survival guide to the intermediate phase · 2019-11-10 · 6 survival guide to the caps for the...
TRANSCRIPT
Survival Guide to the
inTerMeDiATe PhASeCurriculum and Assessment Policy Statements (CAPS)
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CheCkliST for ChooSing TexTbookS
Curriculum content
• Doesthetextbookcoverthecurriculumcomprehensively?
• Isthecontentappropriatelysequenced?
• Isthecontentexplainedinalogicalandclearway?
• Isthecontentup-to-dateandrelevanttotherealworld?
• Areillustrationsanddiagramsclearanddotheylinktothecontent?
Assessment
• Doesitcoverthetasksspecifiedinthecurriculumforassessment,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?
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CONTENTS 1
Contents
Overview of CAPS ............................................................................................................................... 2Time allocation 2Assessment in Grades 4 to 6 3
Home Language ................................................................................................................................. 6Home Language in the Intermediate Phase 6Overview of CAPS content for English Home Language in the Intermediate Phase 6Assessment of English Home Language in the Intermediate Phase 10
First Additional Language ............................................................................................................... 14English FAL in the Intermediate Phase 14Overview of CAPS content for English FAL in the Intermediate Phase 14Assessment of English FAL in the Intermediate Phase 19
Life Skills ......................................................................................................................................... 24Life Skills in the Intermediate Phase 24Overview of CAPS content for Life Skills in the Intermediate Phase 24Assessment of Life Skills in the Intermediate Phase 30
mathematics .................................................................................................................................... 34Mathematics in the Intermediate Phase 34Overview of CAPS content for Mathematics in the Intermediate Phase 34Assessment of Mathematics in the Intermediate Phase 53
natural Sciences and Technology .................................................................................................. 54Natural Sciences and Technology in the Intermediate Phase 54Overview of CAPS content for Natural Sciences and Technology in the Intermediate Phase 54Assessment of Natural Sciences and Technology in the Intermediate Phase 56
Social Sciences ............................................................................................................................... 60Social Sciences in the Intermediate Phase 60Overview of Intermediate Phase Geography topics 60Overview of Intermediate Phase History topics 62Assessment of Social Sciences in the Intermediate Phase 64
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2 Survival Guide to the CAPS for the Intermediate Phase
Dear Intermediate Phase Teacher
To support you in the implementation of the new Intermediate Phase CAPS, Maskew Miller Longman offers you this handy pocket guide filled with useful information. You will find for each of the Intermediate Phase subjects the time allocation, a content overview and a programme of assessment. This information is based on the December 2011 CAPS documents. Teachers should always consult the full information in the actual Curriculum and Assessment Policy Statement documents.
Overview of CAPS
The Curriculum and Assessment Policy Statements replace the National Curriculum Statement (NCS), taking effect January 2012. There is one single comprehensive National Curriculum and Assessment Policy for each subject. Two important features of CAPS are:
• ThetermsLearningOutcomesandAssessmentStandardsarenolongerused.
• Learningareasarenowknownassubjects.
Time allocation
The instructional time in the Intermediate Phase is as follows:
Subject Hours per week
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
Total 27,5
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INTRODUCTION 3
Assessment in Grades 4 to 6
All assessment in the Intermediate Phase is internal.
Informal or daily assessmentInformal assessment is a daily monitoring of learners’ progress, in the form of observation, written exercises, oral activities and presentations, written tests, reading aloud and other forms of assessment. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded.
Formal assessmentAll assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal Assessment Tasks are marked and formally recorded by the teacher for progression and certification purposes. The year mark counts for 75% of the final mark and the end of year exam counts 25%.
Summary of Formal Assessment Term 1 Term 2 Term 3 Term 4 Total
HomeLanguage 2 2 2 2 8
FirstAdditionalLanguage 2 2 2 2 8
Mathematics 2 2 2 3 9
Natural Sciences and Technology 2 3 3 4 12
Social SciencesGeography 1 1 1 1 4
History 1 1 1 1 4
LifeSkills
Creative Arts 1 1 1 1 4
Physical Education 1 1 1 1 4
Personal and Social Wellbeing 1 1 1 1 4
Codes and percentages for recording and reporting / Scale of achievementTeachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards.
Rating code Description of competence Percentage
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29
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5 Survival Guide to the CAPS for the Foundation Phase
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6 Survival Guide to the CAPS for the Intermediate Phase
HOme LAnGuAGe
Time allocation
The teaching time for Home Language is 6 hours per week. All language content is taught within a two-week cycle (12 hours). Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested.
Skills Time allocation per two-week cycle
*Listening & speaking (Oral) 2 hours
*Reading and Viewing 5 hours
*Writing and Presenting 4 hours
Language structures and conventions 1 hour
*Language structures and and conventions and their usage are integrated within the time allocation of the above-mentioned skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the above-mentioned skills.
Overview of skills, content and strategies for english Home Language in the Intermediate Phase
LiSTening AnD SPeAKing
Content Strategies and sub-skills
Listening comprehension
Different forms of oral communication:
• Prepared and unprepared speech
• Prepared and unprepared reading aloud
• Speaking: directions and instructions
• Story telling
• Vote of thanks
• Role-play
• Group discussion
• Debate
• Interview
Listening comprehension and speaking
• Re-tell the story • Recall specific detail in a text • Reflect on values and messages in a text • Reflect on stereotyping and other biases • Discuss character, plot and setting • Express opinions • Clarifying questions
Communication for social purposes
• Initiating and sustaining conversations • Turn taking conventions • Defending a position • Negotiation • Filling in gaps and encouraging the speaker • Sharing ideas and experiences and show understanding of concepts
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HOMELANGUAGE 7
HOme LAnGuAGe
Time allocation
The teaching time for Home Language is 6 hours per week. All language content is taught within a two-week cycle (12 hours). Timetabling should make provision for continuous double periods per week. In a two-week cycle the following time allocation for the different language skills is suggested.
Skills Time allocation per two-week cycle
*Listening & speaking (Oral) 2 hours
*Reading and Viewing 5 hours
*Writing and Presenting 4 hours
Language structures and conventions 1 hour
*Language structures and and conventions and their usage are integrated within the time allocation of the above-mentioned skills. There is also time allocated for formal practice. Thinking and reasoning skills are incorporated into the above-mentioned skills.
LiSTening AnD SPeAKing (continued)
Content Strategies and sub-skills
Prepared speech
• Research• Organise material coherently • Choose and develop main ideas and supporting ideas with examples • Correct format, vocabulary, language and conventions • Tone, voice projection, pace, eye contact, posture and gestures • Incorporate appropriate visual, audio and/or audiovisual aids,
such as charts, posters, images
Prepared Reading (Reading aloud)
• Use of tone, voice projection, pace, eye contact, posture and gestures • Pronounce words without distorting meaning
Unprepared reading (reading aloud)
• Read fluently according to purpose • Pronounce words without distorting meaning • Use tone, voice projection, pace, eye contact, posture and
gestures correctly
ReADing AnD VieWing
Content Strategies and sub-skills
• Prescribed literature genre
– Folklore
– Short story
– Drama
– Poetry
• Reading and viewing strategies
• Summary
• Visual literacy: advertising (poster, pamphlet), cartoon, comic strip, diagram/graph/ table/charts
Reading/viewing strategies: Use pre-reading, reading and post reading strategies • To understand the text• For close and critical reading of the text (reading comprehension)• To demonstrate independent reading (reading widely for pleasure,
information and learning)
Introduce learners to:
Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format e.g. newspaper columns etc.
Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence.
Parts of a book – title page, table of contents, chapters, glossary, etc.
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8 Survival Guide to the CAPS for the Intermediate Phase
ReADing AnD VieWing (continued)
Content Strategies and sub-skills
• Critical language awareness (being aware of the denotation and connotation of words and that it carries hidden meanings and messages, e.g. stereotypes, the speaker’s prejudices and intentions)
• Comprehension
• Prepared and unprepared reading aloud
Reading and viewing strategies• Skimming for main ideas• Scanning for supporting details• Inferring meaning of unfamiliar words and images by using word attack
skills and contextual clues• Rereading• Making notes (main and supporting ideas)• Summarise main and supporting ideas in point form/paragraph as per
required length• Clarifying• Making inferences• Explaining writer’s point of view• Drawing conclusions/own opinion
Visual literacy (range of graphic and visual texts e.g. advertisements, notices, posters, comics, cartoons, photographs, pictures):• Persuasive techniques: emotive language, bias• Impact of use of layout and design features, e.g. font types and sizes,
headings and captions, images
Poetry• Literal meaning• Figurative meaning• Theme and message• Imagery, e.g. simile and personification, word choice, tone, emotional
responses• Sound devices, e.g. Lines, words, stanzas, rhyme, rhythm, punctuation,
repetition, refrain, lliteration (assonance and consonance), onomatopoeia
Stories, Drama• Key features of texts
– Plot– Characters– Characterisation– Theme and messages– Background and setting – relation to character and theme– Text structure and format– Key features of the text
information and social texts• Audience and purpose• Main idea and supporting ideas/specific details• Text structure and format• Key features of the text
Prepared and unprepared reading (Reading aloud)• Use of tone, voice projection, pace, eye contact, posture and gestures• Pronounce words correctly
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HOMELANGUAGE 9
WRiTing AnD PReSenTing
Content Strategies and sub-skills
Word writing, e.g. lists
Sentence writing
Paragraph writing
Creative writing• Descriptive, e.g. descriptions
of people, places, animals, plants, objects, etc.
• Narrative, e.g. stories, personal recounts
• Imaginative, e.g. short poems• Dialogues and short play
scripts based on stories
Transactional writing (social, functional, media and information texts)• Notes, messages, letters,
greeting cards, invitations• Posters, notices, brochures,
advertisements• Short written speeches• Procedural texts and recounts• Factual recounts, information
texts, e.g. news reports, texts for other subjects, graphic texts
Process writing• Planning / pre-writing• Drafting• Revising• Editing• Proofreading• Presenting
Pre-writing/planning• Consider target audience and purpose• Consider type of writing• Brainstorm using mind-maps/lists• Organise ideas
Drafting• Word choice• Structuring sentences• Main and supporting ideas• Specific features of the required text (e.g. direct speech for dialogue)• Reads own writing critically• Gets feedback from peers and teacher
Revising, editing, proofreading and presenting• Revises: improves content and structure of ideas• Refines word choice, sentence and paragraph structure• Edits: corrects mistakes in grammar, spelling and punctuation• Presents neat, legible final version
LAngUAge STRUCTUReS AnD COnVenTiOnS
• Punctuation• Spelling• Parts of words• Nouns• Determiners• Pronouns• Adjectives• Adverbs• Prepositions• Verbs
• Conjunctions and transition words• Interjectives/ideophones• Exclamations• Vocabulary development and figurative language• Clauses• Phrases• Sentences• Conditional sentences• Passive voice• Reported speech
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10 Survival Guide to the CAPS for the Intermediate Phase
Assessment of english Home Language in the Intermediate Phase
The Programme of Assessment: Term 1
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
narrative /descriptive text narrative /descriptive text narrative /descriptive text
Listens to and speaks about family / friends / pets / favourite sport / current issues
25
Listens to and speaks about family / friends / pets / favourite sport / current issues
20
Listens to and speaks about family / friends / pets / favourite sport / current issues
20
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reads aloud 20 Reads aloud 20 Reads aloud 15
Reflects on stories/ text read independently
15 Reflects on stories/ text read independently
15 Reflects on stories/ text read independently
20
Writes a paragraph about family / friends / pets / favourite sport / current issues
25
Writes a paragraph about family / friends / pets / favourite sport / current issues
30
Writes a paragraph about family / friends / pets / favourite sport / current issues
30
Total 100 Total 100 Total 100
Task 2 % Task 2 % Task 2 %
Literature (poetry) Literature (poetry) Literature (poetry)
Listens to and speaks about poetry
20 Listens to and speaks about poetry
20 Listens to and speaks about poetry
20
Comprehension test 30 Comprehension test (poem)
30 Comprehension test (poem)
30
Language structures and conventions in context
20 Language structures and conventions in context
20 Language structures and conventions in context
20
Writes a poem 30 Writes a poem 30 Writes a poem 30
Total 100 Total 100 Total 100
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HOMELANGUAGE 11
The Programme of Assessment: Term 2
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
information text information text information text
Listening comprehension (Listening and responding to instructional texts)
25 Listening and responding to instructional texts
20 Listening and responding to instructional texts
20
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reads aloud 20 Reads aloud 20 Reads aloud 15
Reflects on stories/ text read independently
15 Reflects on stories/ text read independently
15 Reflects on stories/ text read independently
20
Writes an instructional text 25 Writes an instructional text 30 Writes an instructional text 30
Total 100 Total 100 Total 100
Task 2 (June test/examination)
%Task 2 (June test/examination)
%Task 2 (June test/examination)
%
Paper 1: Oral: Reading, listening & speaking
30 Paper 1: Oral: Reading, listening & speaking
30 Paper 1: Oral: Reading, listening & speaking
30
Paper 2: Language in context Writing – essays and transactional texts
30 25 15
Paper 2: Language in context Writing – essays and transactional texts
30 25 15
Paper 2: Writing – essays and transactional texts
35
Paper 3: Language in context
35
Total 100 Total 100 Total 100
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12 Survival Guide to the CAPS for the Intermediate Phase
The Programme of Assessment: Term 3
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
narrative texts narrative texts narrative texts
Listening comprehension (Listens to and speaks about short stories)
25 Listening comprehension (Listens to and speaks about short stories)
20 Listening comprehension (Listens to and speaks about short stories)
20
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reads aloud 20 Reads aloud 20 Reads aloud 15
Reflects on stories/ text read independently
15Reflects on stories/ text read independently
15Reflects on stories/ text read independently
20
Writes own short story 25 Writes own short story 30 Writes own short story 30
Total 100 Total 100 Total 100
Task 2 % Task 2 % Task 2 %
Dialogue/drama Dialogue/drama Dialogue/drama
Listening and speaking (Role play a familiar situation)
20 Listening and speaking (Role play a familiar situation)
20 Listening and speaking (Role play a familiar situation)
20
Comprehension test 30 Comprehension test 30 Comprehension test 30
Language structures and conventions in context
20 Language structures and conventions in context
20 Language structures and conventions in context
20
Writes a dialogue 30 Writes a book review 30 Writes a short play script 30
Total 100 Total 100 Total 100
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HOMELANGUAGE 13
The Programme of Assessment: Term 4
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
information with visuals information with visuals information with visuals
Listening comprehension (Listens to and speaks about a speech)
25 Listening comprehension (Listens to and speaks about a text)
20 Listening comprehension (Listens to and speaks about a text)
20
Language structures and conventions taken from an advertisement
15 Language structures and conventions taken from a text
15 Language structures and conventions taken from a text
15
Reads aloud 20 Reads aloud 20 Reads aloud 15
Reflects on stories/ text read independently
15Reflects on stories/ text read independently
15Reflects on stories/ text read independently
20
Writes an advertisement 25 Writes a speech 30 Writes an book report 30
Total 100 Total 100 Total 100
Task 2 (end of the year examination)
%Task 2 (end of the year examination)
%Task 2 (end of the year examination)
%
Paper 1: Oral: Reading, listening & speaking
30 Paper 1: Oral: Reading, listening & speaking
30 Paper 1: Oral: Reading, listening & speaking
30
Paper 2: Language in context Writing – essays and transactional texts
30 25 15
Paper 2: Language in context Writing – essays and transactional texts
30 25 15
Paper 2: Writing – essays and transactional texts
20 15
Paper 3: Language in context
35
Total 100 Total 100 Total 100
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14 Survival Guide to the CAPS for the Intermediate Phase
FIrST ADDITIOnAL LAnGuAGe
Time allocation
The Department of Basic Education prescribes 5 hours per week teaching time for First Additional Language in the Intermediate Phase. All language content should be provided in two-week cycles of 10 hours each (10 weeks per term), i.e.: Term 1: 5 x 2-week cycles, etc. The Department of Basic Education suggests the following breakdown for the skills over the two-week cycle:
Time ALLOCATiOn PeR TWO-WeeK CyCLe
grade 4 grade 5 grade 6
Listening and speaking 2 hours 2 hours 2 hours
Reading and Viewing 5 hours 5 hours 4 hours
Writing and Presenting 2 hours 2 hours 3 hours
Language structures and conventions 1 hour 1 hour 1 hour
Overview of CAPS content for english FAL in the Intermediate Phase
In the Curriculum and Assessment Policy Statement (CAPS), the content (knowledge, concepts and skills) is organised per term, using these headings:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structure and conventions (integrated into the other skills and also covered separately)
• Thinking and reasoning (integrated into the other skills) – no overview given
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FIRSTADDITIONALLANGUAGE 15
FIrST ADDITIOnAL LAnGuAGe
Time allocation
The Department of Basic Education prescribes 5 hours per week teaching time for First Additional Language in the Intermediate Phase. All language content should be provided in two-week cycles of 10 hours each (10 weeks per term), i.e.: Term 1: 5 x 2-week cycles, etc. The Department of Basic Education suggests the following breakdown for the skills over the two-week cycle:
Time ALLOCATiOn PeR TWO-WeeK CyCLe
grade 4 grade 5 grade 6
Listening and speaking 2 hours 2 hours 2 hours
Reading and Viewing 5 hours 5 hours 4 hours
Writing and Presenting 2 hours 2 hours 3 hours
Language structures and conventions 1 hour 1 hour 1 hour
Overview of CAPS content for english FAL in the Intermediate Phase
In the Curriculum and Assessment Policy Statement (CAPS), the content (knowledge, concepts and skills) is organised per term, using these headings:
• Listening and speaking
• Reading and viewing
• Writing and presenting
• Language structure and conventions (integrated into the other skills and also covered separately)
• Thinking and reasoning (integrated into the other skills) – no overview given
LiSTening AnD SPeAKing
Content Strategies and sub-skills
Listening comprehension
Different forms of oral communication:
• Conversation
• Directionsandinstructions
• Storytelling
• Role-play
• Groupdiscussion
• Shorttalks
• Shortpoemsandrhymes
• Languagegames
Listening comprehension and speaking
• Make notes, lists, make summaries, retell, describe, ask clarifying questions, express opinions
• Recall specific detail, reflect on values and messages, reflect on stereotyping and other biases, describe and discuss characters, story line and setting
Communication for social purposes
• Initiating and sustaining conversations
• Turn taking conventions
• Sharing ideas and experiences
• Encouraging use of the additional language
Prepared short talks
• Research
• Organise material coherently
• Choose and develop main ideas and supporting ideas with examples
• Correct format, vocabulary, language and conventions
• Tone, voice projection, pace, eye contact, posture and gestures
• Effective introduction and conclusion
• Incorporate appropriate visual, audio and/or audiovisual aids such as charts, posters, drawings/photographs
Prepared Reading (reading aloud)
• Use of tone, pace, eye contact
• Pronounce words without distorting meaning
Unprepared reading (reading aloud)
• Read fluently according to purpose
• Pronounce words without distorting meaning
• Use tone, pace, eye contact
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16 Survival Guide to the CAPS for the Intermediate Phase
ReADing AnD VieWing
Content Strategies and sub-skills
Prescribed text types:
• Stories, e.g. contemporary realistic fiction, traditional stories (myths and legends, folk tales, fables), adventure stories, science fiction, biographies, historical fiction
• Plays
• Poetry
• Information texts, e.g. procedures, factual recounts, general knowledge texts, informative texts such as reports
• Social texts, e.g. invitations, greeting cards, letters, notices
• Media texts, e.g. advertisements, newspaper reports, magazine articles, notices, pamphlets
• Visual literacy: advertising (posters, pamphlets, advertisements), notices, drawings, photographs, cartoon, comic strip, diagram/graph/table/charts
Reading/Viewing
Use pre-reading, reading and post-reading strategies:
• To understand the text• For close and critical reading of the text (reading comprehension)• To demonstrate independent reading (reading widely for pleasure,
information and learning)
Introduce learners to:
Text features – titles, illustrations, graphs, charts, diagrams, headings, subheadings, numbering, captions, headlines, format e.g. newspaper columns etc.
Text structures – lists, sequential order, description, procedures, main point and supporting points, narrative sequence.
Parts of a book – title page, table of contents, chapters, glossary, etc.
Reading and viewing strategies
• Skimming for main ideas
• Scanning for supporting details
• Inferring meaning of unfamiliar words and images by using word attack skills and contextual clues
• Rereading
• Making notes (main and supporting ideas)
• Summarise main and supporting ideas in point form/paragraph as per required length
• Clarifying
• Making inferences
• Explaining writer’s point of view
• Drawing conclusions/own opinion
Visual literacy
• Persuasive techniques: emotive language, bias
• Impact of use of layout and design features, e.g. font types and sizes, headings and captions, images
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FIRSTADDITIONALLANGUAGE 17
ReADing AnD VieWing (continued)
Content Strategies and sub-skills
Types of reading• Close reading of texts: – Comprehension activities,
making summaries, and so on
• Extended reading of texts: oral discussions, book reviews, projects, and so on
• Prepared and unprepared reading aloud
Poetry
• Literal meaning
• Figurative meaning
• Theme and message
• Imagery, e.g. simile and personification, word choice, tone, emotional responses
• Sound devices, e.g. lines, words, stanzas, rhyme, rhythm, punctuation, repetition, refrain, alliteration (assonance and consonance), onomatopoeia
Stories and plays
• Key features of text:
– Story line
– Characters
– Background and setting
– Text structure and format
– Key features of the text
information, social and media texts
• Audience and purpose
• Main idea and supporting ideas/specific details
• Text structure and format
• Key features of the text
Prepared and unprepared reading (Reading aloud)
• Use of tone, pausing, phrasing and expression to convey meaning
• Pronounce words correctly
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18 Survival Guide to the CAPS for the Intermediate Phase
WRiTing AnD PReSenTing
Content Strategies and sub-skills
Word writing, e.g. lists
Sentence writing
Paragraph writing
Creative writing• Descriptive, e.g. descriptions of
people, places, animals, plants, objects, etc.
• Narrative, e.g. stories, personal recounts, diaries/diary entries, autobiography
• Imaginative, e.g. short poems• Dialogues and short play scripts
based on stories
Transactional writing (social, media and information texts)
• Notes, messages, letters, greeting cards, invitations
• Posters, notices, brochures, advertisements
• Short written speeches
• Procedural texts e.g. recipes, instructions, experiments
• Factual recounts e.g. news reports, reports of procedures, reports of phenomena observed
• Information texts e.g. texts for other subjects, informative texts, book/story reviews
• Visual literacy texts e.g. tables, charts, mind maps, diagrams, drawings, graphs
Process writing• planning/pre-writing• drafting• revising• editing• proofreading• presenting
Pre-writing/planning• Considertargetaudienceandpurpose• Considertypeofwriting• Brainstormusingmind-maps/lists• Organiseideas
Drafting• Wordchoice• Structuringsentences• Mainandsupportingideas• Specificfeaturesoftherequiredtext(e.g.directspeechfordialogue,
labels and captions for diagrams)• Readsownwritingcritically• Getsfeedbackfrompeersandteacher
Revising, editing, proofreading and presenting• Revises:improvescontentandstructureofideas• Refineswordchoice,sentenceandparagraphstructure• Edits:correctsmistakesingrammar,spellingandpunctuation• Presentsneat,legiblefinalversion
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FIRSTADDITIONALLANGUAGE 19
Assessment of english FAL in the Intermediate Phase
The programme of assessment per grade is on the following pages. The continuous assessment mark is 75% and the year-end exam mark is 25%.
LAngUAge STRUCTUReS AnD COnVenTiOnS
• Nouns
• Determiners
• Pronouns
• Adjectives
• Verbs
• Tense
• Modals
• Adverbs
• Prepositions
• Connecting words
• Sentence structure
• Punctuation
• Vocabulary development
• Spelling and spelling rules
• Spelling rules
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20 Survival Guide to the CAPS for the Intermediate Phase
The Programme of Assessment: Term 1
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
Listens to and speaks about a story /gives a personal or factual recount
20
Listens to and speaks about a story/gives a factual recount/takes part in a conversation or role-play
15
Listens to and speaks about a story / factual recount/takes part in a conversation or discussion
15
Reads aloud a prepared text 10 Reads aloud a prepared text 10 Reads aloud a prepared text 10
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reading comprehension of a story/factual recount/news report
20 Reading comprehension of a story/information text 20
Reading comprehension of a story/factual recount/social text
20
Reflects on stories/text read independently
10 Reflects on stories/text read independently
10 Reflects on stories/text read independently
10
Writes a paragraph: personal recount using a frame/ description of people using a frame
25
Writes a paragraph: a factual recount/ description of people/message
30
Writes three paragraphs based on the theme of the story
30
Total 100 Total 100 Total 100
Task 2 % Task 2 % Task 2 %
Listens to and gives instructions/performs poem or song with oral comprehension
20
Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension
20
Listens to and gives instructions/ describes a process/performs a poem or song with oral comprehension
20
Reading comprehension of a procedural text/ poem/song 30
Reading comprehension of a procedural text/poem/song 30
Reading comprehension of an information text/poem/song
30
Language structures and conventions in context
20 Language structures and conventions in context
20 Language structures and conventions in context
20
Writes simple instructions using a frame/a simple poem with a frame 30
Writes instructions/a factual recount/a simple poem with a frame 30
Writes a description of a simple process/simple definitions using a frame/description of a person/object/etc
30
Total 100 Total 100 Total 100
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FIRSTADDITIONALLANGUAGE 21
The Programme of Assessment: Term 2
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
Listens to and speaks about information text or story/gives and carries out directions/describes an object
20
Listens to and speaks about information text/story including retelling of the story
15
Listens to and speaks about oral descriptions of objects/animals/etc/listens to personal recount or takes part in a role-play
15
Reads aloud an unprepared text
10 Reads aloud an unprepared text
10 Reads aloud an unprepared text
10
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reading comprehension of information text/story 20
Reading comprehension of information text/story 20
Reading comprehension of information texts/story/social text
20
Reflects on stories/text read independently
10 Reflects on stories/text read independently
10 Reflects on stories/text read independently
10
Summarises information text/writes a story using a frame
25
Writes a description of objects/plants/etc. with a frame/writes a story using a frame
30
Writes a description of objects/plants/etc./write a personal letter
30
Total 100 Total 100 Total 100
Task 2 (June test/examination)
%Task 2 (June test/examination)
%Task 2 (June test/examination)
%
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 2: Written: Reading comprehension Language in context Writing – paragraphs
30 15 25
Paper 2: Written: Reading comprehension Language in context Writing – paragraphs
30 15 25
Paper 2: Written: Writing – paragraphs
30
Paper 3: Written: Reading comprehension Language in context
25 15
Total 100 Total 100 Total 100
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22 Survival Guide to the CAPS for the Intermediate Phase
The Programme of Assessment: Term 3
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
Listens to and speaks about information text or story/takes part in a conversation/performs a poems
20
Delivers a short talk/ retells a story
15
Delivers a short talk/ retells a story
15
Reads aloud a prepared text
10 Reads aloud a prepared text
10 Reads aloud a prepared text
10
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reading comprehension of information text/a visual text/story/poem
20 Reading comprehension of information text with visuals/story/poem
20 Reading comprehension of information text with visuals/story/poem
20
Reflects on text read independently
10 Reflects on text read independently
10 Reflects on text read independently
10
Writes summary of information text with support/a story using a frame
25
Completes visual text/makes a mind map summary/writes a simple story with dialogue
30
Completes visual text/writes a simple story
30
Total 100 Total 100 Total 100
Task 2 % Task 2 % Task 2 %
Listens to information text/ listens to and describes places or plants, etc./role-plays a familiar situation
20
Takes part in a conversation/a play
20
Listens to and carries out instructions/takes part in a conversation/play
20
Reading comprehension of a information text with visuals/procedural text/play
30 Reading comprehension of procedural text/ information text/a play
30 Reading comprehension of procedural text/information text/play
30
Language structures and conventions in context
20 Language structures and conventions in context
20 Language structures and conventions in context
20
Writes information text/a dialogue/a book review with a frame
30 Writes information text/short dialogue or play script with a frame
30 Writes information text/ a short play script 30
Total 100 Total 100 Total 100
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FIRSTADDITIONALLANGUAGE 23
The Programme of Assessment: Term 4
grade 4 grade 5 grade 6
Task 1 % Task 1 % Task 1 %
Listens to interviews or a talk show/listens to or gives messages/comprehension of a story
20
Takes part in discussion/tells a story
15
Takes part in a discussion/listens to a story
15
Reads aloud an unprepared text
10 Reads aloud an unprepared text
10 Reads aloud an unprepared text
10
Language structures and conventions in context
15 Language structures and conventions in context
15 Language structures and conventions in context
15
Reading comprehension of information text with visuals/visual text/a story with dialogue/a diary
20
Reading comprehension of media text/a poster/story
20
Reading comprehension of information text/a story/poem
20
Reflects on text read independently
10 Reflects on text read independently
10 Reflects on text read independently
10
Writes a paragraph with a frame/social texts/produces visual text e.g. a poster/story with dialogue
25
Writes information text with a frame/personal recount/produces a poster/writes a book review with a frame
30
Writes information text/definitions with examples/book review/personal letter
30
Total 100 Total 100 Total 100
Task 2 (end of year test/examination)
%Task 2 (end of year test/examination)
%Task 2 (end of year test/examination)
%
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 1: Oral: Reading aloud, listening & speaking
30
Paper 2: Written: Reading comprehension Language in context Writing – creative texts and transactional texts
30 15
25
Paper 2: Written: Reading comprehension Language in context Writing – creative texts and transactional texts
30 15
25
Paper 2: Written: Writing – creative texts and transactional texts
30
Paper 3: Written: Reading comprehension Language in context
25 15
Total 100 Total 100 Total 100
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24 Survival Guide to the CAPS for the Intermediate Phase
LIFe SKILLS
Life Skills in the Intermediate Phase
In Grade 4 to 6, the Life Skills curriculum is organised in three different study areas: • Personal and Social Well-being• Physical Education• Creative Arts: Performing Arts and Visual Arts
Time allocation
Four hours per week is allocated to Life Skills, weighted as follows between the three study areas:
Study area Time allocation per week Time allocation per year (40 weeks)
Personal and social well-being 1½ hours 60 hours
Physical Education 1 hour 40 hours
Creative Arts 1½ hours 60 hours
Total hours 4 hours 160 hours
Overview of CAPS content for Life Skills in the Intermediate Phase
PeRSOnAL AnD SOCiAL WeLL-being
Topics grade 4 grade 5 grade 6
1. Development of the self
• Personal strengths• Respect for own and
others’ bodies• Emotions:
understanding a range of emotions
• Dealing with conflict• Personal experience of
working in a group• Bullying: appropriate
responses to bullying• Reading for enjoyment
• Positive self-concept formation
• Receiving and giving feedback
• Coping with emotions• Relationships with
peers, older people and strangers
• Reading skills: reading with understanding and using a dictionary
• Positive self-esteem: body image
• Abilities, interests and potential
• Peer pressure• Problem solving skills
in conflict situations• Self management skills• Bullying: getting out of
the bullying habit• Reading skills: reading
with understanding and fluency
2. Health and environmental responsibility
• Dangers in and around water: home and public swimming pools, rivers and dams
• Traffic rules relevant to road users: pedestrians and cyclists
• Safety measures at home and the environment
• Water as an important basic need
• Healthy eating for children
• Basic first aid in different situations
• Food hygiene• Communicable
diseases
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LIFESKILLS 25
PeRSOnAL AnD SOCiAL WeLL-being
Topics grade 4 grade 5 grade 6
2. Health and environmental responsibility (contd)
• Personal and household hygiene
• Dietary habits of children
• Healthy environment and personal health: home, school and community
• HIV and AIDS education: basic facts
• Local environmental health problems
• HIV and AIDS education: dealing with stigma
• Substance abuse
• HIV and AIDS education: myths and realities
3. Social responsibility
• Children’s rights and responsibilities
• Cultures and moral lessons
• Knowledge of major religions in South Africa: Judaism, Christianity, Islam, Hinduism, Buddhism, Baha’i Faith and African Religion
• Concepts: discrimination, stereotype and bias
• Child abuse• Dealing with violent
situations• Issues of age and
gender• Festivals and customs
of a variety of religions in South Africa
• The dignity of the person in a variety of religions in South Africa
• Cultural rites of passage
• Caring for animals• Caring for people• Nation-building and
cultural heritage• Gender stereotyping,
sexism and abuse
PHySiCAL eDUCATiOn
Topics grade 4 grade 5 grade 6
1. Physical education
• Different ways to locomote, rotate, elevate and balance, using various parts of the body with control
• A variety of modified invasion games
• Rhythmic movements with focus on posture
• Basic field and track athletics or swimming activities
• Safety measures
• Movement sequences that require consistency and control in smooth and continuous combinations
• A variety of target games
• Rhythmic movements and steps with attention to posture and style
• A variety of field and track athletics or swimming activities
• Safety measures
• Physical fitness programme to develop particular aspects of fitness
• A variety of striking and fielding games
• Rhythmic patterns of movement with co-ordination and control
• Refined sequences emphasising changes of shape, speed and direction through gymnastic actions or swimming activities
• Safety measures
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26 Survival Guide to the CAPS for the Intermediate Phase
CReATiVe ARTS: PeRFORming ARTS
Topics grade 4 grade 5 grade 6
1. Warm up and play
Physical warm-up including:• active relaxation• travelling movements
and freezing• body part isolations• floor work• neutral posture and
character postures• jumps (soft landings)
games exploring:• rhythm and music• creativity• direction• call and response• concentration and focus• sensory awareness• trust and listening
Voice warm ups, including:• breathing awareness• humming, yawning and
sighing• action songs
Physical warm up as in grade 4, including:• rolling up and down
spine• arm swings, knee
bends and rises• cool downs
games as in grade 4, including:• spatial and group
awareness• body percussion (in
unison, canon and/or call & response)
Vocal warm ups, as in grade 4, including:• sliding notes• harmonizing• articulation
Singing warm ups, including songs:• in unison• in canon• in harmony• and/or with actions
Physical warm up as in grade 5, including:• controlled, relaxed use
of joints in floor and aerial movements
• transfer of weight movements in all directions
• dance steps and sequences
games as in grade 5, including:• action and reaction• leading and following• story development
Vocal warm up as in grade 5, including:• breath control• centring the voice• resonance• chanting
Singing warm up, as in grade 5 including songs:• with call and response
2. improvise and create
• Rhythmic patterns using body percussion
• Movement sequences (locomotor and non-locomotor)
• Instruments using found objects
• Sound pictures to explore mood
• Movement exploring mood and verbal dynamics
• Characters from props
• Rhythmic patterns using body percussion, repetition, accent, call & response, echo
• Movement sequences (locomotor and non-locomotor) exploring elements of time and force
• Mimed actions• Pair movement
sequences, using copying, leading, following and mirroring, “question and answer”, “meeting and parting”
• Musical phrases exploring dynamics, pitch and rhythmic patterns
• Sound pictures expressing a mood or idea
• Expressive movement/mime using elements of time, space, weight, energy, force, and developing relationships
• Musical forms (binary and ternary form)
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LIFESKILLS 27
CReATiVe ARTS: PeRFORming ARTS (continued)
Topics grade 4 grade 5 grade 6
2. improvise and create (contd)
• Imaginary objects using mime
• Physical shapes using gesture, posture and balance
• Tableaux in groups
• Pair role play
• Character “hot seats”
• Improvisation reflecting a social, cultural or environmental issue
• Conflict (in dialogue, movement and musical phrases)
• Improvisation of stories from music
• African story using puppetry (optional)
3. Read, interpret and perform
• Rhythmic patterns in meter (2/4, 3/4, 4/4)
• Musical notation (stave, note values, rests, tonic solfa)
• Songs in unison
• Movement sentences using props, and in 4/4
• Animation of objects
• Classroom dramas from characters and tableaux
• Sound pictures
• Movement, dance and mime sequences, exploring contrasts, sensory detail, emotional expression, and geometric concepts
• Musical notation (stave, note values, rests, clef, tonic solfa, letter names)
• Songs in two or three parts
• Group role play
• Classroom dance/drama presentation reflecting a social, cultural or environmental issue
• Rhythmic patterns using drumming techniques
• Melodies in C major
• Musical notation (stave, note values, rests, clef, tonic solfa, letter names, C major)
• African folktale or traditional story
• Cultural dance
• South African songs
• Cultural ritual or ceremony
• Puppet performance
4. Appreciate and reflect on concepts
• A range of music using percussive and melodic instruments (African and Western): Individual and group performances and processes
• A range of music using percussive and melodic instruments (African and Western), and reflecting different genres and styles:
– Two contrasting dance performances
– A live or recorded drama presentation
– Own and others’ performances and processes
• Comparison of two types of drama, dance, music in South Africa:
– Cultural rituals and ceremonies
– Key audience behaviours
– Own and others performances and processes
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28 Survival Guide to the CAPS for the Intermediate Phase
CReATiVe ARTS: ViSUAL ARTS
Topics grade 4 grade 5 grade 6
1. Visual Literacy • Develop visual literacy: encourage understanding of own world by expressing in words: description of own and others’ artwork, visual stimuli, popular culture and famous artworks; incorporate art elements and design principles
• Apply learning to own work
• Introduce local environment and deepen awareness of art elements and design principles in visual stimuli
• Apply and identify in own work
• Introduce national environment and extend range and observation of art elements and design principles: contrast, proportion, emphasis, balance and unity
• Apply, identify and personally interpret in own work
2. Create in 2D • Themes interpreting the personal and social world using 2-dimensional techniques that encourage manipulation of media, colour mixing, and problem-solving
• Art elements: formal teaching of the art elements, such as line, shape, secondary and related colour, tints and shades
• Design principles: formal teaching of contrast and proportion
• Creative lettering and/or pattern-making projects: shape, line, colour, texture, drawing, cutting and sticking shapes in series
• Extend themes to include local environment; develop techniques
• Formal introduction to complementary colour, develop use of all art elements
• Introduce emphasis and further develop use of design principles
• Lettering and/or pattern-making projects as surface decoration
• Extend to include national environment; further develop use of media and techniques
• Formal introduction to monochromatic colour, further develop use of all art elements
• Introduce conscious use of balance, and further develop use of design principles
• Lettering and/or pattern-making: include radiating patterns; awareness of composition
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LIFESKILLS 29
CReATiVe ARTS: ViSUAL ARTS (continued)
Topics grade 4 grade 5 grade 6
3. Create in 3D • Themes interpreting the personal and social world using 3-dimensional techniques that encourage manipulation of media and awareness of shape in space: “behind, in front of, next to, above, underneath”, etc.
• Art elements: texture, shape/form and colour
• Design principles: contrast, proportion
• Skills and techniques for 3D work
• Use of tools: safety, consideration of others, shared resources
• Concern for the environment: use of recyclable materials
• Extend to include local environment; develop techniques; deepen awareness of personal use of space
• Increase conscious use of all art elements
• Introduce emphasis and further develop use of design principles
• Develop techniques
• Care of tools
• Awareness and value of recycling
• Extend to include national environment; further develop use of media and techniques; properties of 3-dimensional work (form/volume, deep and shallow space)
• Deepen and extend conscious use of all art elements
• Introduce conscious use of balance, and further develop use of design principles
• Develop techniques
• Responsibility for shared space and tidiness
• Intentional choice of recyclable materials
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30 Survival Guide to the CAPS for the Intermediate Phase
Assessment of Life Skills in the Intermediate Phase
The weighting of the marks for the different study areas in Life Skills is as follows:
Life Skills study areas marks
Personal and social well-being tasks 120
Physical Education 120
Creative Arts 160
Total 400
Further breakdown per terms and per type of assessment is as follows:
Term grade 4 marks per term
1
Personal and social well-being task 30
100Physical Education task 30
Creative Arts task 40
2
Personal and social well-being test 30
100Physical Education task 30
Creative Arts task 40
3
Personal and social well-being project 30
100Physical Education task 30
Creative Arts task 40
4
Personal and social well-being exam 30
100Physical Education task 30
Creative Arts task 40
Total 400 400
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LIFESKILLS 31
Term grade 5 marks per term
1
Personal and social well-being task 30
100Physical Education task 30
Creative Arts task 40
2
Personal and social well-being test 30
100Physical Education task 30
Creative Arts task 40
3
Personal and social well-being project 30
100Physical Education task 30
Creative Arts task 40
4
Personal and social well-being exam 30
100Physical Education task 30
Creative Arts task 40
Total 400 400
Term grade 6 marks per term
1
Personal and social well-being task 30
100Physical Education task 30
Creative Arts task 40
2
Personal and social well-being test 30
100Physical Education task 30
Creative Arts task 40
3
Personal and social well-being project 30
100Physical Education task 30
Creative Arts task 40
4
Personal and social well-being exam 30
100Physical Education task 30
Creative Arts task 40
Total 400 400
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32 Survival Guide to the CAPS for the Intermediate Phase
examinations
At the end of the year, examinations of at least 45 minutes in Grades 4 and 5 and 75 minutes in Grade 6 are to be administered.
Examination takes place only for the Personal and Social Well-being study area.
The Grades 4 and 5 examinations and tests should consist of two sections of compulsory questions, with a total of 30 marks:
Section A: 15 marks Section b: 15 marks
All questions are compulsory.
• The questions will be matching columns and/or fill in/complete sentences and/or lists.
• Questions will test understanding and factual knowledge.
All questions are compulsory.
• Case study may be used. • The questions will be a combination of three or more types of questions,
ranging from state, explain, discuss and describe. • Questions will be short open-ended and knowledge-based questions that
include information that learners have acquired from the Personal and Social Well-being class.
• Learners will provide direct responses and full sentences in point form. • One question will focus on the application of knowledge and skills
and responses will either be full sentences in point form or a short paragraph.
• Learners will solve problems, make decisions and give advice. They will provide a few direct responses.
The Grade 6 examination and tests should consist of three sections of compulsory questions, with a total of 60 marks, recorded as a mark out of 30 (divided by 2):
Section A: 25 marks Section b: 20 marks Section C: 15 marks
All questions are compulsory.
• The questions will be matching columns, true or false, multiple choice or list.
• Questions will test understanding and factual knowledge.
• Response will be short and direct and may be one word, a phrase or a sentence.
All questions are compulsory.
• Case study may be used. • The questions will be a
combination of three or more types of questions, ranging from state, explain, discuss and describe.
• Questions will be short open-ended and knowledge-based and include information that learners have acquired from the Personal and Social Well-being class.
• Learners will provide direct responses and full sentences in point form.
Learners will be expected to answer a 10-mark and a 5-mark question.
• Questions will focus on the application of knowledge and skills.
• Learners will make decisions and give advice. They will provide a few direct responses and a short paragraph that states, explains or describes an issue.
• Each question will focus on the specific information or the integration of content.
• A short text/ diagram/ data can be provided as a stimulus.
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LIFESKILLS 33
Assessment for Personal and Social Well-being
For Personal and Social Well-being, learners are expected to complete a total of four Formal Assessment Tasks of different natures per grade. One of them is the end-of-year examination.
Personal and Social Well-being Assessment tasks
Term Task grade 4 grade 5 grade 6
1 1 Assignment/ Design and make:30 marks
Assignment/ Case study/Design and make:30 marks
Assignment/ Case study:30 marks
2 2 Test:30 marks
Test:30 marks
Test:30 marks
3 3 Project:30 marks
Project:30 marks
Project:30 marks
4 4 End-of-year examination:30 marks
End-of-year examination:30 marks
End-of-year examination:60 marks ÷ 2 = 30
Assessment for Physical education
The Physical Education task (PET) is evaluated in each of the four school terms in Grades 4, 5 and 6. The assessment takes place against two criteria:
• Frequency of participation (20 marks)
• Outcome of movement performance (10 marks)
Assessment for Creative Arts
The Creative Arts Task (CAT) is administered four times a year (one per term). By mid-year, a CAT for each of the Visual Arts and the Performing Arts should have been administered, and again by the end of the year.
Term 1: CAT (Visual or Performing Arts) 40 marks
Term 2: CAT (Performing or Visual Arts) 40 marks
Term 3: CAT (Visual or Performing Arts) 40 marks
Term 4: CAT (Performing or Visual Arts) 40 marks
Total Creative Arts marks for the year: 160 marks
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34 Survival Guide to the CAPS for the Intermediate Phase
mATHemATICS
mathematics in the Intermediate Phase
Mathematics in the Intermediate Phase covers five content areas, weighted as follows:
Content Area grade 4 grade 5 grade 6
1. Numbers, Operations and Relationships 50% 50% 50%
2. Patterns, Functions and Algebra 10% 10% 10%
3. Space and Shape (Geometry) 15% 15% 15%
4. Measurement 15% 15% 15%
5. Data Handling 10% 10% 10%
100% 100% 100%
Overview of CAPS content for mathematics in the Intermediate Phase
nUmbeRS, OPeRATiOnS AnD ReLATiOnSHiPS
The grade progression in Numbers, Operations and Relationships happens mainly in three ways:• the number range increases• different kinds of numbers are introduced• the calculation techniques change.
Topics grade 4 grade 5 grade 6
Whole numbers mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10
and 100
number range for counting, ordering, comparing and representing, and place value of digits:• Count forwards and backwards in 2s, 3s, 5s, 10s,
25s, 50s, 100s between 0 and at least 10 000• Order, compare and represent numbers to at least
4-digit numbers• Represent odd and even numbers to at least 1000• Recognize the place value of digits in whole
numbers to at least 4-digit numbers• Round off to the nearest 10, 100 and 1000
mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10, 100,
1 000 and 10 000
number range for counting, ordering, comparing, representing and place value of digits• Count forwards and backwards in whole number
intervals up to at least 10 000• Order, compare and represent numbers to at least
6-digit numbers• Represent odd and even numbers to at least 1000• Recognize the place value of digits in whole
numbers to at least 6 digit numbers• Round off to the nearest 5, 10, 100 and 1000
mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 12 × 12• Multiplication facts of units and tens by multiples
of 10, 100, 1 000 and 10 000
number range for counting, ordering, comparing, representing and place value of digits• Order, compare and represent numbers to at least
9-digit numbers• Represent prime numbers to at least 100• Recognizing the place value of digits in whole
numbers to at least 9-digit numbers• Round off to the nearest 5, 10, 100, 1000,
100 000, and 1 000 000
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MATHEMATICS 35
mATHemATICS
mathematics in the Intermediate Phase
Mathematics in the Intermediate Phase covers fi ve content areas, weighted as follows:
Content Area grade 4 grade 5 grade 6
1. Numbers, Operations and Relationships 50% 50% 50%
2. Patterns, Functions and Algebra 10% 10% 10%
3. Space and Shape (Geometry) 15% 15% 15%
4. Measurement 15% 15% 15%
5. Data Handling 10% 10% 10%
100% 100% 100%
Overview of CAPS content for mathematics in the Intermediate Phase
nUmbeRS, OPeRATiOnS AnD ReLATiOnSHiPS
The grade progression in Numbers, Operations and Relationships happens mainly in three ways:• the number range increases• different kinds of numbers are introduced• the calculation techniques change.
Topics grade 4 grade 5 grade 6
Whole numbers mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10
and 100
number range for counting, ordering, comparing and representing, and place value of digits:• Count forwards and backwards in 2s, 3s, 5s, 10s,
25s, 50s, 100s between 0 and at least 10 000• Order, compare and represent numbers to at least
4-digit numbers• Represent odd and even numbers to at least 1000• Recognize the place value of digits in whole
numbers to at least 4-digit numbers• Round off to the nearest 10, 100 and 1000
mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 10 × 10• Multiplication facts of units by multiples of 10, 100,
1 000 and 10 000
number range for counting, ordering, comparing, representing and place value of digits• Count forwards and backwards in whole number
intervals up to at least 10 000• Order, compare and represent numbers to at least
6-digit numbers• Represent odd and even numbers to at least 1000• Recognize the place value of digits in whole
numbers to at least 6 digit numbers• Round off to the nearest 5, 10, 100 and 1000
mental calculations involving:• Addition and subtraction of units, multiples of 10,
multiples of 100, multiples of 1000• Multiplication of whole numbers to at least 12 × 12• Multiplication facts of units and tens by multiples
of 10, 100, 1 000 and 10 000
number range for counting, ordering, comparing, representing and place value of digits• Order, compare and represent numbers to at least
9-digit numbers• Represent prime numbers to at least 100• Recognizing the place value of digits in whole
numbers to at least 9-digit numbers• Round off to the nearest 5, 10, 100, 1000,
100 000, and 1 000 000
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36 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
Whole numbers (continued) number range for calculations• Addition and subtraction of whole numbers
of at least 4 digits• Multiplication of at least whole 2-digit by
2-digit numbers• Division of at least whole 3-digit by
1-digit numbers
Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including• estimation• building up and breaking down numbers• rounding off and compensating• doubling and halving• using a number line• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations
number range for multiples and factors• Multiples of 1-digit numbers to at least 100
Properties of whole numbers• Recognize and use the commutative,
associative, and distributive properties with whole numbers
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
number range for calculations• Addition and subtraction of whole numbers of at
least 5 digits• Multiplication of at least whole 3-digit by 2-digit
numbers• Division of at least whole 3-digit by 2-digit numbers
Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding and subtracting in columns• building up and breaking down numbers• using a number line• rounding off and compensating• doubling and halving• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations
number range for multiples and factors• Multiples of 2-digits whole numbers to at least 100• Factors of 2-digit whole numbers to at least 100
Properties of whole numbers• Recognize and use the commutative, associative,
distributive properties of whole numbers• 0 in terms of its additive property• 1 in terms of its multiplicative property
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
number range for calculations• Addition and subtraction of whole numbers of at
least 6 digits• Multiplication of at least whole 4-digit by 3-digit
numbers• Division of at least whole 4-digit by 3-digit numbers• Multiple operations on whole numbers with or
without brackets
Calculation techniquesUsing a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding, subtracting and multiplying in columns• long division• building up and breaking down numbers• rounding off and compensating• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations using a calculator
number range for multiples and factors• Multiplesof2-digitand3-digitnumbers• Factorsof2-digitand3-digitwholenumbers• Primefactorsofnumberstoatleast100
Properties of whole numbers• Recognizeandusethecommutative,associative,distributive properties of whole numbers• 0intermsofitsadditiveproperty• 1intermsofitsmultiplicativeproperty
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
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MATHEMATICS 37
Topics grade 4 grade 5 grade 6
Whole numbers (continued) number range for calculations• Addition and subtraction of whole numbers
of at least 4 digits• Multiplication of at least whole 2-digit by
2-digit numbers• Division of at least whole 3-digit by
1-digit numbers
Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including• estimation• building up and breaking down numbers• rounding off and compensating• doubling and halving• using a number line• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations
number range for multiples and factors• Multiples of 1-digit numbers to at least 100
Properties of whole numbers• Recognize and use the commutative,
associative, and distributive properties with whole numbers
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
number range for calculations• Addition and subtraction of whole numbers of at
least 5 digits• Multiplication of at least whole 3-digit by 2-digit
numbers• Division of at least whole 3-digit by 2-digit numbers
Calculation techniquesUse a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding and subtracting in columns• building up and breaking down numbers• using a number line• rounding off and compensating• doubling and halving• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations
number range for multiples and factors• Multiples of 2-digits whole numbers to at least 100• Factors of 2-digit whole numbers to at least 100
Properties of whole numbers• Recognize and use the commutative, associative,
distributive properties of whole numbers• 0 in terms of its additive property• 1 in terms of its multiplicative property
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
number range for calculations• Addition and subtraction of whole numbers of at
least 6 digits• Multiplication of at least whole 4-digit by 3-digit
numbers• Division of at least whole 4-digit by 3-digit numbers• Multiple operations on whole numbers with or
without brackets
Calculation techniquesUsing a range of techniques to perform and check written and mental calculations of whole numbers including:• estimation• adding, subtracting and multiplying in columns• long division• building up and breaking down numbers• rounding off and compensating• using addition and subtraction as inverse
operations• using multiplication and division as inverse
operations using a calculator
number range for multiples and factors• Multiplesof2-digitand3-digitnumbers• Factorsof2-digitand3-digitwholenumbers• Primefactorsofnumberstoatleast100
Properties of whole numbers• Recognizeandusethecommutative,associative,distributive properties of whole numbers• 0intermsofitsadditiveproperty• 1intermsofitsmultiplicativeproperty
Solving problems• Solve problems in contexts involving whole
numbers, including financial contexts and measurement contexts
• Solve problems involving whole numbers, including comparing two or more quantities of the same kind (ratio), comparing two quantities of different kinds (rate), grouping and equal sharing with remainders
6009701861532T.indd 37 2011/12/21 12:47 PM
38 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
Common Fractions Describing and ordering fractions• Compare and order common fractions with
different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths)
• Describe and compare common fractions in diagram form
Calculations with fractions• Addition of common fractions with the same
denominators• Recognize, describe and use the equivalence of
division and fractions
Solving problems• Solve problems in contexts involving fractions,
including grouping and equal sharing
equivalent forms:• Recognize and use equivalent forms of common
fractions (fractions in which one denominator is a multiple of another)
Describing and ordering fractions• Count forwards and backwards in fractions• Compare and order common fractions to at
least twelfths
Calculations with fractions:• Addition and subtraction of common
fractions with the same denominators• Addition and subtraction of mixed numbers• Fractions of whole numbers which result in
whole numbers• Recognize, describe and use the
equivalence of division and fractions
Solving problems• Solve problems in contexts involving
common fractions, including grouping and sharing
equivalent forms:• Recognize and use equivalent forms of
common fractions (fractions in which one denominator is a multiple of another)
Describing and ordering fractions• Compare and order common fractions, including tenths
and hundredths
Calculations with fractions:• Addition and subtraction of common fractions in which one
denominator is a multiple of another• Addition and subtraction of mixed numbers• Fractions of whole numbers
Solving problems• Solve problems in contexts involving common fractions,
including grouping and sharing fraction and decimal fraction forms of the same number
• Percentages• Find percentages of whole numbers
equivalent forms • Recognize and use equivalent forms of common fractions
with 1-digit or 2-digit denominators (fractions in which one denominator is a multiple of another)
• Recognize equivalence between common fraction and• decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal
fraction and percentage forms of the same number
Decimal fractions Recognizing, ordering and place value of decimal fractions• Count forwards and backwards in decimal fractions to at
least two decimal places• Compare and order decimal fractions to at least two
decimal places• Place value of digits to at least two decimal places
Calculations with decimal fractions• Addition and subtraction of decimal fractions with at least
two decimal places• Multiply decimal fractions by 10 and 100
Solving problems• Solve problems in context involving decimal fractions
equivalent forms:• Recognize equivalence between common fraction and
decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal
fraction and percentage forms of the same number
6009701861532T.indd 38 2011/12/21 12:47 PM
MATHEMATICS 39
Topics grade 4 grade 5 grade 6
Common Fractions Describing and ordering fractions• Compare and order common fractions with
different denominators (halves; thirds, quarters; fifths; sixths; sevenths; eighths)
• Describe and compare common fractions in diagram form
Calculations with fractions• Addition of common fractions with the same
denominators• Recognize, describe and use the equivalence of
division and fractions
Solving problems• Solve problems in contexts involving fractions,
including grouping and equal sharing
equivalent forms:• Recognize and use equivalent forms of common
fractions (fractions in which one denominator is a multiple of another)
Describing and ordering fractions• Count forwards and backwards in fractions• Compare and order common fractions to at
least twelfths
Calculations with fractions:• Addition and subtraction of common
fractions with the same denominators• Addition and subtraction of mixed numbers• Fractions of whole numbers which result in
whole numbers• Recognize, describe and use the
equivalence of division and fractions
Solving problems• Solve problems in contexts involving
common fractions, including grouping and sharing
equivalent forms:• Recognize and use equivalent forms of
common fractions (fractions in which one denominator is a multiple of another)
Describing and ordering fractions• Compare and order common fractions, including tenths
and hundredths
Calculations with fractions:• Addition and subtraction of common fractions in which one
denominator is a multiple of another• Addition and subtraction of mixed numbers• Fractions of whole numbers
Solving problems• Solve problems in contexts involving common fractions,
including grouping and sharing fraction and decimal fraction forms of the same number
• Percentages• Find percentages of whole numbers
equivalent forms • Recognize and use equivalent forms of common fractions
with 1-digit or 2-digit denominators (fractions in which one denominator is a multiple of another)
• Recognize equivalence between common fraction and• decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal
fraction and percentage forms of the same number
Decimal fractions Recognizing, ordering and place value of decimal fractions• Count forwards and backwards in decimal fractions to at
least two decimal places• Compare and order decimal fractions to at least two
decimal places• Place value of digits to at least two decimal places
Calculations with decimal fractions• Addition and subtraction of decimal fractions with at least
two decimal places• Multiply decimal fractions by 10 and 100
Solving problems• Solve problems in context involving decimal fractions
equivalent forms:• Recognize equivalence between common fraction and
decimal fraction forms of the same number• Recognize equivalence between common fraction, decimal
fraction and percentage forms of the same number
6009701861532T.indd 39 2011/12/21 12:47 PM
40 Survival Guide to the CAPS for the Intermediate Phase
PATTeRnS, FUnCTiOnS AnD ALgebRA
The grade progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns.
Topics grade 4 grade 5 grade 6
numeric patterns investigate and extend patterns• Investigate and extend numeric patterns
looking for relationships or rules of patterns:– sequences involving a constant difference
or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and
rules for patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different
descriptions of the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
investigate and extend patterns• Investigate and extend numeric patterns looking
for relationships or rules of patterns:– sequences not limited to a constant
difference or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and rules for
the patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
investigate and extend patterns• Investigate and extend numeric patterns looking
for relationships or rules of patterns:– sequences not limited to a constant difference
or ratio– of learner’s own creation– represented in tables
• Describe the general rules for the observed relationships
input and output values• Determine input values, output values and rules for
the patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
geometric patterns investigate and extend patterns• Investigate and extend geometric patterns
looking for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant
difference or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and
rules for the patterns and relationships using flow diagrams
equivalent forms• Determine equivalence of different
descriptions of the same relationship or rule presented: verbally, in a flow diagram, by a number sentence
investigate and extend patterns• Investigate and extend geometric patterns looking
for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant difference
or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and rules for
the patterns and relationships using flow diagrams
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented: verbally, in a flow diagram, by a number sentence
investigate and extend patterns• Investigate and extend geometric patterns looking
for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant difference
or ratio– of learner’s own creation– represented in tables
• Describe the general rules for the observed relationships
input and output values• Determine input values, output values and rules for
the patterns and relationships using flow diagrams, tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented: verbally, in a flow diagram, in a table, by a number sentence
6009701861532T.indd 40 2011/12/21 12:47 PM
MATHEMATICS 41
PATTeRnS, FUnCTiOnS AnD ALgebRA
The grade progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns.
Topics grade 4 grade 5 grade 6
numeric patterns investigate and extend patterns• Investigate and extend numeric patterns
looking for relationships or rules of patterns:– sequences involving a constant difference
or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and
rules for patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different
descriptions of the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
investigate and extend patterns• Investigate and extend numeric patterns looking
for relationships or rules of patterns:– sequences not limited to a constant
difference or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and rules for
the patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
investigate and extend patterns• Investigate and extend numeric patterns looking
for relationships or rules of patterns:– sequences not limited to a constant difference
or ratio– of learner’s own creation– represented in tables
• Describe the general rules for the observed relationships
input and output values• Determine input values, output values and rules for
the patterns and relationships using:– flow diagrams– tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented verbally, in a flow diagram, in a table, by a number sentence
geometric patterns investigate and extend patterns• Investigate and extend geometric patterns
looking for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant
difference or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and
rules for the patterns and relationships using flow diagrams
equivalent forms• Determine equivalence of different
descriptions of the same relationship or rule presented: verbally, in a flow diagram, by a number sentence
investigate and extend patterns• Investigate and extend geometric patterns looking
for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant difference
or ratio– of learner’s own creation
• Describe observed relationships or rules in learner’s own words
input and output values• Determine input values, output values and rules for
the patterns and relationships using flow diagrams
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented: verbally, in a flow diagram, by a number sentence
investigate and extend patterns• Investigate and extend geometric patterns looking
for relationships or rules of patterns– represented in physical or diagram form– sequences not limited to a constant difference
or ratio– of learner’s own creation– represented in tables
• Describe the general rules for the observed relationships
input and output values• Determine input values, output values and rules for
the patterns and relationships using flow diagrams, tables
equivalent forms• Determine equivalence of different descriptions of
the same relationship or rule presented: verbally, in a flow diagram, in a table, by a number sentence
6009701861532T.indd 41 2011/12/21 12:47 PM
42 Survival Guide to the CAPS for the Intermediate Phase
SPACe AnD SHAPe (geOmeTRy)
The main progression in Space and Shape is achieved by a focus on new properties and characteristics of 2-D shapes and 3-D objects in each grade.
Topics grade 4 grade 5 grade 6
Properties of 2-D shapes Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric settings– regular and irregular polygons – triangles,
squares, rectangles, other quadrilaterals, pentagons, hexagons
– circles
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– straight and curved sides– number of sides
Further activities• Draw2-Dshapesongridpaper
Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric setting, focusing on– regular and irregular polygons – triangles,
squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons
– circles– similarities and differences between squares
and rectangles
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– straight and curved sides– number of sides– lengths of sides– angles in shapes, limited to ° right angles ° angles smaller than right angles ° angles greater than right angles
Further activities• Draw 2-D shapes on grid paper
Angles• Recognize and describe angles in 2-D shapes:
– right angles– angles smaller than right angles– angles greater than right angles
Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric settings, focusing on– regular and irregular polygons – triangles,
squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons
– circles– similarities and differences between rectangles
and parallelograms
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– number of sides– lengths of sides– sizes of angles: acute, right, obtuse, straight,
reflex, revolution
Further activities• Draw 2-D shapes on grid paper
• Draw circles, patterns in circles and patterns with circles using a pair of compasses
Angles• Recognize and name the following angles in
2-D shapes : acute, right, obtuse, straight, reflex, revolution
Topics grade 4 grade 5 grade 6
number sentences (introduction to Algebraic expressions)
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
6009701861532T.indd 42 2011/12/21 12:47 PM
MATHEMATICS 43
SPACe AnD SHAPe (geOmeTRy)
The main progression in Space and Shape is achieved by a focus on new properties and characteristics of 2-D shapes and 3-D objects in each grade.
Topics grade 4 grade 5 grade 6
Properties of 2-D shapes Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric settings– regular and irregular polygons – triangles,
squares, rectangles, other quadrilaterals, pentagons, hexagons
– circles
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– straight and curved sides– number of sides
Further activities• Draw2-Dshapesongridpaper
Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric setting, focusing on– regular and irregular polygons – triangles,
squares, rectangles, other quadrilaterals, pentagons, hexagons, heptagons
– circles– similarities and differences between squares
and rectangles
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– straight and curved sides– number of sides– lengths of sides– angles in shapes, limited to ° right angles ° angles smaller than right angles ° angles greater than right angles
Further activities• Draw 2-D shapes on grid paper
Angles• Recognize and describe angles in 2-D shapes:
– right angles– angles smaller than right angles– angles greater than right angles
Range of shapes• Recognize, visualize and name 2-D shapes in the
environment and geometric settings, focusing on– regular and irregular polygons – triangles,
squares, rectangles, parallelograms, other quadrilaterals, pentagons, hexagons, heptagons, octagons
– circles– similarities and differences between rectangles
and parallelograms
Characteristics of shapes• Describe, sort and compare 2-D shapes in terms of
– number of sides– lengths of sides– sizes of angles: acute, right, obtuse, straight,
reflex, revolution
Further activities• Draw 2-D shapes on grid paper
• Draw circles, patterns in circles and patterns with circles using a pair of compasses
Angles• Recognize and name the following angles in
2-D shapes : acute, right, obtuse, straight, reflex, revolution
Topics grade 4 grade 5 grade 6
number sentences (introduction to Algebraic expressions)
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
number sentences
• Write number sentences to describe problem situations
• Solve and complete number sentences by inspection, trial and improvement, and substitution
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44 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
Properties of 3-D objects Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms– spheres– cylinders– pyramids
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– shapes of faces– flat and curved surfaces
Further activities• Make3-Dmodelsusingcutoutpolygons
Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms and other prisms– cubes– cylinders– cones– pyramids– similarities and differences between cubes and
rectangular prisms
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– shape of faces– number of faces– flat and curved surfaces
Further activities• Make 3-D models using cut out polygons• Cut open boxes to trace and describe their nets
Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms– cubes– tetrahedrons– pyramids– similarities and differences between tetrahedrons
and other pyramids
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– number and shape of faces– number of vertices– number of edges
Further activities• Make 3-D models using:
– drinking straws, toothpicks etc– nets
Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes
• Recognize, draw and describe line(s) of symmetry in 2-D shapes
• Recognize, draw and describe line(s) of symmetry in 2-D shapes
Transformations build composite shapes• Put 2-D shapes together to make different
composite 2-D shapes including some shapes with line symmetry
Tessellations• Pack out 2-D shapes to make tessellated patterns
including some patterns with line symmetry
Describe patterns• Refer to lines, 2-D shapes, 3-D objects and lines of
symmetry when describing patterns:– in nature– from modern everyday life– our cultural heritage
Use transformations to make composite shapes• Make composite 2-D shapes including shapes with
line symmetry by tracing and moving a 2-D shape in one or more of the following ways:– by rotation– by translation– by reflection
Use transformations to make tessellations• Make tessellated patterns including some patterns
with line symmetry by tracing and moving 2-D shapes in one or more of the following ways– by rotation– by translation– by reflection
Describe patterns• Refer to lines, 2-D shapes, 3-D objects, lines of
symmetry, rotations, reflections and translations when describing patterns– in nature– from modern everyday life– from our cultural heritage
enlargement and reductions• Draw enlargement and reductions of 2-D shapes to
compare size and shape of – triangles– quadrilaterals
Describe patterns• Refer to lines, 2-D shapes, 3-D objects, lines of
symmetry, rotations, reflections and translations when describing patterns:– in nature– from modern everyday life– from our cultural heritage
6009701861532T.indd 44 2011/12/21 12:47 PM
MATHEMATICS 45
Topics grade 4 grade 5 grade 6
Properties of 3-D objects Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms– spheres– cylinders– pyramids
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– shapes of faces– flat and curved surfaces
Further activities• Make3-Dmodelsusingcutoutpolygons
Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms and other prisms– cubes– cylinders– cones– pyramids– similarities and differences between cubes and
rectangular prisms
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– shape of faces– number of faces– flat and curved surfaces
Further activities• Make 3-D models using cut out polygons• Cut open boxes to trace and describe their nets
Range of objects• Recognize, visualize and name 3-D objects in the
environment and geometric settings, focusing on:– rectangular prisms– cubes– tetrahedrons– pyramids– similarities and differences between tetrahedrons
and other pyramids
Characteristics of objects• Describe, sort and compare 3-D objects in terms of
– number and shape of faces– number of vertices– number of edges
Further activities• Make 3-D models using:
– drinking straws, toothpicks etc– nets
Symmetry • Recognize, draw and describe line(s) of symmetry in 2-D shapes
• Recognize, draw and describe line(s) of symmetry in 2-D shapes
• Recognize, draw and describe line(s) of symmetry in 2-D shapes
Transformations build composite shapes• Put 2-D shapes together to make different
composite 2-D shapes including some shapes with line symmetry
Tessellations• Pack out 2-D shapes to make tessellated patterns
including some patterns with line symmetry
Describe patterns• Refer to lines, 2-D shapes, 3-D objects and lines of
symmetry when describing patterns:– in nature– from modern everyday life– our cultural heritage
Use transformations to make composite shapes• Make composite 2-D shapes including shapes with
line symmetry by tracing and moving a 2-D shape in one or more of the following ways:– by rotation– by translation– by reflection
Use transformations to make tessellations• Make tessellated patterns including some patterns
with line symmetry by tracing and moving 2-D shapes in one or more of the following ways– by rotation– by translation– by reflection
Describe patterns• Refer to lines, 2-D shapes, 3-D objects, lines of
symmetry, rotations, reflections and translations when describing patterns– in nature– from modern everyday life– from our cultural heritage
enlargement and reductions• Draw enlargement and reductions of 2-D shapes to
compare size and shape of – triangles– quadrilaterals
Describe patterns• Refer to lines, 2-D shapes, 3-D objects, lines of
symmetry, rotations, reflections and translations when describing patterns:– in nature– from modern everyday life– from our cultural heritage
6009701861532T.indd 45 2011/12/21 12:47 PM
46 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
Viewing of objects Position and views
• Match different views of everyday objects
• Identify everyday objects from different views
Position and viewsLinks the position of viewer to views of:
• single everyday objects
• collections of everyday objects or everyday scenes
Position and viewsLinks the position of viewer to views of:
• single everyday objects or collections of objects
• single or composite geometric objects
Position and movement Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
• Follow directions to trace a path between positions on a map
Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
• Give directions to move between positions or places on a map
meASURemenT
The main progression in measurement across the grades is achieved by:
• the introduction of new measuring units, particularly in Grades 4 and 6.
• the increase in number range and complexity of calculations that learners are able to do in each grade
Topics grade 4 grade 5 grade 6
Length Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between:– millimetres (mm) and centimetres (cm)– centimetres (cm) and metres (m)– metres (m) and kilometres (km)
• Conversions limited to whole numbers and common fractions
Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m), kilometres (km)
• Conversions limited to whole numbers and common fractions
Practical measuring f 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m), kilometres (km)
• Conversions should include common fractions and decimal fractions to 2 decimal places
6009701861532T.indd 46 2011/12/21 12:47 PM
MATHEMATICS 47
Topics grade 4 grade 5 grade 6
Viewing of objects Position and views
• Match different views of everyday objects
• Identify everyday objects from different views
Position and viewsLinks the position of viewer to views of:
• single everyday objects
• collections of everyday objects or everyday scenes
Position and viewsLinks the position of viewer to views of:
• single everyday objects or collections of objects
• single or composite geometric objects
Position and movement Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
• Follow directions to trace a path between positions on a map
Location and directions
• Locate position of objects, drawings or symbols on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using alpha-numeric grid references
• Give directions to move between positions or places on a map
meASURemenT
The main progression in measurement across the grades is achieved by:
• the introduction of new measuring units, particularly in Grades 4 and 6.
• the increase in number range and complexity of calculations that learners are able to do in each grade
Topics grade 4 grade 5 grade 6
Length Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between:– millimetres (mm) and centimetres (cm)– centimetres (cm) and metres (m)– metres (m) and kilometres (km)
• Conversions limited to whole numbers and common fractions
Practical measuring of 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m), kilometres (km)
• Conversions limited to whole numbers and common fractions
Practical measuring f 2-D shapes and 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:rulers, metre sticks, tape measures, trundle wheels
Units:millimetres (mm), centimetres (cm), metres (m), kilometres (km)
Calculations and problem-solving involving length• Solve problems in contexts involving length
• Conversions include converting between any of the following units: millimetres (mm), centimetres (cm), metres (m), kilometres (km)
• Conversions should include common fractions and decimal fractions to 2 decimal places
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48 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
mass Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales, kitchen scales and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales, kitchen scales and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales (analogue and digital), kitchen scales(analogue and digital) and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms
• conversions should include fraction and decimal forms (to 2 decimal places)
Capacity/Volume Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring spoons, measuring cups, measuring jugs
Units:millilitres (ml), litres(l)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between litres and millilitres limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring spoons, measuring cups, measuring jugs
Units:millilitres (ml), litres (l)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between litres and millilitres limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring jugs
Units:millilitres (ml), litres (l) and kilolitres (kl)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between kilolitres, litres and millilitres – conversions should include fraction and decimal forms (to 2 decimal places)
Temperature Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering
measuring instruments:thermometers
Units:degrees Celsius
Calculations and problem-solving related to temperature include:• problems in contexts related to temperatures
• calculating temperature differences limited to positive whole numbers
Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering
measuring instruments:thermometers (analogue and digital)
Units:degrees Celsius
Calculations and problem-solving related to temperature include:• problems in contexts related to temperatures
• calculating temperature differences limited to positive whole numbers
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MATHEMATICS 49
Topics grade 4 grade 5 grade 6
mass Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales, kitchen scales and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales, kitchen scales and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:bathroom scales (analogue and digital), kitchen scales(analogue and digital) and balances
Units:grams (g) and kilograms (kg);
Calculations and problem-solving involving mass include:• problems in contexts involving mass
• converting between grams and kilograms
• conversions should include fraction and decimal forms (to 2 decimal places)
Capacity/Volume Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring spoons, measuring cups, measuring jugs
Units:millilitres (ml), litres(l)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between litres and millilitres limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring spoons, measuring cups, measuring jugs
Units:millilitres (ml), litres (l)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between litres and millilitres limited to examples with whole numbers and fractions
Practical measuring of 3-D objects by:estimating, measuring, recording, comparing and ordering
measuring instruments:measuring jugs
Units:millilitres (ml), litres (l) and kilolitres (kl)
Calculations and problem solving involving capacity/volume include:• problems in contexts involving capacity/volume
• converting between kilolitres, litres and millilitres – conversions should include fraction and decimal forms (to 2 decimal places)
Temperature Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering
measuring instruments:thermometers
Units:degrees Celsius
Calculations and problem-solving related to temperature include:• problems in contexts related to temperatures
• calculating temperature differences limited to positive whole numbers
Practical measuring of temperature by:estimating, measuring, recording, comparing and ordering
measuring instruments:thermometers (analogue and digital)
Units:degrees Celsius
Calculations and problem-solving related to temperature include:• problems in contexts related to temperatures
• calculating temperature differences limited to positive whole numbers
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50 Survival Guide to the CAPS for the Intermediate Phase
Topics grade 4 grade 5 grade 6
Time Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks and watches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• calculation of the number of days between any
two dates within the same or consecutive years• calculation of time intervals where time is given in
minutes or hours only
History of timeKnow some ways in which time was measured and represented in the past
Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks, watches and stopwatches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• calculation of time intervals where time is
given in: – seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades
History of timeKnow some ways in which time was measured and represented in the past
Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks, watches and stopwatches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• reading time zone maps and calculating time
differences based on time zones• calculation of time intervals where time is given in:
– seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades– centuries, decades and/or years
History of timeKnow some ways in which time was measured and represented in the past
Perimeter, surface area and volume Perimeter• Measure perimeter using rulers or
measuring tapes
measurement of area• Find areas of regular and irregular shapes by
counting squares on grids in order to develop an understanding of square units
measurement of volume• Find volume/capacity of objects by packing or
filling them in order to develop an understanding of cubic units
Perimeter• Measure perimeter using rulers or
measuring tapes
measurement of area• Find areas of regular and irregular shapes by
counting squares on grids in order to develop an understanding of square units
measurement of volume• Find volume/capacity of objects by packing or
filling them in order to develop an understanding of cubic units
Perimeter• Measure perimeter using rulers or measuring tapes
measurement of area• Continue to find areas of regular and irregular shapes
by counting squares on grids• Develop rules for calculating the areas of squares and
rectangles
measurement of volume• Continue to find volume/capacity of objects by
packing or filling them• Develop an understanding of why the volume of
rectangular prisms is given by length multiplied by width multiplied by height
investigate• Relationship between perimeter and area of
rectangles and squares• Relationship between surface area and volume of
rectangular prisms
History of measurement Know some ways in which people measured and recorded measurement in the past
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MATHEMATICS 51
Topics grade 4 grade 5 grade 6
Time Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks and watches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• calculation of the number of days between any
two dates within the same or consecutive years• calculation of time intervals where time is given in
minutes or hours only
History of timeKnow some ways in which time was measured and represented in the past
Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks, watches and stopwatches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• calculation of time intervals where time is
given in: – seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades
History of timeKnow some ways in which time was measured and represented in the past
Reading time and time instruments• Read, tell and write time in 12-hour and 24-hour
formats on both analogue and digital instruments in hours, minutes, seconds
• Instruments include clocks, watches and stopwatches
Reading calendars
Calculations and problem solving time include• problems in contexts involving time• reading time zone maps and calculating time
differences based on time zones• calculation of time intervals where time is given in:
– seconds and/or minutes– minutes and/or hours– hours and/or days– days, weeks and/or months– years and/or decades– centuries, decades and/or years
History of timeKnow some ways in which time was measured and represented in the past
Perimeter, surface area and volume Perimeter• Measure perimeter using rulers or
measuring tapes
measurement of area• Find areas of regular and irregular shapes by
counting squares on grids in order to develop an understanding of square units
measurement of volume• Find volume/capacity of objects by packing or
filling them in order to develop an understanding of cubic units
Perimeter• Measure perimeter using rulers or
measuring tapes
measurement of area• Find areas of regular and irregular shapes by
counting squares on grids in order to develop an understanding of square units
measurement of volume• Find volume/capacity of objects by packing or
filling them in order to develop an understanding of cubic units
Perimeter• Measure perimeter using rulers or measuring tapes
measurement of area• Continue to find areas of regular and irregular shapes
by counting squares on grids• Develop rules for calculating the areas of squares and
rectangles
measurement of volume• Continue to find volume/capacity of objects by
packing or filling them• Develop an understanding of why the volume of
rectangular prisms is given by length multiplied by width multiplied by height
investigate• Relationship between perimeter and area of
rectangles and squares• Relationship between surface area and volume of
rectangular prisms
History of measurement Know some ways in which people measured and recorded measurement in the past
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52 Survival Guide to the CAPS for the Intermediate Phase
DATA HAnDLing
The main progression in Data Handling across the grades is achieved by:
• working with new forms of data representation• developing new analytic tools for interpreting and reporting data.
Topics grade 4 grade 5 grade 6
Collecting and Organising data
Collecting and organising data
• Collect data using tally marks and tables for recording
Collecting and organising data
• Collect data using tally marks and tables for recording
• Order data from smallest group to largest group
Collecting and organising data
• Collect data, using: tally marks and tables for recording, and simple questionnaires (yes/no type response)
• Order data from smallest group to largest group
Representing data
Representing data
Draw a variety of graphs to display and interpret data including:
• pictographs (one-to-one correspondence between data and representation)
• bar graphs
Representing data
Draw a variety of graphs to display and interpret data including:
• pictographs (many-to-one correspondence)
• bar graphs
Representing data
Draw a variety of graphs to display and interpret data including:
• pictographs (many-to-one correspondence)
• bar graphs and double bar graphs
Analysing, interpreting andReporting data
interpreting data
Critically read and interpret data represented in: words, pictographs, bar graphs, pie charts
Analysing data
Analyse data by answering questions related to data categories
interpreting data
Critically read and interpret data represented in: words, pictographs, bar graphs, pie charts
Analysing data
Analyse data by answering questions related to data categories, as well as data sources and contexts
interpreting data
Critically read and interpret data represented in: words, pictographs, bar graphs, double bar graphs, pie charts
Analysing data
Analyse data by answering questions related to data categories, including data intervals; data sources and contexts; and central tendencies (mode and median)
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MATHEMATICS 53
Assessment of mathematics in the Intermediate Phase
Minimum requirements for formal assessment of Mathematics in the Intermediate Phase are as follows:
Forms of assessment
minimum requirements per term number of tasks per year
WeightingTerm 1 Term 2 Term 3 Term 4
Continuous assesment
Tests 1 1 1 3
75%
Examination 1 1
Assignment 1 1 2
Investigation 1 1
Project 1 1
Total 2 2 2 2 8
Final examination End of the year 1 25%
DATA HAnDLing (continued)
Topics grade 4 grade 5 grade 6
Analysing, interpreting andReporting data (contd)
Reporting data
Summarise data verbally and in short written paragraphs
Reporting data
Summarise data verbally and in short written paragraphs that include:• drawing conclusions about
the data• making predictions based on
the data
Ungrouped dataExamine ungrouped numerical data to determine the most frequently occurring score in the data set (mode)
Reporting data
Summarise data verbally and in short written paragraphs that includes:• drawing conclusions about
the data• making predictions based on
the data
Ungrouped dataExamine ungrouped numerical data to determine• the most frequently occurring
score in the data set (mode)
• the middlemost score in the data set (median)
Probability Probability experiments
Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die
Probability experiments
• Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die, spinning a spinner
• Count and compare the frequency of actual outcomes for a series of trials up to 20 trials
Probability experiments
• Perform simple repeated events and list possible outcomes for experiments such as: tossing a coin, rolling a die, spinning a spinner
• Count and compare the frequency of actual outcomes for a series of trials up to 50 trials
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54 Survival Guide to the CAPS for the Intermediate Phase
nATurAL SCIenCeS AnD TeCHnOLOGy
In Grades 4 to 6 Natural Sciences and Technology are integrated. Six ‘knowledge strands’ are used as organisers for the subject, integrated as follows:
• Matter and materials• Energy and change • Live and living • Earth and Beyond• Structures• Mechanisms
Overview of CAPS content for natural Sciences and Technology in the Intermediate Phase
Strands grade 4 grade 5 grade 6
matter and materialsStructures [8 weeks / 28 hours]
Term 2:• Properties of materials• Combination of materials• Strengthening materials• Phases of substances• Air (Gas)
Term 1:• Properties of materials• Uses of materials• Structure to support a load
Term 3:• Mixtures, solutions, melting• Soluble and insoluble substances• Rate of dissolving• Environment and water resources
energy and change mechanisms/Structures [8 weeks / 28 hours]
Term 3:• Sound• Making sound louder• Reflected sound• Noise pollution• Indigenous musical instruments
Term 2:• Energy• Energy we can see, hear and feel• Energy for moving things• Energy systems• Machines and mechanisms
Term 1 and Term 2 (+3 weeks):• Electricity• Energy transfers in an electrical circuit system• Energy transfer to surroundings• Safety and electricity• Electrical circuit to solve a problem
Life and living mechanisms/Structures[8 weeks / 28 hours]
Term 1:• Living and non-living things• Requirements of plants and animals• Different structures• Animal shelters
Term 3:• Moving an object• Energy flow and biodiversity• Biodiversity of living things
Term 4:• Nutrition• Health of the planet• Animals with skeletons• Movement • Types of movement/motion
earth and beyondmechanisms[8 weeks / 28 hours]
Term 4:• Finding out about space• Our place in space: Objects in the sky• Movement
Term 4:• Structure of Earth• Surface of Earth• Rocks• Fossils• Senses in animals and humans (Life and living topic)
Term 2 (5 weeks only):• Solar system• Life on planet earth
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NATURALSCIENCESANDTECHNOLOGY 55
nATurAL SCIenCeS AnD TeCHnOLOGy
In Grades 4 to 6 Natural Sciences and Technology are integrated. Six ‘knowledge strands’ are used as organisers for the subject, integrated as follows:
• Matter and materials• Energy and change • Live and living • Earth and Beyond• Structures• Mechanisms
Overview of CAPS content for natural Sciences and Technology in the Intermediate Phase
Strands grade 4 grade 5 grade 6
matter and materialsStructures [8 weeks / 28 hours]
Term 2:• Properties of materials• Combination of materials• Strengthening materials• Phases of substances• Air (Gas)
Term 1:• Properties of materials• Uses of materials• Structure to support a load
Term 3:• Mixtures, solutions, melting• Soluble and insoluble substances• Rate of dissolving• Environment and water resources
energy and change mechanisms/Structures [8 weeks / 28 hours]
Term 3:• Sound• Making sound louder• Reflected sound• Noise pollution• Indigenous musical instruments
Term 2:• Energy• Energy we can see, hear and feel• Energy for moving things• Energy systems• Machines and mechanisms
Term 1 and Term 2 (+3 weeks):• Electricity• Energy transfers in an electrical circuit system• Energy transfer to surroundings• Safety and electricity• Electrical circuit to solve a problem
Life and living mechanisms/Structures[8 weeks / 28 hours]
Term 1:• Living and non-living things• Requirements of plants and animals• Different structures• Animal shelters
Term 3:• Moving an object• Energy flow and biodiversity• Biodiversity of living things
Term 4:• Nutrition• Health of the planet• Animals with skeletons• Movement • Types of movement/motion
earth and beyondmechanisms[8 weeks / 28 hours]
Term 4:• Finding out about space• Our place in space: Objects in the sky• Movement
Term 4:• Structure of Earth• Surface of Earth• Rocks• Fossils• Senses in animals and humans (Life and living topic)
Term 2 (5 weeks only):• Solar system• Life on planet earth
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56 Survival Guide to the CAPS for the Intermediate Phase
Assessment in the Intermediate Phase natural Sciences and Technology
natural Sciences and Technology intermediate Phase Programme of Assessment
School-based cumulative assessments 75%end-of-year examination
25%
Contentinvestigations and developing technological solutions
grade 4 • Four formal class tests (covering both Science and Technology): 30 marks each
• One mid-year examination of 45 minutes: 40 marks
• One project in any term: 40 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: between 20 and 40 marks
• Technology – full technological design process: between 20 and 40 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 45 minutes
Term 3 – 25%
One formal class test
One selected practical task
One selected translation task
Term 4 – 25%
One formal class test
One project
One selected practical task
Convert to 75% year mark
45 minutes, 40 marks
grade 5 • Four formal class tests (covering both Science and Technology): 30 to 40 marks each
• One mid-year examination: 45 marks
• One project in any term: 50 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: not less than 20 marks
• Technology – full technological design process: not less than 20 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 50 minutes
Term 3 – 25%
One formal class test
One selected practical task
One selected translation task
Term 4 – 25%
One formal class test
One project
One selected practical task
Convert to 75% year mark
50 minutes, 45 marks
grade 6 • Four formal class tests (covering both Science and Technology): 40 to 45 marks each
• One mid-year examination: 50 marks
• One project in any term: 60 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: not less than 20 marks
• Technology – full technological design process: not less than 20 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 60 minutes
Term 3 – 25%One formal class testOne selected practical taskOne selected translation task
Term 4 – 25%One formal class testOne projectOne selected practical task
Convert to 75% year mark
60 minutes, 50 marks
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NATURALSCIENCESANDTECHNOLOGY 57
Assessment in the Intermediate Phase natural Sciences and Technology
natural Sciences and Technology intermediate Phase Programme of Assessment
School-based cumulative assessments 75%end-of-year examination
25%
Contentinvestigations and developing technological solutions
grade 4 • Four formal class tests (covering both Science and Technology): 30 marks each
• One mid-year examination of 45 minutes: 40 marks
• One project in any term: 40 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: between 20 and 40 marks
• Technology – full technological design process: between 20 and 40 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 45 minutes
Term 3 – 25%
One formal class test
One selected practical task
One selected translation task
Term 4 – 25%
One formal class test
One project
One selected practical task
Convert to 75% year mark
45 minutes, 40 marks
grade 5 • Four formal class tests (covering both Science and Technology): 30 to 40 marks each
• One mid-year examination: 45 marks
• One project in any term: 50 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: not less than 20 marks
• Technology – full technological design process: not less than 20 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 50 minutes
Term 3 – 25%
One formal class test
One selected practical task
One selected translation task
Term 4 – 25%
One formal class test
One project
One selected practical task
Convert to 75% year mark
50 minutes, 45 marks
grade 6 • Four formal class tests (covering both Science and Technology): 40 to 45 marks each
• One mid-year examination: 50 marks
• One project in any term: 60 marks, recorded in term 4
• Science – a selection of eight (prescribed) representative practical tasks: not less than 20 marks
• Technology – full technological design process: not less than 20 marks
Term 1 – 25%
One formal class test
One selected practical task
Term 2 – 25%
One formal class test
One case study
One mid-year examination of 60 minutes
Term 3 – 25%One formal class testOne selected practical taskOne selected translation task
Term 4 – 25%One formal class testOne projectOne selected practical task
Convert to 75% year mark
60 minutes, 50 marks
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58 Survival Guide to the CAPS for the Intermediate Phase
end-of-year examination
In all three grades there is one examination paper on the whole year’s work:
• Grade 4: 45 minutes and 40 marks
• Grade 5: 50 minutes and 45 marks
• Grade 6: 60 minutes and 50 marks
grade 4 grade 5 grade 6
Topics and weighting per term marks Topics and weighting per term marks Topics and weighting per term marks
Term 125%
• Living and non-living things – 5%
• Features of plants and animals – 8%
• Requirements for growth – 6%
• Different structures – 3%
• Animal shelter – 3%
10
• Properties of materials – 13%
• Materials in frame structures – 3%
• Designing a solution – 9% 11
• Electricity – 5%
• Conductors – 4%
• Energy transfers: electrical circuit – 5%
• Energy transfers: to surroundings – 4%
• Safety and electricity – 3% *
13
Term 225%
• Properties of Materials – 5%
• Combination of materials to get new properties – 6%
• Ways to strengthen materials – 5%
• Solids, liquids and gases – 3%
• Air and Gas – 6%
10
• Energy – 5%
• Energy: Light, heat, sound, electrical – 9%
• Energy for moving things – 3%
• Systems that store and release energy – 3%
• Mechanisms – 5%
12
• Electrical circuit problem – 9%
• Solar system – 8%
• Life on Planet Earth – 8%12
Term 325%
• Sound – 13%
• Musical Instrument – 12%10
• Design and make a solution: moving an object – 9%
• Energy flow and Food chains – 8%
• Biodiversity of plants and animals – 8%
11
• Mixtures, solutions, melting – 3%
• Soluble and Insoluble substances – 8%
• Rate of dissolving – 9%
• Water resources – 5%
12
Term 425%
• Finding out about space – 5%
• Our place in space – 15%
• Movement – 5% 10
• Below the surface of Earth – 3%
• On the surface on Earth – 5%
• Sedimentary rocks – 3%
• Fossils – 5%
• Senses in animals and humans – 9%
11
• Nutrition and food groups – 6%
• Health of the planet – 3%
• Animals with skeletons – 9%
• Types of movement – 6%
13
Total 40 45 50
* As per CAPS document.
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NATURALSCIENCESANDTECHNOLOGY 59
end-of-year examination
In all three grades there is one examination paper on the whole year’s work:
• Grade 4: 45 minutes and 40 marks
• Grade 5: 50 minutes and 45 marks
• Grade 6: 60 minutes and 50 marks
grade 4 grade 5 grade 6
Topics and weighting per term marks Topics and weighting per term marks Topics and weighting per term marks
Term 125%
• Living and non-living things – 5%
• Features of plants and animals – 8%
• Requirements for growth – 6%
• Different structures – 3%
• Animal shelter – 3%
10
• Properties of materials – 13%
• Materials in frame structures – 3%
• Designing a solution – 9% 11
• Electricity – 5%
• Conductors – 4%
• Energy transfers: electrical circuit – 5%
• Energy transfers: to surroundings – 4%
• Safety and electricity – 3% *
13
Term 225%
• Properties of Materials – 5%
• Combination of materials to get new properties – 6%
• Ways to strengthen materials – 5%
• Solids, liquids and gases – 3%
• Air and Gas – 6%
10
• Energy – 5%
• Energy: Light, heat, sound, electrical – 9%
• Energy for moving things – 3%
• Systems that store and release energy – 3%
• Mechanisms – 5%
12
• Electrical circuit problem – 9%
• Solar system – 8%
• Life on Planet Earth – 8%12
Term 325%
• Sound – 13%
• Musical Instrument – 12%10
• Design and make a solution: moving an object – 9%
• Energy fl ow and Food chains – 8%
• Biodiversity of plants and animals – 8%
11
• Mixtures, solutions, melting – 3%
• Soluble and Insoluble substances – 8%
• Rate of dissolving – 9%
• Water resources – 5%
12
Term 425%
• Finding out about space – 5%
• Our place in space – 15%
• Movement – 5% 10
• Below the surface of Earth – 3%
• On the surface on Earth – 5%
• Sedimentary rocks – 3%
• Fossils – 5%
• Senses in animals and humans – 9%
11
• Nutrition and food groups – 6%
• Health of the planet – 3%
• Animals with skeletons – 9%
• Types of movement – 6%
13
Total 40 45 50
* As per CAPS document.
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60 Survival Guide to the CAPS for the Intermediate Phase
SOCIAL SCIenCeS
Social Sciences in the Intermediate Phase The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year (15 hours for each per term, 3 hours per week).
The topics in the CAPS document specify pace and depth through hours allocated per term.
Overview of Intermediate Phase: Geography topics
Term grade 4 Hours Grade 5 Hours Grade 6 Hours
1
Places where people live (settlements) 15 map skills (focus: Africa) 15 map skills (focus: World) 15People and places 5 World map, compass directions 2 Latitude and longitude 4
Landmarks and explaining the way 3 Africa: oceans, countries, main cities 4 Scale 4
People and their needs 4 Physical map 3 Atlases, statistics and events 4
Revision and assessment 3 Images 3 Revision and assessment 3
Revision and assessment 3
2
map skills 15 Physical features of South Africa 15 Trade (focus: South Africa and world) 15Side views and plan views 2 SA from above 2 Why people trade 2
Symbols and keys 3 Physical features 3 What people trade 2
Grid references 2 Rivers 3 Resources and their values 4
Compass directions 1 Physical features and human activities 4 Fair trading 4
Map of SA 2 Revision and assessment 3 Revision and assessment 3
Globe and map of the world 2
Revision and assessment 3
3
Food and farming in South Africa 15Weather, climate and vegetation of South Africa
15Climate and vegetation around the world
15
People and food 2 Weather 3 Climate around the world 4
Ways of farming 3 Observing and recording weather (PROJECT) 2 Tropical rainforests 3
Crop and stock farming 5 Rainfall 2 Hot deserts 3
Unprocessed and processed foods 3 Climate 3 Temperate coniferous forests 3
Revision and assessment 2 Natural vegetation 3 Revision and assessment 2
Revision and assessment 2
4
Water in South Africa 15 minerals and mining in South Africa 15Population (focus: South Africa and the world)
15
Uses of water 2 Minerals and coal resources of South Africa 4 People and provinces in SA 3
Water as a resource 5 Mining and the environment 5 Why people live where they do (SA) 5
Access to water 3 Mining and people 3 People around the world 4
Pollution and waste water 2 Revision and assessment 3 Revision and assessment 3
Revision and assessment 3
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SOCIALSCIENCES 61
SOCIAL SCIenCeS
Social Sciences in the Intermediate Phase The subject Social Sciences consists of History and Geography. Both History and Geography should be taught and assessed during every term of the school year (15 hours for each per term, 3 hours per week).
The topics in the CAPS document specify pace and depth through hours allocated per term.
Overview of Intermediate Phase: Geography topics
Term grade 4 Hours Grade 5 Hours Grade 6 Hours
1
Places where people live (settlements) 15 map skills (focus: Africa) 15 map skills (focus: World) 15People and places 5 World map, compass directions 2 Latitude and longitude 4
Landmarks and explaining the way 3 Africa: oceans, countries, main cities 4 Scale 4
People and their needs 4 Physical map 3 Atlases, statistics and events 4
Revision and assessment 3 Images 3 Revision and assessment 3
Revision and assessment 3
2
map skills 15 Physical features of South Africa 15 Trade (focus: South Africa and world) 15Side views and plan views 2 SA from above 2 Why people trade 2
Symbols and keys 3 Physical features 3 What people trade 2
Grid references 2 Rivers 3 Resources and their values 4
Compass directions 1 Physical features and human activities 4 Fair trading 4
Map of SA 2 Revision and assessment 3 Revision and assessment 3
Globe and map of the world 2
Revision and assessment 3
3
Food and farming in South Africa 15Weather, climate and vegetation of South Africa
15Climate and vegetation around the world
15
People and food 2 Weather 3 Climate around the world 4
Ways of farming 3 Observing and recording weather (PROJECT) 2 Tropical rainforests 3
Crop and stock farming 5 Rainfall 2 Hot deserts 3
Unprocessed and processed foods 3 Climate 3 Temperate coniferous forests 3
Revision and assessment 2 Natural vegetation 3 Revision and assessment 2
Revision and assessment 2
4
Water in South Africa 15 minerals and mining in South Africa 15Population (focus: South Africa and the world)
15
Uses of water 2 Minerals and coal resources of South Africa 4 People and provinces in SA 3
Water as a resource 5 Mining and the environment 5 Why people live where they do (SA) 5
Access to water 3 Mining and people 3 People around the world 4
Pollution and waste water 2 Revision and assessment 3 Revision and assessment 3
Revision and assessment 3
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62 Survival Guide to the CAPS for the Intermediate Phase
Overview of Intermediate Phase: History topics
Term grade 4 Hours Grade 5 Hours Grade 6 Hours
1
Local history 15Hunter-gatherers and herders in Southern Africa
15An African kingdom long ago in Southern Africa: mapungubwe
15
Finding out about the present in a local area 2Finding out about hunter-gatherers and herders
2 The Limpopo Valley 2
Finding out about the history of a local area 3 San society in Later Stone Age 8 Mapungubwe 6
PROJECT: local history 7 Khoikhoi herder society in Later Stone Age 2 East Coast trade, Great Zimbabwe 1
Revision and assessment 3 Revision and assessment 3 Marco Polo 3
Revision and assessment 3
2
Learning from leaders 15 The first farmers in Southern Africa 15explorers from europe find Southern Africa
15
Questions about lives and qualities of local leaders 2When, why and where the first African farmers settled
2 Reasons for exploration 8
Life stories of leaders: Gandhi and Mandela 10 Early African chiefdoms 10 European Renaissance 4
Revision and assessment 3 Revision and assessment 3 Revision and assessment 3
3
Transport through time 15 An ancient African society: egypt 15Democracy and citizenship in South Africa
15
Transport on land 6 Nile River 2 Democracy: our national government 7
Case study 1 Way of life in ancient Egypt 8 Children’s rights and responsibilities 2
Transport on water 4 Tomb of Tutankhamen 2 National symbols since 1994 2
Transport in the air 2 Spread of Egypt’s knowledge 1 PROJECT: Biography 2
Revision and assessment 2 Revision and assessment 2 Revision and assessment 2
4
Communication through time 15A heritage trail through the provinces of South Africa
15 medicine through time 15
Oldest forms of human communication 3 Names of provinces and capital cities 1 Indigenous healing in SA 3
Change in modern forms communication 9 What heritage is 2Some modern Western scientific medical discoveries
7
Revision and assessment 3 Examples of heritage from provinces 9Link between holistic and Western forms of healing today
2
Revision and assessment 3 Revision and assessment 3
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SOCIALSCIENCES 63
Overview of Intermediate Phase: History topics
Term grade 4 Hours Grade 5 Hours Grade 6 Hours
1
Local history 15Hunter-gatherers and herders in Southern Africa
15An African kingdom long ago in Southern Africa: mapungubwe
15
Finding out about the present in a local area 2Finding out about hunter-gatherers and herders
2 The Limpopo Valley 2
Finding out about the history of a local area 3 San society in Later Stone Age 8 Mapungubwe 6
PROJECT: local history 7 Khoikhoi herder society in Later Stone Age 2 East Coast trade, Great Zimbabwe 1
Revision and assessment 3 Revision and assessment 3 Marco Polo 3
Revision and assessment 3
2
Learning from leaders 15 The first farmers in Southern Africa 15explorers from europe find Southern Africa
15
Questions about lives and qualities of local leaders 2When, why and where the first African farmers settled
2 Reasons for exploration 8
Life stories of leaders: Gandhi and Mandela 10 Early African chiefdoms 10 European Renaissance 4
Revision and assessment 3 Revision and assessment 3 Revision and assessment 3
3
Transport through time 15 An ancient African society: egypt 15Democracy and citizenship in South Africa
15
Transport on land 6 Nile River 2 Democracy: our national government 7
Case study 1 Way of life in ancient Egypt 8 Children’s rights and responsibilities 2
Transport on water 4 Tomb of Tutankhamen 2 National symbols since 1994 2
Transport in the air 2 Spread of Egypt’s knowledge 1 PROJECT: Biography 2
Revision and assessment 2 Revision and assessment 2 Revision and assessment 2
4
Communication through time 15A heritage trail through the provinces of South Africa
15 medicine through time 15
Oldest forms of human communication 3 Names of provinces and capital cities 1 Indigenous healing in SA 3
Change in modern forms communication 9 What heritage is 2Some modern Western scientific medical discoveries
7
Revision and assessment 3 Examples of heritage from provinces 9Link between holistic and Western forms of healing today
2
Revision and assessment 3 Revision and assessment 3
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64 Survival Guide to the CAPS for the Intermediate Phase
Assessment of Social Sciences in the Intermediate Phase
Projects
Learners complete one project in Social Sciences in each grade. They therefore do a project in either History or Geography in a given year.
Social Sciences Intermediate Phase Programme of Assessment
Term Grade 4 Grade 5 Grade 6 Weighting
1History Project History Task History Task
Continuous Assessment
75%
Geography Task Geography Task Geography Task
2History Task/Test History Task/Test History Task/Test
Geography Task/Test Geography Task/Test Geography Task/Test
3History Task History Task History Project
GeographyTask Geography Project Geography Task
4History Test / Exam History Test / Exam History Test / Exam year-end
Test / exam25%Geography Test / Exam Geography Test / Exam Geography Test / Exam
School reports should refl ect History and Geography separately and together, i.e:
Social Sciences
History 60%
Geography 30%
Average (Social Sciences) 45%
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The Survival Guide to the CAPS for the Intermediate Phase is an easy reference to the
Intermediate Phase CAPS
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