WESTERN CAPE EDUCATION DEPARTMENT

ASSESSMENT GUIDELINES FOR THE GENERAL

EDUCATION AND TRAINING BAND
(GRADES R TO 9)

November 2003
 CONTENTS

TOPIC PAGE

1. Introduction …………………………………………………………….. 3

2. Assessment principles used in OBE ………………………………… 5

3. Assessment in the Revised National Curriculum Statement …….. 6

4. Continuous assessment ……………………………………………… 7

5. Frequently asked questions about assessment …………………… 8

6. Planning ……………………………………………………………….. 9

7. Record keeping ………………………………………………………. 10

8. Moderation ……………………………………………………………. 15

9. Reporting ……………………………………………………………… 16

10. Progression and promotion ………………………………………… 18

11. Appeals ……………………………………………………………….. 19

12. Intervention and support ……………………………………………. 20

13. Alternative or adaptive methods of assessment …………………. 20

14. School assessment policy ………………………………………… 22

15. Glossary ……………………………………………………………… 23

16. Examples of forms ………………………………………………….. 26

Annexure A: Record sheets

Annexure B: Report cards

Annexure C: Progression schedules

2
1. INTRODUCTION

The aim of this guideline document is to provide assistance in developing and implementing an
assessment programme for Grades R to 9 in schools.

1.1 LEGAL FRAMEWORK

This document is situated within the framework provided by the following documents:
 National Education Policy Act (1995)
 Grade R to 9 Assessment Policy (Government Gazette 19640 of 1998) in the General
Education and Training (GET) Band for schools
 C2005 policy document, October 1997
 the Revised National Curriculum Statement for Grade R to 9, May 2003
 the SAQA General Education and Training Policy, October 2001
 Education White Paper 5 on Early Childhood Development, May 2001
 Education White Paper 6 on Special Education Needs, July 2001
 the Language in Education Policy, July 1997
 WCED moderation protocol (Circular 128/2002)
 the Senior Phase CASS guidelines accompanied by Circular 0004/2003
 DoE policy on the assessment in the GET and FET bands as it relates to barriers in learning
(DRAFT)
 DoE Curriculum 2005 Assessment Guidelines for Inclusion, May 2001
 the WCED manual on Education Support Teams (DRAFT)
 the WCED curriculum compliance document (DRAFT)
 and all other relevant WCED curriculum and assessment circulars.

This assessment guideline is informed by the above policy documents and aims to provide a
synopsis of those aspects relevant to assessment practice and to define steps for the
implementation of assessment in the General Education and Training Band.

1.2 THE TEACHER AND THE PROCESSES OF ASSESSMENT, TEACHING AND LEARNING

Government Gazette 20844 of 4 February 2000 spells out the role of the educator as assessor in
the following way:

“The educator will understand that assessment is an essential feature of the teaching and learning
process and know how to integrate it into this process. The educator will have an understanding of
the purposes, methods and effects of assessment and be able to provide helpful feedback to

3
learners. The educator will design and manage both formative and summative assessment in ways
that are appropriate to the level and purpose of the learning and meet the requirements of
accrediting bodies. The educator will keep detailed and diagnostic records of assessment. The
educator will understand how to interpret and use assessment results to feed into processes for
the improvement of learning programmes. “

These guidelines are therefore framed in terms of the following insights:

 The processes of assessment, teaching and learning are integrated. Assessment forms a
natural part of the process of teaching and learning and should not be understood as
something that is attached at the end of teaching and learning.
 It is necessary for teachers to provide continual feedback to learners and not to delay
feedback. Genuine formative feedback enhances the learning process.
 At certain times it is possible for teachers, on the basis of evidence provided by the learner
over a period, to make a summative judgement about the progress of a learner towards
particular outcomes.
 The professional judgement of the teacher is central to the assessment process and the school
assessment policy and programme, developed within the framework of this guideline and the
policy documents listed above, determines how record books must be completed.
 Teachers must assess and report in terms of learning programmes or learning areas as per
curriculum policy.

Assessment must not become a technical process which is devoid of the exercising of
professional judgement on the part of teachers, and in which learners and the evidence
they produce towards the achievement of outcomes are detached from the contexts in
which they are situated.

This guideline is aimed at promoting a view of the assessment process as integral to

teaching and learning, as opposed to an additional chore to be performed by teachers.

4
2. ASSESSMENT PRINCIPLES USED IN OUTCOMES-BASED EDUCATION

Outcomes-based education is a way of teaching and learning which makes it clear what learners
are expected to achieve. The principle on which it is founded is that the teacher states
beforehand what the learners are expected to achieve. The teachers’ task is to teach in order
to help learners to satisfy the requirements of the assessment standards and learning outcomes in
the curriculum; the learners’ task is to learn or do what the assessment standards and learning
outcomes expect.

Assessment is essential to outcomes-based education because it must be possible to ascertain

whether a learner has achieved what is required in each grade. All assessment must be valid,
reliable and fair (see Glossary). To enhance learning and to help learners to reach their full
potential, assessment should also be

 a reflexive practice used to inform the teaching and learning process;

 clear, transparent and focused;

 based on predetermined criteria or standards;

 learner-paced;

 participative, i.e. involving learners actively, using relevant knowledge in real-life contexts;

 varied in terms of methods and contexts; and

 flexible enough to allow for expanded opportunities.

In order to accommodate diversity amongst learners, assessment must be based on the

understanding that

 all learners can learn, given the necessary support;

 OBE is learner-paced and learner-based;
 Schools create the conditions for learners to succeed;
 Instead of categorizing or labeling learners according to disability, teachers should address
barriers experienced by individual learners; and
 provision of resources must be based on the levels of support needed to address a range of
barriers to learning.

5
3. ASSESSMENT IN THE REVISED NATIONAL CURRICULUM STATEMENT

The assessment framework of the Revised National Curriculum Statement for Grades R to 9
(Schools) is based on the principles of outcomes-based education. Assessment should provide
indications of learner achievement in the most effective and efficient manner, and ensure that
learners integrate and apply knowledge and skills. Assessment should also help learners to make
judgements about their own performance, set goals for progress, and encourage further learning.
Assessment should enhance the teaching and learning process.

Assessment in the Revised National Curriculum Statement for Grades R to 9 is a continuous,

planned process of gathering information about the performance of learners measured against the
learning outcomes. The learner is to be assessed against the learning outcomes at the levels
indicated by the assessment standards for each grade. To assist in the process of learner
assessment, this Revised National Curriculum Statement
 outlines the learning outcomes and their associated assessment standards in each learning
area and for each grade in the General Education and Training (Grades R to 9) band;

 contextualises the critical and developmental outcomes within the learning outcomes and
assessment standards and

 places assessment standards at the heart of the assessment process in every grade.
Assessment standards describe the level at which learners should demonstrate their
achievement of the learning outcome(s) and the ways (depth and breath) of demonstrating
their achievement.
Foundation Phase teachers are referred to a section dealing specifically with assessment in the
Foundation Phase on pages 32-34 in the national Teacher’s Guide for the Development of
Learning Programmes.

The following diagram illustrates the interaction (described above) between the design elements of
this Revised National Curriculum Statement:

CRITICAL AND DEVELOPMENTAL OUTCOMES

LEARNING AREAS
LEARNING OUTCOMES
ASSESSMENT STANDARDS
for each grade

DESIGN ELEMENTS OF THE RNCS

6
4. CONTINUOUS ASSESSMENT

Continuous assessment (CASS) is a process of continual gathering of valid and reliable

information about the performance of the learner against clearly defined criteria, and using a
variety of methods, tools, techniques and contexts. CASS is school-based and consists of practical
work, written tasks, tests, research and any other tasks peculiar to a specific learning programme.
The evidence of CASS is collected in a portfolio.

CASS is the method by which assessment takes place in the Revised National Curriculum
Statement. It should be planned and is essentially about improving the teaching and learning
process. It covers all the outcomes-based education assessment principles and ensures that
assessment does the following:

 Takes place over a period of time and is on-going

Learning is assessed regularly and the records of learners’ progress are updated
throughout the year.

 Supports the growth and development of the learner , i.e. is assessment for learning

Learners become active participants in learning and assessment, understand the criteria
that are used for assessment activities, are involved in self-evaluation, set individual targets
for themselves, reflect on their learning, and thereby experience raised self-esteem.

 Provides feedback in respect of learning and teaching

Feedback is a crucial element in formative assessment. Methods of feedback include

appropriate questioning, focusing the teacher’s oral and written comments on what was
intended to be achieved by an assessment activity, and encouragement of a learner.

 Allows for integrated assessment

This may include assessing a number of related learning outcomes within a single activity,
and combining a number of different assessment methods. Competence in particular
learning outcomes can be demonstrated in many different ways, and thus a variety of
assessment methods and opportunities must be provided through which learners can
demonstrate their abilities.

 Uses strategies that cater for a variety of learner needs (language, physical, psychological,
emotional and cultural)

CASS allows teachers to be sensitive to learners with special educational needs and to
overcome barriers to learning through flexible approaches. In any group of learners, there

7
 are different rates and styles of learning. Learners do not all need to be assessed at the
same time or in the same way.

 Allows for summative assessment , i.e. assessment of learning

The accumulation of the results of CASS activities provides an overall picture of a learner’s
progress at a given time. Summative assessment, i.e. assessment of learning, needs to be
planned carefully from the beginning of the year to include a variety of assessment strategies -
for example, exercises, tasks, projects, school and class tests – which will provide learners with
a range of opportunities to show what they have learned.

5. FREQUENTLY ASKED QUESTIONS ABOUT ASSESSMENT

5.1 What is assessment?

Assessment is a process which involves generating and collecting evidence of learner
achievement, evaluating the evidence against outcomes, recording the findings of this evaluation,
reflecting and reporting on the level of performance.

5.2 What are we assessing?

We are assessing the learner’s performance against the learning outcomes. The assessment
standards describe the level at which learners should demonstrate their achievement of the
learning outcome(s) and the ways (depth and breath) of demonstrating their achievement. The
assessment standards are grade specific and show how conceptual progression will occur in a
learning area. They embody the knowledge, skills and values required to achieve learning
outcomes.

5.3 Why do we assess?

The main purpose of assessing learners should be to enhance individual growth and development,
to monitor the progress of learners and to facilitate their learning.

For other purposes of assessment, including baseline, diagnostic, formative, summative and
systemic assessment, please consult the Assessment section at the back of each learning area
statement, as well as the 1998 National Assessment Policy (Grades R to 9 and ABET).

5.4 When do we assess?

Assessment is done continually and it may be formal or informal. However, the fact that
assessment happens continually does not mean that recording also has to be continual. (See the
section on record keeping in this document for how often to record formally.)

8
5.5 Who assesses?
Teachers have the overall responsibility for assessment. The classroom teacher can assess as an
individual or as part of a team.

Learners can assess through self-assessment or through peer assessment.

In some cases, education support services might be required to assess learners. Parents may
also be involved in the assessment process.

5.6 How do we assess?

We assess using a variety of assessment strategies to cater for diversity amongst learners. There
is a wide range of assessment strategies that may be used to measure the achievement of
learners. Foundation Phase teachers should refer to the national RNCS Teacher’s Guide in this
regard.

An assessment strategy should include answers to the following questions:

QUESTION POSSIBLE ANSWERS

Who assesses? self, peer, teacher
What does the assessor use to make a checklist, assessment scale, rubric,
fair, valid and reliable assessment? observation sheet
What does the learner make, do or show? / poster, model, observable behaviour, test,
What evidence is there of achievement? essay, project, oral presentation

6 PLANNING

Planning, teaching and assessment are interrelated. They are not done in isolation. We assess in
order to plan, teach or create learning experiences and this is followed by further assessment.
Learning programmes, work schedules and lesson plans represent different stages of planning. All
of these stages must incorporate plans for assessment for learning as well as assessment of
learning.

6.1 What is a learning programme?

A learning programme is a phase-long plan that provides a framework for planning, organising and
managing teaching and learning for each phase. It is a tool for ensuring that the learning outcomes
for each learning area are effectively and comprehensively attended to in a sequential and
balanced way across a phase.

9
6.2 What is a work schedule?
A work schedule is a year-long programme that shows how teaching, learning and assessment will
be sequenced and paced in a particular grade. It is a delivery tool, a means of working towards the
achievement of the learning outcomes specified in the learning programme, and incorporates the
assessment standards that will be achieved in that grade.

6.3 What is a lesson plan?

A lesson plan is the next level of planning and is drawn directly from the work schedule. It
describes concretely and in detail those teaching, learning and assessment activities which are to
be implemented in any given period of time.

Foundation Phase teachers should refer to the national RNCS Teacher’s Guide for illustrative
examples of learning programmes, work schedules and lesson plans.

7 RECORD KEEPING

7.1 What is recording?

Recording is a management and planning tool. The success of a continuous assessment model
rests on sound and meticulous methods of recording learner achievement. Learner achievement
should be recorded not only in the form of marks, but also in the form of comments on strengths,
challenges and support measures.

7.2 Why do we record learner achievement?

The aim of recording is to keep track of the development of learners towards the achievement of
learning outcomes at the appropriate level. This forms the basis on which reporting is done to
learners, parents or guardians in terms of progress made by learners within a grade and towards
the next grade.

7.3 What are we recording?

Learner achievement is measured against the learning outcomes and results are recorded.
Besides record books or files, other records that are kept include portfolios, profiles and
progression schedules. Co-curricular and extra-curricular activities should also be recorded so that
parents or guardians can be informed of a learner’s holistic development.

7.4 When do we record learner achievement?

Recording should be done on a regular basis to ensure that current records of learner achievement
are available. Formal recording of learner achievement against the learning outcomes, at the level

10
appropriate to the grade, should be done at least once a term. Formal recording takes place when
a teacher makes a professional judgement based on all the assessment evidence gathered over a
period of time.

7.5 Who does the recording of learner achievement?

The class teacher is responsible for recording learner achievement in the Foundation Phase.
Where specialised teaching takes place in the Intermediate and Senior Phase, learning area
teachers are responsible for recording learner achievement per learning area. Other instances of
recording could also occur where learning support teachers, facilitators, psychologists, doctors,
etc. report on specific learner achievements or interventions.

7.6 How do we record learner achievement?

The school assessment programme determines the details of how record books must be
completed. In recording or reporting on learner achievement in the learning outcomes specific to a
grade, the following codes are to be used:

4 = Learner’s performance has exceeded the requirements of the learning outcome

for the grade.

3 = Learner’s performance has satisfied the requirements of the learning outcome

for the grade.

2 = Learner’s performance has partially satisfied the requirements of the learning

outcome for the grade.

1 = Learner’s performance has not satisfied the requirements of the learning

outcome for the grade.

Whatever assessment code is used, feedback is more effective when combined with comments.
Codes used must be clear and understood by learners and parents.

7.7 What records must be kept?

The following records should be kept:

(a) Record books or files or sheets

Good record keeping is essential in all assessment, particularly in respect of CASS. A record book,
file or sheet must be kept up to date by each teacher. It should contain the following:

 Learners’ names

 Dates of assessment

11
  Learning outcomes addressed

 Name and description of the assessment activity

 The results of the assessment activities, according to learning programmes

or learning areas

 Comments for support purposes.

Informal recording in the form of “lap books” or educator or learner journals are valued recording
instruments.

All records must be accessible, easy to interpret, securely kept, confidential and helpful in the
teaching and learning process.

(b) Portfolios

The evidence of the learner’s performance or achievement for CASS, i.e. all assessment tasks that
will be used to judge a learner’s performance, should be stored in a portfolio. A learner should
have a portfolio for each of the learning programmes in the Foundation Phase: Literacy, Numeracy
and Life Skills. These need not be stored in separate files or in a box, but could be organized into a
single file with three sub-sections, one for each of the learning programmes. The date on which the
task is completed should be indicated clearly as it can inform one about the learner’s development.

In the Intermediate and Senior Phases, the learner’s portfolio should be organised according to
how the curriculum is delivered in those phases.

A learner’s portfolio is a purposeful collection of a learner’s work such as projects, journals,

assignments and classwork books. The classwork and homework books should clearly indicate
which tasks have been selected as portfolio items. These exhibit to the learner, parents or
guardians, teachers and others, the progress, growth and achievements of the learner in relation to
expected outcomes. Items of the portfolio can be kept by the learners for ongoing learning and
assessment. The complete portfolio should, however, be available on request at times of parent
meetings or moderation. A learner’s portfolio is not necessarily always stored in a file. It can also
be a folder, envelope, plastic sleeve, box, binder, or any other means of organising learners’ work.
These containers must be durable and inexpensive.

The contents of the learner’s portfolio should show evidence of the following:
 A variety of assessment strategies (refer to the table on page 9). For items such as models,
practical demonstrations or presentations it is essential that a variety of criteria, level

12
 descriptors, written comments penned by the peers and the teacher, etc., should be kept as
evidence in the portfolio.
 Ongoing feedback (from teachers, peers, self, parents or guardians) such as comments or
notes that demonstrate constructive communication about the learning process and
development of the learner.

A learner’s portfolio needs to be accessible so that the relevant stakeholders can monitor the
progress of the learner. The ideal is that such stakeholders
 understand the thinking behind the decision to place particular evidence in the portfolio;
 know how to interpret the evidence in the portfolio; and
 can ascertain what the evidence demonstrates about the learner's achievement of outcomes.

A teacher’s portfolio is a compilation of all the tasks for school-based assessment as well as the
corresponding assessment instruments. The purpose of the teacher’s portfolio is to assure the
quality of the assessment tasks given to the learners and provides a record against which the
learner portfolio can be moderated.

The portfolio is compiled gradually. The teacher adds to the portfolio as he or she gives the tasks
to learners. These include all extended opportunities given to the learners. The complete portfolio
should be available on request at times of moderation.

The portfolio holder may be a file, a folder, envelope, plastic sleeve, book or a box. These
containers must be durable and inexpensive.

The following information/content should be included in the teacher’s portfolio:

 A copy of the instructions for each assessment task

 Assessment instruments for each task, e.g. rubrics, criteria for assessment, memoranda, etc.

(c) Learner Profile

A learner profile is a confidential, continually maintained record of information that gives an all-
round impression of a learner’s progress, including the holistic development of values, attitudes
and social development. It assists the teacher in the next grade or school to understand the learner
better, and therefore to respond appropriately to the learner. It particularly records support needed
by the learner to attain the learning outcomes. The profile must be kept in a safe place and should
accompany learners throughout their school careers.

13
The following kinds of information should be included in a learner profile:

 Personal information

 Physical condition and medical history

 Emotional and social behaviour

 Schools attended and record of attendance

 Participation and achievements in extra-curricular activities

 Emotional and social behaviour

 Parental involvement

 Areas needing additional support and any intervention programmes and plans

 Summative, overall end-of-year report

 Progression summary records of all schooling years

Notes:
 The learner profile replaces all previous continually maintained record documents that have
been used by schools, such as record cards, tutor cards and Edlab cards. The central purpose
of a learner profile is to assist the school to support the learner as a result of having access to
the variety of relevant and developmental information it includes.

 Schools may develop and keep electronic versions of learner profiles.

 Personal information in a profile should never be used to discriminate unfairly against a learner.

 Learner profiles should not be confused with portfolios. A portfolio is a purposeful collection of
learner’s work such as projects, journals and assignments, etc. The learner profile, on the other
hand, is a record containing information about a learner.

(d) Progression schedule

The progression schedule is a record with summary information about the progress of all learners
in the grade in the school. At the end of each year, a progression schedule must be completed and
signed by the principal and a departmental official.

The progression schedule should include the following information:

 Name of the school and school stamp

 Alphabetical list of learners in each grade

 Codes for progress in each learning programme (National Coding System: see page 17)

14
 Codes for progress in each grade (progress to the next grade or stay in the same grade)

 Comments on strengths and areas for support in each learning programme; and

 Date and signature of principal, teacher and departmental official.

8 MODERATION
Circular 128/2002 spells out the moderation protocol in the WCED for Grade 9.

8.1 What is moderation?

Moderation is the process of ensuring that teachers are assessing learners’ work according to
agreed standards, and that there is consistency from year to year within schools and across
districts, provinces and nationally. We distinguish between internal and external moderation.
Internal moderation occurs at the level of the school and is performed by senior staff members.
External moderation of the assessment at school level is performed by WCED officials.

8.2 Why do we moderate?

Moderation is necessary to ensure that every learner has the guarantee of fair, reliable and valid
assessment.

8.3 Who moderates?

The moderation function in a school is the responsibility of the principal in his or her role as
instructional leader, but may be delegated to members of the school management team. WCED
officials will be responsible for external moderation.

8.4 How should moderation be conducted?

Moderation should be done regularly. The developmental aspect of the moderation process is of
great importance. Moderators have a duty to develop and support the teachers they are working
with. Schools may develop sets of common tasks for assessment for all learners in a grade to
ensure that common standards apply. The needs of learners experiencing barriers to learning
should be taken into account.

The WCED policy on external moderation favours the system of cluster moderation. The policy
determines that there may be no more than 3 cluster moderation meetings per year. These
meetings should focus on standard setting, support and final moderation.

15
9 REPORTING

9.1 Why do we report?

Teachers are accountable to learners, parents, the education system and the broader community
in assessing their learners. One way of giving effect to this accountability is by reporting on learner
achievement.

9.2 What do we report?

Schools report on the achievement of the learner in the learning programmes or learning areas and
by implication, the achievement of the learner against the various learning outcomes.

9.3 When do we report?

Reporting to parents or guardians should be done in good time and regularly to encourage their
involvement and participation. Teachers must report at the end of each term using formal report
cards.

9.4 Whom do we report to?

Schools report to parents or guardians, as well as to learners.

9.5 Who is responsible for reporting?

Class teachers are responsible for reporting to parents or guardians. Where applicable learning
support teachers will also report to parents or guardians. The principal must ensure that
appropriate reporting takes place.

9.6 Who writes the reports?

The class teacher is responsible for writing the reports, taking into account all other reports
pertaining to the learner.

9.7 How do we report?

In addition to written report cards, parent-teacher evenings, meetings and appointments, the
school may use oral or practical presentations, displays of learners’ work and exhibitions to report
on learner achievement. Schools must make provision for verbal reporting to parents or guardians
who are unable to read written reports and for parents or guardians of a child who has been
engaged in an intervention programme.

9.8 What information do we have to include in the report card?

Every report on a learner’s overall progress should include information on
 the learning achieved;

16
 the learner’s competencies;
 support needed; and
 constructive feedback, which should contain comments about the learner’s performance in
relation to his or her previous performance; and in relation to the requirements of the learning
programmes or learning areas.

It will usually not be possible to give information on achievement in each learning outcome.
However, reports should give information on achievement in each of the learning areas or learning
programmes (in the case of Foundation Phase). Such information is of a narrative nature.

In reporting learner achievement, the following national codes are to be used in

conjunction with narrative comments:
4 = Learner’s performance has exceeded the requirements of the learning
programme

3 = Learner’s performance has satisfied the requirements of the learning

programme

2 = Learner’s performance has partially satisfied the requirements of the learning

programme

1 = Learner’s performance has not satisfied the requirements of the learning

programme

The overall code to be awarded to a learning programme or learning area gives a global picture of
the performance of the learner in that particular learning programme or learning area. It takes into
account all the assessments in that learning programme or learning area throughout the year. It
should not merely be an averaging of the codes awarded to different assessments. Other relevant
factors (like the development of the learner over time) should be taken into account. The teacher
will be guided by her or his professional judgement in the awarding of the final code for a learning
programme or learning area.

9.9 How do we involve the learners in the reporting process?

Learners could accompany their parents or guardians to parent-teacher evenings or to collect
report cards. Learners could be given an opportunity to reflect on their own achievement as part of
a report.

17
10 PROGRESSION AND PROMOTION

The National Assessment Policy states the following about progression:

“It is expected that in the main, learners will progress with their age cohort. Where it is felt
that a learner needs more or less time to demonstrate achievement, decisions shall be
made, based on the advice of the relevant role-players: educators, learners, parents and
education support services. If a learner needs more time to achieve particular outcomes, he
or she need not be retained in a grade for a whole year. No learner should stay in the same
phase for longer than four years unless the provincial Head of Department has given
approval based on specific circumstances and professional advice.”

Progression from one grade to the other is determined by the accumulation of a year’s progress
towards attaining the outcomes at the level appropriate to a grade.

The following are the only conditions where repeating a whole year will be acceptable:

 Where the learner has, without good or acceptable reason, missed more than 25 % of the
school year (i.e. 50 school days) through absenteeism and, as a result, demonstrates that he
or she is educationally at risk.

 Where after a full process of consultation and intervention (spelt out in Circular 108/1999), it is
considered that it is in the best interests of the learner for him or her to spend an additional
year in a grade. Such a consultation process must include the parents and must begin no less
than three months before the end of a school year.

The decision to retain a learner is made after consultation with all the relevant parties. Repetition in
itself is not a guarantee that a learner’s ability or competency will improve. The policy of
progression with the age cohort is based on a process of ongoing intervention and support for
learners that ensures continuous progression towards the attainment of learning outcomes.

Progression with the age cohort is applicable to Grade R to 8. At the end of Grade 9, a system of
promotion is applicable. The promotion requirements are determined by the national Department of
Education (refer to Circular 111/2003).

18
11 APPEALS

11.1 Why is there an appeals procedure?

An appeals procedure is necessary to ensure transparent practices at schools and to ensure fair
treatment of all learners. This procedure is only applicable at the end of a school year.

11.2 Who may appeal?

Parents or guardians may appeal when they are dissatisfied with the assessment results of
learners. All parents and guardians must be informed of the appeals procedure by the school.

11.3 When do they appeal?

Appeals should be lodged in writing within 3 days of receipt of the progression result of the learner
by the parent or guardian.

11.4 How do they appeal?

Parents and guardians may appeal in writing to the school principal in the first instance. The
principal must respond in writing to an appeal within 5 working days. If the parent or guardian is not
satisfied with the judgement of the principal, the parent or guardian may appeal in writing to the
local EMDC office. The relevant multi-functional team will investigate the matter and must report in
writing to the EMDC Director, who must respond in writing to the parents or guardians within 7
working days. The decision of the EMDC Director is final.

All appeals should be finalised in good time so that the outcome may be implemented without
prejudicing the learner at the start of the next school year.

19
12 INTERVENTION AND SUPPORT

12.1 What is intervention and support?

The RNCS provides the learning outcomes and the level at which they are to be achieved in the
different grades. Certain learners may experience difficulty in demonstrating these outcomes
should they experience pedagogical, systemic, societal, physical or psychological barriers to
learning. Once such barriers are identified, the teacher and other adults need to intervene and
support the learner.

12.2 Who intervenes and supports?

The teacher, parent or guardian, internal support structures (at school) and external support
structures (e.g. district support personnel). A list of intervention strategies should be entered on the
form provided in the learner's profile and examples of the learner's work should be included in the
portfolio.

12.3 Why do we intervene and support?

Intervention is necessary to support learners who experience barriers to learning and to ensure
that the learner attains the desired outcomes and progresses through the system.

13 ALTERNATIVE OR ADAPTIVE METHODS OF ASSESSMENT

13.1 What are alternative or adaptive methods of assessment?

Alternative methods of assessment relate to any adaptation to the standard form of teaching,
assessment, examinations or conditions relating to assessment that are put in place to address
barriers experienced by some learners during the teaching, learning and assessment processes.

13.2 What is the purpose of alternative or adaptive methods of assessment?

The purpose of alternative or adaptive assessment methods is to minimise the impact of a range of
barriers upon the performance of the learner. Alternative assessment is simply to accommodate
the functional differences of some learners.

13.3 Which principles are applied when using alternative methods of assessment?
The following principles are applied in using alternative methods of assessment:

 The standard of the assessment or examination should never be compromised, nor should the
learner ever be given an unfair advantage over his or her peers. The same academic
requirements and standards should be applied to all learners.

20
 Alternative methods of assessment are designed to equalise opportunities for all learners by
addressing the barriers which they might be experiencing, not to give them any additional
advantage. All learners should be enabled to give a true account of their knowledge and skills.
 It is important that alternative methods of assessment are put into practice early in the child's
school career to give all learners the opportunity to realise their potential. Learners in need of
alternative methods should be identified early in order to put the necessary mechanisms in
place. They will then be accustomed to the methods concerned before they are externally
assessed or called upon to write examinations.
 The main purpose of continuous assessment is to ensure that all learners interact with the
curriculum and to inform the teaching and learning process. It is important that continuous
assessment tasks are developed and adapted in such a way that barriers are addressed from
an early stage.

13.4 Examples of alternative methods of assessment

The following table provides a summary of recommended alternative methods of assessment:
Visual Deafness/ Deaf- Physical Learning
barriers Hardness of Blindness barriers disabilities
hearing
Tape-aid √ √ √
Braille √ √
Enlarged print √ √
Dictaphone √ √ √
Video √
Sign language √ √
interpreter
Computer/typewriter √ √ √ √ √
Alternative questions √ √ √ √ √
Additional time √ √ √ √ √
Amanuensis √ √ √ √ √
Reader √ √ √ √ √
Subject credits √ √ √ √ √
Oral to educator / √ √ √ √ √
examiner

For a full account of how to use or arrange adaptive methods of assessment, and for specific
adaptive methods of assessment, refer to the draft DoE policy on the assessment in the GET and
FET bands as it relates to barriers in learning and to the Curriculum 2005 Assessment Guidelines
for Inclusion (May 2002).

21
14 SCHOOL ASSESSMENT POLICY

Each school must develop an assessment programme based on provincial and national
assessment guidelines. A team of representatives from each phase and learning area should
facilitate the implementation of the school assessment policy.

To ensure a professional approach to assessment, the school assessment policy must outline the
following elements clearly:

 The way continuous assessment is planned and implemented

 How record books are to be kept, their accessibility and security

 The assessment codes (national coding system, i.e. 1,2,3,4)

 Internal verification of assessment

 How moderation takes place in the school

 The frequency and method of reporting (based on national and provincial policy)

 The monitoring of all assessment processes

 The training of staff in areas of assessment i.e. assessor training

Responsibility for managing the implementation of the school assessment policy lies with the
school management team (SMT). The SMT should communicate this policy to all relevant
stakeholders, e.g. school governing body, parents and learners, etc. A further responsibility of the
SMT is to regularly update the school assessment policy in line with provincial and national
developments.

22
GLOSSARY

23
Alternative or adaptive methods Methods used to minimise the impact of a range of intrinsic
of assessment or extrinsic barriers which could affect the learner’s
performance in assessment.
Assessment Is an integral and inseparable aspect of teaching. It takes
the form of an ongoing planned process of identifying,
gathering and interpreting information about a learner’s
achievement in order to assist the learner’s development and
improve the process of learning and teaching.
Assessment standards The knowledge, skills and values that learners need to show
to achieve the learning outcomes in each grade.
Assessment tasks A series of tasks which are intended to obtain information
about a learner’s competence. These tasks may be
coursework- , classroom- or homework-based or they may be
set in an examination paper.
Baseline assessment Initial assessment used to find out what learners already
know.
Competence The capacity for continuing performance within specified
ranges and contexts resulting from integration of a number of
specific outcomes. The recognition of competence in this
instance lies in the award of a qualification.
Continuous assessment An ongoing process that measures a learner’s achievement
throughout the year. It provides information that is used to
support a learner’s development and facilitates improvement
in the learning and teaching process. It therefore
necessitates integration of assessment into teaching and the
development of learners through regular feedback.
Criteria Evidence that the learner has achieved the specific
outcomes. The criteria for assessment indicate, in broad
terms, the observable processes and products of learning
which serve as evidence of the learner’s achievement.
Criterion referencing The practice of assessing a learner’s performance against an
agreed set of criteria. In the case of OBE the learner is
assessed against agreed criteria derived from the learning
outcomes.
Critical and developmental They are a list of outcomes that are derived from the
outcomes Constitution and are contained in the South African
Qualifications Act (1995). They describe the kind of citizen
that should emerge from the education and training system.
Curriculum 2005 The first version of the post-apartheid National Curriculum
Statement. This 1997 education policy document gives a
framework for Early Childhood Development, General
Education and Training, Further Education and Training, and
Adult Basic Education and Training. The Revised National
Curriculum Statement Grades R to 9 (Schools) is aimed at
strengthening Curriculum 2005.
Educator Any person who teaches, educates or trains other persons or
provides professional educational services, including
professional therapy and education psychological services at
any public school, further education and training institution,
departmental office or adult basic education centre and who
is appointed in a post on any educator establishment under

24
the Employment of Educators Act, 1998, (No. 76 of 1998).

25
Evaluation The process whereby the information obtained through
assessment is interpreted to make judgements about a
learner’s level of competence. It includes a consideration of
a learner’s attitudes and values.
Exit-level When learners complete Grade 9 and are awarded the
General Education and Training Certificate.
Fair Not hindering or advantaging a learner.
Formative assessment Assessment for learning. Assessment that has the purpose
of assessing learner progress during the teaching and
learning process in order to provide feedback that will
strengthen learning.
Foundation Phase The first phase of the General Education and Training Band:
Grades R, 1, 2 and 3
General Education and Training The ten compulsory schooling years, made up of the
Band Foundation, Intermediate and Senior Phases
General Education and Training The certificate obtained on successful completion of the
Certificate General Education and Training Band.
Integration A key design principle of the Revised National Curriculum
Statement Grades R to 9 (Schools), that requires learners to
use their knowledge and skills from other learning areas, or
from different parts of the same learning area, to carry out
tasks and activities.
Intermediate Phase The second phase of the General Education and Training
Band: Grades 4, 5 and 6
Language of learning and The language that is most used in a particular learning and
teaching teaching environment; some learners experience learning
(LOLT) and teaching in an additional language (not their home
language).
Learner profile An all-round record of a learner’s progress, including
personal information, social development, support needs and
annual reports.
Learning area statements The statement for each learning area that sets out its
learning outcomes and assessment standards.
Learning areas The eight fields of knowledge in the Revised National
Curriculum Statement Grades R-9 (Schools): Languages,
Mathematics, Natural Science, Technology, Social Sciences,
Arts and Culture, Life Orientation, and Economic and
Management Sciences.
Learning outcomes Are derived from the critical and developmental outcomes. It
is a description of what (knowledge, skills and values)
learners should know, demonstrate or be able to do in each
of the learning areas by the end of the GET band.
Learning programmes Programmes of learning activities, including content and
teaching methods; these are guided by the Revised National
Curriculum Statement Grades R to 9 (Schools) but
developed by provinces, schools and teachers.
Moderation The process of ensuring that educators or markers are
assessing work according to agreed standards, and that
there is consistency from year to year within districts and
provinces, and nationally. At higher levels, consistency or
equivalence with international assessment criteria is also

26
 sought.
Monitoring The process of continually evaluating learners’ performance
or checking that the aims of particular instructional activities
have been achieved.
National coding system A standard national system of performance codes used to
report on a learner’s progress.
Norm referencing Compares a learner’s performance with that of other learners
in a given group.
Outcomes-based education A learner-centred, outcomes-orientated approach to
(OBE) education premised on the expectation that all learners can
learn and succeed. It implies that learning institutions have
the responsibility to create the conditions for success.
Parent The, (a) parent or guardian of a learner; (b) the person
legally entitled to custody of a learner; or (c) the person
who undertakes to fulfil the obligations of a person referred to
in (a) and (b) towards the learner’s education at school.
Phases Refers to the three phases of learning in the GET band which
have application to schools: Foundation, Intermediate and
Senior.
Portfolio Individual file or folder of each learner’s work.
Progression A key design principle of the Revised National Curriculum
Statement Grades R to 9 (Schools) that enables the learner
to gradually develop more complex, deeper and broader
knowledge, skills and understanding
Progression schedules End-of-year tools for recording the progress of all learners in
a grade, including codes for progress in each learning area
or programme and grade, and comments on support needed.
Reliability The consistency with which an assessment task is
undertaken by different assessors, at different times and in
different places.
Remediation The correction or rectification of deficient knowledge and/or
skills in a particular area of learning.
Summative assessment Assessment of learning. Used to provide information about a
learner’s level of competence at the completion of a grade,
level or programme.
Systemic evaluation A process whereby an education system or an aspect
thereof, is evaluated. Systemic evaluation targets quality
factors and examines the education process holistically.
Validity The extent to which an assessment of learning outcome
measures that which it purports to measure.

EXAMPLES OF FORMS

27
ANNEXURE A: RECORD SHEETS

1. Record sheet for Foundation Phase

2. Record sheet for Intermediate Phase
3. Summary recording sheet for Grade 7 and 8
4. Summary recording sheet for Grade 9

ANNEXURE B: REPORTS

1. Report for Foundation Phase

2. Report for Intermediate and Senior Phase

ANNEXURE C: PROGRESSION SCHEDULES

1. Progression schedule for Foundation Phase

2. Progression schedule for Grade 4 to 8
3. Promotion schedule for Grade 9

28
ANNEXURE A: RECORD SHEETS

29
 FOUNDATION PHASE RECORD SHEET
LEARNING PROGRAMME: NUMERACY

CLASS: ___ EDUCATOR: _________________________________________ YEAR: _____ TERM: _____

LEARNERS’ NAMES LEARNING OUTCOMES COMMENTS

EXPLANATION OF CODES: INTEGRATION

LO 2 PATTERNS, FUNCTIONS
4 = Learner’s performance has exceeded the requirements of

LO 3 SPACE AND SHAPE

the learning outcome/programme for the grade.
3 = Learner’s performance has satisfied the requirements of

LO 5 DATA HANDLING
LO 4 MEASUREMENT

REPORT CODE
the learning outcome/programme for the grade.

AND ALGEBRA
2 = Learner’s performance has partially satisfied the

LO 1 NUMBERS,
requirements of the learning outcome/programme for
the grade.

OPERATIONS
1 = Learner’s performance has not satisfied the requirements
of the learning outcome/programme for the grade.

No Surname First Name(s)

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

30
 INTERMEDIATE PHASE RECORD SHEET
LEARNING PROGRAMME: MATHEMATICS

CLASS: ___ EDUCATOR: _________________________________________ YEAR: _____ TERM: _____

LEARNERS’ NAMES OUTCOMES COMMENTS

EXPLANATION OF CODES:

LO 2 PATTERNS, FUNCTIONS
4 = Learner’s performance has exceeded the requirements of

LO 3 SPACE AND SHAPE

the learning outcome/programme for the grade.

LO 5 DATA HANDLING
3 = Learner’s performance has satisfied the requirements of

LO 4 MEASUREMENT

REPORT CODE
AND ALGEBRA
the learning outcome/programme for the grade.
2 = Learner’s performance has partially satisfied the

LO 1 NUMBERS,
requirements of the learning outcome/programme for

OPERATIONS
the grade.
1 = Learner’s performance has not satisfied the requirements
of the learning outcome/programme for the grade.

No Surname First Name(s)

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

31
 LEARNING AREA / LEERAREA: …………………………………………..

SCHOOL / SKOOL: ……………………………………………………………..

OUTCOMES addressed ►
UITKOMSTE geteiken ►

TOTAL/TOTAAL CONTINUOUS
ASSESSMENT
SUMMARY RECORDING SHEET DEURLOPENDE ASSESSERING
GRADE / GRAAD 7 & 8 (Forms of assessment / Vorme van assessering)
OPSOMMENDE OPTEKENINGSBLAD

LEVEL / VLAK
FINALE PUNT
FINAL MARK
SURNAME First Names 100 1-4
VAN Voorname
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.

32
 LEARNING AREA / LEERAREA:
……………………………………………………………………………

COMMON TASK FOR ASSESSMENT

OUTCOMES GEMEENSKAPLIKE TAAK VIR
addressed ► ASSESSERING
UITKOMSTES
geteiken ►
TOTAL / TOTAAL CONTINUOUS ASSESSMENT / DEURLOPENDE ASSESSERING
(Forms of assessment / Vorms van Assessering)

CONVERTED TO
LEVEL / VLAK (1-4)
SUMMARY RECORDING SHEET

TOTAAL VIR DASS

VERWERK NA

CONVERTED TO
TOTAAL vir GTA
GTA: Afdeling A
CTA : Section A

CTA : Section B

TOTAL for CTA

GTA Afdeling B

VERWERK NA
FINALE PUNT

TOTAL for CASS

FINAL MARK

(75 + 25)
GRADE 9 / GRAAD 9
OPSOMMENDE OPTEKENINGSBLAD

SURNAME, FIRST NAMES LEARNER NUMBER 100 100 75 25

VAN, VOORNAME LEERDERNOMMER
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Teacher: …………………………………. Date: …………………… Principal : ……………………………………. Date: …………………… SCHOOL STAMP…………………………. Date: ……………………
Onderwyser: ... ... ... ... ... ... ... ... ... ... ...Datum: ... ... ... ... ... .... ... Prinsipaal: ... ... ... ... ... ... ... ... ... ... ... ... ... Datum: ... ... ... ... ... ... SKOOLSTEMPEL: ... ... ... ... ... ... ... ... ... Datum: ... ... ... ... ... ... ...

33
ANNEXURE B: REPORTS
 GENERAL COMMENTS

SCHOOL LOGO

INTERMEDIATE & SENIOR

PHASE
PROGRESS REPORT

PROMOTION/PROGRESSION (at end of

………………………………….
academic year) Name of learner

The learner will

 progress / be promoted to the next grade.
 progress with support to the next grade. Date of birth: …………..
 need more time in the same grade.

Grade: ………………….

Days absent: …….. Number of days in school term: ……

Year: ……………………
School closes: …………… School re-opens: …………………….

………………………………………….. ………………………. Term: …………………...

Teacher Date

…………………………………………. ……………………….
Principal Date

35
 REPORTING PER LEARNING AREA

Learning Area Code Teacher’s comments (strengths and areas in which support is needed)
Languages
L1

L2

L3

Mathematics

Natural Sciences

Social Sciences

Arts & Culture

Economic & Management Sciences

Life Orientation

Technology

EXPLANATION OF CODES:
4 = Learner’s performance has exceeded the requirements of the learning area or learning programme
3 = Learner’s performance has satisfied the requirements of the learning area or learning programme
2 = Learner’s performance has partially satisfied the requirements of the learning area or learning programme
1 = Learner’s performance has not satisfied the requirements of the learning area or learning programme
36
 GENERAL COMMENTS
SCHOOL LOGO

FOUNDATION PHASE
PROGRESS REPORT

………………………………….
Name of learner

PROGRESSION (at end of academic year)

Date of birth: …………..
The learner will
 progress to the next grade.
 progress with support to the next grade. Grade: ………………….
 need more time in the same grade.

Year: ……………………

Term: …………………...
Days absent: …….. Number of days in school term: ……

School closes: …………… School re-opens: …………………….

………………………………………….. ……………………….
Teacher Date

…………………………………………. ……………………….
Principal Date
37
 EXPLANATION OF CODES:
4 = Learner’s performance has exceeded the requirements of the learning programme
3 = Learner’s performance has satisfied the requirements of the learning programme
2 = Learner’s performance has partially satisfied the requirements of the learning programme
1 = Learner’s performance has not satisfied the requirements of the learning programme

LITERACY CODE:

Comments:

NUMERACY CODE:

Comments

LIFE SKILLS CODE:

Comments:

____________________________________________________
38
_________________________________________________
ANNEXURE C:
PROGRESSION SCHEDULES
 WESTERN CAPE EDUCATION DEPARTMENT
PROGRESSION SCHEDULE YEAR ……………………..
FOUNDATION PHASE (GRADE R, 1, 2, 3)

GRADE PROGRESS TO THE NEXT GRADE

EDUCATOR PROGRESS WITH SUPPORT
PRINCIPAL MORE TIME NEEDED
CIRCUIT MANAGER TOTAL IN CLASS
CIRCUIT
DATE

ADMISSION D.O.B DAYS SURNAME NAME AND LEARNING PROGRAMMES CLASSIFICATION REMARKS
NO NO AB- FURTHER LITERACY NUMERACY LIFESKILLS PREV THIS
SENT INITIALS YEAR YEAR
……… ………
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

40
 WES-KAAP ONDERWYSDEPARTEMENT
WESTERN CAPE EDUCATION DEPARTMENT
ISEBE LEMFUNDO LENTSHONA KOLONI

VORDERINGSKEDULE VIR GRAAD 4 TOT 8

PROGRESSION SCHEDULE FOR GRADES 4 TO 8

JAAR
YEAR……………………..

Naam van skool

Name of school …………………………………………………………………..

OBOS
EMDC …………………………………………………………………..

……………………………………………. …………………………………………..
Prinsipaal/Principal Kringbestuurder/Circuit Manager

41
 …………………………… …………………………..
Datum/Date Datum/Date

Riglyne vir die voltooiing van hierdie skedule:

Guidelines for the completion of this schedule:

 Die toepaslike kode (1-4) moet in elk van die leerareakolomme aangebring
word.
 The applicable code (1-4) must be inserted in each of the learning area
columns.

 As die leerder na die volgende graad vorder, word die twee

klassifikasiekolomme soos volg ingevul: (voorbeeld)
Vorige klassifikasie: 7
Nuwe klassifikasie: 8
 If a learner progresses to the next grade, the two classification columns
are filled in as follows: (example)
Previous classification: 7
New classification: 8

 As die leerder meer tyd benodig, word dit soos volg aangetoon:
(voorbeeld)
Vorige klassifikasie: 7
Nuwe klassifikasie: 7
“MEER TYD BENODIG” moet in die Opmerkingskolom ingevul word.
 If a learner needs more time, this is reflected as follows: (example)

42
Previous classification: 7
New classification: 7
“MORE TIME NEEDED” must be entered in the Remarks column.

43
 WES-KAAP ONDERWYSDEPARTEMENT / WESTERN CAPE EDUCATION DEPARTMENT
VORDERINGSKEDULE / PROGRESSION SCHEDULE
GRAAD ….. / GRADE …..
(Kyk instruksies op keersy. / See instructions on reverse side.)

GRAAD: SLEUTEL: Gebruik kodes onder elke leerarea-opskrif om die leerder se status aan te dui. Getal in klasseksie:
GRADE: KEY: Use codes under each learning area heading to indicate the learner's status. Number in class section: …………………………………..
OPVOEDER: Getal wat vorder:
EDUCATOR: ……………………………………. 1 = Nie bereik nie/Not achieved Number who progresses: …………………………………..
2 = Gedeeltelik bereik/Partially achieved Getal wat vorder met ondersteuning:
3 = Bereik/Achieved Number who progresses with support: …………………...
4 = Uitstaande, uitmuntende prestasie/Outstanding, excellent achievement Getal wat meer tyd benodig:
Number who need more time: ……………………………..

VANNE ALFABETIES, GEVOLG DEUR

PREVIOUS CLASSIFICATION
BESTUURSWETENSKAPPE
VOORNAAM VOLUIT EN ANDER OPMERKINGS/REMARKS

MANAGEMENT SCIENCES
ADDITIONAL LANGUAGE

ADDITIONAL LANGUAGE

NATUURWETENSKAPPE
VOORLETTER(S)/

VORIGE KLASSIFIKASIE
MENSLIKE EN SOSIALE
TOELATINGSNOMMER/

LEWENSORIëNTERING

NEW CLASSIFICATION
NUWE KLASSIFIKASIE
PRIMARY LANGUAGE

PRIMARY LANGUAGE
SURNAMES ALPHABETICALLY,
ADMISSION NUMBER

ARTS AND CULTURE

NATURAL SCIENCES
HUMAN AND SOCIAL
ADDISIONELE TAAL

ADDISIONELE TAAL
GEBOORTEDATUM/

KUNS EN KULTUUR
FOLLOWED BY FIRST NAME IN FULL

LIFE ORIENTATION
EKONOMIESE EN
AND OTHER INITIAL(S)

ECONOMIC AND
DATE OF BIRTH

WETENSKAPPE
DAE AFWESIG /

MATHEMATICS
PRIMêRE TAAL

PRIMêRE TAAL
DAYS ABSENT

TECHNOLOGY
TEGNOLOGIE
WISKUNDE
SCIENCES

44
 WES-KAAP ONDERWYSDEPARTEMENT
WESTERN CAPE EDUCATION DEPARTMENT

ISEBE LEMFUNDO LENTSHONA KOLONI

BEVORDERINGSKEDULE VIR GRAAD 9
PROMOTION SCHEDULE FOR GRADE 9

JAAR
YEAR……………………..

Naam van Skool

Name of School …………………………………………………………………..

OBOS
EMDC …………………………………………………………………..

……………………………………………. …………………………………………..
Prinsipaal/Principal Kringbestuurder/Circuit Manager

45
 …………………………… …………………………..
Datum/Date Datum/Date

Riglyne vir die voltooiing van hierdie skedule:

Guidelines for completion of this schedule:

Kodes / Codes
 Die toepaslike kode (1-4) moet in elk van die leerareakolomme aangebring
word
 The applicable code (1-4) should be inserted in each of the learning area
columns.

Bevordering / Promotion
 As die leerder bevorder word, word “P” in die Promosieresultaat-kolom
ingevul
 If a learner is promoted, “P” must be written in the Promotion result column.

Kondonering / Condonation
 As ’n leerder gekondoneer word, word “C” in die Promosieresultaat-kolom
ingevul.
 If a learner is condoned, “C” must be written in the Promotion result column.

Meer tyd / More Time

 As die leerder meer tyd benodig, moet “MT” in die “Promosieresultaat”-
kolom ingevul word.
 If a learner needs more time, “MT” must be written in the Promotion result
column.

46
 Opmerkings / Remarks
 Die Opmerkings-kolom kan gebruik word om kort opmerkings oor
individuele leerders te skryf waar nodig, veral oor diegene wat meer tyd
benodig.
 The Remarks column can be used to write short comments about individual learners where
necessary, especially about those who need more time.

47
 1

9
8
7
6
5
4
3
2

17
16
15
14
13
12
11
10
volgorde)
VAN, VOORNAME
SURNAME, FIRST NAMES

(Alphabetical order / Alfabetiese

GENDER/ GESLAG

/
PROMOSIESKEDULE GRAAD 9
PROMOTION SCHEDULE GRADE 9 /

NUMBER
LEARNER

NOMMER
LEERDER-
YEARS IN PHASE/
JARE IN FASE

PRIMARY LANGUAGE
PRIMêRE TAAL

PRIMARY LANGUAGE
PRIMêRE TAAL
EMDC / OBOS:

ADDITIONAL LANGUAGE
ADDISIONELE TAAL
CIRCUIT / KRING:

ADDITIONAL LANGUAGE
ADDISIONELE TAAL

MATHEMATICS
WISKUNDE

NATURAL SCIENCES
NATUURWETENSKAPPE

SOCIAL SCIENCES
SOSIALE WETENSKAPPE
CENTRE / SENTRUM:

ARTS AND CULTURE

KUNS EN KULTUUR

LIFE ORIENTATION
LEWENSORIËNTERING
LEARNING AREAS/ LEERAREAS

ECON. AND MAN. SCIENCES

EKON. EN BEST. -
WETENSKAPPE

TECHNOLOGY
TEGNOLOGIE
WES-KAAP ONDERWYSDEPARTEMENT

PROMOTION RESULT
WESTERN CAPE EDUCATION DEPARTMENT

PROMOSIERESULTAAT
YEAR / JAAR:

48
REMARKS
OPMERKINGS
Page 1 of 1 / Bladsy 1 van 1
18
19
20
21
22
23
24
25

49