Course Facilitator: Ms Hanlie van Zyl

Teacher Bio: Ms Hanlie van Zyl, B. Sc. Hons. Zoology; HED; 26 years experience in teaching.

Grade 12 AS Biology includes the following themes:

Subject facilitator: Ms Tonia Jacobs

Teacher Bio: Ms Tonia Jacobs, B Sc; HOD; (University of Stellenbosch) Hon BEd (UNISA). Experienced in teaching Physical Science for 30 years.

Grade 12 AS Chemistry includes the following themes:

Course Facilitator: Ms Marie Louw

Teacher Bio: Experienced in teaching Mathematics for 40 years.

Grade 12 AS Mathematics includes the following themes and topics:

Theme 1:

Subject facilitator: Ms Tonia Jacobs

Teacher Bio: Ms Tonia Jacobs, B Sc; HOD; (University of Stellenbosch) Hon BEd (UNISA). Experienced in teaching Physical Science for 30 year

Grade 12 AS Physics includes the following themes:

Course Facilitator: Ms Hanlie van Zyl

Teacher Bio: Ms Hanlie van Zyl, B. Sc. Hons. Zoology; HED; 26 years experience in teaching.

The course covers the following themes:

 Mathematics Grade 10 and 11 includes the following topics:

 Mathematics Grade 10 and 11 includes the following topics:

Course Facilitator: Ms Zenobia Adonis

Teacher Bio: 

Grade 11 English First Language Ordinary Level, syllabus code 6095, includes the following themes and topics:

1.1 READING AND WRITING

1. Comprehension -demonstrate the ability to identify the important points or themes from a range of texts

• determine the overall meaning of a text
• interpret specific information
• summarise, explain and evaluate material from a text
• compare and contrast, using more than one text or part of a text
• show that they can understand the main and supporting ideas and can identify the conclusion from a text
• recognise the author’s implicit attitude
• recognise imagery and irony

• brochures
• reports
• articles (newspapers, magazines and others)
• reviews
• prose

• a range of texts from novels, relevant magazines,
• newspapers, reports and mail-order materials
• their reading to show that they understand and convey correct information
• demonstrate that they can understand, order and present facts, ideas and opinions
• specific information and general knowledge
• texts from different genres such as novels, short stories, plays and poetry
• fact, fiction and opinion
• the author’s intentions and possible bias
• drawing conclusions from a text
• the relations between different texts
• analysing texts and present arguments constructively and logically
• expressing informed opinions and attitudes

• learn to develop summary skills scan for and extract specific information, organise relevant material and present it in a given format
• evaluate information and select what is relevant to specific purposes
• draw inferences, evaluate, compare, analyse and synthesise from written material

• sentences, paragraphs and whole texts
• use complete sentences in a paragraph to describe or explain a particular idea/theme
• use introductory, developmental and concluding paragraphs
• link and develop ideas
• plan, structure, draft and edit written work before attempting a piece of writing
• write in a register appropriate to the audience

• understand, differentiate between and apply written and spoken forms
• use contracted forms of writing where appropriate (as in friendly letters and dialogues)
• use figurative language and imagery in writing, also referring to the senses
• apply stylistic devices (e.g. quotations) in writing interviews, articles and reports
• use appropriate format/layout to enhance understanding
• use appropriate diction in formal and informal situations
• demonstrate awareness of slang, colloquialisms, jargon, dialect and contractions
• concentrate on tone, for example irony, satire, wit

• use basic punctuation marks correctly such as:
  • full stops
  • commas
  • inverted commas
  • question marks
  • exclamation marks
  • apostrophes
• use advanced appropriation marks appropriately to achieve effect in writing:
  • colons
  • semi-colons
  • dashes
  • brackets
  • ellipse
• show an understanding of and apply the basic spelling rules, for example with regard to:
  • correct syllabification of words
  • hyphenated words
  • contractions
  • fractions
  • possessive case
  • words commonly confused (their/there)
  • spelling of words in the continuous tense (-ing forms)
  • homonyms/homophones
  • capital letters

• use articles correctly (a, an, the)
• distinguish between common and proper nouns
• use pronouns appropriately
• use the correct form of the verb with singular and plural nouns and pronouns
• apply the correct verb tense as appropriate (example: saying ‘We have a house’ instead of saying ‘We are having a house’)
• use different prepositions correctly
• use and place adjectives and adverbs correctly
• structure simple sentences in writing
• use phrases correctly
• use conjunctions and connectives correctly to write compound and complex sentences
• use complex sentences and grammatical structures
• apply the rules of concord
• use auxiliary verbs
• use direct and indirect speech
• use active and passive voice
• know all the tenses and use of the verb
• use degrees of comparison
• use relative clauses
• use idioms and idiomatic expressions
• use direct, unambiguous vocabulary
• use appropriate vocabulary for a variety of personal, social and academic purposes
• use appropriate vocabulary to display specific attitude
• use rich and varied vocabulary to describe, explain and argue
• use technical terms and specialised vocabulary suited to the task
• acquire specific vocabulary in certain general fields such as education, technology, sport, social matters
• use synonyms and antonyms

• informal/friendly letters
• formal letters
  • application
  • press
  • complaint
• articles to newspapers, school magazines
• reports (e.g. accident, social activities, reports to authorities
• newspaper reports
• press releases
• dialogues/conversations
• formal and informal speeches
• diary entries
• curricula vitae write:
• minutes
• internal memos
• agendas
• interviews
• mail messages
• fax messages

• create original pieces of writing, demonstrating control of vocabulary, syntax and grammar
• convey abstract thought and make clear statements of own opinions
• express experiences, thoughts, feelings, opinions
• recall and select events and descriptive detail
• write: narrative essays, descriptive essays, discursive essays, argumentative essays

• recall and narrate events in texts studied
• identify and interpret themes
• explain literal meanings of texts in context
• select details relevant to tasks set and use quotations appropriately
• understand intentions of the writer
• distinguish different points of view
• detect and explore themes, motive, (cause and effect) imagery and symbolism in texts studied
• provide analyses of plots, characters, etc.
• identify appropriate literary language in their critical analysis of texts studied:
  • imagery
  • irony
  • sarcasm
  • humour and wit
• identify relationship between characters and plot as well as characters themselves
• recognise suitable literary terms in their analysis of texts: personification, simile, metaphor, alliteration, assonance
• identify and explore the following aspects of drama if studied:
  • dialogue
  • conflict
  • imagery
  • scenes and acts
• identify emotive language:
• propaganda
• sensation
• sentiment
• Judgement and personal response form and develop own ideas and opinions on aspects of the different genre
  • appraise texts studied, draw inferences, make connections, evaluate and interpret
  • communicate an informed personal response to texts studied
  • discuss relationships in texts studied
  • articulate and discuss their own assumptions, feelings and attitudes
  • compare and contrast themes, characters, etc.
  • consider complicated issues
  • show evidence of capacity for independent thought and judgement

ALL THESE COMPONENTS WILL NOT ALWAYS BE ADDRESSED INDIVIDUALLY BUT THROUGH WORKSHEETS, EXAMINATION PAPERS AND ASSIGNMENTS.