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CAPS Life Skills English Gr R-3 FS
Educational Management (EDMA7412)
Varsity College
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ENGLISH LIFE SKILLS
Foundation Phase
Grades R-
Curriculum and Assessment
Policy Statement
National Curriculum Statement (NCS)
CurriCulum and assessment PoliCy statement
Grades r-
liFe sKills
CAPS
FOREWORD BY ThE MINISTER
Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to:
• heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 accordingly replaces the Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines with the
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 ; and
(c) National Protocol for Assessment Grades R-12.
mrs anGie motsHeKGa, mP minister oF BasiC eduCation
####### CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
CAPS 3
SECTION 1
introduCtion to tHe CurriCulum and assessment PoliCy statements For liFe
sKills Grades r-
1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.
1 overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R- (January 2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12;
_(ii) The policy document, National Policy on assessment and qualifications for schools in the General _ Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;
_(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National _ Qualifications Framework (NQF), promulgated in Government Gazette No of 20 July 2005;
CAPS 5
• human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
1 time allocation
1.4 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
suBJeCt Grade r (Hours) Grades 1-2 (Hours) Grade 3 (Hours)
home Language 10 8/7 8/ First Additional Language 2/3 3/ Mathematics 7 7 7 Life Skills • Beginning Knowledge • Creative Arts • Physical Education • Personal and Social Well-being
6 (1) (2) (2) (1)
6 (1) (2) (2) (1)
7 (2) (2) (2) (1) total 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3.
1.4 intermediate Phase
(a) The instructional time in the Intermediate Phase is as follows:
suBJeCt Hours home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3, Social Sciences 3 Life Skills • Creative Arts • Physical Education • Personal and Social Well-being
4 (1,5) (1) (1,5) total 27,
8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SECTION 2
2 What is life skills?
The Life Skills subject is central to the holistic development of learners. It is concerned with the social, personal, intellectual, emotional and physical growth of learners, and with the way in which these are integrated.
In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in Foundation Phase (Grades R-3) has been organised into four study areas: Beginning Knowledge, Personal and Social Well-being, Creative Arts and Physical Education. Life Skills has been organised in this way in order to ensure that the foundational skills, values and concepts of early childhood development and of the subjects offered in Grades 4 - 12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social Well-being are integrated in the topics. Life Skills is a cross cutting subject that should support and strengthen the teaching of the other core Foundation Phase subjects namely Languages (home and First Additional) and Mathematics.
2 Specific Aims
The Life Skills subject is aimed at guiding and preparing learners for life and its possibilities, including equipping learners for meaningful and successful living in a rapidly changing and transforming society. Through Life Skills learners are exposed to a range of knowledge, skills and values that strengthen their
• physical, social, personal, emotional and cognitive development;
• creative and aesthetic skills and knowledge through engaging in dance, music, drama and visual art activities;
• knowledge of personal health and safety;
• understanding of the relationship between people and the environment;
• awareness of social relationships, technological processes and elementary science.
2 explaining the life skills study areas
Beginning Knowledge and Personal and social Well-being
Beginning Knowledge
The content and concepts of Beginning Knowledge have been drawn from Social Sciences (history and Geography); Natural Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at the Foundation Phase level are detailed below:
Social science concepts ; conservation, cause and effect, place, adaptation, relationships and interdependence, diversity and individuality, and change;
Natural Science concepts ; life and living, energy and change, matter and materials; planet earth and beyond;
Scientific process skills ; the process of enquiry which involves observing, comparing, classifying, measuring, experimenting, and communicating;
Technological process skills ; investigate, design, make, evaluate, communicate.
CAPS 9
_Personal and Social Well-being: _
Personal and Social Well-being is an important study area for young learners because they are still learning how to look after themselves and keep themselves healthy. This study area includes social health, emotional health, and relationships with other people and our environment, including values and attitudes. The study area Personal and Social Well-being will help learners to make informed, morally responsible and accountable decisions about their health and the environment. It addresses issues relating to nutrition, diseases (including hIV/AIDS), safety, violence, abuse and environmental health. Learners will develop the skills to relate positively and make a contribution to family, community and society, while practising the values embedded in the Constitution. Learners will learn to exercise their constitutional rights and responsibilities, to respect the rights of others and to show tolerance for cultural and religious diversity in order to contribute to a democratic society.
Creative arts
Creative Arts exposes learners to four art forms: dance, drama, music and the visual arts. The main purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in creative activities. Foundation Phase learners are inherently creative and play is their natural way of learning in the arts. Learners should be guided to use their natural inclinations to use their imagination, manipulate and work with materials, move and make music and tell stories. Learners should explore and develop their creative ideas based on their personal experiences, using their senses, emotions and observations. The focus of the learning should be on the development of skills through enjoyable, experiential processes, rather than on working towards highly polished products in each term. The introduction of these creative skills is essential in refining and controlling the gross and fine motor skills. Creative Arts aims to create a foundation for balanced creative, cognitive, emotional and social development. In the curriculum, Creative Arts is organized in two parallel and complementary streams - Visual Art and Performing Arts (Dance, Drama, Music).
Visual Arts develops sensory-motor skills and fine and gross motor co-ordination through the manipulation of materials and the mastery of a variety of art techniques. two-dimensional (2d) work aims to enrich the learner’s experience of the real world through visual and sensory stimulation, discussion and questioning, and through encouraging the drawing of the physical body in motion: climbing, running, sitting, lying. There is no ‘right’ way to draw, and learners should be encouraged to express themselves freely, without fearing criticism. three-dimensional (3d) work develops the concept of shape in space through joining pieces of clay, gluing or pasting of paper onto paper, cutting shapes, folding, tying and wrapping. The formal application of one or more of the art elements should be incorporated into each visual arts lesson. This means that learners should use and talk about lines, shapes and colours.
Performing Arts in the Foundation Phase allows learners the opportunity to creatively communicate, dramatise, sing, make music, dance and explore movement. Through the performing arts, learners develop their physical skills and creativity. Performing Arts stimulates memory, promotes relationships and builds self-confidence and self-discipline. Creative games and skills prepare the body and voice, and games are used as tools for learning skills. improvise and interpret allows learners to create music, movement and drama individually and collaboratively.
Physical education
The development of the learner’s gross and fine motor skills and perceptual development is fundamental in the Foundation Phase. Physical and motor development is integral to the holistic development of learners. It makes a significant contribution to learners’ social, personal and emotional development. Play, movement, games and sport contribute to developing positive attitudes and values. This area focuses on perceptual and locomotor development, rhythm, balance and laterality. The focus in the Foundation Phase is on games and some activities that will form the basis of participating in sports later on. Physical growth, development, recreation and play are emphasised.
CAPS 11
2.4 Free play activities indoors and outdoors
Free play activities can take place indoors or outdoors or both. The time allocated to Physical Education and Creative Arts can be used for free play time because the physical skills learned and practised during free play, support the learning in these two study areas.
Examples of free play activities include:
Free play inside Free play outside Free art (painting, drawing, modelling) Water (and mud) play Tearing, cutting Sand play Pasting Sensory play Block area Fantasy play Fine motor activities (pencil grip activities, tongs, tweezers, puzzles, threading, weaving, dressing frames, etc.)
Gross motor play (climbing, swinging, balancing etc.)
Sand box Block play Fantasy play Ball play Book area Wheel toys Discovery area (interest table, matching /sorting cards, sensory activities,
Construction
Music area Gardening Writing area Caring for animals Block play Outside art activities
2.4 structured activities
Structured activities are short teaching and learning activities, often guided by the teacher. They can be done with individual learners, in small groups or as a whole class, depending on the nature of the lesson. The concepts, content and skills for structured activities are specified in the study areas in the curriculum document.
2.4 Perceptual skills
The development of perceptual skills in young learners is extremely important in laying a foundation for all future development and learning. Perception means using the senses to acquire information about the surroundings, environment or situation. The development of perceptual skills potentially occurs throughout all learning. Teachers should focus on the development of perceptual skills across all four study areas, and in Languages and Mathematics as well. The following are key perceptual skills that teachers should pay attention to:
Visual perception - acquiring and interpreting information through the eyes - accurate visual perception enables the learner to read, write and do mathematics;
Visual discrimination - the ability to see similarities, differences and details of objects accurately;
Visual memory - the ability to remember what the eyes have seen and the correct sequence in which things have been perceived;
auditory perception - acquiring and interpreting information through the ears - accurate auditory perception enables the learner to give meaning to what is heard;
12 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
auditory discrimination - the ability to hear similarities and differences in sounds;
auditory memory - the ability to remember what the ears have heard and the correct sequence in which sounds have been perceived;
Hand-eye co-ordination - the hands and eyes working together when performing a movement, e. throwing or catching a ball;
Body image - a complete awareness of one’s own body, i. how it moves and how it functions;
laterality - showing an awareness of each side of the body, e. which hand is waving;
dominance - preferring to use one hand or side of the body, i. either right or left dominant;
Crossing the mid-line - being able to work across the vertical mid-line of the body, e. being able to draw a line from one side of the page to the other without changing the tool from one hand to the other;
Figure-ground perception - being able to focus attention on a specific object or aspect while ignoring all other stimuli, the object of the attention is therefore in the foreground of the perceptual field while all the rest is in the background e. being able to read one word in a sentence;
Form perception - the ability to recognise forms, shapes, symbols, letters, etc. regardless of position, size, background, e. can recognise a circle because of its unique shape;
spatial orientation - the ability to understand the space around the body, or the relationship between the object and the observer, e. the hat is on my head;
2 resources for life skills
Some equipment is standard material for a Foundation Phase class. Some materials are easier to obtain than others. Ideally learners should have access to this standard material all the time. They can use these resources during free play activities, structured activities, when they have finished a teacher-directed task, or simply when they need ‘time out’. This standard material includes:
• bean bags, ropes, hoops, balls of different sizes, balancing beams/planks/tyres, outdoor play equipment (tyres, jungle gym, climbing ropes, trees), scarves/strips of cloth, bats, containers (bowls, buckets, tins to be used as targets), skittles/bottles (as targets), hard, flat open surface, sticks, storage containers, swings, bricks, cones, balloons
• dry media: wax crayons, paper, oil pastels, chalk, 2B pencils, felt-tipped pens, charcoal, sand
• wet media: paint, ink, dyes, mud
• brushes of different sizes
• sheets of paper or scrap paper in various sizes and colours
• earthenware clay, papier maché, play dough, mud
• beads (glass, paper, plastic), straws, macaroni, shells, etc. for threading
14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Grades r-
total time alloCation Per term
Grade 3
total time alloCation Per term Beginning Knowledge and Personal and Social Well-being
2 hours per week 60 hOURS Beginning Knowledge and Personal and Social Well-being
3 hours per week 70 hOURS
Creative Arts 2 hours per week Creative Arts 2 hours per week
Physical Education
2 hours per week Physical Education
2 hours per week
These components are fundamental in the holistic development of the learner and should be covered in the Grade R-3 curriculum either daily or weekly.
2 topics
Beginning Knowledge and Personal and Social Well-being in the Life Skills curriculum are organised in topics. The use of topics is suggested as a means to integrate the content from the different study areas where possible and appropriate. Teachers are encouraged to adapt the topics so that they are suitable for their school contexts. Teachers are also encouraged to choose their own topics should they judge these to be more appropriate.
2 Weighting of topics
The curriculum is designed across 40 weeks of the year. Approximate time allocations are given for each topic during each term, indicating the weighting that each topic should receive. Routine activities and indoor and outdoor free play also need to be incorporated into the teaching schedule. Teachers may organize their time as they wish e. they may decide to do 30 minutes of Beginning Knowledge and Personal and Social Well-being every day, except Friday and Creative Arts on Tuesday and Thursday for and hour.
2 sequencing and Progression
A suggested order for the topics is provided as one of the important principles of early childhood education is to begin with what is familiar to the learner and introduce less familiar topics and skills later. Therefore sequencing and progression have been built into the design of the topics. The sequence of the topics can be changed, but teachers should pay attention to the progression and level at which the topic is addressed.
CAPS 15
SECTION 3
outline of course material
Grade r
term 1 Grade r Beginning Knowledge and Personal and social Well-being
20 hours (2 hours/ week)
recommended resources • A selection of books • Flashcards • Pictures • Equipment for good hygiene practices • A summer interest table • Objects of different shapes and colours • Do routine activities and free play activities indoors and outdoors as specified in Section 2. • Festivals and special days celebrated by the community should be discussed as they occur throughout the term. (two hours per term are allocated for this) topic: me - 2 hours • Personal details - name, age, address, contact number • What makes me special - include name, language/s, gender • Abilities and interests Note: Only some learners will manage their address and contact number. Return to this later. topic: at school - 2 hours • Name of school, teacher, principal • Toilets and play areas • Rules and routines at school topic: in the classroom - 2 hours • Where I keep my things in the classroom • Classroom rules • Working together in the classroom • how to show my feelings in the classroom • how to express what I feel Topic: Books 2 hours • Why we need books • Looking after books • Using books for information • Stories I like • Where I can find books topic: days of the week - 2 hours • Days of the week • What we do on different days • Yesterday, today and tomorrow
CAPS Life Skills English Gr R-3 FS
Course: Educational Management (EDMA7412)
University: Varsity College
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