curriculum and assessment policy statements (caps)€¦ · caps for the foundation phase...

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

to the Foundation Phase CAPS

Eastern Cape (043) 643 3963Free State (051) 448 0424Gauteng (011) 347 0700KwaZulu-Natal (031) 701 8813Limpopo (015) 295 9194Mpumalanga (013) 752 5936North West (018) 381 1118Western Cape/N. Cape (021) 980 9500

Customer services tel: (021) 532 6000

www.mml.co.za

Survival Guide to the

foUnDAtion PhAseCurriculum and Assessment Policy Statements (CAPS)

ISBN M78-0-636-123113

9780636123113C.indd 1-2 2011/03/09 7:51 AM

CheCklist for Choosing textbooks

Curriculum content

• Doesthetextbookcoverthecurriculumcomprehensively?

• Isthecontentappropriatelysequenced?

• Isthecontentexplainedinalogicalandclearway?

• Isthecontentup-to-dateandrelevanttotherealworld?

• Areillustrationsanddiagramsclearanddotheylinktothecontent?

Assessment

• Doesitcoverthetasksspecifiedinthecurriculumforassessment,forexample tests,projects,etc?

• DoestheTeacher’sGuidegiveclearguidancewithassessment?

level

• Arekeyconceptsandtermsclearlydefined,forexampleinglossaries?

• Doesthebooksupportlanguagedevelopmentforalllearners,forexamplekeywordsexplaineddirectlyonthepage?

• Arethelanguageandvocabularycorrectandatanappropriatelevelforlearners?

Activities

• Aretheresufficientactivities?

• Aretheactivitiesgradedtobesuitablefordifferentabilitylevels?

teacher’s guide

• Doesitcontainanswersforallactivities?

• Doesitsupportyoutoprepareyourlesson,forexamplearethereusefulteachingguidelines?

• DoesithelpyouwithyourCAPSplanningfortheyear,forexampletermby termoverview?

• Doesitoffersupportforthewholeclass,forexampleremedialandextensionadvice?

9780636123113C.indd 3-4 2011/03/09 7:51 AM

CONTENTS 1

Contents

Introduction to the CAPS for the Foundation Phase ................................................ 2

Maths Introduction .............................................................................................................. 6

Language Introduction ....................................................................................................... 8

Life Skills Introduction .................................................................................................... 10

Phase overview for Home Language ......................................................................... 12

Phase overview for First Additional Language ....................................................... 24

Phase overview for Mathematics ................................................................................ 34

Phase overview for Life Skills ...................................................................................... 60


capS for the foundation phase

9780636123113T.indd 1 2011/06/27 6:24 PM

2 Survival Guide to the CAPS for the Foundation Phase

Dear Foundation Phase Teacher

To support you in the implementation of the new Curriculum and Assessment Policy Statements (CAPS), Maskew Miller Longman offers you this handy guide filled with useful information. You will find for each of the Foundation Phase subjects an overview and valuable teaching informa-tion. This information is taken from the CAPS documents released in June 2011. It is not intended to be comprehensive and teachers should always consult the full information in the actual CAPS documents.

Introduction to the CAPS for the Foundation Phase The purpose of the CAPS is to replace the previous Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines to offer teachers with a single document for each subject outlining the teaching and assessment requirements for that subject. The terminology Learning Outcomes and Assessment Standards are no longer used.

Instructional time

Instructional time for subjects in the Foundation Phase is as indicated in the table below:

Subject time allocation per week (hourS)

Languages Gr 1–2: 10 total. Gr 3: 11 total

HL: Gr 1–3: 7 minimum, 8 maximum

FAL: Gr 1–2: 2 minimum, 3 maximum Gr 3: 3 minimum, 4 maximum

Mathematics 7

Life Skills

• Beginningknowledge

• CreativeArts

• PhysicalEducation

• PersonalandSocialWell-being

6 (7 in Gr 3)

1 (2 in Gr 3)

2

2

1

9780636123113T.indd 2 2011/06/27 6:24 PM

INTRODUCTION 3

Assessment

There are no examinations in Foundation Phase. The rating scale to be used is:

code deScription of competence %

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%

There are no formal assessment tasks for Grade R. As part of the formal assessment for Mathematics and Home Language, there will also be Annual National Assessment tasks (ANAs).

number of formal aSSeSSment taSkS

Grade Subject term 1 term 2 term 3 term 4 total

1 Home Language 1 2 2 2 7

1 First Additional Language 1 1 1 1 4

1 Mathematics 1 2 2 2 7 +Baseline

1 Life Skills 1 1 1 1 4



2 Mathematics 1 2 2 3 8 + ANA




3 Mathematics 1 3 3 3 10 + ANA


9780636123113T.indd 3 2011/06/27 6:24 PM

• Superior capS coverage – written for the new curriculum by expert authors

• Superior illustrations and activities to improve results and motivate learners

• Superior teacher support to save time and make teaching easy, including photocopiable worksheets and e-planner dVd

• Superior quality = success!

– Simply Superior!

9780636123113T.indd 4 2011/06/27 6:24 PM


The trusted Day-by-Day series:

• is integrated and fully aligned to capS

• has been tried, tested and proven to work

• provides easy daily planning and assessment for teachers

You are still in good hands with

9780636123113T.indd 5 2011/06/27 6:24 PM


Maths Introduction

Annual National Assessments (ANAs)

The Department of Education has introduced ANAs in Numeracy/Mathematics and Literacy/Language. Countries across the world use annual national standardized testing to sum up each learner’s development and learning achievements. The data on learner achievement in standardized tests is useful for designing and implementing intervention programs aimed at improving classroom learning and teaching.

International surveys such as the Trends in International Mathematics and Science Study (TIMSS) have shown that South African learners struggle with problems involving numbers and number patterns whereas they have less difficulty with Measurement and Space and Shape.

The Foundation Phase Mathematics CAPS

Time Allocation

• This is clearly stated now – it was not previously included in the NCS.

• Provides an in depth breakdown of the number of weeks, hours and lessons that should be spent on Mathematics.

It is suggested that 3 or more lessons per week are dedicated to Number and the rest of the time per week spent on the other Content Areas.

9780636123113T.indd 6 2011/06/27 6:24 PM

MATHS INTRODUCTION 7

Weighting of Content Areas

A suggested time allocation for each Content Area is provided. Numbers, Operations and Relationships take up more than 50% of the notional time in order to allow learners to develop effective number sense and confi dence in operating with numbers. It is suggested that pattern work entails largely Number Patterns to strengthen number competency.

Grade 1 Grade 2 Grade 3

numbers, operations and relationships

65% 60% 58%

patterns, functions and algebra

10% 10% 10%

Space and Shape (Geometry)

11% 13% 13%

measurement 9% 12% 14%

data handling (Statistics)

5% 5% 5%

9780636123113T.indd 7 2011/06/27 6:24 PM


Language Introduction

Annual National Assessments (ANAs)Learners struggle most with the tasks relating to Writing and Language use. Teachers need to ensure that learners are given enough practice with these types of tasks.

Foundation Phase CAPS: Home LanguageIn the Foundation Phase, the skills in the Home Language CAPS curriculum are:

• Listening and speaking • Reading and phonics • Writing and handwriting

Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use.

The Department of Basic Education does not prescribe how to break down the time into the different components although the following is the suggested minimum amount of time for each grade:

Grade 1 home lanGuaGe total per week

listening & Speaking 15 minutes per day for 3 days 45 minutes

reading & phonics Phonics: 15 minutes per day for 5 days (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes) Group Reading: 30 minutes per day (2 groups each for 15 minutes) for five days (2 hour 30 minutes)

4 hrs 30 minutes

handwriting 15 minutes per day for 4 days 1 hour

writing 15 minutes per day for 3 days 45 minutes

Total per week 7 hours



reading & phonics Phonics: 15 minutes per day for 4 days (1 hour 15 minutes) Shared Reading: 15 minutes per day for 3 days (45 minutes)Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes)

4 hrs 30 minutes*

handwriting 15 minutes per day for 3 days 45 minutes

writing 15 minutes per day for 4 days 1 hour

Total per week 7 hours* Figures as per CAPS June 2011

9780636123113T.indd 8 2011/06/27 6:24 PM



reading & phonics Phonics: 15 minutes per day for 3 days (45 minutes) Shared Reading: 20 minutes per day for 3 days (1 hour)Group Reading: 30 minutes per day (2 groups each for 15 minutes) for 5 days (2 hour 30 minutes)

4 hrs 30 minutes*

handwriting 15 minutes per day for 3 days 45 minutes

writing 20 minutes per day for 3 days 1 hour

Total per week 7 hours* Figures as per CAPS June 2011

Foundation Phase CAPS: First Additional LanguageThe main skills for First Additional Language are:

• Listening and speaking • Reading and phonics • Writing and handwriting

Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use.

The Department of Basic Education does not prescribe how to break down the time into the different components although the following suggestions are made for each grade:

Where maximum time is given to the First Additional Language:

firSt additional lanGuaGe

Grade 1 Grade 2 Grade 3

listening & Speaking 1 hour 30 minutes 1 hour 1 hour

reading & phonics 1 hour 15 minutes 1 hour 30 minutes 1 hour 30 minutes

writing 15 minutes 30 minutes 1 hour

language use 30 minutes

3 hours per week 3 hours per week 4 hours per week

Where minimum time is given to the First Additional Language:

firSt additional lanGuaGeGrade 1 Grade 2 Grade 3

listening & Speaking 1 hour 30 minutes 45 minutes 1 hourreading & phonics 30 minutes 45 minutes 1 hour writing 30 minutes 30 minuteslanguage use 30 minutes

2 hours per week 2 hours per week 3 hours per week

LANGUAGE INTRODUCTION 9

9780636123113T.indd 9 2011/06/27 6:24 PM


Life Skills Introduction

In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in the Foundation Phase has been organized into four study areas: Beginning knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way to ensure that the foundational skills, values and concepts of early childhood development,and of the subjects offered in Grades 4-12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated under topics.

Beginning Knowledge

The content and concepts of Beginning Knowledge have been drawn from Social Sciences, Natural Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at the Foundation Phase level are detailed below.

• Social science concepts: conservation, cause and effect, place, adaptation, relationships and interdependence, diversity and individuality, and change.

• Natural Science concepts: life and living, energy and change, matter and materials; planet earth and beyond.

• Scientific process skills: the process of enquiry which involves observing, comparing, classifying, measuring, experimenting, and communicating.

• Technological process skills: investigate, design, make, evaluate, communicate.

Personal and Social Well-being

Personal and Social Well-being is an important study area for young children because they are still learning how to look after themselves and keep themselves healthy. This study area includes social health, emotional health, and relationships with other people and our environment, including values and attitudes. The study area Personal and Social Well-being will help learners to make informed, morally responsible and accountable decisions about their health and the environment. It addresses issues relating to nutrition, diseases including HIV/AIDS, safety, violence, abuse and environmental health.

9780636123113T.indd 10 2011/06/27 6:24 PM

Creative Arts

Creative Arts exposes children to four art forms: dance, drama, music and visual arts. The main purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in arts activities in later grades.

Learners should explore and develop their arts ideas based on their personal experiences, using their senses, emotions and observations.

In the curriculum Creative Arts is organized in two streams – Visual Art and Performing Arts (Dance, Drama, Music).

• Visual Arts develops sensory-motor skills and fine and gross motor co-ordination through the manipulation of materials and the mastery of a variety of art techniques. Two-dimensional (2-D) work aims to enrich the child’s experience of the real world through visual and sensory stimulation, discussion and questioning, and through encouraging the drawing of the physical body in motion: climbing, running, sitting, lying. Three-dimensional (3-D) work develops the concept of shape in space through joining pieces of clay, gluing or pasting of paper onto to paper, cutting shapes, folding, tying and wrapping.

• Performing Arts in the Foundation Phase allows children the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. Through the performing arts, learners develop their physical skills and creativity.

Physical Education

The development of children’s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical education makes a significant contribution to learners’ social, personal and emotional development. Play, movement, games and sport contribute to developing positive attitudes and values.

LIFE SKILLS INTRODUCTION 11

9780636123113T.indd 11 2011/06/27 6:24 PM


HOME LANGUAGE PHASE OVERVIEW

LISTENING AND SPEAKING

GRADE R GRADE 1 GRADE 2 GRADE 3

• Listens to stories and acts these out• Listens and responds to simple questions• Listens to and repeats rhythmic patterns,

and copies correctly• Listens to and recalls simple word

sequences in order (e.g. big, beg, bag)• Names and points to parts of the body• Sings simple songs and does action

rhymes• Talks about pictures in posters, theme

charts, books etc.• Matches and sorts things according to

shape, colour etc• Participates in discussions and asks

questions

• Listens to stories and expresses feelings about the story

• Listens to instructions and announcements and responds appropriately

• Listens without interrupting, taking turns to speak and asking questions for clarification

• Listens, enjoys and responds to picture and word puzzles, riddles and jokes

• Talks about personal experiences and feelings

• Tells a familiar story which has a beginning, middle and end

• Answers closed and open-ended questions• Role plays different situations• Participates in class discussions• Uses terms such as sentence, capital letter,

full stop

• Listens to stories and poems and answers higher-order questions

• Listens to a complex sequence of instructions and responds appropriately

• Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard

• Talks about personal experiences and more general news

• Tells a story that has a beginning, middle and end

• Expresses feelings about a story or poem and gives reasons

• Answers open-ended questions and justifies answer

• Makes up own rhymes• Role plays different situations• Participates in discussions, and reports

back on the group’s work• Uses terms such as noun, adjective, verb,

pronoun, preposition, comma, question mark, paragraph

• Listens for the main idea and for detail in stories and answers open-ended questions

• Listens to a story and works out cause and effect

• Expresses feelings about a text and gives reasons


• Engages in conversation as a social skill, accepting and respecting the way others speak

• Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event)

• Tells a short story with a simple plot and different characters

• Uses language imaginatively (e.g. tells jokes and riddles)

• Interviews people for a particular purpose• Uses terms such as subject, verb, object,

question, statement, command, synonym, antonym, exclamation mark

9780636123113T.indd 12 2011/06/27 6:24 PM

HOME LANGUAGE: Phase Overview 13

HOME LANGUAGE PHASE OVERVIEW



• Listens to stories and acts these out• Listens and responds to simple questions• Listens to and repeats rhythmic patterns,

and copies correctly• Listens to and recalls simple word

sequences in order (e.g. big, beg, bag)• Names and points to parts of the body• Sings simple songs and does action

rhymes• Talks about pictures in posters, theme

charts, books etc.• Matches and sorts things according to

shape, colour etc• Participates in discussions and asks

questions

• Listens to stories and expresses feelings about the story

• Listens to instructions and announcements and responds appropriately

• Listens without interrupting, taking turns to speak and asking questions for clarification

• Listens, enjoys and responds to picture and word puzzles, riddles and jokes

• Talks about personal experiences and feelings

• Tells a familiar story which has a beginning, middle and end

• Answers closed and open-ended questions• Role plays different situations• Participates in class discussions• Uses terms such as sentence, capital letter,

full stop

• Listens to stories and poems and answers higher-order questions


• Listens without interrupting showing respect for the speaker, asking questions and commenting on what was heard

• Talks about personal experiences and more general news

• Tells a story that has a beginning, middle and end

• Expresses feelings about a story or poem and gives reasons

• Answers open-ended questions and justifies answer

• Makes up own rhymes• Role plays different situations• Participates in discussions, and reports

back on the group’s work• Uses terms such as noun, adjective, verb,

pronoun, preposition, comma, question mark, paragraph

• Listens for the main idea and for detail in stories and answers open-ended questions

• Listens to a story and works out cause and effect

• Expresses feelings about a text and gives reasons


• Engages in conversation as a social skill, accepting and respecting the way others speak

• Makes an oral presentation (e.g. tells personal news, describes something experienced, recounts an event)

• Tells a short story with a simple plot and different characters

• Uses language imaginatively (e.g. tells jokes and riddles)

• Interviews people for a particular purpose• Uses terms such as subject, verb, object,

question, statement, command, synonym, antonym, exclamation mark

9780636123113T.indd 13 2011/06/27 6:24 PM


PHONICS


• Identifies rhyming words in well known rhymes and songs (e.g. Humpty Dumpty)

• Begins to recognize that words are made up of sounds e.g. the beginning letter(s) of their names

• Segments oral sentences into individual words

• Divides multisyllabic words into syllables• Recognises aurally and visually some initial

consonants and vowels especially at the beginning of a word

• Identifies letter-sound relationships of all single letters

• Builds words using sounds learnt (e.g. words with -at, -et, -it, -ot, -ut, -ag, -eg -ig, -og, -ug, -an, -en, -in, -un, -am)

• Uses consonant blends to build up and break down words (r and l blends)

• Recognises common consonant digraphs at the beginning and end of a word (e.g. sh, ch and th)

• Recognises plurals (‘s’ and ‘es’) and word endings (e.g. ‘ing’ and ‘ed’) aurally

• Groups common words into sound families

• Consolidates Grade 1 phonics• Revises common consonant digraphs

(sh, ch, th) at the beginning and end of words

• Recognises ‘wh’ at the beginning of a word

• Uses initial and final consonant blends to build up and break down words (e.g. bl-a-ck, bri-ng, sa-ng)

• Recognises 3-letter consonant blends at the beginning of words (e.g. str-ip, str-ap)

• Recognises vowel digraphs (e.g. ‘oo’ as in moon, ‘ee’ as in tree, ‘oa’,‘ea’, short ‘oo’ as in book, ‘ai’ as in ‘rain’)

• Recognises ‘silent e’/split digraph in words (e.g. tape)

• Recognises at least 5 new vowel digraphs (e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc.)

• Recognises common double consonants (e.g. ll) at the end of words

• Recognises and uses suffixes (e.g. –ly, -ies)

• Spells words correctly using their phonic knowledge

• Builds words using the phonic sounds taught during the year

• Consolidates Grade 1 & 2 phonics• Recognises consonant digraphs at the

beginning and end of words (sh-, -sh, ch- , -ch, th-, -th and wh-)

• Recognises ‘silent e’ or split digraphs in words (e.g. same, bite, note)

• Recognises vowels such as -ere, -air, -are• Recognises and uses spelling patterns

(e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught))

• Recognises and uses rhyming words (e.g. blow, flow, glow)

• Recognises that some sounds can be represented by a number of different spelling choices e.g. ow (cow), ou (found), aw (draw), au (autumn); tie, high, sky; few, blue

• Recognises digraphs making /f/ (e.g. ‘ph’ as in elephant)

• Recognises silent letters in words i.e. ‘k’, ‘l’, ‘b’, ‘w’

• Recognises hard and soft sounds of ‘c’ and ‘g’

• Recognises and uses synonyms and antonyms

• Recognises and uses prefixes (e.g. un-, re-) and suffixes (e.g. -ful, -ness)

• Uses words that are pronounced and spelt the same but have different meanings (homophones)

• Uses words that sound the same but are spelt differently

• Builds 3, 4 and 5-letter words• Sorts letters and words into alphabetical

order• Spells words correctly using their phonic

knowledge

9780636123113T.indd 14 2011/06/27 6:24 PM


PHONICS


• Identifies rhyming words in well known rhymes and songs (e.g. Humpty Dumpty)

• Begins to recognize that words are made up of sounds e.g. the beginning letter(s) of their names

• Segments oral sentences into individual words

• Divides multisyllabic words into syllables• Recognises aurally and visually some initial

consonants and vowels especially at the beginning of a word

• Identifies letter-sound relationships of all single letters

• Builds words using sounds learnt (e.g. words with -at, -et, -it, -ot, -ut, -ag, -eg -ig, -og, -ug, -an, -en, -in, -un, -am)

• Uses consonant blends to build up and break down words (r and l blends)

• Recognises common consonant digraphs at the beginning and end of a word (e.g. sh, ch and th)

• Recognises plurals (‘s’ and ‘es’) and word endings (e.g. ‘ing’ and ‘ed’) aurally

• Groups common words into sound families

• Consolidates Grade 1 phonics• Revises common consonant digraphs

(sh, ch, th) at the beginning and end of words

• Recognises ‘wh’ at the beginning of a word

• Uses initial and final consonant blends to build up and break down words (e.g. bl-a-ck, bri-ng, sa-ng)

• Recognises 3-letter consonant blends at the beginning of words (e.g. str-ip, str-ap)

• Recognises vowel digraphs (e.g. ‘oo’ as in moon, ‘ee’ as in tree, ‘oa’,‘ea’, short ‘oo’ as in book, ‘ai’ as in ‘rain’)

• Recognises ‘silent e’/split digraph in words (e.g. tape)

• Recognises at least 5 new vowel digraphs (e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in shirt, ‘or’ as in short, ‘ur’ as in church etc.)

• Recognises common double consonants (e.g. ll) at the end of words

• Recognises and uses suffixes (e.g. –ly, -ies)

• Spells words correctly using their phonic knowledge

• Builds words using the phonic sounds taught during the year

• Consolidates Grade 1 & 2 phonics• Recognises consonant digraphs at the

beginning and end of words (sh-, -sh, ch- , -ch, th-, -th and wh-)

• Recognises ‘silent e’ or split digraphs in words (e.g. same, bite, note)

• Recognises vowels such as -ere, -air, -are• Recognises and uses spelling patterns

(e.g. -igh (high), -ough (tough), -eigh (neigh), -augh (caught))

• Recognises and uses rhyming words (e.g. blow, flow, glow)

• Recognises that some sounds can be represented by a number of different spelling choices e.g. ow (cow), ou (found), aw (draw), au (autumn); tie, high, sky; few, blue

• Recognises digraphs making /f/ (e.g. ‘ph’ as in elephant)

• Recognises silent letters in words i.e. ‘k’, ‘l’, ‘b’, ‘w’

• Recognises hard and soft sounds of ‘c’ and ‘g’

• Recognises and uses synonyms and antonyms

• Recognises and uses prefixes (e.g. un-, re-) and suffixes (e.g. -ful, -ness)

• Uses words that are pronounced and spelt the same but have different meanings (homophones)

• Uses words that sound the same but are spelt differently

• Builds 3, 4 and 5-letter words• Sorts letters and words into alphabetical

order• Spells words correctly using their phonic

knowledge

9780636123113T.indd 15 2011/06/27 6:24 PM


READING AND VIEWING


emergent reading Skills• Recognises and points out common

objects in pictures• Arranges a set of pictures in such a way

that they form a story• Interprets pictures (e.g. makes up own

story and ‘reads’ the pictures)• Acts out parts of a story, song or rhyme• Holds the book the right way up and turns

pages correctly• Pretends to read and adopts a ‘reading’

voice• Recognises own name and names of some

other children in the class• Begins to ‘read’ high frequency words

seen in the classroom and at school (e.g. door, cupboard)

Shared reading as a class with teacher• ‘Reads’ enlarged texts such as poems, Big

Books, posters• Makes links to own experience when

reading with the teacher• Describes characters in stories and

gives opinions• Predicts what will happen in a story

through the pictures• Answers questions based on the story read• Draws pictures capturing main idea of

the stories

emergent reading Skills • Develops book handling skills (holding the

book and turning pages correctly) • Interprets pictures to make up own story

i.e. ‘reads’ the pictures • Reads logos, labels and other words from

environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including:

– Concept of a book; – Concept of words and letters; – Directionality: Start reading at front, end at back; read from left to right and top to bottom of a page

Shared reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict

what the story is about • Discusses the story, identifying the main

idea and characters • Sequences the events in the story • Recognises cause and effect in a story

(e.g. The girl got into trouble because she broke a window.)

• Gives an opinion on what was read • Answers open-ended questions based on

the passage read • Interprets information from posters,

pictures and simple tables, e.g. calendar

Shared reading as a class with teacher• Reads Big Books or other enlarged texts

(e.g. fiction and non-fiction books, poems and songs)

• Uses visual cues i.e. pictures and the cover of a book to predict what the story is about

• Identifies key details in what was read• Expresses whether a story was liked and

is able to justify the response (e.g. ‘I didn’t enjoy the story because…’)

• Answers higher order questions based on the text read (e.g. ‘In your opinion…’)

• Discusses different cultures represented in stories

• Interprets pictures and other print media (e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters)

Shared reading as a class with teacher• Reads enlarged texts such as fiction and

non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts)

• Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text

• Answers a range of higher order questions based on the passage read

• Reads different poems on a topic• Uses visual cues to talk about a graphical

text (e.g. advertisements, pictures, graphs, charts and maps)

• Finds and uses sources of information (e.g. community members, library books)

• Uses table of contents, index and page numbers to find information

• Uses key words and headings to find information in non-fiction texts

• Uses a dictionary to find new vocabulary and their meanings

9780636123113T.indd 16 2011/06/27 6:24 PM


READING AND VIEWING


emergent reading Skills• Recognises and points out common

objects in pictures• Arranges a set of pictures in such a way

that they form a story• Interprets pictures (e.g. makes up own

story and ‘reads’ the pictures)• Acts out parts of a story, song or rhyme• Holds the book the right way up and turns

pages correctly• Pretends to read and adopts a ‘reading’

voice• Recognises own name and names of some

other children in the class• Begins to ‘read’ high frequency words

seen in the classroom and at school (e.g. door, cupboard)

Shared reading as a class with teacher• ‘Reads’ enlarged texts such as poems, Big

Books, posters• Makes links to own experience when

reading with the teacher• Describes characters in stories and

gives opinions• Predicts what will happen in a story

through the pictures• Answers questions based on the story read• Draws pictures capturing main idea of

the stories

emergent reading Skills • Develops book handling skills (holding the

book and turning pages correctly) • Interprets pictures to make up own story

i.e. ‘reads’ the pictures • Reads logos, labels and other words from

environmental print • Recognises own name and names of peers • Reads labels and captions in the classroom • Develops basic concepts of print including:

– Concept of a book; – Concept of words and letters; – Directionality: Start reading at front, end at back; read from left to right and top to bottom of a page

Shared reading as a class with teacher • Reads Big Books or other enlarged texts • Uses pictures and the book cover to predict

what the story is about • Discusses the story, identifying the main

idea and characters • Sequences the events in the story • Recognises cause and effect in a story

(e.g. The girl got into trouble because she broke a window.)

• Gives an opinion on what was read • Answers open-ended questions based on

the passage read • Interprets information from posters,

pictures and simple tables, e.g. calendar

Shared reading as a class with teacher• Reads Big Books or other enlarged texts

(e.g. fiction and non-fiction books, poems and songs)

• Uses visual cues i.e. pictures and the cover of a book to predict what the story is about

• Identifies key details in what was read• Expresses whether a story was liked and

is able to justify the response (e.g. ‘I didn’t enjoy the story because…’)

• Answers higher order questions based on the text read (e.g. ‘In your opinion…’)

• Discusses different cultures represented in stories

• Interprets pictures and other print media (e.g. photographs, calendars, advertisements; newspaper and magazine pictures, posters)

Shared reading as a class with teacher• Reads enlarged texts such as fiction and

non-fiction big books, newspaper articles, plays, dialogues and electronic texts (computer texts)

• Reads book and discusses the main idea, the characters, the ‘problem’ in the story, the plot and the values in the text

• Answers a range of higher order questions based on the passage read

• Reads different poems on a topic• Uses visual cues to talk about a graphical

text (e.g. advertisements, pictures, graphs, charts and maps)

• Finds and uses sources of information (e.g. community members, library books)

• Uses table of contents, index and page numbers to find information

• Uses key words and headings to find information in non-fiction texts

• Uses a dictionary to find new vocabulary and their meanings

9780636123113T.indd 17 2011/06/27 6:24 PM


READING AND VIEWING (continued)


independent reading• Reads picture books

Group guided reading• Reads aloud from own book in a guided

reading group with teacher i.e. the whole group reads the same story

• Uses phonics, context clues, structural analysis and sight words when reading

• Reads with increasing fluency and expression

• Monitors self when reading, both in the area of word recognition and comprehension

• Shows an understanding of punctuation when reading aloud

paired/independent reading• Reads own writing, starting to correct

errors• Reads independently books read in Shared

Reading sessions, simple picture story books and books from the classroom reading corner

Group guided reading• Reads silently and aloud from fiction and

non-fiction books at own level in a guided reading group with teacher i.e. whole group reads same text

• Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning

• Reads with increasing fluency and speed using correct pronunciation

• Uses self-correcting strategies when reading

• Monitors themselves when reading, both in the area of word recognition and comprehension

paired/independent reading• Reads own and others’ writing• Reads aloud to a partner• Reads independently simple fiction and

non-fiction books, poetry cards, comics• Plays reading games and completes

crosswords

Group guided reading• Reads both silently and out loud from

own book in a guided reading group with the teacher i.e. whole group reads the same text

• Uses phonics, contextual and structural analysis, when reading unfamiliar words



• Uses diagrams and illustrations in text to increase understanding

• Reads with increasing fluency, speed and expression


non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics

9780636123113T.indd 18 2011/06/27 6:24 PM


READING AND VIEWING (continued)


independent reading• Reads picture books

Group guided reading• Reads aloud from own book in a guided

reading group with teacher i.e. the whole group reads the same story

• Uses phonics, context clues, structural analysis and sight words when reading

• Reads with increasing fluency and expression


• Shows an understanding of punctuation when reading aloud

paired/independent reading• Reads own writing, starting to correct

errors• Reads independently books read in Shared

Reading sessions, simple picture story books and books from the classroom reading corner

Group guided reading• Reads silently and aloud from fiction and

non-fiction books at own level in a guided reading group with teacher i.e. whole group reads same text

• Uses sight words, phonics, contextual and structural analysis, and comprehension skills to make meaning

• Reads with increasing fluency and speed using correct pronunciation


• Monitors themselves when reading, both in the area of word recognition and comprehension


non-fiction books, poetry cards, comics• Plays reading games and completes

crosswords

Group guided reading• Reads both silently and out loud from

own book in a guided reading group with the teacher i.e. whole group reads the same text

• Uses phonics, contextual and structural analysis, when reading unfamiliar words




• Reads with increasing fluency, speed and expression


non-fiction books and books from different cultures, books read in Shared Reading sessions, magazines and comics

9780636123113T.indd 19 2011/06/27 6:24 PM


HANDWRITING


• Develops small muscle skills through finger play (e.g. play dough, screwing nuts onto bolts)

• Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc.

• Develops eye-hand co-ordination by playing e.g. catching and throwing, drawing and painting

• Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters

• Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction

• Copies patterns, words and letters (using the correct starting point and direction when forming letters)

• Uses a range of writing tools (e.g. paintbrushes, wax crayons)

• Practises holding and manipulating crayon and pencil

• Develops directionality: left to right; and top to bottom

• Develops hand-eye co-ordination by drawing patterns and tracing

• Copies and writes own name, short words and sentences

• Begins to write using drawings and copies letters, numbers, words and simple sentences

• Forms lower and upper case letters correctly and fluently

• Forms numerals correctly• Copies and writes short sentences

correctly with correct spacing• Holds pencil and crayon correctly

maintenance of the print script• Uses handwriting tools effectively

(e.g. pencil, eraser, ruler)• Aligns writing on 17 mm ruled lines• Forms upper and lower case letters

correctly• Writes words with correct spacing between

letters and words• Writes in print script all capitals and lower

case letters• Copies and writes one paragraph of

between 3 – 4 lines from a printed text• Copies and writes different formats of

writing (short invitations e.g. birthday; messages; lists etc.)

• Uses print script in all forms of written recording

transition to a joined script or cursive writing• Copies and writes writing patterns in the

joined script or cursive writing• Copies and writes all lower case letters

and commonly used capital letters in the joined script or cursive writing

• Copies, writes and reads short words in joined script or cursive writing

• Copies and writes short sentences in joined script or cursive writing

transition to a joined script or cursive writing• Uses handwriting tools effectively

(e.g. pencil, eraser, ruler)• Writes a sentence legibly and correctly in

both the print script and the joined script or cursive writing

• Forms all lower and upper-case letters in joined script or cursive writing

• Writes short words in the joined script or cursive writing

• Transcribes words and sentences correctly in the joined script or cursive writing

• Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts)

• Copies written text from the board, textbooks, work cards etc. correctly

• Writes neatly and legibly with confidence and speed in a joined script or cursive writing

• Experiments with using a pen for writing

9780636123113T.indd 20 2011/06/27 6:24 PM


HANDWRITING


• Develops small muscle skills through finger play (e.g. play dough, screwing nuts onto bolts)

• Develops fine motor control using scissors to cut out bold outlined pictures, shapes etc.

• Develops eye-hand co-ordination by playing e.g. catching and throwing, drawing and painting

• Traces simple outlines of pictures, patterns and letters in own name where the correct starting point and direction arrows are included on all letters

• Forms letters using finger painting, paint brushes, wax crayons etc starting at the right point and following the correct direction

• Copies patterns, words and letters (using the correct starting point and direction when forming letters)

• Uses a range of writing tools (e.g. paintbrushes, wax crayons)

• Practises holding and manipulating crayon and pencil

• Develops directionality: left to right; and top to bottom

• Develops hand-eye co-ordination by drawing patterns and tracing

• Copies and writes own name, short words and sentences

• Begins to write using drawings and copies letters, numbers, words and simple sentences

• Forms lower and upper case letters correctly and fluently

• Forms numerals correctly• Copies and writes short sentences

correctly with correct spacing• Holds pencil and crayon correctly

maintenance of the print script• Uses handwriting tools effectively

(e.g. pencil, eraser, ruler)• Aligns writing on 17 mm ruled lines• Forms upper and lower case letters

correctly• Writes words with correct spacing between

letters and words• Writes in print script all capitals and lower

case letters• Copies and writes one paragraph of

between 3 – 4 lines from a printed text• Copies and writes different formats of

writing (short invitations e.g. birthday; messages; lists etc.)

• Uses print script in all forms of written recording

transition to a joined script or cursive writing• Copies and writes writing patterns in the

joined script or cursive writing• Copies and writes all lower case letters

and commonly used capital letters in the joined script or cursive writing

• Copies, writes and reads short words in joined script or cursive writing

• Copies and writes short sentences in joined script or cursive writing

transition to a joined script or cursive writing• Uses handwriting tools effectively

(e.g. pencil, eraser, ruler)• Writes a sentence legibly and correctly in

both the print script and the joined script or cursive writing

• Forms all lower and upper-case letters in joined script or cursive writing

• Writes short words in the joined script or cursive writing

• Transcribes words and sentences correctly in the joined script or cursive writing

• Makes transition to the joined script or cursive writing in all written recording (i.e. the date, own name; and own written texts)

• Copies written text from the board, textbooks, work cards etc. correctly

• Writes neatly and legibly with confidence and speed in a joined script or cursive writing

• Experiments with using a pen for writing

9780636123113T.indd 21 2011/06/27 6:24 PM


WRITING


• Draws or paints pictures to convey a message

• Copies known letters in own name to represent writing

• ‘Writes’ from left to right and top to bottom• Contributes ideas for a class news book by

means of drawings• Makes an attempt to write letters using

squiggles, scribbles etc.• Talks to own writing (e.g. ‘reads’ what

squiggles ‘say’)• Makes own books and contributes to class

book collection

• Draws pictures to convey a message (e.g. about a personal experience)

• Contributes ideas for and helps to revise a class/group story (Shared Writing)

• Copies one sentence of news from the board/chart correctly

• Writes a message on a card (e.g. a get well card)

• Writes and illustrates a caption or short sentence on a topic (e.g. to contribute to a book for the reading corner)

• Writes at least three sentences of own news or creative story using capital letters and full stops

• Writes sentences using words containing the phonic sounds and common sight words already taught

• With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing

• Begins to use present and past tense correctly in writing

• Forms the plurals of familiar words• Spells common words correctly• Uses prepositions correctly• Organises information into a simple

graphic form (chart or timeline)• Builds own word bank and personal

dictionary

• Contributes ideas and words for a class story (Shared Writing)

• Writes a simple poem• Writes an expressive text (e.g. a birthday

card or letter)• Writes at least two paragraphs

(ten sentences) on personal experiences or events (e.g. a family celebration)

• Drafts, writes and ‘publishes’ own story of at least two paragraphs for others to read

• Uses informational structures when writing (e.g. writes recipes)

• Organizes information in a chart or table• Writes and illustrates sentences

(4 – 6 sentences) on a topic to contribute to a book for the reading corner

• Uses the writing process (drafting, writing and editing)

• Uses correct punctuation (full stops, commas, question marks and exclamation marks)

• Spells common words correctly and attempts to spell unfamiliar words using phonic knowledge

• Uses present, past and future tenses correctly

• Uses prepositions, nouns, verbs and pronouns correctly

• Builds own word bank and personal dictionary

• Uses a dictionary

• Contributes ideas, words and sentences for a class story (Shared Writing)

• Uses pre-writing strategies to gather information and plan writing

• Writes a selection of short texts for different purposes (e.g. writes recounts, dialogues)

• Writes about personal experiences in different forms (e.g. a short newspaper article)

• Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read

• Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library

• Uses informational structures when writing (e.g. experiments, recipes)

• Keeps a diary for one week• Writes a simple book review• Sequences information and puts it under

headings• Summarises and records information

(e.g. using mind maps)• Uses punctuation correctly (e.g. capital

letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions)

• Uses conjunctions to form compound sentences

• Uses phonics knowledge and spelling rules to write more difficult words


9780636123113T.indd 22 2011/06/27 6:24 PM


WRITING


• Draws or paints pictures to convey a message

• Copies known letters in own name to represent writing

• ‘Writes’ from left to right and top to bottom• Contributes ideas for a class news book by

means of drawings• Makes an attempt to write letters using

squiggles, scribbles etc.• Talks to own writing (e.g. ‘reads’ what

squiggles ‘say’)• Makes own books and contributes to class

book collection

• Draws pictures to convey a message (e.g. about a personal experience)

• Contributes ideas for and helps to revise a class/group story (Shared Writing)

• Copies one sentence of news from the board/chart correctly

• Writes a message on a card (e.g. a get well card)

• Writes and illustrates a caption or short sentence on a topic (e.g. to contribute to a book for the reading corner)

• Writes at least three sentences of own news or creative story using capital letters and full stops


• With help uses nouns and pronouns (I, you, she, he, it etc) correctly in writing

• Begins to use present and past tense correctly in writing

• Forms the plurals of familiar words• Spells common words correctly• Uses prepositions correctly• Organises information into a simple

graphic form (chart or timeline)• Builds own word bank and personal

dictionary

• Contributes ideas and words for a class story (Shared Writing)

• Writes a simple poem• Writes an expressive text (e.g. a birthday

card or letter)• Writes at least two paragraphs

(ten sentences) on personal experiences or events (e.g. a family celebration)

• Drafts, writes and ‘publishes’ own story of at least two paragraphs for others to read

• Uses informational structures when writing (e.g. writes recipes)

• Organizes information in a chart or table• Writes and illustrates sentences

(4 – 6 sentences) on a topic to contribute to a book for the reading corner

• Uses the writing process (drafting, writing and editing)

• Uses correct punctuation (full stops, commas, question marks and exclamation marks)


• Uses present, past and future tenses correctly

• Uses prepositions, nouns, verbs and pronouns correctly



• Contributes ideas, words and sentences for a class story (Shared Writing)

• Uses pre-writing strategies to gather information and plan writing

• Writes a selection of short texts for different purposes (e.g. writes recounts, dialogues)

• Writes about personal experiences in different forms (e.g. a short newspaper article)

• Drafts, writes, edits and ‘publishes’ own story of at least two paragraphs (at least 12 sentences) for others to read

• Writes and illustrates six to eight sentences on a topic to contribute to a book for the class library

• Uses informational structures when writing (e.g. experiments, recipes)

• Keeps a diary for one week• Writes a simple book review• Sequences information and puts it under

headings• Summarises and records information

(e.g. using mind maps)• Uses punctuation correctly (e.g. capital

letters, full stops, commas, question marks, exclamation marks, inverted commas, apostrophes in contractions)

• Uses conjunctions to form compound sentences

• Uses phonics knowledge and spelling rules to write more difficult words


9780636123113T.indd 23 2011/06/27 6:24 PM


FIRST ADDITIONAL LANGUAGE PHASE OVERVIEW



• Begins to build an oral vocabulary using topics chosen by the teacher (e.g. My body, My Classroom)

• Builds some conceptual vocabulary (e.g. numbers, colours)

• Responds to simple greetings and farewells

• Follows simple classroom instructions• Listens to stories told and read; names

some objects in the pictures• Joins in the refrains of simple stories

(e.g. he huffs and he puffs)• Acts out simple stories, using some of the

dialogue• Understands and responds to simple

questions (e.g. ‘Who?’ ‘Where?’)• Names familiar objects (e.g. parts of

the body)• Sings simple songs• Recites simple rhymes, doing actions

(action rhymes)• Plays simple language games• Uses some formulaic language

(e.g. ‘please’ and ‘thank you’)

• Builds an oral vocabulary using topics chosen by the teacher (e.g. Things I can do, The Weather)

• Builds some conceptual vocabulary (e.g. shapes, size, direction)

• Responds physically to two simple oral instructions (e.g. Put the blue balls in the bag. Now put the red balls in the bag.)

• Responds to greetings and farewells, and makes simple requests using formulaic phrases (e.g. May I go to the toilet?)

• Memorises and performs action rhymes, simple poems and songs

• Plays simple language games• Understands short, simple stories told and

read; talks about the pictures• Acts out simple stories using some of

the dialogue• Responds to simple, literal questions about

a story with short answers• Identifies a person, animal or object from

a simple, oral description (e.g. matching a description to a picture)

• Understands and responds to simple questions such as ‘What?’ ‘How many?’ (e.g. What is your name?)

• Expresses self in simple ways by using short phrases (e.g. ‘My name is ___.’)

• Continues to build an oral vocabulary using topics chosen by the teacher (e.g. the Seasons, Feelings)

• Builds some conceptual vocabulary (e.g. time, sequence)

• Follows a short sequence of instructions (e.g. Draw a circle. Colour it red.)

• Gives simple instructions• Understands and responds to simple

questions such as ‘Which?’ ‘Whose?’ (e.g. Whose book is this?)

• Asks simple formulaic questions (e.g. What is your name?)

• Makes simple requests, and statements (e.g. Can I go out, please? I feel sick.)

• Identifies an object from a simple, oral description

• Talks about objects in a picture• Listens to stories and recounts• Answers simple, literal questions about the

story (e.g. Who ate the porridge?)• Acts out the story using some of the

dialogue• With help from the teacher retells the story• Recounts a short sequence of simple

experiences or events• Memorises and performs simple poems,

action rhymes and songs• Plays language games

• Continues to build an oral vocabulary using topics chosen by the teacher (e.g. Finding out)

• Builds some conceptual vocabulary (e.g. comparing, describing)

• Follows and gives instructions• Responds to and makes requests• Talks about a picture or photograph• Asks for clarification (e.g. I don’t

understand, please say that again.)• Gives a simple oral recount (recalls

experiences in the right sequence)• Listens to stories and personal recounts

and answers comprehension questions• Predicts what will happen next in a story or

personal recount• Expresses feelings about a story• Retells the story• Listens to a non-fiction text (factual

recount, procedure or information report) and answers comprehension questions

• With the teacher’s help, gives a simple summary of the non-fiction text

• Participates in a short conversation on a familiar topic

• Understands and responds to questions such as ‘When?’ and ‘Why?’ (e.g. ‘Why did the house fall down?)

• Performs a rhyme, poem or song• Plays language games

9780636123113T.indd 24 2011/06/27 6:24 PM

FIRST ADDITIONAL LANGUAGE: Phase Overview 25

FIRST ADDITIONAL LANGUAGE PHASE OVERVIEW



• Begins to build an oral vocabulary using topics chosen by the teacher (e.g. My body, My Classroom)

• Builds some conceptual vocabulary (e.g. numbers, colours)

• Responds to simple greetings and farewells

• Follows simple classroom instructions• Listens to stories told and read; names

some objects in the pictures• Joins in the refrains of simple stories

(e.g. he huffs and he puffs)• Acts out simple stories, using some of the

dialogue• Understands and responds to simple

questions (e.g. ‘Who?’ ‘Where?’)• Names familiar objects (e.g. parts of

the body)• Sings simple songs• Recites simple rhymes, doing actions

(action rhymes)• Plays simple language games• Uses some formulaic language

(e.g. ‘please’ and ‘thank you’)

• Builds an oral vocabulary using topics chosen by the teacher (e.g. Things I can do, The Weather)

• Builds some conceptual vocabulary (e.g. shapes, size, direction)

• Responds physically to two simple oral instructions (e.g. Put the blue balls in the bag. Now put the red balls in the bag.)

• Responds to greetings and farewells, and makes simple requests using formulaic phrases (e.g. May I go to the toilet?)

• Memorises and performs action rhymes, simple poems and songs

• Plays simple language games• Understands short, simple stories told and

read; talks about the pictures• Acts out simple stories using some of

the dialogue• Responds to simple, literal questions about

a story with short answers• Identifies a person, animal or object from

a simple, oral description (e.g. matching a description to a picture)

• Understands and responds to simple questions such as ‘What?’ ‘How many?’ (e.g. What is your name?)

• Expresses self in simple ways by using short phrases (e.g. ‘My name is ___.’)

• Continues to build an oral vocabulary using topics chosen by the teacher (e.g. the Seasons, Feelings)

• Builds some conceptual vocabulary (e.g. time, sequence)

• Follows a short sequence of instructions (e.g. Draw a circle. Colour it red.)

• Gives simple instructions• Understands and responds to simple

questions such as ‘Which?’ ‘Whose?’ (e.g. Whose book is this?)

• Asks simple formulaic questions (e.g. What is your name?)

• Makes simple requests, and statements (e.g. Can I go out, please? I feel sick.)

• Identifies an object from a simple, oral description

• Talks about objects in a picture• Listens to stories and recounts• Answers simple, literal questions about the

story (e.g. Who ate the porridge?)• Acts out the story using some of the

dialogue• With help from the teacher retells the story• Recounts a short sequence of simple

experiences or events• Memorises and performs simple poems,

action rhymes and songs• Plays language games

• Continues to build an oral vocabulary using topics chosen by the teacher (e.g. Finding out)

• Builds some conceptual vocabulary (e.g. comparing, describing)

• Follows and gives instructions• Responds to and makes requests• Talks about a picture or photograph• Asks for clarification (e.g. I don’t

understand, please say that again.)• Gives a simple oral recount (recalls

experiences in the right sequence)• Listens to stories and personal recounts

and answers comprehension questions• Predicts what will happen next in a story or

personal recount• Expresses feelings about a story• Retells the story• Listens to a non-fiction text (factual

recount, procedure or information report) and answers comprehension questions

• With the teacher’s help, gives a simple summary of the non-fiction text

• Participates in a short conversation on a familiar topic

• Understands and responds to questions such as ‘When?’ and ‘Why?’ (e.g. ‘Why did the house fall down?)

• Performs a rhyme, poem or song• Plays language games

9780636123113T.indd 25 2011/06/27 6:24 PM


PHONICS


• Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘We’re going to the zoo, zoo, zoo; You can come too, too, too.’)

• With the teacher’s help identifies some rhyming words in a song or rhyme

• Segments oral sentences into individual words by clapping on each word

• Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘The cat in a hat, His name is Pat’)

• Identifies some rhyming words• Recognises initial sounds in familiar words

(e.g. ‘z’ in ‘zoo’)• Segments oral sentences into individual

words by clapping on each word• Claps out the syllables in familiar words• Distinguishes the first sound (onset) from

the remaining part of a syllable (rime) in simple words (e.g. c-at, m-at, f-at)

• Recognises plurals (‘s’ and ‘es’) aurally

phonemic awareness• Distinguishes aurally between sounds

that are often confused (e.g. ‘a’ and ‘e’, ‘ee’ and ‘i’)

phonics• Identifies letter-sound relationships of

single letters starting with those that are the same in the HL and FAL

• Identifies letter-sound relationships that are different from those in the HL

• Builds up and breaks down 3-letter words using sounds learnt (e.g. p-e-n, p-en, pen)

• Recognises common endings in words (e.g. ‘ed’, ‘ing’, ‘y’ and ‘s’)

• Groups common words into word families (e.g. bin, pin, tin)

• Recognises common consonant digraphs such as sh, ch and th at the beginning and end of words

• Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip)

• Recognises at least 3 vowel digraphs (e.g. ‘oo’ as in boot, ‘ee’ as in feet)

• Identifies letter-sound relationships of all single letters in HL and FAL and is aware of any differences

• Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words

• Recognises at least 10 vowel digraphs (e.g. ‘oa’ as in boat, ‘ar’ as in far, ‘er’ as in her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as in hurt)

• Recognises silent ‘e’ in words (e.g. cake, time)

• Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk)

• Recognises known rhyming words, (e.g. fly, sky)

• Distinguishes between long and short vowel sounds (e.g. ‘boot’ and ‘book’)

• Distinguishes between onset and rime in more complex syllables (e.g. ‘dr-eam’, ‘scr-eam’)

• Recognises more complex word families (e.g. ‘catch’, ‘match’)

• Recognises and uses some suffixes (e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’)

• Builds and sounds out words using sounds learnt

9780636123113T.indd 26 2011/06/27 6:24 PM


PHONICS


• Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘We’re going to the zoo, zoo, zoo; You can come too, too, too.’)

• With the teacher’s help identifies some rhyming words in a song or rhyme

• Segments oral sentences into individual words by clapping on each word

• Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘The cat in a hat, His name is Pat’)

• Identifies some rhyming words• Recognises initial sounds in familiar words

(e.g. ‘z’ in ‘zoo’)• Segments oral sentences into individual

words by clapping on each word• Claps out the syllables in familiar words• Distinguishes the first sound (onset) from

the remaining part of a syllable (rime) in simple words (e.g. c-at, m-at, f-at)

• Recognises plurals (‘s’ and ‘es’) aurally

phonemic awareness• Distinguishes aurally between sounds

that are often confused (e.g. ‘a’ and ‘e’, ‘ee’ and ‘i’)

phonics• Identifies letter-sound relationships of

single letters starting with those that are the same in the HL and FAL

• Identifies letter-sound relationships that are different from those in the HL

• Builds up and breaks down 3-letter words using sounds learnt (e.g. p-e-n, p-en, pen)

• Recognises common endings in words (e.g. ‘ed’, ‘ing’, ‘y’ and ‘s’)

• Groups common words into word families (e.g. bin, pin, tin)

• Recognises common consonant digraphs such as sh, ch and th at the beginning and end of words

• Builds up and breaks down simple words beginning with some common consonant blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, cr-op, dr-ip, gr-ab, tr-ip)

• Recognises at least 3 vowel digraphs (e.g. ‘oo’ as in boot, ‘ee’ as in feet)

• Identifies letter-sound relationships of all single letters in HL and FAL and is aware of any differences

• Recognises consonant digraphs (sh-, -sh, ch-, -ch, th-, -th and wh-) at the beginning and end of words

• Recognises at least 10 vowel digraphs (e.g. ‘oa’ as in boat, ‘ar’ as in far, ‘er’ as in her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as in hurt)

• Recognises silent ‘e’ in words (e.g. cake, time)

• Uses consonant blends to build up and break down words (e.g. ri-ng, i-nk)

• Recognises known rhyming words, (e.g. fly, sky)

• Distinguishes between long and short vowel sounds (e.g. ‘boot’ and ‘book’)

• Distinguishes between onset and rime in more complex syllables (e.g. ‘dr-eam’, ‘scr-eam’)

• Recognises more complex word families (e.g. ‘catch’, ‘match’)

• Recognises and uses some suffixes (e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’)

• Builds and sounds out words using sounds learnt

9780636123113T.indd 27 2011/06/27 6:24 PM


READING AND VIEWING


environmental print• Recognises some common words in our

everyday environment (e.g. STOP, Spar, KFC, MTN, Coke)

Shared reading as a class with the teacher• Listens to a very simple story read by the

teacher from an enlarged text such as a Big Book or illustrated poster

• Talks about illustrations in the Big Book or poster using HL where necessary

• Learns some oral vocabulary in the FAL from the pictures

• After repeated readings joins in where appropriate

• Acts out the story• Draws pictures capturing main idea

of story

environmental print• Begins to read some simple labels in the

FAL (and HL) of objects in the classroom and wider environment (e.g. way in/out, open)

emergent reading• Transfers some of the knowledge and

skills acquired in the HL to reading in the FAL such as book handling skills, basic concepts of print (e.g. concepts of words and letters, we read from left to right and top to bottom of a page)

• Recognises a few high frequency sight words (e.g. the, and, you, he, she, we, they, can)

Shared reading as a class with the teacher• Listens to a very simple story or non-fiction

text read by the teacher from an enlarged text such as a Big Book or illustrated poster



• Answers some simple oral questions about the story


• Through exposure to print, starts to develop a sight vocabulary of a few high frequency words (e.g. the, and, you, he, she, we, they, can)

• Acts out the story• Draws pictures capturing main idea of

story or non-fiction text

Shared reading• Reads a short written fiction or non-fiction

text (a Big Book or other enlarged text) with the teacher, using the pictures to develop vocabulary, the title for prediction and answering short, oral questions about the text

• Makes sense of a short written text with pictures (e.g. by sequencing pictures or matching a caption/sentence to a picture)

• Relates a text that is read to own experience

• Retells part of a story or summarises a non-fiction text with help from the teacher (2–3 sentences)

Group Guided reading• Reads aloud from own book in a guided

reading group with the teacher i.e. whole group reads the same story

• Uses the reading strategies taught in the HL to make sense of text and monitor self when reading (phonics, context clues, structural analysis, sight words)

• Uses diagrams and illustrations in text to aid understanding

• Reads with increasing fluency and expression• Shows an understanding of punctuation

when reading aloud• Continues to build a sight vocabulary

(e.g. have, some, when, them, very)

paired/independent reading• Reads own writing and others’ writing• Reads independently books read in Shared

Reading sessions and simple caption books and picture story books in the FAL from the classroom reading corner

• Uses children’s picture dictionaries (monolingual and bilingual) to find out the meaning of unknown words

environmental print• Reads simple posters or headings of

posters in the environment

Shared reading• Reads fiction and non-fiction texts with the

teacher, using the illustrations to support vocabulary development

• Answers literal and very simple inferential questions that support comprehension of the text

• Retells a story or recount, identifying the sequence of events

• Summarises a non-fiction text (e.g. information report)

Group Guided reading• Reads both silently and out loud from own

book in a guided reading group with the teacher i.e. whole group reads the same text



• Reads aloud, with increasing speed and fluency, using correct pronunciation and stress

• Demonstrates an understanding of punctuation for direct speech, by varying voice pitch when reading aloud

• Uses some self-correcting strategies

paired/independent reading• Reads own and others’ writing• Reads aloud to a partner• Reads independently simple fiction

and non-fiction books, books read in Shared Reading sessions, and children’s magazines and comics


9780636123113T.indd 28 2011/06/27 6:24 PM


READING AND VIEWING


environmental print• Recognises some common words in our

everyday environment (e.g. STOP, Spar, KFC, MTN, Coke)

Shared reading as a class with the teacher• Listens to a very simple story read by the

teacher from an enlarged text such as a Big Book or illustrated poster




• Acts out the story• Draws pictures capturing main idea

of story

environmental print• Begins to read some simple labels in the

FAL (and HL) of objects in the classroom and wider environment (e.g. way in/out, open)

emergent reading• Transfers some of the knowledge and

skills acquired in the HL to reading in the FAL such as book handling skills, basic concepts of print (e.g. concepts of words and letters, we read from left to right and top to bottom of a page)

• Recognises a few high frequency sight words (e.g. the, and, you, he, she, we, they, can)

Shared reading as a class with the teacher• Listens to a very simple story or non-fiction

text read by the teacher from an enlarged text such as a Big Book or illustrated poster



• Answers some simple oral questions about the story


• Through exposure to print, starts to develop a sight vocabulary of a few high frequency words (e.g. the, and, you, he, she, we, they, can)

• Acts out the story• Draws pictures capturing main idea of

story or non-fiction text

Shared reading• Reads a short written fiction or non-fiction

text (a Big Book or other enlarged text) with the teacher, using the pictures to develop vocabulary, the title for prediction and answering short, oral questions about the text

• Makes sense of a short written text with pictures (e.g. by sequencing pictures or matching a caption/sentence to a picture)

• Relates a text that is read to own experience

• Retells part of a story or summarises a non-fiction text with help from the teacher (2–3 sentences)

Group Guided reading• Reads aloud from own book in a guided

reading group with the teacher i.e. whole group reads the same story


• Uses diagrams and illustrations in text to aid understanding

• Reads with increasing fluency and expression• Shows an understanding of punctuation

when reading aloud• Continues to build a sight vocabulary

(e.g. have, some, when, them, very)

paired/independent reading• Reads own writing and others’ writing• Reads independently books read in Shared

Reading sessions and simple caption books and picture story books in the FAL from the classroom reading corner


environmental print• Reads simple posters or headings of

posters in the environment

Shared reading• Reads fiction and non-fiction texts with the

teacher, using the illustrations to support vocabulary development

• Answers literal and very simple inferential questions that support comprehension of the text

• Retells a story or recount, identifying the sequence of events

• Summarises a non-fiction text (e.g. information report)

Group Guided reading• Reads both silently and out loud from own

book in a guided reading group with the teacher i.e. whole group reads the same text



• Reads aloud, with increasing speed and fluency, using correct pronunciation and stress

• Demonstrates an understanding of punctuation for direct speech, by varying voice pitch when reading aloud

• Uses some self-correcting strategies

paired/independent reading• Reads own and others’ writing• Reads aloud to a partner• Reads independently simple fiction

and non-fiction books, books read in Shared Reading sessions, and children’s magazines and comics


9780636123113T.indd 29 2011/06/27 6:24 PM


WRITING


• Uses handwriting skills already taught in HL

• Draws and labels pictures with the help of teacher. Reads back what is written

• Writes simple lists (e.g. shopping lists)

• Uses handwriting skills taught in HL• Writes lists with headings• Chooses and copies a caption which

accurately describes a picture• With help, writes a caption for a picture

(e.g. The red car is big.) Reads back what is written

• Completes sentences by filling in missing words

• Writes sentences using a frame (e.g. I like ____. I do not like _____.)


• Writes familiar words and sentences from dictation

• Puts jumbled sentences in the right order to make a paragraph and copies it

• Writes a paragraph of at least 3 sentences on a familiar topic

• Writes some short, simple texts already taught in HL e.g. a message on a get well card

• Using skills taught in HL, organises information into a simple graphic form (e.g. chart or time line)

• With help, uses some nouns and pronouns (I, you, he, she, it, etc.) correctly in writing

• With help begins to use simple present, present progressive and past tenses correctly in writing

• With help forms the plurals of familiar words• With help, spells common words correctly.

Uses a children’s dictionary where necessary• Uses punctuation already taught in HL

(capital letters and full stops)• Builds own word bank and personal

dictionary

• Uses handwriting skills taught in HL• Writes more complex lists with headings

(e.g. Insects: ants, bees, butterflies)• Writes sentences from dictation• Writes a simple text (e.g. a birthday card)• With guidance, writes a personal recount of

experiences using a frame (e.g. ‘Yesterday I…, Then …, After that…, Finally…’)

• With guidance, writes a simple set of instructions (e.g. recipe)

• Together with the teacher, writes a simple story and copies it (shared writing)

• Organises information in a chart, table or bar graph

• Writes sentences on a familiar topic (at least 6–8 sentences, one or two paragraphs)

• Uses the writing process (drafting, writing, editing and publishing)

• Uses punctuation already taught in HL (full stops, commas, question marks, exclamation marks and inverted commas) and apostrophes in contractions (e.g. can’t, don’t)


• Uses present, past and future tenses with increasing accuracy

• Uses prepositions, nouns, verbs and pronouns with increasing accuracy


• Uses children’s dictionaries (monolingual and bilingual)

9780636123113T.indd 30 2011/06/27 6:24 PM


WRITING


• Uses handwriting skills already taught in HL

• Draws and labels pictures with the help of teacher. Reads back what is written

• Writes simple lists (e.g. shopping lists)

• Uses handwriting skills taught in HL• Writes lists with headings• Chooses and copies a caption which

accurately describes a picture• With help, writes a caption for a picture

(e.g. The red car is big.) Reads back what is written

• Completes sentences by filling in missing words

• Writes sentences using a frame (e.g. I like ____. I do not like _____.)


• Writes familiar words and sentences from dictation

• Puts jumbled sentences in the right order to make a paragraph and copies it

• Writes a paragraph of at least 3 sentences on a familiar topic

• Writes some short, simple texts already taught in HL e.g. a message on a get well card

• Using skills taught in HL, organises information into a simple graphic form (e.g. chart or time line)

• With help, uses some nouns and pronouns (I, you, he, she, it, etc.) correctly in writing

• With help begins to use simple present, present progressive and past tenses correctly in writing

• With help forms the plurals of familiar words• With help, spells common words correctly.

Uses a children’s dictionary where necessary• Uses punctuation already taught in HL

(capital letters and full stops)• Builds own word bank and personal

dictionary

• Uses handwriting skills taught in HL• Writes more complex lists with headings

(e.g. Insects: ants, bees, butterflies)• Writes sentences from dictation• Writes a simple text (e.g. a birthday card)• With guidance, writes a personal recount of

experiences using a frame (e.g. ‘Yesterday I…, Then …, After that…, Finally…’)

• With guidance, writes a simple set of instructions (e.g. recipe)

• Together with the teacher, writes a simple story and copies it (shared writing)

• Organises information in a chart, table or bar graph

• Writes sentences on a familiar topic (at least 6–8 sentences, one or two paragraphs)

• Uses the writing process (drafting, writing, editing and publishing)

• Uses punctuation already taught in HL (full stops, commas, question marks, exclamation marks and inverted commas) and apostrophes in contractions (e.g. can’t, don’t)


• Uses present, past and future tenses with increasing accuracy

• Uses prepositions, nouns, verbs and pronouns with increasing accuracy


• Uses children’s dictionaries (monolingual and bilingual)

9780636123113T.indd 31 2011/06/27 6:24 PM


LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT)


• Begins to develop some understanding of language structures in the context of meaningful spoken language

• Shows some understanding of imperatives (e.g. Clap your hands)

• Shows some understanding of sentences in the simple present tense (e.g. I love my mom.) and the present progressive tense (e.g. He is running.)

• Shows some understanding of simple question forms such as ‘Who…?’ ‘Where...?’ (e.g. Where is Thandi?)

• Shows some understanding of personal pronouns (e.g. I, you, we, they)

• Shows some understanding of adjectives (e.g. big, small)

• Understands 200–500 words in context by the end of Grade R

• Begins to develop understanding and ability to use language structures in the context of meaningful spoken language

• Understands some imperatives (e.g. Don’t run)

• Understands and begins to use some sentences in the simple present tense (e.g. She likes school.) and present progressive tense (e.g. He is reading.)

• Understands some question forms (e.g. ‘What…?’ ‘Who?’ ‘How many/much/old?’)

• Understands and begins to use personal pronouns (e.g. I, you, we, they)

• Understands and begins to use the modals ‘can’ and ‘may’ (e.g. I can skip.)

• Understands and begins to use some sentences in the negative form (e.g. She is not reading. I cannot skip.)

• Recognises and begins to use some plural forms of countable nouns (e.g. book/books)

• Understands and begins to use some possessive pronouns (e.g. my, his, her)

• Understands and begins to use a few prepositions (e.g. on, in)

• Understands and begins to use a few adjectives (e.g. happy, sad) and adverbs (e.g. slowly, quickly)

• Understands 700–1,000 words in context by the end of Grade 1

• Begins to develop understanding and ability to use language structures in the context of meaningful spoken and written language

• Begins to use some of the grammatical forms he/she was exposed to in Grade 1 (simple present and present progressive tenses, modals ‘can’ and ‘may’, negative and plural forms, pronouns, prepositions, adjectives and adverbs)

• Understands and begins to use the simple past tense (e.g. I washed my face.)

• Understands and begins to use some irregular past tense forms (e.g. went)

• Understands and begins to use time connectors (e.g. first, next, then)

• Understands and begins to use question forms (e.g. ‘When did you?)

• Understands and begins to use some pronouns (e.g. me, him, her)

• Understands and begins to use a greater range of adjectives and adverbs

• Understands and begins to use the verb ‘to be’ (e.g. She is happy.)

• Understands 1,000–2,000 words in context by the end of Grade 2

• Develops understanding and ability to use language structures in the context of meaningful spoken and written language

• Understands and uses the simple present, present progressive, simple past and future tenses

• Understands and uses countable (e.g. book) and uncountable nouns (e.g. chalk)

• Understands and uses the articles ‘a’ and ‘the’ with nouns

• Understands and uses the possessive form of nouns (e.g. Thandi’s face)

• Understands and uses ‘There is/are’ (e.g. There is a book on the table.)

• Understands and uses comparative adjectives (e.g. fast, faster, fastest)

• Understands and uses demonstrative pronouns: this, that, those, these

• Understands and uses a variety of question forms (e.g. ‘Which…?’, ‘Why…?’)


9780636123113T.indd 32 2011/06/27 6:24 PM


LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT)


• Begins to develop some understanding of language structures in the context of meaningful spoken language

• Shows some understanding of imperatives (e.g. Clap your hands)

• Shows some understanding of sentences in the simple present tense (e.g. I love my mom.) and the present progressive tense (e.g. He is running.)

• Shows some understanding of simple question forms such as ‘Who…?’ ‘Where...?’ (e.g. Where is Thandi?)

• Shows some understanding of personal pronouns (e.g. I, you, we, they)

• Shows some understanding of adjectives (e.g. big, small)

• Understands 200–500 words in context by the end of Grade R

• Begins to develop understanding and ability to use language structures in the context of meaningful spoken language

• Understands some imperatives (e.g. Don’t run)

• Understands and begins to use some sentences in the simple present tense (e.g. She likes school.) and present progressive tense (e.g. He is reading.)

• Understands some question forms (e.g. ‘What…?’ ‘Who?’ ‘How many/much/old?’)

• Understands and begins to use personal pronouns (e.g. I, you, we, they)

• Understands and begins to use the modals ‘can’ and ‘may’ (e.g. I can skip.)

• Understands and begins to use some sentences in the negative form (e.g. She is not reading. I cannot skip.)

• Recognises and begins to use some plural forms of countable nouns (e.g. book/books)

• Understands and begins to use some possessive pronouns (e.g. my, his, her)

• Understands and begins to use a few prepositions (e.g. on, in)

• Understands and begins to use a few adjectives (e.g. happy, sad) and adverbs (e.g. slowly, quickly)

• Understands 700–1,000 words in context by the end of Grade 1

• Begins to develop understanding and ability to use language structures in the context of meaningful spoken and written language

• Begins to use some of the grammatical forms he/she was exposed to in Grade 1 (simple present and present progressive tenses, modals ‘can’ and ‘may’, negative and plural forms, pronouns, prepositions, adjectives and adverbs)

• Understands and begins to use the simple past tense (e.g. I washed my face.)

• Understands and begins to use some irregular past tense forms (e.g. went)

• Understands and begins to use time connectors (e.g. first, next, then)

• Understands and begins to use question forms (e.g. ‘When did you?)

• Understands and begins to use some pronouns (e.g. me, him, her)

• Understands and begins to use a greater range of adjectives and adverbs

• Understands and begins to use the verb ‘to be’ (e.g. She is happy.)


• Develops understanding and ability to use language structures in the context of meaningful spoken and written language

• Understands and uses the simple present, present progressive, simple past and future tenses

• Understands and uses countable (e.g. book) and uncountable nouns (e.g. chalk)

• Understands and uses the articles ‘a’ and ‘the’ with nouns

• Understands and uses the possessive form of nouns (e.g. Thandi’s face)

• Understands and uses ‘There is/are’ (e.g. There is a book on the table.)

• Understands and uses comparative adjectives (e.g. fast, faster, fastest)

• Understands and uses demonstrative pronouns: this, that, those, these

• Understands and uses a variety of question forms (e.g. ‘Which…?’, ‘Why…?’)


9780636123113T.indd 33 2011/06/27 6:24 PM


MATHEMATICS PHASE OVERVIEW

NUMBERS, OPERATIONS AND RELATIONSHIPS

progression in numbers, operations and relationships

• The main progression in Numbers, Operations and Relationships happens in three ways:– The number range increases– Different kinds of numbers are introduced– The calculation strategies change

• As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations

• Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners

NUMBER CONCEPT DEVELOPMENT

COUNT WITH WHOLE NUMBERS

CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3

count objects count concrete objectsEstimate and count to at least 10 everyday objects reliably.

count concrete objectsEstimate and count to at least 50 everyday objects reliably. Counting by grouping isencouraged.

count concrete objectsEstimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged.

count physical objectsEstimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged.

count forwards andbackwards

Count forwards and backwards in 1s from 1 to 10

Use number rhymes and songs

Count forwards and backwards in 1s from any number between 0 and 100

count forwards in:• 10s from any multiple of 10

between 0 and 100• 5s from any multiple of 5


between 0 and 100

count forwards and backwards in:• 1s from any number between

0 and 200• 10s from any multiple between

0 and 200• 5s from any multiple of 5




between 0 and 200

counts forwards and backwards in:• 1s from any number between






between 0 and 1000• in 20s, 25s, 50s and 100s to at least 1000

9780636123113T.indd 34 2011/06/27 6:24 PM

MATHEMATICS: Phase Overview 35

MATHEMATICS PHASE OVERVIEW

NUMBERS, OPERATIONS AND RELATIONSHIPS

progression in numbers, operations and relationships

• The main progression in Numbers, Operations and Relationships happens in three ways:– The number range increases– Different kinds of numbers are introduced– The calculation strategies change

• As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations

• Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners

NUMBER CONCEPT DEVELOPMENT

COUNT WITH WHOLE NUMBERS


count objects count concrete objectsEstimate and count to at least 10 everyday objects reliably.

count concrete objectsEstimate and count to at least 50 everyday objects reliably. Counting by grouping isencouraged.

count concrete objectsEstimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged.

count physical objectsEstimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged.

count forwards andbackwards

Count forwards and backwards in 1s from 1 to 10

Use number rhymes and songs

Count forwards and backwards in 1s from any number between 0 and 100

count forwards in:• 10s from any multiple of 10



between 0 and 100

count forwards and backwards in:• 1s from any number between

0 and 200• 10s from any multiple between





between 0 and 200

counts forwards and backwards in:• 1s from any number between






between 0 and 1000• in 20s, 25s, 50s and 100s to at least 1000

9780636123113T.indd 35 2011/06/27 6:24 PM


REPRESENT WHOLE NUMBERS


Say and use numbers in familiar context

number symbols and number names

recognise, identify and read numbers• Recognise, identify and read

number symbols 1–10• Recognise, identify and read

number names 1–10


number symbols 1–100• Write number symbols 1–20• Know and read number names

1–10• Write number names 1–10

recognise, identify and read numbers• Recognise, identify and read number

symbols 0 to 200• Write number symbols 0–200• Recognise, identify and read number

names 0–100• Write number names 0–100


symbols 0 to 1 000• Write number symbols 0–1 000• Recognise, identify and read number


DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS


describe, compare and order numbers

describe, compare and order collection of objects up to 10• Describe whole numbers up

to 10• Compare which of two given

collection of objects is big, small, smaller than, greater than, more than, less than, equal to, most, least, fewer up 10

• Order more than two given collections of objects from smallest to biggest up to 10

use ordinal numbers to show order, place or position• Develop an awareness of

ordinal numbers e.g. first, second, third up to sixth and last

describe, compare and order objects up to 20• Describe and compare

collections of objects according to most, least, the same as

• Describe and order collections of objects from most to least and least to most

describe, compare and order numbers to 20• Describe and compare whole

numbers according to smaller than, greater than and more than, less than, is equal to

• Describe and order numbers from smallest to greatest and greatest to smallest

use ordinal numbers to show order, place or position• Position objects in a line from

first to tenth or first to last e.g. first, second, third… tenth

describe, compare and order numbers to 99• Describe and compare whole numbers

up to 99 using smaller than, greater than, more than, less than and is equal to

• Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest

use ordinal numbers to show order, place or position• Position objects in a line from first to

twentieth or first to last e.g. first, second, third … twentieth

describe, compare and order numbers to 999• Describe and compare whole numbers up

to 999 using smaller than, greater than, more than, less than and is equal to

• Describe and order whole numbers up to 999 from smallest to greatest and greatest to smallest

use ordinal numbers to show order, place or position• Use, read and write ordinal numbers,

including abbreviated form (1st, 2nd, 3rd, up to 31st)

9780636123113T.indd 36 2011/06/27 6:24 PM


REPRESENT WHOLE NUMBERS


Say and use numbers in familiar context

number symbols and number names


number symbols 1–10• Recognise, identify and read

number names 1–10


number symbols 1–100• Write number symbols 1–20• Know and read number names

1–10• Write number names 1–10


symbols 0 to 200• Write number symbols 0–200• Recognise, identify and read number



symbols 0 to 1 000• Write number symbols 0–1 000• Recognise, identify and read number


DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS


describe, compare and order numbers

describe, compare and order collection of objects up to 10• Describe whole numbers up

to 10• Compare which of two given

collection of objects is big, small, smaller than, greater than, more than, less than, equal to, most, least, fewer up 10

• Order more than two given collections of objects from smallest to biggest up to 10

use ordinal numbers to show order, place or position• Develop an awareness of

ordinal numbers e.g. first, second, third up to sixth and last

describe, compare and order objects up to 20• Describe and compare

collections of objects according to most, least, the same as

• Describe and order collections of objects from most to least and least to most

describe, compare and order numbers to 20• Describe and compare whole

numbers according to smaller than, greater than and more than, less than, is equal to

• Describe and order numbers from smallest to greatest and greatest to smallest

use ordinal numbers to show order, place or position• Position objects in a line from

first to tenth or first to last e.g. first, second, third… tenth

describe, compare and order numbers to 99• Describe and compare whole numbers

up to 99 using smaller than, greater than, more than, less than and is equal to

• Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest

use ordinal numbers to show order, place or position• Position objects in a line from first to

twentieth or first to last e.g. first, second, third … twentieth

describe, compare and order numbers to 999• Describe and compare whole numbers up

to 999 using smaller than, greater than, more than, less than and is equal to

• Describe and order whole numbers up to 999 from smallest to greatest and greatest to smallest

use ordinal numbers to show order, place or position• Use, read and write ordinal numbers,

including abbreviated form (1st, 2nd, 3rd, up to 31st)

9780636123113T.indd 37 2011/06/27 6:24 PM


PLACE VALUE


place Value

begin to recognise the place value of at least two-digit numbers to 20• Decompose two-digit

numbers into multiples of 10 and ones/units

recognise the place value of at least two-digit numbers to 99• Decompose two-digit numbers up to 99

into multiples of 10 and ones/units• Identify and state the value of each digit

recognise the place value of three-digit numbers to 999• Decompose three-digit numbers up to 999

into multiples of 100, multiples of 10 and ones/units

• Identify and state the value of each digit

9780636123113T.indd 38 2011/06/27 6:24 PM


PLACE VALUE


place Value

begin to recognise the place value of at least two-digit numbers to 20• Decompose two-digit

numbers into multiples of 10 and ones/units

recognise the place value of at least two-digit numbers to 99• Decompose two-digit numbers up to 99

into multiples of 10 and ones/units• Identify and state the value of each digit

recognise the place value of three-digit numbers to 999• Decompose three-digit numbers up to 999

into multiples of 100, multiples of 10 and ones/units

• Identify and state the value of each digit

9780636123113T.indd 39 2011/06/27 6:24 PM


SOLVE PROBLEMS IN CONTEXT


problem-solving techniques

Use the following techniques up to 10:a) concrete apparatus e.g. countersb) physical number ladder

Use the following techniques when solving problems and explain solutions to problems:• concrete apparatus e.g. counters• pictures to draw the story sum• building up and breaking down

numbers• doubling and halving • number lines supported by

concrete apparatus

Use the following techniques when solving problems and explain solutions to problems:• drawings or concrete apparatus

e.g. counters• building up and breaking down of numbers• doubling and halving• number lines

Use the following techniques when solving problems and explain solutions to problems:• building up and breaking down numbers• doubling and halving• number lines• rounding off in tens

addition and subtraction

Solve word problems (story sums) in context and explain own solution to problems involving addition and subtraction with answers up to 10

Solve word problems in context and explain own solution to problems involving addition, subtraction with answers up to 20


Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999

repeated addition leading to multiplication

Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20

Solve word problems in context and explains own solution to problems using repeated addition or multiplication with answers up to 50

Solve word problems in context and explain own solution to problems using multiplication with answers up to 100

Grouping and sharing leading to division

Solve and explain solutions to word problems in context (story sums) that involve equal sharing, grouping with whole numbers up to 10 and answers that can include remainders

Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that can include remainders

Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that can include remainders

Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that can include remainders

Sharing leading to fractions

Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions

Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions

money Develop an awareness of South African coins and bank notes

• Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10 and R20)

• Solve money problems involving totals and change to R20 and in cents up to 20 cents

• Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10, R20, R50)

• Solve money problems involving totals and change to R99 and in cents up to 90c

• Recognise and identify all of the South African coins and bank notes

• Solve money problems involving totals and change in rands or cents

• Convert between rands and cents

9780636123113T.indd 40 2011/06/27 6:24 PM


SOLVE PROBLEMS IN CONTEXT


problem-solving techniques

Use the following techniques up to 10:a) concrete apparatus e.g. countersb) physical number ladder

Use the following techniques when solving problems and explain solutions to problems:• concrete apparatus e.g. counters• pictures to draw the story sum• building up and breaking down

numbers• doubling and halving • number lines supported by

concrete apparatus

Use the following techniques when solving problems and explain solutions to problems:• drawings or concrete apparatus

e.g. counters• building up and breaking down of numbers• doubling and halving• number lines

Use the following techniques when solving problems and explain solutions to problems:• building up and breaking down numbers• doubling and halving• number lines• rounding off in tens

addition and subtraction

Solve word problems (story sums) in context and explain own solution to problems involving addition and subtraction with answers up to 10



Solve word problems in context and explain own solution to problems involving addition, subtraction leading answers up to 999


Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20

Solve word problems in context and explains own solution to problems using repeated addition or multiplication with answers up to 50

Solve word problems in context and explain own solution to problems using multiplication with answers up to 100

Grouping and sharing leading to division

Solve and explain solutions to word problems in context (story sums) that involve equal sharing, grouping with whole numbers up to 10 and answers that can include remainders

Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that can include remainders

Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that can include remainders

Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that can include remainders

Sharing leading to fractions

Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions

Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions

money Develop an awareness of South African coins and bank notes

• Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10 and R20)

• Solve money problems involving totals and change to R20 and in cents up to 20 cents

• Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5), and bank notes (R10, R20, R50)

• Solve money problems involving totals and change to R99 and in cents up to 90c

• Recognise and identify all of the South African coins and bank notes

• Solve money problems involving totals and change in rands or cents

• Convert between rands and cents

9780636123113T.indd 41 2011/06/27 6:24 PM


CONTEXT-FREE CALCULATIONS


techniques (methods or strategies)

Use the following techniques when performing calculations:• drawings or concrete

apparatus e.g. counters• building up and breaking down

numbers• doubling and halving• number lines supported by

concrete apparatus

Use the following techniques when performing calculations:• drawings or concrete apparatus

e.g. counters• building up and breaking down numbers• doubling and halving• number lines

Use the following techniques when performing calculations:• building up and breaking down numbers• doubling and halving• number lines• rounding off in tens

addition and Subtraction

Solve verbally stated addition and subtraction problems with solutions up to 10

• Add to 20• Subtract from 20• Use appropriate symbols

(+, –, =, )• Practice number bonds to 10

• Add to 99• Subtract from 99• Use appropriate symbols (+, –, =, )• Practice number bonds to 20



• Add the same number repeatedly to 20

• Use appropriate symbols (+, =, )

• Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 to a total of 50

• Use appropriate symbols (+, x, =, )

• Multiply any number by 2, 3, 4, 5, 10 to a total of 100

• Use appropriate symbols (x, =, )

division • Divide numbers up to 100 by 2, 3, 4, 5, 10• Use appropriate symbols (÷, =, )

mental mathematics

number concept: range 20• Name the number before and

after a given number• Order a given set of selected

numbers• Compare numbers up to 20

and say which is 1 and 2 more or less

number concept: range 99• Order a given set of selected numbers• Compare numbers up to 99 and say which

is 1, 2, 3, 4, 5 and 10 more or less

number concept: range 1000• Order a given set of selected numbers• Compare numbers up to 1000 and say

which is 1, 2, 3, 4, 5 and 10 more or less

9780636123113T.indd 42 2011/06/27 6:24 PM


CONTEXT-FREE CALCULATIONS


techniques (methods or strategies)

Use the following techniques when performing calculations:• drawings or concrete

apparatus e.g. counters• building up and breaking down

numbers• doubling and halving• number lines supported by

concrete apparatus

Use the following techniques when performing calculations:• drawings or concrete apparatus

e.g. counters• building up and breaking down numbers• doubling and halving• number lines

Use the following techniques when performing calculations:• building up and breaking down numbers• doubling and halving• number lines• rounding off in tens

addition and Subtraction

Solve verbally stated addition and subtraction problems with solutions up to 10

• Add to 20• Subtract from 20• Use appropriate symbols

(+, –, =, )• Practice number bonds to 10




• Add the same number repeatedly to 20

• Use appropriate symbols (+, =, )

• Multiply numbers 1 to 10 by 1, 2, 5, 3 and 4 to a total of 50

• Use appropriate symbols (+, x, =, )

• Multiply any number by 2, 3, 4, 5, 10 to a total of 100

• Use appropriate symbols (x, =, )

division • Divide numbers up to 100 by 2, 3, 4, 5, 10• Use appropriate symbols (÷, =, )

mental mathematics

number concept: range 20• Name the number before and

after a given number• Order a given set of selected

numbers• Compare numbers up to 20

and say which is 1 and 2 more or less

number concept: range 99• Order a given set of selected numbers• Compare numbers up to 99 and say which

is 1, 2, 3, 4, 5 and 10 more or less

number concept: range 1000• Order a given set of selected numbers• Compare numbers up to 1000 and say

which is 1, 2, 3, 4, 5 and 10 more or less

9780636123113T.indd 43 2011/06/27 6:24 PM


CONTEXT-FREE CALCULATIONS (continued)


mental mathematics (continued)

rapidly recall:• Addition and subtraction facts

to 10

rapidly recall:• Addition and subtraction facts to 20• Add or subtract multiples of 10 from

0 to 100

rapidly recall:• Recall addition and subtraction facts to 20• Add or subtract multiples of 10 from 0

to 100• Multiplication facts for the: – two times table with answers up to 20 – ten times table with answers up to 100• Division facts for numbers:

– up to 20 divisible by 2 – up to 100 divisible by 10

calculation StrategiesUse calculation strategies to add and subtract efficiently:• Put the larger number first

in order to count on or count back

• Number line• Doubling and halving• Building up and breaking down

calculation StrategiesUse calculation strategies to add and subtract efficiently:• Put the larger number first in order to

count on or count back• Number line• Doubling and halving• Building up and breaking down• Use the relationship between addition and

subtraction

calculation StrategiesUse the following calculation strategies:• Put the larger number first in order to

count on or count back• Number line• Doubling and halving• Building up and breaking down • Use the relationship between addition and

subtraction• Use the relationship between multiplication

and division

fractions • Use and name unitary fractions in familiar contexts including halves, quarters, thirds and fifths

• Recognise fractions in diagrammatic form• Write fractions as 1 half

• Use and name unitary and non-unitary fractions in familiar contexts including halves, quarters, eighths, thirds, sixths, fifths

• Recognise fractions in diagrammatic form• Begin to recognise that two halves or three

thirds make one whole and that one half and two quarters are equivalent

• Write fractions as 1 half, 2 thirds

9780636123113T.indd 44 2011/06/27 6:24 PM


CONTEXT-FREE CALCULATIONS (continued)


mental mathematics (continued)

rapidly recall:• Addition and subtraction facts

to 10

rapidly recall:• Addition and subtraction facts to 20• Add or subtract multiples of 10 from

0 to 100

rapidly recall:• Recall addition and subtraction facts to 20• Add or subtract multiples of 10 from 0

to 100• Multiplication facts for the: – two times table with answers up to 20 – ten times table with answers up to 100• Division facts for numbers:

– up to 20 divisible by 2 – up to 100 divisible by 10

calculation StrategiesUse calculation strategies to add and subtract efficiently:• Put the larger number first

in order to count on or count back

• Number line• Doubling and halving• Building up and breaking down

calculation StrategiesUse calculation strategies to add and subtract efficiently:• Put the larger number first in order to

count on or count back• Number line• Doubling and halving• Building up and breaking down• Use the relationship between addition and

subtraction

calculation StrategiesUse the following calculation strategies:• Put the larger number first in order to

count on or count back• Number line• Doubling and halving• Building up and breaking down • Use the relationship between addition and

subtraction• Use the relationship between multiplication

and division

fractions • Use and name unitary fractions in familiar contexts including halves, quarters, thirds and fifths

• Recognise fractions in diagrammatic form• Write fractions as 1 half

• Use and name unitary and non-unitary fractions in familiar contexts including halves, quarters, eighths, thirds, sixths, fifths

• Recognise fractions in diagrammatic form• Begin to recognise that two halves or three

thirds make one whole and that one half and two quarters are equivalent

• Write fractions as 1 half, 2 thirds

9780636123113T.indd 45 2011/06/27 6:24 PM


PATTERNS, FUNCTIONS AND ALGEBRA

progression in patterns, functions and algebra

• In Patterns, Functions and Algebra, we give learners opportunities to:– complete and extend patterns represented in different forms– identify and describe patterns.

• Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase.

• Writing and solving number sentences prepares learners for writing algebraic expressions and solving equations in the Intermediate Phase. Writing and solving number sentences also provides an opportunity to consolidate learners’ number knowledge.


Geometric patterns

copy and extendCopy and extend simple patterns using physical objects and drawings (e.g. using colours and shapes)

copy, extend and describeCopy, extend and describe in words:• simple patterns made with

physical objects• simple patterns made with

drawings of lines, shapes or objects

copy, extend and describeCopy, extend and describe in words:• simple patterns made with physical objects• complex patterns made with drawings of

lines, shapes or objects

copy, extend and describeCopy, extend and describe in words:• simple patterns made with physical objects• more complex patterns made with


create own patternsCreate own geometric patterns:• with physical objects• by drawing lines, shapes or

objects

patterns all around usIdentify, describe in words and copy geometric patterns:• in nature• from modern everyday life• from our cultural heritage

create and describe own patternsCreate own geometric patterns:• with physical objects• by drawing lines, shapes or objects




number patterns copy, extend and describeCopy, extend and describe simple number sequences to at least 100

create and describe own patterns

copy, extend and describeCopy, extend and describe simple number sequences to at least 200


copy, extend and describeCopy, extend and describe simple numbersequences to at least 999


9780636123113T.indd 46 2011/06/27 6:24 PM


PATTERNS, FUNCTIONS AND ALGEBRA

progression in patterns, functions and algebra

• In Patterns, Functions and Algebra, we give learners opportunities to:– complete and extend patterns represented in different forms– identify and describe patterns.

• Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase.

• Writing and solving number sentences prepares learners for writing algebraic expressions and solving equations in the Intermediate Phase. Writing and solving number sentences also provides an opportunity to consolidate learners’ number knowledge.


Geometric patterns

copy and extendCopy and extend simple patterns using physical objects and drawings (e.g. using colours and shapes)

copy, extend and describeCopy, extend and describe in words:• simple patterns made with

physical objects• simple patterns made with


copy, extend and describeCopy, extend and describe in words:• simple patterns made with physical objects• complex patterns made with drawings of

lines, shapes or objects

copy, extend and describeCopy, extend and describe in words:• simple patterns made with physical objects• more complex patterns made with


create own patternsCreate own geometric patterns:• with physical objects• by drawing lines, shapes or

objects






number patterns copy, extend and describeCopy, extend and describe simple number sequences to at least 100


copy, extend and describeCopy, extend and describe simple number sequences to at least 200


copy, extend and describeCopy, extend and describe simple numbersequences to at least 999


9780636123113T.indd 47 2011/06/27 6:24 PM


SPACE AND SHAPE (GEOMETRY)

progression in Space and Shape

• The main progression in Space and Shape is achieved by:– Focusing on new properties and features of shapes and objects in each grade.

– Moving from learning the language of position and matching different views of the same object to reading and following directions on informal maps.


position, orientation and views

language of positionDescribe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to

position and directionsFollow directions to move aroundthe classroom


position and views• Recognise and match different

views of the same everyday object

position and directions• Follow directions to move

around the classroom• Follow instructions to place

one object in relation to another e.g. put the pencil behind the box


position and views• Recognise and match different views

of the same everyday object

position and directions• Follow directions to move around the

classroom

position and views• Recognise and match different views of the

same everyday object• Name an everyday object when shown an

unusual view of it• Reads, interpret and draw informal maps,

or top views of a collection of objects• Find objects on maps


classroom and school• Give directions to move around the

classroom and school• Follow directions from one place to another

on an informal map

3-d objects range of objectsRecognize and name 3-D objects in the classroom:• ball shapes• box shapes

features of objectsDescribe, sort and compare 3-D objects in terms of:• size• colour• objects that roll• objects that slide

range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes (spheres)• box shapes (prisms)


range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes, (spheres)• box shapes (prisms)• cylinders

features of objectsDescribe, sort and compare 3-D objects in terms of:• size• objects that roll• objects that slide

range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes (spheres)• box shapes (prisms)• cylinders• pyramids• cones

features of objectsDescribe, sort and compare 3-D objects in terms of:• 2-D shapes that make up the faces

of 3-D objects• flat or curved surfaces

9780636123113T.indd 48 2011/06/27 6:24 PM


SPACE AND SHAPE (GEOMETRY)

progression in Space and Shape

• The main progression in Space and Shape is achieved by:– Focusing on new properties and features of shapes and objects in each grade.

– Moving from learning the language of position and matching different views of the same object to reading and following directions on informal maps.


position, orientation and views


position and directionsFollow directions to move aroundthe classroom


position and views• Recognise and match different

views of the same everyday object

position and directions• Follow directions to move

around the classroom• Follow instructions to place

one object in relation to another e.g. put the pencil behind the box


position and views• Recognise and match different views

of the same everyday object


classroom

position and views• Recognise and match different views of the

same everyday object• Name an everyday object when shown an

unusual view of it• Reads, interpret and draw informal maps,

or top views of a collection of objects• Find objects on maps


classroom and school• Give directions to move around the

classroom and school• Follow directions from one place to another

on an informal map

3-d objects range of objectsRecognize and name 3-D objects in the classroom:• ball shapes• box shapes


range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes (spheres)• box shapes (prisms)


range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes, (spheres)• box shapes (prisms)• cylinders

features of objectsDescribe, sort and compare 3-D objects in terms of:• size• objects that roll• objects that slide

range of objectsRecognize and name 3-D objects in the classroom and in pictures:• ball shapes (spheres)• box shapes (prisms)• cylinders• pyramids• cones

features of objectsDescribe, sort and compare 3-D objects in terms of:• 2-D shapes that make up the faces

of 3-D objects• flat or curved surfaces

9780636123113T.indd 49 2011/06/27 6:24 PM


SPACE AND SHAPE (GEOMETRY) continued


3-d objects (continued)

focussed activities• Use 3-D objects such as

building blocks, recycling etc to construct composite objects e.g. towers, bridges etc

focussed activities• Observe and build given

3-D objects using concrete materials such as building blocks, recycling material, construction kits

focussed activities• Observe and build given 3-D objects

using concrete materials such as cut-out 2-D shapes, building blocks, recycling material, construction kits, other 3-D geometric objects

focussed activities• Observe and build given 3-D objects using

concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric objects

2-d Shapes range of shapesRecognize and name 2-D shapes:• circles• triangles• squares

range of shapesRecognize and name 2-D shapes• circles• triangles• squares• rectangles

range of shapes• circles• triangles• squares• rectangles

features of shapesDescribe, sort and compare 2-D shapes in terms of:• size• colour• straight sides• round sides

features of shapesDescribe, sort and compare 2-D shapes in terms of:• size• shape• straight sides• round sides

features of shapesDescribe, sort and compare 2-D shapes in terms of:• shape• straight sides• round sides

draw shapes• circles• triangles• squares• rectangles

Symmetry Symmetry• Recognise symmetry in

own body

Symmetry• Recognise symmetry in own

body• Recognise and draw line of

symmetry in 2-D geometrical and non geometrical shapes

Symmetry• Recognise and draw line of symmetry

in 2-D geometrical and non-geometrical shapes



• Determine line of symmetry through paper folding and reflection

9780636123113T.indd 50 2011/06/27 6:24 PM


SPACE AND SHAPE (GEOMETRY) continued


3-d objects (continued)

focussed activities• Use 3-D objects such as

building blocks, recycling etc to construct composite objects e.g. towers, bridges etc

focussed activities• Observe and build given

3-D objects using concrete materials such as building blocks, recycling material, construction kits

focussed activities• Observe and build given 3-D objects

using concrete materials such as cut-out 2-D shapes, building blocks, recycling material, construction kits, other 3-D geometric objects

focussed activities• Observe and build given 3-D objects using

concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric objects

2-d Shapes range of shapesRecognize and name 2-D shapes:• circles• triangles• squares

range of shapesRecognize and name 2-D shapes• circles• triangles• squares• rectangles

range of shapes• circles• triangles• squares• rectangles

features of shapesDescribe, sort and compare 2-D shapes in terms of:• size• colour• straight sides• round sides

features of shapesDescribe, sort and compare 2-D shapes in terms of:• size• shape• straight sides• round sides

features of shapesDescribe, sort and compare 2-D shapes in terms of:• shape• straight sides• round sides

draw shapes• circles• triangles• squares• rectangles

Symmetry Symmetry• Recognise symmetry in

own body

Symmetry• Recognise symmetry in own

body• Recognise and draw line of

symmetry in 2-D geometrical and non geometrical shapes





• Determine line of symmetry through paper folding and reflection

9780636123113T.indd 51 2011/06/27 6:24 PM


MEASUREMENT

progression in measurement

• The main progression in measurement across the grades is achieved by the introduction of:– new forms of measuring– new measuring tools: starting with informal tools and moving towards formal measuring

instruments in Grades 2 and 3.– new measuring units, particularly in Grades 2 and 3.

• Calculations and problem solving with measurement should take cognisance of the number work that has already been covered.


time passing of timeTalk about the passing of time:• Talk about things that happen

during the day and things that happen during the night

• Learners sequence events that happen to them during the day

• Order regular events from their own lives

passing of timeTalk about the passing of time:• Order regular events from their

own lives• Compare lengths of time using

language e.g. longer, shorter, faster, slower

• Sequence events using language such as yesterday, today, tomorrow

telling the time• Name and sequence days of week and

months of year• Place birthdays, religious festivals, public

holidays, historical events, school events on a calendar

• Tell 12-hour time in hours, half hours and quarter hours

telling the time• Read dates on calendars• Place birthdays, religious festivals, public


• Tell 12-hour time in– hours– half hours– quarter hours– minuteson analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones

telling the time• Describe when something

happens using language e.g. morning, afternoon, night, early, late

• Name and sequence days of week and months of year

• Place birthdays on a calendar

calculate length of time and passing of time• Use calendars to calculate and describe

lengths of time in: – days – weeks

• Use clocks to calculate length of time in: – hours – half hours


lengths of time in: – days – weeks – months

• Converting between days and weeks• Converting between weeks and months• Use clocks to calculate length of time in

– hours – half hours – quarter hours

9780636123113T.indd 52 2011/06/27 6:24 PM


MEASUREMENT

progression in measurement

• The main progression in measurement across the grades is achieved by the introduction of:– new forms of measuring– new measuring tools: starting with informal tools and moving towards formal measuring

instruments in Grades 2 and 3.– new measuring units, particularly in Grades 2 and 3.

• Calculations and problem solving with measurement should take cognisance of the number work that has already been covered.


time passing of timeTalk about the passing of time:• Talk about things that happen

during the day and things that happen during the night

• Learners sequence events that happen to them during the day

• Order regular events from their own lives

passing of timeTalk about the passing of time:• Order regular events from their

own lives• Compare lengths of time using

language e.g. longer, shorter, faster, slower

• Sequence events using language such as yesterday, today, tomorrow

telling the time• Name and sequence days of week and

months of year• Place birthdays, religious festivals, public


• Tell 12-hour time in hours, half hours and quarter hours

telling the time• Read dates on calendars• Place birthdays, religious festivals, public


• Tell 12-hour time in– hours– half hours– quarter hours– minuteson analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones

telling the time• Describe when something

happens using language e.g. morning, afternoon, night, early, late

• Name and sequence days of week and months of year

• Place birthdays on a calendar


lengths of time in: – days – weeks

• Use clocks to calculate length of time in: – hours – half hours


lengths of time in: – days – weeks – months

• Converting between days and weeks• Converting between weeks and months• Use clocks to calculate length of time in

– hours – half hours – quarter hours

9780636123113T.indd 53 2011/06/27 6:24 PM


MEASUREMENT (continued)


length informal measuring• Compare and order the length,

height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider

informal measuring• Compare and order the length,


• Describe the length of objects by counting and stating the length in informal units

• Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc.

informal measuring• Estimate, measure, compare, order

and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc.


• Use language to talk about the comparison e.g. longer, shorter, taller, wider

introducing formal measuring• Estimate, measure, compare, order and

record length using metres (either metre sticks or metre lengths of string) as the standard unit of length



• Describe the length of objects by counting and stating how many informal units long they are




• Estimate and measure lengths in centimetres using a ruler

No conversions between metres and centimetres required.

mass informal measuring• Compare and order the mass

of two or more objects by feeling them or using a balancing scale

• Use language to talk about the comparison e.g. light, heavy, lighter, heavier

informal measuring• Estimate, measure, compare,

order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks

• Describe the mass of objects by counting and stating the mass in informal units


informal measuring• Estimate, measure, compare, order and

record mass using a balancing scale and non-standard measures e.g. blocks, bricks



introducing formal measuring• Compare, order and record the mass of

commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour

• Measure own mass in kilograms using a bathroom scale






commercially packaged objects which have their mass stated in: – kilograms e.g. 2 kilograms of rice and 1 kilogram of flour – grams e.g. 500 grams of salt


No conversions between grams and kilograms are required.

9780636123113T.indd 54 2011/06/27 6:24 PM




length informal measuring• Compare and order the length,


informal measuring• Compare and order the length,



• Estimate, measure, compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters etc.









• Describe the length of objects by counting and stating how many informal units long they are




• Estimate and measure lengths in centimetres using a ruler

No conversions between metres and centimetres required.

mass informal measuring• Compare and order the mass

of two or more objects by feeling them or using a balancing scale


informal measuring• Estimate, measure, compare,

order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks








commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour







commercially packaged objects which have their mass stated in: – kilograms e.g. 2 kilograms of rice and 1 kilogram of flour – grams e.g. 500 grams of salt


No conversions between grams and kilograms are required.

9780636123113T.indd 55 2011/06/27 6:24 PM




capacity / Volume

informal measuring• Compare and order the

amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary

• Compare and order the amount of liquid that two containers can hold if filled (capacity)

• Use language to talk about the comparison e.g. more than, less than, full, empty



• Compare and order the amount of liquid that two containers can hold if filled (capacity). Use language to talk about the comparison e.g. more than, less than, full, empty

• Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups

• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups


record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups

• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of 4 cups

introducing formal measuring• Estimate, measure, compare, order

and record the capacity of objects by measuring in litres

• Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint





and record the capacity of objects by measuring in litres, half litres and quarter litres

• Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cooldrink, 750 millilitres of oil

• Know that a standard cup is 250 millilitres• Know that a teaspoon is 5 millilitresNo conversions between millilitres and litres required

perimeter and area

perimeterInvestigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units

areaInvestigate the area using tiling

9780636123113T.indd 56 2011/06/27 6:24 PM




capacity / Volume



• Compare and order the amount of liquid that two containers can hold if filled (capacity)

• Use language to talk about the comparison e.g. more than, less than, full, empty



• Compare and order the amount of liquid that two containers can hold if filled (capacity). Use language to talk about the comparison e.g. more than, less than, full, empty

• Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups

• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container, e.g. the bottle has the capacity of four cups





and record the capacity of objects by measuring in litres

• Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint





and record the capacity of objects by measuring in litres, half litres and quarter litres

• Compare, order and record the capacity of commercially packages objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or in millilitres e.g. 500 ml of milk, 340 millilitres of cooldrink, 750 millilitres of oil

• Know that a standard cup is 250 millilitres• Know that a teaspoon is 5 millilitresNo conversions between millilitres and litres required

perimeter and area

perimeterInvestigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units

areaInvestigate the area using tiling

9780636123113T.indd 57 2011/06/27 6:24 PM


DATA HANDLING

progression in data handling

• The main progression in Data Handling across the grades is achieved by:– Moving from working with objects to working with data– Working with new forms of data representation

• Learners should work through the full data cycle at least once a year – this involves collecting and organising data, representing data, analysing, interpreting and reporting data.

• Some of the above aspects of data handling can also be dealt with as discrete activities.


collect and sort objects

collect and organise objectsCollect and sort everyday physical objects

collect and organise objects Collect and sort everyday physical objects

represent sorted collection of objects

represent sorted collection of objectsDraw a picture of collected objects


discuss and report on sorted collection of objects

discuss and report on sorted collection of objectsAnswer questions about• how the collection was sorted• drawing of the collection

discuss and report on sorted collection of objects• Give reasons for how collection was sorted• Answer questions about

– how the sorting was done (process)– what the sorted collection looks like

(product)• Describe the collection and / drawing• Explain how the collection was sorted

collect and organise data

collect and organise data• Collect data about the class or school to

answer question posed by the teacher

collect and organise data• Collect data about the class or school to answer

questions posed by the teacher• Organise data in tallies


answer questions posed by the teacher• Organise data supplied by teacher or

workbook/textbook• Organise data in:

– lists– tallies– tables

represent data represent data• Represent data in pictograph• Limited to pictographs with

one-to-one correspondence

represent data• Represent data in pictograph• Limited to pictographs with


represent dataRepresent data in:• pictograph (limited to pictographs with

one-to-one correspondence)• bar graphs

analyse and interpret data

analyse and interpret data• Answer questions about data in pictograph• Limited to pictographs with




analyse and interpret dataAnswer questions about data presented in:• pictographs (limited to pictographs with


9780636123113T.indd 58 2011/06/27 6:24 PM


DATA HANDLING

progression in data handling

• The main progression in Data Handling across the grades is achieved by:– Moving from working with objects to working with data– Working with new forms of data representation

• Learners should work through the full data cycle at least once a year – this involves collecting and organising data, representing data, analysing, interpreting and reporting data.

• Some of the above aspects of data handling can also be dealt with as discrete activities.


collect and sort objects

collect and organise objectsCollect and sort everyday physical objects

collect and organise objects Collect and sort everyday physical objects

represent sorted collection of objects



discuss and report on sorted collection of objects

discuss and report on sorted collection of objectsAnswer questions about• how the collection was sorted• drawing of the collection

discuss and report on sorted collection of objects• Give reasons for how collection was sorted• Answer questions about

– how the sorting was done (process)– what the sorted collection looks like

(product)• Describe the collection and / drawing• Explain how the collection was sorted

collect and organise data


answer question posed by the teacher

collect and organise data• Collect data about the class or school to answer

questions posed by the teacher• Organise data in tallies


answer questions posed by the teacher• Organise data supplied by teacher or

workbook/textbook• Organise data in:

– lists– tallies– tables

represent data represent data• Represent data in pictograph• Limited to pictographs with


represent data• Represent data in pictograph• Limited to pictographs with


represent dataRepresent data in:• pictograph (limited to pictographs with


analyse and interpret data





analyse and interpret dataAnswer questions about data presented in:• pictographs (limited to pictographs with


9780636123113T.indd 59 2011/06/27 6:24 PM


LIFE SKILLS PHASE OVERVIEW

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING


term 1 Topic: MeTopic: At SchoolTopic: In the classroomTopic: BooksTopic: Days of the weekTopic: My BodyTopic: Healthy LivingTopic: SummerTopic: Shapes and colors around usFestivals and special days

Topic: MeTopic: At SchoolTopic: Healthy habitsTopic: The WeatherReligious days and other special days

Topic: What we need to liveTopic: Myself and othersTopic: Everyone is specialTopic: Healthy livingReligious days and other special days

Topic: About meTopic: FeelingsTopic: Health ProtectionTopic: Keeping my body safeTopic: Rights and ResponsibilitiesReligious days and other special days

term 2 Topic: HomeTopic: SafetyTopic: My familyTopic: WeatherTopic: AutumnTopic: SoundTopic: SightTopic: TouchTopic: Taste and SmellFestivals and special days

Topic: My FamilyTopic: Safety in the homeTopic: My bodyTopic: Keeping my body safeReligious days and other special days

Topic: SeasonsTopic: AnimalsTopic: Animals that live in waterTopic: Animal homesReligious days and other special days

Topic: Healthy eatingTopic: InsectsTopic: Life cyclesTopic: RecyclingReligious days and other special days

term 3 Topic: WinterTopic: TransportTopic: Jobs people doTopic: WaterTopic: FruitTopic: VegetablesTopic: Dairy FarmingTopic: Wool farmingTopic: Healthy environmentFestivals and special days

Topic: My communityTopic: PetsTopic: Manners and responsibilitiesTopic: Plants and seedsTopic: FoodReligious days and other special days

Topic: SoilTopic: TransportTopic: Road safetyTopic: People who help usReligious days and other special days

Topic: Public SafetyTopic: PollutionTopic: How people lived long agoTopic: SpaceReligious days and other special days

9780636123113T.indd 60 2011/06/27 6:24 PM

LIFE SKILLS: Phase Overview 61

LIFE SKILLS PHASE OVERVIEW

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING


term 1 Topic: MeTopic: At SchoolTopic: In the classroomTopic: BooksTopic: Days of the weekTopic: My BodyTopic: Healthy LivingTopic: SummerTopic: Shapes and colors around usFestivals and special days

Topic: MeTopic: At SchoolTopic: Healthy habitsTopic: The WeatherReligious days and other special days

Topic: What we need to liveTopic: Myself and othersTopic: Everyone is specialTopic: Healthy livingReligious days and other special days

Topic: About meTopic: FeelingsTopic: Health ProtectionTopic: Keeping my body safeTopic: Rights and ResponsibilitiesReligious days and other special days

term 2 Topic: HomeTopic: SafetyTopic: My familyTopic: WeatherTopic: AutumnTopic: SoundTopic: SightTopic: TouchTopic: Taste and SmellFestivals and special days

Topic: My FamilyTopic: Safety in the homeTopic: My bodyTopic: Keeping my body safeReligious days and other special days

Topic: SeasonsTopic: AnimalsTopic: Animals that live in waterTopic: Animal homesReligious days and other special days

Topic: Healthy eatingTopic: InsectsTopic: Life cyclesTopic: RecyclingReligious days and other special days

term 3 Topic: WinterTopic: TransportTopic: Jobs people doTopic: WaterTopic: FruitTopic: VegetablesTopic: Dairy FarmingTopic: Wool farmingTopic: Healthy environmentFestivals and special days

Topic: My communityTopic: PetsTopic: Manners and responsibilitiesTopic: Plants and seedsTopic: FoodReligious days and other special days

Topic: SoilTopic: TransportTopic: Road safetyTopic: People who help usReligious days and other special days

Topic: Public SafetyTopic: PollutionTopic: How people lived long agoTopic: SpaceReligious days and other special days

9780636123113T.indd 61 2011/06/27 6:24 PM


CREATIVE ARTS


all terms Performing ArtsVisual Arts

Performing ArtsVisual Arts



PHYSICAL EDUCATION


all terms Locomotion/non-locomotion (physical movement)Perceptual Motor (use of senses to react)RhythmCoordinationBalanceSpatial Orientation (awareness of space around you)Laterality (using both left & right hand sides of body)Sports and games

Locomotion/non-locomotion (physical movement)

Perceptual MotorRhythmCoordinationBalanceSpatial OrientationLateralitySports and games





BEGINNING KNOWLEDGE & PERSONAL AND SOCIAL WELL-BEING (continued)


term 4 Topic: SpringTopic: BirdsTopic: ReptilesTopic: DinosaursTopic: Wild animalsTopic: Finding out about one wild animalTopic: SportFestivals and special days

Consolidation of topics and Assessment

Topic: HomesTopic: Picture mapsTopic: WaterTopic: The sky at night

Consolidation of topics and assessment

Topic: Our CountryTopic: Ways we communicateTopic: Life at nightReligious days and other special days


Topic: Products and ProcessesTopic: Disasters and what we should doTopic: Animals that help usReligious days and other special days

Consolidation of topics covered and preparation for transition to Grade 4

9780636123113T.indd 62 2011/06/27 6:24 PM

LIFE SKILLS: Phase Overview 63

CREATIVE ARTS


all terms Performing ArtsVisual Arts




PHYSICAL EDUCATION


all terms Locomotion/non-locomotion (physical movement)Perceptual Motor (use of senses to react)RhythmCoordinationBalanceSpatial Orientation (awareness of space around you)Laterality (using both left & right hand sides of body)Sports and games







BEGINNING KNOWLEDGE & PERSONAL AND SOCIAL WELL-BEING (continued)


term 4 Topic: SpringTopic: BirdsTopic: ReptilesTopic: DinosaursTopic: Wild animalsTopic: Finding out about one wild animalTopic: SportFestivals and special days

Consolidation of topics and Assessment

Topic: HomesTopic: Picture mapsTopic: WaterTopic: The sky at night


Topic: Our CountryTopic: Ways we communicateTopic: Life at nightReligious days and other special days


Topic: Products and ProcessesTopic: Disasters and what we should doTopic: Animals that help usReligious days and other special days

Consolidation of topics covered and preparation for transition to Grade 4

9780636123113T.indd 63 2011/06/27 6:24 PM

• unique methodology – learners compose and read their own sentences even before they can write them.

• extensive training and classroom support from leading literacy nGo, the molteno institute for language and literacy.

• based on rigorous applied linguistics research.

• a South african success story with a proven track record – available in all Sa offi cial languages and adapted into 52 languages for 9 african countries.

Breakthrough to Literacy

9780636123113T.indd 64 2011/06/27 6:24 PM

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

to the Foundation Phase CAPS

Eastern Cape (043) 643 3963Free State (051) 448 0424Gauteng (011) 347 0700KwaZulu-Natal (031) 701 8813Limpopo (015) 295 9194Mpumalanga (013) 752 5936North West (018) 381 1118Western Cape/N. Cape (021) 980 9500

Customer services tel: (021) 532 6000

www.mml.co.za


foUnDAtion PhAseCurriculum and Assessment Policy Statements (CAPS)

ISBN M78-0-636-123113

9780636123113C.indd 1-2 2011/03/09 7:51 AM

curriculum and assessment policy statements (caps)€¦ · caps for the foundation phase...

Documents