1. science
2. mathematics

The Survival Guide to the CAPS for the
Foundation Phase is an easy reference
to the Foundation Phase CAPS
Survival Guide to the
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foUnDAtion PhAse
Curriculum and
Assessment Policy
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 Teacher’s 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?
Teacher’s 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?
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Survival Guide to the
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
......................................................................................
CONTENTS
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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 information. This information is taken from the CAPS documents released in June 2011. It is not intended
to be comprehensive and teachers should always consult the full information in the actual CAPS
documents.
Introduction to the CAPS for the Foundation Phase
The purpose of the CAPS is to replace the previous Subject Statements, Learning Programme
Guidelines and Subject Assessment Guidelines to offer teachers with a single document for each
subject outlining the teaching and assessment requirements for that subject. The terminology
Learning Outcomes and Assessment Standards are no longer used.
Instructional time
Instructional time for subjects in the Foundation Phase is as indicated in the table below:
Subject
Time allocation per week (hours)
Languages
Gr 1–2: 10 total. Gr 3: 11 total
HL: Gr 1–3: 7 minimum, 8 maximum
FAL: Gr 1–2: 2 minimum, 3 maximum
Gr 3: 3 minimum, 4 maximum
Mathematics
7
Life Skills
• Beginning knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-being
6 (7 in Gr 3)
1 (2 in Gr 3)
2
2
1
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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
80–100%
6
Meritorious achievement
70–79%
5
Substantial achievement
60–69%
4
Adequate achievement
50–59%
3
Moderate achievement
40–49%
2
Elementary achievement
30–39%
1
Not achieved
0–29%
There are no formal assessment tasks for Grade R. As part of the formal assessment for
Mathematics and Home Language, there will also be Annual National Assessment tasks (ANAs).
Number of formal assessment tasks
Grade Subject
Term 1
Term 2 Term 3 Term 4
Total
1
Home Language
1
2
2
2
7
1
First Additional Language
1
1
1
1
4
1
Mathematics
1
2
2
2
7
1
Life Skills
1
1
1
1
4
2
Home Language
1
2
2
2
7
2
First Additional Language
1
1
2
1
5
2
Mathematics
1
2
2
3
8
2
Life Skills
1
1
1
1
4
3
Home Language
1
3
3
2
9
3
First Additional Language
1
2
2
1
6
3
Mathematics
1
3
3
3
10
3
Life Skills
1
1
1
1
4
INTRODUCTION
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+ Baseline
+ ANA
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3
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• Superior capS coverage – written for the new curriculum
by expert authors
• Superior illustrations and activities to improve results
and motivate learners
• Superior teacher support to save time and make teaching easy,
including photocopiable worksheets and e-planner dVd
• Superior quality = success!
– Simply Superior!
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The trusted Day-by-Day series:
• is integrated and fully aligned to capS
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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 learner’s
development and learning achievements. The data on learner achievement in standardized tests is
useful for designing and implementing intervention programs aimed at improving classroom learning
and teaching.
International surveys such as the Trends in International Mathematics and Science Study (TIMSS) have
shown that South African learners struggle with problems involving numbers and number patterns
whereas they have less difficulty with Measurement and Space and Shape.
The Foundation Phase Mathematics CAPS
Time Allocation
• This is clearly stated now – it was not previously included in the NCS.
• Provides an in depth breakdown of the number of weeks, hours and lessons that should
be spent on Mathematics.
It is suggested that 3 or more lessons per week are dedicated to Number and the rest of the time
per week spent on the other Content Areas.
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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
and relationships
65%
60%
58%
patterns, functions
and algebra
10%
10%
10%
Space and Shape
(Geometry)
11%
13%
13%
measurement
9%
12%
14%
data handling
(Statistics)
5%
5%
5%
MATHS INTRODUCTION
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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
(1 hour 15 minutes)
Shared Reading: 15 minutes per day for 3 days
(45 minutes)
Group Reading: 30 minutes per day (2 groups each
for 15 minutes) for five days (2 hour 30 minutes)
4 hrs 30 minutes
Handwriting
15 minutes per day for 4 days
1 hour
Writing
15 minutes per day for 3 days
45 minutes
Total per week
7 hours
GRADE 2 HOME LANGUAGE
TOTAL PER WEEK
Listening & Speaking 15 minutes per day for 3 days
45 minutes
Reading & Phonics
Phonics: 15 minutes per day for 4 days
(1 hour 15 minutes)
Shared Reading: 15 minutes per day for 3 days
(45 minutes)
Group Reading: 30 minutes per day (2 groups each
for 15 minutes) for 5 days (2 hour 30 minutes)
4 hrs 30 minutes*
Handwriting
15 minutes per day for 3 days
45 minutes
Writing
15 minutes per day for 4 days
1 hour
Total per week
7 hours
* Figures as per CAPS June 2011
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GRADE 3 HOME LANGUAGE
Listening & Speaking 15 minutes per day for 3 days
Reading & Phonics
Phonics: 15 minutes per day for 3 days (45 minutes)
Shared Reading: 20 minutes per day for 3 days (1 hour)
Group Reading: 30 minutes per day (2 groups each
for 15 minutes) for 5 days (2 hour 30 minutes)
Handwriting
15 minutes per day for 3 days
Writing
20 minutes per day for 3 days
Total per week
TOTAL PER WEEK
45 minutes
4 hrs 30 minutes*
45 minutes
1 hour
7 hours
* 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:
Listening & Speaking
Reading & Phonics
Writing
Language Use
FIRST ADDITIONAL LANGUAGE
GRADE 1
GRADE 2
1 hour 30 minutes
45 minutes
30 minutes
45 minutes
30 minutes
2 hours per week
2 hours per week
GRADE 3
1 hour
1 hour
30 minutes
30 minutes
3 hours per week
LANGUAGE INTRODUCTION
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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 child’s experience of the real world through visual and sensory stimulation,
discussion and questioning, and through encouraging the drawing of the physical body in motion:
climbing, running, sitting, lying. Three-dimensional (3-D) work develops the concept of shape in
space through joining pieces of clay, gluing or pasting of paper onto to paper, cutting shapes,
folding, tying and wrapping.
• Performing Arts in the Foundation Phase allows children the opportunity to creatively communicate,
dramatise, sing, make music, dance and explore movement. Through the performing arts, learners
develop their physical skills and creativity.
Physical Education
The development of children’s gross and fine motor skills and perceptual development is fundamental in
the Foundation Phase. Physical education makes a significant contribution to learners’ social, personal
and emotional development. Play, movement, games and sport contribute to developing positive
attitudes and values.
LIFE SKILLS INTRODUCTION
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HOME LANGUAGE PHASE OVERVIEW
LISTENING AND SPEAKING
GRADE R
GRADE 1
• Listens to stories and acts these out
• Listens and responds to simple questions
• Listens to and repeats rhythmic patterns,
and copies correctly
• Listens to and recalls simple word
sequences in order (e.g. big, beg, bag)
• Names and points to parts of the body
• Sings simple songs and does action
rhymes
• Talks about pictures in posters, theme
charts, books etc.
• Matches and sorts things according to
shape, colour etc
• Participates in discussions and asks
questions
• Listens to stories and expresses feelings
about the story
• Listens to instructions and announcements
and responds appropriately
• Listens without interrupting, taking turns to
speak and asking questions for clarification
• Listens, enjoys and responds to picture
and word puzzles, riddles and jokes
• Talks about personal experiences
and feelings
• Tells a familiar story which has a
beginning, middle and end
• Answers closed and open-ended questions
• Role plays different situations
• Participates in class discussions
• Uses terms such as sentence, capital letter,
full stop
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GRADE 2
GRADE 3
• Listens to stories and poems and answers
higher-order questions
• Listens to a complex sequence of
instructions and responds appropriately
• Listens without interrupting showing
respect for the speaker, asking questions
and commenting on what was heard
• Talks about personal experiences and
more general news
• Tells a story that has a beginning, middle
and end
• Expresses feelings about a story or poem
and gives reasons
• Answers open-ended questions and
justifies answer
• Makes up own rhymes
• Role plays different situations
• Participates in discussions, and reports
back on the group’s work
• Uses terms such as noun, adjective, verb,
pronoun, preposition, comma, question
mark, paragraph
• Listens for the main idea and for detail in
stories and answers open-ended questions
• Listens to a story and works out cause
and effect
• Expresses feelings about a text and
gives reasons
• Listens to a complex sequence of
instructions and responds appropriately
• Engages in conversation as a social
skill, accepting and respecting the way
others speak
• Makes an oral presentation (e.g. tells
personal news, describes something
experienced, recounts an event)
• Tells a short story with a simple plot and
different characters
• Uses language imaginatively (e.g. tells
jokes and riddles)
• Interviews people for a particular purpose
• Uses terms such as subject, verb, object,
question, statement, command, synonym,
antonym, exclamation mark
HOME LANGUAGE: Phase Overview
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PHONICS
GRADE R
GRADE 1
• Identifies rhyming words in well known
rhymes and songs (e.g. Humpty Dumpty)
• Begins to recognize that words are made
up of sounds e.g. the beginning letter(s)
of their names
• Segments oral sentences into individual
words
• Divides multisyllabic words into syllables
• Recognises aurally and visually some initial
consonants and vowels especially at the
beginning of a word
• Identifies letter-sound relationships of all
single letters
• Builds words using sounds learnt
(e.g. words with -at, -et, -it, -ot, -ut, -ag,
-eg -ig, -og, -ug, -an, -en, -in, -un, -am)
• Uses consonant blends to build up and
break down words (r and l blends)
• Recognises common consonant digraphs
at the beginning and end of a word
(e.g. sh, ch and th)
• Recognises plurals (‘s’ and ‘es’) and word
endings (e.g. ‘ing’ and ‘ed’) aurally
• Groups common words into sound families
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GRADE 2
GRADE 3
• Consolidates Grade 1 phonics
• Revises common consonant digraphs
(sh, ch, th) at the beginning and end
of words
• Recognises ‘wh’ at the beginning of
a word
• Uses initial and final consonant blends
to build up and break down words
(e.g. bl-a-ck, bri-ng, sa-ng)
• Recognises 3-letter consonant blends at
the beginning of words (e.g. str-ip, str-ap)
• Recognises vowel digraphs (e.g. ‘oo’ as in
moon, ‘ee’ as in tree, ‘oa’,‘ea’, short ‘oo’
as in book, ‘ai’ as in ‘rain’)
• Recognises ‘silent e’/split digraph in words
(e.g. tape)
• Recognises at least 5 new vowel digraphs
(e.g. ‘ar’ as in car, ‘er’ as in fern, ‘ir’ as in
shirt, ‘or’ as in short, ‘ur’ as in church etc.)
• Recognises common double consonants
(e.g. ll) at the end of words
• Recognises and uses suffixes
(e.g. –ly, -ies)
• Spells words correctly using their phonic
knowledge
• Builds words using the phonic sounds
taught during the year
• Consolidates Grade 1 & 2 phonics
• Recognises consonant digraphs at the
beginning and end of words (sh-, -sh, ch- ,
-ch, th-, -th and wh-)
• Recognises ‘silent e’ or split digraphs in
words (e.g. same, bite, note)
• Recognises vowels such as -ere, -air, -are
• Recognises and uses spelling patterns
(e.g. -igh (high), -ough (tough),
-eigh (neigh), -augh (caught))
• Recognises and uses rhyming words
(e.g. blow, flow, glow)
• Recognises that some sounds can be
represented by a number of different
spelling choices e.g. ow (cow), ou (found),
aw (draw), au (autumn); tie, high, sky;
few, blue
• Recognises digraphs making /f/
(e.g. ‘ph’ as in elephant)
• Recognises silent letters in words
i.e. ‘k’, ‘l’, ‘b’, ‘w’
• Recognises hard and soft sounds of ‘c’
and ‘g’
• Recognises and uses synonyms and
antonyms
• Recognises and uses prefixes (e.g. un-,
re-) and suffixes (e.g. -ful, -ness)
• Uses words that are pronounced and spelt
the same but have different meanings
(homophones)
• Uses words that sound the same but are
spelt differently
• Builds 3, 4 and 5-letter words
• Sorts letters and words into alphabetical
order
• Spells words correctly using their phonic
knowledge
HOME LANGUAGE: Phase Overview
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READING AND VIEWING
GRADE R
GRADE 1
Emergent Reading Skills
• Recognises and points out common
objects in pictures
• Arranges a set of pictures in such a way
that they form a story
• Interprets pictures (e.g. makes up own
story and ‘reads’ the pictures)
• Acts out parts of a story, song or rhyme
• Holds the book the right way up and turns
pages correctly
• Pretends to read and adopts a ‘reading’
voice
• Recognises own name and names of some
other children in the class
• Begins to ‘read’ high frequency words
seen in the classroom and at school
(e.g. door, cupboard)
Emergent Reading Skills
• Develops book handling skills (holding the
book and turning pages correctly)
• Interprets pictures to make up own story
i.e. ‘reads’ the pictures
• Reads logos, labels and other words from
environmental print
• Recognises own name and names of peers
• Reads labels and captions in the classroom
• Develops basic concepts of print including:
– Concept of a book;
– Concept of words and letters;
– Directionality: Start reading at front, end
at back; read from left to right and top to
bottom of a page
Shared Reading as a class with teacher
• ‘Reads’ enlarged texts such as poems, Big
Books, posters
• Makes links to own experience when
reading with the teacher
• Describes characters in stories and
gives opinions
• Predicts what will happen in a story
through the pictures
• Answers questions based on the story read
• Draws pictures capturing main idea of
the stories
16
Shared Reading as a class with teacher
• Reads Big Books or other enlarged texts
• Uses pictures and the book cover to predict
what the story is about
• Discusses the story, identifying the main
idea and characters
• Sequences the events in the story
• Recognises cause and effect in a story
(e.g. The girl got into trouble because she
broke a window.)
• Gives an opinion on what was read
• Answers open-ended questions based on
the passage read
• Interprets information from posters,
pictures and simple tables, e.g. calendar
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GRADE 2
GRADE 3
Shared Reading as a class with teacher
• Reads Big Books or other enlarged texts
(e.g. fiction and non-fiction books, poems
and songs)
• Uses visual cues i.e. pictures and the cover
of a book to predict what the story is about
• Identifies key details in what was read
• Expresses whether a story was liked and
is able to justify the response (e.g. ‘I didn’t
enjoy the story because…’)
• Answers higher order questions based on
the text read (e.g. ‘In your opinion…’)
• Discusses different cultures represented
in stories
• Interprets pictures and other print
media (e.g. photographs, calendars,
advertisements; newspaper and magazine
pictures, posters)
Shared Reading as a class with teacher
• Reads enlarged texts such as fiction and
non-fiction big books, newspaper articles,
plays, dialogues and electronic texts
(computer texts)
• Reads book and discusses the main idea,
the characters, the ‘problem’ in the story,
the plot and the values in the text
• Answers a range of higher order questions
based on the passage read
• Reads different poems on a topic
• Uses visual cues to talk about a graphical
text (e.g. advertisements, pictures, graphs,
charts and maps)
• Finds and uses sources of information
(e.g. community members, library books)
• Uses table of contents, index and page
numbers to find information
• Uses key words and headings to find
information in non-fiction texts
• Uses a dictionary to find new vocabulary
and their meanings
HOME LANGUAGE: Phase Overview
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READING AND VIEWING (continued)
GRADE R
GRADE 1
Independent Reading
• Reads picture books
Group guided reading
• Reads aloud from own book in a guided
reading group with teacher i.e. the whole
group reads the same story
• Uses phonics, context clues, structural
analysis and sight words when reading
• Reads with increasing fluency and
expression
• Monitors self when reading, both
in the area of word recognition and
comprehension
• Shows an understanding of punctuation
when reading aloud
Paired/Independent Reading
• Reads own writing, starting to correct
errors
• Reads independently books read in Shared
Reading sessions, simple picture story
books and books from the classroom
reading corner
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GRADE 2
GRADE 3
Group guided reading
• Reads silently and aloud from fiction and
non-fiction books at own level in a guided
reading group with teacher i.e. whole
group reads same text
• Uses sight words, phonics, contextual and
structural analysis, and comprehension
skills to make meaning
• Reads with increasing fluency and speed
using correct pronunciation
• Uses self-correcting strategies when
reading
• Monitors themselves when reading,
both in the area of word recognition and
comprehension
Group guided reading
• Reads both silently and out loud from
own book in a guided reading group
with the teacher i.e. whole group reads
the same text
• Uses phonics, contextual and structural
analysis, when reading unfamiliar words
• Uses self-correcting strategies when
reading
• Monitors self when reading, both
in the area of word recognition and
comprehension
• Uses diagrams and illustrations in text to
increase understanding
• Reads with increasing fluency, speed and
expression
Paired/Independent Reading
• Reads own and others’ writing
• Reads aloud to a partner
• Reads independently simple fiction and
non-fiction books, poetry cards, comics
• Plays reading games and completes
crosswords
Paired/Independent Reading
• Reads own and others’ writing
• Reads aloud to a partner
• Reads independently simple fiction and
non-fiction books and books from different
cultures, books read in Shared Reading
sessions, magazines and comics
HOME LANGUAGE: Phase Overview
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HANDWRITING
GRADE R
GRADE 1
• Develops small muscle skills through
finger play (e.g. play dough, screwing nuts
onto bolts)
• Develops fine motor control using
scissors to cut out bold outlined pictures,
shapes etc.
• Develops eye-hand co-ordination by
playing e.g. catching and throwing,
drawing and painting
• Traces simple outlines of pictures, patterns
and letters in own name where the correct
starting point and direction arrows are
included on all letters
• Forms letters using finger painting,
paint brushes, wax crayons etc starting
at the right point and following the
correct direction
• Copies patterns, words and letters (using
the correct starting point and direction
when forming letters)
• Uses a range of writing tools
(e.g. paintbrushes, wax crayons)
• Practises holding and manipulating crayon
and pencil
• Develops directionality: left to right; and top
to bottom
• Develops hand-eye co-ordination by
drawing patterns and tracing
• Copies and writes own name, short words
and sentences
• Begins to write using drawings and
copies letters, numbers, words and
simple sentences
• Forms lower and upper case letters
correctly and fluently
• Forms numerals correctly
• Copies and writes short sentences
correctly with correct spacing
• Holds pencil and crayon correctly
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GRADE 2
GRADE 3
Maintenance of the print script
• Uses handwriting tools effectively
(e.g. pencil, eraser, ruler)
• Aligns writing on 17 mm ruled lines
• Forms upper and lower case letters
correctly
• Writes words with correct spacing between
letters and words
• Writes in print script all capitals and lower
case letters
• Copies and writes one paragraph of
between 3 – 4 lines from a printed text
• Copies and writes different formats of
writing (short invitations e.g. birthday;
messages; lists etc.)
• Uses print script in all forms of written
recording
Transition to a joined script or cursive
writing
• Uses handwriting tools effectively
(e.g. pencil, eraser, ruler)
• Writes a sentence legibly and correctly in
both the print script and the joined script or
cursive writing
• Forms all lower and upper-case letters in
joined script or cursive writing
• Writes short words in the joined script or
cursive writing
• Transcribes words and sentences correctly
in the joined script or cursive writing
• Makes transition to the joined script or
cursive writing in all written recording
(i.e. the date, own name; and own
written texts)
• Copies written text from the board,
textbooks, work cards etc. correctly
• Writes neatly and legibly with confidence
and speed in a joined script or cursive
writing
• Experiments with using a pen for writing
Transition to a joined script or cursive
writing
• Copies and writes writing patterns in the
joined script or cursive writing
• Copies and writes all lower case letters
and commonly used capital letters in the
joined script or cursive writing
• Copies, writes and reads short words in
joined script or cursive writing
• Copies and writes short sentences in
joined script or cursive writing
HOME LANGUAGE: Phase Overview
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WRITING
GRADE R
GRADE 1
• Draws or paints pictures to convey
a message
• Copies known letters in own name to
represent writing
• ‘Writes’ from left to right and top to bottom
• Contributes ideas for a class news book by
means of drawings
• Makes an attempt to write letters using
squiggles, scribbles etc.
• Talks to own writing (e.g. ‘reads’ what
squiggles ‘say’)
• Makes own books and contributes to class
book collection
• Draws pictures to convey a message
(e.g. about a personal experience)
• Contributes ideas for and helps to revise
a class/group story (Shared Writing)
• Copies one sentence of news from the
board/chart correctly
• Writes a message on a card
(e.g. a get well card)
• Writes and illustrates a caption or short
sentence on a topic (e.g. to contribute to a
book for the reading corner)
• Writes at least three sentences of own
news or creative story using capital letters
and full stops
• Writes sentences using words containing
the phonic sounds and common sight
words already taught
• With help uses nouns and pronouns
(I, you, she, he, it etc) correctly in writing
• Begins to use present and past tense
correctly in writing
• Forms the plurals of familiar words
• Spells common words correctly
• Uses prepositions correctly
• Organises information into a simple
graphic form (chart or timeline)
• Builds own word bank and personal
dictionary
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GRADE 2
GRADE 3
• Contributes ideas and words for a class
story (Shared Writing)
• Writes a simple poem
• Writes an expressive text (e.g. a birthday
card or letter)
• Writes at least two paragraphs
(ten sentences) on personal experiences
or events (e.g. a family celebration)
• Drafts, writes and ‘publishes’ own story of
at least two paragraphs for others to read
• Uses informational structures when writing
(e.g. writes recipes)
• Organizes information in a chart or table
• Writes and illustrates sentences
(4 – 6 sentences) on a topic to contribute
to a book for the reading corner
• Uses the writing process (drafting, writing
and editing)
• Uses correct punctuation (full stops,
commas, question marks and
exclamation marks)
• Spells common words correctly and
attempts to spell unfamiliar words
using phonic knowledge
• Uses present, past and future tenses
correctly
• Uses prepositions, nouns, verbs and
pronouns correctly
• Builds own word bank and personal
dictionary
• Uses a dictionary
• Contributes ideas, words and sentences for
a class story (Shared Writing)
• Uses pre-writing strategies to gather
information and plan writing
• Writes a selection of short texts for
different purposes (e.g. writes recounts,
dialogues)
• Writes about personal experiences in
different forms (e.g. a short newspaper
article)
• Drafts, writes, edits and ‘publishes’ own
story of at least two paragraphs (at least
12 sentences) for others to read
• Writes and illustrates six to eight sentences
on a topic to contribute to a book for the
class library
• Uses informational structures when writing
(e.g. experiments, recipes)
• Keeps a diary for one week
• Writes a simple book review
• Sequences information and puts it under
headings
• Summarises and records information
(e.g. using mind maps)
• Uses punctuation correctly (e.g. capital
letters, full stops, commas, question
marks, exclamation marks, inverted
commas, apostrophes in contractions)
• Uses conjunctions to form compound
sentences
• Uses phonics knowledge and spelling rules
to write more difficult words
• Uses a dictionary
HOME LANGUAGE: Phase Overview
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FIRST ADDITIONAL LANGUAGE PHASE OVERVIEW
LISTENING AND SPEAKING
GRADE R
GRADE 1
• Begins to build an oral vocabulary using
topics chosen by the teacher (e.g. My body,
My Classroom)
• Builds some conceptual vocabulary
(e.g. numbers, colours)
• Responds to simple greetings and
farewells
• Follows simple classroom instructions
• Listens to stories told and read; names
some objects in the pictures
• Joins in the refrains of simple stories
(e.g. he huffs and he puffs)
• Acts out simple stories, using some of the
dialogue
• Understands and responds to simple
questions (e.g. ‘Who?’ ‘Where?’)
• Names familiar objects (e.g. parts of
the body)
• Sings simple songs
• Recites simple rhymes, doing actions
(action rhymes)
• Plays simple language games
• Uses some formulaic language
(e.g. ‘please’ and ‘thank you’)
• Builds an oral vocabulary using topics
chosen by the teacher (e.g. Things I can
do, The Weather)
• Builds some conceptual vocabulary
(e.g. shapes, size, direction)
• Responds physically to two simple oral
instructions (e.g. Put the blue balls in the
bag. Now put the red balls in the bag.)
• Responds to greetings and farewells, and
makes simple requests using formulaic
phrases (e.g. May I go to the toilet?)
• Memorises and performs action rhymes,
simple poems and songs
• Plays simple language games
• Understands short, simple stories told and
read; talks about the pictures
• Acts out simple stories using some of
the dialogue
• Responds to simple, literal questions about
a story with short answers
• Identifies a person, animal or object from
a simple, oral description (e.g. matching a
description to a picture)
• Understands and responds to simple
questions such as ‘What?’ ‘How many?’
(e.g. What is your name?)
• Expresses self in simple ways by using
short phrases (e.g. ‘My name is ___.’)
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GRADE 2
GRADE 3
• Continues to build an oral vocabulary using
topics chosen by the teacher (e.g. the
Seasons, Feelings)
• Builds some conceptual vocabulary
(e.g. time, sequence)
• Follows a short sequence of instructions
(e.g. Draw a circle. Colour it red.)
• Gives simple instructions
• Understands and responds to simple
questions such as ‘Which?’ ‘Whose?’
(e.g. Whose book is this?)
• Asks simple formulaic questions
(e.g. What is your name?)
• Makes simple requests, and statements
(e.g. Can I go out, please? I feel sick.)
• Identifies an object from a simple, oral
description
• Talks about objects in a picture
• Listens to stories and recounts
• Answers simple, literal questions about the
story (e.g. Who ate the porridge?)
• Acts out the story using some of the
dialogue
• With help from the teacher retells the story
• Recounts a short sequence of simple
experiences or events
• Memorises and performs simple poems,
action rhymes and songs
• Plays language games
• Continues to build an oral vocabulary
using topics chosen by the teacher
(e.g. Finding out)
• Builds some conceptual vocabulary
(e.g. comparing, describing)
• Follows and gives instructions
• Responds to and makes requests
• Talks about a picture or photograph
• Asks for clarification (e.g. I don’t
understand, please say that again.)
• Gives a simple oral recount (recalls
experiences in the right sequence)
• Listens to stories and personal recounts
and answers comprehension questions
• Predicts what will happen next in a story or
personal recount
• Expresses feelings about a story
• Retells the story
• Listens to a non-fiction text (factual
recount, procedure or information report)
and answers comprehension questions
• With the teacher’s help, gives a simple
summary of the non-fiction text
• Participates in a short conversation on a
familiar topic
• Understands and responds to questions
such as ‘When?’ and ‘Why?’ (e.g. ‘Why did
the house fall down?)
• Performs a rhyme, poem or song
• Plays language games
FIRST ADDITIONAL LANGUAGE: Phase Overview
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PHONICS
GRADE R
GRADE 1
• Develops phonemic awareness in the FAL
through rhymes and songs (e.g. ‘We’re
going to the zoo, zoo, zoo; You can come
too, too, too.’)
• With the teacher’s help identifies some
rhyming words in a song or rhyme
• Segments oral sentences into individual
words by clapping on each word
• Develops phonemic awareness in the FAL
through rhymes and songs (e.g. ‘The cat in
a hat, His name is Pat’)
• Identifies some rhyming words
• Recognises initial sounds in familiar words
(e.g. ‘z’ in ‘zoo’)
• Segments oral sentences into individual
words by clapping on each word
• Claps out the syllables in familiar words
• Distinguishes the first sound (onset) from
the remaining part of a syllable (rime) in
simple words (e.g. c-at, m-at, f-at)
• Recognises plurals (‘s’ and ‘es’) aurally
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GRADE 2
GRADE 3
Phonemic awareness
• Distinguishes aurally between sounds
that are often confused (e.g. ‘a’ and ‘e’,
‘ee’ and ‘i’)
• Identifies letter-sound relationships of all
single letters in HL and FAL and is aware
of any differences
• Recognises consonant digraphs (sh-, -sh,
ch-, -ch, th-, -th and wh-) at the beginning
and end of words
• Recognises at least 10 vowel digraphs
(e.g. ‘oa’ as in boat, ‘ar’ as in far, ‘er’ as in
her, ‘ir’ as in bird, ‘or’ as in short, ‘ur’ as
in hurt)
• Recognises silent ‘e’ in words
(e.g. cake, time)
• Uses consonant blends to build up and
break down words (e.g. ri-ng, i-nk)
• Recognises known rhyming words,
(e.g. fly, sky)
• Distinguishes between long and short
vowel sounds (e.g. ‘boot’ and ‘book’)
• Distinguishes between onset and rime
in more complex syllables (e.g. ‘dr-eam’,
‘scr-eam’)
• Recognises more complex word families
(e.g. ‘catch’, ‘match’)
• Recognises and uses some suffixes
(e.g. ‘-es’, ‘-ies’, ‘-ly’, ‘-ing’, ‘-ed’)
• Builds and sounds out words using
sounds learnt
Phonics
• Identifies letter-sound relationships of
single letters starting with those that are
the same in the HL and FAL
• Identifies letter-sound relationships that are
different from those in the HL
• Builds up and breaks down 3-letter words
using sounds learnt (e.g. p-e-n, p-en, pen)
• Recognises common endings in words
(e.g. ‘ed’, ‘ing’, ‘y’ and ‘s’)
• Groups common words into word families
(e.g. bin, pin, tin)
• Recognises common consonant digraphs
such as sh, ch and th at the beginning and
end of words
• Builds up and breaks down simple words
beginning with some common consonant
blends (e.g. fl-at, sl-ip, cl-ap, pl-um; br-im,
cr-op, dr-ip, gr-ab, tr-ip)
• Recognises at least 3 vowel digraphs
(e.g. ‘oo’ as in boot, ‘ee’ as in feet)
FIRST ADDITIONAL LANGUAGE: Phase Overview
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READING AND VIEWING
GRADE R
GRADE 1
Environmental print
• Recognises some common words in our
everyday environment (e.g. STOP, Spar,
KFC, MTN, Coke)
Environmental print
• Begins to read some simple labels in the
FAL (and HL) of objects in the classroom
and wider environment (e.g. way in/out,
open)
Shared Reading as a class with the
teacher
• Listens to a very simple story read by the
teacher from an enlarged text such as a
Big Book or illustrated poster
• Talks about illustrations in the Big Book or
poster using HL where necessary
• Learns some oral vocabulary in the FAL
from the pictures
• After repeated readings joins in where
appropriate
• Acts out the story
• Draws pictures capturing main idea
of story
28
Emergent reading
• Transfers some of the knowledge and
skills acquired in the HL to reading in the
FAL such as book handling skills, basic
concepts of print (e.g. concepts of words
and letters, we read from left to right and
top to bottom of a page)
• Recognises a few high frequency sight
words (e.g. the, and, you, he, she, we,
they, can)
Shared Reading as a class with the
teacher
• Listens to a very simple story or non-fiction
text read by the teacher from an enlarged
text such as a Big Book or illustrated
poster
• 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
Survival Guide to the CAPS for the Foundation Phase
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GRADE 2
GRADE 3
Shared Reading
• Reads a short written fiction or non-fiction
text (a Big Book or other enlarged text) with
the teacher, using the pictures to develop
vocabulary, the title for prediction and
answering short, oral questions about the text
• Makes sense of a short written text with
pictures (e.g. by sequencing pictures or
matching a caption/sentence to a picture)
• Relates a text that is read to own
experience
• Retells part of a story or summarises a
non-fiction text with help from the teacher
(2–3 sentences)
Environmental print
• Reads simple posters or headings of
posters in the environment
Shared Reading
• Reads fiction and non-fiction texts with the
teacher, using the illustrations to support
vocabulary development
• Answers literal and very simple inferential
questions that support comprehension of
the text
• Retells a story or recount, identifying the
sequence of events
• Summarises a non-fiction text
(e.g. information report)
Group Guided Reading
• Reads both silently and out loud from own
book in a guided reading group with the
teacher i.e. whole group reads the same text
• Uses the reading strategies taught in the
HL to make sense of text and monitor self
when reading (phonics, context clues,
structural analysis, sight words)
• Uses diagrams and illustrations in text to
increase understanding
• Reads aloud, with increasing speed and
fluency, using correct pronunciation
and stress
• Demonstrates an understanding of
punctuation for direct speech, by varying
voice pitch when reading aloud
• Uses some self-correcting strategies
Paired/Independent Reading
• Reads own and others’ writing
• Reads aloud to a partner
• Reads independently simple fiction
and non-fiction books, books read in
Shared Reading sessions, and children’s
magazines and comics
• Uses children’s picture dictionaries
(monolingual and bilingual) to find out the
meaning of unknown words
Group Guided Reading
• Reads aloud from own book in a guided
reading group with the teacher i.e. whole
group reads the same story
• Uses the reading strategies taught in the
HL to make sense of text and monitor self
when reading (phonics, context clues,
structural analysis, sight words)
• Uses diagrams and illustrations in text to
aid understanding
• Reads with increasing fluency and expression
• Shows an understanding of punctuation
when reading aloud
• Continues to build a sight vocabulary
(e.g. have, some, when, them, very)
Paired/Independent Reading
• Reads own writing and others’ writing
• Reads independently books read in Shared
Reading sessions and simple caption
books and picture story books in the FAL
from the classroom reading corner
• Uses children’s picture dictionaries
(monolingual and bilingual) to find out the
meaning of unknown words
FIRST ADDITIONAL LANGUAGE: Phase Overview
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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)
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GRADE 2
GRADE 3
• Uses handwriting skills taught in HL
• Writes lists with headings
• Chooses and copies a caption which
accurately describes a picture
• With help, writes a caption for a picture
(e.g. The red car is big.) Reads back what
is written
• Completes sentences by filling in missing
words
• Writes sentences using a frame
(e.g. I like ____. I do not like _____.)
• Writes sentences using words containing
the phonic sounds and common sight
words already taught
• Writes familiar words and sentences
from dictation
• Puts jumbled sentences in the right order
to make a paragraph and copies it
• Writes a paragraph of at least 3 sentences
on a familiar topic
• Writes some short, simple texts already
taught in HL e.g. a message on a get
well card
• Using skills taught in HL, organises
information into a simple graphic form
(e.g. chart or time line)
• With help, uses some nouns and pronouns
(I, you, he, she, it, etc.) correctly in writing
• With help begins to use simple present,
present progressive and past tenses
correctly in writing
• With help forms the plurals of familiar words
• With help, spells common words correctly.
Uses a children’s dictionary where necessary
• Uses punctuation already taught in HL
(capital letters and full stops)
• Builds own word bank and personal
dictionary
• Uses handwriting skills taught in HL
• Writes more complex lists with headings
(e.g. Insects: ants, bees, butterflies)
• Writes sentences from dictation
• Writes a simple text (e.g. a birthday card)
• With guidance, writes a personal recount of
experiences using a frame (e.g. ‘Yesterday
I…, Then …, After that…, Finally…’)
• With guidance, writes a simple set of
instructions (e.g. recipe)
• Together with the teacher, writes a simple
story and copies it (shared writing)
• Organises information in a chart, table or
bar graph
• Writes sentences on a familiar topic
(at least 6–8 sentences, one or two
paragraphs)
• Uses the writing process (drafting, writing,
editing and publishing)
• Uses punctuation already taught in HL
(full stops, commas, question marks,
exclamation marks and inverted commas)
and apostrophes in contractions
(e.g. can’t, don’t)
• Spells common words correctly and
attempts to spell unfamiliar words using
phonic knowledge
• Uses present, past and future tenses with
increasing accuracy
• Uses prepositions, nouns, verbs and
pronouns with increasing accuracy
• Builds own word bank and personal
dictionary
• Uses children’s dictionaries (monolingual
and bilingual)
FIRST ADDITIONAL LANGUAGE: Phase Overview
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LANGUAGE STRUCTURE AND USE (TO BE LEARNED IN CONTEXT)
GRADE R
GRADE 1
• Begins to develop some understanding
of language structures in the context of
meaningful spoken language
• Shows some understanding of imperatives
(e.g. Clap your hands)
• Shows some understanding of sentences
in the simple present tense (e.g. I love my
mom.) and the present progressive tense
(e.g. He is running.)
• Shows some understanding of simple
question forms such as ‘Who…?’
‘Where...?’ (e.g. Where is Thandi?)
• Shows some understanding of personal
pronouns (e.g. I, you, we, they)
• Shows some understanding of adjectives
(e.g. big, small)
• Understands 200–500 words in context by
the end of Grade R
• Begins to develop understanding and
ability to use language structures in the
context of meaningful spoken language
• Understands some imperatives
(e.g. Don’t run)
• Understands and begins to use some
sentences in the simple present tense
(e.g. She likes school.) and present
progressive tense (e.g. He is reading.)
• Understands some question forms
(e.g. ‘What…?’ ‘Who?’ ‘How many/much/
old?’)
• Understands and begins to use personal
pronouns (e.g. I, you, we, they)
• Understands and begins to use the modals
‘can’ and ‘may’ (e.g. I can skip.)
• Understands and begins to use some
sentences in the negative form (e.g. She
is not reading. I cannot skip.)
• Recognises and begins to use some plural
forms of countable nouns (e.g. book/books)
• Understands and begins to use some
possessive pronouns (e.g. my, his, her)
• Understands and begins to use a few
prepositions (e.g. on, in)
• Understands and begins to use a few
adjectives (e.g. happy, sad) and adverbs
(e.g. slowly, quickly)
• Understands 700–1,000 words in context
by the end of Grade 1
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GRADE 2
GRADE 3
• Begins to develop understanding and
ability to use language structures in the
context of meaningful spoken and written
language
• Begins to use some of the grammatical
forms he/she was exposed to in Grade 1
(simple present and present progressive
tenses, modals ‘can’ and ‘may’, negative
and plural forms, pronouns, prepositions,
adjectives and adverbs)
• Understands and begins to use the simple
past tense (e.g. I washed my face.)
• Understands and begins to use some
irregular past tense forms (e.g. went)
• Understands and begins to use time
connectors (e.g. first, next, then)
• Understands and begins to use question
forms (e.g. ‘When did you?)
• Understands and begins to use some
pronouns (e.g. me, him, her)
• Understands and begins to use a greater
range of adjectives and adverbs
• Understands and begins to use the verb
‘to be’ (e.g. She is happy.)
• Understands 1,000–2,000 words in
context by the end of Grade 2
• Develops understanding and ability to
use language structures in the context of
meaningful spoken and written language
• Understands and uses the simple present,
present progressive, simple past and
future tenses
• Understands and uses countable
(e.g. book) and uncountable nouns
(e.g. chalk)
• Understands and uses the articles ‘a’
and ‘the’ with nouns
• Understands and uses the possessive form
of nouns (e.g. Thandi’s face)
• Understands and uses ‘There is/are’
(e.g. There is a book on the table.)
• Understands and uses comparative
adjectives (e.g. fast, faster, fastest)
• Understands and uses demonstrative
pronouns: this, that, those, these
• Understands and uses a variety of question
forms (e.g. ‘Which…?’, ‘Why…?’)
• Understands 1,500–2,500 words in
context by the end of Grade 3
FIRST ADDITIONAL LANGUAGE: Phase Overview
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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
Estimate and count to at least 10
everyday objects reliably.
Count concrete objects
Estimate and count to at least
50 everyday objects reliably.
Counting by grouping is
encouraged.
Count forwards
and
backwards
Count forwards and backwards
in 1s from 1 to 10
Count forwards and backwards
in 1s from any number between
0 and 100
Use number rhymes and songs
34
Count forwards in:
• 10s from any multiple of 10
between 0 and 100
• 5s from any multiple of 5
between 0 and 100
• 2s from any multiple of 2
between 0 and 100
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• 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
Estimate and count to at least 200
everyday objects reliably. Counting
by grouping is encouraged.
Count physical objects
Estimate and counts to at least 1000
everyday objects reliably. Counting
by grouping is encouraged.
Count forwards and backwards in:
• 1s from any number between
0 and 200
• 10s from any multiple between
0 and 200
• 5s from any multiple of 5
between 0 and 200
• 2s from any multiple of 2
between 0 and 200
• 3s from any multiple of 3
between 0 and 200
• 4s from any multiple of 4
between 0 and 200
Counts forwards and backwards in:
• 1s from any number between
0 and 1000
• 10s from any multiple of 10
between 0 and 1000
• 5s from any multiple of 5
between 0 and 1000
• 2s from any multiple of 2
between 0 and 1000
• 3s from any multiple of 3
between 0 and 1000
• 4s from any multiple of 4
between 0 and 1000
• in 20s, 25s, 50s and 100s to at least 1000
MATHEMATICS: Phase Overview
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REPRESENT WHOLE NUMBERS
CONTENT
GRADE R
GRADE 1
Say and use numbers in familiar context
Number symbols
and number
names
Recognise, identify and read
numbers
• Recognise, identify and read
number symbols 1–10
• Recognise, identify and read
number names 1–10
Recognise, identify and read
numbers
• Recognise, identify and read
number symbols 1–100
• Write number symbols 1–20
• Know and read number names
1–10
• Write number names 1–10
DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS
CONTENT
GRADE R
GRADE 1
Describe,
compare and
order numbers
Describe, compare and order
collection of objects up to 10
• Describe whole numbers up
to 10
• Compare which of two given
collection of objects is big,
small, smaller than, greater
than, more than, less than,
equal to, most, least, fewer
up 10
• Order more than two given
collections of objects from
smallest to biggest up to 10
Describe, compare and order
objects up to 20
• Describe and compare
collections of objects according
to most, least, the same as
• Describe and order collections
of objects from most to least
and least to most
Use ordinal numbers to show
order, place or position
• Develop an awareness of
ordinal numbers e.g. first,
second, third up to sixth
and last
36
Describe, compare and order
numbers to 20
• Describe and compare whole
numbers according to smaller
than, greater than and more
than, less than, is equal to
• Describe and order numbers
from smallest to greatest and
greatest to smallest
Use ordinal numbers to show
order, place or position
• Position objects in a line from
first to tenth or first to last e.g.
first, second, third… tenth
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GRADE 2
GRADE 3
Recognise, identify and read numbers
• Recognise, identify and read number
symbols 0 to 200
• Write number symbols 0–200
• Recognise, identify and read number
names 0–100
• Write number names 0–100
Recognise, identify and read numbers
• Recognise, identify and read number
symbols 0 to 1 000
• Write number symbols 0–1 000
• Recognise, identify and read number
names 0–1000
• Write number names 0–1000
GRADE 2
GRADE 3
Describe, compare and order numbers
to 99
• Describe and compare whole numbers
up to 99 using smaller than, greater than,
more than, less than and is equal to
• Describe and order whole numbers up to
99 from smallest to greatest, and greatest
to smallest
Describe, compare and order numbers
to 999
• Describe and compare whole numbers up
to 999 using smaller than, greater than,
more than, less than and is equal to
• Describe and order whole numbers up to
999 from smallest to greatest and greatest
to smallest
Use ordinal numbers to show order, place
or position
• Position objects in a line from first to
twentieth or first to last e.g. first, second,
third … twentieth
Use ordinal numbers to show order, place
or position
• Use, read and write ordinal numbers,
including abbreviated form
(1st, 2nd, 3rd, up to 31st)
MATHEMATICS: Phase Overview
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PLACE VALUE
CONTENT
GRADE R
Place
Value
38
GRADE 1
Begin to recognise the place
value of at least two-digit
numbers to 20
• Decompose two-digit
numbers into multiples of
10 and ones/units
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GRADE 2
GRADE 3
Recognise the place value of at least
two-digit numbers to 99
• Decompose two-digit numbers up to 99
into multiples of 10 and ones/units
• Identify and state the value of each digit
Recognise the place value of three-digit
numbers to 999
• Decompose three-digit numbers up to 999
into multiples of 100, multiples of 10
and ones/units
• Identify and state the value of each digit
MATHEMATICS: Phase Overview
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SOLVE PROBLEMS IN CONTEXT
CONTENT
GRADE R
GRADE 1
Problem-solving
techniques
Use the following techniques
up to 10:
a) concrete apparatus
e.g. counters
b) physical number ladder
Use the following techniques when
solving problems and explain
solutions to problems:
• concrete apparatus e.g. counters
• pictures to draw the story sum
• building up and breaking down
numbers
• doubling and halving
• number lines supported by
concrete apparatus
Addition and
subtraction
Solve word problems (story
sums) in context and explain own
solution to problems involving
addition and subtraction with
answers up to 10
Solve word problems in context and
explain own solution to problems
involving addition, subtraction with
answers up to 20
Repeated
addition leading
to multiplication
Grouping and
sharing leading
to division
Solve word problems in context and
explain own solution to problems
involving repeated addition with
answers up to 20
Solve and explain solutions to
word problems in context (story
sums) that involve equal sharing,
grouping with whole numbers
up to 10 and answers that can
include remainders
Solve and explain solutions to
practical problems involving equal
sharing and grouping with whole
numbers up to 20 and with answers
that can include remainders
Develop an awareness of South
African coins and bank notes
• Recognise and identify the South
African coins (5c, 10c, 20c, 50c,
R1, R2, R5), and bank notes (R10
and R20)
• Solve money problems involving
totals and change to R20 and in
cents up to 20 cents
Sharing leading
to fractions
Money
40
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GRADE 2
GRADE 3
Use the following techniques when solving
problems and explain solutions to problems:
• drawings or concrete apparatus
e.g. counters
• building up and breaking down of numbers
• doubling and halving
• number lines
Use the following techniques when solving
problems and explain solutions to problems:
• building up and breaking down numbers
• doubling and halving
• number lines
• rounding off in tens
Solve word problems in context and explain
own solution to problems involving addition,
subtraction with answers up to 99
Solve word problems in context and explain
own solution to problems involving addition,
subtraction leading answers up to 999
Solve word problems in context and explains
own solution to problems using repeated
addition or multiplication with answers up
to 50
Solve word problems in context and explain
own solution to problems using multiplication
with answers up to 100
Solves and explain solutions to practical
problems that involve equal sharing and
grouping up to 50 with answers that can
include remainders
Solve and explain solutions to practical
problems that involve equal sharing and
grouping up to 100 with answers that can
include remainders
Solve and explain solutions to practical
problems that involve equal sharing leading
to solutions that include unitary fractions
Solve and explain solutions to practical problems
that involve equal sharing leading to solutions
that include unitary and non-unitary fractions
• Recognise and identify the South African
coins (5c, 10c, 20c, 50c, R1, R2, R5), and
bank notes (R10, R20, R50)
• Solve money problems involving totals and
change to R99 and in cents up to 90c
• Recognise and identify all of the South
African coins and bank notes
• Solve money problems involving totals and
change in rands or cents
• Convert between rands and cents
MATHEMATICS: Phase Overview
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CONTEXT-FREE CALCULATIONS
CONTENT
GRADE R
Techniques
(methods or
strategies)
Addition and
Subtraction
GRADE 1
Use the following techniques
when performing calculations:
• drawings or concrete
apparatus e.g. counters
• building up and breaking down
numbers
• doubling and halving
• number lines supported by
concrete apparatus
Solve verbally stated addition
and subtraction problems with
solutions up to 10
Repeated
addition leading
to multiplication
• Add to 20
• Subtract from 20
• Use appropriate symbols
(+, –, =,  )
• Practice number bonds to 10
• Add the same number
repeatedly to 20
• Use appropriate symbols
(+, =,  )
Division
Mental
Mathematics
42
Number Concept: Range 20
• Name the number before and
after a given number
• Order a given set of selected
numbers
• Compare numbers up to 20
and say which is 1 and 2
more or less
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GRADE 2
GRADE 3
Use the following techniques when performing
calculations:
• drawings or concrete apparatus
e.g. counters
• building up and breaking down numbers
• doubling and halving
• number lines
Use the following techniques when performing
calculations:
• building up and breaking down numbers
• doubling and halving
• number lines
• rounding off in tens
•
•
•
•
•
•
•
•
Add to 99
Subtract from 99
Use appropriate symbols (+, –, =,  )
Practice number bonds to 20
• Multiply numbers 1 to 10 by 1, 2, 5, 3
and 4 to a total of 50
• Use appropriate symbols (+, x, =,  )
Add to 999
Subtract from 999
Use appropriate symbols (+, –, =,  )
Practice number bonds to 30
• Multiply any number by 2, 3, 4, 5, 10
to a total of 100
• Use appropriate symbols (x, =,  )
• Divide numbers up to 100 by 2, 3, 4, 5, 10
• Use appropriate symbols (÷, =,  )
Number Concept: Range 99
• Order a given set of selected numbers
• Compare numbers up to 99 and say which
is 1, 2, 3, 4, 5 and 10 more or less
Number Concept: Range 1000
• Order a given set of selected numbers
• Compare numbers up to 1000 and say
which is 1, 2, 3, 4, 5 and 10 more or less
MATHEMATICS: Phase Overview
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CONTEXT-FREE CALCULATIONS (continued)
CONTENT
GRADE R
Mental
Mathematics
(continued)
GRADE 1
Rapidly recall:
• Addition and subtraction facts
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
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GRADE 2
GRADE 3
Rapidly recall:
• Addition and subtraction facts to 20
• Add or subtract multiples of 10 from
0 to 100
Rapidly recall:
• Recall addition and subtraction facts to 20
• Add or subtract multiples of 10 from 0
to 100
• Multiplication facts for the:
– two times table with answers up to 20
– ten times table with answers up to 100
• Division facts for numbers:
– up to 20 divisible by 2
– up to 100 divisible by 10
Calculation 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
• Use the relationship between addition and
subtraction
Calculation Strategies
Use the following calculation strategies:
• Put the larger number first in order to
count on or count back
• Number line
• Doubling and halving
• Building up and breaking down
• Use the relationship between addition and
subtraction
• Use the relationship between multiplication
and division
• Use and name unitary fractions in familiar
contexts including halves, quarters, thirds
and fifths
• Recognise fractions in diagrammatic form
• Write fractions as 1 half
• Use and name unitary and non-unitary
fractions in familiar contexts including
halves, quarters, eighths, thirds, sixths,
fifths
• Recognise fractions in diagrammatic form
• Begin to recognise that two halves or three
thirds make one whole and that one half
and two quarters are equivalent
• Write fractions as 1 half, 2 thirds
MATHEMATICS: Phase Overview
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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.
CONTENT
GRADE R
GRADE 1
Geometric
patterns
Copy and extend
Copy and extend simple
patterns using physical objects
and drawings (e.g. using colours
and shapes)
Copy, extend and describe
Copy, extend and describe in
words:
• simple patterns made with
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
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• 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 in words:
• simple patterns made with physical objects
• complex patterns made with drawings of
lines, shapes or objects
Copy, extend and describe
Copy, extend and describe in words:
• simple patterns made with physical objects
• more complex patterns made with
drawings of lines, shapes or objects
Create and describe own patterns
Create own geometric patterns:
• with physical objects
• by drawing lines, shapes or objects
Create and describe 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
Patterns all around us
Identify, describe in words and copy geometric
patterns:
• in nature
• from modern everyday life
• from our cultural heritage
Copy, extend and describe
Copy, extend and describe simple number
sequences to at least 200
Copy, extend and describe
Copy, extend and describe simple number
sequences to at least 999
Create and describe own patterns
Create and describe own patterns
MATHEMATICS: Phase Overview
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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.
CONTENT
GRADE R
GRADE 1
Position,
orientation
and views
Language of position
Describe the position of one
object in relation to another e.g.
on top of, in front of, behind, left,
right, up, down, next to
Language of position
Describe the position of one
object in relation to another
e.g. on top of, in front of, behind,
left, right, up, down, next to
Position and directions
Follow directions to move around
the classroom
Position and views
• Recognise and match different
views of the same everyday
object
Position and directions
• Follow directions to move
around the classroom
• Follow instructions to place
one object in relation to
another e.g. put the pencil
behind the box
3-D Objects
48
Range of objects
Recognize and name 3-D objects
in the classroom:
• ball shapes
• box shapes
Range of objects
Recognize and name 3-D objects
in the classroom and in pictures:
• ball shapes (spheres)
• box shapes (prisms)
Features of objects
Describe, sort and compare 3-D
objects in terms of:
• size
• colour
• objects that roll
• objects that slide
Features of objects
Describe, sort and compare 3-D
objects in terms of:
• size
• colour
• objects that roll
• objects that slide
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– 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
Describe the position of one object in relation
to another e.g. on top of, in front of, behind,
left, right, up, down, next to
Position and views
• Recognise and match different views of the
same everyday object
• Name an everyday object when shown an
unusual view of it
• Reads, interpret and draw informal maps,
or top views of a collection of objects
• Find objects on maps
Position and views
• Recognise and match different views
of the same everyday object
Position and directions
• Follow directions to move around the
classroom
Range of objects
Recognize and name 3-D objects in the
classroom and in pictures:
• ball shapes, (spheres)
• box shapes (prisms)
• cylinders
Features of objects
Describe, sort and compare 3-D objects in
terms of:
• size
• objects that roll
• objects that slide
Position and directions
• 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
Recognize and name 3-D objects in the
classroom and in pictures:
• ball shapes (spheres)
• box shapes (prisms)
• cylinders
• pyramids
• cones
Features of objects
Describe, sort and compare 3-D objects in
terms of:
• 2-D shapes that make up the faces
of 3-D objects
• flat or curved surfaces
MATHEMATICS: Phase Overview
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SPACE AND SHAPE (GEOMETRY) continued
CONTENT
GRADE R
GRADE 1
3-D Objects
(continued)
Focussed activities
• Use 3-D objects such as
building blocks, recycling etc
to construct composite objects
e.g. towers, bridges etc
Focussed activities
• Observe and build given
3-D objects using concrete
materials such as building
blocks, recycling material,
construction kits
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
50
Symmetry
• Recognise symmetry in
own body
Symmetry
• Recognise symmetry in own
body
• Recognise and draw line of
symmetry in 2-D geometrical
and non geometrical shapes
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GRADE 2
GRADE 3
Focussed activities
• Observe and build given 3-D objects
using concrete materials such as cut-out
2-D shapes, building blocks, recycling
material, construction kits, other 3-D
geometric objects
Focussed activities
• Observe and build given 3-D objects using
concrete materials such as cut-out 2-D
shapes, clay, toothpicks, straws, other 3-D
geometric objects
Range of shapes
Recognize and name 2-D shapes
• circles
• triangles
• squares
• rectangles
Range of shapes
• circles
• triangles
• squares
• rectangles
Features of shapes
Describe, sort and compare 2-D shapes in
terms of:
• size
• shape
• straight sides
• round sides
Features of shapes
Describe, sort and compare 2-D shapes in
terms of:
• shape
• straight sides
• round sides
Draw shapes
• circles
• triangles
• squares
• rectangles
Symmetry
• Recognise and draw line of symmetry
in 2-D geometrical and non-geometrical
shapes
Symmetry
• Recognise and draw line of symmetry
in 2-D geometrical and non-geometrical
shapes
• Determine line of symmetry through paper
folding and reflection
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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.
CONTENT
GRADE R
GRADE 1
Time
Passing of time
Talk about the passing of time:
• Talk about things that happen
during the day and things that
happen during the night
• Learners sequence events that
happen to them during the day
• Order regular events from their
own lives
Passing of time
Talk about the passing of time:
• Order regular events from their
own lives
• Compare lengths of time using
language e.g. longer, shorter,
faster, slower
• Sequence events using
language such as yesterday,
today, tomorrow
Telling the time
• 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
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• 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
• Name and sequence days of week and
months of year
• Place birthdays, religious festivals, public
holidays, historical events, school events
on a calendar
• Tell 12-hour time in hours, half hours and
quarter hours
Telling the time
• Read dates on calendars
• Place birthdays, religious festivals, public
holidays, historical events, school events
on a calendar
• Tell 12-hour time in
–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
of time
• Use calendars to calculate and describe
lengths of time in:
– days
– weeks
• Use clocks to calculate length of time in:
– hours
– half hours
Calculate length of time and passing
of time
• Use calendars to calculate and describe
lengths of time in:
– days
– weeks
– months
• Converting between days and weeks
• Converting between weeks and months
• Use clocks to calculate length of time in
– hours
– half hours
– quarter hours
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MEASUREMENT (continued)
CONTENT
GRADE R
GRADE 1
Length
Informal measuring
• Compare and order the length,
height or width of two or more
objects by placing them next
to each other. Use language
to talk about the comparison
e.g. longer, shorter, taller, wider
Informal measuring
• Compare and order the length,
height or width of two or more
objects by placing them next
to each other. Use language
to talk about the comparison
e.g. longer, shorter, taller, wider
• 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
• Compare and order the mass
of two or more objects
by feeling them or using
a balancing scale
• Use language to talk about the
comparison e.g. light, heavy,
lighter, heavier
Informal measuring
• Estimate, measure, compare,
order and record mass using
a balancing scale and
non-standard measures
e.g. blocks, bricks
• Describe the mass of objects
by counting and stating the
mass in informal units
• Use language to talk about the
comparison e.g. light, heavy,
lighter, heavier
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GRADE 2
GRADE 3
Informal measuring
• Estimate, measure, compare, order
and record length using non-standard
measures e.g. hand spans, paces, pencil
lengths, counters etc.
• Describe the length of objects by counting
and stating the length in informal units
• Use language to talk about the comparison
e.g. longer, shorter, taller, wider
Informal measuring
• Estimate, measure, compare, order
and record length using non-standard
measures e.g. hand spans, paces, pencil
lengths, counters etc.
• Describe the length of objects by counting
and stating how many informal units long
they are
• Use language to talk about the comparison
e.g. longer, shorter, taller, wider
Introducing formal measuring
• Estimate, measure, compare, order and
record length using metres (either metre
sticks or metre lengths of string) as the
standard unit of length
Introducing formal measuring
• Estimate, measure, compare, order and
record length using metres (either metre
sticks or metre lengths of string) as the
standard unit of length
• Estimate and measure lengths in
centimetres using a ruler
No conversions between metres and
centimetres required.
Informal measuring
• Estimate, measure, compare, order and
record mass using a balancing scale and
non-standard measures e.g. blocks, bricks
• Describe the mass of objects by counting
and stating the mass in informal units
• Use language to talk about the comparison
e.g. light, heavy, lighter, heavier
Informal measuring
• Estimate, measure, compare, order and
record mass using a balancing scale and
non-standard measures e.g. blocks, bricks
• Describe the mass of objects by counting
and stating the mass in informal units
• Use language to talk about the comparison
e.g. light, heavy, lighter, heavier
Introducing formal measuring
• Compare, order and record the mass of
commercially packaged objects which
have their mass stated only in kilograms
e.g. 2 kilograms of rice and 1 kilogram
of flour
• Measure own mass in kilograms using a
bathroom scale
Introducing formal measuring
• Compare, order and record the mass of
commercially packaged objects which
have their mass stated in:
– kilograms e.g. 2 kilograms of rice and
1 kilogram of flour
– grams e.g. 500 grams of salt
• Measure own mass in kilograms using a
bathroom scale
No conversions between grams and kilograms
are required.
MATHEMATICS: Phase Overview
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MEASUREMENT (continued)
CONTENT
GRADE R
GRADE 1
Capacity /
Volume
Informal measuring
• Compare and order the
amount of liquid (volume) in
two containers placed next to
each other. Learners check by
pouring into a third container if
necessary
• Compare and order the
amount of liquid that two
containers can hold if filled
(capacity)
• Use language to talk about the
comparison e.g. more than,
less than, full, empty
Informal measuring
• Compare and order the
amount of liquid (volume) in
two containers placed next to
each other. Learners check by
pouring into a third container if
necessary
• Compare and order the
amount of liquid that two
containers can hold if filled
(capacity). Use language to
talk about the comparison
e.g. more than, less than, full,
empty
• Estimate, measure, compare,
order and record the capacity
of containers by using nonstandard 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
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GRADE 2
GRADE 3
Informal measuring
• Estimate, measure, compare, order and
record the capacity of containers
(i.e. the amount the container can hold if
filled) by using non-standard measures
e.g. spoons and cups
• Describe the capacity of the container
by counting and stating how many of the
informal units it takes to fill the container
e.g. the bottle has the capacity of 4 cups
Informal measuring
• Estimate, measure, compare, order and
record the capacity of containers
(i.e. the amount the container can hold if
filled) by using non-standard measures
e.g. spoons and cups
• Describe the capacity of the container
by counting and stating how many of the
informal units it takes to fill the container
e.g. the bottle has the capacity of 4 cups
Introducing formal measuring
• Estimate, measure, compare, order
and record the capacity of objects by
measuring in litres
• Compare, order and record the capacity
of commercially packages objects whose
capacity is stated in litres e.g. 2 litres of
milk, 1 litre of cool drink, 5 litres of paint
Introducing formal measuring
• Estimate, measure, compare, order
and record the capacity of objects by
measuring in litres, half litres and quarter
litres
• Compare, order and record the capacity
of commercially packages objects whose
capacity is stated in litres e.g. 2 litres of
milk, 1 litre of cool drink, 5 litres of paint
or in millilitres e.g. 500 ml of milk, 340
millilitres of cooldrink, 750 millilitres of oil
• Know that a standard cup is 250 millilitres
• Know that a teaspoon is 5 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
MATHEMATICS: Phase Overview
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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
CONTENT
GRADE R
GRADE 1
Collect and sort
objects
Collect and organise objects
Collect and sort everyday physical
objects
Represent sorted collection of
objects
Draw a picture of collected objects
Discuss and report on sorted
collection of objects
Answer questions about
• how the collection was sorted
• drawing of the collection
Collect and organise objects
Collect and sort everyday physical objects
Represent
sorted collection
of objects
Discuss and
report on sorted
collection of
objects
Collect and
organise data
Represent sorted collection of objects
Draw a picture of collected objects
Discuss and report on sorted collection of
objects
• Give reasons for how collection was sorted
• Answer questions about
– how the sorting was done (process)
– what the sorted collection looks like
(product)
• Describe the collection and / drawing
• Explain how the collection was sorted
Collect and organise data
• Collect data about the class or school to
answer question posed by the teacher
Colle
• C
q
• O
Represent data
Represent data
• Represent data in pictograph
• Limited to pictographs with
one-to-one correspondence
Repr
• R
• L
o
Analyse and
Interpret data
Analyse and interpret data
• Answer questions about data in pictograph
• Limited to pictographs with
one-to-one correspondence
Anal
• A
• L
o
58
Survival Guide to the CAPS for the Foundation Phase
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• 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
ph
Collect and organise data
• Collect data about the class or school to answer
questions posed by the teacher
• Organise data in tallies
Represent data
• Represent data in pictograph
• Limited to pictographs with
one-to-one correspondence
Analyse and interpret data
• Answer questions about data in pictograph
• Limited to pictographs with
one-to-one correspondence
Collect and organise data
• Collect data about the class or school to
answer questions posed by the teacher
• Organise data supplied by teacher or
workbook/textbook
• Organise data in:
–lists
–tallies
–tables
Represent data
Represent data in:
• pictograph (limited to pictographs with
one-to-one correspondence)
• bar graphs
Analyse and interpret data
Answer questions about data presented in:
• pictographs (limited to pictographs with
one-to-one correspondence)
• bar graphs
MATHEMATICS: Phase Overview
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LIFE SKILLS PHASE OVERVIEW
BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING
GRADE R
GRADE 1
Term 1
Topic:Me
Topic:At School
Topic:In the classroom
Topic:Books
Topic:Days of the week
Topic:My Body
Topic:Healthy Living
Topic:Summer
Topic:Shapes and colors around us
Festivals and special days
Topic:Me
Topic:At School
Topic:Healthy habits
Topic:The Weather
Religious days and other special days
Term 2
Topic:Home
Topic:Safety
Topic:My family
Topic:Weather
Topic:Autumn
Topic:Sound
Topic:Sight
Topic:Touch
Topic:Taste and Smell
Festivals and special days
Topic:My Family
Topic:Safety in the home
Topic:My body
Topic:Keeping my body safe
Religious days and other special days
Term 3
Topic:Winter
Topic:Transport
Topic:Jobs people do
Topic:Water
Topic:Fruit
Topic:Vegetables
Topic:Dairy Farming
Topic:Wool farming
Topic:Healthy environment
Festivals and special days
Topic: My community
Topic: Pets
Topic: Manners and responsibilities
Topic: Plants and seeds
Topic: Food
Religious days and other special days
60
Survival Guide to the CAPS for the Foundation Phase
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GRADE 2
GRADE 3
Topic:What we need to live
Topic:Myself and others
Topic:Everyone is special
Topic:Healthy living
Religious days and other special days
Topic:About me
Topic:Feelings
Topic:Health Protection
Topic:Keeping my body safe
Topic:Rights and Responsibilities
Religious days and other special days
Topic:Seasons
Topic:Animals
Topic:Animals that live in water
Topic:Animal homes
Religious days and other special days
Topic:Healthy eating
Topic:Insects
Topic:Life cycles
Topic:Recycling
Religious days and other special days
Topic:Soil
Topic:Transport
Topic:Road safety
Topic:People who help us
Religious days and other special days
Topic:Public Safety
Topic:Pollution
Topic:How people lived long ago
Topic:Space
Religious days and other special days
LIFE SKILLS: Phase Overview
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BEGINNING KNOWLEDGE & PERSONAL AND SOCIAL WELL-BEING (continued)
Term 4
GRADE R
GRADE 1
Topic:Spring
Topic:Birds
Topic:Reptiles
Topic:Dinosaurs
Topic:Wild animals
Topic:Finding out about one wild animal
Topic:Sport
Festivals and special days
Topic:Homes
Topic:Picture maps
Topic:Water
Topic:The sky at night
Consolidation of topics and
assessment
Consolidation of topics and Assessment
CREATIVE ARTS
All Terms
GRADE R
GRADE 1
Performing Arts
Visual Arts
Performing Arts
Visual Arts
PHYSICAL EDUCATION
All Terms
62
GRADE R
GRADE 1
Locomotion/non-locomotion (physical movement)
Perceptual Motor (use of senses to react)
Rhythm
Coordination
Balance
Spatial Orientation (awareness of space around you)
Laterality (using both left & right hand sides of body)
Sports and games
Locomotion/non-locomotion
(physical movement)
Perceptual Motor
Rhythm
Coordination
Balance
Spatial Orientation
Laterality
Sports and games
Survival Guide to the CAPS for the Foundation Phase
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GRADE 2
GRADE 3
Topic:Our Country
Topic:Ways we communicate
Topic:Life at night
Religious days and other special days
Topic:Products and Processes
Topic:Disasters and what we should do
Topic:Animals that help us
Religious days and other special days
Consolidation of topics and assessment
Consolidation of topics covered and
preparation for transition to Grade 4
GRADE 2
GRADE 3
Performing Arts
Visual Arts
Performing Arts
Visual Arts
GRADE 2
GRADE 3
Locomotion/non-locomotion
(physical movement)
Perceptual Motor
Rhythm
Coordination
Balance
Spatial Orientation
Laterality
Sports and games
Locomotion/non-locomotion
(physical movement)
Perceptual Motor
Rhythm
Coordination
Balance
Spatial Orientation
Laterality
Sports and games
LIFE SKILLS: Phase Overview
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The Survival Guide to the CAPS for the
Foundation Phase is an easy reference
to the Foundation Phase CAPS
Survival Guide to the
Eastern Cape
Free State
Gauteng
KwaZulu-Natal
Limpopo
Mpumalanga
North West
Western Cape/N. Cape
(043) 643 3963
(051) 448 0424
(011) 347 0700
(031) 701 8813
(015) 295 9194
(013) 752 5936
(018) 381 1118
(021) 980 9500
Customer services tel: (021) 532 6000
foUnDAtion PhAse
Curriculum and
Assessment Policy
Statements (CAPS)
ISBN M78-0-636-123113
www.mml.co.za
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