Foundation Phase CAPS Guide

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

to the Foundation Phase CAPS
Survival Guide to the
foUnDAtion PhAse
Eastern Cape
Free State
Gauteng
(043) 643 3963
(051) 448 0424
(011) 347 0700
Curriculum and
Assessment Policy
KwaZulu-Natal (031) 701 8813
Limpopo (015) 295 9194
Mpumalanga (013) 752 5936
North West (018) 381 1118
Western Cape/N. Cape
Customer services tel: (021) 532 6000
(021) 980 9500
Statements (CAPS)
ISBN M78-0-636-123113
www.mml.co.za
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Checklist for Choosing Textbooks
Curriculum content
Does the textbook cover the curriculum comprehensively?
Is the content appropriately sequenced?
Is the content explained in a logical and clear way?
Is the content up-to-date and relevant to the real world?
Are illustrations and diagrams clear and do they link to the content?
Assessment
Does it cover the tasks specified in the curriculum for assessment, for example
tests, projects, etc?
Does the Teachers Guide give clear guidance with assessment?
Level
Are key concepts and terms clearly defined, for example in glossaries?
Does the book support language development for all learners, for example key words
explained directly on the page?
Are the language and vocabulary correct and at an appropriate level for learners?
Activities
Are there sufficient activities?
Are the activities graded to be suitable for different ability levels?
Teachers Guide
Does it contain answers for all activities?
Does it support you to prepare your lesson, for example are there useful teaching
guidelines?
Does it help you with your CAPS planning for the year, for example term by
term overview?
Does it offer support for the whole class, for example remedial and extension advice?
9780636123113C.indd 3-4
capS for the foundation phase
Contents
Introduction to the CAPS for the Foundation Phase ................................................ 2
Maths Introduction .............................................................................................................. 6
Language Introduction ....................................................................................................... 8
Life Skills Introduction .................................................................................................... 10
Phase overview for Home Language ......................................................................... 12
Phase overview for First Additional Language ....................................................... 24
Phase overview for Mathematics ................................................................................ 34
Phase overview for Life Skills ...................................................................................... 60
CONTENTS 1
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Dear Foundation Phase Teacher
To support you in the implementation of the new Curriculum and Assessment Policy Statements
(CAPS), Maskew Miller Longman offers you this handy guide filled with useful information. You
will find for each of the Foundation Phase subjects an overview and valuable teaching informa-
tion. This information is taken from the CAPS documents released in June 2011. It is not intended
to be comprehensive and teachers should always consult the full information in the actual CAPS
documents.
Introduction to the CAPS for the Foundation Phase

The purpose of the CAPS is to replace the previous Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines to offer teachers with a single document for each
subject outlining the teaching and assessment requirements for that subject. The terminology
Learning Outcomes and Assessment Standards are no longer used.
Instructional time
Instructional time for subjects in the Foundation Phase is as indicated in the table below:
Subject Time allocation per week (hours)
Languages Gr 12: 10 total. Gr 3: 11 total

HL: Gr 13: 7 minimum, 8 maximum
FAL: Gr 12: 2 minimum, 3 maximum
Gr 3: 3 minimum, 4 maximum
Mathematics 7
Life Skills 6 (7 in Gr 3)
Beginning knowledge 1 (2 in Gr 3)
Creative Arts 2
Physical Education 2
Personal and Social Well-being 1
2 Survival Guide to the CAPS for the Foundation Phase
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Assessment
There are no examinations in Foundation Phase. The rating scale to be used is:
Code Description of competence %

7 Outstanding achievement 80100%
6 Meritorious achievement 7079%
5 Substantial achievement 6069%
4 Adequate achievement 5059%
3 Moderate achievement 4049%
2 Elementary achievement 3039%
1 Not achieved 029%
There are no formal assessment tasks for Grade R. As part of the formal assessment for
Mathematics and Home Language, there will also be Annual National Assessment tasks (ANAs).
Number of formal assessment tasks

Grade Subject Term 1 Term 2 Term 3 Term 4 Total
1 Home Language 1 2 2 2 7
1 First Additional Language 1 1 1 1 4
1 Mathematics 1 2 2 2 7 + Baseline
1 Life Skills 1 1 1 1 4
2 Mathematics 1 2 2 3 8 + ANA
3 Mathematics 1 3 3 3 10 + ANA
INTRODUCTION 3
9780636123113T.indd 3 2011/06/27 6:24 PM

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Maths Introduction
Annual National Assessments (ANAs)

The Department of Education has introduced ANAs in Numeracy/Mathematics and Literacy/Language.
Countries across the world use annual national standardized testing to sum up each learners
development and learning achievements. The data on learner achievement in standardized tests is
useful for designing and implementing intervention programs aimed at improving classroom learning
and teaching.
International surveys such as the Trends in International Mathematics and Science Study (TIMSS) have
shown that South African learners struggle with problems involving numbers and number patterns
whereas they have less difficulty with Measurement and Space and Shape.
The Foundation Phase Mathematics CAPS
Time Allocation
This is clearly stated now it was not previously included in the NCS.
Provides an in depth breakdown of the number of weeks, hours and lessons that should
be spent on Mathematics.
It is suggested that 3 or more lessons per week are dedicated to Number and the rest of the time
per week spent on the other Content Areas.
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Weighting of Content Areas
A suggested time allocation for each Content Area is provided. Numbers, Operations and Relationships
take up more than 50% of the notional time in order to allow learners to develop effective number
sense and confidence in operating with numbers. It is suggested that pattern work entails largely
Number Patterns to strengthen number competency.
Grade 1 Grade 2 Grade 3
numbers, operations
65% 60% 58%
and relationships
patterns, functions
10% 10% 10%
and algebra
Space and Shape

11% 13% 13%
(Geometry)
measurement 9% 12% 14%
data handling
5% 5% 5%
(Statistics)
MATHS INTRODUCTION 7
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Language Introduction
Annual National Assessments (ANAs)

Learners struggle most with the tasks relating to Writing and Language use. Teachers need to ensure
that learners are given enough practice with these types of tasks.
Foundation Phase CAPS: Home Language
In the Foundation Phase, the skills in the Home Language CAPS curriculum are:
Listening and speaking
Reading and phonics
Writing and handwriting
Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use.
The Department of Basic Education does not prescribe how to break down the time into the different
components although the following is the suggested minimum amount of time for each grade:
GRADE 1 HOME LANGUAGE TOTAL PER WEEK

Listening & Speaking 15 minutes per day for 3 days 45 minutes
Reading & Phonics Phonics: 15 minutes per day for 5 days 4 hrs 30 minutes
(1 hour 15 minutes)
Shared Reading: 15 minutes per day for 3 days
(45 minutes)
Group Reading: 30 minutes per day (2 groups each
for 15 minutes) for five days (2 hour 30 minutes)
Handwriting 15 minutes per day for 4 days 1 hour
Writing 15 minutes per day for 3 days 45 minutes
Total per week 7 hours

Reading & Phonics Phonics: 15 minutes per day for 4 days 4 hrs 30 minutes*
(1 hour 15 minutes)
Shared Reading: 15 minutes per day for 3 days
(45 minutes)
for 15 minutes) for 5 days (2 hour 30 minutes)
Handwriting 15 minutes per day for 3 days 45 minutes
Writing 15 minutes per day for 4 days 1 hour
* Figures as per CAPS June 2011
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Reading & Phonics Phonics: 15 minutes per day for 3 days (45 minutes) 4 hrs 30 minutes*
Shared Reading: 20 minutes per day for 3 days (1 hour)
for 15 minutes) for 5 days (2 hour 30 minutes)
Handwriting 15 minutes per day for 3 days 45 minutes
Writing 20 minutes per day for 3 days 1 hour
* Figures as per CAPS June 2011
Foundation Phase CAPS: First Additional Language

The main skills for First Additional Language are:
Listening and speaking
Reading and phonics
Writing and handwriting
Integrated into all the above language skills are: Thinking and Reasoning and Language Structure and Use.
The Department of Basic Education does not prescribe how to break down the time into the different
components although the following suggestions are made for each grade:
Where maximum time is given to the First Additional Language:
FIRST ADDITIONAL LANGUAGE
GRADE 1 GRADE 2 GRADE 3
Listening & Speaking 1 hour 30 minutes 1 hour 1 hour
Reading & Phonics 1 hour 15 minutes 1 hour 30 minutes 1 hour 30 minutes
Writing 15 minutes 30 minutes 1 hour
Language Use 30 minutes
3 hours per week 3 hours per week 4 hours per week
Where minimum time is given to the First Additional Language:

FIRST ADDITIONAL LANGUAGE
GRADE 1 GRADE 2 GRADE 3
Listening & Speaking 1 hour 30 minutes 45 minutes 1 hour
Reading & Phonics 30 minutes 45 minutes 1 hour
Writing 30 minutes 30 minutes
Language Use 30 minutes
2 hours per week 2 hours per week 3 hours per week
LANGUAGE INTRODUCTION 9
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Life Skills Introduction
In the Curriculum and Assessment Policy Statement (CAPS) the subject Life Skills in the Foundation
Phase has been organized into four study areas: Beginning knowledge, Personal and Social Well-being,
Creative Arts and Physical Education. Life Skills has been organised in this way to ensure that the
foundational skills, values and concepts of early childhood development,and of the subjects offered in
Grades 4-12 are taught and developed in Grades R-3. Beginning Knowledge and Personal and Social
Well-being are integrated under topics.
Beginning Knowledge
The content and concepts of Beginning Knowledge have been drawn from Social Sciences, Natural
Sciences and Technology. The key concepts and skills relating to these disciplines in the curriculum at
the Foundation Phase level are detailed below.
Social science concepts: conservation, cause and effect, place, adaptation, relationships and
interdependence, diversity and individuality, and change.
Natural Science concepts: life and living, energy and change, matter and materials; planet earth
and beyond.
Scientific process skills: the process of enquiry which involves observing, comparing, classifying,
measuring, experimenting, and communicating.
Technological process skills: investigate, design, make, evaluate, communicate.
Personal and Social Well-being

Personal and Social Well-being is an important study area for young children because they are still
learning how to look after themselves and keep themselves healthy. This study area includes social
health, emotional health, and relationships with other people and our environment, including values and
attitudes. The study area Personal and Social Well-being will help learners to make informed, morally
responsible and accountable decisions about their health and the environment. It addresses issues
relating to nutrition, diseases including HIV/AIDS, safety, violence, abuse and environmental health.
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Creative Arts
Creative Arts exposes children to four art forms: dance, drama, music and visual arts. The main purpose
of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the
arts. It also provides basic knowledge and skills to be able to participate in arts activities in later grades.
Learners should explore and develop their arts ideas based on their personal experiences, using their
senses, emotions and observations.
In the curriculum Creative Arts is organized in two streams Visual Art and Performing Arts (Dance,
Drama, Music).
Visual Arts develops sensory-motor skills and fine and gross motor co-ordination through the
manipulation of materials and the mastery of a variety of art techniques. Two-dimensional (2-D)
work aims to enrich the childs experience of the real world through visual and sensory stimulation,
discussion and questioning, and through encouraging the drawing of the physical body in motion:
climbing, running, sitting, lying. Three-dimensional (3-D) work develops the concept of shape in
space through joining pieces of clay, gluing or pasting of paper onto to paper, cutting shapes,
folding, tying and wrapping.
Performing Arts in the Foundation Phase allows children the opportunity to creatively communicate,
dramatise, sing, make music, dance and explore movement. Through the performing arts, learners
develop their physical skills and creativity.
Physical Education
The development of childrens gross and fine motor skills and perceptual development is fundamental in
the Foundation Phase. Physical education makes a significant contribution to learners social, personal
and emotional development. Play, movement, games and sport contribute to developing positive
attitudes and values.
LIFE SKILLS INTRODUCTION 11
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HOME LANGUAGE PHASE OVERVIEW
LISTENING AND SPEAKING

GRADE R GRADE 1
Listens to stories and acts these out Listens to stories and expresses feelings
Listens and responds to simple questions about the story
Listens to and repeats rhythmic patterns, Listens to instructions and announcements
and copies correctly and responds appropriately
Listens to and recalls simple word Listens without interrupting, taking turns to
sequences in order (e.g. big, beg, bag) speak and asking questions for clarification
Names and points to parts of the body Listens, enjoys and responds to picture
Sings simple songs and does action and word puzzles, riddles and jokes
rhymes Talks about personal experiences
Talks about pictures in posters, theme and feelings
charts, books etc. Tells a familiar story which has a
Matches and sorts things according to beginning, middle and end
shape, colour etc Answers closed and open-ended questions
Participates in discussions and asks Role plays different situations
questions Participates in class discussions
Uses terms such as sentence, capital letter,
full stop
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GRADE 2 GRADE 3
Listens to stories and poems and answers Listens for the main idea and for detail in
higher-order questions stories and answers open-ended questions
Listens to a complex sequence of Listens to a story and works out cause
instructions and responds appropriately and effect
Listens without interrupting showing Expresses feelings about a text and
respect for the speaker, asking questions gives reasons
and commenting on what was heard Listens to a complex sequence of
Talks about personal experiences and instructions and responds appropriately
more general news Engages in conversation as a social
Tells a story that has a beginning, middle skill, accepting and respecting the way
and end others speak
Expresses feelings about a story or poem Makes an oral presentation (e.g. tells
and gives reasons personal news, describes something
Answers open-ended questions and experienced, recounts an event)
justifies answer Tells a short story with a simple plot and
Makes up own rhymes different characters
Role plays different situations Uses language imaginatively (e.g. tells
Participates in discussions, and reports jokes and riddles)
back on the groups work Interviews people for a particular purpose
Uses terms such as noun, adjective, verb, Uses terms such as subject, verb, object,
pronoun, preposition, comma, question question, statement, command, synonym,
mark, paragraph antonym, exclamation mark
HOME LANGUAGE: Phase Overview 13
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PHONICS
GRADE R GRADE 1
Identifies rhyming words in well known Identifies letter-sound relationships of all

rhymes and songs (e.g. Humpty Dumpty) single letters
Begins to recognize that words are made Builds words using sounds learnt
up of sounds e.g. the beginning letter(s) (e.g. words with -at, -et, -it, -ot, -ut, -ag,
of their names -eg -ig, -og, -ug, -an, -en, -in, -un, -am)
Segments oral sentences into individual Uses consonant blends to build up and
words break down words (r and l blends)
Divides multisyllabic words into syllables Recognises common consonant digraphs
Recognises aurally and visually some initial at the beginning and end of a word
consonants and vowels especially at the (e.g. sh, ch and th)
beginning of a word Recognises plurals (s and es) and word
endings (e.g. ing and ed) aurally
Groups common words into sound families
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GRADE 2 GRADE 3
Consolidates Grade 1 phonics Consolidates Grade 1 & 2 phonics

Revises common consonant digraphs Recognises consonant digraphs at the
(sh, ch, th) at the beginning and end beginning and end of words (sh-, -sh, ch- ,
of words -ch, th-, -th and wh-)
Recognises wh at the beginning of Recognises silent e or split digraphs in
a word words (e.g. same, bite, note)
Uses initial and final consonant blends Recognises vowels such as -ere, -air, -are
to build up and break down words Recognises and uses spelling patterns
(e.g. bl-a-ck, bri-ng, sa-ng) (e.g. -igh (high), -ough (tough),
Recognises 3-letter consonant blends at -eigh (neigh), -augh (caught))
the beginning of words (e.g. str-ip, str-ap) Recognises and uses rhyming words
Recognises vowel digraphs (e.g. oo as in (e.g. blow, flow, glow)
moon, ee as in tree, oa,ea, short oo Recognises that some sounds can be
as in book, ai as in rain) represented by a number of different
Recognises silent e/split digraph in words spelling choices e.g. ow (cow), ou (found),
(e.g. tape) aw (draw), au (autumn); tie, high, sky;
Recognises at least 5 new vowel digraphs few, blue
(e.g. ar as in car, er as in fern, ir as in Recognises digraphs making /f/
shirt, or as in short, ur as in church etc.) (e.g. ph as in elephant)
Recognises common double consonants Recognises silent letters in words
(e.g. ll) at the end of words i.e. k, l, b, w
Recognises and uses suffixes Recognises hard and soft sounds of c
(e.g. ly, -ies) and g
Spells words correctly using their phonic Recognises and uses synonyms and
knowledge antonyms
Recognises and uses prefixes (e.g. un-,
Builds words using the phonic sounds
re-) and suffixes (e.g. -ful, -ness)
taught during the year
Uses words that are pronounced and spelt
the same but have different meanings
(homophones)
Uses words that sound the same but are
spelt differently
Builds 3, 4 and 5-letter words
Sorts letters and words into alphabetical
order
Spells words correctly using their phonic
knowledge
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READING AND VIEWING
GRADE R GRADE 1
Emergent Reading Skills Emergent Reading Skills

Recognises and points out common Develops book handling skills (holding the
objects in pictures book and turning pages correctly)
Arranges a set of pictures in such a way Interprets pictures to make up own story
that they form a story i.e. reads the pictures
Interprets pictures (e.g. makes up own Reads logos, labels and other words from
story and reads the pictures) environmental print
Acts out parts of a story, song or rhyme Recognises own name and names of peers
Holds the book the right way up and turns Reads labels and captions in the classroom
pages correctly Develops basic concepts of print including:
Pretends to read and adopts a reading Concept of a book;
voice Concept of words and letters;
Recognises own name and names of some Directionality: Start reading at front, end
other children in the class at back; read from left to right and top to
Begins to read high frequency words bottom of a page
seen in the classroom and at school
(e.g. door, cupboard) Shared Reading as a class with teacher
Reads Big Books or other enlarged texts
Shared Reading as a class with teacher Uses pictures and the book cover to predict
Reads enlarged texts such as poems, Big what the story is about
Books, posters Discusses the story, identifying the main
Makes links to own experience when idea and characters
reading with the teacher Sequences the events in the story
Describes characters in stories and Recognises cause and effect in a story
gives opinions (e.g. The girl got into trouble because she
Predicts what will happen in a story broke a window.)
through the pictures Gives an opinion on what was read
Answers questions based on the story read Answers open-ended questions based on
Draws pictures capturing main idea of the passage read
the stories Interprets information from posters,
pictures and simple tables, e.g. calendar
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GRADE 2 GRADE 3
Shared Reading as a class with teacher Shared Reading as a class with teacher
Reads Big Books or other enlarged texts Reads enlarged texts such as fiction and
(e.g. fiction and non-fiction books, poems non-fiction big books, newspaper articles,
and songs) plays, dialogues and electronic texts
Uses visual cues i.e. pictures and the cover (computer texts)
of a book to predict what the story is about Reads book and discusses the main idea,
Identifies key details in what was read the characters, the problem in the story,
Expresses whether a story was liked and the plot and the values in the text
is able to justify the response (e.g. I didnt Answers a range of higher order questions
enjoy the story because) based on the passage read
Answers higher order questions based on Reads different poems on a topic
the text read (e.g. In your opinion) Uses visual cues to talk about a graphical
Discusses different cultures represented text (e.g. advertisements, pictures, graphs,
in stories charts and maps)
Interprets pictures and other print Finds and uses sources of information
media (e.g. photographs, calendars, (e.g. community members, library books)
advertisements; newspaper and magazine Uses table of contents, index and page
pictures, posters) numbers to find information
Uses key words and headings to find
information in non-fiction texts
Uses a dictionary to find new vocabulary
and their meanings
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READING AND VIEWING (continued)
GRADE R GRADE 1
Independent Reading Group guided reading

Reads picture books Reads aloud from own book in a guided
reading group with teacher i.e. the whole
group reads the same story
Uses phonics, context clues, structural
analysis and sight words when reading
Reads with increasing fluency and
expression
Monitors self when reading, both
in the area of word recognition and
comprehension
Shows an understanding of punctuation
when reading aloud
Paired/Independent Reading
Reads own writing, starting to correct
errors
Reads independently books read in Shared
Reading sessions, simple picture story
books and books from the classroom
reading corner
9780636123113T.indd 18 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Group guided reading Group guided reading

Reads silently and aloud from fiction and Reads both silently and out loud from
non-fiction books at own level in a guided own book in a guided reading group
reading group with teacher i.e. whole with the teacher i.e. whole group reads
group reads same text the same text
Uses sight words, phonics, contextual and Uses phonics, contextual and structural
structural analysis, and comprehension analysis, when reading unfamiliar words
skills to make meaning Uses self-correcting strategies when
Reads with increasing fluency and speed reading
using correct pronunciation Monitors self when reading, both
Uses self-correcting strategies when in the area of word recognition and
reading comprehension
Monitors themselves when reading, Uses diagrams and illustrations in text to
both in the area of word recognition and increase understanding
comprehension Reads with increasing fluency, speed and
expression
Paired/Independent Reading
Reads own and others writing Paired/Independent Reading
Reads aloud to a partner Reads own and others writing
Reads independently simple fiction and Reads aloud to a partner
non-fiction books, poetry cards, comics Reads independently simple fiction and
Plays reading games and completes non-fiction books and books from different
crosswords cultures, books read in Shared Reading
sessions, magazines and comics
9780636123113T.indd 19 2011/06/27 6:24 PM

HANDWRITING
GRADE R GRADE 1
Develops small muscle skills through Practises holding and manipulating crayon
finger play (e.g. play dough, screwing nuts and pencil
onto bolts) Develops directionality: left to right; and top
Develops fine motor control using to bottom
scissors to cut out bold outlined pictures, Develops hand-eye co-ordination by
shapes etc. drawing patterns and tracing
Develops eye-hand co-ordination by Copies and writes own name, short words
playing e.g. catching and throwing, and sentences
drawing and painting Begins to write using drawings and
Traces simple outlines of pictures, patterns copies letters, numbers, words and
and letters in own name where the correct simple sentences
starting point and direction arrows are Forms lower and upper case letters
included on all letters correctly and fluently
Forms letters using finger painting, Forms numerals correctly
paint brushes, wax crayons etc starting Copies and writes short sentences
at the right point and following the correctly with correct spacing
correct direction Holds pencil and crayon correctly
Copies patterns, words and letters (using
the correct starting point and direction
when forming letters)
Uses a range of writing tools
(e.g. paintbrushes, wax crayons)
9780636123113T.indd 20 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Maintenance of the print script Transition to a joined script or cursive

Uses handwriting tools effectively writing
(e.g. pencil, eraser, ruler) Uses handwriting tools effectively
Aligns writing on 17 mm ruled lines (e.g. pencil, eraser, ruler)
Forms upper and lower case letters Writes a sentence legibly and correctly in
correctly both the print script and the joined script or
Writes words with correct spacing between cursive writing
letters and words Forms all lower and upper-case letters in
Writes in print script all capitals and lower joined script or cursive writing
case letters Writes short words in the joined script or
Copies and writes one paragraph of cursive writing
between 3 4 lines from a printed text Transcribes words and sentences correctly
Copies and writes different formats of in the joined script or cursive writing
writing (short invitations e.g. birthday; Makes transition to the joined script or
messages; lists etc.) cursive writing in all written recording
Uses print script in all forms of written (i.e. the date, own name; and own
recording written texts)
Copies written text from the board,
Transition to a joined script or cursive textbooks, work cards etc. correctly
writing Writes neatly and legibly with confidence
Copies and writes writing patterns in the and speed in a joined script or cursive
joined script or cursive writing writing
Copies and writes all lower case letters Experiments with using a pen for writing
and commonly used capital letters in the
joined script or cursive writing
Copies, writes and reads short words in
Copies and writes short sentences in
9780636123113T.indd 21 2011/06/27 6:24 PM

WRITING
GRADE R GRADE 1
Draws or paints pictures to convey Draws pictures to convey a message

a message (e.g. about a personal experience)
Copies known letters in own name to Contributes ideas for and helps to revise
represent writing a class/group story (Shared Writing)
Writes from left to right and top to bottom Copies one sentence of news from the
Contributes ideas for a class news book by board/chart correctly
means of drawings Writes a message on a card
Makes an attempt to write letters using (e.g. a get well card)
squiggles, scribbles etc. Writes and illustrates a caption or short
Talks to own writing (e.g. reads what sentence on a topic (e.g. to contribute to a
squiggles say) book for the reading corner)
Makes own books and contributes to class Writes at least three sentences of own
book collection news or creative story using capital letters
and full stops
Writes sentences using words containing
the phonic sounds and common sight
words already taught
With help uses nouns and pronouns
(I, you, she, he, it etc) correctly in writing
Begins to use present and past tense
correctly in writing
Forms the plurals of familiar words
Spells common words correctly
Uses prepositions correctly
Organises information into a simple
graphic form (chart or timeline)
Builds own word bank and personal
dictionary
9780636123113T.indd 22 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Contributes ideas and words for a class Contributes ideas, words and sentences for
story (Shared Writing) a class story (Shared Writing)
Writes a simple poem Uses pre-writing strategies to gather
Writes an expressive text (e.g. a birthday information and plan writing
card or letter) Writes a selection of short texts for
Writes at least two paragraphs different purposes (e.g. writes recounts,
(ten sentences) on personal experiences dialogues)
or events (e.g. a family celebration) Writes about personal experiences in
Drafts, writes and publishes own story of different forms (e.g. a short newspaper
at least two paragraphs for others to read article)
Uses informational structures when writing Drafts, writes, edits and publishes own
(e.g. writes recipes) story of at least two paragraphs (at least
Organizes information in a chart or table 12 sentences) for others to read
Writes and illustrates sentences Writes and illustrates six to eight sentences
(4 6 sentences) on a topic to contribute on a topic to contribute to a book for the
to a book for the reading corner class library
Uses the writing process (drafting, writing Uses informational structures when writing
and editing) (e.g. experiments, recipes)
Uses correct punctuation (full stops, Keeps a diary for one week
commas, question marks and Writes a simple book review
exclamation marks) Sequences information and puts it under
Spells common words correctly and headings
attempts to spell unfamiliar words Summarises and records information
using phonic knowledge (e.g. using mind maps)
Uses present, past and future tenses Uses punctuation correctly (e.g. capital
correctly letters, full stops, commas, question
Uses prepositions, nouns, verbs and marks, exclamation marks, inverted
pronouns correctly commas, apostrophes in contractions)
Builds own word bank and personal Uses conjunctions to form compound
dictionary sentences
Uses a dictionary Uses phonics knowledge and spelling rules
to write more difficult words
Uses a dictionary
9780636123113T.indd 23 2011/06/27 6:24 PM

FIRST ADDITIONAL LANGUAGE PHASE OVERVIEW
LISTENING AND SPEAKING

GRADE R GRADE 1
Begins to build an oral vocabulary using Builds an oral vocabulary using topics
topics chosen by the teacher (e.g. My body, chosen by the teacher (e.g. Things I can
My Classroom) do, The Weather)
Builds some conceptual vocabulary Builds some conceptual vocabulary
(e.g. numbers, colours) (e.g. shapes, size, direction)
Responds to simple greetings and Responds physically to two simple oral
farewells instructions (e.g. Put the blue balls in the
Follows simple classroom instructions bag. Now put the red balls in the bag.)
Listens to stories told and read; names Responds to greetings and farewells, and
some objects in the pictures makes simple requests using formulaic
Joins in the refrains of simple stories phrases (e.g. May I go to the toilet?)
(e.g. he huffs and he puffs) Memorises and performs action rhymes,
Acts out simple stories, using some of the simple poems and songs
dialogue Plays simple language games
Understands and responds to simple Understands short, simple stories told and
questions (e.g. Who? Where?) read; talks about the pictures
Names familiar objects (e.g. parts of Acts out simple stories using some of
the body) the dialogue
Sings simple songs Responds to simple, literal questions about
Recites simple rhymes, doing actions a story with short answers
(action rhymes) Identifies a person, animal or object from
Plays simple language games a simple, oral description (e.g. matching a
Uses some formulaic language description to a picture)
(e.g. please and thank you) Understands and responds to simple
questions such as What? How many?
(e.g. What is your name?)
Expresses self in simple ways by using
short phrases (e.g. My name is ___.)
9780636123113T.indd 24 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Continues to build an oral vocabulary using Continues to build an oral vocabulary

topics chosen by the teacher (e.g. the using topics chosen by the teacher
Seasons, Feelings) (e.g. Finding out)
Builds some conceptual vocabulary Builds some conceptual vocabulary
(e.g. time, sequence) (e.g. comparing, describing)
Follows a short sequence of instructions Follows and gives instructions
(e.g. Draw a circle. Colour it red.) Responds to and makes requests
Gives simple instructions Talks about a picture or photograph
Understands and responds to simple Asks for clarification (e.g. I dont
questions such as Which? Whose? understand, please say that again.)
(e.g. Whose book is this?) Gives a simple oral recount (recalls
Asks simple formulaic questions experiences in the right sequence)
(e.g. What is your name?) Listens to stories and personal recounts
Makes simple requests, and statements and answers comprehension questions
(e.g. Can I go out, please? I feel sick.) Predicts what will happen next in a story or
Identifies an object from a simple, oral personal recount
description Expresses feelings about a story
Talks about objects in a picture Retells the story
Listens to stories and recounts Listens to a non-fiction text (factual
Answers simple, literal questions about the recount, procedure or information report)
story (e.g. Who ate the porridge?) and answers comprehension questions
Acts out the story using some of the With the teachers help, gives a simple
dialogue summary of the non-fiction text
With help from the teacher retells the story Participates in a short conversation on a
Recounts a short sequence of simple familiar topic
experiences or events Understands and responds to questions
Memorises and performs simple poems, such as When? and Why? (e.g. Why did
action rhymes and songs the house fall down?)
Plays language games Performs a rhyme, poem or song
Plays language games
FIRST ADDITIONAL LANGUAGE: Phase Overview 25
9780636123113T.indd 25 2011/06/27 6:24 PM

PHONICS
GRADE R GRADE 1
Develops phonemic awareness in the FAL Develops phonemic awareness in the FAL
through rhymes and songs (e.g. Were through rhymes and songs (e.g. The cat in
going to the zoo, zoo, zoo; You can come a hat, His name is Pat)
too, too, too.) Identifies some rhyming words
With the teachers help identifies some Recognises initial sounds in familiar words
rhyming words in a song or rhyme (e.g. z in zoo)
Segments oral sentences into individual Segments oral sentences into individual
words by clapping on each word words by clapping on each word
Claps out the syllables in familiar words
Distinguishes the first sound (onset) from
the remaining part of a syllable (rime) in
simple words (e.g. c-at, m-at, f-at)
Recognises plurals (s and es) aurally
9780636123113T.indd 26 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Phonemic awareness Identifies letter-sound relationships of all

Distinguishes aurally between sounds single letters in HL and FAL and is aware
that are often confused (e.g. a and e, of any differences
ee and i) Recognises consonant digraphs (sh-, -sh,
ch-, -ch, th-, -th and wh-) at the beginning
Phonics and end of words
Identifies letter-sound relationships of Recognises at least 10 vowel digraphs
single letters starting with those that are (e.g. oa as in boat, ar as in far, er as in
the same in the HL and FAL her, ir as in bird, or as in short, ur as
Identifies letter-sound relationships that are in hurt)
different from those in the HL Recognises silent e in words
Builds up and breaks down 3-letter words (e.g. cake, time)
using sounds learnt (e.g. p-e-n, p-en, pen) Uses consonant blends to build up and
Recognises common endings in words break down words (e.g. ri-ng, i-nk)
(e.g. ed, ing, y and s) Recognises known rhyming words,
Groups common words into word families (e.g. fly, sky)
(e.g. bin, pin, tin) Distinguishes between long and short
Recognises common consonant digraphs vowel sounds (e.g. boot and book)
such as sh, ch and th at the beginning and Distinguishes between onset and rime
end of words in more complex syllables (e.g. dr-eam,
Builds up and breaks down simple words scr-eam)
beginning with some common consonant Recognises more complex word families
blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im, (e.g. catch, match)
cr-op, dr-ip, gr-ab, tr-ip) Recognises and uses some suffixes
Recognises at least 3 vowel digraphs (e.g. -es, -ies, -ly, -ing, -ed)
(e.g. oo as in boot, ee as in feet) Builds and sounds out words using
sounds learnt
9780636123113T.indd 27 2011/06/27 6:24 PM

READING AND VIEWING
GRADE R GRADE 1
Environmental print Environmental print

Recognises some common words in our Begins to read some simple labels in the
everyday environment (e.g. STOP, Spar, FAL (and HL) of objects in the classroom
KFC, MTN, Coke) and wider environment (e.g. way in/out,
open)
Shared Reading as a class with the
teacher Emergent reading
Listens to a very simple story read by the Transfers some of the knowledge and
teacher from an enlarged text such as a skills acquired in the HL to reading in the
Big Book or illustrated poster FAL such as book handling skills, basic
Talks about illustrations in the Big Book or concepts of print (e.g. concepts of words
poster using HL where necessary and letters, we read from left to right and
Learns some oral vocabulary in the FAL top to bottom of a page)
from the pictures Recognises a few high frequency sight
After repeated readings joins in where words (e.g. the, and, you, he, she, we,
appropriate they, can)
Acts out the story
Shared Reading as a class with the
Draws pictures capturing main idea
teacher
of story
Listens to a very simple story or non-fiction
text read by the teacher from an enlarged
text such as a Big Book or illustrated
poster
Talks about illustrations in the Big Book or
poster using HL where necessary
Learns some oral vocabulary in the FAL
from the pictures
Answers some simple oral questions about
the story
After repeated readings joins in where
appropriate
Through exposure to print, starts to
develop a sight vocabulary of a few high
frequency words (e.g. the, and, you, he,
she, we, they, can)
Acts out the story
Draws pictures capturing main idea of
story or non-fiction text
9780636123113T.indd 28 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Shared Reading Environmental print

Reads a short written fiction or non-fiction Reads simple posters or headings of
text (a Big Book or other enlarged text) with posters in the environment
the teacher, using the pictures to develop Shared Reading
vocabulary, the title for prediction and Reads fiction and non-fiction texts with the
answering short, oral questions about the text teacher, using the illustrations to support
Makes sense of a short written text with vocabulary development
pictures (e.g. by sequencing pictures or Answers literal and very simple inferential
matching a caption/sentence to a picture) questions that support comprehension of
Relates a text that is read to own the text
experience Retells a story or recount, identifying the
Retells part of a story or summarises a sequence of events
non-fiction text with help from the teacher Summarises a non-fiction text
(e.g. information report)
(23 sentences)
Group Guided Reading
Group Guided Reading Reads both silently and out loud from own
Reads aloud from own book in a guided book in a guided reading group with the
reading group with the teacher i.e. whole teacher i.e. whole group reads the same text
group reads the same story Uses the reading strategies taught in the
Uses the reading strategies taught in the HL to make sense of text and monitor self
HL to make sense of text and monitor self when reading (phonics, context clues,
when reading (phonics, context clues, structural analysis, sight words)
structural analysis, sight words) Uses diagrams and illustrations in text to
Uses diagrams and illustrations in text to increase understanding
aid understanding Reads aloud, with increasing speed and
Reads with increasing fluency and expression fluency, using correct pronunciation
Shows an understanding of punctuation and stress
Demonstrates an understanding of
when reading aloud
punctuation for direct speech, by varying
Continues to build a sight vocabulary
voice pitch when reading aloud
(e.g. have, some, when, them, very) Uses some self-correcting strategies
Paired/Independent Reading Paired/Independent Reading
Reads own writing and others writing Reads own and others writing
Reads independently books read in Shared Reads aloud to a partner
Reading sessions and simple caption Reads independently simple fiction
books and picture story books in the FAL and non-fiction books, books read in
from the classroom reading corner Shared Reading sessions, and childrens
Uses childrens picture dictionaries magazines and comics
(monolingual and bilingual) to find out the Uses childrens picture dictionaries
meaning of unknown words (monolingual and bilingual) to find out the
meaning of unknown words
9780636123113T.indd 29 2011/06/27 6:24 PM

WRITING
GRADE R GRADE 1
Uses handwriting skills already taught

in HL
Draws and labels pictures with the help
of teacher. Reads back what is written
Writes simple lists (e.g. shopping lists)
9780636123113T.indd 30 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Uses handwriting skills taught in HL Uses handwriting skills taught in HL

Writes lists with headings Writes more complex lists with headings
Chooses and copies a caption which (e.g. Insects: ants, bees, butterflies)
accurately describes a picture Writes sentences from dictation
With help, writes a caption for a picture Writes a simple text (e.g. a birthday card)
(e.g. The red car is big.) Reads back what With guidance, writes a personal recount of
is written experiences using a frame (e.g. Yesterday
Completes sentences by filling in missing I, Then , After that, Finally)
words With guidance, writes a simple set of
Writes sentences using a frame instructions (e.g. recipe)
(e.g. I like ____. I do not like _____.) Together with the teacher, writes a simple
Writes sentences using words containing story and copies it (shared writing)
the phonic sounds and common sight Organises information in a chart, table or
words already taught bar graph
Writes familiar words and sentences Writes sentences on a familiar topic
from dictation (at least 68 sentences, one or two
Puts jumbled sentences in the right order paragraphs)
to make a paragraph and copies it Uses the writing process (drafting, writing,
Writes a paragraph of at least 3 sentences editing and publishing)
on a familiar topic Uses punctuation already taught in HL
Writes some short, simple texts already (full stops, commas, question marks,
taught in HL e.g. a message on a get exclamation marks and inverted commas)
well card and apostrophes in contractions
Using skills taught in HL, organises (e.g. cant, dont)
information into a simple graphic form Spells common words correctly and
(e.g. chart or time line) attempts to spell unfamiliar words using
With help, uses some nouns and pronouns
phonic knowledge
(I, you, he, she, it, etc.) correctly in writing
Uses present, past and future tenses with
With help begins to use simple present,
increasing accuracy
present progressive and past tenses
Uses prepositions, nouns, verbs and
correctly in writing
pronouns with increasing accuracy
With help forms the plurals of familiar words
With help, spells common words correctly.
dictionary
Uses a childrens dictionary where necessary
Uses childrens dictionaries (monolingual
Uses punctuation already taught in HL
(capital letters and full stops) and bilingual)
dictionary
9780636123113T.indd 31 2011/06/27 6:24 PM

LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT)
GRADE R GRADE 1
Begins to develop some understanding Begins to develop understanding and

of language structures in the context of ability to use language structures in the
meaningful spoken language context of meaningful spoken language
Shows some understanding of imperatives Understands some imperatives
(e.g. Clap your hands) (e.g. Dont run)
Shows some understanding of sentences Understands and begins to use some
in the simple present tense (e.g. I love my sentences in the simple present tense
mom.) and the present progressive tense (e.g. She likes school.) and present
(e.g. He is running.) progressive tense (e.g. He is reading.)
Shows some understanding of simple Understands some question forms
question forms such as Who? (e.g. What? Who? How many/much/
Where...? (e.g. Where is Thandi?) old?)
Shows some understanding of personal Understands and begins to use personal
pronouns (e.g. I, you, we, they) pronouns (e.g. I, you, we, they)
Shows some understanding of adjectives Understands and begins to use the modals
(e.g. big, small) can and may (e.g. I can skip.)
Understands 200500 words in context by Understands and begins to use some
the end of Grade R sentences in the negative form (e.g. She
is not reading. I cannot skip.)
Recognises and begins to use some plural
forms of countable nouns (e.g. book/books)
Understands and begins to use some
possessive pronouns (e.g. my, his, her)
Understands and begins to use a few
prepositions (e.g. on, in)
Understands and begins to use a few
adjectives (e.g. happy, sad) and adverbs
(e.g. slowly, quickly)
Understands 7001,000 words in context
by the end of Grade 1
9780636123113T.indd 32 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Begins to develop understanding and Develops understanding and ability to

ability to use language structures in the use language structures in the context of
context of meaningful spoken and written meaningful spoken and written language
language Understands and uses the simple present,
Begins to use some of the grammatical present progressive, simple past and
forms he/she was exposed to in Grade 1 future tenses
(simple present and present progressive Understands and uses countable
tenses, modals can and may, negative (e.g. book) and uncountable nouns
and plural forms, pronouns, prepositions, (e.g. chalk)
adjectives and adverbs) Understands and uses the articles a
Understands and begins to use the simple and the with nouns
past tense (e.g. I washed my face.) Understands and uses the possessive form
Understands and begins to use some of nouns (e.g. Thandis face)
irregular past tense forms (e.g. went) Understands and uses There is/are
Understands and begins to use time (e.g. There is a book on the table.)
connectors (e.g. first, next, then) Understands and uses comparative
Understands and begins to use question adjectives (e.g. fast, faster, fastest)
forms (e.g. When did you?) Understands and uses demonstrative
Understands and begins to use some pronouns: this, that, those, these
pronouns (e.g. me, him, her) Understands and uses a variety of question
Understands and begins to use a greater forms (e.g. Which?, Why?)
range of adjectives and adverbs Understands 1,5002,500 words in
Understands and begins to use the verb context by the end of Grade 3
to be (e.g. She is happy.)
Understands 1,0002,000 words in
context by the end of Grade 2
9780636123113T.indd 33 2011/06/27 6:24 PM

MATHEMATICS PHASE OVERVIEW
NUMBERS, OPERATIONS AND RELATIONSHIPS
Progression in Numbers, Operations and Relationships

The main progression in Numbers, Operations and Relationships happens in three ways:
The number range increases
Different kinds of numbers are introduced
The calculation strategies change
NUMBER CONCEPT DEVELOPMENT
COUNT WITH WHOLE NUMBERS

CONTENT GRADE R GRADE 1
Count Objects Count concrete objects Count concrete objects

Estimate and count to at least 10 Estimate and count to at least
everyday objects reliably. 50 everyday objects reliably.
Counting by grouping is
encouraged.
Count forwards Count forwards and backwards Count forwards and backwards
and in 1s from 1 to 10 in 1s from any number between
backwards 0 and 100
Use number rhymes and songs
Count forwards in:
10s from any multiple of 10
between 0 and 100
between 0 and 100
between 0 and 100
9780636123113T.indd 34 2011/06/27 6:24 PM

As the number range for doing calculations increases up to Grade 3, learners should develop
more efficient strategies for calculations
Contextual problems should take account of the number range for the grade as well as the
calculation competencies of learners
GRADE 2 GRADE 3
Count concrete objects Count physical objects

Estimate and count to at least 200 Estimate and counts to at least 1000
everyday objects reliably. Counting everyday objects reliably. Counting
by grouping is encouraged. by grouping is encouraged.
Count forwards and backwards in: Counts forwards and backwards in:
1s from any number between 1s from any number between
0 and 200 0 and 1000
10s from any multiple between 10s from any multiple of 10
0 and 200 between 0 and 1000
5s from any multiple of 5 5s from any multiple of 5
between 0 and 200 between 0 and 1000
in 20s, 25s, 50s and 100s to at least 1000
MATHEMATICS: Phase Overview 35
9780636123113T.indd 35 2011/06/27 6:24 PM

REPRESENT WHOLE NUMBERS
Say and use numbers in familiar context
Number symbols Recognise, identify and read Recognise, identify and read
and number numbers numbers
names Recognise, identify and read Recognise, identify and read
number symbols 110 number symbols 1100
Recognise, identify and read Write number symbols 120
number names 110 Know and read number names
110
Write number names 110
DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS

Describe, Describe, compare and order Describe, compare and order

compare and collection of objects up to 10 objects up to 20
order numbers Describe whole numbers up Describe and compare
to 10 collections of objects according
Compare which of two given to most, least, the same as
collection of objects is big, Describe and order collections
small, smaller than, greater of objects from most to least
than, more than, less than, and least to most
equal to, most, least, fewer
Describe, compare and order
up 10
numbers to 20
Order more than two given
Describe and compare whole
collections of objects from
numbers according to smaller
smallest to biggest up to 10
than, greater than and more
than, less than, is equal to
Use ordinal numbers to show
Describe and order numbers
order, place or position
from smallest to greatest and
Develop an awareness of
greatest to smallest
ordinal numbers e.g. first,
second, third up to sixth Use ordinal numbers to show
and last order, place or position
Position objects in a line from
first to tenth or first to last e.g.
first, second, third tenth
9780636123113T.indd 36 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Recognise, identify and read numbers Recognise, identify and read numbers
Recognise, identify and read number Recognise, identify and read number
symbols 0 to 200 symbols 0 to 1 000
Write number symbols 0200 Write number symbols 01 000
Recognise, identify and read number Recognise, identify and read number
names 0100 names 01000
Write number names 0100 Write number names 01000
GRADE 2 GRADE 3
Describe, compare and order numbers Describe, compare and order numbers
to 99 to 999
Describe and compare whole numbers Describe and compare whole numbers up
up to 99 using smaller than, greater than, to 999 using smaller than, greater than,
more than, less than and is equal to more than, less than and is equal to
Describe and order whole numbers up to Describe and order whole numbers up to
99 from smallest to greatest, and greatest 999 from smallest to greatest and greatest
to smallest to smallest
Use ordinal numbers to show order, place Use ordinal numbers to show order, place
or position or position
Position objects in a line from first to Use, read and write ordinal numbers,
twentieth or first to last e.g. first, second, including abbreviated form
third twentieth (1st, 2nd, 3rd, up to 31st)
9780636123113T.indd 37 2011/06/27 6:24 PM

PLACE VALUE
Place Begin to recognise the place

Value value of at least two-digit
numbers to 20
Decompose two-digit
numbers into multiples of
10 and ones/units
9780636123113T.indd 38 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Recognise the place value of at least Recognise the place value of three-digit
two-digit numbers to 99 numbers to 999
Decompose two-digit numbers up to 99 Decompose three-digit numbers up to 999
into multiples of 10 and ones/units into multiples of 100, multiples of 10
Identify and state the value of each digit and ones/units
Identify and state the value of each digit
9780636123113T.indd 39 2011/06/27 6:24 PM

SOLVE PROBLEMS IN CONTEXT
Problem-solving Use the following techniques Use the following techniques when
techniques up to 10: solving problems and explain
a) concrete apparatus solutions to problems:
e.g. counters concrete apparatus e.g. counters
b) physical number ladder pictures to draw the story sum
building up and breaking down
numbers
doubling and halving
number lines supported by
concrete apparatus
Addition and Solve word problems (story Solve word problems in context and
subtraction sums) in context and explain own explain own solution to problems
solution to problems involving involving addition, subtraction with
addition and subtraction with answers up to 20
answers up to 10
Repeated Solve word problems in context and
addition leading explain own solution to problems
to multiplication involving repeated addition with
answers up to 20
Grouping and Solve and explain solutions to Solve and explain solutions to
sharing leading word problems in context (story practical problems involving equal
to division sums) that involve equal sharing, sharing and grouping with whole
grouping with whole numbers numbers up to 20 and with answers
up to 10 and answers that can that can include remainders
include remainders
Sharing leading
to fractions
Money Develop an awareness of South Recognise and identify the South

African coins and bank notes African coins (5c, 10c, 20c, 50c,
R1, R2, R5), and bank notes (R10
and R20)
Solve money problems involving
totals and change to R20 and in
cents up to 20 cents
9780636123113T.indd 40 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Use the following techniques when solving Use the following techniques when solving
problems and explain solutions to problems: problems and explain solutions to problems:
drawings or concrete apparatus building up and breaking down numbers
e.g. counters doubling and halving
building up and breaking down of numbers number lines
doubling and halving rounding off in tens
number lines
Solve word problems in context and explain Solve word problems in context and explain
own solution to problems involving addition, own solution to problems involving addition,
subtraction with answers up to 99 subtraction leading answers up to 999
Solve word problems in context and explains Solve word problems in context and explain
own solution to problems using repeated own solution to problems using multiplication
addition or multiplication with answers up with answers up to 100
to 50
Solves and explain solutions to practical Solve and explain solutions to practical
problems that involve equal sharing and problems that involve equal sharing and
grouping up to 50 with answers that can grouping up to 100 with answers that can
include remainders include remainders
Solve and explain solutions to practical Solve and explain solutions to practical problems
problems that involve equal sharing leading that involve equal sharing leading to solutions
to solutions that include unitary fractions that include unitary and non-unitary fractions
Recognise and identify the South African Recognise and identify all of the South
coins (5c, 10c, 20c, 50c, R1, R2, R5), and African coins and bank notes
bank notes (R10, R20, R50) Solve money problems involving totals and
Solve money problems involving totals and change in rands or cents
change to R99 and in cents up to 90c Convert between rands and cents
9780636123113T.indd 41 2011/06/27 6:24 PM

CONTEXT-FREE CALCULATIONS
Techniques Use the following techniques

(methods or when performing calculations:
strategies) drawings or concrete
apparatus e.g. counters
building up and breaking down
numbers
doubling and halving
number lines supported by
concrete apparatus
Addition and Solve verbally stated addition Add to 20

Subtraction and subtraction problems with Subtract from 20
solutions up to 10 Use appropriate symbols
(+, , =, )
Practice number bonds to 10
Repeated Add the same number

addition leading repeatedly to 20
to multiplication Use appropriate symbols
(+, =, )
Division
Mental Number Concept: Range 20

Mathematics Name the number before and
after a given number
Order a given set of selected
numbers
Compare numbers up to 20
and say which is 1 and 2
more or less
9780636123113T.indd 42 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Use the following techniques when performing Use the following techniques when performing
calculations: calculations:
drawings or concrete apparatus building up and breaking down numbers
e.g. counters doubling and halving
building up and breaking down numbers number lines
doubling and halving rounding off in tens
number lines
Add to 99 Add to 999

Subtract from 99 Subtract from 999
Use appropriate symbols (+, , =,
) Use appropriate symbols (+, , =,
)
Practice number bonds to 20 Practice number bonds to 30
Multiply numbers 1 to 10 by 1, 2, 5, 3 Multiply any number by 2, 3, 4, 5, 10

and 4 to a total of 50 to a total of 100
Use appropriate symbols (+, x, =, ) Use appropriate symbols (x, =, )
Divide numbers up to 100 by 2, 3, 4, 5, 10

Use appropriate symbols (, =, )
Number Concept: Range 99 Number Concept: Range 1000

Order a given set of selected numbers Order a given set of selected numbers
Compare numbers up to 99 and say which Compare numbers up to 1000 and say
is 1, 2, 3, 4, 5 and 10 more or less which is 1, 2, 3, 4, 5 and 10 more or less
9780636123113T.indd 43 2011/06/27 6:24 PM

CONTEXT-FREE CALCULATIONS (continued)
Mental Rapidly recall:

Mathematics Addition and subtraction facts
(continued) to 10
Calculation Strategies
Use calculation strategies to add
and subtract efficiently:
Put the larger number first
in order to count on or count
back
Number line
Doubling and halving
Building up and breaking down
Fractions
9780636123113T.indd 44 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Rapidly recall: Rapidly recall:

Addition and subtraction facts to 20 Recall addition and subtraction facts to 20
Add or subtract multiples of 10 from Add or subtract multiples of 10 from 0
0 to 100 to 100
Multiplication facts for the:
two times table with answers up to 20
ten times table with answers up to 100
Division facts for numbers:
up to 20 divisible by 2
up to 100 divisible by 10
Calculation Strategies Calculation Strategies

Use calculation strategies to add and subtract Use the following calculation strategies:
efficiently: Put the larger number first in order to
Put the larger number first in order to count on or count back
count on or count back Number line
Number line Doubling and halving
Doubling and halving Building up and breaking down
Building up and breaking down Use the relationship between addition and
Use the relationship between addition and subtraction
subtraction Use the relationship between multiplication
and division
Use and name unitary fractions in familiar Use and name unitary and non-unitary
contexts including halves, quarters, thirds fractions in familiar contexts including
and fifths halves, quarters, eighths, thirds, sixths,
Recognise fractions in diagrammatic form fifths
Write fractions as 1 half Recognise fractions in diagrammatic form
Begin to recognise that two halves or three
thirds make one whole and that one half
and two quarters are equivalent
Write fractions as 1 half, 2 thirds
9780636123113T.indd 45 2011/06/27 6:24 PM

PATTERNS, FUNCTIONS AND ALGEBRA
Progression in Patterns, Functions and Algebra

In Patterns, Functions and Algebra, we give learners opportunities to:
complete and extend patterns represented in different forms
identify and describe patterns.
Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for
patterns. This in turn becomes more formalised in algebraic work in the Senior Phase.
Geometric Copy and extend Copy, extend and describe

patterns Copy and extend simple Copy, extend and describe in
patterns using physical objects words:
and drawings (e.g. using colours simple patterns made with
and shapes) physical objects
simple patterns made with
drawings of lines, shapes
or objects
Create own patterns

Create own geometric patterns:
with physical objects
by drawing lines, shapes or
objects
Patterns all around us

Identify, describe in words and
copy geometric patterns:
in nature
from modern everyday life
from our cultural heritage
Number patterns Copy, extend and describe

Copy, extend and describe simple
number sequences to at least 100
Create and describe own patterns
9780636123113T.indd 46 2011/06/27 6:24 PM

Writing and solving number sentences prepares learners for writing algebraic expressions
and solving equations in the Intermediate Phase. Writing and solving number sentences also
provides an opportunity to consolidate learners number knowledge.
GRADE 2 GRADE 3
Copy, extend and describe Copy, extend and describe

Copy, extend and describe in words: Copy, extend and describe in words:
simple patterns made with physical objects simple patterns made with physical objects
complex patterns made with drawings of more complex patterns made with
lines, shapes or objects drawings of lines, shapes or objects
Create and describe own patterns Create and describe own patterns
Create own geometric patterns: Create own geometric patterns:
with physical objects with physical objects
by drawing lines, shapes or objects by drawing lines, shapes or objects
Patterns all around us Patterns all around us

Identify, describe in words and copy geometric Identify, describe in words and copy geometric
patterns: patterns:
in nature in nature
from modern everyday life from modern everyday life
from our cultural heritage from our cultural heritage
Copy, extend and describe Copy, extend and describe

Copy, extend and describe simple number Copy, extend and describe simple number
sequences to at least 200 sequences to at least 999
Create and describe own patterns Create and describe own patterns
9780636123113T.indd 47 2011/06/27 6:24 PM

SPACE AND SHAPE (GEOMETRY)
Progression in Space and Shape

The main progression in Space and Shape is achieved by:
Focusing on new properties and features of shapes and objects in each grade.
Position, Language of position Language of position

orientation Describe the position of one Describe the position of one
and views object in relation to another e.g. object in relation to another
on top of, in front of, behind, left, e.g. on top of, in front of, behind,
right, up, down, next to left, right, up, down, next to
Position and directions Position and views
Follow directions to move around Recognise and match different
the classroom views of the same everyday
object
Position and directions
Follow directions to move
around the classroom
Follow instructions to place
one object in relation to
another e.g. put the pencil
behind the box
3-D Objects Range of objects Range of objects
Recognize and name 3-D objects Recognize and name 3-D objects
in the classroom: in the classroom and in pictures:
ball shapes ball shapes (spheres)
box shapes box shapes (prisms)
Features of objects Features of objects

Describe, sort and compare 3-D Describe, sort and compare 3-D
objects in terms of: objects in terms of:
size size
colour colour
objects that roll objects that roll
objects that slide objects that slide
9780636123113T.indd 48 2011/06/27 6:24 PM

Moving from learning the language of position and matching different views of the same
object to reading and following directions on informal maps.
GRADE 2 GRADE 3
Language of position Position and views

Describe the position of one object in relation Recognise and match different views of the
to another e.g. on top of, in front of, behind, same everyday object
left, right, up, down, next to Name an everyday object when shown an
Position and views unusual view of it
Recognise and match different views Reads, interpret and draw informal maps,
of the same everyday object or top views of a collection of objects
Find objects on maps
Position and directions
Follow directions to move around the Position and directions
classroom Follow directions to move around the
classroom and school
Give directions to move around the
classroom and school
Follow directions from one place to another
on an informal map
Range of objects Range of objects

Recognize and name 3-D objects in the Recognize and name 3-D objects in the
classroom and in pictures: classroom and in pictures:
ball shapes, (spheres) ball shapes (spheres)
box shapes (prisms) box shapes (prisms)
cylinders cylinders
pyramids
Features of objects cones
Describe, sort and compare 3-D objects in
terms of: Features of objects
size Describe, sort and compare 3-D objects in
objects that roll terms of:
objects that slide 2-D shapes that make up the faces
of 3-D objects
flat or curved surfaces
9780636123113T.indd 49 2011/06/27 6:24 PM

SPACE AND SHAPE (GEOMETRY) continued
3-D Objects Focussed activities Focussed activities

(continued) Use 3-D objects such as Observe and build given
building blocks, recycling etc 3-D objects using concrete
to construct composite objects materials such as building
e.g. towers, bridges etc blocks, recycling material,
construction kits
2-D Shapes Range of shapes

Recognize and name 2-D shapes:
circles
triangles
squares
Features of shapes
Describe, sort and compare 2-D
shapes in terms of:
size
colour
straight sides
round sides
Symmetry Symmetry Symmetry

Recognise symmetry in Recognise symmetry in own
own body body
Recognise and draw line of
symmetry in 2-D geometrical
and non geometrical shapes
9780636123113T.indd 50 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Focussed activities Focussed activities

Observe and build given 3-D objects Observe and build given 3-D objects using
using concrete materials such as cut-out concrete materials such as cut-out 2-D
2-D shapes, building blocks, recycling shapes, clay, toothpicks, straws, other 3-D
material, construction kits, other 3-D geometric objects
geometric objects
Range of shapes Range of shapes

Recognize and name 2-D shapes circles
circles triangles
triangles squares
squares rectangles
rectangles
Features of shapes Features of shapes
Describe, sort and compare 2-D shapes in Describe, sort and compare 2-D shapes in
terms of: terms of:
size shape
shape straight sides
straight sides round sides
round sides
Draw shapes
circles
triangles
squares
rectangles
Symmetry Symmetry
Recognise and draw line of symmetry Recognise and draw line of symmetry
in 2-D geometrical and non-geometrical in 2-D geometrical and non-geometrical
shapes shapes
Determine line of symmetry through paper
folding and reflection
9780636123113T.indd 51 2011/06/27 6:24 PM

MEASUREMENT
Progression in Measurement
The main progression in measurement across the grades is achieved by the introduction of:
new forms of measuring
new measuring tools: starting with informal tools and moving towards formal measuring
instruments in Grades 2 and 3.
new measuring units, particularly in Grades 2 and 3.
Time Passing of time Passing of time

Talk about the passing of time: Talk about the passing of time:
Talk about things that happen Order regular events from their
during the day and things that own lives
happen during the night Compare lengths of time using
Learners sequence events that language e.g. longer, shorter,
happen to them during the day faster, slower
Order regular events from their Sequence events using
own lives language such as yesterday,
today, tomorrow
Telling the time

Describe when something
happens using language
e.g. morning, afternoon, night,
early, late
Name and sequence days of
week and months of year
Place birthdays on a calendar
9780636123113T.indd 52 2011/06/27 6:24 PM

Calculations and problem solving with measurement should take cognisance of the number
work that has already been covered.
GRADE 2 GRADE 3
Telling the time Telling the time

Name and sequence days of week and Read dates on calendars
months of year Place birthdays, religious festivals, public
Place birthdays, religious festivals, public holidays, historical events, school events
holidays, historical events, school events on a calendar
on a calendar Tell 12-hour time in
Tell 12-hour time in hours, half hours and hours
quarter hours half hours
quarter hours
minutes
on analogue clocks and digital clocks and
other digital instruments that show time
e.g. cell phones
Calculate length of time and passing Calculate length of time and passing
of time of time
Use calendars to calculate and describe Use calendars to calculate and describe
lengths of time in: lengths of time in:
days days
weeks weeks
Use clocks to calculate length of time in: months
hours Converting between days and weeks
half hours Converting between weeks and months
Use clocks to calculate length of time in
hours
half hours
quarter hours
9780636123113T.indd 53 2011/06/27 6:24 PM

MEASUREMENT (continued)
Length Informal measuring Informal measuring

Compare and order the length, Compare and order the length,
height or width of two or more height or width of two or more
objects by placing them next objects by placing them next
to each other. Use language to each other. Use language
to talk about the comparison to talk about the comparison
e.g. longer, shorter, taller, wider e.g. longer, shorter, taller, wider
Describe the length of objects
by counting and stating the
length in informal units
Estimate, measure, compare,
order and record length using
non-standard measures e.g.
hand spans, paces, pencil
lengths, counters etc.
Mass Informal measuring Informal measuring

Compare and order the mass Estimate, measure, compare,
of two or more objects order and record mass using
by feeling them or using a balancing scale and
a balancing scale non-standard measures
Use language to talk about the e.g. blocks, bricks
comparison e.g. light, heavy, Describe the mass of objects
lighter, heavier by counting and stating the
mass in informal units
Use language to talk about the
comparison e.g. light, heavy,
lighter, heavier
9780636123113T.indd 54 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Informal measuring Informal measuring

Estimate, measure, compare, order Estimate, measure, compare, order
and record length using non-standard and record length using non-standard
measures e.g. hand spans, paces, pencil measures e.g. hand spans, paces, pencil
lengths, counters etc. lengths, counters etc.
Describe the length of objects by counting Describe the length of objects by counting
and stating the length in informal units and stating how many informal units long
Use language to talk about the comparison they are
e.g. longer, shorter, taller, wider Use language to talk about the comparison
e.g. longer, shorter, taller, wider
Introducing formal measuring Introducing formal measuring
Estimate, measure, compare, order and Estimate, measure, compare, order and
record length using metres (either metre record length using metres (either metre
sticks or metre lengths of string) as the sticks or metre lengths of string) as the
standard unit of length standard unit of length
Estimate and measure lengths in
centimetres using a ruler
No conversions between metres and
centimetres required.
record mass using a balancing scale and record mass using a balancing scale and
non-standard measures e.g. blocks, bricks non-standard measures e.g. blocks, bricks
Describe the mass of objects by counting Describe the mass of objects by counting
and stating the mass in informal units and stating the mass in informal units
Use language to talk about the comparison Use language to talk about the comparison
e.g. light, heavy, lighter, heavier e.g. light, heavy, lighter, heavier
Introducing formal measuring
Introducing formal measuring Compare, order and record the mass of
Compare, order and record the mass of commercially packaged objects which
commercially packaged objects which have their mass stated in:
have their mass stated only in kilograms kilograms e.g. 2 kilograms of rice and
e.g. 2 kilograms of rice and 1 kilogram 1 kilogram of flour
of flour grams e.g. 500 grams of salt
Measure own mass in kilograms using a Measure own mass in kilograms using a
bathroom scale bathroom scale
No conversions between grams and kilograms
are required.
9780636123113T.indd 55 2011/06/27 6:24 PM

MEASUREMENT (continued)
Capacity/ Informal measuring Informal measuring

Volume Compare and order the Compare and order the
amount of liquid (volume) in amount of liquid (volume) in
two containers placed next to two containers placed next to
each other. Learners check by each other. Learners check by
pouring into a third container if pouring into a third container if
necessary necessary
Compare and order the Compare and order the
amount of liquid that two amount of liquid that two
containers can hold if filled containers can hold if filled
(capacity) (capacity). Use language to
Use language to talk about the talk about the comparison
comparison e.g. more than, e.g. more than, less than, full,
less than, full, empty empty
Estimate, measure, compare,
order and record the capacity
of containers by using non-
standard measures e.g.
spoons and cups
Describe the capacity of the
container by counting and
stating how many of the
informal units it takes to fill the
container, e.g. the bottle has
the capacity of four cups
Perimeter and
Area
9780636123113T.indd 56 2011/06/27 6:24 PM

GRADE 2 GRADE 3

record the capacity of containers record the capacity of containers
(i.e. the amount the container can hold if (i.e. the amount the container can hold if
filled) by using non-standard measures filled) by using non-standard measures
e.g. spoons and cups e.g. spoons and cups
Describe the capacity of the container Describe the capacity of the container
by counting and stating how many of the by counting and stating how many of the
informal units it takes to fill the container informal units it takes to fill the container
e.g. the bottle has the capacity of 4 cups e.g. the bottle has the capacity of 4 cups
Introducing formal measuring Introducing formal measuring

Estimate, measure, compare, order Estimate, measure, compare, order
and record the capacity of objects by and record the capacity of objects by
measuring in litres measuring in litres, half litres and quarter
Compare, order and record the capacity litres
of commercially packages objects whose Compare, order and record the capacity
capacity is stated in litres e.g. 2 litres of of commercially packages objects whose
milk, 1 litre of cool drink, 5 litres of paint capacity is stated in litres e.g. 2 litres of
milk, 1 litre of cool drink, 5 litres of paint
or in millilitres e.g. 500 ml of milk, 340
millilitres of cooldrink, 750 millilitres of oil
Know that a standard cup is 250 millilitres
Know that a teaspoon is 5 millilitres
No conversions between millilitres and litres
required
Perimeter
Investigate the distance around 2-D shapes
and 3-D objects using direct comparison or
informal units
Area
Investigate the area using tiling
9780636123113T.indd 57 2011/06/27 6:24 PM

DATA HANDLING
Progression in Data Handling

The main progression in Data Handling across the grades is achieved by:
Moving from working with objects to working with data
Working with new forms of data representation

Collect and sort Collect and organise objects Collect and organise objects
objects Collect and sort everyday physical Collect and sort everyday physical objects
objects
Represent Represent sorted collection of Represent sorted collection of objects
sorted collection objects Draw a picture of collected objects
of objects Draw a picture of collected objects
Discuss and Discuss and report on sorted Discuss and report on sorted collection of
report on sorted collection of objects objects
collection of Answer questions about Give reasons for how collection was sorted
objects how the collection was sorted Answer questions about
drawing of the collection how the sorting was done (process)
what the sorted collection looks like
(product)
Describe the collection and / drawing
Explain how the collection was sorted
Collect and Collect and organise data Colle
organise data Collect data about the class or school to C
answer question posed by the teacher q
O
Represent data Represent data Repr

Represent data in pictograph R
Limited to pictographs with L
one-to-one correspondence o
Analyse and Analyse and interpret data Anal

Interpret data Answer questions about data in pictograph A
Limited to pictographs with L
one-to-one correspondence o
9780636123113T.indd 58 2011/06/27 6:24 PM

Learners should work through the full data cycle at least once a year this involves collecting
and organising data, representing data, analysing, interpreting and reporting data.
Some of the above aspects of data handling can also be dealt with as discrete activities.
GRADE 2 GRADE 3
of
ed
Collect and organise data Collect and organise data

Collect data about the class or school to answer Collect data about the class or school to
questions posed by the teacher answer questions posed by the teacher
Organise data in tallies Organise data supplied by teacher or
workbook/textbook
Organise data in:
lists
tallies
tables
Represent data Represent data
Represent data in pictograph Represent data in:
Limited to pictographs with pictograph (limited to pictographs with
one-to-one correspondence one-to-one correspondence)
bar graphs
Analyse and interpret data Analyse and interpret data
ph Answer questions about data in pictograph Answer questions about data presented in:
Limited to pictographs with pictographs (limited to pictographs with
one-to-one correspondence one-to-one correspondence)
bar graphs
9780636123113T.indd 59 2011/06/27 6:24 PM

LIFE SKILLS PHASE OVERVIEW
BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING

GRADE R GRADE 1
Term 1 Topic: Me Topic: Me

Topic: At School Topic: At School
Topic: In the classroom Topic: Healthy habits
Topic: Books Topic: The Weather
Topic: Days of the week Religious days and other special days
Topic: My Body
Topic: Healthy Living
Topic: Summer
Topic: Shapes and colors around us
Festivals and special days
Term 2 Topic: Home Topic: My Family

Topic: Safety Topic: Safety in the home
Topic: My family Topic: My body
Topic: Weather Topic: Keeping my body safe
Topic: Autumn Religious days and other special days
Topic: Sound
Topic: Sight
Topic: Touch
Topic: Taste and Smell
Term 3 Topic: Winter Topic: My community

Topic: Transport Topic: Pets
Topic: Jobs people do Topic: Manners and responsibilities
Topic: Water Topic: Plants and seeds
Topic: Fruit Topic: Food
Topic: Vegetables Religious days and other special days
Topic: Dairy Farming
Topic: Wool farming
Topic: Healthy environment
9780636123113T.indd 60 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Topic: What we need to live Topic: About me

Topic: Myself and others Topic: Feelings
Topic: Everyone is special Topic: Health Protection
Topic: Healthy living Topic: Keeping my body safe
Religious days and other special days Topic: Rights and Responsibilities
Religious days and other special days
Topic: Seasons Topic: Healthy eating

Topic: Animals Topic: Insects
Topic: Animals that live in water Topic: Life cycles
Topic: Animal homes Topic: Recycling
Religious days and other special days Religious days and other special days
Topic: Soil Topic: Public Safety

Topic: Transport Topic: Pollution
Topic: Road safety Topic: How people lived long ago
Topic: People who help us Topic: Space
LIFE SKILLS: Phase Overview 61
9780636123113T.indd 61 2011/06/27 6:24 PM

BEGINNING KNOWLEDGE & PERSONAL AND SOCIAL WELL-BEING (continued)
GRADE R GRADE 1
Term 4 Topic: Spring Topic: Homes

Topic: Birds Topic: Picture maps
Topic: Reptiles Topic: Water
Topic: Dinosaurs Topic: The sky at night
Topic: Wild animals
Consolidation of topics and
Topic: Finding out about one wild animal
assessment
Topic: Sport
Consolidation of topics and Assessment
CREATIVE ARTS
GRADE R GRADE 1
All Terms Performing Arts Performing Arts

Visual Arts Visual Arts
PHYSICAL EDUCATION
GRADE R GRADE 1
All Terms Locomotion/non-locomotion (physical movement) Locomotion/non-locomotion

Perceptual Motor (use of senses to react) (physical movement)
Rhythm Perceptual Motor
Coordination Rhythm
Balance Coordination
Spatial Orientation (awareness of space around you) Balance
Laterality (using both left & right hand sides of body) Spatial Orientation
Sports and games Laterality
Sports and games
9780636123113T.indd 62 2011/06/27 6:24 PM

GRADE 2 GRADE 3
Topic: Our Country Topic: Products and Processes

Topic: Ways we communicate Topic: Disasters and what we should do
Topic: Life at night Topic: Animals that help us
Consolidation of topics and assessment Consolidation of topics covered and
preparation for transition to Grade 4
GRADE 2 GRADE 3
Performing Arts Performing Arts

Visual Arts Visual Arts
GRADE 2 GRADE 3
Locomotion/non-locomotion Locomotion/non-locomotion
(physical movement) (physical movement)
Perceptual Motor Perceptual Motor
Rhythm Rhythm
Coordination Coordination
Balance Balance
Spatial Orientation Spatial Orientation
Laterality Laterality
Sports and games Sports and games
LIFE SKILLS: Phase Overview 63
9780636123113T.indd 63 2011/06/27 6:24 PM

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9780636123113T.indd 64 2011/06/27 6:24 PM

The Survival Guide to the CAPS for the
Foundation Phase is an easy reference
to the Foundation Phase CAPS
foUnDAtion PhAse
Eastern Cape
Free State
Gauteng
(043) 643 3963
(051) 448 0424
(011) 347 0700
Curriculum and
Assessment Policy
KwaZulu-Natal (031) 701 8813
Limpopo (015) 295 9194
Mpumalanga (013) 752 5936
North West (018) 381 1118
Western Cape/N. Cape
Customer services tel: (021) 532 6000
(021) 980 9500
Statements (CAPS)
ISBN M78-0-636-123113
www.mml.co.za
9780636123113C.indd 1-2 2011/03/09 7:51 AM

Foundation Phase CAPS Guide

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The Survival Guide to the CAPS for the

Foundation Phase is an easy reference

Survival Guide to the

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

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

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

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

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

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

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

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

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

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

Introduction to the CAPS for the Foundation Phase

Subject Time allocation per week (hours)

Languages Gr 12: 10 total. Gr 3: 11 total

2 Survival Guide to the CAPS for the Foundation Phase

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

Code Description of competence %

Number of formal assessment tasks

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

You are still in good hands with

5 Survival Guide to the CAPS for the Foundation Phase

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

Annual National Assessments (ANAs)

The Foundation Phase Mathematics CAPS

6 Survival Guide to the CAPS for the Foundation Phase

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

Grade 1 Grade 2 Grade 3

Space and Shape

measurement 9% 12% 14%

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

Annual National Assessments (ANAs)

GRADE 1 HOME LANGUAGE TOTAL PER WEEK

GRADE 2 HOME LANGUAGE TOTAL PER WEEK

8 Survival Guide to the CAPS for the Foundation Phase

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

Foundation Phase CAPS: First Additional Language

Where minimum time is given to the First Additional Language:

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

Personal and Social Well-being

10 Survival Guide to the CAPS for the Foundation Phase

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

LIFE SKILLS INTRODUCTION 11

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

LISTENING AND SPEAKING

12 Survival Guide to the CAPS for the Foundation Phase

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

HOME LANGUAGE: Phase Overview 13

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

Identifies rhyming words in well known Identifies letter-sound relationships of all

14 Survival Guide to the CAPS for the Foundation Phase

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Consolidates Grade 1 phonics Consolidates Grade 1 & 2 phonics

HOME LANGUAGE: Phase Overview 15

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Emergent Reading Skills Emergent Reading Skills

16 Survival Guide to the CAPS for the Foundation Phase

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

HOME LANGUAGE: Phase Overview 17

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Independent Reading Group guided reading

18 Survival Guide to the CAPS for the Foundation Phase

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