Revised National Curriculum Statement Grades R-9 (Schools) - Grade R
Learning Area: Languages - First Additional 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:
- Understands short, simple, dramatised stories:
- joins in choruses at appropriate points (e.g. ‘He huffs and he puffs and he blows the house down.’);
- draws a picture of the story;
- connects the story to own life, with discussion in the home language.
- Understands simple oral instructions by responding physically (e.g. ‘Come here, please.’).
- Shows respect for classmates by giving them a chance to speak, and by listening to them.
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:
- Uses and responds appropriately to simple greetings and farewells, and thanks people.
- Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation.
- Uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’.
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:
- Recognises some high-frequency words in the media (brand names) and the environment (‘STOP’, ‘GO’).
- Reads picture books.
- Names the sound own name begins with (first step in phonemic awareness).
- Learns rhymes and songs which develop phonemic awareness (e.g. ‘We’re going to the zoo, zoo, zoo; you can come too, too, too.’).
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:
- Draws pictures on which the teacher writes labels.
- Understands that writing and drawing are different.
- Understands the purpose of writing - that it carries meaning.
- Copies simple words already known orally.
- Makes attempts at writing, such as trying to write own name.
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:
- Understands concepts and some vocabulary relating to:
- identity (e.g. ‘My name is...’);
- number (e.g. one, two);
- size (e.g. big, small);
- colour (e.g. red, yellow).
- Identifies similarities (e.g. by responding to an instruction such as ‘Put all the yellow ones together.’).
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:
- Shows some understanding of question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’).
- Shows some understanding of the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’).
- Shows some understanding of imperatives in oral texts (e.g. ‘Come here.’ ‘Don’t sit down.’).
- Shows some understanding of modal verbs in oral texts (e.g. ‘I can skip/run/jump.’).
- Shows some understanding of negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’).
- Shows some understanding of plurals of nouns (e.g. book, books), including some irregular forms (e.g. tooth, teeth) in oral texts.
- Shows some understanding of personal pronouns in oral texts (e.g. I, he, she, you, we, they).
- Shows some understanding of prepositions in oral texts (e.g. in, at, on, to).
- Shows some understanding of adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts.
- Understands between 200 and 500 common words in oral texts in context.