Languages

Subcategories

• Afrikaans Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Afrikaans First...

  The First Additional Language refers to a language which is not a mother tongue, but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning.

  In South Africa, many children start using their additional language, Afrikaans, as the Language of Learning in Grade 4. This means that they must reach a high level of competence in Afrikaans by the end of Grade 3, and they need to be able to read and write well in Afrikaans.

  Grade 1 - 12

• Afrikaans Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• English Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• English First...

  The First Additional Language refers to a language which is not a mother tongue, but which is used for certain communicative functions in a society, that is, medium of learning and teaching in education. The curriculum provides strong support for those learners who will use their first additional language as a language of learning.

  In South Africa, many children start using their additional language, Afrikaans, as the Language of Learning in Grade 4. This means that they must reach a high level of competence in English by the end of Grade 3, and they need to be able to read and write well in English.

  Grade 1 - 12

• English Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• French Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 4 - 12

• German Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 4 - 12

• IsiNdebele Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• IsiNdebele First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• IsiNdebele Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• IsiXhosa Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• IsiXhosa First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• IsiXhosa Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• IsiZulu Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• IsiZulu First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• IsiZulu Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Manderin Chinese...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Sepedi Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Sepedi First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Sepedi Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Sesotho Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Sesotho First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Sesotho Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Setswana Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Setswana First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Setswana Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Siswati Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Siswati First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Siswati Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Tshivenda Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Tshivenda First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Tshivenda Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12

• Xitsonga Home Language

  The Home Language level provides for language proficiency that reflects the mastery of interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum.

  Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in.

  Grade R - 12

• Xitsonga First...

  The First Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus in the first few years of school is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

  In Grades 2 and 3 learners start to build literacy on this oral foundation.

  In the Intermediate and Senior Phases, learners continue to strengthen their listening, speaking, reading and writing skills.They also engage more
  with literary texts and begin to develop aesthetic and imaginative ability in their Additional Language.

  By the time learners enter Senior Phase, they should be reasonably proficient in their First Additional Language with regard to both interpersonal and cognitive academic skills.

  By the time learners enter FET Phase, they should be able to use heir additional language at a high level of proficiency to prepare them for further or higher education or the world of work

  Grade 1 - 12

• Xitsonga Second...

  The Second Additional Language level assumes that learners do not necessarily have any knowledge of the language when they arrive at school. The focus upon exposure to Second Additional Language is on developing learners’ ability to understand and speak the language - basic interpersonal communication skills.

   

  Learning a Second Additional Language should enable learners to:

  • acquire the language skills necessary to communicate appropriately in the target language taking into account audience, purpose and context;
  • listen, speak, read/view and write/present the language with confidence and enjoyment. These skills and attitudes form the basis for life-long learning;
  • express and justify, orally and in writing, their own ideas, views and emotions confidently in order to become independent thinkers;
  • use language and their imagination to find out more about themselves and the different cultures and the world around them. This will enable them to express their experiences and findings about the world orally and in writing;
  • use language to access and manage information for learning in a wide range of other contexts. Information literacy is a vital skill in the ‘information age’ and forms the basis for lifelong learning; and
  • use language as means for critical and creative thinking; for expressing their opinions on various topics; for interacting with a wide range of texts; for challenging the perspectives, values and power relations embedded in texts; and for reading texts for various purposes, such as enjoyment, research and critique.

  Grade 1 - 12