NATIONAL POLICY PERTAINING TO THE PROGRAMME AND

NATIONAL POLICY PERTAINING TO THE PROGRAMME AND PROMOTION

REQUIREMENTS OF THE NATIONAL CURRICULUM STATEMENT

GRADES R - 12

National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R – 12 published as Government Notices

No. 1115 and 1116 in Government Gazette No. 36042 of 28 December 2012 and

amended as:

Government Notices 499 and 500 in Government Gazette, No. 36465 dated 17 May

2013;

Government Notices 564 in Government Gazette, No. 37840 dated 18 July2014;

Government Notices 625 and 626 in Government Gazette, No. 37910 dated 13

August 2014;

Government Notices 236 and 237 in Government Gazettes, No. 38950 dated 20

March 2015.

Government Notices 1161 in Government Gazette, No. 39435 dated 20 November

2015.

iii

Department of Basic Education

Sol Plaatje House

222 Struben Street

Private Bag X895

Pretoria 0001

South Africa

Tel: +27 12 357-3000

Fax: +27 12 323-6601

120 Plein Street

Private Bag X9023

Cape Town 8000

South Africa

Tel: +27 21 465-1701

Fax: +27 21 461-8110

http://www.education.gov.za

http://www.thutong.doe.gov.za

CONTENTS

ABBREVIATIONS AND ACRONYMS vii

GENERAL EXPLANATORY NOTE viii

DEFINITIONS ix

CHAPTER 1: INTRODUCING THE POLICY FOR THE PROGRAMME

AND PROMOTION REQUIREMENTS OF THENATIONAL

CURRICULUM STATEMENT GRADES R - 12 1

1. PURPOSE OF THE DOCUMENT 1

2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL

CURRICULUM STATEMENT GRADES R -12 2

CHAPTER 2: GENERAL REQUIREMENTS OF THE GENERAL

EDUCATION AND TRAINING BAND, GRADES R – 9 3

3. DURATION 3

4. CONCESSIONS 3

CHAPTER 3: FOUNDATION PHASE, GRADES R - 3 6

5. APPROVED SUBJECTS 6

6. PROGRAMME REQUIREMENTS FOR GRADES R - 3 8

7. PROGRESSION REQUIREMENTS FOR GRADES R - 3 9

8. ASSESSMENT 11

9. RECORDING AND REPORTING 11

10. TIME ALLOCATION 12

CHAPTER 4: INTERMEDIATE PHASE, GRADES 4 - 6 14

11. APPROVED SUBJECTS 14

12. PROGRAMME REQUIREMENTS FOR GRADES 4 - 6 16

13. PROVISOS 17

14. PROGRESSION REQUIREMENTS FOR GRADES 4 - 6 18

15. ASSESSMENT 19

16. RECORDING AND REPORTING 19

17. TIME ALLOCATION 20

CHAPTER 5: SENIOR PHASE, GRADES 7 - 9 22

18. APPROVED SUBJECTS 22

19. PROGRAMME REQUIREMENTS FOR GRADES 7 - 9 25

20. PROVISOS 26

21. PROMOTION REQUIREMENTS FOR GRADES 7 - 9 27

22. ASSESSMENT 28

23. RECORDING AND REPORTING 29

24. TIME ALLOCATION 30

CHAPTER 6: FURTHER EDUCATION AND TRAINING:

GRADES 10 - 12 31

25. DURATION 31

26. ENTRANCE REQUIREMENTS FOR FURTHER EDUCATION

AND TRAINING, GRADES 10-12 31

26A STUDY PATHWAYS FOR GRADES 10-12 32

27. PROGRAMME REQUIREMENTS FOR GRADES 10 – 12 33

28. PROVISOS 35

29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12 39

30. ASSESSMENT IN GRADES 10 AND 11 40

31. ASSESSMENT IN GRADE 12 41

32. RECORDING AND REPORTING 41

33. CONCESSIONS 42

34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT

FOR LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING 45

35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12 49

36. TIME ALLOCATION 50

37. CERTIFICATION REQUIREMENTS 51

38. SUPPLEMENTARY EXAMINATIONS 53

CHAPTER 7: REPEAL OF POLICY AND TRANSITIONAL ARRANGEMENTS 54

39. REPEAL OF POLICY 54

40. TRANSITIONAL ARRANGEMENTS 55

41. SHORT TITLE AND COMMENCEMENT 57

ANNEXURE A: APPROVED SUBJECTS LISTED IN TERMS OF THE

ORGANISING FIELDS OF THE NQF 58

ANNEXURE B: APPROVED SUBJECTS THAT COMPLY WITH THE

PROGRAMMEREQUIREMENTS OF GRADES 10 – 12 59

ANNEXURE C: RECOGNITION OF SUBJECTS NOT LISTED IN THE

NATIONAL CURRICULUM STATEMENT GRADES R-12 65

ANNEXURE D: SUBJECT CODING FOR ASSESSMENT PURPOSES 68

vii

ABBREVIATIONS AND ACRONYMS

GET General Education and Training

FET Further Education and Training

LOLT Language of Learning and Teaching

NCS National Curriculum Statement

NQF National Qualifications Framework

NSC National Senior Certificate

SAQA South African Qualifications Authority

viii

DEFINITIONS

“assessment body” – means an assessment body as defined in the

General and Further Education and Training Quality Assurance Act, 2001 (Act No. 58 of

2001);

“candidate” - means a learner who has enrolled in his or her Grade 12-year of the

National Senior Certificate programme and who has registered for the National Senior

Certificate final examinations;

“certification” – means the formal recognition of a qualification or part qualification

awarded to a successful learner;

“condonation” – means the relaxation of promotion requirements as contemplated in

paragraph 29(1)(b) of this document;

“Curriculum and Assessment Policy Statements” - means the policy documents

stipulating the aim, scope, content and assessment for each subject listed in the National

Curriculum Statement Grades R – 12;

“Department of Basic Education”- means the national department responsible for

basic education, Grades R-12;

“Deaf learner” – means a learner who is either in a special school in terms of section

5(6) of the South African Schools Act, 1996 (Act No. 84 of 1996), or in an ordinary school

where he or she has been assessed and verified by a registered health professional as

Deaf. Such a Deaf learner may, in terms of section 6(4) of the South African Schools Act,

1996, offer South African Sign Language, which has the status of an official language for

the purposes of learning, as a language of learning and teaching in lieu of the second

required official language;

“evidence of learner performance” - means the learner’s work that is used to compile

his or her internal assessment mark;

“examination” – means the conduct of an end-of-term and/or once-off end-of-year

assessment;

“external assessment” – means any assessment activity, instrument or programme

where the design, development and implementation has been initiated, directed and,

coordinated by Provincial Education Departments and the Department of Basic

Education either collectively or individually;

“First Additional Language level” – means the language proficiency level that reflects

the basic intercultural and interpersonal communication skills needed in social situations

and the cognitive academic skills essential for learning across the curriculum. The First

Additional Language level can be used as the language of teaching and learning from

the Intermediate Phase onwards;

“full-time candidate” - means a candidate who has enrolled for tuition in a full-time

capacity at a public or independent school or any other registered institution and who

presents the required number of subjects as stipulated in the policy document, National

policy pertaining to the programme and promotion requirements of the CS Grades R –

12;

“grade” - means a grade as defined in the South African Schools Act, 1996 (Act No. 84

of 1996);

“Head of Department” - as defined in the South African Schools Act, 1996 (Act No. 84

of 1996);

“Head of an assessment body” - means the Head: Education of a provincial education

department or the Head of an independent assessment body;

“Head of the institution” - as defined in the South African Schools Act, 1996 (Act No.

84 of 1996);

“Home Language level” - means the language proficiency level that reflects the mastery

of interpersonal communication skills required in social situations and the cognitive

academic skills essential for learning across the curriculum. This level also provides

learners with a literary, aesthetic and imaginative ability that will provide them with the

ability to create, imagine, and empower their understandings of the world they live in;

“immigrant candidate” - means a learner as contemplated in paragraph 4(1)(a) of this

document;

“independent school” - means a school registered or deemed to be registered in terms

of section 46 of the South African Schools Act, 1996 (Act No. 84 of 1996);

“internal assessment” - means an assessment, contemplated in section 1 of the

General and Further Education and Training Quality Assurance (Act No. 58 of 2000);

“language levels” – means the proficiency levels at which all official and non-official

languages are offered at school, i.e. Home Language, First Additional Language and

Second Additional Language levels;

“learner” - as defined in the South African Schools Act, 1996 (Act No. 84 of 1996);

“learner who experiences barriers to learning” – refers to any learner who has

difficulties in accessing the curriculum due to factors that serve as barriers;

“MEC” - means a Member of the Executive Council, contemplated in section 1 of the

South African Schools Act, 1996 (Act. No. 84 of 1996);

“Minimum outcomes and standards” – means the minimum level at which a learner

must attain the content and assessment requirements for all subjects listed in the

National Curriculum Statement Grades R – 12 as specified in the Curriculum and

Assessment Policy Statements. It also includes the programme and promotion

requirements for Grades R-12 as stipulated in paragraphs 6, 7, 12, 14, 19, 21, 27 and 29

of this document;

“National Qualifications Framework (NQF)” – means the ten-level framework to

provide for the registration of national standards and qualifications as contemplated in

the National Qualifications Framework Act, 2008 (Act No. 67 of 2008);

“National Senior Certificate” – means a qualification at Level 4 on the National

Qualifications Framework (NQF) which is awarded to Grade 12 candidates who comply

with the national policy requirements set out in the policy document, National policy

pertaining to the programme and promotion requirements of the National Curriculum

Statement Grades R – 12;

“part-time candidate” means a Grade 12 learner who has enrolled at an institution for

part-time studies and may enroll for any number of subjects in one examination sitting;

“progression” – means the advancement of a learner from one grade to the next,

excluding Grade R, in spite of the learner not having complied with all the promotion

requirements. Progression can be used to prevent a learner from being retained in a

phase for a period exceeding four years as stipulated in the Admission policy for ordinary

public schools as published as Government Notice 2432, Government Gazette, Vol. 400,

No. 19377 of 19 October 1998, provided that the underperformance of the learner in the

previous grade is addressed in the grade to which the learner has been promoted;

“promotion” – means the movement of a learner from one grade to the next when that

learner meets the minimum required level of achievement per subject in a particular

grade, as well as complying with the promotion requirements of that grade as

contemplated in the policy document; National policy pertaining to the programme and

promotion requirements of the NCS Grades R-12;

“processes and procedures for the assessment of learner achievement” – means

the conduct, administration and management of internal assessment, end-of year

examination, and the final National Senior Certificate examination as stipulated in the

policy document, National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R – 12, the policy document,

National Protocol for Assessment Grades R – 12, the Curriculum and Assessment Policy

Statements of all approved subjects, and the policy document, National policy on the

conduct, administration and management of the National Senior Certificate: A

qualification at Level 4 on the National Qualifications Framework (NQF);

“Provincial Education Department” - means an education department, contemplated

in section 1 of the Employment of Educators Act, 1998 (Act No. 76 of 1998);

xii

“qualification” – means a registered qualification as contemplated in the National

Qualifications Framework Act, 2008 (Act No. 67 of 2008);

“repeat candidate” - means a candidate who has failed the Grade 12-year of the

National Senior Certificate examination and/or the supplementary examination, or who

wants to improve his or her National Senior Certificate examination results, and who

wants to repeat the Grade 12-year or a subject, as a full-time learner or part-time

candidate respectively;

“Second Additional Language level” - means the language proficiency level that

focuses on the basic interpersonal communication skills needed in social situations and

include intercultural communication. It is intended to further multilingualism. Although

reading and writing will be developed, at this level the emphasis will be on developing

listening and speaking skills;

“school” – as defined in the South African Schools Act, 1996 (Act No. 84 of 1996);

“school-based assessment” – means assessment as defined in the policy document,

National Protocol for Assessment Grades R-12, Government Gazette No. 34600 of 12

September 2011;

“supplementary examination” - means an examination granted under special

conditions to a full-time, repeat and part-time candidates in the year following the

National Senior Certificate examination;

“teacher file” - means the recording and planning documents used by the teacher,

namely the formal programme of assessment, evidence of learner

assessment/performance, all formal assessment tasks and marking guidelines, annual

teaching plan/work schedule, textbook used and other resources,

“technical school” – means a focussed secondary school with a specialied

infrastructure and specialised resources for the completion of the practical component of

at least two of the following technology subjects, namely Civil Technology, Electrical

Technology and Mechanical Technology, as well as Engineering Graphics and Design;

xiii

“technology subject (specialisation)” - means a focused technology subject with

content matter related to industry of which specific aspects are assessed by means of a

practical assessment task or practical examination. In this policy the technology subjects

with specialisation are: Civil Technology, Electrical Technology, Mechanical Technology

and Engineering Graphics and Design;

“Umalusi” – means Umalusi, the Council for Quality Assurance in General and Further

Education and Training established in terms of the General and Further Education and

Training Quality Assurance Act, 2001 (Act No. 58 of 2001).

CHAPTER 1

INTRODUCING THE POLICY FOR THE PROGRAMME AND PROMOTION REQUIREMENTS

OF THE NATIONAL CURRICULUM STATEMENT GRADES R - 12

1. PURPOSE OF THE DOCUMENT

(1) Section 3(4)(l) of the National Education Policy Act, 1996 (No. 27 of 1996) makes

provision for the determination of national education policy regarding curriculum

frameworks, core syllabuses and education programmes, learning standards,

examinations and the certification of qualifications. This provision is subject to the

provisions of any law establishing a national qualifications framework or a

certifying or accrediting body.

(2) The policy stipulated in this document applies to public ordinary and special

schools and those independent schools that offer the National Curriculum

Statement Grades R – 12, which comprise:

(a) Curriculum and Assessment Policy Statements for all approved subjects

listed in this document;

(b) National policy pertaining to the programme and promotion requirements

of the National Curriculum Statement Grades R – 12; and

(3) The policy document contemplated in subparagraph (2) forms the basis for the

Minister of Basic Education to determine minimum outcomes and standards, as

well as the processes and procedures for the assessment of learner achievement

as stipulated in section 6A of the South African Schools Act, 1996 (Act No. 84 of

1996) which is applicable to public and independent schools.

(4) The outcomes and standards determined in terms of section 6A of the South

African Schools Act, 1996 (Act. No. 84 of 1996) will be translated into regulations

in terms of section 61 of the said Act.

2. THE GROUPING OF SUBJECTS LISTED IN THE NATIONAL CURRICULUM

STATEMENT GRADES R – 12

(1) The National Curriculum Statement Grades R – 12 uses the twelve Organising

Fields of the National Qualifications Framework (NQF) for organising and listing

purposes.

(2) The Organising Fields listed at Annexure A, are used for organising and listing

purposes.

CHAPTER 2

GENERAL REQUIREMENTS OF GENERAL EDUCATION AND TRAINING: GRADES R - 9

3. DURATION

The duration of the General Education and Training Phase is ten years, namely Grades

R - 9. To be promoted to Grade 10 a learner must:

(1) complete the programme requirements for each grade of Grades R – 9

separately; and

(2) comply with the assessment and promotion requirements for each grade of

Grades R - 9 as contemplated in the policy document, National Protocol for

Assessment Grades R – 12, and the Curriculum and Assessment Policy

Statements of the various subjects for each of the three phases of the General

Education and Training Band, namely Foundation, Intermediate and Senior

Phases as listed in this document.

4. CONCESSIONS IN THE GENERAL EDUCATION AND TRAINING PHASE

(1) Immigrants

(a) An immigrant learner is:

(i) a child or a dependent of a diplomatic representative of a foreign

government accredited in South Africa; or

(ii) a person who:

(aa) first enrolled at and entered a South African school in

Grade 7 or a more senior grade, or

(bb) having begun his or her schooling at a school in South

Africa, has attended school outside South Africa for two or

more consecutive years after Grade 3 or its equivalent,

and has subsequently returned to South Africa.

(b) Subject to subparagraph (d) an immigrant learner as contemplated in

subparagraph (a) must offer the two required official languages as

contemplated in paragraphs 12(1) of the Intermediate Phase and 19(1) of

the Senior Phase and comply with the School-Based Assessment

requirements of both official languages offered.

(i) Pass one of the required two official languages as contemplated

in subparagraph (b) on at least First Additional Language level

and obtain a rating of Moderate Achievement (Level 3) in that

language; and

(ii) Subject to subparagraph (e) an immigrant learner must comply

with the Intermediate and Senior Phase promotion requirements

as contemplated in paragraphs 14 and 21 respectively.

(d) An immigrant learner may offer his or her home language in lieu of one

official language, provided that it is an officially approved non-official

language, provided further he or she complies with the Intermediate and

Senior Phase promotion requirements as contemplated in paragraphs 14

and 21 respectively.

(e) To be classified as an immigrant learner, such a learner must be in

possession of:

(i) The relevant official documentation issued by the Department of

Home Affairs; and

(ii) The relevant official documentation issued by the school where

the learner entered the South African school system for the first

time.

(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who experience the

following barriers or any other barriers that impact on a learner’s learning-

(i) A deaf learner must offer the two required official languages as

contemplated in paragraphs 6 of the Foundation Phase, 12(1) of

the Intermediate Phase, and 19(1) of the Senior Phase, however-

(a) he or she must pass one of the required two official

languages on at least First Additional Language level and

obtain a Moderate Achievement (Level 3) in that language;

(bb) an Elementary Achievement (Level 2) in the second official

language;

(cc) comply with the other Foundation or Intermediate or Senior

Phase promotion requirements as contemplated in

paragraphs 7, 14 and 21 respectively.

(ii) Learners with communication and language impairments, e.g.

aphasia and dyslexia must also meet the requirements as set out

in subparagraph (i) above.

(b) White Paper 6 on Special Needs Education: Building an Inclusive

Education and Training System (2001), guides policies related to learners

experiencing barriers to learning.

CHAPTER 3

FOUNDATION PHASE, GRADES R - 3

5. APPROVED SUBJECTS

TABLE 1: OFFICIAL LANGUAGES

SUBJECTS

SUBJECT NUMBER

Grade R

Grade 1

Grade 2

Grade 3

Afrikaans Home Language

13305482

13302842

13302852

13302862

Afrikaans First Additional Language

13312872

13312882

13312892

English Home Language

13305492

13302902

13302912

13302922

English First Additional Language

13312932

13312942

13312952

IsiNdebele Home Language

13305502

13302962

13302972

13302982

IsiNdebele First Additional Language

13312992

13313002

13313012

IsiXhosa Home Language

13305512

13303022

13303032

13303042

IsiXhosa First Additional Language

13313052

13313062

13313072

IsiZulu Home Language

13305522

13303082

13303092

13303102

IsiZulu First Additional Language

13313112

13313122

13313132

Sepedi Home Language

13305532

13303142

13303152

13303162

Sepedi First Additional Language

13313172

13313182

13313192

Sesotho Home Language

13305542

13303202

13303212

13303222

Sesotho First Additional Language

13313232

13313242

13313252

Setswana Home Language

13305552

13303262

13303272

13303282

Setswana First Additional Language

13313292

13313302

13313312

SiSwati Home Language

13305562

13303322

13303332

13303342

SiSwati First Additional Language

13313352

13313362

13313372

Tshivenda Home Language

13305572

13303382

13303392

13303402

Tshivenda First Additional Language

13313412

13313422

13313432

Xitsonga Home Language

13305582

13303442

13303452

13303462

Xitsonga First Additional Language

13313472

13313482

13313492

TABLE 1A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE

PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS

SUBJECT NUMBER

Grade R

Grade 1

Grade 2

Grade 3

South African Sign Language Home

Language

13305832

13305842

13305852

13305862

TABLE 2: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES

SUBJECTS

SUBJECT NUMBER

Grade R

Grade 1

Grade 2

Grade 3

Mathematics

19331462

19331312

19331322

19331332

TABLE 3: HUMAN AND SOCIAL STUDIES

SUBJECTS

SUBJECT NUMBER

Grade R

Grade 1

Grade 2

Grade 3

Life Skills

16341302

16341152

16341162

16341172

6. PROGRAMME REQUIREMENTS FOR GRADES R -3

(1) Grade R

A learner in Grade R in the Foundation Phase must offer the following three (3)

subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home Language level;

(aA) Deaf learners may, subject to paragraph 7(6), introduce South African

Sign Language at Home Language level listed in Table 1A for

communication purposes;

(b) Mathematics as listed in Table 2; and

Education and Personal and Social Wellbeing, as listed in Table 3.

(2) Grades 1 – 3

A learner in Grades 1 – 3 in the Foundation Phase must offer the following four

(4) subjects listed in Tables 1 - 3:

(a) One official language selected from Table 1 at Home Language level;

(b) One official language selected from Table 1 at First Additional Language

level, provided it is not the same official language offered at

subparagraph (a);

(bA) Deaf learners may, subject to paragraph 7(6), select South African Sign

Language at Home Language level listed in Table 1A in lieu of the official

language at First Additional Language level as contemplated in sub-

paragraph (b);

(d) Life Skills, comprising Beginning Knowledge, Creative Arts, Physical

Education and Personal and Social Wellbeing, as listed in Table 3.

7. PROGRESSION REQUIREMENTS FOR GRADES 1 -3

(1) Progression from grade to grade through this phase within the appropriate age

cohort should be the accepted norm, unless the learner displays a lack of

competence to cope with the following grade’s work. A learner, who is not ready

to perform at the next level, should be assessed to determine the level of support

required.

(2) The following are guidelines for determining a learner’s progress in Grade R:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level; and

(b) Moderate Achievement (Level 3) (40%-49%) in Mathematics as

contemplated in paragraph 6(1)(b).

(3) The following are guidelines to determine whether a learner should be permitted

to progress from Grade 1 to 2 and from Grade 2 to 3 in the Foundation Phase:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level as contemplated in paragraph 6(2)(a); and

(b) Moderate Achievement (Level 3) (40%-49%) in the second required

official language at First Additional Language level as contemplated in

paragraph 6(2)(b); or

(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign

Language at Home Language level as contemplated in paragraph

6(2)(bA), if offered by Deaf learners in lieu of an official language at First

Additional Language level; and

contemplated in paragraph 6(2)(c).

(4) A learner may only be retained once in the Intermediate Phase in order to

prevent the learner being retained in this phase for longer than four years.

(5) A learner who is not ready to perform at the expected level and who has been

retained in the first phase for four (4) years or more and who is likely to be

retained again in the second phase for four (4) years or more, should receive the

necessary support in order to progress to the next grade.

(6) Deaf learners, who do not offer South African Sign Language at Home

Language level, may obtain an Elementary Achievement (Level 2) (30—39%) in

one of the two required official languages as contemplated in sub-paragraphs

(3)(a), and (3)(b) above.

8. ASSESSMENT

(1) Learners will be assessed internally according to the requirements specified in

the policy document National Protocol for Assessment Grades R – 12 and the

Curriculum and Assessment Policy Statements of the required subjects as

contemplated in paragraph 6.

(2) The School-Based Assessment mark as determined during the school year will

be 100% of the total mark.

9. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the

National Curriculum Statement Grades R - 12. The various achievement levels

and their corresponding percentage bands are shown in Table 4 below.

TABLE 4: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM STATEMENT

GRADES R - 3

ACHIEVEMENT

LEVEL

ACHIEVEMENT

DESCRIPTION

MARKS

Outstanding Achievement

80 – 100

Meritorious Achievement

70 – 79

Substantial Achievement

60 – 69

Adequate Achievement

50 – 59

Moderate Achievement

40 – 49

Elementary Achievement

30 – 39

Not Achieved

0 – 29

(2) These descriptions are intended to assist teachers to grade learners and grade

them at the correct level.

(3) Teachers must record and report learners’ performance in terms of the

achievement descriptors listed in Table 4.

10 TIME ALLOCATION

(1) The instructional time for subjects in the Foundation Phase is indicated in Table 5

below:

TABLE 5: TIME ALLOCATION PER WEEK

SUBJECT

GRADE R

(HOURS)

GRADES 1-2

(HOURS)

GRADE 3

(HOURS)

Home Language

7/8

First Additional

Language

2/3

3/4

Mathematics

Life Skills

TOTAL

(2) The instructional time for Grades R, 1 and 2 is 23 hours and 25 hours for Grade

(3) Ten (10) hours are allocated for languages in Grades R-2 and 11 hours in Grade

(4) A maximum of eight (8) hours and a minimum of seven (7) hours are allocated

for the language at Home Language level, and a minimum of two (2) hours and a

maximum of three (3) hours for the language at First Additional Language level in

Grades 1-2.

(5) In Grade 3 a maximum of eight (8) hours and a minimum of seven (7) hours are

allocated for the language at Home Language level, and a minimum of three (3)

hours and a maximum of four (4) hours for the language at First Additional

Language level.

(6) The time allocated to breaks, assemblies and extramural activities is excluded

from the time allocation.

(7) Time must be made available to support learners who experience barriers to

learning within the instructional time.

CHAPTER 4

INTERMEDIATE PHASE, GRADES 4 - 6

11. APPROVED SUBJECTS

TABLE 6: OFFICIAL LANGUAGES

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

Afrikaans Home Language

13303502

13303512

13303522

Afrikaans First Additional Language

13313532

13313542

13313552

Afrikaans Second Additional Language

13353562

13353572

13353582

English Home Language

13303592

13303602

13303612

English First Additional Language

13313622

13313632

13313642

English Second Additional Language

13353652

13353662

13353672

IsiNdebele Home Language

13303682

13303692

13303702

IsiNdebele First Additional Language

13313712

13313722

13313732

IsiNdebele Second Additional Language

13353742

13353752

13353762

IsiXhosa Home Language

13303772

13303782

13303792

IsiXhosa First Additional Language

13313802

13313812

13313822

IsiXhosa Second Additional Language

13353832

13353842

13353852

IsiZulu Home Language

13303862

13303872

13303882

IsiZulu First Additional Language

13313892

13313902

13313912

IsiZulu Second Additional Language

13353922

13353932

13353942

Sepedi Home Language

13303952

13303962

13303972

Sepedi First Additional Language

13313982

13313992

13314002

Sepedi Second Additional Language

13354012

13354022

13354032

Sesotho Home Language

13304042

13304052

13304062

Sesotho First Additional Language

13314072

13314082

13314092

Sesotho Second Additional Language

13354102

13354112

13354122

TABLE 6: OFFICIAL LANGUAGES (CONT.)

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

Setswana Home Language

13304132

13304142

13304152

Setswana First Additional Language

13314162

13314172

13314182

Setswana Second Additional Language

13354192

13354202

13354212

SiSwati Home Language

13304222

13304232

13304242

SiSwati First Additional Language

13314252

13314262

13314272

SiSwati Second Additional Language

13354282

13354292

13354302

Tshivenda Home Language

13304312

13304322

13304332

Tshivenda First Additional Language

13314342

13314352

13314362

Tshivenda Second Additional Language

13354372

13354382

13354392

Xitsonga Home Language

13304402

13304412

13304422

Xitsonga First Additional Language

13314432

13314442

13314452

Xitsonga Second Additional Language

13354462

13354472

13354482

TABLE 6A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR

THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

South African Sign Language Home

Language

13305872

13305882

13305892

TABLE 6B: NON-OFFICIAL LANGUAGES

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

German Second Additional Language

13355592

13355602

13355612

Mandarin Second Additional Language

13355962

13355972

13355982

Serbian Home Language

13355622

13355632

13355642

Serbian Second Additional Language

13355652

13355662

13355672

TABLE 7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

Mathematics

19331342

19331352

19331362

Natural Sciences and Technology

19351372

19351382

19351392

TABLE 8: HUMAN AND SOCIAL STUDIES

SUBJECTS

SUBJECT NUMBER

Grade 4

Grade 5

Grade 6

Social Sciences

16351182

16351192

16351202

Life Skills

16341212

16341222

16341232

12. PROGRAMME REQUIREMENTS FOR GRADES 4 -6

A learner must offer and complete six (6) subjects for each of Grades 4 – 6 as

contemplated in subparagraphs (1) to (5) and listed in Tables 6 – 8:

(1) Two (2) official languages selected from Table 6, provided that one of the two

official languages is offered on the Home Language level, and the other official

language on at least First Additional Language level, and provided further that

one of the two languages offered is the language of learning and teaching or the

language of literacy in the case of Deaf Learners;

(1A) Deaf learners may, subject to paragraph 14(5), select South African Sign

Language at Home Language level listed in Table 6A in lieu of the official

language at First Additional Language level as contemplated in sub-paragraph

(1);

(2) Mathematics listed in Table 7;

(3) Natural Sciences and Technology listed in Table 7;

(4) Life Skills listed in Table 8;

(5) Social Sciences listed in Table 8; and

(6) One official or approved non-official language may be offered as an optional

subject on at least Second Additional Language level, provided that in the case

of an official language, the language offered must not be a language offered in

terms of subparagraph (1) above. The Second Additional Language will be

regarded as an additional subject not to be taken into account for promotion

requirements as contemplated in paragraph 14.

(6A) South African Sign Language at Home Language level, listed in Table 6A, may

be offered as an optional subject by non-deaf learners, provided that South

African Sign Language at Home Language level will be regarded as an additional

subject not to be taken into account for promotion requirements as contemplated

in paragraph 14.

(7) Subject to paragraph 4(1)(d) immigrant learners exempted from achieving one

official languages as contemplated in paragraph 4(1)(c)(ii), may offer his or her

home language in lieu of one official language, provided it is an approved

language on at least First Additional Language level as contemplated in

subparagraph (6).

13. PROVISOS

(1) Not more than one language shall be offered from the same language group,

namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(2) The same language shall not be offered on Home Language and First or Second

Additional Language level, or on First and Second Additional Language level.

14. PROGRESSION REQUIREMENTS FOR GRADES 4 -6

(1) Progression from grade to grade through this phase within the appropriate age

cohort should be the accepted norm, unless the learner displays a lack of

competence to cope with the following grade’s work.

(2) The following are guidelines for determining a learner’s progression from Grade 4

to 6 in the Intermediate Phase:

(a) Adequate Achievement (Level 4) (50%-59%) in one official language at

Home Language level as contemplated in paragraph 12(1);

(b) Moderate Achievement (Level 3) (40%-49%) in the second required

official language at First Additional Language level as contemplated in

paragraph 12(1).

(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign

Language at Home Language level as contemplated in paragraph 12(1A),

if offered by Deaf learners in lieu of an official language at First Additional

Language level;

contemplated in paragraph 12(2); and

(d) Subject to subparagraph (e), Moderate Achievement (Level 3) (40%-49%)

in any other two (2) of the remaining approved subjects as contemplated

in paragraphs 12(3), 12(4) and 12(5).

(e) Immigrant learners may be exempted from achieving one official

language as contemplated in paragraph 4(1)(c)(ii), provided they obtain

Moderate Achievement (Level 3) (40%-49%) in all three (3) of the

remaining subjects contemplated in subparagraph (d).

(3) A learner may only be retained once in the Intermediate Phase in order to

prevent the learner being retained in this phase for longer than four years.

(4) A learner who is not ready to perform at the expected level and who has been

retained in the first phase for four (4) years or more and who is likely to be

retained again in the second phase for four (4) years or more, should receive the

necessary support in order to progress to the next grade.

(5) Deaf learners, who do not offer South African Sign Language at Home

Language level, may obtain an Elementary Achievement (Level 2) (30—39%) in

one of the two required official languages as contemplated in sub paragraphs

(2a), and (2b) above.

15. ASSESSMENT

(1) Learners will be assessed internally according to the requirements specified in

the policy document National Protocol for Assessment Grades R – 12 and the

Curriculum and Assessment Policy Statements of the required subjects as

contemplated in paragraph 12.

(2) School-Based Assessment (SBA) is a compulsory component of the promotion

marks. The SBA component conducted during the year must be 75%, and the

final examination component 25% of the promotion mark.

16. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the

National Curriculum Statement Grades R - 12. The various achievement levels

and their corresponding percentage bands are shown in Table 9 below.

TABLE 9: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM STATEMENT

GRADES 4 - 6

ACHIEVEMENT

LEVEL

ACHIEVEMENT

DESCRIPTION

MARKS

Outstanding Achievement

80 – 100

Meritorious Achievement

70 – 79

Substantial Achievement

60 – 69

Adequate Achievement

50 – 59

Moderate Achievement

40 – 49

Elementary Achievement

30 – 39

Not Achieved

0 – 29

(2) These descriptions are intended to assist teachers to grade learners and grade

them at the correct level.

(3) Teachers must record learners’ results in marks and report them as percentages.

(4) The percentage obtained will determine which rating code on the scale of

achievement will be allocated to a learner.

17. TIME ALLOCATION

(1) The instructional time for subjects in the Intermediate Phase is indicated in Table

10 below:

TABLE 10: TIME ALLOCATION PER WEEK

SUBJECT

HOURS

Home Language

First Additional Language

Mathematics

Natural Science and Technology

3,5

Social Sciences

Life Skills

TOTAL

27,5

(2) The instructional time for Grades 4, 5 and 6 is 27,5 hours. The time allocated to

breaks, assemblies and extramural activities is excluded from the time

allocation..

(3) Schools offering an optional language selected from Table 6 on at least Second

Additional Language level as contemplated in paragraph 12(6), or South African

Sign Language at Home Language level contemplated in paragraph 12(6A) may

not use the time allocated for the subjects listed in Table 10. Optional languages

may only be offered if the school can make an arrangement for the allocation of

additional time to the allocated 27,5 hours.

(4) Time must be made available to support learners who experience barriers to

learning within the instructional time.

CHAPTER 5

SENIOR PHASE, GRADES 7 – 9

18. APPROVED SUBJECTS

TABLE 11: OFFICIAL LANGUAGES

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Afrikaans Home Language

13304492

13304502

13304512

Afrikaans First Additional Language

13314522

13314532

13314542

Afrikaans Second Additional Language

13354552

13354562

13354572

English Home Language

13304582

13304592

13304602

English First Additional Language

13314612

13314622

13314632

English Second Additional Language

13354642

13354652

13354662

IsiNdebele Home Language

13304672

13304682

13304692

IsiNdebele First Additional Language

13314702

13314712

13314722

IsiNdebele Second Additional Language

13354732

13354742

13354752

IsiXhosa Home Language

13304762

13304772

13304782

IsiXhosa First Additional Language

13314792

13314802

13314812

IsiXhosa Second Additional Language

13354822

13354832

13354842

IsiZulu Home Language

13304852

13304862

13304872

IsiZulu First Additional Language

13314882

13314892

13314902

IsiZulu Second Additional Language

13354912

13354922

13354932

Sepedi Home Language

13304942

13304952

13304962

Sepedi First Additional Language

13314972

13314982

13314992

Sepedi Second Additional Language

13355002

13355012

13355022

Sesotho Home Language

13305032

13305042

13305052

Sesotho First Additional Language

13315062

13315072

13315082

Sesotho Second Additional Language

13355092

13355102

13355112

TABLE 11: OFFICIAL LANGUAGES (CONT.)

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Setswana Home Language

13305122

13305132

13305142

Setswana First Additional Language

13315152

13315162

13315172

Setswana Second Additional Language

13355182

13355192

13355202

SiSwati Home Language

13305212

13305222

13305232

SiSwati First Additional Language

13315242

13315252

13315262

SiSwati Second Additional Language

13355272

13355282

13355292

Tshivenda Home Language

13305302

13305312

13305322

Tshivenda First Additional Language

13315332

13315342

13315352

Tshivenda Second Additional Language

13355362

13355372

13355382

Xitsonga Home Language

13305392

13305402

13305412

Xitsonga First Additional Language

13315422

13315432

13315442

Xitsonga Second Additional Language

13355452

13355462

13355472

TABLE 11A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR

THE PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

South African Sign Language Home

Language

13305902

13305912

13305922

TABLE 11B: NON-OFFICIAL LANGUAGES

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

German Second Additional Language

13355682

13355692

13355702

Mandarin Second Additional Language

13355992

13356002

13356012

Serbian Home Language

13355712

13355722

13355732

Serbian Second Additional Language

13355742

13355752

13355762

TABLE 12: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Natural Sciences

19351402

19351412

19351422

Mathematics

19331432

19331442

19331452

TABLE 13: HUMAN AND SOCIAL SCIENCES

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Social Sciences

16351242

16351252

16351262

Life Orientation

16341272

16341282

16341292

TABLE 14: ENGINEERING AND TECHNOLOGY

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Technology

15351122

15351132

15351142

TABLE 15 CULTURE AND ARTS

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Arts and Culture

11351152

11351162

11351172

TABLE 16: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES

SUBJECTS

SUBJECT NUMBER

Grade 7

Grade 8

Grade 9

Economic and Management Sciences

12351092

12351102

12351112

19. PROGRAMME REQUIREMENTS FOR GRADES 7 -9

A learner must for each of Grades 7 – 9 offer and complete nine (9) subjects as

contemplated in subparagraphs (1) to (8) and listed in Tables 11 – 16:

(1) Two (2) official languages selected from Table 11, provided that one of the two

official languages is offered on the Home Language level, and the other

language, on either Home or on at least First Additional Language level, and

provided further that one of the two languages offered is the language of learning

and teaching or the language of literacy in the case of Deaf Learners;

(1A) Deaf learners may, subject to paragraph 21(1)(eA)), select South African Sign

Language at Home Language level listed in Table 11A in lieu of the official

language at First Additional Language level as contemplated in sub-paragraph

(1);

(2) Mathematics selected from Table 12;

(3) Natural Sciences selected from Table 12;

(4) Life Orientation from Table 13;

(5) Social Sciences from Table 13;

(6) Technology from Table 14;

(7) Arts and Culture from Table 15; and

(8) Economic and Management Sciences from Table 16.

(9) One official or approved non-official language may be offered as an optional

subject on at least Second Additional Language level, provided that in the case of

an official language, the language offered must not be a language offered in

terms of subparagraph (1) above. The Additional Language will be regarded as

an additional subject not to be taken into account for promotion requirements as

contemplated in paragraph 21.

(9A) South African Sign Language at Home Language level, listed in Table 11A, may

be offered as an optional subject by non-deaf learners, provided that South

African Sign Language at Home Language level will be regarded as an additional

subject not to be taken into account for promotion requirements as contemplated

in paragraph 21.

(10) Subject to paragraph 4(1)(d) immigrant learners exempted from achieving one

official language as contemplated in paragraph 4(1)(c)(ii), may offer his or her

home language in lieu of one official language, provided it is an approved

language on at least First Additional Language level as contemplated in

paragraph4(1)(c)(i).

20. PROVISOS

(1) Not more than one language shall be offered from the same language group,

namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(2) The same language shall not be offered on Home Language and First or Second

Additional Language level, or on First and Second Additional Language level.

21. PROMOTION REQUIREMENTS FOR GRADES 7 -9

(1) Learners in Grades 7-9 will be promoted from grade to grade if they have offered

nine (9) subjects listed in paragraph 19(1) to (8) and have complied with the

promotion requirements in eight (8) of the subjects as contemplated in

subparagraphs (a) to (e), provided the School-Based Assessment component of

the ninth subject has been completed.

(a) Adequate Achievement (Level 4) in one language at Home Language

level as contemplated in paragraph 19(1);

(b) Moderate Achievement (Level 3) in the second required official language

at First Additional Language level as contemplated in paragraph 19(1).

(bA) Moderate Achievement (Level 3) (40%-49%) in South African Sign

Language at Home Language level as contemplated in paragraph 19(1A),

if offered by Deaf learners in lieu of an official language at First Additional

Language level;

paragraph 19(2);

(d) Moderate Achievement (Level 3) in any three (3) of the other required

subjects as contemplated in paragraphs 19(3), 19(4), 19(5), 19(6), 19(7)

and 19(8); and

(e) Subject to subparagraph (f), at least an Elementary Achievement (Level

2) in any two (2) of the other required subjects as contemplated in

paragraphs 19(3), 19(4), 19(5), 19(6), 19(7) and 19(8).

(eA) Deaf learners, who do not offer South African Sign Language at Home

Language level, may obtain an Elementary Achievement (Level 2) (30—

39%) in one of the two required official languages as contemplated in sub

paragraphs. (1a), and (1b) above.

(f) Immigrant learners may be exempted from achieving one official language as

contemplated in paragraph 4(1)(c)(ii), provided they obtain at least an

Elementary Achievement (Level 2) in all four (4) the remaining subjects

contemplated in subparagraph (e).

(2) A learner may only be retained once in the Senior Phase in order to prevent the

learner being retained in this phase for longer than four years.

(3) A learner who is not ready to function at the expected level and who has been

retained in the previous phases for four (4) years or more and who is likely to be

retained again in the third phase for four (4) years or more, should receive the

necessary support in order to achieve an appropriate level of competence as

contemplated in sub-regulation (1) in order to progress to the next grade.

22. ASSESSMENT

(1) Learners will be assessed internally according to the requirements as specified in

the policy document, National Protocol for Assessment Grades R – 12 and the

Curriculum and Assessment Policy Statements.

(2) The end-of-year assessment must consist of an end-of-year examination that is

internally set, marked and moderated, as specified in the policy document,

National Protocol for Assessment Grades R – 12 and the Curriculum and

Assessment Policy Statements.

(3) School-Based Assessment is a compulsory component of the promotion marks.

The School-Based Assessment component must be 40% during the year, and

the final examination component 60% of the promotion mark.

23. RECORDING AND REPORTING

(1) Seven levels of competence have been described for subjects listed in the

National Curriculum Statement Grades R - 12. The various achievement levels

and their corresponding percentage bands are as shown in Table 17 below.

TABLE 17: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM

STATEMENT GRADES 7 – 9

ACHIEVEMENT

LEVEL

ACHIEVEMENT

DESCRIPTION

Outstanding Achievement

80 – 100

Meritorious Achievement

70 – 79

Substantial Achievement

60 – 69

Adequate Achievement

50 – 59

Moderate Achievement

40 – 49

Elementary Achievement

30 – 39

Not Achieved

0 – 29

(2) These descriptions are intended to assist teachers to assess learners and grade

them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and report them as

percentages.

(4) The percentage obtained will determine the rating code on the scale of

achievement.

24. TIME ALLOCATION

(1) The instructional time for subjects in the Senior Phase is indicated in the Table

18 below:

TABLE 18: TIME ALLOCATION PER WEEK

SUBJECT

HOURS

Home Language

First Additional Language

Mathematics

4,5

Natural Science

Social Sciences

Technology

Economic and Management Sciences

Life Orientation

Arts and Culture

TOTAL

27,5

(2) The instructional time for Grades 7, 8 and 9 is 27,5 hours. The time allocated to

breaks, assemblies and extramural activities is excluded from this time allocation.

(3) Schools offering an optional language selected from Table 11 on at least Second

Additional Language level as contemplated in paragraph 19(9), or South African

Sign Language at Home Language level contemplated in paragraph 19(9A) may

not use the time allocated for the languages listed in Table 18. Optional

languages may only be offered if the school can make an arrangement for the

allocation of additional time to the allocated 27,5 hours.

CHAPTER 6

FURTHER EDUCATION AND TRAINING: GRADES 10 – 12

25. DURATION

(1) The duration of the National Senior Certificate is 3 years, namely Grades 10 - 12.

A learner must:

(a) offer all subjects selected for all three grades, Grades 10-12 and

complete the programme requirements for these grades separately; and

(b) comply with the SBA requirements for Grades 10, 11 and 12 and the

external assessment requirements of Grade 12 as contemplated in the

policy document National Protocol for Assessment Grades R – 12, and

the Curriculum and Assessment Policy Statements of the various subjects

listed in Annexure B.

(2) Subject to the approval of the Head of the assessment body or his or her

nominee, a learner with an appropriate statement of achievement at Grades 10

or 11 level, issued by an approved or recognised assessment body, may be

placed at either Grade 11 or 12.

26. ENTRANCE REQUIREMENTS FOR FURTHER EDUCATION AND TRAINING,

GRADES 10 - 12

(1) The minimum entrance requirements for Grade 10 are:

(a) an official Grade 9 school report which indicates that a learner has met

the requirements for promotion to Grade 10 or that the learner was

progressed in the Senior Phase in terms of paragraph 31 of the

Admission policy for ordinary public schools, Government Notice 2432 in

the Government Gazette, Vol. 400, No. 19377 of 19 October 1998; or

(b) a General Education and Training Certificate (GETC) for Adult Basic

Education and Training (ABET); or

(d) a recognised equivalent qualification obtained at NQF Level 1 which

requires two official languages.

(e) an official document of approval from the relevant Head of Education

confirming that a learner who has received home education prior to Grade

10 has reached the required level in Grade 9.

(2) For Entrance into Grades 11 and 12, an appropriate statement of achievement at

the appropriate levels is issued by an approved or recognised assessment body.

26A STUDY PATHWAYS FOR GRADES 10 - 12

(1) Learners entering the FET Phase must follow one of the following two pathways,

namely an Academic (General) or Technical pathway.

(2) Learners following the Academic (General) pathway must follow the curriculum

as contemplated in sub-paragraphs 2(a), 2(b), 2(c), 2(d)(i) and 2(e).

(3) Learners following the Technical pathway must follow the curriculum as

contemplated in sub-paragraphs 2(a), 2(bA), 2(c) and 2(d)(ii).

(4) To qualify for the Technical pathway a learner must be enrolled at a technical

school approved and registered by the relevant Provincial Education Department.

27. PROGRAMME REQUIREMENTS FOR GRADES 10 – 12

(1) The approved National Senior Certificate subjects listed in Annexure B, which is

grouped in two main categories, namely Groups A and B.

(2) (2) Learners in the Further Education and Training Phase, following either

the Academic (General) or Technical pathway, must select four subjects from

Group A as follows:

(a) Two (2) official languages selected from Annexure B, Table A1, provided

that one of the two official languages is offered on the Home Language

level, and the other, on either Home or First Additional Language level,

and provided further that one of the two languages is the language of

learning and teaching.

(aA) Deaf learners may, subject to paragraph 33(2)(a)(i), select South African

Sign Language at Home Language level listed in Table B4A in lieu of the

official language at First Additional Language level as contemplated in

sub-paragraph (2)(a);

(b) Subject to paragraphs 28(4) and 28(4A), Mathematics or Mathematical

Literacy selected from Annexure B, Table A2 for the Academic (General)

pathway, or

(bA) Subject to paragraphs 28(4B) and 28(4C), Mathematics or Technical

Mathematics selected from Annexure B, Table A2 for the Technical

pathway.

(d) Subject to paragraphs 28(4D) and 28(4E), both the General and

Technical pathways must select a minimum of three subjects selected as

follows from Group B Annexure B, Tables B1-B8.

(i) Academic (General) pathway-

(aa) of the minimum three required subjects, a maximum of

two additional languages over and above the two official

languages contemplated in subparagraph (a) may be

offered from both Tables A1 and B4.

(bb) Learners may offer a maximum of one subject

developed by accredited assessment bodies other than

the Department of Basic Education and approved by the

Minister of Basic Education for this purpose and listed in

Annexures C1 – C6, in the place of one Group B

subject.

(ii) Technical pathway-

(aa) one of the following three technology subjects

(specialisation)-

(aaa) Civil Technology (Specialisation);

(bbb) Electrical Technology (Specialisation); and

(ccc) Mechanical Technology (Specialisation);

(bb) Engineering Graphics and Design; and

(cc) Physical Sciences or Technical Science.

(dA) South African Sign Language at Home Language level, selected from

Group B, Annexure B, Tables B1-B8, may be offered as one of the three

optional subjects as contemplated in sub-paragraph (d).

28. PROVISOS

(1) A candidate may offer more than the required minimum of seven subjects

provided that he or she complies with the following requirements:

(a) the additional subjects must be offered for all three years of the National

Senior Certificate programme, namely Grades 10-12.

(b) all the internal assessment requirements and the Practical Assessment

Tasks as contemplated in the policy document National Protocol for

Assessment Grades R – 12 and the Curriculum and Assessment Policy

Statements for the required subjects where applicable, must be met for all

three years of study, namely Grades 10, 11 and 12.

(2) Not more than one language shall be offered from the same language group,

namely:

(a) isiXhosa, isiZulu, SiSwati and isiNdebele; and

(b) Sepedi, Sesotho and Setswana.

(3) The same language shall not be offered on Home Language and First or Second

Additional Language level, or on First and Second Additional Language level.

(4) A candidate from the Academic (General) pathway may not offer both

Mathematics and Mathematical Literacy.

(4A) A candidate from the Academic (General) pathway may not offer Technical

Mathematics.

(4B) A candidate from the Technical pathway may not offer Mathematical Literacy.

(4C) A candidate from the Technical pathway may not offer both Mathematics and

Technical Mathematics.

(4D) Learners offering Physical Sciences and Accounting as one or more of their

optional subjects selected from Group B in the policy document, National policy

Pertaining to the Programme and Promotion Requirements of the National

Curriculum Statement Grades R – 12; must offer Mathematics as a compulsory

subject selected from Group A in the said policy document.

(4E) A candidate from the Academic (General) pathway may not offer Technical

Science.

(4F) A candidate from the Academic (General) pathway may not offer any one of the

following three technology subjects (Specialisation)-

(a) Civil Technology (Specialisation);

(b) Electrical Technology (Specialisation); and

(5) A candidate may not offer both Consumer Studies and Hospitality Studies.

(5A) Learners offering Sport and Exercise Science as a subject must offer either

Physical Sciences or Life Sciences.

(6) Subject to subparagraph 7, a maximum of one subject developed and assessed

by an accredited assessment body that is not the Department of Basic

Education, and approved by the Minister of Basic Education for this purpose and

listed in Annexure C may be offered by a learner from the Academic (General)

pathway to meet the requirements of one of the three (3) required Group B

subjects as contemplated in paragraph 27(2)(d).

(7) The Practical Music programme of one of the Music examination bodies, listed in

Table C2 of Annexure C, namely the Associated Board of Royal Schools

Practical Music Examination, Trinity College of London Practical Music

Examination and Unisa Practical Music Examination may be offered in terms of

the following conditions:

(a) The External Music programmes listed in Table C2 of Annexure C may

only be offered as an eighth National Senior Certificate subject.

(b) A learner may only enrol for the selected External Music programme in

his or her Grade 12-year.

Music level.

(d) The submission of the final examination marks obtained by the

candidates must be determined by the three External Music Examination

Bodies.

(e) The External Music Examination Bodies’ final results based on the theory

and practical components will be accepted as the final mark obtained by

the candidate.

(f) The prerequisite theory component for the three External Music

Examination Bodies’ Practical Music Examination, Grade 7 is as follows:

(i) Associated Board of Royal Schools of Music: Grade 6 Theory;

(ii) Trinity College of London: Grade 6 Theory; and

(iii) UNISA: Grade 5 Theory.

(g) The practical component must be completed by the candidate not later

than June of the Grade-12 year.

(h) The theory must be completed by the candidate, not earlier than October

of the Grade 11-year.

(i) The marks supplied by the three External Music Examination Bodies will

be indicated on the National Senior Certificate as a subject passed by an

approved and accredited assessment body in terms of the requirements

as determined by that body. The actual mark obtained by the candidate

will be reflected on the National Senior Certificate with an asterisk

denoting that this subject was offered by an external assessment body in

terms of that body’s requirements.

(j) A learner will be restricted to a maximum of one of the Associated Board

of Royal Schools of Music, or Trinity College of London, or the UNISA

Practical Music Examinations.

(k) A learner who offers Music listed in Table B2 of Annexure B as a subject

and one of the Associated Board of Royal Schools of Music, or Trinity

College of London, or the UNISA Practical Music Examination, Grade 7,

as an eighth subject, may not offer the same main instrument as a first

and second instrument.

(l) A learner who offers one of the Associated Board of Royal Schools of

Music, or Trinity College of London, or the UNISA Practical Music

Examination, Grade 7 as an eighth subject may not offer a Music

programme, comprising a combination of components of the Music

programmes of the three External Music Examination Bodies.

(m) The Music programmes of the Associated Board of Royal Schools of

Music, or Trinity College of London, or UNISA may not be offered during

official school hours, but only as an extra-curricular subject.

(n) A learner who offers one of the Associated Board of Royal Schools of

Music, or Trinity College of London, or the UNISA Practical Music

Examination, Grade 7 as an eighth subject may not replace a failed

subject offered by the learner in terms of the seven-subject package of

the National Senior Certificate.

29. PROMOTION REQUIREMENTS FOR GRADES 10 - 12

(1) Learners in Grades 10-12 will be promoted from grade to grade if they have

offered and completed the School-Based Assessment, Practical Assessment

Tasks, where applicable, oral assessment and end-of-year examination

requirements in not fewer than seven (7) subjects as contemplated in the policy

document, National Protocol for Assessment Grades R – 12 and the Curriculum

and Assessment Policy Statements of the various subjects listed in Annexure A:

(a) Achieved 40% in three subjects, one of which is an official language at

Home Language level, and 30% in three subjects, provided the School-

Based Assessment component is submitted in the subject failed.

(b) A condonation of a maximum of one (1) subject will only be applied to a

Grade 12 candidate in the final National Senior Certificate examination, if

such a candidate requires a maximum of 2%, either to obtain a pass at

30% or 40%. Such a condonation will be applied in only one subject,

provided the application of the condonation allows the candidate to obtain

the National Senior Certificate qualification.

the Associated Board of Royal Schools of Music or Trinity College of

London or UNISA, must obtain the following ratings:

(i) the Associated Board of Royal Schools Practical Music

Examination Grade 7: at least 65%.

(ii) Trinity College of London Practical Music Examination Grade 7: at

least 65%.

(ii) UNISA Practical Music Examination Grade 7: at least 50%.

(2) The norm for repetition is stipulated in paragraph 31 of the Admission policy for

ordinary public schools, Government Notice 2432 in the Government Gazette,

Vol. 400, No. 19377 of 19 October 1998, as one retained once in the Further

Education and Training Phase in order to prevent the learner being retained in

this phase for longer than four years.

(3) Progression in Grades 10-12 does not guarantee in the final certification of a

learner in Grade 12 and such a learner must comply with the certification

requirements as contemplated in paragraph 37(1)(a) of the policy document,

National policy pertaining to the programme and promotion requirements of the

National Curriculum Statement Grades R -12 to enable him or her to obtain a

National Senior Certificate.

30. ASSESSMENT IN GRADES 10 AND 11

(1) Learners will be assessed internally according to the requirements specified in

the policy document, National Protocol for Assessment Grades R– 12 and the

Curriculum and Assessment Policy Statements for the subjects listed in the

National Curriculum Statement Grades R - 12. The School-Based Assessment

marks allocated to assessment tasks completed during the school year will be

25% of the total mark, and the end-of-year mark 75% of the total mark.

(2) The weighting for assessment in the subject Life Orientation in Grades 10 and 11

is an exception where the School-Based Assessment component will comprise

100% of the total mark. The School-Based Assessment will be externally

moderated.

3) The end-of-year assessment must consist of an end-of-year examination that is

internally set, marked and moderated, as specified in the policy document,

National Protocol for Assessment Grades R– 12 and the Curriculum and

Assessment Policy Statements for the subjects listed in the National Curriculum

Statement Grades R - 12.

31. ASSESSMENT IN GRADE 12

(1) The School-Based Assessment mark will be 25%, and the external assessment

mark 75% of the total mark, as specified in the policy document, National

Protocol for Assessment Grades R– 12 and the Curriculum and Assessment

Policy Statements for the subjects listed in the National Curriculum Statement

Grades R - 12. The School-Based Assessment will be externally moderated.

(2) The weighting for assessment in the subject Life Orientation in Grade 12 is an

exception. The School-Based Assessment component will be 100% of the total

mark. In the National Senior Certificate examination the final promotion mark in

Life Orientation will be based on internal assessment which must be externally

moderated, as well as a Common Assessment task which is externally set and

moderated. Monitoring and moderation mechanisms will be determined by the

assessment body and Umalusi.

(2A) The Physical Education Task (PET) in Life Orientation, constitutes the fifth task

and is administered across all four school terms, with the exception of Grade 12,

which will be three school terms. The mark allocation for the PET (Task 5) is 20%

of the total mark out of 400 for Life Orientation, i.e. 80 marks.

(3) The final mark is rounded down if the first decimal is less than 5 and rounded up

if the decimal is 5 and above e.g. a final mark of 70,3 will be rounded down to 70

and a final mark of 70.6 is rounded up to 71.

32. RECORDING AND REPORTING

(1) Seven levels of competence have been described for all the subjects in the policy

document, National Protocol for Assessment Grades R– 12 and the Curriculum

and Assessment Policy Statements for the subjects listed in the National

Curriculum Statement Grades R - 12. The various achievement levels and their

corresponding percentage bands are shown in Table 19 below.

TABLE 19: SCALE OF ACHIEVEMENT FOR THE NATIONAL CURRICULUM

STATEMENT GRADES 10-12

ACHIEVEMENT

LEVEL

ACHIEVEMENT

DESCRIPTION

MARKS

Outstanding achievement

80 – 100

Meritorious achievement

70 – 79

Substantial achievement

60 – 69

Adequate achievement

50 – 59

Moderate achievement

40 – 49

Elementary achievement

30 – 39

Not achieved

0 – 29

(2) These descriptions are intended to assist teachers to assess learners and grade

them at the correct level.

(3) Teachers or examiners must record learners’ results in marks and report them as

percentages.

(4) The percentage obtained will determine which rating code on the scale of

achievement will be allocated to a learner.

33. CONCESSIONS

(1) Immigrants

(a) An immigrant candidate is:

(i) a child or a dependent of a diplomatic representative of a foreign

government accredited in South Africa; or

(ii) a person who:

(aa) first enrolled at and entered a South African school in

Grade 7 or a more senior grade, or

(bb) having begun his or her schooling at a school in South

Africa, has attended school outside South Africa for two or

more consecutive years after Grade 3 or its equivalent,

and has subsequently returned to South Africa.

(b) An immigrant candidate as contemplated above may offer only one (1)

official language on at least First Additional Language Level, provided it is

the language of learning and teaching, and obtain a rating of 30% level in

that language, provided that another subject from Group B is offered in

lieu of the one official language that is not offered, provided further that

the immigrant candidate complies with the promotion requirements as

contemplated in paragraph 29(1).

one official language that is not offered, an immigrant candidate may,

subject to subparagraph (b), offer his or her home language in lieu of that

one official language, subject to the following:

(i) Such language is listed on Home Language level in Table B4 at

Annexure B.

(ii) Offer his or her home language on the A-Level of the General

Certificate of Education (GCE) of the United Kingdom, or an

examination recognised by the Department of Basic Education as

equivalent to Home Language level for the purpose of

subparagraph (b).

(iii) The marks as supplied by the concerned assessment body will be

taken into account for promotion purposes. If the actual marks are

not available, the results will be converted in accordance with Table

20 below, with the proviso that the candidate may not offer two

similarly named languages.

TABLE 20: CONVERSION SCALE

PROGRAMME REQUIREMENTS

A-Level

National Policy

Symbol

MARKS

70-100

280

60-69

240

55-59

220

50-54

200

40-49

160

30-39

140

(d) To be classified as an immigrant candidate, such a candidate must be in

possession of:

(i) the relevant official documentation issued by the Department of

Home Affairs; and

(ii) the relevant official documentation issued by the school where the

learner entered the South African school system for the first time.

(2) Learners who experience barriers to learning

(a) The following concessions may apply to learners who experience the

following barriers to learning:

(i) A learner who is Deaf who do not offer South African Sign

Language at Home Language level may offer one (1) official

language at First Additional Language level which is the language

of learning and teaching, provided that another subject from

Group B is offered in lieu of the one official language that is not

offered, provided further that such Deaf candidate complies with

the promotion requirements as contemplated in paragraph 29(1).

(ii) Learners with communication and language impairments, e.g.

aphasia and dyslexia may offer only one (1) official language at

First Additional Language level which is the language of learning

and teaching, provided that another subject from Group B is

offered in lieu of the one official language that is not offered,

provided further that such aphasic or dyslectic candidate complies

with the promotion requirements as contemplated in paragraph

29(1).

(iii) Learners who have been diagnosed to have a mathematical

disorder such as dyscalculia may be exempted from the offering of

Mathematical Literacy or Mathematics, provided that another

subject from Group B is offered in lieu of Mathematical Literacy or

Mathematics, provided further that such candidate complies with

the promotion requirements as contemplated in paragraph 29(1).

(b) White Paper 6 on Special Needs Education: Building an Inclusive

Education and Training System (2001), guides policies related to learners

experiencing barriers to learning.

34. A NATIONAL SENIOR CERTIFICATE WITH ENDORSEMENT FOR LEARNERS WHO

EXPERIENCE BARRIERS TO LEARNING

(1) Learners with special needs may either be accommodated in special schools or

in ordinary schools where appropriate support is offered.

(2) Special schools are schools that provide education to learners who need high-

level individualised and specialised support on a high-frequency basis. The role

of these schools is twofold:

(a) full-time provision of appropriate and quality education and support for

those learners, who are enrolled at these schools; and

(b) providing advice, guidelines, training and mentoring on a consultative and

part-time basis to both teachers and learners in ordinary schools with

regard to curriculum, assessment and instruction matters.

(3) The following learners are regarded as learners with special needs for whom

measures should be taken in ordinary as well as special schools to assist with

the barriers to learning that they face:

(a) Learners who have neurological barriers to learning, reading, spelling,

dysgraphia, mathematical calculations and numeracy skills, and the

understanding of the written word.

(b) Learners (deaf and hard of hearing learners) whose hearing

impairments present barriers to learning and for whom learning should

be facilitated through sign language within an environment which

promotes the linguistic identity of the Deaf community and bilingualism

which also ensures the availability of assistive technology.

sighted) and for whom learning should be facilitated through effective

individualised support measures, specialised teaching methods, the use

of Braille and large print and the application of specialised devices such

as Braille equipment, magnification cameras and CCTV in classrooms,

screen reading software, magnification software, etc.

(d) Learners who have physical barriers to learning and whose level of

functioning is restricted due to limited gross and fine motor movements,

dependency on the availability of certain devices (e.g. wheel chairs),

medical conditions and inaccessible school buildings. The term physical

disability covers a range of conditions from congenital disabilities to

impairments acquired as a result of illness of which the most common

conditions are spinal bifida, cerebral palsy, muscular dystrophy,

haemophilia, cardiovascular and pulmonary conditions.

(e) Learners who experience mild to severe intellectual barriers to

learning whose specific educational needs should be met in mainstream

schools and special schools through the differentiation and adaptation of

the curriculum in environments which encourage the development of their

full potential, independence and socialisation.

(f) Learners with multiple barriers to learning.

(g) Learners with severe behavioural and emotional barriers to learning.

(h) Learners with any medically assessed special need that may not fall

under the above categories.

(4) Grade 10-12 learners who experience barriers to learning and who meet one of

the following requirements may either offer the National Senior Certificate

programme as stipulated in paragraphs 26 to 32 and 35 to 38 of this document or

the National Senior Certificate with Endorsement as contemplated in

subparagraphs 5, 6 and 8:

(a) Learners with extensive barriers to learning who are in special schools in

terms of section 5(6) of the South African Schools Act, 1996 (Act No. 84

of 1996); or

(b) Learners who experience barriers to learning who are in ordinary schools

in terms of section 12(4) of the South African Schools Act, 1996 (Act No.

84 of 1996) and who have been identified by the relevant provincial

authority as eligible for this condonation;

(5) Subject to subparagraph (4), learners with special needs who were unsuccessful

in obtaining a National Senior Certificate at Level 4 on the NQF, or who cannot

meet the programme and or promotion requirements of the National Senior

Certificate at Level 4 on the NQF as stipulated in paragraphs 27, 28 and 29 of

this document, may be issued with a National Senior Certificate with

Endorsement, provided they have met the following programme and promotion

requirements:

(a) Offered and completed the internal and external assessment

requirements in not fewer than five (5) subjects selected as follows from

Annexure B contained in this document.

(i) Three (3) subjects from Group A in this document, selected as

follows:

(aa) One (1) official language selected from Annexure B, Table

A1, provided that the official language is offered on at least

First Additional Language level, and provided further that

the language is the language of learning and teaching.

(bb) Mathematics or Mathematical Literacy selected from

Annexure B, Table A2.

(cc) Life Orientation in Annexure B, Table A3.

(dd) A minimum of any two (2) subjects selected from Group B

Annexure B, Tables B1-B8 in this document.

(6) Subject to subparagraph (4), a National Senior Certificate with Endorsement

shall be issued to a candidate who experiences barriers to learning who has

achieved 30% in five subjects.

(7) Should a learner who has enrolled for the National Senior Certificate with

Endorsement offer a sixth subject, such a learner must achieve 30% in five of the

six subjects, one of which is an official language on at least First Additional

Language level, provided the School-Based Assessment component is submitted

in the sixth subject.

(8) Concessions regarding immigrant learners and learners who experience barriers

to learning related to deafness and mathematical disorder such as dyscalculia,

as contemplated in paragraph 33 of this document, will also be applicable to the

learners enrolling for the National Senior Certificate with Endorsement.

35. CHANGING SUBJECTS IN GRADES 10, 11 AND 12

(1) A learner may change a maximum of two subjects in Grade 10, provided this is

done by the end of the second term, subject to the approval of the Principal of

the school where the learner is registered. Such change must be done before 30

June of the Grade 10 year.

(2) A learner may change two subjects in Grade 11, provided this is done before 31

March, subject to the approval of the Principal of the school where the learner is

registered.

(3) In exceptional cases a learner may change one additional subject in Grade 11,

provided this is done before 15 December of the Grade 11-year.

(4) Approval for changing a subject in Grade 12 must be obtained from the Head of

the assessment body. The following documents are needed:

(a) a letter of motivation from the learner’s parent or guardian;

(b) a letter from the Principal, either supporting or providing reasons for not

supporting the change; and

assist the learner in covering those aspects of the Curriculum and

Assessment Policy Statements of the new subject for the previous grades

that were not completed.

(5) A learner who changes a subject in Grades 10, 11 or 12 will be exempted from

the School-Based Assessment requirement of the new subject for the period

before the change was effected, provided that:

(a) he or she has complied with all the School-Based Assessment

requirements of the subject he or she wants to change for the period

before the change is to be effected; and

(b) he or she complies with all the remaining School-Based Assessment

requirements of the new subject from the date the change was effected.

(6) The learner, or the parent or guardian of the learner who changes a subject is in

Grades 10, 11 or 12 and who encounters learning difficulties due to the subject

change may not hold the provincial education department responsible for

changing a subject.

36. TIME ALLOCATION

(1) In terms of the Personnel Administration Measures (PAM) as determined in

section 4 of the Employment of Educators Act, 1998, all school-based educators

should be at school during the formal school day. Each school day should be at

least seven hours that is 35 hours per five-day week.

(2) The contact time for teaching Grades 10, 11 and 12 will be 27,5 hours per week,

excluding the time allocated to breaks, assemblies and extramural activities.

(3) The 27,5 hours of teaching contact time per week must be used as follows:

(a) Languages: 9 hours per week, that is, 4,5 hours per week for each of the

two languages;

(b) Mathematical Literacy or Mathematics: 4,5 hours per week;

(d) time allocation for the Group B subjects (12,0 hours): 4,0 hours per week

should be allocated to each of the three Group B subjects, or a subject

from Annexure C which replaces one Group B subject.

(4) Table 21 provides a summary of the time allocations.

TABLE 21: TIME ALLOCATION PER WEEK FOR SUBJECTS OFFERED FOR

GRADES 10-12

SUBJECT

HOURS

Language 1

4,5

Language 2

4,5

Mathematics and Mathematical Literacy

4,5

Life Orientation

2,0

Group B subjects (3 x 4hours)

12,0

TOTAL

27,5

(5) The allocated 27,5 hours per week may be utilised only for the minimum required

Grades 10, 11 and 12 subjects as specified above, and may not be used for any

additional subjects. Should a learner wish to offer additional subjects, an

arrangement for additional time must be made for the offering of these subjects.

37. CERTIFICATION REQUIREMENTS

(1) Subject to the provisions of Paragraph 17A of the General and Further Education

and Training Quality Assurance Act, 2001 (Act No. 58 of 2001), and subject to

paragraphs 27 and 29 of this document, the following certificates will be issued:

(a) a National Senior Certificate to be issued to a candidate who has

complied with the programme and promotion requirements as

contemplated in paragraphs 27, 28 and 29; and

(b) a National Senior Certificate with Endorsement for Learners who

Experience Barriers to Learning to be issued to a candidate who has

complied with the programme and promotion requirements of a National

Senior Certificate with Endorsement as contemplated in paragraphs

34(5), (6) and (7).

(2) The National Senior Certificate is a 130 credit certificate at Level 4 on the

National Qualifications Framework (NQF).

(3) In terms of this policy document the National Senior Certificate qualification must:

(a) have a defined purpose or purposes, and is intended to provide qualifying

learners with applied competence and a basis for further learning;

(b) enrich the qualifying learner;

(d) comply with the objectives of the NQF;

(e) where applicable, be internationally comparable;

(f) incorporate integrated assessment; and

(g) indicate the rules governing the award of the qualification.

(4) The duration of the learning programme for the National Senior Certificate is

three years and this culminates in the National Senior Certificate qualification at

the end of Grade 12.

(5) Subject to Regulation 59(4) of the Regulations pertaining to the conduct,

administration and management of assessment for the National Senior

Certificate, published in Government Gazette No. 31337 of 29 August 2008, part-

time candidates may also offer the National Senior Certificate. Full-time learners,

repeat candidates and part-time candidates will offer subjects listed in Annexure

B of this document. For this purpose full-time learners, repeat candidates and

part-time candidates are defined as follows:

“A part-time candidate in the FET Phase is a candidate who has enrolled at an

institution that does not offer tuition on a full-time basis and may enroll for any

number of subjects in one examination sitting. Part-time candidates will continue

to exist until such a date as determined by the Minister of Basic Education.”

“A full-time learner in the FET Phase is a learner who has enrolled for tuition and

who offers a National Curriculum Statement Grades R-12 programme in a full-

time capacity at a public or independent school or any other registered institution

and who presents seven (7) subjects in terms of the National Senior Certificate

programme requirements as contemplated in paragraph 27 of this document.

Such a candidate must fulfill all internal assessment requirements of the National

Senior Certificate, including oral and practical requirements where applicable as

contemplated in the Curriculum and Assessment Policy Statements of the

relevant subjects.”

(6) A repeat candidate in the FET Phase is a candidate who has failed the grade

enrolled for or the National Senior Certificate examination, or who wants to

improve his or her National Senior Certificate examination results, and who

wants to repeat, either the grade failed or the Grade 12-year, as a full-time

learner or full-time or part-time candidate respectively.

38. SUPPLEMENTARY EXAMINATIONS

A supplementary examination will be granted to a full-time, repeat and part-time

candidate as contemplated in:

(1) Paragraph 18 of the policy document, National policy on the conduct,

administration and management of the National Senior Certificate: A qualification

at Level 4 on the National Qualifications Framework (NQF) published in

Government Gazette, No. 30048 of 6 July 2007; and

(2) Regulation 18 of the Regulations pertaining to the conduct, administration and

management of assessment for the National Senior Certificate, published in

Government Gazette No. 31337 of 29 August 2008.

CHAPTER 7

REPEAL OF POLICY AND TRANSITIONAL ARRANGEMENTS

39. REPEAL OF POLICY

(1) The policy document, National Policy regarding General Education Programmes:

The Revised National Curriculum Statement Grades R – 9 (Schools)

promulgated in Government Notice No. 710 in Government Gazette No. 23406 of

31 May 2002 is repealed subject to paragraph 41.

(2) The policy document, National Policy on assessment and qualifications for

schools in the General Education and Training Band, promulgated in

Government Notice No. 124 in Government Gazette No. 29626 of 12 February

2007 is repealed subject to paragraph 41.

(3) National Curriculum Statement Grades 10-12 (General), promulgated in

Government Gazettes, No. 25545 of 6 October 2003, No. 27594 of 17 May 2005,

No. 27819 of 20 July 2005 and No. 28300 of 7 December 2005 is repealed

subject to paragraph 41.

(4) The policy document, the National Senior Certificate: A qualification at Level 4 on

the National Qualifications Framework (NQF), promulgated in Government

Gazette No.27819 of 20 July 2005 is repealed and replaced with the policy

document, National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R – 12, subject to

paragraph 41.

(5) The policy document, An addendum to the policy document, the National Senior

Certificate: A qualification at Level 4 on the National Qualifications Framework

(NQF), regarding learners with special needs, promulgated in Government

Gazette, No.29466 of 11 December 2006 is repealed and incorporated in policy

document, National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R – 12, subject to

paragraph 41.

(6) The policy document, An addendum to the policy document, the National Senior

Certificate: A qualification at Level 4 on the National Qualifications Framework

(NQF), regarding the National Protocol for Assessment (Grades R – 12),

promulgated in Government Gazette No. 29467 of 11 December 2006 is

repealed and replaced with the policy document, National Protocol for

Assessment Grades R-12, subject to paragraph 41.

40. TRANSITIONAL ARRANGEMENTS

(1) The status quo as stipulated in the following policy documents will be maintained

until the implementation of the Curriculum and Assessment Policy Statements,

the policy document, National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R – 12 and the

National Protocol for Assessment Grades R-12, as contemplated in paragraph

41:

(a) National Policy regarding General Education Programmes: The Revised

National Curriculum Statement Grades R – 9 (Schools) promulgated in

Government Gazette No. 23406 of 31 May 2002;

(b) National Curriculum Statement Grades 10-12 promulgated in Government

Gazettes, No. 25545 of 6 October 2003, No. 27594 of 17 May 2005, No.

27819 of 20 July 2005 and No. 28300 of 7 December 2005.

General Education and Training Band, promulgated in Government

Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;

(d) National Senior Certificate: A qualification at Level 4 on the National

Qualifications Framework (NQF), promulgated in Government Gazette

No.27819 of 20 July 2005; and

(e) An addendum to the policy document, the National Senior Certificate: A

qualification at Level 4 on the National Qualifications Framework (NQF),

regarding the National Protocol for Assessment (Grades R – 12),

promulgated in Government Gazette No. 29467 of 11 December 2006.

(2) National education policy pertaining to part-time candidates as stipulated in the

policy document, National policy on the conduct, administration and management

of the National Senior Certificate: A qualification at Level 4 on the National

Qualifications Framework (NQF published in Government Gazette, No. 30048 of

6 July 2007), will, subject to Regulation 59(4) of the Regulations pertaining to the

conduct, administration and management of assessment for the National Senior

Certificate, published in Government Gazette No. 31337 of 29 August 2008,

continue to exist until a date determined by the Minister of Basic Education.

(3) The Minister of Basic Education may in terms of Sections 3(4)(l) and 7 of the

National Education Policy Act, 1996 (Act No. 27 of 1996), amend the transitional

arrangements as contemplated in paragraph 40. Such amendments to the

transitional arrangements may be regulated in terms of Section 61(c) and (d) of

the South African Schools Act, 1996 (Act. No. 84 of 1996).

(4) South African Sign Language at Home Language level to be offered in Grades R-

12 will be phased in as follows:

(a) Grades R, 1, 2, 3 and 9 in 2015;

(b) Grades 4, 5, 6 and 10 in 2016;

(d) Grade 12 in 2018.

(5) The Technology subjects without specialisation, namely Civil Technology,

Electrical Technology and Mechanical Technology will be phased-out as follows:

(a) Grade 10 in 2015;

(b) Grade 11 in 2016; and

(6) The following Technology subjects with specialisation, namely Civil Technology,

Electrical Technology and Mechanical Technology, as well as Technical

Mathematics and Technical Science, will be phased in as follows:

(a) Grade 10 in 2016;

(b) Grade 11 in 2017; and

(7) Schools currently offering both academic and technical pathways as

contemplated in par. 27, despite the fact that they do not meet the requirements

of a technical school may, however, for a transitional period of three years

commencing on 1 January 2016, continue offering the technical pathway of their

choice. However, such schools must before the expiry date of this transitional

arrangement in 2018, either comply with the requirements for a technical school

as contemplated in the definition of a technical school, or revert to an academic

pathway.

41. SHORT TITLE AND COMMENCEMENT

This Policy may be cited as National policy pertaining to the programme and

promotion requirements of the National Curriculum Statement Grades R – 12 and

will commence on the day of its promulgation in the Government Gazette and

becomes effective from January 2012 in Grades R – 3 and Grade 10, January

2013 in Grades 4 –6 and Grade 11 and January 2014 in Grades 7 –9 and Grade

12.

ANNEXURE A

APPROVED SUBJECTS LISTED IN TERMS OF THE ORGANISING FIELDS OF THE NQF

Organising fields of learning

Subjects

Agriculture and Nature

Conservation

Agricultural Management Practices; Agricultural

Sciences; Agricultural Technology

Culture and Arts

Dance Studies; Design; Dramatic Arts; Music;

Visual Arts.

Business, Commerce and

Management

Studies

Accounting; Business Studies; Economics

Communication Studies and

Language

All official languages, and approved non-official

languages

Education, Training and

Development

Manufacturing, Engineering and

Technology

Civil Technology; Electrical Technology;

Mechanical Technology; Engineering Graphics

and Design

Human and Social Studies

Religion Studies; Geography; History; Life

Orientation

Law, Military Science and

Security

Health Sciences and Social

Services

10.

Physical, Mathematical,

Computer and Life

Sciences

Computer Applications Technology; Information

Technology; Life Sciences; Mathematical

Literacy; Mathematics; Physical Sciences

11.

Services

Consumer Studies; Hospitality Studies;

Tourism.

12.

Physical Planning and

Construction

ANNEXURE B

APPROVED SUBJECTS THAT COMPLY WITH THE PROGRAMME REQUIREMENTS OF

GRADES 10 – 12

GROUP A

TABLE A1: OFFICIAL LANGUAGES AT HOME AND FIRST ADDITIONAL LEVEL

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Afrikaans Home Language

13301002

13301013

13301024

Afrikaans First Additional Language

13311032

13311043

13311054

English Home Language

13301062

13301073

13301084

English First Additional Language

13311092

13311103

13311114

IsiNdebele Home Language

13301122

13301133

13301144

IsiNdebele First Additional Language

13311152

13311163

13311174

IsiXhosa Home Language

13301182

13301193

13301204

IsiXhosa First Additional Language

13311212

13311223

13311234

IsiZulu Home Language

13301242

13301253

13301264

IsiZulu First Additional Language

13311272

13311283

13311294

Sepedi Home Language

13301302

13301313

13301324

Sepedi First Additional Language

13311332

13311343

13311354

Sesotho Home Language

13301362

13301373

13301384

Sesotho First Additional Language

13311392

13311403

13311414

Setswana Home Language

13301422

13301433

13301444

Setswana First Additional Language

13311452

13311463

13311474

SiSwati Home Language

13301482

13301493

13301504

SiSwati First Additional Language

13311512

13311523

13311534

Tshivenda Home Language

13301552

13301563

13301574

Tshivenda First Additional Language

13311582

13311593

13311604

Xitsonga Home Language

13301612

13301623

13301634

Xitsonga First Additional Language

13311642

13311653

13311664

TABLE A2: MATHEMATICAL SCIENCES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Mathematical Literacy

19321002

19321013

19321024

Mathematics

19331032

19331043

19331054

Technical Mathematics

19371482

19371493

19371504

TABLE A3: HUMAN AND SOCIAL STUDIES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Life Orientation

16341002

16341013

16341024

GROUP B

TABLE B1: AGRICULTURE

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Agricultural Management Practices

10351002

10351013

10351024

Agricultural Sciences

10351032

10351043

10351054

Agricultural Technology

10351062

10351073

10351084

TABLE B2: CULTURE AND ARTS

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Dance Studies

11351002

11351013

11351024

Design

11351032

11351043

11351054

Dramatic Arts

11351062

11351073

11351084

Music

11351092

11351103

11351114

Visual Arts

11351122

11351133

11351144

TABLE B3: BUSINESS, COMMERCE AND MANAGEMENTSTUDIES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Accounting

12351002

12351013

12351024

Business Studies

12351032

12351043

12351054

Economics

12351062

12351073

12351084

TABLE B4: OFFICIAL LANGUAGES AT SECOND ADDITIONAL LEVEL, AND

NON-OFFICIAL LANGUAGES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Afrikaans Second Additional Language

13351672

13351683

13351694

English Second Additional Language

13351702

13351713

13351724

IsiNdebele Second Additional Language

13351732

13351743

13351754

IsiXhosa Second Additional Language

13351762

13351773

13351784

IsiZulu Second Additional Language

13351792

13351803

13351814

Sepedi Second Additional Language

13351822

13351833

13351844

Sesotho Second Additional Language

13351852

13351863

13351874

Setswana Second Additional Language

13351882

13351893

13351904

SiSwati Second Additional Language

13351912

13351923

13351934

Tshivenda Second Additional Language

13351942

13351953

13351964

Xitsonga Second Additional Language

13351972

13351983

13351994

Arabic Second Additional Language

13352002

13352013

13352024

French Second Additional Language

13352032

13352043

13352054

German Home Language

13352062

13352073

13352084

German Second Additional Language

13352092

13352103

13352114

Gujarati Home Language

13352122

13352133

13352144

Gujarati First Additional Language

13352152

13352163

13352174

Gujarati Second Additional Language

13352182

13352193

13352204

Hebrew Second Additional Language

13352212

13352223

13352234

Hindi Home Language

13352242

13352253

13352264

Hindi First Additional Language

13352272

13352283

13352294

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Italian Second Additional Language

13352332

13352343

13352354

Latin Second Additional Language

13352362

13352373

13352384

Mandarin Second Additional Language

13356022

13356033

13356044

Portuguese Home Language

13352392

13352403

13352414

Portuguese First Additional Language

13352422

13352433

13352444

Portuguese Second Additional

Language

13352452

13352463

13352474

Serbian Home Language

13355772

13355783

13355794

Serbian Second Additional Language

13355802

13355813

13355824

Spanish Second Additional Language

13352482

13352493

13352504

Tamil Home Language

13352512

13352523

13352534

Tamil First Additional Language

13352542

13352553

13352564

Tamil Second Additional Language

13352572

13352583

13352594

Telegu Home Language

13352602

13352613

13352624

Telegu First Additional Language

13352632

13352643

13352654

Telegu Second Additional Language

13352662

13352673

13352684

Urdu Home Language

13352692

13352703

13352714

Urdu First Additional Language

13352722

13352733

13352744

Urdu Second Additional Language

13352752

13352763

13352774

TABLE B4A: LANGUAGE WITH THE STATUS OF AN OFFICIAL LANGUAGE FOR THE

PURPOSE OF LEARNING AND TEACHING AT A PUBLIC SCHOOL

SUBJECTS

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

South African Sign Language Home

Language

13305932

13305943

13305954

TABLE B5: ENGINEERING AND TECHNOLOGY

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Civil Technology

15351002

15351013

15351024

Electrical Technology

15351032

15351043

15351054

Mechanical Technology

15351062

15351073

15351084

Engineering Graphics and Design

15351092

15351103

15351114

Civil Technology (Specialisation)

15351152

15351162

15351172

Electrical Technology (Specialisation)

15351182

15351192

15351202

Mechanical Technology (Specialisation)

15351212

15351222

15351232

TABLE B6: HUMAN AND SOCIAL STUDIES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Geography

16351032

16351043

16351054

History

16351062

16351073

16351084

Religion Studies

16351092

16351103

16351114

TABLE B7: PHYSICAL, MATHEMATICAL, COMPUTER AND LIFE

SCIENCES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Computer Applications Technology

19351002

19351013

19351024

Information Technology

19351032

19351043

19351054

Life Sciences

19351062

19351073

19351084

Physical Sciences

19351092

19351103

19351114

Technical Science

19351512

19351523

19351534

TABLE B8: SERVICES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Consumer Studies

20351002

20351013

20351024

Hospitality Studies

20351032

20351043

20351054

Tourism

20351062

20351073

20351084

ANNEXURE C

RECOGNITION OF SUBJECTS NOT LISTED IN THE NATIONAL CURRICULUM

STATEMENT GRADES R - 12

C.1 THE STATUS OF SUBJECTS OFFERED BY OTHER ASSESSMENT BODIES

Learners may offer a maximum of one subject developed by accredited assessment

bodies other than the Department of Basic Education, provided that such a subject is

accommodated in national education policy. A maximum of 20 credits may be allocated to

such subjects. Accredited providers that wish to offer their subjects as part of the National

Curriculum Statement Grades R - 12 may do so, subject to the approval of the

Department of Basic Education.

The subjects listed in paragraph C2 are approved subjects from accredited assessment

bodies. Only in exceptional cases will additional subjects in this category be considered by

the Department of Basic Education.

C.2 SUBJECTS OF OTHER ASSESSMENT BODIES THAT ARE APPROVED BY THE

MINISTER OF BASIC EDUCATION

TABLE C1: AGRICULTURE

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Equine Studies

10361002

10361013

10361024

TABLE C2: CULTURE AND ARTS

SUBJECT

SUBJECT NUMBER

GRADE 12

Associated Board of Royal Schools of Music Practical Music

Examination Grade 7

11361034

Trinity College of London Practical Music Examination

Grade 7

11361104

UNISA Practical Music Examination Grade 7

11361184

TABLE C3: BUSINESS, COMMERCE AND MANAGEMENT

STUDIES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Maritime Economics

12361002

12361013

12361024

TABLE C4: NON-OFFICIAL LANGUAGES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Modern Greek Second Additional

Language

13361002

13361013

13361024

Serbian Home Language

13355772

13355783

13355794

Serbian Second Additional Language

13355802

13355813

13355824

TABLE C5: ENGINEERING AND TECHNOLOGY

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Nautical Science

15361002

15361013

15361024

TABLE C6: HUMAN AND SOCIAL STUDIES

SUBJECT

SUBJECT NUMBER

Grade 10

Grade 11

Grade 12

Sport and Exercise Science

16351122

16351133

16351144

ANNEXURE D

SUBJECT CODING FOR ASSESSMENT PURPOSES

D.1 Subjects

The subject codes for the subjects listed in Tables 1-3, 6-8, 11-16 and Annexures A and

B consist of eight digits that have the following meaning:

 first and second digits: NQF organising field (up to two digits) (Table D1);

 third and fourth digits: the subject groupings, as defined below (Table D2);

 fifth, sixth and seventh digits: unique subject codes within each NQF organising field

(subject grouping); and

 eighth digit: NQF level of the subject.

Table D1 NQF organising fields as they relate to the subject coding system

DIGIT

NQF ORGANISING FIELD

Agriculture and Nature Conservation

Arts and Culture

Business, Commerce and Management Studies

Communication and Language Studies

Education, Training and Development

Manufacturing, Engineering and Technology

Human and Social Studies

Law, Military Science and Security

Health Science and Social Services

Physical, Mathematical, Computer and Life Sciences

Services

Physical Planning and Construction

Table D2 Subject Groupings

DIGIT

SUBJECT GROUP

Official Languages at Home Language level

Official Languages at First Additional Level

Mathematical Literacy

Mathematics

Life Orientation

Other Approved Subjects listed in Tables 1-3, 6-8, 11-16 and Annexure

Subjects from other assessment bodies recognised by the Department

of Basic Education to be offered as a Group B subject.

Technical Mathematics