revised national curriculum statement

Western Cape Education DepartmentWes-Kaap OnderwysdepartementISebe leMfundo leNtshona Koloni

DIRECTORATE: CURRICULUM DEVELOPMENT

REVISED NATIONAL CURRICULUMSTATEMENT

Learning Area: Natural Sciences

Foundation PhaseGrades R to 3

RESOURCE MATERIAL

2003

FOUNDATION PHASE

GRADES R TO 3

REVISED NATIONAL CURRICULUM STATEMENTRESOURCE MATERIAL

The purpose of this material is to provide Foundation Phase educators with anopportunity to:-

• Engage with the Revised National Curriculum Statement in Learning Areacontext

• Enhance understanding of the Learning Area• Enrich Learning Programme development• Support implementation of the Revised National Curriculum in the

Foundation Phase

This material should be presented at a contact session / workshop / cluster meeting of educators.

Outcomes Educators will be able to demonstrate:-

• an understanding of the process of curriculum development• an understanding of the strengthening and streamlining of C2005 in the

Learning Area• an understanding of the essence of the Learning Area

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This resource material was compiled by Senior Curriculum Planners of the WesternCape Education Department.

Enquiries should be directed to:

G. van Wyk;Senior Curriculum Planner Foundation Phase / ECDTel : (021) 467 2000Email: [email protected]

HOW TO USE THIS DOCUMENT

This resource material should always be used in conjunction with the Revised National CurriculumStatement Grades R – 9 Policy document. (RNCS). It does not stand alone or replace the RNCS .

The resource material has been packaged/presented so that schools are able to explore a range ofoptions with regard to :-

• Accessing and using the material • Storing the material according to their own requirements• Adding further relevant Learning Area resource material that may be supplied by WCED,

or service providers, etc.

It is envisaged that this material could form the core of a useful learning area resource pack thatwill develop and grow as more experience and insight is gained into the Revised NationalCurriculum.

Schools may photocopy this resource material or parts thereof for use in their own teacherdevelopment programmes. The source of the material must be acknowledged.

ii

© 2003 WCEDLayout/Design by Edumedia

CONTENTS

LEARNING AREA: NATURAL SCIENCES

Page

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

2. History of OBE in the Natural Sciences (NS) Learning Area . . . . . . . .4

3. From C2005 to the RNCS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

4. A Framework for Process Skills in Foundation Phase . . . . . . . . . . . . . .8

5. The development of science process skills . . . . . . . . . . . . . . . . . . . . .10

6. Concepts and content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

7. A planning tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

1. INTRODUCTIONThe purpose of this resource booklet is to provide information on the essential features ofthe Natural Sciences (NS) Learning Area and to provide guidelines that will enable FPteachers to make the transition from C2005 to the Revised National Curriculum Statement(RNCS) in the NS. [All references refer to sections, tables and figures in this documentunless otherwise stated.]

A SPECIAL NOTE:In the NS Learning Area Statement Policy Document, the illustrative examples provided inChapter 2, (page 25 –27) , are not policy. Please refer to page 15 of the Policy Documentwhere this is clarified.In this way, the NS is different from all the other learning areas.

The following are dealt with in this resource material:

1.1 The history of the NS learning area and the design features of C2005. (Refer to section 2, page 4)

1.2 Unpacking Learning Outcome 1 (LO1) ( Refer to Section 4, page 8 )

1.3 Suggesting how LO2 and LO3 could be addressed. (Refer to Section 6, page 13)

1.4 Organising the Key Elements for possible Learning Programmes in the NS:-

1.4.1 Allocating process skills to each Grade (Refer to Section 4 Table 1, page 9)

1.4.2 Allocating concepts and content to each Grade (Refer to Section 6 Tables 3, 4, 5 and 6,pages 14-17)

1.5 Executing key tasks in the transition from C2005 to the RNCS

1.5.1 Providing guidance on how FP can move from C2005 to the RNCS (Refer to section 3,page 6-7)

1.5.2 Providing guidance on how FP can move from assessment criteria (AC’s) to assessmentstandards (AS’s) (Refer to Section 3 Figure 2, page 7)

1.5.3 Providing guidance on levels per Grade (Refer to Section 3 Figure 2, second row from thebottom, page 7)

2. HISTORY OF OBE IN THE NATURAL SCIENCES(NS) LEARNING AREAThere are two OBE models currently practised in the Western Cape viz. C2005 and theWCED hybrid. In the N S, the WCED hybrid model is currently used in the IntermediatePhase (IP) and the Senior Phase (SP) only. The FP is currently using the original C2005 OBEmodel.

4 Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - ©

Natural Sciences

3. FROM CURRICULUM 2005 TO THE RNCSCurriculum 2005 was streamlined into the Revised National CurriculumStatement (RNCS). The design features of the RNCS in the NS are:

The nine specific outcomes (SO’s) in the F P C2005 Policy document are summarised inthe table below:

Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 5

Natural Sciences

C2005

Critical Outcomes (CO s)

Developmental Outcomes(DO s)

Specific Outcomes (SO s)

Phase Organisers (PO s)

Learning ProgrammeOrganisers (LPO s)

Assessment Criteria (AC s)

All Phases

7

5

9

6

53

Performance Indicators (PI s) 50

Range Statements (RS s) 9

Themes 4

RNCS

Critical Outcomes

DevelopmentalOutcomes

Learning Outcomes(LO s)

Assessment Standards

Themes

Prescribed CoreContent Per Phase

FP

7

IP

7

SP

7

5 5 5

1 3 3

3 8 9

4 4 4

C2005 - October 1997: nine Specific Outcomes for the N S Learning Area

Use process skills to investigate phenomena related to the Natural Sciences.1

Demonstrate an understanding of concepts and principles, and constructedknowledge in the Natural Sciences.

2

Apply scientific knowledge and skills to problems in innovative ways.3

Demonstrate an understanding of how scientific knowledge and skillscontribute to the management, development and utilisation of natural and otherresources.

4

Use scientific knowledge and skills to support responsible decision-making.5

Demonstrate an understanding of the relationship between science and culture.6

Demonstrate an understanding of the changing and contested nature ofknowledge in the Natural Sciences.

7

Demonstrate knowledge and understanding of ethical issues, bias and inequitiesrelated to the Natural Sciences.

Demonstrate an understanding of the interaction between the Natural Sciencesand socio-economic development.

8

9

The LO’s in the streamlined C2005 (RNCS) are given below:-

Whereas the focus of the SO’s in C2005 is on science only, the focus in the RNCS is onscience, technology and environment. This additional focus in the RNCS has lots ofpotential to bring LO3 on board

Ahead of the implementation of the RNCS in the FP in 2004, It may be useful for teacherswho are familiar with the SO’s to understand how they have been reorganised into theLO’s of the RNCS. This comparison is done in Figure 1 which shows the links between theLO’s in the RNCS and the SO’s in C2005 :-


Natural Sciences

RNCS - March 2002 – three Learning Outcomes for the NS Learning Area

The learner will be able to act confidently on curiosity aboutnatural phenomena, and to investigate relationships and solveproblems in scientific, technological and environmentalcontexts.

1 ScientificInvestigation

The learner will know and be able to interpret and applyscientific, technological and environmental knowledge.

2 ConstructingScienceknowledge

The learner will be able to demonstrate an understanding ofthe interrelationships between science and technology, societyand the environment.

3 Science,Society andTechnology

Process SkillsSO1SO3SO5

LO1

ContentSO2SO7 LO2

Science andSociety

SO4SO6SO8SO9

LO3

Figure 1

The following table gives more detail to the comparison and points out the similarities anddifferences between the NS in C2005 and the NS in the RNCS:-


Natural Sciences

Similarities

Only the 12 CO’s and the 4 Themes are the same

Differences

C2005 Observations made forthe benefit of FP teachers

RNCS Observations made forthe benefit of FP teachers

9 SO’s The 9 SO’s are clusteredinto the 3 LO’s of the RNCS(See Figure 1). SKAV isembedded in the 9 SO’s

1 LO[Refer to thenotes andexample onpage 3.]

SO1, SO3 and SO5 areclustered to form LO1 inthe RNCS (see Figure 1).SKAV is embedded in theAS’s.

6 PO’s PO’s and LPO’s served as‘organisers’ for Learningprogramme writing.

None

None

No ‘organisers’ areprescribed. You must haveon organiser to plan yourlearning programme andwork schedules. The 4Themes can be used orcreate your own‘’organiser’.

53 AC’s Verbs in AC’s and PI’sindicate the performancerequired to achieve SO’s.Provide evidence forassessment. Use for Rubricwriting and designinglearning experiences.

None Verbs in the AS’s indicatethe required performanceand assessment as do theAC’s and PI’ in C2005.Provide evidence forassessment. Use forRubric writing anddesigning learningexperiences.

9 RS’s Point out level and depth ofachievement in a phase.

None AS’s do the same job perGrade or Phase. AS’s alsoshow levels of complexityvertically down a Gradeand horizontally across allthe Grades in GET.

Noprescribedcontent

This was a huge problem forlearning programme writing,portability, assessment andstandardisation.

Content isprescribed.[Refer to thenotes andexample onpage 3.]

All the content isprescribed. [Refer toRNCS policy document:page 61, 9th bullet fromthe top of the page andChapter 5]. Portions ofthe prescribed contentcan be used to addressLO2 and LO3 indirectly

None

LPO’s

50 PI’s

Figure 2: C2005 vs. RNCS

4. A FRAMEWORK FOR PROCESS SKILLS IN FP

In the FP only LO1 is prescribed. This LO focuses on “scientific investigation”. Thescientific investigative process is the essence of the NS learning area and it isenshrined in this LO. Because of this, one needs to be familiar with the process skills andsub skills that are embedded in scientific investigation.

We can begin by defining a ‘process skill’: In the RNCS Policy Document for NS , processskills are referred to as ‘a learner’s cognitive activity of creating meaning and structurefrom new information and experiences’ [page 13]. As a ‘process’, process skills involveseveral steps, each step itself being a skill in its own right.

The fundamental process skill embedded in LO1 is scientific ‘investigation’. Each of the skills in Italics can be broken down further into many sub-skills, depending onthe situation at hand.


Natural Sciences

A scientific investigation commenceswhen there is a problem to be solved.

PLAN

DO

REVIEW

The pursuit of its solution leads to theformulation of a hypothesis.

PLANAn investigation is planned and

DOthe hypothesis is tested through experimentation

REVIEWResults obtained are evaluated and communicated

In the FP, only three steps in this process have been set aside for assessment viz. ‘planning’,‘conducting’ and ‘evaluating and communicating’ the investigation. The sub-skills in each ofthese three steps have been identified and then allocated to Grades per AS. The result is aprocess skills framework for FP which is illustrated in Table 1 Please note that Table 1 is just a summary of essential basic process skills for FP and couldbe extended where there is a need. Table 1 is also just an example and can beadapted to suit a school’s needs. When writing learning programmes, work schedulesand learning units, process skills (and sub-skills) could be obtained from Table 1.

It needs to be stated that in the case of LO1, each process skill (and sub-skills) must beseen as only one step in an investigative process. What this means is that learners shoulddo complete investigations but only a part thereof would/could be set-aside forassessment.

Table 1: Process skills framework for FP


Natural Sciences

LO1, AS1Planninginvestigations

[PLAN]

GRADE R[Sub-skills]

GRADE 1[Sub-skills]

GRADE 2[Sub-skills]

GRADE 3[Sub-skills]

• Observing(seeing, feeling,smelling, …things)

• Identifying(probleminvolved, toolsrequired,variablesinvolved,)

• Questioning(asking questionsthat lead toinvestigations)

• Testing(exploringbeforehand,trialing)

• Deciding(how to obtainresults, whatapparatus to use,where to look,)

• Predicting(tellingbeforehand)

• Hypothesising(makingstatements thatcan be provedright or wrong)

• Designing(action plans,tests, surveys,)

LO1, AS2

ConductinginvestigationsAnd collectingdata

[DO]

• Followinginstructions(adhere toverbal, written,instructions)

• Observing(seeing, feeling,smelling, things)

• Collecting(gatheringresults,information, )

• Handlingapparatus /tools(setting up,using, …apparatus/tools)

• Measuring(finding the size,amount ofthings)

• Recording(writing downresults,observations, )

• Making(apparatus, tools,devices,solutions,

• Experimenting(finding out,testing, trialing,things)

LO1, AS3

Evaluating dataandcommunicatingfindings

[REVIEW]

• Interpreting(seeing patterns,relationships)

• Sequencing(arranging dataor results innumerical oralphabeticalorder,)

• Communicating(talking,presenting,demonstrating,things to others)

• Identifying(spotting trends,errors)

• Sorting/classifying(grouping thingstogetheraccording to arule)

• Comparing(notingsimilarities anddifferences)

• Inferring(makingdeductions,conclusions, )

• Reflecting(thinking aboutreliability andvalidity offindings)

• Tabulating(recording dataor results intables)

• Recording(writing downresults in variousformats e.g.table, graph)

• Graphing(drawing graphsfrom data,results)

• Analysing(examine data,results, findings,)

• Concluding(inferring, makingdeductions,)

• Evaluating(assessingreliability ofresults orfindings)

Note: The process skills mentioned in Table 1 are more extensive than those mentioned onpages 13 and 14 of the RNCS Policy Document. For the NS Learning Area They havebeen obtained from the formulation of the AS’s for LO1 in the RNCS and from the subskills embedded in LO1 of the WCED Hybrid [Refer to : Natural Sciences Resource Pack,Grade 6 2002: section 2.2, page 3.]

5. THE DEVELOPMENT OF SCIENCE PROCESSSKILLS:In the NS the “process of investigation” is central. Hence the teaching and learning ofscience involves the development of a range of process skills that are indispensable toman’s quest to understand the world around him. The process of investigation in theclassroom is the same as the one conducted in the scientist’s laboratory.

Learners through their natural curiosity, begin to develop investigative process skills at anearly age and refine them through experience and use. Investigative process skills willdevelop the ability of learners to be objective and to think and reason in a variety of ways.For the benefit of teachers, Table 2 is included primarily to give descriptions of processskills that may be more suitable to FP.

Learners can gain these process skills in an environment that supports creativity,responsibility and growing confidence.

Note that by its very nature, the investigative process will require the use of resources inthe form of equipment and materials. These need not be conventional laboratoryequipment and materials in the FP. Learners should work with familiar objects, tools andmaterials that they encounter in their world.


Natural Sciences

Table 2: Descriptions of process skills for FP


Natural Sciences

PROCESS SKILLS

OBSERVING &COMPARING

DESCRIPTION

• Learners use their senses safely and appropriately to gatherinformation. They look, listen, smell or feel carefully as theyhandle or watch something (multi-sensory).

• Observation is more than ”seeing”. It is to select out what isimportant from what is unimportant.

• Learners identify differences or similarities betweensimilar/different objects or events.

MEASURINGESTIMATING

• Learners choose and use appropriate instruments such as rulers,tapes, scales, clocks and thermometers to make measurements;or learners use their experiences to take a good guess of theanswer

RECORDINGINFORMATION

• Learners use different ways to present their data such as tables,graphs, posters, etc.

SORTING ANDCLASSIFYING

• Learners sort substances, objects and material into groups andgive reasons for the categories.

PREDICTING • Learners make use of evidence or past experience to makepredictions or foretell (what will happen if something ischanged). This is not guessing, e.g. learners foretell what willhappen if water is heated.

• In most cases predictions need to be verified

EXPERIMENTING • Learners test by practical investigations.

COMMUNICATING • Learners report on their investigation, writing or telling whatthey did. Learners may use their mathematical, language,dramatic or artistic skills for such a report.

QUESTIONING • Learners discuss a situation and come up with their questions forinvestigations.

HYPOTHESISING • Learners generate a possible solution to a problem that can betested through an investigation.

DECIDING • Learners must take decisions about how to obtain results, whatapparatus to use, where to look, etc.

DESIGNING • Learners will need opportunities to create plans, design tests andsurveys that will meet the needs of the investigation.

FOLLOWINGINSTRUCTIONS

• A process will entail following specific instructions. These maybe given verbally or in written text. Learners are made aware ofthe importance of following instructions with accuracy for thesuccess of the investigation

SEQUENCING • Learners must make sense of the information they are dealingwith eg arranging data or results in numerical or alphabeticalorder


Natural Sciences

COLLECTING • Learners will need to collect information relevant to theinvestigation, they will have to sort, select and gather

HANDLINGAPPARATUS

MAKING • An investigation process may require specific apparatus, tools,devices, solutions. Learners need to be able to improvise, inventand create the necessary requirements, where possible.

QUESTIONINGREFLECTINGEVALUATING

• Learners discuss a situation and come up with their questions forfurther investigations.

• Learners should be encouraged to always think about reliabilityand validity of findings. The teacher can ask probing questionsand act as a model for learners to follow.

• assessing reliability of results or findings.

INTERPRETINGINFERRINGCONCLUDING

• Learners have to develop an ability to link concepts andknowledge that they explore in scientific investigations eg seeingpatterns, relationships

• making deductions, conclusions• inferring, making deductions

ANALYSING • examine data, results, findings

• Learners must be made aware of how to use tools / apparatusappropiately for scientific investigation. Eg how to handle anduse a magnifying glass

6. CONCEPTS AND CONTENT(Refer to RNCS Policy Document for NS pgs 62 to 66)Content is important in the NS but scientific investigation is more important than contentbecause new concepts and content in science can only be created through investigation andexperimentation LO1 deals with science investigations and only LO1 is prescribed for FP but investigationscannot be conducted in a vacuum. Content is always required to conduct investigations andthis explains why content is prescribed in the NS. Therefore although only LO1 isprescribed in the FP, LO2 and LO3 can also be addressed indirectly. The following example illustrates how:-Refer to Table 3 – Interactions in the environment : Grade R: When investigating how flies andticks can make people sick a teacher will need to identify the essential content and skills thatlearners require to conduct the investigation. The teacher then needs to ascertain what relevantprior learning the learners have in this regard. The content may include knowledge of thestructure and location of the body parts that carry the germs, the eating habits of flies andticks, information on how the germs come about and the nature of the sickness caused (LO2,AS1 Grade 4)The teacher could then link the investigation to the medication and tools doctors and traditionalhealers use to diagnose and treat the illness. (NS LO3 AS1 Grade 4)In Table 3, 4, 5 and 6, the prescribed content for FP has been arranged into Grades per NSTheme as one possible example to use, adapt, etc. Therefore, this is not the only wayto arrange the prescribed content and teachers should feel free to use their owntables and models. However, when designing a learning programme, or work scheduleor learning unit, concepts and content may be obtained from these Tables.


Natural Sciences

Table 3: THEME: LIFE AND LIVING (LL) – Content and concepts

Teachers are required to provide many learning experiences and activities that will addressthis content and these concepts as well as the stated assessment standards of LO1.According to LO1, each and every investigation must cover the complete scientificinvestigative process, ie planning, doing, and reviewing. For assessment purposes however,teachers may choose to focus on any one or more of these.


Natural Sciences

SUB-STRAND

[Refer to:RNCS policydocument:Page 62]

GRADE R

[Content andconcepts]

GRADE 1


GRADE 2


GRADE 3


Life Processesand HealthyLiving

Many of ourbody partscorrespond tobody parts ofanimals.

In many cases,animals use theirbody parts forthe samepurposes ashumans

Animals havesimilar needs tohumans forfood, water andair.

Plants havesimilar needs tohumans forfood, water andair.

Interactions inEnvironments

Some animals,like flies andticks, carrygerms, whichcan makepeople sick.

We see culturaldiversity in thekinds of foodpeople like toeat.

We depend onanimals for foodand we breedcertain animalsfor food.

We depend onplants for foodand we growcertain plants ascrops.

Biodiversity,Change andContinuity

Plants andanimals changeas they grow.

Plants andanimals changeas the years passand as theseasons change.

There is a largevariety ofanimals whichhave interestingvisibledifferences butalso similarities,and they can begrouped by theirsimilarities.

There is a largevariety of plantswhich haveinterestingvisibledifferences butalso similarities,and they can begrouped by theirsimilarities.

A suggested arrangement of content and concepts. Teachers are free to adapt, ordevelop their own arrangements. Remember that young children need repetition,

and reinforcement for learning to take place.

Table 4: THEME: ENERGY AND CHANGE (EC) – Content and concepts



Natural Sciences

SUB-STRAND


GRADE R


GRADE 1


GRADE 2


GRADE 3


EnergyTransfers andSystems

When we saywe ‘feel full ofenergy’, wemean we feelready to movefast

When we saywe ‘feel full ofenergy’, wemean we feelready to do a lotof work.

Energy andDevelopmentin South Africa

People who donot have enoughfood or the rightfood to eat feeltired.

People who donot have enoughfood or the rightfood to eat lackenergy.



Table 5: THEME: EARTH AND BEYOND (EB) – Content and conceptsTeachers are required to provide many learning experiences and activities that will addressthis content and these concepts as well as the stated assessment standards of LO1.According to LO1, each and every investigation must cover the complete scientificinvestigative process, ie planning, doing, and reviewing. For assessment purposes however,teachers may choose to focus on any one or more of these.


Natural Sciences

SUB-STRAND


GRADE R


GRADE 1


GRADE 2


GRADE 3


Our Place inSpace

Many differentobjects can beobserved in thesky. Examples arebirds, clouds andaeroplanes. Allthese objectshave properties,locations, andmovements thatcan beinvestigated witha view todeterminingpatterns,relationships andtrends.

Many differentobjects can beobserved in thesky. Examples aresun, planet andsatellites. All theseobjects haveproperties,locations, andmovements thatcan beinvestigated witha view todeterminingpatterns,relationships andtrends.

Many differentobjects can beobserved in thesky. An example isthe moon. Themoon hasproperties,locations, andmovements thatcan beinvestigated witha view todeterminingpatterns,relationships andtrends.

Many differentobjects can beobserved in thesky. An example isstars. Stars haveproperties,locations, andmovements thatcan beinvestigated witha view todeterminingpatterns,relationships andtrends.

Atmosphereand Weather

Weather changesfrom day to day inways that can berecorded.

Weather changesfrom day to day inways that cansometimes bepredicted.

There areoccasional unusualweather eventslike storms thatimpact onpeople’s lives.

There areoccasional unusualweather eventslike floods ortornados thatimpact onpeople’s lives.

The ChangingEarth

Soil and rocksvary inappearance andtexture fromplace to place.

By investigation,learners can findout some of thefactors that makesome soils erodemore easily.

By investigation,learners can findout some of thefactors that makesome soils erodeless easily.

By investigation,learners can findout some of thefactors that makesome soil typessupport plant lifebetter thanothers.



Table 6: THEME: MATTER AND MATERIALS (MM) – Content andconcepts



Natural Sciences

SUB-STRAND


GRADE R


GRADE 1


GRADE 2


GRADE 3


Properties andUses ofMaterials

Materials havedifferentproperties suchas texture andcolour.

Materials havedifferentproperties suchas heaviness.

Materials havedifferentproperties suchas strength.

We make thingswith materialsthat have theproperties wewant.

Structure,Reactions andChanges ofMaterials

Substances canbe mixed.

Whensubstances aremixed, changessuch as thedissolving of asolid can beseen.

When foodcolourings aremixed, changessuch as newcolours can beseen.

When paints aremixed, changessuch as newcolours can beseen.



TABLE FOR PLANNING

The following table has been created to help with curriculum planning within and betweengrades in the Foundation Phase. It is derived from the Revised National CurriculumStatement Policy Document Learning area Statement for Natural Sciences.

The table covers the following content:-

PHASE Foundation Phase (and grade 4)GRADES R, 1, 2, 3, (and grade 4)LEARNING AREA Natural SciencesLEARNING OUTCOMES 1AND ASSESSMENT STANDARDS

Each grade is shown in a column.

The grade after the Phase (Grade 4) is also shown in a column to indicate progressionbetween phases. This column is shaded in grey to show that it is not part of the Phase.

Assessment Standards are numbered for convenience:-

Eg : R.1.1 / 1.1.1 / 2.1.3 / 3.4.2

The first digit = the gradeThe second digit = the learning outcomeThe third digit = the individual assessment standard (a bullet in the original policy

document version) Each assessment standard within a learning area thus has its own individual number.

Teachers are requested to familiarise themselves with this system of numbering and use itfor their planning and recording. It promotes uniformity, portability and communicationacross the province.

You can access this table and others for other learning areas through the WCEDCurriculum Directorate webpage. Go to http://curriculum.wcape.school.za and click on thelink for Foundation Phase and Early Childhood Development.

You can print out these tables.You can also download and save on your hard drive.


Natural Sciences

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ithot

hers

;•

nego

tiate

s jo

int u

nder

stan

ding

of w

ho d

oes

wha

t;•

deci

des

on w

hat m

ater

ials

or

mod

es w

ill b

e us

ed to

com

mun

icat

e th

e pl

an.

3.1.

1 P

lans

: U

ses

mat

eria

lsse

lect

ed b

y th

e gr

oup

in o

rder

to c

omm

unic

ate

the

grou

p’s

plan

.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

lays

out

mat

eria

ls th

e gr

oup

inte

nds

to u

se;

• te

lls w

ho w

ill u

se th

e m

ater

ials

and

the

purp

ose.

Pla

ns in

vest

igat

ions

:C

ontr

ibut

es id

eas

of f

amili

arsi

tuat

ions

, nee

ds o

r m

ater

ials

,an

d id

enti

fies

inte

rest

ing

aspe

cts

whi

ch c

ould

lead

to

inve

stig

atio

ns.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• su

gges

ts a

ctio

ns to

try

with

the

mat

eria

ls;

• ta

lks

abou

t per

sona

lex

peri

ence

s, h

ighl

ight

ing

aspe

cts

whi

ch r

elat

e to

sci

ence

or te

chno

logy

;•

resp

onds

to s

ugge

stio

ns li

ke:

‘Som

e pe

ople

say

... W

hat d

oyo

u th

ink?

R.1

.2 D

oes:

Par

tici

pate

s in

plan

ned

acti

vity

.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

follo

ws

sim

ple

inst

ruct

ions

with

ass

ista

nce;

• ex

plai

ns w

hat i

s be

ing

done

or

play

ed (

e.g.

gam

es a

ccor

ding

toth

e ru

les)

.

1.1.

2 D

oes:

Ind

epen

dent

lypa

rtic

ipat

es in

pla

nned

acti

vity

.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

carr

ies

out i

nstr

uctio

nsin

depe

nden

tly a

nd s

how

s or

tells

wha

t is

bein

g do

ne.

2.1.

2 D

oes:

Par

tici

pate

s in

plan

ned

acti

vity

inde

pend

entl

y or

as

part

of

agr

oup.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• pl

ays

a ro

le in

a g

roup

and

carr

ies

out i

nstr

uctio

nsin

depe

nden

tly;

3.1.

2 D

oes:

Par

tici

pate

sco

nstr

ucti

vely

in t

he a

ctiv

ity

wit

h un

ders

tand

ing

of it

spu

rpos

e.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

expl

ains

the

purp

ose

of th

eac

tivity

;•

answ

ers

the

ques

tions

, ‘W

hy

Con

duct

s in

vest

igat

ions

and

colle

cts

data

: E

xplo

res

the

poss

ibili

ties

in a

vaila

ble

mat

eria

ls, f

indi

ng o

ut h

owth

ey c

an b

e us

ed.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• no

tes

and

rem

arks

on

obvi

ous

chan

ges

or in

tere

stin

g de

tails

;

20

• ex

plai

ns w

hat i

s be

ing

done

,an

d an

swer

s th

e qu

estio

n, ‘

Wha

tar

e yo

u tr

ying

to f

ind

out?

’.

are

you

doin

g th

is?’

and

‘H

owar

e yo

u tr

ying

to f

ind

that

out

?’an

d ‘I

s yo

ur p

lan

wor

king

?’;

• ag

rees

or

disa

gree

s w

ith o

ther

opin

ions

, giv

ing

reas

ons.

• tr

ies

own

idea

of

how

the

mat

eria

ls m

ight

res

pond

;•

pers

ever

es o

r re

peat

s th

eac

tivity

in d

iffe

rent

way

s,ex

peri

enci

ng th

e ph

enom

enon

in o

ther

way

s.R

.1.3

Rev

iew

s: T

hink

s an

dta

lks

abou

t w

hat

has

been

done

.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

uses

sim

ple

wor

ds, p

ictu

res

orot

her

item

s w

ith a

ssis

tanc

e to

expl

ain

wha

t has

bee

n do

ne.

1.1.

3 R

evie

ws:

Thi

nks

abou

tw

hat

has

been

don

e an

d sa

ysw

hat

has

been

fou

nd o

ut.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• in

divi

dual

ly o

r w

ith a

ssis

tanc

e,‘s

how

s an

d te

lls’

wha

t was

don

eus

ing

own

idea

s an

d ob

ject

s to

expl

ain

wha

t aro

used

cur

iosi

ty.

2.1.

3 R

evie

ws:

Sho

ws

and

expl

ains

wha

t w

as in

tend

edan

d ho

w it

was

don

e.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

expl

ains

ow

n co

ntri

butio

n to

the

inve

stig

atio

n;•

uses

sev

eral

dif

fere

nt w

ays

toco

mm

unic

ate

own

idea

s;•

is c

urio

us a

bout

wha

t mig

htha

ppen

if th

e si

tuat

ion

was

chan

ged

in s

ome

way

.

3.1.

3 R

evie

ws:

Exp

lain

s an

dre

flec

ts o

n w

hat

acti

on w

asin

tend

ed a

nd w

heth

er it

was

poss

ible

to

carr

y ou

t th

e pl

an.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• re

view

s ho

w a

ctio

ns o

fm

embe

rs in

the

grou

pco

ntri

bute

d to

the

purp

ose;

• re

view

s w

hat i

s ne

eded

to d

obe

tter

next

tim

e;•

uses

a n

umbe

r of

dif

fere

ntw

ays

of p

rese

ntin

g in

form

atio

n;•

refl

ects

on

wha

t oth

er to

pics

mig

ht b

e in

vest

igat

ed.

Eva

luat

es d

ata

and

com

mun

icat

es f

indi

ngs:

Tal

ksab

out

obse

rvat

ions

and

sugg

ests

pos

sibl

e co

nnec

tion

sto

oth

er s

itua

tion

s.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

desc

ribe

s ow

n pe

rcep

tions

of

the

even

t, re

latin

g to

the

purp

ose

of th

e in

vest

igat

ion;

• te

lls o

f re

late

d si

tuat

ions

inw

hich

ow

n id

eas

wou

ld b

ere

leva

nt

Lea

rnin

g O

utco

me

2: C

ON

STR

UC

TIN

G S

CIE

NC

E K

NO

WL

ED

GE

The

lear

ner

will

kno

w a

nd b

e ab

le t

o in

terp

ret

and

appl

y sc

ient

ific

, tec

hnol

ogic

al a

nd e

nvir

onm

enta

l kno

wle

dge.

Gra

de R

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Ass

essm

ent

Stan

dard

sW

e kn

ow t

his

whe

n th

ele

arne

rR

ecal

ls m

eani

ngfu

lin

form

atio

n: A

t th

e m

inim

um,

uses

ow

n m

ost

flue

nt la

ngua

geto

nam

e an

d de

scri

be o

bjec

ts,

mat

eria

ls a

nd o

rgan

ism

s.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

give

s th

e na

mes

of

anim

als

ina

pict

ure,

usi

ng o

wn

mos

t flu

ent

21

lang

uage

;•

nam

es a

nd d

escr

ibes

mat

eria

lsus

ed in

mak

ing

a ki

te, u

sing

own

mos

t flu

ent l

angu

age;

• na

mes

or

desc

ribe

s fu

nctio

nal

part

s of

str

uctu

res

(e.g

. ‘be

am’

or ‘

stru

t’),

usi

ng o

wn

mos

tfl

uent

lang

uage

.C

ateg

oris

es in

form

atio

n:So

rts

obje

cts

and

orga

nism

sby

a v

isib

le p

rope

rty.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• fo

llow

s in

stru

ctio

ns to

sor

tan

imal

s in

to g

roup

s of

thos

ew

ith tw

o le

gs, w

ith f

our

legs

,an

d w

ith m

ore

than

fou

r le

gsL

earn

ing

Out

com

e 3:

SC

IEN

CE

, SO

CIE

TY

AN

D T

HE

EN

VIR

ON

ME

NT

The

lear

ner

will

be

able

to d

emon

stra

te a

n un

ders

tand

ing

of th

e in

terr

elat

ions

hips

bet

wee

n sc

ienc

e an

d te

chno

logy

, soc

iety

and

the

envi

ronm

ent.

Gra

de R

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Ass

essm

ent

Stan

dard

sW

e kn

ow t

his

whe

n th

ele

arne

rU

nder

stan

ds s

cien

ce a

ndte

chno

logy

in t

he c

onte

xt o

fhi

stor

y an

d in

dige

nous

know

ledg

e: D

escr

ibes

how

loca

l ind

igen

ous

cult

ures

hav

eus

ed s

cien

tifi

c pr

inci

ples

and

tech

nolo

gica

l pro

duct

s fo

rsp

ecif

ic p

urpo

ses.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• de

scri

bes

how

ow

n cu

ltura

lgr

oup

has,

thro

ugh

hist

ory,

foun

d sa

fe w

ays

to c

olle

ct a

nd

22

use

wat

er to

dri

nk;

• de

scri

bes

met

hods

of

send

ing

mes

sage

s ov

er s

hort

and

long

dist

ance

s.U

nder

stan

ds t

he im

pact

of

scie

nce

and

tech

nolo

gy:

Iden

tifi

es f

eatu

res

ofte

chno

logi

cal d

evic

es a

roun

dhi

m o

r he

r, a

nd t

ells

abo

utth

eir

purp

ose

and

usef

ulne

ss.

Ach

ieve

men

t is

evid

ent w

hen

the

lear

ner,

for

exam

ple,

• su

gges

ts w

hy h

avin

g ru

nnin

gw

ater

in a

hom

e m

ight

mak

epe

ople

’s li

ves

easi

er;

• di

sman

tles

a ta

p or

use

s cr

oss-

sect

ion

diag

ram

s of

a ta

p to

expl

ain

why

a c

lose

d ta

p m

aydr

ip a

nd w

aste

wat

er.

Rec

ogni

ses

bias

in s

cien

ce a

ndte

chno

logy

: Id

enti

fies

diff

icul

ties

som

e pe

ople

may

have

in u

sing

tec

hnol

ogic

alde

vice

s.A

chie

vem

ent i

s ev

iden

t whe

n th

ele

arne

r, fo

r ex

ampl

e,•

iden

tifie

s po

ssib

le r

easo

nsw

hy a

dis

able

d, o

lder

or

youn

ger

pers

on m

ay f

ind

itdi

ffic

ult t

o op

en a

tap.

revised national curriculum statement

Documents