Revised National Curriculum Statement Grades R-9 (Schools) - Grade Nine

Learning Area: Languages - Home Language

Learning Outcome 1:  Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

• Listens to and appreciates a variety of complex imaginative and informative oral texts (e.g. radio dramas, talk shows, documentaries, dramatised poems, book reviews).
• Listens actively and carefully for specific information and main ideas, and responds appropriately, for example:
  • draws conclusions;
  • reflects on information and opinions, asks searching questions and challenges where necessary.
• Analyses and compares how different kinds of oral texts are organised and the characteristic features of each (e.g. short stories, ballads, short talks, talk shows, radio dramas, news broadcasts, debates). This will include recognising tools used for humour such as puns, irony and understatement and analysing and comparing sound effects in different audio-visual texts.
• Identifies and discusses the influence of non-verbal strategies on the listener (e.g. eye contact, body language, and the use of space, tone, and speech tempo).
• Discusses the speaker’s reasons for choosing particular words, phrases, sentences and stylistic effects to influence the listener and explains their impact (e.g. deliberate ambiguity, distinguishing fact from opinion, identifying the speaker’s point of view, recognising and discussing bias, prejudice and propaganda).
• Recognises and accepts a wide range of different varieties of the language such as different accents and dialects and considers the appropriateness of the language of different age groups (e.g. slang).
• Identifies and discusses the values and historical, social and cultural contexts of a variety of texts.

Learning Outcome 2:  Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

• Communicates ideas and feelings creatively, expressively and imaginatively with confidence and autonomy, using a wide range of oral text types (e.g. dramas, poems).
• Communicates ideas, facts and opinions on challenging topics accurately and coherently, using a wide range of factual oral text types (e.g. explanations of technological processes such as how to use a computer or video player).
• Demonstrates advanced skills in a wide range of oral text types:
  • explains technological processes and explores complex ideas in a sequenced way (e.g. how to use a computer);
  • carries out interviews effectively using advanced interview techniques (e.g. asking probing questions).
• Demonstrates a range of complex interaction skills by participating actively in group discussions, conversations, debates, group interviews and surveys, and while so doing:
  • tackles important issues (e.g. social and ethical issues related to the environment and human rights);
  • asks probing questions;
  • leads discussions;
  • negotiates differences to arrive at common point of view or compromise;
  • motivates own point of view using evidence and similar opinions from peers, and shows flexibility in accepting compromise;
  • accepts challenges and criticism where appropriate;
  • bridges gaps by asking questions, volunteering opinions, rephrasing to clarify meaning, giving choices, and keeping responses open-ended;
  • distinguishes when to show sensitivity to the rights and feelings of others and when to challenge insensitivity or discrimination.
• Gives oral presentations confidently and creatively, paying attention to:
  • pausing and variation in tempo and volume at key points;
  • purpose and audience;
  • posture, gesture, body language and facial expressions to engage audience interest;
  • variety in presentation modes;
  • register;
  • tone;
  • degree of formality;
  • different social and cultural conventions;
  • appropriate figurative devices such as climax, anti-climax, hyperbole and rhetorical questions.
• Evaluates the success of own communication and makes improvements.

Learning Outcome 3:  Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

• Reads spontaneously and extensively for pleasure and information across the range of text types studied, compares personal responses, and makes motivated recommendations to others.
• Reads independently, both aloud and silently, for a variety of purposes, consolidating the appropriate reading strategies developed in earlier grades.
• Discusses and explains the purpose, audience and context of a text.
• Shows understanding of a wide range of information texts:
  • identifies the main ideas and explains how the details support the main idea;
  • evaluates the ideas;
  • discusses different points of view.
• Discusses different types of texts and explains how their key features are organised and how they contribute to the functioning of the text (e.g. long poems, short novels, newspaper articles, diaries, letters, book reviews, short plays).
• Demonstrates understanding of the text, its purpose and its relationship to own life by analysing the development of the plot, themes, values, characters and setting.
• Evaluates techniques used to create particular effects in visual, written and multimedia texts such as:
  • the effectiveness of literary devices and language used;
  • the impact of design elements (e.g. positioning of text and artwork);
  • the impact of camera and film techniques (e.g. point of view, lighting, animation, speed, combination of print, sound and images).
• Responds critically to texts:
  • evaluates writers point of view;
  • evaluates implicit (or hidden) messages, any bias or prejudice, and offers own opinion and alternatives;
  • discusses how social and cultural contexts influence the message.
• Makes judgements about the socio-cultural, environmental and ethical values in texts, and discusses the impact on the reader and the aspects of the text which create these effects (e.g. content, language, artwork, point of view and characterisation).
• Reflects on and evaluates own skills as a reader.

Learning Outcome 4:  Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

• Writes a wide range of imaginative texts:
  • to express imagination, ideas and feelings about self and others;
  • to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs, elementary short stories, letters, drama with accompanying sound and visual effects.
• Produces a wide range of factual written and multimedia texts for various purposes, using a wide range of visual and design elements where appropriate by means of e-mail, reports on current issues, advertisements, posters, book reviews, film reviews, eyewitness accounts, newspaper reports, curriculum vitae, agenda and minutes of meetings.
• Demonstrates advanced skills in a range of features of writing appropriate to the text type (e.g. develops character, establishes the setting and develops the plot in narrative and descriptive writing, and uses a wider range of imagery in writing of own poetry).
• Uses the writing process independently and with ease to generate complex texts:
  • selects and explores complex topics through brainstorming, and using lists and notes;
  • uses increasingly complex texts as models;
  • plans and develops topic, selecting relevant information from a range of sources;
  • organises ideas coherently and logically in producing multiple drafts;
  • analyses multiple drafts considering purpose, audience, point of view, positioning of the reader, language usage, bias, complex organisation and varied elements of style, and revises appropriately;
  • analyses own and peers’ writing, and evaluates and makes recommendations, showing sensitivity to the rights, feelings and personal style of others;
  • proofreads and corrects final draft by applying knowledge of language in context appropriate for the grade;
  • publishes final product, paying attention to a range of complex presentation and design elements.

Learning Outcome 5:  Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

• Uses language to think and reason:
  • applies thinking and reasoning skills in a variety of contexts across the curriculum and in personal circumstances;
  • recognises and discusses the author’s central point and perspective within different types of text;
  • analyses cause and effect in greater depth, in literary texts and texts from across the curriculum (e.g. by looking at underlying causes beyond the obvious);
  • develops and uses arguments in ways that:
    • make the logic clear to the reader or listener,
    • anticipates responses and objections;
  • presents a counter- argument, and provides alternatives;
  • uses factual information and interprets statistics with increasing confidence to support argument;
  • draws on own experience and contrasts it with that of others to illustrate a point of view;
  • uses questions, inference and analysis to develop critical thinking, and for problem solving.
• Uses language to investigate and explore:
  • asks challenging questions on national and cross-curricular issues (e.g. HIV/AIDS, rise in interest rates);
  • recognises when a speaker or source is ambiguous, abuses evidence or makes unfounded claims, and asks relevant questions to get more accurate information;
  • questions and weighs options;
  • explores a variety of approaches to plan, organise, and present research on a topic (for Languages and other Learning Areas);
  • considers different perspectives when selecting information;
  • extends sources and methods for locating relevant information (e.g. electronic and other media such as newspaper archives, documentary films, specialist libraries);
  • works on increasingly complex projects across Learning Areas and produces a synthesised product.
• Processes information:
  • develops note-taking and note-making skills (e.g. selects, sequences, classifies and organises information using lists, mind maps, graphs), and includes citation and reference details;
  • chooses best and most appropriate information from various sources and individuals, and synthesises contributions with own ideas into a coherent piece of work or presentation;
  • changes information from one format or language to another (transcoding or translation);
  • evaluates reliability and validity of information from print and other media sources (e.g. on current affairs issues);
  • writes and speaks using increasingly more complex language and grammatical structures for clarity and substance.
• Thinks creatively:
  • visualises, predicts, fantasises and empathises with increasing sensitivity to make meaning and solve problems;
  • imagines possibilities and alternatives to expand thinking (hypothesises and speculates);
  • uses a variety of modes to explore and extend ideas (e.g. writes, draws, dances, role-plays);
  • considers differences and consolidates their use creatively and positively (e.g. differences in experience, culture, interest and personality);
  • compares how different languages express concepts, in different Learning Areas and create links to help understanding and assist in problem-solving.
• Uses language to reflect:
  • reflects on and evaluates the quality and accuracy of information in own work and that of others;
  • reviews own critical reading, writing and listening skills, habits and experiences, and notes strengths and areas for development;
  • reflects, and then asks critical questions and challenges views (including the challenging of stereotypes) on what is seen, heard and read;
  • modifies own views, where relevant, after hearing or reading the views of others.

Learning Outcome 6:  Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment standards

We know this when the learner:

• Works with words:
  • uses a wide range of strategies to spell unfamiliar words and discusses the strategies used;
  • creates personal spelling list and dictionary of words across the curriculum and analyses what types of words give problems;
  • uses the dictionary and thesaurus competently, confidently and regularly to research spelling, derivation and development of words;
  • uses common abbreviations and acronyms appropriately;
  • explains and uses word families and words of the same field to develop vocabulary in context;
  • uses common prefixes and suffixes to work out meaning;
  • discusses how languages borrow words from one another, how words change meaning with time, and how new words are coined.
• Works with sentences:
  • identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles;
  • uses a variety of subordinate clauses correctly and appropriately (e.g. ‘If it rains, I will take an umbrella.’);
  • uses the passive voice to focus on the object of a sentence (e.g. ‘Gold is mined in South Africa.’), and to remove the agent (e.g. ‘The man was tortured.’);
  • analyses the grammatical differences between statements, questions, commands, instructions and exclamations;
  • identifies and analyses the components of a sentence such as subject, verb, object, main and subordinateclause, and explains the function of each;
  • uses a range of punctuation appropriately (e.g. colons, brackets to show something is in parentheses).
• Works with texts:
  • varies use of topic and supporting sentences (e.g. putting topic sentence at end) to develop coherent paragraphs;
  • uses connecting words such as ‘while’ to develop a logical line of thought in a paragraph;
  • links sentences in cohesive paragraphs using, for example, connecting words such as ‘however’, synonyms and antonyms, and repeating words.
• Develops awareness and use of style:
  • uses and discusses a variety of sentence lengths;
  • distinguishes between formal and informal language and explains when each style is appropriate;
  • avoids verbosity and ambiguity;
  • uses idioms and idiomatic expressions of the language appropriately and creatively.
• Develops critical language awareness, for example:
  • identifies connotative meanings, denotative meanings, implied meanings and multiple meanings;
  • analyses manipulative language and rhetoric without the emotional undertones;
  • examines how language is used to construct gender, race, the environment, health, etc., and how the reader is positioned - suggests ways of r ewriting texts to create other possibilities.
• Uses meta-language (terms such as collocation, coherent, cohesive, logical, semi-colon).