The Grade 12 Annual Teaching Plan (ATP) for Afrikaans Second Additional Language serves as the crucial framework for ensuring comprehensive skill development and readiness for the final examinations. This guide outlines the sequence of instruction, key concepts, and assessment requirements for the academic year, structured across four terms, ensuring learners master the core communication and language skills (KABV-Taalvaardighede) necessary for success.
This document is designed to enhance pedagogical execution by detailing prerequisites, required resources, and specific remediation strategies directly derived from the official ATP.
Overview of KABV Language Skills
Instruction throughout Grade 12 must cycle consistently through four interconnected skill areas:
- Lees en kyk (Reading and Viewing): Analyzing written texts, literature, and visual media (e.g., graphs, diagrams, photos).
- Taalstrukture en -konvensies (Language Structures and Conventions): Focusing on grammar, semantics, spelling rules, and word formation.
- Luister en praat (Listening and Speaking): Developing both informal conversations and formal presentations (e.g., reports, speeches, discussions).
- Skryf en aanbied (Writing and Presenting): Covering essays (Verhalende/Beskrywende opstel) and various transactional texts, consistently applying the Prosesskryf (writing process) methodology.
Term 1: Fundamentals and Narrative Development
Term 1 (Weeks 1–11) establishes the foundational literary genre and intensive language study, culminating in an initial focus on essay writing and basic transactional texts.
Key Term 1 Focus Areas
| Focus Area | Core Concepts and Requirements | Assessment (SGA) |
|---|---|---|
| Introduction & Literary Foundation | Conduct a Grondlyntoets (Baseline Assessment) for language structures and conventions. Introduce ONE literary genre (Novel/Drama/Short Stories/Poems). | TAAK 1 (25 points): Mondeling (Oral) & Luisterbegrip (Listening Comprehension). |
| Language & Mechanics | Master Klankleer en spelling (Sound Theory and Spelling), including assimilation, contractions, abbreviations, acronyms, and proper use of the dictionary. Revise Soorte werkwoorde (main, particle, linking verbs). | Informal assessment includes writing a summary and revising language structures. |
| Writing (Skryf en aanbied) | Focus on the Verhalende en beskrywende opstel (Narrative and Descriptive Essay), which includes visual texts. The Prosesskryf (planning, drafting, revision, editing, proofreading, presentation) must be taught explicitly for this task. | TAAK 2 (40 points): Skryf (Writing) – Narrative OR Descriptive Essay. |
| Visual and Transactional Texts | Analyze Visuele tekste (graphs/diagrams/photos) and identify the speaker/writer’s attitude/opinion (houding/mening). Introduce short transactional texts: SMS and Uitnodigingskaartjie (Invitation Card). | TAAK 3 (40 points): Letterkunde-toets (Literature Test) based on contextual questions. |
| Consolidation | Revision of punctuation (e.g., apostrophe, hyphen, dieresis, accents) and sentence structures, including Hulp-werkwoorde (Auxiliary verbs) and the Infinitief. Revise word types like adverbs (time, manner, place, modality). | Remediation involves conversation practice and comprehensive revision of language structures. |
Term 2: Critical Language Awareness and Examination Preparation
Term 2 (Weeks 1–11) introduces complex transactional texts, develops critical interpretive skills, and concludes with the crucial JUNIE-EKSAMEN (June Examination).
Key Term 2 Focus Areas
| Focus Area | Core Concepts and Requirements | Assessment (SGA) |
|---|---|---|
| Speaking and Sentence Structure | Formal Speaking: Participate in a formal discussion and write a Toespraak (Speech), applying the writing process. Language structures focus on Sinsoorte (Sentence Types: Stelsin, bevelsin, vraagsin, uitroepsin) and Voegwoorde (Conjunctions: Group 1, 2, 3, cause and effect). | TAAK 4 (25 points): Mondeling (Oral) – Prepared Speech (1–2 minutes per learner). |
| Critical Language Awareness | Analyze advertisements (advertensie) focusing on Kritiese taalbewustheid (Critical Language Awareness). Teach identification of advertising techniques, emotional/manipulative language (Gevoels- en manipulerende taal), prejudice, bias, and stereotyping. | Informal assessment requires writing an advertisement or e-mail. |
| Visual Texts and Grammar | Analyze visual texts like strokiesprente/spotprente/komiese video’s. Focus on identifying implied meaning, inference, and assumptions. Revise Deelwoorde (Participles) (present and past). | TAAK 5 (25 points): Mondeling (Oral) – Conversation (Gesprek-voering) (10–30 minutes per group). |
| Advanced Language and Formal Writing | Revision of Word Formation (Woordvorming) (derivation, compounding, linking sounds). Focus on Lydende en bedrywende vorm (Active and Passive voice) and word order. Write a Formele brief (Formal letter) (e.g., request, application, complaint, sympathy). | Formal assessment includes prepared reading aloud (Hardoplees). |
| June Examination | Intensive Revision of all language structures and conventions from Term 1 and Term 2. Revision of literature completed in Term 1. Use of the Studiegids is highly recommended. | TAAK 6 (120 points): JUNIE-EKSAMEN. Paper 1 (Language in context – 80), Paper 2 (Literature – 40). |
Term 3: Consolidation and Preparatory Examination
Term 3 (Weeks 1–11) introduces a review writing format, conducts comprehensive revision, and culminates in the formal VOORBEREIDENDE EKSAMEN (Preparatory Examination).
Key Term 3 Focus Areas
| Focus Area | Core Concepts and Requirements | Assessment (SGA) |
|---|---|---|
| New Transactional Text and Tenses | Write a Resensie (Review), adhering strictly to the Prosesskryf steps. Revise Tye (Tenses): Present, Past, and Future Tense, alongside word order. | TAAK 7 (25 points): Mondeling (Oral) – Prepared Reading Aloud. (This is typically assessed over Weeks 1–4). |
| Essay and Foundational Revision | Revise the Verhalende en beskrywende opstelle. Comprehensive revision of foundational language: Spelling, sound phenomena (klanke en klankverskynsels), word formation, semantics (betekenisleer), word types, and word order. | Informal assessment requires revising both essay types and general language structures. |
| Intensive Revision (Short Texts) | Hersiening of ALL Short Transactional Texts (Advert, diary, invitation, forms, instructions, poster, SMS, e-mail, pamphlet). Revision of complex grammar: Ontkenning (Negation), Direkte en indirekte rede (Direct and Indirect Speech), and Lydende en bedrywende vorm. | Informal assessment includes revising short transactional texts and practicing informal conversation (Gesprek-voering). |
| Intensive Revision (Long Texts) | Hersiening of ALL Long Transactional Texts (Formal/Friendly letters, report, review, speech, dialogue). Exam preparation should involve using previous examination papers to practice reading strategies and language. | TAAK 8 (200 points): VOORBEREIDENDE EKSAMEN (Preparatory Exam). Paper 1 (Language – 80), Paper 2 (Literature – 40), Paper 3 (Writing – 80). |
Term 4: Intensive Revision and Final Assessment
Term 4 (Weeks 1–10) is exclusively dedicated to HERSIENING EN KONSOLIDASIE (Revision and Consolidation) in preparation for the Year-End Examination (JAAREINDEKSAMEN).
| Focus Area | Core Concepts and Requirements | Resources and Assessment |
|---|---|---|
| Weeks 1–4 | Consolidation Across All Papers: Teachers must use vorige eksamenvraestelle (previous examination papers) to prepare learners. This includes practicing reading strategies, revising language structures and vocabulary in context, reviewing the format of all writing texts, and preparing for the oral examination through informal class discussions. | Resources: Eksamenvraestelle. Remediation focuses on practicing reading comprehension, summary writing, and revising language structures and literature. |
| Weeks 5–10 | Final Assessment Period. | JAAREINDEKSAMEN (300 points): Paper 1 (Language in context – 80), Paper 2 (Literature – 40), Paper 3 (Writing – 80), and Paper 4 (Oral – 100). |
Expert Guidance for Enhanced Pedagogy
To ensure effective teaching and maximize learner achievement, teachers should integrate these strategic elements:
- Prioritise the Writing Process (Prosesskryf): The Prosesskryf steps—Beplanning, konsep, hersiening, redigering, proeflees, en aanbieding (planning, concept, revision, editing, proofreading, and presentation)—are mandated for all significant writing tasks across all four terms. Teachers should not grade the final product without reviewing the preparatory steps.
- Use External Resources Strategically: In Terms 1 to 3, utilize a Studiegids (Study Guide) to reinforce learning outside the textbook. In Term 4, the Eksamenvraestelle (Previous Exam Papers) become the sole primary resource for preparation and consolidation.
- Implement Immediate Remediation: The ATP explicitly requires frequent informele assessering (informal assessment) followed by specific remediëring (remediation) tasks. This ensures that weaknesses in areas like language structures (taalstrukture en -konvensies) are corrected immediately before advancing to new material.
- Develop Critical Thinking: Dedicate time in Term 2 to Kritiese taalbewustheid (Critical Language Awareness) when analyzing visual texts (advertisements, cartoons) to train learners to identify implied meaning, bias, and persuasive techniques.
- Focus on Specific Language Components: Ensure detailed instruction on core grammar components like Klankleer en spelling in Term 1 and Lydende en bedrywende vorm (Active and Passive voice) and Ontkenning (Negation) in Terms 2 and 3, as these structures are integral to both Paper 1 and Paper 3.
Summary Analogy:
Effectively teaching the Grade 12 Afrikaans Second Additional Language ATP is like guiding learners through a complex obstacle course: Term 1 provides the map and basic survival gear (foundational grammar and narrative skills); Term 2 tests endurance with advanced obstacles (critical awareness and complex texts); Term 3 simulates the final race (comprehensive revision and the Preparatory Exam); and Term 4 offers dedicated training loops using the actual course layout (previous exam papers) before the final sprint.