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CONTENTS PAGE
CONTENTS
PAGE
.......................................................................................................................................
2
PROGRAMME
OF
ASSESSMENT
FOR
GRADE
11
..............................................................................
4
TEACHING
LIFE
SCIENCES
GRADE
11
.................................................................................................
5
ACTIVITY
A:
THE
URINARY
SYSTEM
.........................................................................................................................
5
ACTIVITY
B:
POPULATION
ECOLOGY
........................................................................................................................
7
ACTIVITY
C:
POPULATION
GRAPHS
AND
PYRAMIDS
...........................................................................................
11
ACTIVITY
D:
SKILLS
LIFE
SCIENCES
.......................................................................................................................
13
HOW
FOCUS
LIFE
SCIENCES
CAN
HELP
YOUR
TEACHING
.........................................................
15
TERM 2
Week
1
Week
2
Week 1
Week 2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Week 3
Week 2
TERM
4
Week
1
Gaseous Exchange
Week
2
Week
3
Week
4
Excretion in humans
Week 5
Week 5
Week 6
Week 6
Week 7
Week 7
Week 8
Week 8
Population Ecology
Week 9
Week 9
Week 10
Week 10
Energy
transformations
to
sustain
life.
Week 10
Week
3
Week
4
Week 7
Biodiversity
of
animals:
Invertebrates.
(Focus
on
developmental
lines
Week
8
and
phylogenetic
trees.
No
further
details
regarding
the
Week
9
morphology
of
the
six
phyla
are
required).
TERM
3
Week 1
Energy
transformations
to
sustain
life
This
activity
is
taken
from
a
Grade
11
Life
Sciences
Topic.
This
example
is
given
from
Focus
Life
Sciences
Grade
11.
Topics
to
be
covered:
Grade
11
The
Urinary
System
Learning
styles
Instructions:
Participants
should
complete
this
activity
in
pairs.
Study
the
diagram
taken
from
Focus
Life
Sciences
Grade
11
Answer
the
questions
that
follow
Taken
from
Focus
Life
Sciences
(page
205)
Questions:
1. Why
is
it
important
to
use
graphics
such
as
this
one
in
Life
Sciences?
2. How
does
the
graphic
assist
the
learners
to
answer
the
questions
that
follow?
Taken
from
Focus
Life
Sciences
(page
239-
40)
Taken
from
Focus
Life
Sciences
(page
241)
Questions:
1. Discuss
the
difference
between
knowing
and
understanding.
2. How
do
you
teach
this
section
of
work
to
ensure
that
the
learners
understand
it?
10
Taken
from
Focus
Life
Sciences
(page
260)
Questions:
1. Discuss
the
importance
of
learners
being
able
to
draw
and
interpret
graphs.
2. Discuss
successful
methods
that
help
to
develop
these
skills
in
learners.
12
This
activity
is
taken
from
a
Grade
11
Life
Sciences
Topic.
This
example
is
given
from
Focus
Life
Sciences
Grade
11.
Topics
to
be
covered:
Grade
11
Life
Sciences
Key
Terminology
Instructions:
Participants
should
complete
this
activity
in
pairs.
Study
the
extracts
taken
from
Focus
Grade
11
Life
Sciences.
Answer
the
questions
that
follow.
13
Taken
from
Focus
Life
Sciences
(page
237)
Questions:
1. Discuss
the
importance
of
learners
using
the
correct
terminology.
14
At
the
beginning
of
the
workshop,
you
were
required
to
rank
the
importance
of
the
criteria
that
are
considered
important
to
most
teachers
when
choosing
a
textbook.
Focus
Life
Sciences
books
cover
all
of
these
criteria.
Sequencing of Content according to the CAPS
Focus
Life
Sciences
books
follow
the
exact
sequence
of
the
CAPS.
Teachers
are
able
to
follow
the
sequence
of
the
textbook
and
be
confident
that
they
have
covered
everything
required
by
CAPS
and
in
the
correct
order.
Relevant and up to date content
The
authors
of
Focus
Life
Sciences
books
have
ensured
that
the
latest
CAPS
requirements
are
covered
as
well
as
the
latest
content
required
by
the
subject.
Assessment
tasks
are
all
relevant
to
the
age
group
and
environments
of
the
learners.
Specific tasks required for Programme of Assessment e.g. Tests, Projects
etc.
Focus
Life
Sciences
books
include
all
the
required
tasks
for
the
Programme
of
Assessment
and
the
Teachers
Guide
includes
all
of
the
guidelines
and
answers.
These
can
also
be
used
for
revision,
extension
and
expanded
opportunities.
Annual teaching plan according to the CAPS with term-by-term overview
Focus
Life
Sciences
books
follow
the
exact
sequence
of
the
CAPS.
They
also
provide
a
term
planning
tool
which
assists
in
annual
and
quarterly
planning.
Teachers Guide which provides guidance and answers for Programme of
Assessment
Focus
Life
Sciences
books
have
a
Teachers
Guide
that
provides
guidelines
on
how
to
use
the
assessments
and
how
to
mark
them.
Rubrics,
memoranda
and
checklists
are
also
provided
where
appropriate.
15
16