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MODULE NAME:
MODULE CODE:
TEACHING INTERMEDIATE PHASE ENGLISH FIRST AND FAL 3
IFFA7411
ASSESSMENT TYPE: POE (PAPER AND MARKING RUBRICS)
TOTAL MARK ALLOCATION: 100 MARKS
TOTAL HOURS: A MINIMUM OF 30 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT
By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.
INSTRUCTIONS:
1.
No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2.
Any assignment with a similarity index of more than 25% will be scrutinised for
plagiarism. Please make sure you attach a similarity report to your POE if required.
3.
Make a copy of your assignment before handing it in.
4.
Assignments must be typed unless otherwise specified.
5.
All work must be adequately and correctly referenced.
6.
Begin each section on a new page.
7.
Follow all instructions on the assignment cover sheet.
8.
This is an individual assignment.
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Referencing Rubric
____
Providing evidence based on valid and referenced academic sources is a fundamental educational principle and the
cornerstone of high-quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a
way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently.
Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the
mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of
copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action
being taken in accordance with The IIE’s Intellectual Integrity Policy (0023).
Markers are required to provide feedback to students by indicating (circling/underlining) the information that best
describes the student’s work.
Minor technical referencing errors: 5% deduction from the overall mark – the student’s work contains five or more
errors listed in the minor errors column in the table below.
Major technical referencing errors: 10% deduction from the overall mark – the student’s work contains five or more
errors listed in the major errors column in the table below.
If both minor and major errors are indicated, then 10% is deducted from the overall mark.
The examples provided below are not exhaustive but are provided to illustrate the error.
Required:
Technically correct referencing style
Consistency
The same referencing format has been
used for all in-text references and in the
bibliography/reference list.
Technical correctness
Referencing format is technically correct
throughout the submission.
Position of the reference: a reference is
directly associated with every concept or
idea.
For example, quotation marks, page
numbers, years, etc. are applied correctly,
sources in the bibliography/reference list
are correctly presented.
Congruence between in-text referencing
and bibliography/reference list
All sources are accurately reflected and
are all accurately included in the
bibliography/reference list.
In summary: the recording of references
is accurate and complete.
Minor errors
in technical correctness of referencing
style
Deduct 5% from mark awarded
Minor inconsistencies.
The referencing style is generally
consistent, but there are one or two
changes in the format of in-text
referencing and/or in the bibliography.
For example, page numbers for direct
quotes (in-text) have been provided for
one source, but not in another instance.
Two book chapters (bibliography) have
been referenced in the bibliography in two
different formats.
Generally, technically correct with some
minor errors.
The correct referencing format has been
consistently used, but there are one or
two errors.
Concepts and ideas are typically
referenced, but a reference is missing
from one small section of the work.
Position of the references: references are
only given at the beginning or end of every
paragraph.
For example, the student has incorrectly
presented direct quotes (in-text) and/or
book chapters (bibliography/reference
list).
Generally, congruence between the in-text
referencing and the bibliography/
reference list with one or two errors.
There is largely a match between the
sources presented in-text and the
bibliography.
For example, a source appears in the text,
but not in the bibliography/reference list
or vice versa.
In summary, at least 80% of the sources
are correctly reflected and included in a
reference list.
Major errors
In technical correctness of referencing
style
Deduct 10% from mark awarded
Major inconsistencies.
Poor and inconsistent referencing style
used in-text and/or in the bibliography/
reference list.
Multiple formats for the same type of
referencing have been used.
For example, the format for direct quotes
(in-text) and/or book chapters
(bibliography/ reference list) is different
across multiple instances.
Technically incorrect.
The referencing format is incorrect.
Concepts and ideas are typically
referenced, but a reference is missing from
small sections of the work.
Position of the references: references are
only given at the beginning or end of large
sections of work.
For example, incorrect author information
is provided, no year of publication is
provided, quotation marks and/or page
numbers for direct quotes missing, page
numbers are provided for paraphrased
material, the incorrect punctuation is used
(in-text); the bibliography/reference list is
not in alphabetical order, the incorrect
format for a book chapter/journal article is
used, information is missing e.g. no place
of publication had been provided
(bibliography); repeated sources on the
reference list.
A lack of congruence between the in-text
referencing and the bibliography.
No relationship/several incongruencies
between the in-text referencing and the
bibliography/reference list.
For example, sources are included in-text,
but not in the bibliography and vice versa,
a link, rather than the actual reference is
provided in the bibliography.
In summary, at least 60% of the sources
are incorrectly reflected and/or not
included in reference list.
Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
_________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
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Assessments
The assessment weighting for this PoE is as follows:
Assessment Name
Weighting
ICE
10%
Summative POE
90%
Portfolio of Evidence (PoE)
This Portfolio of Evidence needs to be developed as you progress through this module. The
questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at
the end of the module.
Module Assessment — Background and Instructions
1.
As explained in your Module Guide, this module’s assessment structure is comprised of three
activities. In order to prepare you for these activities, there will be two compulsory ICE tasks that
must be submitted for marking to your lecturer as per their timeline. These need not be included in
the POE and will be done through the course of your module at various times decided by your
lecturer. The aim of the two Compulsory ICE tasks is to render additional support to you so that you
can be able to complete your Summative PoE effectively.
2.
You will have three lecturer facilitated touchpoints which will be scheduled prior to the
expected completion of the POE activity as per pacer. This is an opportunity for you to receive
developmental feedback for your three POE activities which you will be working on throughout the
module and will submitting as a summative at the end of the module.
PS: Activities will only be marked on the final summative submission.
Duration
30 hours
Open/Closed book
Open book
Prescribed texts;
Resources Required
Module Guide; and
Own additional research.
Learning Units covered
All
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NB: Failure to submit your final portfolio of evidence by the prescribed time and date (to be given to
you by your campus head of department) will be treated as an absence from examination and not as
a late assignment. Please refer to the IIE 009 Assessment Strategy and Policy (updated September
2016) for further details.
Assessment Preparation Guidelines
Format of the Assessment
Preparation Hints
Portfolio of Evidence
This modules assessment structure is

Ensure that you work through all the relevant
comprised of three activities. In order to
activities, exercises and revision questions on
prepare you for these activities, there will
Learn and in your textbook.
be two Compulsory ICE tasks that must be

Work consistently on your Portfolio Tasks
submitted for marking to your lecturer as
throughout the semester so that you do not
per their timeline. These need not be
fall behind.
included in the POE. The aim of the two

Pay attention to the instructions in all of your
Compulsory ICE tasks is to render additional
tasks and ensure that you are able to provide
support to you so that you can be able to
the correct depth and detail in your answers.
complete your Summative PoE effectively.
You will have three lecturer facilitated
touchpoints which will be scheduled prior
to the expected completion of the POE
activity as per pacer. This is an opportunity
for you to receive developmental feedback
on your draft work before submitting the
summative at the end of the module.
Instructions:
Please ensure that you complete each compulsory ICE task (submission date to be set by your
lecturer) prior to attempting the POE activity. You will then prepare a draft of the activity in
preparation for the lecturer facilitated touchpoint (date will appear in your Timetable).
Make sure you complete and submit all three Activities in this POE. Read the assessment rubrics
carefully before you start working on your activities.
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Complete Activity 1 after you have completed engaging with LU2, Activity 2 after LU4 and Activity
3 is the final activity to be completed before your submission date.
A1 Touchpoint session (after 18 sessions)
A2 Touchpoint session (after 32 sessions)
A3 Touchpoint session (after 44 sessions)
Compulsory ICE Task 1
Developing learners’ language skills
This is to support the completion of Task 1
Choose an extract from The Diary of a Wimpy Kid. Write 10 questions based on the extract and
include at least four language and vocabulary development questions. You must also design two
pair/group work activities. Your questions and activities should be based on CAPS HL (DBE, 2011:
82).
Allow a peer to assess your questions and evaluate your activities and give you feedback.
Submit your extract, questions and activities to your lecturer with your peer’s responses and
feedback.
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Compulsory ICE Task 2
Developing learners’ writing skills
This is to support the completion of Task 2 and Task 3

As a class, design rubrics for peer editing and final teacher marking for a diary entry about a
time that you were bullied at school, or about a time that you had a fallout with your best
friend. Refer to the CAPS HL for lesson objectives, which will assist you with assessment
criteria for your rubrics (DBE, 2011:82). Remember to include in your rubrics the language
and vocabulary aspects that will be focused on when assessing this writing.

Write a diary entry about a time that you were bullied at school. Or you could write about a
time that you had a fallout with your best friend.

Allow your peer to peer-edit your diary entry to correct any spelling, punctuation and
grammatical errors, and suggest ways in which you can improve the content of your diary
entry.

Use the feedback to write an improved final entry.

Allow your peer to mark your final submission using the teacher rubric that you designed.
Note to lecturer:
This is a good opportunity to model the stages of the writing process to the students. This ICE task
should be assessed based on how the students work through the stages of the writing process and
their use of the rubrics, rather than on their diary entries.
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Portfolio of Evidence (POE) — Context
This POE is based on a fictional teacher, Mary Moloi, who has been teaching for 27 years at a
public school called Northview Primary School. As such, she is very knowledgeable about
traditional teaching methods. She attended CAPS training workshops and follows the
document based on her understanding of it. Mary teaches Grade 6 and Grade 7 English Home
Language. Most of her learners are not mother tongue English speakers but the school’s
Language in Education Policy stipulates that English is offered at HL level and is the medium of
instruction. Adding to this, there are learners in both classes who experience academic
challenges and cannot read or write.
You have been newly appointed as a teacher at Northview Primary School. You graduated with
a Bachelor of Education degree two years ago and were fortunate to obtain employment at
Northview Primary School to teach Grade 6 and 7 English. Your employment at the school
commenced in the 3rd term, which is late in the year, so Mary was appointed to oversee your
teaching and assist you, where necessary. However, she soon realised that your qualification
placed you in an advantageous position in terms of implementing current teaching methods
and application of the CAPS.
Mary is keen to improve her teaching, so she asked you to observe her lessons and provide
feedback, assist her with planning for her English lessons as per the CAPS and help her to
design assessments and with her marking.
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Activity 1
2023
(Marks: 20)
This activity is based on the work covered in Learning Units 1 and 2. You will find the theoretical
background to your answers in your prescribed material of these learning units. It is important
that you read the rubric for Activity 1 very carefully before you start working on this activity.
In your mind, create a visual picture of Mary’s English HL reading lesson to her Grade 6 learners.
The lesson is based on an extract taken from The Diary of a Wimpy Kid by Jeff Kinney. There are
40 learners of varying abilities in the class. There are four learners for whom English is a home
language. The learners are seated in pairs, in rows.
The activity is based on the analysis below:
Case study of Mary Moloi’s reading lesson:
Outline of the lesson:
Mary began by showing her learners the cover of the book and asked them who the author was,
and what the title was. She then asked them to consider the title and look at the picture on the
cover and predict what the story is about. Next, she told the learners that the objectives for the
lesson would be to discuss the characters, plot, theme and setting and to use a dictionary for
vocabulary development.
She read through the extract for the learners; then asked them to read the extract as a
class after which she asked individual learners to read aloud to the rest of the class. Finally,
she instructed the learners to read the extract to each other in pairs and underline words
that they did not understand.
When this was finally complete, she asked the learners if they enjoyed the story to which
they all responded in the affirmative. She asked the learners to name the characters, say
where the story was set and tell her what the story was about.
The learners struggled to summarise the plot, so Mary told them to listen carefully while
she summarised the plot for them. At this point, the lesson ended so Mary told the learners
to use their dictionaries and find the meanings of the words they underlined in pairs for
homework.
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Your activity:
Based on your understanding of the different teaching approaches such as constructivism, cooperative learning and the communicative approach and the approaches taken by the CAPS for
developing learners’ reading skills, reflect on Mary’s lesson and consider what she could do to
improve this lesson.
As a resource to use when providing Mary with constructive feedback, complete a lesson plan to
illustrate your suggested improved lesson of the lesson described in the case study above.

You must refer to your IP HL CAPS document (DBE, 2011: 82) and decide on a theme on which
to base your lessons.

You will also need to incorporate into your lesson plan ways in which you will accommodate
the second language learners and the learners with academic challenges.

Remember to incorporate language and vocabulary elements as stipulated in the CAPS (word
level work, sentence level work and spelling and punctuation) into this reading lesson.
Activity 2
(Marks: 40)
This activity is based on the work covered in Learning Units 1 – 4. You will find the theoretical
background to your answers in the prescribed material for these learning units.
Make sure you read the rubrics for Activity 2 very carefully before you start working on this
activity. Please note that this activity is made up of 2 parts.
This activity is based on the scenario below:
During a conversation with Mary, she described how she approached her writing lessons. She
explained that she first explains the topic to the learners and then gives them a mind map to
complete to help them with their planning. Mary drew the mind map for you to see as follows:
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Characters
Topic
Plot
Setting
She explained that she gives the learners about 20 minutes to complete this mind map and then
they start writing their drafts. Often, they do not complete these drafts in this lesson, so she
instructs the learners to complete them for homework. Her plan for the next lesson is for learners
to peer edit the drafts but this never goes well. Some learners do not complete the drafts at
home, so they need to be given time to do so in class. Some learners are not academically or
linguistically competent enough to edit their peers’ drafts, which means that Mary ends up
spending the lesson editing drafts. She also noticed that some learners’ parents are to be credited
for the drafts, so they are not a true reflection of the learners’ ability. Few learners bring their
completed drafts, complete the peer editing and write their final neat submissions before the end
of the lesson. Thus, Mary instructs them to complete their final submissions for homework. By the
end of the lesson, Mary said that she is thoroughly exhausted and feels somewhat gloomy at the
thought of the onerous number of written submissions she must mark.
You explained to Mary that you have some ideas that could help her make the writing process
more enjoyable for her and her learners. Mary found your idea to guide her through your lesson
plans very effective and helpful. She has asked you to assist her with planning for her four writing
lessons (which will follow from the reading) and explicit language development lessons.
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Part 1
(Marks: 20)
Complete a planning frame that Mary can use to guide her lesson planning for her allocated fourhour writing lessons. You may use any format for your planning frame, or you may adapt the
example provided below.

The type of text that the learners must write is a diary entry. Remember to select a suitable
theme and topic that aligns with the reading lessons.

Again, you must refer to your IP HL CAPS document for your lesson objectives (DBE, 2011:
82).

You will also need to incorporate into your lessons ways in which you will accommodate
the second language learners and the learners with academic challenges.

Remember to consider the different teaching approaches such as constructivism, cooperative learning and the communicative approach that you learnt and the approaches
taken by the CAPS for developing learners’ writing skills when completing your planning
frame.

Finally, you must incorporate language and vocabulary elements (word level work,
sentence level work, as well as spelling and punctuation) as stipulated in the CAPS into
these writing lessons.
tools
Assessment
Materials
publishing)
editing,
drafting,
revising,
planning,
introduction,
post or
(pre, while,
Activities
Objectives
Text
Theme
Skill
Day
Example of a planning frame:
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Part 2
2023
(Marks: 20)
Prepare a worksheet that Mary can use as a resource to support her learners when completing
the writing activity.

Base your worksheet on a specific stage of the writing cycle, all the stages or some of the
stages.

Whichever you choose, your worksheet must support and enhance the learning process
and provide scaffolding for the learners’ writing.

Remember that your worksheet may not be a template on which learners write their
entries.
Activity 3
(Marks: 40)
This activity is based on the work covered in LU5. You will find the theoretical background to your
answers in the prescribed material for these learning units.
Make sure you read the rubrics for Activity 3 very carefully before you start working on this
activity.
While perusing Mary’s learners’ previous written efforts, you noticed that she used a red pen,
corrected all spelling, punctuation and grammatical errors, awarded a mark out of 20 and wrote a
comment such as “good”, “pleasing effort” or “needs improvement”. In some instances, she put a
big question mark across sections of the writing or to indicate incomplete work.
Type a short memo to Mary in which you explain why it is important to use a rubric to assess
learners’ written submissions. Include in your memo an explanation of how she should structure
her written comments so that they are meaningful, build learners’ confidence and are
developmental.
The activity that you gave to your learners to write the diary entry is as follows:
Write a diary entry about an incident with your best friend. It could be about a fight that you had
or an incident that tested your friendship. Or you could write about the day that this person
became your best friend and what qualities they have that makes them your best friend.
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You also explained to your learners that the diary entry needed to be about a page long, and that
they should pay attention to paragraphing and the specific language, spelling and punctuation
elements that you engaged with as part of this two-week cycle.
The rubric that you used to assess your learners’ final written efforts of this diary entry must be
included in your memo to Mary. Remember to link your assessment criteria to your lesson
objectives, taken from your CAPS HL document (DBE, 2011: 82) and assess only the language and
vocabulary elements relevant to that two-week cycle.
Attach to your memo three examples of your learners’ writing (included below: Lebohang Mkhize,
Luyanda Msimang, Simon Pieterson) with your feedback and corrections to illustrate to Mary how
she should mark her learners’ diary entries and to provide her with examples of constructive
meaningful feedback. Use the rubric that you included in your memo to evaluate these diary
entries and show Mary how you provided your learners with constructive feedback.
You should not upload these three examples of your learners’ writing through Safe Assign.
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Learner 1:
Lebohang Mkhize
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Learner 2
Luyanda Msimang
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Learner 3
Simon Pieterson
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Rubric Activity 1:
Levels of Achievement
Reading Lesson Plan
Poor
Developing
Good
Excellent
0-1
2
3
4
Lesson Planning
Vaguely written or
generic write up of
factors to consider
when planning a
lesson.
Some consideration is
given to pre-, while and
post activities. Lesson
develops learners’ reading
skills in accordance with
the different teaching
approaches but missing
certain elements.
Lesson is well planned and has pre-,
while and post activities.
Lesson develops learners’ reading
skills in accordance with the
different teaching approaches.
Lesson is well and creatively planned
and has pre-, while and post
activities.
Lesson develops learners’ reading
skills in accordance with the different
teaching approaches very skilfully.
Objectives
Lesson objectives
lacks structure.
There is an obvious
lack of disciplinary
knowledge and
associated teaching
strategies.
Lesson has measurable
objectives which are
aligned with the CAPS
requirements (CAPS page
reference must be
provided).
Objectives ensure that the
relevant skills are taught.
Lesson has clear measurable
objectives which are aligned with the
CAPS requirements (CAPS page
reference must be provided).
Objectives will ensure that the
relevant skills are taught.
Lesson has clear measurable and
innovative objectives which are
aligned with the CAPS requirements
(CAPS page reference must be
provided).
Objectives will ensure that the
relevant skills are taught in a creative
manner.
In order to be
awarded full marks
for these elements
of Activity 1,
students need to
have:
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Authentic activities
Activities lack
thought and fail to
engage and
enthuse learners.
Activities allow for
individual, paired and
group work.
Pre-, while and postactivities are designed to
assess whether the
objectives have been met.
Variety of planned activities allow
for individual, paired and group
work. Pre-, while and post- activities
are designed to assess whether the
objectives have been met.
Variety of skilfully planned activities
allow for in-depth individual, paired
and group work. Pre-, while and postactivities are designed to assess
whether the objectives have been
met.
Materials used
Text selected does
not allow for
objectives to be
met.
No alignment of
themes is evident.
Text selected from ‘Diary of
a Wimpy Kid’ and allows
for some objectives to be
met. No alignment of
themes is evident.
Text selected from ‘Diary of a Wimpy
Kid’ and allows objectives to be met.
The theme selected is in alignment
with the text. Descriptions of
materials used are provided.
Text selected from ‘Diary of a Wimpy
Kid’ and allows objectives to be met
skilfully and creatively. The theme
selected is in alignment with the text.
Descriptions of a variety of additional
materials used are provided.
Some evidence of support
for second language
learners and learners with
barriers to learning is
evident. Vocabulary and
language elements have
been incorporated into the
lesson.
Ways in which second language
learners and learners with barriers
to learning will be supported to
meet the lesson objectives have
been incorporated into the lesson
plan. Vocabulary and language
elements (word level work, sentence
level work and spelling and
punctuation) as prescribed by the
CAPS for those weeks have been
incorporated into the lesson.
Clear evidence of ways in which
second language learners and
learners with barriers to learning will
be supported to meet the lesson
objectives have been well
incorporated into the lesson plan.
Vocabulary and language elements
(word level work, sentence level work
and spelling and punctuation) as
prescribed by the CAPS for those
weeks have also been creatively
incorporated into the lesson.
Incorporation of
additional elements
No evidence of
support for second
language learners
and learners with
barriers to learning
is evident.
Total /20
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Rubric Activity 2
Part 1: Planning Frame
Levels of Achievement
Poor
Developing
Good
Excellent
0-1
2-3
4
5
Planning frame
No format selected for the
frame. Elements included
do not align.
Some thought went into
the format selected for
the frame. Does not
include all the elements
required to support
successful lesson
planning.
Format selected for the frame
is clear. Includes all the
elements required to support
successful lesson planning.
Excellent format selected for the
frame and it is clear and well
thought-out. Includes all the
elements required to support
successful lesson planning.
Skills development
No evidence of
development in planning
frame for learners’ writing
and presenting skills.
Some evidence of
development in planning
frame for learners’
writing and presenting
skills.
Planning frame develops
learners’ writing and
presenting skills through the
stages of the writing process
as prescribed by the CAPS.
Planning frame creatively develops
learners’ writing and presenting
skills through the stages of the
writing process as prescribed by the
CAPS.
Objectives
Objectives lack structure
and are not clear.
Objects are clear and
measurable.
Clear measurable objectives
and are CAPS aligned.
Clear measurable objectives (CAPS
page reference must be provided).
Objectives are CAPS aligned.
In order to be awarded
full marks for these
elements of Activity 2,
Part 1, students need to
have:
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0-3
Authentic activities
Materials used
4-5
6-7
8-10
Activities lack thought and
fail to engage and enthuse
learners.
Activities allow for
individual, paired and
group work. Pre-, while
and post- activities are
designed to assess
whether the objectives
have been met.
A variety of planned activities
allow for individual, paired
and group work. Pre-, while
and post- activities are
designed to assess whether
the objectives have been
met.
A variety of skilfully planned
activities which allow for individual,
paired and group work are included.
Pre-, while and post- activities are
designed to assess whether the
objectives have been met.
Tools that will be used to assess the
learners’ writing development at
various stages of the writing cycle
are described.
Text from the reading
lessons do not model the
writing activity that
learners must complete.
No alignment of themes is
evident.
Evidence of text from
the reading lessons is
used to model the
writing activity that
learners must complete
but no alignment of
themes.
Text from the reading lessons
is used to model the writing
activity that learners must
complete. A suitable theme is
selected. Learners are
provided with a choice of
writing topics within the
same theme.
Text from the reading lessons is
used to model the writing activity
that learners must complete. A
suitable theme is selected. Learners
are provided with a choice of
writing topics within the same
theme. Descriptions of additional
materials used are provided.
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2023
0-1
Incorporation of
additional elements
No evidence of support
for second language
learners and learners with
barriers have been
incorporated to meet
lesson objectives.
Subtotal Part 1
2-3
4
5
There is some evidence
of support for second
language learners and
learners with barriers to
meet lesson objectives.
Ways in which second
language learners and
learners with barriers to
learning will be supported to
meet the lesson objectives
have been included in the
planning frame. Vocabulary
and language elements as
prescribed by the CAPS for
those weeks (word level
work, sentence level work
and spelling and punctuation)
have been incorporated into
these lessons.
Ways in which second language
learners and learners with barriers
to learning will be supported to
meet the lesson objectives have
been creatively and skilfully
included in the planning frame.
Vocabulary and language elements
as prescribed by the CAPS for those
weeks (word level work, sentence
level work and spelling and
punctuation) have been well
incorporated into these lessons.
Subtotal _______(40÷2) = ________/20
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Rubric Activity 2
Part 2: Material Design
Levels of Achievement
Poor
In order to be awarded full
marks for these elements of
Activity 2, Part 2, students
need to have:
Overall Design
Developing
Good
Excellent
Score Ranges Per Level (½ marks possible)
0-3
Worksheet lacks
thought and would fail
to engage and enthuse
learners.
4-5
Criteria is partially met with
regard to layout of
worksheet. Design shows
some evidence of creativity
and originality. Pictures and
images are relevant. Use of
space is maximised to avoid
paper wastage.
6-7
8-10
Worksheet is neat and logically
laid out. Evidence of creative
and original design.
Different fonts and font sizes
are used for headings,
subheadings and sections.
Relevant pictures and images
are used where necessary.
Use of space is maximised to
avoid paper wastage.
Worksheet is neat and
logically laid out. Creative
and original design. Different
fonts and font sizes are used
for headings, subheadings
and sections. Relevant and
interesting pictures and
images are used where
necessary. Excellent use of
space is maximised to avoid
paper wastage.
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Content
2023
Activities lack thought
and fail to engage and
enthuse learners.
Subtotal Part 2
Total Part 1 + Part 2
Criteria is partially met with
regard to language pitch and
grade appropriateness,
lesson objectives and
engagement of learners as
well as support to develop
writing.
Language is pitched at an
appropriate level for Grade 6
learners. Design of worksheet
and activities are for Grade 6
learners. Lesson objectives are
assessed through meaningful
and challenging activities on
the worksheet. Activities on
the worksheet support the
development of the writing
and presenting skill as
prescribed by the CAPS.
Language is skilfully pitched
at an appropriate level for
Grade 6 learners. Design of
worksheet and activities are
creative and interesting for
Grade 6 learners. Lesson
objectives are assessed
through meaningful and
challenging activities on the
worksheet. Activities on the
worksheet support the
development of the writing
and presenting skill as
prescribed by the CAPS.
Activities are scaffolded to
allow for differentiation.
/20
/40
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Rubric Activity 3 —
Assessment
Levels of Achievement
In order to be awarded
full marks for these
elements of Activity 3
students need to have:
Score Ranges Per Level (½ marks possible)
Memo content
No detailed
paragraph
regarding the
importance of using
rubrics to assess
learners’ written
submissions is
included.
Rubric
Poor
0-3
Criteria for rubric is
not clear or logical.
Developing
Good
Excellent
6-7
8-10
Paragraph about the rubrics
is vague and does not have
depth. Some feedback on
paragraph describing
meaningful feedback is
included.
Paragraph detailing the
importance of using rubrics
to assess learners’ written
submissions is included.
More detail could have been
given regarding the
paragraph describing
meaningful feedback.
Paragraph detailing the importance of
using rubrics to assess learners’
written submissions is included.
Paragraph describing meaningful
feedback is included.
Format of the rubric is
logical. Assessment criteria
are measurable and linked to
the lesson objectives. The
rubric lacks details regarding
assessment of learners’ skills
and knowledge.
Format of the rubric is
logical. Assessment criteria
are measurable and linked to
the lesson objectives. Rubric
is designed to measure the
skills and knowledge of
learners.
Rubric shows where learners
have achieved the skill set
and identifies areas of
development.
Some word level work,
sentence level work and
Format of the rubric is logical.
Assessment criteria are measurable
and linked to the lesson objectives.
Rubric is designed to measure the skills
and knowledge of learners.
Rubric clearly shows where learners
have achieved the skill set and
identifies areas of development.
Word level work, sentence level work
and spelling and punctuation to be
focussed on in the writing activity are
included.
4-5
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2023
spelling and punctuation to
be focussed on are discussed.
0-1
Marking and feedback
Award up to a
maximum of five
marks each for
marking each
learner’s diary
entry. Please note
that the total for
marking and
feedback is (3x5
=15)
Marking is poor with little to
no feedback included.
2-3
4-5
Some language errors are
corrected. Feedback is given
but is not meaningful.
Language errors corrected are those
stipulated for development for the
writing activity.
Spelling and punctuation errors are
indicated.
Examples of good writing in the
learner’s work are highlighted and
used to motivate self-editing of other
sections.
Feedback comments are motivating,
meaningful and developmental and
include suggestions for improving the
content and structure.
Feedback shows evidence that the
teacher has responded to the learner’s
level of achievement, by differentiating
suggestions for improvement.
Learner 1 diary entry
Learner 2 diary entry
Learner 3 diary entry
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0-1
Memo structure and
format
Activity 3 Total
Memo does not adhere to
the structure and format.
Tone is not polite or
professional.
2-3
4-5
Memo adheres to some
structure and format. Tone is
polite and professional.
Polite, informal tone.
Date and a clear concise subject line
stating the reason for the memo.
Polite salutation such as “Dear”.
An opening paragraph that is clearly
focussed on the reason for the memo.
A clear, concise closing paragraph that
expresses goodwill and reinforcing the
message.
Reference is made to the attachments.
Polite farewell statement (“Kind
regards”), followed by full name and
job title.
Tone and style throughout are
consistently appropriate for the
professional, friendly school memo
scenario.
/40
[TOTAL MARKS: 100]
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