Survival Guide to the. foundation PhAse. Curriculum and Assessment Policy Statements (CAPS)

Transcription

1 Survival Guide to the foundation PhAse Curriculum and Assessment Policy Statements (CAPS)

2 Checklist for Choosing Textbooks Curriculum content Does the textbook cover the curriculum comprehensively? Is the content appropriately sequenced? Is the content explained in a logical and clear way? Is the content up-to-date and relevant to the real world? Are illustrations and diagrams clear and do they link to the content? Assessment Does it cover the tasks specified in the curriculum for assessment, for example tests, projects, etc? Does the Teacher s Guide give clear guidance with assessment? Level Are key concepts and terms clearly defined, for example in glossaries? Does the book support language development for all learners, for example key words explained directly on the page? Are the language and vocabulary correct and at an appropriate level for learners? Activities Are there sufficient activities? Are the activities graded to be suitable for different ability levels? Teacher s Guide Does it contain answers for all activities? Does it support you to prepare your lesson, for example are there useful teaching guidelines? Does it help you with your CAPS planning for the year, for example term by term overview? Does it offer support for the whole class, for example remedial and extension advice?

3 Survival Guide to the caps for the foundation phase Contents Introduction to the CAPS for the Foundation Phase... 2 Maths Introduction... 6 Language Introduction... 8 Life Skills Introduction Phase overview for Home Language Phase overview for First Additional Language Phase overview for Mathematics Phase overview for Life Skills CONTENTS 1

4 Dear Foundation Phase Teacher To support you in the implementation of the new Curriculum and Assessment Policy Statements (CAPS), Maskew Miller Longman offers you this handy guide filled with useful information. You will find for each of the Foundation Phase subjects an overview and valuable teaching information. This information is taken from the CAPS documents released in June It is not intended to be comprehensive and teachers should always consult the full information in the actual CAPS documents. Introduction to the CAPS for the Foundation Phase The purpose of the CAPS is to replace the previous Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines to offer teachers with a single document for each subject outlining the teaching and assessment requirements for that subject. The terminology Learning Outcomes and Assessment Standards are no longer used. Instructional time Instructional time for subjects in the Foundation Phase is as indicated in the table below: Subject Languages Time allocation per week (hours) Gr 1 2: 10 total. Gr 3: 11 total HL: Gr 1 3: 7 minimum, 8 maximum FAL: Gr 1 2: 2 minimum, 3 maximum Gr 3: 3 minimum, 4 maximum Mathematics 7 Life Skills Beginning knowledge Creative Arts Physical Education Personal and Social Well-being 6 (7 in Gr 3) 1 (2 in Gr 3) Survival Guide to the CAPS for the Foundation Phase

5 Assessment There are no examinations in Foundation Phase. The rating scale to be used is: Code Description of competence % 7 Outstanding achievement % 6 Meritorious achievement 70 79% 5 Substantial achievement 60 69% 4 Adequate achievement 50 59% 3 Moderate achievement 40 49% 2 Elementary achievement 30 39% 1 Not achieved 0 29% There are no formal assessment tasks for Grade R. As part of the formal assessment for Mathematics and Home Language, there will also be Annual National Assessment tasks (ANAs). Number of formal assessment tasks Grade Subject Term 1 Term 2 Term 3 Term 4 Total 1 Home Language First Additional Language Mathematics Baseline 1 Life Skills Home Language First Additional Language Mathematics ANA 2 Life Skills Home Language First Additional Language Mathematics ANA 3 Life Skills INTRODUCTION 3

6 Superior caps coverage written for the new curriculum by expert authors Superior illustrations and activities to improve results and motivate learners Superior teacher support to save time and make teaching easy, including photocopiable worksheets and e-planner dvd Superior quality = success! Simply Superior!

7 The trusted Day-by-Day series: is integrated and fully aligned to caps has been tried, tested and proven to work provides easy daily planning and assessment for teachers You are still in good hands with 5 Survival Guide to the CAPS for the Foundation Phase

8 Maths Introduction Annual National Assessments (ANAs) The Department of Education has introduced ANAs in Numeracy/Mathematics and Literacy/Language. Countries across the world use annual national standardized testing to sum up each learner s development and learning achievements. The data on learner achievement in standardized tests is useful for designing and implementing intervention programs aimed at improving classroom learning and teaching. International surveys such as the Trends in International Mathematics and Science Study (TIMSS) have shown that South African learners struggle with problems involving numbers and number patterns whereas they have less difficulty with Measurement and Space and Shape. The Foundation Phase Mathematics CAPS Time Allocation This is clearly stated now it was not previously included in the NCS. Provides an in depth breakdown of the number of weeks, hours and lessons that should be spent on Mathematics. It is suggested that 3 or more lessons per week are dedicated to Number and the rest of the time per week spent on the other Content Areas. 6 Survival Guide to the CAPS for the Foundation Phase

9 Weighting of Content Areas A suggested time allocation for each Content Area is provided. Numbers, Operations and Relationships take up more than 50% of the notional time in order to allow learners to develop effective number sense and confi dence in operating with numbers. It is suggested that pattern work entails largely Number Patterns to strengthen number competency. Grade 1 Grade 2 Grade 3 numbers, operations and relationships 65% 60% 58% patterns, functions and algebra 10% 10% 10% Space and Shape (Geometry) 11% 13% 13% measurement 9% 12% 14% data handling (Statistics) 5% 5% 5% MATHS INTRODUCTION 7

10 Language Introduction Annual National Assessments (ANAs) Learners struggle most with the tasks relating to Writing and Language use. Teachers need to ensure that learners are given enough practice with these types of tasks. Foundation Phase CAPS: Home Language In the Foundation Phase, the skills in the Home Language CAPS curriculum are: Listening and speaking Reading and phonics Writing and handwriting Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use. The Department of Basic Education does not prescribe how to break down the time into the different components although the following is the suggested minimum amount of time for each grade: GRADE 1 HOME LANGUAGE TOTAL PER WEEK Listening & Speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics: 15 minutes per day for 5 days 4 hrs 30 minutes (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for five days (2 hour 30 minutes) Handwriting 15 minutes per day for 4 days 1 hour Writing 15 minutes per day for 3 days 45 minutes Total per week 7 hours GRADE 2 HOME LANGUAGE TOTAL PER WEEK Listening & Speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics: 15 minutes per day for 4 days 4 hrs 30 minutes* (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) Handwriting 15 minutes per day for 3 days 45 minutes Writing 15 minutes per day for 4 days 1 hour Total per week 7 hours * Figures as per CAPS June Survival Guide to the CAPS for the Foundation Phase

11 GRADE 3 HOME LANGUAGE TOTAL PER WEEK Listening & Speaking 15 minutes per day for 3 days 45 minutes Reading & Phonics Phonics: 15 minutes per day for 3 days (45 minutes) 4 hrs 30 minutes* Shared Reading: 20 minutes per day for 3 days (1 hour) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes) Handwriting 15 minutes per day for 3 days 45 minutes Writing 20 minutes per day for 3 days 1 hour Total per week 7 hours * Figures as per CAPS June 2011 Foundation Phase CAPS: First Additional Language The main skills for First Additional Language are: Listening and speaking Reading and phonics Writing and handwriting Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use. The Department of Basic Education does not prescribe how to break down the time into the different components although the following suggestions are made for each grade: Where maximum time is given to the First Additional Language: FIRST ADDITIONAL LANGUAGE GRADE 1 GRADE 2 GRADE 3 Listening & Speaking 1 hour 30 minutes 1 hour 1 hour Reading & Phonics 1 hour 15 minutes 1 hour 30 minutes 1 hour 30 minutes Writing 15 minutes 30 minutes 1 hour Language Use 30 minutes 3 hours per week 3 hours per week 4 hours per week Where minimum time is given to the First Additional Language: FIRST ADDITIONAL LANGUAGE GRADE 1 GRADE 2 GRADE 3 Listening & Speaking 1 hour 30 minutes 45 minutes 1 hour Reading & Phonics 30 minutes 45 minutes 1 hour Writing 30 minutes 30 minutes Language Use 30 minutes 2 hours per week 2 hours per week 3 hours per week LANGUAGE INTRODUCTION 9

12 Life Skills Introduction In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in the Foundation Phase has been organized into four study areas: Beginning knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way to ensure that the foundational skills, values and concepts of early childhood development,and of the subjects offered in Grades 4-12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated under topics. Beginning Knowledge The content and concepts of Beginning Knowledge have been drawn from Social Sciences, Natural Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at the Foundation Phase level are detailed below. Social science concepts: conservation, cause and effect, place, adaptation, relationships and interdependence, diversity and individuality, and change. Natural Science concepts: life and living, energy and change, matter and materials; planet earth and beyond. Scientific process skills: the process of enquiry which involves observing, comparing, classifying, measuring, experimenting, and communicating. Technological process skills: investigate, design, make, evaluate, communicate. Personal and Social Well-being Personal and Social Well-being is an important study area for young children because they are still learning how to look after themselves and keep themselves healthy. This study area includes social health, emotional health, and relationships with other people and our environment, including values and attitudes. The study area Personal and Social Well-being will help learners to make informed, morally responsible and accountable decisions about their health and the environment. It addresses issues relating to nutrition, diseases including HIV/AIDS, safety, violence, abuse and environmental health. 10 Survival Guide to the CAPS for the Foundation Phase

13 Creative Arts Creative Arts exposes children to four art forms: dance, drama, music and visual arts. The main purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in arts activities in later grades. Learners should explore and develop their arts ideas based on their personal experiences, using their senses, emotions and observations. In the curriculum Creative Arts is organized in two streams Visual Art and Performing Arts (Dance, Drama, Music). Visual Arts develops sensory-motor skills and fine and gross motor co-ordination through the manipulation of materials and the mastery of a variety of art techniques. Two-dimensional (2-D) work aims to enrich the child s experience of the real world through visual and sensory stimulation, discussion and questioning, and through encouraging the drawing of the physical body in motion: climbing, running, sitting, lying. Three-dimensional (3-D) work develops the concept of shape in space through joining pieces of clay, gluing or pasting of paper onto to paper, cutting shapes, folding, tying and wrapping. Performing Arts in the Foundation Phase allows children the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. Through the performing arts, learners develop their physical skills and creativity. Physical Education The development of children s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical education makes a significant contribution to learners social, personal and emotional development. Play, movement, games and sport contribute to developing positive attitudes and values. LIFE SKILLS INTRODUCTION 11

14 HOME LANGUAGE PHASE OVERVIEW LISTENING AND SPEAKING GRADE R GRADE 1 Listens to stories and acts these out Listens and responds to simple questions Listens to and repeats rhythmic patterns, and copies correctly Listens to and recalls simple word sequences in order (e.g. big, beg, bag) Names and points to parts of the body Sings simple songs and does action rhymes Talks about pictures in posters, theme charts, books etc. Matches and sorts things according to shape, colour etc Participates in discussions and asks questions Listens to stories and expresses feelings about the story Listens to instructions and announcements and responds appropriately Listens without interrupting, taking turns to speak and asking questions for clarification Listens, enjoys and responds to picture and word puzzles, riddles and jokes Talks about personal experiences and feelings Tells a familiar story which has a beginning, middle and end Answers closed and open-ended questions Role plays different situations Participates in class discussions Uses terms such as sentence, capital letter, full stop 12 Survival Guide to the CAPS for the Foundation Phase

15 GRADE 2 GRADE 3 Listens to stories and poems and answers higher-order questions Listens to a complex sequence of instructions and responds appropriately Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard Talks about personal experiences and more general news Tells a story that has a beginning, middle and end Expresses feelings about a story or poem and gives reasons Answers open-ended questions and justifies answer Makes up own rhymes Role plays different situations Participates in discussions, and reports back on the group s work Uses terms such as noun, adjective, verb, pronoun, preposition, comma, question mark, paragraph Listens for the main idea and for detail in stories and answers open-ended questions Listens to a story and works out cause and effect Expresses feelings about a text and gives reasons Listens to a complex sequence of instructions and responds appropriately Engages in conversation as a social skill, accepting and respecting the way others speak Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event) Tells a short story with a simple plot and different characters Uses language imaginatively (e.g. tells jokes and riddles) Interviews people for a particular purpose Uses terms such as subject, verb, object, question, statement, command, synonym, antonym, exclamation mark HOME LANGUAGE: Phase Overview 13

16 PHONICS GRADE R GRADE 1 Identifies rhyming words in well known rhymes and songs (e.g. Humpty Dumpty) Begins to recognize that words are made up of sounds e.g. the beginning letter(s) of their names Segments oral sentences into individual words Divides multisyllabic words into syllables Recognises aurally and visually some initial consonants and vowels especially at the beginning of a word Identifies letter-sound relationships of all single letters Builds words using sounds learnt (e.g. words with -at, -et, -it, -ot, -ut, -ag, -eg -ig, -og, -ug, -an, -en, -in, -un, -am) Uses consonant blends to build up and break down words (r and l blends) Recognises common consonant digraphs at the beginning and end of a word (e.g. sh, ch and th) Recognises plurals ( s and es ) and word endings (e.g. ing and ed ) aurally Groups common words into sound families 14 Survival Guide to the CAPS for the Foundation Phase

17 GRADE 2 GRADE 3 Consolidates Grade 1 phonics Revises common consonant digraphs (sh, ch, th) at the beginning and end of words Recognises wh at the beginning of a word Uses initial and final consonant blends to build up and break down words (e.g. bl-a-ck, bri-ng, sa-ng) Recognises 3-letter consonant blends at the beginning of words (e.g. str-ip, str-ap) Recognises vowel digraphs (e.g. oo as in moon, ee as in tree, oa, ea, short oo as in book, ai as in rain ) Recognises silent e /split digraph in words (e.g. tape) Recognises at least 5 new vowel digraphs (e.g. ar as in car, er as in fern, ir as in shirt, or as in short, ur as in church etc.) Recognises common double consonants (e.g. ll) at the end of words Recognises and uses suffixes (e.g. ly, -ies) Spells words correctly using their phonic knowledge Builds words using the phonic sounds taught during the year Consolidates Grade 1 & 2 phonics Recognises consonant digraphs at the beginning and end of words (sh-, -sh, ch-, -ch, th-, -th and wh-) Recognises silent e or split digraphs in words (e.g. same, bite, note) Recognises vowels such as -ere, -air, -are Recognises and uses spelling patterns (e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught)) Recognises and uses rhyming words (e.g. blow, flow, glow) Recognises that some sounds can be represented by a number of different spelling choices e.g. ow (cow), ou (found), aw (draw), au (autumn); tie, high, sky; few, blue Recognises digraphs making /f/ (e.g. ph as in elephant) Recognises silent letters in words i.e. k, l, b, w Recognises hard and soft sounds of c and g Recognises and uses synonyms and antonyms Recognises and uses prefixes (e.g. un-, re-) and suffixes (e.g. -ful, -ness) Uses words that are pronounced and spelt the same but have different meanings (homophones) Uses words that sound the same but are spelt differently Builds 3, 4 and 5-letter words Sorts letters and words into alphabetical order Spells words correctly using their phonic knowledge HOME LANGUAGE: Phase Overview 15

18 READING AND VIEWING GRADE R GRADE 1 Emergent Reading Skills Recognises and points out common objects in pictures Arranges a set of pictures in such a way that they form a story Interprets pictures (e.g. makes up own story and reads the pictures) Acts out parts of a story, song or rhyme Holds the book the right way up and turns pages correctly Pretends to read and adopts a reading voice Recognises own name and names of some other children in the class Begins to read high frequency words seen in the classroom and at school (e.g. door, cupboard) Shared Reading as a class with teacher Reads enlarged texts such as poems, Big Books, posters Makes links to own experience when reading with the teacher Describes characters in stories and gives opinions Predicts what will happen in a story through the pictures Answers questions based on the story read Draws pictures capturing main idea of the stories Emergent Reading Skills Develops book handling skills (holding the book and turning pages correctly) Interprets pictures to make up own story i.e. reads the pictures Reads logos, labels and other words from environmental print Recognises own name and names of peers Reads labels and captions in the classroom Develops basic concepts of print including: Concept of a book; Concept of words and letters; Directionality: Start reading at front, end at back; read from left to right and top to bottom of a page Shared Reading as a class with teacher Reads Big Books or other enlarged texts Uses pictures and the book cover to predict what the story is about Discusses the story, identifying the main idea and characters Sequences the events in the story Recognises cause and effect in a story (e.g. The girl got into trouble because she broke a window.) Gives an opinion on what was read Answers open-ended questions based on the passage read Interprets information from posters, pictures and simple tables, e.g. calendar 16 Survival Guide to the CAPS for the Foundation Phase

19 GRADE 2 GRADE 3 Shared Reading as a class with teacher Reads Big Books or other enlarged texts (e.g. fiction and non-fiction books, poems and songs) Uses visual cues i.e. pictures and the cover of a book to predict what the story is about Identifies key details in what was read Expresses whether a story was liked and is able to justify the response (e.g. I didn t enjoy the story because ) Answers higher order questions based on the text read (e.g. In your opinion ) Discusses different cultures represented in stories Interprets pictures and other print media (e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters) Shared Reading as a class with teacher Reads enlarged texts such as fiction and non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts) Reads book and discusses the main idea, the characters, the problem in the story, the plot and the values in the text Answers a range of higher order questions based on the passage read Reads different poems on a topic Uses visual cues to talk about a graphical text (e.g. advertisements, pictures, graphs, charts and maps) Finds and uses sources of information (e.g. community members, library books) Uses table of contents, index and page numbers to find information Uses key words and headings to find information in non-fiction texts Uses a dictionary to find new vocabulary and their meanings HOME LANGUAGE: Phase Overview 17

20 READING AND VIEWING (continued) GRADE R GRADE 1 Independent Reading Reads picture books Group guided reading Reads aloud from own book in a guided reading group with teacher i.e. the whole group reads the same story Uses phonics, context clues, structural analysis and sight words when reading Reads with increasing fluency and expression Monitors self when reading, both in the area of word recognition and comprehension Shows an understanding of punctuation when reading aloud Paired/Independent Reading Reads own writing, starting to correct errors Reads independently books read in Shared Reading sessions, simple picture story books and books from the classroom reading corner 18 Survival Guide to the CAPS for the Foundation Phase

21 GRADE 2 GRADE 3 Group guided reading Reads silently and aloud from fiction and non-fiction books at own level in a guided reading group with teacher i.e. whole group reads same text Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning Reads with increasing fluency and speed using correct pronunciation Uses self-correcting strategies when reading Monitors themselves when reading, both in the area of word recognition and comprehension Paired/Independent Reading Reads own and others writing Reads aloud to a partner Reads independently simple fiction and non-fiction books, poetry cards, comics Plays reading games and completes crosswords Group guided reading Reads both silently and out loud from own book in a guided reading group with the teacher i.e. whole group reads the same text Uses phonics, contextual and structural analysis, when reading unfamiliar words Uses self-correcting strategies when reading Monitors self when reading, both in the area of word recognition and comprehension Uses diagrams and illustrations in text to increase understanding Reads with increasing fluency, speed and expression Paired/Independent Reading Reads own and others writing Reads aloud to a partner Reads independently simple fiction and non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics HOME LANGUAGE: Phase Overview 19

22 HANDWRITING GRADE R GRADE 1 Develops small muscle skills through finger play (e.g. play dough, screwing nuts onto bolts) Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc. Develops eye-hand co-ordination by playing e.g. catching and throwing, drawing and painting Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction Copies patterns, words and letters (using the correct starting point and direction when forming letters) Uses a range of writing tools (e.g. paintbrushes, wax crayons) Practises holding and manipulating crayon and pencil Develops directionality: left to right; and top to bottom Develops hand-eye co-ordination by drawing patterns and tracing Copies and writes own name, short words and sentences Begins to write using drawings and copies letters, numbers, words and simple sentences Forms lower and upper case letters correctly and fluently Forms numerals correctly Copies and writes short sentences correctly with correct spacing Holds pencil and crayon correctly 20 Survival Guide to the CAPS for the Foundation Phase

23 GRADE 2 GRADE 3 Maintenance of the print script Uses handwriting tools effectively (e.g. pencil, eraser, ruler) Aligns writing on 17 mm ruled lines Forms upper and lower case letters correctly Writes words with correct spacing between letters and words Writes in print script all capitals and lower case letters Copies and writes one paragraph of between 3 4 lines from a printed text Copies and writes different formats of writing (short invitations e.g. birthday; messages; lists etc.) Uses print script in all forms of written recording Transition to a joined script or cursive writing Copies and writes writing patterns in the joined script or cursive writing Copies and writes all lower case letters and commonly used capital letters in the joined script or cursive writing Copies, writes and reads short words in joined script or cursive writing Copies and writes short sentences in joined script or cursive writing Transition to a joined script or cursive writing Uses handwriting tools effectively (e.g. pencil, eraser, ruler) Writes a sentence legibly and correctly in both the print script and the joined script or cursive writing Forms all lower and upper-case letters in joined script or cursive writing Writes short words in the joined script or cursive writing Transcribes words and sentences correctly in the joined script or cursive writing Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts) Copies written text from the board, textbooks, work cards etc. correctly Writes neatly and legibly with confidence and speed in a joined script or cursive writing Experiments with using a pen for writing HOME LANGUAGE: Phase Overview 21

24 WRITING GRADE R GRADE 1 Draws or paints pictures to convey a message Copies known letters in own name to represent writing Writes from left to right and top to bottom Contributes ideas for a class news book by means of drawings Makes an attempt to write letters using squiggles, scribbles etc. Talks to own writing (e.g. reads what squiggles say ) Makes own books and contributes to class book collection Draws pictures to convey a message (e.g. about a personal experience) Contributes ideas for and helps to revise a class/group story (Shared Writing) Copies one sentence of news from the board/chart correctly Writes a message on a card (e.g. a get well card) Writes and illustrates a caption or short sentence on a topic (e.g. to contribute to a book for the reading corner) Writes at least three sentences of own news or creative story using capital letters and full stops Writes sentences using words containing the phonic sounds and common sight words already taught With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing Begins to use present and past tense correctly in writing Forms the plurals of familiar words Spells common words correctly Uses prepositions correctly Organises information into a simple graphic form (chart or timeline) Builds own word bank and personal dictionary 22 Survival Guide to the CAPS for the Foundation Phase

25 GRADE 2 GRADE 3 Contributes ideas and words for a class story (Shared Writing) Writes a simple poem Writes an expressive text (e.g. a birthday card or letter) Writes at least two paragraphs (ten sentences) on personal experiences or events (e.g. a family celebration) Drafts, writes and publishes own story of at least two paragraphs for others to read Uses informational structures when writing (e.g. writes recipes) Organizes information in a chart or table Writes and illustrates sentences (4 6 sentences) on a topic to contribute to a book for the reading corner Uses the writing process (drafting, writing and editing) Uses correct punctuation (full stops, commas, question marks and exclamation marks) Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge Uses present, past and future tenses correctly Uses prepositions, nouns, verbs and pronouns correctly Builds own word bank and personal dictionary Uses a dictionary Contributes ideas, words and sentences for a class story (Shared Writing) Uses pre-writing strategies to gather information and plan writing Writes a selection of short texts for different purposes (e.g. writes recounts, dialogues) Writes about personal experiences in different forms (e.g. a short newspaper article) Drafts, writes, edits and publishes own story of at least two paragraphs (at least 12 sentences) for others to read Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library Uses informational structures when writing (e.g. experiments, recipes) Keeps a diary for one week Writes a simple book review Sequences information and puts it under headings Summarises and records information (e.g. using mind maps) Uses punctuation correctly (e.g. capital letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions) Uses conjunctions to form compound sentences Uses phonics knowledge and spelling rules to write more difficult words Uses a dictionary HOME LANGUAGE: Phase Overview 23

26 FIRST ADDITIONAL LANGUAGE PHASE OVERVIEW LISTENING AND SPEAKING GRADE R GRADE 1 Begins to build an oral vocabulary using topics chosen by the teacher (e.g. My body, My Classroom) Builds some conceptual vocabulary (e.g. numbers, colours) Responds to simple greetings and farewells Follows simple classroom instructions Listens to stories told and read; names some objects in the pictures Joins in the refrains of simple stories (e.g. he huffs and he puffs) Acts out simple stories, using some of the dialogue Understands and responds to simple questions (e.g. Who? Where? ) Names familiar objects (e.g. parts of the body) Sings simple songs Recites simple rhymes, doing actions (action rhymes) Plays simple language games Uses some formulaic language (e.g. please and thank you ) Builds an oral vocabulary using topics chosen by the teacher (e.g. Things I can do, The Weather) Builds some conceptual vocabulary (e.g. shapes, size, direction) Responds physically to two simple oral instructions (e.g. Put the blue balls in the bag. Now put the red balls in the bag.) Responds to greetings and farewells, and makes simple requests using formulaic phrases (e.g. May I go to the toilet?) Memorises and performs action rhymes, simple poems and songs Plays simple language games Understands short, simple stories told and read; talks about the pictures Acts out simple stories using some of the dialogue Responds to simple, literal questions about a story with short answers Identifies a person, animal or object from a simple, oral description (e.g. matching a description to a picture) Understands and responds to simple questions such as What? How many? (e.g. What is your name?) Expresses self in simple ways by using short phrases (e.g. My name is. ) 24 Survival Guide to the CAPS for the Foundation Phase

27 GRADE 2 GRADE 3 Continues to build an oral vocabulary using topics chosen by the teacher (e.g. the Seasons, Feelings) Builds some conceptual vocabulary (e.g. time, sequence) Follows a short sequence of instructions (e.g. Draw a circle. Colour it red.) Gives simple instructions Understands and responds to simple questions such as Which? Whose? (e.g. Whose book is this?) Asks simple formulaic questions (e.g. What is your name?) Makes simple requests, and statements (e.g. Can I go out, please? I feel sick.) Identifies an object from a simple, oral description Talks about objects in a picture Listens to stories and recounts Answers simple, literal questions about the story (e.g. Who ate the porridge?) Acts out the story using some of the dialogue With help from the teacher retells the story Recounts a short sequence of simple experiences or events Memorises and performs simple poems, action rhymes and songs Plays language games Continues to build an oral vocabulary using topics chosen by the teacher (e.g. Finding out) Builds some conceptual vocabulary (e.g. comparing, describing) Follows and gives instructions Responds to and makes requests Talks about a picture or photograph Asks for clarification (e.g. I don t understand, please say that again.) Gives a simple oral recount (recalls experiences in the right sequence) Listens to stories and personal recounts and answers comprehension questions Predicts what will happen next in a story or personal recount Expresses feelings about a story Retells the story Listens to a non-fiction text (factual recount, procedure or information report) and answers comprehension questions With the teacher s help, gives a simple summary of the non-fiction text Participates in a short conversation on a familiar topic Understands and responds to questions such as When? and Why? (e.g. Why did the house fall down?) Performs a rhyme, poem or song Plays language games FIRST ADDITIONAL LANGUAGE: Phase Overview 25

28 PHONICS GRADE R GRADE 1 Develops phonemic awareness in the FAL through rhymes and songs (e.g. We re going to the zoo, zoo, zoo; You can come too, too, too. ) With the teacher s help identifies some rhyming words in a song or rhyme Segments oral sentences into individual words by clapping on each word Develops phonemic awareness in the FAL through rhymes and songs (e.g. The cat in a hat, His name is Pat ) Identifies some rhyming words Recognises initial sounds in familiar words (e.g. z in zoo ) Segments oral sentences into individual words by clapping on each word Claps out the syllables in familiar words Distinguishes the first sound (onset) from the remaining part of a syllable (rime) in simple words (e.g. c-at, m-at, f-at) Recognises plurals ( s and es ) aurally 26 Survival Guide to the CAPS for the Foundation Phase

29 GRADE 2 GRADE 3 Phonemic awareness Distinguishes aurally between sounds that are often confused (e.g. a and e, ee and i ) Phonics Identifies letter-sound relationships of single letters starting with those that are the same in the HL and FAL Identifies letter-sound relationships that are different from those in the HL Builds up and breaks down 3-letter words using sounds learnt (e.g. p-e-n, p-en, pen) Recognises common endings in words (e.g. ed, ing, y and s ) Groups common words into word families (e.g. bin, pin, tin) Recognises common consonant digraphs such as sh, ch and th at the beginning and end of words Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip) Recognises at least 3 vowel digraphs (e.g. oo as in boot, ee as in feet) Identifies letter-sound relationships of all single letters in HL and FAL and is aware of any differences Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words Recognises at least 10 vowel digraphs (e.g. oa as in boat, ar as in far, er as in her, ir as in bird, or as in short, ur as in hurt) Recognises silent e in words (e.g. cake, time) Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk) Recognises known rhyming words, (e.g. fly, sky) Distinguishes between long and short vowel sounds (e.g. boot and book ) Distinguishes between onset and rime in more complex syllables (e.g. dr-eam, scr-eam ) Recognises more complex word families (e.g. catch, match ) Recognises and uses some suffixes (e.g. -es, -ies, -ly, -ing, -ed ) Builds and sounds out words using sounds learnt FIRST ADDITIONAL LANGUAGE: Phase Overview 27

30 READING AND VIEWING GRADE R GRADE 1 Environmental print Recognises some common words in our everyday environment (e.g. STOP, Spar, KFC, MTN, Coke) Shared Reading as a class with the teacher Listens to a very simple story read by the teacher from an enlarged text such as a Big Book or illustrated poster Talks about illustrations in the Big Book or poster using HL where necessary Learns some oral vocabulary in the FAL from the pictures After repeated readings joins in where appropriate Acts out the story Draws pictures capturing main idea of story Environmental print Begins to read some simple labels in the FAL (and HL) of objects in the classroom and wider environment (e.g. way in/out, open) Emergent reading Transfers some of the knowledge and skills acquired in the HL to reading in the FAL such as book handling skills, basic concepts of print (e.g. concepts of words and letters, we read from left to right and top to bottom of a page) Recognises a few high frequency sight words (e.g. the, and, you, he, she, we, they, can) Shared Reading as a class with the teacher Listens to a very simple story or non-fiction text read by the teacher from an enlarged text such as a Big Book or illustrated poster Talks about illustrations in the Big Book or poster using HL where necessary Learns some oral vocabulary in the FAL from the pictures Answers some simple oral questions about the story After repeated readings joins in where appropriate Through exposure to print, starts to develop a sight vocabulary of a few high frequency words (e.g. the, and, you, he, she, we, they, can) Acts out the story Draws pictures capturing main idea of story or non-fiction text 28 Survival Guide to the CAPS for the Foundation Phase

31 GRADE 2 GRADE 3 Shared Reading Reads a short written fiction or non-fiction text (a Big Book or other enlarged text) with the teacher, using the pictures to develop vocabulary, the title for prediction and answering short, oral questions about the text Makes sense of a short written text with pictures (e.g. by sequencing pictures or matching a caption/sentence to a picture) Relates a text that is read to own experience Retells part of a story or summarises a non-fiction text with help from the teacher (2 3 sentences) Group Guided Reading Reads aloud from own book in a guided reading group with the teacher i.e. whole group reads the same story Uses the reading strategies taught in the HL to make sense of text and monitor self when reading (phonics, context clues, structural analysis, sight words) Uses diagrams and illustrations in text to aid understanding Reads with increasing fluency and expression Shows an understanding of punctuation when reading aloud Continues to build a sight vocabulary (e.g. have, some, when, them, very) Paired/Independent Reading Reads own writing and others writing Reads independently books read in Shared Reading sessions and simple caption books and picture story books in the FAL from the classroom reading corner Uses children s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words Environmental print Reads simple posters or headings of posters in the environment Shared Reading Reads fiction and non-fiction texts with the teacher, using the illustrations to support vocabulary development Answers literal and very simple inferential questions that support comprehension of the text Retells a story or recount, identifying the sequence of events Summarises a non-fiction text (e.g. information report) Group Guided Reading Reads both silently and out loud from own book in a guided reading group with the teacher i.e. whole group reads the same text Uses the reading strategies taught in the HL to make sense of text and monitor self when reading (phonics, context clues, structural analysis, sight words) Uses diagrams and illustrations in text to increase understanding Reads aloud, with increasing speed and fluency, using correct pronunciation and stress Demonstrates an understanding of punctuation for direct speech, by varying voice pitch when reading aloud Uses some self-correcting strategies Paired/Independent Reading Reads own and others writing Reads aloud to a partner Reads independently simple fiction and non-fiction books, books read in Shared Reading sessions, and children s magazines and comics Uses children s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words FIRST ADDITIONAL LANGUAGE: Phase Overview 29

32 WRITING GRADE R GRADE 1 Uses handwriting skills already taught in HL Draws and labels pictures with the help of teacher. Reads back what is written Writes simple lists (e.g. shopping lists) 30 Survival Guide to the CAPS for the Foundation Phase

33 GRADE 2 GRADE 3 Uses handwriting skills taught in HL Writes lists with headings Chooses and copies a caption which accurately describes a picture With help, writes a caption for a picture (e.g. The red car is big.) Reads back what is written Completes sentences by filling in missing words Writes sentences using a frame (e.g. I like. I do not like.) Writes sentences using words containing the phonic sounds and common sight words already taught Writes familiar words and sentences from dictation Puts jumbled sentences in the right order to make a paragraph and copies it Writes a paragraph of at least 3 sentences on a familiar topic Writes some short, simple texts already taught in HL e.g. a message on a get well card Using skills taught in HL, organises information into a simple graphic form (e.g. chart or time line) With help, uses some nouns and pronouns (I, you, he, she, it, etc.) correctly in writing With help begins to use simple present, present progressive and past tenses correctly in writing With help forms the plurals of familiar words With help, spells common words correctly. Uses a children s dictionary where necessary Uses punctuation already taught in HL (capital letters and full stops) Builds own word bank and personal dictionary Uses handwriting skills taught in HL Writes more complex lists with headings (e.g. Insects: ants, bees, butterflies) Writes sentences from dictation Writes a simple text (e.g. a birthday card) With guidance, writes a personal recount of experiences using a frame (e.g. Yesterday I, Then, After that, Finally ) With guidance, writes a simple set of instructions (e.g. recipe) Together with the teacher, writes a simple story and copies it (shared writing) Organises information in a chart, table or bar graph Writes sentences on a familiar topic (at least 6 8 sentences, one or two paragraphs) Uses the writing process (drafting, writing, editing and publishing) Uses punctuation already taught in HL (full stops, commas, question marks, exclamation marks and inverted commas) and apostrophes in contractions (e.g. can t, don t) Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge Uses present, past and future tenses with increasing accuracy Uses prepositions, nouns, verbs and pronouns with increasing accuracy Builds own word bank and personal dictionary Uses children s dictionaries (monolingual and bilingual) FIRST ADDITIONAL LANGUAGE: Phase Overview 31

34 LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT) GRADE R GRADE 1 Begins to develop some understanding of language structures in the context of meaningful spoken language Shows some understanding of imperatives (e.g. Clap your hands) Shows some understanding of sentences in the simple present tense (e.g. I love my mom.) and the present progressive tense (e.g. He is running.) Shows some understanding of simple question forms such as Who? Where...? (e.g. Where is Thandi?) Shows some understanding of personal pronouns (e.g. I, you, we, they) Shows some understanding of adjectives (e.g. big, small) Understands words in context by the end of Grade R Begins to develop understanding and ability to use language structures in the context of meaningful spoken language Understands some imperatives (e.g. Don t run) Understands and begins to use some sentences in the simple present tense (e.g. She likes school.) and present progressive tense (e.g. He is reading.) Understands some question forms (e.g. What? Who? How many/much/ old? ) Understands and begins to use personal pronouns (e.g. I, you, we, they) Understands and begins to use the modals can and may (e.g. I can skip.) Understands and begins to use some sentences in the negative form (e.g. She is not reading. I cannot skip.) Recognises and begins to use some plural forms of countable nouns (e.g. book/books) Understands and begins to use some possessive pronouns (e.g. my, his, her) Understands and begins to use a few prepositions (e.g. on, in) Understands and begins to use a few adjectives (e.g. happy, sad) and adverbs (e.g. slowly, quickly) Understands 700 1,000 words in context by the end of Grade 1 32 Survival Guide to the CAPS for the Foundation Phase

35 GRADE 2 GRADE 3 Begins to develop understanding and ability to use language structures in the context of meaningful spoken and written language Begins to use some of the grammatical forms he/she was exposed to in Grade 1 (simple present and present progressive tenses, modals can and may, negative and plural forms, pronouns, prepositions, adjectives and adverbs) Understands and begins to use the simple past tense (e.g. I washed my face.) Understands and begins to use some irregular past tense forms (e.g. went) Understands and begins to use time connectors (e.g. first, next, then) Understands and begins to use question forms (e.g. When did you?) Understands and begins to use some pronouns (e.g. me, him, her) Understands and begins to use a greater range of adjectives and adverbs Understands and begins to use the verb to be (e.g. She is happy.) Understands 1,000 2,000 words in context by the end of Grade 2 Develops understanding and ability to use language structures in the context of meaningful spoken and written language Understands and uses the simple present, present progressive, simple past and future tenses Understands and uses countable (e.g. book) and uncountable nouns (e.g. chalk) Understands and uses the articles a and the with nouns Understands and uses the possessive form of nouns (e.g. Thandi s face) Understands and uses There is/are (e.g. There is a book on the table.) Understands and uses comparative adjectives (e.g. fast, faster, fastest) Understands and uses demonstrative pronouns: this, that, those, these Understands and uses a variety of question forms (e.g. Which?, Why? ) Understands 1,500 2,500 words in context by the end of Grade 3 FIRST ADDITIONAL LANGUAGE: Phase Overview 33

36 MATHEMATICS PHASE OVERVIEW NUMBERS, OPERATIONS AND RELATIONSHIPS Progression in Numbers, Operations and Relationships The main progression in Numbers, Operations and Relationships happens in three ways: The number range increases Different kinds of numbers are introduced The calculation strategies change NUMBER CONCEPT DEVELOPMENT COUNT WITH WHOLE NUMBERS CONTENT GRADE R GRADE 1 Count Objects Count concrete objects Estimate and count to at least 10 everyday objects reliably. Count concrete objects Estimate and count to at least 50 everyday objects reliably. Counting by grouping is encouraged. Count forwards and backwards Count forwards and backwards in 1s from 1 to 10 Use number rhymes and songs Count forwards and backwards in 1s from any number between 0 and 100 Count forwards in: 10s from any multiple of 10 between 0 and 100 5s from any multiple of 5 between 0 and 100 2s from any multiple of 2 between 0 and Survival Guide to the CAPS for the Foundation Phase

37 As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners GRADE 2 GRADE 3 Count concrete objects Estimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged. Count physical objects Estimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged. Count forwards and backwards in: 1s from any number between 0 and s from any multiple between 0 and 200 5s from any multiple of 5 between 0 and 200 2s from any multiple of 2 between 0 and 200 3s from any multiple of 3 between 0 and 200 4s from any multiple of 4 between 0 and 200 Counts forwards and backwards in: 1s from any number between 0 and s from any multiple of 10 between 0 and s from any multiple of 5 between 0 and s from any multiple of 2 between 0 and s from any multiple of 3 between 0 and s from any multiple of 4 between 0 and 1000 in 20s, 25s, 50s and 100s to at least 1000 MATHEMATICS: Phase Overview 35

38 REPRESENT WHOLE NUMBERS CONTENT GRADE R GRADE 1 Say and use numbers in familiar context Number symbols and number names Recognise, identify and read numbers Recognise, identify and read number symbols 1 10 Recognise, identify and read number names 1 10 Recognise, identify and read numbers Recognise, identify and read number symbols Write number symbols 1 20 Know and read number names 1 10 Write number names 1 10 DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS CONTENT GRADE R GRADE 1 Describe, compare and order numbers Describe, compare and order collection of objects up to 10 Describe whole numbers up to 10 Compare which of two given collection of objects is big, small, smaller than, greater than, more than, less than, equal to, most, least, fewer up 10 Order more than two given collections of objects from smallest to biggest up to 10 Use ordinal numbers to show order, place or position Develop an awareness of ordinal numbers e.g. first, second, third up to sixth and last Describe, compare and order objects up to 20 Describe and compare collections of objects according to most, least, the same as Describe and order collections of objects from most to least and least to most Describe, compare and order numbers to 20 Describe and compare whole numbers according to smaller than, greater than and more than, less than, is equal to Describe and order numbers from smallest to greatest and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to tenth or first to last e.g. first, second, third tenth 36 Survival Guide to the CAPS for the Foundation Phase

39 GRADE 2 GRADE 3 Recognise, identify and read numbers Recognise, identify and read number symbols 0 to 200 Write number symbols Recognise, identify and read number names Write number names Recognise, identify and read numbers Recognise, identify and read number symbols 0 to Write number symbols Recognise, identify and read number names Write number names GRADE 2 GRADE 3 Describe, compare and order numbers to 99 Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest Use ordinal numbers to show order, place or position Position objects in a line from first to twentieth or first to last e.g. first, second, third twentieth Describe, compare and order numbers to 999 Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and is equal to Describe and order whole numbers up to 999 from smallest to greatest and greatest to smallest Use ordinal numbers to show order, place or position Use, read and write ordinal numbers, including abbreviated form (1 st, 2 nd, 3 rd, up to 31 st) MATHEMATICS: Phase Overview 37

40 PLACE VALUE CONTENT GRADE R GRADE 1 Place Value Begin to recognise the place value of at least two-digit numbers to 20 Decompose two-digit numbers into multiples of 10 and ones/units 38 Survival Guide to the CAPS for the Foundation Phase

41 GRADE 2 GRADE 3 Recognise the place value of at least two-digit numbers to 99 Decompose two-digit numbers up to 99 into multiples of 10 and ones/units Identify and state the value of each digit Recognise the place value of three-digit numbers to 999 Decompose three-digit numbers up to 999 into multiples of 100, multiples of 10 and ones/units Identify and state the value of each digit MATHEMATICS: Phase Overview 39

42 SOLVE PROBLEMS IN CONTEXT CONTENT GRADE R GRADE 1 Problem-solving techniques Addition and subtraction Repeated addition leading to multiplication Grouping and sharing leading to division Sharing leading to fractions Use the following techniques up to 10: a) concrete apparatus e.g. counters b) physical number ladder Solve word problems (story sums) in context and explain own solution to problems involving addition and subtraction with answers up to 10 Solve and explain solutions to word problems in context (story sums) that involve equal sharing, grouping with whole numbers up to 10 and answers that can include remainders Use the following techniques when solving problems and explain solutions to problems: concrete apparatus e.g. counters pictures to draw the story sum building up and breaking down numbers doubling and halving number lines supported by concrete apparatus Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20 Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20 Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that can include remainders Money Develop an awareness of South African coins and bank notes Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10 and R20) Solve money problems involving totals and change to R20 and in cents up to 20 cents 40 Survival Guide to the CAPS for the Foundation Phase

43 GRADE 2 GRADE 3 Use the following techniques when solving problems and explain solutions to problems: drawings or concrete apparatus e.g. counters building up and breaking down of numbers doubling and halving number lines Use the following techniques when solving problems and explain solutions to problems: building up and breaking down numbers doubling and halving number lines rounding off in tens Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 99 Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999 Solve word problems in context and explains own solution to problems using repeated addition or multiplication with answers up to 50 Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that can include remainders Solve word problems in context and explain own solution to problems using multiplication with answers up to 100 Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that can include remainders Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10, R20, R50) Solve money problems involving totals and change to R99 and in cents up to 90c Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions Recognise and identify all of the South African coins and bank notes Solve money problems involving totals and change in rands or cents Convert between rands and cents MATHEMATICS: Phase Overview 41

44 CONTEXT-FREE CALCULATIONS CONTENT GRADE R GRADE 1 Techniques (methods or strategies) Use the following techniques when performing calculations: drawings or concrete apparatus e.g. counters building up and breaking down numbers doubling and halving number lines supported by concrete apparatus Addition and Subtraction Solve verbally stated addition and subtraction problems with solutions up to 10 Add to 20 Subtract from 20 Use appropriate symbols (+,, =, ) Practice number bonds to 10 Repeated addition leading to multiplication Add the same number repeatedly to 20 Use appropriate symbols (+, =, ) Division Mental Mathematics Number Concept: Range 20 Name the number before and after a given number Order a given set of selected numbers Compare numbers up to 20 and say which is 1 and 2 more or less 42 Survival Guide to the CAPS for the Foundation Phase

45 GRADE 2 GRADE 3 Use the following techniques when performing calculations: drawings or concrete apparatus e.g. counters building up and breaking down numbers doubling and halving number lines Use the following techniques when performing calculations: building up and breaking down numbers doubling and halving number lines rounding off in tens Add to 99 Subtract from 99 Use appropriate symbols (+,, =, ) Practice number bonds to 20 Add to 999 Subtract from 999 Use appropriate symbols (+,, =, ) Practice number bonds to 30 Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 to a total of 50 Use appropriate symbols (+, x, =, ) Multiply any number by 2, 3, 4, 5, 10 to a total of 100 Use appropriate symbols (x, =, ) Divide numbers up to 100 by 2, 3, 4, 5, 10 Use appropriate symbols (, =, ) Number Concept: Range 99 Order a given set of selected numbers Compare numbers up to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less Number Concept: Range 1000 Order a given set of selected numbers Compare numbers up to 1000 and say which is 1, 2, 3, 4, 5 and 10 more or less MATHEMATICS: Phase Overview 43

46 CONTEXT-FREE CALCULATIONS (continued) CONTENT GRADE R GRADE 1 Mental Mathematics (continued) Rapidly recall: Addition and subtraction facts to 10 Calculation Strategies Use calculation strategies to add and subtract efficiently: Put the larger number first in order to count on or count back Number line Doubling and halving Building up and breaking down Fractions 44 Survival Guide to the CAPS for the Foundation Phase

47 GRADE 2 GRADE 3 Rapidly recall: Addition and subtraction facts to 20 Add or subtract multiples of 10 from 0 to 100 Calculation Strategies Use calculation strategies to add and subtract efficiently: Put the larger number first in order to count on or count back Number line Doubling and halving Building up and breaking down Use the relationship between addition and subtraction Rapidly recall: Recall addition and subtraction facts to 20 Add or subtract multiples of 10 from 0 to 100 Multiplication facts for the: two times table with answers up to 20 ten times table with answers up to 100 Division facts for numbers: up to 20 divisible by 2 up to 100 divisible by 10 Calculation Strategies Use the following calculation strategies: Put the larger number first in order to count on or count back Number line Doubling and halving Building up and breaking down Use the relationship between addition and subtraction Use the relationship between multiplication and division Use and name unitary fractions in familiar contexts including halves, quarters, thirds and fifths Recognise fractions in diagrammatic form Write fractions as 1 half Use and name unitary and non-unitary fractions in familiar contexts including halves, quarters, eighths, thirds, sixths, fifths Recognise fractions in diagrammatic form Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent Write fractions as 1 half, 2 thirds MATHEMATICS: Phase Overview 45

48 PATTERNS, FUNCTIONS AND ALGEBRA Progression in Patterns, Functions and Algebra In Patterns, Functions and Algebra, we give learners opportunities to: complete and extend patterns represented in different forms identify and describe patterns. Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase. CONTENT GRADE R GRADE 1 Geometric patterns Copy and extend Copy and extend simple patterns using physical objects and drawings (e.g. using colours and shapes) Copy, extend and describe Copy, extend and describe in words: simple patterns made with physical objects simple patterns made with drawings of lines, shapes or objects Create own patterns Create own geometric patterns: with physical objects by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns: in nature from modern everyday life from our cultural heritage Number patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 100 Create and describe own patterns 46 Survival Guide to the CAPS for the Foundation Phase

49 Writing and solving number sentences prepares learners for writing algebraic expressions and solving equations in the Intermediate Phase. Writing and solving number sentences also provides an opportunity to consolidate learners number knowledge. GRADE 2 GRADE 3 Copy, extend and describe Copy, extend and describe in words: simple patterns made with physical objects complex patterns made with drawings of lines, shapes or objects Copy, extend and describe Copy, extend and describe in words: simple patterns made with physical objects more complex patterns made with drawings of lines, shapes or objects Create and describe own patterns Create own geometric patterns: with physical objects by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns: in nature from modern everyday life from our cultural heritage Create and describe own patterns Create own geometric patterns: with physical objects by drawing lines, shapes or objects Patterns all around us Identify, describe in words and copy geometric patterns: in nature from modern everyday life from our cultural heritage Copy, extend and describe Copy, extend and describe simple number sequences to at least 200 Create and describe own patterns Copy, extend and describe Copy, extend and describe simple number sequences to at least 999 Create and describe own patterns MATHEMATICS: Phase Overview 47

50 SPACE AND SHAPE (GEOMETRY) Progression in Space and Shape The main progression in Space and Shape is achieved by: Focusing on new properties and features of shapes and objects in each grade. CONTENT GRADE R GRADE 1 Position, orientation and views Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to Position and directions Follow directions to move around the classroom 3-D Objects Range of objects Recognize and name 3-D objects in the classroom: ball shapes box shapes Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to Position and views Recognise and match different views of the same everyday object Position and directions Follow directions to move around the classroom Follow instructions to place one object in relation to another e.g. put the pencil behind the box Range of objects Recognize and name 3-D objects in the classroom and in pictures: ball shapes (spheres) box shapes (prisms) Features of objects Describe, sort and compare 3-D objects in terms of: size colour objects that roll objects that slide Features of objects Describe, sort and compare 3-D objects in terms of: size colour objects that roll objects that slide 48 Survival Guide to the CAPS for the Foundation Phase

51 Moving from learning the language of position and matching different views of the same object to reading and following directions on informal maps. GRADE 2 GRADE 3 Language of position Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to Position and views Recognise and match different views of the same everyday object Position and directions Follow directions to move around the classroom Position and views Recognise and match different views of the same everyday object Name an everyday object when shown an unusual view of it Reads, interpret and draw informal maps, or top views of a collection of objects Find objects on maps Position and directions Follow directions to move around the classroom and school Give directions to move around the classroom and school Follow directions from one place to another on an informal map Range of objects Recognize and name 3-D objects in the classroom and in pictures: ball shapes, (spheres) box shapes (prisms) cylinders Features of objects Describe, sort and compare 3-D objects in terms of: size objects that roll objects that slide Range of objects Recognize and name 3-D objects in the classroom and in pictures: ball shapes (spheres) box shapes (prisms) cylinders pyramids cones Features of objects Describe, sort and compare 3-D objects in terms of: 2-D shapes that make up the faces of 3-D objects flat or curved surfaces MATHEMATICS: Phase Overview 49

52 SPACE AND SHAPE (GEOMETRY) continued CONTENT GRADE R GRADE 1 3-D Objects (continued) Focussed activities Use 3-D objects such as building blocks, recycling etc to construct composite objects e.g. towers, bridges etc Focussed activities Observe and build given 3-D objects using concrete materials such as building blocks, recycling material, construction kits 2-D Shapes Range of shapes Recognize and name 2-D shapes: circles triangles squares Features of shapes Describe, sort and compare 2-D shapes in terms of: size colour straight sides round sides Symmetry Symmetry Recognise symmetry in own body Symmetry Recognise symmetry in own body Recognise and draw line of symmetry in 2-D geometrical and non geometrical shapes 50 Survival Guide to the CAPS for the Foundation Phase

53 GRADE 2 GRADE 3 Focussed activities Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, building blocks, recycling material, construction kits, other 3-D geometric objects Focussed activities Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric objects Range of shapes Recognize and name 2-D shapes circles triangles squares rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: size shape straight sides round sides Range of shapes circles triangles squares rectangles Features of shapes Describe, sort and compare 2-D shapes in terms of: shape straight sides round sides Draw shapes circles triangles squares rectangles Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes Determine line of symmetry through paper folding and reflection MATHEMATICS: Phase Overview 51

54 MEASUREMENT Progression in Measurement The main progression in measurement across the grades is achieved by the introduction of: new forms of measuring new measuring tools: starting with informal tools and moving towards formal measuring instruments in Grades 2 and 3. new measuring units, particularly in Grades 2 and 3. CONTENT GRADE R GRADE 1 Time Passing of time Talk about the passing of time: Talk about things that happen during the day and things that happen during the night Learners sequence events that happen to them during the day Order regular events from their own lives Passing of time Talk about the passing of time: Order regular events from their own lives Compare lengths of time using language e.g. longer, shorter, faster, slower Sequence events using language such as yesterday, today, tomorrow Telling the time Describe when something happens using language e.g. morning, afternoon, night, early, late Name and sequence days of week and months of year Place birthdays on a calendar 52 Survival Guide to the CAPS for the Foundation Phase

55 Calculations and problem solving with measurement should take cognisance of the number work that has already been covered. GRADE 2 GRADE 3 Telling the time Name and sequence days of week and months of year Place birthdays, religious festivals, public holidays, historical events, school events on a calendar Tell 12-hour time in hours, half hours and quarter hours Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in: days weeks Use clocks to calculate length of time in: hours half hours Telling the time Read dates on calendars Place birthdays, religious festivals, public holidays, historical events, school events on a calendar Tell 12-hour time in hours half hours quarter hours minutes on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones Calculate length of time and passing of time Use calendars to calculate and describe lengths of time in: days weeks months Converting between days and weeks Converting between weeks and months Use clocks to calculate length of time in hours half hours quarter hours MATHEMATICS: Phase Overview 53

56 MEASUREMENT (continued) CONTENT GRADE R GRADE 1 Length Informal measuring Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider Informal measuring Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider Describe the length of objects by counting and stating the length in informal units Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Mass Informal measuring Compare and order the mass of two or more objects by feeling them or using a balancing scale Use language to talk about the comparison e.g. light, heavy, lighter, heavier Informal measuring Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks Describe the mass of objects by counting and stating the mass in informal units Use language to talk about the comparison e.g. light, heavy, lighter, heavier 54 Survival Guide to the CAPS for the Foundation Phase

57 GRADE 2 GRADE 3 Informal measuring Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Describe the length of objects by counting and stating the length in informal units Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length Informal measuring Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks Describe the mass of objects by counting and stating the mass in informal units Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring Compare, order and record the mass of commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour Measure own mass in kilograms using a bathroom scale Informal measuring Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc. Describe the length of objects by counting and stating how many informal units long they are Use language to talk about the comparison e.g. longer, shorter, taller, wider Introducing formal measuring Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length Estimate and measure lengths in centimetres using a ruler No conversions between metres and centimetres required. Informal measuring Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks Describe the mass of objects by counting and stating the mass in informal units Use language to talk about the comparison e.g. light, heavy, lighter, heavier Introducing formal measuring Compare, order and record the mass of commercially packaged objects which have their mass stated in: kilograms e.g. 2 kilograms of rice and 1 kilogram of flour grams e.g. 500 grams of salt Measure own mass in kilograms using a bathroom scale No conversions between grams and kilograms are required. MATHEMATICS: Phase Overview 55

58 MEASUREMENT (continued) CONTENT GRADE R GRADE 1 Capacity / Volume Informal measuring Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary Compare and order the amount of liquid that two containers can hold if filled (capacity) Use language to talk about the comparison e.g. more than, less than, full, empty Informal measuring Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary Compare and order the amount of liquid that two containers can hold if filled (capacity). Use language to talk about the comparison e.g. more than, less than, full, empty Estimate, measure, compare, order and record the capacity of containers by using nonstandard measures e.g. spoons and cups Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups Perimeter and Area 56 Survival Guide to the CAPS for the Foundation Phase

59 GRADE 2 GRADE 3 Informal measuring Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups Introducing formal measuring Estimate, measure, compare, order and record the capacity of objects by measuring in litres Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint Informal measuring Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups Introducing formal measuring Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cooldrink, 750 millilitres of oil Know that a standard cup is 250 millilitres Know that a teaspoon is 5 millilitres No conversions between millilitres and litres required Perimeter Investigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units Area Investigate the area using tiling MATHEMATICS: Phase Overview 57

60 DATA HANDLING Progression in Data Handling The main progression in Data Handling across the grades is achieved by: Moving from working with objects to working with data Working with new forms of data representation CONTENT GRADE R GRADE 1 Collect and sort objects Represent sorted collection of objects Discuss and report on sorted collection of objects Collect and organise data Collect and organise objects Collect and sort everyday physical objects Represent sorted collection of objects Draw a picture of collected objects Discuss and report on sorted collection of objects Answer questions about how the collection was sorted drawing of the collection Collect and organise objects Collect and sort everyday physical objects Represent sorted collection of objects Draw a picture of collected objects Discuss and report on sorted collection of objects Give reasons for how collection was sorted Answer questions about how the sorting was done (process) what the sorted collection looks like (product) Describe the collection and / drawing Explain how the collection was sorted Collect and organise data Collect data about the class or school to answer question posed by the teacher Represent data Represent data Represent data in pictograph Limited to pictographs with one-to-one correspondence Analyse and Interpret data Analyse and interpret data Answer questions about data in pictograph Limited to pictographs with one-to-one correspondence 58 Survival Guide to the CAPS for the Foundation Phase

61 Learners should work through the full data cycle at least once a year this involves collecting and organising data, representing data, analysing, interpreting and reporting data. Some of the above aspects of data handling can also be dealt with as discrete activities. GRADE 2 GRADE 3 ollect and organise data Collect data about the class or school to answer questions posed by the teacher Organise data in tallies epresent data Represent data in pictograph Limited to pictographs with one-to-one correspondence nalyse and interpret data Answer questions about data in pictograph Limited to pictographs with one-to-one correspondence Collect and organise data Collect data about the class or school to answer questions posed by the teacher Organise data supplied by teacher or workbook/textbook Organise data in: lists tallies tables Represent data Represent data in: pictograph (limited to pictographs with one-to-one correspondence) bar graphs Analyse and interpret data Answer questions about data presented in: pictographs (limited to pictographs with one-to-one correspondence) bar graphs MATHEMATICS: Phase Overview 59

62 LIFE SKILLS PHASE OVERVIEW BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING GRADE R GRADE 1 Term 1 Term 2 Term 3 Topic: Me Topic: At School Topic: In the classroom Topic: Books Topic: Days of the week Topic: My Body Topic: Healthy Living Topic: Summer Topic: Shapes and colors around us Festivals and special days Topic: Home Topic: Safety Topic: My family Topic: Weather Topic: Autumn Topic: Sound Topic: Sight Topic: Touch Topic: Taste and Smell Festivals and special days Topic: Winter Topic: Transport Topic: Jobs people do Topic: Water Topic: Fruit Topic: Vegetables Topic: Dairy Farming Topic: Wool farming Topic: Healthy environment Festivals and special days Topic: Me Topic: At School Topic: Healthy habits Topic: The Weather Religious days and other special days Topic: My Family Topic: Safety in the home Topic: My body Topic: Keeping my body safe Religious days and other special days Topic: My community Topic: Pets Topic: Manners and responsibilities Topic: Plants and seeds Topic: Food Religious days and other special days 60 Survival Guide to the CAPS for the Foundation Phase

63 GRADE 2 GRADE 3 Topic: What we need to live Topic: Myself and others Topic: Everyone is special Topic: Healthy living Religious days and other special days Topic: About me Topic: Feelings Topic: Health Protection Topic: Keeping my body safe Topic: Rights and Responsibilities Religious days and other special days Topic: Seasons Topic: Animals Topic: Animals that live in water Topic: Animal homes Religious days and other special days Topic: Healthy eating Topic: Insects Topic: Life cycles Topic: Recycling Religious days and other special days Topic: Soil Topic: Transport Topic: Road safety Topic: People who help us Religious days and other special days Topic: Public Safety Topic: Pollution Topic: How people lived long ago Topic: Space Religious days and other special days LIFE SKILLS: Phase Overview 61

64 BEGINNING KNOWLEDGE & PERSONAL AND SOCIAL WELL-BEING (continued) GRADE R GRADE 1 Term 4 Topic: Spring Topic: Birds Topic: Reptiles Topic: Dinosaurs Topic: Wild animals Topic: Finding out about one wild animal Topic: Sport Festivals and special days Consolidation of topics and Assessment Topic: Homes Topic: Picture maps Topic: Water Topic: The sky at night Consolidation of topics and assessment CREATIVE ARTS GRADE R GRADE 1 All Terms Performing Arts Visual Arts Performing Arts Visual Arts PHYSICAL EDUCATION GRADE R GRADE 1 All Terms Locomotion/non-locomotion (physical movement) Perceptual Motor (use of senses to react) Rhythm Coordination Balance Spatial Orientation (awareness of space around you) Laterality (using both left & right hand sides of body) Sports and games Locomotion/non-locomotion (physical movement) Perceptual Motor Rhythm Coordination Balance Spatial Orientation Laterality Sports and games 62 Survival Guide to the CAPS for the Foundation Phase

65 GRADE 2 GRADE 3 Topic: Our Country Topic: Ways we communicate Topic: Life at night Religious days and other special days Consolidation of topics and assessment Topic: Products and Processes Topic: Disasters and what we should do Topic: Animals that help us Religious days and other special days Consolidation of topics covered and preparation for transition to Grade 4 GRADE 2 GRADE 3 Performing Arts Visual Arts Performing Arts Visual Arts GRADE 2 GRADE 3 Locomotion/non-locomotion (physical movement) Perceptual Motor Rhythm Coordination Balance Spatial Orientation Laterality Sports and games Locomotion/non-locomotion (physical movement) Perceptual Motor Rhythm Coordination Balance Spatial Orientation Laterality Sports and games LIFE SKILLS: Phase Overview 63

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67 The Survival Guide to the CAPS for the Foundation Phase is an easy reference to the Foundation Phase CAPS Eastern Cape (043) Free State (051) Gauteng (011) KwaZulu-Natal (031) Limpopo (015) Mpumalanga (013) North West (018) Western Cape/N. Cape (021) Customer services tel: (021) ISBN M