# English FAL Grade 11 Paper 3 Eastern Cape November 2020 Memo > Grade 11 English FAL Paper 3 memorandum from the Eastern Cape November 2020, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020-d/d44e2431-b012-472c-9cfd-b02e26f1c1a5 - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 11 - Document type: Memorandum - Year: 2020 - Exam period: Eastern Cape November - Paper: 3 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [English FAL](https://www.hlayiso.com/library/grade-11/english-fal) › [English FAL Grade 11 Paper 3 Eastern Cape November 2020 Memo](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020-d/d44e2431-b012-472c-9cfd-b02e26f1c1a5) ## About this document English Fal · Grade 11 · Eastern Cape November · 2020. Memorandum, 12 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MARKING GUIDELINE EXEMPLAR MARKS: 100 This marking guideline consists of 12 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2020) INSTRUCTIONS AND INFORMATION This memorandum must be used in conjunction with the attached English FAL assessment rubrics for SECTIONS A, B and C. NOTE: All pieces of writing should be read at least TWICE during assessment, once for content and once for language respectively. Errors have to be indicated in your second reading. SECTION A: ESSAY QUESTION 1 INSTRUCTIONS TO MARKERS ƒ Candidates are required to write on ONE topic only. ƒ The ideas listed below the topics are only some ways in which the topics can be interpreted. ƒ Full credit must be given for the candidates’ own interpretation. ƒ Marking must be objective. Give credit for relevant ideas. ƒ Use the 50-mark grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: x Adhere to the length of 200–250 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. x No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 An experience that taught me my parent/parents was/were right. Narrative/Reflective/Descriptive essay x If narrative, a storyline illustrating the statement must be evident in which a series of events is shown. There must be a logical sequence of tense. x If reflective, there must be a personal account of thought processes and feelings/emotions. x If descriptive, there must be a vivid description of an experience/incident. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.2 Appearances can be misleading. Descriptive/Narrative/Reflective/Discursive essay x If descriptive, there must be a vivid description of an incident/experience to illustrate the statement. x If narrative, a strong storyline must be evident in which a series of events leads to a negative/positive outcome. There must be a logical sequence of tense. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com (EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 x If reflective, there must be a personal account of thought processes and feelings/emotions. x If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against must be well- balanced and clearly analysed in the course of the essay. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.3 A mother is the most creative person. Reflective/Narrative/Descriptive/Discursive essay x If reflective, the candidate must still take a stance for or against the topic. x If narrative, a strong storyline must be evident in which a series of events leads to a negative/positive outcome. There must be a logical sequence of tense. x If descriptive, the candidate should create pictures in words, trying to use as many senses as possible to make the description clear. x If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against must be well- balanced and clearly analysed in the course of the essay. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.4 Focus! Narrative/Reflective/Descriptive/Discursive essay x If narrative, a strong storyline must be evident in which a series of events leads to a negative/positive outcome. There must be a logical sequence of tense. x If reflective, the candidate must still take a stance for or against the topic. x If descriptive, the candidate should create pictures in words, trying to use as many senses as possible to make the description clear. x If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2020) 1.5 ‘Education is the passport to the future, for tomorrow belongs to those who prepare for it [tomorrow] today.’ – Malcolm X Discursive/Descriptive/Reflective/Narrative essay x If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay. x If descriptive, the candidate should create pictures in words, trying to use as many senses as possible to make the description clear. x If reflective, the candidate must still take a stance for or against the topic. x If narrative, a strong storyline must be evident in which a series of events leads to a negative/positive outcome. There must be a logical sequence of tense. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] 1.6 My past does not define me. Discursive/Reflective/Narrative/Descriptive essay x If discursive, the candidate may come to a particular conclusion at the end of the essay but the arguments for and against must be well-balanced and clearly analysed in the course of the essay. x If reflective, the candidate must still take a stance for or against the topic. x If narrative, a strong storyline must be evident in which a series of events leads to a negative/positive outcome. There must be a logical sequence of tense. x If descriptive, the candidate should create pictures in words, trying to use as many senses as possible to make the description clear. NOTE: A candidate may write an essay which contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com (EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 1.7 Interpretation of pictures x The candidate may interpret the picture in any way. x The candidate may choose to write any type of essay. x The interpretation must be linked to the pictures. x The candidate should give the essay a suitable title. x The candidate may write in any appropriate tense. x The following ideas, among others, may be explored in response to the pictures. 1.7.1 Picture: Young person on launching pad, running and launching out in flight x Literal interpretation: e.g. launching out, being young, youthfulness, sport, athletics, running, flying, the future, the weather etc. x Abstract interpretation: the sky is the limit, facing challenges, flying into the future, sporting careers, advancement in life, dreams, reaching for the sky etc. [50] 1.7.2 Picture: African pot loaded with coins and notes x Literal interpretation: e.g. the pot of gold at the end of the rainbow, African roots, African values, how African society views/values money, African living, African cuisine food/diet, lucky charms etc. x Abstract interpretation: e.g. entrepreneurship, unemployment, how traditional monetary systems work, poverty alleviation, treasure, a lucky find etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2020) SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 INSTRUCTIONS TO MARKERS x Candidates are required to answer ONE question. x Marking must be objective. Give credit for relevant ideas. x Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: x Adhere to the length of 120–150 words as prescribed in the CAPS document. x However, should the maximum word count be reached mid-sentence, read to the end of that sentence. x No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER A letter to a friend x The following aspects of format must be included: o Address of sender o Date o Greeting/Salutation o Suitable ending x The tone should be friendly and informal. x The letter should be about requesting assistance from a friend’s mother. [30] 2.2 OBITUARY A young man/woman died tragically in a community protest x The tone must be formal. x The following aspects of format should be included: o Full name of the deceased o Date of birth o Date of death o Birth place o Where the person was living at the time of death o Key survivors x The following aspects may be included: o Biographical information o Cause of death o Date, time and place of funeral x Tribute must be paid to the deceased. [30] Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com (EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.3 REVIEW Review of new fast food restaurant at the local garage x The review must include the following: o The name of the restaurant o The atmosphere of the place o The quality and kind of service rendered o The quality and kind of food served and prices x The review must include a brief discussion of o Judgement and recommendation. [30] 2.4 DIALOGUE A conversation between yourself and your father x A context must be provided at the beginning of the dialogue. x The following aspects of format must be included: o The names of speakers should be followed by a colon o A new line should be used to indicate each new speaker o Stage directions can be included and must be enclosed in brackets (if used) x The dialogue must be between yourself and your father. x The tone must be formal. x The conversation must be about informing your father about the accident. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMEBR 2020) SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 INSTRUCTIONS TO MARKERS x Candidates are required to answer ONE question. x Marking must be objective. Give credit for relevant ideas. x Use the 20-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: o Adhere to the length of 80–100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. o No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 INVITATION CARD Invitation to 10th anniversary celebrations of rugby/soccer/netball club. x The invitation must include the following aspects: o Date, venue and time o Type of function o A theme may be included x Language should be suited to the context. x Full sentences are not necessary. NOTE: No marks are awarded for drawings and illustrations. [20] 3.2 DIARY ENTRIES Candidates’ feelings before and after a visit to a dentist. x There MUST be TWO diary entries with two different dates/times. x The entries should express the candidates’ feelings before and after a visit to a dentist. x The diary entries should be written in the first person. x The language should be simple and informal. x The tone must reflect suitable emotions. [20] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com (EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 3.3 INSTRUCTIONS Instructions on how to use and care for a product. x The following aspects should be included: o Instructions may be in point or paragraph form. o Numbers or bullets may be used to indicate each new instruction. o The language should be clear and instructive. o Candidates may also choose to write each instruction on a new line or leave lines between instructions. o Complete sentences are not necessary. o The name of the product should be clear. x The following may be included: o Points on how to use and care for a product. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over ### Page 10 10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2020) SECTION A: RUBRIC FOR ASSESSING ESSAY – ADDITIONAL LANGUAGE [50 MARKS] O Always use the rubric when marking the creative essay (Paper 3, SECTION A). O The marks from 0–50 have been divided into 5 major level descriptors. O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors. O Structure is not affected by the upper level and lower level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING 28–30 22–24 16–18 10–12 4–6 (Response and ideas) - Outstanding/Striking response beyond - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. Organisation of ideas for normal expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response - Confused and unfocused ideas. - Intelligent, thought-provoking and mature - Ideas with evidence of maturity and convincing. - Unclear ideas and - Vague and repetitive. planning ideas - Very well organised and coherent - Reasonably organised and unoriginal - Unorganised and incoherent. Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, coherent including introduction, - Little evidence of audience and context Upper level (connected) including introduction, body body and conclusion/ending. body and conclusion/ending organisation and and conclusion/ending. coherence. 25–27 19–21 13–15 7–9 0–3 - Excellent response but lacks the - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic exceptionally striking qualities of the - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and outstanding essay - Well organised and coherent - Ideas are fairly coherent and disconnected and inappropriate - Mature and intelligent ideas (connected) including introduction, convincing. confusing. - Unfocused and muddled - Skilfully organised and coherent body and conclusion. - Some degree of organisation - Hardly any evidence of 30 MARKS (connected) including introduction, body and coherence including organisation and Lower level and conclusion/ending. introduction, body and coherence. conclusion. LANGUAGE, STYLE AND 14–15 11–12 8–9 5–6 0–3 EDITING - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible appropriate to purpose, audience and appropriate to purpose, audience and vocabulary appropriate to vocabulary not - Tone, register, style and vocabulary context context. purpose, audience and context. appropriate to purpose, less appropriate to purpose, Tone, register, style, - Language confident, exceptionally - Language is effective and a consistently - Appropriate use of language to audience and context. audience and context vocabulary appropriate to impressive – compelling and rhetorically appropriate tone is used. convey meaning. - Very basic use of - Vocabulary limitations so extreme as purpose/effect and context effective in tone. - Largely error-free in grammar and - Tone is appropriate. language. to make comprehension impossible Word choice - Virtually error-free in grammar and spelling. spelling. - Rhetorical devices used to - Tone and diction are Language use and Upper level - Highly skilfully crafted. - Very well crafted. enhance content. inappropriate. conventions, punctuation, - Very limited vocabulary. grammar, spelling 13 10 7 4 - Language excellent and rhetorically - Language engaging and generally - Adequate use of language with - Inadequate use of effective in tone. effective some inconsistencies. language. - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and - Little or no variety in 15 MARKS - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical sentences. - Well-crafted devices. - Exceptionally limited Downloaded from hlayiso.com vocabulary. Lower level STRUCTURE 5 4 3 2 0–1 Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking Paragraph development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and - Sentences and paragraphs faulty sentence construction - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed paragraphs faulty constructed. - Essay still makes some sense - Essay still makes sense despite flaws. 5 MARKS MARKS RANGE 40–50 30–39 20–29 10–19 0–9 Copyright reserved Please turn over ### Page 11 (EC/NOVEMBER 2020) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [30 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 15–18 11–14 8–10 5–7 0-–4 CONTENT, - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no PLANNING AND normal expectations demonstrating good demonstrating demonstrating some knowledge of features FORMAT - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text. - Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure (Response and ideas) of the type of text - Maintains focus – no - Not completely focused of text. with major digressions. Organisation of ideas - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in content for planning - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. and ideas. Purpose, audience and - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in - Very few details features/conventions support the topic elaborated and details - Some details support content and ideas. support the topic. and context - Appropriate and accurate format support topic. the topic - Few details support - Has not applied - Appropriate format with - Generally appropriate the topic. necessary rules of minor inaccuracies. format but with some - Has vaguely applied format. inaccuracies. necessary rules of format. - Some critical 18 MARKS oversights. 10–12 8–9 6–7 4–5 0–3 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to purpose, Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience audience and context. purpose/effect, constructed - Generally grammatically - Some grammatical and context - Error-ridden and audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar confused Language use and constructed - Adequate vocabulary with numerous - Vocabulary not suitable conventions. - Very good vocabulary - Errors do not impede errors for purpose Word choice - Mostly free of errors meaning. - Limited vocabulary - Meaning seriously Downloaded from hlayiso.com Punctuation, spelling - Meaning is obscured. impaired 12 MARKS MARKS RANGE 25–30 19–23 14–17 9–12 0–7 Copyright reserved Please turn over ### Page 12 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/NOVEMBER 2020) SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [20 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 10–12 8–9 6–7 4–5 0–3 - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no normal expectations demonstrating good demonstrating demonstrating some knowledge of features CONTENT PLANNING - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text AND FORMAT - Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure of the type of text - Maintains focus – no - Not completely focused of text. with major digressions. (Response and ideas) - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in Organisation of ideas - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. content and ideas. for planning - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in Very few details Purpose, audience and support the topic elaborated and details - Some details support content and ideas. support the topic. features/conventions - Appropriate and accurate format support topic. the topic - Few details support - Has not applied and context - Appropriate format with - Generally appropriate the topic. necessary rules of minor inaccuracies. format but with some - Has vaguely applied format. inaccuracies. necessary rules of format 12 MARKS - Some critical oversights. 7–8 5–6 4 3 0–2 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less and vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience and purpose, audience and purpose/effect, constructed - Generally, grammatically - Some grammatical context context. audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar - Error-ridden and Language use and constructed - Adequate vocabulary with numerous errors confused conventions. - Very good vocabulary - Errors do not impede - Limited vocabulary - Vocabulary not Word choice - Mostly free of errors. meaning. - Meaning is obscured. suitable for purpose Downloaded from hlayiso.com Punctuation, spelling - Meaning seriously obscured 8 MARKS MARKS RANGE 17–20 13–15 10–11 7–8 0–5 Copyright reserved Please turn over ## Related documents - [ENGFAL P3 MEMO GR11 NOV 2020](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020/91e58e5b-0945-4a9e-976b-9687dcb0469f) — English FAL · Memo · 2020 - [ENGFAL P3 QP MEMO GR11 NOV 2020 D](https://www.hlayiso.com/library/engfal-p3-qp-memo-gr11-nov-2020-d/33ce6e6d-78aa-4aa9-a229-a2f0e323e783) — English FAL · Memo · 2020 - [ENGFAL P3 QP GR11 NOV 2020](https://www.hlayiso.com/library/engfal-p3-qp-gr11-nov-2020/c24955c9-ee32-4da6-8904-c94246cf919c) — English FAL · QP · 2020 - [ENGLISH FAL P1 GR11 QP MEMO NOV2020 DD](https://www.hlayiso.com/library/english-fal-p1-gr11-qp-memo-nov2020-dd/113a0695-1ff7-4fc7-bba1-3410a00dfed7) — English FAL · Memo · 2020 · Eng - [ENGLISH FAL P1 GR11 QP MEMO NOV2020 D](https://www.hlayiso.com/library/english-fal-p1-gr11-qp-memo-nov2020-d/5d3ec7a0-1556-43c8-a677-761a799726ae) — English FAL · Memo · 2020 · Eng - [ENGLISH FAL P1 GR11 MEMO NOV2020 D](https://www.hlayiso.com/library/english-fal-p1-gr11-memo-nov2020-d/375b6f29-23f7-4f49-8f98-af1115e34ba7) — English FAL · Memo · 2020 · Eng ## More from Grade 11 English FAL - [CREATIVE WRITING ENGLISH FINAL1](https://www.hlayiso.com/library/creative-writing-english-final1/2ca896d6-bc7a-4585-a0e4-171f365ecda5) — Guide · Eng - [Gr 11 Eng(FAL) 11 Preparing for Paper 1](https://www.hlayiso.com/library/gr-11-eng-fal-11-preparing-for-paper-1/1e3a4224-c3e3-4186-9bbb-65bfb5e088f6) — Guide · Eng - [Gr11-Eng-FAL-Study-guide LR](https://www.hlayiso.com/library/gr11-eng-fal-study-guide-lr/459c139d-32ab-406f-b178-05a219ed0e75) — Guide · Eng - [Grade 11 English FAL P1 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-1-english/b52c2fb7-90a1-4f8e-95dc-15f80a063c2f) — QP · 2026 · Eng - [Grade 11 English FAL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-2-english/05353c1f-0de7-44e2-bf0f-86fc1c4fbef7) — QP · 2026 · Eng - [Grade 11 English FAL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-3-english/892df97d-d44c-433e-84da-e342539366e1) — QP · 2026 · Eng ## Collection - [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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