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BSSE Setswana Syllabus Final Final

literature (Molefi Senior Secondary School)

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SETSWANA

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NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: SETSWANA

LEVEL: NCQF 4 TOTAL HOURS: 280

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: SEPTEMBER 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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CONTENTS

FOREWORD.........................................................................................................................................................................................................................iv
ACKNOWLEDGEMENTS..................................................................................................................................................................................................vi
National Panel........................................................................................................................................................................................................vi
Standing Committee..............................................................................................................................................................................................vii
Quality Assurance--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------xi

INTRODUCTION..................................................................................................................................................................................................................1
RATIONALE FOR THE SYLLABUS..................................................................................................................................................................................2
BSSE EXIT OUTCOMES.....................................................................................................................................................................................................3
SUBJECT OUTCOMES........................................................................................................................................................................................................6
TARGET POPULATION AND ENTRY REQUIREMENTS..............................................................................................................................................6
SYLLABUS STRUCTURE...................................................................................................................................................................................................6
METHODOLOGY.................................................................................................................................................................................................................9
ASSESSMENT.......................................................................................................................................................................................................................9
RESOURCES.......................................................................................................................................................................................................................11
SETSL 1. COMMUNICATE EFFECTIVELY IN SETSWANA........................................................................................................................................13
SETSL 2. CREATIVE WRITING IN SETSWANA...........................................................................................................................................................17
SETSL 3. READ SETSWANA WITH UNDERSTANDING.............................................................................................................................................19
SETSL 4. APPRECIATE SETSWANA WRITTEN LITERARY WORKS ......................................................................................................................21
SETSL 5. UNDERSTAND BOTSWANA CULTURAL PRACTICES AND INDIGENOUS KNOWLEDGE SYSTEMS (IKS)...................................22

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FOREWORD
The Ministry of Basic Education has undertaken a comprehensive review of Botswana’s General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from an industrial
resource based to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction
of learning pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and
competencies that meet the challenges and needs of the 21st century.

The ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of
quality education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts
more emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine
acquisition of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning
and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-
economic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and
integrate emerging issues that include; Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-
corruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for
the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity including the
inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role
of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the

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learners’ needs and guide them to be accountable and responsible for their own learning. This requires active participation by all and the creation of
rich and diverse learning environments.

It is important that we value the learners’ own experiences and build upon what they know as well as reward them for positive achievement. At the
same time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their
own interests, career prospects and preferences. The national ideals of democracy, development, self-reliance, botho, unity and social harmony,
underpin our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic
researchers.

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ACKNOWLEDGEMENTS
The Ministry of Basic Education, through the Department of Curriculum Development and Evaluation, expresses its gratitude to all individuals who
contributed in different ways to the planning, development and production of this Senior Secondary Setswana syllabus. This syllabus reflects the
outcome of a genuinely collaborative work across a broad educational spectrum. The Ministry acknowledges the following members of the subject
National Panel, Standing Committee and Quality Assurance Team for their valuable contribution in the production of this syllabus:
National Panel
NO. Title Name Surname Organisation
1. Ms. Kelebogile Keabetswe Curriculum Development and Evaluation
2. Ms. Lorato M. Ramotlabaki Curriculum Development and Evaluation
3. Mr. Joseph Morupisi Curriculum Development and Evaluation
4. Ms. Meriam N. Mokgadi Molefi Senior Secondary School (Chairperson)
5. Mr. Mojamorago Moyambo Lotsane Senior Secondary School (Vice Chairperson)
6. Dr. Annah A. Molosiwa University of Botswana
7. Ms. Margaret M. Kopi University of Botswana
8. Mr. Benjamin L. Janie University of Botswana
9. Mr. Kgalemang Ntsabane Botswana Examination Council
10. Ms. Lechani Rammoni Botswana Examination Council
11. Mr. Mompoloki D. Kgosiyame Molepolole College of Education
12. Mr. Mokwadi Kelapile Tlokweng College of Education
13. Ms. Masego Mbaakanyi Naledi Senior Secondary School
14. Ms. Kabo M. Phili Department of Secondary Education
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15. Mr. John Dikgola Shoshong Senior Secondary School

16. Ms. Ellen M. Masilonyane Lobatse Senior Secondary School
17. Ms. Mmaeshale Pitinyane Sedumedi Junior Secondary School
18. Ms. Ontsheletse Mokweni Department of Secondary Education
19. Ms. Maikano Masole Mmadinare Senior Secondary School
20. Ms. Sennana Ntesang Letlole Mosielele Junior Secondary School
21. Ms. Cecilia T. Matshediso Ithuteng Junior Secondary School

Standing Committee
NO. Title Name Surname Organisation
1. Ms. Kelebogile Keabetswe Curriculum Development and Evaluation
2. Ms. Lorato M. Ramotlabaki Curriculum Development and Evaluation
3. Mr. Joseph Morupisi Curriculum Development and Evaluation
4. Mr. Kethamile Keolopa St Joseph’s College (Chairperson)
5. Mr. Lesego Sebaraboi Shashe River Secondary School (Vice Chairperson)
6. Ms. Maryline Harrison Gaborone Senior Secondary School
7. Ms. Amogelang Masenye Maun Senior Secondary School
8. Ms. Boitumelo K. Pilane Kgari Sechele Senior Secondary School
9. Ms. Ontsheletse Mokweni Department of Secondary Education
10. Ms. Masego Magibisela Swaneng Hill Senior Secondary School

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11. Ms. Dinah Itumeleng University of Botswana

12. Ms. Tina Kopi Kgari Sechele Senior Secondary School
13 Ms. Ponego Sakarea Molefi Secondary School
14. Ms. Messiah Buzwani Mater Spei College
15. Ms. Kgalalelo Stephen Moses Mengwe Junior Secondary School
16. Mr. Onkabetse Mangwa Tapologo Junior Secondary School
17. Mr. Tswelelo Lepodise Shakawe Senior Secondary School
18. Ms. Mary Mogomotsi Molefi Senior Secondary School
19. Ms. Tiyapo Tlawele Molefi Senior Secondary School
20. Mr. Kgaogano R.S. Tshimologo Molepolole College of Education
21. Ms. Peggy Kololo Tonota College of College
22. Ms. Dineo Tshaakane Matsha College
23. Ms. Zodwa Lekoape Linchwe Junior Secondary School
24. Ms. Selabe Goleanye Serowe Education Centre
25. Ms. Olorato Wale Ledumang Senior Secondary School
26 Ms. Nkunyana Majeremane Chobe Junior Secondary School
27 Ms. Meriam N. Mokgadi Molefi Secondary school

Quality Assurance Team

NO. Title Name Surname Organisation
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1 Mr. Bogale K. Ditebo Molepolole College of Education

2 Mr. Lesego Sebaraboi Shashe River Secondary School
3 Ms. Meriam N. Mokgadi Molefi Senior Secondary School
4 Ms. Ontsheletse C. Mokweni Shakawe Sub-Region (Education)
5 Ms. Margaret M. Kopi University of Botswana
6 Ms. Peggy Kololo Tonota College of Education
7 Mr. Onkabetse Mangwa Mphutlhe Junior Secondary School
8 Mr. William K. Sentshebeng University of Botswana
9 Ms Lorato M. Ramotlabaki Curriculum Development and Evaluation
10 Ms. Kelebogile Keabetswe Curriculum Development and Evaluation

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INTRODUCTION
There are many changes in Setswana as a result of the changing needs of society, industrial development and services which require the 21 st century
learner to be abreast with. To have the capacity to deal with such changes, the learner will have to change from being the user of Setswana (Language,
Literature and Culture) to exploring how to use the linguistic power of Setswana to solve real-life societal and industry problems. The syllabus is
therefore designed to enable a learner to acquire the knowledge, skills and competencies pertaining to Setswana in order to serve the better Botswana’s
aspirations of a Knowledge-Based-Economy and society.

The self-directed learning approach is built into the syllabus, thereby training learners to update themselves on key curricular and cross-cutting issues.
It also provides a good opportunity for learners to build, enhance and sustain high levels of professional conduct and performance. This approach
evokes a problem-solver frame of mind in the learner.
The purpose of the Setswana Syllabus is to ensure that there is a smooth transition and continuity from Junior Secondary Education (JSE) to Senior
Secondary Education (SSE) and to prepare learners for tertiary education. The syllabus is organized into five compulsory modules to be covered in two
years. It is made to be fun, engaging, relevant, and to foster collaboration and creativity for learners as they build knowledge and understanding of
Setswana concepts and discourse practices.

The role of Setswana as a language in Botswana is a very important one. It is a national language of the country, offered as a teaching subject and is
one of the major languages of communication within Southern Africa. Setswana is also an access language in technology and information services that
facilitate acquisition, creation and documentation of knowledge. It is the language through which a great deal of learning takes place and thus has a
significant and prominent place in the curriculum.

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RATIONALE FOR THE SYLLABUS

The syllabus is informed by government policy documents such as, the General Education Curriculum and Assessment Framework (GECAF) which is
a consolidation of national and global policy documents such as; The Revised National Policy on Education (RNPE) 1994. Sustanable Development
Goals and Vision 2036 among others.

The current Botswana General Certificate of Secondary Education (BGCSE) Setswana syllabus was implemented in 1998 and many developments
have occurred since then. There is therefore a need to revise the programme to cater for knowledge explosion in Setswana and changes in technology
and the socio-economic environment. These changes will also be applicable in the needs of the learners and society in general. In addition, there have
been some drastic transformations in the socio-economic landscape, both nationally and globally that require redirection of the preparation of human
resources to meet current and future needs and challenges. Furthermore, there is need for the use of ICT in the teaching of Setswana as a learning or
teaching subject.
On completion of this syllabus, learners should have developed personal attitudes and qualities such as creativity, innovation,risk taking, being
initiative, problem solving, critical thinking, self reliance and competencies of identifying business opportunities.Furthermore, the syllabus promotes
qualities such as integrity, accountability, decision making, and leadership skills required in everyday life and the world at work.The development of
citizens with these qualities will contribute towards creating manpower that will help Botswana to achieve its vision 2036 of being a high income
country.

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BSSE EXIT OUTCOMES

Exit Outcomes for Senior Secondary level
21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and
Competency
Learning
Knowing how to use and develop:  Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they
 Creativity and innovation. encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills with which
 Critical thinking, problem they process information to solve a wide variety of problems in different contexts. Learners at this level
solving, and decision making. demonstrate potential for supervisory functions.
 Learning with others as well as Learners, are able to:
learning independently.  acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training
2. Ways of Working Competency
Being productive by:  Learners can work effectively in groups and individually dealing with complex issues and are result oriented.
 Relating well to/with others. They demonstrate leadership skills and are able to manage and resolve conflicts.
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 Cooperating and working in Learners are able to:

teams. • work and study purposefully, both independently and in cooperative groups.
 Managing and resolving • respect, cooperate, communicate effectively in groups and relate well to others.
conflicts. • take responsibility and accountability for what happens in the group and manage and resolve conflicts that
occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and
 Language, symbols and text. unfamiliar problems in real life situations. They demonstrate understanding of the impact of technology in
 Knowledge and information. their lives, in society, and in the world at large.
 Varied forms of common Learners are able to:
technology. • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
 Information and • use technologies appropriately.
Communication Technology. • demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency
• Learners apply knowledge of the social, cultural, economic, and environmental development in the local and
Showing effective: global context.
• Self-management. Learners are able to:
• Cultural awareness and • demonstrate knowledge and understanding of sustainable development and its implications for the
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expression. environment locally and globally.

• Social and civic competences. • apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
• Sense of initiative and • examine issues of human rights.
entrepreneurship • recognize and react against forms of discrimination, violence, and anti-social behaviours.
• Community and global • demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as
citizenship well as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and
nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic
society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.

SUBJECT OUTCOMES
On completion of this syllabus, learners are able to:
1. Use functional communicative skills accurately, appropriately and effectively in a variety of real-life situations.
2. Understand and respond appropriately to a variety of texts from a range of genres.
3. Demonstrate an appreciation of various cultures displayed by speakers of different languages in Botswana, and the world.
4. Demonstrate the habit of reading widely, both for pleasure and information.
5. Apply basic grammatical structures and rules of language when speaking, reading or writing.
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TARGET POPULATION AND ENTRY REQUIREMENTS

Learners doing BSSE Setswana must have successfully completed Setswana at Junior Secondary Education (NCQF level 2) or equivalent.

EMPLOYMENT PATHWAYS

The study of BSSE Setswana lays a foundation for further training and certain job appointments such as; Interpreters/ Translators,
lecturers,teachers,Editors as well as authors.

SYLLABUS STRUCTURE
The syllabus comprises five (5) compulsory modules.
CODE NAME OF MODULE PURPOSE TYPE
This module equips learners with knowledge and skills that enable
Communicate effectively in them to be competent in the application of grammatical rules and
SETSL 1
Setswana structures as well as oral and written communication relevant to
academic and professional development.
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This module provides learners with knowledge and skills needed to

pursue a career in language and literature, which requires written
SETSL 2 Creative writing in Setswana
communication in Setswana and also prepares them to be creative
writers and/or authors.
This module provides learners with knowledge and skills needed to
pursue a career in languages as well as to work in an environment that
SETSL 3 Read Setswana with understanding
requires regular oral communication in Setswana. It further enables
learners to be competent in reading for pleasure or information.
Appreciate Setswana written This module provides learners with knowledge, critical and analytical
SETSL 4
literary works skills needed to solve problems of day to day life.
Understand the diversity of This module equips learners with knowledge and skills necessary for
SETSL 5 Botswana cultural practices and pursuing a career in performing arts as well as to work with cultural
Indigenous Knowledge Systems handiwork pursuits.

DELIVERY MODE
Full-Time/Part-Time.

SYLLABUS DELIVERY ROAD MAP

MODULE CODE LEARNING CONTACT SUGGESSTED SUGGESTED ASSESSMENT SELF/ OTHERS
OUTCOME TIME 60% FACILITATION LEVEL TIME 20% 20%
CODE TERM
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SETSL 1 SETSL 1.1 39 1 Form 4 13 3.25

SETSL 1.2
SETSL 1.3
SETSL 2 SETSL 2.1 7.5 2 Form 4 10 2.5
SETSL 3 SETSL 3.1 39 3 Form 4 13 3.25
SETSL 3.2
SETSL 4 SETSL 4.1 7.5 1 Form 5 10 2.5
SETSL 5 SETSL 5.1 7.5 2-3 Form 5 10 2.5
SETSL 5.2
SETSL 5.3

METHODOLOGY

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Appropriate learning and teaching methods should be identified to facilitate effective learning.
On that note, participatory and cooperative teaching and learning methods which are learner centred are recommended to be used to address the
identified outcomes.These will enable learners to develop a deeper understanding and appreciation of the identified outcomes.Selection of requisite
learning materials and resources should be aligned to th outcome/performance criteria identified and the learning tasks created. Where applicable
appropriate ICT should be used to enhance learning
In addition, field visits to well-established government and/or private cultural institutions are recommended. Schools may also invite individuals who
are well-versed in specific cultural issues to resource learners.

METHODOLOGIES TO CATER FOR DIVERSE NEEDS

Learners with special needs demonstrate a significant discrepancy in one or more of the areas of; oral expression, listening comprehension, written
expression, basic reading skills, reading comprehension, mathematical reasoning, spelling etc. There is need for education providers to make
accommodation for some and modification for others as well as differentiated instructions for learners with special educational needs.
Accommodation is a device, material, or support process that will enable a learner to accomplish a task more efficiently, while modification refers to
changes to instructional outcomes. The following are some of the teaching and learning strategies that can be used for learners with educational needs;
a) Encourage cooperative learning
b) Make activities concise
c) Use a multi-sensory approach
d) For abstract terms and concepts provide concrete objects and events- items they can touch, smell, hear etc where possible.

ASSESSMENT
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The Botswana Senior Secondary Setswana syllabus will be assessed formatively and summatively, using a variety of instruments in order to ensure that
learners have attained the learning outcomes.Provider-based assessment such as projects, tests and assignments will be used. Evidence of learner
performance from all forms of assessment should form part of the learner’s portfolio. Terminal examination will be administered by the Botswana
Examinations Council.
Provider-based Assessment will contribute towards learner certification.
In order to provide all learners with an equal opportunity to demonstrate their learning, assessment procedures and methods must be flexible enough to
allow adjustments to overcome any substantial disadvantage that individual learners may experience. The following are some of the assessment
methods that can be used, depending on the individual learner’s needs:
a) Modified Assessment: This provides for special arrangements or adjustments with existing systems, which may include different assessment
methods, including extra-time, own time, scribes, interpreters, using laptops, presentations, text-to-speech software, videos and
audios. Modification of the assessment is usually done for learners with disability.

b) Inclusive Assessment: This is when a flexible range of assessment modes are made available to all. This method is capable of assessing the
same learning outcome in different ways, such as practical, presentations, projects, group work, increasing text font size, using assistive devices
like CCTV or recorders instead of written work, to avoid complex vocabulary. Inclusive assessment promotes equity and improves the chances
for all learners to demonstrate their knowledge and skills to meet the learning outcomes.

Types of Assessment
Formative Assessment
 Class activities
 Class quizzes
 Presentations

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 Performance and practical activities

NB: Assessment can be written or oral
Summative Assessment
 Module/Learning outcome summary tests
 End of term tests
 Performance and practical activities
NB: Assessment can be written or oral
External/Terminal Assessment
NB. It will be administered by BEC.

Provider-Based Assessment Portfolio Evidence File consisting of:

Formative and summative Assessments (written work/oral and Practical performance rubric)
NB: Summative assessments to be internally and externally moderated

RESOURCES

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Selection of requisite learning materials and resources should be aligned to the learning outcomes identified and the learning tasks created. It is
imperative at this stage to take cognizance of the learning support materials that the learning outcome would require so as to determine the feasibility
of effectively delivering Setswana. The selection of support materials should also consider the assessments tasks envisaged in the learning programme.

The classroom as the central learning environment should be equipped with resources such as audio-visual materials. In addition, learners should be
given time for excursions to interact with real cultural entities and people who are grounded in the culture of the target language. An ideal teacher to
deliver the programme should be qualified and well-resourced.

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SETSL 1. COMMUNICATE EFFECTIVELY IN SETSWANA

MODULE 1 COMMUNICATE EFFECTIVELY IN SETSWANA CODE: SETSL 1 TOTAL HOURS:65

LEARNING OUTCOME: SETSL 1.1: SPEAK SETSWANA WITH CONFIDENCE

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
1.1.1 Present logically on a given topic or scenario.  Public Speaking techniques  Group work  Presentations
1.1.2 Interpret information logically.  Speech  Individual work  Observations
1.1.3 Interpret orally presented English material to Setswana in real life.  Interpretation  Role play  Audio-visual
1.1.4 Present oral summaries of information heard.  Debate  Interviews Recordings
 Interviews  Demonstrations  Video
 Directing ceremonies conferencing
 Dialogue
1.1.1 logically: Facts, consistency, coherence, persuasion, correlation, causality, ascertainable/truth validity
RANGE STATEMENT 1.1.1 Topic: Emerging issues, e.g. gender-based violence, pandemics, natural disasters, abuse of social media platforms
etc.
1.1.1 Scenario: subject matter (Television and Radio programmes), interviews, chairing of meetings, Master/Director of
ceremonies, conflict resolution, mutual consensus, facilitation,
1.1.2 Information: Show understanding of language and content of: report, speech, sermon, news bulletin and
announcements retaining original meaning and emotions, mannerisms and use of para-linguistic devices.
EVIDENCE  A signed observation checklist from the teacher/assessor that shows competence in presentation, communication skills
REQUIREMENTS and use of paralinguistic devices.
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 A signed observation checklist from the teacher/assessor that shows competence in interpreting information.
 Audio-visual recording

LEARNING OUTCOME: SETSL 1.2: DEMONSTRATE AN UNDERSTANDING OF THE USES OF SPEECH ACTS FOR PURPOSIVE LISTENING
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
1.2.1 Deduce specific details from information heard  Speech  Group work  Presentation
1.2.2 Respond appropriately to information heard  Debate  Individual work  Question and
1.2.3 Undertake Listening note-taking  Interviews  Presentations answer
1.2.4 React to gestures appropriately  Listening strategies  Role play  Summary
 Listening tasks  Interviews  Video conferencing
 Dictation
 Recorded material
RANGE STATEMENT 1.2.1. Specific details: inconsistencies, contradictions, relevance, bias
1.2.2. Respond appropriately: showing emotions e.g. enjoyment, shock, amusement and/or taking relevant action
1.2.3. Listening note-taking: listening and taking down notes, simultaneously
1.2.4. Gestures: facial expressions, nodding, grinning, shrugging shoulders
EVIDENCE  A signed observation checklist from the teacher/assessor that shows competence in presentation, listening skills and
REQUIREMENTS use of paralinguistic devices.
 Rubric
 Recordings

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LEARNING OUTCOME: SETSL 1.3: WRITE SETSWANA WITH CONFIDENCE

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
1.3.1 Write a well-structured speech to a specific audience  Speech  Class discussions  Written test
1.3.2 Write a well-structured report on a given scenario  Report  Research  Class
1.3.3 Write an organized and well-structured biography using a word processor  Biography  Group work exercises
1.3.4 Translate a text from English to Setswana.  Translation  Case study  Mini-project
 Simulation
 Experiential
learning
 Individual work
 Demonstration
RANGE STATEMENT 1.3.1 Well-structured speech: register, orthography, spelling, punctuation, coherence markers; subject matter may
address emerging issues, protocol, title/heading, introductory statement, appropriate referencing, development
and conclusion, language used, acknowledgement of audience.
1.3.2 Well-structured report: types of reports (newspaper, witness, administrative) subject matter, title, introduction,
development and conclusion
1.3.3 Biography: Civic and political figures, musicians, celebrities, academicians, public figures.
1.3.3 Well-structured: date of birth, place, death (where applicable), major achievements, employment profile/work
facts, early personal life, subject’s life story.
An observation checklist signed by the teacher/assessor, showing the three different documents written by the learner.

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The learner should choose one from Category 1. Categories 2 and 3 are compulsory.
EVIDENCE Category 1
REQUIREMENTS a) A one hour teacher/assessor supervised speech of one and a half to two pages, addressing a given topic and
audience (Refer to rubric for marking).
b) A one hour teacher/assessor supervised report, of one and a half to two pages, covering one type from the range
addressing a given topic.
Category 2
Assessed biography of 3-5 pages using word processor with font 12 Times New Roman and 1.5 spacing.
Category 3
 An assessor-supervised 40 minutes translation, written by the learner, sourced from a 200–300 words text in English.
 Rubric

SETSL 2. CREATIVE WRITING IN SETSWANA

MODULE 2 CREATIVE WRITING IN SETSWANA CODE: SETSL 2 TOTAL HOURS: 50

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LEARNING OUTCOME: SETSL 2.1: CREATE AN ORIGINAL PIECE OF WORK USING APPROPRIATE TECHNIQUES
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
2.1.1 Write an organized, grammatical and well-structured composition in line  Composition  Self-editing
with a given topic  Short Story  Individual work  Written test
2.1.2 Write an original, comprehensive, well-organized and well-structured short  Peer editing scripts
story using either a simple or a complex style with the aid of a word processor.  Workshop  Group
2.1.3 Compose a poem  Teacher/Student assessme
Conferencing nt
 Case Study  Individu
 Class discussion al
 Group work assignme
 Audio-visual nt
recordings
RANGE STATEMENT 2.1.1 Organized: title, sentence variation, (simple, compound and complex), paragraphing.
2.1.1 Grammatical: figurative language, register, orthography, spelling, subject verb object (SVO) agreement,
punctuation and subject matter
2.1.1 Well-structured: title, introduction, body and conclusion
2.1.1 Composition: narrative, descriptive, argumentative and factual.
2.1.2 Original: express own thoughts, feelings, views and opinions
2.1.2 Comprehensive: Correct use of figurative language to achieve desired effect, coherence, subject matter, wide
range of vocabulary, coherence markers, good flow of thoughts and register, orthography,
punctuation, spelling
2.1.2 Well-organized: short story (plot, conflict, characters, setting)
2.1.2 Well-structured: topic, introduction, body/development and conclusion
2.1.2 Simple style: chronological arrangement of events, easy to read and follow

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2.1.2 complex style: Dual plot, flashback, foreshadowing, exposition, imagery, irony or point of view
2.1.3 Poem: title, subject matter, poetic devices, mood, theme and stanzas
EVIDENCE a) Assessed short story observing the following:
i) Not more than six characters
REQUIREMENTS
ii) Use of a word processor covering PC1 of 2 – 3 pages
iii) Times New Roman font 12 and 1.5 spacing.
iv) Setting – single place and time setting
v) Fully developed theme
vi) Restricted time frame
vii) Climax
viii) Single Plot

b) Assessed scripts signed by assessor and learner. Maximum duration for each presentation is 5 minutes.

c) Assessed sampled composition signed by assessor and learner.

d) Poem

i. Title
ii. Four lines per stanza
iii. Four to six stanzas

e) Checklist/rubric for short story, stand-up comedy and poetry.

SETSL 3. READ SETSWANA WITH UNDERSTANDING

MODULE 3 READ SETSWANA WITH UNDERSTANDING CODE:SETSL 3 TOTAL HOURS:65

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LEARNING OUTCOME: SETSL 3.1: Develop a culture of reading for information and pleasure
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
 Group work  Presentation
 Subject matter  Pair work  Journ
3.1.1 Extract information from a range of materials read
 Main idea/central  Individual work al
themes  Class discussion  Diary
3.1.2 Communicate a sensitive and an informed personal response to what is read.
 Readings (aloud  Writt
& silent) en
 Summaries tests
 Quiz

RANGE STATEMENT 3.1.2 Sensitive: Health related, political, environmental issues, tribalism, xenophobic, social issues, current affairs,
religion, emerging issues (Reading content should be censored)
3.1.2 Informed Personal response: Sources, experiences, own assumptions, opinions, prejudices, bias, feelings
EVIDENCE a) A signed Assessor’s observation checklist/Rubric
b) Comprehension test
REQUIREMENTS
c) Summary of texts read (signed by the assessor and learner) should be at least 1 typed page with font 12 Times
New Roman, 1.5 spacing and justified.
d) Timed oral presentation of text read (10 minutes)

LEARNING OUTCOME: SETSL 3.2: Analyse information read

PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT

AND LEARNING STRATEGIES

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STRATEGIES
Figurative language Group work Written tests
3.2.1 Summarize a variety of texts read Parts of speech Pair work Class exercises
3.2.2 Evaluate information read from a variety of texts Contextual meaning Class discussion Quizzes
3.2.3 Explain ways in which writers use language to achieve effect Subject matter Individual work
3.2.4 Use syntactic and semantic devices to unravel and verify meaning. Summary Direct instructions
Cohesion and
coherence
RANGE STATEMENT
3.2.2 Evaluate information: implicit information, author’s intention, inconsistencies, language appropriateness,
effectiveness of language use, bias.
3.2.3 Use of language: figurative language, contextual meaning, persuasive techniques/devices.
3.2.4 Syntactic and semantic devices: parts of speech, derivatives, synonyms, antonyms, homonyms, coherence markers
or indicators and punctuation marks.

EVIDENCE  Written summaries of texts read (200–300 words)

 Summary of texts read (signed by the assessor and learner) should be at least 1 typed page with font 12 Times New
REQUIREMENTS
Roman, 1.5 spacing and justified.
 Written test (1 hour long)
 Quizzes

SETSL 4. APPRECIATE SETSWANA WRITTEN LITERARY WORKS

MODULE 4 APPRECIATE SETSWANA WRITTEN LITERARY WORKS CODE :SETSL 4 TOTAL HOURS:50

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LEARNING OUTCOME: SETSL 4.1: DEMONSTRATE AN UNDERSTANDING OF LITERARY GENRES

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.1.1 Analyse aspects of literature in given literary genres.  Literary aspects and  Demonstration  Written test
4.1.2 Critically appraise the author’s style/techniques in order to derive meaning features  Dramatization  Assignment
 Format/structure  Class discussion
 Language (literal &  Group work
figurative)  Presentation
 Individual work
RANGE STATEMENT 4.1.1 Aspects of literature: plot (motivation, conflict, climax, and denouement), setting (place and time),
characterization (pastiche, degeneration, realization, development, role played by character), theme, applicability of
theme(s) to real life situations, mood and attitude, appraisal of author’s style; interpret a poem for theme, mood and
poet’s style.
4.1.1 Literary genres: novel, drama, short story and poetry.
4.1.2 Author/poet’s style or techniques: Exposition, foreshadowing, flashbacks, irony, imagery, suspense, dual or
multiple plots, poetic devices and dialogue.
EVIDENCE  A written, assessor-supervised test in at least one of given texts. Length should be 1 to 1½ pages long covering
REQUIREMENTS PC4.1.11 typed page with font 12 Times New Roman, 1.5 spacing and justified.
 A signed assignment covering PCs 4.1.1 and 4.1.2. as well as a signed Assessor’s observation checklist/Rubric

SETSL 5. UNDERSTAND THE DIVERSITY OF BOTSWANA CULTURAL PRACTICES AND INDIGENOUS KNOWLEDGE SYSTEMS (IKS)

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MODULE 5 UNDERSTAND THE DIVERSITY OF BOTSWANA CULTURAL CODE:SETSL 5 TOTAL HOURS:50

PRACTICES AND INDIGENOUS KNOWLEDGE SYSTEMS

LEARNING OUTCOME: SETSL 5.1 DEMONSTRATE AN UNDERSTANDING OF BOTSWANA CULTURAL PRACTICES

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.1.1 Investigate cultural practices in their own communities  Cultural Practices and their  Case Study  Mini project
5.1.2 Discuss how some cultural practices in their communities relate to significance.  Simulation  Assignment
current environmental issues.  Environmental issues  Debate
5.1.3 Discuss the impact of modernization on their cultural practices  Impact of modernization.  Group work
 Experiential
learning
 Audio-visual
presentation
RANGE STATEMENT 5.1.1 Cultural practices: bogadi, mafisa, letsema, molaletsa, go tlhagana, mmino le moopelo.
5.1.2 Environmental issues: go fisa naga, go tsoma, go kgaola ditlhare, go sega bojang, go bapala phane.
5.1.3 Modernization: kapari, thuto, dijo, boitshwaro, seabe sa madi, mekgwa ya itloso-bodutu, lenyalo (tlhakanelo-
dithoto le go sa tlhakanela dithoto), boswa, mmino le moopelo.
EVIDENCE  Mini-group project on any one of the items in PC 5.1.1
REQUIREMENTS  A signed assignment covering any one of the items in PC 5.1.2 and PC 5.1.3

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LEARNING OUTCOME: SETSL 5.2: DEMONSTRATE AN APPRECIATION OF BOTSWANA CULTURAL PRACTICES

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA (KSC) CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.2.1 Discuss ways of adapting useful cultural practices to contemporary life  Cultural practices  Simulation  Performance
situations.  poem  Role play  Presentation
5.2.2 Suggest ways of conserving useful cultural practices.  Stand-up comedy  Acting  Audio visual
5.2.3 Discuss the relevance of certain cultural practices in modern society.  Dramatization recordings.
5.2.4 Perform a certain cultural activity or practice based on a given theme/scenario  Groupwork
5.2.5 Present a poem on a given theme  Debate
5.2.6 Perform an original short stand-up comedy  Audio-visual
recordings
RANGE STATEMENT 5.2.3 Cultural practices: Seantlo, ga batlelwa monna/mosadi, go beola, kalafi ya boswagadi/botlholagadi, go kopa pula,
go nyala ka lesika, botsetse, go kgwa dikgaba. go dupa metsi
5.2.4 Scenario: kgotla proceedings, patlo, mmino, moopelo.
5.2.5 Poem: traditional and/or contemporary
5.2.5 Theme: child abuse, crime, anti-corruption, gender-based violence etc.
5.2.6 Stand-up comedy: individual comedy performance, target audience, subject matter, suspense, punchline, audience
engagement, no prescribed theme, stage control.
EVIDENCE  Observation checklist for either a poem or comedy 3-5mins
REQUIREMENTS  Audio visual recordings for either a poem or comedy
 Rubric for either a poem or comedy

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LEARNING OUTCOME: SETSL 5.3: DEMONSTRATE AN UNDERSTANDING OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS)
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
5.3.1 Investigate the Indigenous Knowledge Systems (IKS) in  Indigenous  Simulation  Written test
their communities Knowledge Systems  Debate  Assignment
5.3.2 Explain the importance of Indigenous Knowledge Systems  Merits and De-merits  Group work  Presentation
(IKS)  Guest speaker (where  Mini project
5.3.3 Discuss merits and de-merits of Indigenous Knowledge possible)
Systems  Audio visual
5.3.4 Outline the processes of IKS artefacts presentation
 Research
 Excursion
RANGE STATEMENT 5.3.1 Indigenous Knowledge Systems:
 Kalafi - Thobega, go dupa (kalafi) go upa, go phekola, go thaya (tshimo, lelwapa kgotsa lesaka), go baya phogwana
 Ditiro tsa diatla - Go suga matlalo, go loga, go betla, go kgapha, go bopa le go roka,
5.3.4 Artefacts: Matlalo (diphate, diaparo, makgabe, tshega/sepepe/phaeyana, kgole/setoropo), ditlatlana, dikika,
dinkgwana.
EVIDENCE  A supervised test covering PCs 5.3.1, and 5.3.2 and 5.3.3 for 1 hour, at least 2 items from the range
REQUIREMENTS  Assignment of 2-3 pages) on PCs 5.3.2 and 5.3.3
 Mini-project covering PC 5.3.4

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BIBLIOGRAPHY

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BEC (2015).JCE Results

Botswana General Certificate of Secondary Education Teaching Syllabus (2000)
MoESD (1994).Revised National Policy Education.
MoESD (1998). Curriculum Blueprint. Senior Secondary Programme, Botswana.
MoESD (2007) Curriculum Blueprint. The Ten Year Basic Education Programme, Botswana.
MoESD (2008) BGCSE Evaluation Report.
MoESD (2010) JSE, Form 1 Report.
MoESD (2011) JSE, Form 2 Report.
MoESD (2012) JSE, Form 3 Report.
MoESD (2014) Study 1 on Declining Learning Results- Senior Secondary Schools (Kuiper, 2014)
MoESD (2014) Study 11 on Declining Learning Results- Junior Secondary Schools (Kuiper, 2014)
MoESD (2015) Education and Training Sector Strategic Plan
Ministry of Education (2006)-Namibia Senior Secondary Certificate, First Language Setswana Syllabus.

LEARNING TASK AND ASSESSMENT TASK EXAMLPES FOR EACH MODULE

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MODULE 1

Module 1: Communicate effectively in Setswana

Learning Outcome: Write in Setswana with confidence

PC – Write an organized and well- structured biography using word processor.

Topics Expected Knowledge, Skills, and Competency; Chosen Focus 21st Century Skills
Topic: Knowledge:
Author’s style or Components of a biography: Date and place of birth, death if applicable, major achievements, employment
techniques profile/ work facts, early personal life, subject’s life story.

SKILLS:
- Presentation skills
- Speaking skills
- Listening skills
- Writing skills
- Research Skills

COMPETENCY:
Generate and present a well- structured biography

21ST CENTURY SKILLS

 Creative writing
 Decision making
 Critical thinking
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 Working in groups and individually

 Research utilizing ICT
Suggested Learning Tasks Resources No. Assessment for the Learning Tasks
Lessons

Learning Task 1 (Explorative) Assessment Task 1 (Explorative)

 Learners are provided with pictures of an iconic figure  Learners will be provided with
in their locality templates consisting of components of a
 Learners are asked to profile that iconic figure biography to research and write a
 A class discussion on the profile of an iconic figure biography of the iconic figure of their
 Learners are asked to research and identify an iconic choice.
figure they may wish to write a biography about.  Facilitator checks the progress at
 Facilitator and learner discuss the iconic figure and intervals.
writing a biography.  Learners present a complete biography
 Learners are provided with written pieces/examples of portfolio.
biography
Task 2 10
 Learners are asked to write a biography of the periods
iconic figure of their choice. (40mins
each)

EXAMPLE 2

LEARNING OUTCOMES: Write in Setswana with confidence

Speak in Setswana with confidence
PC: Write a well-structured report on a given scenario
Present orally on a given topic/scenario

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Topics Expected Knowledge, Skills, and Competency; Chosen Focus 21st Century Skills
Topic: Knowledge:
Speech  Components of speech: Skills:
Presentation skills
 Title (speaker, audience, subject matter, place and date)
Writing skills
 Protocol Speaking skills
 Objective of the speech Listening skills
 Introduction/opening variation of sentences (simple,
 Development/Presentation of ideas compound and complex)
 Speech breaks Use of correct orthography
 Conclusion Use of correct punctuation
Choice of correct diction
Co
Use of proper coherence markers
mpetency: Use of appropriate rhetoric styles
Generate /present a balanced speech showing concrete and coherent argument. (spoken)
Show originality and flair in the use of vocabulary, facial expression and Use of appropriate stress
gestures. Use of appropriate tone
Use figurative language, pause, stress, tone and tempo to achieve desired effects Use of appropriate paralinguistic
devices such as facial expressions
when expressing a point of view
and gestures

Focus 21st Century Skill(s):

 Creative writing Decision making
 Critical thinking
 Working in groups and individually
 Research utilizing ICT
Suggested Learning Tasks Resources No. Assessment for the Learning Tasks
Lessons

Learning Task 1 (Explorative) Assessment Task 1 (Explorative)

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 The learners are provided with of hard a copy of a Learners will be provided with hard copies of
written speech. written speeches to identify features of the speech.
 Learners are asked to identify the components of a  Learners are asked to watch and listen to a
speech. recorded video clip of speech to observe
 There will be a class discussion on components of body language, eye contact, subject
speech. knowledge, organisation of ideas and
 Learners are asked to watch and listen to a recorded language use.
video clip of speech. Facilitator checks if learners have identified
 Learners are asked to observe body language, eye features of speech, observed body language, eye
contact, subject knowledge, language use and contact, subject knowledge, organisation and
organisation of the speech. 2 periods language use.
 Class discussions on use of body language, eye (80mins)
contact, subject knowledge, language use and
organisation of the speech. Assessment Task 2 (Practising/Strengthening)

Each learner is able to write a speech

Each learner is able to present a speech with
Learning Task 2 (Practising/Strengthening) emphasis on;
 Logical arrangement of ideas
 Learners are asked to write a speech.  Knowledge of subject matter
(E.g. You are the Minister of Basic Education and you have  Language use
been invited to address the students at St Joseph’s College on  Para-linguistic devices
the decline in the BSSE results. Write a speech you would  Speech breaks
deliver to the students. The expected attendants are: The area
MP, Parents, Students, teachers, DPS, Kgale Kgosi, public
servants, Councillors. Assessment Task 3 (Summative)
9 periods
Role Play 40 mins Learner is able to:
of each
 In groups learners write their speeches. Subject matter
 Learners individually present their speech. Sequencing of ideas
Vary sentences
Use correct orthography
Use correct punctuation
Choose diction/language use
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Use proper coherence markers

Use rhetoric styles

(spoken)
Use stress
Use tone
Use facial expressions
Use gesture
Eye contact
Director of Ceremony
Speech breaks (bagaetsho, bathobetsho, bomma le
borra)

MODULE 2

MODUE 2: READING SETSWANA WITH UNDERSTANDING

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LEARNING OUTCOMES: SETS L: 2.1 Develop a culture of reading for information and pleasure

SETSL: 2.2 Analyse information read

PC: SETSL: 2.1.1 Communicate a sensitive and informed personal response to what is read

SETS L: 2.1.2 Extract information from a range of materials read

SETSL: 2.2.3 Summarise a variety of texts read

TOPICS Expected knowledge, Skills, Competency; Chosen Focus 21st Century Skills

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TOPIC: Knowledge: Skills:

Reading  Subject matter  Reading

 Main ideas/Central themes  Speaking

 Figurative language  Presentation

 Contextual Meaning  Summary (Paraphrasing)

 Persuasive techniques
 Summary
Focus 21st Century Skills

 Decision making
Competency
 Critical thinking
 Summarise text read  Working in groups and individually
 Ability to judge, critique and evaluate. Research utilizing ICT

Suggested Learning Task Resources No. Lessons Assessment for the learning tasks

Learning Task 1 (Explorative)  Hard 2 periods Assessment Task 1 (Explorative)

copy
(80 mins)
 Pictures
 Read and extract information provided  PC/ - Learners provided with hard copies to read and extract information
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 Discuss and/or debate advantages and phone - Facilitator checks if learners have extracted information, discussed
disadvantages of drones and debated information read with particular reference to stated
knowledge contents above.

- rubric to be provided to check

MODULE 3

Learning Outcomes: Create an original piece of work using appropriate techniques.

PC:
 Compose a poem on any topic of choice

Learning Area Outcome 1:

Topics Expected Knowledge, Skills, and Competency; Chosen Focus 21st Century Skills
Topic: Knowledge:
Poem  Components of a poem: Skills:
 Presentation/performance skills
 Title
 Writing skills
 Style of the poet’s presentation (a mmoki ke  Speaking skills
ene sebokiwa kana o boka sengwe)  Listening skills
 Subject matter  Research skills
 Poetic Devices
 Mood Performance:
 Theme  Show originality and flair in the use of vocabulary,
facial expression and gestures.
 Generate /present an authentic poem showing

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Competency: appropriate use of poetic devices.

 Correct diction  Use figurative language, pause, stress, tone and
 Use of appropriate rhetoric styles tempo, rhythm to achieve desired effects when
 Use of appropriate stress
 Use of appropriate tone expressing a point of view.
st
 Use of appropriate paralinguistic devices Focus 21 Century Skill(s):
such as facial expressions and gestures  Creative writing
 Decision making
 Analysis
 Critical thinking
Written:
 Collaboration
 Use figurative language
 ICT
 Flair in the use of vocabulary
 Stanzas and verses

Suggested Learning Tasks Resources No. Assessment for the Learning Tasks
Lessons

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ICT
Learning Task 1 (Explorative) gadgets Assessment Task 1 (Explorative)
Poetry
Learners explore given poems.(hard or soft copies) texts The learner is able to :
The learners are asked to watch and listen to a recorded clip Differentiate oral and modern poems
of a poem, Identify features of a poem
Group discussions of given poems
Educational excursions(Live performances) Assessment Task (Practising/Strengthening)
Learners produce report
Learners watch and listen to a recorded video clip
Task 2 of a poem to observe the following.
Learners compose individual poems - body language and gestures
Learners perform poems - eye contact
- organisation of ideas
4 periods - correct choice of diction
(160 - appropriate use of poetic devices
mins) - us(e of appropriate rhetoric styles
- variation of tone
- Learners write their own poems
- Learners perform their poems

(provide a rubric in both instances)

MODULE 4
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LEARNING OUTCOMES: Demonstrate understanding of literary genres

PC: Critically appraise author’s style or technique in order to derive the author’s meaning

Learning Area Outcome 1:

Topics Expected Knowledge, Skills, and Competency; Chosen Focus 21st Century Skills
Topic: Knowledge:
Exposition, foreshadowing, flashbacks, irony, imagery, Skills:
 Presentation/performance skills
Author’s style or suspense, multiple plot (simple and complex), figurative  Writing skills
techniques
language, poetic devices, dialogue, characterisation, repetition,  Speaking skills
 Listening skills, Research skills
setting.
Performance:
 Show originality and flair in the use of vocabulary,
Theme: How to derive theme
facial expression and gestures.
Title, Plot  Generate /present an authentic poem showing
Recurring statement (motif) appropriate use of poetic devices.
Names of characters  Use figurative language, pause, stress, tone and
tempo, rhythm to achieve desired effects when
Setting
expressing a point of view.
Focus 21st Century Skill(s):
Competency:  Creative writing
 Decision making, Analysis
 Analyse various literary genres
 Critical thinking
 Evaluate an author’s style and technique  Collaboration, ICT
 Extract the meaning from a given literary text.

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Suggested Learning Tasks Resource No. Assessment for the Learning Tasks
s Lessons

Learning Task 1 (Explorative) Assessment Task 1 (Explorative)

Learners are provided with a copy (hard or soft) of literary text 12 Learners read an unseen literary text and discuss literary
Learners are asked to identify literary techniques in a given periods techniques used.
literary text (40mins Written analysis of theme in the unseen literary text.
Learners are asked to dramatize a literary text each)
Discussion of literary techniques
Learners unravel the theme of literary text.

MODULE 5

LO: Demonstrate an understanding of Botswana cultural practices.

PC: Investigate cultural practices in own communities
Topics Expected Knowledge, Skills, and Competency; Chosen Focus 21st Century Skills
Topic: Knowledge:
significance and merits and de-merits of Skills:
Cultural practices  Presentation/performance skills
Components:
 Writing skills

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Bogadi  Speaking skills

 Listening skills
Mafisa
 Research skills
Letsema
Competency
Molaletsa
Demonstrate data collection skills
Go tlhagana
Record their interviews for demonstration of interviewing
Mmino le moopelo
Show questions prepared for investigation
Questionnaire development demonstrated
Focus on: Presentation skills
Organisation of information Focus 21st Century Skill(s):
Usage of correct tools to collect data  Creative writing
 Decision making
Well-developed questions  Analysis
Produce a report  Critical thinking
 Collaboration
 ICT

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Sample Short Story Writing Checklist/ Short story writing task: General

YES NO
The title is original or creative
TRAIT
Structures new paragraphs appropriately.
NON VERBAL
Shows awareness of task, purpose, and audience.

Story Elements and Narrative Techniques

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YES NO
Beginning engages readers
A central conflict sets the story in motion.
Introduces the narrator and characters and establish a point of view and setting.
Sequence the events in a logical order.
If multiple plotlines, flashbacks, or flash-forwards are used readers can follow the
story line.
Dialogue is purposeful because it moves the plot forward by revealing feelings,
interactions between characters, reactions to setting or events, and so forth.
Story is well paced and developed.
Build suspense to create tension that entices readers.
Ending resolves the central conflict and answers questions readers might have.

Sentence Structure and Transitions

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YE NO
S
Writing doesn’t include run-on sentences or fragments.
Include appropriate and varied transitions to connect sentences so the writing
flows.
Use transitions to show sequence and connect paragraphs.
Vary sentence beginnings and use different sentence patterns for rhythm and
stylistic effect.
Use precise words and phrases, figurative language, and vivid details to describe
events, settings, and characters.
Use strong verbs in dialogue tags along with descriptions of reactions, gestures,
and movements only as needed, not overdone.
Use dialect, as appropriate, to signify geographical regions, era, social status, and
so on.
Writing maintains a consistent first person point of view from the perspective of a
character.
Use tone appropriately to convey an attitude or perspective of a character. ( In
doing so, I demonstrate awareness of the character and situations, interactions,
motivations, and so forth that affect him or her).

Grammar and Conventions

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YE NO
S
Have correct grammar and usage.
Check mechanics for accuracy—spelling, punctuation, and capitalization.
Paper is formatted correctly with proper margins, headings, and font style, colour,
and size. If its handwritten, it’s legible.

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