The following definitions taken from the National Curriculum Statement summarizes our aim in teaching English: Language is a tool for thought and communication. It is through language that cultural diversity and social relations are expressed and constructed. Learning to use language effectively enables the learners to think and acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world.
The following learning outcomes are language skills which are developed throughout the high school years: listening, speaking, reading and viewing, writing, thinking and reasoning and language structure and use. These aspects are of course integrated through the creation and interpretation of several different kinds of text.


Grades 8 – 9

English First Additional Language is studied at this level
In this phase, learners should be able to reason independently and to debate important issues. Learners will read and write texts which will gradually become more complex throughout the two years. Learners will also develop study skills for lifelong learning. They will learn how to read in different ways for different purposes; improve their reading speed; skim and scan texts; summarise texts; use reference sources such as dictionaries, encyclopedias and the internet; and take a critical approach to texts and information. Short stories, short dramas and poetry will also be studied.

Grades 10 – 12

English First Aditional Language is also presented at the FET level. However, a pupil may choose to take English Home Language at this level. It is recommended that a pupil should have an average of at least 70% in Grade 9 before attempting Home Language and of course should possess a love for the language and an aptitude for hard work, as this course requires more effort, especially for a second language speaker.

In this curriculum (CAPS), the following objectives are set:

  • Language competencies developed in Grades 8 and 9 are broadened and deepened – this includes abstract language skills and the aesthetic appreciation and enjoyment of the texts.
  • They learn to use language appropriately in real-life contexts.
  • Own ideas, views and emotions are expressed and justified – this develops independent and analytical thinking.
  • Critical interaction with a wide range of texts.
  • Information literacy is promoted.
  • They learn to use language as a tool for critical and creative thinking.
  • They learn to express reasoned opinions on ethical issues and values.
  • Set works:

English First Additional Language

Grade 10:

Finders Keepers – Rosamund Haden
Poetry; and
Film study (optional)

Grade 11:

Dreaming of Light – Jayne Bauling
Poetry; and Film study (optional) / The Merchant of Venice

Grade 12:

Macbeth – William Shakespeare

Poetry: 10 Prescribed poems

English Home Language:

Grade 10:

Novel: The Mark – Edyth Bulbring
Drama:  Romeo and Juliet
Prescribed Poetry

Grade 11:

Novel: Tsotsi – Athol Fugard
Drama: Macbeth
Prescribed Poetry

Grade 12:

Novel: Life of Pi
Drama: Othello
Poetry: 12 Prescribed Poems