INDEPENDENT EXAMINATIONS BOARD

INTERNATIONAL SECONDARY CERTIFICATE

(IEB)

FURTHER STUDIES ENGLISH

GRADES 10–12
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TABLE OF CONTENTS

1. WHAT KIND OF STUDENT DOES OUR WORLD NEED? ..................................... 3

1.1 The Intentional Educational Beliefs of the IEB ................................................ 3
1.2 Broad Learning Outcomes of the curriculum................................................... 4
1.3 Specific Outcomes of the qualification ............................................................ 5
1.4 Linking the levels of the curriculum ................................................................. 6
2. THE CURRICULUM FRAMEWORK ........................................................................ 9
3. APPROACH TO ASSESSMENT ........................................................................... 11
4. RESOURCES ........................................................................................................ 14
4.1 What kind of teacher does the ISC need ...................................................... 14
4.2 Textbooks and teacher support .................................................................... 15
4.3 Information Communication Technology (ICT) ............................................. 16
4.4 Time allocation for the ISC............................................................................ 17
5. FURTHER STUDIES ENGLISH: DEFINITION AND PURPOSE ........................... 18
6. FURTHER STUDIES ENGLISH: OVERALL OUTCOME ....................................... 20
7. CONTENT DESCRIPTION .................................................................................... 22
8. LEARNING ASSUMED TO BE IN PLACE ............................................................. 26
9. MEANS OF ASSESSMENT................................................................................... 27

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1. WHAT KIND OF STUDENT DOES OUR WORLD NEED?

As our history would suggest, the IEB supports democratic principles, contributing to
the building of a fair and equitable education landscape across the globe.
Furthermore, the IEB is committed to building the reputation of educational offerings
by demonstrating that the region produces exceptional students through a quality
assured assessment process that is well-recognised and respected. As an organ of
civil society, the IEB believes it has an important role in providing commentary on,
actively participating in and contributing constructively to educational debate.

The IEB is clear that education is as much a philosophical undertaking, underpinned

by social and educational values, as it is a technical exercise carried out by a
professional body of experts. The IEB's desire to make the philosophical
underpinnings of the IEB's work explicit led to the formulation of The Intentional
Educational Beliefs of the IEB.

In the statement of its intentional beliefs, the IEB explains what it sees as the
educational purpose of an organisation such as the IEB and outlines the learning that
it values. Our complex world and the complexity of our societies in this region demand
citizens who are courageous, able to determine what we need to create a better world
and more importantly, how to bring that better world into being. In its assessments
and related activities, the IEB encourages learning institutions and teachers to provide
students with the opportunities to explore topics, participate in activities and be
exposed to discussions and debates that develop the kinds of skills and attitudes we
believe every modern member of society needs to master. The IEB makes every effort
to ensure that our assessments are globally competitive, giving our students access
to assessments that compete at the highest level.

It is this belief in the quality of students from nations in Africa and further afield that
inspires the IEB to try and influence the educational experience beyond assessment.

With this as the backdrop, the IEB presents the following statement of what it stands
for as an educational institution.

1.1 The Intentional Educational Beliefs of the IEB

The vision of the IEB is to advance quality teaching and learning through an
assessment process of integrity, innovation and international comparability.

The IEB is cognisant that assessment is essential in developing students who

are responsible citizens within their own communities and at the same time,
are able to negotiate the challenges of a global world. Through our
assessments, we are motivated to develop students who are:

• critical users of information

• ethical reasoners
• problem solvers
• creative and reflective thinkers
• lifelong learners
• society members respectful of diversity
• active citizens who are committed to upholding democratic principles and
the wellbeing of all people.

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The IEB supports the position that actively promoting quality education for
every student is fundamental in establishing just, open societies based on
democratic values, social justice and fundamental human rights, in which
cultural diversity is appreciated and embraced.

The IEB's mission is to make a significant, on-going contribution to human

resource development through the design, delivery and promotion of a wide
range of high quality, affordable assessment products and services to all
sectors.

The work of the IEB is underpinned by a commitment to the following values:

Integrity, respect, commitment and service, professionalism, communication,
quality, teamwork.

1.2 Broad Learning Outcomes of the curriculum

The overriding objective in the education that underpins the ISC then is to
develop a citizen who has skills, knowledge and attitudes that

• enable a thorough understanding and caring for self and others;

• enable and encourage life-long learning;
• enable contribution to the well-being of society through work;
• enable and encourage responsible and constructive civic participation.

Each subject curriculum is designed to support the development of thinking

capabilities, personal attributes and mindful attitudes.

Thinking capabilities include but are not limited to critical thinking, problem
solving, understanding of the origins of knowledge and the impact of
phenomena through research, specific disciplinary skills and knowledge,
integration of knowledge and skills across disciplines and ethical reasoning.
These all require active curiosity with a commitment and determination to
learn.

Personal attributes and mindful attitudes include but are not limited to integrity,
courage, awareness of self and others, generosity of spirit and openness to
engage. Mindfulness encompasses appropriate personal attributes which
include but are not limited to responsiveness, responsibility, self-belief and
reflection, resourcefulness, perseverance and openness to change.

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1.3 Specific Outcomes of the qualification

The Specific Outcomes of the qualification are as follows:

• Communicate in at least two languages: the student is able to

demonstrate the ability to listen carefully, speak, read and write. This
communication outcome also presupposes basic quantitative reasoning,
visual literacy and computer skills as one can no longer be regarded as
literate without these.
• Co-operate with others in situations that require a group to work
successfully together towards a common task or goal: the student is able
to demonstrate the ability to elicit the views of others, to resolve
disagreements, to display tolerance for the views of others, and to help the
group come to valid conclusions, including consideration of ethical factors.
The student is able to show an awareness of his/her own behaviour in
interacting with a range of other people and able to assess his/her effect
on the group. This outcome also includes the ability to acknowledge
conflict and to use strategies that help to resolve and neutralise conflict.
• Think critically, analyse, and evaluate multiple sources of information to
reach an opinion: the student is able to establish meaning, to show an
understanding of a phenomenon and the relationship and the value of
those parts to each other and the whole, and draw reasonable inferences
from that understanding. Furthermore, the student is able to display the
ability to draw on their own experience, knowledge, reasoning and beliefs
to form well-substantiated personal responses that engage critically with
ideas. This outcome extends into being able to understand the framework
of a particular discipline, the related concepts and the ability to draw
reasonable inferences within that discipline.
• Solve problems in a variety of contexts and disciplines: this outcome
requires that the student is able to

− define the problem

− devise a solution identifying the necessary resources
− explain the thinking processes to solve the problem
− make recommendations
− take a decision regarding the most suitable course of action
− implement the plan of action and
− evaluate the effectiveness of the process.

Problem-solving includes considering the ethical and environmental implications of

proposed plans of action. A key aspect of problem-solving is the ability to apply known
concepts in unfamiliar contexts.

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• Discern values and respect diversity: the student is able to demonstrate

an understanding of the values that are represented in her/his own and
others' value systems; to recognise the ethical and/or moral issues that
present themselves as part of personal decisions as well as in societal,
national and global ones, and to take personal responsibility where this is
required/possible.
• Contribute to one's society: this outcome, in conjunction with others,
serves to develop active citizens who are committed to upholding
democratic values of social justice and fundamental human rights, the
assumption of responsibility for ensuring the wellbeing of all people and
the environment. For this outcome the student is able to identify significant
community issues and consider their own knowledge, skills and attitudes
before making informed choices about volunteering for and participating in
community activities/civic issues.
• Develop a global consciousness: this outcome, in conjunction with
others, serves to develop active citizens who are committed to upholding
democratic values of social justice and fundamental human rights, the
assumption of responsibility for ensuring the wellbeing of all people and
the environment. For this outcome the student is able to identify the factors
that influence his/her own opinions; explore the notions of diversity,
empathy and inter-connectedness – ecological, economic, social, political;
recognise the need for understanding the views of others, and begin to
articulate new global perspectives, informed by the disciplines being
studied.
• Engage with creative activity: the student is able to demonstrate the ability
to make informed choices, considering aesthetics and interpretive options,
and to provide a reasoned explanation for those choices. During the process
of study these choices become refined by engaging with the theory of the
discipline and a broader awareness of the relevant social and cultural
frameworks. Creativity in approach and exposure to unusual ways of seeing
informs the learning and assessment of all aspects of the curriculum.
• Manage oneself and one's work: the student is able to provide a
thoughtful growing awareness of their own identity, of the importance of
self-management, of being mindful and healthy and of the identities and
needs of others.

1.4 Linking the levels of the curriculum

The links between the different levels inherent in the qualification are as
follows:

• the Intentional Educational Beliefs are embedded in the Broad Learning

Outcomes;
• the Broad Learning Outcomes are in turn embedded in the Qualification
Specific Outcomes;
• the Qualification Specific Outcomes are embedded in the Discipline and
Subject Specific Outcomes.
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The embedding of the Intentional Educational Beliefs in the Broad Learning

Outcomes could be seen as follows:

• Broad Learning Outcome 1: enable a thorough understanding and caring

for self and others; this outcome accommodates developing the following
traits in the Intentional Educational Beliefs
− ethical reasoners
− creative and reflective thinkers
− society members respectful of diversity
− active citizens who are committed to upholding democratic
principles and the wellbeing of all people.
• Broad Learning Outcome 2: enable and encourage life-long learning; this
outcome accommodates developing the following traits in the Intentional
Educational Beliefs
− lifelong learners
− critical users of information
− problem solvers
− creative and reflective thinkers
• Broad Learning Outcome 3: enable contribution to the well-being of society
through work; this outcome accommodates developing the following traits
in the Intentional Educational Beliefs
− ethical reasoners
− critical users of information
− problem solvers
− creative and reflective thinkers
• Broad Learning Outcome 4: enable and encourage responsible and
constructive civic participation; this outcome accommodates the following
traits in the Intentional Educational Beliefs
− society members respectful of diversity
− active citizens who are committed to upholding democratic principles
and the wellbeing of all people.

All the Broad Learning Outcomes are embedded in each of the Qualification
Specific Outcomes:

• Qualification Specific outcome 1: Communicate

• Qualification Specific outcome 2: Co-operate
• Qualification Specific outcome 3: Think critically, analyse, and evaluate
• Qualification Specific outcome 4: Solve problems
• Qualification Specific outcome 5: Discern values and respect diversity
• Qualification Specific outcome 6: Contribute to one's society
• Qualification Specific outcome 7: Develop a global consciousness
• Qualification Specific outcome 8: Engage with creative activity
• Qualification Specific outcome 9: Manage oneself and one's work

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Representation of the embedded outcomes at each level of the

Curriculum Framework for the ISC

The ISC as a qualification assesses, as far as possible, the extent to which the intentions
of its underpinning curriculum have been met. Details of how the learning outcomes
expected in the qualification are met through the subject syllabi are explained in the
individual subject syllabi and assessment guidelines.

Individual teachers may see a different alignment of the outcomes. However, the key point
is that the rigour and rationale for each discipline and subject takes cognisance of the tight-
knit cohesion between the educational philosophy espoused by the IEB, broad learning
outcomes and the specific intentions of the qualification and the curriculum.

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2. THE CURRICULUM FRAMEWORK

The Curriculum Framework maps the relationship between a child's lived

environment and experiences and the learning environment.

Representation of the Curriculum Framework for the ISC

Learning begins at birth. Children are born with innate curiosity and hence learn
through constantly questioning the world in which they find themselves.

Opportunities to find answers to their questions are provided for by various aspects
of the lived environment of the child and also the learning environment of the child.

The informal learning environment is where the students are exposed to learning
opportunities in a less structured way among people who are close to them e.g. the
family, extended family, close friends and community.

The formal learning environment is where students formally experience teaching and
learning in a purposeful structured way.

The formal learning environment is primarily where the responsibility for disciplinary
and subject learning outcomes lies while it is within both the informal learning
environment and the formal learning environment where transversal competences
are developed. Hence insofar as specific subjects contribute to the development of
transversal competence, teachers are obliged to create overt learning opportunities
to actively emphasise relevant transversal competences. It is not sufficient to leave
the development of these competences to the informal learning environment.

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The Broader Local Community lived environment is where the child experiences
learning outside the home, e.g. sports clubs, hobbies, community events, societies
such as Boy Scouts/Girl Guides, extra-mural activities at the school, home or place
of religious observance.

The Home Country and the World lived environment is where the child is exposed to
national and global issues, outside of their local community e.g. universal human
commonalities and differences, global and national problems, features of agreement
and disagreement on a global level.

The responsibility for the development of broader learning outcomes is shared

between the formal learning environment and the community within which the child
lives. It is in the formal learning environment where learning opportunities are
provided to raise awareness and find strategies to develop the broader learning
outcomes. The broader local community provides the environment within which the
broader learning outcomes are practiced. Hence insofar as specific subjects
contribute to raising awareness and developing strategies to develop these broader
educational outcomes, teachers are obliged to create overt learning opportunities to
actively emphasise the broader learning outcomes. While the community within
which the child lives may also provide learning opportunities for the child to develop
the broader learning outcomes, the local community provides the environment within
which the broader learning outcomes are practised.

Both the learning environment and the home country and the world at large, within
which the child lives provide learning opportunities for the child to develop the
outcomes detailed in the Intentional Educational Beliefs of the IEB. The child's own
experiences or awareness of global issues that are locally relevant provide the
stimulus for experience of and engagement with the complexities inherent in the
Intentional Educational Beliefs of the IEB.

The learning environment itself consists of the qualification which the child achieves.
The qualification incorporates Discipline and Subject Specific Outcomes and more
generic competences. These in turn incorporate the Broader Learning Outcomes
which finally incorporate the Intentional Educational Beliefs of the IEB.

The curriculum is the vehicle through which a child's lived environment is connected
to the learning environment, the formal learning pathway through which a child's
learning achievements are developed and finally recognised by the award of a
qualification.

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The documentation that informs the learning chain is as follows:

The International Secondary describes the qualification that is awarded at

Certificate qualification the culmination of formal study

The Curriculum Framework describes the intended outcomes of the learning

Individual Subject Syllabi describes the discipline and subject-specific

outcomes for subjects in the Curriculum
Framework

Teaching Plan for each class describes the progression of lessons to ensure
subject syllabus and curriculum coverage

Assessment Plan for each class describes the formal assessment activities that will
inform feedback on the progress of the student

3. APPROACH TO ASSESSMENT

The IEB believes that it is through the assessment of the curriculum that its true worth
and value as an educating tool can be experienced. The way in which a question is
asked will either encourage the 'opening up' of young minds to see new ideas and
possibilities or it will focus the mind narrowly onto the facts taught and presumably
learnt during the year. The approach in assessment can either offer students an
opportunity to express their own opinions and show that they have used sound
thinking skills and a reliable knowledge base to come to their conclusions or at the
other end of the scale, it will encourage the re-gurgitation of learnt facts and opinions.
The IEB aims to harness the positive impact of good assessment techniques on
learning and teaching and through its instruments, open the minds of teachers and
students to the higher order thinking skills required in our complex world. In-depth
study and rigorous assessment prepare students for the demands of tertiary study,
including the development of the skills of prioritisation and perseverance.

Assessment in all its forms is a fundamental aspect of learning and teaching and
hence should serve to inform:

• students of the degree to which they have mastered the skills and knowledge that
has been taught;
• students of the degree to which they have mastered transversal skills;
• teachers of the strengths and gaps of the group of students as a whole thereby
providing the teacher with information about where teaching of a skill or concept
may need a different approach and hence plan an appropriate intervention;
• teachers of the strengths and gaps of individual students thereby enabling a
targeted intervention for specific students.

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Traditional assessment methods including tests and examinations are able to serve
these purposes. However, the term assessment encompasses a range of other
methodologies which serve to provide opportunities for students to display:

• the skills and knowledge they have acquired over a period of time in a variety of
ways thereby exposing students to a range of experiences and ways of
communicating their competence 1;

• skills and, as appropriate, knowledge that cannot be assessed in a written test or

formal examination but is, however, critical to the discipline. These assessment
methodologies include oral assessment particularly in the study of languages, but
is also a useful assessment method to build confidence in speaking in a more
formal environment in other subjects; practical competence in the arts e.g. visual,
dramatic, dance, in the sciences, in semi-vocational subjects; digital competence
and time and inspiration for creativity including creative writing;

While assessment of these skills may well form part of the final assessment, their
development is the result of ongoing experiences, opportunities and exposure to the
challenges, a necessary part of preparation for the final assessment.

Constant exposure to a range of assessment methodologies, including tests and

examinations, is essential so that students are well-prepared to face examinations
and are also given ample opportunity to develop and display their competence.

To ensure that students are absolutely clear about what is expected of them, each
assessment task ought to identify the criteria being assessed in order to create a
transparent learning environment. Furthermore, the associated marking guidelines
or rubric, should be shared with students. They should be encouraged to reflect on
their achievement in order to improve.

Assessment at school level, unless expressly required by the Means of Assessment

in the Subject Curricula, is a professional activity and should serve a formative
function; hence it will not contribute towards the final examination mark. However,
the IEB will require a mark to be submitted by the school for each student in order
for the IEB to ascertain whether an educational institution's standards align with the
standards expected by the IEB's assessments. The Means of Assessment provide a
suggested assessment plan which may be used to arrive at the mark to be submitted
to the IEB. This plan underscores the fact that the mark to be submitted should not
consist of only the result in a preliminary examination.

1 Competence constitutes mastery of the knowledge and skills that are required
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The IEB follows an authentic approach to assessment, setting as far as possible,

contextualised problems that require the application of skills and knowledge,
encouraging the application of the 'known' within an unfamiliar context. Examination
papers are developed by experienced examiners, moderated internally by very
experienced people who have had examining experience previously and the papers
are then externally moderated. The marking is done by qualified teachers in the IEB
teaching community, with appropriate structures to ensure moderation of the marking
process. Appropriate structures are in place to oversee standardisation of results, as
necessary, and any irregularities that may have occurred. Normal appeal processes
are available.

The assessment tasks in all subjects align with the aims and objectives of the
curriculum and the assessment takes cognisance of the explicit outcomes for the
subjects in the ISC qualification itself. This naturally leads to a range of assessment
tasks and activities which may look rather different from more conventional forms of
assessment since their focus is to develop, instil and assess a more searching range
of thinking skills, processes and values. Guidelines for each subject provide the
weighting of the cognitive skills as they are reflected in the final assessments as well
as the weighting of the various topics, which broadly aligns with the amount of time
allocated to the teaching and learning process. As is the IEB's practice, exemplars
of the kinds of assessment are made available as part of its commitment to a publicly
recognisable standard.

The assessment requirements detail the expectations in the written external

examination, which may consist of one or more papers, in each subject. Depending
on the subject area and the curriculum requirements, students will need to develop
oral competence, performance competence and/or practical competence which will
be assessed and contribute towards their final achievement of the qualification.
Finally, guidance is provided for an assessment program and calculations of the mark
to be submitted to the IEB, which provide an opportunity to explore assessment
methodologies that do not fit neatly into tests and examination-type assessment.

Best practice requires that teachers and students are fully aware of the criteria
against which their performance will be judged. Hence the IEB provides teachers
with the analysis grids, which detail the cognitive demand, the level of difficulty and
the curriculum coverage of each question in the examination paper, as well as the
marking guidelines. The IEB also provides detailed reports per institution of how their
students performed in each question, thus encouraging the development of focussed
interventions at institution level. The IEB advocates that the criteria associated with
all site-based assessments be shared with students, encouraging not only a
transparent learning environment but also providing valuable feedback for students
when they reflect on their efforts.

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4. RESOURCES

4.1 What kind of teacher does the ISC need

The teachers who facilitate the learning required for the ISC must

• be appropriately qualified to teach the subject they are teaching and as

professionals, keep up to date with developments in education generally
and within their discipline and subject areas specifically;
• be mindful of the Intentional Educational Beliefs as well as the broad
outcomes of the qualification and build these outcomes into the lessons
they prepare;
• be mediators of learning, mindful of the range of theories of learning and
provide opportunities in the classroom that harness the positive aspects of
each theory;
• be mindful of the contention that may arise during discussion in the
classroom and hence be sensitive and caring in managing different points
of view and ideas;
• have competence in managing the learning process including planning,
assessment and monitoring progress;
• have competence in developing assessment tasks that are appropriate for
the outcomes being assessed and appropriately judging the evidence of
learning to positively impact on further learning;
• be mindful of the power they hold and the impact they have in influencing
the learning experience of each student.

Obviously, the teacher should operate in a functional, well-managed school

where there are clear teaching and assessment plans that overtly address the
curriculum and specific syllabus requirements, thereby providing a bridge
between the intended outcomes of the curriculum and syllabus and the
implemented curriculum i.e. it is the 'how' in the learning chain.

In respect of class size, Andreas Schleicher noted as follows:

The highest performing education systems in PISA tend to systematically

prioritise the quality of teachers over the size of classes, that is, whenever they
have to make c choice between a smaller class and a better teacher, they go
for the latter. Rather than in small classes, they invest in attractive teacher
working conditions and careers, ongoing professional development and a
balance in working time that allows teachers to contribute to their profession
and to grow in their careers. 2

2Debunking Education Myths, Andreas Schleicher at

https://www.teachermagazine.com.au/columnists/andreas-schleicher/debunking-education-myths
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This is a decision that needs to be made based on the context in which the
educational institution operates. The use of teacher aids is a useful strategy
in multi-lingual classrooms.

4.2 Textbooks and teacher support

It is important for the IEB to clarify its position in respect of textbooks. The IEB
has never prescribed textbooks for any subject and has no intention of doing
so in the foreseeable future.

The primary reason for this stance is that the IEB believes that teachers, as
professionals, should have the ability to determine which books, available on
the market, are an appropriate complement to their teaching style and
approach to the subject. Furthermore, the IEB encourages teachers to make
use of a range of textbooks and learning resources to ensure that their
students are exposed to alternate approaches to a concept, a variety of
interpretations and theories about an issue and a range of questioning
techniques.

These are educational principles on which the IEB bases its position. There
are numerous financial and ethical issues that could be aligned to this position.
However, the point is that the IEB has taken a firm educational stand on the
matter.

Despite the IEB having no prescribed textbooks, there are a number of

publishers that have developed textbooks that align with the IEB Subject
Assessment Guidelines. There is hence no shortage of resource material and
textbooks.

The IEB hosts teacher conferences annually and also has well-run cluster
groups which provide ample opportunity for networking among teachers. They
share their experiences of and opinions about various textbooks. This
networking is encouraged further through cluster groups where a group of
schools, generally in close geographical proximity, meet regularly with the
intention for professional development. In addition, the assessment specialists
are able to provide guidance. The IEB website has resources including past
examination papers and marking guidelines, for teachers to use.

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4.3 Information Communication Technology (ICT)

Just as the IEB encourages teachers to make use of a variety of textbooks,

so too the teacher ought to make use of a variety of other learning resources
that support specific learning activities. These include a range of sources e.g.
the media – newspapers, sound clips; the internet – Khan Academy, TED
talks, Siyavula; video or digital material. The intention of every teacher should
be to develop a bank of resources that make learning interesting and
sufficiently varied to cater for individual learning approaches in the particular
context within which the learning takes place.

The child of this century is often referred to as "tech-savvy". They know what
information communication technology (ICT) is available and inevitably know
how to use each one.

However, technical proficiency does not necessarily mean digital literacy.

Digital literacy is defined by the American Library Association as "the ability to
use information and communication technologies to find, evaluate, create, and
communicate information, requiring both cognitive and technical skills".

Key learning outcomes include the ability to judge the appropriateness of tone
in online communication and the ability to use ICT as a useful educational tool.
Digital literacy encompasses digital citizenship, i.e. the consideration of ethical
and social impacts of using technologies, identification of "fake news" and
inappropriate information sources.

Clearly students of today need to understand the tools and skills necessary to
process the enormous quantity of information they encounter on a daily basis.
This is a transversal skill. However, the relevance of ICT and digital literacy
varies from subject area to subject area. Hence embedded in each subject
syllabus is an awareness of how ICT impacts on the subject area and how it
can be used to advance a positive and effective learning culture. Ideally the
learning environment should provide students with access to computers and
the internet.

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4.4 Time allocation for the ISC

The time allocations below are indicative of the amount of time suggested per
subject. Educational institutions, however, have some latitude regarding how
the timetabling of the subjects is achieved, given the consideration of the
stipulated length of the school day and the number of teaching weeks
available within a country. Independent institutions normally have leeway to
extend beyond the minimum requirements.

(a) The recommended instructional time for the ISC in Grades 10–12 is
as follows:

Minimum time allocation

Subject (hours) per week (5-day
cycle)
Primary Language 4,5
Additional Language 4,5
CLL, e.g. Active Citizenry 2
A minimum of any four subjects
selected from Table A2 (Annexure A)
of the policy document, International
16 (4 × 4h)
Secondary Certificate (IEB), subject
to the provisos stipulated in section
2.6 of the said policy document.
Total 27

(b) The recommended instructional time for the Further Studies

Programmes in the ISC in Grades 10–12 is as follows:

Minimum time allocation

Subject (hours) per week (5-day
cycle)
Further Studies Mathematics
5
(Ordinary level)
6
(Advanced level)
Further Studies Language together
6 (1,5 + 4,5)
with Primary Language
Further Studies Physics and
6
Further Studies Chemistry
The offering of Further Studies Programmes is subject to the
provisos stipulated in section 2.6 of the policy document,
International Secondary Certificate (IEB).

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5. FURTHER STUDIES ENGLISH: DEFINITION AND PURPOSE

CHAPTER 1

DEFINITION

Further Studies English is an extension of NSC English Primary Language. The Naric
Report of 2010 stated: "The IEB English Home Language examinations already
provide a rigorous challenge to the linguistic capabilities of students. Comparisons
revealed great similarities between both the GCE and IEB examination papers; the
combination of language and literature based tasks and the emphasis on
appreciating the diversity with which language can be used highlight two features
common to both examinations. In this respect it would appear that the IEB English
Home Language examination is certainly comparable with the A/S level, whilst some
comparability with the overall A-level standard is also apparent."

PURPOSE

The purpose of Further Studies English is to provide learners who have significant
enthusiasm for English with the opportunity to increase their knowledge, skills, values
and attitudes associated with English. The study of Further Studies English is
intended to provide learners with the opportunity to extend themselves by engaging
with challenging poetry; texts and films which will enable them to respond to literature
in its broadest context.

SCOPE

Further Studies English is aimed at increasing the number of learners who through
competence and desire enter Higher Education to pursue a career in which English
features as a chosen major. Further Studies English is an extension and challenge
for learners who demonstrate a greater than average ability in, or enthusiasm for
English. The knowledge gained from being exposed to the Further Studies English
is anticipated to engender a passion for literature as well as providing learners with
the opportunity to demonstrate their personal voice in response to their chosen texts.

Further Studies English enables learners to:

• establish connections between different genres, texts, trends and contexts.
• structure arguments and insights in a coherent manner using accurate textual
references.
• use higher-order cognitive skills to design critical judgements
• draw on the recommended texts as well as other texts that they have
encountered.
• draw broadly on their experience of a variety of texts.

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• apply their knowledge, compare and contrast, analyse and critique both seen and
unseen texts.
• reflect philosophically on the texts they have studied.
• present sophisticated, well-structured and clearly substantiated responses which
synthesises their personal views in relation to the variety of texts which they have
studied.

The study of Further Studies English should encourage learners to discuss different
genres and different texts. It will enable them to draw inter-textual links between texts
in order to structure sophisticated arguments which respond to the broad questions
pertaining to the themes and different choices of genre. It is hoped that the extension
programme will enable learners to develop competence and confidence in their
English ability.

EDUCATIONAL AND CAREER LINKS

The subject Further Studies English in the Further Education and Training band
provides the ideal platform for linkages to English in Higher Education institutions.
Learners proceeding to institutions of Higher Education with Further Studies English,
will be in a strong position to progress effectively in whatever English-related or text-
related discipline they decide to follow.

SKILLS

Skill 1:
Establishing connections between different genres, texts, trends and contexts.

Skill 2:
Structuring arguments and insights in a coherent manner using accurate textual
references.

Skill 3:
Using cognitive skills to design critical judgements

COURSE REQUIREMENTS

Compulsory Options (select two genres)

Grade 10, 11 and
Poetry Novels Dramas Film
12

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6. FURTHER STUDIES ENGLISH: OVERALL OUTCOME

CHAPTER 2

SKILLS

Skill 1: Establishing connections between different genres, texts, trends and

contexts

Grade 10 Grade 11 Grade 12

We know this when the We know this when the We know this when the
learner is able to: learner is able to: learner is able to:
Extrapolate the most Extrapolate the most Extrapolate the most
relevant and valuable relevant and valuable relevant and valuable
information in the creation information in the creation information in the creation
of a new argument. of a new argument. of a new argument.
Demonstrate knowledge of Demonstrate knowledge of Demonstrate knowledge of
the socio-political, the socio-political, the socio-political,
economic and literary- economic and literary- economic and literary-
historical conditions that historical conditions that historical conditions that
inform the production of inform the production of inform the production of
texts. texts. texts.
Display a specific Display a specific Display a specific
understanding of genre understanding of genre understanding of genre

Skill 2: Structuring arguments and insights in a coherent manner using accurate

textual references.

Grade 10 Grade 11 Grade 12

We know this when the We know this when the We know this when the
learner is able to: learner is able to: learner is able to:
Write a logically structured Write a logically structured Write a logically structured
essay, in which all aspects essay, in which all aspects essay, in which all aspects
of the topic are analysed of the topic are analysed of the topic are analysed
and explored in appropriate and explored in appropriate and explored in appropriate
detail. detail. detail.
Select and use effectively Select and use effectively Select and use effectively
detailed, relevant textual detailed, relevant textual detailed, relevant textual
evidence, and acknowledge evidence, and acknowledge evidence, and acknowledge
that evidence accurately. that evidence accurately. that evidence accurately.
Engage with the topic in a Engage with the topic in a Engage with the topic in a
manner that displays both manner that displays both manner that displays both
breadth of knowledge and breadth of knowledge and breadth of knowledge and
depth of understanding. depth of understanding. depth of understanding.

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Skill 3: Using cognitive skills to design critical judgements

Grade 10 Grade 11 Grade 12

We know this when the We know this when the We know this when the
learner is able to: learner is able to: learner is able to:
Construct and defend a Construct and defend a Construct and defend a
focused, sustained and focused, sustained and focused, sustained and
engaging argument. engaging argument. engaging argument.
Integrate an awareness of a Integrate an awareness of a Integrate an awareness of a
multiplicity of perspectives multiplicity of perspectives multiplicity of perspectives
and texts in a coherent and texts in a coherent and texts in a coherent
way. way. way.
Demonstrate the capacity Demonstrate the capacity Demonstrate the capacity
to produce relevant, to produce relevant, to produce relevant,
compelling reasoning to compelling reasoning to compelling reasoning to
support a convincing support a convincing support a convincing
argument. argument. argument.
Convey clarity of thought Convey clarity of thought. Convey clarity of thought.
Construct an argument that Construct an argument that Construct an argument that
is inspired by an is inspired by an is inspired by an
independent voice and independent voice and independent voice and
which reflects insight, which reflects insight, which reflects insight,
understanding, maturity and understanding, maturity and understanding, maturity and
originality of thought. originality of thought. originality of thought.

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7. CONTENT DESCRIPTION

CHAPTER 3

DESIGN OF THE PROGRAMME AND STRUCTURE OF THE PAPER

The paper is seen as an extension of English Primary Language. The course is

designed to be "manageable enrichment" for learners. It is intended to build on the
English Primary Language curriculum. Learners will commence the reading of texts
for the course at the beginning of Grade 10 and then deepen their studies in Grade
11 and Grade 12. It is envisaged that learners will be self-motivated to read and
engage with the texts in their own time. Further, learners will be given discussion
questions or a source pack which will serve to guide their reading before preparing
for tutorials. Teaching time will be limited to one or two tutorials a week of between
2 and 3 hours in which learners can have the opportunity to engage with their peers
and educators around central issues in the texts to which they have been exposed.

Learners are encouraged to engage with as many of the choices on offer as possible.
Ideally, they will choose from the lists of novels, drama and films in Grade 10, 11 and
12 so that by the time they write the final examination in Grade 12 they will have
embraced a wide variety of texts which can be brought to bear on their various
responses. Similarly, learners will engage with two schools of poetry in each year of
study.

No evidence of school-based assessment is required. Teachers will assess learners

when they feel that they are ready to complete a summative task. Teachers will also
ensure that learners are comfortable with the demands of the examination and the
types of questions that learners can anticipate. Learners will write one three hour
final examination with the following sections:
• The question on Poetry is compulsory and candidates need to have studied at
least two schools of poetry from the list provided below.

Please consult the relevant Prescribed Works list for the compulsory poetry.

Candidates must choose 2 out of 3 of the following options:

• Prose
• Drama
• Film

Please consult the relevant Prescribed Works list for the choice of texts and the
prescribed theme.

Learners will need to read broadly across their chosen sections to be able to do
justice to the demands of the questions. Studying only two texts/films is unlikely to
be sufficient preparation for the rigour of the questions that will be asked.

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Examination Structure

Question 1 – 100 marks

Prescribed theme

This will be an essay in which candidates respond to stimuli which relates to the chosen
theme as well as to the range of texts that they have studied.

• Learners must select texts they have studied from two of the following sections: prose,
drama or film. (If candidates respond to film, they will be expected to comment on
directorial concerns)
• This question requires candidates to refer closely to TWO texts from each of the TWO
genres (prose [novels], drama, film) candidates have studied: i.e., four texts in total.
(Candidates may refer to more than two texts from each of the two genres candidates
have studied.)

Question 2 – 100 marks

• A comparative response to two of the prescribed schools of poetry. The poetry will be
assessed using a short Unseen Poem as a point of departure. Candidates will have to
access the question, decode the unseen poem and then select the relevant poems to
fulfil the demands of the question and the link to the Unseen Poem.
• This question expects candidates to refer to at least THREE poems from EACH of the
two schools of poetry that candidates have studied, i.e., six poems in total. Candidates
must refer to at least six poems from the prescribed list but may incorporate
additionally studied poems, if they wish to do so.
• While the candidate's answer should concentrate on the prescribed poems the
candidate has chosen to analyse, the candidate should use the extract from the unseen
poem as a departure point. Candidates should not be concerned that the unseen poem
does not form part of the schools of poetry they have studied.

Question 3 – 100 marks

• A question, which will provide candidates with a quotation or visual stimulus which they
can use as a springboard to reflect philosophically on their reading history.
• In answering this question, candidates are expected to consider and make direct
reference to FOUR substantial fictional works (novels or collections of short stories) that
candidates have read independently.

RESPONSES

• Essays will not have a word limit

• Candidates need to ensure that they can respond to the three questions in the three
hours provided
• Responses will be characterised by a strong own voice

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GUIDELINES: FILM STUDY

1. When learners speak and write about films, they must show that they are filmically
literate i.e. that they understand the choices that a director makes in selecting (and
omitting) shots in creating meaning in a filmic text. Their answers must be
unequivocally about a film rather than a novel, and should demonstrate competency
in using filmic language.

Thus, learners must demonstrate, inter alia, that they are able to decode:
• how, and to what effect, the director of a specific film has used his/her camera;
• how and why a specific soundtrack has been introduced;
• how casting has operated;
• how filmic techniques, e.g. an angle or editing have been utilised to suggest a
theme; or create a mood or construct various power relations.
What must be stressed is that it is not enough for a learner to be able to describe a
character and his/her role in a film; the learner should be able to explain how the
director has filmically constructed a character or suggested a certain theme.

2. Learners are not expected to become bogged down in irrelevant, esoteric filmic
terminology. They must, however, be able to demonstrate that they are visually
literate. They should, therefore, be able to:
• identify the various shots and angles and understand their function in a frame;
• decode how editing operates within a text;
• comment on the basic camera movements (panning, tracking, tilting, zooming in
and out) and the way they function within a sequence;
• comment on the way light and colour are used;
• comment on the use of filmic techniques such as casting, clothing, make-up and
facial expressions;
• comment on the use of the sound track, and its relationship with the visual track.
They should be able to differentiate between the different types of soundtrack
(leitmotif, synchronous or non-synchronous soundtracks, background music), and
the differences in their function;
• comment on the construction of different frames, i.e. they need to be able to
comment on the mise-en-scène within a certain frame, what is foregrounded,
backgrounded, opposed, ignored and so on. It might be worthwhile to analyse
proxemic patterns here.
• employ the terms index and icon (instead of literal/denotative and figurative/
connotative).

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GUIDELINES: LITERARY ESSAY

The literature essay essentially assesses the interpretative ability of the learner as well as
his/her ability to form an opinion and understand themes, characters, symbolism, etc. Topics
will be open-ended, if possible, to allow for personal interpretations within the limits of the
author's accepted intentions of the various texts with which the learner has engaged. A
definitive reply to an essay topic should not be decided upon: each essay should be given
due consideration, no matter how 'unconventional' it may appear.

• Length of essays will be unrestricted.

• Structure, logic, and organisation of ideas will be assessed as part of the holistic, final
assessment criteria. The way in which a learner argues is as important as what the
learner is arguing. Introductions should introduce a learner's argument, provide the
essay with clear focus and direction, and demonstrate an understanding of the chosen
topic. The conclusion should ‘tie up' the argument conclusively. Each paragraph should
develop the argument and must not simply be a series of unconnected statements.
Examiners want to see evidence of a clear stance having been taken.
• Short, pertinent quotations from prescribed texts should be used to enrich and
substantiate a learner's argument. Learners should be taught how to integrate
quotations spontaneously into their sentences.
• In order to avoid becoming side-tracked from the focus of the essay topic, learners
should be encouraged to refer regularly to the essence of the given topic, hereby almost
reminding the examiner that she/he has not lost sight of the literary exploration which
the question requires.
• The register of the response should be formal; learners must be taught to avoid
colloquialisms, abbreviations, and contractions.
• Learners should be taught to punctuate the titles of literary texts in commonly accepted
ways (underlining titles of plays and novels, for example).
• There should be no sub-headings.
• The present tense should be used throughout the essay.
• Transitional statements should be used between paragraphs, for example: “in
addition…”, “Consequently…”, “On the other hand…”, “In fact…”, and so on.
• In line with much current academic discourse, it is perfectly acceptable for candidates to
use the first person. The ‘I' might give rise to fresher, more spontaneous responses.
However, the use of the third person is also a legitimate route into answering the given
question.

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8. LEARNING ASSUMED TO BE IN PLACE

Competence in content and skills outlined in the South African Curriculum and
Assessment Policy Statement (CAPS) in Grades 7–9, or any curriculum that meets
at least the Level 1 Descriptors (listed below) on the South African National
Qualifications Framework, is assumed.

Level Descriptors: NQF Level One

(a) Scope of knowledge, in respect of which a learner is able to demonstrate a

general knowledge of one or more areas or fields of study, in addition to the
fundamental areas of study.
(b) Knowledge literacy, in respect of which a learner is able to demonstrate an
understanding that knowledge in a particular field develops over a period of
time through the efforts of a number of people, and often through the synthesis
of information from a variety of related sources and fields.
(c) Method and procedure, in respect of which a learner is able to demonstrate
the ability to use key common tools and instruments, and a capacity to apply
him/herself to a well-defined task under direct supervision.
(d) Problem solving, in respect of which a learner is able to demonstrate the ability
to recognise and solve problems within a familiar, well-defined context.
(e) Ethics and professional practice, in respect of which a learner is able to
demonstrate the ability to identify and develop own personal values and
ethics, and the ability to identify ethics applicable in a specific environment.
(f) Accessing, processing and managing information, in respect of which a
learner is able to demonstrate the ability to recall, collect and organise given
information clearly and accurately, sound listening and speaking (receptive
and productive language use), reading and writing skills, and basic numeracy
skills including an understanding of symbolic systems.
(g) Producing and communicating information, in respect of which a learner is
able to demonstrate the ability to report information clearly and accurately in
spoken/signed and written form.
(h) Context and systems, in respect of which a learner is able to demonstrate an
understanding of the context within which he/she operates.
(i) Management of learning, in respect of which a learner is able to demonstrate
the ability to sequence and schedule learning tasks, and the ability to access
and use a range of learning resources.
(j) Accountability, in respect of which a learner is able to demonstrate the ability
to work as part of a group.

[Source: <http://www.saqa.org.za/docs/misc/2012/level_descriptors.pdf>]

Further, in order to obtain the English Further Studies Qualification, candidates will also
need to offer English Primary Language.

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9. MEANS OF ASSESSMENT

Candidates will write one three-hour examination, as detailed already.

SUBJECT COMPETENCE DESCRIPTIONS

This subject is in addition to the normal package of subjects. Hence performance in this
subject does not affect promotion of the learner. However, continued participation in the
course depends on adequate performance by the learner in meeting the skills at each grade.
To assist with benchmarking the achievement of Skills in Grades 10–12, subject
competences have been described to distinguish the grade expectations of what learners
must know and be able to achieve.

Seven levels of competence have been described below, to assist teachers in assessing
learners and tracking their progress.. The descriptions give the distinguishing features that
fix the achievement for a particular rating.

In line with the principles and practice of outcomes-based assessment, all assessment –
both school-based and external – should primarily be criterion-referenced. Marks could be
used in evaluating specific assessment tasks, but the tasks should be assessed against
rubrics instead of simply ticking correct answers and awarding marks in terms of the number
of ticks. The statements of competence for a subject describe the minimum skills,
knowledge, attitudes and values that a learner should demonstrate for achievement on each
level of the rating scale. When teachers/ assessors prepare an assessment task or
question, they must ensure that the task or question addresses an aspect of a particular
outcome. The relevant skills must be referred to when creating the rubric for assessing the
task or question. The descriptions clearly indicate the minimum level of attainment for each
category on the rating scale.

Code Scale Competence Descriptors

7 80%–100% By the end of Grade 12 the learner with outstanding
Outstanding achievement can:
confidently and skilfully interpret, analyse, synthesise and
evaluate and make meaningful connections across an array of
texts; demonstrate sophisticated insight and convincingly assert
and justify own opinions with accurate and thorough
substantiation; structure ideas and arguments in a sustained,
persuasive and creative way, adopting a clear personal style with
a powerful, authentic voice; revise and edit writing independently
to ensure a well-crafted text; understand and use the structures
and conventions of language confidently, accurately and with
ease to create a compelling argument.

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6 70%–79% By the end of Grade 12 the learner with meritorious

Meritorious achievement can:
confidently and effectively interpret, analyse, synthesise and
evaluate and make relevant connections across texts;
demonstrate considerable insight, and clearly assert and justify
own opinions with mostly accurate and relevant substantiation;
structure ideas and arguments in a sustained, clear way,
showing evidence of a personal style as well as a strong
personal voice; revise and edit writing independently to ensure a
fluent,
well-written response.
Understand and use the structures and conventions of language
accurately and confidently to produce a clear well-sustained
argument.
Code Scale Competence Descriptors
5 60%–69% By the end of Grade 12 the learner with satisfactory
Satisfactory achievement can:
with reasonable confidence interpret and analyse individual texts;
but demonstrates some uncertainty when evaluating and
integrating ideas across a range of texts, demonstrate insight
when asserting and justifying own opinions with generally
appropriate and sufficient substantiation; structure ideas and
arguments in a reasonably clear, detailed and focused way and
display strong evidence of a personal style and individual voice;
revise and edit writing to avoid stylistic errors; understand and
use the structures and conventions of language with reasonable
accuracy to produce a solid argument.
4 50%–59% By the end of Grade 12 the learner with adequate achievement
Adequate can:
interpret and analyse individual texts sufficiently but experiences
discernible difficulty when evaluating and integrating ideas
across a range of texts; show sufficient insight and give and
motivate own opinions with some relevant and considered
substantiation; sufficiently develop ideas and arguments,
although the focus is not always sustained; show sufficient
evidence of a personal style which contains some evidence of an
individual voice; revise and edit writing although there are lapses
which detract from the overall fluency of the response; sufficiently
understand the structures and conventions of language and
sometimes use them accurately to construct a valid argument.

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3 40%–49% By the end of Grade 12 the learner with partial achievement can:
Moderate seldom interpret more than a single text and finds it considerably
challenging to analyse, evaluate and integrate ideas across a
range of texts; show some insight and express some own
opinions but gives limited or inaccurate substantiation; develop
ideas and arguments with some relevant detail but with an
inconsistent focus and with hardly any evidence of a personal
style or voice; revise and edit writing although there are still
numerous errors; understand some structures and conventions
of language but struggles to employ them correctly in the
creation of a sensible argument.
Code Scale Competence Descriptors
2 30%–39% By the end of Grade 12 the learner with inadequate achievement
Partial can:
not interpret a text/s with sufficient understanding and is unable
to analyse, evaluate or integrate ideas across a range of texts
except in the most superficial and simplistic manner; seldom
show insight or express own opinions or motivate; present ideas
and arguments but these are random, superficial or repetitive
and with no personal style or voice; revise and edit own writing
but often without understanding or correcting errors; understand
only basic structures and conventions of language but seldom
uses them correctly; show virtually no control over grammar and
vocabulary which mars any attempt to create a cohesive
argument.
1 0%–29% By the end of Grade 12 the learner with inadequate achievement
can:
not interpret a text/s with understanding and is unable to analyse,
evaluate or integrate ideas across a range of texts; not show
insight or express own opinions or motivate; present ideas and
arguments but these are unfocused and repetitive and with no
personal style or voice; revise and edit own writing with
extremely limited ability; understand only basic structures and
conventions of language but cannot employ them correctly; show
virtually no control over grammar and vocabulary which prevents
comprehension of the very limited argument.

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