CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES Session 4: Planning Grade 12: 2013. Activity 1: Levels of planning. Study the Grade 12 Annual Teaching Plan in the CAPS (HL, pp.63-73 FAL, pp.69-76). Establish the levels of planning that are
NATIONAL ORIENTATION WORKSHOP
Session 4: Planning
Grade 12: 2013
the CAPS (HL, pp.63-73 FAL, pp.69-76).
plan and indicate how and why different
sequencing of content/language skills aspects could be applied.
A two-week integrated cycle has 9 contact hours .
In designing a cycle, the teacher may cluster activities around a topic/theme
The sequence of lessons in a two-week cycle can follow any order e.g. a cycle might start with reading, speaking, writing, etc.
A literature or any other text may be used to cover the skills in a cycle.
Suggested teaching plans are packaged so that every two weeks
participate in a listening and speaking exercise;
read a comprehension passage and answer questions or develop a summary;
read prescribed literature;
write an essay and/or a transactional piece; and
develop and practise knowledge of language structures and
conventions for communicative purposes (speaking, listening,
reading, and writing).
Teachers should design their teaching plans or use/adapt the one from their textbooks) to teach the content per term using any appropriate sequence and pace.
Covered fully – scope and depth
Not only knowledge/skills – understanding and insight
that underpin the knowledge/skills
Transfer knowledge and skills to new situations to solve
problems, lead to innovation
Correct, relevant, up-to-date
Graphics - texts must be relevant / support content /
enhance / emphasise
Subject specific, e.g. visual texts
Properly introduced / background (relevant to topic) – not
too much, too little
Approach / Scaffolding
Clear, coherent manner that flows naturally from one topic /
concept to another
Structured – easy to find info, important info clearly
indicated, summaries, etc. that will facilitate referencing and
Language –should be appropriate to age and within the
experience of the learner
Activities / Exercises – daily assessment
Variety that suits the subject
Scaffolded across activities as well as within activities
All cognitive levels, from drilling type and reinforcing to
scenario type that integrates concepts and topics to
challenging problem solving
Meaningful, well thought through, clear objective
Zero surprises in examinations
Each teacher must keep a single file for planning and moderation purposes.
The file must consist of: