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MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE FIRST ADDITIONAL LANGUAGE IFAZ6311
ISIZULU 2

ASSESSMENT TYPE: POE (PAPER MARKING RUBRIC)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A minimum of 48 HOURS is suggested to complete this assessment

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity and Property Rights Policy (IIE023), as well as any rules and regulations
published in the student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Please ensure that you submit your assignment through SafeAssign on Learn.
3. Assignments must be typed unless otherwise specified.
4. Begin each section on a new page.
5. Follow all instructions on the PoE cover sheet.
6. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections of
for the module’s discipline has from one small section of the work. work.
been used, i.e., either APA, OR • Position of the references: references • For example, incorrect author information is
Harvard OR Law. are only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for direct
• Position of the reference: a • For example, the student has incorrectly quotes missing, page numbers are provided for
reference is directly associated presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
with every concept or idea. book chapters (bibliography/reference used (in-text); the bibliography/reference list is
list). not in alphabetical order, the incorrect format for
• For example, quotation marks, a book chapter/journal article is used, information
page numbers, years, etc. are is missing e.g. no place of publication had been
applied correctly, sources in provided (bibliography); repeated sources on the
the bibliography/reference list reference list.
are correctly presented.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
....................................................................................................................................................................................................................................................................................................

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Portfolio of Evidence (PoE) - Background

Portfolio of Evidence: Teaching Intermediate Phase First Additional Language IsiZulu 2

Introduction
It is important that you are able to display both sound subject knowledge as well as the ability to
adequately apply it to scenarios you will encounter as an Intermediate Phase FAL educator. As these
are critical components of this module, this Portfolio of Evidence is designed to critically assess
both.
This Portfolio of Evidence needs to be developed as you progress through this module. The
questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at
the end of the module.

Module Assessment: Background and Instructions

1. This module assessment structure is comprised of three activities.
2. In order to prepare you for these activities, there will be two compulsory ICE tasks that
must be submitted for marking to your lecturer as per their timeline.
3. The aim of the two prescribed ICE tasks is to render additional support to you so that you
can be able to complete your Summative PoE effectively.
4. You will have two lecturer facilitated touchpoints which will be scheduled prior to the
expected completion of the POE activity as per the pacer.
5. Activities will only be marked on the final summative submission.

The assessment weighting for this PoE is as follows:

Assessment Name Weighting

ICE 10%

Summative POE 90%

NB: Failure to submit your final portfolio of evidence by the prescribed time and date (as per
PAS) will be treated as an absence from examination, and not as a late assignment. Please refer
to the IIE 009 Assessment Strategy and Policy (updated January 2023 for further details. The
final portfolio will be required to be submitted through Safe Assign.

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Instructions ___

Please ensure that you complete each compulsory ICE task (submission date to be set by your
lecturer) prior to attempting the POE activity. The compulsory ICE tasks have been designed to
scaffold your skills and knowledge for the successful completion of your PoE.

Compulsory ICE TASK 1 - Finding Suitable Content to Teach Writing

The purpose of this task is to develop knowledge and skills that will assist you in selecting grade
appropriate literature that is underpinned by CBI principles.

Instructions
In Pairs:
1. Select an [IsiZulu] story that is set at a Reading Level 5 from the website
http://www.africanstorybook.org/
2. Analyse the story in terms of the following:
• The story as a piece of literature by referring to the Purpose/Context, Authors,
Audience, Topic and Position. You may use the following link as a point of reference:
https://writing.colostate.edu/guides/teaching/co301aman/pop7b3.cfm
• Its suitability in terms of the parameters set out in Chapter 11 (CBI) of Wessels (2014).
• Refer to the CAPS documents of other subjects for Grade 6 to identify its links to what
learners may be learning in other subjects at the time.
• You may state that it is not suitable, if you can support your claims by referring to the
information listed in Wessels (2014) and the Grade 6 CAPS documents for the various
subjects.
3. Your word count needs to be between 250 – 300 words. Thus, keep your responses concise.
4. Please clearly indicate the story title and author in your analysis.
5. Please include in-text references in your task and include a reference list.
6. Your lecturer will decide how you will present this task.

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Compulsory ICE TASK 2 – Using Literature to develop writing skills

The purpose of this task is to develop knowledge and skills that will assist you in selecting suitable
literature and use it to create appropriate assessments to develop learners’ writing skills.

Instructions
In the same Pairs, using the same story selected for Compulsory ICE Task 1:
1. Select an objective or objectives from the CAPS document for Grade 6 for Writing and
Presenting
2. Develop an activity that assesses the learners’ ability to meet the selected objective.
3. Develop an assessment rubric / marking memo for that activity that guides the teacher to
understand the learner’s writing development level.
4. You are reminded that you need to use the selected story and create a writing activity.
5. You are further reminded of the different scaffolding levels according to Wessels (2014).
6. Your activity is not to assess the content knowledge of the story but rather to use the content
of the story to develop writing skills in some way or the other.
7. Your lecturer will decide how you will present this task.

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Activity 1 — Content Based Instruction (Marks:40)

Context:
As an Intermediate Phase Language Teacher, you recently attended a workshop on Content Based
Instruction (CBI) and its implementation in the language classroom. Your school principal has
selected you to write a report to share with the other Intermediate Phase Language Teachers at
your school to broaden their knowledge and understanding on CBI and to assist in implementing it
in their own classrooms.

Instructions:
• Write a report of about 800-1000 words.
• Write a comprehensive paragraph on the principles that underpin CBI
• Write three separate paragraphs in which you discuss the three different models of CBI.
• Provide one example of how each model can be implemented in the Grade 6 First Additional
Language classroom. [In other words, what type of activity or practice can be implemented
in the classroom that is underpinned by the characteristics of each CBI model.]
• You are required to use the prescribed textbook (Wessels:2014), along with two other
credible academic sources to complete this activity.
• Remember to in-text reference all sources and include the full reference in the reference list.
• Please take note that your response should not exceed 1000 words.

PLEASE SEE RUBRIC 1 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER

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Activity 2 — Scaffolded CBI Writing Activities (Marks: 45)

Context:
Scaffolding gives learners the means to write well (Wessels, 2014: 208). In this activity you will be
required to create two CBI writing activities for Grade 6 First Additional IsiZulu (FAL). Wessels (2014)
discusses the eight levels of scaffolding (see figure 1). According to the Curriculum and Assessment
Policy Statement (CAPS) for IsiZulu (FAL) (2011), Grade 6 learners are required to write a simple
story during Term 4 of the school year.

Level 8: Knowing how to construct essays and short stories and writing them

Level 7: Knowing how to construct paragraphs and writing them

Level 6: Adding details to outlines

Level 5: Extending paragraphs

Level 4: Extending sentences

Level 3: Completing Sentences

Level 2: Transcriptions

Level 1: Knowing the meanings of letters, words, and pieces of writing

Figure 1

Instructions
• You need to select a story from Nalibali (https://nalibali.org/) or The African Storybook
Project (https://www.africanstorybook.org/. You must clearly state the name of the story you
will be using. The story must be suitably referenced.
• You need to create a writing activity based on your selected story.
• Your writing activity must be at Level 8 scaffolded activity, that is, “Knowing how to construct
essays and short stories and writing them”.

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• Write your instructions in IsiZulu and consult the CAPS document for the word count and all
other guidelines for writing simple stories in Grade 6. You may label this activity as “Activity
2.1”. You are not required to create a marking guideline document for this activity.
• Using any one of the remaining seven scaffolding levels, create one activity with an
accompanied marking guideline that will serve as a scaffolding activity for Activity 2.1.
Remember to use your selected story as a point of reference for this activity.
• You may label this activity as “Activity 2.2”. Also indicate in brackets after the label, which
level of scaffolding you used. For example, Activity 2.2. (Level 5).
• Remember that Activity 2 is based on the principles of CBI.
• Competence in creating suitable CBI and scaffolded writing activities will be assessed.
• Take note that you may not use the same story selected for Compulsory ICE Task 1.

PLEASE SEE RUBRIC 2 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER

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Activity 3 — Rationale for CBI Writing Activities (Marks:15)

Context:
As teachers, we need to be intentional about our choices when it comes to teaching and learning.
We must be able to substantiate why we have made certain choices and what the learning outcome
or educational value will be for our learners. In the following activity you will be required to
substantiate and motivate the educational choices made in the selection of the text and the
designing of the writing activities.

Instructions: ___

Write a rationale of 300 -400 words on the following:

• Why the story was selected and how it is suitable for CBI for Grade 6 additional language
learners.
• Refer to the information and sources listed in Activity 1 to assist you in substantiating why
you chose the story for its CBI suitability.
• You need to also refer to the CAPS documents for other subjects for Grade 6 to identify its
links to what learners may be learning in other subjects.
• Describe your Activity 2.2 and explain how it scaffolds the Activity 2.1 that you have created.
In other words, what knowledge and skills does Activity 2.2 develop, that will assist in the
successful completion of the writing activity created by you for Activity 2.1.?

PLEASE SEE RUBRIC 3 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER

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Appendix A - Activity 1 ___

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it/ If this is an online submission, then this information needs to be included
in the online submission.

MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE FIRST ADDITIONAL LANGUAGE ISIZULU 2 IFAZ6311

STUDENT NAME:
STUDENT NUMBER:

RUBRIC 1
ACTIVITY 1 CONTENT BASED INSTRUCTION
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard

REPORT STRUCTURE The report lacks a clear introduction, body, The report demonstrates an attempt at an The report demonstrates clear introduction,
[5 Marks] and conclusion. introduction, body, and suitable conclusion. comprehensive body, and suitable
conclusion.

0 – 2 Marks 3 Marks 4-5 Marks

PRINCIPLES OF CBI The principles of CBI are inadequately The principles of CBI are adequately The principles of CBI are described in depth
[10 Marks] described. The discussion vaguely draws on described. The discussion draws on Wessels and draws effectively on Wessels (2014)
Wessels (2014) and/or additional sources for (2014) and/or additional sources for and/or additional sources for information.
information. information.

0 – 4 Marks 5-7 Marks 8-10 Marks

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RUBRIC 1
ACTIVITY 1 CONTENT BASED INSTRUCTION
THREE MODELS OF The three different models of CBI and their The three different models of CBI and their The three different models of CBI and their
CBI separate characteristics are vaguely separate characteristics are sufficiently separate characteristics are comprehensively
[10 Marks] explained. The explanations of the models explained. An attempt is made to explain the explained. The explanations of the models
are not underpinned by the principles of CBI. models as underpinned by the principles of are clearly underpinned by the principles of
CBI. CBI.
0 – 4 Marks 5-7 Marks 8-10 Marks
EXAMPLES OF CBI The three different models of CBI are poorly The three different models of CBI are The three different models of CBI are
MODEL CLASSROOM explained, failing to indicate how each one explained, indicating how each one could be explained very carefully, indicating how each
IMPLEMETATION could be used and its benefits in the FAL used and its benefits in the FAL classroom. The one could be used and its benefits in the FAL
classroom. The explanation of the models explanation of the models carries the classroom. The explanation of the models
[10 Marks]
does not carry the argument for the argument for the usefulness of CBI carries the argument for the usefulness of
usefulness of CBI throughout throughout. CBI throughout showing that the student has
engaged well with the content.
0 – 5 Marks 6-7 Marks 8-10 Marks
ACADEMIC WRITING • The student demonstrates the need for • The student demonstrates a good • The student demonstrates exceptional
[ 5 Marks] critical language development standard of language and grammar language and grammar throughout the
throughout the essay. throughout the essay. essay.
• Informal register used not appropriate • Formal register used appropriate for • Formal register used appropriate for
for the nature of the essay. nature of the essay. nature of the essay.
• The response is not within the word • The response is within the word limit. • The response is clearly within the word
limit. • One additional source used. limit.
• No additional sources used • Two additional sources used.
0 – 2 Marks 3 Marks 4-5 Marks
ACTIVITY 1 TOTAL /40

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Appendix B - Activity 2 ___

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it/ If this is an online submission, then this information needs to be included
in the online submission.

MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE FIRST ADDITIONAL LANGUAGE ISIZULU 2 IFAZ6311

STUDENT NAME:
STUDENT NUMBER:

RUBRIC 2
ACTIVITY 2 Scaffolded CBI Writing Activities
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard
ACTIVIT 2.1
SUITABILITY OF • The activity is poorly aligned with the • The activity is well aligned with the • The activity is exceptionally aligned with
ACTIVITY principles of CBI. principles of CBI. the CBI principles.
[10 Marks] • The selected story information is • The selected story information is • The selected story information is
amalgamated inadequately with the writing amalgamated adequately with the amalgamated extremely well with the
activity that has been created. writing activity that has been created. writing activity that has been created.
• The activity inadequately demonstrates • The activity adequately demonstrates • The activity clearly demonstrates level 8
level 8 scaffolding writing skills. level 8 scaffolding writing skills. scaffolding writing skills.

0 – 4 Marks 5-7 Marks 8-10 Marks

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RUBRIC 2
ACTIVITY 2 Scaffolded CBI Writing Activities
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard
ACCURACY OF • The activity does not align with the CAPS • The activity aligns with the CAPS • The activity clearly aligns with the CAPS
ACTIVITY documents guidelines on the characteristics documents guidelines on the documents guidelines on the
[5 Marks] that accompany the specific writing piece. characteristics that accompany the characteristics that accompany the specific
• The word counts according to CAPS has not specific writing piece. writing piece.
been identified/ has been incorrectly • The word count according to CAPS has • The word count according to CAPS has
illustrated. been correctly illustrated. been correctly illustrated.
• Instructions are unclear and needs • Instructions are relatively clear and • Instructions are clear and suitable for the
development with regards to it suitability suitable for the writing activity for Grade writing activity for Grade 6 learners.
for the writing activity for Grade 6 learners. 6 learners.
0 – 2 Marks 3 Marks 4-5 Marks
LANGUAGE • The student demonstrated poor sentence • The student demonstrates good sentence • The student demonstrates exceptional
AND structure, grammar, and language structure, grammar, and language sentence structure, grammar, and
GRAMMAR throughout the activity. throughout the activity. language throughout the activity.
[5 Marks] • Register for the nature of the activity needs • Formal register attempt for • Formal register used appropriate
development. nature of the activity. for nature of the activity.
0 – 2 Marks 3 Marks 4-5 Marks
ACTIVITY 2.1 TOTAL /20

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ACTIVIT 2.2
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard
ALIGNMENT OF • The activity does not clearly • The activity adequately demonstrates • The activity clearly demonstrates how it
ACTIVITY demonstrate how it scaffolds the level 8 how it scaffold the level 8 writing scaffold the level 8 writing activity.
[10 Marks] writing activity. activity. • The selected story information is linked
• The selected story information is not • The selected story information is linked extremely well with the scaffolding
clearly linked with the scaffolding well with the scaffolding activity. activity.
activity.
0 – 4 Marks 5-7 Marks 8-10 Marks
ACCCOMPANYING • The marking guideline has been poorly • The marking guideline has been • The marking guideline has been
MARKING GUIDELINE created, inadequately assessing the created well, adequately assessing the exceptionally created, clearly assessing
[10 Marks] competencies to be assessed in the competencies to be assessed in the the competencies to be assessed in the
activity. activity. activity.
• Information provided is incorrect and • A good attempt made to provide • The information given is correct and
unclear. information that is correct and a clear. clear.
0 – 4 Marks 5-7 Marks 8-10 Marks
LANGUAGE AND • The student demonstrated poor • The student demonstrates good • The student demonstrates exceptional
GRAMMAR sentence structure, grammar, and sentence structure, grammar, and sentence structure, grammar, and
[5 Marks] language throughout the activity. language throughout the activity. language throughout the activity.
• Register for the nature of the activity • Formal register used for nature of the • Formal register used appropriate for
needs development. activity. nature of the activity.
0 – 2 Marks 3 Marks 4-5 Marks
ACTIVITY 2.2 TOTAL /25
ACTIVITY 2 TOTAL /45

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Appendix C - Activity 3 ___

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it/ If this is an online submission, then this information needs to be included
in the online submission.

MODULE NAME: MODULE CODE:

TEACHING INTERMEDIATE PHASE FIRST ADDITIONAL LANGUAGE ISIZULU 2 IFAZ6311

STUDENT NAME:
STUDENT NUMBER:

RUBRIC 3
ACTIVITY 3 Rationale for CBI Writing Activities
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard

CBI ACTIVITY • The student poorly explains and • The student explains and motivates the • The student explains and motivates
motivates the selection of the story and selection of the story and its CBI suitability the selection of the story and its CBI
SUITABILITY
its CBI suitability. in an adequate manner by referring to the suitability in an exceptional manner
[6 Marks] • No mention is made of the CBI principles of CBI. by referring to the principles of CBI.
principles. • The student adequately links the content • The student competently links the
• The student poorly links the content of of the story with one or more topics in the content of the story with one or
the story with one or more topics in the CAPS Documents for Grade 6 learners. more topics in the CAPS Documents
CAPS Documents for Grade 6 learners. for Grade 6 learners.
0 – 2 Marks 3-4 Marks 5-6 Marks

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RUBRIC 3
ACTIVITY 3 Rationale for CBI Writing Activities
Marking Criteria Does not meet the required standard Meets the required standard Exceeds the required standard

SCAFFOLDING ACTIVTY • The student poorly describes the • The student can describe the activity well. • The student can describe the activity
activity. • The student explains how the activity 2.2 exceptionally well.
SUITABILITY
• The student poorly explains how the scaffolds activity 2.1 that they have • The student explains how the activity
[6 Marks] activity 2.2 scaffolds activity 2.1 that created by adequately demonstrating what 2.2 scaffolds activity 2.1 that they
they have created. knowledge and skills are developed. have created by exceptionally
• There is a lack in demonstrating what demonstrating what knowledge and
knowledge and skills are developed. skills are developed.
0 – 2 Marks 3-4 Marks 5-6 Marks
LANGUAGE AND The student’s grammar is poor and needs The student’s grammar is good. The student’s grammar is of a high level
GRAMMAR further development. and academically sound.
[3 Marks] 0-1 Mark 2 Marks 3 Marks
ACTIVITY 3 TOTAL /15

[TOTAL MARKS: 100]

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