meet the needs of learners in the classroom.

Activity 1.4

Design the diagnostic assessment activity. Your activity should focus on the following.
(i) Indicate the subject and the grade.
(ii) Indicate whether the diagnostic assessment is being conducted at the begining
of the year, chapter, or a lesson.
(iii) Who will assess the learners’ activity?
(iv) Will you give feedback to learners? Give a reason for your answer.
(v) Indicate the value of a diagnostic assessment to the learners.
NB: Compulsory: Post your answers on the Discussion forum

1.4.2 Continuous assessment

This is a leaner-centered assessment activity that describes the leaner’s continous process
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of learning. The teacher uses this ongoing process of gathering information about learners’
learning with the intention of identifying learners’ strengths and weaknesses, and also
to assign a mark to learners’ learning achievements. In each form of assessment given
to learners, you should bear in mind that there are set aims and objectives stipulated
in the CAPS document. Effective and authentic assessment processes take place in the

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process of designing high-quality assessment activities and instruments/tools. You

should bear in mind that continuous assessment allows the teacher to assess learners’
performance formally and informally throughout the year. The teacher should have had
regular interventions, and provided support where needed. The continuous assessment
uses a range of methods of assessment that cater to different learners’ needs and styles
of learning. It is also important that you take into account the importance of giving
individual learners constructive feedback after writing the assessment activity. Despite
the types of assessment, it is imperative that you understand the forms of assessment
that are used for continuous assessment of learners in the specific subjects, for example,
tests, projects, assignments, investigations, and case studies. The following forms of
assessment are elaborated below as follows:

(i) Tests
(ii) Projects
(iii) Assignments
(iv) Investigations
(v) Case studies

Activity 1.5

• Choose one form of assessment from the above list and design an assessment activity.
• Your activity should not be more than 20 marks.
• inidcate the subject and grade.
• In which term are learners writing the activity?
• State the topic of the assessment.
• Indicate if this assessment activity shall be recorded or not and give a reason.
• State how feedback will be gven to learners.

1.4.3 Formative assessment

According to CAPS (2011), formative assessments determine the progress of the learners
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towards achieving the outcomes, and the appropriateness of learning acquired. It takes
place during the learning process and it informs the planning of future learning activities.
Teachers use formative assessments to identify and to provide information necessary to
fill the knowledge gap between the learners’ current state of understanding and specific
subject content knowledge to be achieved, and to anticipate future steps (Bennett &
Gitomer, 2009). According to the National Curriculum Statement Assessment Guidelines,
a formative assessment is developmental. It is used by teachers to provide feedback to
the learner and track whether the learner has progressed. It helps day-to-day teaching
and learning and may suggest ways in which learning activities can be changed to suit
diverse learners’ needs. This type of assessment is also known as an assessment for
learning since it involves both the teacher and the learners in the process of sustained
reflection and self-assessment.

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1.4.4 Baseline assessment
This type of assessment takes place before learning commences and is used to determine
82

what learners know and can do. It informs one about where to begin the teaching and
learning process. According to the National Curriculum Statement Assessment Guidelines,
a baseline assessment is usually used at the beginning of a phase, grade or learning
experience to establish what learners already know, what they can do, or what they value.
For learners with disabilities, a baseline assessment can be done in consultation with the
institution-level support team.

1.4.5 Summative assessment

The importance of a summative assessment is to determine the overall learners’
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achievement and learning success. It takes place at the end of a learning cycle, programme
or phase (CAPS, 2011). Teachers use summative assessments for promotional purposes.
End of term assessments are also considered as summative, however, teachers mainly
use them as guidelines towards improving their teaching planning and also assessment
strategies. They are also used to find learners’ understanding of the subject content
taught, and to give constructive feedback to them. According to the National Curriculum
Statement Assessment Guidelines, a summative assessment gives an overall picture of
the achievements of a learner at a given time, for example, at the end of a term or year.
A summative assessment is like a “snapshot” of a learner’s progress at a particular point
in time (and a formative assessment is like a “video” of a learner’s progress during the
process). A summative assessment is referred to as an “assessment of learning”.

1.5 PRINCIPLES OF ASSESSMENT

Now that you are equipped with the types and forms of assessments as indicated in
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the CAPS document, you should familiarise yourself with the different principles of
assessments, such as fairness, validity, reliability, sufficiency and credibility (PCAQGFETQF,
2018). These principles are applied in the setting and moderation of assessments.

Fairness is when learners are assessed on what they know and have been taught, and
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questions are set in relation to the Blooms Taxonomy/TIMSS cognitive levels and the
covered curriculum subject content. Furthermore, Dreyer (2014) indicated that in fairness,
an assessment should not present any barriers to learners’ achievements; rather, it should
be free of bias and sensitive to contextual factors.

Validity is regarded as an assessment that is relevant to the standard set according to

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the CAPS for a specific assessment task. Procedures, methods, instruments, and materials
should be appropriate, useful and intended to test the knowledge and skills required for
the defined competencies and learning outcomes. Reliability, on the other hand, takes
into cognisance the assessment process and consistency. Dreyer (2014) indicated that an
assessment must produce the same results when judged by more than one teacher or
when the activity is judged over a number of occasions. The results of the assessment
should be consistent. Similar assessment-related judgements are made across similar
contexts in inconsistent ways.

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Sufficient assessment refers to adequately covering the entire work that has been taught
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through the use of Blooms Taxonomy/TIMSS’ questioning order, that is, low order,
middle order, and high order questioning. For the purpose of promoting there must be
evidence that the teacher covered the whole syllabus during teaching and learning, and
equally assess learners on what was done (CAPS, 2011). Assessments should be credible,
“Credibility”. This implies that the assessment should have respected outcomes, and the
process of assessing should be fair, valid, sufficient and reliable.

Over and above the principles indicated, it is essential that each assessment should
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be moderated. In a school context, moderation is often conducted by a peer teacher,

Departmental head (Dh) of the specific subject, Dp of curriculum, and the school principal.
CAPS (2011) highlights that moderation is a process conducted in schools by a departmental
head or district official to ensure that assessment outcomes outlined in the CAPS document
are fair, valid and reliable.

You should bear in mind that, for an effective assessment to take place in a school context,
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different stakeholders should be involved. The National Policy on Assessment Quality,

NPAQ (2007) indicated various structures in school that should facilitate quality assurance
of assessment practices in schools at district and provincial levels. It is the responsibility
of the school principal to make sure that he/she establishes a “School Assessment Team”
(SAT). The SAT is comprised of the school principal, Dp, Dh, and selected teachers. This
team is responsible for the planning for the whole school assessment, scheduling the dates,
and type of assessment to be given to learners. The designed assessment plan is shared
or communicated to learners, parents, school governing body structure (SGB), and the
district office responsible for the assessment. The district assessment team works closely
with district subject advisors and also with the school assessment team in ensuring the
quality of assessment given to learners.

To ensure that the assessment activities are reliable, valid, fair, reliable, sufficient, and
90

credible, the DH is entitled to moderate the assessment activities before they can be given
to the learners. The departmental heads moderate the assessment activities against the
subject content knowledge, marks allocated for the assessment activity, assessment tools
to be used when assessing learners work, and also against the time allocated to complete
the assessment.

Research by Kanjee (2006), and Heugh, Diedericks, Prinsloo, and Herbst (2007) indicated
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that most teachers are unable to set clear instructions in their assessment activities. This
implies that different cognitive levels as indicated in the Blooms Taxonomy/TIMSS are
not being taken into cognisance by teachers when designing the assessment activities. If
different cognitive levels are not indicated in the assessment activity, it renders the quality
of the assessment poor or not meeting the expected standards. It is the responsibility of
the SAT to ensure the quality of assessment is aligned with CAPS requirements. Umalusi
is one of three quality councils in South Africa whose role is to develop an education
framework and manage the standard of qualifications for general and further education
and training. Umalusi (2004) recommends that a senior member (departmental heads) of
staff is entitled to moderate all assessment tasks and assessment evidence in schools. The
policy also recommends that external moderation should be conducted by the district
officials in order to strengthen the internal moderation.

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 Activity 1.6

Find two different assessment activities from a school for your specific subject and grade
that you intend to teach. Conduct quality assurance paying attention to the following:

(a) Are the assessment actibvities based on the correct CAPS subject?
(b) Are marks allocated for each assessment activity?
(c) Does each assessment activity have its own assessment instrument/tool?
(d) Are assessment activities covering the six-cognitive levels as stipulated in Blooms
Taxonomy OR for Mathematics, 4 TIMSS Cognitive levels?
(e) Write down your findings and recommendations and post on the Discussion forum.

1.6 THE DIVERSITY THAT EXISTS IN SITES OF ASSESSMENT

PRACTICE
In order to accommodate the diversity that exists in class, teachers should use use a
92

variation of assessments to accommodate diversity. The National Protocol in the assessment

of grades R-12 (2011) emphasised the importance of informal and formal assessments.
In both cases, it is important that learners know what knowledge and skills are being
assessed and feedback should be provided to learners after the assessment to enhance the
learning experience. A diverse classroom requires a diverse assessment plan and practice.
Each classroom is heterogeneous (different learners) with regard to the cognitive level
of thinking, languages, ethnic groups, different views, and different backgrounds. When
planning an assessment, the teacher should always have the diverse classroom at the
back of his/her mind and think of how best that can be addressed. Taking into account
inclusivity when planning an assessment, both formal and informal assessments should
be thoroughly prepared.

Informal (assessment for learning) or daily assessment enhances teachers’ monitoring

93

and the progress of learners. This is done through teacher observation and teacher-
learner interactions, which may be initiated by either teachers or learners. An informal
or daily assessment may be as simple as stopping during the lesson to observe learners
or to discuss with the learners how learning is progressing. It should be used to provide
feedback to the learners and teachers, close the gaps in learners’ knowledge and skills,
and improve teaching. The informal assessment builds towards the formal assessment
and teachers should not only focus on the formal assessment (CAPS, 2011).

Formal assessment (assessment of learning) provides teachers with a systematic way

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of evaluating how well learners are progressing in a particular subject and in a grade.
Teachers must ensure that assessment criteria are very clear to the learners before the
assessment process begins. This involves explaining to the learners which knowledge
and skills are being assessed and the required length of responses. Feedback should
be provided to the learners after assessment and could take the form of a whole-class
discussion or teacher-learner interaction. Examples of formal assessments include projects,
oral presentations, demonstrations, performances, tests, examinations and practical
demonstrations. (CAPS, 2011).

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The forms of assessment used should be appropriate to the age and the developmental
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level of the learners in the phase. The assessment tasks should be carefully designed to
cover the content of the subject. The design of these tasks should, therefore, ensure that a
variety of skills are assessed as stipulated in various subjects’ Curriculum and Assessment
Policy Statements. The recorded formal assessment tasks should be included in the final
School-Based Assessment mark for progression (grades 1-8) and promotion (grades 9-12)
purposes. This means that those tasks are used for a formal assessment are recorded
and should be used to decide whether a learner should progress or be promoted to the
next grade. Teachers are required to record learner performance in all formal assessment
tasks. They are not required to record performance in informal or daily assessment tasks.
Teachers may, however, choose to record performance in informal or daily assessment
tasks in some cases to support the teaching and learning process. The teacher must submit
the annual formal programme of assessment to the School Management Team (SMT)
before the start of the school year. This will be used to draw up a school assessment plan
in each grade. The school assessment plan should be provided to learners and parents
in the first week of the first term.

Self-reflection activity

Complete the table below and post your answers on MyUnisa under “Blog”.

Table: 1.1 activity Statement T F

Continuous assessment is part of a diagnostic assessment.
In order to take cognisance of the diversity that exists in assessment
practices in class, the teacher should bear in mind different types of
assessment.
Informal (assessment for learning) or daily assessment enhances teach-
ers’ monitoring and the progress of learners.
The forms of assessment used should be appropriate to the age and
the developmental level of the learners in the phase.
Teachers may, however, choose to record performance in informal
or daily assessment tasks in some cases to support the teaching and
learning process.
Validity is regarded as an assessment that is relevant to the standard
set according to the CAPS for a specific assessment task.
Fairness is when learners are assessed on what they know and have
been taught, and questions are set in relation to the cognitive and ef-
fective curriculum covered.
Assessment should be credible, “Credibility”. This implies that the as-
sessment should have respected outcomes, and the process of assessing
should be fair, valid, sufficient and reliable.
The diagnostic assessment also helps the teachers to adjust their les-
son planning in order to meet the needs of learners in the classroom.

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 Table: 1.1 activity Statement T F
Effective, valid, fair, reliable, sufficient, and credible. assessment pro-
cesses take place at the process of designing high-quality assessment
activities and instruments/tools.
It is important for a teacher not to be quick in judging learners based on
their performance, but rather give enough opportunity to the learner to
find meaning to what has been taught through nurturing the unique
talents of the individual learner and providing constructive feedback.
It is also ideal that you remember to always actualise learners’ prior
knowledge during teaching and learning to find the level of understand-
ing before the actual assessment.
Continuous assessment is no longer used in the CAPS context.
Internal, external classroom, formal and informal assessments are part
of the continuous assessment in the CAPS context.

1.7 CONCLUSION
In learning unit 1, we took you through the discussion, comparison, and evaluation of the
96

key ideas and debates on assessment planning, practice, and moderation in the school
curriculum. For more information, you can also refer to the 2020 prescribed texbooks
indicated above. Next, in learning unit 2 of this guide, you will learn more about planning,
implementing, reviewing and justifying a variety of assessment strategies, instruments,
and processes.

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Learning unit 2
Assessment planning and implementation

Learning outcomes

At the end of this unit you will be able to do the following:

• Plan, implement, review and justify a variety of assessment strategies, instruments,
and processes.

2.1 INTRODUCTION
In this unit, you are expected to have grasped the knowledge of the key ideas and
97

debates on assessment planning, practice, and moderation in the school curriculum. You
are now in a stage of engaging with and improving the aspects of assessment planning,
implementing, reviewing and justifying by means of taking cognisance of a variety of
assessment strategies, instruments, and processes. You are expected to be able to plan,
implementing, review and justifying a variety of assessment strategies, instruments, and
processes.

When planning for an assessment, it is essential that you take into account different types
98

of assessments, such as baseline assessment, diagnostic assessment, formative assessment,

and summative assessment as indicated in the CAPS (2011) document. Despite the types
of assessments, the CAPS document also outlined the different forms of assessments that
teachers should take into cognisance when planning an assessment, such as projects,
tests, case studies, assignments, and examinations.

In order to implement, review and justify the assessment given to learners, it is important
99

for the teacher to design the relevant, reliable, fair, and credible assessment instruments/
tools. Various assessment instruments/tools are used when assessing different types and/
or forms of assessment given to learners, such as a memorandum, rubric, assessment
grid, and a checklist.

2.2 ASSESSMENT PLANNING

For effective planning of an assessment, you are required to have knowledge of the
100

specific subject that you are teaching. In other words, you cannot be a good teacher and
assessor of a subject if you lack the subject content knowledge. You are either registered
for foundation phase and intermediate phase, or senior phase and further education and
training. You are therefore required to have the relevant CAPS document (phase, subject,
and grade).

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Assessment planning often took place immediately after lesson planning. Teachers
101

must use the CAPS guidelines that stipulate the type of assessment, form of assessment,
assessment instrument/tool, date in which assessment will be written, the term, and
mark allocated to each type/form of assessment. (See the example below in table 2.1 of
the assessment plan:

Table 2.1: Life orientation grade 8 assessment plan

Phase Grade Term 1 Date Marks Term 2 Date Marks Term 3 Date Marks Term 4 Date Marks
8 P1: cycle test 5 Feb 50 Exam 21 June 80 Cycle 22 Sep 50 Exam 28 Nov 80
test
Senior phase

P2: 20 Feb 30 PE 8 June 20 Written 29 July 30 PE 20 Oct 20

Written task task
P3: PE 7 March 20 PE 29 Aug 20
Total 100 100 100 100

Activity 2.1: Self-reflection

You can google the relevant and specific CAPS document of your registered phase, subject
and grade that you intend to teach after graduating and develop your own assessment plan.

OR

Visit a school nearby and request the assessment plan of the specific subject and grade you
intend to teach. Conduct quality assurance looking at the following:
(a) Is the assessment plan based on the correct CAPS subject and grade?
(b) Does each assessment plan have term, dates and allocated marks?
(c) Does the assessment plan indicate the type and/or form of asessment?
(d) Are assessment activities covering the six cognitive levels as stipulated in Blooms
Taxonomy?
(e) Write down your findings and recommendations and post on the Discussion forum.

2.2.1 Assessment Guidelines

Guidelines towards assessing learners in each subject and grade should never be
102

underestimated. Visit http://.eccurriculum.co.za to see an example of the National

Curriculum Statement Assessment Guidelines. The National Curriculum Statement
Assessment Guidelines for grades R-3 stipulates that the assessment must provide
information that will help the teacher, to analyse the output of the instruction. Assessmnet
should also determine what the learner knows, and can do. The teacher should also be
able to evaluate his/her teaching methods, and inform the teacher on how to improve
the performance and meet the learners’ diverse needs.

The purpose of assessment guidelines is to integrate planning and assessment in a systematic

103

way, use different assessment forms and tools that are appropriate for regular continuous
assessment, keep assessment records, and to report on assessment for learning and assessment
of learning (Assessment guidelines for foundation phase grades R-3) CAPS, 2011.

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When designing the assessment guidelines you should always take into consideration
104

the following important information as outlined in the National Curriculum Statement

Assessment Guidelines. You need to indicate the subject, grade, and the specific topic
that is to be covered in the assessment. It is important to take into consideration the
diverse learners’ needs and the context of applying the various assessment strategies. An
assessment should form an integral part of the teaching and learning process as it assists
you to evaluate the teaching and learning processes. The assessment should be accurate,
objective, valid, fair, manageable and time efficient. An assessment must be bias free
and sensitive to gender, race, cultural background, and abilities. You need to be criterion
referenced as far as possible. The teacher must always be transparent so that learners
and teachers have a clear understanding of what the expectations are for an assessment
task. It is always good practice to have expanded opportunities. You should find a variety
of assessment strategies to use in order to give learners opportunities that enable them
to demonstrate their full potential. In other words, different learning styles and multiple
intelligences should be taken into cognisance when designing assessment guidelines.

Make use of the below table to outline the assessment guideline of your specific subject
105

and grade. You are required to give a description of the given criteria. Use your specific
subject CAPS documents. After completing this activity, post it on the Blog.

Table 2.2: Self-reflection

Criteria Descriptor
Subject
Grade
Topic
Learning aims
A description of the assessment (What must the learners
do? For example, they must make a poster.)
Where and when will the assessment take place?
Who will assess the activity (teacher, peers, group, self)?
Which assessment instrument/tool will be used?
Assessment product or activity required (e.g. research re-
port, poster, essay).
Which learning styles will be applied?
Indicate the assessment principles that will be taken into
consideration.
Comment on the issue of being bias-free (gender, race,
religion, etc.).
How will you ensure that the assessment is an integral part
of the learning process?

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 2.3 ASSESSMENT PRACTICE AND IMPLEMENTION
Good practice in assessments requires proper understanding of the implementation of
106

the assessment plan. In implementing an assessment you need to understand different

kinds of assessments as stipulated in the CAPS (2011) document. In implementing an
assessment, you need to clearly indicate how learners will demonstrate their knowledge
and skills while they are learning. It is important that throughout the assessment process,
the teacher should monitor learners’ progress through observing and continuously
giving constructive feedback. Dreyer and Mawela (2019) indicated the following kinds
of assessment: assessment for learning, assessment as learning, assessment of learning,
and assessment in learning.

2.3.1 Assessment for learning

This is an assessment used in teaching and learning to determine how learners are
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progressing towards achieving the set learning goals/objectives. It is a daily assessment

that is used to monitor and enhance learners’ learning through teachers’ observation, and
teacher-learner interaction with the intention of providing the learner with constructive
feedback. It is an ongoing process of gathering and interpreting evidence about student
learning for the purpose of determining where students are in their learning, where
they need to go, and how best to get there. It is also used to identify learners’ skills and
knowledge gaps, and thereby assist the teacher in planning the lesson and also the
assessment.

2.3.2 Assessment of learning

This is a classroom or field-based assessment that takes place at the end of the lesson, cycle
108

or year, which is used to determine the overall achievement of the learner. It provides the
teacher with a systematic way of evaluating how well learners are progressing in a particular
subject taught in a specific grade. The assessment of learning should cover all six level
of Bloom’s Taxonomy and also the three learning styles in order to embrace the concept
of diversity. Examples of assessment of learning include projects, oral presentations,
demonstration, performances, tests, examinations and practical demonstrations.

2.3.3 Assessment as learning

This is a self-assessment done by the learner in that they take responsibility for their own
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learning and determine steps they need to take to improve their learning. It is the process
of developing and supporting learners’ metacognition. Learners are actively engaged in
the assessment process, that is, they monitor their own learning.

2.3.4 Assessment in learning

Assessment in learning assists the teacher to identify learners’ career. Learners are interested
110

in learning something that will at the end benefit them. Assessment in learning can take
the form of informal or formal assessment that takes place in class during the teaching

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and learning process. This assessment does not focus on the end results of learning, but
in the whole process of learning in order to make teaching and learning meaningful for
the learner.

Activity 2.2

Pay attention to different kinds of assessments and answer the following questions:

• Who plans and implements an assessment?

• What is the purpose of an assessmnet FOR, AS, OF and IN learning?
• Who assesses (marks) the assessment FOR, AS, OF, and IN? Give reasons for each.
• Which kind of assessment is more important than the other? Give reasons.

2.4 ASSESSMENT INSTRUMENTS

After designing your assessment activity, you should take into account that an assessment
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instrument or a tool are equally essential. You should always design an assessment
instrument with the intention to give constructive feedback to the learners. There are
a variety of assessment instruments that you can use to assess the activity, depending
on the grade, subject and the specific topic/content taught, such as a memorandum,
checklist, a grid, and/or rubric.

A memorandum: This is regarded as a marking guideline that the teacher sets aside in
112

order to provide possible answers to the questions set in an assessment activity.

A checklist: Can take the form of an observation checklist used by the teacher to assess
113

learners’ performance during a physical and/or demonstration activity by learners.

A grid: A marking grid often provides both the teacher and the learner with certain
114

important outlined criteria and the allocated marks for a specific item.

A Rubric: A rubric has criteria and level descriptors set in order to guide the learner on
115

the important aspects to take into account when completing the activity and also the
teacher when assessing learners’ activity.

17
 2.4.1 Assessment checklist
116 School Name: …………………………
117
Learner’s Surname and Initials: …………………………
118 Subject: …………………………
119 Topic: ………...………………..
CATEGORY CRITERIA MARK STUDENT’S MARK COMMENTS
Title Correct title indicated 54321 ________
Title indicated with lots of spelling mistakes 5
Incorrect tittle indicated
Coordinates Lines of latitude and longitude indicated 54321 ______
Degrees of latitude and longitude indicated 5
Directions correctly indicated
No coordinates indicated
Provinces All provinces indicated 54321 ______

18
Provinces indicated in wrong places 5
Few provinces indicated
Provinces indicated with lots of spelling
mistakes
No province indicated
Capitals All capitals indicated 54321 ______
Capital indicated in wrong places 5
Few capitals indicated
Capitals indicated with lots of spelling mistakes
No capital indicated

Total /20

120 Teacher’s Signature …………………………....…… Date: …………………………...

121 Moderator’s Signature………………………………Date: …………………………....
 2.4.2 Assessment grid
122 School name: ……………………….……...
123 Learners’ Surname and Initials ……………………….……...
124
Subject: ………………………………
125 Topic: ………...……………………..
Criteria Mark Comments
Title correct 3
Coordinates correct 4
Provinces correct 9
Capitals correct 9

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Total /25

126 Teacher’s Signature …………………………...…… Date: …………………………...

127 Moderator’s Signature………………………………Date: …………………………...
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 2.4.3 Assessment rubric
128 School Name: ……………………………...
129 Learners’ Surname and Initials ……………………………...
130 Subject: …………………………………………………………...
131
Topic: ………...…………………………………………………...

Rating scale
1–2 3–4 5–7
Criteria Descriptors
Title must be correct No title Incorrect title Correct title
Coordinates of latitude and longitude No coordinates Latitude and longitude lines indicated, but Correct coordinated
should be correct there are NO degrees indicated

20
Provinces must be named and located Not indicated Indicated, but not all provinces named cor- All correctly indicated and located
correctly rectly or located correctly
Capitals must be named and located Not indicated Indicated, but some are wrong or locations All correctly indicated and located
correctly are wrong

132 Teacher’s Signature …………………………...…… Date: …………………………...

133 Moderator’s Signature………………………………Date: …………………………...
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2.5 CONCLUSION
In this learning unit, we took you through the planning, implementation, and a variety
134

of assessment strategies, instruments, and processes. You should now be able to plan an
assessment based on a sound understanding of diverse learning and teaching needs and
the level of readiness of different learners in diverse contexts of practice. It is essential that
you are able to plan an assessment with the understanding of different learners’ cognitive
levels as outlined in Bloom’s Taxonomy. You may use the CAPS document to integrate
indigenous knowledge in improving the aspects of assessment planning and activities
design in the school curriculum. You should know your role as a teacher with regard to
assessment planning, practices, use of theories, and the use of policies.

21
Learning unit 3
CURRICULUM AND ASSESSMENT STRATEGIES

Learning outcomes

At the end of this unit you will be able to do the following:

• Identify and justify curriculum and assessment policy strategies for engaging with
aspects of assessment planning
• Design diverse assessment activities and review in ways that are appropriate for
different purposes and contexts

3.1 INTRODUCTION
In this unit you will learn about the following different assessment strategies; section 4 of
135

the CAPS document on the diverse assessment strategies that take into cognisance the
application of Bloom’s Taxonomy; the types and forms of assessment in order to plan the
assessment; designing assessment activities according to the CAPS document in specific
subjects and phases; and use of the appropriate theories, policies, observed practices
and personal experience in designing and assessing learners.

3.2 APPLICATION OF SECTION 4 OF THE CAPS DOCUMENT

AND THE USE OF ASSESSMENT STRATEGIES
According to section 4 of the CAPS document (2017), the foundation phase assessment
136

in grade R is 100% formative and is integrated into teaching and learning. In grades
R-3 the are four (n=4) assessments per subject that the teacher should give to learners.
These comprise the home language, first additional language, mathematics, and life
skills. In grades 4–6, life skills subjects in terms 1–3 focus on continuous assessments, and
term four is a summative assessment. Natural sciences in terms 1–3 has one formal class
test to be written, and lastly, a summative assessment in term 4; Social sciences grades
4–6 in terms 1–3 focus on the school-based assessment, which constitutes 75% and the
summative assessment which weighs 25% at the end of the year; and social sciences grades
7–9 focuses on 40% school-based assessment and a 60% summative assessment at the
end of the year. Please read the attached Appendix 2 for details on section 4 of the CAPS.

Revised Bloom’s Taxonomy: Bloom’s Taxonomy is a set of three hierarchical models used
137

to classify educational learning objectives into levels of complexity and specificity. The
three lists cover the learning objectives in cognitive, affective and sensory domains. The
cognitive domain list has been the primary focus of most traditional educational policies
and is frequently used to structure curriculum learning objectives, assessments, and

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activities. The models were named after Benjamin Bloom, who chaired the committee
of educators that devised the taxonomy. He also edited the first volume of the standard
text, Taxonomy of Educational Objectives: The Classification of Educational Goals.

There are three taxonomies. Which of the three to use for a given measurable student
138

outcome depends upon the original goal to which the measurable student outcome
is connected. There are knowledge-based goals, skills-based goals, and effective goals
(effective: values, attitudes, and interests); accordingly, there is a taxonomy for each.
Within each taxonomy, levels of expertise are listed in order of increasing complexity.
Measurable student outcomes that require higher levels of expertise will require more
sophisticated classroom assessment techniques (Bloom et al., 1994; Gronlund, 1991;
Krathwohl et al., 1956).

Activity 3.1

Use the following three tables to design your assessment activities for your specific subject
and grade. Take into conisance the level descriptors and the action words and/or verbs
when formulating your questions.
Develop three activities focusing on:
(a) knowledge-based goals,
(b) skills-based goals, and
(c) affective goals (affective: values, attitudes, and interests);
Post each activity on the Discussion forum or on the Blog. We will make comments and
advise you.

Table 3.1: Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals

(Bloom,1964)
Recall, or recognition of terms, ideas, When is the first day of
1. Knowledge
procedure, theories, etc. spring?
Translate, interpret, extrapolate, but not see What does the summer sol-
2. Comprehension full implications or transfer to other situations, stice represent?
closer to literal translation.
Apply abstractions, general principles, or What would Earth’s seasons
3. Application methods to specific concrete situations. be like in specific regions
with a different axis tilt?
Separation of a complex idea into its constitu- Why are seasons reversed in
ent parts and an understanding of organ- the southern hemisphere?
isation and relationships between the parts.
4. Analysis
Includes realising the distinction between
hypothesis and fact as well as between rel-
evant and extraneous variables.
Creative, mental construction of ideas and If the longest day of the year
concepts from multiple sources to form com- is in June, why is the north-
5. Synthesis
plex ideas into a new, integrated, and mean- ern hemisphere hottest in
ingful pattern subject to given constraints. August?

23
 To make a judgement of ideas or methods us-
ing external evidence or self-selected criteria
6. Evaluation
substantiated by observations or informed
rationalisations.
Table 3.2: Bloom’s Taxonomy of Educational Objectives for Skills-Based Goals
Level of Expertise Description of Level
Uses sensory cues to guide actions
Perception
Demonstrates a readiness to take
Set action to perform the task or
objective
Knows steps required to complete
Guided Response the task or objective
Performs task or objective in a
somewhat confident, proficient,
Mechanism and habitual manner
Performs task or objective in a
confident, proficient, and habitual
manner
Complex Overt Response
Performs task or objective as
above, but can also modify actions
to account for new or problematic
situations
Adaptation
24
What would be the impor-
tant variables for predicting
seasons on a newly discov-
ered planet?
Example of Measurable
Student Outcome
Some of the coloured samples
you see will need dilution be-
fore you take their spectra. Using
only observation, how will you
decide which solutions might
need to be diluted?
Describe how you would go
about taking the absorbance
spectra of a sample of pigments?
Determine the density of a group
of sample metals with regular
and irregular shapes.
Using the procedure described
below, determine the quantity
of copper in your unknown ore.
Report its mean value and stan-
dard deviation.
Use titration to determine the
pH. pH is a measure of hydrogen
ion concentration, a measure of
the acidity or alkalinity of a solu-
tion. The pH scale usually ranges
from 0 to 14. ... A pH level of 7.0
at 25°C is defined as “neutral”
because the concentration of
H3O+ equals the concentration
of OH− in pure water for an un-
known weak acid.
You are performing titrations on
a series of unknown acids and
find a variety of problems with
the resulting curves, e.g., only 3.0
ml of the base is required for one
acid while 75.0 ml is required in
another. What can you do to get
valid data for all the unknown
acids?

Level of Expertise Description of Level
Creates new tasks or objectives
incorporating learnt ones
Organisation
Source: Adopted from Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.
Table 3.3: Bloom’s Taxonomy of Educational Objectives for Affective Goals
Level of Expertise Description of Level
Demonstrates a willingness to par-
ticipate in the activity
Receiving
Shows interest in the objects, phe-
Responding nomena, or activity by seeking it
out or pursuing it for pleasure
Internalises an appreciation for
Valuing (values) the objectives, phenom-
ena, or activity
Begins to compare different val-
ues, and resolves conflicts be-
Organisation
tween them to form an internally
consistent system of values
Adopts a long-term value system
Characterisation by a
that is “pervasive, consistent, and
Value or Value Complex
predictable”
139
Figure: 3.1: Revised Bloom’s Taxonomy table. Adopted from Bloom et al., 1994; Gronlund,
1991; Krathwohl et al., 1956.
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Example of Measurable
Student Outcome
Recall your plating and etching
experiences with an aluminium
substrate. Choose a different
metal substrate and design a
process to plate, mask, and etch
so that a pattern of four different
metals is created.
Example of Measurable
Student Outcome
When I’m in class I am attentive
to the instructor, take notes, etc.
I do not read the newspaper
instead.
I complete my homework and
participate in class discussions.
I seek out information in popular
media related to my class.
Some of the ideas I’ve learnt in
my class differ from my previous
beliefs. How do I resolve this?
I’ve decided to take my family on
a vacation to visit some of the
places I learnt about in my class.
 Activity 3.2

After reading Bloom’s Taxonomy’s types of cognitive demands, explanations and examples
of levels, and the examples based on the action words, take the CAPS document of your
specific subject, phase and grade and do the following: ..............................................................
(a) Base your assessment on diagnostic assessment to develop assessment activity that
focuses on Remembering (Knowledge)
(b) Design another formative assessment that focuses on Understanding (Comprehension)
(c) Formualte three question that will be in your summative assessment focusing on
Application (Applying)
(d) Design a form of assessment that focuses on a project. Formulate the research question
that will make your learners to pay attention to the concept of Analysis (Analysing)
(e) Give your learners a summative assessment that is based on a case study. Formulate
a question in which your learners are to Evaluate (Evaluating) the case study.
(f) Give your learners a formative assessment in which they are to synthesise (Creation/
Creating)
NB: Seperately, post all your answers on the Blog and Discussion forum. Your e-tutor will
make comments.

3.3 BLOOM’S TAXONOMY SIX TYPES OF COGNITIVE

DEMANDS AND THEIR DESCRIPTIONS
TYPE OF COGNITIVE DEMAND
140

Table 3.4: Bloom’s Taxonomy Six types of cognitive demands and their descriptions,
Adopted from Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.
Type of Cognitive Demand
Remembering
(Knowledge)
• Recall, recite and re-
member facts
• Define and describe
basic facts
• Identify, label, select,
locate information
• Estimation; appro-
priate rounding of
numbers
• Theorems
• Straight recall
• Identifying from
datasheet
• Know and use of ap-
propriate vocabulary
• Knowledge and use of
formulae
Explanation and examples of the Examples:
level Action words
Example in Mathematics & Science in- Tell, recite, list, memorise,
cludes words or phrases such as (men- remember, define, locate,
tion the law, and or give the equation) name, match, recall
Example in langauge subjects include
words or phrases such (tell, recite; list,
match the words, and or define)
Example in practical subjects includes
words or phrases such as (identify
data, name, tell, recite, and or list)
Example in Mathematics & Science
includes words or phrases such (use
the equation, formula, bar graph, pie
chart, Cartesian plane, table of values,
mean, median and mode to solve the
given problem).

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Type of Cognitive Demand Explanation and examples of the Examples:

level Action words
Example in langauge subject include
words or phrases such (identify the
synonyms, retrieve information, locate
and find required data /information).
Example in practical subjects include
words or phrases such as (read the
paragraphy and answer the questions,
locate, briefly define the following
terms, name the object or apparatus
used, and match the following results/
terms/words).
Understanding
(Comprehension)
• Understanding of Example in Mathematics & Science Give examples, explain
previously acquired in- includes words or phrases such as summarise, translate,
formation in a familiar (solve, predict, interpret the graph) show symbols, edit, define
context Example in langauge subjects include
• Regarding information words or phrases such (changing the
discuss, identify, solve, inter-
pret, follow direction
gathering: change or sentence from active to passive voice,
match information identifying main ideas and supporting
• Regarding the use of them, identify cause, result, reasons
knowledge: distinguish from a text, explain, briefly sum-
between aspects, com- marise, translate )
pare and explain
Example in practical subjects include
words or phrases such as (explana-
tions the results; identify the cause,
machining processes, result or rea-
son). Understand and be able to react
to responses and actions.
Application (Applying)
• Interpret and apply In Mathematics & Science learners Demonstrate, use, guide,
knowledge; are expected to (Perform well-known interpret map/chart,
• Choose, collect and do procedures in familiar contexts.
interpret procedures and
the basic classification Learners are expected to know what
of information; procedure is required to solve the use, decide and apply,
• Using well-known problem from the way the problem convert, illustrate, locate,
procedures (The is posed). and describe,
required procedure is, In Language subjects learners are identify and describe se-
however, not imme- expected to (write texts related to quencing, sketch; choose
diately obvious from familiar contexts, draft a friendly let- particular action,
the way the problem is ter, basic business letter, invitation;
posed). sort information; use instru-
give the necessary information, or-
• Candidates to decide ganise information into a present-
ments or equipment
for instance on the able poster or a table to promote
most appropriate ready comprehension).
procedure to solve the
solution to the ques- In practical subjects learners are

27
Type of Cognitive Demand Explanation and examples of the Examples:
level Action words
tion and may have to expected to (perform well-known
perform one or more procedures in familiar contexts.
preliminary calcula- Learners are expected to know what
tions before determin- procedure is required to solve the
ing a solution. problem from the way the problem
• Select the most ap- is posed).
propriate data from
options and decide
on the best way of
application.
Analysis (Analysing)
• Analysis of information In Mathematics & Science learners Investigate, classify,
in a new or unfamiliar should demonstrate higher level un- categorise,
context; derstanding and cognitive processes; Analyse and compare, solve,
• Examine and Qualitative proportional reasoning;
relate, distinguish,
differentiate; more complex relationships or ex-
• Distinguish to find the planations, sketch graphs; construc- identify and describe
most appropriate; tion or interpretation of schematic similarities
• Research and investi- diagrams; problems with two or more
and differences, interpret
gate information; steps; basic logic leaps; proportional
diagrams,
• Solving non-routine, reasoning; interpretation of table of
unseen problems by data; acid-base or redox equation. interpret case study
demonstrating higher In Language subjects learners should
level understand- be able to investigate, classify, catego-
ing and cognitive rise, compare, contact, solve, relate,
processes; distinguish, write a persuasive essay;
• Interpreting and take minutes of a straightforward
extrapolating from meeting; deal with more complex
solutions obtained case studies and propose a course
by solving problems of action.
based in unfamiliar
contexts; In Practical subjects learners should
• Using higher-level be able to solve non-routine, unseen
problems by demonstrating higher
cognitive skills and rea-
soning to solve non- level understanding and cognitive
routine problems; processes; Qualitative proportional
• Being able to break reasoning; more complex relation-
ships or explanations; construction or
down a problem into
its constituent parts interpretation of schematic diagrams;
– identifying what is problems with 2two or more steps;
required to be solved basic logic leaps; proportional reason-
and then using ap- ing; interpretation of table of data,
propriate methods in investigate, classify, categorise, com-
solving the problem; pare, contact, solve, relate, distin-
• Non-routine problems guish, deal with more complex case
studies and propose course of action-
based on real contexts.
Read and interpret, identify the cause
and suggest changes/ rectifications.

28

Type of Cognitive Demand
Evaluation (Evaluating)
• Making judgement
(evaluate), critique,
and recommend by
considering all material
available;
• Weigh possibilities and
do recommendations
Synthesis (Creation/
Creating)
• Construct new;
• Synthesise, create or
find an innovative
solution;
• Formulate new ideas
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Explanation and examples of the Examples:
level Action words
In Mathematics & Science learners Judge, evaluate, give an
should be able to (substantiate opin- opinion,
ion; critique solutions to problems Give viewpoint, critique
and statements about situations information,
made by others.
In Language subjects learners shouls
Decide what would be the
best route/solution and ex-
be able to (substantiate an opinion, plain why,
critique statements about situations
made by others, synthesis, critical ar- estimate cost, rate/score,
gument; novel or abstract contexts; support,
create poetry/a narrative) justify, find some substantia-
In Practical Subjects learners should tion, argue,
be able to (substantiate opinion; cri- defend an opinion
tique solutions to problems; critique
statements about situations made by
others; defend a critical argument;
refactoring and testing a programme,
and writing feedback)
In Mathematics & Science learn- Compose, design create
ers should be able to (participate invent, construct, forecast,
in a complex reasoning involving rearrange,
synthesis, critical argument linked
to abstract contexts; generalise pat- rewrite, design; imagine;
adapt;
terns observed in situations; make
predictions based on these patterns modify the existing into new
and/or other evidence and determine
conditions that will lead to desired
outcomes; working with complex
problems involving insight and log-
ic-leaps; formulating new equations
using all unknowns; creating new
solutions to problems; and redesign).
In Language subjects learners
should be able to (generalise pat-
terns observed in situations; work-
ing with complex problems involving
insight and logic-leaps; creating new
solutions to problems; redesign; writ-
ing a complex review / critique; re-
write information / a story for a new
context and setting).
In Practical Subjects learners should
be able to (generalise patterns ob-
served in situations; make predictions
29
 Type of Cognitive Demand Explanation and examples of the Examples:
level Action words
based on these patterns and/or other
evidence and determine conditions
that will lead to desired outcomes;
working with complex problems in-
volving insight and logic-leaps; for-
mulating new equations using all
unknowns; creating new solutions
to problems; redesign/rewrite and
adapting an existing programme,
modify particular procedures or
methods.
Complex reasoning involving synthe-
sis, to be able to provide imaginative
answers to fully substantiate answers
to “what if” questions; and critical ar-
gument linked to abstract contexts.

3.4 CURRICULUM STRATEGIC PLANNING THAT TAKES INTO

COGNISANCE THE TYPES OF ASSESSMENT
There is a need for you to plan an assessment for your subject and submit it to your
141

departmental head. All forms of assessments must be made known to learners, parents and
other relevant stakeholders such as the subject facilitators from the district . Assessment
tasks should be designed with care to cover the prescribed content and skills of the subject
as well as to include the correct range of cognitive demands and levels of difficulty. For fair
assessment practice, the teacher must ensure that the learner understands the content
and has been exposed to extensive informal assessment opportunities before doing a
formal assessment activity.

3.4.1 Strategic Planning of School-Based Assessments (SBAs)

The primary purpose of these SBAs is to improve the quality of teaching and assessment
142

(both formal and informal) as well as the learner’s process of learning and understanding
of the subject content. Assessment of and for learning is an ongoing process that develops
from the interaction of teaching, learning, and assessment. To improve learner performance,
an assessment needs to support and drive focused, effective teaching.

School-Based Assessment forms an integral part of teaching and learning; its value
143

as a yardstick of effective quality learning and teaching is firmly recognised. Through

assessment, the needs of the learner are not only diagnosed for remediation, but it also
assists to improve the quality of teaching and learning. The information provided through
quality assessment is therefore valuable for teacher planning as part of improving learning
outcomes.

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3.4.2 Components used in effective assessment planning strategies

144

Figure 3.2: Illustration of components used in effective assessment planning strategies

Activity 3.3

Pay attention to different kinds of assessments and answer the following questions:

• Who plans and implements an assessment?

• What is the purpose of an assessment FOR, AS, OF and IN learning?
• Who assesses (marks) the assessment FOR, AS, OF, and IN? Give reasons for each.
• Which kind of assessment is much more important than the others? Give reasons.

31
3.4.3 Learning styles that enhance effective strategies on planning for
an assessment

145

Figure 3.3: Learning styles that enhance diversity when planning an assessment

When planning an assessment, you should strategically keep in mind that there are different
146

learning styles among the learners in the class. Dreyer (2014) indicated the three learning
styles as being haptic, visual and auditory learning styles. In your assessment, you need
to accommodate learners who learn best through hands-on experience, working with
peers, and who also like going outside the classroom to investigate (haptic learning style).
Others learn best when they see the text and pictures of what they are learning. They
would like to observe pictures, and maps and give their own illustrations. They learn and
remember things by writing them down and benefit from writing formulas and instructions
on cards and reviewing them (visual learning style). There are those learners who learn
best through sounds, music and listening to people. They review notes by reading aloud
and talking to somebody. They solve problems through talking (auditory learning style).

Activity 3.4

When planning your assessment activities from your specific subject and grade:

• Develop an assessment activity that requires the learners to apply the haptic learning
style.
• Use text and pictures to develop an assessment activity that will engage learners on
a visual learning style.
• Design an assessment activity that will engage your learners in the listening to sounds,
music, and people: auditory learning style.

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3.5 THE USE OF LESSON PLANNING AS A STRATEGY

TOWARDS ENHANCING ASSESSMENT PLANNING
It is important for you to design an appropriate lesson plan using the Curriculum and
147

Assessment Policy Statement for your specific subject and grade. A good lesson plan
enhances teaching and learning in a classroom. In each lesson plan, the teacher must be
able to design the activities to be used in assessing learners on the subject content taught.
Refer to the CAPS (2011) document for more information on how to design a lesson plan.
Below is an example of a lesson plan derived from the CAPS document, Economic and
Management Sciences (senior phase) grade 7.

33
 GRADE 7 SUBJECT EMS WEEK: 1 HOURS: 30 MINUTES PERIOD: 1
DATE STARTED: DATE COMPLETED:

TOPIC:
ENTREPRENEURSHIP
REVISION: THE ENTREPRENEUR
LINKS WITH THE PREVIOUS LESSON: LINKS WITH NEXT LESSON(S):
June examination Revision: Starting a business
CONTENT: KEY TERMS (VOCABULARY):
Revision: The entrepreneur Entrepreneur, characteristics, risk-taking, discipline, optimistic, confident,
passionate, creative, self-motivation, decision-maker, communication
TEACHER ACTIVITIES LEARNER ACTIVITIES DURATION
BASELINE: Learners need to spell and explain the Baseline: 5 min

34
•
Ask the learners to spell and explain the following words: words posed by the teacher.

entrepreneur, characteristics, risk-taking, discipline, optimistic, confident, passion-

ate, creative, self-motivation, decision-maker, communication
Explain to the learners the following: Learners take their workbooks out, listen Lesson: 10 min
An entrepreneur is a business person who starts and organises a business, takes and take down notes given by the teacher.
•
risks, sees an opportunity for gaining profit and takes advantage of it, makes a Learners ask clarifying questions.
plan, often manages the business and receives profit if the business is successful.
• Characteristics of an entrepreneur include: the ambition to achieve, disciplined,
optimistic, confidence, remain calm, take risks, persistent, sense of responsibility,
passionate about learning, flexible, socially outgoing.
• Skills that an entrepreneur should develop include creative thinking, self-moti-
vation, management, leadership, decision-making, team-building, and planning.
 • Entrepreneurial actions include buying at a low price, selling at a higher price
and making a profit.
• A profit is generally the difference between the cost price and the selling price.
• Give and explain Activity 1 for learners to complete in class. • Learners are allowed to complete Ac- Activity 1: 15 min
• Walk through the class and assist learners who struggle. tivity 1.
• Mark Activity 1 with the learners. • Learners ask clarifying questions.
• Learners mark Activity 1 and do
corrections.
TEACHING STRATEGY/ METHODOLOGY

Cooperative learning  Lecture/Direct instruction

Discussion Visual/Practical Demonstration 
Explanation  Simulation
Observation Use of technology and instructional resources 

35
Question and answer  Role-playing
Other: Other
ASSESSMENT
FORM TOOL METHOD
Data Response Poster Memorandum  Baseline 
Project Classwork  Rubric with criteria Formal
Case Study Homework Checklist Informal 
Control Test Assignment Observation sheet Educator 
Examinations Class Test Other: Self 
Drama Other Other
AED3701/1/2020–2022
 RESOURCES: OHP/whiteboard/ chalkboard/worksheets/hand-outs, pencils, pens, textbook(s), charts, class notes.

TEACHER REFLECTION EXPANDED OPPORTUNITIES/ENRICHMENT

• Assist learners who are struggling with the concepts.

148 Name of Teacher: ........................................................................... HOD: ............................................................................

149 Signature: ......................................................................................... Signature: ...........................................................................

150 Date: ................................................................................................... Date: ...........................................................................

151

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152 Support Material

Activity 1

Revision activity on The Entrepreneur

Questions:
1. Define an entrepreneur.
2. Fill in the missing words:
2.1 Most entrepreneurs buy and sell goods in order to make a ____________.
2.2 A good __________ __________ system will help the entrepreneur to work out
what to .................................. buy, who to buy from, when to buy and how .........much
to pay.
2.3 If the _______ price is too low the entrepreneur may not be able to cover their
expenses.
2.4 The entrepreneur must bring goods to the notice of potential customers by _______
those________ goods.
2.5 The amount an entrepreneur adds on to the cost price of a product is called ________.

153 Support Material

Activity 2

Revision activity on The Entrepreneur

Answers
1. An entrepreneur is a business person who starts and organises a business, takes risks,
sees an opportunity for gaining profit and takes advantage of it, makes a plan, often
manages the business and receives profit if the business is successful. 2.1 Profit; 2.2
Stock control; 2.3 Selling; 2.4 Advertising; 2.5 Mark-up.

3.6 CONCLUSION
In this learning unit 3, you learnt about different assessment strategies, the section 4 of
154

the CAPS document on the diverse assessment strategies that take into cognisance the
application of Bloom’s Taxonomy, the types and forms of assessment in order to plan the
assessment, designing assessment activities according to the CAPS document in specific
subjects and phases, and use of the appropriate theories, policies, observed practices
and personal experience in designing and assessing learners.

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Learning unit 4
ASSESSMENT PLANNING, PRACTICE, AND REVIEW
METHODS

Learning outcomes

At the end of this unit you will be able to do the following:

• Use innovative ways to contribute to the development of aspects of assessment
planning, practice, and review.
• Incorporate contextual realities of assessment in terms of the nature of multi-cultural
schools and classrooms, historical legacies, social diversity, and the integration of
indigenous knowledge.

4.1 INTRODUCTION
In this learning unit, you will learn about the innovative ways to contribute to the
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development of aspects of assessment planning, practice, and review in ways that are
informed by contextual realities, the nature of multi-cultural schools and classrooms,
historical legacies, social diversity, and the integration of indigenous knowledge. Ask
yourself the following questions when studying this unit: what are the historical types
and forms of assessment and the current assessment perspectives in collaboration with
assessment planning and activities design?; what are the CAPS based assessment planning
and methods of giving feedback to learners, parents, and other relevant stakeholders in
multi-grade and normal schools?; how can a teacher integrate indigenous knowledge
and the recognition of social diversity in assessment planning and activities design?;
and lastly, what could be the different strategies for positive engagement, appropriate
theory, including indigenous knowledge, observed practice, and personal experience
in assessment?

4.2 THE INDIGENOUS TYPES AND FORMS OF ASSESSMENT

AND THE CURRENT ASSESSMENT PERSPECTIVES IN
COLLABORATION WITH ASSESSMENT PLANNING AND
ACTIVITIES DESIGN
There is a plethora of historical types and forms of assessment that teachers used to assess
156

learners in the classroom. In the South African context, during the apartheid era, most
of the assessments conducted in the class were based only on the summative type of
assessment. Learners used to memorise school work with the intention to pass the test.
Which was the common form of assessment used to assess learners?

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From as early as 1994 after the democratic dispensation in South Africa, the Department
157

of Basic Education adopted new policies that should be adhered to when teaching and
assessing learners. The first policy introduced was the Outcomes-based Education policy,
which was introduced in 1999. Learning outcomes and assessment standards, learning
aims, and learning objectives were among the most important aspects of teaching and
assessment that were paid attention to. This change also gave birth to the different types
and forms of assessment that teachers should pay attention to. You are requested to read
the policy document on OBE (Outcomes-based education) from the Department of Basic
Education website, www.departmentofbasiceducatiopolcies.co.za. In order to familiarise
yourself with the current types and forms of assessments, you need to have the CAPS of
the specific subject, phase, and grade that you are to teach. The previous unit outlined
the types and forms of assessments that are currently being used to assess learners. Visit
myUnisa under announcements and see the attached copy of the CAPS document that
you can use to familiarise yourself with the types and forms of assessments.

4.3 CAPS BASED ASSESSMENT PLANNING AND METHODS

OF GIVING FEEDBACK TO LEARNERS, PARENTS, OTHER
RELEVANT STAKEHOLDERS IN MULTI-GRADE AND
NORMAL SCHOOLS
If you visit the previous units, you noticed that we have already outlined what CAPS based
158

assessment planning is all about. We have shared with you different assessment methods
such as teacher assessment, self-assessment, peer-assessment, and also group assessment
methods. Let us pay attention to the concept of giving learners constructive feedback and
also how to deal with the planning and assessing of learners in a multi-grade classroom.

4.3.1 Constructive feedback to learners

For every assessment given to learners, irrespective of whether a formative and or
159

summative assessment, feedback is an essential element for every learner. As a teacher, you
should always be responsible enough to let your learners know their level of knowledge
acquired during teaching and learning through constructive feedback. This will enable
learners to know if they are on the right track through the use of constructive feedback.
Every learner in a class needs to know about his or her performance, which a teacher can
provide through ongoing performance discussion with the learner, providing specific
performance indicators or level descriptors, and giving instant corrective guidance/
re-teaching/remedial teaching. It is also essential to ask learners to give you their own
assessment view about their performance, and/or to share their performance review
with a peer.

It is important that when you give feedback to learners, you focus only on the description
160

rather than being judgemental about the learner’s performance. You always avoid
focusing on the assumptions and interpretations of what you hear about the learner, but
rather pay attention to the observations you made about the learners’ performance. The
performance of the learner cannot be based on the physical appearance of the learner;
you, therefore, need to pay attention only to the behaviour that can contribute towards

39
a learner’s achievement rather than how he or she physically appears. There is always
something good and/or bad about a learner; be careful of shifting your focus to the
negative of a learner, but rather focus on the positive in order to build the confidence of
the learner towards good achievement. Sometimes, too much of everything becomes a
challenge. You, therefore, need to be careful of giving too much feed to the learner, to
an extent that he or she will end up being confused, not knowing what is important and
less important. Read the article on “Constructive feedback: A key to successful Teaching
and Learning” written by the Department of Education Administration, College of Education,
The University of Texas at Austin. (Available on myUnisa under Additional Study materials).

4.3.2 Assessment in Multi-Grade classroom

A multi-grade classroom can easily be described as a classroom with more than two grades’
161

levels and taught by a single teacher. The teaching of a multi-grade class will, therefore,
require you to employ certain teaching methodologies and classroom administration.
In South Africa, the Department of Basic Education (DBE) is aware of the challenges that
teachers experience in teaching and assessing learners in a multigrade classroom. This is
because teachers in South Africa are not trained to teach and assess learners in multi-grade
schools. However, most teachers found themselves teaching and assessing learners in one
class, but dealing with different grades. The worse part of it is that there is limited scope
with regard to the availability of the policy guidance in teaching and assessing learners.
On the same note, the available policies in multi-grade teaching indicate that teachers
at multi-grade schools had limited skills in managing different content at different levels,
including classroom management. The only important policy that is available for effective
teaching and learning and assessment of learners in a multi-grade classroom is the CAPS
document. Attached is a document on Learning and teaching in Multigrade setting by
Angela W Little – 2004 UNESCO 2005 EFA Monitoring report on myUnisa Additional Study
Material for your perusal.

Activity 4.1

Assessments in a multi-grade (more than one grade in one class) differ from a normal
class (single grade). See the below example of a designed assessment activity in which
two different grades in ONE class on the same subject and topic was developed. Use the
same format to answer the same questions using your specific subject and grades. The
assessment type, the form of assessment, and the method of assessment should be dif-
ferent. On completion, post your answers to your e-tutor and/or on the Discussion forum.
EXAMPLE OF A DESIGNED ASSESSMENT ACTIVITY
4.1.1 Indicate the two grades, subject, and topic 3x1=3
Grades: 8 & 9
Subject: Economics and Management Sciences
Topic: Grade 8: term 4: Financial literacy: Cash receipts journal
Grade 9: term 4: Financial literacy: Credit transactions – debtors

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4.1.2 Which form of assessment will be used? 2x1=2

Case study (design a case study of grade 8: Cash receipts journal; and that of grade 9:
Credit transactions – debtors)

4.1.3 Indicate the purpose of assessment according to the CAPS document (even though
the topic is the same, the purpose might not be the same, considering of different
grades) 2x2=4
Grade 8: To find out if learners can use columns in the Cash Receipt Journal to enter cash
transactions.

Grade 9: To find out if learners can record transactions in the Debtors Journal, Debtors
Allowances Journal and Cash Receipts Journal concerning credit sales.

4.1.4 How will you ensure that the assessment is credible and fair to both grades?

2x2=4

Credibility in assessment implies:

Reliability: The assessment activities of both grades 8 and 9 emanated from the lessons
plans based on financial literacy in the CAPS document of senior phase EMS.

Practicability: All the resources are made available to all learners. Adequate time has
been allocated to complete the assessment activity.

Validity: The assessment is relevant to the standards set according to the CAPS document
for the specific assessment activity.

Fairness in assessment: Transaction, source document, subsidiary journal, general ledger,

trial balance, financial statements (income statement and balance sheet) will be provided
during the assessment to both grades 8 and 9 learners.

The financial literacy language was used when designing the assessment activity (case
study). Assessment is not biased towards race, gender, age or social class and can be
easily understood by all learners.

4.1.5 Justify how it will take into account the three learning styles (haptic, visual, and
auditory) when assessing the learners. 3x2=6

Haptic: Since the assessment activities were designed for learners to work in pairs, learners
will engage each other in completing the Cash receipts journal (grade 8) and also Credit
transactions – debtors (grade 9).

Visual: Learners will be encouraged to view the samples of pasted Cash receipts journal
and also Credit transactions–debtors.

Auditory: Learners will be working in pairs, therefore, they are obliged to communicate, or
verbalise and exchange knowledge or ideas in order to complete the assessment activities.

4.1.6 What is the expected end product of the assessment activity? 2x1=2

Each pair is entitled to submit and make a presentation of the task given:

Cash receipts journal (grade 8) and,

Credit transactions – debtors (grade 9).

41
 4.1.7 During the assessment activity, will you allow learners in the upper grade to assist
those in the lower grade (e.g. grade 9 assisting grade 8 learners)? Support your answer.
2x1=2. (Depending on the type of the activity given, the answer may be yes or no.)
No: Grade 8 learners are paired and should have their independent thoughts when com-
pleting their task. However, during the presentation, grade 9 may also be allowed to add,
and/or subtract where necessary as part of supporting the grade 8 learners.
Yes: If grade 8 and 9 are completing the same assessment for learning activity (not for
recording purposes) and it is meant for peer mentoring.
4.1.8 Briefly illustrate how you will give feedback to the learners. Consider that you have
two grades in one class when answering this question. 3x1=3
Each paired word will be marked by the teacher who will also give constructive feedback
to the learners.
During presentation learners from both grades will be allowed to advise and/or share
knowledge as part of the feedback.
After the presentation, the teacher will make the general and final input highlighting
important areas that learners did not attend to in terms of the activity.

4.4 THE USE OF THEORIES IN ASSESSMENT

Some of the important theories that you will be required to learn and understand in order
162

to plan, implement, review, justify a variety of assessment planning techniques, design

activities, strategies, instruments, and moderate will be used throughout this module.
These will include: andragogy theory, self-determination theory, social learning theory,
socio constructivism theory, social justice theory, behaviouralism assessment theory,
Ubuntu assessment theory, Blooms Taxonomy theory in assessment, and connectivism
assessment theory. You are required to read articles, book chapters, and other related
OERs on the above indicated theories to broaden your understanding.

4.5 ASSESSMENT REVIEW METHODS

It is important for a teacher to explore a variety of assessment methods to use when
163

assessing learners. Assessment methods are strategies, techniques, tools and instruments
for determining learners’ performance. There is a need for a teacher to use direct and
indirect assessment methods. A direct assessment method is used when learners are to
demonstrate their learning, and an indirect assessment is used when learners reflect on
their learning. The use of forms of assesment such as tests, essays, and presentations are
generally classified as direct assessment methods, and the use of surveys and interviews
are classified as indirect assessment methods.

164 Guidelines for selecting assessment methods:

• Collect information that will answer the programme’s questions

• Use multiple methods to assess each learner’s learning outcome
• Include both indirect and direct assessment methods

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• Include both qualitative and quantitative methods

• Consider the learner’s strengths and weaknesses
• Assessment should be standardised

4.6 ACTIVITY ASSESSMENT METHODS

Complete the table by indicating whether the assessment form given below is a direct
165

or indirect assessment method.

Table 4.1: Assessment methods (complete and post on the Discussion forum)
Method Description Direct or indirect
Survey Learners are requested to conduct an experiment in
a field-work and record the results
Project Learners are conducting a project on school envi-
ronmental cleanliness
Final Learners are to write a final examination paper at
examination the end of the year
Debate com- External reviewers score and judge the performance
petition of learners
Focus group Learners are to discuss and use open-ended ques-
tions designed to collect data about the changes in
weather systems in South Africa
Test Learners are to write a test administered in a class
Observations Learners are to observe an experiment and record
the results that will be presented in class
Portfolio Learners are to conduct research based on a case
study
Reflective The learner is to write an essay to reflect on their
learner essays learning experiences

4.7 CONCLUSION
You have been introduced and familiarised with the innovative ways that contribute to
166

the development of aspects of assessment planning, activities design, and review in ways
that are informed by contextual realities, the nature of multi-grade classrooms, historical
legacies, social diversity, and the integration of indigenous knowledge. You now have the
opportunity to reflect on your historical types of assessment, the current CAPS-based
assessment perspectives’ practices particularly in a multi-grade classroom, the recognition
of social diversity in the classroom when designing assessment activities, and drawing
in the positive engagements through the use of assessment activities in your subject.

167

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Learning unit 5
APPLICATION OF ASSESSMENT THEORIES
ACCORDING TO CAPS

Learning outcomes

At the end of this learning unit you will be able to do the following:
• Analyse the application of assessment theories in assessment planning, activities
design, recording and reporting, and the review of the specific CAPS subjects.
Undertake assessment research in specific subjects on Ubuntu, decolonisation and
Africanisation to develop a better understanding of assessment.

5.1 INTRODUCTION
In this learning unit, you will be exposed to assessment theories , how to record assessment
168

marks, and how to prepare yourself to report on learners’ performance. You are urged to
quickly familiarise yourself with the assessment tasks that learners should write as part of
continuous assessment in your specific subject, phase, and grade. Kindly be informed that
each assessment task according to your CAPS document is weighted certain percentage.
You need to know from your CAPS document how many types and forms of assessment
your learners should complete as CAT (Continuous Assessment Tasks) before they can
write the summative end of term or year assessment task. This unit will also explore the
assessment research in specific subjects on decolonisation and Africanisation to develop
a better understanding of assessment that will underpin the assessment decisions they
have to take when designing assessments.

5.2 REFLECTION ON ASSESSMENT DESIGNS BY CRITICALLY

CONSIDERING THEIR DECISIONS ON THE FOLLOWING
169 5.2.1 Grade, subject and topic are to be assessed: every assessment activity should
clearly indicate the grade, subject, and topic. It is the responsibility of the teacher
to make sure that the assessment is designed to assess learners of the specific
grade, subject, and the content covered under a specific topic. This is to ensure
that the assessment is fair to learners.

170 5.2.2 The purpose of the assessment activity according to the CAPS document: the
purpose of assessment should mainly focus on the purpose the teacher set as
stipulated on the CAPS specific subject. The type of assessment, the form of
assessment and the methods of assessment should correlate with the purpose of
the assessment.

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171 5.2.3 The resources required for assessment: it is essential for the teacher to know the
availability of the resources required for the type and form of assessment to be
given to the learners. Imagine you are giving learners a project that requires them
to visit the science laboratory while you do not have a science laboratory in your
school.

172 5.2.4 Role of the teacher during the assessment: it is the teachers’ role to ensure that
the assessment tests what it is intended to test. The teacher should design the
assessment that tests the learners’ knowledge and skills based on what has been
taught in the classroom. The teacher is expected to make sure that all cognitive
levels according to Bloom’s Taxonomy are covered. There is no excuse for not
providing an assessment instrument for every assessment task given to learners.
The teacher should also give constructive feedback to learners.

173 5.2.5 Role of the learners during the assessment: it is the learner’s responsibility
to complete the assessment tasks. This depends on the assessment task given.
If it is a group assessment, each learner is expected to actively participate in the
activity.

5.2.6 The expected end product of the assessment activity: every given assessment
174

activity is important since it forms part of continuous assessment. The end product
of the assessment depends on the type, form and method of assessment.

175 5.2.7 The assessor: the CAPS document, according to each specific subject, outlines
assessment tasks that should be given to learners as part of continuous assessment.
The type, form and method of assessment give guidance on who should be the
assessor of the assessment task. For example, if learners are to write the summative
end of year final examination, it is obvious that the teacher must be the assessor.

176 5.2.8 Assessment instrument to be used to assess the activity: some of the assessment
instruments recommended by the CAPS document include an observation checklist,
assessment grid, assessment rubric, and/or a memorandum/marking guidelines.
The use of each assessment instrument indicated above totally depends on the
type of assessment, the form of assessment, and/or method of assessment. You can
refer to the Curriculum and Assessment Policy Statement of your specific subject
and or the previous units on how to design the above assessment instruments.

177 5.2.9 Assessment venue and time. Justify the choice of venue and time: the justification
of the venue and time of the assessment depends on the type, form, and method
of assessment. For example, a Life Orientation (Physical Education) assessment can
take place both in the classroom and also on the soccer or netball field.

178 5.2.10 The application of the principles of assessment to be employed in this assessment:
there is a need for the teacher to take into account all assessment principles,
especially principles such as fairness, reliability, validity, practicability, manageability,
and also crediblity.

Reliability: The assessment activities of both grades 8 and 9 emanated from the
179

lessons’ plans based on financial literacy in the CAPS document of senior phase EMS.

45
 Practicability: All the resources are made available to all learners. Adequate time
180

has been allocated to complete the assessment activity.

Validity: The assessment is relevant to the standards set according to the CAPS
181

document for the specific assessment activity.

182 5.2.11 Measures to be put in place in order to address barriers to learning in your
assessment: there are basic measures to put in place in each assessment activity
given to learners in order to avoid barriers to learning. You should make sure that
the assessment is designed for the specific grade and subject. The assessment
should be able to address all six cognitive levels as stipulated in Bloom’s Taxonomy.
It is important for the teacher to take into account learners with special needs
when designing the assessment task.

183 5.2.12 Recognition of Bloom’s Taxonomy when designing questions: pay attention to
the previous units in order to recognise the six cognitive levels as stipulated in
Bloom’s Taxonomy.

184 5.2.13 Individual learning styles, multiple intelligences, aptitudes, and interests: assessment
is an integral ongoing part of the learning process (where does it fit into your
assessment plan and type of assessment – informal, formal assessment task or
practical assessment task such as test, research project, etc?). It is important to
address assessment(s): bias-free and sensitive to gender, race, cultural background
and abilities. Recording and reporting of the assessment judgements should be
shared regularly by the teacher with learners and other stakeholders.

185 5.2.14 Undertake assessment research in specific subjects on decolonisation and

Africanisation to develop a better understanding of assessment that will underpin
the assessment decisions they have to take when designing assessments.

5.3 AFRICANISATION AND DECOLONISATION OF THE

ASSESSMENT
Horsthemke (2016:2) argues that, although or maybe because the terms “knowledge”
186

and “epistemology”/“epistemological” are used in liberal abundance in literature,

characteristically no account is given of the actual meaning(s) of the terms. Thus, there is a
general failure among theorists to appreciate and engage with the ramifications of these
concepts. Instead, “indigenous knowledge” is unquestioningly employed as an umbrella
concept to cover practices, skills, customs, worldviews, perceptions, as well as theoretical
and factual understandings. Horsthemke refers to the common assertion (for example, by
sociologists, social and educational theorists) that knowledge is “contested” and argues that
the assertion seems to draw its strength entirely from this lack of definition and conceptual
clarity. These comments by Horsthemke clearly indicate that we need to be clear about
what we mean when we contemplate Africanisation and other related constructs such as
indigenous knowledge, decolonisation of education and ubuntu, among others. Reviewing
literature on Africanisation, decolonisation of education and indigenous knowledge reveals
a tendency among several authors to use these terminologies interchangeably. This

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reiterates the view that almost always we may distinguish among aspects of something
that is inextricably intertwined in reality.

According to Mbembe (2016:36), Ngugi (2013) drew several practical implications from his
187

considerations of what it might possibly mean to decolonise our own institutions. Most
of these implications had to do with the content and extent of what was to be taught
(curriculum reform). The first implication Mbembe highlights in this regard was the need to
teach African languages. A decolonised university in Africa should put African languages at
the centre of its teaching and learning projects. Mbembe argues that colonialism rhymes
with monolingualism. The African university of tomorrow will be multilingual.

A second implication highlighted by Mbembe (2016:36) focuses on Ngugi’s view that Africa
188

expands well beyond the geographical limits of the continent. According to Mbembe,
Ngugi wanted “to pursue the African connection to the four corners of the Earth” – to the
West Indies, to Afro-America, Africa, and Asia. The lesson is clear. Decolonising an African
university (and by implication education in general) requires a geographical imagination
that extends well beyond the confines of the nation state. Mbembe (2016:36) refers to
many versions of black internationalism and their intersections with various other forms
of internationalism in this regard. He argues that this could help in rethinking the spatial
politics of decolonisation in so far as true decolonisation, as Dubois intimated in 1919,
necessarily centres on “the destiny of humankind” and not of one race, colour or ethnos
(Mbembe, 2016:36).

These views clearly indicate that Africanisation does not mean that we want to replace
189

the Western knowledge system with an African knowledge system, but that an African
knowledge system exists alongside Western and other knowledge systems. It also means
that education (and assessments) should break away from a view that the Western
world view is superior to other views and claim and promote an African world view and
knowledge system that is in no way inferior or subservient to other knowledge systems.

5.3.1 Indigenous knowledge and Indigenous knowledge systems (IKS)

The preceding overview of Africanisation clearly illustrated the inter-relatedness of the
190

constructs of Africanisation, decolonisation, ubuntu and indigenous knowledge. The

views of a few authors on indigenous knowledge and indigenous knowledge systems
brings the latter into focus. Wydeman (2004:83) sees knowledge as a universal resource
that is both diverse and varied. He argues that, while Western knowledge systems have
been and still are invaluable to all, they have been incapable of responding adequately
to the massive intensification of disparities and exploitation, and the rapid depletion of
the earth’s natural resources. Other knowledge systems such as IKS should be considered
and used in this regard. IKS represents both a national heritage and a national resource
that should be protected, promoted, developed and conserved. IKS is also a resource
that should be used to address present social and human issues. (Wydeman 2004:10).
According to Horsthemke (2016:4). In the African context “Indigenous knowledge” is
generally comprised of the local, and traditional belief, practices, and customs. This implies
that the Western beliefs, practices, and customs should be considered non-indegenous.

47
Odora-Hoppers in Wydeman (2004:83) regards IKS to be the combination of knowledge
191

systems encompassing technology, social, economic and philosophical learning,

or educational, legal and governance systems. Wydeman (2004:83) argues that one way
to Africanise the curriculum is to focus on indigenous knowledge systems (IKS).

5.3.2 Ubuntu philosophy in assessment

The overview of thoughts on ubuntu given here is by no means extensive and is given
192

to further contextualise the focus of this chapter, namely to reflect on education and
assessments as proposed in the CAPS document in terms of the theoretical underpinnings
as contained in Africanisation of education, with pertinent focus on assessment. In this
regard, Beets and Le Grange (2005:1200) argue that the African notion of ubuntu could be
considered when we explore ways in which it might enhance education and assessment
practices in (South) Africa. This overview of ubuntu from an education and assessment
perspective:

• considers the African rites of passage as underpinning philosophy to traditional African

life and education
• provides a detailed overview of what ubuntu meant in traditional contexts
• also provides an overview of how education was viewed traditionally
• concludes with views expressed in the literature regarding ubuntu in education and
assessment contexts.

The Commission for the promotion and protection of cultural religious and linguistic communities
193

(CRL Rights Commission) (2008) regards the role that the African rites of passage play in
the identity formation of African peoples as critical. These rites of passage are related to
the four major times of transition in a person’s life – birth, initiation, marriage, and death.
The rites of passage are also related to the rituals associated with these particular times
or passages. The CRL Rights Commission argues that the African rites of passage should
be understood in terms of the nature of African communities.

194 Assessment in the ubuntu context as a summative assessment

No summative assessment approach was used in traditional ubuntu education and

195

assessment. In fact, we have seen that the notion of the educated person as a formally
qualified person was largely unknown and even irrelevant to the ubuntu philosophy.
Education was part of a life-long existence in the community and life itself extends
beyond death – the person becomes an ancestor after this physical life, yet is still part
of community life.

Similarly, the successor of a traditional healer would not do a final theoretical or practical
196

assessment at the end of the period the traditional healer taught and trained the successor
or “learner-healer’’. The knowledge, skills, values, and attitudes, including the ability
to communicate with the ancestors, were acquired over a long period of time. The healer
would consult with the ancestors before deciding whether the successor was ready to take
up the responsibilities as a succeeding healer, rather than subjecting the learner-healer
to anything similar to what we understand as final examinations/assessment resulting
in a qualification.

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The notion of an external assessment agency also did not exist in ubuntu contexts as
197

the education system was contained within community life. A similar context may have
existed, namely in the case of a traditional healer in a particular clan, family or village
who may also have been consulted by people from other villages and communities. The
particular healer may have had a good reputation beyond the confines of the community
and are “external’’ to the villages other than the one where he/she resided, but this is not
similar to what we regard as an external moderator or assessment agency today.

198

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 APPENDIX 1: EXAMPLE OF GR. 7–9 EMS MULTI-GRADE LESSON PLANS – TERM 1
199
LESSON PLAN 1
200
GRADE 7–9 TERM 1: Week 1
GRADE 7 GRADE 8 GRADE 9
Topic: ECONOMY Duration: 2 of 6 hours Topic: ECONOMY Duration: 2 of 6 hours Topic: ECONOMY Duration: 2 of 4 hours
Sub-topic: History of Start date: ……...…… Sub-topic: The Start date: ……...…… Sub-topic: Economic Start date: ……...……
money Completed date: government Completed date: systems Completed date:
……………….... ……………… ………………....
Prior content Link with the next Prior content Link with the next les- Prior content Link with the next
knowledge: lesson: knowledge: son: National budget knowledge: lesson:
General knowledge on Needs and wants Basic needs of individ- The role of the differ- Cash journals
the use of money in uals, families, commu- ent levels of govern-
the household nities, and countries ment in respect of
businesses in the use

50
of resources.
Content: Vocabulary/ Impor- Content: Vocabulary/ Impor- Content: Vocabulary/ Impor-
tant Words: tant Words: tant Words:
Period 1-6 Period 1–6 Period 1–4
• Traditional socie- Period 1–6 • Meaning of Period 1–6 • Planned market Period 1-4
ties B • Traditional government. • Government and mixed eco- • Planned, origin,
• Bartering • Ancient • Different levels of • Household nomic system market economic
• Promissory notes • Khoisans government • Resources • Origin and history systems.
• Coins and paper • Money • Roles of the differ- • Services of the economic • Global, mixed
money • bartering ent levels of gov- • Producer system. economy, com-
• Electronic banking • Promissory note ernment in respect • Consumer • Advantage, disad- mand economy
• The role of money • Electronic banking of households (as • Municipality vantage, and char- • The market econ-
consumers and • Metropolitan acteristic of each omy, productive
producers) economic system’. resources
• Role of government • Global economy • Exports, imports,
in respect of busi- and globalization.
nesses in the
 GRADE 7
Aims and Objectives of the lesson
By the end of the lesson learners will be able to:
Period 1–6
• Trace the history of money.
• Understand the importance of money in the
economy.
• Differentiate between needs and wants.
• Understand the link between primary and
secondary needs.
• Appreciate the limited resources to satisfy
GRADE 8 GRADE 9
use of resources
and services (both
as consumers and
producers).
Aims and Objectives of the lesson Aims and Objectives of the lesson
By the end of the lesson learners will be able to: By the end of the lesson learners will be able to:
Period 1–6 Period1–4
• Explain the concept of ‘government’ in their • Distinguish between planned and mixed econ-
own words. omy systems.
• Identify the levels of government. • Trace the origin and history of each economic
• Understand the roles of the different levels of system.
government in society. • Understand the advantages, disadvantages,
• Appreciate the role of government in respect and characteristics of each economic system.
of businesses in the use of resources and • Understand the concept of a global economy.

51
unlimited wants. services.
Teaching Methods: Differentiation (En- Teaching Methods: Differentiation (En- Teaching Methods: Differentiation (En-
Tick the applicable richment opportu- Tick the applicable richment opportu- Tick the applicable richment opportu-
teaching method: nities / addressing teaching method: nities / addressing teaching method: nities / addressing
Narrative method barriers): • Narrative method barriers): • Narrative method barriers):
• Discussion method Give learners a • Discussion method • Learners compile • Discussion method • Create a BLANK
• Question and
• • Question and lists of what they • Question and form with columns
chart with twenty
answer countries and answer would like the gov- answer for exports and
• Demonstrations twenty differ ent • Demonstrations ernment to do for • Demonstrations imports clearly
• Group activities currencies and ask • Group activities them taking into • Group activities labeled.
• Other: them to match the • Other: consideration the • Other: • Learners complete
………………..……… countries with their ………………..……… limited resources in ……………… the form by popu-
corresponding their locality. ……………… lating it with ten
currencies. • Ask learners to state exports from South
Each learner makes the three levels of Africa and ten
• government and any imports to South
“good” and “ser
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Africa.
 GRADE 7 GRADE 8 GRADE 9
vice” flashcards. As four core responsi- • Learners prepare
the teacher calls bilities of each level. an individual writ-
out an item, learn- ten presentation
ers must flash the on the difference
card that correctly between the in-
identifies it as a formal and formal
good or service. economy.
• Learners compile
lists of services ren-
dered by employed
members of their
respective house-
holds (sensitivity
on the part of the
teacher should be
observed).

52
GRADE 7 GRADE 8 GRADE 9
ASSESSMENT STRATEGY Formal ASSESSMENT STRATEGY Formal ASSESSMENT STRATEGY Formal
Informal √ Informal √ Informal √
Form of Assessment: Assessment Tool: Form of Assessment: Assessment Tool: Form of Assessment: Assessment Tool:
Define vocabulary Glossary in textbook Define vocabulary Glossary in textbook Define vocabulary Glossary in textbook
words words words

EVIDENCE OF ASSESSMENT EVIDENCE OF ASSESSMENT EVIDENCE OF ASSESSMENT

Teacher: Teacher: Teacher:
• Activities are peer marked, corrected, signed • Informal activities are controlled, corrected and • Informal activities are controlled, corrected and
and dated. dated. Teacher’s comments in the learners’ ex- dated. Teacher’s comments in the learners’ ex-
ercise books. ercise books.
 GRADE 7 GRADE 8 GRADE 9
• Notes given by the teacher are checked and Learners: Learners:
teacher comments in the learners’ books. • Summary of the definitions and other class/ • Summary of the definitions and other class/
homework in the learners’ exercise books. homework in the learners’ exercise books.
Learners:
• All work is marked and corrected by the learner • All work is marked and corrected by the learner
• Notes and activities are completed by the learn-
and controlled by the teacher. and controlled by the teacher.
ers in their exercise books.
INTRODUCTION:
• Explain that all nations, regardless of the type of economic system they may have, face the same basic economic problem of deciding how to use scarce
resources to satisfy the wants of their citizens.
• Point out that this problem is universal and that no system can provide all the goods and services that its citizen desire.
• Discuss the learners’ wishes and ask them to give more examples of every day and long term wants that people have. Explain that goods are things that
you can touch that are produced to satisfy needs and wants. Give examples.
• Explain the public policies a nation adopts to deal with issues related to this basic economic problem to reflect the importance a nation places on dif-
ferent broad social goals, including economic efficiency, equity, freedom, growth, security, and stability.
• Explain that economic efficiency means an economy is using its limited resources to produce the most goods and services possible to satisfy people’s

53
wants and is also producing the kinds of goods and services that people want the most.
• Emphasize that to achieve economic efficiency decisions about the use of resources to produce additional goods and services must be made by ana-
lyzing the costs incurred and benefits received. It is within this context that the government, business, and households come in to play very important
roles. Explain that to enable individuals and society at large to benefit from the goods and services provided the exchange of money has to take place.
Do not forget to mention that before the advent of money, goods and services were exchanged through a barter system.
• Allow learners’ questions and discussions.
LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK:
Period 1: Period 1: Period 1: Period 1: Period 1: Period 1:
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
History of money History of money The Government The Government Economic Systems Economic Systems
• Instruct learners • Write down the cur- • Explain that “gov- • Listen to the • Define an econom- • Listen to the teach-
to write any cur- rencies and their re- ernment” is the teacher when the ic system as the er and ask clarity
rencies they know spective countries political control new concepts are way people decide seeking questions
on their exercise in their books. exercised over the explained. to organize produc- • Answer the ques-
books and their re Listen to the actions of the Ask clarity seeking tion, distribution, tions posed by the
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• •
 GRADE 7 GRADE 8 GRADE 9
LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK:
Period 1: Period 1: Period 1: Period 1: Period 1: Period 1:
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
spective countries. teacher’s members, citizens, questions. and consumption. teacher.
• Explain to learners explanation. or inhabitants • Discuss among • Explain that the de- • Do the activity at
that the history of • Ask clarity seeking of communities, so- themselves and ex- cisions people must home.
money dates back questions cieties, and states. plain to the teacher make on produc-
to the beginning of • Respond to the • Government is nec- their understanding tion, consumption
humankind when teacher’s questions. essary to the exist- of the key concepts and distribution
people used the • Write down notes ence of civilised mentioned by the are:
barter system to in notebooks society. teacher − What to
trade. • Complete the activ- • Write the concepts produce?
Explain that thissys- ity in their exercise mentioned by the − How to
tem had many books. teacher and their produce?

54
shortcomings meanings in their • For whom?
leading to the note books. • Explain that there
introduction of are different types
cowry ‘money’ in of economic
trade and then at systems and each
around 1000 BC, economic system
the Chinese came answers these
up with a system of three questions.
using metal tools • Task learners to do
as money. Silver, the given activ-
gold and bronze ity on economic
coins were then systems.
introduced by the
Persian and Roman
empires and soon
after leather and
paper money.
 GRADE 7 GRADE 8 GRADE 9
• Indicate to learners
that long ago peo-
ple provided for
their own needs.
• Explain that long
ago people were
self-sufficient and
lived on what was
provided by nature
• Explain to the learn-
ers that there was
notrade nor money,
• Indicate to the
learners that self-
sufficient societies

55
lived by hunting,
gathering and
cultivation.
• Give learners
Activity 7.1.1 on
self-sufficient socie-
ties as homework.
LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK:
Period 2: Period 2: Period 2: Period 2: Period 2: Period 2:
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
History of money: History of money: The Government The Government Economic Systems: Economic Systems:
• Mark the activity 7 • Learners mark • Explain to learners • Listen to the • Explain that when • Listen to the teach-
. 1.1 from period 1 their own books that in South Africa teacher when he central authority, er’s explanation
with the learners. on activity 1 from the levels of govern- explains the new such as a govern- on the command
period 1. ment are: National, concepts on the ment, makes the system and
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 LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK: LESSON, CLASSWORK, AND HOMEWORK:
Period 2: Period 2: Period 2: Period 2: Period 2: Period 2:
TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
• Explain that money • Learners listen to the Provincial and Local. levels of decisions about ask clarity seeking
did not always ex- teacher’s explana- • Mention that Pro- government. what, how and for questions.
ist. Prior to money, tion and write down vincial governments • Listen to the whom to produce, Pay attention to new
bartering was the important informa- are managed by teacher’s explana- the economic sys- concepts and write
only way of trading. tion on their books. Premiers. tion and ask clarity tem is called com- down in their exer-
• Indicate to learners • Do the research • Prompt learners to seeking questions. mand system. cise books.
that bartering was activity as home mention the prov- • Do the activity on • Explain that when • Answer ques-
not very efficient, work. inces in South Africa naming provinces the producers and tions posed by the
such as trading and their respective and their premiers consumers make de- teacher and fill in
animals for maize Premiers as class as class work. cisions about what, the table in their
meal. work (Activity 2). how and for whom exercise books.
• Assign learners to to produce, the so-

56
research ten coun- ciety has a market
tries that trade economy
between them- • Display the table
selves and write on the economic
down the products systems and ask
they trade in (Activ- learners to com-
ity 2). plete it.
Resources: Resources: Resources:
• Textbook • Textbook Use any activities from any suitable CAPS
• Chalkboard and chalk • Chalkboard and chalk textbook.
• Other exemplary textbooks Textbooks
•
• Learners’ exercise books etc.
 Teacher’s comments / reflection:
HOD input: monitoring and support
..........................................................................................................................................................................................................................................................................................................
............................................................................................................................................................................................................................................................................................................
.............................................................................................................................................................................................................................................................................................................
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 APPENDIX 2: NATIONAL POLICY PERTAINING TO THE PROGRAMME
AND PROMOTION REQUIREMENTS OF THE NATIONAL
CURRICULUM STATEMENT GRADES R-12
202

NATIONAL POLICY PERTAINING TO THE PROGRAMME AND PROMOTION

REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT

GRADES R - 12

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 AED3701/1/2020–2022

National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R – 12 published as Government Notices
No. 1115 and 1116 in Government Gazette No. 36042 of 28 December 2012 and
amended as:

Government Notices 499 and 500 in Government Gazette, No. 36465 dated 17 May
2013;
Government Notices 564 in Government Gazette, No. 37840 dated 18 July2014;
Government Notices 625 and 626 in Government Gazette, No. 37910 dated 13
August 2014;
Government Notices 236 and 237 in Government Gazettes, No. 38950 dated 20
March 2015.
Government Notices 1161 in Government Gazette, No. 39435 dated 20 November
2015.

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Department of Basic Education

Sol Plaatje House

222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357-3000
Fax: +27 12 323-6601

120 Plein Street

Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465-1701
Fax: +27 21 461-8110

http://www.education.gov.za
http://www.thutong.doe.gov.za

© Department of Basic Education

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 AED3701/1/2020–2022

CONTENTS

ABBREVIATIONS AND ACRONYMS vii

GENERAL EXPLANATORY NOTE viii
DEFINITIONS ix

CHAPTER 1: INTRODUCING THE POLICY FOR THE PROGRAMME

AND PROMOTION REQUIREMENTS OF THENATIONAL
CURRICULUM STATEMENT GRADES R - 12 1

1. PURPOSE OF THE DOCUMENT 1

2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL
CURRICULUM STATEMENT GRADES R -12 2

CHAPTER 2: GENERAL REQUIREMENTS OF THE GENERAL

EDUCATION AND TRAINING BAND, GRADES R – 9 3

3. DURATION 3
4. CONCESSIONS 3

CHAPTER 3: FOUNDATION PHASE, GRADES R - 3 6

5. APPROVED SUBJECTS 6
6. PROGRAMME REQUIREMENTS FOR GRADES R - 3 8
7. PROGRESSION REQUIREMENTS FOR GRADES R - 3 9
8. ASSESSMENT 11
9. RECORDING AND REPORTING 11
10. TIME ALLOCATION 12

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CHAPTER 4: INTERMEDIATE PHASE, GRADES 4 - 6 14

11. APPROVED SUBJECTS 14

12. PROGRAMME REQUIREMENTS FOR GRADES 4 - 6 16
13. PROVISOS 17
14. PROGRESSION REQUIREMENTS FOR GRADES 4 - 6 18
15. ASSESSMENT 19
16. RECORDING AND REPORTING 19
17. TIME ALLOCATION 20

CHAPTER 5: SENIOR PHASE, GRADES 7 - 9 22

18. APPROVED SUBJECTS 22

19. PROGRAMME REQUIREMENTS FOR GRADES 7 - 9 25
20. PROVISOS 26
21. PROMOTION REQUIREMENTS FOR GRADES 7 - 9 27
22. ASSESSMENT 28
23. RECORDING AND REPORTING 29
24. TIME ALLOCATION 30

CHAPTER 6: FURTHER EDUCATION AND TRAINING:

GRADES 10 - 12 31

25. DURATION 31
26. ENTRANCE REQUIREMENTS FOR FURTHER EDUCATION
AND TRAINING, GRADES 10-12 31
26A STUDY PATHWAYS FOR GRADES 10-12 32
27. PROGRAMME REQUIREMENTS FOR GRADES 10 – 12 33
28. PROVISOS 35
29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12 39
30. ASSESSMENT IN GRADES 10 AND 11 40
31. ASSESSMENT IN GRADE 12 41
32. RECORDING AND REPORTING 41
33. CONCESSIONS 42

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34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT

FOR LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING 45
35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12 49
36. TIME ALLOCATION 50
37. CERTIFICATION REQUIREMENTS 51
38. SUPPLEMENTARY EXAMINATIONS 53

CHAPTER 7: REPEAL OF POLICY AND TRANSITIONAL ARRANGEMENTS 54

39. REPEAL OF POLICY 54

40. TRANSITIONAL ARRANGEMENTS 55
41. SHORT TITLE AND COMMENCEMENT 57

ANNEXURE A: APPROVED SUBJECTS LISTED IN TERMS OF THE

ORGANISING FIELDS OF THE NQF 58

ANNEXURE B: APPROVED SUBJECTS THAT COMPLY WITH THE

PROGRAMMEREQUIREMENTS OF GRADES 10 –12 59

ANNEXURE C: RECOGNITION OF SUBJECTS NOT LISTED IN THE

NATIONAL CURRICULUM STATEMENT GRADES R-12 65

ANNEXURE D: SUBJECT CODING FOR ASSESSMENT PURPOSES 68

vi

63
 ABBREVIATIONS AND ACRONYMS

GET General Education and Training

FET Further Education and Training
LOLT Language of Learning and Teaching
NCS National Curriculum Statement
NQF National Qualifications Framework
NSC National Senior Certificate
SAQA South African Qualifications Authority

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 AED3701/1/2020–2022

DEFINITIONS

“assessment body” – means an assessment body as defined in the*HQHUDODQG)XUWKHU

Education and Training Quality Assurance Act, 2001 (Act No. 58 of  

“candidate” - means a learner who has enrolled in his or her Grade 12-year of the
National Senior Certificate programme and who has registered for the National Senior
Certificate final examinations;

“certification” – means the formal recognition of a qualification or part qualification

awarded to a successful learner;

“condonation” – means the relaxation of promotion requirements as contemplated in

paragraph 29(1)(b) of this document;

“Curriculum and Assessment Policy Statements” - means the policy documents

stipulating the aim, scope, content and assessment for each subject listed in the National
Curriculum Statement Grades R – 12;

“Department of Basic Education”- means the national department responsible for

basic education, Grades R-12;

“Deaf learner” – means a learner who is either in a special school in terms of section
5(6) of the South African Schools Act, 1996 (Act No. 84 of 1996), or in an ordinary school
where he or she has been assessed and verified by a registered health professional as
Deaf. Such a Deaf learner may, in terms of section 6(4) of the South African Schools Act,
1996, offer South African Sign Language, which has the status of an official language for
the purposes of learning, as a language of learning and teaching in lieu of the second
required official language;

“evidence of learner performance” - means the learner’s work that is used to compile
his or her internal assessment mark;

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65
“examination” – means the conduct of an end-of-term and/or once-off end-of-year
assessment;

“external assessment” – means any assessment activity, instrument or programme

where the design, development and implementation has been initiated, directed and,
coordinated by Provincial Education Departments and the Department of Basic
Education either collectively or individually;

“First Additional Language level” – means the language proficiency level that reflects
the basic intercultural and interpersonal communication skills needed in social situations
and the cognitive academic skills essential for learning across the curriculum. The First
Additional Language level can be used as the language of teaching and learning from
the Intermediate Phase onwards;

“full-time candidate” - means a candidate who has enrolled for tuition in a full-time
capacity at a public or independent school or any other registered institution and who
presents the required number of subjects as stipulated in the policy document, National
policy pertaining to the programme and promotion requirements of the CS Grades R –
12;

“grade” - means a grade as defined in the South African Schools Act, 1996 (Act No. 84
of 1996);

“Head of Department” - as defined in the South African Schools Act, 1996 (Act No. 84
of 1996);

“Head of an assessment body” - means the Head: Education of a provincial education

department or the Head of an independent assessment body;

“Head of the institution” - as defined in the South African Schools Act, 1996 (Act No.
84 of 1996);

“Home Language level” - means the language proficiency level that reflects the mastery
of interpersonal communication skills required in social situations and the cognitive
academic skills essential for learning across the curriculum. This level also provides

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 AED3701/1/2020–2022

learners with a literary, aesthetic and imaginative ability that will provide them with the
ability to create, imagine, and empower their understandings of the world they live in;

“immigrant candidate” - means a learner as contemplated in paragraph 4(1)(a) of this

document;

“independent school” - means a school registered or deemed to be registered in terms

of section 46 of the South African Schools Act, 1996 (Act No. 84 of 1996);

“internal assessment” - means an assessment, contemplated in section 1 of the

General and Further Education and Training Quality Assurance (Act No. 58 of 2000);

“language levels” – means the proficiency levels at which all official and non-official
languages are offered at school, i.e. Home Language, First Additional Language and
Second Additional Language levels;

“learner” - as defined in the South African Schools Act, 1996 (Act No. 84 of 1996);

“learner who experiences barriers to learning” – refers to any learner who has
difficulties in accessing the curriculum due to factors that serve as barriers;

“MEC” - means a Member of the Executive Council, contemplated in section 1 of the

South African Schools Act, 1996 (Act. No. 84 of 1996);

“Minimum outcomes and standards” – means the minimum level at which a learner
must attain the content and assessment requirements for all subjects listed in the
National Curriculum Statement Grades R – 12 as specified in the Curriculum and
Assessment Policy Statements. It also includes the programme and promotion
requirements for Grades R-12 as stipulated in paragraphs 6, 7, 12, 14, 19, 21, 27 and 29
of this document;

“National Qualifications Framework (NQF)” – means the ten-level framework to

provide for the registration of national standards and qualifications as contemplated in
the National Qualifications Framework Act, 2008 (Act No. 67 of 2008);

67
“National Senior Certificate” – means a qualification at Level 4 on the National
Qualifications Framework (NQF) which is awarded to Grade 12 candidates who comply
with the national policy requirements set out in the policy document, National policy
pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R – 12;

“part-time candidate” means a Grade 12 learner who has enrolled at an institution for
part-time studies and may enroll for any number of subjects in one examination sitting;

“progression” – means the advancement of a learner from one grade to the next,
excluding Grade R, in spite of the learner not having complied with all the promotion
requirements. Progression can be used to prevent a learner from being retained in a
phase for a period exceeding four years as stipulated in the Admission policy for ordinary
public schools as published as Government Notice 2432, Government Gazette, Vol. 400,
No. 19377 of 19 October 1998, provided that the underperformance of the learner in the
previous grade is addressed in the grade to which the learner has been promoted;

“promotion” – means the movement of a learner from one grade to the next when that
learner meets the minimum required level of achievement per subject in a particular
grade, as well as complying with the promotion requirements of that grade as
contemplated in the policy document; National policy pertaining to the programme and
promotion requirements of the NCS Grades R-12;

“processes and procedures for the assessment of learner achievement” – means

the conduct, administration and management of internal assessment, end-of year
examination, and the final National Senior Certificate examination as stipulated in the
policy document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R – 12, the policy document,
National Protocol for Assessment Grades R – 12, the Curriculum and Assessment Policy
Statements of all approved subjects, and the policy document, National policy on the
conduct, administration and management of the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF);

“Provincial Education Department” - means an education department, contemplated

in section 1 of the Employment of Educators Act, 1998 (Act No. 76 of 1998);

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“qualification” – means a registered qualification as contemplated in the National

Qualifications Framework Act, 2008 (Act No. 67 of 2008);

“repeat candidate” - means a candidate who has failed the Grade 12-year of the
National Senior Certificate examination and/or the supplementary examination, or who
wants to improve his or her National Senior Certificate examination results, and who
wants to repeat the Grade 12-year or a subject, as a full-time learner or part-time
candidate respectively;

“Second Additional Language level” - means the language proficiency level that
focuses on the basic interpersonal communication skills needed in social situations and
include intercultural communication. It is intended to further multilingualism. Although
reading and writing will be developed, at this level the emphasis will be on developing
listening and speaking skills;

“school” – as defined in the South African Schools Act, 1996 (Act No. 84 of 1996);

“school-based assessment” – means assessment as defined in the policy document,

National Protocol for Assessment Grades R-12, Government Gazette No. 34600 of 12
September 2011;

“supplementary examination” - means an examination granted under special

conditions to a full-time, repeat and part-time candidates in the year following the
National Senior Certificate examination;

“teacher file” - means the recording and planning documents used by the teacher,
namely the formal programme of assessment, evidence of learner
assessment/performance, all formal assessment tasks and marking guidelines, annual
teaching plan/work schedule, textbook used and other resources,

“technical school” – means a focussed secondary school with a specialied

infrastructure and specialised resources for the completion of the practical component of
at least two of the following technology subjects, namely Civil Technology, Electrical
Technology and Mechanical Technology, as well as Engineering Graphics and Design;

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“technology subject (specialisation)” - means a focused technology subject with
content matter related to industry of which specific aspects are assessed by means of a
practical assessment task or practical examination. In this policy the technology subjects
with specialisation are: Civil Technology, Electrical Technology, Mechanical Technology
and Engineering Graphics and Design;

“Umalusi” – means Umalusi, the Council for Quality Assurance in General and Further
Education and Training established in terms of the General and Further Education and
Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

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 AED3701/1/2020–2022

CHAPTER 1

INTRODUCING THE POLICY FOR THE PROGRAMME AND PROMOTION REQUIREMENTS

OF THE NATIONAL CURRICULUM STATEMENT GRADES R - 12

1. PURPOSE OF THE DOCUMENT

(1) Section 3(4)(l) of the National Education Policy Act, 1996 (No. 27 of 1996) makes
provision for the determination of national education policy regarding curriculum
frameworks, core syllabuses and education programmes, learning standards,
examinations and the certification of qualifications. This provision is subject to the
provisions of any law establishing a national qualifications framework or a
certifying or accrediting body.

(2) The policy stipulated in this document applies to public ordinary and special
schools and those independent schools that offer the National Curriculum
Statement Grades R – 12, which comprise:

(a) Curriculum and Assessment Policy Statements for all approved subjects
listed in this document;
(b) National policy pertaining to the programme and promotion requirements
of the National Curriculum Statement Grades R – 12; and
(c) National Protocol for Assessment Grades R – 12.

(3) The policy document contemplated in subparagraph (2) forms 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
as stipulated in section 6A of the South African Schools Act, 1996 (Act No. 84 of
1996) which is applicable to public and independent schools.

(4) The outcomes and standards determined in terms of section 6A of the South
African Schools Act, 1996 (Act. No. 84 of 1996) will be translated into regulations
in terms of section 61 of the said Act.

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2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL CURRICULUM
STATEMENT GRADES R – 12

(1) The National Curriculum Statement Grades R – 12 uses the twelve Organising
Fields of the National Qualifications Framework (NQF) for organising and listing
purposes.

(2) The Organising Fields listed at Annexure A, are used for organising and listing
purposes.

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 AED3701/1/2020–2022

CHAPTER 2

GENERAL REQUIREMENTS OF GENERAL EDUCATION AND TRAINING: GRADES R - 9

3. DURATION

The duration of the General Education and Training Phase is ten years, namely Grades
R - 9. To be promoted to Grade 10 a learner must:

(1) complete the programme requirements for each grade of Grades R – 9

separately; and

(2) comply with the assessment and promotion requirements for each grade of
Grades R - 9 as contemplated in the policy document, National Protocol for
Assessment Grades R – 12, and the Curriculum and Assessment Policy
Statements of the various subjects for each of the three phases of the General
Education and Training Band, namely Foundation, Intermediate and Senior
Phases as listed in this document.

4. CONCESSIONS IN THE GENERAL EDUCATION AND TRAINING PHASE

(1) Immigrants

(a) An immigrant learner is:

(i) a child or a dependent of a diplomatic representative of a foreign
government accredited in South Africa; or
(ii) a person who:

(aa) first enrolled at and entered a South African school in

Grade 7 or a more senior grade, or
(bb) having begun his or her schooling at a school in South
Africa, has attended school outside South Africa for two or
more consecutive years after Grade 3 or its equivalent,
and has subsequently returned to South Africa.

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E Subject to subparagraph (d) an immigrant learner as contemplated in
subparagraph (a) must offer the two required official languages as
contemplated in paragraphs 12(1) of the Intermediate Phase and 19(1) of
the Senior Phase and comply with the School-Based Assessment
requirements of both official languages offered.

F An immigrant learner in the Intermediate or Senior Phase must:

L Pass one of the required two official languages as contemplated

in subparagraph (b) on at least First Additional Language level
and obtain a rating of Moderate Achievement (Level 3) in that
language; and

LL Subject to VXEparagraph (e) an immigrant learner must comply

with the Intermediate and Senior Phase promotion requirements
as contemplated in paragraphs 14 and 21 respectively.

G An immigrant learner may offer his or her home language in lieu of one
official language, provided that it is an officially approved non-official
language, provided further he or she complies with the Intermediate and
Senior Phase promotion requirements as contemplated in paragraphs 14
and 21 respectively.

H To be classified as an immigrant learner, such a learner must be in

possession of:

L The relevant official documentation issued by the Department of

Home Affairs; and
LL The relevant official documentation issued by the school where
the learner entered the South African school system for the first
time.

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(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who experience the
following barriers or any other barriers that impact on a learner’s learning-

(i) A deaf learner must offer the two required official languages as
contemplated in paragraphs 6 of the Foundation Phase, 12(1) of
the Intermediate Phase, and 19(1) of the Senior Phase, however-

(a) he or she must pass one of the required two official

languages on at least First Additional Language level and
obtain a Moderate Achievement (Level 3) in that language;

(bb) an Elementary Achievement (Level 2) in the second official

language;

(cc) comply with the other Foundation or Intermediate or Senior

Phase promotion requirements as contemplated in
paragraphs 7, 14 and 21 respectively.

(ii) Learners with communication and language impairments, e.g.

aphasia and dyslexia must also meet the requirements as set out
in subparagraph (i) above.

(b) White Paper 6 on Special Needs Education: Building an Inclusive

Education and Training System (2001), guides policies related to learners
experiencing barriers to learning.

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 CHAPTER 3

FOUNDATION PHASE, GRADES R - 3

5. APPROVED SUBJECTS

TABLE 1: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Afrikaans Home Language 13305482 13302842 13302852 13302862
Afrikaans First Additional Language 13312872 13312882 13312892
English Home Language 13305492 13302902 13302912 13302922
English First Additional Language 13312932 13312942 13312952
IsiNdebele Home Language 13305502 13302962 13302972 13302982
IsiNdebele First Additional Language 13312992 13313002 13313012
IsiXhosa Home Language 13305512 13303022 13303032 13303042
IsiXhosa First Additional Language 13313052 13313062 13313072
IsiZulu Home Language 13305522 13303082 13303092 13303102
IsiZulu First Additional Language 13313112 13313122 13313132
Sepedi Home Language 13305532 13303142 13303152 13303162
Sepedi First Additional Language 13313172 13313182 13313192
Sesotho Home Language 13305542 13303202 13303212 13303222
Sesotho First Additional Language 13313232 13313242 13313252
Setswana Home Language 13305552 13303262 13303272 13303282
Setswana First Additional Language 13313292 13313302 13313312
SiSwati Home Language 13305562 13303322 13303332 13303342
SiSwati First Additional Language 13313352 13313362 13313372
Tshivenda Home Language 13305572 13303382 13303392 13303402
Tshivenda First Additional Language 13313412 13313422 13313432
Xitsonga Home Language 13305582 13303442 13303452 13303462
Xitsonga First Additional Language 13313472 13313482 13313492

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TABLE 1A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE
PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS SUBJECT NUMBER

Grade R Grade 1 Grade 2 Grade 3
South African Sign Language Home 13305832 13305842 13305852 13305862
Language

TABLE 2: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES
SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Mathematics 19331462 19331312 19331322 19331332

TABLE 3: HUMAN AND SOCIAL STUDIES

SUBJECTS SUBJECT NUMBER
Grade R Grade 1 Grade 2 Grade 3
Life Skills 16341302 16341152 16341162 16341172

6. PROGRAMME REQUIREMENTS FOR GRADES R -3

(1) Grade R

A learner in Grade R in the Foundation Phase must offer the following three (3)
subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home Language level;
(aA) Deaf learners may, subject to paragraph 7(6), introduce South African
Sign Language at Home Language level listed in Table 1A for
communication purposes;
(b) Mathematics as listed in Table 2; and

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 (c) Life Skills, comprising Beginning Knowledge, Creative Arts, Physical
Education and Personal and Social Wellbeing, as listed in Table 3.

(2) Grades 1 – 3

A learner in Grades 1 – 3 in the Foundation Phase must offer the following four
(4) subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home Language level;
(b) One official language selected from Table 1 at First Additional Language
level, provided it is not the same official language offered at
subparagraph (a);
(bA) Deaf learners may, subject to paragraph 7(6), select South African Sign
Language at Home Language level listed in Table 1A in lieu of the official
language at First Additional Language level as contemplated in sub-
paragraph (b);
(c) Mathematics as listed in Table 2; and
(d) Life Skills, comprising Beginning Knowledge, Creative Arts, Physical
Education and Personal and Social Wellbeing, as listed in Table 3.

7. PROGRESSION REQUIREMENTS FOR GRADES 1 -3

(1) Progression from grade to grade through this phase within the appropriate age
cohort should be the accepted norm, unless the learner displays a lack of
competence to cope with the following grade’s work. A learner, who is not ready
to perform at the next level, should be assessed to determine the level of support
required.

(2) The following are guidelines for determining a learner’s progress in Grade R:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level; and
(b) Moderate Achievement (Level 3) (40%-49%) in Mathematics as
contemplated in paragraph 6(1)(b).

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(3) The following are guidelines to determine whether a learner should be permitted
to progress from Grade 1 to 2 and from Grade 2 to 3 in the Foundation Phase:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level as contemplated in paragraph 6(2)(a); and
(b) Moderate Achievement (Level 3) (40%-49%) in the second required
official language at First Additional Language level as contemplated in
paragraph 6(2)(b); or
(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign
Language at Home Language level as contemplated in paragraph
6(2)(bA), if offered by Deaf learners in lieu of an official language at First
Additional Language level; and
(c) Moderate Achievement (Level 3) (40%-49%) in Mathematics as
contemplated in paragraph 6(2)(c).

(4) A learner may only be retained once in the Intermediate Phase in order to
prevent the learner being retained in this phase for longer than four years.

(5) A learner who is not ready to perform at the expected level and who has been
retained in the first phase for four (4) years or more and who is likely to be
retained again in the second phase for four (4) years or more, should receive the
necessary support in order to progress to the next grade.

(6) Deaf learners, who do not offer South African Sign Language at Home
Language level, may obtain an Elementary Achievement (Level 2) (30—39%) in
one of the two required official languages as contemplated in sub-paragraphs
(3)(a), and (3)(b) above.

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8. ASSESSMENT

(1) Learners will be assessed internally according to the requirements specified in

the policy document National Protocol for Assessment Grades R – 12 and the
Curriculum and Assessment Policy Statements of the required subjects as
contemplated in paragraph 6.

(2) The School-Based Assessment mark as determined during the school year will
be 100% of the total mark.

9. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the
National Curriculum Statement Grades R - 12. The various achievement levels
and their corresponding percentage bands are shown in Table 4 below.

TABLE 4: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM STATEMENT

GRADES R - 3

ACHIEVEMENT ACHIEVEMENT MARKS

LEVEL DESCRIPTION %
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to grade learners and grade
them at the correct level.

(3) Teachers must record and report learners’ performance in terms of the
achievement descriptors listed in Table 4.

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10 TIME ALLOCATION

(1) The instructional time for subjects in the Foundation Phase is indicated in Table 5
below:

TABLE 5: TIME ALLOCATION PER WEEK

SUBJECT GRADE R GRADES 1-2 GRADE 3
(HOURS) (HOURS) (HOURS)
Home Language 10 7/8 7/8
First Additional 2/3 3/4
Language
Mathematics 7 7 7
Life Skills 6 6 7
TOTAL 23 23 25

(2) The instructional time for Grades R, 1 and 2 is 23 hours and 25 hours for Grade
3.
(3) Ten (10) hours are allocated for languages in Grades R-2 and 11 hours in Grade
3.
(4) A maximum of eight (8) hours and a minimum of seven (7) hours are allocated
for the language at Home Language level, and a minimum of two (2) hours and a
maximum of three (3) hours for the language at First Additional Language level in
Grades 1-2.
(5) In Grade 3 a maximum of eight (8) hours and a minimum of seven (7) hours are
allocated for the language at Home Language level, and a minimum of three (3)
hours and a maximum of four (4) hours for the language at First Additional
Language level.
(6) The time allocated to breaks, assemblies and extramural activities is excluded
from the time allocation.
(7) Time must be made available to support learners who experience barriers to
learning within the instructional time.

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 CHAPTER 4

INTERMEDIATE PHASE, GRADES 4 - 6

11. APPROVED SUBJECTS

TABLE 6: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Afrikaans Home Language 13303502 13303512 13303522
Afrikaans First Additional Language 13313532 13313542 13313552
Afrikaans Second Additional Language 13353562 13353572 13353582
English Home Language 13303592 13303602 13303612
English First Additional Language 13313622 13313632 13313642
English Second Additional Language 13353652 13353662 13353672
IsiNdebele Home Language 13303682 13303692 13303702
IsiNdebele First Additional Language 13313712 13313722 13313732
IsiNdebele Second Additional Language 13353742 13353752 13353762
IsiXhosa Home Language 13303772 13303782 13303792
IsiXhosa First Additional Language 13313802 13313812 13313822
IsiXhosa Second Additional Language 13353832 13353842 13353852
IsiZulu Home Language 13303862 13303872 13303882
IsiZulu First Additional Language 13313892 13313902 13313912
IsiZulu Second Additional Language 13353922 13353932 13353942
Sepedi Home Language 13303952 13303962 13303972
Sepedi First Additional Language 13313982 13313992 13314002
Sepedi Second Additional Language 13354012 13354022 13354032
Sesotho Home Language 13304042 13304052 13304062
Sesotho First Additional Language 13314072 13314082 13314092
Sesotho Second Additional Language 13354102 13354112 13354122

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TABLE 6: OFFICIAL LANGUAGES (CONT.)

SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Setswana Home Language 13304132 13304142 13304152
Setswana First Additional Language 13314162 13314172 13314182
Setswana Second Additional Language 13354192 13354202 13354212
SiSwati Home Language 13304222 13304232 13304242
SiSwati First Additional Language 13314252 13314262 13314272
SiSwati Second Additional Language 13354282 13354292 13354302
Tshivenda Home Language 13304312 13304322 13304332
Tshivenda First Additional Language 13314342 13314352 13314362
Tshivenda Second Additional Language 13354372 13354382 13354392
Xitsonga Home Language 13304402 13304412 13304422
Xitsonga First Additional Language 13314432 13314442 13314452
Xitsonga Second Additional Language 13354462 13354472 13354482

TABLE 6A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR

THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS SUBJECT NUMBER

Grade 4 Grade 5 Grade 6

South African Sign Language Home 13305872 13305882 13305892
Language

TABLE 6B: NON-OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER

Grade 4 Grade 5 Grade 6
German Second Additional Language 13355592 13355602 13355612
Mandarin Second Additional Language 13355962 13355972 13355982
Serbian Home Language 13355622 13355632 13355642
Serbian Second Additional Language 13355652 13355662 13355672

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 TABLE 7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE
SCIENCES
SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Mathematics 19331342 19331352 19331362
Natural Sciences and Technology 19351372 19351382 19351392

TABLE 8: HUMAN AND SOCIAL STUDIES

SUBJECTS SUBJECT NUMBER
Grade 4 Grade 5 Grade 6
Social Sciences 16351182 16351192 16351202
Life Skills 16341212 16341222 16341232

12. PROGRAMME REQUIREMENTS FOR GRADES 4 -6

A learner must offer and complete six (6) subjects for each of Grades 4 – 6 as
contemplated in subparagraphs (1) to (5) and listed in Tables 6 – 8:

(1) Two (2) official languages selected from Table 6, provided that one of the two
official languages is offered on the Home Language level, and the other official
language on at least First Additional Language level, and provided further that
one of the two languages offered is the language of learning and teaching or the
language of literacy in the case of Deaf Learners;

(1A) Deaf learners may, subject to paragraph 14(5), select South African Sign
Language at Home Language level listed in Table 6A in lieu of the official
language at First Additional Language level as contemplated in sub-paragraph
(1);

(2) Mathematics listed in Table 7;

(3) Natural Sciences and Technology listed in Table 7;

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(4) Life Skills listed in Table 8;

(5) Social Sciences listed in Table 8; and

(6) One official or approved non-official language may be offered as an optional

subject on at least Second Additional Language level, provided that in the case
of an official language, the language offered must not be a language offered in
terms of subparagraph (1) above. The Second Additional Language will be
regarded as an additional subject not to be taken into account for promotion
requirements as contemplated in paragraph 14.

(6A) South African Sign Language at Home Language level, listed in Table 6A, may
be offered as an optional subject by non-deaf learners, provided that South
African Sign Language at Home Language level will be regarded as an additional
subject not to be taken into account for promotion requirements as contemplated
in paragraph 14.

(7) Subject to paragraph 4(1)(d) immigrant learners exempted from achieving one
official languages as contemplated in paragraph 4(1)(c)(ii), may offer his or her
home language in lieu of one official language, provided it is an approved
language on at least First Additional Language level as contemplated in
subparagraph (6).

13. PROVISOS

(1) Not more than one language shall be offered from the same language group,
namely:
(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and
(b) Sepedi, Sesotho and Setswana.

(2) The same language shall not be offered on Home Language and First or Second
Additional Language level, or on First and Second Additional Language level.

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14. PROGRESSION REQUIREMENTS FOR GRADES 4 -6

(1) Progression from grade to grade through this phase within the appropriate age
cohort should be the accepted norm, unless the learner displays a lack of
competence to cope with the following grade’s work.

(2) The following are guidelines for determining a learner’s progression from Grade 4
to 6 in the Intermediate Phase:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level as contemplated in paragraph 12(1);
(b) Moderate Achievement (Level 3) (40%-49%) in the second required
official language at First Additional Language level as contemplated in
paragraph 12(1).
(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign
Language at Home Language level as contemplated in paragraph 12(1A),
if offered by Deaf learners in lieu of an official language at First Additional
Language level;
(c) Moderate Achievement (Level 3) (40%-49%) in Mathematics as
contemplated in paragraph 12(2); and
(d) Subject to subparagraph (e), Moderate Achievement (Level 3) (40%-49%)
in any other two (2) of the remaining approved subjects as contemplated
in paragraphs 12(3), 12(4) and 12(5).
(e) Immigrant learners may be exempted from achieving one official
language as contemplated in paragraph 4(1)(c)(ii), provided they obtain
Moderate Achievement (Level 3) (40%-49%) in all three (3) of the
remaining subjects contemplated in subparagraph (d).

(3) A learner may only be retained once in the Intermediate Phase in order to
prevent the learner being retained in this phase for longer than four years.

(4) A learner who is not ready to perform at the expected level and who has been
retained in the first phase for four (4) years or more and who is likely to be

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retained again in the second phase for four (4) years or more, should receive the
necessary support in order to progress to the next grade.

(5) Deaf learners, who do not offer South African Sign Language at Home
Language level, may obtain an Elementary Achievement (Level 2) (30—39%) in
one of the two required official languages as contemplated in sub paragraphs
(2a), and (2b) above.

15. ASSESSMENT

(1) Learners will be assessed internally according to the requirements specified in

the policy document National Protocol for Assessment Grades R – 12 and the
Curriculum and Assessment Policy Statements of the required subjects as
contemplated in paragraph 12.

(2) School-Based Assessment (SBA) is a compulsory component of the promotion

marks. The SBA component conducted during the year must be 75%, and the
final examination component 25% of the promotion mark.

16. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the
National Curriculum Statement Grades R - 12. The various achievement levels
and their corresponding percentage bands are shown in Table 9 below.

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TABLE 9: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM STATEMENT
GRADES 4 - 6

ACHIEVEMENT ACHIEVEMENT MARKS

LEVEL DESCRIPTION %
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to grade learners and grade
them at the correct level.

(3) Teachers must record learners’ results in marks and report them as percentages.

(4) The percentage obtained will determine which rating code on the scale of
achievement will be allocated to a learner.

17. TIME ALLOCATION

(1) The instructional time for subjects in the Intermediate Phase is indicated in Table
10 below:

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TABLE 10: TIME ALLOCATION PER WEEK

SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Science and Technology 3,5
Social Sciences 3
Life Skills 4
TOTAL 27,5

(2) The instructional time for Grades 4, 5 and 6 is 27,5 hours. The time allocated to
breaks, assemblies and extramural activities is excluded from the time
allocation..

(3) Schools offering an optional language selected from Table 6 on at least Second
Additional Language level as contemplated in paragraph 12(6), or South African
Sign Language at Home Language level contemplated in paragraph 12(6A) may
not use the time allocated for the subjects listed in Table 10. Optional languages
may only be offered if the school can make an arrangement for the allocation of
additional time to the allocated 27,5 hours.

(4) Time must be made available to support learners who experience barriers to
learning within the instructional time.

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 CHAPTER 5

SENIOR PHASE, GRADES 7 – 9

18. APPROVED SUBJECTS

TABLE 11: OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Afrikaans Home Language 13304492 13304502 13304512
Afrikaans First Additional Language 13314522 13314532 13314542
Afrikaans Second Additional Language 13354552 13354562 13354572
English Home Language 13304582 13304592 13304602
English First Additional Language 13314612 13314622 13314632
English Second Additional Language 13354642 13354652 13354662
IsiNdebele Home Language 13304672 13304682 13304692
IsiNdebele First Additional Language 13314702 13314712 13314722
IsiNdebele Second Additional Language 13354732 13354742 13354752
IsiXhosa Home Language 13304762 13304772 13304782
IsiXhosa First Additional Language 13314792 13314802 13314812
IsiXhosa Second Additional Language 13354822 13354832 13354842
IsiZulu Home Language 13304852 13304862 13304872
IsiZulu First Additional Language 13314882 13314892 13314902
IsiZulu Second Additional Language 13354912 13354922 13354932
Sepedi Home Language 13304942 13304952 13304962
Sepedi First Additional Language 13314972 13314982 13314992
Sepedi Second Additional Language 13355002 13355012 13355022
Sesotho Home Language 13305032 13305042 13305052
Sesotho First Additional Language 13315062 13315072 13315082
Sesotho Second Additional Language 13355092 13355102 13355112

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TABLE 11: OFFICIAL LANGUAGES (CONT.)

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Setswana Home Language 13305122 13305132 13305142
Setswana First Additional Language 13315152 13315162 13315172
Setswana Second Additional Language 13355182 13355192 13355202
SiSwati Home Language 13305212 13305222 13305232
SiSwati First Additional Language 13315242 13315252 13315262
SiSwati Second Additional Language 13355272 13355282 13355292
Tshivenda Home Language 13305302 13305312 13305322
Tshivenda First Additional Language 13315332 13315342 13315352
Tshivenda Second Additional Language 13355362 13355372 13355382
Xitsonga Home Language 13305392 13305402 13305412
Xitsonga First Additional Language 13315422 13315432 13315442
Xitsonga Second Additional Language 13355452 13355462 13355472

TABLE 11A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR

THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL
SUBJECTS SUBJECT NUMBER

Grade 7 Grade 8 Grade 9

South African Sign Language Home 13305902 13305912 13305922
Language

TABLE 11B: NON-OFFICIAL LANGUAGES

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
German Second Additional Language 13355682 13355692 13355702
Mandarin Second Additional Language 13355992 13356002 13356012
Serbian Home Language 13355712 13355722 13355732
Serbian Second Additional Language 13355742 13355752 13355762

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 TABLE 12: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE
SCIENCES
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Natural Sciences 19351402 19351412 19351422
Mathematics 19331432 19331442 19331452

TABLE 13: HUMAN AND SOCIAL SCIENCES

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Social Sciences 16351242 16351252 16351262
Life Orientation 16341272 16341282 16341292

TABLE 14: ENGINEERING AND TECHNOLOGY

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Technology 15351122 15351132 15351142

TABLE 15 CULTURE AND ARTS

SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Arts and Culture 11351152 11351162 11351172

TABLE 16: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES
SUBJECTS SUBJECT NUMBER
Grade 7 Grade 8 Grade 9
Economic and Management Sciences 12351092 12351102 12351112

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19. PROGRAMME REQUIREMENTS FOR GRADES 7 -9

A learner must for each of Grades 7 – 9 offer and complete nine (9) subjects as
contemplated in subparagraphs (1) to (8) and listed in Tables 11 – 16:

(1) Two (2) official languages selected from Table 11, provided that one of the two
official languages is offered on the Home Language level, and the other
language, on either Home or on at least First Additional Language level, and
provided further that one of the two languages offered is the language of learning
and teaching or the language of literacy in the case of Deaf Learners;

(1A) Deaf learners may, subject to paragraph 21(1)(eA)), select South African Sign
Language at Home Language level listed in Table 11A in lieu of the official
language at First Additional Language level as contemplated in sub-paragraph
(1);

(2) Mathematics selected from Table 12;

(3) Natural Sciences selected from Table 12;

(4) Life Orientation from Table 13;

(5) Social Sciences from Table 13;

(6) Technology from Table 14;

(7) Arts and Culture from Table 15; and

(8) Economic and Management Sciences from Table 16.

(9) One official or approved non-official language may be offered as an optional

subject on at least Second Additional Language level, provided that in the case of
an official language, the language offered must not be a language offered in
terms of subparagraph (1) above. The Additional Language will be regarded as

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 an additional subject not to be taken into account for promotion requirements as
contemplated in paragraph 21.

(9A) South African Sign Language at Home Language level, listed in Table 11A, may
be offered as an optional subject by non-deaf learners, provided that South
African Sign Language at Home Language level will be regarded as an additional
subject not to be taken into account for promotion requirements as contemplated
in paragraph 21.

(10) Subject to paragraph 4(1)(d) immigrant learners exempted from achieving one
official language as contemplated in paragraph 4(1)(c)(ii), may offer his or her
home language in lieu of one official language, provided it is an approved
language on at least First Additional Language level as contemplated in
paragraph4(1)(c)(i).

 PROVISOS

 Not more than one language shall be offered from the same language group,
namely:
D isiXhosa, isiZulu, SiSwati and isiNdebele; and
E Sepedi, Sesotho and Setswana.

 The same language shall not be offered on Home Language and First or Second
Additional Language level, or on First and Second Additional Language level.

 PROMOTION REQUIREMENTS FOR GRADES 7 -9

 Learners in Grades 7 - 9 will be promoted from grade to grade if they have

offered nine (9) subjects listed in paragraph 19(1) to (8) and have complied
with the promotion requirements in eight (8) of the subjects as
contemplated in subparagraphs (a) to (e), provided the School-Based
Assessment component ofthe ninth subject has been completed.

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(a) Adequate Achievement (Level 4) in one language at Home Language

level as contemplated in paragraph 19(1);

(b) Moderate Achievement (Level 3) in the second required official language

at First Additional Language level as contemplated in paragraph 19(1).

(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign

Language at Home Language level as contemplated in paragraph 19(1A),
if offered by Deaf learners in lieu of an official language at First Additional
Language level;

(c) Moderate Achievement (Level 3) in Mathematics as contemplated in

paragraph 19(2);

(d) Moderate Achievement (Level 3) in any three (3) of the other required
subjects as contemplated in paragraphs 19(3), 19(4), 19(5), 19(6), 19(7)
and 19(8); and

(e) Subject to subparagraph (f), at least an Elementary Achievement (Level

2) in any two (2) of the other required subjects as contemplated in
paragraphs 19(3), 19(4), 19(5), 19(6), 19(7) and 19(8).

(eA) Deaf learners, who do not offer South African Sign Language at Home
Language level, may obtain an Elementary Achievement (Level 2) (30—
39%) in one of the two required official languages as contemplated in sub
paragraphs. (1a), and (1b) above.

(f) Immigrant learners may be exempted from achieving one official language as
contemplated in paragraph 4(1)(c)(ii), provided they obtain at least an
Elementary Achievement (Level 2) in all four (4) the remaining subjects
contemplated in subparagraph (e).

(2) A learner may only be retained once in the Senior Phase in order to prevent the
learner being retained in this phase for longer than four years.

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 (3) A learner who is not ready to function at the expected level and who has been
retained in the previous phases for four (4) years or more and who is likely to be
retained again in the third phase for four (4) years or more, should receive the
necessary support in order to achieve an appropriate level of competence as
contemplated in sub-regulation (1) in order to progress to the next grade.

22. ASSESSMENT

(1) Learners will be assessed internally according to the requirements as specified in

the policy document, National Protocol for Assessment Grades R – 12 and the
Curriculum and Assessment Policy Statements.

(2) The end-of-year assessment must consist of an end-of-year examination that is

internally set, marked and moderated, as specified in the policy document,
National Protocol for Assessment Grades R – 12 and the Curriculum and
Assessment Policy Statements.

(3) School-Based Assessment is a compulsory component of the promotion marks.

The School-Based Assessment component must be 40% during the year, and
the final examination component 60% of the promotion mark.

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23. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the
National Curriculum Statement Grades R - 12. The various achievement levels
and their corresponding percentage bands are as shown in Table 17 below.

TABLE 17: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM

STATEMENT GRADES 7 – 9

ACHIEVEMENT ACHIEVEMENT %
LEVEL DESCRIPTION
7 Outstanding Achievement 80 – 100
6 Meritorious Achievement 70 – 79
5 Substantial Achievement 60 – 69
4 Adequate Achievement 50 – 59
3 Moderate Achievement 40 – 49
2 Elementary Achievement 30 – 39
1 Not Achieved 0 – 29

(2) These descriptions are intended to assist teachers to assess learners and grade
them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and report them as
percentages.

(4) The percentage obtained will determine the rating code on the scale of
achievement.

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24. TIME ALLOCATION

(1) The instructional time for subjects in the Senior Phase is indicated in the Table
18 below:

TABLE 18: TIME ALLOCATION PER WEEK

SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Science 3
Social Sciences 3
Technology 2
Economic and Management Sciences 2
Life Orientation 2
Arts and Culture 2
TOTAL 27,5

(2) The instructional time for Grades 7, 8 and 9 is 27,5 hours. The time allocated to
breaks, assemblies and extramural activities is excluded from this time allocation.

(3) Schools offering an optional language selected from Table 11 on at least Second
Additional Language level as contemplated in paragraph 19(9), or South African
Sign Language at Home Language level contemplated in paragraph 19(9A) may
not use the time allocated for the languages listed in Table 18. Optional
languages may only be offered if the school can make an arrangement for the
allocation of additional time to the allocated 27,5 hours.

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CHAPTER 6

FURTHER EDUCATION AND TRAINING: GRADES 10 – 12

25. DURATION

(1) The duration of the National Senior Certificate is 3 years, namely Grades 10 - 12.
A learner must:

(a) offer all subjects selected for all three grades, Grades 10-12 and
complete the programme requirements for these grades separately; and

(b) comply with the SBA requirements for Grades 10, 11 and 12 and the
external assessment requirements of Grade 12 as contemplated in the
policy document National Protocol for Assessment Grades R – 12, and
the Curriculum and Assessment Policy Statements of the various subjects
listed in Annexure B.

(2) Subject to the approval of the Head of the assessment body or his or her
nominee, a learner with an appropriate statement of achievement at Grades 10
or 11 level, issued by an approved or recognised assessment body, may be
placed at either Grade 11 or 12.

26. ENTRANCE REQUIREMENTS FOR FURTHER EDUCATION AND TRAINING,

GRADES 10 - 12

(1) The minimum entrance requirements for Grade 10 are:

(a) an official Grade 9 school report which indicates that a learner has met
the requirements for promotion to Grade 10 or that the learner was
progressed in the Senior Phase in terms of paragraph 31 of the
Admission policy for ordinary public schools, Government Notice 2432 in

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 the Government Gazette, Vol. 400, No. 19377 of 19 October 1998; or
(b) a General Education and Training Certificate (GETC) for Adult Basic
Education and Training (ABET); or
(c) a NQF Level 1 Certificate which requires two languages; or
(d) a recognised equivalent qualification obtained at NQF Level 1 which
requires two official languages.
(e) an official document of approval from the relevant Head of Education
confirming that a learner who has received home education prior to Grade
10 has reached the required level in Grade 9.

(2) For Entrance into Grades 11 and 12, an appropriate statement of achievement at
the appropriate levels is issued by an approved or recognised assessment body.

26A STUDY PATHWAYS FOR GRADES 10 - 12

(1) Learners entering the FET Phase must follow one of the following two pathways,
namely an Academic (General) or Technical pathway.

(2) Learners following the Academic (General) pathway must follow the curriculum
as contemplated in sub-paragraphs 2(a), 2(b), 2(c), 2(d)(i) and 2(e).

(3) Learners following the Technical pathway must follow the curriculum as
contemplated in sub-paragraphs 2(a), 2(bA), 2(c) and 2(d)(ii).

(4) To qualify for the Technical pathway a learner must be enrolled at a technical
school approved and registered by the relevant Provincial Education Department.

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27. PROGRAMME REQUIREMENTS FOR GRADES 10 – 12

(1) The approved National Senior Certificate subjects listed in Annexure B, which is
grouped in two main categories, namely Groups A and B.

(2) (2) Learners in the Further Education and Training Phase, following either
the Academic (General) or Technical pathway, must select four subjects from
Group A as follows:

(a) Two (2) official languages selected from Annexure B, Table A1, provided
that one of the two official languages is offered on the Home Language
level, and the other, on either Home or First Additional Language level,
and provided further that one of the two languages is the language of
learning and teaching.

(aA) Deaf learners may, subject to paragraph 33(2)(a)(i), select South African
Sign Language at Home Language level listed in Table B4A in lieu of the
official language at First Additional Language level as contemplated in
sub-paragraph (2)(a);

(b) Subject to paragraphs 28(4) and 28(4A), Mathematics or Mathematical

Literacy selected from Annexure B, Table A2 for the Academic (General)
pathway, or

(bA) Subject to paragraphs 28(4B) and 28(4C), Mathematics or Technical

Mathematics selected from Annexure B, Table A2 for the Technical
pathway.

(c) Life Orientation in Annexure B, Table A3.

(d) Subject to paragraphs 28(4D) and 28(4E), both the General and
Technical pathways must select a minimum of three subjects selected as
follows from Group B Annexure B, Tables B1-B8.

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 (i) Academic (General) pathway-
(aa) of the minimum three required subjects, a maximum of
two additional languages over and above the two official
languages contemplated in subparagraph (a) may be
offered from both Tables A1 and B4.
(bb) Learners may offer a maximum of one subject
developed by accredited assessment bodies other than
the Department of Basic Education and approved by the
Minister of Basic Education for this purpose and listed in
Annexures C1 – C6, in the place of one Group B
subject.

(ii) Technical pathway-

(aa) one of the following three technology subjects
(specialisation)-
(aaa) Civil Technology (Specialisation);
(bbb) Electrical Technology (Specialisation); and
(ccc) Mechanical Technology (Specialisation);

(bb) Engineering Graphics and Design; and

(cc) Physical Sciences or Technical Science.

(dA) South African Sign Language at Home Language level, selected from
Group B, Annexure B, Tables B1-B8, may be offered as one of the three
optional subjects as contemplated in sub-paragraph (d).

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28. PROVISOS

(1) A candidate may offer more than the required minimum of seven subjects
provided that he or she complies with the following requirements:

(a) the additional subjects must be offered for all three years of the National
Senior Certificate programme, namely Grades 10-12.
(b) all the internal assessment requirements and the Practical Assessment
Tasks as contemplated in the policy document National Protocol for
Assessment Grades R – 12 and the Curriculum and Assessment Policy
Statements for the required subjects where applicable, must be met for all
three years of study, namely Grades 10, 11 and 12.

(2) Not more than one language shall be offered from the same language group,
namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(3) The same language shall not be offered on Home Language and First or Second
Additional Language level, or on First and Second Additional Language level.

(4) A candidate from the Academic (General) pathway may not offer both
Mathematics and Mathematical Literacy.

(4A) A candidate from the Academic (General) pathway may not offer Technical
Mathematics.

(4B) A candidate from the Technical pathway may not offer Mathematical Literacy.

(4C) A candidate from the Technical pathway may not offer both Mathematics and
Technical Mathematics.

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(4D) Learners offering Physical Sciences and Accounting as one or more of their
optional subjects selected from Group B in the policy document, National policy
Pertaining to the Programme and Promotion Requirements of the National
Curriculum Statement Grades R – 12; must offer Mathematics as a compulsory
subject selected from Group A in the said policy document.

(4E) A candidate from the Academic (General) pathway may not offer Technical
Science.

(4F) A candidate from the Academic (General) pathway may not offer any one of the
following three technology subjects (Specialisation)-
(a) Civil Technology (Specialisation);
(b) Electrical Technology (Specialisation); and
(c) Mechanical Technology (Specialisation).

(5) A candidate may not offer both Consumer Studies and Hospitality Studies.

(5A) Learners offering Sport and Exercise Science as a subject must offer either
Physical Sciences or Life Sciences.

(6) Subject to subparagraph 7, a maximum of one subject developed and assessed

by an accredited assessment body that is not the Department of Basic
Education, and approved by the Minister of Basic Education for this purpose and
listed in Annexure C may be offered by a learner from the Academic (General)
pathway to meet the requirements of one of the three (3) required Group B
subjects as contemplated in paragraph 27(2)(d).

(7) The Practical Music programme of one of the Music examination bodies, listed in
Table C2 of Annexure C, namely the Associated Board of Royal Schools
Practical Music Examination, Trinity College of London Practical Music
Examination and Unisa Practical Music Examination may be offered in terms of
the following conditions:

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D The External Music programmes listed in Table C2 of Annexure C may

only be offered as an eighth National Senior Certificate subject.

E A learner may only enrol for the selected External Music programme in
his or her Grade 12-year.

F The selected External Music programmes must be offered at Grade 7

Music level.

G The submission of the final examination marks obtained by the

candidates must be determined by the three External Music Examination
Bodies.

H The External Music Examination Bodies’ final results based on the theory
and practical components will be accepted as the final mark obtained by
the candidate.

I The prerequisite theory component for the three External Music

Examination Bodies’ Practical Music Examination, Grade 7 is as follows:
L Associated Board of Royal Schools of Music: Grade 6 Theory;
LL Trinity College of London: Grade 6 Theory; and
LLL UNISA: Grade 5 Theory.

J The practical component must be completed by the candidate not later

than June of the Grade12year.

K The theory must be completed by the candidate, not earlier than October
of the Grade 11-year.

L The marks supplied by the three External Music Examination Bodies will
be indicated on the National Senior Certificate as a subject passed by an
approved and accredited assessment body in terms of the requirements
as determined by that body. The actual mark obtained by the candidate
will be reflected on the National Senior Certificate with an asterisk

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 denoting that this subject was offered by an external assessment body in
terms of that body’s requirements.

(j) A learner will be restricted to a maximum of one of the Associated Board

of Royal Schools of Music, or Trinity College of London, or the UNISA
Practical Music Examinations.

(k) A learner who offers Music listed in Table B2 of Annexure B as a subject

and one of the Associated Board of Royal Schools of Music, or Trinity
College of London, or the UNISA Practical Music Examination, Grade 7,
as an eighth subject, may not offer the same main instrument as a first
and second instrument.

(l) A learner who offers one of the Associated Board of Royal Schools of
Music, or Trinity College of London, or the UNISA Practical Music
Examination, Grade 7 as an eighth subject may not offer a Music
programme, comprising a combination of components of the Music
programmes of the three External Music Examination Bodies.

(m) The Music programmes of the Associated Board of Royal Schools of

Music, or Trinity College of London, or UNISA may not be offered during
official school hours, but only as an extra-curricular subject.

(n) A learner who offers one of the Associated Board of Royal Schools of
Music, or Trinity College of London, or the UNISA Practical Music
Examination, Grade 7 as an eighth subject may not replace a failed
subject offered by the learner in terms of the seven-subject package of
the National Senior Certificate.

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29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12

(1) Learners in Grades 10-12 will be promoted from grade to grade if they have
offered and completed the School-Based Assessment, Practical Assessment
Tasks, where applicable, oral assessment and end-of-year examination
requirements in not fewer than seven (7) subjects as contemplated in the policy
document, National Protocol for Assessment Grades R – 12 and the Curriculum
and Assessment Policy Statements of the various subjects listed in Annexure A:

(a) Achieved 40% in three subjects, one of which is an official language at

Home Language level, and 30% in three subjects, provided the School-
Based Assessment component is submitted in the subject failed.

(b) A condonation of a maximum of one (1) subject will only be applied to a

Grade 12 candidate in the final National Senior Certificate examination, if
such a candidate requires a maximum of 2%, either to obtain a pass at
30% or 40%. Such a condonation will be applied in only one subject,
provided the application of the condonation allows the candidate to obtain
the National Senior Certificate qualification.

(c) Subject to paragraph 28(7) learners who offer a Music programme from
the Associated Board of Royal Schools of Music or Trinity College of
London or UNISA, must obtain the following ratings:

(i) the Associated Board of Royal Schools Practical Music

Examination Grade 7: at least 65%.
(ii) Trinity College of London Practical Music Examination Grade 7: at
least 65%.
(ii) UNISA Practical Music Examination Grade 7: at least 50%.

(2) The norm for repetition is stipulated in paragraph 31 of the Admission policy for
ordinary public schools, Government Notice 2432 in the Government Gazette,
Vol. 400, No. 19377 of 19 October 1998, as one retained once in the Further

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 Education and Training Phase in order to prevent the learner being retained in
this phase for longer than four years.

(3) Progression in Grades 10-12 does not guarantee in the final certification of a
learner in Grade 12 and such a learner must comply with the certification
requirements as contemplated in paragraph 37(1)(a) of the policy document,
National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R - 12 to enable him or her to obtain
a National Senior Certificate.

30. ASSESSMENT IN GRADES 10 AND 11

(1) Learners will be assessed internally according to the requirements specified in

the policy document, National Protocol for Assessment Grades R– 12 and the
Curriculum and Assessment Policy Statements for the subjects listed in the
National Curriculum Statement Grades R - 12. The School-Based Assessment
marks allocated to assessment tasks completed during the school year will be
25% of the total mark, and the end-of-year mark 75% of the total mark.

(2) The weighting for assessment in the subject Life Orientation in Grades 10 and 11
is an exception where the School-Based Assessment component will comprise
100% of the total mark. The School-Based Assessment will be externally
moderated.
3) The end-of-year assessment must consist of an end-of-year examination that is
internally set, marked and moderated, as specified in the policy document,
National Protocol for Assessment Grades R – 12 and the Curriculum
and Assessment Policy Statements for the subjects listed in the National
CurriculumStatement Grades R - 12.

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 ASSESSMENT IN GRADE 12

 The School-Based Assessment mark will be 25%, and the external assessment
mark 75% of the total mark, as specified in the policy document, National
Protocol for Assessment Grades R – 12 and the Curriculum and
Assessment Policy Statements for the subjects listed in the National
Curriculum Statement Grades R - 12. The School-Based Assessment will be
externally moderated.

 The weighting for assessment in the subject Life Orientation in Grade 12 is an
exception. The School-Based Assessment component will be 100% of the total
mark. In the National Senior Certificate examination the final promotion mark in
Life Orientation will be based on internal assessment which must be externally
moderated, as well as a Common Assessment task which is externally set and
moderated. Monitoring and moderation mechanisms will be determined by the
assessment body and Umalusi.

(2A) The Physical Education Task (PET) in Life Orientation, constitutes the fifth task
and is administered across all four school terms, with the exception of Grade 12,
which will be three school terms. The mark allocation for the PET (Task 5) is 20%
of the total mark out of 400 for Life Orientation, i.e. 80 marks.

(3) The final mark is rounded down if the first decimal is less than 5 and rounded up
if the decimal is 5 and above e.g. a final mark of 70,3 will be rounded down to 70
and a final mark of 70.6 is rounded up to 71.

 RECORDING AND REPORTING

 Seven levels of competence have been described for all the subjects in the policy
document, National Protocol for Assessment Grades R – 12 and the
Curriculum and Assessment Policy Statements for the subjects listed in
the National Curriculum Statement Grades R - 12. The various achievement
levels and theircorresponding percentage bands are shown in Table 19 below.

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 TABLE 19: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM
STATEMENT GRADES 10-12
ACHIEVEMENT ACHIEVEMENT MARKS
LEVEL DESCRIPTION %
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

(2) These descriptions are intended to assist teachers to assess learners and grade
them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and report them as
percentages.

(4) The percentage obtained will determine which rating code on the scale of
achievement will be allocated to a learner.

33. CONCESSIONS

(1) Immigrants

(a) An immigrant candidate is:

(i) a child or a dependent of a diplomatic representative of a foreign

government accredited in South Africa; or

(ii) a person who:

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(aa) first enrolled at and entered a South African school in

Grade 7 or a more senior grade, or
(bb) having begun his or her schooling at a school in South
Africa, has attended school outside South Africa for two or
more consecutive years after Grade 3 or its equivalent,
and has subsequently returned to South Africa.

(b) An immigrant candidate as contemplated above may offer only one (1)
official language on at least First Additional Language Level, provided it is
the language of learning and teaching, and obtain a rating of 30% level in
that language, provided that another subject from Group B is offered in
lieu of the one official language that is not offered, provided further that
the immigrant candidate complies with the promotion requirements as
contemplated in paragraph 29(1).

(c) However, instead of offering another subject from Group B in lieu of the
one official language that is not offered, an immigrant candidate may,
subject to subparagraph (b), offer his or her home language in lieu of that
one official language, subject to the following:

(i) Such language is listed on Home Language level in Table B4 at

Annexure B.

(ii) Offer his or her home language on the A-Level of the General
Certificate of Education (GCE) of the United Kingdom, or an
examination recognised by the Department of Basic Education as
equivalent to Home Language level for the purpose of
subparagraph (b).

(iii) The marks as supplied by the concerned assessment body will be

taken into account for promotion purposes. If the actual marks are
not available, the results will be converted in accordance with Table
20 below, with the proviso that the candidate may not offer two
similarly named languages.

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 TABLE 20: CONVERSION SCALE
PROGRAMME REQUIREMENTS
A-Level National Policy
Symbol % MARKS %
A 70-100 280 70
B 60-69 240 60
C 55-59 220 55
D 50-54 200 50
E 40-49 160 40
F 30-39 140 35

(d) To be classified as an immigrant candidate, such a candidate must be in

possession of:
(i) the relevant official documentation issued by the Department of
Home Affairs; and

(ii) the relevant official documentation issued by the school where the
learner entered the South African school system for the first time.

(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who experience the
following barriers to learning:

(i) A learner who is Deaf who do not offer South African Sign
Language at Home Language level may offer one (1) official
language at First Additional Language level which is the language
of learning and teaching, provided that another subject from
Group B is offered in lieu of the one official language that is not
offered, provided further that such Deaf candidate complies with
the promotion requirements as contemplated in paragraph 29(1).

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(ii) Learners with communication and language impairments, e.g.

aphasia and dyslexia may offer only one (1) official language at
First Additional Language level which is the language of learning
and teaching, provided that another subject from Group B is
offered in lieu of the one official language that is not offered,
provided further that such aphasic or dyslectic candidate complies
with the promotion requirements as contemplated in paragraph
29(1).

(iii) Learners who have been diagnosed to have a mathematical

disorder such as dyscalculia may be exempted from the offering of
Mathematical Literacy or Mathematics, provided that another
subject from Group B is offered in lieu of Mathematical Literacy or
Mathematics, provided further that such candidate complies with
the promotion requirements as contemplated in paragraph 29(1).

(b) White Paper 6 on Special Needs Education: Building an Inclusive

Education and Training System (2001), guides policies related to learners
experiencing barriers to learning.

34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT FOR LEARNERS WHO

EXPERIENCE BARRIERS TO LEARNING

(1) Learners with special needs may either be accommodated in special schools or
in ordinary schools where appropriate support is offered.

(2) Special schools are schools that provide education to learners who need high-
level individualised and specialised support on a high-frequency basis. The role
of these schools is twofold:

(a) full-time provision of appropriate and quality education and support for
those learners, who are enrolled at these schools; and

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 (b) providing advice, guidelines, training and mentoring on a consultative and
part-time basis to both teachers and learners in ordinary schools with
regard to curriculum, assessment and instruction matters.

(3) The following learners are regarded as learners with special needs for whom
measures should be taken in ordinary as well as special schools to assist with
the barriers to learning that they face:

(a) Learners who have neurological barriers to learning, reading, spelling,

dysgraphia, mathematical calculations and numeracy skills, and the
understanding of the written word.

(b) Learners (deaf and hard of hearing learners) whose hearing

impairments present barriers to learning and for whom learning should
be facilitated through sign language within an environment which
promotes the linguistic identity of the Deaf community and bilingualism
which also ensures the availability of assistive technology.

(c) Learners who have severe visual barriers to learning (blind and partially
sighted) and for whom learning should be facilitated through effective
individualised support measures, specialised teaching methods, the use
of Braille and large print and the application of specialised devices such
as Braille equipment, magnification cameras and CCTV in classrooms,
screen reading software, magnification software, etc.

(d) Learners who have physical barriers to learning and whose level of
functioning is restricted due to limited gross and fine motor movements,
dependency on the availability of certain devices (e.g. wheel chairs),
medical conditions and inaccessible school buildings. The term physical
disability covers a range of conditions from congenital disabilities to
impairments acquired as a result of illness of which the most common
conditions are spinal bifida, cerebral palsy, muscular dystrophy,
haemophilia, cardiovascular and pulmonary conditions.

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(e) Learners who experience mild to severe intellectual barriers to

learning whose specific educational needs should be met in mainstream
schools and special schools through the differentiation and adaptation of
the curriculum in environments which encourage the development of their
full potential, independence and socialisation.

(f) Learners with multiple barriers to learning.

(g) Learners with severe behavioural and emotional barriers to learning.

(h) Learners with any medically assessed special need that may not fall
under the above categories.

(4) Grade 10-12 learners who experience barriers to learning and who meet one of
the following requirements may either offer the National Senior Certificate
programme as stipulated in paragraphs 26 to 32 and 35 to 38 of this document or
the National Senior Certificate with Endorsement as contemplated in
subparagraphs 5, 6 and 8:

(a) Learners with extensive barriers to learning who are in special schools in
terms of section 5(6) of the South African Schools Act, 1996 (Act No. 84
of 1996); or

(b) Learners who experience barriers to learning who are in ordinary schools
in terms of section 12(4) of the South African Schools Act, 1996 (Act No.
84 of 1996) and who have been identified by the relevant provincial
authority as eligible for this condonation;

(5) Subject to subparagraph (4), learners with special needs who were unsuccessful
in obtaining a National Senior Certificate at Level 4 on the NQF, or who cannot
meet the programme and or promotion requirements of the National Senior
Certificate at Level 4 on the NQF as stipulated in paragraphs 27, 28 and 29 of
this document, may be issued with a National Senior Certificate with

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 Endorsement, provided they have met the following programme and promotion
requirements:

(a) Offered and completed the internal and external assessment

requirements in not fewer than five (5) subjects selected as follows from
Annexure B contained in this document.

(i) Three (3) subjects from Group A in this document, selected as

follows:

(aa) One (1) official language selected from Annexure B, Table

A1, provided that the official language is offered on at least
First Additional Language level, and provided further that
the language is the language of learning and teaching.
(bb) Mathematics or Mathematical Literacy selected from
Annexure B, Table A2.
(cc) Life Orientation in Annexure B, Table A3.
(dd) A minimum of any two (2) subjects selected from Group B
Annexure B, Tables B1-B8 in this document.

(6) Subject to subparagraph (4), a National Senior Certificate with Endorsement

shall be issued to a candidate who experiences barriers to learning who has
achieved 30% in five subjects.

(7) Should a learner who has enrolled for the National Senior Certificate with
Endorsement offer a sixth subject, such a learner must achieve 30% in five of the
six subjects, one of which is an official language on at least First Additional
Language level, provided the School-Based Assessment component is submitted
in the sixth subject.

(8) Concessions regarding immigrant learners and learners who experience barriers
to learning related to deafness and mathematical disorder such as dyscalculia,
as contemplated in paragraph 33 of this document, will also be applicable to the
learners enrolling for the National Senior Certificate with Endorsement.

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35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12

(1) A learner may change a maximum of two subjects in Grade 10, provided this is
done by the end of the second term, subject to the approval of the Principal of
the school where the learner is registered. Such change must be done before 30
June of the Grade 10 year.
(2) A learner may change two subjects in Grade 11, provided this is done before 31
March, subject to the approval of the Principal of the school where the learner is
registered.

(3) In exceptional cases a learner may change one additional subject in Grade 11,
provided this is done before 15 December of the Grade 11-year.

(4) Approval for changing a subject in Grade 12 must be obtained from the Head of
the assessment body. The following documents are needed:
(a) a letter of motivation from the learner’s parent or guardian;
(b) a letter from the Principal, either supporting or providing reasons for not
supporting the change; and
(c) a letter from the subject teacher, outlining the programme to be followed to
assist the learner in covering those aspects of the Curriculum and
Assessment Policy Statements of the new subject for the previous grades
that were not completed.

(5) A learner who changes a subject in Grades 10, 11 or 12 will be exempted from
the School-Based Assessment requirement of the new subject for the period
before the change was effected, provided that:

(a) he or she has complied with all the School-Based Assessment

requirements of the subject he or she wants to change for the period
before the change is to be effected; and

(b) he or she complies with all the remaining School-Based Assessment

requirements of the new subject from the date the change was effected.

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 (6) The learner, or the parent or guardian of the learner who changes a subject is in
Grades 10, 11 or 12 and who encounters learning difficulties due to the subject
change may not hold the provincial education department responsible for
changing a subject.

36. TIME ALLOCATION

(1) In terms of the Personnel Administration Measures (PAM) as determined in

section 4 of the Employment of Educators Act, 1998, all school-based educators
should be at school during the formal school day. Each school day should be at
least seven hours that is 35 hours per five-day week.

(2) The contact time for teaching Grades 10, 11 and 12 will be 27,5 hours per week,
excluding the time allocated to breaks, assemblies and extramural activities.

(3) The 27,5 hours of teaching contact time per week must be used as follows:

(a) Languages: 9 hours per week, that is, 4,5 hours per week for each of the
two languages;

(b) Mathematical Literacy or Mathematics: 4,5 hours per week;

(c) Life Orientation: 2 hours per week; and

(d) time allocation for the Group B subjects (12,0 hours): 4,0 hours per week
should be allocated to each of the three Group B subjects, or a subject
from Annexure C which replaces one Group B subject.

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(4) Table 21 provides a summary of the time allocations.

TABLE 21: TIME ALLOCATION PER WEEK FOR SUBJECTS OFFERED FOR

GRADES 10-12

SUBJECT HOURS
Language 1 4,5
Language 2 4,5
Mathematics and Mathematical Literacy 4,5
Life Orientation 2,0
Group B subjects (3 x 4hours) 12,0
TOTAL 27,5

(5) The allocated 27,5 hours per week may be utilised only for the minimum required
Grades 10, 11 and 12 subjects as specified above, and may not be used for any
additional subjects. Should a learner wish to offer additional subjects, an
arrangement for additional time must be made for the offering of these subjects.

37. CERTIFICATION REQUIREMENTS

(1) Subject to the provisions of Paragraph 17A of the General and Further Education
and Training Quality Assurance Act, 2001 (Act No. 58 of 2001), and subject to
paragraphs 27 and 29 of this document, the following certificates will be issued:

(a) a National Senior Certificate to be issued to a candidate who has

complied with the programme and promotion requirements as
contemplated in paragraphs 27, 28 and 29; and
(b) a National Senior Certificate with Endorsement for Learners who
Experience Barriers to Learning to be issued to a candidate who has
complied with the programme and promotion requirements of a National
Senior Certificate with Endorsement as contemplated in paragraphs
34(5), (6) and (7).

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(2) The National Senior Certificate is a 130 credit certificate at Level 4 on the
National Qualifications Framework (NQF).

(3) In terms of this policy document the National Senior Certificate qualification must:
(a) have a defined purpose or purposes, and is intended to provide qualifying
learners with applied competence and a basis for further learning;
(b) enrich the qualifying learner;
(c) provide benefits to society and the economy;
(d) comply with the objectives of the NQF;
(e) where applicable, be internationally comparable;
(f) incorporate integrated assessment; and
(g) indicate the rules governing the award of the qualification.

(4) The duration of the learning programme for the National Senior Certificate is
three years and this culminates in the National Senior Certificate qualification at
the end of Grade 12.

(5) Subject to Regulation 59(4) of the Regulations pertaining to the conduct,

administration and management of assessment for the National Senior
Certificate, published in Government Gazette No. 31337 of 29 August 2008, part-
time candidates may also offer the National Senior Certificate. Full-time learners,
repeat candidates and part-time candidates will offer subjects listed in Annexure
B of this document. For this purpose full-time learners, repeat candidates and
part-time candidates are defined as follows:

“A part-time candidate in the FET Phase is a candidate who has enrolled at an

institution that does not offer tuition on a full-time basis and may enroll for any
number of subjects in one examination sitting. Part-time candidates will continue
to exist until such a date as determined by the Minister of Basic Education.”

“A full-time learner in the FET Phase is a learner who has enrolled for tuition and
who offers a National Curriculum Statement Grades R-12 programme in a full-
time capacity at a public or independent school or any other registered institution
and who presents seven (7) subjects in terms of the National Senior Certificate

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programme requirements as contemplated in paragraph 27 of this document.

Such a candidate must fulfill all internal assessment requirements of the National
Senior Certificate, including oral and practical requirements where applicable as
contemplated in the Curriculum and Assessment Policy Statements of the
relevant subjects.”

(6) A repeat candidate in the FET Phase is a candidate who has failed the grade
enrolled for or the National Senior Certificate examination, or who wants to
improve his or her National Senior Certificate examination results, and who
wants to repeat, either the grade failed or the Grade 12-year, as a full-time
learner or full-time or part-time candidate respectively.

38. SUPPLEMENTARY EXAMINATIONS

A supplementary examination will be granted to a full-time, repeat and part-time

candidate as contemplated in:

(1) Paragraph 18 of the policy document, National policy on the conduct,

administration and management of the National Senior Certificate: A qualification
at Level 4 on the National Qualifications Framework (NQF) published in
Government Gazette, No. 30048 of 6 July 2007; and

(2) Regulation 18 of the Regulations pertaining to the conduct, administration and

management of assessment for the National Senior Certificate, published in
Government Gazette No. 31337 of 29 August 2008.

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 CHAPTER 7

REPEAL OF POLICY AND TRANSITIONAL ARRANGEMENTS

39. REPEAL OF POLICY

(1) The policy document, National Policy regarding General Education Programmes:
The Revised National Curriculum Statement Grades R – 9 (Schools)
promulgated in Government Notice No. 710 in Government Gazette No. 23406 of
31 May 2002 is repealed subject to paragraph 41.

(2) The policy document, National Policy on assessment and qualifications for
schools in the General Education and Training Band, promulgated in
Government Notice No. 124 in Government Gazette No. 29626 of 12 February
2007 is repealed subject to paragraph 41.

(3) National Curriculum Statement Grades 10-12 (General), promulgated in

Government Gazettes, No. 25545 of 6 October 2003, No. 27594 of 17 May 2005,
No. 27819 of 20 July 2005 and No. 28300 of 7 December 2005 is repealed
subject to paragraph 41.

(4) The policy document, the National Senior Certificate: A qualification at Level 4 on
the National Qualifications Framework (NQF), promulgated in Government
Gazette No.27819 of 20 July 2005 is repealed and replaced with the policy
document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R – 12, subject to
paragraph 41.

(5) The policy document, An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework
(NQF), regarding learners with special needs, promulgated in Government
Gazette, No.29466 of 11 December 2006 is repealed and incorporated in policy
document, National policy pertaining to the programme and promotion

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requirements of the National Curriculum Statement Grades R – 12, subject to

paragraph 41.

(6) The policy document, An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework
(NQF), regarding the National Protocol for Assessment (Grades R – 12),
promulgated in Government Gazette No. 29467 of 11 December 2006 is
repealed and replaced with the policy document, National Protocol for
Assessment Grades R-12, subject to paragraph 41.

40. TRANSITIONAL ARRANGEMENTS

(1) The status quo as stipulated in the following policy documents will be maintained
until the implementation of the Curriculum and Assessment Policy Statements,
the policy document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R – 12 and the
National Protocol for Assessment Grades R-12, as contemplated in paragraph
41:

(a) National Policy regarding General Education Programmes: The Revised

National Curriculum Statement Grades R – 9 (Schools) promulgated in
Government Gazette No. 23406 of 31 May 2002;
(b) National Curriculum Statement Grades 10-12 promulgated in Government
Gazettes, No. 25545 of 6 October 2003, No. 27594 of 17 May 2005, No.
27819 of 20 July 2005 and No. 28300 of 7 December 2005.
(c) National Policy on assessment and qualifications for schools in the
General Education and Training Band, promulgated in Government
Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;
(d) National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette
No.27819 of 20 July 2005; and

(e) An addendum to the policy document, the National Senior Certificate: A

qualification at Level 4 on the National Qualifications Framework (NQF),

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 regarding the National Protocol for Assessment (Grades R – 12),
promulgated in Government Gazette No. 29467 of 11 December 2006.

(2) National education policy pertaining to part-time candidates as stipulated in the

policy document, National policy on the conduct, administration and management
of the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF published in Government Gazette, No. 30048 of
6 July 2007), will, subject to Regulation 59(4) of the Regulations pertaining to the
conduct, administration and management of assessment for the National Senior
Certificate, published in Government Gazette No. 31337 of 29 August 2008,
continue to exist until a date determined by the Minister of Basic Education.

(3) The Minister of Basic Education may in terms of Sections 3(4)(l) and 7 of the
National Education Policy Act, 1996 (Act No. 27 of 1996), amend the transitional
arrangements as contemplated in paragraph 40. Such amendments to the
transitional arrangements may be regulated in terms of Section 61(c) and (d) of
the South African Schools Act, 1996 (Act. No. 84 of 1996).

(4) South African Sign Language at Home Language level to be offered in Grades R-
12 will be phased in as follows:
(a) Grades R, 1, 2, 3 and 9 in 2015;
(b) Grades 4, 5, 6 and 10 in 2016;
(c) Grades 7, 8, 11 in 2017; and
(d) Grade 12 in 2018.

(5) The Technology subjects without specialisation, namely Civil Technology,

Electrical Technology and Mechanical Technology will be phased-out as follows:

(a) Grade 10 in 2015;

(b) Grade 11 in 2016; and
(c) Grade 12 in 2017.

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(6) The following Technology subjects with specialisation, namely Civil Technology,
Electrical Technology and Mechanical Technology, as well as Technical
Mathematics and Technical Science, will be phased in as follows:
(a) Grade 10 in 2016;
(b) Grade 11 in 2017; and
(c) Grade 12 in 2018.

(7) Schools currently offering both academic and technical pathways as

contemplated in par. 27, despite the fact that they do not meet the requirements
of a technical school may, however, for a transitional period of three years
commencing on 1 January 2016, continue offering the technical pathway of their
choice. However, such schools must before the expiry date of this transitional
arrangement in 2018, either comply with the requirements for a technical school
as contemplated in the definition of a technical school, or revert to an academic
pathway.

41. SHORT TITLE AND COMMENCEMENT

This Policy may be cited as National policy pertaining to the programme and
promotion requirements of the National Curriculum Statement Grades R – 12 and
will commence on the day of its promulgation in the Government Gazette and
becomes effective from January 2012 in Grades R – 3 and Grade 10, January
2013 in Grades 4 –6 and Grade 11 and January 2014 in Grades 7 –9 and Grade
12.

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 ANNEXURE A
APPROVED SUBJECTS LISTED IN TERMS OF THE ORGANISING FIELDS OF THE NQF
Organising fields of learning Subjects
No
1. Agriculture and Nature Agricultural Management Practices; Agricultural
Conservation Sciences; Agricultural Technology
2. Culture and Arts Dance Studies; Design; Dramatic Arts; Music;
Visual Arts.
3. Business, Commerce and Accounting; Business Studies; Economics
Management
Studies
4. Communication Studies and All official languages, and approved non-official
Language languages
5. Education, Training and
Development
6. Manufacturing, Engineering and Civil Technology; Electrical Technology;
Technology Mechanical Technology; Engineering Graphics
and Design
7. Human and Social Studies Religion Studies; Geography; History; Life
Orientation
8. Law, Military Science and
Security
9. Health Sciences and Social
Services
10. Physical, Mathematical, Computer Applications Technology; Information
Computer and Life Technology; Life Sciences; Mathematical
Sciences Literacy; Mathematics; Physical Sciences
11. Services Consumer Studies; Hospitality Studies;
Tourism.
12. Physical Planning and
Construction

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ANNEXURE B

APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF

GRADES 10 – 12

GROUP A
TABLE A1: OFFICIAL LANGUAGES AT HOME AND FIRST ADDITIONAL LEVEL

SUBJECT SUBJECT NUMBER

Grade 10 Grade 11 Grade 12
Afrikaans Home Language 13301002 13301013 13301024
Afrikaans First Additional Language 13311032 13311043 13311054
English Home Language 13301062 13301073 13301084
English First Additional Language 13311092 13311103 13311114
IsiNdebele Home Language 13301122 13301133 13301144
IsiNdebele First Additional Language 13311152 13311163 13311174
IsiXhosa Home Language 13301182 13301193 13301204
IsiXhosa First Additional Language 13311212 13311223 13311234
IsiZulu Home Language 13301242 13301253 13301264
IsiZulu First Additional Language 13311272 13311283 13311294
Sepedi Home Language 13301302 13301313 13301324
Sepedi First Additional Language 13311332 13311343 13311354
Sesotho Home Language 13301362 13301373 13301384
Sesotho First Additional Language 13311392 13311403 13311414
Setswana Home Language 13301422 13301433 13301444
Setswana First Additional Language 13311452 13311463 13311474
SiSwati Home Language 13301482 13301493 13301504
SiSwati First Additional Language 13311512 13311523 13311534
Tshivenda Home Language 13301552 13301563 13301574
Tshivenda First Additional Language 13311582 13311593 13311604
Xitsonga Home Language 13301612 13301623 13301634
Xitsonga First Additional Language 13311642 13311653 13311664

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 TABLE A2: MATHEMATICAL SCIENCES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Mathematical Literacy 19321002 19321013 19321024
Mathematics 19331032 19331043 19331054
Technical Mathematics 19371482 19371493 19371504

TABLE A3: HUMAN AND SOCIAL STUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Life Orientation 16341002 16341013 16341024

GROUP B

TABLE B1: AGRICULTURE

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Agricultural Management Practices 10351002 10351013 10351024
Agricultural Sciences 10351032 10351043 10351054
Agricultural Technology 10351062 10351073 10351084

TABLE B2: CULTURE AND ARTS

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Dance Studies 11351002 11351013 11351024
Design 11351032 11351043 11351054
Dramatic Arts 11351062 11351073 11351084
Music 11351092 11351103 11351114
Visual Arts 11351122 11351133 11351144

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TABLE B3: BUSINESS, COMMERCE AND MANAGEMENTSTUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Accounting 12351002 12351013 12351024
Business Studies 12351032 12351043 12351054
Economics 12351062 12351073 12351084

TABLE B4: OFFICIAL LANGUAGES AT SECOND ADDITIONAL LEVEL, AND

NON-OFFICIAL LANGUAGES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Afrikaans Second Additional Language 13351672 13351683 13351694
English Second Additional Language 13351702 13351713 13351724
IsiNdebele Second Additional Language 13351732 13351743 13351754
IsiXhosa Second Additional Language 13351762 13351773 13351784
IsiZulu Second Additional Language 13351792 13351803 13351814
Sepedi Second Additional Language 13351822 13351833 13351844
Sesotho Second Additional Language 13351852 13351863 13351874
Setswana Second Additional Language 13351882 13351893 13351904
SiSwati Second Additional Language 13351912 13351923 13351934
Tshivenda Second Additional Language 13351942 13351953 13351964
Xitsonga Second Additional Language 13351972 13351983 13351994
Arabic Second Additional Language 13352002 13352013 13352024
French Second Additional Language 13352032 13352043 13352054
German Home Language 13352062 13352073 13352084
German Second Additional Language 13352092 13352103 13352114
Gujarati Home Language 13352122 13352133 13352144
Gujarati First Additional Language 13352152 13352163 13352174
Gujarati Second Additional Language 13352182 13352193 13352204
Hebrew Second Additional Language 13352212 13352223 13352234
Hindi Home Language 13352242 13352253 13352264
Hindi First Additional Language 13352272 13352283 13352294

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 SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Italian Second Additional Language 13352332 13352343 13352354
Latin Second Additional Language 13352362 13352373 13352384
Mandarin Second Additional Language 13356022 13356033 13356044
Portuguese Home Language 13352392 13352403 13352414
Portuguese First Additional Language 13352422 13352433 13352444
Portuguese Second Additional 13352452 13352463 13352474
Language
Serbian Home Language 13355772 13355783 13355794
Serbian Second Additional Language 13355802 13355813 13355824
Spanish Second Additional Language 13352482 13352493 13352504
Tamil Home Language 13352512 13352523 13352534
Tamil First Additional Language 13352542 13352553 13352564
Tamil Second Additional Language 13352572 13352583 13352594
Telegu Home Language 13352602 13352613 13352624
Telegu First Additional Language 13352632 13352643 13352654
Telegu Second Additional Language 13352662 13352673 13352684
Urdu Home Language 13352692 13352703 13352714
Urdu First Additional Language 13352722 13352733 13352744
Urdu Second Additional Language 13352752 13352763 13352774

TABLE B4A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE
PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS SUBJECT NUMBER

Grade 10 Grade 11 Grade 12

South African Sign Language Home 13305932 13305943 13305954
Language

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TABLE B5: ENGINEERING AND TECHNOLOGY

SUBJECT SUBJECT NUMBER

Grade 10 Grade 11 Grade 12
Civil Technology 15351002 15351013 15351024
Electrical Technology 15351032 15351043 15351054
Mechanical Technology 15351062 15351073 15351084
Engineering Graphics and Design 15351092 15351103 15351114
Civil Technology (Specialisation) 15351152 15351162 15351172
Electrical Technology (Specialisation) 15351182 15351192 15351202
Mechanical Technology (Specialisation) 15351212 15351222 15351232

TABLE B6: HUMAN AND SOCIAL STUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Geography 16351032 16351043 16351054
History 16351062 16351073 16351084
Religion Studies 16351092 16351103 16351114

TABLE B7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Computer Applications Technology 19351002 19351013 19351024
Information Technology 19351032 19351043 19351054
Life Sciences 19351062 19351073 19351084
Physical Sciences 19351092 19351103 19351114
Technical Science 19351512 19351523 19351534

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 TABLE B8: SERVICES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Consumer Studies 20351002 20351013 20351024
Hospitality Studies 20351032 20351043 20351054
Tourism 20351062 20351073 20351084

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ANNEXURE C
RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL CURRICULUM
STATEMENT GRADES R - 12

C.1 THE STATUS OF SUBJECTS OFFERED BY OTHER ASSESSMENT BODIES

Learners may offer a maximum of one subject developed by accredited assessment

bodies other than the Department of Basic Education, provided that such a subject is
accommodated in national education policy. A maximum of 20 credits may be allocated to
such subjects. Accredited providers that wish to offer their subjects as part of the National
Curriculum Statement Grades R - 12 may do so, subject to the approval of the
Department of Basic Education.

The subjects listed in paragraph C2 are approved subjects from accredited assessment
bodies. Only in exceptional cases will additional subjects in this category be considered by
the Department of Basic Education.

C.2 SUBJECTS OF OTHER ASSESSMENT BODIES THAT ARE APPROVED BY THE

MINISTER OF BASIC EDUCATION

TABLE C1: AGRICULTURE

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Equine Studies 10361002 10361013 10361024

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 TABLE C2: CULTURE AND ARTS

SUBJECT SUBJECT NUMBER

GRADE 12
Associated Board of Royal Schools of Music Practical Music 11361034
Examination Grade 7
Trinity College of London Practical Music Examination 11361104
Grade 7
UNISA Practical Music Examination Grade 7 11361184

TABLE C3: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES
SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Maritime Economics 12361002 12361013 12361024

TABLE C4: NON-OFFICIAL LANGUAGES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Modern Greek Second Additional 13361002 13361013 13361024
Language
Serbian Home Language 13355772 13355783 13355794
Serbian Second Additional Language 13355802 13355813 13355824

TABLE C5: ENGINEERING AND TECHNOLOGY

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Nautical Science 15361002 15361013 15361024

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TABLE C6: HUMAN AND SOCIAL STUDIES

SUBJECT SUBJECT NUMBER
Grade 10 Grade 11 Grade 12
Sport and Exercise Science 16351122 16351133 16351144

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 ANNEXURE D

SUBJECT CODING FOR ASSESSMENT PURPOSES

D.1 Subjects

The subject codes for the subjects listed in Tables 1-3, 6-8, 11-16 and Annexures A and
B consist of eight digits that have the following meaning:
¾ first and second digits: NQF organising field (up to two digits) (Table D1);
¾ third and fourth digits: the subject groupings, as defined below (Table D2);
¾ fifth, sixth and seventh digits: unique subject codes within each NQF organising field
(subject grouping); and
¾ eighth digit: NQF level of the subject.

Table D1 NQF organising fields as they relate to the subject coding system
DIGIT NQF ORGANISING FIELD
10 Agriculture and Nature Conservation
11 Arts and Culture
12 Business, Commerce and Management Studies
13 Communication and Language Studies
14 Education, Training and Development
15 Manufacturing, Engineering and Technology
16 Human and Social Studies
17 Law, Military Science and Security
18 Health Science and Social Services
19 Physical, Mathematical, Computer and Life Sciences
20 Services
21 Physical Planning and Construction

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Table D2 Subject Groupings

DIGIT SUBJECT GROUP
30 Official Languages at Home Language level
31 Official Languages at First Additional Level
32 Mathematical Literacy
33 Mathematics
34 Life Orientation
35 Other Approved Subjects listed in Tables 1-3, 6-8, 11-16 and Annexure
B
36 Subjects from other assessment bodies recognised by the Department
of Basic Education to be offered as a Group B subject.
37 Technical Mathematics

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Torrance, H & Pryor, J. 2001. Developing formative assessment in the classroom: using
action research to explore and modify the theory. British Educational Research Journal
27(5):615–631.
Van Schalkwyk, H & Wydeman JL. 2009. Learner guide: design and develop outcomes-based
assessments: a learner guide for candidates working towards achieving US 115755 design
and develop outcomes-based assessments. Pretoria: Omni-Ed.
Van Schalkwyk, H & Wydeman JL. 2008. Learner guide: facilitate learning using a variety
of given methodologies: a learner guide for candidates working towards achieving US
117871: Facilitate learning using a variety of given methodologies. Pretoria: Omni-Ed.
Voogt, J & Kasurinen, H. 2005. Finland: emphasising development instead of competition
and comparison, in Formative assessment: improving learning in secondary classrooms,
OECD. http://www.oecd.org/LongAbstract/0,2546,en_2649_33723_343404211111,00.
html.
West Kentucky University. 2012. Faculty centre for excellence in teaching. https:webapps.
wku.edu/ctl/quotes/byassess.php (accessed on 30/07/2014).
203

139
 APPENDIX 3: DESIGNING ASSESSMENT ACTIVITY
204 Subject: Tourism

205 Grade: 12

206 Assessment Topic: Housekeeping underpins guest safety and satisfaction

207 Assessment Form: Case Study

Recorded /Not recorded: not recorded. It is an informal activity to prepare for summative
208

assessment

Feedback: Peer assessment: work will be marked in class. Learners will do corrections
209

with a pencil as soon as they get their books back from the peers.

210 Housekeeping underpins guest safety and satisfaction

211

“Hygiene is crucial for guest satisfaction – one spot on the sheets or someone else’s
212

hair in the drain can ruin the entire stay, erode trust in the hotel’s hygiene across all
areas, and tarnish the entire hotel brand in the mind of the guest,” says John Dempsey,
Director, Hospitality, Africa, ME, and Turkey at Diversely. In addition to clouding the guest’s
perception of the hotel, inadequate cleaning can actually put guests at risk, he notes.

“An improperly cleaned critical point of contact puts guests at risk of picking up the viruses,
213

bacteria and fungi left on surfaces by previous guest’s only hours before. Above anything
else, the guarantee that a room is clean and safe is the most important promises a hotel
makes to its guest – it is the very basis of the definition of a ‘comfortable room’,” he says.

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Well trained and efficient housekeepers deliver on these promises of comfort and safety. “As
214

much as we may see them as ‘just cleaners’, they are actually the custodians of the brand.
Should they fail in their task, no amount of smiling service and good food elsewhere in
the establishment can fully rebuild the guest’s trust.” It is important that staff give always
excellent service, first time around.

John believes that the housekeeping staff, as crucial interfaces between hotel and guests,
215

should be in-house staff that cares about the hotel’s brand and the guests’ experience.
They should be at the service of guests.

216 1.4.1 Name the policy document that governs the dress code, physical appearance and
grooming in a hotel. (1)

217 1.4.2 Define the policy document mentioned in 6.1 (3)

218 1.4.3 Identify the tourism industry sector in the above extract. (2)

219 1.4.4 Which tourism association is responsible for common standard of tourism
services? (2)

220 1.4.5 Discuss four intervention strategies the hotel management can use to ensure that
housekeepers deliver on the promises of comfort and safety in guest rooms. (4)

221 1.4. 6 How do you think treating housekeepers as “just cleaners” would have a negative
impact on the hotel’s brand and image? (4)

222 MEMORANDUM

223 QUESTION 1.4

224 1.4.1 code of conduct (1)

225 1.4.2 A code of conduct is set of rules to guide behaviour and decisions. It is used to
guide employees on acceptable behaviour. It is not the same in every job, some
elements may be similar but often there are specific guidelines. (3)

226 1.4.3 Hospitality /accommodation sector (2)

227 1.4.4 SATSA (2)

228 1.4.5 *Good staff planning and training

229 *Good induction programs and continuous training (4)

230 1.4.6 *Damages hotel’s reputation if it doesn’t meet expectations.

231 *severe consequences in revenue losses.

232 *It can disadvantage hotel’s division between the hotel and competitors.
233 *Any relevant answer. (4)

234

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235 UNIT 2

236 Formal Assessment Plan in Tourism

Grade 10 Task Weighting Date to be administered

Term 1 1: Project 25%
2: Test 75%
Term 2 3: Test 25%
4: June Exam (PAT 1) 75%
Term 3 5: Data Handling 25%
6: Test (PAT2) 75%
Term 4 Final Exam 50%
PAT 25%
SBA 25%= 100%

Grade 11 Task Weighting Date to be administered

Term 1 1: Project 25%
2: Test 75%
Term 2 3: Test 25%
4: June Exam 75%
(PAT1)
Term 3 5: Data Handling 25%
6: Test 75%
(PAT2)
Term 4 Final Exam 50%
PAT 25%
SBA 25% = 100%

Grade 12 Task Weighting Date to be administered

Term 1 1: Project 25%
2: Test 75%
(PAT 1)
Term 2 3: Test 25%
4: June Exam 75%
(PAT2)

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 AED3701/1/2020–2022

Grade 12 Task Weighting Date to be administered

Term 3 5: Test 25%
6: Prelim 75%
Term 4 NSC Exam 50%
PAT 25%
SBA 25%= 100%

UNIT 3: BLOOMS TAXONOMY

237

3.1 Mr and Mrs Mabunda are taking their kids on a vacation to Disneyworld in the USA. Mr
Mabunda will also proceed to China on business. Before departing they study the exchange
rate table below:

COUNTRY CURRENCY CODE BBR BSR

USA USD 11,86 12,54

CHINA CNY 1,83 2,03

Taxonomy: Remember (1)

3.1.1 Write down the currency code of the Peoples Republic of China .

Taxonomy: Application
3.1.2 They would like to exchange R 7000 into US dollars for spending and gifts. (3)
Calculate the amount of dollars they would receive. Round off your answers to two
decimal places.

Taxonomy: Understanding
3.1.3 Explain TWO ways in which the Tshabalala’s travel plans and budget will be affected (4)
by a strengthening rand.

3.1.2 Whilst visiting the USA they spot tourists with the notes pictured below:

Taxonomy: Remember
3.3.1 Name TWO countries that the tourists using the above currency could be from. (2)

143
3.3 Study the South African rand to US dollar exchange rate graph below and answer
the questions that follow.

Taxonomy: Understanding
3.3.1 State the value of the South African rand in relation to the US dollar on 8 October 2013. (2)

Taxonomy: Understanding
3.3.2 The line graph shows daily changes in the rate of exchange. (2)
Give the term used for these changes in the exchange rate.

Taxonomy: Evaluation
3.3. Determine the date and the value of the exchange rate when: (2)
(a) The rand was at its weakest (2)
(b) The rand was at its strongest (18)

3.1 MEMORANDUM
3.1.1 CNY (1)
3.1.2 ZAR 7000 ÷ √ 12,54 √ = USD 558,21 √ (3)
3.1.3 The Mabunda might extend their length of stay√√ (4)
They can retain their original budget and have more money at their disposal. √√
They will be able to reduce their original budget making their trip less expensive.
They will use this opportunity to purchase more dollars needed.

3.2.1 Austria, Belgium, Cyprus, Estonia, Finland, France, Germany, Greece, Ireland, Italy, Lat- (2)
via, Lithuania, Luxembourg, Malta, the Netherlands, Portugal, Slovakia, Slovenia,
and Spain (ANY 2√√)

3.3.1 ZAR10 √√ (2)

3.3.2 Fluctuation √√

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 AED3701/1/2020–2022

3.3.3 a) 29 September√
• 1 October (2)
More than 10.10√
(Any rate between 10.10 and 10.15, including the first and last values in this range
is acceptable)
(b) 23 October√
less than 9.75 √
(Any rate between 9.70 and 9.75, including the first and last values in this range is
acceptable) (2)

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