1. INTRODUCTION
1.1 At a meeting of the heads of the national and provincial departments of education on 18 March 2003, it was decided to retain the national 2002 Grade 9 promotion requirements in 2003.
1.2 In Grades R to 8 the system of progression with the age cohort applies.
1.3 The following sections explain the promotion requirements for Grade 9 and the system of progression in Grades R to 8.

2. GRADE 9
2.1 Promotion requirements

  • Grade 9 marks the end of the General Education and Training Band.

  • A system of promotion is applicable at this point.

  • It is intended that 75% of the promotion mark that, in each learning area, will consist of 75% of the promotion mark will be based on 75% school-based assessment (continuous assessment) and 25% on external assessment (common task for assessment).

  • All Grade 9 learners at all schools in the pProvince will be required to complete the nationally set common tasks for assessment in all the learning areas.

  • In order to be promoted to Grade 10, a learner has to meet the following requirements:

    At least an “Achieved” rating (code 3) should be achieved in Language, Literacy and Communication (LLC) and in Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS)

    AND

    at least a “Partly achieved” rating (code 2) should be obtained in each of the remaining six learning areas.

  • The percentages relating to the recording and reporting of level descriptor codes are as follows:

LEVEL CODELEVEL DESCRIPTORPERCENTAGE
1 Not achieved 0% to 34%
2 Partly achieved 35% to 39%
3 Achieved 40% to 69%
4 Outstanding or /excellent achievement 70% and above
2.2 Condonations

The following condonations apply to Grade 9 in 2003:

A learner will be condoned if she or he obtains an "Achieved" rating (code 3) in either Language, Literacy and Communication (LLC) and Mathematical Literacy, Mathematics and Mathematical Sciences (MLMMS), and at least a “Partly achieved” rating (code 2) in the other one of these two learning areas

AND

at least a “Partly achieved” rating (code 2) in four of the remaining six learning areas.

N.B. It is possible for a learner to be condoned even if she or he obtains a “Not achieved” rating (code 1) in two of the remaining six learning areas.
2.3 Concessions

The following concessions apply:

  • Learners experiencing barriers to learning

    Learners experiencing barriers to learning in ordinary and specialised schools will be accommodated through adaptation to the curriculum, exemptions from certain requirements, and modifications in the forms of assessment used. Concessions made will be based on requests from the schools concerned. These requests must be lodged with the circuit manager and must include evidence of intervention. The school needs to justify the extent to which a barrier to learning warrants a concession. Concessions will be granted at EMDC level.

  • Deaf learners

    Deaf learners are exempt from the two official languages requirement, but must offer at least one official language. The same condonations as in paragraph 2.2 apply.

  • Immigrants

    Immigrant learners who have been in the country for no longer than 3 years (i.e. they began attending a school in South Africa after January 2001) are exempt from the two official languages requirement. These learners have to offer at least one official language. The same condonations as in paragraph 2.2 apply.

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    3. PROGRESSION IN GRADES R TO 8
    3.1 In terms of the national Assessment Policy (Government Gazette 19640, 23 December 1998) a system of progression with the age cohort is applicable to these grades.
    3.2 A learner’s “age cohort” refers to other learners who started school in the same year or who are of more-or-less the same age.
    3.3 In terms of assessment policy, “progression” should not mean that the learner is pushed through to the next grade every year. It means that the learner progresses towards the attainment of outcomes at the level appropriate to a grade throughout the year. The educator, learner and parent must together ensure that such progress takes place throughout the year. Learners and parents should be made aware in good time that a learner is not making adequate progress.
    3.4 The purpose of assessment is to gather evidence of attainment continually. If the learner does not produce evidence of competence, the issue of support becomes crucial in order to facilitate the attainment of outcomes at the appropriate level.
    3.5 The WCED intends to send out shortly a basic and user-friendly set of guidelines for providing support to learners.

    4. GENERAL
    4.1 Please bring the contents of this circular to the attention of all concerned, especially educators, parents and learners.
    4.2 Enquiries regarding the contents of this circular may be directed to EMDC directors and EMDC chief curriculum advisors.


    SIGNED: P.A. VINJEVOLD
    HEAD: EDUCATION
    DATE: 2003:05:07