Iffa7411poe - 240305 - 200720

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MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE ENGLISH FIRST AND FIRST IFFA7411
ADDITIONAL LANGUAGE 3
ASSESSMENT TYPE: POE (PAPER )
TOTAL MARK ALLOCATION: 100 MARKS
TOTAL HOURS: A MINIMUM OF 30 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT
By submitting this assessment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.
INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Please ensure that you submit your assignment through SafeAssign. Please make sure you
attach a similarity report to your POE if you are required to submit a hard-copy of your
PoE.
3. Make a copy of your assignment before handing it in.
4. Assignments must be typed unless otherwise specified.
5. Begin each section on a new page.
6. Follow all instructions on the PoE cover sheet.
© The Independent Institute of Education (Pty) Ltd 2024

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ACADEMIC HONESTY DECLARATION
Please complete the Academic Honesty Declaration below.
Please note that your assessment will not be marked, and you will receive 0% if you have not
completed ALL aspects of this declaration.
Declaration
SIGN
I have read the assessment rules provided in this declaration.
This assessment is my own work.
I have not copied any other student’s work in this assessment.
I have not uploaded the assessment question to any website or App offering
assessment assistance.
I have not downloaded my assessment response from a website.
I have not used any AI tool without reviewing, re-writing, and re-working this
information, and referencing any AI tools in my work.
I have not shared this assessment with any other student.
I have not presented the work of published sources as my own work.
I have correctly cited all my sources of information.
My referencing is technically correct, consistent, and congruent.
I have acted in an academically honest way in this assessment.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage. – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage. – the student’s work contains five or more
according to the following guidelines a maximum of ten percent errors listed in the major errors column in the table below.
being deducted from the overall percentage. Please note, however,
that evidence of plagiarism in the form of copied or uncited work If both minor and major errors are indicated, then 10% only (and
(not referenced), absent reference lists, or exceptionally poor not 5% or 15%) is deducted from the overall percentage. The
referencing, may result in action being taken in accordance with examples provided below are not exhaustive but are provided to
The IIE’s Intellectual Integrity Policy (0023). illustrate the error.
Required: Minor errors in technical correctness of Major errors in technical correctness of
Technically correct referencing referencing style referencing style
style Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
Example: if the response receives 70%, Example: if the response receives 70%, deduct
deduct 5%. The final mark is 65%. 10%. The final mark is 60%.
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of
references and in the referencing and/or in the bibliography. referencing have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-
quotes (in-text) have been provided for text) and/or book chapters (bibliography/
one source, but not in another instance. reference list) is different across multiple
Two book chapters (bibliography) have instances.
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced,
technically correct throughout consistently used, but there are one or but a reference is missing from small sections
the submission. two errors. of the work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections
for the discipline has been from one small section of the work. of work.
used, i.e., either APA, OR • Position of the references: references are • For example, incorrect author information is
Harvard OR Law only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for
• Position of the reference: a • For example, the student has incorrectly direct quotes missing, page numbers are
reference is directly associated presented direct quotes (in-text) and/or provided for paraphrased material, the
with every concept or idea. book chapters (bibliography/reference incorrect punctuation is used (in-text); the
list). bibliography/reference list is not in
• For example, quotation marks, alphabetical order, the incorrect format for a
page numbers, years, etc. are book chapter/journal article is used,
applied correctly, sources in information is missing e.g. no place of
the bibliography/reference list publication had been provided (bibliography);
are correctly presented. repeated sources on the reference list.
Congruence between in-text Generally, congruence between the in-text A lack of congruence between the in-text
referencing and bibliography/ referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies
• There is largely a match between the between the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but
included in the bibliography/ • For example, a source appears in the text, not in the bibliography and vice versa, a link,
reference list. but not in the bibliography/ reference list rather than the actual reference is provided in
or vice versa. the bibliography.
In summary: the recording of In summary, at least 80% of the sources are In summary, at least 60% of the sources are
references is accurate and correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.
Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:

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Background
This POE is based on the following fictional scenario.
Upon the completion of your Bachelor of Education in Intermediate Phase qualification, you
managed to secure a position at Thornhill Primary School which is a school located in a rural area
just outside the city where you live. You are appointed as a locum teacher to teach English and Social
Science for 6 months to fill in for a teacher who is on study leave.
Your mentor teacher at the school is Mrs Sharon Hunter who has been teaching at the school for 22
years. As such, she is very knowledgeable about the learners and school context, and traditional
teaching methods. She attended CAPS training workshops and follows the document based on her
understanding of it. Sharon teaches Grade 6 and Grade 7 English Home Language. Most of the
learners are not mother tongue English speakers but the school’s Language in Education Policy
stipulates that English is offered at HL level and is also the medium of instruction. There are learners
in both classes who experience academic challenges and there are some who cannot read or write
at the required level.
A few weeks into the term working alongside Sharon, she realised that your qualification placed you
in an advantageous position in terms of implementing current teaching methods and application of
the CAPS.
Sharon is keen to improve her teaching, so she asked you to observe her Grade 6 lessons and provide
feedback, assist her with planning for her English lessons as per the CAPS, and help her design
assessments and improve her marking.

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Introduction
For all tasks included in this POE, you are encouraged to think creatively and critically and apply
methods, principles, approaches, and theories that you engaged with during your qualification.
You will be expected to demonstrate a clear understanding of the approaches prescribed by the
CAPS. These include the communicative language teaching approach, the text-based approach,
and the process approaches to listening, reading, and writing.
You will be required to complete ICE tasks in pairs or small groups of three. You will be placed in
groups at the start of the semester and will be required to engage with your group members to
complete ICE tasks in the same group. You are encouraged to bear in mind all that you have learnt
about group work and reflect on your experience working in a group. Also, think about how you
will use this experience to inform your own classroom practice.
https://images.app.goo.gl/Pis877wjSJopb516A

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In pairs/groups of three:
ICE task 1 (Marks: 20)

Based on LU1
1. Summarise the process approaches to listening, reading, and writing. Consider the underlying
principles of the approaches as well as their pros and cons in the SA language classroom. You
are encouraged to use a table or visually represent your summaries.

Based on LU2
2. Choose an instructional text based that could be used for a listening and speaking lesson.
Explain why the text is suitable and describe how you will use the text to develop your
learners’ listening and speaking skills.

Based on LU2
3. Work with your peer/s from ICE 01. Choose another instructional text that will be suitable for
a Reading and Viewing lesson. Design a worksheet that you can use to check your learners’
understanding of the text. Remember to integrate language and vocabulary. Your worksheet
should have about 15 questions. Pay attention to scaffolding and include a range of
questions. Also, include a marking memorandum.

Based on LU5
4. While on your Teaching Experience, collect some examples to show how you mark and
provide feedback to your learners for a writing (essay, letter, etc.) activity. Choose a range of
learners’ submissions (good, average, poor, language ability, etc.). Work with your peer/s and
discuss how you could improve your marking and feedback. Reflect on your discussion with
your peer and write between 2-3 paragraphs describing how you will use your peer’s
feedback when marking your learners’ written submissions. Attach the activity and
submissions that you discussed with your peer/s to your reflection when submitting to your
lecturer for feedback.

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Part 1 — Developing Listening and Speaking Skills (Marks: 35)
Sharon sent you the following email:

Dear colleague
Please could you go through my lesson plan for Grade 6 Listening and Speaking lesson? I want to
use an instructional text, so I chose the chocolate cake recipe which I pasted at the end of the
lesson plan below. I will greatly appreciate your ideas for this lesson.
Warmly
Sharon
Thornhill Primary School
Lesson Plan
Subject English
Grade 6
Skill Listening and Speaking
Topic Instructional text
LOs Learners must:
Listen and understand the text
Correctly answer the questions that the teacher asks
Speak well when reading out their responses to the class
Lesson Introduction
I will read the passage to them
Teaching phase
I will read the passage again and while I am reading, they must answer 10 questions.
I will read the passage again and tell them to make notes.
They will complete a worksheet with questions based on the listening comprehension text.
Lesson Conclusion
I will ask questions from the worksheet, and they must speak and answer the questions based on
the responses that they wrote.
I will tell them what to do for homework and what we will be doing in the next lesson.

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Homework
Learner must find their own recipe and practice reading it at home.
Text:
https://tastedrecipes.com/recipe/eggless-chocolate-cake/

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Your task:
Taking into consideration what you have learnt about constructivism, collaborative learning and
other relevant learning theories and approaches, reply to Sharon’s email and suggest what she
can do to improve her lesson.
You should refer to your CAPS document (see DBE, 2011:85) and structure your email to her with
subheadings based on the following:
• Rewrite and provide measurable LOs (5)
• Comment on her choice of text (5)
• Suggest a pre-listening activity (5)
• Create a while-listening activity for this lesson (5)
• Design a post-listening worksheet. Include language structures and conventions and the
development of Speaking skills as per the CAPS document (DBE, 2011:85) in your
worksheet (10)
• Explain the purposes of a lesson conclusion and suggest how Sharon can conclude her
lesson (5)
The following must be evident in your email (negative marking will be applied):
• Incorporation of group/pair work
• Language and vocabulary integration
• Catering for learners’ different styles, needs and language levels.
Please use the assessment grid for Part 1 below to evaluate your own work prior to submitting.

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Part 1: Listening and Speaking

Marking Criteria Does not meet the required Meets the required standard Exceeds the required standard Feedback
standard
Lesson Objectives The student has omitted the The student has consulted the The student has consulted the
(LOs) lesson objectives from the CAPS CAPS document and lesson CAPS document and relevant
(5 marks) HL document for a Grade 6 objectives have been mostly objectives have been quoted for
Listening and Speaking lesson rewritten as per the CAPS a Grade 6 Listening and
using an instructional text, or if document for a Grade 6 Speaking lesson using an
they have been rewritten, they Listening and Speaking lesson instructional text.
are not measurable or suitable. using an instructional text. The correct in-text reference for
No or incorrect in-text An in-text reference for the the CAPS document has been
reference for the CAPS. quotation from the CAPS has provided
been provided but there may be
few formatting errors.
0 – 1 Marks 2 - 3 Marks 4 - 5 Marks
Choice of text This has been omitted or is Some comments about the Relevant, applicable comments
(5 marks) mostly unjustified or irrelevant. choice of text have been about the choice of text have
included. been provided, detailing length,
level, interest and suitability for
a Grade 6 Listening and
Speaking lesson

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standard
Pre-listening • The student has omitted a • The student’s pre- • The student’s pre-listening
activity pre-listening activity or has listening activity is activity is creative, fun and
(5 marks) included one that is somewhat creative, fun engaging.
unsuitable or does not and engaging. • The activity is skilfully
prepare the learners for the • The pre-listening activity designed to activate
listening lesson. prepares learners for the learners’ schema, allows the
listening lesson to some teacher to assess learners’
extent. prior knowledge, and
prepare learners for the
listening lesson.

While-listening • The activity has been • A suitable while-listening • An appropriate, original
activity omitted. activity has been created. activity for while-listening
(5 marks) • If created, the activity is not • The activity develops has been created.
a suitable while-listening Listening skills, but gaps • The activity is suitable for
activity and does not assess are evident. the development of Listening
the lesson objectives. • The activity assesses some skills as well as
of the lesson objectives. understanding the content.
• The activity assesses the
lesson objectives.

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Marking Criteria Does not meet the required Meets the required standard Exceeds the required Feedback
standard standard
Post-listening • Teaching approaches and • The student has • Activities are based on
worksheet scaffolding are not really evident attempted to incorporate teaching approaches,
(10 Marks) in the worksheet. the teaching approaches are well-scaffolded.
• The layout of the worksheet is and design scaffolded • A great deal of thought
not logical. activities. and creativity has gone
• The activities do not completely • Some thought can be into the layout of the
assess the necessary skills, evidenced in the layout of worksheet.
language and vocabulary the worksheet. • The activities are
development or understanding • The activities develop suitable for the
of the content. Listening and Speaking development of
• The Speaking activity has been skills and incorporates Listening and Speaking
omitted or is mostly unsuitable. some language and skills, and masterfully
• The activities do not completely vocabulary development, incorporates language
assess the lesson objectives. but gaps are evident. and vocabulary
• A Speaking activity has development.
been included. • An original, creative
• The activities assess most Speaking activity has
of the lesson objectives as been included.
per the CAPS document. • The activities assess the
lesson objectives as per
the CAPS document.
0 – 3 Marks 4- 7 Marks 8 - 10 Marks

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Marking Criteria Does not meet the required Meets the required Exceeds the required Feedback
standard standard standard
Conclusion • The purpose of a conclusion has • The lesson conclusion has • The conclusion of a
(5 marks) been omitted or if included is been explained by lesson has been
incorrect. providing some purposes. explained by providing all
• Irrelevant ideas for a lesson • Ideas for how this lesson its purposes.
conclusion have been suggested, if could be concluded have • Relevant, creative ideas
at all. been suggested. to conclude this lesson
have been suggested.
Part 1 total: /35
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required Feedback
standard
Deduct mark as No incorporation of group/pair work, Some incorporation of All included.
follows language and vocabulary integration, group/pair work, language
catering to learners’ different styles, and vocabulary integration,
needs and language levels. catering to learners’ different
styles, needs and language
levels.
-3 Marks -1 or -2 Marks -0 Marks
Total Part 1 /35

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Part 2 — Reading and Viewing (Marks: 35)

Your task:
Sharon would like your help in creating resources for the Reading and Viewing lesson that will
follow the Listening and Speaking lesson from Part 1 of this POE. She selected the text below:

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Refer to your CAPS document (see DBE, 2011: 85) following from the Listening and Speaking
lesson for Part 1 of your POE. Using PowerPoint or any other suitable presentation application,
compile a presentation that Sharon could use for this Reading and Viewing lesson. Your lesson
must be based on the “Mini bottle rocket” text that has been provided. Include the following in
the presentation:
• Correctly quoted and referenced the LOs for this Reading and Viewing lesson (5)
• A pre-reading activity which includes a suitable YouTube video (8)
• An activity to check learners’ understanding of the text and visuals on the text. The activity
must use an educational application of your choice such as Mentimeter/ Slido. Language
and vocabulary development as per the CAPS document should be integrated. Include the
link to your activity as well as screenshots of each question with the correct answers on
your slides (15)
• A concluding activity (4)
• Format of your presentation: (3 marks)

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Part 2: Reading and Viewing

standard
Lesson Objectives The student has omitted the The student has consulted the The student has consulted the CAPS
(LOs) lesson objectives from the CAPS document and lesson document and relevant objectives
(5 marks) CAPS HL document for this objectives have been mostly have been quoted for this Grade 6
Grade 6 Reading and Viewing written as per the CAPS Reading and Viewing lesson using an
lesson using an instructionaldocument for this Grade 6 instructional text.
text, or if they have been Reading and Viewing using an The correct in-text reference for the
provided, they are not instructional text. CAPS document has been provided.
measurable or suitable. An in-text reference for the
No or incorrect in-text quotation from the CAPS has
reference for the CAPS. been provided but there may be
few formatting errors.
Pre-reading activity • The student has omitted • The student’s introduction to • The student’s introduction to the
(8 marks) an introduction or has the lesson is somewhat lesson is creative, fun and
included one that is creative. engaging.
unsuitable or does not • The introduction is designed • The introduction is skillfully
meet the purpose of an to meet the purpose of an designed to activate learners’
introductory activity for introductory activity for this schema and allows the teacher to
this Reading and Viewing Reading and Viewing lesson to assess learners’ prior knowledge
lesson. some extent. for this Reading and Viewing
• The video clip has been • The YouTube video clip is lesson.
omitted, does not work, or suitable to provide learners • The YouTube video clip has been
is largely irrelevant. with an introduction to the well-selected to provide learners
instructional text provided. with a clear introduction to the
instructional text.

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Marking Criteria Does not meet the required Meets the required standard Exceeds the required Feedback
standard standard
Post-reading • Teaching approaches and • The student has attempted • The activity is based on
activity scaffolding are not really evident to incorporate the teaching teaching approaches and is
(12 Marks) in the activity. approaches and design a well-scaffolded.
• The layout of the activity is not scaffolded activity. • A great deal of thought and
logical. • Some thought can be creativity has gone into the
• The activity does not completely evidenced in the layout of layout of the activity.
assess the necessary skills, the activity. • The activity is suitable for
language and vocabulary • The activity develops Reading the development of
development or understanding and Viewing skills and Reading and Viewing skills,
of the text and visuals. incorporates some language and masterfully
• The activity does not completely and vocabulary incorporates language and
assess the lesson objectives. development, but gaps are vocabulary development.
evident. • The activity assesses the
• The activity assesses most of lesson objectives as per the
the lesson objectives as per CAPS document.
the CAPS document

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Marking Criteria Does not meet the required Meets the required Exceeds the required standard Feedback
standard standard
Post-reading An online educational application An online educational An online application has been
activity: online has not been used but is not fit application has been used masterfully selected and used to
application for purpose. and is suitably fit for engage students in gamification.
(3 marks) purpose. A link and screenshots of the
questions with feedback have been
made available.
0 – 1 Marks 2 Marks 3 Marks
Conclusion If an activity is included, it does The activity concludes some The activity skilfully concludes the
(4 marks) not suitably conclude the lesson. aspects of the lesson. lesson by summarising and tying up
the main points from the lesson.
0 – 1 Marks 2 Marks 3 - 4 Marks
Layout of • The presentation is poorly • The presentation is • The presentation is well-

presentation structured and does not follow structured and structured and follows a logical
a logical sequence. sequential. sequence.
• Slides are unappealing and • Slides are compiled using • Slides are engaging, attractive
hard to read. suitable. fonts, and easy to read: appropriate
• No or poor-quality images and backgrounds, and selection of background design,
visuals have been used. colours. font size and font colours.
• Images and visuals that • Suitable, good-quality images
are relevant to the topic and visuals that clearly depict
have been used. the theme have been used.
0 Marks 1 - 2 Marks 3 Marks

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Part 2 total: /35

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Part 3 - Writing and Presenting (Marks: 30)

For her Writing and Presenting lesson, Sharon wants her learners to write a descriptive text to
demonstrate their understanding of sequencing learnt from the instructional texts.
These are her LOs:
(DBE, 2011:85)
(https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20
Vocational/CAPS%20IP%20%20HOME%20ENGLISH%20GR%204-6%20%20WEB.pdf?ver=2015-01-
27-160412-720)
This is the mind map and writing frame that Sharon will use:

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1. Design a rubric that Sharon can use to assess her learners’ written submissions. (10)
2. Test your rubric using the following three learner submissions. You must clearly
demonstrate your marking and feedback technique by correcting the relevant language
errors and providing useful, meaningful feedback. (15)
Learner A

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Learner B
Learner C

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3. Critically reflect on how you can improve your rubric before sharing it with Sharon. Provide
an updated version of your rubric and provide details of the changes (what, how and why).
(5)

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Part 3: Writing and presenting

standard
Rubric design A rubric is omitted or has major Format of the rubric is logical. Format of the rubric is logical.
(10 marks) flaws in its design; such as not Assessment criteria are Assessment criteria are
meeting the LOs, aligning with measurable and linked to the measurable and linked to the
the activity, not including lesson objectives. Rubric is lesson objectives. Rubric is
language structures and designed to measure the skills designed to measure the skills
conventions or not pitched at and knowledge of learners. and knowledge of learners.
an appropriate level. Rubric shows where learners Rubric clearly shows where
have achieved the skill set and learners have achieved the skill
identifies areas of development. set and identifies areas of
Some word level work, sentence development. Word level work,
level work and spelling and sentence level work and
punctuation to be focussed on spelling and punctuation to be
are discussed. focussed on in the writing
activity are included.

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Marking Criteria Does not meet the required Meets the required Exceeds the required standard Feedback
standard standard
Making and Marking is poor with little Some errors are corrected. Language errors corrected are those
feedback to no feedback included, Feedback is given but is not stipulated for development for the
(15 marks) and no or incorrectly used meaningful. Rubrics are writing activity. Spelling and
Award up to a rubrics are attached. attached. punctuation errors are indicated.
maximum of five Examples of good writing in the
marks each for learner’s work are highlighted and
marking each used to motivate self-editing of
learner’s diary other sections. Feedback comments
entry. Please note are motivating, meaningful and
that the total for developmental and include
marking and suggestions for improving the
feedback is (3x5 content and structure. Feedback
=15) shows evidence that the teacher has
responded to the learner’s level of
achievement, by differentiating
suggestions for improvement.
Rubrics have been correctly used
and attached.
Learner A
Learner B
Learner C

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standard
Reflection The student has not reflected The student has reflected on the The student’s critical reflection on
(5 marks) critically on the rubric after rubric and provided an updated the rubric post-marking is evidenced
marking the learners’ version of your rubric with some by the updated version of the rubric
submissions and no changes and details of what was and details of the changes.
improvements have been made, changed
or if there have been any, these
are not meaningful
Part 3 total: /30
[TOTAL MARKS: 100]

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MODULE NAME: MODULE CODE:

ASSESSMENT TYPE: POE (PAPER )

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A MINIMUM OF 30 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT

© The Independent Institute of Education (Pty) Ltd 2024

ACADEMIC HONESTY DECLARATION

Please complete the Academic Honesty Declaration below.

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

This POE is based on the following fictional scenario.

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

ICE task 1 (Marks: 20)

ICE task 2 (Marks: 20)

ICE task 3 (Marks: 20)

ICE task 4 (Marks: 20)

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

Part 1 — Developing Listening and Speaking Skills (Marks: 35)

Sharon sent you the following email:

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

© The Independent Institute of Education (Pty) Ltd 2024

Part 1: Listening and Speaking

© The Independent Institute of Education (Pty) Ltd 2023

0 – 1 Marks 2 - 3 Marks 4 - 5 Marks

0 – 1 Marks 2 - 3 Marks 4 - 5 Marks

© The Independent Institute of Education (Pty) Ltd 2023

0 – 3 Marks 4- 7 Marks 8 - 10 Marks

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

Part 2 — Reading and Viewing (Marks: 35)

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

Part 2: Reading and Viewing

© The Independent Institute of Education (Pty) Ltd 2023

0 – 2 Marks 3 - 5 Marks 6 - 8 Marks

© The Independent Institute of Education (Pty) Ltd 2023

Layout of • The presentation is poorly • The presentation is • The presentation is well-

0 Marks 1 - 2 Marks 3 Marks

© The Independent Institute of Education (Pty) Ltd 2023

Part 2 total: /35

© The Independent Institute of Education (Pty) Ltd 2023

Part 3 - Writing and Presenting (Marks: 30)

These are her LOs:

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

Part 3: Writing and presenting

© The Independent Institute of Education (Pty) Ltd 2023

© The Independent Institute of Education (Pty) Ltd 2023

Part 3 total: /30

[TOTAL MARKS: 100]

© The Independent Institute of Education (Pty) Ltd 2023

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