Languages in CAPS at Senior Phase


Principles of the CAPS


Oxford Successful English is based on the principles of the CAPS. These principles include: • access to education that is equal and that redresses past imbalances


• promotion of teaching methodology that is active and effective to replace outdated styles of rote teaching


• a high standard of academic attainment, with clear progression from grade to grade


• education that is internationally competitive in terms of its content and quality


• education that embraces diversity and caters effectively for a range of learners


• education that is characterised by values of South Africa’s unique history and respect for its constitutional values.


The values in the South African Constitution form the basis of the country’s educational policy and its CAPS. As such, Oxford Successful English has been developed to support the core constitutional values of human rights, inclusivity, and environmental and social justice, and to promote an understanding of human dignity, equality and freedom.


The CAPS and Oxford Successful English


The Oxford Successful English series fully supports the


aims and principles of the CAPS in the following ways: • by providing a series that will ensure all learners progress through the content as required by the CAPS


• by providing a series written in accessible language and also addressing the needs of learners who might study through the medium of English, which is their first additional language


• by helping learners to meet and exceed the required standards


• by providing structured teaching plans for one week that ensure teachers are organised and use teaching time optimally


• by building in opportunities, at the right time, for learners to work at a more challenging pace


• by providing support for learners who need additional practice


• by raising the expectations in terms of the number and complexity of tasks to be completed, as the year progresses


• by setting assessment tasks at the appropriate level that are aligned to the CAPS requirements


7


Writing and presenting


Language structures and conventions*


• by building in regular assessment opportunities that allow the teacher to monitor the progress of learners


• by encouraging learners to read, interpret and follow instructions


• by providing guidance to the teacher regarding suitable support and intervention, as well as extension activities.


Time allocations for Senior Phase subjects


The table below shows the teaching time that should be


spent per week on each subject in the Senior Phase: Subject


Home Language


First Additional Language Mathematics


Natural Sciences Social Sciences Technology


Economic Management Sciences Life Orientation Creative Arts TOTAL


4,5 3 3 2 2 2 2


27.5


Time allocations for First Additional Language in the Senior Phase


The table below outlines the suggested teaching time that should be spent per two-week cycle on the different skills for teaching First Additional Languages in the


Senior Phase. Skills


Listening and speaking (oral)


Reading and viewing


Time allocation per two-week cycle Grade 7 2 hours


Grade 8 2 hours


Grade 9 2 hours


Teaching hours 5 4


3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts)


2 hours


1 hour (integrated within the time allocated to the four language skills)


3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts)


2 hours


1 hour (integrated within the time allocated to the four language skills)


3 hours 30 min (1 hour 45 mins for comprehension and 1 hour 45 mins for literary texts)


2 hours


1 hour (integrated within the time allocated to the four language skills)


* Language structures and conventions and their usage are integrated within the time allocations of the four language skills, but there is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the skills and strategies required for Listening and speaking, for Reading and viewing, and for Writing and presenting.


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