Circular 52 /2002
Date: 24 June 2002
None
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On request, this circular will be
Ms. Kedike Babupi Tel: (011) 355-0385
Ms Marié Bouwer Tel: (011) 355-1781 made available in isiZulu, Sepedi and Afrikaans within 14 days
Office of the Chief Executive Officer
Room 1009, 111 Commissioner Street, Johannesburg 2001 P.O. Box 7710, Johannesburg, 2000
Tel: (011) 355-1511 Fax: (011) 333-5546 E-mail: ceogde@gpg.gov.za
OR mallelep@gpg.gov.za
English: Page 1 of 71

TABLE OF CONTENTS
INTRODUCTION AND INSTRUCTIONS 1.
2. SETWORKS FOR OFFICIAL AFRICAN LANGUAGES
2. ISINDEBELE
2.1.1. IsiNdebele Ilimi Lokuthoma (Primary (First) Language) (HG, SG)
2.1.2. IsiNdebele Ilimi Lesibili (Additional (Second) Language) (HG, SG)
2.2 ISIXHOSA
2.2.1 IsiXhosa Ulwimi Lokuqala (Primary (First) Language) (HG, SG)
2.2.2 IsiXhosa Ulwimi Lwesibini (Additional (Second) Language) (HG, SG)
2.3 ISIZULU
2.3.1. isiZulu Ulimi Lokuqala (Primary (First) Language) (HG, SG)
2.3.2 isiZulu Ulimi Lesibili (Additional (Second) Language) (HG, SG)
2.4 SEPEDI
2.4.1 Sepedi Leleme la Pele (Primary (First) Language) (HG, SG)
2.4.2 Sepedi Leleme la Bobedi (Additional (Second) Language) (HG, SG)
2.5 SESOTHO
2.5.1 Sesotho leleme la Pele (Primary (First) Language) (HG, SG)
2.5.2 Sesotho Leleme la Bobedi (Additional (Second) Language) (HG, SG)
2.6 SETSWANA
2.6.1 Setswana Leleme la Ntlha (Primary (First) Language) (HG, SG)
2.6.2 Setswana Leleme la Bobedi (Additional (Second) Language) (HG, SG)
2
4
5
5
5
6
8
8
9
11
11
13
14
14
16
17
17
19
20
20
22
24
24
25
2.7 SISWATI
2.7.1. Siswati Lulwimi Lwekucala (Primary (First) Language) (HG, SG)
2.7.2. Siswati Lulwimi Lwesibili (Additional (Second) Language) (HG, SG)
2.8 TSHIVENDA
2.8.1 Tshivenda Luambo Lwa Damuni (Primary (First) Language) (HG, SG)
2.8.2 Tshivenda Luambo lwa Vhuvhili (Additional (Second) Language) (HG, SG)
2.9 XITSONGA
2.9.1 Xitsonga Ririmi ro Sungula (Primary (First) Language) (HG, SG)
2.9.2 Ririmi ra Vumbirh (Additional (Second) Language) (HG, SG)
3. SETWORKS FOR AFRIKAANS
3.1 Afrikaans Primêre (Eerste) Taal (HG, SG, LG)
3.2 Afrikaans Addisionele (Tweede) Taal (HG, SG, LG)
27
27
28
30
30
32
33
33
35
English: Page 2 of 71

4.
4.1 English Primary (First) Language (HG, SG)
4.4
5.
SETWORKS FOR ENGLISH
English Additional (Second) Language (LG)
5.1 Arabic
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
SETWORKS FOR FOREIGN LANGUAGES
French
German
Gujarati
Hebrew (HG)
Hindi
Italian (HG)
Latin (HG)
Portuguese
5.10 Spanish (HG)
5.11 Tamil
5.12 Urdu
4.2
English Primary (First) Language (LG)
4.3
English Additional (Second) Language (HG, SG)
37
37
40
42
44
46
67
68
70
71
52
53
53
55
46
47
50
50
English: Page 3 of 71

1.
INTRODUCTION AND INSTRUCTIONS
This is an official Circular of the Gauteng Department of Education that replaces Circular 99/99 and
Circular 7/2002. It identifies, in keeping with guidelines from the National Department of Education, all the setworks for all languages to be used by Grade12 learners in 2002 and 2003. The titles of setworks for all official languages will remain the same. Titles of certain foreign languages have been replaced. This circular applies to both full-time and part-time candidates. Please read this
Circular in conjunction with Circulars 49/2001 and 17/2002.
PRIMARY (FIRST) LANGUAGES (Higher Grade and Standard Grade)
1. There are four compulsory sections:
 Section A : Poetry
 Section B : Drama
 Section C : Novel
 Section D : Portfolio Assessment : Short stories/ film study/ Folklore
2.
Sections A, B and C will be assessed in the external examination. (Paper 2: Literature will be for full-time and part-time candidates.)
3.
Section D: Full-time candidates only
(Part of) Portfolio (school-based) Assessment:
- African languages: Short stories or folklore
- Afrikaans: Choice between two anthologies of short stories
- English: Short stories or Film Study
Part-time candidates only
(Part of) Paper 3: External Examination
- English: Short stories or Film Study
- Creative Writing
- Transactional Writing
- African languages: Short stories or folklore
- Afrikaans: Choice between two anthologies of short stories
ADDITIONAL (SECOND) LANGUAGES (Higher Grade and Standard Grade)
 There are FOUR/FIVE Sections. Schools may choose ANY TWO of these sections.
 The prescribed genres are poetry, drama (not prescribed for Afrikaans), novel, short stories, folklore (not prescribed for English and Afrikaans). There is no generic lay-out to the sections for the different languages.
 No literary component is included in the CASS portfolio for the Second Languages.
 There is no literary component in paper 3 (part-time candidates)
English: Page 4 of 71

2. SETWORKS FOR OFFICIAL AFRICAN LANGUAGES
2.1 ISINDEBELE
2.1.1 ISINDEBELE ILIMI LOKUTHOMA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Kuneengaba ezine sezizoke, ekusigaba A-D. Isigaba D sizaba kuportfolio
ISIGABA A: IINKONDLO (POETRY)
Ntuli MS Kagiso ITSENGO 5
Iinkondlo ezilandelako kufuze zifundwe:
1.
Ngubani Owaziko
2.
Mma Afrika
3.
Ipi Yerholweni
4.
Min’ Anginatjhudu
5.
Ngisathi Ubaba
6.
Inthatha
7.
Iqiniso Alikho
8.
Awa, Angivumi
9.
Nithi Ngibo Laba Na?
10.
Langa Lokuthula
11.
Itjhuguluko
12.
Umuntu Mumuntu
13.
Nawe Sokapho
14.
Ngilisana Ngiphaphe!
15.
Ndlela YakwaMloto
16.
Kosi Somandla Ngiyazinekela
17.
KwaMahlungulu
ISIGABA B: UMDLALO (DRAMA)
1. Kanti Ngewakabani? Skosana PB De Jager Haum
ISIGABA C: INOVELA (NOVEL)
1. Amabatha Masango BD Heinemann
English: Page 5 of 71

ISIGABA D: PORTFOLIO ASSESSMENT:
EITHER UMTLOLONDABUKO (FOLKLORE) OR IINDATJANA (SHORT STORIES)
1. UMTLOLONDABUKO (FOLKLORE)
Jiyane DM & Mahlangu RN Juta &Company AYIKHULUNYELWA EZIKO
Abafundi kufuze bafunde naziiolwana:
1.
Umnqasa nebhubezi
2.
Indoda nenyoni
3.
UDimana noDimakazana
4.
Imvubu nomsila
5.
Umntazana nezimuzimu
6.
Ikguru nomqasa
7.
Umuhlwa,itsikizi nomuntu
8.
Umnqasa nesana
9.
Umsana neembhontjisi
10.
Abantazana ababili
Izaga, izitjho neenrarejo kufuze zifundwe zonke ngaphandle kweebongo zamakhosi ezisekugcineni kwencwadi.
2. IINDATJANA (SHORT STORIES)
UZANGENZANI? Jiyane DM, Skhosana PB Maskew Miller & Masango B.D
Abafundi kufuze bafunde nazi iindatjana:
1.
Uzangenzani
2.
Imali Yabantabami
3.
Ilifu Elinzima
4.
Ijima
5.
Ivalamlungwana
6.
Isikhundla Madoda
7.
Umonyani Awunamango
2.1.2 ISINDEBELE ILIMI LESIBILI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Kuneengaba ezihlanu sezizoke, ekusigaba A-E. Umfundi kufuze akhethe nanyana ngiziphi iingaba ezimbili kilezi ezihlanu.
ISIGABA: A IINKONDLO (POETRY)
ITSENGO 5
Iinkondlo ezilandelayo kufuze zifundwe:
1.
Ngubani Owaziko
Ntuli MS
Jiyane DM
Kagiso
English: Page 6 of 71

2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Min’ Anginatjhudu
Ngisathi Ubaba
Mthombo Ongomiko
Umuntu Mumuntu
Ndlela YakwaMloto
Ijemu
Iqiniso Alikho
Mma Wami
Langa Lokuthula
Ngilisani Ngiphaphe
Mahlangu JK
Mahlangu JK
Mahlangu KS
Mahlangu MS
Mahlangu MS
Malobola JN
Malobola JN
Mthimunye JM
Ntuli MS
Skosana PS
ISIGABA B: UMDLALO (DRAMA)
1. Kanti Ngewakabani? Skosana NE De Jager Haum
ISIGABA C: INOVELA (NOVEL)
Amabatha Masango BD Centaur
ISIGABA D: UMTLOLONDABUKO (FOLKLORE)
AYIKHULUNYELWA EZIKO Jiyane DM & Mahlangu, RN Juta
Izaga, izitjho neenrajo kufuze zifundwe kanye neenolwani ezilandelako:
1.
Umqasa nebubezi
2.
Udimana nodimakazana
3.
Indoda nenyoni
4.
Umuhlwa, itsikizi nomuntu
5.
Umsana Neembhontjisi
ISIGABA E: IINDATJANA: SHORT STORIES
UZANGENZANI? Jiyane, DM; Skhosana, PB; Masango, BD
Abafundi kufuze bafunde nanzi iindatjana ezifitjhana:
1.
Uzangenzani
2.
Ilifu Elinzima
3.
Ijima
4.
Isikhundla Madoda
5.
Ukukhamba Kubona
Maskew Miller
English: Page 7 of 71

2.2 ISIXHOSA
2.2.1 ISIXHOSA ULWIMI LOKUQALA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Mane amacandelo. A – D ABAFUNDI BAPHENDULA ONKE AMACANDELO
ICANDELO D: lizawuphendulwa phakathi ngonyaka kuportfolio
ICANDELO A: ISIHOBE (POETRY)
AWESELWA 3 Kwetana WM
Nantsi ke imihobe ekulindeleke ukuba ifundwe:
1.
Ithemba
2.
Afrika Mzali Wethu
3.
Isiyobisi
4.
Ingoma
Haum
5.
Imfundo
6.
Isithunzi
7.
Ihashe lakowethu uJekeqa
8.
Intliziyo
9.
Umvandedwa
10.
uNoluthando
11.
Wohlal’ukhumbuleka
12.
Uloyiko
13.
KuSombawo Wethu,Igwiba Lenyaniso
14.
Tywala Ungumlahlekisi
15.
Ichaphaza
16.
Unkosi Sipho Mangidi
17.
Inkosi S Mkrazuli
ICANDELO B: UMDLALO (DRAMA)
1. INZONZOBILA Mkhonto Via Afrika
ICANDELO C: INOVELI (N0VEL)
1. Etshatile Engatshatanga Satyo Arcacia
English: Page 8 of 71

ICANDELO D:
PORTFOLIO ASSESSMENT
IINTSOMI (FOLKLORE) / AMABALI AMAFUTSHANE (SHORT STORIES)
1. IINTSOMI (FOLKLORE)
SASINONCWADI KWATANCI Arcacia Satyo SC et al
Kule ncwadi yeentsomi, funda ezi ngongoma ezilandelayo:
1.
Uncwadi:
2.
Iintsomi:
3.
Amaqhina:
Satyo SC
Satyo SC
1.1-1.5
Zothwana ZS 2.1-2.7
6.1-6.5
Gxilishe D.S 9.1-9.2
Satyo SC 7.1-7.7 4.
Izaci:
2. AMABALI AMAFUTSHANE
Apha naphaya Jongilanga DM
Lamabali amafutshane akhethelwe ukufundwa:
Via Afrika
5.
6.
7.
8.
1.
2.
3.
4.
Uyise kaDengane
Uvimba kaBhelezabhubhe
Indlal ’inamanyala
Alitshoni lingenandaba
Unqaba
Isiko lisiko
Isiphorho saseVayineki
UTobhana umolokazana ka Dyonase
2.2.2 ISIXHOSA ULWIMI LWESIBINI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Mahlanu amacandelo A,B,C,D,E Abafundi kufuneka bakhethe nokuba ngawaphi amacandelo amabini kula mahlanu.
ICANDELO A : ISIHOBE (POETRY)
KHALA ZOME
Nantsi imihobe emayifundwe:
1.
2.
3.
4.
5.
Umntu Onenkani
Mfana Wam
Umntu Onekratshi
Iphupha Lika Nxu ka Phekumpa
Iqhosha Lam
Ngcwabe, LMS Educum
English: Page 9 of 71

6.
7.
8.
9.
Uhambo Lomhambi
Umqweno wexhego
Ubugorha
Umqhagi
10.
Uqongqothwane
11.
Ubuhle bomhlaba
12.
Iintsimbi zaseZulwini
ICANDELO B: UMDLALO (DRAMA)
Isisila Sehobe Satyo SC &Gwashu EF Juta
ICANDELO C: INOVELI (NOVEL)
Umakhwekhwetha Mcimeli RS Educum
ICANDELO D: IINTSOMI (FOLKLORE)
SASINONCWADI KWATANCI Satyo SC et al Arcacia
Abafundi mabafunde ezi ngongoma zilandelayo:
1.
Uncwadi Satyo SC 1.1-1.5
2.
Iintsomi
3.
Amaqhina
4.
Amaqhalo
Zothwana ZS 2.1-27
Satyo SC
Satyo SC
3.1-3.5
6.1-6.5
5.
Izaci Satyo SC 7.1-7.7
ICANDELO D:
AMABALI AMAFUTSHANE (short stories)
IMBA DU Sinxo GB
Amabali amafutshane amakafundwe ngala:
1. Mhla sancama
2.
Iinzingo zomoni
3.
Ukuba ebengumLungu
4.
Kugula othandayo
5.
Mhla boyisakala
6.
Mhla inxila lavuya
7.
Bashumayezwa mhla ziihagu
8.
Loo minwe mithathu
Educum
English: Page 10 of 71

9.
Impindezelo yesibonda
10.
Wanyangwa yinyama
2.3 ISIZULU
2.3.1 ISIZULU ULIMI LOKUQALA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Kuneziqephu ezine: Iziqephu A, B, C, D. Isiqephu D sizohlolwa phakathi nonyaka ezikoleni kuportfolio
ISIQEPHU A: IZINKONDLO (POETRY)
IMVUBELO Maphumulo AM Vivlia
Izinkondlo ezilandelayo yizona ezizofundwa:
1.
Imvubelo
2.
Ntandokazi yami
3.
Nqaba yami
4.
Phezu kwakho konke
Mathenjwa LF
Khumalo VS
ThwalaJ J
Mvuyana SB
Khumalo VS
Ngema BF
Hlongwane K.E
Hlongwane K.E
Maphumulo AM
5.
Mhlekazi wemvelo
6.
Kwelakithi
7.
Zinkuzi Zelakithi
8.
Lafa Sibhekile
9.
Yisinqibi
ISIQEPHU B: UMDLALO (DRAMA)
Ngiwafunge Amabomvu Molefe M Travis
ISIQEPHU C: INOVELI (NOVEL)
Isigcawu Sekantolo Masondo MM Educum
ISIQEPHU D: PORTFOLIO ASSESSMENT: UBUCIKO BOMLOMO (FOLKLORE) / IZINDABA
EZIMFISHANE NAMA-ESEYI (SHORT STORIES AND ESSAYS)
1.
Ubuciko Bomlomo (Folklore)
INKOSI YINKOSI NGABANTU Msimango CT Out of Africa
English: Page 11 of 71

Ubuciko bomlomo obulandelayo bufanele bufundwe:
1.
Izinkondlo Zomdabu
1.1 Imilolozelo
1.2 Izilandelo
1.3 Izibongo
1.4
Izithakazelo nobunkondlo
2.
Izinganekwane
2.1 Inganeko
2.2 Umzekeliso
2.3. Izinsumansumane
2.3.1 Inja Nekati
2.3.2 Uheshane nezinkukhu
1.3.3
Impisi, Nethambo
3. Izaga
4. Izisho
5. Iziphicaphicwano
NOMA
2.
Izindaba Ezimfishane nama-eseyi (Short stories and essays)
Nxumalo OEH UMLABALABA
Lezi izindaba ezimfishane nama eseyi azofundwa:
1.
Isikhala Sokufundela ubuthishela Nxumalo O.E.H
2.
Buyela ekhaya
3.
Impimpi
4.
5.
Unembeza
6.
Izinyembezi
Ukusika ukhasi
7.
Ukulungiswa kwezinwele
8.
Ubuhle nobubi
9.
Itiye netiyana
10. Ubungani
Ntuli N.S
Sibiya N.G
Sibiya NG
Sibiya NG
Mhlongo DBK
Mhlongo DBK
Mhlongo DBK
Nxumalo O.E.H.M
Nxumalo O.E.H.M
Palm
English: Page 12 of 71

2.3.2 ISIZULU ULIMI LWESIBILI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Kunezigaba ezinhlanu A-E Abafundi kufanele bakhethe ezimbili phakathi kwalezi ziqephu ezinhlanu.
ISIQEPHU A: IZINKONDLO (POETRY)
Maphumulo AM Vivlia IMVUBELO
Izinkondlo ezilandelayo yizona ezizokufundwa:
1.
2.
3.
4.
5.
Ngoba-nje usulapho Khumalo VS
Yebo-ke kufa Nkosi MS
Nokwethaba Ngema BF
Sibonda sikaZulu Mathenjwa LF
Namhlanje Mathenjwa LF
ISIQEPHU B: UMDLALO (DRAMA)
Ngiwafunge Amabomvu Molefe M Travis
ISIQEPHU C: INOVELI (NOVEL)
Isigcawu Sekantolo Masondo MM Educum
ISIQEPHU D: UBUCIKO BOMLOMO (FOLKLORE)
INKOSI YINKOSI NGABANTU
1.
Inganeko
Inkosikazi Esenyangeni
2.
Umzekeliso
Umpeza Negwababa
3.
Izinsumansumane
Unogwaja Nebhubesi
Impisi, Nethambo
4.
Imilolozelo
Thula Mntwana
5.
Izilandelo
Wobani Labayana
6.
Izibongo
Izibongo zikaMdlaka
7. Izithakazelo
AbakwaSibiya nabakwaZwane
Msimango C.T
Ubuciko bomlomo obulandelayo bufanele bufundwe:
Out of Africa
English: Page 13 of 71

ISIQEPHU D: Izindaba Ezimfishane (short stories)
UMLABALABA Nxumalo OEH
Izindaba Ezimfishane ezilandelayo yizona ezizokufundwa:
1.
2.
3.
4.
5.
Isikhala sokufundela Ubuthishela
Buyela Ekhaya
Impimpi
Izinyembezi
Unembeza
Palm
Nxumalo OEH
Ntuli NS
Sibiya NG
Sibiya NG
Sibiya NG
2.4 SEPEDI
2.4.1 SEPEDI LELEME LA PELE (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Go tla ba le dikarolo tše nne. Karolo A,B,C le D. Karolo D e tlo ngwalwa gare ga ngwaga KO
PORTFOLIO
KAROLO YA A: DIRETO (POETRY)
Mampuru DM Out of Africa SENAKANGWEDI
Go kgethilwe direto tše di latelago:
1.
Tshebi Malatji PN
2.
Molebaleng Malatji PN
3.
Diphororo(OBE) Magolego TA
4.
Lelalaphaepe
5.
Tsela
Magolego TA
Magolego TA
6.
Thopantlo Magolego TA
7.
O homoletšeng Mahlafore LM
8.
Morutiši Mphahlele MPN
Mphahlele MPN 9.
Ge a se sepetše,go lokile
10.
Ka palamonwana ye
11.
Selo sa ba Kgalauwane Lefakong
Mphahlele MPN
Mphahlele MPN
12.
Mašiagodiša Mphahlele MPN
KAROLO YA B: PAPADI (DRAMA)
A MO SWINA NGWANAN’THAKANA Serudu MS Out of Africa
English: Page 14 of 71

KAROLO YA C: PADI (NOVEL)
NNETE FELA Mampuru DM Educum
KAROLO YA D: PORTFOLIO ASSESSMENT : DINONWANE (FOLKLORE) /
DIKANEGELOKOPANA (SHORT STORIES)
1.
Dinonwane (Folklore)
MOEPATHUTSE Makopo SA Aktua
Barutwana ba swanetše go tseba diema, dika, dithai, dikošana, dithaloko le ditlwaelo. Go kgethilwe dinonwane tše di latelago:
1.
Mašilo le Mašilwane
2.
Mpho ya Badimo
3.
Mohlare wa Mokadiathola
4.
Tau le Mmutla
5.
Mosela wa pela o kae?
6.
Phukubje le Phiri
7.
Ga se rena ditšhwene
8.
Go lebala ga Tonki
9.
Buhlale bja Phukubje
10.
Matheetšabohle o tshwenyegile
2.
Dikanegelokopana (Short stories)
GO TSEBA MANG Ramokgopa HH
Baithuti ba tla bala dikanegelokopana tše di latelago:
1.
Madipa le makgaga
2.
Dimakatšo
3.
Mpapaletšeng
4.
E kgatlilwe
5.
Sutu ya phathi
6.
Dibotse ga di lebane
7.
Thipa e tšwile morabeng
8.
Ke hlakišwa ke pasa
Longman Penquin
English: Page 15 of 71

2.4.2 SEPEDI LELEME LA BOBEDI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Go na le dikarolo tse hlano. Baithuti ba swanetse go kgetha tse dingwe le tse dingwe tse pedi mo karolong tse hlano.
KAROLO YA A: DIRETO (POETRY)
Mampuru DM Out of Africa SENAKANGWEDI
Go kgethilwe direto tše di latelago:
1.
2.
3.
4.
5.
6.
Lelalaphaephe
Mponele ngwanaka
Moriti wa ka
Meritimebedi
Go bohloko bjang
Leo le lego gona
7.
Ge re šila lwaleng
8.
Mainamaloga
Magolego TA
Mahlafore LM
Mphahlele MPN
Mphahlele MPN
Mphahlele MPN
Mphahlele MPN
Mampuru DM
Mampuru DM
KAROLO YA B: PAPADI (DRAMA)
A MO SWINA NGWANAN’THAKANA Serudu MS Out of Africa
KAROLO YA C: PADI (NOVEL)
NNETE FELA Mampuru DM Out of Africa
KAROLO D: DINONWANE (FOLKLORE)
MOEPATHUTSE Makopo SA Aktua
Go kgethilwe tše di latelago, Barutwana ba swanetse go tseba le diema, dika, dithai, dikošana, dithaloko le ditlwaelo.
1.
Mašilo le Mašilwane
2.
Mpho ya Badimo
3.
Mohlare wa Mokadiathola
4.
Tau le Mmutla
5.
Mosela wa pela o kae?
6.
Phukubje le Phiri
7.
Ga se rena ditšhwene
8.
Go lebala ga Tonki
9.
Buhlale bja Phukubje
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10.
Matheetšabohle o tshwenyegile
KAROLO E: DIKANEGELOKOPANA (SHORT STORIES)
Ramokgopa HH GO TSEBA MANG? Longman Penquin
Baithuthi ba tla swnela ke go tseba dikanegelokopana tše di latelago:
1.
Roma nna mme
2.
Mašaabitla
3.
Mpapaletšeng
4.
Dibotse ga di lebane
5.
Thipa e tšwile morabeng
2.5 SESOTHO
2.5.1 SESOTHO LELEME LA PELE (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Dingolwa tse baletseng mophato wa 12 di hlano. Dingolwa tsena di botsisitswe tlasa dikarolo tse nne: A, B, C, D.
Karolo D, e tla ngolwa sekolong, hara selemo, ho portfolio.
KAROLO A: DITHOTHOKISO(POETRY)
TLHAKA YA BASOTHO Maboea PTPK
Barutuwa ba tshwanetse ho bala dithothokiso tse latelang:
Educum
1.
Itekele,itekele hape
2.
Tahlehelo
3.
Botle
4.
Lempentje
5.
Moleleki wa makgonthe
6.
J J Mohapeloa , Sabata
7.
Lefitori la ngwetsi
8.
Ke Daggakraal
9.
Kajeno ke kajeno
10.
Lengolo le yang ho Duduzile
11.
Mafahla
English: Page 17 of 71

KAROLO B: TSHWANTSHISO (DRAMA)
LERU LE LEFUBEDU
KAROLO C: PALE (NOVEL)
Mohapi TWD Palm
MEHALADITWE HA E EKETHEHA Mafata T De Jager Haum
KAROLO D : PORTFOLIO ASSESSMENT : DITSHOMO LE TSA SETSO (FOLKLORE) /
MEQOQO (SHORT STORIES)
1.
Ditshomo Le Tsa Setso (Folklore)
BOKGELEKGELE BA BASOTHO Moeketsi R
Ditshomo tsa setso tse baletsweng bahlahlobiwa ke tse latelang:
1. Ditshomo
1.1 Mmutlanyana
1.2 Phokojwe le bere
1.3 Nkolobe
1.4
Tselane
2. Dithoko
2.1 Dithoko tsa marena a Basotho
2.2 Dithoko tsa bahale
2.3 Dithoko tsa makolwane
2.4 Dithoko tsa ditaola
2.5 Difela
1.6
Kodiamalla
3. Dipina
3.1 Dipina le dipapadi
3.2 Dipina tsa mekgwa le meetlo
4. Dilotho
5 Maele le Dikapolelo
6. Sesui
2.
Meqoqo (short stories)
PELONG YA KA Mofokeng SM
Meqoqo e baletsweng bahlahlobiwa ke e latelang:
1.
Phetoho
2.
Nako
WUP/Hodder & Stoughton
English: Page 18 of 71

3.
Metswalle
4.
Hahlobo
5.
Sepetlele
6.
Dimela
7.
Tjhelete
8.
Lenyalo
9.
Qeetello
2.5.2 SESOTHO LELEME LA BOBEDI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Ho na le dingolwa tse hlano, Karolo A, B, C, D le E . Bahlahlobiwa ba ngola karolo tse ding le tse ding tse pedi ho tse hlano tse botsitsweng
KAROLO A: DITHOTHOKISO (POETRY)
TLHAKA YA BASOTHO Maboea PTPK Educum
Ho baelwe dithothokiso tse latelang:
1.
Itekele itekele hape
2.
Tlhaka ya Basotho
3.
Lempetje
4.
Moleleki wa mmakgonthe
5.
Lefitori la ngwetsi
6.
Teboho
7.
Kajeno ke kajeno
8.
Nna
KAROLO B: TSHWANTSISO (DRAMA)
LERU LE LEFUBEDU Mohapi TWD Palm
KAROLO C : PALE (NOVEL)
MEHALADITWE HA E EKETHEHA Mafata T De Jager Haum
KAROLO D: DITSHOMO LE TSA SETSO (FOLKLORE)
BOKGELEKGELE BA BASOTHO
Ho balwe ditshomo le tsa setso tse latelang:
Moeketsi R
1. Ditshomo
1.1 Phokojwe
1.2 Mmutlanyana
English: Page 19 of 71

1.3
Kgubetswana Le Talane
1.4
Ditokotoko
1.5
OBE
2. Dithoko
2.1 Dithoko tsa marena a Basotho
2.2 Dithoko tsa bahale
2.3 Dithoko tsa makolwane
2.4 Dithoko tsa ditaola
2.5 Difela
2.6.Kodiamalla
3. Dipina
3.1.Dipina le dipapadi
3.2 Dipina tsa mekgwa le meetlo
4. Dilotho
5. Maele le Dikapolelo
6. Sesui
KAROLO E: MEQOQO (SHORT STORIES)
PELONG YA KA Mofokeng SM WUP/Hodder&Stoughton
Ho balwa meqoqo e latelang:
1.
Phetoho
2.
Bodutu
3.
Metswalle
4.
Hahlobo
5.
Tjhelete
6.
Lenyalo
7.
Boqheku
8.
Qeetello
2.6 SETSWANA
2.6.1 SETSWANA LELEME LA NTLHA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Go tla nna le dikarolo tse nne eleng: A, B, C, D.
Karolo D: e tla kwalwa kwa sekolong fa gare ga ngwaga ka Juni.
English: Page 20 of 71

KAROLO YA A: MABOKO (POETRY)
SELELO SA MMOKI
Maboko a a tlhopilweng ke a a latelang:
1.
Molekane
2.
Motlha nkemele
3.
Batlase lo njetse kgomo
4.
Ngwetsi maloba
5.
Bokafantle
6.
Dikgole bofologa
7.
Medupe
8.
Maora-tuka
9.
Molaetsa wa phologolo
10.
Nna nonyane ke a lela
Mogotsi M C D Sasavona
11.
Masiela
12.
Ntshale morago
13.
Mokgokolosa
14.
Badisa ba kae
15.
Dinao tsamaong
KAROLO YA B: TERAMA (DRAMA)
DINTSHONTSHO TSA LERATO Raditladi LD Educum
KAROLO YA C: PADI (NOVEL)
MASAIKATEGANG A MAGODIMO Mekgwe JMK Van Schaik
KAROLO YA D: PORTFOLIO ASSESSMENT: DITLHANGWA TSA MOLOMO (FOLKLORE) /
DIKGANGKHUTSWE (SHORT STORIES)
Ditlhangwa Tsa Molomo (Folklore)
NTLHABELE DINAANE Dipale ZA MacMillan
Baithuti ba tshwanetse go buisa dithamalakwane, diane, maele, dipina tsa setso, direto tsa magosi ko “Segarona” le “E Antswe Letseleng”. Dinaane tse di tlhopilweng ke tse di latelang:
1.
2.
3.
4.
5.
Diselammapa le tau
Mosadimogolo le diphapha
Senkepeng le ngwana wa kgosi
Kgosi keogile
Botlhale bo a humisa
English: Page 21 of 71

6.
7.
8.
9.
Mosadimogolo le bana ba bana
Basetsana ba bararo
Se se jeleng rre
Legae le Dimo
10.
Bana ba dithupa
11.
Setswamotlhokong le Tshure
12.
Ngwana wa bongapa
13.
Mmaletsatsi
14.
Selina
15.
Mantswa
Dikgangkhutswe (short stories)
MMUALEBE Malope RM
Dikgangkhutswe tse di tlhopilweng ke tse di latelang:
Dinaledi
1.
Le fa o ka e buela lengopeng
2.
Bodiba jo bo jeleng ngwana mmago
3.
Ore tshegisa ka batho
4.
Onkutlwe
2.6.2 SETSWANA LELEME LA BOBEDI (ADDITIONAL (SECOND) LANGUAGE) (HG, SG)
Go na le karolo tse Tlhano NNE A, B, C, D le E. Baithuti ba tshwanetse go kgetha tse dingwe le tse dingwe tse pedi go tswa mo karolong tse.
KAROLO YA A: MABOKO (POETRY)
SELELO SA MMOKI
Maboko a a tlhopilweng ke a a latelang:
Mogotsi MCD Sasavona
1.
Tlhago e ntle
2.
Molatlhwa le bowa
3.
Nako le murutabana
4.
Nako le moša
5.
Lesedi
6.
Sebi se kuketse
7.
Tsele tshweu
8.
Ngwetsi maloba
9.
Lewatle
10.
Mahutsana a modiri
11.
Molaetsa wa phologolo
12.
Matlhotlha pelo a lerato
13.
Malome leferefere
14.
Moetapele
English: Page 22 of 71

KAROLO YA B: TERAMA (DRAMA)
DITSHONTSHO TSA LERATO Raditladi LD Educum
KAROLO YA C: PADI (NOVEL)
MASAIKATEGANG A MAGODIMO Mekgwe JMK Van Schaik
KAROLO D: DITLHANGWA TSA MOLOMO (FOLKLORE)
NTLHABELE DINAANE Dipale ZA MacMillan
Dinaane tse di tlhopilweng ke tse di latelang. Baithuti ba tswanetse go buisa ditamalakwane, diaane, maele, dipina tsa setso, direto tsa magosi mo “Segarona” le “E Antswe Letseleng”.
Dinaane tse di tlhopilweng ke tse di latelang:
1.
Basetsana ba bararo
2.
Mosetsana yo montlentle
3.
Mosadimogolo le bana ba bana
4.
Se se jeleng rre
5.
Jane le Janenyane
6.
Mogologwane
7.
Moopana le Segwagwa
8.
Dibero tse tharu
9.
Tlholwe le mutla
10.
Diphologolo tsa naga
KAROLO E: DIKGANGKHUTSWE (SHORT STORIES)
Malope RM MMUALEBE
Dikgangkhutswe tse di tlhopilweng ke tse di latelang:
1.
Le fa o ka e buela lengopeng
2.
Bodiba jo bo jeleng ngwana mmago
3.
Ore tshegisa ka batho
4.
Onkutlwe
Dinaledi
English: Page 23 of 71

2.7
SISWATI
2.7.1 SISWATI LULWIMI LWEKUCALA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Kunetigaba Letine – A,B,C,D.
Isigaba D sibhalwa esikolweni emkhatsini wemnyaka, ngoJuni kuportfolio.
SIGABA A: TINKONDLO (POETRY)
IHLABAMKHOSI 3
Tinkondlo letikhetsiwe:
1.
Phasha laphuma lilanga
2.
Ligwalagwala
3.
4.
5.
6.
Umtsimba
Lwandle ngitjele
Nhlitiyo yami
Tibongo tenhlebi
Simelani SZ & Thwala JJ Juta
7.
NgaLesihlanu ntsambama
8.
Dloti lemaNtungwa
9.
Lelo tinyokati
10.
Bhala mabhalane
11.
Kulindza kwesibili
12.
Ngiyincangosi
SIGABA B: UMDLALO (DRAMA)
Shabangu, EE
Mhlanga, EJ
Thela, TB
Ncongwane, JJ
Ncongwane, JJ
Silumi, AD
Silumi, AD
Khumalo, VS
Mdhluli AD
Mavuso MP
Gama ZB
Thwala JJ
TENTILE Magagula SM Macmillan
Boleswa
SIGABA C: INOVELI (NOVEL)
HHAWU MINE NGEMNTFWANAMI Maphalala TF Educum
SIGABA D: PORTFOLIO ASSESSMENT: TEMDZABU (FOLKLORE) / TINDZABA
LETIMFISHANE (SHORT STORIES)
SEKUHLWILE Malindzisa GA Travis
Temdzabu letikhetsiwe (Folklore):
English: Page 24 of 71

1. Tinganekwane
1.1 Khala mdumbadumbane
1.2
Umntfwanenkhosi nesicoco
1.3
Litje lakaNtunjambili
1.4
Yeswela umsila ngekulayetela
1.5
Sikhumba senyamlelane
2. Tinkondlo temdzabu (Fudzani tonke)
3. Inkolelo yesintu
3.1 Kugeca umhlanga
3.2 Kukha lusekwane
4. Tipicwapicwane : Likhasi 69-73
5. Taga : Likhasi 82-83
6. Tisho: Likhasi 100-102
Tindzaba letimfishane (Short stories)
LAPHA NALAPHA
Tindzaba letimfishane letikhetsiwe:
Magagula SM Macmillan Boleswa
1.
Bugwadzi
2.
Inkinga Yemvendvo
3.
Maye ngeluswane lwakhe
4.
Ticatfulo
Ncongwane JJ
Ncongwane JJ
Ncongwane JJ
Thwala JJ
5.
Shayisa Mine Ncongwane JJ
6.
Kusasa Lokusako Khanyile B.S
2.7.2 SISWATI LULWIMI LWESIBILI (ADDITIONAL (SECOND) LANGUAGE)
(HG, SG)
Kunetigaba letisihlanu. Tigaba A, B, C, D na E Khetsa noma yitiphi tigaba letibili.
ISIGABA A: TINKONDLO (POETRY)
EMAKHOWA
Tinkondlo letikhetsiwe:
1.
Lomuhla
2.
Libhudlo
3.
Seluleko
4.
Sengiyinyongo yenyatsi
5.
6.
Lubombo
Liyahhusha
Thwala JJ
Lubisi MP
Thwala J
Ncongwane SJ
Thwala JJ
Thwala NN
Khanyile BS
English: Page 25 of 71

7.
Mdali Wam
8.
Esibedhlele kaMagolide
9.
Inhlekelele yaseKhingilosi
10.
Tfokotile
11.
Tibongo ta S.S Mahlalela
Ncongwane SJ
Shongwe JP
NcongwaneSJ
Thwala JJ
Thwala JJ
SIGABA B: UMDLALO (DRAMA)
TENTILE Magagula SM Macmilan Boleswa
ISIGABA C: INOVELI (NOVEL)
HHAWU MINE NGEMNTFWANAMI Maphalala TF Educum
SIGABA E: TEMDZABU – (FOLKLORE)
SEKUHLWILE Malindzisa GA
Temdzabu letikhetsiwe:
1 Tinganekwane
1.1 Alikho licili lelatikhotsa emhlane
1.2 Manana naboselesele
1.3 Litje likantunjambili
1.4 Lizimu nenyanga yesive
1.5 Yeswela umsila ngekulayetela
Travis
2. Tinkondlo te mdzabu ((Ti fundwa tonkwe ku le ncwadi)
3. Inkolelo yesintu
3.1 Kugeca umhlanga
3.2 Kukha lusekwane
4. Tipicwapicwane A netimpendulo tato letiphelela ku 19 ekhasini 72
5. Taga : Likhasi 82-83
7.
Tisho : Likhasi s 100-102
SIGABA D: TINDZABA LETIMFISHANE (SHORT STORIES)
Ntuli D.B.Z Shuter & Shooter IDUBUKELE: Mthembu G.T
Tindzaba letimfishane Letikhetsiwe:
1.
2.
3.
Inyoni YaMake
Duduzile Abeliphupho
Guga Mtimba Sala Nhlitiyo
Malangwane BP
Nyembe SA
Nyawo CM
English: Page 26 of 71

4.
Buntfombi BaSontoyi
5.
Pum Yafa Ingula
6.
Tipho TaLobayeni
7.
Lijazi Lensimbi
8.
Sengiwabani - Ke Mine
9.
Mudle Mali Yakhe
10. Shongwe nesiNgisi
2.8 TSHIVENDA
Mkhonza S
Ntshangase BS
Dlamini SR
Sibande OJ
Ntiwane ND
Magagula SM
Manana M
SIGABA C:
2.8.1 TSHIVENDA LUAMBO LWA DAMUNI (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Hu na khethekhanyo nna. Khethekanyo D i do nwalwa vhukati ha nwaha zwikoloni, KHA
PORTFOLIO
KHETHEKHANYO YA A: ZWIRENDO (POETRY)
MULISA
Zwirendo zwi tevhelaho zwo randelwa:
Mafela M J
1.
Kholomo
2.
Gonitshedza
5.
Sefo
6.
Tshidakwa
Magoro C
Magoro C
3.
Khukhwana idzi Magoro C
4.
Madi
Out of Africa
7.
8.
9.
10.
11.
12.
13.
14.
15.
Sambi li shaya mulisa
Lamukisa
Nngu
Tshidade tshanga
Khothekhathuli
Vhutungu
Thavha
Dzuvha
Luvholela lwa vhutshilo vhuno
Mavhaga N
Mavhaga N
Mavhaga N
Ndlovu LR
Ndlovu LR
Ndlovu LR
Nemunzhelele AH
Nemunzhelele AH
KHETHEKHANYO YA B: LITAMBWA (DRAMA)
Nemunzhelele AH
Nevhutalu M. B,
Nevhutalu M. B
Nevhutalu M. B
ZWO ITWA Mahamba Centaur
English: Page 27 of 71

KHETHEKHANYO YA C: NGANEA (NOVEL)
MITSHETO YA WA Magau AW Van Schaik
KHETHEKHANYO YA D: PORTFOLIO ASSESSMENT: DZINGANO (FOLKLORE) / NGANEA-
PFUFHI (SHORT STORIES)
1.
Dzingano
DZA MAKHULUKUKU Mafela MJ & Raselekoane NR NAM
Hu fanela uri hu vhaliwe maidioma, mirero, dzithai, zwikhodo, nyimbo dza sialala na dzingano dzi tevhelaho:
1.
Luaviavi na dongololo
2.
Kudele kwa zwi tshilaho shangoni
3.
U da ha Nwali Raluvhimba Venda
4.
Ngoma-Lungundu
5.
Muthannga wa goswi
6.
Mu’nwe Mukegulu
7.
Phunguhwe na nngu
8.
Tshidula na musadziwa tsho
2.
Nganea-Pfufhi
MMBWA YA LA INWE A I NONI
Nganea-Pfufhi dzi tevhelaho dzo randelwa:
Maumela TN
1.
Zwo vha vhuedza mini?
2.
Ho vho lovha tshelede ye ya fhira mpimo
3.
A vho ngo tsha la na nama yayo
4.
Tshithu tshi a vhonelelwa
Via Afrika
5.
Siphegana na Muhanelwa
6.
“Ha no nngwana!”
2.8.2 TSHIVENDA LUAMBO LWA VHUVHILI ADDITIONAL LANGUAGE: HG, SG
Huna khethekanyo NNA, A-D. Vhalingiwa vha fanela u nanga khethekhanyo dzinwe na dzinwe mbili fhedzi.
KHETHEKANYO YA A: ZWIRENDO (POETRY)
MULISA
Zwirendo zwi tevhelaho zwo randelwa:
Mafela M J Out of Africa
English: Page 28 of 71

1.
Kholomo
2.
Khukhwana idzi
3.
Madi
4.
Tshidakwa
5.
Luvholela lwa vhutshilo vhuno
6.
Musadzi ndi mini?
7.
1652
8.
Sambi li shaya mulisa
9.
Vhasadzi vhashu
10.
Pfunzo
11.
Nngu
12.
Vele
13.
Muthu
14.
Makole
15.
Dzuvha
KHETHEKANYO YA B: LITAMBWA (DRAMA)
ZWO ITWA Mahamba AM Centaur
KHETHEKANYO YA C: NGANEA (NOVEL)
MITSHETO YA WA Magau AW Van Schaik JL
PORTFOLIO ASSESSMENT: DZINGANO (FOLKLORE) / NGANEA-PFUFHI (SHORT
STORIES)
1.
Dzingano (Folklore)
DZA MAKHULUKUKU Mafela MJ, Raselekoane NR NAM
Hu fhanele u ri hu vhaliwe maidioma, mirero ,dzithai , zwikhodo, nyimbo dza sialala na dzingano dzi tevhelaho:
1.
Luaviavi na dongololo
2.
Kudele kwa zwi tshilalaho shangoni
3.
U da ha Nwali Raluvhimba Venda
4.
Ngoma-Lungundu
5.
Muthannga wa goswi
6.
Munwe Mukgulu
7.
Phunguhwe na nngu
8.
Tshidula na musadzi wa tsho
2.
Nganea-Pfufhi
English: Page 29 of 71

MMBWA YA LA INWE A I NONI
Nganea-Pfufhi dzi tevhelaho dzo randelwa:
Maumela TN
1.
Zwo vha vhuedza mini?
2.
Ho vho lovha tshelede ye ya fhira mpimo
3.
A vho ngo tsha la na nama yayo
4.
Tshithu tshi a vhonelelwa
5.
Siphegana na muhanelwa
6.
“Ha no nngwana!”
7.
Mulandu a u sini
2.9 XITSONGA
Via Afrika
2.9.1 XITSONGA RIRIMI RO SUNGULA (PRIMARY (FIRST) LANGUAGE) (HG, SG)
Ku na swiyenge swa mune. Xiyenge D: xi ta tsariwa exikolweni, exikarhi ka lembe EKA
PORTFOLIO
XIYENGE XA A: VUTLHOKOVETSERI (POETRY)
Magaisa JM Van Schaik XIKOLOKOLO NGUVU YA PITORI
Switlhokovetsele leswi swi landzelaka swi fanele ku hlayiwa:
1.
Muhlwa
2.
Xihangalasi
3.
N’wi byele
4.
Masiku
5.
Milawu
6.
Xikandza xa ndlala
7.
A-E-I-O-U
8.
Mi rhukane swikwembu
9.
Byebyo i vutomi
10.
U ganga mani
11.
Yi nela hinkwerhu
12.
U nga swi pfumeleri
13.
A ka ha ri na Mutsonga
14.
Gumba
15.
Xivoni
English: Page 30 of 71

XIYENGE XA B: NTLANGU (DRAMA)
XIHLOVO XA LE MAHLWENI Baloyi JM Juta
XIYENGE XA C: HUNGU-TSALWA (NOVEL)
NTSENDZELEKI Khosa GS Educum
PORTFOLIO ASSESSMENT: MFUWO NWA RIXAKA (FOLKLORE) / SWIRUNGULWANA
(SHORT STORIES)
1.
Mfuwo Nwa Rixaka (Folklore)
XA MINA I TINYELETI Rikhotso F Shuter & Shooter
Eka tsalwa leri vadyondzi va fanele ku hlaya mintsheketo leyi landzelaka va tlhela va hlaya swivuriso,swivulavulelo, tinsimu, tithayi na swiphato swa ndhavuko eka “Ririmi ra Manana” na
“Xitsonga xa Vagingiriki”:
1.
Banana
2.
Rivolwa yi dilika
3.
Varindzi va tinxakwari
4.
Nyama ya swisuti
5.
N’wampfundla na N’wamfenhe
6.
N’wana wa N’wanghala
7.
Evukon’wanini bya N’wamfenhe
8.
N’wamhuti a xisa N’wamfenhe
9.
Swihandza matala
10.
Tindleve ta mbhongholo
2.
Swirungulwana (Short Stories)
NTLHONTLHO Chauke WR Kagiso
Swirungulwana leswi landzelaka swi fanele ku hlayiwa:
1.
Timintsu ta mina
2.
Mi ta ndzi endla yini?
3.
Nkalaxaka
4.
Ndza rhandziwa
5.
Khomela wa Mukhuhlwani
English: Page 31 of 71

2.9.2 XITSONGA RIRIMI RA VUMBIRHI (ADDITIONAL (SECOND) LANGUAGE)
(HG, SG)
Ku na swiyenge swa MUNE ntlhanu, A-D. Vadyondzi a va hlawule swiyenge swin;wana ni swin;wana swimbirhi ntsena. Eka xiyenge c ku fanele ku tlhela ku hlawuriwa exikarhi ka swihungwana na ta mfuwo wa rixaka
XIYENGE XA A: VUTLHOKOVETSERI (POETRY)
XIKOLOKOLO NGUVU YA PITORI Magaisa JM Van Schaik
Switlhokovetselo leswi landzelaka swi hlawuriwile:
1.
Jaha
2.
N’wi byele
3.
Chava munhu
4.
Ndzilekana
5.
Swa hlamarisa
6.
Ndzi langute
7.
U nga swi pfumeleri
8.
Nwi byele
9.
Varindzi va hosi
10.
Tinyenyana
11.
Byebyo i vutomi
XIYENGE XA B: NTLANGU (DRAMA)
XIHLOVO XA LE MAHLWENI Baloyi JM Juta
XIYENGE XA C: HUNGU-TSALWA (NOVEL)
NTSENDZELE Khosa GS Educum
XIYENGE XA D: PORTFOLIO ASSESSMENT : MFUWO WA RIXAKA (FOLKLORE) /
SWIRUNGULWANA (SHORT STORIES)
Swirungulwana
NTLHONTLHO Chauke WR
Swirungulwana leswi landzelaka swi fanele ku hlayiwa:
1.
Timintsu ta mina
2.
Mi ta ndzi endla yini?
Kagiso
English: Page 32 of 71




3.
Nkalaxaka
4.
Ndza rhandziwa
Khomela wa Mukhuhlwani
KUMBE
Mfuwo Wa Rixaka
XA MINA I TINYELETI Rikhotso F Shuter & Shooter
Eka tsalwa leri vadyondzi va fanele ku hlaya mintsheketo leyi landzelaka va tlhela va hlaya swivuriso,swivulavulelo, tithayi, tinsimu, na swiphato swa ndhavuko eka “Ririmi ra Manana” na
“Xitsonga xa Vagingiriki”:
1.
Banana
2.
Rivolwa yi dilika
3.
Varindzi va tinxakwari
4.
Nyama ya swisuti
5.
N’wampfundla na N’wamfenhe
6.
N’wana wa N’wanghala
7.
Evukon’wanini bya N’wamfenhe
8.
N’wamhuti a xisa N’wamfenhe
9.
Swihandza matala
10.
Tindleve ta mbhongholo
3.
SETWORKS FOR AFRIKAANS
3.1 AFRIKAANS PRIMêRE (EERSTE) TAAL (HG, SG, LG)
(LG SLEGS VIR SKOLE VIR LEERDERS MET SPESIALE ONDERWYSBEHOEFTES)
 Daar is VIER afdelings waarvan drie in die eindeksamen getoets sal word. ʼn Keuse moet uit al drie afdelings gemaak word.
Afdeling A: Poësie
–
–
Onvoorbereide gedig (Verpligtend: Keuse tussen kontekstueel en opsteltipe vrae)
VIER voorbereide gedigte waarvan TWEE beantwoord moet word.
Afdeling B: Drama – Die Keiser (Keusevrae)
Afdeling C: Roman - VIER verskillende romans word voorgeskryf. Slegs EEN van die vier moet beantwoord word. (Keusevrae)
English: Page 33 of 71

AFDELING A: POËSIE
Die volgende gedigte moet bestudeer word:
TITEL DIGTER
1.
Elegie vir my toekomstige vrou (HG, SG, LG) Letoit, A
BRON / UITGEWER
2.
Lied van die kinders (HG, SG,LG)
3.
Pappa en seuntjie stap (HG, SG, LG)
Spies, L
Rowland, W uit: Suburbia uit: Dagreis / Human en
Rousseau uit: Die huis waar ek woon / Tafelberg
4.
troetelwoorde vir ogilvie douglas (HG, SG, LG) Van Niekerk, M uit: Sprokkelster / Human
en Rousseau
5.
Karoo-Dorp: Someraand (HG, SG, LG) Van Wyk Louw, NP uit: Tristia / Perskor
6.
Treursang vir v d Merwe (HG, SG, LG)
7.
Busrit in die aand (HG, SG, LG)
8.
Musiek (HG, SG, LG)
9.
Stad in die mis (HG, SG, LG)
10.
Bitterbessie dagbreek (HG, SG, LG)
11.
Met ʼn bossie bergblomme (HG,SG)
12.
Ballade van die onwaarskynlike seun (HG)
13. Alle grappies op ʼn stokkie (HG)
14. Hippie (HG, SG)
15. Die Here het gaskommel (HG)
Krige, U
Eybers, E
Van Heerden, E
Opperman, DJ
Krog, A
Cloete, TT uit: Keur van sy gedigte /
Van Schaik uit: Die stil avontuur / JL
Van Schaik uit: Die Reisiger / Human en Rousseau uit: Heilige beeste /
Perskor
Jonker, I uit: Rook en oker /
Perskor
Breytenbach, B uit: Huis van die dowe /
Human en Rousseau
uit: Januarie-suite
uit: Jukstaposisie /
Tafelberg
Stockenström, W uit: Spieël van water /
Small, A
NB LG-kandidate word nie oor ONGESIENE GEDIGTE getoets nie.
AFDELING B: DRAMA
Human en Rousseau
uit: Kitaar my kruis /
Haum Literêr
DIE KEISER Barto Smit Perskor
English: Page 34 of 71

AFDELING C: ROMAN
Kies EEN van die volgende boeke
*1. KRINGE IN ’N BOS Matthee, D Tafelberg
2. BY FAKKELIG Schoeman, K Tafelberg
3. TOORBERG Van Heerden, E Tafelberg
4. FIELA SE KIND Matthee, D Tafelberg
NB LG-kandidate word slegs oor Kringe in ʼn Bos getoets.
AFDELING D: PORTEFEULJE-ASSESSERING: DEELTYDSE KANDIDATE / KORTVERHALE:
VRAESTEL 3, AFDELING C
1. VERLORE PARADYSE Snyman NJ Haum (Pretoria)
Die volgende vier kortverhale moet deur HG en SG bestudeer word:
1. Die invloed Pirow, B
2. Terugkeer van ’n soldaat Van Niekerk, D
3. Slaaptydstorie Barnard, Chris
4. Die skerpioene (nie LG nie) Venter, PC
OF
2. BOEKET Links E,
NB. “Boeket” word nie vir LG-kandidate voorgeskryf nie.
Die volgende verhale moet bestudeer word:
1.
De herbergier van Pidalgo
2.
Een heer in de trein
Human en Rousseau
3.
Bloed
4.
Handel
Bomans, G
Carmiggelt, S
Reve, G
T’Hart, M
5.
De mier, de eerbied en de roem Koolhaas, A
3.2 AFRIKAANS ADDISIONELE (TWEEDE) TAAL (HG, SG, LG)
(LG SLEGS VIR SKOLE VIR LEERDERS MET SPESIALE ONDERWYSBEHOEFTES)
Daar is vier afdelings. Leerders moet enige TWEE afdelings kies.
NB: GEEN DRAMA WORD VIR TWEEDE TAAL VOORGESKRYF NIE
English: Page 35 of 71

AFDELING A: ROMAN
Kringe in ʼn bos Dalene Matthee
AFDELING B: POËSIE
Die onderstaande gedigte is ’n versameling uit die volgende digbundels:
1.
SKAKERING
2.
SENIOR KEUR
Opperman, DJ & Coetzee, GH Tafelberg
Crafford M, Meyer P & Cillie, AL Tafelberg
Die volgende gedigte moet bestudeer word:
1.
Die dans van die reën
2.
Voël
3.
Ek is oek important
4.
Sprokie vir ʼn stadskind
5.
hansie en grietjie
6.
“last grave at dimbaza”
7.
Begrafnis van’ n ouma
8.
Eksamen
9.
Melkkantien
10.
Sproeireën
AFDELING C: KORTVERHALE
Marais, EN
Belcher, RK
Snyders, P
Du Plessis, K
Castelyn, E
Olivier, F
Spies, L
De Vos, A
Eybers, E
Opperman, DJ
KINDERS VAN DIE AARDE
1. Rooikoos Willemse is soek
2. Die wedloop
3. ʼn Man kom tuis
4. My broer se kraai
5. Die ooreenkoms
6. Storm op die berg
AFDELING D: ROMAN
GOOI HOM IN DIE SLOOT
PORTEFEULJE-ASSESSERING
Fryer, C
De Vries, AH
Bekker, P
Barnard, C
Branard, C
Matthee, D
De Klerk, WA
R. van Rensburg
LW. Geen literêre komponent word vir Tweede Taal HG en SG voorgeskryf nie.
English: Page 36 of 71

Afdeling A
Afdeling B
Afdeling C
Afdeling D
:
:
:
:
Kreatiewe skryfwerk / Langer skryfwerk
(a) Korter skryfwerk
(b) Funksionele skryfwerk
Toetse (ten minste 3)
Voorbereidende Eksamen
4.
SETWORKS FOR ENGLISH
4.1 ENGLISH PRIMARY (FIRST) LANGUAGE (HG, SG)
There are four compulsory sections, and a choice will have to be made from sections A,B, C and D.
Section D will be PART OF PORTFOLIO ASSESSMENT IN SCHOOLS.
In sections B and C there will be a contextual and an essay type question on each text. Students will have to answer one contextual and one essay question.
SECTION A: PRESCRIBED AND SOUTH AFRICAN POETRY
Section A is Poetry. There is a choice. Whilst the unseen poem for HG is compulsory, learners have a choice of 2 out of 4 seen poems. SG-learners have a choice of 2 out of 4 seen poems.
POETRY REQUIREMENTS:
HG – answer 3 (THREE) poems as follows:
 1 compulsory unseen poem and
 2 out of 4 seen poems
SG – answer 2 (TWO) poems as follows:
 no unseen poem prescribed for SG
 2 out of 4 seen poems
The poems have been selected from the following anthologies:
1.1 THE WIND AT DAWN Smyth, S & Swacina, V (eds) Hodder &Stoughton
1.2 NEW INSCAPES
Juta
Malan , R Oxford University Press
1.3 POETRY SPECTRUM Houghton-Hawksley HS;
Eaton, ABS; Morapeli M
Part One: The tradition of English poetry from Shakespeare to the mid 20 th century
The following poems are common to all three anthologies and should be studied in some depth:
1.
Let me not to the marriage of true minds Shakespeare, W
English: Page 37 of 71

2.
Death be not proud Donne, J
3.
On his blindness
4.
Ulysses
5.
Dover beach
6.
Mending wall
7.
Preludes
8.
Anthem for doomed Youth
9.
Do not go gentle
10.
Hawk roosting
Milton
Tennyson, Alfred Lord
Arnold, J
Frost, R
Eliot, TS (HG only)
Owen, W
Thomas, RS
Hughes, T
Part Two: South African poetry
Candidates should also study a selection of poems written in this century by South African poets representative of all population groups. The total number of lines studied should not exceed 200 for the Higher Grade and 150 for the Standard Grade respectively.
In dealing with this section, teachers are urged to bear in mind the diversity of poetry to be found in the set anthologies. Specific poets are not to be recommended, thus allowing teachers to make personal choices. Candidates could be encouraged to study independently, reading further in those areas (or exploring those poets) to which they are attracted. In making a selection teachers should, however, bear in mind that certain poets have come to greater prominence than others. Such poets bear closer investigation. Poems in this section will be examined either as contextuals or candidates may choose to answer a mini essay on a certain concern (theme) related to a set poem(s).
The final examinations will test the candidate's ability to apply the skills learnt in the classroom to the poems that will appear in the question paper. Candidates will not be questioned on the poet, his life or overall literary contribution. The examination question will focus on the poetic text, not the poet. In essence, the poems appearing in this section will be "unseen" and it is envisaged that learners will have become familiar with those issues that occur most frequently in the poetry of this century.
As a guide, the selection chosen for study should incorporate the following areas or themes:
 The natural beauty of the country, with its abundant wildlife and scenery.
 Western man's encounter with the harsh reality of the Southern African landscape.
 The diversity of people and their cultures that constitute the many facets of life in South Africa; the need to function together and live in harmony with one another.
 The politics of South Africa, including the struggle for freedom on the part of Black people. This includes what has become known as "Protest" or "Liberation" poetry written during the apartheid years.
The unseen section of the poetry section will include poems not studied as part of the above syllabus. These could, however, be drawn from any source, including South African poets.
English: Page 38 of 71

SECTION B: DRAMA
Choose one of the following:
1. JULIUS CAESAR Shakespeare, W any full edition
OR
2. MACBETH Shakespeare, W any full edition
SECTION C: NOVEL
Choose one of the following:
1. A TALE OF TWO CITIES Dickens C any full edition
2. MARU Head B Heinemann
3. NINETEEN EIGHTY-FOUR Orwell G any full edition
4. JULY’S PEOPLE Gordimer N Raven Press
PORTFOLIO ASSESSMENT: SHORT STORIES/ FILM TEXT
Candidates should choose between short stories and a film text in this section.
1.
Short Stories
Meyer R Isando Books FOCUS: A COLLECTION OF SHORT STORIES
All eleven stories are for Higher Grade, and Standard Grade candidates should exclude number ten.
The stories that should be studied are:
1.
The voter
2.
A Bekkersdal Marathon
3.
The Jackal
4.
Virgin peak
5.
The road to Migowi
6.
The visits
7.
The story-teller
8.
The schoolmaster
9.
The luncheon
10.
Manhood
11.
Plymouth
TO KILL A MAN’S PRIDE
Achebe, C
Bosman, HC
Browne, H
Green, LG
Lipenga, K
Rive, R
Saki
Smith, P
Maugham, WS
Wain, J (HG only)
Woodrow, M
OR
Hodge N (ed.) Ravan Press
English: Page 39 of 71

The stories to be studied are:
1.
The dog killer
2.
Unto dust
3.
The suit
4.
Ha’penny
5.
Beggar my Neighbour
6.
The wind and the boy
7.
The visits
8.
Six feet of the country
9.
The Hajji
10.
The other windows
11.
To kill a man’s pride
12.
The music of the violin
Dhlomo, KKK
Bosman, HL
Themba, C
Paton, A
Jacobson, D
Head, B
Rive, R
Gordimer, N
Essop, A
Abrahams, L
Matshebi, M
Ndebele, N
2.
Film Text
STRICTLY BALLROOM
OR
(film text) Nu-Metro
4.2. ENGLISH PRIMARY (FIRST) LANGUAGE LOWER GRADE
(FOR LSEN ONLY)
There are two options. Choose ONE option.
OPTION 1
Choose any two of titles 1 to 3 and number 4 which is compulsory.
1.
2.
3. and
The Outsiders
Strictly Ballroom
Hinton, SE
(film text)
A Deadly Presence Hjalmar, Thesen
4. Poetry (Compulsory)
POETRY SPECTRUM
The poems to be studied are:
1.
Ozymandias
2.
Anthem for doomed youth
(Victor Gollancz or Macmillan)
(Nu-Metro)
(David Philip)
Houghton-Hawksley H.S, Juta
Eaton, A.B.S.
& Morapeli, M
Shelley
Owen, W
English: Page 40 of 71

3.
Walls
4.
Mending wall
5.
The jaguar
6.
Gentling a wildcat
7.
Hurt Hawks
8.
Poem for my mother
9.
A wish
10.
Rockfall
11.
The will
12.
A childhood memory
Mtshali, MO
Frost, R
Hughes, T
Livingstone, D
Jeffers, R
Davids
Sepamla,S
Sepamla,S
Sepamla,S
Sepamla, S
OPTION 2
Three of the following genres must be studied and will be examined.
The Poetry selection must be one of the genres studied. This aspect will be tested during the year.
Candidates will be examined on TWO genres, excluding the poetry.
1. POETRY
THE WIND AT DAWN: An Anthology of Poems Smyth, S and Swacina, Veds,
Hodder & Stoughton
The following 15 poems should be studied:
1.
2.
The hermit
Mending wall
Untermeyer, L
4.
The road not taken Frost, R
5.
The thought fox
6.
Meeting at night
7.
Jigsaw III
8.
Snake
3.
Portrait of a machine
Paton, L
Frost, R
9.
Lake morning in autumn
10.
Sunstrike
11.
The train
12.
The send-off
13.
14.
Futility
Anthem for doomed youth
Hughes, T
Browning, R
Macneice, L
Lawrence, DH
Livingstone, D
Livingstone, D
Dickinson, E
Owen, W
Owen, W
Owen, W
15.
Thunder and lightning Kirkup, J
2. DRAMA
ENCOUNTERS Maloney, HB and Picozzi, R Macmillan
The following selection should be studied:
1. The jewels of the shrine
2. In the fog
Henshaw, JE
Geiger, M
English: Page 41 of 71

3. The valiant
4. The leader of the people
3.
NOVEL
MARU
4. SHORT STORIES
Head, B
Holl, M; Middlemass, R
Steinbeck, J
Heineman
FOCUS – A Collection of Short Stories
The following stories should be studied:
1.
The voter
2.
A Bekkersdal marathon
3.
The jackal
4.
Virgin Peak
5.
The road to Migowi
6.
The luncheon
7.
Plymouth
Meyer, R
Achebe C
Bosman HC
Browne, H
Green LG
Lipenga K
Maugham WS
Woodrow M
Isando Books
4.3 ENGLISH ADDITIONAL (SECOND) LANGUAGE (HG, SG)
There are four genres: poetry, novel, drama and short story. Candidates must choose any two genres, but no two titles from within the same genre may be chosen.
SECTION A: POETRY
The following list of poems is common to the three prescribed anthologies:
1 THE WIND AT DAWN
2 NEW INSCAPES
Smyth, S & Swacina, V (eds) Hodder & Stoughton
Malan R Oxford
3 THE WILD WAVE Houghton-Hawksley H. S & Juta
Heaton A.B.S
The list of poems to be studied are:
1.
The gamblers
2.
Gentling a wildcat
3.
The wild doves at Louis Trichardt
Delius, A
Livingstone, D
Plomer, W
4.
5.
6.
7.
Last lesson of the afternoon
Hawk roosting
Dover beach
God’s grandeur
8.
Do not go gentle into that good night
9.
Prayer before birth
10.
The unknown citizen
Lawrence, DH
Hughes, T
Arnold, M (HG only)
Hopkins, GM
Thomas, D
Macneice, L (HG,only)
Auden, WH
English: Page 42 of 71

11.
Preludes
12.
Mending wall
Eliot, TS (HG only)
Frost, R
SECTION B: NOVEL
MARU Head B Heinemann
SECTION C: DRAMA
Choose one of the following:
1. JULIUS CAESAR Shakespeare, W any full edition
OR
2. MACBETH Shakespeare, W any full edition
SECTION D: SHORT STORIES
Choose one of the following:
1. FOCUS - A Collection of Short Stories – Meyer, R.
The following stories are to be studied:
1.
The voter
2.
A Bekkersdal marathon
3.
The jackal
4.
Virgin peak
5.
The visits
6.
An ornery kind of kid
7.
Pxui and the lion
8.
The schoolmaster
9.
The luncheon
10.
Plymouth
Achebe, C
Bosman, HC
Browne, H
Greene, LG
Rive, R (HG only)
Saroyan, W.
Sherman, DR
Smith, P
Maugham, WS
Woodrow, M
2. STORIES SOUTH AFRICAN
OR
The following selection is to be studied:
1.
La Miseria
2.
Roppie
Krige, U
Cope, J
Isando Books
Lennox-Short, A.
English: Page 43 of 71

3.
Michiel Oberholster
4.
In the Withaak’s shade
5.
The mining engineer’s story
6.
How Table Mountain got its cloud
7.
The coward
8.
The follower
10.
The way that he took
Uys, S
Bosman, HC
Leipoldt, CL
Colvin, I
Gibbon, P
Cornell, FC
9.
Badeni’s bank note Brownlee, F
Kipling, R
4.4 ENGLISH ADDITIONAL (SECOND) LANGUAGE LOWER GRADE
(FOR LSEN ONLY)
1.
There are two options. Choose one option.
OPTION 1
There are two sections:
SECTION A:
Choose one of the following two books:
PLAYS TO REMEMBER Maloney H.B.
The following selection should be studied:
1.
2.
3.
The valiant
The leader of the people
The meadow
OR
2.
Macmillian
A TALE OF TWO CITIES (Simplified version by Johnson, A and Thornley,
G.C. Longman Fiction Series 1993: 124 pp.
(Simplified version)
SECTION B: POETRY
THE WILD WAVE Houghton-Hawksley, HS & Heaton, ABS Juta
The following selection should be studied:
1. Out, out
2. Dulce et Decorum
3. Two armies
4. Body grows old
5. Prayer for all my countrymen
Frost, R
Owen, W
Spender, S
Butler, G
Butler ,G
English: Page 44 of 71

6.
OPTION 2:
Going, going Larkin, P
Two of the following genres are to be studied and examined.
1. POETRY
1.
2.
3.
4.
5.
6.
THE WIND AT DAWN – An Anthology of poems Smyth, S & Swacina, V (eds.) Hodder &
Stoughton
The following poems should be studied:
The gamblers
The hermit
Mending wall
11. The train
12. The send-off
2. DRAMA
ENCOUNTERS
Portrait of a machine
The road not taken
Meeting at night
7. Jigsaw III
8. To a dead elephant
13. Thunder and lighting
9. Lake morning in autumn
10. Sun strike
The following selection should be studied:
1. The jewels of the shrine
2. The valiant
3. The leaders of the people
3.
MARU
NOVEL
4. SHORT STORIES
FOCUS - A Collection of Short Stories
The following selection should be studied:
1. The voter
Delius, A
Paton, A
Frost, R
Untermeyer, L
Frost, R
Browning, R
Macneice, L
Livingstone, D
Livingstone, D
Livingstone, D
Dickinson, E
Owen, W
Kirkup, J
Maloney, HB and Picozzi, R.
Henshaw, JE
Hall, H and Middlemass, R
Steinbeck J
Head, B
Meyer, R.
Achebe, C
Heinemann
Isando Books
Macmillan
English: Page 45 of 71

2. A Bekkersdal Marathon
3. The jackal
4. Virgin peak
5. The luncheon
Bosman, HC
Browne, H
Green, L
Maugham, WS
SETWORKS FOR FOREIGN LANGUAGES 5.
5.1 ARABIC
1. Language usage
All schools should study the AL ARABIYYAH LIN NASH’EEN Book 1 (Parts 1 and 2) in Grades 8 and
9, and Book 2 (Part 1 and 2) of the same series in Grades 10, 11 and 12.
Literature 2.
SECTION B: LITERATURE
There are four questions, one set each on Poetry, Quran, Ahadith and Prose.
Poetry
4 poems should be studied:
1.
2.
3.
4.
Quran
Ilaahi
Lastu Adri
Fatinatul Aqsa
Unadiki Ya Ummi
The following passages must be studied by both grades:
1.
2.
3.
4.
5.
Ahadith
Baqarah
Nisa
Al Qariah
Al-Humazah
Al-Nasr
Verses 261 – 281
Verses 29 – 36
Entire sura
Entire sura
Entire sura
This section covers the shorter ahadith from Al-Nawawi’s Forty Ahadith
The prescribed ahadith are
English: Page 46 of 71

5.
6.
7.
8.
1.
2.
3.
4.
No. 7
No. 11
No. 12
No. 13
No. 16
No. 18
No. 20
No. 27
9. No. 30
10. No. 31
11. No. 32
12. No. 34
13. No. 40
14. No. 41
Prose
Sincerity
Doubt
Mind your own business
Love for others
Anger
Fear
Shame
Righteousness (Top hadith only)
Boundaries
Zuhd
Harm
Evil
Stranger (Study both)
Inclinations
1.
2.
3.
4.
One prose passage will be given. Questions about the passage will be in English, and answers must be given in English. The following passages must be studied:
Bk 3 Nashi’een p. 24
Bk 3 Nashi-een p. 65
Bk 4 Nashi’een p. 174
Bk 4 Nashi’een p. 180
Qada Waqt al Faragh
Salah al-Din
Min Buyut illah
Women in Islam
5.2 FRENCH
LITERATURE EXAMINATION PAPER
The literature examination will be based on the following short stories or play and on the following poetry. (There is a choice between the short stories and the play.)
SECTION A
SHORT STORIES
Setwork: RECUEIL DE NOUVELLES FRANÇAISES
Published by Kohler Carton & Print, Pinetown
Lederlin, FE & Siennaert, R
4 CORE SHORT STORIES (SG) 4 CORE SHORT STORIES (HG)
1. Amandine ou les Deux Jardins – Tournier 1. Amandine ou les Deux Jardins -Tournier
2. Le Passe - Muraille – Aymé
3. La Visite de l’Alhambra – Cau
2. Le Bureau de Mariage – Bazin
3. La Visite de l’Alhambra – Cau
4. Mademoiselle Perle - de Maupassant 4. Mademoiselle Perle – de Maupassant
English: Page 47 of 71

OR
PLAY
Setwork: LE VOYAGEUR SANS BAGAGE Anouilh, J Published by La Table Rond, France
AND
SECTION B: POETRY
Setwork: POÉSIE DE LANGUE FRANÇAISE Lederlin, FE and Siennaert, ER
Published by Natal University Press, Pietermaritzburg
6 CORE POEMS (HG)
1. Chanson – Vigneault
6 CORE POEMS (SG)
1. Jardin de France – Senghor
2. Le Ciel est par-dessus le Toit –Verlaine 2. Le Ciel est par-dessus le Toit –Verlaine
3. Ma Bohème – Rimbaud
4. Paysage Français – Claudel
5. Le Village à Midi – Jammes
6. Si tu t’imagines - Queneau
3. Le Corbeau et le Renard –La Fontaine
4. Le Dormeur du Val - Rimbaud
5. Le Village à Midi – Jammes
6. Si tu t’imagines – Queneau
FRENCH PORTFOLIO : SETWORKS
NB Please see Portfolio Guideline Document for details.
The French portfolio will be based on the following 4 core short stories and 6 core poems from the setworks mentioned in Sections A and B.
4 CORE SHORT STORIES (HG) 4 CORE SHORT STORIES (SG)
1. Amandine ou les Deux Jardins – Tournier 1. Amandine ou les Deux Jardins -Tournier
2. Le Passe Muraille – Aymé
3. La Visite de l’Alhambra – Cau
2. Le Bureau de Mariage – Bazin
3. La Visite de l’Alhambra – Cau
4. Mademoiselle Perle - de Maupassant 4. Mademoiselle Perle – de Maupassant
6 CORE POEMS (SG) 6 CORE POEMS (HG)
1. Chanson – Vigneault 1. Jardin de France – Senghor
2. Le Ciel est par-dessus le Toit –Verlaine 2. Le Ciel est par-dessus le Toit –Verlaine
3. Ma Bohème – Rimbaud
4. Paysage Français – Claudel
5. Le Village à Midi – Jammes
6. Si tu t’imagines - Queneau
3. Le Corbeau et le Renard –La Fontaine
4. Le Dormeur du Val - Rimbaud
5. Le Village à Midi – Jammes
6. Si tu t’imagines – Queneau
OR
FRENCH PORTFOLIO: OWN CHOICE
English: Page 48 of 71

NB Please see Portfolio Guideline Document for details.
The French portfolio may be based on 6 prose excerpts and 4 poems from the Literary Collection
(based on 9 themes) compiled by the B.C.L.E. On completion, this collection will be made available to all schools offering French. At a later stage selections may also be made from this collection to be studied for the literary component of the French examination. (Sections A and B)
Literary Collection compiled by B.C.L.E.
THÈME 1: L’ENFANCE
Souvenirs d’enfance: Extrait de La gloire de mon père, Marcel Pagnol.
Souvenirs d’enfance: Poème extrait de Les Rayons et les Ombres, Victor Hugo.
Le Mousse: Poème extrait de Les Amours jaunes, Tristan Corbière.
Madame Rosa: Extrait de La vie devant soi, Romain Gary
Les Effarés: Poème, Arthur Rimbaud
THÈME 2: L’ADOLESCENCE
Une nouvelle amitié : Extrait de La gloire de mon père, Marcel Pagnol.
Mon premier ami : Extrait de La soudure fraternelle, Tahar Ben Jelloun.
A la tête du client : Extrait de la pièce de théâtre Topaze, Marcel Pagnol.
THÈME 3: EN FAMILLE
Quand nous habitons tous ensemble. Poème extrait de Les Contemplations. Victor Hugo
Départ pour la France. Extrait de L’Enfant noir, Camara Laye.
Aux Champs. Nouvelle extraite de Contes, Guy de Maupassant
Jeanne. Poème extrait de L’art d’être grand-père, Victor Hugo.
Les noces barbares. Extrait de Les noces barbares, Yann Queffélec.
THÈME 4: L’AMOUR
Morts en fanfare. Nouvelle de Jean-Pierre Enard.
Comme on voit sur la branche… Poème extrait de Amours de Marie, Pierre de Ronsard
Le petit prince et le renard. Extrait de Le petit prince, Antoine de Saint Exupéry.
Rencontre. Extrait de Le temps des secrets, Marcel Pagnol.
Hymne à l’amour. Poème (chanson), Édith Piaf.
THÈME 5: LA VIE ET SES ÉPREUVES
Ô voleur, voleur, quelle vie est la tienne? Nouvelle, Jean le Clézio.
Liberté. Poème extrait de Poésie et liberté, Paul Éluard.
Cinq ans de galère pour avoir volé un pain. Extrait de Les Misérables, Victor Hugo.
Quatre jours mon amour. Poème extrait de Poèmes pour Lou, Guillaume Apollinaire.
Matéo Falcone. Nouvelle extraite de Nouvelles complètes, Prosper Mérimée.
La rencontre avec le géographe. Extrait de Le petit prince, Antoine de Saint Exupéry.
English: Page 49 of 71

THÈME 6: LA VIE À LA CAMPAGNE
Mon chien. Poème extrait de Jocelyn, Alphonse de Lamartine.
Les eaux de mars. Poème (chanson), Atlantique
La Montagne. Poème (chanson), Jean Ferrat.
La mort du loup. Poème extrait de Destinées, Alfred de Vigny.
Le lion. Extrait de Le Lion, Joseph Kessel.
THÈME 7: EN SOCIÉTÉ
Il est cinq heures, Paris s’éveille. Poème (chanson), Jacques Dutronc.
La Mère Noël. Nouvelle extraite de Contes de Noël, Michel Tournier.
Comment la tortue a épousé la fille du roi. Conte extrait de Contes nigérians, U.A. Ogike.
L’alambic. Extrait de L’assommoir, Émile Zola.
Mozart assassiné. Extrait de Terre des hommes, Antoine de Saint Exupéry.
THÈME 8: VOYAGE ET AVENTURE
Une évasion. Nouvelle, Honoré de Balzac
Le lendemain vint quand même, cette chaudière. Extrait de Le voyage au bout de la nuit, Louis
Ferdinand Céline.
Voyage, voyage. Poème (chanson), Desireless
Le plat du chien. Conte extrait de Contes d’outre-temps, Jean-Pierre Chabrol.
THÈME 9: IMAGINATION ET FANTAISIE
Le cadeau d’or. Conte africain extrait de Le cadeau d’or, Dorothy Kowen.
Le vénus d’Ille. Nouvelle extraite de Nouvelles complètes, Prosper Mérimée
Le magicien aux étoiles. Conte extrait de Contes pour Caprine, Maurice Carême
Exilé des vacances. Poème extrait de Grand bal du printemps, Jacques Prévert.
NB Schools will be advised regarding setworks for 2003.
5.3 GERMAN
An outcomes-based approach is used in the teaching of German. There are no prescribed books.
The syllabus is based on the communicative approach, and does not advocate the use of specific setworks, but encourages the use of authentic, up to date reading passages from the JUMMA,
German newspapers, short stories, etc.
5.4 GUJARATI
Books: Gujarati Vachanmala – 6 & 7
Vishesh Vachnmala – 7
Sahitya Pathavali – 6 & 7
English: Page 50 of 71

A.
POETRY
MEDIEVAL
1.
Hanre hari vase harina janman – Mirabai
2.
Navik valto boliyo – Bhalan
3.
Mahetaji mamere chalya – Premanand
4.
Vaikunth dunkadun re – Narsihn Mehta
MODERN
1.
Gunvanti Gujarat – Khabardar
2.
Kukadanun geer – Krishnalal Shridharani
3.
Khamma virane – Nanalal Kavi
4.
Kadvan karelan – Sundaram
B.
SHORT STORIES
1.
Mukti
2.
Sadai – Gandhiji
3.
Aanun Naam te Dhani
4.
Ajatshatru Magha
5.
Vadiye Vadiya
6.
Amrita
DRAMA
Relni tikitban
Gobar gas
NOVEL
Mangala Author: Kanaiyalal Joshi
NB. In the case of Gujarati the GDE makes use of the services of the KwaZulu-Natal
Education Department and will update relevant schools annually with regard to documents received.
English: Page 51 of 71

5.5 HEBREW HIGHER GRADE
SECTION A: BIBLE
A study of two of the following:
Ruth The whole book.
Samuel 1 1, 2, 3
Psalms 1, 8, 90, 118
SECTION B: MISHNA
Any ten of the following:
1.
Avot 1
2.
Avot 2
3.
Avot 4
2, 12, 13, 14, 17
5, 15, 18, 20, 21
1, 17, 20, 21, 22, 23, 24, 27
SECTION C: PROSE
1. Meged
2. Peretz
3. Hazzaz
4. Tamuz
Yad Vashem
Im Lo Le-mala Mi-ze
Rachamim Ha-sabbal
Tacharut Haschia
*SECTION D: POETRY
Any six of the following:
1.
Tchernichovski
2.
Rachel
3.
Zach
4.
Alterman
5.
Amichai
6.
Goldberg
Pa’amonim
Rak Al Atzmi
Ki Ha’adam etz Hasade
Magash Ha’kesef
Eloim Merachem Al Yaldei Hagan
Shirei Sof Haderech
Kol Shoshana
Katuv B’iparon
7.
Zelda
8.
Pagis
* POETRY will be examined as the literature component in the written examination.
NB In the case of Hebrew the GDE makes use of the services of the Independent
Examination Board and will update relevant schools annually with regard to documents received.
English: Page 52 of 71

6.6 HINDI
1. POETRY
Kavya Kunj Part 3
DRAMA 2.
Dhruva Swamini
3. NOVEL
Gaban (Sankshipta)
4.: ESSAYS / STORIES
Selections RB Prachar Samiti, India
Jaysankar Prasad, Bombay, India
Premchand, Vardha Samiti, India
Kahani Kunj Part 3 Hargovind Chaurace et al, Vardha Samiti, India
NB In the case of Hindi the GDE makes use of the services of the KwaZulu-Natal
Department of Education and will update the relevant schools annually with regard to documents received.
5.7 ITALIAN HIGHER GRADE
A. LANGUAGE
Roma, Bonacci latest edition.
[The course comprises a set of 4 cassettes and 3 books:
]
NB. For the final examination only units 1 – 10 are required.
B.
C.
BACKGROUND STUDIES/CIVILIZATION
G. Martina / A. Pagliarulo,
[The book comes with 2 audio cassettes]
The following poems from A. Di Santo, latest edition:
1.
2.
3.
POETRY
Tacciono i boschi e i fiumi
, London, Chancerel International Publishers, latest edition.
Tanto gentile e tanto onesta pare
Come può esser ch’io non sia più mio?
D. Alighieri
, Roma, L’Airone Editrice,
Michelangelo Buonarroti
Torquato Tasso
English: Page 53 of 71

4.
5.
6.
7.
8.
A Zacinto
A Silvia
Pianto antico
Illusa gioventù
Rovine 1945
Ugo Foscolo
Giacomo Leopardi
Giosue Carducci
Vincenzo Cardarelli
Carlo Betocchi
[Reference book on the history of Italian literature: F. Luotta,
, Torino, Eurelle Edizioni, latest edition.]
C.
PROSE
B. Fenoglio,
, Milano, Garzanti, latest edition
[Reference book on the twentieth-century Italian novel: F. Luotta,
, Torino, Eurele Edizioni, latest edition.]
All prescribed textbooks are available at Protea Bookhouse (1067 Burnett Street –
Hatfield – Pretoria 0102 – Tel. /Fax: 012 362 5683/4/5) and can be ordered by telephone or fax and delivered C.O.D.
NB In the case of Italian the GDE makes use of the services of the Independent
Examinations Board and will update relevant schools annually with regard to documents received.
5.8 LATIN HIGHER GRADE
1. GRADE 12, 2002
GRAAD 12, 2002
New themes in prose and classical culture / Nuwe temas in prosa en klassieke kultuur.
1.1 PROSA / PROSE:
1.1.1 FROM / UIT: A Latin Reader, A. Petrie, Oxford University Press:
Livius / Livy: lvi Hannibal se karakter / Character of Hannibal
Cicero: xv Vriendskap / Friendship (33 lines). xxxviii Clodius en Milo / Clodius and Milo
(37 lines).
(60 lines).
1.1.2 FROM / UIT - Urbs Antiqua - Themes in Latin Literature
Die Teater van Pompeius / The Theatre of Pompey (p64) (18 lines).
English: Page 54 of 71

’n Gladiator se Houding teenoor die Spele /A Gladiator’s Attitude towards the Games
(p68) (14 lines).
’n Christen se Houding teenoor die Spele / A Christian’s Attitude towards the Games
(p68) (12 lines).
Seneca woon die Gladiatorspele by / Seneca attends the Gladiatorial games (p70)
(25 lines).
Nero se Passie vir Strydwaresies / Nero’s Passion for Chariot-racing (p70/l)
(17 lines).
Plinius se Houding teenoor die Resies / Pliny’s Attitude towards the Races (p76)
(22 lines).
1.1.3 FROM / UIT: Tria Saecula
Gladiatorespel vir Verona / A Gladiator Show for Verona, Pliny VI.34 (10 lines)
248 total
1.2 POETRY POëSIE
FROM: Tria Saecula: Musa Latina: Latin texts with commentary, Department of Latin,
University of Stellenbosch (order from: The Secretary, Department of Ancient
Studies, University of Stellenbosch, Private Bag X01, Matieland 7602)
UIT: Tria Saecula: Musa Latina: Latynse teks met kommentaar, Departement Latyn,
Universiteit van Stellenbosch (Bestel van: Die Sekretaresse, Departement Antieke
Studie, Univ. van Stellenbosch, Privaatsak X01, Matieland 7602)
1.2.1 Roman Elegy / Romeinse Elegie
1.2.1.1 Tibullus: 1.5:19 – 38 My plans / My planne
(3.14=) 4.8 Sulpicia’s Birthday/ Sulpicia se Verjaardag
1.2.1.2 Propertius: - 2.7 We needn’t get married / Ons hoef nie te
trou nie
2.11 Love me now! / Wees nou lief vir my!
2.12 “Love” as a boy / ”Liefde” as ‘n seun
1.2.1.3 Ovid/Ovidius:
1.9 Every lover is a soldier / Elke minnaar
is ‘n soldaat
FROM / UIT: Tria Saecula
1.2.2 Vergil / Vergilius: Aeneid /
4
Line / Reël: 259-278
Line / Reël: 305-319
Line / Reël: 450-468 :
Line / Reël: 584-596 :
Mercury reminds Aeneas of his mission / Mercurius herinner Aeneas aan sy roeping
Recrimination / Verwyte
Dido’s despair / Die wanhoop van Dido
Aeneas’ departure / Aeneas vertrek
English: Page 55 of 71

Line / Reël: 612-629 :
Line / Reël: 642-666 :
1.3 UNPREPARED TRANSLATION
Dido’s curse / Die vloek van Dido
Suicide / Selfmoord
Candidates will be offered a choice of TWO out of THREE unseen passages for translation in Paper II.
In order to enable the candidates to comprehend the unprepared passages from Caesar with comparative ease, a minimum of 250 lines taken from Caesar’s Gallic and / or Civil
Wars must be read during the Grade 12 year.
ONVOORBEREIDE VERTALING
Kandidate sal ’n keuse van TWEE uit DRIE ongesiene passasies uit Caesar gebied word vir onvoorbereide vertaling in Vraestel II.
Om kandidate in staat te stel om uittreksels uit Caesar met gemak te begryp, moet ’n
minimum van 250 reëls uit Caesar se De Bello Gallico en / of De Bello Civili gedurende die
Graad 12-jaar gelees word.
1.4 CLASSICAL CULTURE / KLASSIEKE KULTUUR
Cumulative assessment of Classical Culture topics may in the year of transition comprise
Grade 11 test marks on the topics formerly set (Hannibal, hero of the Alps and Roman
Warfare) (for 35 marks) plus two essays (one of 2 000 words for 30 and one of 3 000 words for 35) on the new Grade 12 topics OR candidates may submit three essays of 3 000 words each, plus bibliography and notes (each with equal weight, totalling 100) on three of the new Grade 12 topics. Portfolios must reach the Department by September 2002.
Kumulatiewe assessering van Klassieke Kultuur mag in die oorgangsjaar bestaan uit die
Graad 11-toetspunte oor die onderwerpe wat voorheen behandel is (Hannibal, held van die
Alpe en Romeinse Oorlogvoering) vir 35 punte, plus twee opstelle (een van 2 000 woorde vir 30 en een van 3 000 woorde vir 35) oor die nuwe Graad 12-temas OF kandidate mag drie opstelle van 3 000 woorde plus bibliografie en notas (met gelyke gewig, 100 in totaal) in lewer oor enige drie van die nuwe Graad 12-temas (sien onder). Portefeuljes moet die
Departement teen September 2002 bereik.
Ideally, at least ONE essay should be closely related to the set reading. Educators are advised to reformulate the broad topics for candidates along the lines suggested as subheadings below.
Ideaal gesproke moet ten minste EEN opstel verband hou met die voorgeskrewe leeswerk.
Opvoeders word aangeraai om die breë temas vir kandidate te herformuleer volgens die riglyne wat in die onderskrifte vervat word.
English: Page 56 of 71

TOPICS / TEMAS -
1.4.1
Leisure activities in the Ancient world / Vryetydsbesteding in die Antieke tyd
“Roman authors’ attitude to sports” / “Dining out in ancient Rome” / “Gladiatorial games and their impact on the human spirit” / ”Romeinse outeurs se houding teenoor sport” / ”Om uit te eet in antieke Rome” / ”Gladiatorevertonings en hulle impak op die menslike gemoed”
1.4.2
Roman women / Die Romeinse vrou
E.g “The role of women in the lives of prominent Romans”/ “Marriage arrangements and conjugal love”; / “Poets’ attitude to casual love affairs (which did not lead to marriage)” / “Vergil’s Dido as a Cleopatra-prototype”./ Bv. “Die rol van vroue in die lewe van prominente Romeine”/ Huweliksreëlings en die huweliksliefde”/ ”Digters se houding teenoor ligte verhoudings (wat nie op die huwelik uitgeloop het nie)”/
Vergilius se Dido as ‘n Cleopatra-prototipe”
1.4.3
Religion and religious ceremonies / Godsdiens en godsdienstige seremonies
E.g. “Marriage ceremonies” / “Augurium and haruspicium” / “Animism and anthropomorphism: the nature of Roman gods” / Bv. “Huwelikseremonies” /
”Augurium en haruspicium” / ”Animisme en antropomorfisme: die natuur van die
Romeinse gode”
1.4.4
Art and / or technology / Kuns en / of tegnologie
E.g. “The Etruscans” / “Roman portraiture” / “Engineering and public works in
Rome and the provinces” / “Roman roads and travel” / “City layout” / “Mosaics and temples in the provinces” / Bv. “Die Etruskiërs” / ”Romeinse afbeelding” /
”Ingenieurswerke en openbare werke in Rome en die provinsies” / ”Romeinse paaie en reistogte” / ”Uitleg van die stad” / ”Mosaïek en tempels in die provinsies”
1.4.5
Prominent figures in the Ancient world / Merkwaardige figure in die Antieke tyd
E.g. “Roman imperialism and the attitudes of the Roman authorities to the conquered (and/or the attitude of the conquered to the Roman authorities) with particular reference to Caesar's conquests.” / “The first triumvirate” / “Why Cicero defended Milo when he was accused of the murder of Clodius” / “Pliny in Bithynia: problems facing a good governor” / “Seneca Minor and his relationship with Nero” /
Bv. “Romeinse imperialisme en die houding van die Romeinse gesaghouers teenoor die oorwonne stamme (en / of die houding van die oorwonne stamme teenoor die
Romeine) met spesifieke verwysing na Caesar se oorwinnings” / ”Die Eerste
Triumviraat” / ”Waarom Cicero vir Milo verdedig het toe hy aangekla is van moord op Clodius” / ”Plinius in Bithynia: die probleme waarvoor ‘n goewerneur te staan gekom het” / ”Seneca Minor en sy verhouding met Nero”
English: Page 57 of 71

PRESCRIBED READING FOR LATIN HIGHER GRADE 2002, 2003
VOORGESKREWE LEESWERK, LATYN HOËR GRAAD 2002, 2003
1. GRADE 11, 2002
GRAAD 11, 2002
A thematic study of prose, poetry and Classical Culture
’n Tematiese studie van prosa, poësie en Klassieke Kultuur
1.1 PROSE / PROSA
FROM: TRIA SAECULA:
Latin, University of Stellenbosch (Order from: The Secretary, Department of Ancient Studies,
University of Stellenbosch, Private Bag X01, Matieland, 7602)
UIT: TRIA SAECULA:
Departement Latyn, Universiteit van Stellenbosch, (Bestel van: Die Sekretaresse,
Departement Antieke Studie, Universiteit van Stellenbosch, Privaatsak X01, Matieland, 7602)
1.1.1 Hannibal’s unrivalled position as a military commander /
Hannibal se ongeëwenaarde posisie as opperbevelhebber
1.1.2 He explains his hatred by the story of his boyish oath /
Hy verduidelik sy haat aan die hand van die eed wat hy as kind afgelê het
1.1.3 Hannibal, commander-in-chief, takes Saguntum, B.C. 221-219
Hannibal neem as opperbevelhebber Saguntum in, 221-219 v.C.
1.1.4 Hannibal’s victories on the rivers Ticinus and Trebia, B.C. 218; at the Trasimene
Lake, B.C. 217; at Cannae, B.C. 216.
Hannibal se oorwinnings by die Ticinus- en Trebiariviere, 218 v.C.; by die
Trasimenusmeer , 217 v.C.; en by Cannae, 216 v.C.
1.1.5
Hannibal escapes from Fabius by a ruse, B.C. 216
Hannibal ontsnap van Fabius deur ’n slim slenter, 216 v.C.
1.1.6 The death of Hannibal /
Die dood van Hannibal
FROM: Tria Saecula: Scripta Selecta
UIT : Tria Saecula: Scripta Selecta
Pliny / Plinius
1.1.7
1.1.8
How to write a letter / Hoe om ’n brief te skryf
Roman senators don’t always behave with equal dignity! /
, Department of
,
English: Page 58 of 71

Romeinse senatore tree nie altyd ewe waardig op nie!
1.1.9 A year later: spoilt ballots / ’n Jaar later: bedorwe stembriefies
1.1.10 “How to study” / “Hoe om te studeer”
1.2 POETRY / POËSIE
1.2.1 FROM: Tria Saecula: Musa Latina
UIT : Tria Saecula: Musa Latina
Medieval Poetry / Middeleeuse Poësie
1.2.1.1 Both / Beide Drinking Song / Drinklied AND / EN Carmina Burana
OF
Dies Irae 1.2.1.2
1.2.2 FROM / UIT: A Latin Reader, A Petrie, Oxford University Press:
PHAEDRUS xxi The wolf and the lamb / Die wolf en die lam xxii The lion’s share / Die leeu se aandeel xxiii The stag at the spring / Die takbok by die fontein xxiv The frog and the ox / Die padda en die bul xxv The two mules and the robbers / Die twee muile en die rowers xxvi The panther and the shepherds / Die luiperd en die skaapwagters xxvii Brother and sister / Broer en suster xxviii The horse and the boar / Die perd en die wildevark xxix The two wallets / Die twee beursies
1.3 UNPREPARED TRANSLATION / ONVOORBEREIDE VERTALING
In order to enable the candidates to comprehend the unprepared passages from Caesar with comparative ease, a minimum of 300 lines taken from Caesar’s Gallic and / or Civil
Wars must be read during the Grade 11 year.
Om kandidate in staat te stel om uittreksels uit Caesar met gemak te begryp, moet ’n minimum van 300 reëls uit Caesar se De Bello Gallico en / of De Bello Civili gedurende die
Graad 11-jaar gelees word.
1.4
CLASSICAL CULTURE / KLASSIEKE KULTUUR
Cumulative assessment of Classical Culture covers work done in Grades 11 and 12. It comprises a mark of 100 representing research done on three of the topics listed below at the end of Grade 12. Candidates are advised to write at least one of the essays during their
Grade 11 year. A portfolio of three essays of 3 000 words each, plus a bibliography and
English: Page 59 of 71

notes (each with equal weight, totalling 100 marks) on three different topics must reach the
Department by September 2003.
Kumulatiewe assessering van Klassieke Kultuur dek navorsing oor drie van die temas onder
Graad 12 gelys wat gedurende die Graad 11- en 12-jaar voltooi moet word. Kandidate word aangeraai om ten minste een van die opstelle reeds in Graad 11 te voltooi. ’n Portefeulje van drie opstelle van 3 000 woorde elk, plus ’n bibliografie en notas (met gelyke gewig, 100 punte in totaal) oor drie verskillende temas moet die Departement teen September 2003 bereik.
2.
GRAAD 12, 2003
GRADE 12, 2003
New themes in poetry and Classical Culture / Nuwe temas in poësie en Klassieke Kultuur
2.1 PROSA / PROSE
2.1.1 UIT: A Latin Reader, A. Petrie, Oxford University Press:
FROM: A Latin Reader, A. Petrie, Oxford University Press:
Livius / Livy: lvi Hannibal se karakter / Character of Hannibal
Cicero: xv Vriendskap / Friendship (33 lines). xxxviii Clodius en Milo / Clodius and Milo
(37 lines).
(60 lines).
2.1.2 UIT: Urbs Antiqua - Themes in Latin Literature
FROM: Urbs Antiqua - Themes in Latin Literature
Die Teater van Pompeius / The Theatre of Pompey (p64) (18 lines).
’n Gladiator se Houding teenoor die Spele / A Gladiator’s Attitude towards the Games
(p68) (14 lines).
’n Christen se Houding teenoor die Spele / A Christian’s Attitude towards the Games
(p68) (12 lines).
Seneca woon die Gladiatorspele by / Seneca attends the Gladiatorial games (p70)
(25 lines).
Nero se Passie vir Strydwaresies / Nero’s Passion for Chariot-racing (p70/l)
(17 lines).
Plinius se Houding teenoor die Resies / Pliny’s Attitude towards the Races (p76)
(22 lines).
2.1.3 UIT: Tria Saecula
FROM: Tria Saecula
Gladiatorespel vir Verona / A Gladiator Show for Verona, Pliny VI.34 (10 lines)
248 lines
English: Page 60 of 71

2.2 POETRY / POËSIE
Vergil / Vergilius
Excerpts from the
Uittreksels uit die
Vergil announces the theme of his epic (1-7) / 7 lines
Vergilius kondig die tema van sy epos aan (1-7)
The wooden horse enters the city (234-249
Die houtperd gaan die stad binne (234-249)
Fama (173-195)/Fama (173-195)
Dido’s curse (612-629) / Dido se vloek (612-629)
Suicide (642-666) / Selfmoord (642-666)
Journey through the underworld (268-272) /
Tog deur die Onderwêreld (268-272)
Crossing the Styx (298-316) /
Die oorgang van die Styx (298-316)
Death of Pallas (479-509) /
Die dood van Pallas (479-509)
Amata commits suicide (593-611 /
Amata pleeg selfmoord (593-611)
Total for Vergil / Totaal vir Vergilius
PLUS
4.2.2
Catullus:
(from / uit
(16 lines)
(23 lines)
(18 lines)
(25 lines)
(5 lines)
(19 lines)
(31 lines)
19 lines
163 lines
1
2
4
9
(I) Dedication to a friend / Toewyding aan ‘n vriend
(V) Life is short, my love / Die lewe is kort, liefling
(XIII) Invitation to dinner / Uitnodiging vir aandete
(LXXXIV) Arrius or Harrius? / Arrius of Harrius?
10 (CI) At the grave of his brother / By die graf van sy broer
17 (L) Poets at play / Digters speel
20 (LXX) Promises made to a lover do not last /
Beloftes aan ‘n minnaar hou nie vir altyd nie
67 lines
(10 lines)
(14 lines)
(14 lines)
(12 lines)
(10 lines)
(17 lines)
4 lines
244 (total)
English: Page 61 of 71

2.3 UNPREPARED TRANSLATION / ONVOORBEREIDE VERTALING
Candidates will be offered a choice of TWO out of THREE unseen passages (two Caesar, one Cicero) for translation in Paper II.
In order to enable the candidates to comprehend the unprepared passages from Caesar with comparative ease, a minimum of 250 lines taken from Caesar’s Gallic and/or Civil Wars must be read during the Grade 12 year.
Kandidate sal ’n keuse van TWEE uit DRIE ongesiene passasies (twee uit Caesar, een uit
Cicero) gebied word vir onvoorbereide vertaling in Vraestel II.
Om kandidate in staat te stel om die uittreksels uit Caesar met gemak te begryp,
moet ’n minimum van 250 reëls uit Caesar se De Bello Gallico en/of De Bello Civili gedurende die Graad 12-jaar gelees word.
2.4 CLASSICAL CULTURE / KLASSIEKE KULTUUR
Cumulative assessment of Classical Culture covers research done in Grades 11 and 12. A portfolio of three essays of 3 000 words, plus a bibliography and notes (each with equal weight, totalling 100) on any three topics listed below, must reach the Department by
September 2003.
Kumulatiewe assessering van Klassieke Kultuur dek navorsing wat in Grade 11 en 12 gedoen is. ’n Portefeulje van drie opstelle van 3 000 woorde elk, plus ’n bibiografie en notas
(met gelyke gewig, 100 in totaal) oor enige drie van die temas wat hieronder gegelys is, moet die Departement teen September 2003 bereik.
Topics / Temas
Ideally, at least ONE essay should be closely related to the set reading. Educators are advised to reformulate the broad topics for candidates along the lines suggested as subheadings below.
Ideaal gesproke moet ten minste EEN opstel verband hou met die voorgeskrewe leeswerk.
Opvoeders word aangeraai om die breë temas vir kandidate te herformuleer volgens die riglyne wat in die onderskrifte vervat word.
2.4.1
Leisure activities in the Ancient world / Vryetydsbesteding in die Antieke tyd
“Roman authors’ attitude to sports” / “Dining out in ancient Rome” / “Gladiatorial games and their impact on the human spirit” / “Poetry as recreation at Rome” /
”Romeinse outeurs se houding teenoor sport” / ”Om uit te eet in antieke Rome” /
”Gladiatorevertonings en hulle impak op die menslike gemoed” / ”Poësie as ontspanning in Rome”
2.4.2
Roman women / Die Romeinse vrou
E.g “The role of women in the lives of prominent Romans” / “Marriage arrangements and conjugal love”;/ “Poets’ attitude to casual love affairs (which did not lead to
English: Page 62 of 71

marriage)” / “Catullus and Lesbia” / ”Die rol van vroue in die lewe van prominente
Romeine” / Huweliksreëlings en die huweliksliefde” / Digters se houding teenoor ligte verhoudings (wat nie op die huwelik uitgeloop het nie” / Catullus en Lesbia”
2.4.3
Religion and religious ceremonies / Godsdiens en godsdienstige seremonies
E.g. “Marriage ceremonies” / “Augurium and haruspicium” / “Animism and anthropomorphism: the nature of Roman gods” / Huwelikseremonies” / ”Augurium en haruspicium” / Animisme en antropomorfisme: die natuur van die Romeinse gode”
2.4.4
Art and / or technology / Kuns en / of tegnologie
E.g. “The Etruscans” / “Roman portraiture” / “Engineering and public works in
Rome and the provinces” / “Roman roads and travel” / “City layout” / “Mosaics and temples in the provinces” / ”Die Etruskiërs” / ”Romeinse uitbeelding” /
”Ingenieurswerke en openbare werke in Rome en die provinsies” / ”Romeinse paaie en reistogte” / ”Uitleg van die stad” / ”Mosaïek en tempels in die provinsies”
2.4.5
Prominent figures in the Ancient world / Merkwaardige figure in die Antieke tyd
E.g “Roman imperialism and the attitudes of the Roman authorities to the conquered
(and / or the attitude of the conquered to the Roman authorities) with particular reference to Caesar's conquests.” / “The second triumvirate” / “What did Augustus want of the poets and how did Vergil comply?” / “Why Cicero defended Milo when he was accused of the murder of Clodius” / “Pliny in Bithynia: problems facing a good governor” / “Seneca Minor and his relationship with Nero” / ”Romeinse imperialisme en die houding van die Romeinse gesaghouers teenoor die oorwonne stamme (en / of die houding van die oorwonne stamme teenoor die Romeine (met spesifieke verwysing na Caesar se oorwinnings)” / ”Die Tweede Triumviraat” /
”Waarom Cicero vir Milo verdedig het toe hy aangekla is van moord op Clodius” /
”Plinius in Bithynia: die probleme waarvoor ‘n goewerneur te staan gekom het” /
”Seneca Minor en sy verhouding met Nero”
PRESCRIBED READING FOR LATIN HIGHER GRADE 2003, 2004
VOORGESKREWE LEESWERK, LATYN HOËR GRAAD 2003, 2004
1. GRADE 11, 2003
GRAAD 11, 2003
NB The prose theme remains the same, but educators may adopt the alternative poetry readings from Ovid and Martial as listed below.
LW Die prosa-tema bly onveranderd, maar opvoeders kan die alternatiewe poësieleesstukke van Ovidius en Martialis gebruik, soos dit hieronder gelys is.
English: Page 63 of 71

1.1 PROSE/PROSA
FROM: TRIA SAECULA:
Latin, University of Stellenbosch (Order from: The Secretary, Department of Ancient Studies,
University of Stellenbosch, Private Bag X01, Matieland, 7602)
UIT: TRIA SAECULA:
Departement Latyn, Universiteit van Stellenbosch, (Bestel van: Die Sekretaresse,
Departement Antieke Studie, Universiteit van Stellenbosch, Privaatsak X01, Matieland, 7602)
1.1.1 Hannibal’s unrivalled position as a military commander /
Hannibal se ongeëwenaarde posisie as opperbevelhebber
1.1.2 He explains his hatred by the story of his boyish oath /
Hy verduidelik sy haat aan die hand van die eed wat hy as kind afgelê het
1.1.3
1.1.4
Hannibal, commander-in-chief, takes Saguntum, B.C. 221-219
Hannibal neem as opperbevelhebber Saguntum in, 221-219 v.C.
,
Hannibal’s victories on the rivers Ticinus and Trebia, B.C. 218; at the Trasimene
Lake, B.C. 217; at Cannae, B.C. 216.
Hannibal se oorwinnings by die Ticinus- en Trebiariviere, 218 v.C.; by die
Trasimenusmeer, 217 v.C.; en by Cannae, 216 v.C.
1.1.5 Hannibal escapes from Fabius by a ruse, B.C. 216
Hannibal ontsnap van Fabius deur ’n slim slenter 216 v.C.
, Department of
1.1.6 The death of Hannibal
Die dood van Hannibal
FROM: Tria Saecula: Scripta Selecta
UIT: Tria Saecula: Scripta Selecta
Pliny/Plinius
1.1.7 How to write a letter / Hoe om ’n brief te skryf
1.1.8 Roman senators don’t always behave with equal dignity! /
Romeinse senatore tree nie altyd ewe waardig op nie!
1.1.9 A year later: spoilt ballots / ’n Jaar later: bedorwe stembriefies
1.1.10 “How to study” / “Hoe om te studeer”
1.2
POETRY / POËSIE
Candidates choose between the set 1.2.1 plus 1.2.2 or the set 1.2.3 plus 1.2.4. Note that each set has internal choices.
English: Page 64 of 71

Kandate kies uit die stel 1.2.1 plus 1.2.2 of die stel 1.2.3 plus 1.2.4. Let op dat beide stelle interne keuses behels.
1.2.1 FROM: Tria Saecula: Musa Latina
UIT : Tria Saecula: Musa Latina
Medieval Poetry / Middeleeuse Poësie
`
1.2.2
1.2.1.1
1.2.1.2
Both / Beide Drinking Song / Drinklied AND / EN Carmina Burana
OF
Dies Irae
PLUS
FROM / UIT: A Latin Reader, A Petrie, Oxford University Press:
Phaedrus xxi The wolf and the lamb / Die wolf en die lam xxii The lion’s share / Die leeu se aandeel xxiii The stag at the spring / Die takbok by die fontein xxiv The frog and the ox / Die padda en die bul xxv The two mules and the robbers / Die twee muile en die rowers xxvi The panther and the shepherds / Die luiperd en die skaapwagters xxvii Brother and sister / Broer en suster xxviii The horse and the boar / Die perd en die wildevark xxix The two wallets / Die twee beursies
OR / OF
1.2.3
Martial / Martialis (from / uit
1. A modest introduction (1.1) / ’n Nederige bekendstelling 6 lines
7. An insulted guest (III.60) / ’n Beledigde gas
10. Teeth (I.19) / Tande
12 From doctor to undertaker (I.47) /
Van die dokter tot die begrafnisondernemer
)
22) / Die renoster
14. The legacy hunter (IV.56) / Die erfenisjagter
10 lines
15 A great help you have been! (V.9) / Jy was van groot hulp! 4 lines
17. May she go on playing (V.34) / Mag sy aanhou speel
18. Erotion’s grave (X.61) / Die graf van Erotion
25. The rhinoceros (
27. The cruel lion (II.75) / Die wrede leeu
28. My old guardian (XI.39) / My ou voog
4 lines
2 lines
8 lines
10 lines
6 lines
12 lines
10 lines
15 lines 87 total
PLUS
1.2.4 Ovid / Ovidius
English: Page 65 of 71

Note: Candidates read either (a) or (b) / LW Kandidate lees óf (a) óf (b)
EITHER / ÒF
(a) From
(
: the story of Atalanta (
)
X.560 - 680) 120 lines
OR / ÒF
(b) From
(
the story of Pyramus and Thisbe
IV.93-166) 74 lines
I.135-162 Flirting at the races
I.569-582 Words in wine
Total for (b):
28 lines
14 lines
116 lines
1.3 UNPREPARED TRANSLATION / ONVOORBEREIDE VERTALING
In order to enable the candidates to comprehend the unprepared passages from Caesar with comparative ease, a minimum of 300 lines taken from Caesar’s Gallic and / or Civil
Wars must be read during the Grade 11 year.
Om kandidate in staat te stel om uittreksels uit Caesar met gemak te begryp, moet ’n minimum van 300 reëls uit Caesar se De Bello Gallico en / of De Bello Civili gedurende die
Graad 11-jaar gelees word.
1.4 CLASSICAL CULTURE / KLASSIEKE KULTUUR
Cumulative assessment of Classical Culture covers work done in Grades 11 and 12. It comprises a mark of 100 representing research done on three of the topics listed below at the end of Grade 12. Candidates are advised to write at least one of the essays during their
Grade 11 year. A portfolio of three essays of 3 000 words each, plus a bibliography and notes (each with equal weight, totalling 100 marks) on three different topics must reach the
Department by September 2004.
Kumulatiewe assessering van Klassieke Kultuur dek navorsing oor drie van die temas wat onder Graad 12 gelys is en wat gedurende die Graad 11- en 12-jare voltooi moet word.
Kandidate word aangeraai om ten minste een van die opstelle reeds in Graad 11 te voltooi.
’n Portefeulje van drie opstelle van 3 000 woorde elk, plus ’n bibliografie en notas (met gelyke gewig, 100 punte in totaal) oor drie verskillende temas moet die Departement teen
September 2004 bereik.
English: Page 66 of 71

5.9. PORTUGUESE
There are three sections:
SECTION 1: POETRY
All the poems listed below are for Higher Grade. Standard Grade poems are indicated in brackets.
1.1 Poemas africanos
1.1.1.Angola
Soneto ao mar africano
Pergunta
Carta dum contratado
1.1.2 Cabo Verde
Dois poemas do mar
Geraldo Bessa Victor (SG)
Ernesto Lara Filho
Antonio Jacinto
Arnaldo França
1.1.3 Moçambique
Grito Negro
Naturalidade
1.2 Poemas Brasileiros
Cançao do Exílio
Chuva Fina
Língua Portuguesa
A Um Soldado Desconhecido
1.3 Poemas portugueses
José Craveirinha (SG)
Rui Knopfli (SG)
Goncalves Dias
Cecília Meireles (SG)
Olavo Bilac
Carlos Nejar (SG)
Na mão de Deus
Mar Português
O Menino de Sua Mãe
Balada da Neve
Antero de Quental
Fernando Pessoa (SG)
Fernando Pessoa (SG)
Augusto Gil
SECTION 2: SHORT STORY AND NOVEL (HG AND SG)
XICANDARINHA Calane da Silva
(in CONTOS MOÇAMBICANOS by Ramos R(ed). São Paulo: Global Editora, 1990: pp 60-73
VIDAS SECAS Graciliano Ramos-Livros de Bolso Europa America)
SECTION 3: BACKGROUND STUDIES FOR PORTUGUESE (HG AND SG)
TOPICS:
- Portuguese expansion during the 15 th century:
Navigations
Nautical instruments
English: Page 67 of 71

North Africa
Madeira
Açores
Treaty of Tordesilhas
Commerce with Africa and India
- Portuguese in the world: India and Brazil (expansion and commerce)
- Consequences of discoveries
century - Portuguese economy in the 17 th
Brasil
- Portugal in the 18 th century (gold) th century - Portugal in the 20
50 years without freedom
Revolution of 28 May 1926
Revolution of 25 April 1974
- Portuguese-speaking countries names capitals presidents geographical position
There is no prescribed books for the background studies component. Learners may obtain information from any suitable works on the topics indicated above.
NB If there are changes for 2003 schools will be notified.
5.10 SPANISH HIGHER GRADE
A. LITERATURE
1. Poems
Spanish Authors
1.
2.
3.
4.
5.
Retrato
Elegía
Vino, primero pura
Romance sonámbulo
Para que yo mel llame
Spanish American Authors
1. Piedra negra sobre una piedra blanca
2. Poema 20
3. Yo soy un hombre sincero
4. El pájaro
Machado, Antonio
Jiménez, Juan Ramón
García Lorca, Federico
Hernández, Miguel
González, Angel
Vallejo, César
Neruda, Pablo
Martí, José
Paz, Octavio
English: Page 68 of 71

2. Drama
Pic-Nic
3. Short Stories
Spanish Authors
1. Al otro lado
2. La felicidad
3. El regreso
4. El tonto del pueblo
Spanish American Authors
1.
Es que somos muy pobres
2.
Los funerales de la Mamá Grande
3.
4.
La noche boca arriba
La intrusa
Note: A reader consisting of the poems, play and short stories is available from:
INDEPENDENT EXAMINATIONS BOARD
P.O. BOX 875
HIGHLANDS NORTH
2037 SOUTH AFRICA
TEL : (011) 482-2777
FAX : (011) 482-5146
B. LANGUAGE
Javis, A. Lebredo :
Co. studied.
Arrabal, Fernando (Spain)
Aldecoa, Ignacio
Matute, Ana María
Laforet, Carmen
Cela, Camilo José
Rulfo, Juan (Mexico)
García Márquez, Gabriel (Colombia)
Cortázar, Julio (Argentina)
Borges, Jorges Luis (Argentina)
MENA-AYLLON, F Lexington, Mass/Toronto: DC Heath &
All lessons on language in this book or any other suitable grammar textbook are to be
C. CULTURE STUDIES
See queston 3 of Paper II. Learners are expected to have a sound but basic knowledge of the physical, socio-political, cultural and human geography of either Spain or a Spanish American country of their choice and to be able to explain, compare and contrast relevant aspects of the chosen country with South Africa and South Africans.
There are NO recommended books for the above cultural studies component. Learners are advised to obtain information from general reference books available at their schools or at their libraries or from Internet sites.
NB In the case of Spanish the GDE makes use of the services of the
Independent Examinations Boad and will update relevant schools
English: Page 69 of 71

annually with regard to documents received.
5.11 TAMIL
A.
TEXT
POETRY
Bharatyars Kuyil Pattu
10 selected poems
B.
TEXT
PROSE
1.
2.
C.
TEXT
DRAMA
1.
Kondrai Vanthan Vilaku Kathaygil
10 selected stories
Thirukural
10 selected verses
Thanga Pathakam
TEXT
Optional
Six Short Plays
NB In the case of Tamil the GDE makes use of the services of the KwaZulu-Natal
Department of Education and will update relevant schools annually with regard to documents received.
5.13 URDU
Prescribed texts selected from URDUKEE THEESREE: Sindh Text Book Board
A. POETRY
1.
Hamd
2.
Khuda Kee Shaan
3.
Acche Bhai
4.
Naath
5.
Maa
6.
Kuwa aur Lomree
English: Page 70 of 71

7.
Saree Duniya
8.
Ek Chottee Bachee
B. PROSE
1.
Rhemat-e-Aalim (S.A.W.)
2.
Hazrat Usman-e-Gabee
3.
Eid-ul-Adha
4.
Hajj
5.
Tandurustee Hazaar Neimath
6.
Hazrat Khadija (R.A.)
7.
Moohabath Ka Phegaam
8.
Hazrat Aboobaker (R.A.)
9.
Hazrat Fathima Zehra (R.A.)
10.
Hazrat Ayesha (R.A.)
C. DRAMA
1.
Farz Shanasi
2.
Hamdardi
3.
Hum ek hei
NB In the case of Urdu the GDE makes use of the services of the KwaZulu-Natal
Department of Education and will update relevant schools annually with regard to documents recived.
_____________________________________
MALLELE PETJE
CHIEF EXECUTIVE OFFICER
English: Page 71 of 71