ICEBREAKER: PLEASE INTRODUCE YOUR

PARTNER

• What emoji represents you today?

• When you are packing for a trip, what is the one thing
(other than clothes) you always bring?
• If you could safely eat any inedible object, what would
it be?
• If you could pick up a new skill in an instant, what
would it be?
• What’s something people don’t know about you?
 INTRODUCTION:

Purpose:
• Diagnostic report and revision slides
• Unpacking week-end
• Feedback from districts implementing model
• How to integrate Phakama live lessons
• Dividing teams
• Working sessions
• Consolidation
Diagnostic report

Slide 4
 Diagnostic Report 2024
1. Lack of Understanding of Instructional Verbs
2. Failure to Express Ideas Clearly and
Concisely
3. Lack of Critical Analysis and Evaluation Skills
GENERAL
4. Poor Reading Comprehension Skills FINDINGS
5. Disregard for Mark Allocation and Inadequate
Responses
6. Over-Reliance on Past Papers
 Diagnostic Report 2024
1. Teach reading skills, analysis of questions and
vocabulary enrichment.
2. Motivate learners to read on an ongoing basis
3. Expose learners to a range of visual texts, good
verbal texts as well as audio texts to develop their
comprehension skills. COMPREHENSION
4. Learners must be taught to scrutinise questions for TEST
key words and instructions, like name, explain and
state, to ensure that they understand the questions
fully.
5. Key words and instruction verbs used in questions should
be mediated on an ongoing basis.
6. Should teach learners how to formulate opinions
based on a given text and to provide
substantiation. Examples should be used to
demonstrate how opinion-based questions should
be answered.
7. Teach learners to find meaning below the surface of
 Diagnostic Report 2024
1. Candidates did not adhere to the
instruction to write a summary on how
to be more active while doing
everyday activities.
2. A few candidates quoted instead of SUMMARY
using their own words.
3. Some candidates did not adhere to
the word limit of 70 words.
4. Many candidates copied the format of
the marking guidelines of previous
papers.
 Diagnostic report 2024
The following challenges were noted:
1. Lacked the necessary skill to identify the need
to which the advertiser appeals. They focused
on the target audience instead
2. Many candidates did not give two points to Advertisements
account for the inclusion of the visual of the
bottle and the box.
3. Many candidates quoted phrases or irrelevant
words.
4. Did not provide an appropriate synonym for
'blocked' in the context of the advertisement.
They presented responses that were not
meaningful in the given context.
5. Performed poorly in open-ended question.
Many candidates scored only one mark as they
were unable to explain the link between the
 Diagnostic report 2024
The following challenges were noted:
1. Candidates performed poorly in the unusual
question which required them to explain why the
visual in the frame was different.
2. Candidates did not refer to specific visual and CARTOONS
verbal clues that conveyed that Mr Wilson was
unhappy. They provided vague responses.
3. Most candidates were unable to explain how
the cartoonist succeeded in stereotyping Mr
and Mrs Wilson as elderly.
4. Open-ended question was challenging for
most candidates. They struggled to identify
the humour.
 Diagnostic Report 2024
1. Refer to the CAPS document which lists the
language structures and conventions which are to be
taught
2. Learners must be familiar with terms such as
reported speech, homonym/synonym/antonym.
LANGUAGE AND
3. Include frequent exercises and class tests to monitor EDITING
the learners' progress and identify problem areas for
remediation.
4. Remedial work after tests and examinations, and
after any written work, will yield quality feedback to
learners and impact positively on their results.
5. Past question papers are useful revision tools, but
they should not become a limiting or prescriptive
source. Learners deserve to be given as many
opportunities as possible to interact with texts from a
broad range of sources.
 Diagnostic Report 2024
1. Candidates answered questions on genres they did
not study,
2. Many candidates presented more than the
required number of points to questions that
required only a certain number of responses
3. Literature
A few candidates were unable to respond to
level 1 and 2 questions correctly. This is an
indication of a lack of preparation, a lack of
proper teaching, or a combination of these
4. The questions which tested setting posed a
challenge to many candidates.
5. They were unable to identify both the time
and place and could often only score one of
the two marks, as they were able to identify
the place but responded to the time element
as the literal time such as morning or
afternoon.
 Diagnostic Report 2024
6. Many candidates were unable to change a
single word to make a statement true
7. Most candidates were unable to explain
the relevance of a figure of speech
8. Many candidates could not identify the tone
correctly nor could they explain why it was Literature
used in the given lines.
9. Several candidates were unable to respond
effectively to the questions testing irony. They
could neither identify nor explain the irony,
which led to the loss of both marks.
10. Many candidates struggled with the
questions testing the state of mind of the
characters.
 Diagnostic Report 2024
11. Many candidates had challenges in providing
well-developed responses to the question on
theme even though the themes were given

12. Some candidates had difficulty scoring full Literature

marks for the opinion-based questions as
they did not provide evidence from the
texts to substantiate their responses.
 Diagnostic Report 2024
1. Essay topics must be analysed.

2. Use correct structure with a striking introduction

and strong conclusion.
3. Editing should be an integral part of the drafting
stage. Learners must re-read their work and Paper 3
eliminate incoherence and other mistakes. Essay writing
4. Learners should be given guidance on how to
interpret visual texts. This can be done by exposing
them to pictures and allowing them to practise in
class.
5. Learners must be encouraged to adhere to the
required length of the essay.
 Diagnostic Report 2024
1. Teach formats.
2. Teachers should guide learners on how to
identify the audience of a question in order
to use the appropriate tone and register Paper 3
required. Transaactional
writing
3. Learners should be taught to plan,
proofread, and edit their work
4. Learners must be encouraged to adhere to
the required length of the essay.
40 60 80 Strategy

Slide 16
What is key for learners to achieve 30%, 50% & 80%

20 February 2023

Renske Pieterse

Afrikaans and English First Additional Languages

• Key activities
Activity/Intervention to achieve 40% in First Additional
Skills/NSC Languages: Paper 1
Question/Content
• COMPREHENSION: • Vocabulary enrichment-words/phrases can be extracted from their prescribed
PARAPHRASING using a literary texts or from the news/current events/trending topics.
maximum of 4 words from • Skills in reading and decoding level 1 and 2 questions.
a sentence in the • Identify the main ideas/themes.
comprehension passage. • Focus on the literal meaning of words/phrases.
• Teaching learners how to • Answering techniques and the mark allocation.
unpack basic level 1 and 2 • Word attack skills to find meaning of unfamiliar words in a reading passage.
(lower order) questions
using past exam papers.

• SUMMARY: Techniques • Focus on the INSTRUCTION in the question.

on how to obtain the • Identify the central idea/subject of the passage.
gist/central idea of the • Then identify 7 points linked to the topic/instruction.
passage. • Underline the key words that relate to the topic.
• Simplifying sentences. • Make slight alterations to the passage to score 7/10.
• Delete draft.
 Activity/Intervention
Key activities to achieve 40%Skills/NSC Question/Content
in First Additional Languages: Paper 1
• Methods of analysing LANGUAGE IN CONTEXT:
advertisements and • Study advertising skills and techniques. Use past exam papers and
cartoons. Question Banks as practice exercises.
• Identify advertising • Study advertising terminology, for example ‘logo’, ‘slogan’, ‘target audience’
techniques/cartoon and ‘visual and verbal techniques’ regularly.
analysis techniques using • Study cartoon techniques with focus on body language, verbal and visual
examples from past exam clues, humour.
papers and Question • Understand basic grammar rules – punctuation, concord, prefix and suffix,
Banks. direct and reported speech, active and passive voice, parts of speech.
• Revise grammar rules
studied in grade 10 and
11.
 Key activities to achieve 40% Skills/NSC
Activity/Intervention in First Additional Languages: Paper 2
Question/Content
Analysis of chosen genres: • Improve vocabulary skills – compile a vocabulary list.
Novel, Drama, Short • Basic analysis selected genre: focusing on Figurative and literal
Stories or Poetry. meaning, Plot, Poetic devices and Figures of speech, Tone, State of
mind, Theme, Titles in relation to genre, Characterisation.
• Use Mind the Gap study guides to assist in summarising genre. Answer
all the contextual questions as practice exercises.
• Short Stories: Summarise each story on summary sheet.
• Refer to Novel and Drama questions in previous question papers to
practise answering techniques.
• Focus on mark allocation.
 Key activities to achieve 40% in First Additional Languages: Paper 3 & 4
Activity/Intervention Skills/NSC Question/Content
Creative Writing- Essay • Use the “MENU” method when selecting topics – ( select
and Transactional Longer topic that appeals to your tastebuds) - Learners must write
and Shorter Writing about their personal experiences. Select topics they really
understand; focus on improving reflective writing and responding
to visuals.
• Pay attention to sentence construction, concord, tense and
paragraphing.
• Use the Creative Writing Self-Study Guide for all transactional
writing formats, methodology and practice exercises.

ORAL ACTIVITIES/SBA: • Teach learners how to research, practise and deliver speech.
• Listening • ‘Prepare’ for unprepared speech.
Comprehension(10) • Provide learners with skills on how to select a reading passage of
• Prepared Speech(20) the correct length that they understand, read with meaning and
• Unprepared Reading
Aloud/ Unprepared reading aloud skills.
speech (20) • Strive to obtain 60% average for all 4 tasks (30/50).
• Emphasis the importance of completing all Oral tasks.
• Motivate learners to complete all SBA tasks striving to obtain a
minimum of 50% for each task.
 Key activities to achieve 50%- 80% in First Additional Languages
• Encourage study groups to discuss all additional work done and
literature genres.
• Provide learners with additional reading material (internet articles/
magazines/newspapers) to encourage reading with understanding. Set a
few generic questions re Topic, Diction, Message, Appreciation and
rating success of article to deliver a message.
• Provide learners with the on-line lessons link to ensure they get
sufficient practice in answering Level 3, 4 and 5 questions in Paper 1
and 2. Let them mark their work and then study the notes on questions
incorrectly answered to improve performance. Focus on obtaining 100%
for Visual literacy.
• Ensure that learners read genres again at home. Follow-up on
summaries of the setwork and provide feedback.
 Key activities to achieve 50%- 80% in First Additional Languages
• Ensure that learners understand mark allocation and question
words.
• Provide sufficient opportunity for critical thinking (discussion,
debate).
• Provide detailed feedback on creative writing. Make use of
peer-assessment to improve writing. Focus on responding to
visuals and practising writing discursive essays and
responding to visuals.
• Oral activities: encourage learners to practise their speeches
and reading in the study groups to ensure better delivery and
obtaining 60% average for orals.
Unpacking revision

Slide 24
 English FAL and Afr FAL : REVISION / LAST PUSH STRATEGIES
Paper Last Push Strategy Topics Time Strategies to improve Learner
required for Performance
each Topic

Comprehension test 3 hours • Focus on 40 50 80 % strategy

• Practise exam techniques:
Summary 1 hour analysing questions, reading
strategies.
Visual Literacy - 1 hour
• Use Quick Wins notes to practise
Advertisements
answering Level 1,2 and 3
1 Visual Literacy - Cartoons 1 hour questions while referring to
previous question papers.
Language structures and 1 hour
• Revise using previous questions
conventions
papers.
• (EFAL – view Phakama
recordings)
 English FAL and Afr FAL : REVISION / LAST PUSH STRATEGIES
Paper Last Push Strategy Topics Time Strategies to improve Learner
required for Performance
each Topic
Genre 1 3.5 hours • Focus on 40 50 80% strategy
• Use exam writing techniques to
practise analysing questions.
• Ensure learners use summary sheet
to summarise each genre – (plot,
Genre 2 3.5 hours characters, figures of speech, tone).
2 • Use ‘Quick Wins’ notes to practise
answering Level 1,2 and 3 questions
while referring to previous question
papers.
• (EFAL – view Phakama recordings)
 English FAL and Afr FAL : REVISION / LAST PUSH STRATEGIES
Last Push Time Strategies to improve Learner Performance
Strategy required for
Topics each Topic
Essay 2 hours • Planning and Mind Mapping: Practice 10-minute
planning routines for brainstorming: Intro–Body–
Conclusion outlines.
• Focus on writing appealing openings: Action, dialogue,
description, question, or flashback.
• Ensure learners use checklists for editing writing.
3 • (EFAL – view Phakama recordings)
Longer 1 hour • Revise formats of Longer Transactional writing
Transactio (Letters, Obituary, Dialogue, Speech)
nal Writing • (EFAL- view Phakama recordings)
Shorter 1 hour • Revise formats of Shorter Transactional writing
Transactio (Diary, SMS, Posters/Advertisements)
nal writing • (EFAL- view Phakama recordings)
Way forward

Slide 28
Unpacking weekend:
• Saturday 9h00-13h00: develop activities in
subsections
• Saturday 14h00-19h00: Consolidate activities
for each paper
• Sunday 8h00-12h00:
• Present learner revision planners
• Train on time management and goal-setting
• Facilitate learner action planning
• Demonstrate ATP coverage adherence
• Guide weekly consolidation
Facilitate strategic Prelim planning
•12h00-13h00Post-test and evaluation
Feedback from DSAs

Slide 30
Working teams

Slide 31
• Teams
• Paper 1:
• Elizabeth Scheepers: Leader and Comprehension
• Hermien Steyn – Comprehension Test
• Daphney Radebe - Summary
• Peggy Moatshe - Cartoon
• Gugulethu Radebe -Advertisement
• Felicia Mnyani – Language and Editing
• Paper 2:
• Elizabeth Meyer: Leader
• Malibonge Gule
• Thandi Ntsoele
• Shadrack Chauke
• Paper 3:
• Leader
• Marina Seeley
• Liza Bipin
• Albertina Sekogo
Task:
• Use templates provided
• Develop Learner guide and Teacher Guide with solutions
• Develop PowerPoint for DSA training
• Learner Guide:
• Develop summary page for each section
• Exam preparation notes
• Keep diagnostic report in mind
• Develop 3 activities – number activities
• Teacher Guide:
• Provide pointers on how to deal with each section
• Add question: How will you teach this to learners?
• During training teachers will be treated as learners
Example of summary sheet
 Resources

• SSIP material
• Previous SSIP B material
• CAPS
• Diagnostic report
• Use Revision slides to guide timeframe
• Use Quick wins and Last Push PowerPoints
• Roadshow slides
• DO NOT USE PREVIOUS NSC PAPERS
THANK YOU