NATIONAL SENIOR CERTIFICATE 2018
25CelebratingYearsOf Quality Basic EducationNATIONAL SENIOR CERTIFICATE2018DIAGNOSTIC REPORTPART 2Advancing the Potential of EducationCelebrating“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
TABLEFC NTENTSMINISTER’S MESSAGE 1CHAPTER 1: 21.1INTRODUCTION, SCOPE AND PURPOSE 21.2METHODOLOGY 31.3LIMITATIONS 41.4GENERAL FINDINGS AND AREAS OF CONCERN 41.5KEY RECOMMENDATIONS 51.6RESPONSIBILITIES 6CHAPTER 2: ENGLISH FIRST ADDITIONAL LANGUAGE 72.1PERFORMANCE TRENDS: PAPERS 1–3 (2014–2018) 7TABLE 2.1.1: OVERALL ACHIEVEMENT RATES IN ENGLISH RATES FIRST ADDITIONAL LANGUAGE7GRAPH 2.1.1: OVERALL ACHIEVEMENT RATES IN ENGLISH RATES FIRST ADDITIONAL LANGUAGE7GRAPH 2.1.2 PERFORMANCE DISTRIBUTION CURVES IN ENGLISH FIRST ADDITIONAL LANGUAGEPERCENTAGE 82.2OVERVIEW OF LEARNER PERFORMANCE IN PAPER 182.3DIAGNOSTIC QUESTION ANALYSIS OF PAPER 1 8FIGURE 2.3.1 AVERAGE MARKS PER QUESTION EXPRESSED AS A PERCENTAGE IN PAPER 19FIGURES 2.3.2: AVERAGE MARKS PER SUBQUESTION EXPRESSED AS A PERCENTAGE IN PAPER 192.4AVERAGE OF LEANER PERFORMANCE IN INDIVIDUAL QUESTIONS IN PAPER 1102.5OVERIEW OF LEARNER PERFORMANCE IN PAPER 2152.6DIAGNOSTIC QUESTION ANALYSIS OF PAPER 2 15GRAPH 2.6.1: AVERAGE MARKS PER QUESTION EXPRESSED AS A PERCENTAGE IN PAPER 216GRAPH 2.6.2: AVERAGE MARKS PER SUBQUESTION EXPRESSED AS A PERCENTAGE IN PAPER 2162.7ANALYSIS OF LEARNER PERFORMANCE IN PAPER 2172.8OVERVIEW OF LEARNER PERFORMANCE IN PAPER 3182.9DIAGNOSTIC QUESTION ANALYSIS FOR PAPER 3 19GRAPH 2.9.1 AVERAGE MARKS PER QUESTION EXPRESSED AS A PERCENTAGE INPAPER 319GRAPH 2.9.2 AVERAGE MARKS PER SUBQUESTION EXPRESSED AS A PERCENTAGE IN PAPER 3192.1020ANALYSIS OF LEARNER PERFORMANCE IN INDIVIDUAL QUESTIONS IN PAPER 32Diagnostic Report 2018Celebrating“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
CHAPTER 3: ENGLISH HOME LANGUAGE 233.1PERFORMANCE TRENDS: PAPERS 1-3(2018) 23GRAPH 3.1.1: OVERALL ACHIEVEMENT RATES IN ENGLISH HOME LANGUAGE23GRAPH 3.1.1: OVERALL ACHIEVEMENT RATES IN ENGLISH HOME LANGUAGE23GRAPH 3.1.2: PERFORMANCE DISTRIBUTION CURVES (ENGLISH HOME LANGUAGE:2014-2018)243.2OVERVIEW OF LEARNER PERFORMANCE IN PAPER 1243.3ANALYSIS OF LEARNER PERFORMANCE IN PAPER 1243.4OVERVIEW OF LEARNER PERFORMANCE IN PAPER 2283.5ANALYSIS OF LEARNER PERFORMANCE PER SECTION IN PAPER 2293.6OVERVIEW OF LEARNER PERFORMANCE IN PAPER 3323.7ANALYSIS OF LEARNER PERFORMANCE IN PAPER 332HOOFSTUK 4: AFRIKAANS HUISTAAL 36GRAFIEK 4.1.2: PRESTASIEVERSPREIDINGSKURWE (AFRIKAANS HUISTAAL:2014-2018)374.2OORSIG VAN LEERDERPRESTASIE IN VRAESTEL 1 374.3ANALISE VAN LEERDERPRESTASIE IN INDIVIDUELE VRAE IN VRAESTEL 1384.4OORSIG VAN LEERDERPRESTASIE IN VRAESTEL 2434.5ANALISE VAN LEERDERPRESTASIE IN VRAESTEL 2444.6OORSIG VAN LEEDERPRESTASIE IN VRAESTEL 3474.7ANALISE VAN LEERDERPRESTASIE IN VRAESTEL 347ISIQEPHU 5: ISINDEBELE ILIMI LEKHAYA 505.1IPHEPHA LOKU -1 KUFIKA KELESI-3(2018) 50ITHEBULA 5.1.1 IZINGA LOKUPHUMELELA MAZOMBE ISINDEBELE ILIMI LEKHAYA50IGRAFU 5.1.1 AMAZINGA WOKUPHUMELELA MAZOMBE ISINDEBELE ILIMI LEKHAYA50IGRAFU 5.1.2 UKWABIWA KWEMIPHUMELA NGOKOMTHALOTJHIGAMA (ISINDEBELE ILIMILEKHAYA: 2014-2018) 515.2UKUPHUMELELA KWABATLOLI SEKUKOKE EPHEPHENI LOKU-1515.3UKUHLOLISISA UKUPHUMUMELELA KOMFUNDI NGAMUNYE EMIBUZWENI YEPHEPHA LOKU-1525.4UKUPHUMELELA KWABAFUNDI SEKUKOKE EPHEPHENI LESI-2555.5UKUHLOLISISA UKUPHUMUMELELA KOMFUNDI NGAMUNYE555.6UKUPHUMELELA KWABAFUNDI SEKUKOKE EPHEPHENI LESI-3605.7UKUHLOLISISA UKUPHUMUMELELA KOMFUNDI NGAMUNYE60ISAHLUKO 6: ISIXHOSA ULWIMI LWASEKHAYA 666.1IINDLELA ABAQHUBE NGAZO ABAVIWA: AMAPHEPHA 1-3 (2018) 66ITHEYIBHILE 6.1.1: IMPUMELELO NGOKUBANZI YESIXHOSA ULWIMI IWASEKHAYA66IGRAFU 6.1.1: IMPUMELELO NGOKUBANZI YESIXHOSA ULWIMI IWASEKHAYA66IGRAFU 6.1.2: UKUHLULWAHLULWA KWABAVIWA NGOKWENDLELA ABAQHUBE NGAYO(SIXHOSA ULWIMI IWASEKHAYA: 2014-2018. 673CelebratingDiagnostic Report 2018“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
6.2AMAGQABANTSHINTSHI NGEBDLELA ABAQHUBE NGAYO ABAVIWA KWIPHEPHA LOKU-1676.3UKUHLALUTYWA KWENDLELA ABAQHUBE NGAYO ABAVIWA KUMBUZO NGAMNYEKWIPHEPHA LOKU-1 686.4AMAGQABANTSHINTSHI NGENDLELA ABAQHUBE NGAYO ABAVIWA KWIPHEPHA LESI-26.5UKUHLALUTYWA KWENDLELA BABAQHUBE NGAYO ABAVIWA KWICADELONGALINYE KWIPHEPHA LESI-2 746.6AMAGQABANTSHINTSHI NGENDLELA ABAQHUBE ABAVIWA KWICANDELO NGALINYEKWIPHEPHA LESI-3 766.7UKUHLALUTYWA KWENDLELA ABAQHUBE NGAYO ABAVIWA KWICANDELO NGALINYEKWIPHEPHA LESI-3 7673ISAHLUKO 7: ISIZULU ULIMI LWASEKHAYA 797.1UKUSEBENZA KWABAHLOLWAYO EMAPHEPHENI OKUHLOLA:1-3(2018)79ITHEBULA 7.1.1: IMIKLOMELO JIKELELE EPHEPHENI LESIZULU ULIMI IWASEKHAYA (2014-2018)79IGRAFU 7.1.1: MIKLOMELO JIKELELE EPHEPHENI LESIZULU ULIMI IWASEKHAYA (2014-2018)79IGRAFU 7.1.2: UKUHLAZIYA KOKUSEBENZA KWABAHLOLWAYO KUBHEKWA AMA-CURVESEPHEPHENI LESIZULU ULIMI IWASEKHAYA:2014-2018) 807.2UKUBUKA KABANZI IMIPHUMELA YABAHLOLWAYO EPHEPHENI LOKU-1807.3UKUHLAZIYA KWEZIMPENDULO NGOKWEMIBUZO EPHEPHENI LOKU-1817.4UKUBUKA KABANZI IMIPHUMELA YABAHLOLWAYO EPHEPHENI LESI-2867.5UKUHLAZIYA KWEZIMPENDULO NGOKWEMIBUZO EPHEPHENI LESI-2867.6UKUBUKA KABANZI IMIPHUMELA YABAHLOLWAYO EPHEPHENI LESI-3957.7UKUHLAZIYA KWEZIMPENDULO NGOKWEMIBUZO EPHEPHENI LESI-395KGAOLO YA 8: SEPEDI LA GAE 998.1DIPOELO TSA MARAEMATLOU: MAPHEPHE A 1-3 (2014-2018)998.1.1DIPOELOKAKARETSO TSA SEPEDI LELEME LA GAE 998.2TEKOLOKAKARETSO YA DIPOELO TSA BANA MO GO LEPHEPHE LA 11008.3GO FETLEKWA GA DIPOTSISO TSA LEPHEPHE LA 11018.4TEKOLOKAKARETSO YA DIPOELO TSA BANA MO GO LEPHEPHE LA 21058.5GO FETLEKWA GA DIPOTSISO TSA LEPHEPHE LA 21058.6TEKOLOKAKARETSO YA DIPOELO TSA BANA MO GO LEPHEPHE LA 31108.7GO FETLEKWA GA DIPOTSISO TSA LEPHEPHE LA 3110KGAOLO YA 9: SESOTHO PUO YA LAPENG 1139.1TSHEBETSO HO YA KA DILEMO:DIPAMPIRI TSA 1-3(2018) 113PAPETLA YA 9.1.1: SEKGAHLA SE AKARETSANG SA PHIHLELLO HO SESOTHO PUO YA LAPENGHO SESOTHO PUO YA LAPENG HO TLOHA KA SELEMO SA 2014-2018113KERAFO YA 9.1.1: HO FETOFETOHA HA TSHEBETSO SEPHETHONG SA BAHLAHLOBUWA(SESOTHO PUO YA LAPENG: 2014-2018) 113KERAFO YA 9.1.2: METHINYA YA TSHEBETSO HO PHATLALLA LE DILEMO YA SESOTHO PUOYA LAPENG: 2014-2018. 1144Diagnostic Report 2018Celebrating“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
9.2TJHEBOKAKARETSO YA TSHEBETSO YA BAHLAHLOBUWA PAMPIRING YA 11149.3TSHEKATSHEKO YA TSHEBETSO YA BAHLAHLOBUWA POTSONG KANNGWE PAMPIRING YA 11159.4TJHEBOKAKARETSO YA TSHEBETSO YA BAITHUTI PAMPIRING YA 21199.5TSHEKATSHEKO YA TSHEBETSO YA BAITHUTI POTSONG KA NNGWE PAMPIRING YA 21209.6SESOTHO PUO YA LAPENG P3 1229.7TSHEKATSHEKO YA PAMPIRI YA 3 122KGAOLO 10: SETSWANA PUO YA GAE 12510.1MOKGWA WA TIRAGATSO: DIPAMPIRI TSA 1-3 (2014-2018) 125PAPETLANA 10.1.1: DIPHITLHELELOKAKARETSO TSA SETSWANA PUO YA GAE125KERAFO YA 10.1.1: DIPHITLHELELOKAKARETSO TSA SETSWANA PUO YA GAE125KERAFO YA 10.1.2: TSHUPO YA PHATLHALATSO YA TIRAGATSO (SETSWANA PUO YA GAE: 2014-2018)12610.2THADISO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA NTLHA12610.3TSHEKATSHEKO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA NTLHA12710.4THADISO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA BOBEDI13310.5TSHEKATSHEKO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA BOBEDI13310.6THADISO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA BORARO13610.7TSHEKATSHEKO YA TIRAGATSO YA BATLHATLHOJWA MO PAMPIRING YA BORARO137SEHLUKO 11: SISWATI LULWIMI LWASEKHAYA 14111.1INDLELA BAHLOLWA LABASEBENTE NGAYO: EMAPHEPHA 1-3(2018)141LITHEBULI 11.1.1:EMAZINGA EMPHUMELELO YEBAHLOLWA JIKELELE, ESISWATI LULWIMI LWASEKHAYA 141IGRAFU 11.1.1: EMAZINGA EMPHUMELELO YEBAHLOWA JIKELELE, ESISWATI LULWIMI LWASEKHAYA141IGRAFU 11.1.2: KWABIWA KWEMAMAKI EBAHLOLWA NGEKWENDLELA YEGRAFU (SISWATI LULIMILWASEKHAYA: 2014-2018) 14211.2SIBUTSETELO SEMPHUMELELO YEBAHLOLWA EPHEPHENI LE-1 14211.3KUHLATIYWA KWENDLELA BAHLOLWA LABASEBENTE NGAYO EPHEPHENI LE-114311.4SIBUTSETELO SEMPHUMELELO YEBAHLOLWA EPHEPHENI LE-214611.5KUHLATIYWA KWENDLELA BAFUNDZI LABASEBENTE NGAYO EPHEPHENI LE-214711.6SIBUTSETELO SEMPHUMELELO YEBAHLOLWA EPHEPHENI LE-3 15211.7KUHLATIYWA KWENDLELA BAFUNDZI LABASEBENTE NGAYO EPHEPHENI LE-3152NDIMA YA 12 :TSHIVENDA LUAMBO LWA HAYANI (HL)15612.1156SIANGANE YA KUSHUMELE: MABAMMBIRI A 1-3 (2014-2018)THEBULU YA 12.1.1 TSHIKALO TSHA KUSHUMELEYANGAREDZI KHA TSHIVENDA LUAMBO IWA HAYANI156GIRAFU YA 12.1.1 TSHIKALO TSHA KUSHUMELE KHA TSHIVENDA LUAMBO IWA HAYANI156GIRAFU YA 12.1.2 GIRAFUTSHITUMBE YA KUAVHELWE / KUPHADALAZELWE KWA KUSHUMELE(TSHIVENDA LUAMBO IWA HAYENI: 2014-2018) 15712.2KUSHUMELENYANGAREDZI KWA VHALINGIWA KHA BAMMBIRI12.3KUSHUMELE KWA VHALINGIWA KHA BAMMBIRI .A 1(P1)5157158CelebratingDiagnostic Report 2018“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
12.4KUSHUMELENYANGAREDZI KWA VHALINGIWA KHA BAMMBIRI A2(P2)16012.5U SENGULUSA KUSHUMELE KWA VHALINGIWA KHA BAMMBIRI A2 (P2)16112.6KUSHUMELENYANGAREDZI KWA VHALINGIWA KHA BAMMBIRI A3 (P3)16312.7KUSHUMELE KWA VHALINGIWA I KHA BAMMBIRI A3 (P3)163KAVANYISA KA 13: XITSONGA: RIRIMI RA LE KAYA (HL)16613.1MATIRHELO KU YA HI MALEMBE: MAPAPILA YA 1-3 (2014-2018)166TAFULA RA 13.1.1: KULELO RA MATIRHELO HI KU ANGARHELA EKA XITSONGA: RIRIMI RA LE KAYA166GIRAFU YA 13.1.1: KULELO RA MATIRHELO HI KU ANGARHELA EKA XITSONGA RIRIMI RA LE KAYA166GIRAFU YA KHEVHE YA 13.1.2 YO KOMBISA KULELO RA MATIRHELO EKA XITSONGA RIRIMI RA LE KAYA 16713.2NKATSAKANYO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 116713.3NXOPANXOPO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 216813.4NKATSAKAKANYO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 217113.5NXOPANXOPO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 217113.6NKATSAKANYO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 317313.7NXOPANXOPO WA MATIRHELO YA VAKAMBERIWA EKA PAPILA RA 3173CHAPTER 14: SOUTH AFRICAN SIGN LANGUAGE HOME LANGUAGE17514.1PERFORMANCE TRENDS IN PAPERS 1-3 175TABLE 14.1.1 OVERALL ACHIEVEMENT RATES IN SOUTH AFRICAN SIGN LANGUAGE HOME LANGUAGE175GRAPH 14.1.1 OVERALL ACHIEVEMENT RATES IN SOUTH AFRICAN SIGN LANGUAGEHOME LANGUAGE PERCENTAGE 175GRAPH 14.1.2 PERFORMANCE DISTRIBUTION CURVES IN SOUTH AFRICAN SIGN LANGUAGEHOME LANGUAGE PERCENTAGE 17614.2OVERVIEW OF LEARNER PERFORMANCE IN PAPER 117614.3ANALYSIS OF LEARNER PERFORMANCE IN PAPER 117614.4OVERVIEW OF LEARNER PERFORMANCE IN PAPER 218014.5ANALYSIS OF LEARNER PERFORMANCE IN PAPER 218014.6OVERVIEW OF LEARNER PERFORMANCE IN PAPER 318114.7ANALYSIS OF LEARNER PERFORMANCE IN PAPER 318214.8GENERAL COMMENTS FOR PAPERS 1,2 AND 3183 6Diagnostic Report 2018Celebrating“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
Minister’smessageThe Class of 2018 sat for the National Senior Certificate(NSC) examinations in a year that the world united incelebrating the 100th anniversary of the birth of the icon,Nelson Rolihlahla Mandela. In his State of the NationAddress, the President of the Republic of South Africa, thehonourable Cyril Matamela Ramaphosa acknowledgedthat in ‘celebrating the centenary of Nelson Mandela we arenot merely honouring the past, we are building the future’.The founding father of democracy in South Africa believedthat ‘education is the most powerful weapon which you canuse to change the world’ and that ‘education is the greatengine of development’. The centenary celebration of thebirth of a profound struggle hero and global citizen, wholeft an indelible mark on shaping the freedom we enjoytoday, is coated with a layer of gold by a 3% increase in theNSC pass rate from 75.1% in 2017 to 78.2% in 2018. I ampleased to release the 2018 National Diagnostic Reporton Learner Performance. This report is in its eighth yearof publication and serves as a comprehensive analysis ofcandidates’ performance in the NSC examinations.This Diagnostic Report provides teachers, subject advisors,curriculum planners and social partners with insight intolearners’ performance in the ten (10) key subjects, EnglishFirst Additional Language and the twelve (12) official homelanguages currently offered in the NSC examinations.The Department of Basic Education (DBE) is offering adetailed analysis of learners’ performance in each of theofficial home languages for the second time. In 2018, thefirst cohort of candidates sat for the NSC examination inSouth African Sign Language Home Language and thisdiagnostic report focuses on key observations in learnerperformance in this new subject. The diagnostic report ispresented in two parts. Part 1 comprises the diagnosticreports of the 10 key subjects and Part 2 contains thediagnostic reports for English First Additional Languageand the 12 home languages.The pivotal purpose of the diagnostic report is to serve asa catalyst to improve the quality of teaching and learningthrough reflection and remediation at all levels of thesystem. The data and accompanying analyses that wereprepared post the taking of the 2018 NSC examinations,have been used to identify strengths and weaknesses incandidates’ knowledge and skills.In the 2018 report a detailed per-question analysis oflearners’ responses is given for each of the 10 high-1enrolment subjects: Accounting, Agricultural Sciences,Business Studies, Economics, Geography, History, LifeSciences, Mathematics, Mathematical Literacy andPhysical Sciences. In Part 2 of this publication, a detailedper-question analysis of learners’ responses is given forEnglish First Additional Language and a detailed qualitativeanalysis of learners’ responses to questions is given foreach of the home languages.Analyses conducted show the weaknesses in learners’responses in the different subjects. An analysis of themisconceptions or error patterns uncovered in the learners’responses can inform instructional practice. In response toweaknesses identified, the report further suggests remedialmeasures that should be adopted at school level, allowingteachers to identify the problem areas hindering effectiveteaching and learning, identifying the knowledge gaps andrefining teaching strategies accordingly and consideringinformation or approaches that can be integrated intoteaching reform and academic improvement plans in thenew academic year.Teachers are encouraged to conduct and integrate thediagnostic analysis into their everyday teaching andassessment, so that the performance of learners inclassroom-based tests and designated school-basedassessment tasks are also analysed and the outcomesutilised to inform remediation.In conjunction with the National Diagnostic Report onLearner Performance, the DBE will – through targetedinterventions – continue to capacitate teachers to developresponsive and appropriate instructional programmes thatwill successfully address the areas of weakness identifiedin this report. I am confident that through this DiagnosticReport and the myriad of other interventions implementedin the system, there will be a positive impact on learnerperformance in 2019.MRS AM MOTSHEKGA, MPMINISTER OF BASIC EDUCATION3 JANUARY 2019CelebratingDiagnostic Report 2018“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
CHAPTER 11.1 INTRODUCTION, SCOPE AND PURPOSEThe 2018 Diagnostic Report serves as a teaching and learning resource tool in the 10 high-enrolment subjects, EnglishFirst Additional Language and the 12 official home languages. This is the fifth year that the NSC examinations are basedon the CAPS. In 2018, South African Sign Language Home Language was introduced as an examinable subject and thefirst diagnostic report for the subject focuses on key observations in learner performance. It is essential that the 2018diagnostic report should be used in conjunction with the 2014 to 2018 diagnostic reports for the 10 key subjects andEnglish First Additional Language, and the 2017 diagnostic reports for Home Languages.Once again, this report presents an evaluation of learner performance in the selected subjects and home languagesby highlighting the areas of weakness in each of the subjects and articulating the remedial measures to be adopted atschool level to improve performance in these subjects. The findings and recommendations are based on qualitative datathat are drawn from the subject reports compiled by the chief markers, internal moderators and subject specialists postthe marking process. In the 10 key subjects and English First Additional Language, quantitative data was also gatheredfrom the analysis of 100 scripts per paper, per subject, randomly selected from each province.As a result this National Diagnostic Report on Learner Performance provides teachers, subject advisors, curriculumplanners and curriculum implementers with a picture of learner performance in each of the key subjects. The DiagnosticReport in each subject commences by presenting comparative data on the performance trends observed over a fiveyear period in the subject. In the 10 key subjects and English First Additional Language, it also provides an overallperformance of candidates per question, per question paper, in each subject. Common errors, misinterpretations andmisconceptions identified during marking and suggestions for improvement are also provided. The poor quality ofanswers provided by some candidates in certain subjects continues to suggest gaps in the scope of content coverage,teaching methodology and the content knowledge of some teachers.Attempts have been made to track progress made in the subject and in content areas which were highlighted asproblematic in previous years. Progress, or lack thereof, in the areas mentioned should determine the extent to whichfurther interventions are necessary in 2019. This also suggests that continued reference to previous diagnostic reportsis essential since the areas of weakness identified in previous years may still be applicable in certain cases. It is theserecurrent areas of weakness that must become the baseline for intervention by subject advisory services in the newacademic year.It is envisaged that subject-based diagnostic analysis will be institutionalised within the pedagogical practice, not onlyat national level, but also at provincial, district and school levels. It is hoped that the diagnostic report will be seen as akey resource that will be utilised effectively by every Grade 12 teacher and subject advisor in 2019. Subject advisors areencouraged to mediate this key resource in their workshops with teachers in the new academic year.The DBE and provincial education departments (PEDs) will monitor the distribution and utilisation of this report as wellas feedback from teachers and subject advisors on the usefulness of these reports. Recommendations on how theycould be improved will be solicited from all stakeholders.2Diagnostic Report 2018Celebrating“ MAKING YOUR FUTURE WORK BETTER:LEARNING FROM MADIBA AND MaSISULU”
1.2 METHODOLOGYIn the 10 high-enrolment subjects and English First Additional Language, 100 scripts per question paper were randomlyselected from each province during the marking. These scripts included samples of low, medium and high achievementscores.The internal moderators and chief markers analysed and noted learners’ responses to each question. This entailedrecording the marks obtained by learners from the 100 scripts on a per-question basis. The individual scripts werescrutinised to provide an in-depth understanding of the range of different responses and to note the strengths andweaknesses. Particular attention was given to common errors and misconceptions identified in the learners’ responses.Based on the analyses, a detailed explanation is provided per question/subquestion under the following three mainheadings:Section 1: Performance Trends (2014–2018)A comparative analysis is presented in this section of learner performance over the last five years in terms of the numberof learners who wrote, the number and percent
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provides the identity certificate and the CA certificate to be installed on the ASA. 4. SSL Certificate Generation on the CA The next step is to get the CSR signed from the CA. The CA provides either a newly generated PEM encoded Identity Certificate or with a PKCS12 certificate along with the CA certificate bundle.
Web Services Description Language (WSDL) X.509 XML XML namespace XML schema (XSD) The following terms are specific to this document: certificate enrollment: See certificate and enrollment. certificate enrollment policy: The collection of certificate templates and certificate issuers available to the requestor for X.509 certificate enrollment.
(3) A repeat candidate is a candidate who has failed the National Senior Certificate examination and who wants to repeat his or her Grade 12-year as a full-time candidate. (4) In terms of this policy document the National Senior Certificate qualification must: (a) repr
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5. Select the category that best describes the signed certificate uploaded and click on [Display the list]. 6. Within the Certificate List screen select the box next to the certificate that should be used on the device and click the [Certificate Details] button. 7. Within the Certificate Details window click on [Use this certificate]. When
