survival guide to the intermediate phase - … · survival guide to the intermediate phase...

Survival Guide to the

inTerMeDiATe PhASeCurriculum and Assessment Policy Statements (CAPS)

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CheCkliST for ChooSing TexTbookS

Curriculum content

• Doesthetextbookcoverthecurriculumcomprehensively?

• Isthecontentappropriatelysequenced?

• Isthecontentexplainedinalogicalandclearway?

• Isthecontentup-to-dateandrelevanttotherealworld?

• Areillustrationsanddiagramsclearanddotheylinktothecontent?

Assessment

• Doesitcoverthetasksspecifiedinthecurriculumforassessment,forexampletests,projects,etc?

• DoestheTeacher’sGuidegiveclearguidancewithassessment?

level

• Arekeyconceptsandtermsclearlydefined,forexampleinglossaries?

• Doesthebooksupportlanguagedevelopmentforalllearners,forexamplekeywordsexplaineddirectlyonthepage?

• Arethelanguageandvocabularycorrectandatanappropriatelevelforlearners?

Activities

• Aretheresufficientactivities?

• Aretheactivitiesgradedtobesuitablefordifferentabilitylevels?

Teacher’s guide

• Doesitcontainanswersforallactivities?

• Doesitsupportyoutoprepareyourlesson,forexamplearethereusefulteachingguidelines?

• DoesithelpyouwithyourCAPSplanningfortheyear,forexampletermbytermoverview?

• Doesitoffersupportforthewholeclass,forexampleremedialandextensionadvice?

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CONTENTS 1

Contents

Overview of CAPS ............................................................................................................................... 2Time allocation 2Assessment in Grades 4 to 6 3

Home Language ................................................................................................................................. 6Home Language in the Intermediate Phase 6Overview of CAPS content for English Home Language in the Intermediate Phase 6Assessment of English Home Language in the Intermediate Phase 10

First Additional Language ............................................................................................................... 14English FAL in the Intermediate Phase 14Overview of CAPS content for English FAL in the Intermediate Phase 14Assessment of English FAL in the Intermediate Phase 19

Life Skills ......................................................................................................................................... 24Life Skills in the Intermediate Phase 24Overview of CAPS content for Life Skills in the Intermediate Phase 24Assessment of Life Skills in the Intermediate Phase 30

mathematics .................................................................................................................................... 34Mathematics in the Intermediate Phase 34Overview of CAPS content for Mathematics in the Intermediate Phase 34Assessment of Mathematics in the Intermediate Phase 53

natural Sciences and Technology .................................................................................................. 54Natural Sciences and Technology in the Intermediate Phase 54Overview of CAPS content for Natural Sciences and Technology in the Intermediate Phase 54Assessment of Natural Sciences and Technology in the Intermediate Phase 56

Social Sciences ............................................................................................................................... 60Social Sciences in the Intermediate Phase 60Overview of Intermediate Phase Geography topics 60Overview of Intermediate Phase History topics 62Assessment of Social Sciences in the Intermediate Phase 64

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2 Survival Guide to the CAPS for the Intermediate Phase

Dear Intermediate Phase Teacher

To support you in the implementation of the new Intermediate Phase CAPS, Maskew Miller Longman offers you this handy pocket guide filled with useful information. You will find for each of the Intermediate Phase subjects the time allocation, a content overview and a programme of assessment. This information is based on the December 2011 CAPS documents. Teachers should always consult the full information in the actual Curriculum and Assessment Policy Statement documents.

Overview of CAPS

The Curriculum and Assessment Policy Statements replace the National Curriculum Statement (NCS), taking effect January 2012. There is one single comprehensive National Curriculum and Assessment Policy for each subject. Two important features of CAPS are:

• ThetermsLearningOutcomesandAssessmentStandardsarenolongerused.

• Learningareasarenowknownassubjects.

Time allocation

The instructional time in the Intermediate Phase is as follows:

Subject Hours per week

Home Language 6

First Additional Language 5

Mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills 4

Total 27,5

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INTRODUCTION 3

Assessment in Grades 4 to 6

All assessment in the Intermediate Phase is internal.

Informal or daily assessmentInformal assessment is a daily monitoring of learners’ progress, in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded.

Formal assessmentAll assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal Assessment Tasks are marked and formally recorded by the teacher for progression and certification purposes. The year mark counts for 75% of the final mark and the end of year exam counts 25%.

Summary of Formal Assessment Term 1 Term 2 Term 3 Term 4 Total

HomeLanguage 2 2 2 2 8

FirstAdditionalLanguage 2 2 2 2 8

Mathematics 2 2 2 3 9

Natural Sciences and Technology 2 3 3 4 12

Social SciencesGeography 1 1 1 1 4

History 1 1 1 1 4

LifeSkills

Creative Arts 1 1 1 1 4

Physical Education 1 1 1 1 4

Personal and Social Wellbeing 1 1 1 1 4

Codes and percentages for recording and reporting / Scale of achievementTeachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards.

Rating code Description of competence Percentage

7 Outstanding achievement 80 – 100

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

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HOme LAnGuAGe

Time allocation

The teaching time for Home Language is 6 hours per week. All language content is taught within a two-week cycle (12 hours). Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested.

Skills Time allocation per two-week cycle

*Listening & speaking (Oral) 2 hours

*Reading and Viewing 5 hours

*Writing and Presenting 4 hours

Language structures and conventions 1 hour

*Language structures and and conventions and their usage are integrated within the time allocation of the above-mentioned skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the above-mentioned skills.

Overview of skills, content and strategies for english Home Language in the Intermediate Phase

LiSTening AnD SPeAKing

Content Strategies and sub-skills

Listening comprehension

Different forms of oral communication:

• Prepared and unprepared speech

• Prepared and unprepared reading aloud

• Speaking: directions and instructions

• Story telling

• Vote of thanks

• Role-play

• Group discussion

• Debate

• Interview

Listening comprehension and speaking

• Re-tell the story • Recall specific detail in a text • Reflect on values and messages in a text • Reflect on stereotyping and other biases • Discuss character, plot and setting • Express opinions • Clarifying questions

Communication for social purposes

• Initiating and sustaining conversations • Turn taking conventions • Defending a position • Negotiation • Filling in gaps and encouraging the speaker • Sharing ideas and experiences and show understanding of concepts

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HOMELANGUAGE 7

HOme LAnGuAGe

Time allocation

The teaching time for Home Language is 6 hours per week. All language content is taught within a two-week cycle (12 hours). Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested.

Skills Time allocation per two-week cycle

*Listening & speaking (Oral) 2 hours

*Reading and Viewing 5 hours

*Writing and Presenting 4 hours

Language structures and conventions 1 hour

*Language structures and and conventions and their usage are integrated within the time allocation of the above-mentioned skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the above-mentioned skills.

LiSTening AnD SPeAKing (continued)


Prepared speech

• Research• Organise material coherently • Choose and develop main ideas and supporting ideas with examples • Correct format, vocabulary, language and conventions • Tone, voice projection, pace, eye contact, posture and gestures • Incorporate appropriate visual, audio and/or audiovisual aids,

such as charts, posters, images

Prepared Reading (Reading aloud)

• Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words without distorting meaning

Unprepared reading (reading aloud)

• Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, voice projection, pace, eye contact, posture and

gestures correctly

ReADing AnD VieWing


• Prescribed literature genre

– Folklore

– Short story

– Drama

– Poetry

• Reading and viewing strategies

• Summary

• Visual literacy: advertising (poster, pamphlet), cartoon, comic strip, diagram/graph/ table/charts

Reading/viewing strategies: Use pre-reading, reading and post reading strategies • To understand the text• For close and critical reading of the text (reading comprehension)• To demonstrate independent reading (reading widely for pleasure,

information and learning)

Introduce learners to:

Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format e.g. newspaper columns etc.

Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence.

Parts of a book – title page, table of contents, chapters, glossary, etc.

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ReADing AnD VieWing (continued)


• Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions)

• Comprehension


Reading and viewing strategies• Skimming for main ideas• Scanning for supporting details• Inferring meaning of unfamiliar words and images by using word attack

skills and contextual clues• Rereading• Making notes (main and supporting ideas)• Summarise main and supporting ideas in point form/paragraph as per

required length• Clarifying• Making inferences• Explaining writer’s point of view• Drawing conclusions/own opinion

Visual literacy (range of graphic and visual texts e.g. advertisements, notices, posters, comics, cartoons, photographs, pictures):• Persuasive techniques: emotive language, bias• Impact of use of layout and design features, e.g. font types and sizes,

headings and captions, images

Poetry• Literal meaning• Figurative meaning• Theme and message• Imagery, e.g. simile and personification, word choice, tone, emotional

responses• Sound devices, e.g. Lines, words, stanzas, rhyme, rhythm, punctuation,

repetition, refrain, lliteration (assonance and consonance), onomatopoeia

Stories, Drama• Key features of texts

– Plot– Characters– Characterisation– Theme and messages– Background and setting – relation to character and theme– Text structure and format– Key features of the text

information and social texts• Audience and purpose• Main idea and supporting ideas/specific details• Text structure and format• Key features of the text

Prepared and unprepared reading (Reading aloud)• Use of tone, voice projection, pace, eye contact, posture and gestures• Pronounce words correctly

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HOMELANGUAGE 9

WRiTing AnD PReSenTing


Word writing, e.g. lists

Sentence writing

Paragraph writing

Creative writing• Descriptive, e.g. descriptions

of people, places, animals, plants, objects, etc.

• Narrative, e.g. stories, personal recounts

• Imaginative, e.g. short poems• Dialogues and short play

scripts based on stories

Transactional writing (social, functional, media and information texts)• Notes, messages, letters,

greeting cards, invitations• Posters, notices, brochures,

advertisements• Short written speeches• Procedural texts and recounts• Factual recounts, information

texts, e.g. news reports, texts for other subjects, graphic texts

Process writing• Planning / pre-writing• Drafting• Revising• Editing• Proofreading• Presenting

Pre-writing/planning• Consider target audience and purpose• Consider type of writing• Brainstorm using mind-maps/lists• Organise ideas

Drafting• Word choice• Structuring sentences• Main and supporting ideas• Specific features of the required text (e.g. direct speech for dialogue)• Reads own writing critically• Gets feedback from peers and teacher

Revising, editing, proofreading and presenting• Revises: improves content and structure of ideas• Refines word choice, sentence and paragraph structure• Edits: corrects mistakes in grammar, spelling and punctuation• Presents neat, legible final version

LAngUAge STRUCTUReS AnD COnVenTiOnS

• Punctuation• Spelling• Parts of words• Nouns• Determiners• Pronouns• Adjectives• Adverbs• Prepositions• Verbs

• Conjunctions and transition words• Interjectives/ideophones• Exclamations• Vocabulary development and figurative language• Clauses• Phrases• Sentences• Conditional sentences• Passive voice• Reported speech

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Assessment of english Home Language in the Intermediate Phase

The Programme of Assessment: Term 1

grade 4 grade 5 grade 6

Task 1 % Task 1 % Task 1 %

narrative /descriptive text narrative /descriptive text narrative /descriptive text

Listens to and speaks about family / friends / pets / favourite sport / current issues

25


20


20

Language structures and conventions in context

15 Language structures and conventions in context


15

Reads aloud 20 Reads aloud 20 Reads aloud 15

Reflects on stories/ text read independently

15 Reflects on stories/ text read independently


20

Writes a paragraph about family / friends / pets / favourite sport / current issues

25


30


30

Total 100 Total 100 Total 100


Literature (poetry) Literature (poetry) Literature (poetry)

Listens to and speaks about poetry

20 Listens to and speaks about poetry

20 Listens to and speaks about poetry

20

Comprehension test 30 Comprehension test (poem)

30 Comprehension test (poem)

30




20

Writes a poem 30 Writes a poem 30 Writes a poem 30


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HOMELANGUAGE 11




information text information text information text

Listening comprehension (Listening and responding to instructional texts)

25 Listening and responding to instructional texts

20 Listening and responding to instructional texts

20




15





20

Writes an instructional text 25 Writes an instructional text 30 Writes an instructional text 30


Task 2 (June test/examination)

%Task 2 (June test/examination)


%

Paper 1: Oral: Reading, listening & speaking

30 Paper 1: Oral: Reading, listening & speaking


30

Paper 2: Language in context Writing – essays and transactional texts

30 25 15


30 25 15

Paper 2: Writing – essays and transactional texts

35

Paper 3: Language in context

35


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narrative texts narrative texts narrative texts

Listening comprehension (Listens to and speaks about short stories)

25 Listening comprehension (Listens to and speaks about short stories)

20 Listening comprehension (Listens to and speaks about short stories)

20




15



15Reflects on stories/ text read independently


20

Writes own short story 25 Writes own short story 30 Writes own short story 30



Dialogue/drama Dialogue/drama Dialogue/drama

Listening and speaking (Role play a familiar situation)

20 Listening and speaking (Role play a familiar situation)

20 Listening and speaking (Role play a familiar situation)

20

Comprehension test 30 Comprehension test 30 Comprehension test 30




20

Writes a dialogue 30 Writes a book review 30 Writes a short play script 30


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HOMELANGUAGE 13




information with visuals information with visuals information with visuals

Listening comprehension (Listens to and speaks about a speech)

25 Listening comprehension (Listens to and speaks about a text)

20 Listening comprehension (Listens to and speaks about a text)

20

Language structures and conventions taken from an advertisement

15 Language structures and conventions taken from a text

15 Language structures and conventions taken from a text

15





20

Writes an advertisement 25 Writes a speech 30 Writes an book report 30


Task 2 (end of the year examination)

%Task 2 (end of the year examination)

%Task 2 (end of the year examination)

%

Paper 1: Oral: Reading, listening & speaking



30


30 25 15


30 25 15

Paper 2: Writing – essays and transactional texts

20 15

Paper 3: Language in context

35


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FIrST ADDITIOnAL LAnGuAGe

Time allocation

The Department of Basic Education prescribes 5 hours per week teaching time for First Additional Language in the Intermediate Phase. All language content should be provided in two-week cycles of 10 hours each (10 weeks per term), i.e.: Term 1: 5 x 2-week cycles, etc. The Department of Basic Education suggests the following breakdown for the skills over the two-week cycle:

Time ALLOCATiOn PeR TWO-WeeK CyCLe


Listening and speaking 2 hours 2 hours 2 hours

Reading and Viewing 5 hours 5 hours 4 hours

Writing and Presenting 2 hours 2 hours 3 hours

Language structures and conventions 1 hour 1 hour 1 hour

Overview of CAPS content for english FAL in the Intermediate Phase

In the Curriculum and Assessment Policy Statement (CAPS), the content (knowledge, concepts and skills) is organised per term, using these headings:

• Listening and speaking

• Reading and viewing

• Writing and presenting

• Language structure and conventions (integrated into the other skills and also covered separately)

• Thinking and reasoning (integrated into the other skills) – no overview given

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FIRSTADDITIONALLANGUAGE 15

FIrST ADDITIOnAL LAnGuAGe

Time allocation

The Department of Basic Education prescribes 5 hours per week teaching time for First Additional Language in the Intermediate Phase. All language content should be provided in two-week cycles of 10 hours each (10 weeks per term), i.e.: Term 1: 5 x 2-week cycles, etc. The Department of Basic Education suggests the following breakdown for the skills over the two-week cycle:

Time ALLOCATiOn PeR TWO-WeeK CyCLe


Listening and speaking 2 hours 2 hours 2 hours

Reading and Viewing 5 hours 5 hours 4 hours

Writing and Presenting 2 hours 2 hours 3 hours

Language structures and conventions 1 hour 1 hour 1 hour

Overview of CAPS content for english FAL in the Intermediate Phase

In the Curriculum and Assessment Policy Statement (CAPS), the content (knowledge, concepts and skills) is organised per term, using these headings:

• Listening and speaking

• Reading and viewing

• Writing and presenting

• Language structure and conventions (integrated into the other skills and also covered separately)

• Thinking and reasoning (integrated into the other skills) – no overview given

LiSTening AnD SPeAKing


Listening comprehension

Different forms of oral communication:

• Conversation

• Directionsandinstructions

• Storytelling

• Role-play

• Groupdiscussion

• Shorttalks

• Shortpoemsandrhymes

• Languagegames

Listening comprehension and speaking

• Make notes, lists, make summaries, retell, describe, ask clarifying questions, express opinions

• Recall specific detail, reflect on values and messages, reflect on stereotyping and other biases, describe and discuss characters, story line and setting

Communication for social purposes

• Initiating and sustaining conversations

• Turn taking conventions

• Sharing ideas and experiences

• Encouraging use of the additional language

Prepared short talks

• Research

• Organise material coherently

• Choose and develop main ideas and supporting ideas with examples

• Correct format, vocabulary, language and conventions

• Tone, voice projection, pace, eye contact, posture and gestures

• Effective introduction and conclusion

• Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings/photographs

Prepared Reading (reading aloud)

• Use of tone, pace, eye contact

• Pronounce words without distorting meaning

Unprepared reading (reading aloud)

• Read fluently according to purpose

• Pronounce words without distorting meaning

• Use tone, pace, eye contact

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ReADing AnD VieWing


Prescribed text types:

• Stories, e.g. contemporary realistic fiction, traditional stories (myths and legends, folk tales, fables), adventure stories, science fiction, biographies, historical fiction

• Plays

• Poetry

• Information texts, e.g. procedures, factual recounts, general knowledge texts, informative texts such as reports

• Social texts, e.g. invitations, greeting cards, letters, notices

• Media texts, e.g. advertisements, newspaper reports, magazine articles, notices, pamphlets

• Visual literacy: advertising (posters, pamphlets, advertisements), notices, drawings, photographs, cartoon, comic strip, diagram/graph/table/charts

Reading/Viewing

Use pre-reading, reading and post-reading strategies:

• To understand the text• For close and critical reading of the text (reading comprehension)• To demonstrate independent reading (reading widely for pleasure,

information and learning)

Introduce learners to:

Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format e.g. newspaper columns etc.

Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence.

Parts of a book – title page, table of contents, chapters, glossary, etc.

Reading and viewing strategies

• Skimming for main ideas

• Scanning for supporting details

• Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues

• Rereading

• Making notes (main and supporting ideas)

• Summarise main and supporting ideas in point form/paragraph as per required length

• Clarifying

• Making inferences

• Explaining writer’s point of view

• Drawing conclusions/own opinion

Visual literacy

• Persuasive techniques: emotive language, bias

• Impact of use of layout and design features, e.g. font types and sizes, headings and captions, images

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ReADing AnD VieWing (continued)


Types of reading• Close reading of texts: – Comprehension activities,

making summaries, and so on

• Extended reading of texts: oral discussions, book reviews, projects, and so on


Poetry

• Literal meaning

• Figurative meaning

• Theme and message

• Imagery, e.g. simile and personification, word choice, tone, emotional responses

• Sound devices, e.g. lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration (assonance and consonance), onomatopoeia

Stories and plays

• Key features of text:

– Story line

– Characters

– Background and setting

– Text structure and format

– Key features of the text

information, social and media texts

• Audience and purpose

• Main idea and supporting ideas/specific details

• Text structure and format

• Key features of the text

Prepared and unprepared reading (Reading aloud)

• Use of tone, pausing, phrasing and expression to convey meaning

• Pronounce words correctly

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WRiTing AnD PReSenTing


Word writing, e.g. lists

Sentence writing

Paragraph writing

Creative writing• Descriptive, e.g. descriptions of

people, places, animals, plants, objects, etc.

• Narrative, e.g. stories, personal recounts, diaries/diary entries, autobiography

• Imaginative, e.g. short poems• Dialogues and short play scripts

based on stories

Transactional writing (social, media and information texts)

• Notes, messages, letters, greeting cards, invitations

• Posters, notices, brochures, advertisements

• Short written speeches

• Procedural texts e.g. recipes, instructions, experiments

• Factual recounts e.g. news reports, reports of procedures, reports of phenomena observed

• Information texts e.g. texts for other subjects, informative texts, book/story reviews

• Visual literacy texts e.g. tables, charts, mind maps, diagrams, drawings, graphs

Process writing• planning/pre-writing• drafting• revising• editing• proofreading• presenting

Pre-writing/planning• Considertargetaudienceandpurpose• Considertypeofwriting• Brainstormusingmind-maps/lists• Organiseideas

Drafting• Wordchoice• Structuringsentences• Mainandsupportingideas• Specificfeaturesoftherequiredtext(e.g.directspeechfordialogue,

labels and captions for diagrams)• Readsownwritingcritically• Getsfeedbackfrompeersandteacher

Revising, editing, proofreading and presenting• Revises:improvescontentandstructureofideas• Refineswordchoice,sentenceandparagraphstructure• Edits:correctsmistakesingrammar,spellingandpunctuation• Presentsneat,legiblefinalversion

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Assessment of english FAL in the Intermediate Phase

The programme of assessment per grade is on the following pages. The continuous assessment mark is 75% and the year-end exam mark is 25%.

LAngUAge STRUCTUReS AnD COnVenTiOnS

• Nouns

• Determiners

• Pronouns

• Adjectives

• Verbs

• Tense

• Modals

• Adverbs

• Prepositions

• Connecting words

• Sentence structure

• Punctuation

• Vocabulary development

• Spelling and spelling rules

• Spelling rules

6009701861532T.indd 19 2011/12/19 4:17 PM





Listens to and speaks about a story /gives a personal or factual recount

20

Listens to and speaks about a story/gives a factual recount/takes part in a conversation or role-play

15

Listens to and speaks about a story / factual recount/takes part in a conversation or discussion

15

Reads aloud a prepared text 10 Reads aloud a prepared text 10 Reads aloud a prepared text 10




15

Reading comprehension of a story/factual recount/news report

20 Reading comprehension of a story/information text 20

Reading comprehension of a story/factual recount/social text

20

Reflects on stories/text read independently

10 Reflects on stories/text read independently


10

Writes a paragraph: personal recount using a frame/ description of people using a frame

25

Writes a paragraph: a factual recount/ description of people/message

30

Writes three paragraphs based on the theme of the story

30



Listens to and gives instructions/performs poem or song with oral comprehension

20

Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension

20

Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension

20

Reading comprehension of a procedural text/ poem/song 30

Reading comprehension of a procedural text/poem/song 30

Reading comprehension of an information text/poem/song

30




20

Writes simple instructions using a frame/a simple poem with a frame 30

Writes instructions/a factual recount/a simple poem with a frame 30

Writes a description of a simple process/simple definitions using a frame/description of a person/object/etc

30


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Listens to and speaks about information text or story/gives and carries out directions/describes an object

20

Listens to and speaks about information text/story including retelling of the story

15

Listens to and speaks about oral descriptions of objects/animals/etc/listens to personal recount or takes part in a role-play

15

Reads aloud an unprepared text

10 Reads aloud an unprepared text


10




15

Reading comprehension of information text/story 20

Reading comprehension of information text/story 20

Reading comprehension of information texts/story/social text

20

Reflects on stories/text read independently



10

Summarises information text/writes a story using a frame

25

Writes a description of objects/plants/etc. with a frame/writes a story using a frame

30

Writes a description of objects/plants/etc./write a personal letter

30


Task 2 (June test/examination)



%

Paper 1: Oral: Reading aloud, listening & speaking

30


30


30

Paper 2: Written: Reading comprehension Language in context Writing – paragraphs

30 15 25

Paper 2: Written: Reading comprehension Language in context Writing – paragraphs

30 15 25

Paper 2: Written: Writing – paragraphs

30

Paper 3: Written: Reading comprehension Language in context

25 15


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Listens to and speaks about information text or story/takes part in a conversation/performs a poems

20

Delivers a short talk/ retells a story

15

Delivers a short talk/ retells a story

15

Reads aloud a prepared text

10 Reads aloud a prepared text

10 Reads aloud a prepared text

10




15

Reading comprehension of information text/a visual text/story/poem

20 Reading comprehension of information text with visuals/story/poem

20 Reading comprehension of information text with visuals/story/poem

20

Reflects on text read independently

10 Reflects on text read independently


10

Writes summary of information text with support/a story using a frame

25

Completes visual text/makes a mind map summary/writes a simple story with dialogue

30

Completes visual text/writes a simple story

30



Listens to information text/ listens to and describes places or plants, etc./role-plays a familiar situation

20

Takes part in a conversation/a play

20

Listens to and carries out instructions/takes part in a conversation/play

20

Reading comprehension of a information text with visuals/procedural text/play

30 Reading comprehension of procedural text/ information text/a play

30 Reading comprehension of procedural text/information text/play

30




20

Writes information text/a dialogue/a book review with a frame

30 Writes information text/short dialogue or play script with a frame

30 Writes information text/ a short play script 30


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Listens to interviews or a talk show/listens to or gives messages/comprehension of a story

20

Takes part in discussion/tells a story

15

Takes part in a discussion/listens to a story

15

Reads aloud an unprepared text



10




15

Reading comprehension of information text with visuals/visual text/a story with dialogue/a diary

20

Reading comprehension of media text/a poster/story

20

Reading comprehension of information text/a story/poem

20

Reflects on text read independently



10

Writes a paragraph with a frame/social texts/produces visual text e.g. a poster/story with dialogue

25

Writes information text with a frame/personal recount/produces a poster/writes a book review with a frame

30

Writes information text/definitions with examples/book review/personal letter

30


Task 2 (end of year test/examination)

%Task 2 (end of year test/examination)

%Task 2 (end of year test/examination)

%


30


30


30

Paper 2: Written: Reading comprehension Language in context Writing – creative texts and transactional texts

30 15

25

Paper 2: Written: Reading comprehension Language in context Writing – creative texts and transactional texts

30 15

25

Paper 2: Written: Writing – creative texts and transactional texts

30

Paper 3: Written: Reading comprehension Language in context

25 15


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LIFe SKILLS

Life Skills in the Intermediate Phase

In Grade 4 to 6, the Life Skills curriculum is organised in three different study areas: • Personal and Social Well-being• Physical Education• Creative Arts: Performing Arts and Visual Arts

Time allocation

Four hours per week is allocated to Life Skills, weighted as follows between the three study areas:

Study area Time allocation per week Time allocation per year (40 weeks)

Personal and social well-being 1½ hours 60 hours

Physical Education 1 hour 40 hours

Creative Arts 1½ hours 60 hours

Total hours 4 hours 160 hours

Overview of CAPS content for Life Skills in the Intermediate Phase

PeRSOnAL AnD SOCiAL WeLL-being

Topics grade 4 grade 5 grade 6

1. Development of the self

• Personal strengths• Respect for own and

others’ bodies• Emotions:

understanding a range of emotions

• Dealing with conflict• Personal experience of

working in a group• Bullying: appropriate

responses to bullying• Reading for enjoyment

• Positive self-concept formation

• Receiving and giving feedback

• Coping with emotions• Relationships with

peers, older people and strangers

• Reading skills: reading with understanding and using a dictionary

• Positive self-esteem: body image

• Abilities, interests and potential

• Peer pressure• Problem solving skills

in conflict situations• Self management skills• Bullying: getting out of

the bullying habit• Reading skills: reading

with understanding and fluency

2. Health and environmental responsibility

• Dangers in and around water: home and public swimming pools, rivers and dams

• Traffic rules relevant to road users: pedestrians and cyclists

• Safety measures at home and the environment

• Water as an important basic need

• Healthy eating for children

• Basic first aid in different situations

• Food hygiene• Communicable

diseases

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LIFESKILLS 25

PeRSOnAL AnD SOCiAL WeLL-being


2. Health and environmental responsibility (contd)

• Personal and household hygiene

• Dietary habits of children

• Healthy environment and personal health: home, school and community

• HIV and AIDS education: basic facts

• Local environmental health problems

• HIV and AIDS education: dealing with stigma

• Substance abuse

• HIV and AIDS education: myths and realities

3. Social responsibility

• Children’s rights and responsibilities

• Cultures and moral lessons

• Knowledge of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion

• Concepts: discrimination, stereotype and bias

• Child abuse• Dealing with violent

situations• Issues of age and

gender• Festivals and customs

of a variety of religions in South Africa

• The dignity of the person in a variety of religions in South Africa

• Cultural rites of passage

• Caring for animals• Caring for people• Nation-building and

cultural heritage• Gender stereotyping,

sexism and abuse

PHySiCAL eDUCATiOn


1. Physical education

• Different ways to locomote, rotate, elevate and balance, using various parts of the body with control

• A variety of modified invasion games

• Rhythmic movements with focus on posture

• Basic field and track athletics or swimming activities

• Safety measures

• Movement sequences that require consistency and control in smooth and continuous combinations

• A variety of target games

• Rhythmic movements and steps with attention to posture and style

• A variety of field and track athletics or swimming activities

• Safety measures

• Physical fitness programme to develop particular aspects of fitness

• A variety of striking and fielding games

• Rhythmic patterns of movement with co-ordination and control

• Refined sequences emphasising changes of shape, speed and direction through gymnastic actions or swimming activities

• Safety measures

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CReATiVe ARTS: PeRFORming ARTS


1. Warm up and play

Physical warm-up including:• active relaxation• travelling movements

and freezing• body part isolations• floor work• neutral posture and

character postures• jumps (soft landings)

games exploring:• rhythm and music• creativity• direction• call and response• concentration and focus• sensory awareness• trust and listening

Voice warm ups, including:• breathing awareness• humming, yawning and

sighing• action songs

Physical warm up as in grade 4, including:• rolling up and down

spine• arm swings, knee

bends and rises• cool downs

games as in grade 4, including:• spatial and group

awareness• body percussion (in

unison, canon and/or call & response)

Vocal warm ups, as in grade 4, including:• sliding notes• harmonizing• articulation

Singing warm ups, including songs:• in unison• in canon• in harmony• and/or with actions

Physical warm up as in grade 5, including:• controlled, relaxed use

of joints in floor and aerial movements

• transfer of weight movements in all directions

• dance steps and sequences

games as in grade 5, including:• action and reaction• leading and following• story development

Vocal warm up as in grade 5, including:• breath control• centring the voice• resonance• chanting

Singing warm up, as in grade 5 including songs:• with call and response

2. improvise and create

• Rhythmic patterns using body percussion

• Movement sequences (locomotor and non-locomotor)

• Instruments using found objects

• Sound pictures to explore mood

• Movement exploring mood and verbal dynamics

• Characters from props

• Rhythmic patterns using body percussion, repetition, accent, call & response, echo

• Movement sequences (locomotor and non-locomotor) exploring elements of time and force

• Mimed actions• Pair movement

sequences, using copying, leading, following and mirroring, “question and answer”, “meeting and parting”

• Musical phrases exploring dynamics, pitch and rhythmic patterns

• Sound pictures expressing a mood or idea

• Expressive movement/mime using elements of time, space, weight, energy, force, and developing relationships

• Musical forms (binary and ternary form)

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LIFESKILLS 27

CReATiVe ARTS: PeRFORming ARTS (continued)


2. improvise and create (contd)

• Imaginary objects using mime

• Physical shapes using gesture, posture and balance

• Tableaux in groups

• Pair role play

• Character “hot seats”

• Improvisation reflecting a social, cultural or environmental issue

• Conflict (in dialogue, movement and musical phrases)

• Improvisation of stories from music

• African story using puppetry (optional)

3. Read, interpret and perform

• Rhythmic patterns in meter (2/4, 3/4, 4/4)

• Musical notation (stave, note values, rests, tonic solfa)

• Songs in unison

• Movement sentences using props, and in 4/4

• Animation of objects

• Classroom dramas from characters and tableaux

• Sound pictures

• Movement, dance and mime sequences, exploring contrasts, sensory detail, emotional expression, and geometric concepts

• Musical notation (stave, note values, rests, clef, tonic solfa, letter names)

• Songs in two or three parts

• Group role play

• Classroom dance/drama presentation reflecting a social, cultural or environmental issue

• Rhythmic patterns using drumming techniques

• Melodies in C major

• Musical notation (stave, note values, rests, clef, tonic solfa, letter names, C major)

• African folktale or traditional story

• Cultural dance

• South African songs

• Cultural ritual or ceremony

• Puppet performance

4. Appreciate and reflect on concepts

• A range of music using percussive and melodic instruments (African and Western): Individual and group performances and processes

• A range of music using percussive and melodic instruments (African and Western), and reflecting different genres and styles:

– Two contrasting dance performances

– A live or recorded drama presentation

– Own and others’ performances and processes

• Comparison of two types of drama, dance, music in South Africa:

– Cultural rituals and ceremonies

– Key audience behaviours

– Own and others performances and processes

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CReATiVe ARTS: ViSUAL ARTS


1. Visual Literacy • Develop visual literacy: encourage understanding of own world by expressing in words: description of own and others’ artwork, visual stimuli, popular culture and famous artworks; incorporate art elements and design principles

• Apply learning to own work

• Introduce local environment and deepen awareness of art elements and design principles in visual stimuli

• Apply and identify in own work

• Introduce national environment and extend range and observation of art elements and design principles: contrast, proportion, emphasis, balance and unity

• Apply, identify and personally interpret in own work

2. Create in 2D • Themes interpreting the personal and social world using 2-dimensional techniques that encourage manipulation of media, colour mixing, and problem-solving

• Art elements: formal teaching of the art elements, such as line, shape, secondary and related colour, tints and shades

• Design principles: formal teaching of contrast and proportion

• Creative lettering and/or pattern-making projects: shape, line, colour, texture, drawing, cutting and sticking shapes in series

• Extend themes to include local environment; develop techniques

• Formal introduction to complementary colour, develop use of all art elements

• Introduce emphasis and further develop use of design principles

• Lettering and/or pattern-making projects as surface decoration

• Extend to include national environment; further develop use of media and techniques

• Formal introduction to monochromatic colour, further develop use of all art elements

• Introduce conscious use of balance, and further develop use of design principles

• Lettering and/or pattern-making: include radiating patterns; awareness of composition

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LIFESKILLS 29

CReATiVe ARTS: ViSUAL ARTS (continued)


3. Create in 3D • Themes interpreting the personal and social world using 3-dimensional techniques that encourage manipulation of media and awareness of shape in space: “behind, in front of, next to, above, underneath”, etc.

• Art elements: texture, shape/form and colour

• Design principles: contrast, proportion

• Skills and techniques for 3D work

• Use of tools: safety, consideration of others, shared resources

• Concern for the environment: use of recyclable materials

• Extend to include local environment; develop techniques; deepen awareness of personal use of space

• Increase conscious use of all art elements

• Introduce emphasis and further develop use of design principles

• Develop techniques

• Care of tools

• Awareness and value of recycling

• Extend to include national environment; further develop use of media and techniques; properties of 3-dimensional work (form/volume, deep and shallow space)

• Deepen and extend conscious use of all art elements

• Introduce conscious use of balance, and further develop use of design principles

• Develop techniques

• Responsibility for shared space and tidiness

• Intentional choice of recyclable materials

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Assessment of Life Skills in the Intermediate Phase

The weighting of the marks for the different study areas in Life Skills is as follows:

Life Skills study areas marks

Personal and social well-being tasks 120

Physical Education 120

Creative Arts 160

Total 400

Further breakdown per terms and per type of assessment is as follows:

Term grade 4 marks per term

1

Personal and social well-being task 30

100Physical Education task 30

Creative Arts task 40

2

Personal and social well-being test 30



3

Personal and social well-being project 30



4

Personal and social well-being exam 30



Total 400 400

6009701861532T.indd 30 2011/12/19 4:17 PM

LIFESKILLS 31


1




2




3




4




Total 400 400


1




2




3




4




Total 400 400

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examinations

At the end of the year, examinations of at least 45 minutes in Grades 4 and 5 and 75 minutes in Grade 6 are to be administered.

Examination takes place only for the Personal and Social Well-being study area.

The Grades 4 and 5 examinations and tests should consist of two sections of compulsory questions, with a total of 30 marks:

Section A: 15 marks Section b: 15 marks

All questions are compulsory.

• The questions will be matching columns and/or fill in/complete sentences and/or lists.

• Questions will test understanding and factual knowledge.


• Case study may be used. • The questions will be a combination of three or more types of questions,

ranging from state, explain, discuss and describe. • Questions will be short open-ended and knowledge-based questions that

include information that learners have acquired from the Personal and Social Well-being class.

• Learners will provide direct responses and full sentences in point form. • One question will focus on the application of knowledge and skills

and responses will either be full sentences in point form or a short paragraph.

• Learners will solve problems, make decisions and give advice. They will provide a few direct responses.

The Grade 6 examination and tests should consist of three sections of compulsory questions, with a total of 60 marks, recorded as a mark out of 30 (divided by 2):

Section A: 25 marks Section b: 20 marks Section C: 15 marks


• The questions will be matching columns, true or false, multiple choice or list.

• Questions will test understanding and factual knowledge.

• Response will be short and direct and may be one word, a phrase or a sentence.


• Case study may be used. • The questions will be a

combination of three or more types of questions, ranging from state, explain, discuss and describe.

• Questions will be short open-ended and knowledge-based and include information that learners have acquired from the Personal and Social Well-being class.

• Learners will provide direct responses and full sentences in point form.

Learners will be expected to answer a 10-mark and a 5-mark question.

• Questions will focus on the application of knowledge and skills.

• Learners will make decisions and give advice. They will provide a few direct responses and a short paragraph that states, explains or describes an issue.

• Each question will focus on the specific information or the integration of content.

• A short text/ diagram/ data can be provided as a stimulus.

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LIFESKILLS 33

Assessment for Personal and Social Well-being

For Personal and Social Well-being, learners are expected to complete a total of four Formal Assessment Tasks of different natures per grade. One of them is the end-of-year examination.

Personal and Social Well-being Assessment tasks

Term Task grade 4 grade 5 grade 6

1 1 Assignment/ Design and make:30 marks

Assignment/ Case study/Design and make:30 marks

Assignment/ Case study:30 marks

2 2 Test:30 marks

Test:30 marks

Test:30 marks

3 3 Project:30 marks

Project:30 marks

Project:30 marks

4 4 End-of-year examination:30 marks

End-of-year examination:30 marks

End-of-year examination:60 marks ÷ 2 = 30

Assessment for Physical education

The Physical Education task (PET) is evaluated in each of the four school terms in Grades 4, 5 and 6. The assessment takes place against two criteria:

• Frequency of participation (20 marks)

• Outcome of movement performance (10 marks)

Assessment for Creative Arts

The Creative Arts Task (CAT) is administered four times a year (one per term). By mid-year, a CAT for each of the Visual Arts and the Performing Arts should have been administered, and again by the end of the year.

Term 1: CAT (Visual or Performing Arts) 40 marks

Term 2: CAT (Performing or Visual Arts) 40 marks

Term 3: CAT (Visual or Performing Arts) 40 marks

Term 4: CAT (Performing or Visual Arts) 40 marks

Total Creative Arts marks for the year: 160 marks

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mATHemATICS

mathematics in the Intermediate Phase

Mathematics in the Intermediate Phase covers five content areas, weighted as follows:

Content Area grade 4 grade 5 grade 6

1. Numbers, Operations and Relationships 50% 50% 50%

2. Patterns, Functions and Algebra 10% 10% 10%

3. Space and Shape (Geometry) 15% 15% 15%

4. Measurement 15% 15% 15%

5. Data Handling 10% 10% 10%

100% 100% 100%

Overview of CAPS content for mathematics in the Intermediate Phase

nUmbeRS, OPeRATiOnS AnD ReLATiOnSHiPS

The grade progression in Numbers, Operations and Relationships happens mainly in three ways:• the number range increases• different kinds of numbers are introduced• the calculation techniques change.


Whole numbers mental calculations involving:• Addition and subtraction of units, multiples of 10,

multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10

and 100

number range for counting, ordering, comparing and representing, and place value of digits:• Count forwards and backwards in 2s, 3s, 5s, 10s,

25s, 50s, 100s between 0 and at least 10 000• Order, compare and represent numbers to at least

4-digit numbers• Represent odd and even numbers to at least 1000• Recognize the place value of digits in whole

numbers to at least 4-digit numbers• Round off to the nearest 10, 100 and 1000

mental calculations involving:• Addition and subtraction of units, multiples of 10,

multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10, 100,

1 000 and 10 000

number range for counting, ordering, comparing, representing and place value of digits• Count forwards and backwards in whole number

intervals up to at least 10 000• Order, compare and represent numbers to at least


numbers to at least 6 digit numbers• Round off to the nearest 5, 10, 100 and 1000


multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 12 × 12• Multiplication facts of units and tens by multiples

of 10, 100, 1 000 and 10 000

number range for counting, ordering, comparing, representing and place value of digits• Order, compare and represent numbers to at least

9-digit numbers• Represent prime numbers to at least 100• Recognizing the place value of digits in whole

numbers to at least 9-digit numbers• Round off to the nearest 5, 10, 100, 1000,

100 000, and 1 000 000

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MATHEMATICS 35

mATHemATICS

mathematics in the Intermediate Phase

Mathematics in the Intermediate Phase covers fi ve content areas, weighted as follows:

Content Area grade 4 grade 5 grade 6

1. Numbers, Operations and Relationships 50% 50% 50%

2. Patterns, Functions and Algebra 10% 10% 10%

3. Space and Shape (Geometry) 15% 15% 15%

4. Measurement 15% 15% 15%

5. Data Handling 10% 10% 10%

100% 100% 100%

Overview of CAPS content for mathematics in the Intermediate Phase

nUmbeRS, OPeRATiOnS AnD ReLATiOnSHiPS

The grade progression in Numbers, Operations and Relationships happens mainly in three ways:• the number range increases• different kinds of numbers are introduced• the calculation techniques change.


Whole numbers mental calculations involving:• Addition and subtraction of units, multiples of 10,

multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10

and 100

number range for counting, ordering, comparing and representing, and place value of digits:• Count forwards and backwards in 2s, 3s, 5s, 10s,

25s, 50s, 100s between 0 and at least 10 000• Order, compare and represent numbers to at least


numbers to at least 4-digit numbers• Round off to the nearest 10, 100 and 1000


multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10, 100,

1 000 and 10 000

number range for counting, ordering, comparing, representing and place value of digits• Count forwards and backwards in whole number

intervals up to at least 10 000• Order, compare and represent numbers to at least


numbers to at least 6 digit numbers• Round off to the nearest 5, 10, 100 and 1000


multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 12 × 12• Multiplication facts of units and tens by multiples

of 10, 100, 1 000 and 10 000

number range for counting, ordering, comparing, representing and place value of digits• Order, compare and represent numbers to at least

9-digit numbers• Represent prime numbers to at least 100• Recognizing the place value of digits in whole

numbers to at least 9-digit numbers• Round off to the nearest 5, 10, 100, 1000,

100 000, and 1 000 000

6009701861532T.indd 35 2011/12/19 4:17 PM



Whole numbers (continued) number range for calculations• Addition and subtraction of whole numbers

of at least 4 digits• Multiplication of at least whole 2-digit by

2-digit numbers• Division of at least whole 3-digit by

1-digit numbers

Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including• estimation• building up and breaking down numbers• rounding off and compensating• doubling and halving• using a number line• using addition and subtraction as inverse

operations• using multiplication and division as inverse

operations

number range for multiples and factors• Multiples of 1-digit numbers to at least 100

Properties of whole numbers• Recognize and use the commutative,

associative, and distributive properties with whole numbers

Solving problems• Solve problems in contexts involving whole

numbers, including financial contexts and measurement contexts

• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders

number range for calculations• Addition and subtraction of whole numbers of at

least 5 digits• Multiplication of at least whole 3-digit by 2-digit

numbers• Division of at least whole 3-digit by 2-digit numbers

Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding and subtracting in columns• building up and breaking down numbers• using a number line• rounding off and compensating• doubling and halving• using addition and subtraction as inverse


operations

number range for multiples and factors• Multiples of 2-digits whole numbers to at least 100• Factors of 2-digit whole numbers to at least 100

Properties of whole numbers• Recognize and use the commutative, associative,

distributive properties of whole numbers• 0 in terms of its additive property• 1 in terms of its multiplicative property






numbers• Division of at least whole 4-digit by 3-digit numbers• Multiple operations on whole numbers with or

without brackets

Calculation techniquesUsing a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding, subtracting and multiplying in columns• long division• building up and breaking down numbers• rounding off and compensating• using addition and subtraction as inverse


operations using a calculator

number range for multiples and factors• Multiplesof2-digitand3-digitnumbers• Factorsof2-digitand3-digitwholenumbers• Primefactorsofnumberstoatleast100

Properties of whole numbers• Recognizeandusethecommutative,associative,distributive properties of whole numbers• 0intermsofitsadditiveproperty• 1intermsofitsmultiplicativeproperty




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MATHEMATICS 37


Whole numbers (continued) number range for calculations• Addition and subtraction of whole numbers

of at least 4 digits• Multiplication of at least whole 2-digit by

2-digit numbers• Division of at least whole 3-digit by

1-digit numbers

Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including• estimation• building up and breaking down numbers• rounding off and compensating• doubling and halving• using a number line• using addition and subtraction as inverse


operations

number range for multiples and factors• Multiples of 1-digit numbers to at least 100

Properties of whole numbers• Recognize and use the commutative,

associative, and distributive properties with whole numbers






numbers• Division of at least whole 3-digit by 2-digit numbers

Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding and subtracting in columns• building up and breaking down numbers• using a number line• rounding off and compensating• doubling and halving• using addition and subtraction as inverse


operations

number range for multiples and factors• Multiples of 2-digits whole numbers to at least 100• Factors of 2-digit whole numbers to at least 100

Properties of whole numbers• Recognize and use the commutative, associative,

distributive properties of whole numbers• 0 in terms of its additive property• 1 in terms of its multiplicative property






numbers• Division of at least whole 4-digit by 3-digit numbers• Multiple operations on whole numbers with or

without brackets

Calculation techniquesUsing a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding, subtracting and multiplying in columns• long division• building up and breaking down numbers• rounding off and compensating• using addition and subtraction as inverse


operations using a calculator

number range for multiples and factors• Multiplesof2-digitand3-digitnumbers• Factorsof2-digitand3-digitwholenumbers• Primefactorsofnumberstoatleast100

Properties of whole numbers• Recognizeandusethecommutative,associative,distributive properties of whole numbers• 0intermsofitsadditiveproperty• 1intermsofitsmultiplicativeproperty




6009701861532T.indd 37 2011/12/19 4:17 PM



Common Fractions Describing and ordering fractions• Compare and order common fractions with

different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths)

• Describe and compare common fractions in diagram form

Calculations with fractions• Addition of common fractions with the same

denominators• Recognize, describe and use the equivalence of

division and fractions

Solving problems• Solve problems in contexts involving fractions,

including grouping and equal sharing

equivalent forms:• Recognize and use equivalent forms of common

fractions (fractions in which one denominator is a multiple of another)

Describing and ordering fractions• Count forwards and backwards in fractions• Compare and order common fractions to at

least twelfths

Calculations with fractions:• Addition and subtraction of common

fractions with the same denominators• Addition and subtraction of mixed numbers• Fractions of whole numbers which result in

whole numbers• Recognize, describe and use the

equivalence of division and fractions

Solving problems• Solve problems in contexts involving

common fractions, including grouping and sharing

equivalent forms:• Recognize and use equivalent forms of

common fractions (fractions in which one denominator is a multiple of another)

Describing and ordering fractions• Compare and order common fractions, including tenths

and hundredths

Calculations with fractions:• Addition and subtraction of common fractions in which one

denominator is a multiple of another• Addition and subtraction of mixed numbers• Fractions of whole numbers

Solving problems• Solve problems in contexts involving common fractions,

including grouping and sharing fraction and decimal fraction forms of the same number

• Percentages• Find percentages of whole numbers

equivalent forms • Recognize and use equivalent forms of common fractions

with 1-digit or 2-digit denominators (fractions in which one denominator is a multiple of another)

• Recognize equivalence between common fraction and• decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal

fraction and percentage forms of the same number

Decimal fractions Recognizing, ordering and place value of decimal fractions• Count forwards and backwards in decimal fractions to at

least two decimal places• Compare and order decimal fractions to at least two

decimal places• Place value of digits to at least two decimal places

Calculations with decimal fractions• Addition and subtraction of decimal fractions with at least

two decimal places• Multiply decimal fractions by 10 and 100

Solving problems• Solve problems in context involving decimal fractions

equivalent forms:• Recognize equivalence between common fraction and

decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal


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MATHEMATICS 39


Common Fractions Describing and ordering fractions• Compare and order common fractions with

different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths)

• Describe and compare common fractions in diagram form

Calculations with fractions• Addition of common fractions with the same

denominators• Recognize, describe and use the equivalence of

division and fractions

Solving problems• Solve problems in contexts involving fractions,

including grouping and equal sharing

equivalent forms:• Recognize and use equivalent forms of common

fractions (fractions in which one denominator is a multiple of another)

Describing and ordering fractions• Count forwards and backwards in fractions• Compare and order common fractions to at

least twelfths

Calculations with fractions:• Addition and subtraction of common

fractions with the same denominators• Addition and subtraction of mixed numbers• Fractions of whole numbers which result in

whole numbers• Recognize, describe and use the

equivalence of division and fractions

Solving problems• Solve problems in contexts involving

common fractions, including grouping and sharing

equivalent forms:• Recognize and use equivalent forms of

common fractions (fractions in which one denominator is a multiple of another)

Describing and ordering fractions• Compare and order common fractions, including tenths

and hundredths

Calculations with fractions:• Addition and subtraction of common fractions in which one

denominator is a multiple of another• Addition and subtraction of mixed numbers• Fractions of whole numbers

Solving problems• Solve problems in contexts involving common fractions,

including grouping and sharing fraction and decimal fraction forms of the same number

• Percentages• Find percentages of whole numbers

equivalent forms • Recognize and use equivalent forms of common fractions

with 1-digit or 2-digit denominators (fractions in which one denominator is a multiple of another)

• Recognize equivalence between common fraction and• decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal


Decimal fractions Recognizing, ordering and place value of decimal fractions• Count forwards and backwards in decimal fractions to at

least two decimal places• Compare and order decimal fractions to at least two

decimal places• Place value of digits to at least two decimal places

Calculations with decimal fractions• Addition and subtraction of decimal fractions with at least

two decimal places• Multiply decimal fractions by 10 and 100

Solving problems• Solve problems in context involving decimal fractions

equivalent forms:• Recognize equivalence between common fraction and

decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal


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PATTeRnS, FUnCTiOnS AnD ALgebRA

The grade progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns.


numeric patterns investigate and extend patterns• Investigate and extend numeric patterns

looking for relationships or rules of patterns:– sequences involving a constant difference

or ratio– of learner’s own creation

• Describe observed relationships or rules in learner’s own words

input and output values• Determine input values, output values and

rules for patterns and relationships using:– flow diagrams– tables

equivalent forms• Determine equivalence of different

descriptions of the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence

investigate and extend patterns• Investigate and extend numeric patterns looking

for relationships or rules of patterns:– sequences not limited to a constant

difference or ratio– of learner’s own creation


input and output values• Determine input values, output values and rules for

the patterns and relationships using:– flow diagrams– tables

equivalent forms• Determine equivalence of different descriptions of

the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence


for relationships or rules of patterns:– sequences not limited to a constant difference

or ratio– of learner’s own creation– represented in tables

• Describe the general rules for the observed relationships





geometric patterns investigate and extend patterns• Investigate and extend geometric patterns

looking for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant




rules for the patterns and relationships using flow diagrams


descriptions of the same relationship or rule presented: verbally, in a flow diagram, by a number sentence

investigate and extend patterns• Investigate and extend geometric patterns looking

for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant difference




the patterns and relationships using flow diagrams


the same relationship or rule presented: verbally, in a flow diagram, by a number sentence






the patterns and relationships using flow diagrams, tables


the same relationship or rule presented: verbally, in a flow diagram, in a table, by a number sentence

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MATHEMATICS 41

PATTeRnS, FUnCTiOnS AnD ALgebRA

The grade progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns.


numeric patterns investigate and extend patterns• Investigate and extend numeric patterns

looking for relationships or rules of patterns:– sequences involving a constant difference




rules for patterns and relationships using:– flow diagrams– tables


descriptions of the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence


for relationships or rules of patterns:– sequences not limited to a constant








for relationships or rules of patterns:– sequences not limited to a constant difference







geometric patterns investigate and extend patterns• Investigate and extend geometric patterns

looking for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant




rules for the patterns and relationships using flow diagrams


descriptions of the same relationship or rule presented: verbally, in a flow diagram, by a number sentence






the patterns and relationships using flow diagrams


the same relationship or rule presented: verbally, in a flow diagram, by a number sentence






the patterns and relationships using flow diagrams, tables


the same relationship or rule presented: verbally, in a flow diagram, in a table, by a number sentence

6009701861532T.indd 41 2011/12/19 4:17 PM


SPACe AnD SHAPe (geOmeTRy)

The main progression in Space and Shape is achieved by a focus on new properties and characteristics of 2-D shapes and 3-D objects in each grade.


Properties of 2-D shapes Range of shapes• Recognize, visualize and name 2-D shapes in the

environment and geometric settings– regular and irregular polygons – triangles,

squares, rectangles, other quadrilaterals, pentagons, hexagons

– circles

Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of

– straight and curved sides– number of sides

Further activities• Draw2-Dshapesongridpaper

Range of shapes• Recognize, visualize and name 2-D shapes in the

environment and geometric setting, focusing on– regular and irregular polygons – triangles,

squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons

– circles– similarities and differences between squares

and rectangles


– straight and curved sides– number of sides– lengths of sides– angles in shapes, limited to ° right angles ° angles smaller than right angles ° angles greater than right angles

Further activities• Draw 2-D shapes on grid paper

Angles• Recognize and describe angles in 2-D shapes:

– right angles– angles smaller than right angles– angles greater than right angles


environment and geometric settings, focusing on– regular and irregular polygons – triangles,

squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons

– circles– similarities and differences between rectangles

and parallelograms


– number of sides– lengths of sides– sizes of angles: acute, right, obtuse, straight,

reflex, revolution


• Draw circles, patterns in circles and patterns with circles using a pair of compasses

Angles• Recognize and name the following angles in

2-D shapes : acute, right, obtuse, straight, reflex, revolution


number sentences (introduction to Algebraic expressions)

number sentences

• Write number sentences to describe problem situations

• Solve and complete number sentences by inspection, trial and improvement, and substitution

number sentences



number sentences



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MATHEMATICS 43

SPACe AnD SHAPe (geOmeTRy)

The main progression in Space and Shape is achieved by a focus on new properties and characteristics of 2-D shapes and 3-D objects in each grade.


Properties of 2-D shapes Range of shapes• Recognize, visualize and name 2-D shapes in the

environment and geometric settings– regular and irregular polygons – triangles,

squares, rectangles, other quadrilaterals, pentagons, hexagons

– circles


– straight and curved sides– number of sides

Further activities• Draw2-Dshapesongridpaper


environment and geometric setting, focusing on– regular and irregular polygons – triangles,

squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons

– circles– similarities and differences between squares

and rectangles


– straight and curved sides– number of sides– lengths of sides– angles in shapes, limited to ° right angles ° angles smaller than right angles ° angles greater than right angles


Angles• Recognize and describe angles in 2-D shapes:

– right angles– angles smaller than right angles– angles greater than right angles


environment and geometric settings, focusing on– regular and irregular polygons – triangles,

squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons

– circles– similarities and differences between rectangles

and parallelograms


– number of sides– lengths of sides– sizes of angles: acute, right, obtuse, straight,

reflex, revolution


• Draw circles, patterns in circles and patterns with circles using a pair of compasses

Angles• Recognize and name the following angles in

2-D shapes : acute, right, obtuse, straight, reflex, revolution


number sentences (introduction to Algebraic expressions)

number sentences



number sentences



number sentences



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Properties of 3-D objects Range of objects• Recognize, visualize and name 3-D objects in the

environment and geometric settings, focusing on:– rectangular prisms– spheres– cylinders– pyramids

Characteristics of objects• Describe, sort and compare 3-D objects in terms of

– shapes of faces– flat and curved surfaces

Further activities• Make3-Dmodelsusingcutoutpolygons

Range of objects• Recognize, visualize and name 3-D objects in the

environment and geometric settings, focusing on:– rectangular prisms and other prisms– cubes– cylinders– cones– pyramids– similarities and differences between cubes and

rectangular prisms


– shape of faces– number of faces– flat and curved surfaces

Further activities• Make 3-D models using cut out polygons• Cut open boxes to trace and describe their nets


environment and geometric settings, focusing on:– rectangular prisms– cubes– tetrahedrons– pyramids– similarities and differences between tetrahedrons

and other pyramids


– number and shape of faces– number of vertices– number of edges

Further activities• Make 3-D models using:

– drinking straws, toothpicks etc– nets

Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes

• Recognize, draw and describe line(s) of symmetry in 2-D shapes


Transformations build composite shapes• Put 2-D shapes together to make different

composite 2-D shapes including some shapes with line symmetry

Tessellations• Pack out 2-D shapes to make tessellated patterns

including some patterns with line symmetry

Describe patterns• Refer to lines, 2-D shapes, 3-D objects and lines of

symmetry when describing patterns:– in nature– from modern everyday life– our cultural heritage

Use transformations to make composite shapes• Make composite 2-D shapes including shapes with

line symmetry by tracing and moving a 2-D shape in one or more of the following ways:– by rotation– by translation– by reflection

Use transformations to make tessellations• Make tessellated patterns including some patterns

with line symmetry by tracing and moving 2-D shapes in one or more of the following ways– by rotation– by translation– by reflection

Describe patterns• Refer to lines, 2-D shapes, 3-D objects, lines of

symmetry, rotations, reflections and translations when describing patterns– in nature– from modern everyday life– from our cultural heritage

enlargement and reductions• Draw enlargement and reductions of 2-D shapes to

compare size and shape of – triangles– quadrilaterals


symmetry, rotations, reflections and translations when describing patterns:– in nature– from modern everyday life– from our cultural heritage

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MATHEMATICS 45


Properties of 3-D objects Range of objects• Recognize, visualize and name 3-D objects in the

environment and geometric settings, focusing on:– rectangular prisms– spheres– cylinders– pyramids


– shapes of faces– flat and curved surfaces

Further activities• Make3-Dmodelsusingcutoutpolygons


environment and geometric settings, focusing on:– rectangular prisms and other prisms– cubes– cylinders– cones– pyramids– similarities and differences between cubes and

rectangular prisms


– shape of faces– number of faces– flat and curved surfaces

Further activities• Make 3-D models using cut out polygons• Cut open boxes to trace and describe their nets


environment and geometric settings, focusing on:– rectangular prisms– cubes– tetrahedrons– pyramids– similarities and differences between tetrahedrons

and other pyramids


– number and shape of faces– number of vertices– number of edges

Further activities• Make 3-D models using:

– drinking straws, toothpicks etc– nets

Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes



Transformations build composite shapes• Put 2-D shapes together to make different

composite 2-D shapes including some shapes with line symmetry

Tessellations• Pack out 2-D shapes to make tessellated patterns

including some patterns with line symmetry

Describe patterns• Refer to lines, 2-D shapes, 3-D objects and lines of

symmetry when describing patterns:– in nature– from modern everyday life– our cultural heritage

Use transformations to make composite shapes• Make composite 2-D shapes including shapes with

line symmetry by tracing and moving a 2-D shape in one or more of the following ways:– by rotation– by translation– by reflection

Use transformations to make tessellations• Make tessellated patterns including some patterns

with line symmetry by tracing and moving 2-D shapes in one or more of the following ways– by rotation– by translation– by reflection


symmetry, rotations, reflections and translations when describing patterns– in nature– from modern everyday life– from our cultural heritage

enlargement and reductions• Draw enlargement and reductions of 2-D shapes to

compare size and shape of – triangles– quadrilaterals


symmetry, rotations, reflections and translations when describing patterns:– in nature– from modern everyday life– from our cultural heritage

6009701861532T.indd 45 2011/12/19 4:17 PM



Viewing of objects Position and views

• Match different views of everyday objects

• Identify everyday objects from different views

Position and viewsLinks the position of viewer to views of:

• single everyday objects

• collections of everyday objects or everyday scenes


• single everyday objects or collections of objects

• single or composite geometric objects

Position and movement Location and directions

• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references

• Locate positions of objects on a map by using alpha-numeric grid references

Location and directions



• Follow directions to trace a path between positions on a map




• Give directions to move between positions or places on a map

meASURemenT

The main progression in measurement across the grades is achieved by:

• the introduction of new measuring units, particularly in Grades 4 and 6.

• the increase in number range and complexity of calculations that learners are able to do in each grade


Length Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering

measuring instruments:rulers, metre sticks, tape measures, trundle wheels

Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)

Calculations and problem-solving involving length• Solve problems in contexts involving length

• Conversions include converting between:– millimetres (mm) and centimetres (cm)– centimetres (cm) and metres (m)– metres (m) and kilometres (km)

• Conversions limited to whole numbers and common fractions

Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering




• Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m), kilometres (km)


Practical measuring f 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering





• Conversions should include common fractions and decimal fractions to 2 decimal places

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MATHEMATICS 47


Viewing of objects Position and views

• Match different views of everyday objects

• Identify everyday objects from different views


• single everyday objects

• collections of everyday objects or everyday scenes


• single everyday objects or collections of objects

• single or composite geometric objects

Position and movement Location and directions






• Follow directions to trace a path between positions on a map




• Give directions to move between positions or places on a map

meASURemenT

The main progression in measurement across the grades is achieved by:

• the introduction of new measuring units, particularly in Grades 4 and 6.

• the increase in number range and complexity of calculations that learners are able to do in each grade


Length Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering




• Conversions include converting between:– millimetres (mm) and centimetres (cm)– centimetres (cm) and metres (m)– metres (m) and kilometres (km)


Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering






Practical measuring f 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering





• Conversions should include common fractions and decimal fractions to 2 decimal places

6009701861532T.indd 47 2011/12/19 4:17 PM



mass Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering

measuring instruments:bathroom scales, kitchen scales and balances

Units:grams (g) and kilograms (kg);

Calculations and problem-solving involving mass include:• problems in contexts involving mass

• converting between grams and kilograms limited to examples with whole numbers and fractions

Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering






measuring instruments:bathroom scales (analogue and digital), kitchen scales(analogue and digital) and balances



• converting between grams and kilograms

• conversions should include fraction and decimal forms (to 2 decimal places)

Capacity/Volume Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering

measuring instruments:measuring spoons, measuring cups, measuring jugs

Units:millilitres (ml), litres(l)

Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume

• converting between litres and millilitres limited to examples with whole numbers and fractions



Units:millilitres (ml), litres (l)




measuring instruments:measuring jugs

Units:millilitres (ml), litres (l) and kilolitres (kl)


• converting between kilolitres, litres and millilitres – conversions should include fraction and decimal forms (to 2 decimal places)

Temperature Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering

measuring instruments:thermometers

Units:degrees Celsius

Calculations and problem-solving related to temperature include:• problems in contexts related to temperatures

• calculating temperature differences limited to positive whole numbers

Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering

measuring instruments:thermometers (analogue and digital)




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MATHEMATICS 49


mass Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering











measuring instruments:bathroom scales (analogue and digital), kitchen scales(analogue and digital) and balances



• converting between grams and kilograms

• conversions should include fraction and decimal forms (to 2 decimal places)

Capacity/Volume Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering


Units:millilitres (ml), litres(l)





Units:millilitres (ml), litres (l)




measuring instruments:measuring jugs

Units:millilitres (ml), litres (l) and kilolitres (kl)


• converting between kilolitres, litres and millilitres – conversions should include fraction and decimal forms (to 2 decimal places)

Temperature Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering

measuring instruments:thermometers




Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering

measuring instruments:thermometers (analogue and digital)




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Time Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour

formats on both analogue and digital instruments in hours, minutes, seconds

• Instruments include clocks and watches

Reading calendars

Calculations and problem solving time include• problems in contexts involving time• calculation of the number of days between any

two dates within the same or consecutive years• calculation of time intervals where time is given in

minutes or hours only

History of timeKnow some ways in which time was measured and represented in the past

Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour


• Instruments include clocks, watches and stopwatches

Reading calendars

Calculations and problem solving time include• problems in contexts involving time• calculation of time intervals where time is

given in: – seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades





Reading calendars

Calculations and problem solving time include• problems in contexts involving time• reading time zone maps and calculating time

differences based on time zones• calculation of time intervals where time is given in:

– seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades– centuries, decades and/or years


Perimeter, surface area and volume Perimeter• Measure perimeter using rulers or

measuring tapes

measurement of area• Find areas of regular and irregular shapes by

counting squares on grids in order to develop an understanding of square units

measurement of volume• Find volume/capacity of objects by packing or

filling them in order to develop an understanding of cubic units

Perimeter• Measure perimeter using rulers or

measuring tapes





Perimeter• Measure perimeter using rulers or measuring tapes

measurement of area• Continue to find areas of regular and irregular shapes

by counting squares on grids• Develop rules for calculating the areas of squares and

rectangles

measurement of volume• Continue to find volume/capacity of objects by

packing or filling them• Develop an understanding of why the volume of

rectangular prisms is given by length multiplied by width multiplied by height

investigate• Relationship between perimeter and area of

rectangles and squares• Relationship between surface area and volume of

rectangular prisms

History of measurement Know some ways in which people measured and recorded measurement in the past

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MATHEMATICS 51


Time Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour


• Instruments include clocks and watches

Reading calendars

Calculations and problem solving time include• problems in contexts involving time• calculation of the number of days between any

two dates within the same or consecutive years• calculation of time intervals where time is given in

minutes or hours only





Reading calendars

Calculations and problem solving time include• problems in contexts involving time• calculation of time intervals where time is

given in: – seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades





Reading calendars

Calculations and problem solving time include• problems in contexts involving time• reading time zone maps and calculating time

differences based on time zones• calculation of time intervals where time is given in:

– seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades– centuries, decades and/or years


Perimeter, surface area and volume Perimeter• Measure perimeter using rulers or

measuring tapes





Perimeter• Measure perimeter using rulers or

measuring tapes





Perimeter• Measure perimeter using rulers or measuring tapes

measurement of area• Continue to find areas of regular and irregular shapes

by counting squares on grids• Develop rules for calculating the areas of squares and

rectangles

measurement of volume• Continue to find volume/capacity of objects by

packing or filling them• Develop an understanding of why the volume of

rectangular prisms is given by length multiplied by width multiplied by height

investigate• Relationship between perimeter and area of

rectangles and squares• Relationship between surface area and volume of

rectangular prisms

History of measurement Know some ways in which people measured and recorded measurement in the past

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DATA HAnDLing

The main progression in Data Handling across the grades is achieved by:

• working with new forms of data representation• developing new analytic tools for interpreting and reporting data.


Collecting and Organising data

Collecting and organising data

• Collect data using tally marks and tables for recording


• Collect data using tally marks and tables for recording

• Order data from smallest group to largest group


• Collect data, using: tally marks and tables for recording, and simple questionnaires (yes/no type response)

• Order data from smallest group to largest group

Representing data

Representing data

Draw a variety of graphs to display and interpret data including:

• pictographs (one-to-one correspondence between data and representation)

• bar graphs

Representing data


• pictographs (many-to-one correspondence)

• bar graphs

Representing data


• pictographs (many-to-one correspondence)

• bar graphs and double bar graphs

Analysing, interpreting andReporting data

interpreting data

Critically read and interpret data represented in: words, pictographs, bar graphs, pie charts

Analysing data

Analyse data by answering questions related to data categories

interpreting data

Critically read and interpret data represented in: words, pictographs, bar graphs, pie charts

Analysing data

Analyse data by answering questions related to data categories, as well as data sources and contexts

interpreting data

Critically read and interpret data represented in: words, pictographs, bar graphs, double bar graphs, pie charts

Analysing data

Analyse data by answering questions related to data categories, including data intervals; data sources and contexts; and central tendencies (mode and median)

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MATHEMATICS 53

Assessment of mathematics in the Intermediate Phase

Minimum requirements for formal assessment of Mathematics in the Intermediate Phase are as follows:

Forms of assessment

minimum requirements per term number of tasks per year

WeightingTerm 1 Term 2 Term 3 Term 4

Continuous assesment

Tests 1 1 1 3

75%

Examination 1 1

Assignment 1 1 2

Investigation 1 1

Project 1 1

Total 2 2 2 2 8

Final examination End of the year 1 25%

DATA HAnDLing (continued)


Analysing, interpreting andReporting data (contd)

Reporting data

Summarise data verbally and in short written paragraphs

Reporting data

Summarise data verbally and in short written paragraphs that include:• drawing conclusions about

the data• making predictions based on

the data

Ungrouped dataExamine ungrouped numerical data to determine the most frequently occurring score in the data set (mode)

Reporting data

Summarise data verbally and in short written paragraphs that includes:• drawing conclusions about

the data• making predictions based on

the data

Ungrouped dataExamine ungrouped numerical data to determine• the most frequently occurring

score in the data set (mode)

• the middlemost score in the data set (median)

Probability Probability experiments

Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die

Probability experiments

• Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die, spinning a spinner

• Count and compare the frequency of actual outcomes for a series of trials up to 20 trials

Probability experiments

• Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die, spinning a spinner

• Count and compare the frequency of actual outcomes for a series of trials up to 50 trials

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nATurAL SCIenCeS AnD TeCHnOLOGy

In Grades 4 to 6 Natural Sciences and Technology are integrated. Six ‘knowledge strands’ are used as organisers for the subject, integrated as follows:

• Matter and materials• Energy and change • Live and living • Earth and Beyond• Structures• Mechanisms

Overview of CAPS content for natural Sciences and Technology in the Intermediate Phase

Strands grade 4 grade 5 grade 6

matter and materialsStructures [8 weeks / 28 hours]

Term 2:• Properties of materials• Combination of materials• Strengthening materials• Phases of substances• Air (Gas)

Term 1:• Properties of materials• Uses of materials• Structure to support a load

Term 3:• Mixtures, solutions, melting• Soluble and insoluble substances• Rate of dissolving• Environment and water resources

energy and change mechanisms/Structures [8 weeks / 28 hours]

Term 3:• Sound• Making sound louder• Reflected sound• Noise pollution• Indigenous musical instruments

Term 2:• Energy• Energy we can see, hear and feel• Energy for moving things• Energy systems• Machines and mechanisms

Term 1 and Term 2 (+3 weeks):• Electricity• Energy transfers in an electrical circuit system• Energy transfer to surroundings• Safety and electricity• Electrical circuit to solve a problem

Life and living mechanisms/Structures[8 weeks / 28 hours]

Term 1:• Living and non-living things• Requirements of plants and animals• Different structures• Animal shelters

Term 3:• Moving an object• Energy flow and biodiversity• Biodiversity of living things

Term 4:• Nutrition• Health of the planet• Animals with skeletons• Movement • Types of movement/motion

earth and beyondmechanisms[8 weeks / 28 hours]

Term 4:• Finding out about space• Our place in space: Objects in the sky• Movement

Term 4:• Structure of Earth• Surface of Earth• Rocks• Fossils• Senses in animals and humans (Life and living topic)

Term 2 (5 weeks only):• Solar system• Life on planet earth

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NATURALSCIENCESANDTECHNOLOGY 55

nATurAL SCIenCeS AnD TeCHnOLOGy

In Grades 4 to 6 Natural Sciences and Technology are integrated. Six ‘knowledge strands’ are used as organisers for the subject, integrated as follows:

• Matter and materials• Energy and change • Live and living • Earth and Beyond• Structures• Mechanisms

Overview of CAPS content for natural Sciences and Technology in the Intermediate Phase

Strands grade 4 grade 5 grade 6

matter and materialsStructures [8 weeks / 28 hours]

Term 2:• Properties of materials• Combination of materials• Strengthening materials• Phases of substances• Air (Gas)

Term 1:• Properties of materials• Uses of materials• Structure to support a load

Term 3:• Mixtures, solutions, melting• Soluble and insoluble substances• Rate of dissolving• Environment and water resources

energy and change mechanisms/Structures [8 weeks / 28 hours]

Term 3:• Sound• Making sound louder• Reflected sound• Noise pollution• Indigenous musical instruments

Term 2:• Energy• Energy we can see, hear and feel• Energy for moving things• Energy systems• Machines and mechanisms

Term 1 and Term 2 (+3 weeks):• Electricity• Energy transfers in an electrical circuit system• Energy transfer to surroundings• Safety and electricity• Electrical circuit to solve a problem

Life and living mechanisms/Structures[8 weeks / 28 hours]

Term 1:• Living and non-living things• Requirements of plants and animals• Different structures• Animal shelters

Term 3:• Moving an object• Energy flow and biodiversity• Biodiversity of living things

Term 4:• Nutrition• Health of the planet• Animals with skeletons• Movement • Types of movement/motion

earth and beyondmechanisms[8 weeks / 28 hours]

Term 4:• Finding out about space• Our place in space: Objects in the sky• Movement

Term 4:• Structure of Earth• Surface of Earth• Rocks• Fossils• Senses in animals and humans (Life and living topic)

Term 2 (5 weeks only):• Solar system• Life on planet earth

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Assessment in the Intermediate Phase natural Sciences and Technology

natural Sciences and Technology intermediate Phase Programme of Assessment

School-based cumulative assessments 75%end-of-year examination

25%

Contentinvestigations and developing technological solutions

grade 4 • Four formal class tests (covering both Science and Technology): 30 marks each

• One mid-year examination of 45 minutes: 40 marks

• One project in any term: 40 marks, recorded in term 4

• Science – a selection of eight (prescribed) representative practical tasks: between 20 and 40 marks

• Technology – full technological design process: between 20 and 40 marks

Term 1 – 25%

One formal class test

One selected practical task

Term 2 – 25%


One case study

One mid-year examination of 45 minutes

Term 3 – 25%



One selected translation task

Term 4 – 25%


One project


Convert to 75% year mark

45 minutes, 40 marks

grade 5 • Four formal class tests (covering both Science and Technology): 30 to 40 marks each

• One mid-year examination: 45 marks


• Science – a selection of eight (prescribed) representative practical tasks: not less than 20 marks

• Technology – full technological design process: not less than 20 marks

Term 1 – 25%



Term 2 – 25%


One case study


Term 3 – 25%




Term 4 – 25%


One project









Term 1 – 25%



Term 2 – 25%


One case study


Term 3 – 25%One formal class testOne selected practical taskOne selected translation task

Term 4 – 25%One formal class testOne projectOne selected practical task



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Assessment in the Intermediate Phase natural Sciences and Technology

natural Sciences and Technology intermediate Phase Programme of Assessment

School-based cumulative assessments 75%end-of-year examination

25%

Contentinvestigations and developing technological solutions

grade 4 • Four formal class tests (covering both Science and Technology): 30 marks each

• One mid-year examination of 45 minutes: 40 marks


• Science – a selection of eight (prescribed) representative practical tasks: between 20 and 40 marks

• Technology – full technological design process: between 20 and 40 marks

Term 1 – 25%



Term 2 – 25%


One case study


Term 3 – 25%




Term 4 – 25%


One project









Term 1 – 25%



Term 2 – 25%


One case study


Term 3 – 25%




Term 4 – 25%


One project









Term 1 – 25%



Term 2 – 25%


One case study


Term 3 – 25%One formal class testOne selected practical taskOne selected translation task

Term 4 – 25%One formal class testOne projectOne selected practical task



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end-of-year examination

In all three grades there is one examination paper on the whole year’s work:

• Grade 4: 45 minutes and 40 marks




Topics and weighting per term marks Topics and weighting per term marks Topics and weighting per term marks

Term 125%

• Living and non-living things – 5%

• Features of plants and animals – 8%

• Requirements for growth – 6%

• Different structures – 3%

• Animal shelter – 3%

10

• Properties of materials – 13%

• Materials in frame structures – 3%

• Designing a solution – 9% 11

• Electricity – 5%

• Conductors – 4%

• Energy transfers: electrical circuit – 5%

• Energy transfers: to surroundings – 4%

• Safety and electricity – 3% *

13

Term 225%

• Properties of Materials – 5%

• Combination of materials to get new properties – 6%

• Ways to strengthen materials – 5%

• Solids, liquids and gases – 3%

• Air and Gas – 6%

10

• Energy – 5%

• Energy: Light, heat, sound, electrical – 9%

• Energy for moving things – 3%

• Systems that store and release energy – 3%

• Mechanisms – 5%

12

• Electrical circuit problem – 9%

• Solar system – 8%

• Life on Planet Earth – 8%12

Term 325%

• Sound – 13%

• Musical Instrument – 12%10

• Design and make a solution: moving an object – 9%

• Energy flow and Food chains – 8%

• Biodiversity of plants and animals – 8%

11

• Mixtures, solutions, melting – 3%

• Soluble and Insoluble substances – 8%

• Rate of dissolving – 9%

• Water resources – 5%

12

Term 425%

• Finding out about space – 5%

• Our place in space – 15%

• Movement – 5% 10

• Below the surface of Earth – 3%

• On the surface on Earth – 5%

• Sedimentary rocks – 3%

• Fossils – 5%

• Senses in animals and humans – 9%

11

• Nutrition and food groups – 6%

• Health of the planet – 3%

• Animals with skeletons – 9%

• Types of movement – 6%

13

Total 40 45 50

* As per CAPS document.

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end-of-year examination

In all three grades there is one examination paper on the whole year’s work:





Topics and weighting per term marks Topics and weighting per term marks Topics and weighting per term marks

Term 125%

• Living and non-living things – 5%

• Features of plants and animals – 8%

• Requirements for growth – 6%

• Different structures – 3%

• Animal shelter – 3%

10

• Properties of materials – 13%

• Materials in frame structures – 3%

• Designing a solution – 9% 11

• Electricity – 5%

• Conductors – 4%

• Energy transfers: electrical circuit – 5%

• Energy transfers: to surroundings – 4%

• Safety and electricity – 3% *

13

Term 225%

• Properties of Materials – 5%

• Combination of materials to get new properties – 6%

• Ways to strengthen materials – 5%

• Solids, liquids and gases – 3%

• Air and Gas – 6%

10

• Energy – 5%

• Energy: Light, heat, sound, electrical – 9%

• Energy for moving things – 3%

• Systems that store and release energy – 3%

• Mechanisms – 5%

12

• Electrical circuit problem – 9%

• Solar system – 8%

• Life on Planet Earth – 8%12

Term 325%

• Sound – 13%

• Musical Instrument – 12%10

• Design and make a solution: moving an object – 9%

• Energy fl ow and Food chains – 8%

• Biodiversity of plants and animals – 8%

11

• Mixtures, solutions, melting – 3%

• Soluble and Insoluble substances – 8%

• Rate of dissolving – 9%

• Water resources – 5%

12

Term 425%

• Finding out about space – 5%

• Our place in space – 15%

• Movement – 5% 10

• Below the surface of Earth – 3%

• On the surface on Earth – 5%

• Sedimentary rocks – 3%

• Fossils – 5%

• Senses in animals and humans – 9%

11

• Nutrition and food groups – 6%

• Health of the planet – 3%

• Animals with skeletons – 9%

• Types of movement – 6%

13

Total 40 45 50

* As per CAPS document.

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SOCIAL SCIenCeS

Social Sciences in the Intermediate Phase The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year (15 hours for each per term, 3 hours per week).

The topics in the CAPS document specify pace and depth through hours allocated per term.

Overview of Intermediate Phase: Geography topics

Term grade 4 Hours Grade 5 Hours Grade 6 Hours

1

Places where people live (settlements) 15 map skills (focus: Africa) 15 map skills (focus: World) 15People and places 5 World map, compass directions 2 Latitude and longitude 4

Landmarks and explaining the way 3 Africa: oceans, countries, main cities 4 Scale 4

People and their needs 4 Physical map 3 Atlases, statistics and events 4

Revision and assessment 3 Images 3 Revision and assessment 3

Revision and assessment 3

2

map skills 15 Physical features of South Africa 15 Trade (focus: South Africa and world) 15Side views and plan views 2 SA from above 2 Why people trade 2

Symbols and keys 3 Physical features 3 What people trade 2

Grid references 2 Rivers 3 Resources and their values 4

Compass directions 1 Physical features and human activities 4 Fair trading 4

Map of SA 2 Revision and assessment 3 Revision and assessment 3

Globe and map of the world 2


3

Food and farming in South Africa 15Weather, climate and vegetation of South Africa

15Climate and vegetation around the world

15

People and food 2 Weather 3 Climate around the world 4

Ways of farming 3 Observing and recording weather (PROJECT) 2 Tropical rainforests 3

Crop and stock farming 5 Rainfall 2 Hot deserts 3

Unprocessed and processed foods 3 Climate 3 Temperate coniferous forests 3

Revision and assessment 2 Natural vegetation 3 Revision and assessment 2


4

Water in South Africa 15 minerals and mining in South Africa 15Population (focus: South Africa and the world)

15

Uses of water 2 Minerals and coal resources of South Africa 4 People and provinces in SA 3

Water as a resource 5 Mining and the environment 5 Why people live where they do (SA) 5

Access to water 3 Mining and people 3 People around the world 4

Pollution and waste water 2 Revision and assessment 3 Revision and assessment 3


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SOCIALSCIENCES 61

SOCIAL SCIenCeS

Social Sciences in the Intermediate Phase The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year (15 hours for each per term, 3 hours per week).

The topics in the CAPS document specify pace and depth through hours allocated per term.

Overview of Intermediate Phase: Geography topics


1

Places where people live (settlements) 15 map skills (focus: Africa) 15 map skills (focus: World) 15People and places 5 World map, compass directions 2 Latitude and longitude 4

Landmarks and explaining the way 3 Africa: oceans, countries, main cities 4 Scale 4

People and their needs 4 Physical map 3 Atlases, statistics and events 4

Revision and assessment 3 Images 3 Revision and assessment 3


2

map skills 15 Physical features of South Africa 15 Trade (focus: South Africa and world) 15Side views and plan views 2 SA from above 2 Why people trade 2

Symbols and keys 3 Physical features 3 What people trade 2

Grid references 2 Rivers 3 Resources and their values 4

Compass directions 1 Physical features and human activities 4 Fair trading 4

Map of SA 2 Revision and assessment 3 Revision and assessment 3

Globe and map of the world 2


3

Food and farming in South Africa 15Weather, climate and vegetation of South Africa

15Climate and vegetation around the world

15

People and food 2 Weather 3 Climate around the world 4

Ways of farming 3 Observing and recording weather (PROJECT) 2 Tropical rainforests 3

Crop and stock farming 5 Rainfall 2 Hot deserts 3

Unprocessed and processed foods 3 Climate 3 Temperate coniferous forests 3

Revision and assessment 2 Natural vegetation 3 Revision and assessment 2


4

Water in South Africa 15 minerals and mining in South Africa 15Population (focus: South Africa and the world)

15

Uses of water 2 Minerals and coal resources of South Africa 4 People and provinces in SA 3

Water as a resource 5 Mining and the environment 5 Why people live where they do (SA) 5

Access to water 3 Mining and people 3 People around the world 4

Pollution and waste water 2 Revision and assessment 3 Revision and assessment 3


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Overview of Intermediate Phase: History topics


1

Local history 15Hunter-gatherers and herders in Southern Africa

15An African kingdom long ago in Southern Africa: mapungubwe

15

Finding out about the present in a local area 2Finding out about hunter-gatherers and herders

2 The Limpopo Valley 2

Finding out about the history of a local area 3 San society in Later Stone Age 8 Mapungubwe 6

PROJECT: local history 7 Khoikhoi herder society in Later Stone Age 2 East Coast trade, Great Zimbabwe 1

Revision and assessment 3 Revision and assessment 3 Marco Polo 3


2

Learning from leaders 15 The first farmers in Southern Africa 15explorers from europe find Southern Africa

15

Questions about lives and qualities of local leaders 2When, why and where the first African farmers settled

2 Reasons for exploration 8

Life stories of leaders: Gandhi and Mandela 10 Early African chiefdoms 10 European Renaissance 4

Revision and assessment 3 Revision and assessment 3 Revision and assessment 3

3

Transport through time 15 An ancient African society: egypt 15Democracy and citizenship in South Africa

15

Transport on land 6 Nile River 2 Democracy: our national government 7

Case study 1 Way of life in ancient Egypt 8 Children’s rights and responsibilities 2

Transport on water 4 Tomb of Tutankhamen 2 National symbols since 1994 2

Transport in the air 2 Spread of Egypt’s knowledge 1 PROJECT: Biography 2


4

Communication through time 15A heritage trail through the provinces of South Africa

15 medicine through time 15

Oldest forms of human communication 3 Names of provinces and capital cities 1 Indigenous healing in SA 3

Change in modern forms communication 9 What heritage is 2Some modern Western scientific medical discoveries

7

Revision and assessment 3 Examples of heritage from provinces 9Link between holistic and Western forms of healing today

2

Revision and assessment 3 Revision and assessment 3

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SOCIALSCIENCES 63

Overview of Intermediate Phase: History topics


1

Local history 15Hunter-gatherers and herders in Southern Africa

15An African kingdom long ago in Southern Africa: mapungubwe

15

Finding out about the present in a local area 2Finding out about hunter-gatherers and herders

2 The Limpopo Valley 2

Finding out about the history of a local area 3 San society in Later Stone Age 8 Mapungubwe 6

PROJECT: local history 7 Khoikhoi herder society in Later Stone Age 2 East Coast trade, Great Zimbabwe 1

Revision and assessment 3 Revision and assessment 3 Marco Polo 3


2

Learning from leaders 15 The first farmers in Southern Africa 15explorers from europe find Southern Africa

15

Questions about lives and qualities of local leaders 2When, why and where the first African farmers settled

2 Reasons for exploration 8

Life stories of leaders: Gandhi and Mandela 10 Early African chiefdoms 10 European Renaissance 4


3

Transport through time 15 An ancient African society: egypt 15Democracy and citizenship in South Africa

15

Transport on land 6 Nile River 2 Democracy: our national government 7

Case study 1 Way of life in ancient Egypt 8 Children’s rights and responsibilities 2

Transport on water 4 Tomb of Tutankhamen 2 National symbols since 1994 2

Transport in the air 2 Spread of Egypt’s knowledge 1 PROJECT: Biography 2


4

Communication through time 15A heritage trail through the provinces of South Africa

15 medicine through time 15

Oldest forms of human communication 3 Names of provinces and capital cities 1 Indigenous healing in SA 3

Change in modern forms communication 9 What heritage is 2Some modern Western scientific medical discoveries

7

Revision and assessment 3 Examples of heritage from provinces 9Link between holistic and Western forms of healing today

2

Revision and assessment 3 Revision and assessment 3

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Assessment of Social Sciences in the Intermediate Phase

Projects

Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year.

Social Sciences Intermediate Phase Programme of Assessment

Term Grade 4 Grade 5 Grade 6 Weighting

1History Project History Task History Task

Continuous Assessment

75%

Geography Task Geography Task Geography Task

2History Task/Test History Task/Test History Task/Test

Geography Task/Test Geography Task/Test Geography Task/Test

3History Task History Task History Project

GeographyTask Geography Project Geography Task

4History Test / Exam History Test / Exam History Test / Exam year-end

Test / exam25%Geography Test / Exam Geography Test / Exam Geography Test / Exam

School reports should refl ect History and Geography separately and together, i.e:

Social Sciences

History 60%

Geography 30%

Average (Social Sciences) 45%

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The Survival Guide to the CAPS for the Intermediate Phase is an easy reference to the

Intermediate Phase CAPS

Customer Services Tel: (021) 532 6008

www.classroomsolutions.co.za ISBN 6009701861532

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