This guide provides a detailed, term-by-term programme for the delivery and assessment of the Grade 12 English Second Additional Language (SAL) Annual Teaching Plan (ATP) for 2026. Successful implementation relies on a systematic approach that integrates the four core CAPS skills and ensures continuous practice of the Process writing approach. This plan is structured to guarantee learners are thoroughly prepared for the final external examinations in 2026.
Core CAPS Skills Integration for 2026
Instruction must consistently integrate the four primary skills:
- Listening and speaking
- Reading and viewing
- Language structures and conventions
- Writing and presenting
Term 1: Foundations, Narrative Development, and Formal Assessment (2026)
Term 1 (Weeks 1–11) focuses on revising Grade 11 work, establishing the literary text, and developing foundational narrative and descriptive writing skills.
Key Concepts and Assessment Structures
| Weeks | CAPS Skills Focus | Core Concepts and Tasks | Formal Assessment (SBA) |
|---|---|---|---|
| 1–3 | Listening and speaking; Reading and viewing; Language structures | Consolidation of Grade 11 work. Conduct a Baseline assessment. Introduction of ONE literary genre (Novel/Drama/Short story/Poetry), focusing on the features of literary texts. Peer assessment and discussion of baseline test. | TASK 1 (25 points): Oral and Listening comprehension (45 minutes). |
| 4–6 | Reading and viewing; Writing and presenting | Intensive reading for summary and note taking. Introduce fact and opinion. Write a Narrative and descriptive essay (including visual stimuli). Explicit focus on Process writing. Formal speaking: Oral presentation of a short report. | TASK 2 (40 points): Writing (Narrative/ descriptive essay/visual stimuli) (1 hour). |
| 7–9 | Reading and viewing; Language structures; Writing and presenting | View and discuss various visual texts (graph, diagram, photograph). Identify and explain writer’s opinion/attitude. Revise active and passive voice and conjunctions. Shorter transactional text: SMS and invitation card. Summarise a text provided in point form. | TASK 3 (40 points): Literature test (Contextual questions). |
| 10–11 | Writing and presenting; Reading and viewing; Language structures | Shorter transactional text: Design a poster and flyer. Fill out a form and write an advertisement. Revision of language structures and conventions completed in Term 1. | Continue Term 1 Formal Assessment if required. |
Requisite Knowledge and Resources
Learners require prior knowledge of summarising, skills for reading and analysing literary texts, and knowledge of language structures and conventions. Resources include Magazines, Newspapers, Language study guides, and a Dictionary.
Remediation Strategies
Informal assessment and remediation involve activities such as writing a summary, writing a descriptive essay, revising language structures and conventions, conversation practice, and filling out a form/advertisement.
Term 2: Critical Awareness and Mid-Year Examinations (2026)
Term 2 (Weeks 1–11) introduces complex transactional texts and intensifies focus on grammar revision and Critical language awareness, leading up to the MID-YEAR EXAMINATIONS.
Key Concepts and Assessment Structures
| Weeks | CAPS Skills Focus | Core Concepts and Tasks | Formal Assessment (SBA) |
|---|---|---|---|
| 1–3 | Listening and speaking; Writing and presenting; Language structures | Informal speaking: Give instructions or directions (e.g., bus route guide). Shorter transactional text: Write directions and instructions. Revision of Imperative, Conjunctions, Pronouns, Prepositions, Tenses, Verbs, Adjectives and nouns. | TASK 4 (25 points): Oral—Prepared speech (1–2 minutes per learner). |
| 4–7 | Listening and speaking; Writing and presenting; Language structures | Formal discussion and writing a speech. Listening Comprehension (e.g., audio-advertisement). Shorter transactional text: Write an email and a friendly letter. Interpret Cartoons/ comic strips/ comic videos. Reinforce Active and passive voice. | TASK 5 (25 points): Oral—Conversation (10–30 minutes per group or class). |
| 8–9 | Listening and speaking; Writing and presenting; Language structures | Prepared reading aloud. Write a formal letter of request/ application/ complaint/ invitation/ thanks/ congratulations. Write diary entries and a dialogue. Reinforce Critical language awareness (Correlation of subject and object to verb and adjectives). | TASK 6 (120/80 marks): MID-YEAR EXAMINATIONS. Paper 1 (Language in context: 80 marks, 2 hrs); Paper 2 (Literature: 40 marks, 1½ hrs). |
| 10–11 | Revision and consolidation | Revision of literature and language structures and conventions. | Examination period. |
Remediation and Resource Requirements
Resources include Magazines, Newspapers, Dictionary, Audio-visual player, Journal/ diary, and Previous DBE question papers. Remediation involves writing a prepared speech, practising role-play, and writing a formal letter. Remedial grammar from learners’ writing must be integrated with reading and writing.
Term 3: Consolidation and Trial Examinations (2026)
Term 3 (Weeks 1–11) is dedicated to intensive revision of all text types and grammar, culminating in the final internal assessment, the TRIAL EXAMINATION.
Key Concepts and Assessment Structures
| Weeks | CAPS Skills Focus | Core Concepts and Tasks | Formal Assessment (SBA) |
|---|---|---|---|
| 1–4 | Listening and speaking; Writing and presenting; Language structures | Prepared reading aloud and Conversation. Revision of ALL Longer transactional texts. Reinforce the Imperative and Verb tenses. Revise narrative and descriptive essay. | TASK 7 (25 points): Oral—Prepared reading aloud (1–2 minutes per learner). |
| 5–8 | Listening and speaking; Writing and presenting; Language structures | Listening for appreciation (radio drama/recorded speech). Revision of ALL Shorter transactional texts. Revise Nouns (singular and plural forms), Interrogative forms, and Negatives. Revise friendly letter, formal letter, and email. | Informal assessment includes conversation and revision of transactional texts. |
| 9–11 | Intensive Exam Practise | Use previous examination papers to revise formal text study, intensive reading strategies, and language structures. Apply remedial grammar from learners’ performance in mid-year examinations. | TASK 8 (200 points): TRIAL EXAMINATION. Paper 1 (Language: 80 marks, 2 hours); Paper 2 (Literature: 40 marks, 1½ hours). |
Essential Resources for Term 3
For this intensive phase, resources must include Audio texts, Magazines, Newspapers, Writing study guides, Dictionary, and critically, Past year papers and an Exam technique booklet. Remediation often involves using previous question papers for targeted revision.
Term 4: Final Consolidation and Year-End Examinations (2026)
Term 4 (Weeks 1–10) is dedicated exclusively to Revision and consolidation using external examination papers to ensure readiness for the final examinations in 2026.
Core Topics and Examination Structures
| Weeks | CAPS Skills Focus | Key Concepts and Tasks | Final Assessment (JAAREINDEKSAMEN) |
|---|---|---|---|
| 1–4 | Reading and viewing; Language structures; Listening and speaking; Writing and presenting | Revision and consolidation: Intensive reading of shorter written texts and visual texts. Use previous examination papers to revise formal text study, reading strategies, writing formats, and summary. Continue Process writing. | Informal assessments focus on revision of a summary, writing formats, literature, and language structures. |
| 5–10 | End-of-year examinations | Final assessments. | End-of-year examinations (300 marks): Paper 1: Language in context (80 marks, 2 hours); Paper 2: Literature (40 marks, 1½ hours); Paper 3: Writing (80 marks, 2½ hours); Paper 4: Orals (100 marks). |
Requisite Knowledge and Resources for Term 4
Learners must demonstrate skills for reading and analysing literary texts, knowledge of different writing formats, and comprehensive knowledge of language structures and conventions. The sole specified resource for this term is Previous examination papers.
Analogy:
Implementing the 2026 ATP is akin to preparing a high-performance vehicle for a marathon race. Terms 1 and 2 build and refine the core mechanics (grammar, basic texts). Term 3 involves intensive track practising using advanced simulation models (TRIAL EXAMINATIONS) and specialised tools (Past year papers). Term 4 is the final, dedicated period of fine-tuning, where every weakness is addressed through targeted revision exclusively using the external examination blueprint, ensuring the vehicle is optimal for the final, high-stakes event.