Introduction

•The performance of the class of 2022 led to well deserved celebrations in

families, communities, schools, churches, circuits, districts and provinces.
•However, it is important for us to remember that there still need to be another
celebration of the success of the class of 2023.
•A special “FOCUS ON THE CLASS OF 2023” is very important because the class
of 2022 raised the bar higher. Improvement is a non-negotiable for us in 2023.
“In a race of excellence, there is no finishing point”.
•This presentation looks at measures to improve the performance of 2023 from
various angles of support.
•The support programmes for the class of 2023 must aim at making the class of
2023 to perform better than the previous cohorts.
•The Department of Basic Education and provinces have already started to work
around the SUB-theme “FOCUS ON THE CLASS OF 2023”.
PROVINCES, DISTRICTS AND SCHOOLS MUST STRENGTHEN THE FOCUS ON THE
CLASS OF 2023” AND USE ALL THE AVAILABLE RESOURCES.

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 Main focus areas
•There are four pillars identified for driving the programmes for
supporting the theme “FOCUS ON THE CLASS OF 2023”.
•Learner Support (Holiday Classes, Online classes, Weekend
•Classes, Organized Study sessions, Study groupings etc.)

•Teacher Development (Subject content training, Teaching

methodology workshops, Lesson Planning etc.)
•Learner Support Material (Additional LTSM, Subject Study Guides,
Subject Revision Guides, Revision Packs, Lesson Plans etc.)
•Learner Performance Management (Diagnostic assessment,
Assessment for Learning, Assessment of Learning etc.)
WE MUST USE THESE PILLARS TO SUPPORT THE CLASS
OF 2023.
3
 The Profile of the “Class of 2023”
•The Class of 2023” entered formal schooling in 2013 (Grade 1) and
exited the General Education and Training in 2009 (Grade 9)
•The “Class of 2023” joins the classes of 2020, 2021 and 2022
which have been affected by the challenges caused by COVID 19.
•This is the 4th matric cohort to be exposed to the negative
impacts of the COVID-19 pandemic in terms of curriculum delivery,
teacher coverage, learner coverage and assessment protocols.
•The “Class of 2023” is currently attending classes during times of
load- shedding challenge and this has a potential of affecting the
teaching of “power aided subjects” like Technology offerings,
Hospitality Studies and Technical Subjects.
•Load-shedding has a potential of affecting “learner curriculum
coverage” which is attained through homework and self studies.
•We must work hard to offset the negative impacts of these two
challenges within our theme “FOCUS ON THE CLASS OF 2023”.
4
 The Profile of the “Class of 2023”
•The “Class of 2023”was subjected to A TRIMMED CURRICULUM AT THE EXIT
POINT OF THE GET BAND (GRADE 9) AS WELL AS AT THE ENTRY POINT OF THE
FET BAND (GRADE 10).
•In grade 9 the REDUCTION OF SUBJECTS CONTENT LIMITED THE BACKGROUND
KNOWLEDGE REQUIRED FOR SUBJECT CHOICES IN GRADE 10.
•This cohort EXPERIENCED ROTATIONAL ATTENDANCE in Grade 9 and 10 and full
attendance in grade 11 (2022) and clearly in grade 12 (2023).
•This cohort EXPERIENCED AMENDED ASSESSMENT REQUIREMENTS in grades
9,10 and 11 with examinations replaced by school based controlled tests.
•The cohort was NOT FULLY EXPOSED TO STANDARDIZED ASSESSMENTS OR
EXAMINATIONS IN GRADE 10 AND 11.
•However, the cohort is NOW BEING EXPOSED TO STANDARDIZED ASSESSMENTS
AS IT HAS HAPPENED IN TERM 1 and TERM 2 tests.
•The cohort will GET EXPOSURE DURING REVISION AND PREPARATORY EXAMS
•TROUGH FOCUSED SUPPORT, THE CLASS OF 2023 CAN BE THE BEST COHORT
EVER.
5
 The Profile of the “Class of 2023”
•We must note that the “Class of 2023” is fortunate because the
cohort started grade 11 (2022) in an environment of relaxed COVID-
19 regulations and were saved from the rotational school
attendance.
•This made the “Class of 2023”to complete the Annual Teaching
Plans (ATPs) which is one of the signs of recovery.
•The “Class of 2023”is benefitting from the educational support
programmes and resources introduced by the Department of Basic
Education and provinces to offset the negative impact of COVID-19
on teaching and learning e.g. Woza Matric, E-Learning etc.
•This cohort is also fortunate as the scrapping of the “social
distancing clause” allows for groupwork and sharing of material.
•WE MUST HELP THE CLASS OF 2023 TO TAKE ADVANTAGE OF THESE
POSITIVES AND USE THEM TO THEIR BENEFIT.
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 GRADE 10: Comparing the Pass % of Class of 2023 &
Class of 2020,2021 & 2022 in Gateway Subjects.
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
SUBJECT
CLASS CLASS OF CLASS OF CLASS
CLASS OF 2020 OF 2023 2021 2023 CLASS OF 2022 OF 2023
ACCOUNTING 55,2 60,6 56,8 60,6 67,4 60,6
AGRIC. SCIENCS 44,3 61,9 44,5 61,9 63,5 61,9
BUS. STUDIES 52,6 55,5 54,4 55,5 61,5 55,5
ECONOMICS 44,3 51,7 45,4 51,7 57,1 51,7
ENGLISH FAL 84,7 85,6 85,4 85,6 90,6 85,6
GEOGRAPHY 50,5 63,4 49,6 63,4 66,9 63,4
HISTORY 62,7 63,3 64,1 63,3 57,7 63,3
LIFE SCIENCES 35,7 58,1 38,2 58,1 65,1 58,1
MATHS LIT. 46,9 50,6 47,2 50,6 57,9 50,6
MATHS 28 41,1 26,9 41,1 48,9 41,1
PHYSICAL SC. 36,2 55,8 38,7 55,8 64,2 55,8
CONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN PASS
PERCENTAGES (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 & 2021 BUT
WEAKER THAN THE CLASS OF 2022.
 GRADE 11: Comparing the Pass % of Class of 2023 &
Class of 2020,2021 & 2022 in Gateway Subjects.
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
SUBJECTS
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF
2020 2023 2021 2023 2022 2023
ACCOUNTING 55,5 54,6 64,7 54,6 57,9 54,6
AGRIC. SC. 43,6 46,6 62,9 46,6 61,4 46,6
BUS. STUDIES 64,4 60,2 69,1 60,2 65,4 60,2
ECONOMICS 56,6 53,9 63,9 53,9 59,3 53,9
ENGLISH FAL 90,3 93,2 93,9 93,2 90,6 93,2
GEOGRAPHY 50,1 55,3 64,2 55,3 62,5 55,3
HISTORY 66,4 70,8 69,6 70,8 68,4 70,8
LIFE SCIENCES 45,2 50,2 62,1 50,2 57,3 50,2
MATHS LIT. 45,7 46,2 57,6 46,2 52,6 46,2
MATHS 32,9 33,8 49,6 33,8 45,7 33,8
PHYSICAL SC. 43,4 56,7 61,6 56,7 58,2 56,7
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN PASS
PERCENTAGES (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 BUT WEAKER THAN
THE CLASS OF 2021 AND 2022.
 GRADE 10: Comparing the Pass % of Class of 2023 &
Class of 2020,2021 & 2022 in Home Languages
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH COMPARE WITH THE COMPARE WITH THE
THE CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
SUBJECT
CLASS OF CLASS CLASS OF CLASS CLASS
2020 OF 2023 2021 OF 2023 CLASS OF 2022 OF 2023
AFRIKAANS 83,7 81,2 81,2 81,2 88 81,2
ENGLISH 85,3 85,9 84,5 85,9 90,6 85,9
ISINDEBELE 85,9 90,3 86,7 90,3 91,5 90,3
ISIXHOSA 87,1 88,3 88,5 88,3 92,9 88,3
ISIZULU 84,1 84,1 85,1 84,1 89,9 84,1
SEPEDI 81,4 84,3 83,7 84,3 91,3 84,3
SESOTHO 85,1 84,2 84,4 84,2 89,4 84,2
SETSWANA 85,7 84,2 86,2 84,2 90,9 84,2
SISWATI 86,9 86 85,3 86 91,2 86
S.A. SIGN HL 79,1 77,6 75,6 77,6 83,3 77,6
TSHIVENDA 88,6 90 92,1 90 95,9 90
XITSONGA 87,6 86,9 85,5 86,9 92,6 86,9
CONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN PASS
PERCENTAGES (HOME LANGUAGES) THAN THE CLASS OF 2020 & 2021 BUT WEAKER
THAN THE CLASS OF 2022.
 GRADE 11 :Comparing the Pass % of Class of 2023 &
Class of 2020,2021 & 2022 in Home Languages
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
CLASS OF 2020 CLASS OF 2021 CLASS OF 2022

SUBJECT CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS

2020 2023 2021 2023 2022 OF 2023
AFRIKAANS 86,4 87,4 93 87,4 85,1 87,4
ENGLISH 88,4 89,3 92,3 89,3 87,1 89,3
ISINDEBELE 89,4 94,6 96,8 94,6 69,1 94,6
ISIXHOSA 94,9 95,6 95,4 95,6 93,6 95,6
ISIZULU 92,2 92,8 93,7 92,8 90 92,8
SEPEDI 92,6 93,6 96,2 93,6 92,1 93,6
SESOTHO 94 94,8 95,2 94,8 92,3 94,8
SETSWANA 95,2 95 96,5 95 93 95
SISWATI 91,7 95,1 94,3 95,1 92,2 95,1
S. A SIGN HL 83,3 81,1 83,5 81,1 80,9 81,1
TSHIVENDA 98,6 97 98,4 97 96,1 97
XITSONGA 94,7 94,6 96,7 94,6 94,4 94,6
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN PASS
PERCENTAGES (HOME LANGUAGES) THAN THE CLASS OF 2022 and 2020 BUT
WEAKER THAN THE CLASS OF 2021.
 GRADE 10: Comparing the % Pass @ 50%+ of Class of
2023 & Class of 2020,2021 & 2022 in Gateway Subjects
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022

CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS

2020 2023 2021 2023 2022 OF 2023
ACCOUNTING 10,5 31,3 12,2 31,3 37,4 31,3
AGRIC. SCIENCS 13,1 30,7 4,1 30,7 31,3 30,7
BUS. STUDIES 20,1 32,3 11,4 32,3 37,4 32,3
ECONOMICS 15,8 26,2 6,2 26,2 34,1 26,2
ENGLISH FAL 28,8 48,1 15 48,1 57,2 48,1
GEOGRAPHY 27,1 34,3 8,7 34,3 40 34,3
HISTORY 21,5 32,3 13,2 32,3 48 32,3
LIFE SCIENCES 20,2 31,1 6,1 31,1 36 31,1
MATHS LIT. 15,1 21,7 5,4 21,7 25,3 21,7
MATHs 10,4 28,5 6,3 28,5 33,8 28,5
PHYSICAL SC. 18,6 29,8 6,3 29,8 35,1 29,8
CONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN QUALITY
OF PASSES (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 and 2021 BUT WEAKER
THAN THE CLASS OF 2022.
 GRADE 11: Comparing the % Pass @ 50%+ of Class of
2023 & Class of 2020,2021 & 2022 in Gateway Subjects
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS
2020 2023 2021 2023 2022 OF 2023
ACCOUNTING 13 28 33,8 28 30,9 28
AGRIC. SC. 8,3 18,6 28,6 18,6 30,2 18,6
BUS. STUDIES 16 33,3 37,8 33,3 37 33,3
ECONOMICS 17,8 25,8 28,7 25,8 28 25,8
ENGLISH FAL 12,3 56,9 62 56,9 50,5 56,9
GEOGRAPHY 7,5 24,3 30,1 24,3 29,8 24,3
HISTORY 12,3 34,9 34,1 34,9 35,1 34,9
LIFE SCIENCES 8,4 23,6 30,8 23,6 28,1 23,6
MATHS LIT. 6,7 17,1 22,4 17,1 20,8 17,1
MATHs 9,4 23,3 34,3 23,3 32,5 23,3
PHYSICAL SC. 8,5 27,1 31,5 27,1 30,8 27,1
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN QUALITY OF
PASSES (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 BUT WEAKER THAN THE
CLASS OF 2021 AND 2022.
 GRADE 10: Comparing the % Pass @ 50%+ of Class of
2023 & Class of 2020,2021 & 2022 in Home Language
COLUMN 1
COMPARE WITH COLUMN 2 COLUMN 3
THE CLASS OF COMPARE WITH THE COMPARE WITH THE
SUBJECT 2020 CLASS OF 2021 CLASS OF 2022
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS
2020 2023 2021 2023 2022 OF 2023
AFRIKAANS 32,2 64,5 28,4 64,5 71,7 64,5
ENGLISH 32,2 69,3 31,4 69,3 76,2 69,3
ISINDEBELE 35,3 83,3 38,6 83,3 85,4 83,3
ISIXHOSA 33,6 76,5 36,3 76,5 87,8 76,5
ISIZULU 33,4 74,2 36 74,2 84,1 74,2
SEPEDI 30 71 33,2 71 82,8 71
SESOTHO 35,5 72,3 29,6 72,3 81,3 72,3
SETSWANA 29,1 69,9 31,3 69,9 81,7 69,9
SISWATI 34,6 73,8 30,7 73,8 87,5 73,8
S.a. SIGN HL 20,8 62,3 13,8 62,3 83,1 62,3
TSHIVENDA 35,6 73,9 43 73,9 88,5 73,9
XITSONGA 47,5 79,2 48,1 79,2 87,9 79,2
0ONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN QUALITY OF
PASSES (HOME LANGUAGES) THAN THE CLASS OF 2020 AND 2021 BUT WEAKER
THAN THE CLASS OF 2022.
 GRADE 11: Comparing the % Pass @ 50%+ of Class of
2023 & Class of 2020,2021 & 2022 in Home Language
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF
2020 2023 2021 2023 2022 2023
AFRIKAANS 29,5 64,7 73,7 64,7 63,6 64,7
ENGLISH 33 71,2 76,2 71,2 68,8 71,2
ISINDEBELE 32,3 93,5 93,5 93,5 37,2 93,5
ISIXHOSA 51,6 89,1 93,1 89,1 84,9 89,1
ISIZULU 49,1 85,6 90 85,6 80,1 85,6
SEPEDI 43,8 81,6 89 81,6 78,6 81,6
SESOTHO 45,8 84,5 90,3 84,5 80,9 84,5
SETSWANA 41,7 83 90,2 83 79,2 83
SISWATI 42,6 89 89,8 89 83,8 89
S. A SIGN HL 27,4 75,2 74 75,2 69,8 75,2
TSHIVENDA 61,3 86,9 94,3 86,9 85,4 86,9
XITSONGA 53,8 86,1 93,4 86,1 85,6 86,1
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN QUALITY
OF PASSES (HOME LANGUAGES) THAN THE CLASS OF 2020 AND 2022 BUT WEAKER
THAN THE CLASS OF 2021.
 GRADE 10: Comparing the Distinctions of the Class of 2023 &
Class of 2020,2021 & 2022 in Gateway Subjects
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022

CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS

2020 2023 2021 2023 2022 OF 2023
ACCOUNTING 2,1 4,1 2,9 4,1 5,5 4,1
AGRIC. SCIENCS 0,2 2,5 0,3 2,5 2,7 2,5
BUS. STUDIES 1,5 3,4 1,8 3,4 4,4 3,4
ECONOMICS 0,7 2 0,8 2 3,3 2
ENGLISH FAL 0,8 1,7 0,8 1,7 2,9 1,7
GEOGRAPHY 0,8 3 1,2 3 4,1 3
HISTORY 1,7 2,7 2,2 2,7 6,7 2,7
LIFE SCIENCES 0,6 2,7 0,7 2,7 3,5 2,7
MATHS LIT. 0,5 1,1 0,5 1,1 1,4 1,1
MATHS 0,7 3 1 3 3,9 3
PHYSICAL SC. 0,8 2 1 2 3,7 2
CONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN
DISTINCTIONS (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 AND 2021 BUT
WEAKER THAN THE CLASS OF 2022.
 GRADE 11:Comparing the Distinctions of the Class of
2023 & Class of 2020,2021 & 2022 in Gateway Subjects
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF
2020 2023 2021 2023 2022 2023
ACCOUNTING 3,4 3,8 4,7 3,8 4,4 3,8
AGRIC. SC. 0,3 0,8 2,1 0,8 2,4 0,8
BUS. STUDIES 2,8 3,4 3,8 3,4 4,1 3,4
ECONOMICS 1,1 0,1 2,2 0,1 2,2 0,1
MATHS 1,7 2,3 4,6 2,3 3,9 2,3
PHYSICAL SC. 1,5 2,6 3,4 2,6 3,3 2,6
GEOGRAPHY 1,1 1,6 2,2 1,6 2,3 1,6
LIFE SCIENCES 1,2 1,7 2,7 1,7 2,4 1,7
HISTORY 2,1 3,2 2,8 3,2 3,1 3,2
MATHS LIT. 0,7 4 1.0 4 1,1 4
ENGLISH FAL 1,1 2,1 2,2 2,1 1,7 2,1
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN
DISTINCTIONS (GATEWAY SUBJECTS) THAN THE CLASS OF 2020 BUT WEAKER THAN
THE CLASS OF 2021 AND 2022.
 GRADE 10: Comparing the Distinctions of the Class of 2023 &
Class of 2020,2021 & 2022 in Home Language in Grade 10
COLUMN 1 COLUMN 2 COLUMN 3
COMPARE WITH THE COMPARE WITH THE COMPARE WITH THE
SUBJECT CLASS OF 2020 CLASS OF 2021 CLASS OF 2022

CLASS OF CLASS OF CLASS OF CLASS OF CLASS

CLASS OF 2020 2023 2021 2023 2022 OF 2023
AFRIKAANS 3,6 3,6 2,9 3,6 4,3 3,6
ENGLISH 2,5 3,9 2,6 3,9 4,2 3,9
ISINDEBELE 1,4 4,3 1,6 4,3 4,3 4,3
ISIXHOSA 1,2 2,1 1,3 2,1 3,4 2,1
ISIZULU 1,6 2,5 1,9 2,5 4 2,5
SEPEDI 1,3 2,3 1,5 2,3 3,6 2,3
SESOTHO 1,5 1,7 1 1,7 2,1 1,7
SETSWANA 0,6 1,3 0,9 1,3 1,8 1,3
SISWATI 1 1,9 0,7 1,9 4,2 1,9
S.a. SIGN HL 2,1 2,3 0 2,3 2,2 2,3
TSHIVENDA 1,8 3,4 2,5 3,4 5,3 3,4
XITSONGA 4,2 4,2 3,6 4,2 5,6 4,2
CONCLUSION: THE GRADE 10 OF THE CLASS OF 2023 WAS STRONGER IN
DISTINCTIONS (HOME LANGUAGES) THAN THE CLASS OF 2020 AND 2021 BUT
WEAKER THAN THE CLASS OF 2022.
 GRADE 11: Comparing the Distinctions of the Class of 2023 &
Class of 2020,2021 & 2022 in Home Language
COLUMN 1 COLUMN 2
COMPARE WITH THE COMPARE WITH COLUMN 3
SUBJECT CLASS OF 2020 THE CLASS OF 2021 COMPARE WITH THE
CLASS OF 2022
CLASS OF CLASS OF CLASS OF CLASS OF CLASS OF CLASS
2020 2023 2021 2023 2022 OF 2023
AFRIKAANS 3,4 2,8 4,3 2,8 3,6 2,8
ENGLISH 2,8 4 4,4 4 3,7 4
ISINDEBELE 1,6 9,9 8,5 9,9 2,9 9,9
ISIXHOSA 2,6 4,4 5 4,4 3,6 4,4
ISIZULU 3,3 4,6 5,1 4,6 3,4 4,6
TSHIVENDA 3,3 4,9 6,8 4,9 3,8 4,9
XITSONGA 3,8 4,3 6,2 4,3 5,6 4,3
SESOTHO 2,2 2,9 3,8 2,9 2,7 2,9
SETSWANA 1,5 2,4 2,7 2,4 2,1 2,4
SISWATI 2,4 4,9 3,4 4,9 2,7 4,9
S.A SIGN HL 0,1 0,8 0,6 0,8 2,9 0,8
SEPEDI 2,4 3,1 4,6 3,1 3,1 3,1
CONCLUSION: THE GRADE 11 OF THE CLASS OF 2023 WAS STRONGER IN
DISTINCTIONS (HOME LANGUAGES) THAN THE CLASS OF 2020 AND 2022 BUT
WEAKER THAN THE CLASS OF 2021.
 Economic Management Sciences
IN ACCOUNTING GAPS WERE IDENTIFIED IN THE FOLLOWING AREAS:
•Mathematical and arithmetic ability
•Question comprehension skills
•Identification of relevant information to answer specific sub questions
•Question interpretation especially financial information provided
•Data handling and data usage in answering questions.
IN BUSINESS STUDIES GAPS WERE MAINLY IDENTIFIED IN THE FOLLOWING AREAS:
•Comprehension skills
•Differentiating concepts that are closely related
•Improvement of problem solving and interpretation skills
•Ability to match certain concepts with answers in short questions
•Analysis and use of information given in the pictures and other source material.
IN ECONOMICS GAPS WERE MAINLY IDENTIFIED IN THE FOLLOWING AREAS:
•Differentiation of related economic concepts
•Ability to draw and explain graphs in a given question
•Question comprehension to offset the impact of language barrier
•Problem -solving skills
•Approach to high order questions
LET US FOCUS ON STRENGTHENING THE CLASS OF 2023 IN ECONOMIC MANAGEMENT
SCIENCES.
 Natural Sciences
•There must be more focus on Natural Sciences (Agricultural Sciences, Life
Sciences and Physical Sciences) in preparation of the class of 2023 for NSC
examinations.
•Provinces must introduce a new approaches to teaching when supporting
the class of 2023 in Natural Sciences (Agricultural Sciences, Life Sciences
and Physical Sciences Sciences) by including topics which were poorly
performed in the 2022 NSC examinations.
•The following is an example of what was done in Natural Sciences
CHALLENGING ASPECTS DIRECT RESPONSE TO
OF WORK THE CHALLENGE
Introduction of a glossary of concepts and
CONCEPTS IN NATURAL SCIENCES
definition for each topic treated.
INABILITY TO ANALYSE GRAPHS Collation of the questions on graphs and tables
AND TABLES for grade 10 and 11 “self Assessment”
Preparation of scientific process maps which
PHYSICAL SCIENCE PROCESSES
explains the process easily at grade 10.
 Mathematical Sciences
•This learning field is not well performed in many schools and
the class of 2023 needs extra support in Mathematical Sciences
(Mathematics and Mathematical Literacy) as these were not
adequately treated during times of rotational school attendance
•The learning gaps identified from the diagnostic reports of 2022
indicated more challenges in this learning field than any other.
The origins thereof were traced from grade 10 and 11.
•The focus must include practice in the following common areas:

SUBJECT AREAS NEEDING SUPPORT

Trigonometry, compound angles, Euclidian
Geometry, Application of Calculus,
MATHEMATICS interpretation of cubic functions etc.
Data handling, Maps and Plans,
MATHS LITERACY Measurement, Finance etc.
 Social Sciences
•This learning field is not well performed in many schools and the class of
2023 needs extra support in Mathematical Sciences (Mathematics and
Mathematical Literacy) as these were not adequately treated during times of
rotational school attendance
•The learning gaps identified from the diagnostic reports of 2022 indicated
more challenges in this learning field than any other. The origins thereof
were traced from grade 10 and 11.
•The focus must include practice in the following common areas:
FOCUS ASPECTS IN GEOGRAPHY FOCUS ASPECTS IN HISTORY
•Ability to respond in full sentences in paragraph
•Definition of terms in own words (satellites states,
questions (How to write a full answer)
economic imperialism, decolonization)
•Ability to handle Mapwork Skills questions
•Explanation of messages in cartoon, significance of
(map skills and techniques, calculations and
Europe in the cartoon
Geographical information systems, data
•Cold war topic , Gorbachev reforms , Sharpen
response questions)
paragraph question skills, essay writing.
•Shortage of skills to respond to various types of
•Argumentative essays instead of descriptive and
questions (essays, MCQs, etc.)
narrative.
•Ability to use basic geographic concepts
•Informal and formal assessment skills assessing
foundation
historical skills such as : interpretation, analysis etc.
•Use of action verbs of higher cognitive levels
•
 Services
•These are Consumer & Hospitality Studies plus Tourism.
•When the analysis and interrogation of the diagnostic reports was done,
some of the challenges surfaced.
•In Consumer Studies ongoing interventions must focus on Concepts,
Housing and leasing contracts, Interior decoration, design elements and
principles, and exposure to scenarios and source based questions.
•In Hospitality Studies ongoing interventions must focus on concepts,
benefits for Chefs to use a computerized control system, Extracting answers
from scenarios, Food borne diseases.
•In Tourism ongoing interventions must focus on Basic terminology,
Interpretation and application skills, Basic calculations and rounding off and
Foreign exchange (FOREX).
•In all these subjects there is a common challenge of inability to use and
apply concepts when responding to paragraph questions.
•MORE FOCUS IS NEEDED IN THESE GROWING SUBJECTS
 Technical Subjects
•Although these subjects perform better because of the practical
component, provinces must provide more support to improve the quality of
passes.
•In Civil Technology there must be focused revision in Civil Services,
Construction and Woodworking.
•Electrical Technology (Digital systems, Electronics and Power Systems)
must be supported from a perspective of background information support i
•In Mechanical Technology there must be focused revision in Automotive,
Fitting and Machining as well as Welding and Metalworking.
•Provincial curriculum sections must work together to support teaching ad
learning in the 9 specializations using the Mathematics, Science and
Technology(MST) grant.
•The on-going focus must be on improving the raw marks in all the technical
subjects’ theory papers.
•The class of 2023 must be assisted with skills of linking practical work to
theory.
THE CLASS OF 2023 MUST BE ASSISTED WITH SKILLS OF LINKING
PRACTICAL WORK TO THEORY.
 Technology Subjects
•During the marking of the 2022 NSC examinations, a number of technical
challenges were identified in Computer Applications Technology, Engineering
Graphics and Design and Information Technology.
•In Computer Applications Technology support must be provided in the form
of revision and study material on such topics as data sheets, PC
Programming, Moodle Drive and Delphi Programming.
•In Information Technology such topics as Database Design and concept
formatting, SQL Applications, Communication and Social Implications and
Software applications must be treated together in teaching and assessment.
•The Subject Advisors for Computer Applications Technology and Information
Technology must visit schools to support the class of 2023 and those who
teach Technology subjects.
•The Subject Advisors must also strengthen the quality of School Based
Assessment marks in these subjects at grade 10-12.
•Since these subjects are “Computer Aided” schools must have plans to
continue supporting them in spite of LOAD SHEDDING.
 Home Languages
•The 2022 diagnostic report showed that matric learners struggle with two
papers of Home Languages (Grammar and Literature).
•Although the provinces must approach the problem from grade 10 and 11
to prepare learners for better performance in matric, the class of 2023 need
more support in these two papers.
•To provide support for the class of 2023, Subject Advisors must focus on
summary writing, poem analysis, reading skills, interpretation of novel and
drama, language skills, formatives and parts of speech, attempting open
ended questions, creative writing, poem analysis, cartoon interpretation,
advertisements and literature analysis.
•Provinces must make efforts to ensure that teachers in grade 12 equip
learners with skills for answering grammar questions, novel based
questions and source material based questions.
•Teachers must be supported to set quality Grammar and Literature
assessment tasks.
•LET US PROVIDE SUPPORT FOR THE HOME LANGUAGES IN ALL THE
PROVINCES.
 Special Support for Special Schools
•The South African Sign HL is one of the newly introduced
subject when compared to other subjects.
•In the class of 2023 there are 135 learners who have been
registered for the South African Sign HL.
•Schools for the Deaf must procure recording equipment,
software and textbooks in video format.
•Deaf Teaching Assistants and Technicians must be made
available to support the implementation of South African Sign
Home Language.
•For visually impaired learners, textbooks and other support
material must be provided to the schools.
•“Braille Technicians” must be available to translate texts and
assessments to accessible formats.
•LET US PROVIDE RESOURCES TO SPECIAL SCHOOLS.
 Special Support for S.A.S.H.L
Province Number of entries Percentage
Gauteng 42 31,1
KwaZulu Natal 35 25,9
Eastern Cape 20 14,8
Free State 10 7,4
Mpumalanga 10 7,4
North West 9 6,7
Western Cape 6 4,4
Northern Cape 2 1,5
Limpopo 1 0,7
TOTAL 135 100
SUPPORT THE S.A. SIGN HL AND GET DISTINCTIONS IN SPECIAL
SCHOOLS.
 Special Support for Special Schools
•Production of braille language textbooks for blind learners
must continue to strengthen support for blind learners.
•A range of assistive devices to support teaching and learning
in special schools must be procured through the relevant grant.
These can include:
1.Head pointer devices with software
1.Makaton – communication via images
1.Eye Gaze and Eye Tracking Devices with software
1.Reader pens and Vision and Hearing sensitivity equipment
1.Magnifiers
1.Perkins Braille's and software for literacy and numeracy
development.
•SUPPORT THE SPECIAL SCHOOLS WITH RESOURCES SO THAT
THEY PERFORM BETTER IN 2023.
 Support for High Enrolment Schools
•High enrolment schools have a potential of increasing the pass
percentage of each province.
•They must not be ignored and they need support to deal with
high learner numbers and sometimes overcrowded classrooms.
•Teachers in these schools must be capacitated on how to plan
lessons to benefit many learners.
•Teachers in these schools must plan their lessons through the
use of 4 C’s i.e. critical thinking, communication, collaboration
and creativity.
•Teachers in these schools must plan their lessons with the 3p’s
to classroom management i.e. Preparedness, Promptness and
Productive teaching.
•LETS INCREASE PASS % IN HIGH ENROLLMENT SCHOOLS.
 Support for High Enrolment Schools
• .
•Teachers in high enrolment schools must apply sound
classroom handling techniques such as:
a)Knowing each and everyone of learners as individuals, their
strengths and weaknesses.
a)Apply methods of engaging learners in the learning activity.
a)Establishment of effective learning routines such as note
taking, asking questions, studying and self assessment.
a)Creation of a positive learning environment and delivery
through engaging content delivery.
a)Application of methods of involving parents.
• LETS DEVELOP TEACHERS IN HIGH ENROLLMENT SCHOOLS
 Support for Low Enrolment Schools
•Teachers must take advantage of small numbers to attend to
individual differences.
•Provinces must impress upon teachers to give early feedback to
learners (tests and tasks) after assessment as a way of
motivating them further.
•Lessons must be delivered in such a way that they promote
learner participation.
•Provinces must use of strategies such as groupwork and
classroom discussions based on certain sections of work.
•These schools can be clustered for support as well.
•The class of 2023 also has small schools of less than 20 learners
entered for the National Senior Certificate examinations.
 Support for Low Enrolment Schools
•The small enrollment schools have two potentials:
1.With their SMALL NUMBERS AND QUALITY TEACHING AND
LEARNING, they can easily help the school to get “100% pass”.
2. With their SMALL NUMBERS AND POOR QUALITY TEACHING
AND LEARNING they can easily cause the schools to get a “0%
performance”.
Provinces must take advantage of the first potential because it
can increase the number of schools which perform at 100% pass
rate in the coming NSC examinations.
The second potential can be problematic because a “0%”
performance is not acceptable.
Provinces must devise other possible strategies to support the
small schools in 2023.
•LET US PROVIDE RESOURCES AND SUPPORT TO LOW
ENROLLMENT SCHOOLS AS WE FOCUS ON THE CLASS OF 2023.
 Strengthen struggling learners
•Department of Basic Education believes that progressed
learners and learners at risk are likely to struggle with large
volumes of work in grade 12.
•Provinces, districts and schools must result weak learners and
progressed learners separately to track their progress.
•Teachers/Markers must submit diagnostic reports which show
areas where the struggling learners have made errors.
•The qualitative report must inform the development of material
that is user friendly for struggling learners learners.
•Provinces must also expose struggling learners to camps and
cluster centers so that they get used to formal study sessions..
•Provinces must also check the special needs of weak learners
and provide them with concessions and accommodations.
•LET US DIAGNOSE THE PROBLEMS OF STRUGGLING LEARNERS AND
SUPPORT THEM.
 Support for struggling Learners
• Although struggling and progressed learners are accommodated in
the daily lessons of all learners, provinces must have targeted support
for the struggling learners including progressed learners.
• The cycle of support for struggling learners can be as follows:

2. CLOSING CONTENT GAPS 3. PROVISION OF INFORMAL

1. QUALITATIVE ANALYSIS OF IDENTIFIED IN FIRST TERM ASSESSMENT TASKS ON
FIRST TERM PERFORMANCE OF STRUGGLING CLOSED FIRST TERM
PERFORMANCE LEARNERS CONTENT GAPS

5. CLOSING CONTENT GAPS

6. PROVISION OF INFORMAL
4. QUALITATIVE ANALYSIS OF IDENTIFIED IN SECOND TERM
ASSESSMENT TASKS ON
SECOND TERM PERFORMANCE OF STRUGGLING
CLOSED SECOND TERM
PERFORMANCE LEARNERS
CONTENT GAPS

8. CLOSING CONTENT GAPS 9. PROVISION OF INFORMAL

7. QUALITATIVE ANALYSIS OF ASSESSMENT TASKS ON
IDENTIFIED IN THIRD TERM
THIRD TERM CLOSED THIRD TERM
PERFORMANCE OF STRUGGLING
PERFORMANCE CONTENT GAPS
LEARNERS

10. STAY WITH THEM UNTIL THEY WRITE THE LAST PAPER
 Support for high flyers
•Grade 11 (2022) raw mark results indicate that there are high
flyers (learners who learn lessons, topics or concepts at a faster
rate).
•These learners need special support to enhance their
potential for quality passes.
•On top of normal activities in the classroom, these learners
must be provided with:
1.Enrichment activities.
1.Opportunities to lead discussions in study groups.
1.Encouragement to improve their pass percentage and
quality of passes.
1.Words of praise when they excel perform well but make
them aware that there is still much more room for
improvement.
•LETS PROVIDE HIGH FLYERS WITH MORE CHALLENGING TASKS.
 Special support for Boy Learners
•Schools and districts must provide programmes to encourage
boys to stay at school instead of dropping out (Address by
young successful former schoolboys and other boys who are in
leadership).
•Conscientize boys about the harsh consequences of drug
abuse, criminal activities etc. (Gauteng is a good example). In
these sessions inmates warned boys about consequences of
crime.
•Motivational speakers must be organised to boost the
confidence of boys and ‘unpack the dangers of peer pressure).
•Motivate boys to make “Education Fashionable” than other
destructive tendencies.
•ENCOURAGE BOYS TO STAY AT SCHOOL AND NOT TO QUIT.
 Special support for Girl earners
•South Africa has addressed a number of “Obstacles to Girls’
Education” such as poverty (no fee schools), long distances to
schools (learner transport), menstruation (dignity pads) etc.
•Provinces must encourage parents (through governing bodies)
to avoid domestic chores to be an obstacle to learning and
studying for the class of 2023.
•Work with communities to ensure that gender based violence
(at home, in society and in schools) does not stand on the way
of girls to learn.
•Child marriage and trafficking are other “Obstacles to Girls’
Education”.
•LET US INVOLVE COMMUNITIES TO PROTECT “GIRL’S
EDUCATION”.
Make the Class of 2023 “Exam Fit”
•Analyze the quarterly assessments especially the mid-year
examination and preparatory check the following:
 Learners who did not complete the paper
 Learners who struggle with medium order questions and
higher order questions.
 Learners who struggle with source based questions.
 Learners who mix questions.
 Learners who skipped many questions.
 Learners who submit blank scripts.
 Learners who fail to follow examiners instructions.
•These learners must be supported as problems are identified.
•LET ALL PROVINCES ENSURE THAT THE CLASS OF 2023 FOLLOW
THE EXAMINATIONS INSTRUCTIONS.
Make the Class of 2023 “Exam Fit”
• Expose the class of 2023 to a variety of study guides available in the
system so that they familiarize themselves with questions.
• Develop a question mosaic:
DRAINAGE DRAINAGE DRAINAGE DRAINAGE
DRAINAGE
SYSTEMS SYSTEMS 2019 SYSTEMS 2019 SYSTEMS 2020
2018
SYSTEMS 2018
FINAL EXAMS
GEOGRAPHY FINAL EXAM SUPPLEMENTARY FINAL EXAMS SUPPLEMENTARY
QUESTION
MOSAIC
2023

DRAINAGE DRAINAGE DRAINAGE DRAINAGE DRAINAGE

SYSTEMS 2020 SYSTEMS 2021 SYSTEMS 2021 SYSTEMS 2022 SYSTEMS 2022
FINAL EXAM FINAL EXAM SUPPLEMENTARY FINAL EXAM SUPPLEMENTARY

• If there is a problem of resources, mosaics can be developed

only subjects which are more challenging and problematic.
Concurrent Curriculum Coverage
•Learner curriculum coverage is the most important thing in
the system because they write the examinations.
•However, learner coverage cannot take place without teacher
coverage and therefore it is important.
•Provinces, schools and districts must provide teachers, in each
subject, with instruments and methods of matching teacher
coverage with learner coverage.
•Teachers must be helped to strengthen learner coverage once
they have covered a particular section of work.
•The two must happen concurrently and continuously so that
learners cover what the teacher has covered.
•LET US ENCOURAGE LEARNERS TO STUDY EVERY DAY.
 There is case for Teacher Development in
subject content & methodology
1600
1365
1400
Number of Schools

1200
1000
800
600 419 359
400 288 264 228 260 288 244
219
119 154
200 53 27 37 44 70 58 68
1 8
0 0

100% 0%
 Supporting poorest performing schools in subjects
•Provinces must identify the 2022 poorest performing schools in
subjects (0%-30%) in the high enrollment gateway subjects.
•They must also identify the non performing schools (0%) in
grade 11 (2022) raw marks in the following learning fields:
1.Economic Management Sciences
1.Natural Sciences
1.Mathematical Sciences
1.Social Sciences
•These high enrollment learning fields are very critical in
determining the performance of schools.
•District Heads of Curriculum must develop special programmes
to eliminate non-performing schools in 2023 by providing
teacher development programmes for teachers.
•LETS SUPPORT TEACHING THROUGH TEACHER DEVELOPMENT.
 Training in Instructional Planning
•Principals of underperforming schools must be trained and assisted to
develop School Improvement Plans, Departmental Improvement Plans and
Subject Improvement Plans with implementation progress checked
regularly.
•Provinces must support ensure that teachers understand the “NON
NEGOTIABLES” - MUST-DO ASPECTS OF THEIR WORK
(a) Lesson preparation and teaching and assessment
(b) Marking learners work and provide feedback on time
(c) Identification of struggling learners and provide additional support
•Provinces must assist School Managers to improve their supervision of
curriculum coverage (a missing skill in schools).
•Provinces must train school principals to conduct quarterly accountability
sessions (informed by quarterly tests) to establish strengths and
weaknesses weakness for attention.
•TEACHER INSTRUCTIONAL MANAGEMENT IS KEY TO THE SUCCESS OF THE
CLASS OF 2023.
 Content & Methodology Training
•Provinces must be in possession of the National and Provincial
National Senior Certificate subject diagnostic reports.
•Weaknesses identified in diagnostic reports must inform the
design of quarterly content and methodology training sessions
for teachers.
•Quarterly content and methodology training must be a
collaborative effort between Curriculum Delivery and
Curriculum Development sections.
•Teachers must be assisted to unpack the recommendations
made by the Markers and Moderators during the 2022
National Senior Certificate marking.
•The final training on content and methodology must be in
August and be based on the provincial revision programme and
the elements of the “LAST PUSH” for the class of 2023.
 Content & Methodology (Cont…..)
•Teachers must also be trained on HOW TO GUIDE LEARNERS
FOR REVISION OF THEIR WORK especially in subjects which are
more challenging.
•LET US EMBARK ON OUTCOMES BASED REVISION FOR THE
2023 NATIONAL SENIOR CERTIFICATE EXAMINATIONS.
Take advantage of available resources
•South Africa has a wealth of support material for teachers and
learners in most of the grade.
•These materials are useful during teaching and learning, during

preparation for formal and informal assessments and during

revision sessions.
•Provinces, districts and schools must take advantage of these

study resources to improve teacher and learner coverage.

•In structures like TDCM curriculum specialists from different

provinces must exchange the material that they use in order to

supplement their provincial resources.
•The private sector has also contributed to the number of

resources and made them available to our schools.

•LEARNERS MUST BE AWARE OF AVAILABLE RESOURCES AND

USE THEM EFFECTIVELY.

Print Study Material
51

SUBJECT No. OF S. GUIDES

Accounting 5
Business Studies 2
Economics 4
SUBJECT No. OF S. GUIDES
Geography 2
History 3
Religion Studies 10
SUBJECT No. OF S. GUIDES
Dance Studies 1
Visual Arts 1
Dramatic Arts 1
Design Studies 1
Music 1
Print Study Material
52

SUBJECT No. OF S. GUIDES

Maths Literacy 4
Mathematics 2
Technical Maths 3
SUBJECT No. OF S. GUIDES
English FAL 2
 Woza Matric Outputs
2023 KEY OUTPUTS (JANUARY –SEPTEMBER 2023):
•Video lessons to be broadcast on 24 hour DBETV Channel 122
(Accounting, Business Studies, Economics, EFAL, Geography,
History, Life Sciences, Maths Literacy, Maths and Physical Sciences)
•Using social media (Facebook, Instagram and Twitter) for daily
learner, parent and Teacher engagements
•Interactive broadcast schedules are disseminated to DBE,
provinces and partners for communication to districts, schools and
learners directly
•Working with DBE Communications Team for enhanced
communications
•A 60 day Social Media Countdown to start in September 2023 with
messages supporting matric learners leading up to final
examinations
53
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Parent Talk Shows on Community Radios

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 Maximum target & Minimum Targets
•The minimum target has been calculated using the matric pass
percentages from 2014 to 2022.
•The reason for starting from 2014 is that the first Curriculum and
Assessment Policy Statement (CAPS) based matric examination was written
in 2014.
•The years before 2014 were avoided because the matric examination was
not CAPS aligned.
•For overall pass rate, bachelor pass rate and distinction rate the
Department of Basic Education has a maximum target of 100%.
•The Department of Basic Education understands that there can be factors
which can hinder the attainment of the maximum targets of 100%.
•A minimum pass rate of 85% is the least that the Department of Basic
Education can obtain in 2023 [85% - 100%%].
•A minimum bachelor pass rate of 43% is the least that the Department of
Basic Education can obtain in 2023 [43% - 100%%].
•A minimum distinction rate of 34,4% is the least that the Department of
Basic Education can obtain in 2023 [35% - 100%%].
 WHAT ARE NATIONAL NEW SUPPORT
STRATEGIES IN 2023?
Possible contribution of new strategies is estimated at
1%.
• Qualitative and quantitate profile of the class of
2023.
• Analysis of learner performance which is based
on raw marks.
• The examination skills support document which
• Analysis of quarterly results into Pass%, Pass
@40%+, Pass @ 50%+ and Distinctions (Inclusive
Basket)
 Pass % minimum and maximum target
PASS PERCENTAGE MINIMUM TARGET

YEARS 2014 2015 2016 2017 2018 2019 2020 2021 2022

PASS% 75,5 70,7 72,5 75,1 78,2 81,3 76,2 76,4 80,1

CHANGE -4,8 1,8 2,6 3,1 3,1 -5,1 0,2 3,7

MAXIMUM TARGET IS 100% PASS RATE

SIMPLE FORMULA FOR CALCULATING MIMIMUM TARGET IS:
BASELINE (2022 PASS%) +
HIGHEST IMPROVEMENT SINCE 2014 (2022 IMPROVEMENT) +
NEW SUPPORT STRATEGIES (1%)
80.1% + 3.7% + 1%
=84.8%
= 85% PASS RATE
 Minimum and maximum bachelor target
BACHELOR PASSES MINIMUM TARGET
YEARS 2014 2015 2016 2017 2018 2019 2020 2021 2022
PASS% 28,3 25,8 26,6 28,7 33,6 36,9 36,4 36,4 38,4
CHANGE -2,5 0,8 2,1 4,9 3,3 -0,5 0,0 2,0
MAXIMUM TARGET IS 100% BACHELOR PASSES
SIMPLE FORMULA FOR CALCULATING MIMIMUM TARGET IS:
BASELINE (2022 % BACHELORS) +
HIGHEST % BACHELORS IMPROVEMENT SINCE 2014 (2018
IMPROVEMENT) + NEW SUPPORT STRATEGIES (1%)
38.4% + 4.9% + 1%
=43.3% BACHELOR PASSES
=43% BACHELOR PASSES
 Distinction Rate Minimum Target
DISTINCTIONS MINIMUM TARGET
YEARS 2014 2015 2016 2017 2018 2019 2020 2021 2022
PASS% 29,4 25,1 25,9 30,1 30,6 31,1 30,7 30,1 30,2
CHANGE -4,3 0,8 4,2 0,5 0,5 -0,4 -0,6 0,1

MAXIMUM TARGET IS 100% DISTINCTIONS

SIMPLE FORMULA FOR CALCULATING MIMIMUM TARGET IS:
BASELINE (2022 % DISTINCTIONS) +
HIGHEST % DISTINCTIONS IMPROVEMENT SINCE 2014 (2017
IMPROVEMENT) + NEW SUPPORT STRATEGIES (1%)
30.2% + 4.2% + 1%
=35.4% OF DISTINCTIONS
=35% DISTINCTIONS
 THEREFORE THE FORMULA IS:
minimum target (mt) = Baseline (b) + maximum Improvement potential (mip) +
New strategies (ns)
Therefore mt = Σ b + mip + ns
Where mt = minimum target
Σ = sum of
b = baseline
mip = minimum improvement potential
ns = new strategies

Σ
Σ
Σ
 Conclusion
•The definition of insanity is “Doing the same thing
over and over and expect different results.
•The class of 2022 performed very well in the National
Senior Certificate examinations but we must do what
was done in 2022 and add new strategies so that we
get a different result.
•The theme “FOCUS ON THE CLASS OF 2023” must be
a buzz word in all the 9 provinces and their districts.
•The class of 2023 has demonstrated their willingness
to learn as they kicked the blanket and rushed to
camps and holiday classes in winter.
•The time left before the commencement of the 2023
NSC examinations must be used profitably.