This paper focuses on the ability to make meaning of texts. Language and
grammar questions will therefore be focused on the function of, and reasons for,
using certain grammatical forms or language conventions across a range of
texts. A variety of text formats will be used.
This paper will incl...
Paper I 3 hours [100]
Paper II 3 hours [100]
Continuous Assessment: SBA [100]
Oral [100]
400 marks
B. REQUIREMENTS
PAPER I RESPONSE TO TEXT [100]
READING AND VIEWING
LANGUAGE
This paper focuses on the ability to make meaning of texts. Language and
grammar questions will therefore be focused on the function of, and reasons for,
using certain grammatical forms or language conventions across a range of
texts. A variety of text formats will be used.
This paper will include:
1. A comprehension passage of between 700 and 800 words in length,
depending on the density of the passage. Texts may include
contemporary work such as current newspaper articles, advertisements
or cartoons.
Functional Language and punctuation usage may also feature in this
section. Learners may be required to answer questions based on more
than one text. [25]
2. A summary of a 350 word text which requires abstracting and recasting
a passage to show understanding. The instructions will indicate the
formality required and will also determine the appropriate register and
format. The summary passage will be different from the comprehension
passage. [10]
3. Contextual questions on:
2 prescribed poems
A question on at least two prescribed poems will be offered. Poems may
be linked through a similar theme or visual. [15]
4. An unseen poem
There will only be one question set on contemporary verse. Learners
could be asked to consider more than one text in a poetry question. This
could take the form of an extract from another prescribed poem or a
visual. [15]
A selection of questions from the following: [25]
• propaganda and advertising
• critical literacy
• visual literacy
• dictionary skills
• grammar in context
Editing skills, e.g. correction of sentences, use of appropriate
punctuation, register, synthesis. While there will be a separate editing
question, use of appropriate punctuation could also be included in other
texts. Thus, the final question may be less than 10 marks since editing
skills may be set elsewhere in the paper. [10]
Note: As the features mentioned in 5 and 6 above are part of English as
a living language, questions may be set on contemporary writing
such as current newspaper articles, advertisements or cartoons.
PAPER II WRITING [100]
WRITING AND PRESENTING
LANGUAGE
This paper focuses on the ability to create meaningful texts across a wide variety
of formats and for a range of purposes, contexts and audiences. The questions
will focus on what style is deemed appropriate to a given context and why.
Questions will be set on the following:
SECTION A LITERATURE
QUESTION 1 SHAKESPEARE [30]
Learners will be required to write a literary essay. This question focuses on the
ability to state and defend a position in an essay of approximately 600 words in
length.
Questions 2 and 3 CHOICE OF ONE OF TWO NOVELS [30]
Candidates must study one of the two prescribed novels. There will be a
compulsory essay question set on each novel, and candidates should answer
one of the two optional essay questions on the novel they have studied (2.1 or
2.2 for the first novel and then 3.1. or 3.2. for the second novel).
Essay topics on each work may incorporate a quotation from the novel, or be
rooted in a critic's comment. This question focuses on the ability to write a literary
essay of approximately 600 words.
Learners will be expected to be able to respond to any of the following:
• Editorial
• Blog
• Obituary
• Eulogy
• Articles – newspaper and magazines
• Newspaper Column
• E-mails and letters – formal; editor; application, open
• Speeches
• Reviews
Questions in this section will be based on a response to a given text/
photograph/ advertisement/ literature studied. Question 6 will be compulsory
while candidates will choose between Question 7 and Question 8, although each
question will stem from a single text. Learners must answer Question 6 and
then either Question 7 or 8 The focus of the question is the ability to construct
an appropriate personal response to the prompt, and to choose the correct
format, style and register for the given context, purpose and audience. The body
of each piece should be between 250 and 300 words in length. (2 × 20)
CONTINUOUS ASSESSMENT (SBA) [100]
Evidence of continuous assessment needs to be collected and reflect the
candidate's growth throughout his/her Grade 12 year. The SBA is a
collection of the year's work. It provides evidence that all the skills of the
Grade 12 curriculum have been covered. It will reflect multiple ways of
exposing learners to learning opportunities. The learner is assessed in a realistic
situation that is integral to the learning process.
Each candidate will be required to present his/her assignments in a learner file
for assessment by the teacher and if required- subsequent regional moderation
by the IEB. Regional moderation will take place between the 15 September and
the 15 October of each year. If deemed necessary, the SBA file will then be
submitted for national moderation to the IEB by the 31 October. The Common
Assessment Task, must be written under controlled conditions.
Continuous assessment is invaluable for assessing skills and knowledge that
cannot be assessed by written examination papers. It should be a powerful
motivator for many learners, giving them a chance to study an area in greater
depth and take more responsibility for their own learning. The Test Section, as
well as the Preliminary/ Trials Examination, should also reflect the final, external
examinations to indicate that the coursework has been covered. UMALUSI
expects that all SBA files contain a declaration of authenticity from each learner
at the front of his/her SBA file.
confidently and consistently able to confirm that work they assess is the
learner's own. Clear guidelines must be given in any task as to the amount of
help and guidance that is permitted. Penalties for malpractice must be known,
in advance, by the learners. Tasks must be set in such a way that learners
have to include their own perspective on an issue or process and use the
knowledge appropriately. Learners cannot merely download information and
reproduce it as found.
Two pieces of extended writing of 500 – 600 words are required. Essays must
demonstrate the candidate’s versatility as a writer, and must be distinctly
different in terms of style or genre. Literary Essays cannot be included in this
section.
SECTION 2 COMMON ASSESSMENT TASK [50]
A Common Assessment Task (CAT) which shows clear evidence of both
internal and external moderation. The CAT theme will be sent to schools in
the March delivery, and will include guidelines for an essay that must be
written under controlled conditions, as well as a conversation task and a
prepared speaking task to be used in the Listening and Speaking portfolio of
evidence.
The national SBA moderator will set the task outline and supply the criteria
against which to assess the task. The task must be internally set and
moderated by the cluster, according to the CAT guidelines for that year.
The final essay piece must be written under controlled conditions. The
teacher/s will assess the task, according to the marking guidelines provided
by the IEB, and the marking must be moderated both internally and externally.
SECTION 3 LITERATURE: 4TH GENRE [60]
Schools must study any two films, focusing on the following outcomes:
• Learners will be able to explain the role that cinematographic techniques
(visual, audio, and audio-visual) such as the use of colour, subtitle,
composition, dialogue, music, sound, lighting, editing, framing, styles of
shot, camera techniques, camera movement, foregrounding, and
backgrounding, play in meaning-making.
• Learners will be able to summarise the film’s stance on a particular theme
or topic, and explain how this is conveyed to the audience, as well as how
the audience is positioned in relation to the theme.
• Learners will be able to compare and contrast their own perspectives on
the theme or topic with those presented in the films.
• Learners will be able to analyse and evaluate both the messages and
themes in the films, and the design and performance choices made in
conveying those messages and themes.
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