This page contains the English Home Language HL CAPS Document for FET Phase Grade 10 – 12 (Grade 10, Grade 11, and Grade 12). The CAPS Document includes 2021, 2022, and 2023 latest Lesson Plans for Term 1, Term 2, Term 3, and Term 4. This is the most important information for Teachers and Learners, that guides the progress of the English Home Language subject curriculum for the FET Phase as per the South African Department of Education standards.
The Home Language level provides for language pro¿ciency that reÀects the mastery of basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for listening and speaking from Grades 7 onwards are lower than those of the reading and writing skills.
Contents of the English Home Language HL CAPS Document for FET Phase Grade 10 – 12: Lesson Plans Details
English Home Language HL Grade 10
- Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
- Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
- Exams Guidelines
English Home Language HL Grade 11
- Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
- Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
- Exams Guidelines
English Home Language HL Grade 10
- Weekly lesson plans for Term 1, Term 2, Term 3, and Term 4
- Assessment Guidelines: Daily Assessments, Informal Assessments, Formal Assessments
- Exams Guidelines
The document contains the prescribed learning content as well as the weekly and annual teaching plans for English Home Language for FET Phase (Grade 10, Grade 11, and Grade 12), which includes:
- Informal Assessments
- Daily Assessments
- Moderation and Marking of Assessments
- Tasks and Projects
- Investigations
- Practical Work, and
- Demonstrations
The document gives a clear indication of what topics and learning outcomes are required for Term 1, Term 2, Term 3, and Term 4.
Download the English Home Language CAPS Document for FET Phase Grade 10 – 12
Below you can download the English Home Language CAPS Document for FET Phase (Grade 10, Grade 11, and Grade 12) in pdf format.
Language teaching approaches
The approaches to teaching language in these documents are text-based, communicative, integrated and process-oriented.
The text-based approach and the communicative approach are both dependent on the continuous use and production of texts.
A text-based approach teaches learners to become competent, con¿dent and critical readers, writers, viewers, and designers of texts. It involves listening to, reading, viewing, and analysing texts to understand how they are produced and what their effects are. Through this critical interaction, learners develop the ability to evaluate texts. Authentic texts are the main source of content and context for the communicative, integrated learning and teaching of languages. The text-based approach also involves producing different kinds of texts for particular purposes and audiences. This approach is informed by an understanding of how texts are constructed.
A communicative approach suggests that when learning a language a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language. Learners learn to read by doing a great deal of reading and learn to write by doing much writing.
The process approach is used when learners read and produce oral and written texts. The learners engage in different stages of the listening, speaking, reading, and writing processes. They must think of the audience and the purpose during these processes. This will enable them to communicate and express their thoughts in a natural way. For example, the teaching of writing does not focus on the product only but also focuses on the purpose and process of writing. During process writing, learners are taught how to generate ideas, to think about the purpose and audience, to write drafts, to edit their work, and to present a written product that communicates their thoughts.
Approaches to teaching literature
The main reason for reading literature in the classroom is to develop in learners a sensitivity to a special use of language that is more re¿ned, literary, ¿gurative, symbolic, and deeply meaningful than much of what else they may read. While most literary texts are forms of entertainment, amusement, or revelation, serious writers create novels, plays, and poems because they have ideas, thoughts, and issues, and principles, ideologies, and beliefs that they most want to share with or reveal to their prospective readers. Their imaginative use of language is an added method of revealing, reinforcing, and highlighting their ideas.
The teaching of literature is never easy, but it is impossible without personal, thoughtful, and honest interpretations and comments from the learners themselves. Unless they learn how to understand a literary text on their own, they will not have learned much. Teachers often need to restrain their own interpretations and ideas of literary texts and allow as much learner participation as is reasonable. Interpretation is not about right or wrong. It is about searching for what is meaningful to the reader.
Download English Home Language CAPS Document – Lesson Plans for FET Phase Grade 10 – 12: