Page 1 of 14(ANNEXURE A)

GAUTENG DEPARTMENT OF EDUCATION

DIRECTORATE: EXAMINATIONS AND ASSESSMENT

SENIOR CERTIFICATE EXAMINATION

MODERATION OF ORAL MARKS – PRIMARY & ADDITIONAL LANGUAGE

SCHOOL COVER SHEET

{HG and SG must be done separately and each language must be done separately}

SCHOOL: ______CENTRE NUMBER: ______

LANGUAGE/LEVEL: ______GRADE (HG/SG): ______

DISTRICT: ______

Contact numbers:

SCHOOL: ______FAX: ______

In case of emergencies, we require the following cell numbers:

Principal’s name: ______Cell No:______

Deputy Principal’s name:______Cell No. ______

H O D ‘S name:______Cell No. ______

No. of pages submitted: ______

CLASS / EDUCATORS’ NAME / TEL/CELL. NUMBERS. / NO. OF
LEARNERS
Total

Page 2 of 14 (ANNEXURE B)

CHECKLIST

Kindly tick the appropriate block in response to every question below: / YES / NO
ANNEXURE A : (Cover sheet)
1Have you completed all the required information on the cover sheet?
ANNEXURE B : (Checklist)
2Has the declaration been read and signed by the relevant responsibility officers?
ANNEXURE C : (Statistical analysis of symbols)
3Is there a full analysis of candidates’ marks in Annexure C?
4Have you calculated the totals in Annexure C and is an average mark available?
5Is there a full statistical analysis per class in Annexure C with regard to candidates’ oral marks?
6Have you calculated the total for every class?
7Have you calculated an averagemark for every class?
8Have you calculated the totals of all classes in every column?
9Has the HOD/ Subject Head verified all statistics?
ANNEXURE D & E : (Primary & Additional Language Mark sheet)
10Have you completed separate mark sheets for Primary language and Additional language?
11Have you completed separate mark sheets for HG / SG?
12Are the candidates’ surnames arranged in alphabetical order? (Initials to be included.)
13Has every candidate been allocated an oral mark? If NO have you discussed and finalized this matter with your district language facilitator. Attach proof of Department’s decision.
14Has every candidate been allocated a mark per component according to the given maximum total as set out in ANNEXURE H? If NO attach detailed explanation
15Have you calculated the totals of every candidate correctly? (Please check!)
16Have you calculated the totals correctly and have you filled in the total on each page?
ANNEXURE F: (Learner information sheet) This must be completed by every candidate, kept at the school and made available for the internal and external moderation process.
ANNEXURE G: (Moderator’s report) Only Cluster leaders - moderators to complete this annexure.
ANNEXURE J: (Criteria for oral assessment)
17Have you used this standardized assessment grid in assessing your candidates’ oral marks. If not, please supply the approved (by district lang. facilitator) assessment grid that you used.
GENERAL
18Have you numbered every page?
19Submission of marks should be done in the following sequence (Annexure A, B, C, D/E & all motivation letters), prepared in a school portfolio file (no ring files / flip files) with the school’s name clearly indicated on the cover.
20Have you submitted the ORIGINAL plus an additional COPY?
21Have you made and retained copies for your own records?
22Have you completed all marks in black ink?
23Does the school’s oral average this year (per language) deviate from the school’s total language average of the previous year by more than 10%.
24If your response to 23 is YES have you referred this to your District Facilitator for provincial moderation
25Have you taken steps to ensure that all marks are completed in time and submitted to the relevant district official?
26Are you familiar with the contents of 2003 Oral Circular and ANNEXURE H as part of the National Standardization document for Languages?

DECLARATION

We, the undersigned, hereby declare that all the information supplied above is a true and accurate reflection of affairs and has been verified by the Languages Head of Department.

We further declare that the information has been completed correctly and will be submitted to the relevant District Language Facilitator for moderation on the due date during the times stipulated.

We also agree that the educator, Head of Department and/or Principal will rectify errors, if any are found during the submission and/or moderation process and will immediately return the corrected documents to the relevant District Language Facilitator at the district office.

Signed on this day (date): ______

Signature of Principal: ______Print name: ______

Signature of H.O.D.: ______Print name: ______

Signature of educator: ______Print name: ______

Page 3 of 14

Page 4 of 14 (ANNEXURE C)

GAUTENG DEPARTMENT OF EDUCATION

DIRECTORATE: EXAMINATIONS AND ASSESSMENT

SENIOR CERTIFICATE EXAMINATION

MARK SHEET FOR LANGUAGES: ORALS

N.B. Primary/Additional HG & SG to be completed separately

1. SYMBOL DISTRIBUTION: The final language promotion mark of the current Grade 12s as was calculated at the end of Grade 11 during the previous year.

SCHOOL / NO. of LEARNERS / A
80 - 100 / B
70 - 79 / C
60 - 69 / D
50 – 59 / E
40 - 49 / F
33.3 – 39 / FF
30 – 33.3 / G
25- 29 / AVG
%

Rationale: This information is required in order that we might compare the Grade 12 oral results obtained this year with the language results obtained at the end of Grade 11 in the previous year.

  1. SYMBOL DISTRIBUTION: CURRENT YEAR [(GRADE 12-per class) SUMMARY OF ORAL MARKS]

CLASS / NO. LEAR=
NERS / A
80 – 100 / B
70 - 79 / C
60 – 69 / D
50 - 59 / E
40 - 49 / F
33.3 - 39 / FF
30 – 33.3 / G
25-29 / GRAND TOTAL
(60/70/80)
TOTALS FOR SCHOOL / *AVG %

*AVG % MUST BE CALCULATED FOR THE SCHOOL AS A WHOLE AND NOT FOR INDIVIDUAL CLASSES.

Page 5 of 14 (ANNEXURE D)

WORKING MARK SHEET: PRIMARY LANGUAGE ONLY

Class: HG/SG

(to be completed separately for each class according to the grade applicable)

SURNAME AND INITIALS

/ EXAMINATION NUMBER / PREP. SPEECH & CONVERSATION / READING ALOUD & CONVERSATION / LISTENING COMPREHENSION / YEAR MARK / TOTAL / MOD. MARK
HG / 20 / 20 / 10 / 30 / 80 / 80
SG / 15 / 15 / 10 / 30 / 70 / 70
TOTAL

Page 6 of 14 (ANNEXURE E)

WORKING MARK SHEET: ADDITIONAL LANGUAGE ONLY

Class: HG / SG:

(to be completed separately for each class according to the grade applicable)

SURNAME AND INITIALS / EXAMINATION NUMBER / PREP. SPEECH & CONVERSATION / READING ALOUD & CONVERSATION / LISTENING COMPREHENSION / YEAR MARK / TOTAL / MOD. MARK
HG / 10 / 10 / 10 / 30 / 60 / 60
SG / 10 / 10 / 10 / 30 / 60 / 60
TOTAL

Page 7 of 14 (ANNEXURE F)

GAUTENG DEPARTEMENT OF EDUCATION

DIRECTORATE: EXAMINATIONS AND ASSESSMENT

SENIOR CERTIFICATE EXAMINATION

INFORMATION SHEET: ORALS

(to be completed by all learners-and to be used for school based as well as cluster moderation)

SUBJECT: ______Grade 12 ______

CANDIDATE’S SURNAME:______FIRST NAME: ______

EXAMINATION NUMBER: ______

SCHOOL: ______

NAME OF SUBJECT TEACHER/S: ______

1. Reading and conversation: title of text from which passage is taken:

______

2. Topic of prepared speech and conversation:

____________

3. Summary of communication activities around the year mark:

______

______

4. BOOKS/FILMS/PLAYS THAT YOU ENJOYED,

1. ______4.______

2. ______5.______

3. ______6.______

Chief interests

and hobbies:1. ______

2. ______

3. ______

INTENDED CAREER: _________

DECLARATION:

I hereby declare that the above information is correct.

SIGNATURE OF CANDIDATE: ______DATE:______

Page 8 of 14 (ANNEXURE G)

GAUTENG DEPARTMENT OF EDUCATION

DIRECTORATE: EXAMINATIONS AND ASSESSMENT

SENIOR CERTIFICATE EXAMINATION

CLUSTER/ PROVINCIAL MODERATOR’S REPORT

SCHOOL: ______DISTRICT:______

SUBJECT: ______LEVEL: GRADE 12: ______(Fill in SG or HG)

NAME OF CLUSTER/PROVINCIAL MODERATOR: ______

Total number of Grade 12 candidates at the school: ______10% = ______

MODERATED MARKS OF THE CANDIDATES:

Candidate’s name / Exam Number / Mark / Mod
Mark / Comments
-

Motivation for adjustment: ______

General remarks from cluster / provincial moderator (Has the moderation process been carried out according to provincial norms and standards? Give recommendations if necessary).

Name of cluster / provincial moderator:______

Signature of cluster / provincial moderator______

Date: ______Contact number:______

Page 9 of 14

ANNEXURE H

REQUIREMENTS FOR ORAL ASSESSMENT AND MODERATION

1.1. ORAL ASSESSMENT – PRIMARY LANGUAGES (HG AND SG)

1.1.1.Prepared Speaking and Conversation (HG: 20 marks; SG: 15 marks)

Context / The learner should:
Speeches should be done in the context of real life experience /
  • show evidence of planning and should select content which is relevant to his or her life.
  • use communication skills such as emphasis, pause,
pitch and eye contact, etc.
  • use an introduction and conclusion effectively.
  • develop points logically and coherently, etc.
  • use language forms effectively.
  • respond to questions on the presentation.

1.1.2.Reading aloud and Conversation (HG: 20 marks; SG: 15 marks)

Texts for reading / The learner should:
Texts should be interesting and sufficiently complex /
  • use pace, intonation and emphasis to convey meaning.
  • read audibly.
  • respond to questions on the text.

1.1.3.Communication activities throughout the year

Listening Comprehension (HG: 10 marks, SG: 10 marks)

NB: This skill works in conjunction with all the other oral components described here. The educator should assess the learner’s comprehension of the general meaning of text and whether he/she has gleaned specific details from the passage.

The learner should:
  • explain the gist or general idea of what has been heard.
  • provide specific details from the chosen passage.
  • give a personal opinion based on the passage.

A year mark based on discussion of the fourth genre setwork and at least 2 of the following: dialogue, role-play, groupwork, and general conversation. (HG: 30 marks; SG: 30 marks)

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Context / The learner should:
Fourth genre setwork: Discussion based on personal enjoyment, social values, plot, themes, characterisation and technical aspects of composition in the case of a film text.
Open topics: In general classroom context or in group work, dialogue or role-play. /
  • make sense (i.e. response is coherent).
  • be able to convey meaning.
  • be able to sustain a conversation.
  • use appropriate language register.

1.2. ORAL ASSESSMENT – ADDITIONAL LANGUAGES (HG AND SG)

1.2.1.Prepared Speaking and Conversation (10 marks)

Context / The learner should:
Speeches should be done in the context of real life experience. /
  • show evidence of planning and should select content which is relevant to his or her life.
  • use communication skills such as emphasis, pause,
pitch and eye contact, etc.
  • use an introduction and conclusion effectively.
  • develop points logically and coherently, etc.
  • use language forms effectively.
  • respond to questions on the presentation.

1.2.2.Reading aloud and Conversation (10 marks)

Text for reading / The learner should:
Texts should be interesting and sufficiently complex. /
  • use pace, intonation and emphasis to convey meaning.
  • read audibly.
  • respond to questions on the text.

1.2.3. Communication activities throughout the year

Listening Comprehension (10 marks)

NB: This skill works in conjunction with all other oral components described here.

Listening comprehension should assess general meaning and specific detail.

The learner should:
  • explain the gist or general idea of what has been heard.
  • provide specific details form the chosen passage.
  • give a personal opinion based on the passage.

A year mark based on at least THREE of the following: dialogue, discussion of literature, role-play, group work, general conversation. (30 marks)

Context / The learner should:
Open topics: In general classroom context or in group work, dialogue or role-play situation. /
  • make sense (show coherence)
  • convey meaning.
  • sustain conversation.
  • use appropriate language register.

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(ANNEXURE I)

page 12 of 14

CRITICAL OUTCOMES TO CONSIDER FOR ORAL ASSESSMENT & MODERATION FOR ALL OFFICIAL LANGUAGES IN GRADE 12

Identify and solve problems and make decisions using critical and creative thinking.

Work effectively with others as members of a team, group, organisation and community.

Organise and manage themselves and their activities responsibly and effectively.

Collect, analyze, organise and critically evaluate information.

Communicate effectively using visual, symbolic / or language skills in various modes.

Use science and technology effectively and critically showing responsibility towards the environment and health of orders.

Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

CITIZENSHIP OUTCOMES TO CONSIDER FOR ORALS ASSESSMENT

& MODERATION:

Reflect and explore a variety of strategies to learn more effectively.

Participate as responsible citizens within local, national and global communities.

Be culturally and aesthetically aware across a range of social contexts.

Explore education and career opportunities.

Develop entrepreneurial opportunities.

Page 13 of 14

GENERIC CRITERIA FOR ORAL ASSESSMENT/MODERATION ( ANNEXURE J)

CATEGORY / % / READING
PREPARED/
IMPROMPTU / SPEECH
PREPARED / SPEECH
IMPROMPTU/
CONVERSATION / LISTENING COMPREHENSION
OUTSTANDING / 90-100 / Perfect fluency and audibility.
Lucid articulation and pronunciation.
Outstanding ability to vary pitch, pace and tone.
Outstanding interpretation of text.
Audience riveted.
A pleasure to listen to. / Content: Brilliantly crafted in terms of structure and style. Outstanding research.
Sparkling, refreshing originality.
Displays unusual insight and maturity.
Outstanding use of language. Inspiring.
Presentation: Shows remarkable confidence and poise. Perfect audibility, voice control and body language.
Outstanding audience contact.
Confident, effective use of notes. / An active mind at work. Able to discuss issues in a lively and interesting manner. Listens to other points of view; rebuts arguments competently but courteously. Thinks on his/her feet. Shows insight. Very persuasive. Remarkable ability to argue in a well-reasoned, substantial, knowledgeable manner. / Excellent comprehension of spoken communication in a variety of styles. Evidence of critical thinking. Recalls all salient points. Able to transfer information in detail in own words. Shows remarkable ability to analyse and respond to tone, feeling and style. Able to evaluate quality of verbal information. Shows insight.
EXCELLENT / 80-89 / Excellent fluency and audibility. Very high quality articulation and pronunciation.
Varies pitch, pace and tone in a highly effective manner.
Excellent interpretation of text.
Brilliant ability to sustain audience contact. / Content: Very well crafted, excellently researched effort. Highly original.
Insightful and mature.
Excellent use of language.
Presentation: Displays high degree of confidence and poise. Excellent audibility, voice control and body language.
Highly effective audience contact.
Confident use of notes. / Able to discuss issues in a lively and interesting way. Listens to other points of view; can rebut arguments effectively. Courteous. Can think on his/her feet. Shows insight. Persuasive. Excellent ability to argue in a well- reasoned, substantial, knowledgeable manner. / Very good comprehension of spoken communication in a variety of styles. Recalls salient points and some detail.
Evidence of critical thinking. Responds to tone and feeling. Understands intention. Responds appropriately to communication. Shows insight.
VERY GOOD / 70-79 / Very good level of fluency and audibility.
Clear articulation and pronunciation.
More than adequate ability to vary pitch, pace and tone.
Very good interpretation of text.
Clearly able to sustain audience contact. / Content: Well- crafted, well- researched effort.
Evidence of originality and insight.
Very good use of language.
Presentation: Shows sufficient confidence and poise. Very good audibility, voice control and body language. Effective audience contact.
Uses notes effectively. / Able to discuss issues competently. Listens to other points of view; can argue own point of view effectively. Courteous. Can think on his/her feet. Shows some insight. Very good ability to argue in a well-reasoned, substantial, knowledgeable manner. / Good comprehension of spoken communication. Recalls most salient points and some detail. Some evidence of critical thinking. Understands intention and responds appropriately.
GOOD / 60-69 / Good fluency and audibility.
Pronunciation and articulation generally good though there may be a few lapses.
Appropriate pitch, pace and tone used.
Appropriate interpretation of text.
More than adequate audience contact maintained. / Content: Sufficient evidence of research.
Adequate attention to structure and style.
Interesting, shows evidence of insight.
Good use of language.
Presentation: A competent speaker.
Good audibility, voice control and body language evident.
More than adequate audience contact maintained.
Good use of notes. / Able to discuss some issues competently. Listens to other points of view but may need some explanation; can argue own point of view on some issues. Courteous. Shows some insight. Good ability to argue in a reasoned, substantial, knowledgeable manner. / Has to ask questions to clarify communication. Able to select most important information. Responds adequately to tone and feeling.
AVERAGE / 50-59 / Reader generally fluent and audible.
Reasonably good articulation and pronunciation, though may stumble over some words.
Pitch, pace and tone at times inappropriate.
Does generally display understanding of text.
Audience contact adequate. / Content: Some evidence of research.
Insufficient attention to structure, style and language usage.
Has some interest value but lacks insight.
Presentation: Capable but shows some lapses in audibility and voice control.
Audience contact adequate but may be broken through frequent reference to notes. / Limited ability to discuss range of issues. Listens to other points of view but may need some explanation; can argue own point of view but may be dogmatic. Not always courteous. Shows some insight. Shows adequate ability to argue in a reasoned, substantial, knowledgeable manner. / Asks more questions in order to clarify communication. Able to identify and recall some salient points. Shows some evidence of sifting and recalls some detail. Responds adequately to most verbal communication.
BELOW AVERAGE / 40-49 / Reader not sufficiently fluent and audible.
Pronunciation and articulation not adequate and reader found to be stumbling over words.
Inadequate control over pitch, pace and tone.
Sense of text not clearly conveyed. Does not sustain sufficient audience interest. / Content: Little evidence of research.
Minimal attention to structure, style and language usage.
Uninteresting and lacking insight.
Presentation: Does not maintain sufficient audience contact.
Note bound.
Not always audible.
Ineffective voice control and body language. / Limited ability to discuss issues. Does not always listen to other points of view. Explanation often needed; can argue own point of view but may be dogmatic. Not always courteous. Does not cope confidently in a large group. Has difficulty when required to argue in a reasoned, substantial manner. / Limited comprehension of spoken communication. Able to identify and recall a few salient points. Recalls some detail. Responds adequately to most verbal communication.
POOR / 34-39 / Reading clearly inadequate at this level.
Lacks fluency and audibility.
Cannot convey sense of text.
Audience contact almost non existent. / Content: Preparation inadequate. Message not clearly communicated. Faulty use of language.
Presentation: Poor audibility, voice control and body language.
Little audience contact if at all.
Note-bound. / Seldom takes part in discussions. Not interested in other points of view. Explanation often needed; can argue own point of view but often dogmatic. Not always courteous. Argues without really understanding the issue. Cannot develop an argument in a reasoned manner. Does not voice opinions even in a small group. / Some comprehension of the spoken communication; needs additional explanation. Some evidence of ability to respond to verbal message.
WEAK / 33 and below / Reader cannot convey sense of text.
Inarticulate, unintelligible.
Clearly out of his/her depth at this level. / Content: Message poorly constructed. Makes little sense. Many errors in language usage.
Presentation: Virtually inaudible.
Voice control and body language non-existent. No attempt to make audience contact.
Totally note-bound. / Does not take part in discussions. Seldom interested in other points of view. Explanation needed to clarify understanding of issues; does not argue own point of view except on personal issues. Lacks basic skills needed to develop an argument. Does not voice opinions even in a small group; may do so in a one-on-one situation. Struggles to communicate at all. / Needs considerable input to understand spoken communication. Cannot distinguish important information from supporting detail. Very little evidence of ability to respond to spoken communication.

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