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

Number of assessment tasks which make up the programme of assessment for Languages in Grades 10 and 11

* 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 (SAL) are required to complete13 tasks in total: 4 tasks in Term 1 and 3 tasks in each of Terms 2, 3, and 4.

Number of assessment tasks which make up the programme of assessment for Languages in Grade 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 Language 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 term 2 and 3 tasks in term 3.

# The number of internal tasks per subject differs from 6 to 7 as specified in the subject assessment guidelines.

The certificate tasks suggested for Life Orientation are optional tasks. Their purpose is to enhance the earning and learning potential of learners as they exit Grade 12. Learners should therefore be strongly encouraged to participate in such tasks where circumstances allow.

The certificate tasks chosen should make a different contribution to the Curriculum Vitae of each learner. For example, learners would benefit from having experience in the organisation of an event, community work, and participation in sport, etc.

A 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.

A certificate task can be performance-based or participation-based in nature.

Performance-based certificate tasks, for example First Aid Level 1 or a learner driver's licence, are those offered by an outside assessing body or organisation. Learners are required to meet the requirements of the particular assessing body or organisation to be awarded a certificate of competence. Such tasks make a direct contribution to a learner's earning and learning potential. Other examples of such tasks include computer literacy courses and study skills courses.

The criteria for performance-based certificate tasks are to be set externally and moderated by the organisation offering the tasks. The Life Orientation teacher should also monitor learners' participation in these courses.

Participation-based certificate tasks, for example involvement in a school-based extramural activity or a community activity, are those offered by the school and community-based organisations. Learners are expected to participate in the activity over a fixed period of time on a regular basis. Other examples of such tasks include the planning and presentation of events such as awareness and education campaigns, workplace experience, participation in the activities of a sports/ walking / hiking / fitness club, and helping with the organisation of a school event, etc.

See Section 4 of the Life Orientation Subject Assessment Guidelines dated January 2007 for further guidance and examples of certificate tasks.

Principals and curriculum managers are requested to ensure that the contents of this minute are brought to the attention of all educators.