REPORT ON THE ANNUAL NATIONAL

ASSESSMENT OF 2014
GRADES 1 TO 6 & 9
REPORT ON THE ANNUAL NATIONAL
ASSESSMENTS OF 2014

GRADES 1 – 6 & 9

4 DECEMBER 2014

GRADES 1 – 6 & 9 | 1
TABLE OF CONTENTS

FOREWORD BY MINISTER 6
EXECUTIVE SUMMARY 8
1. INTRODUCTION 14

1.1 The Growth of a National Assessment Model 14

1.2 ANA in Context of Broader Learner Achievement 15

1.3 ANA Design and Implications for Interpreting 2014 Results 15

2. CURRICULUM INTERVENTIONS 18

2.1 Introduction 18

2.2 National Interventions 18

2.3 Provincial Interventions 23

2.4 Strengthened District Support 23

2.5 Monitoring and Support 24

3. DESIGN AND METHODOLOGY 26

3.1 Design Features 26

3.2 Methodology 27

3.3 Limitations of ANA 37

4. ANA RESULTS 2014 40

4.1 Introduction 40

4.2 National Performance 41

4.3 Provincial Performance 46

4.4 Analysis by Seven Levels of Achievement 73

4.5 Analysis of achievement by gender 85

4.6 Analysis by Official School Poverty Quintile 89

4.7 Analysis of Language Performance by Language of Learning and Teaching 91

4.8 Performance by District 92

4.9 Comparison of Performance between Public and Independent Schools 100

4.10 Performance of special schools 101

4.11 Summary 102

5. CONCLUSION AND WAY FORWARD 104

2 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

LIST OF TABLES

Table 3.1: Number of learners registered for ANA 2014

Table 3.2: Number of schools that participated in ANA 2014
Table 3.3: Number of independent schools
Table 3.4: Number of learners in independent schools who participated in ANA 2014
Table 3.5: Participation of special schools in ANA 2014
Table 3.6: Number of moderated scripts per province and grade
Table 3.7: Correlations between school and moderated marks
Table 3.8: Comparison of the Average School Mark and the Provincial Moderated Mark
Table 3.9: Percentage captured marks
Table 4.1: Percentage of learners expected to demonstrate adequate performance over years
Table 4.2: National average percentage marks for Mathematics in 2012, 2013 and 2014
Table 4.3: National average percentage marks for Home Language in 2012, 2013 and 2014
Table 4.4: National average percentage marks for First Additional Language in 2012, 2013 and 2014
Table 4.5: Percentage of learners obtaining at least 50% of the Mathematics marks
Table 4.6: Percentage of learners obtaining at least 50% of the Home Language marks
Table 4.7: Percentage of learners obtaining at least 50% of the First Additional Language marks
Table 4.8: Average percentage mark in Grade 1 Mathematics by province in 2012, 2013 and 2014
Table 4.9: Average percentage mark in Grade 1 Language by province in 2012, 2013 and 2014
Table 4.10: Average percentage mark in Grade 2 Mathematics by province in 2012, 2013 and 2014
Table 4.11: Average percentage mark in Grade 2 Language by province in 2012, 2013 and 2014
Table 4.12: Average percentage mark in Grade 3 Mathematics by province in 2012, 2013 and 2014
Table 4.13: Average percentage mark in Grade 3 Language by province in 2012, 2013 and 2014
Table 4.14: Average percentage mark in Grade 4 Mathematics by province in 2012, 2013 and 2014
Table 4.15: Average percentage mark in Grade 4 Home Language by province in 2012, 2013 and 2014
Table 4.19: Average percentage mark in Grade 5 First Additional Language by province in 2012, 2013 and 2014
Table 4.21: Average percentage mark in Grade 6 Home Language by province in 2012, 2013 and 2014
Table 4.22: Average percentage mark in Grade 6 First Additional Language by province in 2012, 2013 and 2014
Table 4.23: Average percentage mark in Grade 9 Mathematics by province in 2012, 2013 and 2014
Table 4.24: Average percentage mark in Grade 9 Home Language by province in 2012, 2013 and 2014
Table 4.25: Average percentage mark in Grade 9 First Additional Language by province in 2012, 2013 and 2014
Table 4.26: Achievement in Grade 1 Mathematics by province in 2012, 2013 and 2014
Table 4.27: Achievement in Grade 1 Language by province in 2012, 2013 and 2014
Table 4.28: Achievement in Grade 2 Mathematics by province in 2012, 2013 and 2014
Table 4.29: Achievement in Grade 2 Language by province in 2012, 2013 and 2014
Table 4.30: Achievement in Grade 3 Mathematics by province in 2012, 2013 and 2014
Table 4.31: Achievement in Grade 3 Language by province in 2012, 2013 and 2014
Table 4.32: Achievement in Grade 4 Mathematics by province in 2012, 2013 and 2014
Table 4.33: Achievement in Grade 4 Home Language by province in 2012, 2013 and 2014
Table 4.34: Achievement in Grade 4 First Additional Language by province in 2012, 2013 and 2014
Table 4.35: Achievement in Grade 5 Mathematics by province in 2012, 2013 and 2014
Table 4.36: Achievement in Grade 5 Home Language by province in 2012, 2013 and 2014
Table 4.37: Achievement in Grade 5 First Additional Language by province in 2012, 2013 and 2014
Table 4.38: Achievement in Grade 6 Mathematics by province in 2012, 2013 and 2014
Table 4.39: Achievement in Grade 6 Home Language by province in 2012, 2013 and 2014
Table 4.40: Achievement in Grade 6 First Additional Language by province in 2012, 2013 and 2014

GRADES 1 – 6 & 9 | 3
Table 4.41: Achievement in Grade 9 Mathematics by province in 2012, 2013 and 2014
Table 4.42: Achievement in Grade 9 Home Language by province in 2012, 2013 and 2014
Table 4.43: Achievement in Grade 9 First Additional Language by province in 2012, 2013 and 2014
Table 4.44: Percentage of Grade 3 learners in achievement levels in Mathematics by province
Table 4.45: Percentage of Grade 3 learners in achievement levels in Home Language by province
Table 4.46: Percentage of Grade 6 learners in achievement levels in Mathematics by province
Table 4.47: Percentage of Grade 6 learners in achievement levels in Home Language by province
Table 4.48: Percentage of Grade 6 learners in achievement levels in First Additional Language by province
Table 4.49: Percentage of grade 9 learners in achievement levels in Mathematics by province
Table 4.50: Percentage of Grade 9 learners in achievement levels in Home Language by province
Table 4.51: Percentage of Grade 9 learners in achievement levels in First Additional Language by province
Table 4.52: Average % mark in Mathematics by grade and poverty quintile
Table 4.53: Average % mark in Home Language by grade and poverty quintile
Table 4.54: Average % mark in FAL by grade and poverty quintile
Table 4.55: Average % marks in Home Language by grade and language of learning and teaching (Grades 1-3)
Table 4.56: Average % marks in Home Language by grade and language of learning and teaching (Grades 4-6 & 9)
Table 4.57: Average % marks in First Additional Language by grade and language of learning and teaching (Grades
4-6 & 9)
Table 4.58: Average % marks for Grade 3 for districts in each province
Table 4.59: Average percentage marks for Grade 6 for districts in each province
Table 4.60: Average percentage marks for Grade 9 for districts in each province
Table 4.61: Average percentage marks in Mathematics by grade and school type
Table 4.62: Average percentage marks in Home Language by school type for Grade 3
Table 4.63: Average percentage marks in First Additional Language by school type for Grade 6

LIST OF FIGURES

Figure 4.1: National average percentage marks for Mathematics in 2012, 2013 and 2014.
Figure 4.2: National average percentage marks for Home Language in 2012, 2013 and 2014.
Figure 4.3: National average percentage marks for First Additional Language in 2012, 2013 and 2014.
Figure 4.4: Learners with acceptable achievement in Mathematics in 2012, 2013 and 2014.
Figure 4.5: Learners with acceptable achievement in Home Language in 2012, 2013 and 2014.
Figure 4.6: Learners with acceptable achievement in First Additional Language in 2012, 2013 and 2014.
Figure 4.7: Provincial average percentage marks for Grade 1 Mathematics in 2012, 2013 and 2014
Figure 4.8: Provincial average percentage marks for Grade 1 Language in 2012, 2013 and 2014
Figure 4.9: Provincial average percentage marks for Grade 2 Mathematics in 2012, 2013 and 2014
Figure 4.10: Provincial average percentage marks for Grade 2 Language in 2012, 2013 and 2014
Figure 4.11: Provincial average percentage marks for Grade 3 Mathematics in 2012, 2013 and 2014
Figure 4.12: Provincial average percentage marks for Grade 3 Language in 2012, 2013 and 2014
Figure 4.13: Provincial average percentage marks for Grade 4 Mathematics in 2012, 2013 and 2014
Figure 4.14: Provincial average percentage marks for Grade 4 Home Language 2012, 2013 and 2014
Figure 4.15: Provincial average percentage marks for Grade 4 First Additional Language 2012, 2013 and 2014
Figure 4.16: Provincial average percentage marks for Grade 5 Mathematics in 2012, 2013 and 2014
Figure 4.17: Provincial average percentage marks for grade 5 Home Language in 2012, 2013 and 2014
Figure 4.18: Provincial average percentage marks for grade 5 First Additional Language in 2012, 2013 and 2014
Figure 4.19: Provincial average percentage marks for Grade 6 Mathematics in 2012, 2013 and 2014
Figure 4.20: Provincial average percentage marks for Grade 6 Home Language in 2012, 2013 and 2014

4 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.21: Provincial average percentage marks for Grade 6 First Additional Language in 2012, 2013 and 2014
Figure 4.22: Provincial average percentage marks for Grade 9 Mathematics in 2012, 2013 and 2014
Figure 4.23: Provincial average percentage marks for Grade 9 Home Language in 2012, 2013 and 2014
Figure 4.24: Provincial average percentage marks for Grade 9 First Additional Language in 2012, 2013 and 2014
Figure 4.25: Percentage of grade 3 learners in achievement levels in Mathematics by province
Figure 4.26: Grade 3 Mathematics Performance below 40% in 2013 and 2014
Figure 4.27: Percentage of Grade 3 learners in achievement levels in Home Language by province
Figure 4.28: Grade 3 Home Language Performance below 40% in 2013 and 2014
Figure 4.29: Percentage of Grade 6 learners in achievement levels in Mathematics by province
Figure 4.30: Grade 6 Mathematics Performance below 40% in 2013 and 2014
Figure 4.31: Percentage of Grade 6 learners in achievement levels in Home Language by province
Figure 4.32: Grade 6 Home Language Performance below 40% in 2013 and 2014
Figure 4.33: Percentage of Grade 6 learners in achievement levels in First Additional Language by province
Figure 4.34: Grade 6 First Additional Language Performance below 40% in 2013 and 2014
Figure 4.35: Percentage of Grade 9 learners in achievement levels in Mathematics by province
Figure 4.36: Grade 6 Home Language Performance below 40% in 2013 and 2014
Figure 4.37: Percentage of grade 9 learners in achievement levels in Home Language by province
Figure 4.38: Grade 9 Home Language Performance below 40% in 2013 and 2014
Figure 4.39: Percentage of grade 9 learners in achievement levels in First Additional Language by province
Figure 4.40: Grade 9 First Additional Language Performance below 40% in 2013 and 2014
Figure 4.41: Average % mark in Grade 3 Mathematics by gender
Figure 4.42: Average % mark in Grade 3 Home Language by gender
Figure 4.43: Average % mark in Grade 6 Mathematics by gender
Figure 4.44: Average % mark in Grade 6 Home Language by gender
Figure 4.45: Average % mark in Grade 6 FAL by gender
Figure 4.46: Average % mark in Grade 9 Mathematics by gender
Figure 4.47: Average % mark in Grade 9 Home Language by gender
Figure 4.48: Average % mark in Grade 9 First Additional Language by gender
Females performed better than males in all provinces.
Figure 4.49: Average % mark in Grade 3 by subject and poverty quintile
Figure 4.50: Average % mark in Grade 6 by subject and poverty quintile
Figure 4.51: Average % mark in Grade 9 by subject and poverty quintile

GRADES 1 – 6 & 9 | 5
FOREWORD BY MINISTER
It is my privilege to announce the performance of learners who wrote the Annual
National Assessment (ANA) during the week of 16 to 19 September 2014. Following
on the successful implementation of the ANA in 2012 and 2013 the 2014 Annual
National Assessment (ANA) is the third successful administration of the national
standardised assessment.

The 2014 ANA results is a significant milestone in basic education in more than one
sense: Firstly, this is the first ANA that involves the entire GET Band (Grades 1–9),
although Grades 7 and 8 were a pilot project, based on the strengthened Curriculum
and Assessment Policy Statement (CAPS). Secondly, 2014 is the year that His
Excellency, the President of the Republic of South Africa, singled out in his State
of the Nation Address in 2010, as the year by which at least 60% of South African
learners in Grades 3, 6 and 9 should achieve acceptable levels of achievement in
both Literacy (Language) and Numeracy (Mathematics).

ANA is premised on the principle that effective testing will afford learners the opportunity to demonstrate relevant skills
and understanding and also assist the education system with diagnosing learner shortcomings. ANA is a testament that
effective testing can provide valuable feedback to schools, teachers, learners and parents. Over the last two years the
ANA results have provided a measured picture of levels of performance in Literacy and Numeracy at the key transitional
stages of Grades 3, 6 and 9 and Grades 1, 2, 4 and 5 and this feedback has assisted schools to build on their strengths
and to develop intervention strategies to address their areas of weakness.

In 2014 the final stage of the incremental implementation of the CAPS was completed in the Senior Phase in Grades 7,
8 and 9. CAPS therefore, provided stability in the sector by giving teachers clear guidelines on content, pedagogy and
assessment and this has positively influenced learner performance in these phases.

Provincial trends in the ANA over the last two years have indicated that as a sector we are making significant strides
in the foundation and intermediate phases in both Languages and Mathematics. In terms of the Presidential targets
we have exceeded this target in both Languages and Mathematics at the Grade 3 level and in Home Language for
Grade 6. While there have been noteworthy improvements, in these phases, the senior phase remains challenged
by not delivering the expected progress against targets we have set ourselves in 2010. The lack of improvement
consecutively over the last three years confirms that the senior phase requires urgent action. We have since undertaken
an item analysis of the learner responses and using this information the Department is currently developing an intensive
intervention and support programme for this phase and will announce the plan to be rolled out in 2015. Further, we will
fast-track support to identified schools and districts where large numbers of learners are underperforming. The year
2015 is certainly the year of radical transformation and the senior phase will be prioritised.

I invite all education stakeholders and the broader South African public to receive this Report and view it as a further
milestone in our efforts to credibly track progress on the achievement of learners in our schools as we improve the
quality of basic education.

MRS ANGELINA MATSIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION
DATE: 4 DECEMBER 2014

6 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

EXECUTIVE SUMMARY
EXECUTIVE SUMMARY
The Report on the Annual National Assessment (ANA) of 2014 presents to the South African public the performance
of learners in the General Education and Training (GET) band who were assessed in Numeracy and Literacy using a
nationally standardised test. During the week of 16 to 19 September 2014, more than 7,3 million learners in Grades 1-6
and Grade 9 wrote the national assessment tests in Numeracy and Literacy. This was the third successful large-scale
administration of the Annual National Assessment (ANA), a landmark assessment tool that annually measures progress
in learner achievement in Literacy and Numeracy, focussing on the government’s prioritised goal of improving the quality
of basic education.

In its third year of implementation much has been done in terms of strengthening the reliability and validity of the data
emanating from the ANA. Independent reviewers and international experts have contributed to the improvement in the
quality and standard of the tests and both the DBE and PEDs have enhanced the administration of the ANA tests. The
ANA has reached a level of administrative stability and is beginning to develop a certain rhythm in the system. The
Department acknowledges that the ANA is still growing in stature as an assessment programme so necessary statistical
cautions relating to inferences from the collected data are being exercised.

This Report provides the education sector with valuable information on the performance of the system at the level
of the school, district and province and also useful information on the performance of the individual learner, which in
combination must be used to identify the critical areas of weakness and to subsequently develop relevant interventions
for improving learning and teaching in schools.

In 2014, the final stage of the implementation of the Curriculum and Assessment Policy Statement (CAPS) in the senior
phase allowed for an improved alignment between test design and the curriculum. Across all grades the CAPS formed
the basis for the development of the tests in Mathematics and Languages. CAPS provided clear prescription to teachers
and learners on the content areas to be covered in each quarter; hence the designing of the tests that were written in
the third quarter were made less challenging.

Informed by the release of the ANA 2013 results, a Diagnostic Report and 2014 Framework for Improvement were
generated from the analysis of learner responses in ANA 2013. The Diagnostic Report revealed numerous challenges
that learners experienced in certain Mathematics and Language topics. Based on the Diagnostic Report the Framework
for Improvement was generated to guide the sector on how to address the challenging topics which, in some cases,
were the result of ineffective teaching methods. The 2013 Diagnostic Report and 2014 Framework for Improvement
were mediated with the provincial coordinators who were then required to develop Provincial Improvement Plans and
District Improvement Plans for targeted support to teachers and learners.

As in 2013 the 2014 methodology of the ANA involved two essential streams. The first stream involved all learners in
Grades 1 to 6 and Grade 9 in all public schools and state-subsidised independent schools, writing the ANA tests under
the supervision of the school. The second stream involved a verification process that was based on a representative
sample of schools at the key-stage grades of 3, 6 and 9, writing the tests under the monitoring eye of an independent
agent. The verification process provided an added quality control measure to ensure credible results are reported.
In 2014 the verification process was conducted by different service providers who specialised in specific areas of
verification. The verification process included the monitoring of the administration of the tests, collection of the tests
directly from the schools, independent marking and moderation of the tests, data capture, analysis and report writing.
The results emanating from the verification stream were then used to confirm the reliability of the tests administered
across all schools.

8 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

In 2014, the overall results for ANA in Grades 1 to 6 points towards an upward movement of test scores, while in Grade 9
Mathematics, the performance of learners has remained at a low level as was the case in 2012 and 2013. Over the last
three years the analysis of provincial trends in the ANA indicate that as a sector we are making strides in the foundation
and intermediate phases in both Languages and Mathematics.

In the summary tables below, the average national percentages that learners achieved in Mathematics and Language
are indicated.

Summary Table for Mathematics in 2012, 2013 and 2014

GRADE MATHEMATICS AVERAGE PERCENTAGE MARK

2012 2013 2014
1 68 60 68
2 57 59 62
3 41 53 56
4 37 37 37
5 30 33 37
6 27 39 43
9 13 14 11

Summary Table for Home Language in 2012, 2013 and 2014

GRADE HOME LANGUAGE 2012 HOME LANGUAGE 2013 HOME LANGUAGE 2014
1 58 61 63
2 55 57 61
3 52 51 56
4 43 49 57
5 40 46 57
6 43 59 63
9 43 43 48

Summary Table for First Additional Language in 2012, 2013 and 2014

FIRST ADDITIONAL LANGUAGE FIRST ADDITIONAL LANGUAGE FIRST ADDITIONAL LANGUAGE

GRADE
2012 2013 2014
4 34 39 41
5 30 37 47
6 36 46 45
9 35 33 34

The 2014 Report also contains valuable information on provincial performance. The results suggest that in the foundation
phase, there are noteworthy increases across all provinces in the overall scores of Languages and Mathematics. For
example in Gauteng, the average percentage mark was above 60% across Grades 1 to 3 in both subjects. In the
intermediate phase learners in Grade 6 are performing well in the Home Languages and across all provinces the

GRADES 1 – 6 & 9 | 9
achievement level is above 50%. At a national level, in Home Language and Mathematics, at the Grade 6 level, there is
a 4% increase in the performance of learners. However, learner performance in First Additional Level in all grades has
remained on the lower side.

In the senior phase, the sector is challenged in not delivering the expected progress against targets set by the DBE
in 2010. In particular, performance in Grade 9 Mathematics is not showing an improvement. Across all provinces the
performance of learners has dropped a few percentage points. In Home Language, at the Grade 9 level, there has been
an improvement in learner performance but the national performance is below 50%. The trends in learner performance
at the district level are similar to what is observed at the provincial level. In Grade 9 Mathematics there was a drop in
performance in almost all districts. For Grade 9 Home Language the district level scores range from 31% to 59%. In
Grade 9 First Additional Language scores range from 28% to 42%.

The overarching goal, as per the injunction of the President of the Republic of South Africa in the State of the Nation
Address in 2010, is that by 2014, at least 60% of learners in Grades 3, 6 and 9 should have achieved acceptable levels of
competency in Language and Mathematics. In this Report a 50% or higher test score is regarded as an acceptable level
of competency. This is aligned to CAPS where a mark of at least 50% is required for adequate and higher achievement.
The percentage of Grade 3, 6 and 9 learners who obtained acceptable achievement (50% or more) in the Mathematics,
Home Language and First Additional Language tests in 2012, 2013 and 2014 are reported in the summary tables below.

Summary Table: Percentage of learners obtaining at least 50% of the Mathematics marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
3 36 59 65
6 11 27 35
9 2 2 3

Summary Table: Percentage of learners obtaining at least 50% of the Home Language marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
3 57 57 66
6 39 68 77
9 39 37 48

Summary Table: Percentage of learners obtaining at least 50% of the First Additional Language marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
6 24 41 42
9 21 17 18

In the above tables it is indicated that substantial increases in the percentage of learners reaching acceptable achievement
levels can be observed for Mathematics in Grades 3 and 6. For Grade 3 the target of 60% that was set in the Action Plan
2014, has been achieved in both Mathematics and Home Language. In Grade 6 there has been a large increase in the
percentage of learners achieving acceptable achievement levels, for both Mathematics and Home Language, but the

10 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

target has not been achieved in Mathematics. In Grade 9, achievement is still well below the target even though there
was an increase in the percentage of learners reaching acceptable levels in Home Language.

From the analysis of learner responses in 2013 and 2014, the following areas were identified as challenges in Grade 9:

Mathematics

a) Learners are unfamiliar with mathematical terminology and properties and often use them incorrectly.

b) Basic algebraic skills have not been mastered.

c) Learners do not know how to solve applications in Geometry and problems involving spatial manipulations.

Languages

a) Many learners in both Home Language and First Additional Language struggle to respond to questions that
require the use of their own words. Therefore, summarising a text using own words, becomes extremely difficult.

b) Learners are unable to interpret a sentence or give an opinion when required.

c) Learners lack the required editing skills when writing letters.

This Report provides an analysis of achievement of learners at national, provincial and district levels and as was reported
in the previous year, the district performance is an important feature. Other features of the Report include achievement
results according to gender, poverty index, and the language of teaching and learning.

These results should not be seen in isolation to other systemic improvements in the education sector and from those
reflected in the performance of South African learners in international assessment programmes. In 2015, the results
of the TIMSS Numeracy study and the SACMEQ IV study will be used to affirm the trends observed in improving the
Numeracy and Literacy skills of all learners.

GRADES 1 – 6 & 9 | 11
12 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014
1. INTRODUCTION
1. INTRODUCTION
The 2014 Annual National Assessment (ANA) is the third successful administration of national standardised assessment
in South Africa. ANA is now firmly located as an important measure to improve learner performance and thus establish
itself as a corner stone of education in the General Education and Training band.

Through the implementation of ANA the sector is responsive to potential risks to quality teaching and learning with a
greater focus on designing interventions that are data-driven and based on credible assessment measures which are
independently verified. The data from three consecutive large-scale assessment programmes conducted in 2012, 2013
and 2014, involving more than 7 million learners, allows for an intensive analysis of the system from a qualitative and
quantitative perspective and for an evaluation of the progress made in learner performance over the years. The ANA
results provide a situated context for a better understanding of learner performance at lower levels of the system i.e.
Grades 1 to 9, which serves as an early warning system of potential problems that may emerge in the Further Education
and Training band.

This report outlines the policy context, the purpose and the historical evolution of ANA in the three years leading to
2014 as the backdrop against which the results should be read and understood. Included in the report are some of the
pertinent programmes and interventions that the DBE, together with the Provincial Education Departments (PEDs), has
initiated. The presentation of the results is preceded by a detailed account of the design and methodology that the DBE
has adopted in the administration of these tests. The results are presented graphically and in tabular format and covers
the national, provincial and district contexts.

1.1 THE GROWTH OF A NATIONAL ASSESSMENT MODEL

The South African national assessment model is gradually evolving due to lessons learned from preceding years. The
response of Government to low, but improving, achievement levels in cross-national and regional studies such as
the Southern and Eastern Consortium for Monitoring Educational Quality (SACMEQ) and the Trends in International
Mathematics and Science Study (TIMSS), has been to conduct regular national assessments at key stages. Since the
democratic transition in 1994, the Ministry of Education has made use of two types of national assessments to report
the results of learner performance. Following on the designs of the cross-national and regional studies, the first type
involved systemic evaluations (SE) conducted on a 5-year cycle on random samples of public schools at either Grade
3, 6 or 9. The results were used to report on the policy goals of access, equity and quality as indicators of the ‘health’ of
the education system.

The second type of national assessment, ANA, is based on a similar framework to the previously conducted systemic
evaluations, but targets a more diagnostic interpretation of learner achievement. The design of ANA broke new ground in
primary school assessment in South Africa by embarking on a census type of external assessment involving all learners
in all public schools. South Africa is one of the few countries that has adopted a census model of national assessment.
In 2014 all grades in the General Education and Training Band were assessed. Within the context of a long-term sector
plan, such as the Action Plan 2014, the ANA is premised on providing valuable data to planners in Government, the
Basic Education Ministry, social partners and various institutional role players to improve the quality of basic education.

14 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

1.2 ANA IN CONTEXT OF BROADER LEARNER ACHIEVEMENT

In the last three years ANA has provided valuable information on the levels and quality of learning outcomes in literacy
and numeracy at the level of the target grades, mainly at provincial and national levels. As an indicator or a proxy for the
health of the education system, ANA has not only brought to the fore valuable information on the status quo of learner
performance, but has also pointed to areas that need urgent response in order to realise the improvement targets that the
sector has set itself in the Action Plan. For instance, in 2013 the results of ANA showed that, whilst learner achievement
in Language was generally at an acceptable level in terms of the proportion of learners who achieved 50% and above
in the tests in many grades, achievement levels in Mathematics declined across the grades with progressively steeper
declines from Grade 6 to Grade 9. Some of the programmes and actions that the Department either introduced or
pursued with greater determination in response to these results are summarised in Chapter 2.

1.3 ANA DESIGN AND IMPLICATIONS FOR INTERPRETING 2014 RESULTS

As an evolving system ANA has unique features that must be borne in mind when reading this report. One such feature
is that ANA tests for each cycle are left exposed to schools and learners and new tests are developed for the next cycle.
There is, therefore, no control over the comparability of the tests and, consequently, on the comparability of the results
on a year to year basis. To curb this limitation the DBE has started a process of reviewing the assessment design to
provide separate instruments, one set that will be used for systemic purposes and the other for diagnostic purposes.
One distinguishing feature of the systemic assessments will be strict confidentiality so that the same instruments can be
used over time to ensure that comparisons are based on a defensible design.

Chapter 2 highlights some of the key programmes and innovations that the DBE, together with the PEDs, implemented
following the results of ANA 2013 and leading to ANA 2014. It is important to foreground that, while the evolution of the
ANA design has not yet reached a stage that guarantees robust direct comparisons of results over time, there is no way
of explaining the changes that have been described earlier in this section without making reference to the interventions
that the system has set in motion.

GRADES 1 – 6 & 9 | 15
16 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014
2. CURRICULUM
INTERVENTIONS
2. CURRICULUM INTERVENTIONS

2.1 Introduction

This chapter describes the context in which the results of ANA 2014 need to be interpreted, although any direct causal
relationships between the actions taken and the outcomes should only be made with considered caution.

The following interventions were implemented in 2014 to enhance learner performance and support the teaching of
Mathematics and Languages. All the interventions implemented in 2014 will be continued and strengthed into 2015 and
beyond.

2.2 National Interventions

2.2.1 CAPS Implementation

2014 was a critical period as it marked the final stage of the incremental implementation of the Curriculum and
Assessment Policy Statement (CAPS). CAPS was first implemented in Grades R to 3 (Foundation Phase) and 10 in
2012, in Grades 4 to 6 (Intermediate Phase) and 11 in 2013 and in the Grades 7 to 9 (Senior Phase) and Grade 12
in 2014. CAPS provided stability in the sector by providing teachers with clear guidelines on content, pedagogy and
assessment. There has been a noticeable improvement in learner performance in the Foundation and Intermediate
Phases since the implementation of CAPS along with other interventions that have contributed to the improvement of
learner performance. The implementation of CAPS in the Senior Phase in 2014 continued to provide much needed
support to subject advisors and teachers. The DBE will continue to intensify its monitoring and support to enhance the
effective implementation of CAPS in 2015.

2.2.2 2013 Diagnostic Report & 2014 Framework for Improvement

The 2013 Diagnostic Report and 2014 Framework for Improvement were generated from the analysis of learner
responses in ANA 2013. The Report revealed numerous challenges that learners experienced in certain Mathematics
topics. Based on the Report the Framework for Improvement was generated to guide the sector on how to address the
challenging topics which, in some cases, were the result of ineffective teaching methods. The 2013 Diagnostic Report
and the 2014 Framework for Improvement were mediated with the provincial coordinators who were then expected to
develop Provincial Improvement Plans and District Improvement Plans for targeted support to teachers. Some of the
challenges that were discussed in the 2013 Diagnostic Report continued to factor in the ANA 2014 results. In order to
facilitate the remediation of this situation the DBE will intensify and strengthen monitoring and support of teachers.

2.2.3 DBE-SASOL INZALO Workbooks

The Department of Basic Education (DBE), in partnership with the Sasol-Inzalo Foundation, developed high quality hybrid
workbooks for Mathematics in the Senior Phase and this was completed in early 2014. The workbooks are aligned to the
CAPS and provide clarity in content, methodology and assessment. The workbooks are intended to provide teachers
with requisite content knowledge and skills for effective teaching and adequate curriculum coverage and assessment
exemplars. A workbook for each grade is accompanied by a teacher guide which provides solutions to all the activities
in the learner book, and notes to clarify possible misconceptions associated with some of the Mathematics topics. The
soft copies of these workbooks were distributed to all the districts and provinces to enable subject advisors to provide
focused workshops to teachers pending printing and distribution thereof.

18 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

To further strengthen this project, the DBE, together with the Sasol-Inzalo Foundation, has implemented a comprehensive
10 day training programme for all Mathematics, Natural Sciences and Technology subject advisors. It focused on critical
concepts and was rolled out for a period of 10 days in the latter part of 2014. This is in preparation of the school heads
of department and lead teachers training for Mathematics, Natural Sciences and Technology in the first term of 2015
starting in January. The training is system wide and will be decentralized to circuits and school clusters. A total of 20 000
teachers are expected to receive training in the first term. A third of these will be trained on Grades 8 and 9 Mathematics
curricula. An April school- vacation training for classroom-based educators in Mathematics is also scheduled. A similar
training programme is planned for the Intermediate Phase towards the end of 2015 to prepare learners adequately for
the Senior Phase.

2.2.4 Reconfiguration of Dinaledi and Technical Schools Grants

The current Dinaledi and Technical Schools grants will be consolidated into a new Maths, Science and Technology
Schools Improvement grant. The following challenges based on the current structure of the two grants, provide a
motivation for a review: firstly the Dinaledi Schools Grant has been funding the Grades 10 – 12 Mathematics and
Physical Sciences, without offering any support to the Grade 8 and 9 Mathematics and Natural Sciences in the same
selected 500 schools. The subject coverage will be extended to Mathematics at all grades including Technology and
Natural Sciences in the senior phase. Secondly the Technical Schools Grant has been supporting 200 of the 1007
schools offering technical subjects. The Technology subject in the senior phase had not been previously considered as
priority or feeder subject for the Grades 10–12 technical fields at the same schools.

2.2.5 Language Framework

The Department of Basic Education has developed a Language Framework for Strengthening the Teaching and Learning
of Languages as Subjects and as Languages of Learning and Teaching (LoLT). It seeks to strengthen the promotion,
development and acquisition of the official languages through the following strategies:

• Strategy to strengthen the teaching and learning of Home Language;

• English across the Curriculum (EAC) Strategy Grades R-12;

• Incremental Introduction of African Languages (IIAL);

• English First Additional Language (EFAL); and

• Introduction of South African Sign Language.

2.2.6 Strengthening of Teaching and Learning of English First Additional Language (EFAL)

The EFAL strategy has been implemented in the CiPELT and contributed to the better results in the first 6 years of
schooling. Many of the recommendations in research reports (PIRLS) either implicitly or explicitly speaks to the need
to strengthen language teaching in order to improve learning outcomes. Since English is the main language in which
exams are being conducted, there is a specific need to strengthen the learners’ capacity in English. In order for this to
be effective the following steps have been taken:

Through the CiPELT and CiSELT programmes the Department wants to:

• Strengthen of the Department of Basic Education’s Framework on EFAL and,

• Improve teacher capacity and practices in the teaching of English First Additional Language as a subject; and

• Focus on the use of English as medium of instruction.

GRADES 1 – 6 & 9 | 19
All targets set aim to help learners to understand, analyse and respond better to challenging texts that they find in
content subject classes, and academic literacy habits and skills must be developed in order to prepare these learners
for the future they face.

Sustainability of the programme is currently a provincial challenge, however, most provinces developed a strategy for
sustainability of the CiPELT/CiSELT programmes.

2.2.7 Library Provisioning

The DBE has identified two models that will enhance access and provide library and information services, namely:

• Provision of mobile libraries (trolley libraries) for secondary schools; and

• Provision of classroom libraries (classroom corner) for primary schools.

The DBE has consulted with the Department of Arts and Culture (DAC) to make public libraries more accessible to
schools. The DBE-DAC collaboration is also geared towards supporting library provisioning and access in the Eastern
Cape and Limpopo in which more than half of their primary school learners have no access to libraries.

2.2.8 Launching of Book Floods

The DBE launched two Book Flood campaigns on Mandela Day that were run simultaneously at the DBE offices and
Menlyn Shopping Centre from 18 July to 18 August 2014. Four hundred and fifty (450) books were donated during the
campaign. The DBE has encouraged provinces to collaborate with key stakeholders and host Book Floods in public
spaces such as shopping malls, community centres etc.

2.2.9 Reading Norms

In order to assess the level of reading fluency of their learners, teachers need a curriculum-based measurement, a
set of standardised and well-researched procedures for assessing and monitoring their learners’ reading proficiency
and progress (Hasbrouck & Tindal, 2006). The use of norms in reading assessments enables the teacher to make the
following didactic interventions:

• Identify learners likely to need extra or alternative forms of reading instruction;

• Estimate rates of reading improvement;

• Identify learners who are not demonstrating adequate progress and may require additional or different forms of
instruction, and

• Evaluate the effectiveness of different forms of instruction for struggling readers and provide direction for
developing more effective instructional programs for those challenged learners.

Reading norms have been developed for Grades R-12 which are aligned to the Curriculum and Assessment Policy
Statements (CAPS).

20 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The NEEDU Grade 5 report (2013) recommends that the average reader should be reading independently by the end
of Grade 3, at a speed of around 70 Words Correct Per Minute (WCPM). In the intermediate phase learners should
read increasingly sophisticated literature in different genres three or four times a week. This requires that teachers pay
attention to each learner, assessing reading throughout the year and giving particular attention to those experiencing
difficulties.

2.2.10 Implementation of the Early Grade Reading Assessment (EGRA)

In order to assess foundational reading skills in the early grades a simple, effective and low-cost tool was developed
to measure foundation levels of children’s learning. EGRA is designed to be a method-independent approach to
assessment. The DBE has put a plan in place to implement EGRA in 100 schools per province in Grades 1-3 in 2015.

2.2.11 Implementation of Drop All and Read

DBE is advocating the resuscitation of Drop All and Read by encouraging schools to set aside a dedicated period (20-
30 minutes) at least once a week to encourage the entire school population (teachers, learners and support staff) to
engage in a variety of reading activities that benefits each school’s context and needs.

2.2.12 Reading across the Curriculum

The DBE has implemented a strategy to promote reading across the curriculum in content subjects. Hence, teachers
of all subjects in all grades are encouraged to include a dedicated reading activity in their lessons (experiments, word
problems, directions, graphs, etc).

2.2.13 Strengthening of English as the Language of Learning and Teaching in Grade 4

The DBE has embarked on a project to support learners who have to make the transition to using English as the
Language of Learning and Teaching (LoLT) and to be exposed to English across curriculum from Grade 4 onwards. To
enhance English LoLT, the DBE will print and distribute more than 1,2 million copies of the Sunday Times English story
book titled, “South African stories for Children”, to all primary schools offering Grade 4 so that every Grade 4 learner will
receive this storybook which has five short stories.

2.2.14 Development of DBE Reading Resources for Grades R-3

In response to the recommendations of the NEEDU Report and the Ministerial Reading Audit Report, the DBE has
embarked on the development of a reading series for Grades R-3 in all languages at Home Language and First Additional
Language (FAL) levels.

The FAL reading series for Grade 1 has been completed and Big Books were distributed to the pilot schools that are
implementing the Incremental Introduction of African Languages (IIAL). The Grade 2 FAL readers for IIAL pilot schools
and Grade R Reading Series will be distributed in 2015. The Home Language Reading Series for Grades 1-3 will be
ready for distribution in 2016.

2.2.15 Promotion of African languages

The DBE has taken initiatives to profile and expose African language authors through the Workbook project and DBE
Reading Series. In addition the DBE is accessing the reading materials that have been developed by the South African
Institute for Distance Education (SAIDE) through their African Story Book Project (ASP). ASP is an Open Educational
Resource online platform which enables the wider community to submit and access storybooks at no charge. To date,
storybooks have been developed in isiXhosa, Sesotho, isiNdebele, Xitsonga and Setswana. Schools and teachers are
encouraged to access and contribute to the ASP resources development.

GRADES 1 – 6 & 9 | 21
2.2.17 Support to Multi-Grade Schools to Improve Learner Performance

The Department of Basic Education has embarked on the following initiatives that are aimed at supporting and improving
learner performance in multi-grade schools.

Teacher and Subject Advisor Training

This initiative focuses on the training of teachers and subject advisors in multi-grade teaching. During the 2014/15
financial year the Department has trained 313 teachers in multi-grade teaching in all the nine provinces. The training
is aimed at providing teachers with the requisite knowledge and skills in multi-grade teaching that will enable them to
effectively and efficiently deliver the curriculum. The training was geared to prepare teachers to, inter alia,

• Develop appropriate timetables for multi-grade schools;

• Organise and manage multi-grade classrooms effectively;

• Develop appropriate lesson plans for multi-grade classes; and

• Select and use appropriate teaching strategies that will enable them to mediate the curriculum effectively.

Multi-grade Toolkit for Multi-grade Schools

A multi-grade toolkit comprising the following was distributed to a sample of schools:

• Annual teaching plans for all the GET subjects;

• Exemplar lesson plans;

• Exemplar assessment tasks linked to the lesson plans; and

• Exemplar timetables.

During this financial year the toolkit was piloted in all the provinces. The main aim of the toolkit is to assist teachers in the
delivery of the curriculum in multi-grade classes and to ensure that in a given class and period all learners are catered
for during teaching and learning.

Learn English Audio Project (LEAP)

The British Council, in partnership with the Department of Basic Education (DBE) launched the Learn English Audio
Project (LEAP) in South Africa in May 2014. The project is piloted in 159 schools in three provinces, namely Eastern
Cape, Mpumalanga and KwaZulu-Natal. The LEAP project infuses the use of technology (MP3 life players) to optimise
the use of workbooks, LEAP resources and audio content in teaching core language skills (listening, speaking, reading
and writing) in English First Additional Language in Grades R to 4 in rural and remote multi-grade schools. The objectives
of the project are:

• To increase the use of relevant audio resources for the development of listening and speaking skills;

• To enable learners to self-access audio resources;

• To enable teachers to more effectively manage multi-grade classes; and

• To ascertain any changes in the use of English (listening, speaking, reading and writing) by learners and teachers.

22 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

2.3 Provincial Interventions

The DBE, in collaboration with provinces, implemented a number of curriculum interventions in 2014 aimed at improving
learning outcomes in Languages and Mathematics, and, thereby, improving the 2014 ANA results. These included the
introduction of the strengthened Curriculum and Assessment Policy Statement in all the phases, the strengthening of
EFAL through a programme known as the Certificate in Primary English Language Teaching (CiPELT) in the Foundation
and Intermediate Phases, as well as a similar programme in the senior phase called Certificate in Senior English
Language Teaching (CiSELT), a strengthened monitoring programme by provinces, the National Literacy and Numeracy
Strategy, the National Reading programme .

Provinces initiated province-specific interventions to support the effective teaching and learning of Mathematics in the
General Education and Training (GET) band. In Eastern Cape, for instance, the How I Teach project was initiated to
create a forum where Mathematics teachers can share expertise in the topics they are confident to teach. Through this
forum, teachers learn the most effective ways of teaching and assessing learners on the ‘difficult’ topics in Mathematics,
especially in the Intermediate and Senior Phases. The other initiative that all provinces implemented was the common
tests and/or examinations. Through this initiative learners were prepared adequately to cope with the cognitive demand
of ANA, as well as to narrow the gap between School-Based Assessment (SBA) and ANA. The common tests and/or
examinations of each province were shared with other provinces to identify and implement best practices throughout
the country. In addition, the majority of provinces such as Mpumalanga, Western Cape, Gauteng, Free State and North
West have conducted numerous workshops targeting the content that posed difficulty to teachers.

Each provincial department has implemented teacher development programmes to support the use of ANA results
in 2014. Each district has conducted workshops and training sessions with teachers to implement improvement
programmes on the ANA results. These include generic programmes on the analysis of the ANA results per subject and
item, strategies on how to use the results in schools, inclusion of the ANA data in school improvement programmes,
and topic specific programmes. There is a specific focus on English First Additional Language through the DBE-British
Council Certificate in Primary Language Teacher programme. Best practice programmes in this area are the strategies
in Gauteng (Gauteng Province Literacy & Mathematics Strategy (GPLMS)), Western Cape (Literacy and Numeracy
Strategy (LITNUM) and Free State (IBP). ANA target setting has been done by a number of provinces. Underperforming
schools have been monitored on a quarterly basis and curriculum coverage was the main focus of monitoring and
support to these schools.

2.4 Strengthened District Support

In 2014 the DBE Senior Management, led by the Minister, strengthened its support to district directors and their staff
and encouraged them, to go beyond their understanding of the key system priorities and interventions, and also to take
ownership and lead the implementation of these programmes in their schools. Given the size of the schooling system
it became clear that without ownership and leadership at this crucial level of the system the targets set would be more
difficult to achieve.

GRADES 1 – 6 & 9 | 23
2.5 Monitoring and Support

Monitoring and support was strengthened through the submission of quarterly reports by provinces. The submission of
quarterly reports was a means to monitor progress on the interventions that were introduced nationally and provincially
to support the improvement of learner performance primarily in the Senior Phase. The first progress reports revealed the
need to support teachers and subject advisors on the development of quality projects, assignments, tests, examinations
and investigations. Exemplars of all five forms of assessment in Mathematics were developed and sent to provincial
coordinators for distribution to schools.

These interventions above find expression in the performance agreements and work plans that officials throughout the
system will sign for the 2015/2016 academic year. Work is already under way to determine key performance Indicators
for district directors, circuit managers and curriculum advisors which are aligned to learner performance particularly
in ANA and the NSC. To avoid unintended and perverse consequences, they are linked to, among others, learner
progression. They will be extended to ensure that they find expression and are measured at provincial and national level.

24 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

3. DESIGN AND
METHODOLOGY
3. DESIGN AND METHODOLOGY
In this section the design and methodology of ANA have been described both in terms of where the “evolution” of the
assessment programme currently is and also how the future is envisaged. The methodology focuses specifically on
how the 2014 assessment was conducted.

3.1 DESIGN FEATURES

ANA is premised on the principle that effective testing will afford learners the opportunity to demonstrate relevant skills
and understanding and also assist in diagnosing learner shortcomings. Effective testing can provide valuable feedback
to schools, teachers, learners and parents. This feedback will assist schools to build on strengths and to develop
intervention strategies for learner development.

ANA tests are based on the content of the first three (3) terms of the Curriculum and Assessment Policy Statements
(CAPS) for Grades 1–6 and 9. This also applied to Grades 7 and 8 which was a pilot study in sampled schools in 2014.

Key design features of ANA include the following:

(a) Testing is limited to Mathematics and Language as key foundational skills for further learning.

(b) Learners in all grades were tested in their language of learning and teaching (LOLT). This is the principal medium
of communication in classroom engagement.

(c) Learners write a Language test either at Home Language (HL) or First Additional Language (FAL) level.

(d) The focus of the assessment was the terminal points in each phase, i.e. Grades 3, 6 and 9, but all grades in
the Foundation and Intermediate phases were assessed in all public ordinary schools and in special schools for
learners who are blind, partially sighted or deaf.

(e) Test specifications or frameworks aligned to the relevant curriculum guided item and test development.

(f) In each school the teachers from that school administered the test under the guidance of the principal. In Grades 3
to 6 and 9 the tests were administered by a teacher not taking the learners for that particular subject. In Grades 1
and 2 the class teacher administered the ANA tests in order to facilitate optimal communication and engagement.

(g) In a sample of schools per province an external agent, monitored the testing in the school. The verification agent
drew a sample of scripts from each monitored school, marked the scripts and reported the results to the DBE.

(h) Scripts were marked in each school by the teacher responsible for teaching that subject, with a view to providing
immediate feedback on learner achievement. The test memorandum was provided by the DBE.

(i) To quality assure the marking process in schools the school management team moderated the marking of scripts.
In addition a sample of three scripts per class, per grade, per school was re-marked centrally under the supervision
of the provincial department.

(j) All learners writing the Annual National Assessment were registered on a national database and the scores of
learners were captured on the national database. This was the basis for reporting on the ANA.

(k) On completion of marking, the school sent a learner report on achievement in the Annual National Assessment
for each learner to the parent/guardian.

26 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

3.2 METHODOLOGY

In this section a detailed account is given of the key aspects of the ANA methodology that were followed in 2014. This
includes a broad discussion on learner registration, test development, test administration, marking and moderation, data
capture and processing.

3.2.1 Learner Registration

Learner registration is vital to ensure the success of all subsequent processes and more importantly accurate resulting.
Therefore, the DBE has developed a national registration process which is managed by the individual provinces, but is
stringently controlled and quality assured during the various stages of the process, by the DBE.

In each of the nine provinces the registration process required schools to accurately indicate information that specified
the grade, class level, the language of learning and teaching (LOLT), unique identifier information for each learner, the
assessment level (HL or FAL) for testing and an indication of the special needs category, if applicable. This information
was captured electronically by provincial officials responsible for the registration process. Information from the all-
state-funded independent schools with a primary-school phase completed the registration information for their learners
participating in ANA 2014.

Registration of learners for the 2014 ANA started on 31 January 2014. In five provinces: Eastern Cape, Free State, Limpopo,
Mpumalanga and the North West the source of the registration data was the South African Schools Administration and
Management System (SA-SAMS). At the start of the school year in January 2014, each school captured its registration
data onto the SA-SAMS and then the data is uploaded to the Learner Unit Record Information Technology System
(LURITS). Schools using third party applications uploaded their registration data directly onto LURITS. This data became
the final source of data that was transferred and utilised on the General Education and Training (GET) ANA Mainframe
system. In three provinces, Gauteng, KwaZulu-Natal and the Northern Cape, registration data was captured directly
onto the ANA Mainframe system. Western Cape used their CEMIS system to upload learner registration data directly
into the GET ANA Mainframe. The registration process was finalised and quality assured in August 2014.

The number of learners that were registered to write ANA 2014 is reflected in Table 3.1.

Table 3.1: Number of learners registered for ANA 2014

PROVINCE GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 9 TOTAL

Eastern Cape (EC) 218437 195991 179800 170721 154250 143829 148225 1211253
Free State (FS) 66526 61254 57581 57002 49481 48805 63648 404297
Gauteng (GP) 196716 190637 180154 170397 152615 150763 154909 1196191
Kwazulu-Natal (KZN) 275194 247349 232070 223402 199962 196810 221301 1596088
Limpopo (LP) 159853 150291 139038 132825 116013 115541 189543 1003104
Mpumalanga (MP) 115459 103524 96222 92897 82691 80516 91987 663296
Northern Cape (NC) 28323 25751 24545 25102 22896 21710 21058 169385
North West (NW) 84370 82186 77518 76038 67011 62624 73649 523396
Western Cape (WC) 105923 96690 88484 89682 80508 76370 77813 615470
National 1250791 1153340 1075326 1037932 925264 896939 1042133 7376334

GRADES 1 – 6 & 9 | 27
The total number of learners registered for ANA 2014 is 7 376 334. As in 2013, the highest number of registered learners
is in Grade 1 and in terms of provincial breakdown, the highest number of learners are located in KwaZulu-Natal (KZN).

Table 3.2: Number of schools that participated in ANA 2014

PROVINCE GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 9 TOTAL

EC 4723 4708 4700 4596 4480 4396 2640 5430
FS 970 958 950 931 909 940 428 1311
GP 1479 1560 1565 1569 1575 1598 749 2307
KZN 4187 4162 4171 4147 4066 4036 2090 6025
LP 2538 2538 2537 2530 2502 2499 1501 4028
MP 1257 1257 1254 1248 1232 1217 658 1761
NC 413 410 412 410 411 424 193 556
NW 1066 1068 1064 1062 1056 1060 508 1497
WC 1105 1107 1108 1093 1089 1156 441 1539
NATIONAL 17738 17768 17761 17586 17320 17326 9208 24454

A total of 24 454 public schools and 851 independent schools participated in ANA 2014.

Tables 3.3 and 3.4 below indicate the number of independent schools and their learners per province that participated
in ANA 2014.

Table 3.3: Number of independent schools

PROVINCE SCHOOL
EC 135
FS 60
GP 176
KZN 146
LP 128
MP 88
NW 13
NC 28
WC 77
National 851

Table 3.4: Number of learners in independent schools who participated in ANA 2014

GRADE LANGUAGE MATHEMATICS

3 10401 10 699
6 13574 13 971

A total of 116 special schools and 11 837 learners with special needs, participated in ANA 2014. In Table 3.5, the number
of special schools and learners with special needs that participated is indicated for each of the nine provinces.

28 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Table 3.5: Participation of special schools in ANA 2014

SPECIAL SCHOOLS
PROVINCE SCHOOLS LEARNERS
EC 17 1225
FS 5 467
GP 44 5705
KZN 23 2291
LP 7 520
MP 1 94
NC 2 199
NW 3 72
WC 14 1264
National 116 11837

3.2.2 Test Development

The model followed in the process of test development included the appointment of a panel of examiners who took
responsibility for a subject in each grade. The test development process was centrally based at the DBE offices in
Pretoria, under the management of the DBE officials. The subject experts who were appointed as test developers
included teachers currently teaching the grade and the subject, as well as subject advisors and curriculum specialists.
Each panel comprised two examiners, a chief examiner, a moderator and an editor. This team developed the test
prototype in English, and a panel of ‘versioners’ were responsible for versioning the English test to the other 10 languages
in the foundation phase and into Afrikaans for the intermediate and senior phases.

(a) Test specification frameworks

The test specification framework, which was the first step in the test development process, provided a detailed outline
on the scope and depth of each of the tests. The test specification frameworks were developed by a select group of test
developers who are experienced subject experts. The test development framework served as the parameter for the test
developers and was also provided to schools and teachers to inform teachers of the scope of the test and the desired
coverage. Since the ANA tests were to be administered in September 2014 there was a need to provide clarity on the
areas that would be tested. The test specification framework included the learning content area, the number of items per
skill, question types, the cognitive levels to be tested and the difficulty levels of questions. The framework also specified
the duration and the total number of marks for each test.

In the 2014 ANA cycle, the distribution of question difficulty in all the tests was based on 20% easy, 60% moderate and
20% difficult; or 40% easy, 40% moderate and 20% difficult, depending on the requirements of the curriculum policy.
In Language, a few open-ended questions required learners to provide short answers while others required learners
to demonstrate creative writing skills. In Mathematics, some questions needed simple recall of knowledge while others
demanded the demonstration of routine applications and complex problem-solving skills.

In 2014, the final implementation of CAPS was completed in the senior phase. The test frameworks were aligned to the
coverage of work as indicated in the CAPS for the first three terms of the academic year. There was minimal impact
in terms of content changing for the Language tests from the 2013 and 2014 frameworks. For Mathematics, the test
framework for 2014 excluded topics on data, which according to the CAPS, would be covered in the fourth term. The rest
of the topics included in the 2013 test framework did not significantly differ from the 2014 test framework.

GRADES 1 – 6 & 9 | 29
(b) Setting of tests

During various stages of the setting process, moderators of each grade and subject met and discussed curriculum
progression levels to ensure that questions were pitched at the appropriate grade and curriculum level within a phase. A
completed test was then versioned into all the official languages for the foundation phase, and into English and Afrikaans
for the senior phase.

After the tests were versioned they were moderated and edited. Moderators and editors of the different languages sat
together to discuss the changes as a standardisation measure and to make sure that there was no compromise of the
test frameworks.

Piloting of test items

The tests for Grades 3, 6 and 9 as well as Grades 7 and 8 were pre-tested as part of the testing protocol to ensure
the validity and fairness of the test items. The pre-testing involved the administering of the test items on to a sample of
schools and learners, the scoring of these items and the statistical analysis of these items provided data on the suitability
of the items for inclusion in the final test.

Pre-testing entailed packaging the tests into two forms of the test, i.e. Form A and Form B, per subject, per grade and
language. The two tests were piloted in 102 schools across the nine provinces. The 102 schools were a purposive
sample selected to represent the national school population.

In each of the sampled schools, 25 learners in a grade were randomly selected to take both the Language and
Mathematics tests. PED officials administered the tests in the sampled schools and were monitored by DBE officials.
The tests were marked by selected teachers from the sampled schools. Marked scripts were then forwarded to DBE and
a team of data capturers captured the scores per item, per test. The scores per item were statistically analysed.

Piloting the tests ensured the following:

• Suitability of each test for the target grade

• The appropriateness of the language of the test

• The clarity (non-ambiguity) of the questions

• The duration of each test and its suitability for the target grade

• The level of difficulty of the items in each test

• Elimination of gender, cultural, linguistic and other biases in the test items

• Validity and reliability of the test as a whole

Refinement of test items

Results from the analysis were used by examiners and moderators to finalise the tests by refining and choosing the most
suitable items from Forms A and B, in line with the test framework.

30 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

(c) Test Review

The tests were first reviewed by an internal moderator appointed by the DBE and then forwarded for external review to
the members of an Advisory Committee that comprised both local (national) and external (international) experts. The
international experts are based in Washington DC, United States of America (USA) at the National Centre for Education
Statistics. The Advisory Committee was appointed by the Director-General to advise on the broader issues relating to
ANA and to provide expert opinion on the construction and design of the tests. Members of the Advisory Committee were
provided with the tests, marking guidelines, test frameworks and Curriculum and Assessment Policy Statement (CAPS)
for Grades 3, 6 and 9 to allow them to make their inputs on the basis of the curriculum statements.

Moderators and chief examiners interacted with the inputs provided by the Advisory Committee and effected changes to
the tests accordingly. Critical principles relating to the changes in the tests were identified from the Advisory Committee
inputs, which were then implemented in the tests of the other grades.

(d) Formatting and Proofreading

The tests were formatted (layout) to give them an aesthetic and professional look. There were three levels of editing
as a quality assurance measure. The first level was done by the editors appointed for the test development process,
per panel, to remove any linguistic or typographical errors. The second level of editing and proofreading was done by
provincial editors. The final editing and quality assurance of the ANA tests was done by the DBE full-time editors who
are also responsible for the quality assurance of the National Senior Certificate (NSC) question papers.

(e) Adaptation

The tests were then adapted for learners with barriers to learning and this included learners who are blind and deaf.
Adaptation for the Deaf means that the language in the test was simplified as learners in this category do not have
equivalent vocabulary to other learners who write non adapted tests and the test had to be on par with the standards of
the South African Sign Language. In the case of the blind learners, the tests were brailled and versioned into all official
languages as in the mainstream. For the partially sighted learners the tests were enlarged into various font sizes. Audio
tapes were also provided for learners who were hard of hearing.

(f) Printing, Packing and Distribution of Tests

The printing, packing and distribution of the ANA tests were either done by the provinces or by the DBE. In the case of
the Eastern Cape, Mpumalanga, Northern Cape and Western Cape the tests were printed, by the province, using their
in-house facilities, in line with the Norms and Standards for printing, packing and distribution. The DBE procured the
services of two service providers through a tender process to print, pack and distribute the tests for Gauteng, Limpopo,
KwaZulu-Natal, Free State, and North West. The printing, packing and distribution of the tests were monitored at each
of the key stages by the DBE.

The printed tests were packed according to grade and subject per school. As a security measure the tests were first put
into sealed bags, per subject, language and grade before being packed into a labelled box for each school. The packing
process was closely monitored by DBE and PED officials to ensure accuracy of packing. The packed tests were then
delivered to districts where district officials verified the test material per school. This was done a week before the test
administration process. DBE also employed part-time monitors for further verification and monitoring of the distribution
of the test materials.

GRADES 1 – 6 & 9 | 31
An audit of all storage areas (nodal points and schools where applicable) was conducted during the state of readiness
visits, which took place at least three months prior to the test administration process. In most of the provinces the tests
were either delivered to schools or collected by school principals on the day of the test. This was done to ensure the
confidentiality of the test.

3.2.3 Test Administration

(a) The writing of the ANA

The writing of the ANA in public schools was managed by the School Management Teams (SMTs), with the school
principal being held finally accountable for the credibility of the test administration process. The DBE and PEDs monitored
a sample of the public schools, as one of the standardisation measures.

The PED deployed a monitor to manage the administration of tests in each of the State-Funded Independent School.
According to paragraphs 177 (1) and 177 (3) of the National Norms and Standards for School Funding, the Grade 3 or
the Grade 6 ANA instrument used in public schools, should also be used to determine the eligibility of State-Funded
Independent Schools for subsidy.

The following standardisation measures were implemented across all schools writing ANA 2014:

i. Writing according to a common timetable

A common timetable specifying the dates (16-19 September 2014) and times at which specific ANA tests papers were
to be written were distributed to all schools by April 2014.

ii. Training of test administrators and monitors

The roles and responsibilities of the test administrators were detailed in a Test Administration Manual (TAM) that was
developed and distributed to all schools by the DBE. Training sessions for provincial core training teams were conducted
by the DBE in all provinces by the end of June 2014. The core teams cascaded the training to all officials as well as
school principals in their respective provinces.

iii. Invigilation during test administration

The Test Administration Manual (TAM) specified, amongst other things, how the invigilation process should be managed.
Teachers in public schools were instructed not to invigilate their own classes except for Grades 1 and 2. In only Grades 1
and 2 teachers were allowed to invigilate their classes to ensure younger learners would be writing the test in a familiar
enviroment. Learners from Grade 3 upwards read the questions independently and wrote the answers in the provided
booklets. In state-funded Independent Schools a monitor from the provincial or district office brought the test papers to
the school, monitored the administration of the tests, and collected all the test papers immediately after the writing. All
the scripts were delivered to the district office after each writing session.

iv. Monitoring the administration of tests

Intensive monitoring was provided by the district, province and at national level to ensure strict compliance to the Test
Administration Manual. A sample of universal ANA and Verification ANA schools were monitored. A total of 102 DBE
monitors visited a sample of schools in the nine provinces to monitor and support the test administration process. All
monitoring teams reported satisfactory test administration procedures in all public schools.

32 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

(b) Marking and Moderation of Tests

The standardised measures taken to ensure consistency in marking included:

i. National marking guideline (memoranda) discussion workshops

Comprehensive marking guidelines developed by the test developers were discussed at centralised national workshops
that were convened from 9 to 13 June 2014. Provincial Language and Mathematics Chief Markers attended the sessions.
The inputs of the chief markers were incorporated during the finalisation of the marking guidelines. The provincial
representatives subsequently conducted marking guideline discussion workshops for the provincial subject advisors
from 8-12 September 2014 in their respective provinces. The marking guideline discussion workshops were then held
at district level with the HODs from the schools after the writing of each test paper.

ii. Marking and moderation at school level

Universal ANA marking took place at school level, from 22–30 September 2014 under the supervision of the SMT. The
marking process at school was preceded by a marking guideline discussion session led by the HOD of each subject and
phase. HODs of the specific subjects and phases ensured that marking was done according to the marking guidelines
and moderated the marked scripts. School principals also monitored the marking process at school level.

iii. Centralised marking and moderation

Centralised marking and moderation centres were established in each province for the marking of state-funded
Independent School tests as well as the moderation of sampled scripts from Grades 3, 6 and 9 in each of the public
schools. School principals were required to select the three scripts according to the pre-selection that was indicated
in the mark sheets provided to schools. This ensured that the selection of the three scripts was done objectively and
was not biased in favour of the better performing learners. The sampled scripts were submitted to the marking centre/s
in each province by 3 October 2014. The centralised marking and moderation took place from 4-10 October 2014 at
marking centres across all nine provinces. The marking of the scripts of the independent schools was also done at these
centres. Table 3.6 provides the number of scripts, per province, per grade that were moderated.

Table 3.6: Number of moderated scripts per province and grade

PROVINCE GRADE 3 GRADE 6 GRADE 9

EC 27 062 25 248 11 683
FS 10 870 11 060 8 611
GP 24 967 34 777 22 359
KZN 37 147 38 311 24 348
LP 18 228 16 013 14 496
MP 8 106 14 682 4 950
NC 4 552 3 878 3878
NW 11 210 12 268 9 289
WC 14 523 13 584 13 320
TOTAL 156 665 169 821 112 934

iv. Comparison of original marks with moderated marks

In the table that follows, the correlations of the marks awarded by the teacher and the moderated marks are presented.

GRADES 1 – 6 & 9 | 33
Table 3.7: Correlations between school and moderated marks

SUBJECT GRADE CORRELATION (p-value)

MATHEMATICS 3 0.97
LANGUAGE 3 0.97
MATHEMATICS 6 0.98
HOME LANGUAGE 6 0.96
FIRST ADDITIONAL LANGUAGE 6 0.96
MATHEMATICS 9 0.95
HOME LANGUAGE 9 0.95
FIRST ADDITIONAL LANGUAGE 9 0.96

The correlations between the two sets of marks were in all cases higher than 0.9, and this is an indication that marking
at school level was fairly consistent and in line with the approved marking guidelines.

In Table 3.8, a comparison is drawn between the original school mark and the provincial moderated mark. This is based
on average marks from the two sources.

Table 3.8: Comparison of the Average School Mark and the Provincial Moderated Mark

SUBJECT GRADE ORIGINAL SCHOOL MARK PROVINCIAL MODERATED MARK

MATHEMATICS 3 55.5 56.0
LANGUAGE 3 56.1 56.9
MATHEMATICS 6 43.1 43.1
HOME LANGUAGE 6 62.7 62.9
FIRST ADDITIONAL LANGUAGE 6 45.4 44.4
MATHEMATICS 9 10.8 13.7
HOME LANGUAGE 9 48.3 49.3
FIRST ADDITIONAL LANGUAGE 9 34.4 35.4

The mean scores are in all cases are not significantly different, thus confirming that marking at school level was generally
of the appropriate standard.

(c) Data Capture and Processing

In four provinces the capture of marks was done directly onto the GET Mainframe system. A double-capturing process
was followed to ensure accuracy in the capture process. The capturing process started early in October 2014 and
concluded by mid-November 2014. All learners’ marks were recorded on a computer-generated mark sheet, which was
forwarded to a central capturing centre that was managed by provincial officials. In the Eastern Cape the capture of
marks was decentralised to each of the 23 districts. In all provinces, the district office was tasked with the responsibility
of keeping an accurate record of the mark sheets received.

34 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

In four provinces i.e, Free State, Limpopo, Mpumalanga and the North West the learner scores were captured on SA-
SAMS. Learner scores were captured at school level following a two-tier verification model, by the head of department
as well as the principal, after being captured by the educator. The capturing process started in October 2014 at school
level and was concluded by mid-November 2014. Western Cape used their CEMIS system to upload learner marks
directly to the GET ANA Mainframe.

The table below provides the percentages of marks that were captured across the nine provinces. The percentages
exclude the learners who were absent during the writing of the tests.

Table 3.9: Percentage of captured marks

PROVINCE GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 9 TOTAL

EC 92.0 92.5 90.9 91.6 91.3 91.4 89.3 91.3
FS 88.9 89.6 88.3 90.1 89.4 87.9 84.3 88.4
GP 97.0 93.8 94.7 94.1 94.2 95.4 95.8 95.0
KZN 94.1 93.8 95.5 95.1 94.5 94.7 88.9 93.8
LP 84.9 87.4 86.6 88.4 87.5 87.1 82.4 86.3
MP 83.2 83.6 83.0 83.6 83.5 82.2 75.3 82.1
NC 93.6 93.2 92.8 93.2 92.5 92.9 92.4 92.9
NW 85.7 86.9 87.5 87.0 87.0 86.5 82.7 86.2
WC 99.0 99.0 99.0 99.0 99.0 99.0 99.0 99.0
NATIONAL 91.7 91.6 91.7 92.0 91.7 91.7 87.7 91.2

The percentage of marks captured across the respective grades was above 91%, except in the case of Grade 9, where
the percentage capture was 88%.

GRADES 1 – 6 & 9 | 35
3.2.4 Verification of ANA 2014

The DBE contracted an independent agent to report on the reliability of ANA scores. In order to be able to report on the
reliability of ANA results the independent agent had to verify that test administration and marking took place in line with
acceptable standards. The independent agent monitored testing in a representative sample of schools, drew a random
sample of scripts in each school in the sample and marked the sampled scripts according to the DBE memoranda. The
independent agent then compared Universal ANA marks to the marks of sampled learners and provided DBE with a
report commenting on the agreement between the marks obtained by sampled learners and the marks of all the other
learners that had been imported into the DBE data base.

The sample utilised by the independent agent was large enough for accurate estimates of the average scores of
provinces as well as national marks to be calculated. In each grade and province learners in 125 schools were in the
sample. In a sampled school a random sample of 25 learners per grade was drawn. Their scripts were taken away by
the verification agent and marked at a central venue. The marking was done by qualified and experienced teachers and
the process was monitored by subject specialists appointed by the DBE.

Data was captured and analysed and a report comparing the marks for sampled learners to all other learners was
provided to DBE. Where applicable this report makes reference to the findings of the independent agent. Overall the
Verification findings indicate that in general, the universal ANA results are consistent with the verification results.

3.2.5 Pilot study in Grades 7 and 8

Prior to 2014, ANA tests were developed and administrated in Grades 1 to 6 and 9, but in 2014 ANA tests were also
developed for Grades 7 and 8. In September the ANA tests for Grades 7 and 8 were piloted on a sample of schools
in each province alongside the ANA tests. In Grade 7 and Grade 8, a maximum of 25 learners were sampled in 450
selected schools per grade. The findings of this pilot will inform the development of assessment instruments for
Grades 7 and 8 in the following years.

3.2.6 Administration of anchor tests

It has been previously noted that, even though care is taken to develop appropriate ANA tests each year, the results may
not be perfectly comparable across years as the difficulty and composition of the tests may not be identical from year
to year. In order to investigate the possibility of establishing statistical comparability of ANA scores over years, sets of
anchor items were developed. In 2014, after completion of the ANA tests sets of anchor items were administered to a
small sample of learners in each province. In Grades 6 and 9, in 10 schools per province, items were administered to 25
sampled learners after they wrote the regular ANA test. These confidential tests and items will be used to provide valid
comparisons across years. The findings of this pilot study will be considered when developing systemic assessment
instruments.

36 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

3.3 LIMITATIONS OF ANA

The tests administered were of standard length for summative assessments and all learners in a grade took the same
test. Consequently, the number and variety of questions that could be included was limited, and so were the learning
outcomes that could be assessed. Even though the test frameworks identified important aspects of the curriculum to be
included in the test, not all the measureable work could be included without risking learner fatigue.

The fact that ANA tests are exposed necessitates that a different test is administered every year. This makes it difficult to
compare performance from year to year because different tests are likely to yield different results. The DBE has started
a review of the test design so that in future separate tests will be used to serve diagnostic and system purposes. On the
one hand, tests for systemic assessment will be kept confidential so that the same test can be used over a number of
years to track trends in performance. On the other hand, tests designed to provide diagnostic information may be kept
open to exemplify best assessment practices. The current design of ANA limits the extent to which ANA results may be
used.

GRADES 1 – 6 & 9 | 37
4. ANA RESULTS 2014
4. ANA RESULTS 2014
4.1 Introduction

In this Chapter, the ANA results for 2014 are provided at the following levels:

a. National

b. Provincial

c. Districts

The results will be presented using mean scores and in addition the percentage of learners achieveing at the 50% level
and above, will be used as another indicator. Information for 2012, 2013 and 2014 is provided but readers are cautioned
against making direct comparisons. Even though tests in all years are referenced to the relevant curriculum documents
and every effort is made to develop fair tests, the difficulty level of tests across years may not be identical.

In Chapter 3 mention was made of an independent study conducted simultaneously in a sample of schools with the ANA
administered across all schools. The independed study is referred to as the Verification ANA. In the section on provincial
performance the mark provided by the verification agent will be listed as “Verification”, while the regular ANA marks will
be listed as “Universal”. The score that will be used throughout the report is the “Universal score” and the Verification
ANA score is used to validate the “Universal score”.

Learner performance will be analysed in accordance with the seven levels of achievement, in terms of grade, school
poverty quintile, and by language of learning and teaching. Results may be referenced against the goals set in the
Medium Term Expenditure Framework and in the Action Plan to 2014. The percentages of learners in Grades 3 and 6
expected to demonstrate acceptable levels of competency are shown in Table 4.1.

Table 4.1: Percentage of learners expected to demonstrate adequate performance over years

GRADE LANGUAGE MATHEMATICS

2011 2012 2013 2014 2011 2012 2013 2014
3 53 55 58 60 53 55 58 60
6 46 51 55 60 35 44 52 60

The overarching goal, as per the injunction of the President of the Republic of South Africa in the State of the Nation
Address in 2010, is that by 2014 at least 60% of learners in Grades 3, 6 and 9 should achieve acceptable levels of
competency in Language and Mathematics. In this report 50% or higher in a paper will be regarded as an acceptable
level of competency.

40 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

4.2 National performance

4.2.1 Average percentage marks

The average percentage marks for Mathematics in ANA 2012, 2013 and 2014 are presented in Table 4.2 and Figure
4.1.

Table 4.2: National average percentage marks for Mathematics in 2012, 2013 and 2014

GRADE MATHEMATICS AVERAGE PERCENTAGE MARK

2012 2013 2014
1 68 60 68
2 57 59 62
3 41 53 56
4 37 37 37
5 30 33 37
6 27 39 43
9 13 14 11

Figure 4.1: National average percentage marks for Mathematics in 2012, 2013 and 2014.

In most grades the average performance of learners in Mathematics improved, except in Grade 4 and Grade 9.

The average percentage marks for Home Language (HL) in the various grades are presented in Table 4.3 as well as in
Figure 4.2.

GRADES 1 – 6 & 9 | 41
Table 4.3: National average percentage marks for Home Language in 2012, 2013 and 2014

GRADE HOME LANGUAGE AVERAGE PERCENTAGE MARK

2012 2013 2014
1 58 61 63
2 55 57 61
3 52 51 56
4 43 49 57
5 40 46 57
6 43 59 63
9 43 43 48

Figure 4.2: National average percentage marks for Home Language in 2012, 2013 and 2014.

Home Language marks showed an increase in most grades and a pronounced increase in Grade 5 where an increase
from 46% to 57% in 2014 was observed.

The average percentage marks for First Additional Language (FAL) in the various grades are presented in Table 4.4 as
well as in Figure 4.3.

Table 4.4: National average percentage marks for First Additional Language in 2012, 2013 and 2014

GRADE FIRST ADDITIONAL LANGUAGE AVERAGE PERCENTAGE MARK

2012 2013 2014
4 34 39 41
5 30 37 47
6 36 46 45
9 35 33 34

42 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.3: National average percentage marks for First Additional Language in 2012, 2013 and 2014.

In Grades 4, 6 and 9 the marks did not vary much across years, but a considerable increase was observed in Grade 5.

4.2.2 Percentage at adequate and higher levels

In this section the proportion of Grade 3, 6 and 9 learners who obtained 50% or more of the test marks are reported for
2012, 2013 and 2014. The focus of reporting in this section is on Grades 3, 6 and 9 because these were the grades that
involved external verification and provincial re-marking.

In terms of the CAPS, a mark of at least 50% is required for adequate and higher achievement. The percentage of Grade
3, 6 and 9 learners who obtained acceptable achievement (50% or more) in the Mathematics test in 2012, 2013 and
2014 is reported in Table 4.5 and in Figure 4.4.

Table 4.5: Percentage of learners obtaining at least 50% of the Mathematics marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
3 36 59 65
6 11 27 35
9 2 2 3

GRADES 1 – 6 & 9 | 43
Figure 4.4: Learners with acceptable achievement in Mathematics in 2012, 2013 and 2014.

A substantial increase in the percentage of learners reaching acceptable achievement levels can be observed for
Mathematics in Grades 3 and 6. For Grade 3 the target of 60% that was set in the Action Plan 2014 was achieved. In
Grade 6 there has been an increase in the percentage of learners reaching acceptable achievement levels, but the
target has not yet been met. In Grade 9 achievement still fell far short of the target even though there was a slight
increase in the percentage of learners reaching acceptable levels.

The proportion of Grade 3, 6 and 9 learners who obtained 50% or more of the Home Language test marks in 2012, 2013
and 2014 is reported in Table 4.6 and in Figure 4.5.

Table 4.6: Percentage of learners obtaining at least 50% of the Home Language marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
3 57 57 66
6 39 68 77
9 39 37 48

Figure 4.5: Learners with acceptable achievement in Home Language in 2012, 2013 and 2014.

44 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

For Grade 3 Home Language the target set of 60% in the Action Plan was achieved. In Grade 6 there was a large
increase in the percentage of learners reaching acceptable achievement levels. The target of 60% set in the Action Plan
was exceeded. The percentage of learners reaching acceptable achievement in Grade 9 increased considerably, but
was still below the goal of 60% set for 2014.

The percentage of Grade 3, 6 and 9 learners who obtained 50% or more of the First Additional Language test marks in
2012, 2013 and 2014 is reported in Table 4.7 and in Figure 4.6.

Table 4.7: Percentage of learners obtaining at least 50% of the First Additional Language marks

GRADE PERCENTAGE OF LEARNERS ACHIEVING 50% OR MORE

2012 2013 2014
6 24 41 42
9 21 17 18

Figure 4.6: Learners with acceptable achievement in First Additional Language in 2012, 2013 and 2014.

For both Grade 6 and Grade 9 there was a slight increase in the percentage of learners reaching acceptable achievement
levels. The target of 60% set in the Action Plan was not achieved. The percentage of learners reaching acceptable
achievement in Grade 9 remains low.

GRADES 1 – 6 & 9 | 45
4.3 Provincial Performance

4.3.1 Average percentage marks

The average percentage marks per province are shown in this section for foundation phase, intermediate phase and the
senior phase respectively for 2012, 2013 and 2014. The average percentage marks in 2012, 2013 and 2014 are also
displayed in graphs. Results will be reported per grade, starting with Grade 1 and continuing to Grade 6 and then also
for Grade 9. The means reported for the Verification of ANA 2014 will be included in the tables for Grades 3, 6 and 9 but
are not reflected in the graphs.

4.3.1.1 Foundation phase

GRADE 1

The average percentage mark of Grade 1 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.8 and Figure 4.7.

Table 4.8: Average percentage mark in Grade 1 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 65.2 56.2 64.5
FS 70.2 58.9 71.1
GP 74.1 65.0 73.9
KZN 69.1 61.8 69.3
LP 64.7 55.7 62.8
MP 65.9 56.2 67.4
NC 63.5 55.1 65.9
NW 63.3 54.7 64.4
WC 70.1 61.1 71.9
National 68.1 59.6 68.4

Figure 4.7: Provincial average percentage marks for Grade 1 Mathematics in 2012, 2013 and 2014

The average percentage mark was higher than 60% in all provinces with Gauteng getting the highest average percentage.

46 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 1 learners in Language by province in 2012, 2013 and 2014 is shown in
Table 4.9.and Figure 4.8.

Table 4.9: Average percentage mark in Grade 1 Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 55.0 54.8 59.7
FS 59.8 61.4 65.4
GP 62.7 65.4 67.2
KZN 58.4 61.6 64.5
LP 54.6 57.9 58.3
MP 54.1 57.1 60.9
NC 52.4 56.8 60.6
NW 53.1 56.6 59.7
WC 61.0 64.5 68.4
National 57.5 60.4 63.2

Figure 4.8: Provincial average percentage marks for Grade 1 Language in 2012, 2013 and 2014

The average percentage mark ranged between 58.3% and 68.4% with Western Cape scoring the highest.

GRADES 1 – 6 & 9 | 47
 GRADE 2

The average percentage mark of Grade 2 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.10 and Figure 4.9.

Table 4.10: Average percentage mark in Grade 2 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 55.2 54.1 57.7
FS 59.7 59.9 63.7
GP 63.2 64.5 66.1
KZN 58.4 60.8 63.9
LP 52.7 54.9 57.2
MP 54.3 56.0 62.6
NC 54.4 55.2 58.8
NW 50.6 54.0 58.2
WC 62.1 62.2 63.0
National 57.4 58.9 61.8

Figure 4.9: Provincial average percentage marks for Grade 2 Mathematics in 2012, 2013 and 2014

The average percentage mark was higher than 50% in all provinces with Gauteng scoring the highest.

48 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 2 learners in Language by province in 2012, 2013 and 2014 is shown in Table
4.11 and Figure 4.10.

Table 4.11: Average percentage mark in Grade 2 Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 52.8 51.8 54.8
FS 56.3 56.8 63.7
GP 59.1 60.2 65.3
KZN 57.8 58.6 63.9
LP 53.3 52.9 55.1
MP 53.4 54.1 60.3
NC 48.7 52.8 58.9
NW 46.9 51.2 58.3
WC 59.9 62.0 67.0
National 55.3 56.5 61.1

Figure 4.10: Provincial average percentage marks for Grade 2 Language in 2012, 2013 and 2014

The average percentage mark ranged between 54.8% and 67% with Western Cape scoring the highest.

GRADES 1 – 6 & 9 | 49
 GRADE 3

The average percentage mark of Grade 3 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.12 and Figures 4.11.

Table 4.12: Average percentage mark in Grade 3 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 40.5 50.6 52.2 48.8
FS 44.7 54.9 58.5 56.2
GP 46.9 58.9 60.7 60.3
KZN 42.2 55.5 59.1 52.2
LP 34.4 45.5 46.8 39.7
MP 35.6 47.8 52.5 50.0
NC 37.9 50.5 53.3 49.2
NW 34.1 49.1 49.3 44.1
WC 47.4 57.4 60.5 53.6
National 41.2 53.1 55.5 51.3

Figure 4.11: Provincial average percentage marks for Grade 3 Mathematics in 2012, 2013 and 2014

The Universal score ranged between 46.8% and 60.7%, with Gauteng scoring the highest.

50 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 3 learners in Language by province in 2012, 2013 and 2014 is shown in Table
4.13 and Figure 4.12.

Table 4.13: Average percentage mark in Grade 3 Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 50.3 47.0 52.5 48.2
FS 56.3 54.4 59.0 56.8
GP 54.8 54.5 60.1 58.4
KZN 53.5 55.3 59.5 53.5
LP 47.9 46.9 51.0 41.9
MP 48.0 47.0 54.2 53.2
NC 49.4 46.2 52.7 46.2
NW 46.4 46.8 52.7 49.8
WC 57.1 49.9 57.9 53.7
National 52.0 50.8 56.2 52.0

Figure 4.12: Provincial average percentage marks for Grade 3 Language in 2012, 2013 and 2014

The Universal score ranged between 51% and 60.1% with Gauteng getting the highest score.

GRADES 1 – 6 & 9 | 51
4.3.1.2 Intermediate phase

GRADE 4

The average percentage mark of Grade 4 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.14 and Figure 4.13.

Table 4.14: Average percentage mark in Grade 4 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 35.3 32.6 34.8
FS 36.3 35.0 37.3
GP 42.0 43.8 44.4
KZN 39.4 39.2 39.5
LP 29.4 29.6 28.4
MP 31.7 32.8 35.5
NC 34.9 32.1 34.5
NW 31.0 29.9 30.8
WC 45.6 42.2 41.9
National 37.0 36.8 37.3

Figure 4.13: Provincial average percentage marks for Grade 4 Mathematics in 2012, 2013 and 2014

The average percentage mark ranged between 28.4% and 44.4%, with Gauteng scoring the highest mark.

52 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 4 learners in Home Language by province in 2012, 2013 and 2014 is shown in
Table 4.15 and Figure 4.14.

Table 4.15: Average percentage mark in Grade 4 Home Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 38.3 43.0 49.2
FS 53.4 55.5 54.3
GP 49.7 53.4 59.4
KZN 38.2 46.6 57.7
LP 24.1 44.3 50.5
MP 31.8 43.2 56.6
NC 41.1 43.9 48.6
NW 25.9 46.9 53.8
WC 54.8 54.1 57.6
National 42.6 49.3 56.5

Figure 4.14: Provincial average percentage marks for Grade 4 Home Language 2012, 2013 and 2014

The average percentage mark ranged between 48.6% and 59.4% with Gauteng scoring the highest mark.

GRADES 1 – 6 & 9 | 53
The average percentage mark of Grade 4 learners in First Additional Language by province in 2012, 2013 and 2014 is
shown in Table 4.16 and Figure 4.15.

Table 4.16: Average percentage mark in Grade 4 First Additional Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 36.0 37.6 40.1
FS 31.9 40.2 42.4
GP 40.0 46.4 47.4
KZN 34.3 41.8 42.6
LP 28.5 35.8 36.3
MP 30.4 38.0 40.6
NC 33.2 32.9 36.5
NW 29.9 36.5 37.9
WC 33.4 41.4 42.4
National 33.6 39.2 41.0

Figure 4.15: Provincial average percentage marks for Grade 4 First Additional Language 2012, 2013 and 2014

The average percentage mark ranged between 36.3% and 47.4% with Gauteng scoring the highest mark.

54 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

 GRADE 5

The average percentage mark of Grade 5 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.17 and Figure 4.16.

Table 4.17: Average percentage mark in Grade 5 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 28.1 29.1 32.2
FS 30.9 32.5 39.3
GP 35.7 40.8 45.7
KZN 31.1 35.0 37.6
LP 24.3 26.1 27.9
MP 26.1 29.1 36.1
NC 27.1 28.8 34.0
NW 26.1 28.2 32.5
WC 39.4 39.7 45.2
National 30.4 33.4 37.3

Figure 4.16: Provincial average percentage marks for Grade 5 Mathematics in 2012, 2013 and 2014

The average percentage mark ranged between 27.9% and 45.7% with Gauteng scoring the highest mark.

GRADES 1 – 6 & 9 | 55
The average percentage mark of Grade 5 learners in Home Language by province in 2012, 2013 and 2014 is shown in
Table 4.18 and Figure 4.17.

Table 4.18: Average percentage mark in Grade 5 Home Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 35.0 36.3 49.7
FS 50.2 57.5 56.9
GP 45.5 51.6 59.8
KZN 34.4 43.7 56.6
LP 24.2 32.6 53.2
MP 30.9 52.2 55.4
NC 38.1 42.7 49.3
NW 26.2 39.6 58.0
WC 50.9 55.8 58.5
National 39.9 45.6 57.1

Figure 4.17: Provincial average percentage marks for grade 5 Home Language in 2012, 2013 and 2014

The average percentage mark ranged between 49.3% and 59.8% with Gauteng scoring the highest.

56 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 5 learners in First Additional Language by province in 2012, 2013 and 2014 is
shown in Table 4.19 and Figure 4.18.

Table 4.19: Average percentage mark in Grade 5 First Additional Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2012 2013 2014
EC 30.3 34.1 42.8
FS 27.9 36.9 50.9
GP 35.8 47.5 54.5
KZN 31.0 37.0 47.0
LP 25.2 31.1 41.7
MP 26.3 34.8 49.1
NC 30.1 34.5 44.6
NW 27.9 34.1 46.6
WC 31.0 39.1 51.9
National 29.6 36.5 46.7

Figure 4.18: Provincial average percentage marks for grade 5 First Additional Language in 2012, 2013 and 2014

The average percentage mark ranged between 41.7% and 54.5% with Gauteng scoring the highest.

GRADES 1 – 6 & 9 | 57
 GRADE 6

The average percentage mark of Grade 6 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.20 and Figure 4.19.

Table 4.20: Average percentage mark in Grade 6 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 24.9 33.0 36.8 38.1
FS 28.4 40.0 47.7 48.2
GP 30.9 44.7 51.1 50.0
KZN 28.1 41.2 43.8 40.1
LP 21.4 32.9 35.3 32.8
MP 23.4 33.6 39.9 39.9
NC 23.8 35.6 39.3 41.6
NW 23.6 36.5 38.8 36.5
WC 32.7 44.9 50.9 41.8
National 26.7 39 43.1 41.8

Figure 4.19: Provincial average percentage marks for Grade 6 Mathematics in 2012, 2013 and 2014

The Universal score ranged between 35.3% and 51.1%, with Gauteng scoring the highest mark.

The average percentage mark of Grade 6 learners in Home Language by province in 2012, 2013 and 2014 is shown in
Table 4.21 and Figure 4.20.

58 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Table 4.21: Average percentage mark in Grade 6 Home Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 38.4 44.8 54.7 47.7
FS 52.2 64.6 63.3 62.2
GP 49.3 61.3 64.6 69.4
KZN 40.9 57.4 62.9 61.3
LP 28.2 51.6 54.1 47.4
MP 33.4 57.5 62.0 68.3
NC 39.0 52.8 56.9 58.4
NW 33.1 58.3 61.3 58.1
WC 49.7 63.0 64.8 60.4
National 42.8 58.8 62.7 61.2

Figure 4.20: Provincial average percentage marks for Grade 6 Home Language in 2012, 2013 and 2014

The Universal score ranged between 54.1% and 64.8% with Western Cape scoring the highest.

GRADES 1 – 6 & 9 | 59
The average percentage mark of Grade 6 learners in First Additional Language by province in 2012, 2013 and 2014 is
shown in Table 4.22 and Figure 4.21.

Table 4.22: Average percentage mark in Grade 6 First Additional Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 36.3 43.2 41.6 38.2
FS 37.3 47.9 49.8 48.6
GP 42.8 52.4 54.5 53.0
KZN 35.3 47.7 45.6 41.4
LP 31.7 43.2 41.2 36.0
MP 31.1 41.7 45.5 41.0
NC 36.4 40.3 42.7 36.7
NW 36.1 46.7 44.0 38.5
WC 38.3 48.1 49.6 49.9
National 35.6 45.7 45.4 42.6

Figure 4.21: Provincial average percentage marks for Grade 6 First Additional Language in 2012, 2013 and 2014

The Universal score ranged between 41.2% and 54.5% with Gauteng scoring the highest mark.

60 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

4.3.1.3 Senior phase

GRADE 9

The average percentage mark of Grade 9 learners in Mathematics by province in 2012, 2013 and 2014 is shown in
Table 4.23 and Figures 4.22.

Table 4.23: Average percentage mark in Grade 9 Mathematics by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 14.6 15.8 13.3 11.1
FS 14.0 15.3 12.9 13.8
GP 14.7 15.9 12.4 12.9
KZN 12.0 14.4 10.7 8.2
LP 8.5 9.0 5.9 6.5
MP 11.9 13.7 11.3 12.1
NC 13.2 12.6 9.7 9.7
NW 11.2 13.3 10.6 10.4
WC 16.7 17.0 13.0 11.9
National 12.7 13.9 10.8 10.9

Figure 4.22: Provincial average percentage marks for Grade 9 Mathematics in 2012, 2013 and 2014

The Universal score ranged between 5.9% and 13.3% with Western Cape scoring the highest mark.

GRADES 1 – 6 & 9 | 61
The average percentage mark of Grade 9 learners in Home Language by province in 2012, 2013 and 2014 is shown in
Table 4.24 and Figure 4.23.

Table 4.24: Average percentage mark in Grade 9 Home Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 42.6 35.2 44.2 43.8
FS 48.9 54.5 52.5 56.9
GP 50.3 44.0 48.4 52.9
KZN 37.7 39.3 48.0 44.9
LP 31.2 33.7 36.9 47.3
MP 40.3 52.4 53.3 56.9
NC 44.3 43.1 47.3 46.9
NW 39.3 48.5 51.8 42.8
WC 48.4 48.6 49.5 49.5
National 43.4 43.1 48.3 49.4

Figure 4.23: Provincial average percentage marks for Grade 9 Home Language in 2012, 2013 and 2014

The Universal score ranged between 36.9% and 53.3% with Mpumalanga scoring the highest.

62 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The average percentage mark of Grade 9 learners in First Additional Language by province in 2012, 2013 and 2014 is
shown in Table 4.25 and Figure 4.24.

Table 4.25: Average percentage mark in Grade 9 First Additional Language by province in 2012, 2013 and 2014

PROVINCE AVERAGE MARK (%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 35.0 34.1 35.7 32.1
FS 37.2 34.6 37.9 34.8
GP 40.3 38.1 38.6 36.8
KZN 32.3 31.8 32.0 28.4
LP 29.8 29.6 29.8 27.5
MP 37.4 35.4 38.3 34.2
NC 37.9 34.7 40.0 34.5
NW 39.1 36.4 36.8 34.6
WC 37.2 36.0 38.9 39.2
National 34.6 33.2 34.4 33.0

Figure 4.24: Provincial average percentage marks for Grade 9 First Additional Language in 2012, 2013 and 2014

The Universal score ranged between 29.8% and 40% with Northern Cape scoring the highest.

GRADES 1 – 6 & 9 | 63
4.3.2 Percentage learners at adequate and higher levels

The percentage of learners attaining the adequate achievement level, are shown in this section for the foundation phase,
intermediate phase and the senior phase respectively for 2012, 2013 and 2014. Results will be reported per grade.

4.3.2.1 Foundation phase

GRADE 1

The achievement of Grade 1 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.26.

Table 4.26: Achievement in Grade 1 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 72.8 65.5 76.1
FS 81.0 71.1 84.7
GP 85.7 79.2 87.4
KZN 78.8 74.9 82.0
LP 73.1 65.2 74.3
MP 74.9 67.4 79.9
NC 71.6 62.8 77.0
NW 71.2 64.6 76.9
WC 80.3 73.2 85.1
National 77.4 71.3 80.9

The percentage of learners attaining acceptable achievement levels was high in all provinces with Gauteng having the
highest percentage of learners in this category.

The achievement of Grade 1 learners in Language by province in 2012, 2013 and 2014 is shown in Table 4.27.

Table 4.27: Achievement in Grade 1 Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 60.0 63.4 70.8
FS 68.5 73.8 78.1
GP 72.1 77.9 80.5
KZN 65.4 73.5 77.4
LP 58.8 67.6 69.0
MP 58.1 67.6 72.6
NC 55.7 65.2 70.8
NW 55.5 66.9 71.1
WC 68.5 75.3 81.1
National 63.7 71.4 75.3

The percentage of learners attaining acceptable achievement levels was high in all provinces, varying from 70.8% for
Eastern Cape to 81.1% for Western Cape.

64 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

 GRADE 2

The achievement of Grade 2 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.28.

Table 4.28: Achievement in Grade 2 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 63.3 61.6 67.9
FS 72.6 72.4 78.7
GP 78.3 78.6 81.2
KZN 69.9 73.4 78.1
LP 59.2 63.5 67.4
MP 62.9 67.4 77.3
NC 61.5 63.1 68.8
NW 54.2 61.8 69.1
WC 76.8 74.5 74.7
National 67.8 70.0 74.5

Similar to Grade 1, the percentage of learners attaining acceptable achievement levels was high in all provinces with
Gauteng having the highest percentage of learners in the acceptable achievement category.

The achievement of Grade 2 learners in Language by province in 2012, 2013 and 2014 is shown in Table 4.29.

Table 4.29: Achievement in Grade 2 Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 60.0 57.1 61.9
FS 66.4 66.9 78.1
GP 69.9 69.2 77.4
KZN 68.4 68.9 76.7
LP 60.4 58.3 62.3
MP 61.4 62.3 71.9
NC 52.2 57.8 68.4
NW 48.8 56.1 67.8
WC 71.6 72.9 79.7
National 64.0 64.6 71.9

The percentage of learners attaining acceptable achievement levels was high in all provinces with Western Cape
achieving the highest percentage.

GRADES 1 – 6 & 9 | 65
 GRADE 3

The achievement of Grade 3 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.30.

Table 4.30: Achievement in Grade 3 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 34.9 54.9 58.1 52.3
FS 41.8 63.2 71.0 65.2
GP 47.9 69.6 73.4 73.6
KZN 37.6 64.0 70.9 56.4
LP 23.7 44.4 48.7 33.6
MP 25.0 50.2 60.3 54.9
NC 31.2 54.0 60.3 48.9
NW 23.4 51.9 53.5 39.4
WC 48.0 66.0 72.6 68.0
National 36.3 59.1 64.5 55.6

In all provinces except for Limpopo the percentage of learners attaining acceptable achievement levels in Universal ANA
exceeded 50%, with Gauteng having the highest percentage of learners with marks above 50%.

The achievement of Grade 3 learners in Language by province in 2012, 2013 and 2014 is shown in Table 4.31.

Table 4.31: Achievement in Grade 3 Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 52.7 50.2 59.4 51.0
FS 65.2 65.7 72.1 64.8
GP 61.7 63.1 70.8 70.5
KZN 59.2 64.5 71.4 56.7
LP 48.8 49.9 56.7 42.5
MP 48.9 51.4 63.4 56.6
NC 51.4 48.6 59.2 44.8
NW 46.3 50.1 59.9 51.2
WC 67.4 54.9 68.1 64.2
National 56.6 57 65.7 56.5

In all provinces except for Northern Cape the percentage of learners attaining acceptable achievement levels in Universal
ANA reached 50%, with Free State attaining the highest percentage.

66 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

4.3.2.2 Intermediate phase

GRADE 4

The achievement of Grade 4 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.32.

Table 4.32: Achievement in Grade 4 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 22.7 20.9 22.3
FS 22.9 22.4 26.7
GP 35.9 40.1 41.3
KZN 30.5 31.2 31.0
LP 13.7 15.0 13.4
MP 16.0 17.6 21.5
NC 23.0 20.1 22.5
NW 15.5 15.2 15.7
WC 42.2 36.5 35.6
National 26.3 27.1 27.4

The percentage of learners attaining acceptable achievement levels was very low in most provinces. The highest
performing province was Gauteng, where 41.3% of learners managed to attain acceptable achievement levels.

The achievement of Grade 4 learners in Home Language by province in 2012, 2013 and 2014 is shown in Table 4.33.

Table 4.33: Achievement in Grade 4 Home Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 32.5 40.0 52.3
FS 59.0 64.3 62.8
GP 53.2 59.9 71.7
KZN 31.9 45.5 67.5
LP 12.1 41.5 55.3
MP 23.6 39.3 67.8
NC 39.1 44.1 52.0
NW 14.3 47.9 60.7
WC 63.0 63.2 69.1
National 41.3 52.1 66.4

The percentage of learners attaining acceptable achievement levels varied across provinces from 52% for Northern
Cape to 71.7% for Gauteng.

The achievement of Grade 4 learners in First Additional Language by province in 2012, 2013 and 2014 is shown in Table
4.34.

GRADES 1 – 6 & 9 | 67
Table 4.34: Achievement in Grade 4 First Additional Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 28.8 28.9 33.2
FS 21.2 32.0 36.7
GP 36.9 45.7 48.2
KZN 26.4 35.3 38.1
LP 17.4 24.3 26.7
MP 19.4 27.5 33.8
NC 24.8 20.0 27.5
NW 19.5 26.1 28.7
WC 24.2 34.6 37.4
National 25.2 30.9 35.0

The percentage of learners attaining acceptable achievement levels varied across provinces from 26.7% for Limpopo
to 48.2% for Gauteng.

GRADE 5

The achievement of Grade 5 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.35.

Table 4.35: Achievement in Grade 5 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 12.0 14.6 18.6
FS 15.5 17.8 29.8
GP 24.3 33.9 44.0
KZN 16.7 23.7 27.9
LP 7.4 10.4 13.1
MP 8.9 12.6 22.5
NC 12.7 14.2 23.3
NW 9.1 12.6 17.9
WC 30.9 31.4 42.3
National 16.1 21.2 27.8

The percentage of learners attaining acceptable achievement levels varied across provinces from 13.1% for Limpopo
to 44% for Gauteng.

68 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The achievement of Grade 5 learners in Home Language by province in 2012, 2013 and 2014 is shown in Table 4.36.

Table 4.36: Achievement in Grade 5 Home Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 27.6 26.9 53.5
FS 53.9 66.3 67.5
GP 46.4 56.1 72.4
KZN 26.7 40.5 66.1
LP 12.0 21.3 59.4
MP 22.0 56.5 64.3
NC 31.0 39.0 53.0
NW 13.6 32.7 68.2
WC 55.2 64.2 70.6
National 36.5 44.7 67.5

The percentage of learners attaining acceptable achievement levels was much higher in 2014 than in previous years.
The percentage of learners attaining acceptable achievement levels varied across provinces from 53% for Northern
Cape to 72.4% for Gauteng.

The achievement of Grade 5 learners in First Additional Language by province in 2012, 2013 and 2014 is shown in
Table 4.37.

Table 4.37: Achievement in Grade 5 First Additional Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2012 2013 2014
EC 16.4 22.8 39.0
FS 11.5 25.6 54.8
GP 25.7 48.9 62.3
KZN 18.4 27.6 46.6
LP 10.8 18.1 36.8
MP 10.6 23.3 51.4
NC 17.7 24.6 43.2
NW 12.6 22.3 46.7
WC 16.0 29.8 58.3
National 15.9 26.7 46.6

The percentage of learners attaining acceptable achievement levels was much higher in 2014 than in previous years.
The percentage of learners attaining acceptable achievement levels varied across provinces from 36.8% for Limpopo
to 62.3% for Gauteng.

GRADES 1 – 6 & 9 | 69
 GRADE 6

The achievement of Grade 6 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.38.

Table 4.38: Achievement in Grade 6 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 8.1 16.2 23.3 22.0
FS 11.7 26.5 44.0 41.0
GP 16.4 38.4 51.7 53.1
KZN 11.8 30.4 36.4 31.4
LP 4.6 15.3 21.3 15.9
MP 5.7 16.1 27.0 27.1
NC 7.6 20.5 28.2 24.4
NW 7.1 20.8 26.6 20.0
WC 19.9 37.7 50.9 44.9
National 10.6 26.5 35.4 32.4

The percentage of learners attaining acceptable achievement levels in Universal ANA varied across provinces from
21.3% for Limpopo to 51.7% for Gauteng.

The achievement of Grade 6 learners in Home Language by province in 2012, 2013 and 2014 is shown in Table 4.39.

Table 4.39: Achievement in Grade 6 Home Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 29.4 40.7 62.2 53.7
FS 56.8 80.4 79.3 69.3
GP 51.6 71.7 79.8 90.7
KZN 34.9 63.7 76.5 73.3
LP 14.5 53.7 59.7 54.6
MP 23.2 68.4 77.7 83.8
NC 29.1 57.3 67.0 63.1
NW 20.4 67.1 74.8 74.5
WC 50.4 76.7 82.1 79.9
National 38.7 67.6 77.0 74.6

The percentage of learners attaining acceptable achievement levels in Universal ANA varied across provinces from
59.7% for Limpopo to 82.1% for Western Cape.

70 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The achievement of Grade 6 learners in First Additional Language by province in 2012, 2013 and 2014 is shown in Table
4.40.

Table 4.40: Achievement in Grade 6 First Additional Language by province in 2012, 2013 and 2014

Province Acceptable achievement (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 25 36.2 35.1 24.2
FS 24.8 45.2 51.6 45.3
GP 38.9 56.6 61.2 58.2
KZN 23.5 44.7 42.3 32.1
LP 18.2 35.4 33.9 24.0
MP 17.6 34.9 42.0 34.9
NC 25.3 29.2 36.9 28.8
NW 24.9 42.6 39.2 31.6
WC 28.7 46.4 51.1 52.2
National 24.4 41.2 42.3 36.1

The percentage of learners attaining acceptable achievement levels in Universal ANA varied across provinces from
33.9% for Limpopo to 61.2% for Gauteng.

4.3.2.3 Senior phase

GRADE 9

The achievement of Grade 9 learners in Mathematics by province in 2012, 2013 and 2014 is shown in Table 4.41 and
Figure 4.27.

Table 4.41: Achievement in Grade 9 Mathematics by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 2.6 3.3 3.3 2.2
FS 3.1 4.1 4.0 5.1
GP 3.7 5.2 4.0 2.6
KZN 1.9 3.4 2.9 2.6
LP 0.5 0.9 0.7 0.8
MP 1.0 1.8 1.9 3.6
NC 2.0 2.3 2.5 2.5
NW 1.4 2.3 1.4 2.8
WC 5.0 7.2 6.2 3.2
National 2.3 2.3 2.9 2.9

Learners performed poorly in Mathematics. The percentage of learners attaining acceptable achievement levels in
Universal ANA varied across provinces from 0.7% for Limpopo to 6.2% for Western Cape. Compared to 2013 there was
a slight increase in learners attaining acceptable achievement levels.

GRADES 1 – 6 & 9 | 71
The achievement of Grade 9 learners in Home Language by province in 2012, 2013 and 2014 is shown in Table 4.42.

Table 4.42: Achievement in Grade 9 Home Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 36.0 20.7 38.8 37.6
FS 48.7 61.1 59.0 62.3
GP 54.1 38.6 48.3 60.7
KZN 28.4 30.6 49.0 51.6
LP 17.0 22.4 27.4 30.7
MP 32.8 58.1 61.1 70.7
NC 36.1 34.0 44.7 36.2
NW 29.2 49.2 56.7 57.5
WC 47.4 46.3 48.7 44.3
National 38.9 37 48.1 47.8

The percentage of learners attaining acceptable achievement levels in Universal ANA varied across provinces from to
27.4% for Limpopo to 61.1% for Mpumalanga.

The achievement of Grade 9 learners in First Additional Language by province in 2012, 2013 and 2014 is shown in Table
4.43.

Table 4.43: Achievement in Grade 9 First Additional Language by province in 2012, 2013 and 2014

PROVINCE ACCEPTABLE ACHIEVEMENT (≥ 50%)

2014
2012 2013 UNIVERSAL VERIFICATION
EC 20.9 19.4 21.1 12.1
FS 22.9 17.4 21.5 15.6
GP 31.0 25.6 25.0 21.0
KZN 17.6 15.2 16.1 12.3
LP 13.7 12.9 11.4 7.8
MP 24.8 19.3 23.5 17.7
NC 26.2 18.2 26.5 19.5
NW 27.0 20.5 19.7 13.9
WC 22.9 19.2 24.2 22.6
National 20.8 17.1 18.3 15

The percentage of learners attaining acceptable achievement levels in Universal ANA varied across provinces from
11.4% for Limpopo to 26.5% for Northern Cape.

72 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

4.4 Analysis by Seven Levels of Achievement

Learner achievement was expressed in terms of the seven levels of achievement specified in the CAPS document. This
analysis was done for Grades, 3, 6 and 9. The levels are shown in the table below.

Key: Seven Levels

RATING CODE PERCENTAGE DESCRIPTOR

Level 1 0–29 Not achieved
Level 2 30–39 Elementary achievement
Level 3 40–49 Moderate achievement
Level 4 50–59 Adequate achievement
Level 5 60–69 Substantial achievement
Level 6 70–79 Meritorious achievement
Level 7 80–100 Outstanding achievement

In this document Meritorious achievement together with Outstanding achievement will be referred to as high achievement
levels. In the same vein learners in the categories Not achieved and Elementary achievement will be referred to as
poorly achieving learners. The distribution of learner achievement across the achievement levels is shown in Table 4.44
and Figure 4.25 for Grade 3 Mathematics.

Table 4.44: Percentage of Grade 3 learners in achievement levels in Mathematics by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 21.8 13.8 15.8 18.0 14.2 9.9 6.6
NW 19.4 12.2 14.9 18.3 15.4 11.1 8.8
NC 16.9 10.3 12.6 16.4 15.6 14.5 13.8
EC 16.3 11.4 14.2 17.0 16.0 13.4 11.7
MP 14.4 11.0 14.4 19.2 17.6 13.8 9.7
WC 10.2 7.3 9.8 14.7 17.4 18.2 22.4
GP 9.2 7.3 10.1 15.5 17.5 18.3 22.2
FS 9.2 7.9 11.9 17.7 18.9 17.3 17.1
KZ 9.2 8.2 11.7 17.4 17.9 17.1 18.5
National 13.2 9.7 12.6 17.0 16.8 15.2 15.4

GRADES 1 – 6 & 9 | 73
Figure 4.25: Percentage of grade 3 learners in achievement levels in Mathematics by province

About 13% of the learners function at the not achieved level in Grade 3 Mathematics. About 30% of learners function at
high achievement levels.

Performance of learners in the not achieved level is presented in Figure 4.26 for Grade 3 Mathematics.

Figure 4.26: Grade 3 Mathematics Performance below 40% in 2013 and 2014

In 2014 fewer learners performed at a lower category.

The distribution of learner achievement across achievement levels is shown in Table 4.45 and Figure 4.27 for Grade 3
Home Language.

74 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Table 4.45: Percentage of Grade 3 learners in achievement levels in Home Language by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 22.1 10.4 10.8 15.1 13.8 13.2 14.6
NC 20.0 9.7 11.1 14.7 14.7 13.3 16.4
EC 19.7 9.9 11.0 14.9 15.1 14.4 15.0
NW 19.4 10.0 10.7 15.7 14.7 14.1 15.4
MP 17.4 9.1 10.2 16.4 15.9 15.3 15.9
WC 14.8 7.7 9.5 14.3 15.9 16.1 21.8
GP 12.6 7.6 8.9 14.0 15.0 16.5 25.4
KZN 12.1 7.4 9.1 14.9 16.4 17.8 22.4
FS 11.0 7.4 9.5 17.2 17.5 17.5 19.8
National 15.9 8.6 9.9 15.0 15.4 15.7 19.5

Figure 4.27: Percentage of Grade 3 learners in achievement levels in Home Language by province

About 16% of the learners function at the not achieved level in Grade 3 Home Language. About 35% of the learners
function at high achievement levels.

GRADES 1 – 6 & 9 | 75
Performance of learners in the not achieved level is presented in figure 4.28 for Grade 3 Home Language

Figure 4.28: Grade 3 Home Language Performance below 40% in 2013 and 2014

In 2014 fewer learners performed at a lower category.

The distribution of learner achievement across achievement levels is shown in Table 4.46 and Figure 4.29 for Grade 6
Mathematics.

Table 4.46: Percentage of Grade 6 learners in achievement levels in Mathematics by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 42.8 17.9 18.1 10.8 6.4 2.6 1.4
EC 40.2 18.1 18.5 10.7 7.2 3.3 2.1
NC 37.1 17.1 17.6 11.3 8.0 4.7 4.3
NW 35.4 18.5 19.5 12.2 7.9 3.8 2.7
MP 31.4 19.3 22.3 12.4 8.2 4.1 2.3
KZN 26.7 16.3 20.7 14.3 11.3 6.1 4.7
FS 18.9 14.9 22.3 16.8 13.3 7.4 6.4
WC 18.4 14.7 16.0 15.6 13.7 9.6 12.1
GP 16.5 12.5 19.3 16.4 15.2 10.2 9.8
National 28.9 16.3 19.4 13.6 10.5 6.0 5.3

76 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.29: Percentage of Grade 6 learners in achievement levels in Mathematics by province

About 29% of the learners function at the not achieved level in Grade 6 Mathematics. About 11% of learners function at
high achievement levels.

Performance of learners in the not achieved level is presented in figure 4.30 for Grade 6 Mathematics

Figure 4.30: Grade 6 Mathematics Performance below 40% in 2013 and 2014

Learners in the poorly achieving category decreased in 2014.

GRADES 1 – 6 & 9 | 77
The distribution of learner achievement across achievement levels is shown in Table 4.47 and Figure 4.31 for Grade 6
Home Language.

Table 4.47: Percentage of Grade 6 learners in achievement levels in Home Language by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 17.8 10.2 12.2 13.5 15.3 14.7 16.3
EC 16.3 9.9 11.6 14.9 17.0 16.6 13.7
NC 11.5 9.0 12.4 17.2 19.2 16.7 14.0
NW 8.3 6.6 10.3 15.4 19.5 19.3 20.7
KZN 7.6 6.8 9.1 14.7 17.7 20.1 24.0
GP 7.0 5.1 8.1 13.2 17.9 22.0 26.6
MP 6.3 5.8 10.2 17.6 20.4 20.0 19.7
FS 5.9 6.0 8.7 15.9 20.1 21.5 21.9
WC 5.4 4.5 8.0 15.0 21.0 22.8 23.2
National 7.9 6.0 9.0 14.6 18.8 20.9 22.8

Figure 4.31: Percentage of Grade 6 learners in achievement levels in Home Language by province

About 8% of the learners function at the not achieved level in Grade 6 Home Language. About 44% of the learners
function at high achievement levels.

Performance in the poorly achieving category is presented in figure 4.32 for Grade 6 Home Language

78 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.32: Grade 6 Home Language Performance below 40% in 2013 and 2014

The number learners in the poorly achieving category decreased in 2014.

The distribution of learner achievement across achievement levels is shown in Table 4.48 and Figure 4.33 for Grade 6
First Additional Language.

Table 4.48: Percentage of Grade 6 learners in achievement levels in First Additional Language by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 32.0 17.6 16.5 13.6 9.5 6.5 4.4
EC 30.2 17.3 17.4 14.6 10.5 6.6 3.4
NC 28.0 18.8 16.3 14.7 11.3 6.8 4.1
NW 25.9 17.8 17.1 15.7 11.1 7.7 4.8
KZN 24.0 16.3 17.4 15.9 12.0 8.6 5.9
MP 23.3 16.5 18.2 16.1 12.2 8.4 5.4
WC 17.0 14.4 17.5 18.5 14.9 10.9 6.9
FS 15.8 14.4 18.1 18.9 15.3 10.7 6.8
GP 14.5 10.5 13.7 16.4 16.6 14.9 13.3
National 24.8 16.0 16.9 15.6 12.1 8.7 6.0

GRADES 1 – 6 & 9 | 79
Figure 4.33: Percentage of Grade 6 learners in achievement levels in First Additional Language by province

About 25% of the learners function at the not achieved level in Grade 6 Home Language. About 15% of learners function
at high achievement levels.

Performance of learners in the poorly achieving category is presented in figure 4.34 for Grade 6 First Additional Language

Figure 4.34: Grade 6 First Additional Language Performance below 40% in 2013 and 2014

The percentage of learners in the poorly performing category decreased in five provinces in 2014, but increased in four
provinces.

80 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

The distribution of learner achievement across achievement levels is shown in Table 4.49 and Figure 4.35 for Grade 9
Mathematics.

Table 4.49: Percentage of grade 9 learners in achievement levels in Mathematics by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 97.2 1.4 0.7 0.5 0.2 0.1 0.0
NC 92.4 3.1 2.0 1.1 0.8 0.4 0.2
MP 90.9 4.5 2.7 1.1 0.5 0.2 0.1
NW 90.7 4.9 3.0 0.9 0.3 0.1 0.0
KZN 89.6 4.5 3.1 1.6 0.8 0.4 0.2
GP 88.0 4.7 3.3 2.0 1.1 0.6 0.3
FS 87.8 4.6 3.6 2.0 1.1 0.5 0.3
WC 86.1 4.5 3.2 2.6 1.7 1.1 0.8
EC 85.9 6.1 4.7 2.1 0.8 0.3 0.1
National 90.0 4.2 2.9 1.5 0.8 0.4 0.2

Figure 4.35: Percentage of Grade 9 learners in achievement levels in Mathematics by province

About 90% of the learners function at the not achieved level in Grade 9 Mathematics. About 1% of learners function at
high achievement levels.

GRADES 1 – 6 & 9 | 81
Performance of learners in the poorly achieving category is presented in figure 4.36 for Grade 9 Mathematics

Figure 4.36: Grade 6 Home Language Performance below 40% in 2013 and 2014

The vast majority of learners (more than 90%) performed at a lower category in both years in all provinces.

The distribution of learner achievement across achievement levels is shown in Table 4.50 and Figure 4.37 for Grade 9
Home Language.

Table 4.50: Percentage of Grade 9 learners in achievement levels in Home Language by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 41.9 17.8 13.0 10.6 7.4 6.3 3.1
EC 22.8 19.1 19.4 16.6 11.8 7.2 3.2
KZN 18.7 15.2 17.1 18.9 15.2 10.2 4.8
GP 15.9 16.4 19.5 19.4 15.3 9.4 4.1
NC 14.1 19.4 21.8 20.4 13.5 7.4 3.4
NW 12.0 13.3 18.1 20.8 17.1 12.2 6.6
WC 12.0 18.4 21.0 19.8 14.4 9.7 4.8
FS 8.9 13.7 18.4 22.3 19.0 12.3 5.4
MP 8.0 11.6 19.3 24.3 18.5 12.0 6.3
National 15.8 16.8 19.4 19.3 14.8 9.5 4.4

82 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.37: Percentage of grade 9 learners in achievement levels in Home Language by province

About 16% of the learners function at the not achieved level in Grade 9 Home Language. About 14% of learners function
at high achievement levels.

Performance of learners in the not achieved level is presented in figure 4.38 for Grade 9 Home Language

Figure 4.38: Grade 9 Home Language Performance below 40% in 2013 and 2014

Overall, in 2014 fewer learners performed at a lower category than in 2013. However, in four provinces the percentage
of learners in this category increased.

GRADES 1 – 6 & 9 | 83
The distribution of learner achievement across achievement levels is shown in Table 4.51 and Figure 4.39 for Grade 9
First Additional Language.

Table 4.51: Percentage of Grade 9 learners in achievement levels in First Additional Language by province

PROVINCE L1 L2 L3 L4 L5 L6 L7
LP 53.5 21.6 13.5 7.1 3.0 1.1 0.3
KZN 48.0 20.7 15.2 9.5 4.5 1.7 0.5
EC 38.3 22.5 18.1 12.2 6.2 2.3 0.5
NW 31.5 27.2 21.6 12.5 5.1 1.8 0.3
FS 29.5 25.9 23.1 13.6 5.6 1.9 0.4
GP 29.0 24.6 21.4 14.8 7.2 2.5 0.6
MP 28.9 25.1 22.5 14.5 6.4 2.3 0.5
WC 26.7 26.0 23.1 15.5 6.5 2.0 0.3
NC 25.6 25.7 22.2 14.7 7.7 3.3 0.9
National 40.8 23.1 17.9 11.1 5.0 1.8 0.4

Figure 4.39: Percentage of grade 9 learners in achievement levels in First Additional Language by province

About 41% of the learners function at the not achieved level in Grade 9 First Additional Language. Only about 2% of
learners function at high achievement levels.

84 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Performance of learners in the poorly achieving category is presented in Figure 4.40 for Grade 9 First Additional
Language.

Figure 4.40: Grade 9 First Additional Language Performance below 40% in 2013 and 2014

Overall, in 2014 fewer learners were in the poorly achieving category than in 2013, yet the percentage of learners in this
category was still higher than 60%.

4.5 Analysis of achievement by gender

The difference in scholastic achievement between boys and girls was investigated. The average percentage marks
obtained by males and females are depicted in the graphs below for Grades 3, 6 and 9 per subject (Figure 4.41 to
Figure 4.48).

Figure 4.41: Average % mark in Grade 3 Mathematics by gender

Girl learners performed better than boy learners in all provinces.

GRADES 1 – 6 & 9 | 85
Figure 4.42: Average % mark in Grade 3 Home Language by gender

Girls learners performed better than boy learners in all provinces.

Figure 4.43: Average % mark in Grade 6 Mathematics by gender

Girls learners performed better than boy learners in all provinces.

86 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.44: Average % mark in Grade 6 Home Language by gender

Girls learners performed better than boy learners in all provinces.

Figure 4.45: Average % mark in Grade 6 FAL by gender

Girls learners performed better than boy learners in all provinces.

GRADES 1 – 6 & 9 | 87
Figure 4.46: Average % mark in Grade 9 Mathematics by gender

Girls learners performed better than boy learners in all provinces.

Figure 4.47: Average % mark in Grade 9 Home Language by gender

Girls learners performed better than boy learners in all provinces.

88 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Figure 4.48: Average % mark in Grade 9 First Additional Language by gender

Girls learners performed better than boy learners in all provinces.

4.6 Analysis by Official School Poverty Quintile

Schools are categorised according to a poverty index, referred to as a quintile, where a quintile of 1 would indicate
“poverty”, and a quintile of 5 would indicate “affluence” in the parent community. Tables 4.52 to 4.54 below show how
the average percentage mark of learners varies across quintiles for each subject. This information is also presented
graphically for grades 3, 6 and 9 in Figure 4.49 to Figure 4.51.

Table 4.52: Average % mark in Mathematics by grade and poverty quintile

Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr9

Quintile 1 65.1 59.2 52.5 32.8 32.1 38.1 10.1
Quintile 2 66.6 60.2 52.9 34.3 33.4 39.6 8.7
Quintile 3 67.4 60.4 53.9 35.6 34.5 40.4 8.2
Quintile 4 71.2 63.5 58.0 40.4 41.2 46.1 9.2
Quintile 5 78.4 71.4 68.9 52.9 55.0 60.3 21.6

Table 4.53: Average % mark in Home Language by grade and poverty quintile

Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr9

Quintile 1 59.7 56.9 54.0 44.6 46.6 50.8 37.2
Quintile 2 60.8 58.2 54.3 45.5 48.2 52.8 39.6
Quintile 3 62.1 59.5 55.2 48.1 49.9 54.6 41.4
Quintile 4 66.0 64.3 56.8 54.1 53.9 60.3 43.8
Quintile 5 76.1 75.9 67.3 65.4 65.5 70.9 55.5

GRADES 1 – 6 & 9 | 89
Table 4.54: Average % mark in FAL by grade and poverty quintile

Gr4 Gr5 Gr6 Gr9

Quintile 1 38.7 44.0 43.0 32.4
Quintile 2 40.2 46.2 44.7 33.6
Quintile 3 42.7 48.0 46.6 34.7
Quintile 4 46.5 52.2 50.6 37.0
Quintile 5 49.8 56.9 60.0 42.9

Figure 4.49: Average % mark in Grade 3 by subject and poverty quintile

Figure 4.50: Average % mark in Grade 6 by subject and poverty quintile

Figure 4.51: Average % mark in Grade 9 by subject and poverty quintile

90 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

In all grades and subjects there was a tendency for learners in higher quintile schools to achieve better than learners in
lower quintile schools. The increase was more pronounced from quintile 4 up. The socio-economic gradient appeared
to be steeper in Grades 6 and 9 than in Grade 3.

4.7 Analysis of Language Performance by Language of Learning and Teaching

The tables and figures below represent the achievement of learners in Language, by language of learning and teaching.

Table 4.55: Average % marks in Home Language by grade and language of learning and teaching (Grades 1-3)

HOME LANGUAGE GRADE 1 GRADE 2 GRADE 3

Afrikaans 70.9 69.4 61.1
English 68.7 67.5 59.4
IsiNdebele 59.4 59.1 49.7
IsiXhosa 59.3 54.1 52.5
IsiZulu 62.9 62.5 58.7
Sepedi 57.1 53.3 49.6
Sesotho 63.8 61.1 57.8
Setswana 57.9 56.5 51.0
SiSwati 63.8 63.6 56.6
Tshivenda 63.0 59.6 58.0
Xitsonga 62.2 59.6 54.9

There is a slight decline in achievement across grades for all provinces.

Table 4.56: Average % marks in Home Language by grade and language of learning and teaching (Grades 4-6
& 9)

Grade 4 Grade 5 Grade 6 Grade 9

Afrikaans 55.1 57.5 62.7 49.3
English 57.2 56.9 62.7 47.9

In all grades the two Home Language groups performed at about the same level.

Table 4.57: Average % marks in First Additional Language by grade and language of learning and teaching
(Grades 4-6 & 9)

Grade 4 Grade 5 Grade 6 Grade 9

Afrikaans 59.1 61.7 64.6 50.7
English FAL 41.0 46.7 45.4 34.3

In Grades 4 to 6 and 9 learners with Afrikaans as language of learning and teaching performed slightly better than
learners with English as language of learning and teaching in a first additional language..

GRADES 1 – 6 & 9 | 91
4.8 Performance by District

In the following tables average percentage marks for Grades 3, 6 and 9 Language and Mathematics are presented by
province and district.

Table 4.58: Average % marks for Grade 3 for districts in each province

PROV DISTRICT _Gr3 MATHEMATICS HOME LANGUAGE

2013 2014 2013 2014
EC BUTTERWORTH 53.4 56 51.5 57.4
COFIMVABA 54.2 57.3 54.7 60.6
CRADOCK 53.4 55 49.3 54.2
DUTYWA 48.4 48.9 39.8 50.9
EAST LONDON 56.7 58.9 52.7 57.8
FORT BEAUFORT 50.5 52.3 50.8 53.2
GRAAFF-REINET 45.8 46.9 38.3 46.2
GRAHAMSTOWN 47.8 49.5 42.7 49.7
KING WILLIAMS TOWN 47.1 51.3 43.9 51.4
LADY FRERE 48.9 52.5 47.7 54.9
LIBODE 53.7 54.8 47.9 54.2
LUSIKISIKI 48.0 48.6 43.6 49.8
MALUTI 47.2 53.9 44.2 55.2
MBIZANA 52.4 52.5 49.0 51.5
MT FLETCHER 48.8 55.3 45.3 54.9
MT FRERE 50.5 53.8 48.7 55.2
MTHATHA 48.2 53 45.0 52.5
NGCOBO 46.5 47.2 46.9 49.4
PORT ELIZABETH 53.8 52.6 48.6 51.8
QUEENSTOWN 57.7 52.1 55.6 53.7
QUMBU 48.0 46.9 43.5 48.3
STERKSPRUIT 42.9 43.3 39.5 41.1
UITENHAGE 51.8 48.9 47.5 47
FS
FEZILE DABI 54.9 61.4 53.8 59.5
LEJWELEPUTSWA 56.4 59.5 54.7 59.2
MOTHEO 55.2 56 52.8 55.7
THABO MOFUTSANYANA 54.8 59.8 57.6 63.1
XHARIEP 48.4 50.9 47.7 49.3
GP
EKURHULENI NORTH 60.9 62.3 57.9 63.2
EKURHULENI SOUTH 62.1 64.4 59.0 65.7
GAUTENG EAST 58.0 62.5 56.4 63.8
GAUTENG NORTH 58.9 61.7 55.3 62

92 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

PROV DISTRICT _Gr3 MATHEMATICS HOME LANGUAGE
2013 2014 2013 2014
GAUTENG WEST 58.2 60.9 52.3 58.3
JOHANNESBURG CENTRAL 59.4 60.7 55.7 58.8
JOHANNESBURG EAST 58.3 59.9 55.5 57.9
JOHANNESBURG NORTH 59.8 59 54.2 56.8
JOHANNESBURG SOUTH 53.9 55.1 47.3 53.8
JOHANNESBURG WEST 55.1* 57.1 52.3 56.6
SEDIBENG EAST 60.3 64.3 55.7 60.2
SEDIBENG WEST 61.6 65 59.0 64.4
TSHWANE NORTH 54.8 60.8 48.7 60
TSHWANE SOUTH 62.5 63.5 55.6 62.7
TSHWANE WEST 55.5 52.4 49.3 52.7
KZN
AMAJUBA 48.0 54.3 49.5 56.9
ILEMBE 54.6 59 54.7 59
PINETOWN 57.3 60.2 56.3 60.3
SISONKE 55.4* 54 55.9* 53.2
UGU 56.0 59.1 55.4 60.2
UMGUNGUNDLOVU 53.7 59.6 53.0 60.4
UMKHANYAKUDE 52.1 57 53.6 58.6
UMLAZI 60.1 63.2 57.3 62.4
UMZINYATHI 56.6 58.7 55.8 60.1
UTHUKELA 53.9 57.5 54.6 57.8
UTHUNGULU 55.0 58.8 55.9 59.6
ZULULAND 58.0 60.5 58.2 60.1
LP
CAPRICORN 45.8 45.5 46.7 51.2
GREATER SEKHUKHUNE 38.5 43.4 41.4 47.3
MOPANI 47.4 48.3 46.6 51
VHEMBE 50.4 52.4 53.6 57.4
WATERBERG 43.8 41.7 43.6 43.9
MP
BOHLABELA 47.2 52.9 47.8 55.5
EHLANZENI 49.9 55.4 49.0 56.5
GERT SIBANDE 48.2 53.2 46.8 54.2
NKANGALA 46.1 48.7 44.9 51.1
NC
FRANCES BAARD 53.8 57.7 48.7 56.8
JOHN TAOLO GAETSEWE 41.9 45.9 37.7 46.2
NAMAKWA 59.2 58.6 54.9 56.4
PIXLEY KA SEME 50.6 50.9 48.2 51.3

GRADES 1 – 6 & 9 | 93
 PROV DISTRICT _Gr3 MATHEMATICS HOME LANGUAGE
2013 2014 2013 2014
SIYANDA 52.1 53.7 47.7 52.4
NW
BOJANALA 50.7 50 48.0 54.2
DR KENNETH KAUNDA 50.0 52.2 47.0 53.9
DR RUTH SEGOMOTSI MOMPATI 45.3 43.9 43.5 47
NGAKA MODIRI MOLEMA 49.4 50 48.1 53.8
WC
CAPE WINELANDS 56.4 59.3 50.8 58.7
EDEN AND CENTRAL KAROO 55.3 57.8 49.0 57
METRO CENTRAL 61.3 62.9 51.6 58.5
METRO EAST 56.3 59.3 50.0 56.9
METRO NORTH 57.0 60.9 49.5 58
METRO SOUTH 57.4 62.3 48.2 57.6
OVERBERG 58.8 61.5 52.1 62.7
WEST COAST 57.7 58.3 50.3 57.3
Note: In cases with an asterisk the average mark should be interpreted with caution due to capturing rates of less than
50%.

94 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Table 4.59: Average percentage marks for Grade 6 for districts in each province

PROV DISTRICT Gr6 MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL

LANGUAGE
2013 2014 2013 2014 2013 2014
EC
BUTTERWORTH 32.6 39.2 43.6 51.6 45.9 45.5
COFIMVABA 34.3 42.5 44.3 53.3 45.2 44.4
CRADOCK 30.8 35.4 48.8 53.2 39.2 42
DUTYWA 29.3 35 42.3 46.7 36.2 40.2
EAST LONDON 37.8 43.9 51.0 60.6 49.2 45.6
FORT BEAUFORT 33.5 36.5 33.0 44.1 43.6 45
GRAAFF-REINET 30.9 34.6 45.2 53.1 37.3 35.5
GRAHAMSTOWN 35.9 37.1 51.1 56.5 50.6 39.5
KING WILLIAMS TOWN 33.8 37.8 44.7 56.6 45.2 41.5
LADY FRERE 25.8 38 39.7 50 41.7 44.8
LIBODE 33.4 37 39.8 50.3 42.6 43.2
LUSIKISIKI 31.8 32.6 40.9 39.5 40.5 39.1
MALUTI 28.1 35.7 55.8 52.5 38.1 40.4
MBIZANA 35.3 37.3 44.8 65.4 44.8 42.8
MT FLETCHER 27.4 31.5 40.1 56.1 38.2 38.9
MT FRERE 35.2 36.6 46.0 45 44.7 42.4
MTHATHA 33.3 39.1 39.3 58.2 45.6 44.5
NGCOBO 30.1 31.4 44.0 45 41.5 37.7
PORT ELIZABETH 44.3 37.9 50.5 56.6 47.2 41.5
QUEENSTOWN 35.4 36.3 55.2 54.3 47.4 41.5
QUMBU 38.2 38.1 46.8 57 44.2 40
STERKSPRUIT 26.7 30.5 35.6 52.6 37.8 32
UITENHAGE 35.5 38.3 45.7 51.3 51.0 36.4
FS
FEZILE DABI 40.6 48.1 68.1 64.4 49.8 50.1
LEJWELEPUTSWA 40.0 48.6 64.6 63.1 46.1 49.5
MOTHEO 40.3 47.3 65.4 64.1 47.5 49.2
THABO
MOFUTSANYANA 40.6 48.1 68.7 65.6 48.8 50.9
XHARIEP 34.3 40.4 51.9 53.7 45.1 43.1
GP
EKURHULENI NORTH 46.3 53.7 67.0 70.4 50.8 53.2
EKURHULENI SOUTH 50.5 58.3 65.9 67 58.8 63.6
GAUTENG EAST 45.4 52.3 61.7 66.9 55.4 59.4
GAUTENG NORTH 44.4 46.5 64.1 68 46.4 47.9
GAUTENG WEST 44.2 51.2 61.6 62.9 51.8 53.7

GRADES 1 – 6 & 9 | 95
 PROV DISTRICT Gr6 MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL
LANGUAGE
2013 2014 2013 2014 2013 2014
JOHANNESBURG
CENTRAL 42.7 48.8 60.0 59.7 55.0 56.9
JOHANNESBURG EAST 44.2 49.5 61.3 61.6 49.9 52.4
JOHANNESBURG
NORTH 42.5 48.8 59.5 62.5 54.8 52.9
JOHANNESBURG
SOUTH 40.8 47.4 59.1 61.6 49.3 50.4
JOHANNESBURG
WEST 41.2 49.3 63.4 65.5 53.4 57.7
SEDIBENG EAST 50.3 56 65.5 70.5 48.7 51.4
SEDIBENG WEST 43.4 49.3 55.0 64.4 58.0 52.8
TSHWANE NORTH 42.3 50.1 58.3 64.8 50.1 53.3
TSHWANE SOUTH 48.4 52.2 62.8 66.6 48.1 48.6
TSHWANE WEST 42.6 47.4 58.2 61.8 50.4 50
KZN
AMAJUBA 36.9 38.9 53.9 61.4 45.2 43.8
ILEMBE 40.2 42.9 53.9 59.4 48.7 47.4
PINETOWN 43.7 46.6 61.9 64.4 48.7 46.5
SISONKE 36.9 39.9 53.6* 61.2 45.3 42.2
UGU 40.1 42.8 61.9 61.6 47.9 46.4
UMGUNGUNDLOVU 41.6 44.8 56.0 64 48.7 47.7
UMKHANYAKUDE 36.4 40.1 60.6* 49.9 43.5 42.6
UMLAZI 47.1 50.9 64.2 64.5 52.2 53.1
UMZINYATHI 41.2 43.2 48.1 61.4 49.1 44.8
UTHUKELA 37.9 41.4 48.5* 60.4 46.2 42.6
UTHUNGULU 42.8 43.2 59.9 63 49.3 47.2
ZULULAND 42.2 42.7 50.0 55.7 48.7 44.4
LP
CAPRICORN 32.9 35.4 49.5 49.4 44.6 41.4
GREATER
SEKHUKHUNE 27.3 30.3 46.0 49.1 38.0 38.8
MOPANI 33.0 36.1 51.8 54.2 43.8 42
VHEMBE 38.1 40.6 55.0 54.2 47.3 44.6
WATERBERG 31.9 32.1 55.9 59.5 38.9 36.4
MP
BOHLABELA 28.9 35.8 59.9 59.9 36.6 40.9
EHLANZENI 36.1 41.8 61.0 67.7 44.3 47.9
GERT SIBANDE 33.7 39.7 60.2 62.4 42.1 46.4
NKANGALA 34.4 40.2 54.0 60 42.7 44.7
NC
FRANCES BAARD 38.3 43.5 56.4 61.4 44.9 46.1

96 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

 PROV DISTRICT Gr6 MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL
LANGUAGE
2013 2014 2013 2014 2013 2014
JOHN TAOLO
GAETSEWE 31.2 35.8 51.6 57.3 37.2 39.7
NAMAKWA 42.3 42.9 56.0 57.6 70.8 38.6
PIXLEY KA SEME 32.2 35.8 50.2 50.4 40.5 44.4
SIYANDA 36.1 37.4 49.9 57 33.3 39.3
NW
BOJANALA 38.2 39.6 63.3 66.3 49.7 48.2
DR KENNETH KAUNDA 34.0 38 60.5 63.9 43.5 40.7
DR RUTH SEGOMOTSI
MOMPATI 33.8 35 43.8 47.8 42.8 37.9
NGAKA MODIRI
MOLEMA 39.0 41.2 61.1 61.5 48.8 44.6
WC
CAPE WINELANDS 41.6 47.7 59.0 63.7 40.6 44.2
EDEN AND CENTRAL
KAROO 40.9 46.3 56.5 59.6 46.5 48.6
METRO CENTRAL 49.1 55 66.7 65.6 49.5 52.8
METRO EAST 43.4 48.4 63.8 65.3 48.3 48.2
METRO NORTH 45.2 50.7 65.6 66.6 49.4 51.1
METRO SOUTH 48.9 56.8 66.7 67.2 50.7 52.3
OVERBERG 44.7 51.2 62.3 65.6 46.9 51.7
WEST COAST 44.0 49.6 60.9 63.4 50.2 47.8
Note: In cases with an asterisk the average mark should be interpreted with caution due to capturing rates of less than
50%.

GRADES 1 – 6 & 9 | 97
Table 4.60: Average percentage marks for Grade 9 for districts in each province

PROV DISTRICT MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL

LANGUAGE
2013 2014 2013 2014 2013 2014
EC
BUTTERWORTH 27.4 23 36.6 43 33.4 38.5
COFIMVABA 22.6 20.1 33.3 42.3 37.1 39.2
CRADOCK 10.3 7.1 42.0 41.6 32.1 30.9
DUTYWA 17.7 15.4 35.3 47.8 28.2 35.1
EAST LONDON 13.3 10.2 36.0 51.5 40.3 33.6
FORT BEAUFORT 11.8 7.5 33.3 37 16.1 30.1
GRAAFF-REINET 9.7 6.9 36.2 37.1 31.3 34.9
GRAHAMSTOWN 13.2 8.4 32.1 43.3 39.1 35.3
KING WILLIAMS TOWN 12.8 8.8 31.4 48.3 32.3 35.2
LADY FRERE 15.5 13.7 31.0 38.1 33.1 35.9
LIBODE 19.0 19.0 31.8 38.2 33.4 38.5
LUSIKISIKI 17.3 13.4 33.5 40.9 31.2 35.1
MALUTI 13.4 10.3 38.6 57.4 34.2 33.8
MBIZANA 19.2 16.6 29.0 54.1 28.7 37.3
MT FLETCHER 13.3 10.9 28.6 53.1 33.5 33.5
MT FRERE 21.9 15.6 35.3 34.5 33.1 37.4
MTHATHA 18.0 16.9 31.7 53.9 36.5 37.7
NGCOBO 17.0 14.5 34.1 36.3 34.5 36.8
PORT ELIZABETH 14.2 8.4 42.0 43.4 25.8 34.4
QUEENSTOWN 13.3 9.2 45.1 44.3 32.3 34.2
QUMBU 22.2 15.5 37.4 47.3 33.4 36.7
STERKSPRUIT 13.4 8.7 34.6 45.6 37.1 29.6
UITENHAGE 15.7 9.8 44.7 43.4 32.1 34.4
FS
FEZILE DABI 13.9 11.2 57.5 51.7 35.2 37.3
LEJWELEPUTSWA 12.5 9.2 54.3 51.8 33.4 35.5
MOTHEO 18.9 15.7 54.8 52.4 35.0 37.6
THABO MOFUTSANYANA 15.8 15.6 57.5 59.3 35.2 41.0
XHARIEP 11.0 9.9 44.6 47.0 32.2 34.5
GP
EKURHULENI NORTH 15.8 13.8 43.7 51.7 38.0 38.2
EKURHULENI SOUTH 19.1 14.7 46.9 50.4 41.7 41.8
GAUTENG EAST 14.7 10.8 41.3 44.2 39.7 41.4
GAUTENG NORTH 12.6 9.5 40.5* 48.9 34.9 37.3
GAUTENG WEST 16.6 12.6 46.7 47.7 37.8 37.4
JOHANNESBURG CENTRAL 12.2 9.5 41.4 46.5 36.7 40.1
JOHANNESBURG EAST 18.3 13.6 48.7 49.2 42.3 42.3

98 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

PROV DISTRICT MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL
LANGUAGE
JOHANNESBURG NORTH 20.0 12.9 45.6 48.9 37.2 39.7
JOHANNESBURG SOUTH 11.7 9.6 42.5 47.9 37.2 37.4
JOHANNESBURG WEST 17.6 10.9 44.2* 45.3 41.7 40.6
SEDIBENG EAST 20.2 14.1 47.8 53.2 35.9 37.8
SEDIBENG WEST 12.1 8.0 40.0 40.6 38.7 37.1
TSHWANE NORTH 15.9 12.6 41.1 55.1 38.0 38.0
TSHWANE SOUTH 21.8 18.4 50.5 51.3 39.0 34.1
TSHWANE WEST 12.4 9.6 39.7 48.3 33.6 36.4
KZN
AMAJUBA 13.0 8.3 41.6 48.9 34.0 32.8
ILEMBE 12.3 9.8 33.4 38.3 30.3 29.7
PINETOWN 15.0 10.8 42.7 50.0 32.4 31.0
SISONKE 15.1 13.1 33.3 46.7 32.4 32.6
UGU 11.0 7.5 44.5 50.3 31.7 30.4
UMGUNGUNDLOVU 14.8 10.6 42.4 52.8 31.8 31.7
UMKHANYAKUDE 11.3 9.2 28.8 32.3 30.0 32.0
UMLAZI 17.4 12.3 46.0 48.2 34.5 33.1
UMZINYATHI 17.7 14.7 32.9 44.4 32.6 32.9
UTHUKELA 15.1 9.8 35.5 48.9 31.5 32.3
UTHUNGULU 12.9 10.2 35.5 43.5 29.8 32.2
ZULULAND 15.8 12.0 32.3 47.4 33.4 33.6
LP
CAPRICORN 9.8 6.1 34.0 42.8 31.9 31.7
GREATER SEKHUKHUNE 7.8 5.9 31.6 33.4 27.1 27.6
MOPANI 8.5 5.5 31.6 31.1 29.7 29.1
VHEMBE 9.5 6.5 33.3 38.6 29.6 31.1
WATERBERG 9.4 4.6 38.9 39.4 29.4 28.2
MP
BOHLABELA 10.3 10.3 53.5 47.6 28.7 32.5
EHLANZENI 13.8 12 56.9 55.1 38.8 40.6
GERT SIBANDE 14.9 11.3 55.5 51.4 36.1 37.7
NKANGALA 15.3 11.1 49.1 55.2 37.2 39.7
NC
FRANCES BAARD 14.0 11 44.2 48.8 37.4 41.3
JOHN TAOLO GAETSEWE 12.5 9.3 45.7 52.3 31.3 38.8
NAMAKWA 12.3 9 43.6 50.6 40.5
PIXLEY KA SEME 10.3 7.9 40.6 44.2 36.8 39.3
SIYANDA 11.9 9.5 42.8 45.5 41.0 38.8

GRADES 1 – 6 & 9 | 99
 PROV DISTRICT MATHEMATICS HOME LANGUAGE FIRST ADDITIONAL
LANGUAGE
NW
BOJANALA 14.5 11.3 50.4 57.2 38.8 39.9
DR KENNETH KAUNDA 13.2 11.6 51.3 55.9 34.9 34.9
DR RUTH SEGOMOTSI MOMPATI 10.5 8.6 38.8 42.1 32.5 32.7
NGAKA MODIRI MOLEMA 14.4 10.4 46.6 45.7 38.0 36.9
WC
CAPE WINELANDS 17.6 14.3 48.0 49.4 34.2 35.9
EDEN AND CENTRAL KAROO 16.4 11.8 46.5 46.3 34.2 39.5
METRO CENTRAL 19.2 14.8 49.0 50.6 38.4 40.6
METRO EAST 14.5 11.5 48.6 48.8 35.7 38.4
METRO NORTH 18.1 13.7 51.4 52.2 36.8 39.8
METRO SOUTH 15.9 12.1 47.2 48.6 35.8 39.9
OVERBERG 16.4 10.7 47.5 46.9 36.6 37.5
WEST COAST 19.3 13.8 49.4 50.6 39.6 39

4.9 Comparison of Performance between Public and Independent Schools

Independent schools that considered applying for government subsidy were required to take part in ANA and others
volunteered to take part on their own. Results for Grades 3 and 6 are compared for independent and public schools in
Tables 4.61 to 4.63 below.

Table 4.61: Average percentage marks in Mathematics by grade and school type

GRADE PUBLIC INDEPENDENT

3 55.5 58.0
6 43.0 51.8

Table 4.62: Average percentage marks in Home Language by school type for Grade 3

GRADE PUBLIC INDEPENDENT

3 45.3 53.9
6 34.3 42.1

Table 4.63: Average percentage marks in First Additional Language by school type for Grade 6

GRADE PUBLIC INDEPENDENT

6 45.3 53.9

Learners in independent schools generally achieved higher scores than learners in public schools.

100 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

4.10 Performance of special schools

The tables below indicate the achievement of learners in special schools for Grades 3 and 6 in Languages and
Mathematics. The average marks are represented as percentages in Tables 4.64 and 4.65. Due to the varying nature
of special needs among participating schools, there may be variances in the provincial average percentages reflected
in the tables below.

Table 4.64: Average % marks for Grade 3 in Home Language and Mathematics in Special Schools

PROVINCE HOME LANGUAGE MATHEMATICS

EC 43.8 42.6
FS 43.1 49.5
GP 54.9 56.0
KZ 54.5 53.0
LP 27.2 30.7
MP 53.3 58.1
NC 59.5 63.4
NW 69.3 39.7
WC 56.5 57.8
National 52.4 52.8

In general, learners in special schools in Grade 3 performed at about the same level in Mathematics as in Home
Languages. The performance of learners per province varied for Home Language from 27% to 69%.

Table 4.65: Average % marks for Grade 6 in Languages and Mathematics in Special Schools

PROVINCE HOME LANGUAGE FIRST ADDITIONAL LANGUAGE MATHEMATICS

EC 49.6 29.6 32.6
FS 50.5 24.6 44.6
GP 58.4 35.9 39.3
KZ 66.8 30.1 48.6
LP * 24.3 18.4
MP * 32.3 49.9
NC 65.0 32.0 41.5
NW * 39.0 14.7
WC 59.9 59.5 44.6
NATIONAL 58.4 34.1 37.1
* There were no participating learners for this subject.

Just as for grade 3, learners in special schools in Grade 6 performed at about the same level as the national average
of mainstream schools.

GRADES 1 – 6 & 9 | 101

4.11 Summary

In lower grades more learners were attaining acceptable achievement levels than in higher grades. More learners
were attaining acceptable achievement levels in Language than in Mathematics. In First Additional Language learners
performed less well than in Home Language. Learners in independent schools achieved slightly better than learners in
public schools. Learners in special schools achieved at about the same level as learners in mainstream schools.

Achievement in 2014 may be compared to the targets set for Grades 3 and 6 in the Action Plan. The targets were
reached for Grade 3 Mathematics and Language. For Grade 6 Home Language the target was reached and surpassed.
For First Additional Language and Mathematics achievement fell below the targets.

102 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

5. CONCLUSION AND WAY
FORWARD
5. CONCLUSION AND WAY FORWARD
Over the last 3 cycles, ANA has improved in its administration and is begining to indicate improvements in learner
performance. Since 2012, more than seven million learners have participated annually in a standardised assessment
programme. In 2014, the highest participation rate was recorded, with the number of participating schools and learners
growing in each successive year. This confirms the positive response in the sector to the value and ideal of having
credible data on learner performance in public, independent and special schools.

The administration of the ANA has also improved across the nine provinces. Each province is gradually gaining
confidence and becoming more efficient in the implementation of this large-scale assessment programme. Each province
successfully manages the registration of learners, writing of tests, marking of scripts and the capture of marks under
the watchful eye of the DBE. An expanded information technology system that links the DBE to the provinces allows for
accurate capture of learner and school information, generation of statistics for printing and distribution of tests and the
final analysis and reporting of the results.

ANA is an evolving system and measures are regularly being explored to strengthen the test design. In 2014, the
incremental implementation of the CAPS was completed in the senior phase. This facilitated a closer alignment
between test design and curriculum coverage across all grades. The DBE will continue to experiment and pilot the
development of two separate tests, which focus uniquely on the diagnostic and the systemic evaluation roles of such
a testing programme. A confidential test that is administered year on year will allow for a more accurate comparison of
performance from one to the other.

The results of 2014 bear witness to the collective commitment of the sector to quality education and improvement of
performance. The overall performance in ANA 2014 shows an upward trend. Across all grades, the marks for Home
Language showed an increase over the 2013 ANA marks. The marks for First Additional Language generally stayed at
low levels. The performance of learners in Mathematics in the intermediate and senior phases is cause for concern. In
terms of the Presidential targets of at least 60% of learners achieving acceptable levels of performance, it is encouraging
to note that the 2014 ANA results indicate that learners have exceeded this target in both Language and Mathematics at
the Grade 3 level. At the Grade 6 level the target has been exceeded in Home Language, but in Grade 6 Mathematics
the results show that learners are still below the target.

The ANA remains an important mechanism to monitor and improve performance, and the sector will continue to enhance
the credibility of the assessment and ensure more effective utilisation of the ANA data. The most important objective
of this assessment programme is the effective utilisation and application of the data emanating from the national
assessment. Teachers must fully understand the implication of the statistical information and the diagnostic information
so that learning gaps can be identified and addressed. In 2015, the DBE will increase its monitoring and evaluation of the
utilisation of ANA data by district officials and practising teachers. This will also include an evaluation of the effectiveness
of the intervention programmes that are implemented at school level.

In terms of Mathematics in the senior phase, the item analysis of the learner responses together with other information
gathered over the last three years will be used to develop an intensive intervention and support programme which will
be announced by the Department, and rolled out early in 2015. Further, we will fast-track support to identified schools
and districts where large numbers of learners are underperforming.

The DBE thanks all parents, education stakeholders, school principals, teachers, provincial and national department
officials and all other parties that have contributed to a successful ANA 2014.

104 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

GRADES 1 – 6 & 9 | 105
 Note

106 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

Note

GRADES 1 – 6 & 9 | 107

 Note

108 | REPORT ON THE ANNUAL NATIONAL ASSESSMENTS OF 2014

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