Teaching With Flair.

Abdullah Sujee
Deputy Principal
Roshnee Islamic School
P.O.Box 21313, Roshnee, 1936.
15 Babas Salaam St. Dadaville.
Tel. No. (016) 556-1146. Fax. No.: (016) 556-1177.
Email: abdullahsuje@telkomsa.net. OR abdullahsujee@hotmail.com

NEW TECHNOLOGIES WILL NOT INVALIDATE EXISTING REASONS FOR LEARNING TO READ AND WRITE.

Reading gives access to knowledge, literary heritage,

culture, individual expression and argument.
Writing enables groups and individuals to articulate and
reform knowledge express themselves and develop
arguments.
Literacy is necessary for effective functioning at work and in
society.
Both reading and writing give pleasure and personal
fulfilment.
Reading is informed by understanding where texts come from
and who has written them, how they are made and why they
are made. Writing their own texts helps learners to develop
that understanding.
NEW TECHNOLOGIES FOR READING AND WRITING HAVE
EXTENDED THE CURRICULUM FOR ENGLISH.
Students now need opportunities to understand:
how the use of word processors, spell checkers and
thesauruses affects the processes involved in the different
stages of composition and presentation of text;
how the research opportunities offered by CD-ROM and
Internet-based services can be used to support the
literature and language;
how the use of electronic sources of information can
enhance the processes of comparison and synthesis of
information drawn from different texts;

1
 how the use of the Internet extends and changes
possibilities for communication with, and publishing for, real
audiences across the world.
ENGLISH FOR TOMORROW, SALLY TWEEDLE ET
AL.

Preamble:
Given that Education on a global scale is moving to support the move of ‘fast capitalism’ i.e. where
minority groups control the means of production in varying degrees of monopoly control thus, creating a
mass employment market for skilled professionals and unskilled apprentices, it becomes necessary that we
train people to become independent such that they themselves become the ‘movers’ of fast capitalism. In
effect, the monopoly of control is then spread across a more broader band of people educated enough to
invent new opportunities to satisfy the physiological needs of the masses such that more and more reach
self-actualisation thus, prospering their own life through a culture of self-reliance.
– Abdullah Sujee.

MACRO PLANS FOR THE YEAR 2007 AND BEYOND

The year 2007 will see to the broad development of the communicative competence ability that is

manifested in the global economic market. This means that the entire curriculum as suggested in the

interim core-syllabus i.e. NATED 550 (GRADE 9 -12) and with OBE must be used to establish an identity

in the learner with the world outside the classroom that manifests itself broadly on economic strength. In

effect, the learners will be exposed to all facets of the socio-economic development that establishes itself

out of the prevailing economic climate. To this, every Educator of the English subject must see to the

holistic development of the learner by enhancing innate potentials to the betterment of the of the entire

community the learner is part of and the wider world in which he/she will become part of as a result of

socio-economic interaction.

The above will be maintained through a review of the current English Subject Policy and
the teaching of the interim core syllabus. To this effect, the current implementation of the
Out-Comes Based Education (OBE) will be administered as per department regulation/s
and it will be progressed to higher grades. In effect, the FET phase will serve to enhance
the aforesaid aspects detailed in the OBE system characterized by the GETC at the end of
grade 9. The English Educator will and must use the OBE ideas to effect a change in
teaching styles and therefore, change the ethos of the entire idea of schooling for the
learner. Teachers will therefore, pursue all types of extra-mural activities that will
enhance this idea, examples of which relate to Youth Forums – consult with local
newspaper companies, Youth Leadership Courses, Debating, Speeches etc that are
managed on professional bases.

2
When the learner is to be assessed, the Educator will follow the guidelines the Education
Department sets out for example, continuous assessment, cluster marking, peer evaluation
and the likes. This will enable the Educator and Learner to explore the dimensions of
self-esteem and esteem of other more holistically. In effect the self-actualization process
of the both the Educator and Learner is probed if not reached in varying degrees. In this
fashion of interaction we agree with Robert Jeffcoate in his book STARTING ENGLISH
TEACHING when he cites John Dixon as correct when he said. ‘ It was an elementary
mistake to demand a list of skills, proficiencies and knowledge as the basis of and
English curriculum’1. Thus we move to the view of Jeffcoate when he says, ‘ An English
Department needs to begin, in my view, by trying to establish which kinds of writing are
already catered for already in the curriculum’2. In effect the Educator and Leaner will not
necessarily develop a new curriculum in grades 9 -12 to meet the demands of the newly
implemented OBE curriculum but will use the current NATED 550 in an innovative way
to realise the objects of OBE and the establishment of the FET (Further Education and
training Bill) and its objects.

The above will mean that the English Educator will undergo the IQMS i.e. ‘Integrated
Quality Management System’ set out by the Education Department and will follow it
through in all respects for the purpose of self-development. In effect, the Educator will
make use of the INSET (In-service Training) that will be established and provided by the
Education Department through the local district offices or, the NGOs the Government
allows. This will lead therefore, to the implementation and progress of Quality Assurance
that the School will do to improve the School to become a credible service provider of
Education rated with a band of criteria set by the Education Department. Thus, Educator
development will be an ongoing process. In the private/independent schools these
aspects can be tailor-made for the same desired effect.

Therefore, the context of English will mean ‘Our Challenge…will be to exploit the
rapidly evolving hardware to present new and improved types of software… to provide
with the information they want and need, at the proper time, in the proper form, wherever
they need it. The creation and dissemination of the printed word will continue to be part
art, part engineering. If we pursue it diligently and intelligently, we will improve the
engineering and extend it into areas as yet barely touched on, and we will do so without
losing the art. We may even advance it’3

Points to Ponder

“Electronic communications create new opportunities for the readers and writers;
multimedia brings together word, moving image and sound. Together they provide new
means for the representation and communication of meaning. It seems improbable that
electronic texts will ever threaten the primacy of the printed word but it is already evident
that the balance between the two is changing. How the English curriculum can reflect this
changing situation will be a key question for the next century.” The English classroom
therefore, must be dynamic and not static, ‘always on the move’, it should be progressive
and in touch with the technological advances that is and will be eventually part of
Education. To illustrate the point, ponder on the vignette below keeping in mind the
1
R.Jeffcoate, ‘Starting English Teaching, pg. 62
2
Ibid, pg. 134
3
Sally Tweedle, etal, English for Tomorrow, pg.5

3
following question: “Is my classroom a springboard to the world outside the world of
the classroom?”

Our Aim: Prepare children for the future… ‘Back to the future’ is your
classroom, so consider the scenario below…
CONSIDER THIS SCENARIO BELOW KEEPING IN MIND THAT ‘BACK TO
THE FUTURE’ Is YOUR CLASSROOM.

Time: The Future

Place: A Classroom
Clare handed over the slip of paper reluctantly. It consisted of one line only and read:
“http//high.csv.city.ac.uk/WWW/Eng/Hamlet/sjt.html”.
“Its not quite finished, Miss. Can’t I give it in tomorrow?”
“No,” her English teacher replied, glancing at it as she added to her pile.
“You know as well as I do that it’ll never be finished. Today is the deadline and you’ll
have to be satisfied with it as it is.” She turned her attention to the rest of the class. “Any
more course work pieces?”
Some handed in paper – two to three thousand word essays by the look of them – others
disks – multi-media presentations. They had been working on the Hamlet assignment for
three weeks now. “Is Shakespeare multi-cultural?” was the broad question they had
started with. But each learner refined it to generate his or her own particular focus.
The difference between Clare’s piece and the disk – and paper – base presentations of her
classmates was that she could not guarantee that the teacher would be reading the same
text she had been working on at home the previous night. Hers was presented on the
World-wide Web and, within it; Clare had created links with other texts from around the
world. She had incorporated images of costume designs, critiques of productions, brief
clips from the movie Hamlet from Russia and Japan and online discussion. And she knew
that these were liable to be changed at anytime by their originators. What difference, she
wondered, might those changes make to her final grade?4

FOCUS: USING Technology.

In the PowerPoint Presentation the word “Media” was used extensively to reinforce the
concept of technology therefore, in the paper presentation below, the comprehensive
word “Technology” is used only that it seems the more apt jargon.

“New technologies will not invalidate existing reasons for learning to read and
write…
New technologies do extend what there is to learn…

4
4. Sally Tweedle, etal, English for Tomorrow, pg.80

4
New technologies for reading and writing have extended the curriculum for
English.”5 (If not all languages)

The aim of this paper is to establish within each teacher the spirit of
innovation, creativity and quality of presenting lessons using the
availability of technology. Therefore, it is felt that no suggestions
offered are prescriptive. Let us now delve into this notion of:
TEACHING WITH FLAIR.

Teaching with flair essentially would mean a way of making lessons

memorable, exciting, worthy and contextual. In order for this to
become a reality, the teacher needs to conduct the following
introspection:
• Just how well prepared am I to change my (conventional) teaching
style/s by introducing media/using media/involving media?
• How do I use Active Boards or Smart Boards in my teaching.
• Can I work to prepare a PowerPoint Presentation (PPP) a worksheet
for every lesson or, can I prepare to plan a worksheet/PPP for when
ever the situation demands and see the work outlined on the
worksheet done/followed up/developed?
• In the situation of a multilingual/cultural classroom do I still teach
literature for example as I did in a monolingual/cultural classroom?
• DO I JUST WANT A CHANGE OF FOCUS! ?

The above are all possible questions that have or is going through your
mind as you are caught in this web of trying to CHANGE your teaching
with OUTCOMES BASED EDUCATION & with the FET phase.
The following ideas will hopefully change your FOCUS.

OUR FOCUS: LITERATURE

How many times you feel that your teaching of literature novels, plays
and drama (Shakespearean as well) is/ just gone stale?

The examples I am going to use will illustrate a point of teaching

literature using a whole language approach. The whole language
approach essentially means welding all aspects of language into the
teaching of the novel, play etc. It is to approach the teaching from a
holistic perspective such that the potential of textual meaning is
brought alive.

The workbook approach:

Current trends in OBE and the FET shows that learning must phase in
all learning areas and the ACs and SOs are all interlinked. Therefore, in
the teaching of a language we extend the same thinking. This means in
5
English for Tomorrow. pg. 1. Extension of thought in brackets is my own and not the authors.

5
a the workbook approach, all learning areas in English for example –
language, poetry, writing etc are all combined in extracting the best
lessons for a literature study. That is to say in the teaching of Macbeth
for example, all lessons must extend from the text such that all the
work is then filed in one file under the various areas i.e. language,
literature study, writing etc. Literature study remains classically what it
is.
The issue of PORTFOLIOS – I’ll just say this – the work you do with the
workbook extends the portfolio work to even better levels of good
work.

In the study of Alan Paton’s Cry, The Beloved Country, pupils did the
workbook and then went one step further. They produced a 5-10
minute audio production i.e. a main news bulletin that is preceded with
a sound clip, an advertisement, a letter to the editor and a secondary
newsflash article. They were given four weeks to complete the task.
They were made to call in to radio stations requesting assistance and
the likes. All in all they were made to listen radio broadcasts and watch
with more keen interest the news on various TV channels.

Their transcripts formed part of their workbook i.e. writing aspect

whilst their own enhanced learning made them rewrite part of their
literature notes on the study.

The results were amazing. Pupils did the most remarkable audio
presentations on audio cassettes, cds and MP3 players and when they
had to assess it – the learning was a life long lesson because they
began to be more critical of the news they read, heard and what they
surfed on the net.

Below is an example of the task sheet and the assessment rubric –

study it and try to implement it.

Furthermore, I made pupils act out Macbeth in way that it must be

recorded on video. The results were amazing. Pupils did act out their
plays and learnt about the cinema industry in ways that formal lessons
could not teach. What became more exposed is the hidden curriculum.
Pupils became more aware of what the world of Hollywood and the
likes have to offer i.e. as far as those Muslims were concerned, that it is
a world where too many if not all your morals are defiled.
The above showed how the world of the classroom made pupils
understand the world outside it. Therefore, the view that one
experiences the real world outside the classroom is a fallacy. The
classroom is in fact the reality of the world and the pupils must see it-
the problem is: we keep on telling them that the REAL WORLD is
outside!

6
The lessons you present then must match with many of their
experiences. Lets illustrate the point in this way. Pupils are all
computer junkies if not Game Boy junkies or TV junkies therefore, if
your teaching is devoid of these experiences you are considered out of
touch. If you use PowerPoint Presentations and media in the classroom
what messages are you sending out to learners? You are showing them
responsible use of technology and you are showing them that you are
just as compatible with the world of their experiences.

WHAT ARE YOU SPENDING TIME AND MONEY ON?

Assessment and marking take far too much time and it eats away at
family time. Therefore, look at the time and money you spend on the
educational needs of others and ask yourself this question: “How has
my life improved?” Just like how the microwave made cooking faster, if
you invest in a projector and a laptop all your teaching aids become
packed in just one parcel ready for use. The problem is – do you want
to? Remember, you can use the projector to screen movies at home.
The point made here is the time and money we spend trying to relax
on a holiday after a school’s term is lost immediately when the term
begins because we have to weigh the paper chase. The paper chase is
not going to end therefore, work smart.

Consider the all of the above in light of the following:

At this point it becomes necessary to illustrate the pedagogy behind
such an approach. Fraida Dubin and Elite Olshtain in their book,
COURSE DESIGN: Developing Programs and Materials for
Language learning (p48-48) mention

“In the cognitive-code practices, learners are expected to internalize

linguistic rules which in turn help them use the language on their own.
Learners are given choices regarding types of activities, amount of
practice, and the language skill or the medium in which the activity is
carried out.

Drawing on humanistic-affective educational philosophies,

communicative goals have further increased the learners’ role by
encouraging them to share responsibility for various outcomes. Since
communicative aspects of interaction in the target language are
emphasized, students must learn to function effectively in pairs and
small groups, sometimes teaching each other, at other times
discovering answers to problems together.

The type of activities or tasks students carry out is a natural outcome

of the degree of control maintained by both the teacher and the
textbook, as well as the level of student involvement. Approaches
which favor considerable control on the part of the teacher and the
textbook result in an abundance of mechanical and predictable tasks
which leave very little error for the learners’ initiative. Approaches

7
which favor a communicative-humanistic view usually present learners
with ample opportunities for unpredictable and negotiable outcomes to
activities.”

Get the big picture…

Using technology in the classroom is imperative and necessary
because it reflects positive change. What did the above achieve:
currently two learners from Roshnee Islamic School and two from
Mohloli Secondary School in Sharpeville are being trained every
Saturday to search and script a news bulletin and they would in the
near future be presenting the 1pm, 2pm and 3pm news LIVE. One
student hosted her won youth programme on ITV (Islamic TV) and
learners from the School have begun their own independent
newspaper that would be part of local community newspaper.

The highlight is the establishment of our School’s own internal radio

station under the guide of Cii – preparations are in the advanced
stages. Learners managed to write their own story books for grade 1
and 2’s on themes and issues based on Nadine Gordimar’s July’s
People. It was a fascinating experience to see learners’ resources used
in classrooms that actually assisted in teaching them crucial issues
about our history and our own perceotions of it. Now that’s teaching
with flair – are you ready?

Afterthought…
“New technologies will not invalidate existing reasons for learning to read and
write…
New technologies do extend what there is to learn…
New technologies for reading and writing have extended the curriculum for
English.”6 (If not all languages)

. The rational behind the type of assessment was the following

cited by Robert Jeffcoate in his book STARTING ENGLISH
TEACHING :
These practical and ideological weaknesses suggest that John Dixon was right when

he argued twenty-five years ago that it was

‘An elementary mistake to demand a list a skills,

proficiencies and knowledge as the basis of an English
curriculum’ …Any English teacher reading the COX report
or English in the National Curriculum is bound to be
struck by the conflict within them between the
behaviourist ideology and prose or rational curriculum
planning and the child-cantered socio-linguistic and

6
English for Tomorrow. pg. 1. Extension of thought in brackets is my own and not the authors.

8
 liberal humanist ideologies which prevail among English
teachers.7

What Jeffcoate talks about here is the way the National Curriculum aligns our ideas on
assessment. The ideologies he refers to above relate to the empirical paradigm and the
Hermeneutic paradigm generally whilst the English in the National Curriculum is the
British one but, the striking thing is that it fits hand in glove with the arguments we face
today in South Africa with the New National Education Curriculum. However, in my
view it is argued from the above is that assessment is not what it used to be i.e.
demanding list of observable proficiencies etc but a combination of that and, the ability to
use those skills effectively and immediately in tasks within the learning and teaching
environment. That is to say, the work in the way it has been organised and assessed in the
workbooks illustrate a kind of challenge for the learner. The challenge is socio-linguistic
– given the nature of discussion with peers informally on the planning and organising of
detail. It is also behaviourist in that learners operate within controlled settings thus,
making subjective and objective assessments possible. Furthermore, it allows for the
liberal humanist ideology to permeate in that there are no strict codes of mark rubrics etc.
In effect, the assessment is based on the holistic performance of the learner.
I do acknowledge that the above is much to digest but, it needs one to understand that
OBE and the FET in South Africa has not been sufficiently challenged at a professional
teacher centered level thus, what we present at all these conferences develops that
challenge and broadens the horizon for change/amendment and restructuring. Therefore,
the academic slot above illustrates the way for us to learn our curriculum read reports on
it and be able to establish some new innovative ideas.

LOOKING BACK:
When one looks back on all that was done it figures that learners were
seen, heard and understood. In effect, their ideas were concretised by
a measure of experience i.e. what they were told to and this enhanced
them to use the technologies they know with what they learn. Learners
in grade 12 after the teaching of MACBETH was complete were given
the task to produce a workbook on MACBETH that would be a guide
and resource for Educators. The results were astounding. Learners
showed how they wish to be taught given that their experience of the
world formulated the worksheets and tasks. However, they lacked
certain abilities for example, spelling errors, tasks not clearly defined
worksheets untidy or too highly pitched. These aspects did not deter
me but made me reflect on my own worksheets etc and it dawned
upon me that many educators do not really take pride in the
presentation of their worksheets.
COULD I BE WRONG?

Models the Old South Africa

(left) and the New South Africa
(Right) – built with the help of
people by grade 10 students.
7
Done as part of a play based on
R.Jeffcoate, ‘Starting English Teaching, pg. 62 Cry, The Beloved Country. (Girls
9
ORGANISING YOURSELF & YOUR LEARNERS:

The first aspect to develop is to teach your learners something about filing and keeping
notes together. This is vital as higher education relies on the organising of notes and the
ability to retrieve notes at any given time. However, it is understood that this is not the
fundamental. Now then, it would take some getting use to for learners to file their notes
and you as the Educator getting to grips assessing the work in the files etc but, the way
you approach the matter must suit your CONTEXT.

Below is an example of an INDEX TABLE my learners use. The index

table is displayed on the left hand inside cover of an A4 LEVER ARCH
FILE. The learners use a 10 INDEX TAB ORGANISER to facilitate the
index table. Given that lessons are done in the broad aspects
indicated on the index table the learner begins to understand the
constant need for planning, updating and recording work in
appropriate places - A skill that Educators lack at times given our
multi – faceted tasks we accomplish or attempt.

When assessing the files it becomes a task of innovation and good

time management. You would keep in mind that the work done in
class went through a process of peer assessment, group check,
sample marking and the likes therefore, the workbook is assessed
globally and the issuing of MERIT CERTIFICATES forms the
assessment. An example (only 1 of 6 is given here) of such a
certificate follows the INDEX TABLE. The symbol on the certificate
can be given as specific as possible e.g. 65% etc. This certificate is
what will inspire a learner to have a positive realisation of the TYPE
of work he/she produced therefore, the assessment is more global
and introspective then what you would think on the surface value of
it. The rational behind the type of assessment was the following
cited by Robert Jeffcoate in his book STARTING ENGLISH TEACHING :
These practical and ideological weaknesses suggest that John Dixon was right when

he argued more then twenty-five years ago that it was

‘An elementary mistake to demand a list a skills,

proficiencies and knowledge as the basis of an English
curriculum’ …Any English teacher reading the COX report
or English in the National Curriculum is bound to be
struck by the conflict within them between the
behaviourist ideology and prose or rational curriculum
planning and the child-cantered socio-linguistic and
liberal humanist ideologies which prevail among English
teachers.8

8
R.Jeffcoate, ‘Starting English Teaching, pg. 62

10
 What Jeffcoate talks about here is the way the National Curriculum aligns our ideas on
assessment. The ideologies he refers to above relate to the empirical paradigm and the
Hermeneutic paradigm generally whilst the English in the National Curriculum is the
British one but, the striking thing is that it fits hand in glove with the arguments we face
today in South Africa with the New National Education Curriculum. However, in my
view it is argued from the above is that assessment is not what it used to be i.e.
demanding list of observable proficiencies etc but a combination of that and, the ability to
use those skills effectively and immediately in tasks within the learning and teaching
environment. That is to say, the work in the way it has been organised and assessed in the
workbooks illustrate a kind of challenge for the learner. The challenge is socio-linguistic
– given the nature of discussion with peers informally on the planning and organising of
detail. It is also behaviourist in that learners operate within controlled settings thus,
making subjective and objective assessments possible. Furthermore, it allows for the
liberal humanist ideology to permeate in that there are no strict codes of mark rubrics etc.
In effect, the assessment is based on the holistic performance of the learner.
I do acknowledge that the above is much to digest but, it needs one to understand that
OBE in South Africa has not been challenged thus, what we present at all these
conferences develops that challenge. Therefore, the academic slot above illustrates the
way for us to learn our curriculum read reports on it and be able to establish some new
innovative ideas.

Finally, after all the assessment is done the mark can be used for a term mark of
continuous assessment or a year mark. The work that is in the workbook can be used for
selection for the PORTFOLIO.

Grade 10 learners – using a PowerPoint Presentation

integrated into their play – Cry, The Beloved Country.

Two learners from Roshnee Islamic School and two learners from
Mohloli Secondary School and their teacher @ the Cii Studios in
Lenasia for training i.e. learning to select news clips from various
websites, script news bulletins and present the 1pm, 2pm & 3pm news
live on Saturdays. In the background is the Cii Deputy News editor.

11
 NO. DETAILS: WORKBOOK: MACBETH
A
1.
LITERA TU RE

2.
TH EMA TI C IS SU ES:
LA NG UAGE

3.
WRI TIN G

4.
PO ET RY
OR ALS
5.
AS SIG NME NT S/P ROJEC TS

NO. DETAILS: WORKBOOK: July’s People

B
1.
LITERA TU RE

2.
TH EMA TI C IS SU ES:
LA NG UAGE

3.
WRI TIN G

4.
PO ET RY
OR ALS
5.
AS SIG NME NT S/P ROJEC TS

CONCLUSION

12
 The emphasis of all said is clearly summed up by Robert
Jeffcoate in his book, STARTING ENGLISH TEACHING where he says:

The vital thing is to make it obvious from the outset that literature is alive…

the aim should not be knowledge or even ‘appreciation’, but creation. The

students are not to be passive recipients, but active participators; they

must be fired to do things, to write poems, and perhaps plays or at the very

least to act the plays of others.

Teaching with flair then means that Educators should enhance

the worldview of the learner to such a level that he/she
becomes a productive person in a holistic, global socio-
economic and political environment.
I leave you with the following so that you know that as an
Educator life is different.

LINES OF INSPIRATION

Then s Then said the teacher, Speak to us of teaching. And he said:

No man can reveal to you aught but that which already lies
half asleep in the dawning of your knowledge.
The teacher who walks in the shadow of the temple among
his followers, gives not of his wisdom but rather of his faith
and his lovingness.
If he is indeed wise he does not bid you enter the house of
his wisdom, but rather leads you to the threshold of your own
mind.
The astronomer may speak to you of his understanding of
space, but he cannot give you his understanding.
The musician may sing to you of the rhythm which is in all
aspace, but cannot give you the ear which arrests the
rhythm, nor the voice that echoes it.
And he who is versed in the science of numbers can tell of the
regions of weight and measure, but he cannot conduct you
thither.
BLIOGRAPHY:
For the
Fraida, vision
D. et of one
al (1986) man DESIGN.
COUSRSE lends not its wings
Developing to another
programs and man.
materials for language learning. United States of America; Cambridge so
And even as each one of you stands in God’s knowledge,
must each
University one of you be alone in his knowledge of God and in
Press.
Foot notes 1, 2 & 5: Jeffcoate, R., Starting English Teaching. London, Routledge, 1992. *****

13
Foot note 3 & 4 : Tweedle, Adams, Clarke, Scrimshaw & Walton., English for Tomorrow
,Buckingham, Open University Press, 1997. *****

RECOMMENDED READING :
1. W.R.Kilfoil & C.Van Der Walt, LEARN 2 TEACH. English Language Teaching in a
Multilingual Context. Pretoria,J.L.van Schaik Publishers,1997 ***
2. Fraida Dubin & Elite Olshtain, COURSE DESIGN. Developing Programs and
materials for Language Learning. USA, Cambridge Umiversity Press, 1992. ****
3. Andrew Hart, UNDERSTANDING THE MEDIA. A Practical Guide. London,
Routledge,1991. *****
4. Frank Smith, READING. Great Britain, Cambridge University Press, 1986. ****

*****A must read

**** Very worthwhile
*** Interesting
** Will lead you on

LEFT: Making posters to advertise the bicentennial commemorations of the 200yrs of the unbanning of Islam.
RIGHT: Model of shanty town as illustrated in the novel: Cry, The Beloved Country.

Individual effort – to be assessed by peers in a controlled setting.

Due date: 18 AUGUST 2004.
Focus: CRY, THE BELOVED COUNTRY. Alan paton

1. The second project is AN AUDIO PROJECT.

 DETAILS:
1. You must get yourself an audiocassette – preferred – C60/CD/USB
DISK/MP3. (ENSURE THAT YOU LABEL YOUR CASSETTE
BEFORE IT IS HANDED IN)

14
 2. You must then record the following on it:
2.1 A 5min. News bulletin that must be introduced by headlines
– a brief weather report is also necessary. Listen to Channel
Islam International, Radio Islam, Radio SAFM (104-107) or
Radio 702 (MW) or any other station to get the idea of news
broadcast.
2.2 Your news bulletin must be introduced by some lead i.e. a
tone or other such audio sound.
Time limit for recording = 10 minutes (MAXIMUM)

Your focus
1. Choose 1 main event from the novel, which will feature as the main
story of your news broadcast.
2. Two other events must then be chosen from other sections in the
story, which must feature as secondary newsflashes.
3. An advert must be done – open ended. Employ the AIDA principle.
4. Finally, you should have a letter to the editor from another part of
the story
CHECKLIST COMPLETED AND READY TO
HAND IN!
YES ? NO
1. AUDIO – MAIN ARTICLE
2. SECONDARY NEWS FLASHES/weather
reports etc
3. ADVERT
4. LETTER TO THE EDITOR
5. Book Review

PEER MARKING SHEET FOR AUDIO ASSIGNMENT.

FOCUS:CRY, THE BELOVED COUNTRY by Alan Paton.
1. Use the grid below to assess the audio assignment of your peers. ADD A MARK IN THE COLUMNS. 3
persons must assess your work for it to be entered after consultation with the teacher.
2. You must assess three person’s work. The teacher will record the details of who assesses. In the event of you
losing a person’s work, you will get zero.
3. You must be objective in your assessment and do not rush the exercise.
4. You must put your name as the marker/assessor and the person’s name whose work you are assessing. You
must indicate the assessment number i.e. 1/3 or 2/3 or 3/3 to keep track.
5. The time for assessments is one week from the ____ of ____ 200__. Make sure that you have three
assessment sheets when you all assessments have been done.
6. The teacher is not responsible for loss of assignments – you have to learn to keep record of your work. The
teacher will take the necessary steps to ensure control.

• The last person peer marking will add the three marks given for the work and give the
average. Let us take an example: The first person gave 10/100, the second gave 20/100 and
you as the last marker gave 20/100. You will now add 10 + 20 + 20 = 50. Divide these
marks by 3 to get the average i.e. 50/3=16. This mark will be given thereafter, the learner
can
• Consult with the peers and teacher until a final result is reached.

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. __/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT

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1 Main article 40*
2 Secondary article 20
3 Advert 20
4 Letter to editor 20
** TOTAL
* Note: mark out of 20 and multiply by 2!
RUBRIC & MARKING GRID – THE AUDIO ASSIGNMENT !

MARK GLOBALLY: SEE GRID BELOW

SYMB. MK IMPRESSION/LANGUAGE/STYLE CONTENT
A 20/ Outstanding: totally fluent: news like (TV/Radio)- manages to Evidence clear thought,
17- captivate all points/attention.Excellent tone,but not flawless- diction dramatic/sensational/insight
B 16 is very good – blends in with newsreader’s/news-writer’s style. into the text /use of good
15 Insight into the text is clear – able to extract new messages – language & vocab. &
B 14 although not self-opinionated. understanding/variety.
(14-16 –little effect of sensationalism & dramatisation brought in) Knows effect of opinion,
C 13- The message is clear and the tone is good. Identifies with audience identifies with sense.
11 but impact is lost as you listen. Good use of text – but almost
narrative – some good
D 10 Coherent- evidence of some insight/good lang.usage- you don’t creativity.
have to struggle to listen – not rushed – clear pronunciation of Text used but, relies on facts
words etc.-fair intonation of voice. given – an attempt to
Very good: reads well – sounds a-bit rushed but good. innovate the details is clear-
newsworthy.
Pleasing: reads reasonably well. Average/clear. Tone of voice apt to Missing facts/details & fair
D 9 message- slightly rushed-have to pay careful attention understanding of lacks
Pedestrian. Clumsy synthesis but coherency identifiable – no language variety. Lacks
E 8 variety in vocab. but appropriate. - Sounds rushed and unclear- dramatisation. &
evidence of little creativity. sensationalism.
E 7 Weak. Just a pass. Not fluent – no coherency. One struggles to
F understand and hear clearly what is been said. There seems to be no Poor interpretation/
clear direction achieving lesson outcomes. little understanding/facts -
relation to topic = poor.
F 5/6 FAIL. Lacks fluency. Off topic. Difficult to understand. Difficult Simply a “created essay” – no
G 3/4/ to listen – not clear! Clearly a weak candidate. planning / confused / garbled.
G 2 No indication of planning – tone is not apt -sounds garbled. No clarity.
H 1 Barely coherent – no relation at all to topic/poor language usage as No understanding.
well – vocab.= poor/no paragraphs
Note : when marking out of 40 double the mark you select from the table before you enter it in the table above.

THE ASSESSMENT SHEET BELOW MUST BE SHARED WITH YOUR PEER. EACH OF YOU SHOULD HAVE THREE
ASSESSMENT PARTS.

YOU MUST CUT OUT EACH PART AND PLACE IT IN THE COVER OF THE CASSETTE/CD/MP3 YOU ASSESS.

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _1_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 Main article 40

16
2 Secondary article 20
3 Advert 20
4 Letter to editor 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _2_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 Main article 40
2 Secondary article 20
3 Advert 20
4 Letter to editor 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _3_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 Main article 40
2 Secondary article 20
3 Advert 20
4 Letter to editor 20
** TOTAL

PEER EVALUATION
True knowledge is about sharing opinions and believing in the truth and
striving for it in all conditions.
Dear fellow student _____________________ of grade ______
This is a letter to inform you of what I felt about your audio-
assignment that was recorded on ____________ (CD/Cassette etc).

I believe that you have excelled in :

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The part I really enjoyed was:

There were times I felt I could not believe that:

However, with all that I enjoyed there were moments when I was
bored/uninterested/’dulled’/felt like switching you off because:

You know when I spoke to some friends about your assignment they
were impressed because:

Finally, I realised you have made me realise this about you and the
way you approach life’s challenges:

I hope you have been inspired for you have inspired me to love life
and

Yours Faithfully

____________________.
Ass essi ng the tr ans cript s & th e a udio assi gnm ent.
This is a separate mark of the assignment. The skill of scripting a
news bulletin, a review, weather report etc is important to know
because it assists us in decoding the media we are exposed to.
Therefore you will assess the script globally. Check errors: spelling and
grammar.

PLEASE CHECK THIS RUBRIC CAREFULLY. THERE ARE

DIFFERENCES!

RUBRIC & MARKING GRID – THE AUDIO ASSIGNMENT !

MARK GLOBALLY: SEE GRID BELOW

SYMB. MK IMPRESSION/LANGUAGE/STYLE CONTENT
A 20/ Outstanding: totally fluent: READS like (TV/Radio) bulletin- Evidence clear thought,

18
 17- manages to captivate all points/attention. Excellent tone,but not dramatic/sensational/insight
B 16 flawless- diction is very good – blends in with newsreader’s/news- into the text /use of good
15 writer’s style. Insight into the text is clear – able to extract new language & vocab. &
B 14 messages – although not self-opinionated. LITTLE OR NO understanding/variety.
ERRORS Knows effect of opinion,
(14-16 –little effect of sensationalism & dramatisation brought in) identifies with sense.
C The message is clear and the tone is good. Identifies with audience Good use of text – but almost
but appears clumsy to read from. narrative – some good
13- creativity.
D Coherent- evidence of some insight/good lang.usage There are clear Text used but, relies on facts
indications of flexibility i.e.changes in actual audio recording were given – an attempt to
11 catered for.. innovate the details is clear-
newsworthy.
10
Pleasing: reads reasonably well. Average/clear. Missing facts/details & fair
D 9 understanding of lacks
Pedestrian. Clumsy synthesis but coherency identifiable – no language variety. Lacks
E 8 variety in vocab. but appropriate. – dramatisation. &
sensationalism.
E 7 Weak. Just a pass. Not fluent – no coherency. One struggles to
F understand clearly what is been written to be read. There seems to Poor interpretation/
be no clear direction achieving lesson outcomes. little understanding/facts -
relation to topic = poor.
F 5/6 FAIL. Lacks fluency. Off topic. Difficult to understand. Difficult Simply a “created essay” – no
G 3/4/ to read – not clear! Clearly a weak candidate. planning / confused / garbled.
G 2 No indication of planning –there is no evidence of planning. No clarity.
H 1 Barely coherent – no relation at all to topic/poor language usage as No understanding.
well – vocab.= poor/no paragraphs

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _1_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 40
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _2_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _3_/3

19
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _1_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _2_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 20
** TOTAL

Assessor’s Name: ASSESSED WORK OF :

GRADE : DATE: GRADE: ASSESS. _3_/3
NO. ASPECT MARK POOR SATISFACTORY SENSIBLE GOOD EXCELLENT
1 TRANSCRIPT 20
** TOTAL

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