ANNEXURE E

GUIDING CRITERIA FOR SELECTING TEXTBOOKS

ALL SUBJECTS
SECTION 1: Knowledge (Content, concepts and skills)
1.1 The textbook covers all the knowledge (content, concepts and skills) required
for the subject and grade as set out in the CAPS document.
1.2 The textbook covers all the knowledge (content, concepts and skills) at the
required breadth and depth.
1.3 The knowledge (content, concepts and skills) is suitably sequenced and paced.
1.4 The knowledge (content, concepts and skills) is correct.
1.5 The knowledge (content, concepts and skills) is current and up-to-date.
1.6 The knowledge (content, concepts and skills) is appropriately scaffolded.
1.7 The level of the content is appropriate for the specific grade.
1.8 The language used and vocabulary are appropriate for the grade and language
level.
1.9 All key concepts and terms are clearly defined and highlighted.
1.10 The language, terminology and vocabulary are correct and appropriate for the
subject.
1.11 The knowledge is presented in a clear, coherent manner that flows naturally
from one topic / concept to another.
1.12 The knowledge is presented in a learner-friendly fashion that will be easy to
use and study from.
1.13 New knowledge is appropriately introduced against suitable background
information.
1.14 Knowledge is supported by graphics (pictures, diagrams, etc.) to enhance
understanding.
1.15 The knowledge has relevance to South African learners, has no bias, supports
inclusivity and the values of the constitution.

SECTION 2: Exercises and assessments

2.1 The textbook provides a variety of meaningful exercises to support and master
knowledge (content, concepts and skills), e.g. experiments, practical, oral, etc.
where applicable and tailored to the subject.
2.2 All the exercises and assessment tasks are appropriate to the subject
2.3 Assessment tasks are aligned to the Programme of Assessment as described in
the CAPS document.
2.4 Exercises and assessment tasks target learner achievement at different levels of
complexity/all cognitive levels.
2.5 Exercises and assessment tasks are clearly formulated and unambiguous.
2.6 Exercises and assessment tasks provide for daily assessment.
2.7 Exercises and assessment tasks are appropriately scaffolded.
 SECTION 3: Teacher Support
3.1 The textbook provides sufficient support in terms of methodology and
approach.
3.2 The textbook provides a Work Schedule, aligned to the CAPS which speaks to
the sequence of content in the text and is appropriately paced.
3.3 The textbook provides good examples of formal assessment tasks.

For the competitive ranking process, the same criteria could be used but assigning a
value to each based on 4 levels, e.g.

1 = Only minimum requirements met

2 = Satisfactory
3 = Good
4 = Excellent

Plus price and completeness of series per phase.

The 8–10 titles with the highest scores should then be listed in the catalogue.