DEPARTMENT OF BASIC EDUCAT

TEACHERS’ GUIDELINE

THE CREATIVE
WRITING
PROJECT

ENGLISH

GRADE 4 – 9
1
First Edition - 2023
SECTION TABLE OF CONTENTS PAGE

1 INTRODUCTION 3

1.1 RATIONALE 3

1.2 LEGISLATIVE FRAMEWORK 4

2 WHAT IS PROJECT BASED LEARNING 5-11

3 CREATIVE WRITING PROJECT GRADES 4-9 12-17

4 PACE SETTER FOR THE CREATIVE WRITING 18-22

PROJECT

5 INTERMEDIATE PHASE TEMPLATES 23-26

6 SENIOR PHASE TEMPLATES 27-29

7 EXEMPLAR TOPICS 29-33

8 ANNEXURE A

9 ANNEXURE B

10 ANNEXURE C

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3
INTRODUCTION
1.1 RATIONALE

Language lays the foundation for learning across the curriculum. Learners will use Language Skills
in all aspects of their education, in the classroom / community as they connect with their peers and
teachers.
The teaching of Language equips learners with the following skills: Listening and Speaking, Reading
and Viewing, Writing and Presenting and Language Structures and Conventions. It focuses on
developing the confidence and self-esteem of learners so that they can become socially well-
adjusted and can transition into the world.
To revive the love for reading for enjoyment and to promote the appreciation for literature the
Department of Basic Education has introduced the Creative Writing Literature Project.

The aim of this activity is to engage learners in meaningful study of the literature genres in a fun and
creative way ultimately evoking a desire to read actively. It also aims to equip learners with the skill
of evaluating, synthesising, researching and collaborating, promoting the 21st Century skills of critical
thinking, creativity and innovation, communication, collaboration, information, media and ICT
literacies, flexibility and adaptability, initiative and self‐direction, social and cross‐cultural, productivity
and accountability, leadership and responsibility and life-long learning; encompassing all Language
Skills as well as Language Across the Curriculum.

Source: https://www.europeanfinancialreview.com/wp-content/uploads/2020/02/You-can-start-a-
career-with-creative-writing.jpg

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1.2 LEGISLATIVE FRAMEWORK
The following are the policy documents that must be considered and adhered to in Curriculum
delivery:
Curriculum and Assessment Policy Statement: Technical Occupation (CAPS): It clearly states
all the skills (listening and speaking, reading and viewing, writing and presenting and language
structures and conventions) that must be imparted to the learners. The text types are clearly stated
as to when they are to be taught in the Revised Annual Teaching Plan (ATP).
National Policy Pertaining to the Promotion and Progression Requirements (NPPPPR): This
document stresses that a learner who does not perform as expected and does not comply when
requested, he or she will be at a disadvantage as he/she may not meet pass requirements.
National Protocol for Assessment (NPA): It standardises the recording and reporting processes.
The South African Schools Act (Act 79 of 1996): provides for a uniform system for the
organisation, governance and funding of schools.

SONA 2019-2021
“Every 10-year-old will be able to read for meaning by 2030. Early reading is the foundation that
determines a child’s educational progress, through school, through higher education, in the
workplace, and in life. This will be supported through the private sector, civil society, advocacy,
research, and implementation support, including the Read to Lead Campaign and the National
Reading Coalition, among other structures. All Intermediate and Senior Phase teachers will be
trained to teach reading in English and in African languages;”
The National Development Plan (NDP): The Vision 2030 chapter on education emphasizes the
importance of language proficiency, as well as Assessment in literacy, numeracy/ mathematics and
science.” Hence, the Department of Basic Education (DBE)’s sector plan, the Action Plan to 2019:
Towards the Realisation of Schooling 2030 has the same vision.
Action Plan 2030 – The action Plan sets out 27 goals which represent the actions that need to be
taken to strengthen the sector. This document will address the following Goals: 1,2,3,7,16,18,19 and
26
Language in Education Policy (LiEP): The South African Language in Education Policy promotes
multilingualism in the classroom.

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2. WHAT IS PROJECT BASED LEARNING?
Project Based Learning (PBL) is a teaching method in which learners learn by actively engaging in
real-world and personally meaningful projects.
In Project Based Learning, teachers make learning come alive for learners.

Learners work on a project over an extended period of time – between four to six weeks – that
engages them in the study of literature. They demonstrate their knowledge and skills by creating a
presentation for a real audience. In doing this, learners learn to develop deep content knowledge as
well as critical thinking, collaboration,
creativity, and communication skills.
PBL unleashes a contagious,
creative energy among learners and
teachers.

In PBL, the project is the vehicle for

teaching the important knowledge
and skills learners need to learn.

In contrast to smaller ‘once-off’

projects, PBL requires critical
thinking, problem solving,
collaboration, and various forms of
communication. To answer a driving
question and create high-quality
work, learners need to do much more
than remember information. They
need to use higher order thinking
skills and learn to engage in self-
directed learning that starts with asking pertinent questions.

https://www.pblworks.org/what-is-pbl
https://za.pinterest.com/pin/517491813417389195/

Why Research Skills Are Key to Learners’ Future

Preparing our learners for a knowledge and data driven world is no easy feat. Today learners are
exposed to an explosion of information and data accessible through digital technologies and online
tools. In an increasingly connected global economy, where competition is fierce, the capacity to

6
utilize information and data will be key drivers of success in our learner’s future working lives.

Conventional education just isn’t enough!

Conventional education and learning approaches that emphasize memorisation, over analysis and
critical thinking will not cut it. Learning in the core subjects are indispensable, for our learners to
thrive in a highly competitive job market and for them to contribute meaningfully to this digitally
connected and data driven world, they need to understand the
value of data, research and analysis from an early age.

For this to happen, our learners need to be independent

learners and possess the analytical capacity to solve problems
in an evidence-based manner. These are all applied skills that
distinguish an informed and productive 21st century workforce.

http://clipart-library.com
Equipping learners with transferable skills
How can we build the analytical and problem-solving skills of our learners in a manner that
complements core subjects, such as languages, science, mathematics, and geography taught in
school? One’s answer lies in bolstering the research capacity of our learners. Research is an
essential applied skill; one that not only advances the knowledge horizons of learners to help them
better understand the world they live in—but is also a proven way through which they can learn to
independently find data, analyse it (even to assess its integrity) and then use it to solve a problem,
capitalize on an opportunity or even challenge the data itself.

Early start on research skills

Learners need to be introduced to research at school as early as the intermediate phase, not simply
at the secondary and university levels, as is currently the widespread practice. It is important that
learners learn to engage and appreciate research from early on, so that when they reach the
university level it is not simply perceived as a means to, fulfil course requirements, and by the time
they join the workforce they would already be proficient at researching and using information to solve
problems effectively.

What is research?
John W. Creswell defines research as " a process of steps
used to collect and analyse information to increase our
understanding of a topic or issue". It consists of three steps:
ask a question, collect data to answer the question, and present an answer to the question.

7
https://en.wikipedia.org/
Importance of research skills
Learning effective research skills is a vital skill for learners. Teachers need to teach learners how to
do research. Once they have developed this skill, they will have it for life and be able to use it
beyond their schooling.
Research skills
Research projects are usually built on a hypothesis.
What is a hypothesis?
A hypothesis is a general statement that is made about a problem or generalization. This leads to
the development of a research question to prove or disprove the hypothesis. Research question/s
should focus on the following:
 What information needs to be found through this research?
 What questions need to be answered?
Example:
Genre: Novel
Hypothesis: Memorabilia from your life tells your story. Similarly, Characters in a novel all have
valuable items, which play a significant role in the telling of the story.
Research question/s: Which memorabilia of the characters in the novel contribute to the
characterisation and the plot in your novel/favourite text.

Gathering of information
Information literacy skills are necessary for effective gathering of information.
What is information literacy?
Information literacy is defined as a set of critical thinking skills necessary to locate and use
information effectively. Knowing why and where to find information, how to judge its reliability and
how to use it is crucial.
Information literacy skills include:
 Ask questions
 Select and evaluate information and decide when to use it
 Put together what was found from different resources
 Emphasise the most relevant information
 Tailor research for the intended audience
 Evaluate the success of their presentation

What is digital literacy?

Much like “literacy” is the ability to read and write, digital literacy is the ability to navigate, evaluate,
and communicate information online or in a digital format. The concept of digital literacy can be

8
divided into three main skills:
1. How one consumes information. This is the ability to complete digital tasks like using an e-
reader in a classroom, viewing online banking statements, or reading an online news article.
2. How one creates information. This skill includes everything from making and editing videos
to writing articles to creating blogs and Tik Tok videos.
3. How one communicates information. Once information is gathered, it needs to be shared,
knowing how to share it is essential. Communication can look like many different things —
from composing a tweet to sending an email to sharing documents online.
Source: https://www.adobe.com/acrobat/hub/how-to/what-is-digital-literacy

How to start researching a topic?

The first step is to help learners identify what’s actually being asked. Teachers should provide
learners with clear prompts, such as a brief with questions that guides the research. In the senior
phase teachers should phrase the topic as a question or help learners to develop a research
question. This will spur the learners into action in terms of doing research.
Locating information
Learners can use the following resources to find information for their project:
 Libraries, including virtual libraries
 Newspapers, magazines and journals
 Television programs and streaming services (documentaries, news and current affairs
programs and podcasts)
 Subject experts and professionals such as writers, poets etc.
 Surveys and questionnaires
 The internet - learners to be taught how to distinguish between reliable and unreliable
sources

Researching using the internet

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Using the right search terms – to do a successful search learners need to type in the correct
search words in the search box. Identify/ underline the keywords in the brief/ research question.
Using search engines – Make learners aware that there are many search engines (other than
Google) which they can use to search for information. Learners to look beyond the first couple of
websites such as Wikipedia as anyone can edit Wikis. Scrolling further down the list of websites will
lead to finding more reliable information.
Assessing reliable & unreliable sources – it is important for learners to make use of multiple
sources and cross-reference the information they find to evaluate its reliability. They should also pay
attention to the URL of the site they are using, as it gives an idea of where the information comes
from. For example:
 a .edu address indicates that is an educational website
 a .org address usually indicates a non-commercial organisation
 the address’ end may indicate the country of origin, for example .za for South Africa
 Ad- http:// indicates that it is an advertisement
Skimming and scanning – learners should skim read a piece of information to determine whether
it’s going to be useful. Skimming will save learners the effort of reading vast amounts of text in detail
only to find that it’s not what they need.
Taking notes – learners to learn to take the information they’ve found, extract the key facts and put
them into their own words/summarise the information.
Researching using books
The internet may seem to be the easiest place to search however the information is not always at
the level of the learner. The advantage of books is that they’re focused on the specific topic, so
everything is in one place. The teacher needs to teach learners not only to extract information from
the book but also from the cover and the blurb using reading strategies. Once the learners have
extracted the information, the learners now need to organise the information.
Organising Information
In order for the learners to effectively organise information the learners can follow the following
steps:
 Synthesize the information gathered from all sources
 Select only the most necessary information from the notes taken
 Use the dictionary for correct spelling
 Use the thesaurus to find the most appropriate word
 Acknowledge sources; write a Bibliography

Avoiding plagiarism
Plagiarism is taking someone else's work or ideas and passing them off as your own or take text
straight from a source without acknowledging it. It is a serious form of academic misconduct and
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learners must be taught to acknowledge the sources they used.
Learners can avoid plagiarism by:
 using quotation marks when they include other people’s words directly in their work
 noting when they mention or paraphrase someone else’s idea
 including a list of references or bibliography

Source: How to help your child develop research skills | TheSchoolRun

https://education.nsw.gov.au/parents-and-carers/learning/english/help-your-child-develop-effective-
research-skills-information-literacy

Bibliography
A bibliography is a descriptive list of sources used in preparing written work. In fact, the word comes
from ancient Greek: biblion, meaning 'book,' and -graphia, meaning 'to write.' This tool is important
because it identifies publication information about the sources used, so that your readers know
where that information originally came from
https://study.com/academy/lesson/creating-a-bibliography-lesson-for-kids.html

Template for a bibliography

Bibliography /
Author Title Year Publisher Place of
Publication

Website: http/.. Date viewed

Other resource:

NB: If teacher provides all the information for research, then teacher to provide learners
with bibliography

The aim of the project is not only to develop Language Skills and revive the love for Literature but it
also aims to develop learners higher order thinking skills. In research we are developing the skills of
appreciation, evaluation, inferential comprehension, reorganisation and literal comprehension

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creating a critical thinker.

Appreciation Critique, appraise, comment, appreciate

Evaluation Analyse, appraise, evaluate, justify, reason,

criticise, judge

Inferential
Predict, infer, guess
Comprehension

Reorganisation Classify, regroup, rearrange, assemble, collect,

categorise

Literal Compehension Label, list, name, recall, repeat,

state

The research must lead to the writing task. Using the hypothesis and research question the teacher
should develop topics that lends itself to presenting the research in a creative manner and also
allows for the development of 21st century skills. Learners can create blogs, video clips, Tik Tok
videos, PowerPoint presentations, time capsules, infographics etc. where applicable.
Teachers should expand the writing task to 4IR skills and move away from essays, reports etc.
where applicable. The writing task should be scaffolded to cater for multiple intelligence.
The writing task leads to the oral presentation, where the learners present their writing to an
audience.

3.CREATIVE WRITING PROJECT GRADE 4 - 9

THE PROJECT MUST BE BASED ON A LITERATURE GENRE.
LITERARY GENRES
Genres that must be used:
❖Poetry (different types of poems)
❖Short stories

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 ❖Folktales (E.g., myths / legends / fairy tales / tall tales / fables)
❖Drama (Television drama / Stage drama / tragedy / comedy)
❖Novels (E.g. romance / horror / adventure / action)
❖Songs (within limits, must be age and grade appropriate)
❖Documentaries (Grade 9 only)

The Creative Writing Project consists of 3 stages:

Intermediate Phase Senior Phase
STAGE 1: Research 10 20
STAGE 2: Writing 30 30
STAGE 3: Oral presentation 20 20

 The project constitutes 40 marks for Term 3 results in the intermediate phase and 50 marks
for Term 3 results in the senior phase.
 The oral presentation mark of 20 will be recorded in term 4.
 Teachers to commence with Stage 3 Oral Presentation assessment in term 3 and conclude
in term 4 when the mark will be recorded.
 In the intermediate phase the project is completed over a period of 4 weeks (2 cycles) and
six weeks (3 cycles) in the senior phase.
 The project is a skills-based assessment task and therefore may not be sent home to
complete as teachers need to observe the learners during the execution of the project.
 Learners may do research at home however the gathered information must be brought
to the class where learners will use the relevant information to complete stage one
under the supervision of the teacher.

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PLANNING & PREPARATION BY THE TEACHER

Teacher to develop the project assessment task as follows:

Step 1: Selecting the genre/s and text
Teacher to decide:
 Genre and text - Divide the Literature genres across
grades/classes or cover all the genres taught within a
grade/class

 If learners are working in groups or as individuals? Decide and divide learners if necessary
(List groups on a class list)

 If learners are sharing topics or not? Decide and have topics readily prepared

Step 2: Hypothesis and research question/s

 Do learners develop their own hypothesis and research question/s, or will the teacher
provide it? Decide and develop a hypotheses/ research question/s that relates to the Literature
genre being researched. IP teachers develop leading questions/prompts to guide learner’s
research.
 Develop an assessment rubric for stage 1 - Research.
Step 3: Writing topics
 Develop writing topics based on the hypothesis and research question/s at the level/grade of the
learners for stage 2 of the project.
 Provide clear writing instructions.
 Length of writing text to be aligned to the text types according to CAPS.
 Develop an assessment rubric for stage 2 - Writing.
Step 4: Oral presentation
 Develop guidelines/instructions for oral presentation
 Develop an assessment rubric for stage 3 - Oral presentation.
Step 5: Create the assessment task
 Create draft assessment
Step 6: Pre- Moderation
 Departmental Head to pre- moderate the assessment task
Step 7: Develop the portfolio (Refer to annexure A and B)

How to compile the Project portfolio

Assessment portfolio to include the following contents:
 Cover page (School logo, Name of subject, grade, examiner, moderator, time allocation and

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 mark allocation)
 Instructions (What is expected of the learners. Include instructions for each stage of the
project with set timeframes)
 Materials (Insert A4 Paper for graphic organizers, research notes, bibliography, writing
process (templates for planning, first draft, revising & editing, final copy)
 Assessment rubric /check list (insert assessment rubrics for each stage of the project)
 Pocket sleeve/envelope to store photocopy notes/photos/images etc.
 For projects which lends itself to the creation on a digital platform, the teacher to create an
electronic portfolio folder with instructions for the learners on the topic. The folder to include
a sub folder for each stage where learners can download and upload and save their
evidence of work.
 Teacher to provide instructions for electronic submission
 Teacher to make a copy of the assessment portfolio for each learner

Research sources
Depending on the context of your school and community teachers will need to plan and assist
learners with research material
• Is your school a well-resourced school and community?
• Computer lab – arrange time/period for the learners to use the computer lab to do their
research
• Access to internet/data/library
• Learners can bring their smart devices (cell phone/tablet) to school
• Under-resourced school and/or community with limited research capabilities
• Plan and assist learners with the research sources
• Teachers to search for resource material on behalf of the learners on the internet/visit the
local library and arrange with the librarian for you to borrow books etc.
• Printing & photocopying of various sources for learners to use in the classroom
• Distributing resource packs to learners
• Pairing/grouping learners to share resource material
Incorporation of technology in research and presentation
Teachers to promote the use of technology where possible.
 Well-resourced school and community: inclusion of PowerPoint presentations, gaming
application, Piktochart etc.
 Limited technological capabilities: traditional oral presentation with artefacts/cue cards etc.
TEACHING ACTION PLAN

 Learners should have had an opportunity to read a variety

of different genres during semester one thus the teacher

15
 can give the learners a choice of genres or prescribe the genre/s for the project.
 Learners can visit the library, or the teacher can create reading corner/box in the classroom.
 Learners will be able to make an informed decision when selecting their genre & text.

STAGE ONE: TASK 6 - RESEARCH

Teaching the HOW TO of doing Research
Outline Stage 1: Research:
 Teacher to introduce the project to the learners
 Explain that the project is based on literature and that learners will need to select a genre to base
the project on
 Explain to learners the topics selection available from which they may choose
 Explain to learners the mark allocation and time frame for the project
 Prepare copies of the Project Assessment Portfolio for every learner. Every learner should
receive a project portfolio including the checklist and rubric at the onset of the project
 Provide learners with a set of rules for the safe keeping of the portfolio’s
 Discuss the outline of the Checklist / Rubric. (Check the mark allocation per assessment
instrument)
 Set due dates.
 Teacher prepares a pace setter and keeps track on a class list
 Teach learners what a hypothesis is and how to develop one: Keep in mind our focus area:
LITERATURE
 Teach learners how to develop a good research question
 Determine which resources: Internet; Library; Textbooks; Books; sources from classroom etc.
 Teach learners how to use search engines, how to search /use key words and copy and save
relevant information /make notes/summarise in own words/paraphrasing. This can be done
electronically or by taking notes.
 Teach learners how to write a bibliography.
 Teach learners how to identify important information and to extract information, summarise
information found, make notes and organise information in a graphic organizer.

Evidence of research to be submitted for formal assessment:

 Learners submit their research task and not the information gathered. Learners cannot submit
photocopied information pages from the internet/books as research.
 Research can be in any format (notes/graphic organizer/summaries etc.)
 Bibliography

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Assessment instruments:
 Checklist (To keep track of the research process/progress)
 Rubric (To assess Task 6 – Stage 1: Research submitted)
STAGE TWO: TASK 6 - WRITING
Teaching the HOW TO of WRITING:
During this stage, using the information collected during stage one learners will write or create a
written text, such as a blog, movie trailer, timeline, infographic poster, comic strip etc.
 Writing process: teach the writing process to the learners. There must be evidence of all the
steps in the learner’s portfolio.
 Incorporate technology: teach learners how to create PowerPoint presentations, how to use
applications to create text such as infographic posters, blogs etc.
 Set due dates
 Discuss the rubric criteria with learners
 Teach/revise with learners the structure and format of the different text
 Teach learners the language structures and convention relevant to the selected topic/s

Evidence of writing to be submitted for formal assessment:

 Evidence of having followed the writing process
 Final Written piece

Assessment instruments:
 Checklist
 Rubric (To assess Task 6: stage 2: Writing)
STAGE THREE: ORAL PRESENTATION
Teaching the HOW TO of the ORAL PRESENTATION
During this stage, the learners will orally present their written piece or oral presentation about their
written piece. The presentation can be in the form of an interview, role play, demonstration, speech,
PowerPoint presentation, video clip, audio recording etc. Visual aids can be used such as costumes,
props etc. to enhance the presentation.
Teach learners the aspects of an oral presentation:
 Oral presentation skills: Teach learners the skills incorporated in oral presentations such as
intonation, eye-contact, body language etc.
 Structure: Introduction, body, conclusion
 Central idea and supporting details
 Reference their sources if necessary
 Teach learners how to listen to other presentations (being a good member of the audience)

17
 In a nutshell

Learners complete three tasks connected to a

literature text:
1) Find information
2) Write a text using the information from the research
3) Do an oral presentation

4.Pace Setter for the Creative Writing Project

Intermediate Phase (Grade 4-6)
Creative Writing Project Stage 1 (Research) & Stage 2 (Writing) to be completed during Term 3 as
Task 6
Creative Writing Project Stage 3 (Presentation) to be completed by Term 4 as Task 7
PACING TASK 6:

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Duration of the Project: 4 weeks
WHEN WHAT WILL TEACHERS DO WHAT WILL LEARNERS DO
Term 3  PREPARE for Stage 1:  Learners given/select genre and
Week 3 Research (Sources information text.
for learners to use in class,  Learners given/select topic
create a resource table)  Learners gather information
 Prepare the portfolio  Learners read and
booklet/templates highlight/identify information
 Introduce the project and topics  Learners will ask questions to
to the learners make meaning

 TEACH learners HOW TO do  Learners will take notes

research and collect information  Use graphic organizers to

in graphic organizer/ organize information

notes/summarise  Learners make summaries

 Develop a Hypothesis and create

a research question that is linked
to genre
 Share the Checklist or Rubric
with learners that will be used to
assess
 GUIDE the process

Term 3  Teachers revisit teaching  Learners continue with the

Week 4 moments engaged in during research process
week 3  Complete notes/ graphic
 GUIDES the process so that organizer
learners submit their Research at  Learners refine their research
the end of Week 4  Learners write bibliography, list
 Support learners who are at risk references
 SUBMIT Task 6 Stage 1:
Research as a portfolio (Can
include pictures, visuals, notes,
etc. and the assessment
instrument)

TERM 3  PREPARE for Stage 2: Writing  Learners will ask questions to

Week 5  TEACH learners WRITING make meaning
 Learners will use their research
19
 PROCESS information to start their writing.
• Planning  Learners will start with the
• Drafting PLANNING of the writing piece
• Revision (Brainstorm/mind-map)
• Editing  Drafting
• Proof-reading and presenting  NB! ROUGH DRAFT & EDITING
 Teach learners the specific TO BE COMPLETED IN CLASS
writing structure and format for
the topics
 Explain the Rubric for writing to
the learners that will be used to
assess stage 2
 GUIDE the learners through the
writing process
 NB! ROUGH DRAFT & EDITING
TO BE COMPLETED IN CLASS
 Support learners at risk

TERM 3  GUIDE the progress of Stage 2:  Learners will start with the
Week 6 Writing REVIEW AND FINAL DRAFT of
 Remind learners about the the writing piece
descriptors in the Rubric  NB! REVIEW AND FINAL
 Support learners at risk with DRAFT MUST BE COMPLETED
editing IN CLASS

 NB! REVIEW AND FINAL  SUBMIT Task 6 Stage 2:

DRAFT MUST BE COMPLETED WRITING

IN CLASS  (Include evidence of all stages of

the Writing Process)

TERM 3  Teach/emphasize the process of  Learners will start to prepare their

Week 6 -9 oral presentation oral presentation based on their
 GUIDE the progress of Stage 3: writing
Term 4 Oral presentation  Learners prepare cue
Week 1-2  Explain the Rubric that will be cards/visuals aids etc.
used to assess learners  Learners practice their

 NB! Commence with the presentation

assessment of the oral  Learners start with their oral

presentation. Do not wait for presentation: Task 7 Stage 3

20
 term 4
 Record learners’ oral
presentation mark
Teachers to continuously guide and monitor learners throughout each stage of the
project.

Senior Phase (Grades 7-9)

PACING TASK 6:
Duration of the Project: 6 weeks
Creative Writing Project Stage 1 (Research) & Stage 2 (Writing) to be completed during Term 3 as
Task 6
Creative Writing Project Stage 3 (Presentation) to be completed in Term 4 as Task 7

WHEN WHAT WILL TEACHERS DO WHAT WILL LEARNERS DO

Term 3  PREPARE for Stage 1:  Learners given/select genre and
Week 3 Research (Sources information text.
for learners to use in class,  Learners develop a hypothesis
create a resource table) and research question/s based
 Prepare the portfolio on their chosen genre/text
booklet/templates  Learners gather information to
 Introduce the project and topics answer research question
to the learners  Learners read and

 TEACH learners HOW TO do highlight/identify information

research and collect information  Learners will ask questions to

in graphic organizer/ make meaning

notes/summarise  Learners will take notes

 Develop a Hypothesis and  Use graphic organizers to

create a research question that organize information

is linked to genre  Learners make summaries

 Explain the Checklist or Rubric

with learners that will be used to
assess
 GUIDE the process

Term 3  Teachers revisit teaching  DO RESEARCH: Learners will

Weeks 4 moments engaged in during do research as is contextually
week 3 possible (home, class, library,

21
  GUIDE the process so that online, etc.)
learners submit their Research  Bring information to class/use
at the end of Week 4 resource information from
classroom resource table
 IN CLASS: Read and make
notes of findings, resources,
process, etc.
 SUBMIT Task 6 Stage 1:
Research as a portfolio (Can
include pictures, visuals, notes,
mind-map etc. and the
assessment instrument)

TERM 3  PREPARE for Stage 2: Writing  Learners will ask questions to

Week 5  TEACH learners WRITING make meaning
PROCESS  Learners will use their research
• Planning information to start their writing.
• Drafting  Learners will start with the
• Revision PLANNING of the writing piece
• Editing (Brainstorm/mind-map)
• Proof-reading and  Drafting
presenting NB! ROUGH DRAFT &
 Teach learners the specific EDITING TO BE COMPLETED
writing structure and format for IN CLASS
the topics
 Explain the Rubric for writing to
the learners that will be used to
assess stage 2
 GUIDE the learners through the
writing process
 NB! ROUGH DRAFT &
EDITING TO BE COMPLETED
IN CLASS
Support learners at risk

TERM 3  GUIDE the progress of Stage 2:  Learners will start with the
Weeks 6 Writing REVIEW AND FINAL DRAFT of
 Remind learners about the
22
 descriptors in the Rubric the writing piece
 Support learners at risk with  NB! REVIEW AND FINAL
editing DRAFT MUST BE
NB! REVIEW AND FINAL COMPLETED IN CLASS
DRAFT MUST BE  SUBMIT Task 6 Stage 2:
COMPLETED IN CLASS WRITING
 (Include evidence of all stages
of the Writing Process)

TERM 3  GUIDE the progress of Stage 3:  Learners will start to prepare

WEEK 7 & 8 Oral presentation their oral presentation based on
 Explain the Rubric that will be their writing
Continue in term used to assess with learners  Learners prepare cue
4  NB! Commence with the cards/visuals etc.
Week 1-2 assessment of the oral  Learners practice their
presentation. Do not wait for presentation
term 4  Learners start with their oral

 Record learners’ oral presentation: Task 7 Stage 3

presentation

Teachers to continuously guide and monitor learners throughout each stage of the
project.

5.Intermediate phase templates

Please note: The following checklists and rubrics are exemplars. The teacher may customize them
to suit the assessment task.

No. INTERMEDIATE PHASE RESEARCH CHECKLIST (Exemplar) ✔

NAME: GRADE:
1 I made use of various sources
2 I read and highlighted important information
3 My information is well organised and I used my own words
I linked the information to the hypothesis and responded to the research
4
question
5 I included a bibliography
6 My findings clearly respond to the topic/task
7 I completed and submitted my research on time

23
COMMENT: SIGNATURE: Date:

INTERMEDIATE PHASE WRITING CHECKLIST (Exemplar) Yes No

The planning process:

Planning processes completed (a complete layout done with design

elements for the pictures included).

Writing processes adhered to mind mapping, rough draft,

proofreading, editing and final work.

Drafting:

Use of correct voice (style, tone and register)

Adhered to chosen topic and genre

Correct format and structure

Research used

Visuals:
Appropriate visuals used

Clear, big enough

Final presentation:

Is it complete with visuals?

Is it neatly typed / written?

Is it submitted on time?

24
 EXEMPLAR RUBRIC: RESEARCH
CRITERIA
DESCRIPTORS
TOTAL MARKS:
4 3 2 1
20/2=10
Learner shows excellent use of
Learner shows a wide range of Learner shows limited use of Learner shows poor use of
vocabulary, correct sentence
vocabulary, mostly correct sentence vocabulary, generally correct vocabulary, incorrect sentence and
Use of language structure; language usage mainly
and language structure, spelling and sentence and language structure, language structure, spelling and
correct.
punctuation. spelling and punctuation. punctuation.
Correct spelling and punctuation.

4 3 2 1
Learner is able to locate and access Learner is unable to locate and
Locating, accessing Learner is able to locate and access Learner is able to locate a limited
a number of different types of media. access information independently.
information, evidence of a information independently. Evidence amount of information. Evidence of a
Evidence of a bibliography is Evidence of a bibliography is not
bibliography of a bibliography is provided. bibliography is provided.
provided. provided.
4 3 2 1
Learner is able to select information Learner is able to select information Learner is able to select information
Accuracy and relevance of Information is inaccurate and
that displays a high degree of that displays an accuracy and that displays limited accuracy and
selected information irrelevant.
accuracy and relevance. relevance. relevance.
4 3 2 1
Learner is able to Learner is able to Learner is able to produce a product
Learner is unable to provide any
Organization of information synthesize/integrate information synthesize/integrate information that shows synthesis of information
information. The product is
and development of showing a high degree of coherence showing coherence and logical but is not always coherent and
Incoherent and illogical, lacking a
argument and logical development of a development of a reasoned logical. The argument is not always
reasoned argument.
reasoned argument. argument. reasoned.
4 3 2 1
Learner is able to present results in a
Learner is able to present results in a Learner is able to present the results Learner is not able to present the
Presentation of very clear, structured and concise
clear, fairly structured and concise in a limited number of formats, but results in a structured or logical
results/findings manner using a variety of
manner using different formats. clarity and structure are weak. manner.
appropriate formats.

COMMENTS MARKS: SIGNATURE: DATE:

Page | 25
 EXEMPLAR RUBRIC FUNCTIONAL WRITING (Short piece like a poster, brochure, etc.)
CRITERIA
DESCRIPTORS
TOTAL MARKS: 30 8 - 10 5-7 3-4 1-2
Correctness of
Very limited adherence to
format and Good adherence to Partial adherence to
Total adherence to format. format.
appropriate length; format. formal.
Good length. Far too long/ much too
Reflects features of a Appropriate length. Inappropriate length.
short.
Poster
8 - 10 5-7 3-4 1-2

Predominately
Partially inappropriate
appropriate structure and
Fully appropriate structure structure and tone.
Correct structure, tone. Completely inappropriate
and tone. Incomplete rambling
tone, style, register, Complete sentence with structure and tone.
Integrated variation of sentences.
spelling, mostly correct use of Weak sentence structure,
sentence types. A number of grammatical,
punctuation. grammar, punctuation and spelling, grammar and
Clear and lucid use of spelling and punctuation
Use of language. spelling punctuation.
language with few errors. errors.
Variation of sentence
types used.

8 - 10 5-7 3-4 1-2

Adherence to
Total adherence to topic. Adheres largely to the Mentions the topic but Only slight reference to
Hypothesis; Content
Achieves purpose topic. doesn’t successfully the topic but doesn’t
relates to research
successfully. Achieves purpose. achieve purpose. achieve purpose.
findings
Comments: Marks: Signature: Date:

26
 EXEMPLAR RUBRIC: ORAL PRESENTATION
CRITERIA DESCRIPTORS
TOTAL MARKS: 20 4-5 3 2 1
Sufficient evidence of
Impressive use of source Some evidence of research.
research. Inadequate preparation.
material. Structure and style Flawed in terms of structure
Content Research Adequate attention to Minimal attention to structure
well crafted. and style.
Shapes a logical structure and style. style and language.
Thought-provoking selection Very little thought-provoking
argument Somewhat thought-provoking Illogical arguments; audience
of material and a logical text, some illogical
selection of material. left uninspired.
argument. arguments.
Generally logical arguments.
4-5 3 2 1
Capable speaker with lapses
Use of voice Lively original and inspiring Inappropriate register and
Clearly a competent speaker in audibility and voice control
speaker with excellent voice poor enunciation.
enunciations with adequate voice control and insufficient use of
control and body language. Inappropriate use of gestures.
Use of language and body language. gestures.
Excellent command of the Inappropriate use of
posture Language used appropriately. Some inappropriate use of
language. language.
language.
4-5 3 2 1
Remarkable confidence and Demonstrates confidence and Adequate confidence and
Audience awareness Very little audience rapport.
effective audience rapport. good audience rapport audience rapport.
4-5 3 2 1
Use of notes and visual Effective use of notes and Good use of notes and Frequent reference to notes. Key cards ineffectively used,
or other aids supporting aids. supporting aids Some supporting aids used. No supporting aids.

DATE: TEACHER’S SIGNATURE:

COMMENTS

27
6.Senior phase templates
Please note: The following checklists and rubrics are exemplars. The teacher may
customize them to suit the assessment task.

✔
No SENIOR PHASE RESEARCH CHECKLIST
. (Exemplar)

NAME: GRADE:

I have developed a good research question/

1
hypothesis linked to my topic and selected genre
I was able to find information on my topic/answer my
2
research question/s
I used a graphic organiser to write my notes/
3
summarised information
4 My information is well organised
5 I used different sources
I did not plagiarise; I acknowledged the sources I
6
used/paraphrased/used my own words.
7 I included a bibliography
My findings clearly respond to my
8
hypothesis/research question
9 I completed and submitted my research on time
COMMENT: SIGNATURE: Date:

SENIOR PHASE WRITING CHECKLIST (Exemplar) Yes No

The planning process:
Planning processes completed (a complete layout done with
design elements for the pictures included).
Writing processes adhered to mind mapping, rough draft,
proofreading, editing and final work.
Drafting:
Use of correct voice (style, tone and register)
Adhered to chosen topic and genre
Correct format and structure
Research used

Page | 27
 Visuals:
Appropriate visuals used

Clear, big enough

Final presentation:
Is it complete with visuals?

Is it neatly typed / written?

Is it submitted on time?

RESEARC
H
CRITERIA DESCRIPTORS

/20

Comprehensive Applicable
The learner is unable
research on the resources The required number
to relate resources
Variety, number topic given is used from a of resources used. Limited number and
used to the final
and quality of evident. More variety of Limited variety. (e.g., variety of resources
product, but the
resources used. resources than sources which only Wikipedia or only used.
product is still
required were spoke to the the novel/text used in
produced.
consulted. topic. class.)

10-9 marks 8-7 marks 6-5 marks 4-3 marks 2-1 marks

No Bibliography/
Bibliography/ Bibliography/
References/Resource References/Resources
s are given, and it is are given but do not References/Resources
evident that they relate to the topic given.
Bibliography/
References/ relate to the topic and and/or the final
Resources the final product. product.

2 marks
1 mark
0 marks
Organisational Organisational Organisational Organisational
*Evidence of
techniques/ techniques/ skills techniques/ skills techniques/skills
organisational
skills resulted resulted in a good resulted in an average resulted in an
techniques/ skills
in an project. project. elementary project.
used (mind
excellent
mapping/
project.
summarising
6-5 marks 4-3 marks
/planning/drafts) to
arrange research
2-1 marks
information into
the final product.
8-7 marks

28
WRITING
Very good Good Average Elementary Poor
/ 30 5 4 3 2 1

Good planning,
Planning/ Thorough Average planning. Limited evidence of No planning done.
Follow writing planning, Introduction, body and planning. No introduction and
process good introduction, introduction, body closing that results in a Attempted closing.
body and closing. and closing. piece of writing that is introduction and closing.
acceptable, but not
extra-ordinary.
Format and Excellent Good adherence to Average adherence to Basic adherence to No or limited
structure adherence to format used format used format used adherence to format
format used used

Adherence to Handling of topic Handling of topic Handling of topic Handling of topic shows Handling of topic shows
topic shows excellent shows good average relevance and limited relevance and no
relevance and relevance and originality originality relevance and originality
originality originality

Creative end- Good figurative Figurative language Average figurative Limited figurative No figurative language or
product language used and used and language used and language, imagination. imagination used.
very imaginative. imaginative. fairly imaginative. Basic language usage Poor language usage
Excellent language Good language Average language
usage usage usage
Language Excellent use of Good use of Average use of Basic use of vocabulary, Poor use of vocabulary,
structures and vocabulary, vocabulary, vocabulary, sentence sentence structure, sentence structure,
conventions sentence structure, sentence structure, structure, spelling and spelling and punctuation spelling and punctuation
spelling and spelling and punctuation
punctuation punctuation

Editing and Very good editing Good editing Average editing Elementary editing No editing done at all
proof of
editing

Speaking
Very good Good Average Unsatisfactory Not achieved
____/ 20 5 4 3 2 1

Introduction of Very good Good introduction Average Unsatisfactory Poor introduction of the
topic and introduction of the of the topic and introduction of the introduction of the topic topic and limited to no
research topic and very good good research done topic and average and limited research research done
research done research done done.

Pronunciation Very good Good pronunciation Average Unsatisfactory Poor pronunciation and no
and articulation pronunciation and and good use of pronunciation and pronunciation and limited use of articulation
very good use of articulation relative good use of use of articulation
articulation articulation

Appropriate Body language Body language Average use of Unsatisfactory use of Body language
body language used very well used well during the body language body language during the inappropriate for the
during the presentation during the presentation presentation
presentation presentation

Use of
resources,
Very good use of Good use of Average use of Unsatisfactory use of Limited to no use of
visual cues to
resources resources resources resources resources
create a good
presentation

29
7.Exemplar Topics
Teachers are not limited to the exemplar topics. Teachers can use their own initiative
and creativity to develop topics which are relevant and suitable for the context of
their school and learners.

30
 GRADE 4 GRADE 5 GRADE 6
 Create a list of 10 new words found in your  Write a letter to the author expressing your  Create a comic strip of the climax in the
genre. opinion of the book you have researched. story.
 Make a list of the meaning of each of the  Read your letter to the class.  Present the comic strip to the class and
new words. explain how you introduced the climax.
 Write a short summary of your genre using
all 10 the words.
 Write a short character description of your  Draw a comic strip retelling the important  Create an illustrated (pictures) glossary of
favourite character in your story. parts of the book according to your important terms used to describe the plot
 Using a magazine/newspaper to make a research. of a story.
picture of how your favourite character  Do a presentation explaining your comic  Place your illustrations on a poster and
looks. strip to the class. present it to the class.
 Design a mind-map of your genre. Write  Illustrate your favourite part of the story  Research important terminology used in
the name of your story in the middle of using a storyboard. folktales that is not generally used in other
your mind-map.  No more than 4 pictures. stories.
 Then use words, pictures, sentences, or  Do a presentation on the storyboard to the  Create a quiz and ask the class the
ideas related to your chosen genre around class. questions.
the middle.
 Use the title of your chosen genre to  Design a mind-map.  Write an imaginary interview with the
create an acrostic poem of your own  Write the name of the story in the middle. author of the book about the theme.
design.  Compare an event in the story to  Ask a friend and do the interview for the
 Remember to use the letters of the book something that happened in your life. class.
(genre) or the title of the topic.

 Make a list of 5-10 facts you researched  The book you have read is being turned  Design a flyer about an event that will take
from your story. into a film. place from the book.
 Write a short speech with one or visuals  Create a poster to advertise the film.  Present the flyer to the class.
you will present to the class.  Present your poster to the class.
 Pick a story (adventure) and search for  Write a different ending to your story (at  Create a presentation for the class where
information about it.Then create a poster least the last 3 paragraphs) you discuss the protagonist and the
with maps, diagrams, graphs, labels and  Explain the different ending in a short motivations behind some of his/her
notes (like a treasure hunt!) speech. actions.

Page | 31
 GRADE 7 GRADE 8 GRADE 9
 Write a letter to a critic expressing your  Create a fictional blog.
 Research an author from your selected opinion of the genre you have researched.  Choose from your genre a story that
genre.  Give a short review of the genre in the inspires you.
 Pick one of his/her most famous works. letter.  Write in your fictional blog, titbits of
 Take the storyline and write your own  Compare your genre with another genre information, notes, and happenings of your
fictional short story of no more than 3 and then conclude. (This is very broad; story.
pages.
you can narrow it down).  Your blog should have at least 10
 Present your letter and review to the class. complete entries. Download some visuals
Explain how you arrived at your to strengthen the inspiration part of your
conclusion. story.
 You will discuss the reason for each entry
in your blog with the class.
 Draw a comic strip about the climax of  Draw a comic strip of no more than 8  Do research about a famous African
your story. frames retelling the important parts of the writer/poet/singer (keep your genre in
 It must have at least 6 frames with story/song/poem according to your mind)
dialogue. research.  Create an infographic poster with all the
 You must also write a short explanation to  Do a presentation explaining your comic relevant information about the person and
explain the reasons behind your pictures strip to the class. the influence he/she had on the
and dialogue. country/community/art form.
 You will present your infographic to the
class.
 Design a mind-map of your genre. Write  Illustrate your favourite part of the  Research important terminology used in
the name of your story in the middle of story/song/poem using a storyboard. your given genre that is not generally used
your mind-map.  Do a complete scene but no more than 12 in other stories. Create a quiz and ask the
 Then use words, pictures, sentences or sketches. class the questions.
ideas related to your chosen genre around  Do a presentation on the storyboard to the  You have to use Kahoot or Google quiz for
the middle. class. this quiz.
 Present your mind-map to the class.  Your quiz should have at least 20

32
 questions.
 If you do not have access to technology,
you can do a pen and paper quiz.
 Take your genre and do research on a  Design a poster for your story/song/poem.  Design and develop a time capsule.
selection that also includes a film e.g.  Your poster should have at least 4 pictures  Select from your genre an infamous
Novel – Pride and prejudice, Short story – and include an analysis of 150-200 words. character.
The most dangerous game, Fairy Tale –  Explain the analysis to your classmates.  Create valuables that he/she might have
Beauty and the beast, etc. placed in a time capsule.
 Do a comparison between the original  You will present the time capsule as well
work and the film. This will be presented to as the items to the class explaining the
the class in PowerPoint form. Include reason for it. (Your information must be
visuals to explain certain elements of both historically correct)
stories.
 Make a list of at least 10 facts you  Choose a classic piece from your genre.  Select an interesting section from your
researched from your story/song/poem  Design and create a journal over a period genre.
that nobody knows. of 2 weeks.  Do your research and create a movie
 Write a short speech with visuals you will  You will represent one of the characters in trailer on your phone.
present to the class on the facts you the story/song/poem you have chosen.  Your teacher will play your trailer in class.
discovered.  Present the journal to the class. Please  If you do not have access to a phone, you
ensure that your information in the journal can do it on chart paper. You will have to
is historically correct. bring the sounds/music etc to class.
 You are going on a treasure hunt. Your  Take your given genre and turn it into a  Take your genre and create a board game
theme is adventure. drama. If your genre is a drama turn it into to be played by four (4) people.
 Do research on the adventure story. a short story of no more than 3 pages.  You have to design the layout and the
 Then create a poster with maps,  The drama must consist of at least 2 acts rules.
diagrams, graphs, labels and notes (like a of 2 pages each.  Your will present the game to the class
treasure hunt!)  You will present your drama/short story to and then your group will play the game.
 You will present this to the class in such a the class and explain the themes you have  The group that completes their game first
way that they have to search for the addressed in your story. Have a visual with the least problems win.
treasure/answer in your presentation. presentation with visual aids to assist you.

33
34
DEPARTMENT OF BASIC EDUCAT

ANNEXURES

THE CREATIVE
WRITING
PROJECT

LEARNERS’
PORTFOLIO

ENGLISH

GRADE 4 – 9

First Edition - 2023

 Annexure A
School Logo

English HL/FAL CREATIVE

WRITING PROJECT
TERM 3

Name and Surname

Grade
DATE
TIME
ALLOCATION
EXAMINER
MODERATOR

STAGE 1 STAGE 2 STAGE 3 TOTAL

SUBMISSION
DATES
MARK
LEARNER
MARK
 INSTRUCTIONS

LITERATURE GENRE: POETRY / SONG

 Do research about the famous African song writer Enoch Sontonga and how his
song Nkosi Sikelel’ iAfrica evolved into the South African National Anthem
 As a group or individually choose a topic that you would like to do.
 TOPICS:
 Create an infographic poster about the languages used in each verse of the
South African Anthem.
 Create a timeline on the evolution of the Song to the South African National
Anthem
 Write a speech or Essay about the National Anthem
 Create a poster comparing the original poem with the South African. anthem
 You will present your writing task to the class

This project is made up of 3 phases

Stage 1 RESEARCH

Hypothesis: Nkosi Sikelel’ iAfrika symbolises unity of our diverse Nation

Research question: How did Enoch Sontonga’s song evolve into the South African
Instructions for Research:
Conduct research on the famous poet Enoch Sontonga. • Include background
information on his birth, early life, one to two important events in his life,
accomplishments and why he is famous.
Teacher to collect information relating to Enoch Sontonga’s life, background, literary
works, influence. Make this information available to all learners
Learners may also gather information from the local library / online to add to the
information collected by the teacher.
Copies of information to be made available to all learners
In class learners research the topic
• Read and highlight
Stageimportant
2 facts/information

• Learners create a mind-map where they organise their findings

• Make notes- write in own words and collect visuals / pictures
• Include references to sources: • URL • Internet address • Name of the author, • Title
of the book/article
What am I collecting information for? Infographic Poster, Timeline, Time Capsule
items /information, Essay, Speech / Comparison poster.
Who is Enoch Sontonga and what is Which part of the South African
he famous for? National Anthem is written by Enoch
Sontonga and what does it mean?

The National Anthem is written in 5 different languages. Write down each verse,
its meaning, and the language it is written in.?

Verse 1

Verse 2

The National Anthem is written in 5 different languages. Write down each verse, its
meaning, and the language it is written in.?

Verse 3
Tabulate the differences between the original poem and the version we are familiar
with? (Include copies in your portfolio)

Bibliography /
Author Title Year Publisher Place of
Publication

Website: http/.. Date viewed

Other resource:

NB: If teacher provides all the information for research, then teacher to provide
learners with bibliography
 Stage 2 Writing

Brainstorming ideas for your selected writing text

 Ask Questions: What information do I need for my topic? What information

is not in my LOLT that I need to translate? What resources do I need for the
infographic / timeline / essay/speech / poster?
Connect information found in the research to your topic.

DRAFTING OF ESSAY/SPEECH
 PLANNING – FIRST DRAFT

PLANNING/DRAFT AN INFORGRAPHIC:
PLANNING A POSTER
PLANNING FOR TIMELINE
Revising, Editing and Proof reading
 Proofread and edit your draft. Correct your mistakes.
 File the rough draft in your portfolio as evidence for assessment.
 Use the

capitalisation

After Editing
Proofread your work
 Make the necessary changes
 Writing / create your final presentation
You may use the templates provided or you may produce your work a chart /
material of your choice

This Photo by Unknown Author is licensed under CC BY-NC-ND

 Stage 3: Oral Presentation
Instructions:
 Plan and prepare an oral presentation on your research
and topic.
 The oral presentation is a verbal report on the topic. It may
include visual props and slides.
 Adhere to the time allocated for length of presentation
Step # 1:
 You may use your final writing to do your presentation
 Use the planning/prewriting brainstorm to write a rough outline. Don’t get
carried away—remember you have a limited amount of time for your
presentation.
 Organize your material and draft what you want to say.
 Summarize your draft into key points to write on your presentation slides
and/or note cards.
Step # 2:
 Prepare your visual aids. (PowerPoint Presentation/ Infographic)
Step # 3:
 Rehearse your presentation and practice getting the presentation completed
within the time limit given. Ask a friend to listen and time you.
No
INTERMEDIATE PHASE RESEARCH CHECKLIST (Exemplar) ✔
.
NAME: GRADE:
1 I made use of various sources
2 I read and highlighted important information
3 My information is well organised and I used my own words
I linked the information to the hypothesis and responded to the
4
research question
5 I included a bibliography
6 My findings clearly respond to the topic/task
7 I completed and submitted my research on time
COMMENT: SIGNATURE: Date:
 EXEMPLAR RUBRIC: RESEARCH
CRITERIA
DESCRIPTORS
TOTAL MARKS: 20 /2 = 10 4 3 2 1

Learner shows excellent use of

Learner shows a wide range of Learner shows limited use of Learner shows poor use of
vocabulary, correct sentence
vocabulary, mostly correct vocabulary, generally correct vocabulary, incorrect sentence and
Use of language structure; language usage mainly
sentence and language structure, sentence and language structure, language structure, spelling and
correct.
spelling and punctuation. spelling and punctuation. punctuation.
Correct spelling and punctuation.

4 3 2 1
Learner is able to locate and Learner is able to locate and Learner is unable to locate and
Locating, accessing Learner is able to locate a limited
access a number of different types access information independently. access information independently.
information, evidence of a amount of information. Evidence of a
of media. Evidence of a Evidence of a bibliography is Evidence of a bibliography is not
bibliography bibliography is provided.
bibliography is provided. provided. provided.
4 3 2 1
Learner is able to select Learner is able to select Learner is able to select information
Accuracy and relevance of Information is inaccurate and
information that displays a high information that displays an that displays limited accuracy and
selected information irrelevant.
degree of accuracy and relevance. accuracy and relevance. relevance.
4 3 2 1
Learner is able to Learner is able to Learner is able to produce a product
Learner is unable to provide any
synthesize/integrate information synthesize/integrate information that shows synthesis of information
Organization of information information. The product is
showing a high degree of showing coherence and logical but is not always coherent and
and development of argument Incoherent and illogical, lacking a
coherence and logical development development of a reasoned logical. The argument is not always
reasoned argument.
of a reasoned argument. argument. reasoned.
4 3 2 1
Learner is able to present results in Learner is able to present results in
Learner is able to present the results Learner is not able to present the
Presentation of a very clear, structured and concise a clear, fairly structured and
in a limited number of formats, but results in a structured or logical
results/findings manner using a variety of concise manner using different
clarity and structure are weak. manner.
appropriate formats. formats.

COMMENTS MARKS: SIGNATURE: DATE:

______
 EXEMPLAR RUBRIC FUNCTIONAL WRITING (Short piece like a poster, infographic, etc.)
CRITERIA
DESCRIPTORS
TOTAL MARKS: 30 8 - 10 5-7 3-4 1-2
Correctness of
Very limited adherence to
format and Good adherence to Partial adherence to
Total adherence to format. format.
appropriate length; format. formal.
Good length. Far too long/ much too
Reflects features of a Appropriate length. Inappropriate length.
short.
Poster
8 - 10 5-7 3-4 1-2

Predominately
Partially inappropriate
appropriate structure and
Fully appropriate structure structure and tone.
Correct structure, tone. Completely inappropriate
and tone. Incomplete rambling
tone, style, register, Complete sentence with structure and tone.
Integrated variation of sentences.
spelling, mostly correct use of Weak sentence structure,
sentence types. A number of grammatical,
punctuation. grammar, punctuation and spelling, grammar and
Clear and lucid use of spelling and punctuation
Use of language. spelling punctuation.
language with few errors. errors.
Variation of sentence
types used.

8 - 10 5-7 3-4 1-2

Adherence to
Total adherence to topic. Adheres largely to the Mentions the topic but Only slight reference to
Hypothesis; Content
Achieves purpose topic. doesn’t successfully the topic but doesn’t
relates to research
successfully. Achieves purpose. achieve purpose. achieve purpose.
findings
Comments: Marks: Signature: Date:
 EXEMPLAR RUBRIC: ORAL PRESENTATION
CRITERIA DESCRIPTORS
TOTAL MARKS: 20 4-5 3 2 1
Sufficient evidence of
Impressive use of source Some evidence of research.
research. Inadequate preparation.
material. Structure and style Flawed in terms of structure
Content Research Adequate attention to Minimal attention to structure
well crafted. and style.
Shapes a logical structure and style. style and language.
Thought-provoking selection Very little thought-provoking
argument Somewhat thought-provoking Illogical arguments; audience
of material and a logical text, some illogical
selection of material. left uninspired.
argument. arguments.
Generally logical arguments.
4-5 3 2 1
Capable speaker with lapses
Use of voice Lively original and inspiring Inappropriate register and
Clearly a competent speaker in audibility and voice control
speaker with excellent voice poor enunciation.
enunciations with adequate voice control and insufficient use of
control and body language. Inappropriate use of gestures.
Use of language and body language. gestures.
Excellent command of the Inappropriate use of
posture Language used appropriately. Some inappropriate use of
language. language.
language.
4-5 3 2 1
Remarkable confidence and Demonstrates confidence and Adequate confidence and
Audience awareness Very little audience rapport.
effective audience rapport. good audience rapport audience rapport.
4-5 3 2 1
Use of notes and visual Effective use of notes and Good use of notes and Frequent reference to notes. Key cards ineffectively used,
or other aids supporting aids. supporting aids Some supporting aids used. No supporting aids.

DATE: TEACHER’S SIGNATURE:

COMMENTS
 Annexure B

School Logo

English HL/FAL CREATIVE

WRITING PROJECT
TERM 3

Name and Surname

Grade
DATE
TIME ALLOCATION
EXAMINER
MODERATOR

STAGE 1 STAGE 2 STAGE 3 TOTAL

SUBMISSION DATES
MARK
LEARNER
MARK

INSTRUCTIONS

LITERATURE GENRE: NOVEL

 You are going to create a time capsule for a character in the Harry Potter series.
 Do research on any character you love. Analise his/her likes and dislikes, his /her
character traits and his personality.
 This project is made up of 3 phases

Stage 1 RESEARCH

Hypothesis: Memorabilia from your life tells your story.

Research question: Characters in the Harry Potter series all have valuable items that
they treasure which play a significant role in the telling of their story.
Instructions for Research:
Teachers gather information from the internet, books, magazines and other sources
that can be brought to school for the learners to use.
Learners may also gather information from the local library / online to add to the
information collected by the teacher.
Copies of information to be made available to all learners.
In class learners research the topic
• Read and highlight important facts/information from the resources given.
• Learners create a graphic
Stage 2 organiser where they organise their findings for use in the
writing
stage.
• Make notes - write in own words and collect visuals / pictures
•These
Include are examples
references only.• URL • Internet address • Name of the author, • Title
to sources:
of the
book/article

What am I collecting information for? Infographic poster, timeline and time capsule
items
Who is the character I chose and How does your character contribute
what makes him/her special? to the Harry Potter stories? (timeline)
(Infographic poster)

Which valuable objects do you think Additional information on the

this person will place in the time character you choose for the
capsule? presentation.

Stage 2 Writing
Order your information for the writing processes.

 Time line
 Infographic
 Time capsule
https://cinereplicas.com/pages/hufflepuff
Bibliography /
Author Title Year Publisher Place of
Publication

Website: http/.. Date viewed

Other resource:

NB: If teacher provides all the information for research, then teacher to provide
learners with bibliography
Timeline
You can either select to use one book or more than one book from the series.
Select from the sources important incidents, events, meetings, and even emotional
happenings that shaped your character. Write down these things in order and give a short
summary of what happened and why this was a pivotal event in your characters life.

Infographic
  Remember that an infographic works with numbers (statistics). Here you can compare
the sales of the 5 books with each other over the years.
 You can also compare the book sales with the movies and their income.
 Then you give a short overview as to the reasons for the good, average, or bad sales.
 You can even use this information to create a graph for your presentation.

Time capsule
The time capsule must be created using objects that is important for the character.
Your research into your character must be specific and the objects you choose to create must
have special meaning. You will have to explain to the class the object as well as the reasons
for its inclusion in your time capsule.
Do not buy things, work with the Arts and culture teacher and make
these items yourself.
Be creative.

 Ask Questions: What information do I need for my topic? What information

is not in my LOLT that I need to translate? What resources do I need for the
infographic / timeline and time capsule?
 Connect information found in the research to your topic.
Revising, Editing and Proof reading
 Proofread and edit your draft. Correct your mistakes.
 File the rough draft in your portfolio as evidence for assessment.
 Use the

capitalisation

After Editing
Proofread your work
 Make the necessary changes
 Writing / create your final presentation
You may use the templates provided or you may produce your work a chart /
material of your choice

Stage 3: Oral Presentation

Instructions:
 Plan and prepare an oral presentation on your research
and topic.
 The oral presentation is a verbal report on the topic. It may
include visual props and slides.
 Adhere to the time allocated for length of presentation
Step # 1:
 You may use your final writing to do your presentation
 Use the planning/prewriting brainstorm to write a rough outline. Don’t get
carried away—remember you have a limited amount of time for your
presentation.
 Organize your material and draft what you want to say.
 Summarize your draft into key points to write on your presentation slides
and/or note cards.
Step # 2:
 Prepare your visual aids. (PowerPoint Presentation/ Infographic)
Step # 3:
 Rehearse your presentation and practice getting the presentation completed
within the time limit given. Ask a friend to listen and time you.
 RCH
DESCRIPTORS
RIA /20
Comprehensive Applicable The required number of Limited number and The learner is una
research on the resources used resources used. Limited variety of resources used. relate resources u
umber and topic given is from a variety of variety. (e.g. only the final product, b
resources evident. More sources which Wikipedia or only the product is still prod
resources than spoke to the novel/text used in class.)
required were topic.
consulted.

10-9 marks 8-7 marks 6-5 marks 4-3 marks 2-1 marks

Bibliography/ Bibliography/ No Bibliography/

References/Resources are References/Resources are References/Resou
phy/ given and it is evident that given but do not relate to given.
they relate to the topic and the topic and/or the final
es/
the final product. product.
s
2 marks 1 mark
0 marks

e of Organisational Organisational techniques/ Organisational techniques/ Organisational

onal techniques/ skills skills resulted in a good skills resulted in an techniques/skills r
s/ skills resulted in an project. average project. an elementary pr
d excellent project.

ing 6-5 marks 4-3 marks 2-1 marks

drafts) to 8-7 marks
esearch
n into the
uct.
TING
Very good Good Average Elementary Poor
/ 30 5 4 3 2 1
ning/ Thorough Good planning, Average planning. Limited evidence of No planning don
ow planning, introduction, Introduction, body planning. No introduction a
ng good body and and closing that Attempted closing.
ess introduction, closing. results in a piece of introduction and
body and writing that is closing.
closing. acceptable, but not
extra-ordinary.
mat and Excellent Good adherence Average adherence Basic adherence to No or limited
cture adherence to to format used to format used format used adherence to form
format used used
erence Handling of Handling of topic Handling of topic Handling of topic Handling of topi
pic topic shows shows good average relevance shows limited shows no
excellent relevance and and originality relevance and relevance and
relevance and originality originality originality
originality
ative Good figurative Figurative Average figurative Limited figurative No figurative langu
language used language used language used and language, or imagination us
uct and very and imaginative. fairly imaginative. imagination. Basic Poor language us
imaginative. Good language Average language language usage
Excellent usage usage
language
usage
guage Excellent use of Good use of Average use of Basic use of Poor use of
ctures vocabulary, vocabulary, vocabulary, vocabulary, sentence vocabulary, sente
sentence sentence sentence structure, structure, spelling and structure, spelling
ention structure, structure, spelling and punctuation punctuation
spelling and spelling and punctuation
punctuation punctuation
ng and Very good Good editing Average editing Elementary editing No editing done a
f of editing
ng
 king
_/ 20 Very good Good Average Unsatisfactory Not achieve
5 4 3 2 1

duction Very good Good introduction Average Unsatisfactory Poor introduc

pic and introduction of the of the topic and introduction of the introduction of the of the topic a
arch topic and very good good research topic and average topic and limited limited to n
research done done research done research done. research do

unciation Very good Good pronunciation Average Unsatisfactory Poor pronuncia

pronunciation and and good use of pronunciation and pronunciation and and no use of
ulation very good use of articulation relative good use of limited use of articulation
articulation articulation articulation

opriate Body language Body language Average use of Unsatisfactory use Body langua
used very well used well during body language of body language inappropriate
uage during the the presentation during the during the the presenta
presentation presentation presentation

of
urces,
Very good use of Good use of Average use of Unsatisfactory use Limited to no u
l cues to
resources resources resources of resources resources
e a good
entation
 School logo
Annexure C

English HL/FAL CREATIVE

WRITING PROJECT
TERM 3

http://www.misskatecuttables.com/products/miscellaneous/game-on.php

Name and Surname

Grade
DATE
TIME ALLOCATION
EXAMINER
MODERATOR

STAGE 1 STAGE 2 STAGE 3 TOTAL

SUBMISSION DATES
MARK
LEARNER
MARK

 Take your genre and create a board game to be played by four (4)
people.
  You must design the layout and the rules for your board game.
 Your will present the game to the class. The game must then be played

Reading and Selecting Literature Genre/text:

 Choose a literature genre/text that you find interesting such as a text that you have
recently read and enjoyed. Remember you must create a board game using this
genre and topic.
 You may also ask an adult like a librarian, teacher or your parents to give you
suggestions and recommendations.
 After selecting your literary genre and text, identify the section you want to use to
create your board game on.
 For example, will you use the beginning, middle or end of the story or will you focus
on the literal or implied meanings and themes in the genre.

STAGE 1 – RESEARCH

 The success of this project will depend on the quality of the information collected.
 Step #1 Ask Questions:
 What information does my topic want me to find?
 What is the function of a board game?
 What do I need to learn to generate a successful board game?
 How can I develop a game that is fun and informative?
 Think of 8-10 questions about the relevant information you will need.
 Complete the question mind- map below to formulate your questions.
 A F G

B E H

C D I

 Step # 2 Brainstorm Resources: What resources or materials can

I use to help me answer each of my questions.

 Step # 3: Locate Resources: Where can I go to find the resources I need?

Which applications will help me find information quickly?

 Step # 4: Take Notes: What notes can I write to answer my questions? Write the
information in your own words. If you selected to copy and paste information on your
notes remember to copy and paste the link / web address as part of your
bibliography.

 NEVER USE OTHER PEOPLE’S WORK AS YOUR OWN – IT’S PLAGIARISM!

NOTES:
Copy and paste your resources links / webpages here
(Add in whatever information you have in rough, in case you
need to look it up again)
ASSESSMENT RUBRIC

STAGE 2: WRITE UP / DESIGN

Instructions:

 Design and create a board game on your genre.

 Think of a title for the board game.
 The board game must include visuals such as
pictures, colour as well as a clear pattern on the board.
 Include aspects that will make it interesting. Link it to your genre.
 Remember to show all the steps of the planning process.
Step # 1: Planning/Pre-writing

 Use your research notes and information collected to create your board game and
start with the questions.
 Create the rules for your board game.
 Use a graphic organiser to order the different steps you have to follow to complete
the board game
 Planning/Pre-writing

Step # 2: Drafting

 Create the board game of your genre.

 Use visual features such as
 o colour,
o background,
o space,
o layout of the board
 Finalize the questions.
 Create the pawn pieces you will use in the game to move.
 Finalise the rules created for the game.
Step # 3 and 4: Editing the story board

 After you have completed the board, the questions, and the rules you need to:
o Play the game with some friends and family to ensure that your game works.
o Ensure that your game is linked to your genre.
o That it is a functioning game with clear rules and regulations.
o That is looks interesting and colourful.
Step # 5: Presenting

 Ensure that you keep your board game, the pawn pieces, dice, and clues/cards safe.
 Bring all the relevant documents to school.

Assessment:
WRITING
Very good Good Average Elementary Poor
/30 5 4 3 2 1
Excellent use of Good planning Average planning. Limited evidence of No evidence any
Planning/ planning tools done using tools Done using tools any planning done proper
Follow writing such as a such as a such as a graphic using any type of planning was done.
process graphic graphic organiser tools
organiser organiser .

Format and Excellent Good adherence Average Basic adherence to No or limited

structure adherence to to format used adherence to format used adherence to format
format used format used used

Adherence to Handling of Handling of topic Handling of topic Handling of topic Handling of topic
topic topic shows shows good average relevance shows limited shows no
excellent relevance and and originality relevance and relevance and
relevance and originality originality originality
originality
Excellent board Good board Average board Limited board game Very badly
Creative end- game created. It game created. It game created. It created. Links with constructed board
product links with the links well with links with the the genre but the game or no game
genre and the genre and genre and played board game was not presented. Did not
played easily played well with satisfactory with completed. Aspects function as a game
without any minor problems. some serious were not done, and it at all. Poorly
problems. problems did not play well. executed
Language Excellent use of Good use of Average use of Basic use of Poor use of
structures vocabulary, vocabulary, vocabulary, vocabulary, sentence vocabulary,
and sentence sentence sentence structure, structure, spelling sentence structure,
conventions structure, structure, spelling and and punctuation spelling and
spelling and spelling and punctuation punctuation
punctuation punctuation
Editing of
board game Very good Good editing Average editing Elementary editing, No editing done at
to produce a editing done, done, good done, board game Did not deliver on the all.
well- very good board board game lacks aspects aspects of the game No board game
constructed game as expected done or it was done
product. poorly

STAGE 3 – ORAL PRESENTATION

Instructions:

 Plan and prepare an oral presentation on your board game.

  This oral presentation will allow you to explain to your teacher and class the
processes you used to plan and execute your board game. You also need to link the
game to the genre you were given.

Step # 1:

 Brainstorm your topic and write a rough outline. Don’t get carried away—remember
you have a limited amount of time for your presentation.
 Use your graphic organiser to outline the concepts and ideas to your teacher and
classmates.
 Explain how your board game links with your selected genre.
 Prepare your board game to be played in class. Select the learners who will play with
you. Please remember the Covid-regulations.
 https://libguides.usc.edu/writingguide/oralpresentation

PLAY THE GAME IN CLASS.

 GENERAL OUTLINE
Introduction

 Capture your listeners’ attention. Begin with a question, an amusing story, a thought
provoking statement, or anything that will engage your audience and make them
think.
 State your purpose. For example, "I’m going to talk about..."; "This morning I want to
explain and show you…."
The Body

 Present your main points one by one in a logical order.

 Pause at the end of each point. Give people time to take notes, or time to think about
what you are saying.
 Using visual aids to strengthen your ideas, concepts and methods [e.g., an
infographic, chart, pictures, link to a short video, or storyboard].
The Conclusion

 Leave your audience with a clear summary of everything that you have covered.
 Summarize the main points again. For example, use phrases like: "So, in
conclusion..."; "To recap the main issues...," "In summary, it is important to realize...."
 Restate the purpose of your talk and say that you have achieved your aim: "My
intention was ..., and it should now be clear that...."

Certain aspects of the board game must be printed and placed in your SBA.

Assessment:
Speaking
Very good Good Average Unsatisfactory Not achieved
____/ 20 5 4 3 2 1

Introduction of Very good Good introduction Average Unsatisfactory Poor introduction

topic and introduction of of the topic and introduction of introduction of the of the topic and
research the topic and very good research the topic and topic and limited limited to no
good research done average research research done. research done
done done

Pronunciation Very good Good Average Unsatisfactory Poor

and articulation pronunciation pronunciation pronunciation pronunciation and pronunciation
and very good and good use of and relative good limited use of and no use of
use of articulation articulation use of articulation articulation articulation

Appropriate Very good use of Good use of body Average use of Unsatisfactory use Body language
body language body language language during body language of body language inappropriate for
during the the presentation during the during the the presentation
presentation presentation presentation

Use of
resources,
Very good use of Good use of Average use of Unsatisfactory use Limited or no use
visual cues to
resources resources resources of resources of resources
create a good
presentation