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English: Page1 of 5

REVIEW OF THE SUBJECT ASSESSMENT GUIDELINES FOR THE NATIONAL CURRICULUM STATEMENT GRADES 10 – 12 (GENERAL)

  1. INTRODUCTION

1.1This circular must be read in conjunction with Circular 9 of 2006: NCS Assessment in Grade 10 for 2006.

1.2 The Subject Assessment Guidelines released in September 2005 for the 29 subjects listed in the National Curriculum Statement Grades 10 – 12 (General) have been reviewed to add clarity to the documents.

1.3The review process has been informed by comments from teachers and other stakeholders.

1.4 In particular, the number of tasks expected in Languages has been revised and the nature of the Certificate Tasks in Life Orientation has been clarified.

1.5These changes come into effect in Grades 10 and 11 from 1January 2007 and in Grade 12 from 1 January 2008.

2.LEGISLATIVE FRAMEWORK

2.1National Educational Policy Act, 1996 (Act No. 27 of 1996), Sections 3(4)(l) and 7.

2.2South African Schools Act, 1996 (Act No. 84 of 1996), Sections 6(A) and 61.

2.3The National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF).

2.4The National Protocol on Assessment for Schools in the General and Further Education and Training Band.

2.5Subject Assessment Guidelines for the National Curriculum Statement Grades 10–12.

3.LANGUAGES

The following tables provide the revised number of tasks for Languages:

3.1Grades 10 and 11

SUBJECTS / TERM 1 / TERM 2 / TERM 3 / TERM 4 / TOTAL
Language 1: Home Language / 4 / 4* / 4 / 4* / 16
Language 2: Choice of HL or FAL / HL / 4 / 4* / 4* / 4* / 16
FAL / 4 / 4 / 4* / 4* / 16
Life Orientation / 1 / 1 / 1 / 2 / 5
Mathematics or Maths Literacy / 2 / 2* / 2 / 2* / 8
Subject choice 1** / 2 / 2* / 2 / 1* / 7
Subject choice 2** / 2 / 2* / 2 / 1* / 7
Subject choice 3 / 2 / 2* / 2 / 1* / 7

Number of assessment tasks which make up the Programme of Assessmentfor LANGUAGES in Grades 10 and 11

NOTE:

*One of these tasks must be an examination.

**If one or two of the subjects chosen for subject choices 1, 2, or 3 include a Language, the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First Additional Language (FAL) are still applicable. Learners who opt for a Second Additional Language are required to complete 13 tasks in total: 4 tasks in term 1 and 3 tasks in each of terms 2, 3 and 4.

3.2Grade 12

SUBJECTS / TERM 1 / TERM 2 / TERM 3 / TERM 4 / TOTAL
Language 1: Home Language / 5 / 5* / 4* / 14
Language 2: Choice of HL or FAL / HL / 5 / 5* / 4* / 14
FAL / 5 / 5* / 4* / 14
Life Orientation / 1 / 2 / 2 / 5
Mathematics or Maths Literacy / 3 / 2* / 2* / 7
Subject choice 1** / 2 / 2* / (2*)3* / (6#)7
Subject choice 2** / 2 / 2* / (2*)3* / (6#)7
Subject choice 3 / 2 / 2* / (2*)3* / (6#)7

Number of assessment tasks which make up the Programme of Assessmentfor LANGUAGES in Grades 12

NOTE:

*One of these tasks must be an examination.

**If one or two of the subjects chosen for subject choices 1, 2, or 3 include a Language, the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First Additional Language (FAL) are still applicable. Learners who opt for a Second Additional Language are required to complete 12 tasks in total: 5 tasks in term 1, 4 tasks in each of terms 2 and 3 tasks in term 3.

#The number of internal tasks per subject differs from 6 to 7 as specified in Section 3 of this document.

4. LIFE ORIENTATION

4.1The Certificate Tasks suggested for Life Orientation are optional tasks. Their purpose isto enhance the earning and learning potential of learners as they exit Grade 12.

4.2Learnersshould therefore be strongly encouraged to participate in such tasks where circumstancesallow.

4.3The Certificate Tasks chosen should make a direct contribution to the Curriculum Vitae ofeach learner. For example, learners would benefit from having experience in theorganisation of an event, community work, participation in a sport, etc.

4.4A teacher should choose Certificate Tasks that meet the needs of the learners and should give learners access to a variety of such tasks where possible.

4.5A Certificate Task can be performance-based or participation-based in nature.

4.5.1Performance-based tasks

a)Performance-based Certificate Tasks, for example First Aid Level 1 or a learner driver’slicence are those offered by an outside assessing body or organisation.

b)Learners arerequired to meet the requirements of the particular assessing body or organisation to beawarded a certificate of competence. Such tasks make a direct contribution to a learner’searning and learning potential. Other examples of such tasks include computer literacycourses, study skills courses, etc.

c)The criteria for performance-based Certificate Tasks are to be externally set and moderated by the organisation offering this task. The Life Orientation teacher should also monitor learners’ participation in these courses.

4.5.2Participation-based tasks

a)Participation-based Certificate Tasks, for example involvement in a school-basedextramural activity or a community activity, are those offered by the school and community-based organisations.

b)Learners are expected to participate in the activity over a fixed period of time on a regular basis. Examples of such tasks include the planning and presentation of events such as awareness and education campaigns, workplaceexperience, participation in the activities of a sport / walking / hiking / fitness club, helping with the organisation of a school event, etc.

c)See Section 4 of the Life Orientation Subject Assessment Guidelines dated January 2007 for further guidance on and examples of Certificate Tasks.

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MALLELE PETJE

HEAD OF DEPARTMENT

English: Page 1 of 5