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Resource Name:	Assessment Guidelines for Foundation Phase Grades R-3  (535.16 Kb)
Resource Description:	This document provides guidelines for assessment in the Foundation Phase, Grades R-3, and gives effect to the National Curriculum Statement (NCS). It guides teachers on how to plan and manage assessment, keep records and report on learner achievement in the three Learning Programmes defi ned for the Foundation Phase: Literacy, Numeracy and Life Skills.
Resource Status:	DoE Acquired Resources
Resource Tags:	assessment tools   reporting   forms of assessments Add Tags
Resource Type:	Teacher Guide
Resource Media Type:	pdf
Resource Licencing Condition:	Creative Commons: Attribution- Share Alike
Resource Language:	English
Teacher Context:
Curriculum Links Learning Level / Learning Area South African Education Sectors SA Schools General Education and Training Foundation Phase Grade R Life Orientation First Additional Language Home Language Mathematics Natural Sciences Technology Arts and Culture Economic and Management Sciences Social Sciences - Geography Social Sciences - History Grade 1 Life Orientation First Additional Language Home Language Mathematics Natural Sciences Technology Arts and Culture Economic and Management Sciences Social Sciences - Geography Social Sciences - History Grade 2 Life Orientation First Additional Language Home Language Mathematics Natural Sciences Technology Arts and Culture Economic and Management Sciences Social Sciences - Geography Social Sciences - History Grade 3 Life Orientation First Additional Language Home Language Mathematics Natural Sciences Technology Arts and Culture Economic and Management Sciences Social Sciences - Geography Social Sciences - History Outcomes / Assessments Outcomes ART.LO1(GET)   Create, interpret and present work in each of the art forms. ASR.1.1   Dance Through play, co-ordinates simple gross and fine motor movements, including crossing the mid-line. ASR.1.2   Dance Draws on play, fantasy and imagination to explore a wide variety of movement words, rhythms and changes in tempo. ASR.1.3   Dance Participates in simple dances based on formations and patterns. ASR.1.4   Drama Uses voice and movement spontaneously when playing creative drama games. AS1.1.1   Dance Builds own movement vocabulary using: > locomotor movements such as walking, running, leaping and galloping; > axial movements such as turning, rolling, falling, swinging, reaching, bending, rising, stretching, stamping and kicking; > exploring movement possibilities of different body parts; > movement ideas from own environment; > combinations of movements in movement sentences such as run-stop-reach-drop. AS1.1.2   Dance Demonstrates in movement an understanding of numbers and simple geometric shapes such as circles, lines, angles and squares. AS1.1.4   Visual Arts Participates in simple dialogue and action sequences based on familiar experinces in own family or community. AS2.1.1   Dance Accurately demonstrates the eight basic locomotor movements (walk, run, skip, hop, leap, jump, gallop, slide), while travelling forward, sideward, backward, diagonally and turning. AS2.1.2   Dance Recognises and explores opposites found in the immediate environment (e.g. makes large and small shapes, high and low shapes with the body. AS2.1.3   Dance Learns and performs simple dance steps from dances in the immediate environment. AS2.1.4   Drama Plays at being characters and objects in stories based on local events or told by the teacher. AS2.1.5   Drama Directed by the teacher, uses themes or topics from the environment in dramatic play. AS3.1.1   Dance In preparing the body, shows the ability to maintain good posture when sitting and standing. AS3.1.2   Dance Lands softly and safely from jumps, hops and leaps by articulating (toe-heel-bend) the feet and bending the knees. AS3.1.3   Dance Explores a variety of movements, opposites and contexts to compose movement sentences. AS3.1.4   Drama Performs simple relaxation exercises for warming up and cooling down. ASR.1.5   Drama Participates in make-believe situations based on imagination, fantasy and life experiences. ASR.1.6   Music Sings and moves creatively to children’s rhymes available in own environment. ASR.1.7   Music Responds in movement to a variety of rhythms and changes in tempo in sounds, songs and stories. ASR.1.8   Visual Arts Freely creates images of own world in various media. ASR.1.9   Visual Arts Uses play and fantasy in two-dimensional and three-dimensional work. ASR.1.10   Visual Arts Explores and experiments with a wide variety of art materials, techniques (including waste materials), and colour in a spontaneous and creative way. ASR.1.11   Visual Arts Uses and co-ordinates motor skills in practical work and play (e.g. appropriate handling of scissors, glue applicators, paintbrush and drawing instruments). AS1.1.5   Drama Responds through drama to stimuli in games and stories, including making up endings to stories presented by the teacher. AS3.1.5   Drama Uses skills of observation, imitation and exaggeration to create character and mood in dramatic play and exercises. AS1.1.6   Music Claps and stamps number rhythms and rhymes in tempo AS1.1.7   Music Keeps a steady pulse while accompanying a song. AS1.1.8   Music Sings number and letter songs and rhymes. AS1.1.9   Music Sings tunes rhythmically and at varying tempi and loudness. AS1.1.10   Visual Arts Engages in creative art procesess: > presents images of own world in various media; > uses the senses and emotions to explore design elements, with emphasis mainly on primary colours and line. AS1.1.11   Visual Arts Discovers simple geometric shapes as circles, lines, triangles and squares, and combines and arranges them in patterns. AS2.1.6   Music Demonstrates fundamental pulse and echoes rhythms from the immediate environment using body percussion, instrumental percussion and movement. AS2.1.8   Music Sings songs found in the immediate environment. AS2.1.10   Visual Arts Explores the immediate environment using the elementary functions of line, shape, colour and contrast in two-dimensional and three-dimensional work. AS2.1.11   Visual Arts Identifies and uses patterns found in the immediate environment, using various materials in organised sequences and in combination. AS3.1.6   Music Demonstrates the difference between running notes, walking notes, skipping notes, and ascending and descending order of notes AS3.1.8   Music Sings songs and makes music to express a variety of ideas, feelings and moods. AS3.1.10   Visual Arts Creates artworks which demonstrate the translation of own ideas, feeling and perceptions into two-dimensional and three-dimensional work using appropriate and available materials, with a focus on: > line, tone, texture, spatial arrangement, contrast, composition; > mixing of primary and secondary colours. AS3.1.11   Visual Arts Shares and displays work. AS2.1.12   Composite Responds to stories, games, pictures, poetry and cultural experiences from the immediate environment as stimuli for representation in any art form. ART.LO2(GET)   Reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts. ASR.2.2   Drama Thinks about and shows how people and animals move. ASR.2.3   Drama Uses concrete objects to represent other objects in dramatic display. ASR.2.4   Music Imitates a variety of natural sounds in own environment. AS1.2.1   Dance Responds to fantasy ideas through movement. AS1.2.2   Drama Uses imaginary objects in dramatic play. AS1.2.4   Music Experiments with different sounds to accompany fables and stories as sound effects. AS1.2.5   Music Differentiates between high and low, long and short, loud and soft sounds. AS2.2.1   Dance Shares opinions about the place, performers and content of dances the learner has seen. AS2.2.2   Drama Expresses and describes feelings in response to a drama, story or event. AS2.2.3   Drama Differentiates between different characters in a story and their point of view. AS2.2.4   Music Identifies and sings songs from different situations and talks about them (e.g. working, skipping, game songs). AS2.2.5   Music Listens to and responds in movement to walking, running and hopping notes in songs from the immediate environment. AS3.2.1   Dance - Identifies how feelings and moods are expressed through the body and face, the use of energy and the choice of movement. AS3.2.2   Drama Talks about what the learner likes or does not like about dramas, advertisements, radio programmes, videos or films. AS3.2.3   Drama Talks about stories and dramas seen or heard and makes connections with familiar situations. AS3.2.4   Music Explains how tempo, duration and dynamics have been used in songs and music to express feelings and moods. ASR.2.1   Dance Talks about own dancing using action words. AS1.2.3   Drama Begins to see differences between self and the role being played. ASR.2.5   Music Distinguishes between a talking voice and a singing voice. ASR.2.6   Visual Arts Talks about, shares and tells stories about own artwork with others. AS3.2.5   Music Listens to and graphically represents walking, running and hopping notes in terms of low, middle and high pitch. AS1.2.6   Visual Arts Explains what is being conveyed in own art and what the learner thinks is conveyed in others’ artworks. AS1.2.7   Composite Interprets words, poems, stories and ideas through play, fantasy and the imagination. AS2.2.6   Visual Arts Discusses and offers opinions on own and others’ artworks, artefacts and crafts found in the immediate environment. AS2.2.7   Composite Describes some features of an event, celebration or festival in the immediate environment. AS3.2.6   Visual Arts Uses basic art terminology to explain how content, line, colour and shape are used to express feelings and moods in compositions. ART.LO3(GET)   Demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities. ASR3.1   Dance Respond to movement instructions that cover space without bumping or hurting others when moving forwards and backwards. ASR3.2   Drama Participate in drama games - takes turns, waits for signals, responds to cues, and shares space. ASR3.4   Music Bring songs from home and shares them with others. ASR3.5   Visual Arts Demonstrates active involvement in individual and group art-making activities and an ability to share art-making equipment. AS1.3.1   Dance Responds to images through movement, adhering to control commands and signals such as 'stop', 'start', 'freeze', 'hand control', no bumping', and 'find a space'. AS1.3.2   Drama Demonstrates ability to take on a role in drama - teacher stimulated. AS1.3.3   Drama Participates in drama exercises that focus on safety, trust and acceptance of others' needs. AS1.3.4   Music Participates in musical call and response games and activities. AS1.3.5   Music Plays rhythm, clapping, skipping and singing games in pairs. AS2.3.1   Dance Moves freely and with ease through space both inside and outside, while responding to mutually agreed upon physical, verbal and sound signals. AS2.3.2   Drama Works with a partner in role, and switches roles in teacher-directed dramatic play. AS3.3.3   Drama Participates in drama exercises based on listening, responding, initiating or concentrating. AS3.3.4   Music Sings songs, rounds and canons in a choir to express feelings and moods. AS3.3.5   Music Walks, runs, skips and sways to the pulse of the songs fellow learners are singing and the music they are listening to. AS3.3.1   Dance Explores, selects and links movements that express feelings and moods into movement sentences to contribute towards a class dance. AS3.3.2   Drama Works with others when exploring situations in role. AS2.3.3   Drama Uses events and experiences from own life as a basis for dramatic play. AS2.3.5   Music Echoes a rhythm by body percussion or by playing on a percussion instrument to accompany songs sung together. AS1.3.6   Visual Arts Participates in art activities in terms of choice and organisation of materials, with attention to safety and responsible behaviour in the work space. AS1.3.7   Composite Makes decisions and choices, and follows instructions in art activities. AS2.3.6   Visual Arts Shows confident involvement in planning collective artworks. AS2.3.7   Composite Listens to and shares different and similar cultural experiences. AS2.3.8   Composite Displays appropriate audience behaviour while viewing performances and exhibitions. AS3.3.6   Visual Arts Identifies and plans collective artwork which shows problem solving, negotiation of conflict and enjoyment. AS3.3.7   Composite Works alone and with a partner, respecting feelings of others. ART.LO4(GET)   Analyse and use multiple forms of communication and expression in Arts and Culture. ASR.4.2   Drama Convey feelings and ideas through facial expression and gesture. ASR.4.4   Music Listen and moves creatively to music, stories, songs and sounds. ASR.4.5   Visual Arts Responds to what the learner sees, perceives and experiences in own natural and constructed environment. AS1.4.1   Dance Explores vowel and consonant sounds and numbers as well as fantasies through movement and movement-games. AS1.4.3   Drama Explores the shape, weight and feel of words and sound in creative drama games. AS1.4.4   Drama Portrays characters and objects from stories using body shapes and sounds. AS2.4.4   Drama Uses puppets, animated stones, mealie cobs or other objects in dramatic play to express own ideas and feelings. AS2.4.5   Music Imitates natural and mechanical sounds to create sound effects. AS3.4.4   Drama Participates in drama exercises that focus on sensory perception and association. AS3.4.1   Dance Uses different ways of moving to express the same ideas, feelings or moods. AS3.4.2   Dance Interprets images, sounds, and textures through movement. AS3.4.3   Drama Uses the voice, gesture and body shape to express feelings and thoughts. AS2.4.1   Dance Explores movement characteristics of animals, people, machines and nature. AS2.4.3   Drama Imitates everyday activities in simple mime. AS1.4.5   Music Uses own imagination and fantasy stories to create sounds. AS1.4.6   Visual Arts Uses imagination and fantasy to play with and explore shapes, forms, lines, colours and patterns. AS1.4.7   Visual Arts Creates personal visual responses to own fantasy world. AS2.4.6   Visual Arts Explores, experiences and creatively communicates patterns and textures found in the immediate environment. AS2.4.8   Composite Talks about what the learner has seen and heard in own environment that has been of significance to self. AS3.4.5   Music Uses tempo, repetition and dynamics to create mood and evoke feelings through music. AS3.4.6   Visual Arts Experiments with colour, line, texture, tone, shape and space in various media in two dimensions and three dimensions, to express mood, feelings and ideas. EMS.LO1(GET)   Demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem'. ASR.1.1    Identifies own personal role in the home as a consumer. ASR.1.2    Recognises that advertisements influence personal needs and wants. ASR.1.3    Explores and begins to understand the notions of bartering and money and its uses. AS1.1.1    Recognises the roles of members of the household as consumers (e.g. saving, buying). AS1.1.2    Identifies different advertising media influencing needs and wants. AS1.1.3    Identifies the value of the different units of money used to buy things. AS2.1.1    Explains the roles of households as key roleplayers in the production and consumption of goods and services. AS2.1.2    Explains that wants can be unlimited, always changing and influenced by friends, the media, and the development of new products and services by businesses. AS2.1.3    Reads and identifies prices from different types of price tags and labels. AS3.1.1    Describes ways in which the household or school can generate an income from waste materials (e.g. paper, glass, tin), or save money by recycling. AS3.1.2    Discusses alternative goods and services as a way to economise and save. AS3.1.3    Draws up a simple shopping list and calculates the amount of money needed to buy goods and services. ASR.1.4   Recognises that a household consists of people who must live and work together within a framework of rules (concepts of ‘fair’ and ‘unfair’ rules). AS1.1.4    Starts understanding that goods (e.g. clothes, food) and services (e.g. electricity) have a price. AS1.1.5    Identifies ways in which income is earned through members of the household who are working (e.g. parents working, earning pocket money). AS2.1.4    Calculates change after buying simple goods and services. AS2.1.5   Expresses the importance and ways of saving and not wasting money and other resources such as water and electricity. AS3.1.5   Mentions ways of avoiding waste of resources when working. AS3.1.6   Identifies some business leaders and entrepreneurs in own community and describes their businesses. EMS.LO2(GET)   Demonstrate an understanding of reconstruction, sustainable growth and development, and to reflect critically on its related processes. ASR.2.1    Differentiates between play and useful tasks at home. ASR.2.2    Relates stories of responsibilities at home. ASR.2.4    Recognises the need to do things well and to be committed. AS1.2.1    Describes tasks and responsibilities at school and why they need to be done. AS1.2.2    Displays teamwork skills in undertaking tasks at school. AS1.2.3    Names ways and the importance of using limited classroom materials without waste. AS1.2.4    Expresses thoughts and feelings about completing a task successfully, responsibly and on time. AS2.2.1    Shares reasons why members of the family work or do not work. AS2.2.3    Identifies and describes the different places where family members work (migrant labour, urban and rural areas). AS2.2.4    Discusses the attitudes of members of the family towards work (within the home and in the community). AS3.2.1    Describes the role of businesses in offering employment and creating jobs. AS3.2.3    Presents stories about the effect of employment and unemployment on the household. AS3.2.4    Describes the relationships between income, place of work, job done and responsibilities involved. ASR.2.6    Participates in creative activities that will stimulate entrepreneurial thinking (e.g. drawing, cutting, singing, playing and talking). AS1.2.5    Describes the role of the teacher as a leader in the classroom. AS1.2.6    Uses artistic skills (e.g. drawing, cutting, measuring, pasting) to design and produce environmentally friendly products that could be sold or exchanged in the community. AS2.2.6    Identifies available resources used to create innovative and marketable products. AS3.2.6    Collectively plans or runs a real or simulated classroom enterprise responsibly by selling or making goods for the market. LAN1.LO2(GET)   Communicate confidently and effectively in spoken language in a wide range of situations. ASR2.2   Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation. AS1.2.1   Responds appropriately to simple questions with single words or formulaic phrases such as 'I' fine' and 'My name is...'. AS1.2.2   Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation. AS1.2.3   Uses polite forms such as 'please', 'thank you' , and 'sorry'. AS1.2.4   Uses and responds appropriately to simple greetings and farewells, makes simple requests and thanks people. AS2.2.1   Responds appropriately to simple questions. AS2.2.2   Memorises and performs songs, action rhymes and simple poems. AS2.2.3   Shows respect and politeness and understand that terms of respect vary in different languages (e.g. Mama, Bhuti, Mrs Smith). AS2.2.4   Makes simple requests and statements (e.g. ‘Can I have a page, please?’ or ‘I’m feeling sick.’). AS2.2.6   Attends to pronunciation as part of reading, for example: > distinguishes between long and short vowels, as in ‘pull’ and ‘pool’; > distinguishes between vowels that are often confused, such as ‘e’ and ‘a’ in ‘bed’ and ‘bad’. AS2.2.7   Recounts a short sequence of simple experiences or events AS2.2.8   Asks for clarification (e.g. 'I don't understand. Please say it again'.) AS3.2.1   Answers questions using words and phrases. AS3.2.2   Performs a rhyme, poem or song. AS3.2.3   Shows awareness of appropriate cultural forms of address (e.g. how politeness and terms of respect vary in different languages). AS3.2.4   Make requests. AS3.2.5   Talks about a picture, photograph or object. AS3.2.6   Attends to pronunciation as part of reading, for example: > learns to use the weak vowel, as in ‘the book’, and ‘about’; > pays attention to pronunciation and intonation as part of communication (e.g. uses the rhythm and stress patterns of the additional language). AS3.2.7   Recounts a sequence of experiences or events. AS3.2.8   Asks for clarification (e.g. ‘Can you explain it again, please?’). AS3.2.10   Participates in a conversation on a familiar topic. AS3.2.11   Describes a process (e.g. getting ready for school). ASR2.1   Uses and responds appropriately to simple greetings and farewells, and thanks people. ASR2.3   Uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’. AS1.2.5   Expresses self in simple ways if given an oral structure (e.g. ‘I like ...’ and ‘I don’t like ...’). AS1.2.6   Pronounces familiar words clearly. AS2.2.5   Talks about a drawing or picture. AS2.2.9   Gives very simple instructions. AS3.2.9   Gives instructions. LAN1.LO3 (GET)   Read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. ASR.3.1   Recognises some high-frequency words in the media (brand names) and the environment(‘STOP’, ‘GO’). ASR.3.2   Reads picture books. ASR.3.3   Names the sound own name begins with (first step in phonemic awareness). ASR.3.4   Learns rhymes and songs which develop phonemic awareness (e.g. ‘We’re going to the zoo, zoo, zoo; you can come too, too, too.’). AS1.3.1   Uses pictures to understand written texts: > makes sense of a picture story (e.g. by identifying a picture that is out of sequence); > matches pictures and words (e.g. uses written words to label objects or pictures); > uses illustrations to understand simple captions in story books. AS1.3.2   Matches words and objects by sticking labels on objects, starting with those that are similar in the home language (e.g. ruler/irula, board/ibhodi, desk/idesika). AS1.3.3   Follows printed instructions on one-word flash cards (e.g. ‘Stand’, ‘Jump’, ‘Smile’). AS1.3.4   Reads picture books with simple one-word or two-word captions. AS1.3.9   Develops phonic awareness: > recognises initial consonants and short vowel sounds (e.g. as in ‘c-at’, ‘f-at’). AS2.3.1   Uses pictures to understand written text: > makes sense of a picture story (e.g. by sequencing pictures); > relates pictures to own experience; > says how pictures make self feel, codeswitching if necessary; > matches a sentence (a caption) to a picture; > draws a picture to illustrate a sentence AS2.3.4   Begins to make meaning of written text by reading with the teacher. > reads the title and predicts what a book is about; > follows the teacher’s eye and finger movements; > points to the correct word when it is being read; > answers short oral questions about the story; > with help from the teacher, retells the story. AS3.3.5   Recognises and makes meaning of letters and words: > recognises on sight an increasing number of high-frequency words; > uses word recognition and comprehension skills such as phonics, context clues and prediction to make sense of text. AS3.3.4   Makes meaning of written text by reading with the teacher: > reads the title; > predicts what a book is about from the title; > answers literal questions about the story; > describes how the story makes self feel; > retells the story; > discusses in own home language social and ethical issues (e.g. whether something in the story is fair). AS3.3.6   Reads with increasing speed and fluency. AS3.3.7   Reads aloud, using correct pronunciation and appropriate stress. AS3.3.8   Uses self-correcting strategies such as re-reading, pausing, and practising a word before saying it aloud. AS3.3.10   Reads on own for information and enjoyment: > reads and follows instructions (e.g. how to play a game); > reads fiction and non-fiction books of own choice; > tells a classmate about the book self has read; > distinguishes between fiction and non-fiction; > reads a description of a process (e.g. how paper is made); > reads familiar poems and rhymes. AS3.3.1   Uses visual cues to make meaning: > understands a picture story or comic strip by relating captions and speech bubbles to visual images; > compares pictures and/or photos to own experience and discusses them critically(e.g. ‘Whose experience do they represent?’). AS1.3.5   Builds up sight recognition of common words (e.g. a, the, my, can, and). AS2.3.9   Develops phonic awareness: > recognises differences in pronunciation between home and additional language (e.g. ‘thatha’ and ‘then’); > understands the letter-sound relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’; > segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. f-at, c-at, m-at, h-at,s-at); > groups common words into word families (e.g. fat, cat, mat, hat, sat); > recognises the silent ‘e’ in common words such as ‘cake’; > recognises two-letter blends at the beginning of words, including those which only occur in borrowed words in own home language (e.g. gr-een, dr-um); > recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and ends of words (e.g. sh, th, ch); > recognises on sight an increasing number of high-frequency words (e.g. your, like); > uses phonic knowledge and skills as part of reading and writing strategies (to sound out words when reading and spell words when writing). AS2.3.5   Recognises and makes meaning of letters and words: > recognises on sight an increasing number of high-frequency words (e.g. your, like). AS3.3.9   Develops phonic awareness: > recognises differences in pronunciation between home and additional language; > recognises some differences between sound/spelling relationships in home and additional language (e.g. ‘thatha’ and ‘thin’); > recognises vowel sounds spelled with two letters (vowel diagraphs) (e.g. ea, ee, ay, ai, ar, er, or, ir, ur, ou, oo, oi); > recognises single consonants spelled with two consonants (consonant diagraphs) (e.g. wh, th,sh, ph, ll, ss, zz); > recognises two and three consonant blends at the beginnings and ends of words (e.g. bl, str, lp, nds); > recognises the first sounds (onset) and last syllable (rime) in more complex patterns (e.g. dr-eam, cr-eam, str-eam, scr-eam); > recognises more complex word families (e.g. dream, cream, stream, scream); > recognises known rhymes (e.g. fly, sky, dry); > recognises some more complex suffixes (e.g. zz+es, -ies, -ly). AS2.3.10   Reads fiction and non-fiction books at an appropriate level for information and enjoyment. AS2.3.11   Demonstrates a reading vocabulary of between 250 and 500 common words. Learners who will study some Learning Areas through their additional language should aim for 500 words. AS3.3.11   Demonstrates a reading vocabulary of between 700 and 1500 common words. Learners who will study some Learning Areas through their additional language should aim for 1500 words. LAN1.LO4 (GET)   Write different kinds of factual and imaginative texts for a wide range of purposes. ASR.4.1   Draws pictures on which the teacher writes labels. ASR.4.2   Understands that writing and drawing are different. ASR.4.3   Understands the purpose of writing – that it carries meaning. ASR.4.4   Copies simple words already known orally. ASR.4.5   Makes attempts at writing, such as trying to write own name. AS1.4.1   Copies familiar words and short sentences (e.g. labels or titles for own drawings). AS1.4.2   Uses simple familiar words to complete sentence 'frames' (e.g. 'My name is ...'; 'I do not like ...') AS1.4.4   Writes lists with titles (e.g. ‘My Friends’). AS2.4.2   Writes a caption for a picture. AS2.4.3   Completes sentences by filling in missing words AS2.4.4   Writes sentences using a 'frame' (e.g. 'I like...') AS2.4.5   Puts jumbled sentences in the right order and copies them. AS2.4.6   Uses punctuation – capital letters and full stops. AS2.4.7   Uses phonic language to begin to spell words corrrectly. AS2.4.8   Spells familiar words correctly from memory. AS2.4.9   Identifies and corrects spelling errors in familiar words. AS2.4.10   Writes familiar words from dictation. AS2.4.11   Write words in alphabetica order (e.g. in a personal dictionary). AS2.4.12   Writes lists (e.g. shopping lists). AS2.4.13   Writes headings for lists (e.g. animals: dog, cow, sheep). AS3.4.1   Writes individual words such as labels. AS3.4.2   Enters words in a personal dictionary. AS3.4.3   Spells common words correctly. AS3.4.4   Writes lists and gives them headings (e.g. insects: ants, bees, butterflies). AS3.4.5   Writes sentences using a 'frame' (e.g. 'I can ...') AS3.4.6   Writes own sentences without a ‘frame’ (e.g. expressing feelings and personal opinions). AS3.4.7   Uses punctuation – commas, question marks and exclamation marks. AS3.4.8   Sequences and copies sentences to make a paragraph. AS3.4.9   Writes short formulaic texts (e.g. invitations or greetings cards). AS3.4.10   With support, writes a short dialogue. AS3.4.11   Using a ‘frame’, writes a simple recount (e.g. ‘Yesterday, I..... Then I…’). LAN1.LO6 (GET)   Use the sounds, words and grammar of the language to create and interpret texts. ASR.6.1   Shows some understanding of question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’). ASR.6.3   Shows some understanding of imperatives in oral texts (e.g. ‘Come here.’ ‘Don’t sit down.’). ASR.6.4   Shows some understanding of modal verbs in oral texts (e.g. ‘I can skip/run/jump.’). ASR.6.5   Shows some understanding of negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’). ASR.6.8   Shows some understanding of prepositions in oral texts (e.g. in, at, on, to). ASR.6.9   Shows some understanding of adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts. ASR.6.10   Understands between 200 and 500 common words in oral texts in context. ASR.6.15   Understand between 200 and 500 common words in oral texts in context. AS1.6.1   Understands question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’). AS1.6.2   Understands simple sentences in oral texts (e.g. ‘I want to go home.’). AS1.6.3   Understands the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’). AS1.6.4   Understands imperatives in oral texts (e.g. ‘Come here.’ ‘Don’t sit down.’). AS1.6.5   Understands some modals in oral texts (e.g. ‘I can skip/run/jump.’). AS1.6.8   Understands some personal pronouns in oral texts (e.g. my, your, his, her, our, their book). AS1.6.9   Understands some prepositions in oral texts (e.g. in, at, on, to). AS1.6.10   Understands a few adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts. AS2.6.1   Understands and uses some question forms: (e.g. ‘What happened yesterday/last week/this morning?’ ‘When did you go?’ ‘Have you ever...?’). AS2.6.3   Understands and uses the simple past tense (e.g. ‘Yesterday she watched/did not watch TV.’), including irregular forms (e.g. went, ate, read) and the present perfect tense (‘She has lost her watch.’ ‘I have not seen him.’). AS2.6.5   Understands and uses some modals (e.g. ‘I can read.’). AS2.6.6   Understands and uses some adjectives (e.g. young, old, happy, sad). AS3.6.1   Understands and use a variety of question forms (e.g. ‘Where...?’, ‘When...?’, ‘Why ...?’). AS3.6.3   Understand and use the future tense (e.g. ‘It is going to rain tomorrow.’ ‘I will see you next week.’). AS3.6.5   Understand how possibility or probability is expressed (e.g. ‘He may/will come tomorrow.’). AS3.6.6   Understands how necessity is expressed (e.g. ‘You should/must wash your hands.’). AS3.6.12   Understands between 1500 and 3000 common spoken words in context by the end of Grade 3. Learners who will study some of the Learning Areas through their additional language should aim for 3000 words. ASR.6.2   Shows some understanding of the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’). ASR.6.6   Shows some understanding of plurals of nouns (e.g. book, books), including some irregular forms (e.g. tooth, teeth) in oral texts. ASR.6.7   Shows some understanding of personal pronouns in oral texts (e.g. I, he, she, you, we, they). AS1.6.6   Understands some negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’). AS1.6.7   Understands plurals of nouns in oral texts (e.g. book, books), including some irregular forms (e.g. tooth, teeth). AS3.6.9   Understands how language is used to sequence things (e.g. next, then). AS3.6.10   Uses some adjectives (e.g. bored, tired). AS3.6.11   Uses some adverbs in the correct word order (e.g. ‘Johan writes carefully.’). AS2.6.10   Modifies adjectives and adverbs (e.g. very big/slow, quite small/fast). AS2.6.11   Understands and uses some adverbs in the correct word order (e.g. ‘Thembi always brushes her teeth.’). AS2.6.12   Understands between 1000 and 1500 common spoken words in context by the end of Grade 2. Learners who will study some of the Learning Areas through their additional language should aim for 1500 words. AS1.6.12   Understands between 500 and 1000 common spoken words in context by the end of Grade 1. LAN1.LO1 (GET)   Listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. ASR.1.1   Understands short, simple, dramatised stories: joins in choruses at appropriate points (e.g. 'He huffs and he puffs and he blows the house down'). >draws a picture of the story; >connects the story to own life, with discussion in the home language. ASR.1.2   Understands simple oral instructions by responding physically (e.g. ‘Come here, please.’). ASR1.3   Shows respect for classmates by giving them a chance to speak, and by listening to them. AS1.1.1   Understands short, simple stories: > mimes the story; > joins in choruses at appropriate points (e.g. He huffs and puffs and he blows the house down') > draws a picture of the story; > puts pictures in the right sequence; > answers simple, literal 'yes/no' and open questions with one word anwsers; > says how the story made the learner feel (using home language if necessary). AS1.1.2   > Understand simple descriptions (e.g. by listening to a description of an object or person and matching it with a picture). AS1.1.3   > Understands simple oral instructions by responding physically (e.g. ‘Put up your hand’.). AS2.1.1   Shows understanding of simple stories: > predicts what the story will be about from the title; > acts out the story and says the words spoken by the characters; > draws a picture about the story and says or copies a few words about it; > sequences pictures and matches captions with pictures; >answers simple, literal yes/no and open questions with short answers; > says how the story made the learner feel; > answers questions that connect the story to own life in own home language; > shows understanding of recounts by recalling the events in sequence (e.g. ‘Yesterday, Ouma went to town. She bought a lot of things. First, she bought some vegetables.’). AS2.1.2   > Shows understanding of a simple description by identifying what is described (e.g. ‘It is round. Sometimes it is red. Sometimes it is green. It tastes sweet. What is it?’). AS2.1.3   > Show understanding of a short sequence of instructions (e.g. ‘Draw a circle. Colour it red.’). AS3.1.1   Show understanding of stories: > perdicts what the story will be about from the title; > answers literal compehension questions (e.g. true/false questions); > predicts what will happen next; > recalls and rettels parts of the story; > notes relevant information (e.g. in a simple chart); > expresses feelings about the story; > discusses in own home language any social and ethical issues (e.g. whether something is fair); > summarises the story, with the support of the teacher. AS3.1.3   Shows understanding of descriptions by noting relevant information (e.g. completing simple charts). AS3.1.4   Shows understanding of a sequence of instructions by following them correctly. AS1.1.6   > Shows respect for classmates by giving them a chance to speak, and by listening to them. AS2.1.5   Develops phonic awareness: > distinguishes between different sounds that are important for reading and writing (e.g. ‘e’ and ‘a’) and words (e.g. ‘bed’ and ‘bad’); > recognises some rhyming words in common rhymes and songs (e.g. ‘We’re going to the zoo, zoo, zoo, You can come too, too, too.’); > recognises ‘–ing’ and ‘–ed’ endings in words. AS2.1.6   > Shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language. AS3.1.5   Develops phonic awareness: > distinguishes between different vowel sounds that are important for reading and writing (e.g. ‘u’ and ‘ur’ in ‘hut’ and ‘hurt’); > recognises the weak vowel ‘schwa’ in unstressed syllables (e.g. colour, about). AS3.1.6   Shows respect for classmates by giving them a chance to speak, listening to them and encouraging their attempts to speak their additional language. AS3.1.2   Shows understanding of recounts by recalling events in the right sequence. AS1.1.5   > Develops phonic awareness: > distinguishes between different sounds at the beginning and ends of words (e.g. words that begin with 'b'); > regonsises plural 's' at the end of words (e.g. one book, two books). HIS.LO1(GET)   Use enquiry skills to investigate the past and the present. AS2.1.1   Obtains information from historical sources provided by the teacher (e.g. pictures, photographs, objects, people) [works with sources]. AS3.1.1   Obtains information from historical sources (e.g. simple written accounts, visual sources, objects) [works with sources]. ASR.1.1   Answers simple questions about stories of the past [answers the question]. AS3.1.2    Answers questions about aspects of the past [answers the question]. AS1.1.3   Retells stories about the past, with guidance writes short sentences about the past, draws pictures, makes models, and acts [communicates the answer]. AS2.1.3   Describes orally and in short sentences aspects of the past that have been learned from sources, makes models, creates drawings, acts and dances [communicates the answer]. ASR.1.2   Retells stories about the past and draws pictures illustrating these stories [communicates the answer]. AS3.1.3   Describes orally and in sentences aspects of the past, discusses stories and events from the past as a class or in small groups, makes models, creates drawings, etc. [communicates the answer]. AS1.1.2   Answers simple questions about stories of the past [answers the question] AS2.1.2   Answers simple questions about stories of the past [answers the question]. HIS.LO2(GET)   Demonstrate historical knowledge and understanding. ASR.2.1   Discusses personal experiences in the past and present [chronology and time]. ASR.2.2   Discusses own age in years [chronology and time]. AS1.2.1   Discusses own and other people’s experiences in the past and present [chronology and time]. AS1.2.2    Compares own age with the ages of others, and explains concepts such as old, young, older than, younger than [chronology and time]. AS2.2.1   Understands the difference between past and present, then and now [chronology and time]. AS2.2.2   Explains concepts such as old, new, past, present, future [chronology and time]. AS3.2.1   Arranges events and objects in order, to develop a sense of the passing of time [chronology and time]. AS3.2.3   Gives simple reasons for some events in the past [cause and effect]. AS3.2.4   Describes and makes comparisons using pictures and objects [similarity and difference]. HIS.LO3(GET)   Interpret aspects of history. ASR.3.1   Responds to stories about the past (e.g. listens to a story about the past and makes comments) [source interpretation]. AS1.3.1   Responds to stories about the past (e.g. listens to a story about the past and makes comments) [source interpretation]. AS1.3.3    Chooses and talks about an object that represents the past (e.g. photographs or an item used in the home for social or cultural activities) [representation of the past]. AS1.3.2    Begins to distinguish between fantasy and reality [source interpretation]. AS2.3.1   Retells a story about people and events in the past [source interpretation]. AS2.3.2    Begins to distinguish between fantasy and reality [source interpretation AS2.3.3    Chooses, describes and talks about an object that represents the past (e.g. photographs or pictures of grandparents, or items used for cultural celebrations or for specific purposes) [representation of the past]. AS3.3.1   Discusses and gives own opinion about stories and events in the past [source interpretation]. AS3.3.3   Handles, observes and draws objects from the past and present [representation of the past]. AS3.3.4   Identifies, displays and discusses objects that represent own and family’s past [representation of the past]. GEO.LO1(GET)   Use enquiry skills to investigate geographical and environmental concepts and processes. AS1.1.3   Indicates direction and position of objects in relation to self (e.g. left, right, in front, behind) [answers the question]. AS2.1.2   Observes and records what people do at various places [works with sources]. AS2.1.3    Identifies and describes significant features of places in the local context [answers the question]. AS3.1.1   Finds information on people and places using a range of sources [finds sources]. AS3.1.2   Links information to places on simple maps, globes, drawings, photographs and charts [works with sources]. AS3.1.3   Answers questions about key features of people, places, resources and changes in the environment [answers the question]. AS3.1.4   Uses symbols and identifies basic features of a place on a simple map [communicates the answer]. GEO.LO2(GET)   Demonstrate geographical and environmental knowledge and understanding. ASR2.1   Discusses personal experiences of familiar places [people and places]. AS1.2.1   Describes own experience of a place, and compares it to someone else’s experience of a similar or different place [people and places]. AS1.2.3   Describes own likes and dislikes about a local area or place [people and the environment]. AS2.2.1   Describes key features of different places, including people’s interactions with the places [people and places]. AS2.2.2   Identifies some resources that are available and are used in the local area (e.g. water, minerals), and explains where they come from [people and resources]. AS2.2.3   Identifies and describes links and networks in the local area (e.g. transport routes) [people and the environment]. AS3.2.1    Observes and names different ways land is used in the local area and compares with examples from other places [people and places]. AS3.2.3    Describes how and why places are changing in the local environment [people and the environment]. AS3.2.2   Explains where different products are made and grown in the local area and how they are used [people and resources]. GEO.LO3(GET)   Make informed decisions about social and environmental issues and problems. AS1.3.1   Identifies and describes issues affecting personal Health or safety in the school and/or home environment [the issue]. AS1.3.2   Identifies the factors which make certain places harmful or unsafe in the school and/or home environment [factors affecting the issue]. AS1.3.5    Suggests ways to improve personal health or safety by proposing solutions or alternatives that will reduce the risk to personal health or safety [making choices]. AS2.3.1   Identifies and describes environmental issues in the place where the learner lives or goes to school [the issue]. AS2.3.2    Describes the factors leading to the problem or issue [factors affecting the issue]. AS2.3.3   Identifies the impact of the issue on the place and on people (home, school, local environment) [factors affecting the issue]. AS2.3.5   Suggests things that could be done to solve the problem and improve the place in which the learner lives or goes to school [making choices]. AS3.3.1   Identifies one or more pollution issues in a particular context (e.g. wasting water, energy or physical resources; safe disposal of refuse or chemicals) [the issue]. AS3.3.2   Describes the factors leading to the pollution problem in the local context [factors affecting the issue]. AS3.3.3   Identifies the impact of the pollution on the local environment [factors affecting the issue]. AS3.3.4   Suggests ways to reduce the pollution problem being investigated [factors affecting the issue]. AS3.3.5    Proposes solutions to reduce the pollution problem being investigated [making choices]. LANH.LO1 (GET)   Listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. ASR.1.1   Listens attentively to questions, instructions and announcements, and responds appropriately. ASR.1.2   Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, and taking turns to speak. ASR.1.3   Listens with enjoyment to oral texts (simple songs, rhymes, short poems and stories), and shows understanding: > acts out parts of the story, song or rhyme; > joins in choruses at the appropriate time; > draws a picture of the story, song or rhyme; > notes details and gives the main idea of an oral text; > puts pictures in the right sequence. ASR.1.4   Develops phonic awareness: > recognises that words are made up of sounds; > distinguishes between different sounds, especially at the beginning and ends of words; > segments oral sentences into individual words (using words of one syllable at first); > segments spoken multi-syllabic words into syllables (e.g. ba-na-na) using clapping or drumbeats; > recognises some rhyming words in common rhymes and songs such as ‘We’re going to the zoo, zoo, zoo; you can come too, too, too. AS1.1.1   Listens attentively to instructions and announcements, and responds appropriately. AS1.1.2   Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, taking turns to speak, and asking questions for clarification. AS1.1.4   Listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding: > listens for the main idea and important details in the story; > acts out parts of story, song or rhyme; > joins in choruses; > draws a picture of the story and writes a few words about it; > puts pictures in right sequence and matches captions with pictures > answers open questions about the story; > expresses feelings about the story; > communicates back the sequence of ideas AS1.1.5   Listens, enjoys and responds appropriately to riddles and jokes. AS1.1.6   Listens to messages and conveys them correctly. AS1.1.7   Develops phonic awareness: > distinguishes between different phonemes, especially at the beginning of words; > recognises some rhyming words in common rhymes and songs such as ‘We’re going to the zoo, zoo, zoo; you can come too, too, too’; > recognises plurals (‘s’ and ‘es’), ‘-ing’ and ‘-ed’ at the end of words AS2.1.1   Listens attentively for a longer period (with extended concentration span) and responds to an extended sequence of instructions. AS2.1.2   Demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and commenting on what has been heard, if appropriate. AS2.1.4   Listens with enjoyment to stories, poems, songs and other oral texts and shows understanding: > listens for the topic or main idea; > listens for details; > predicts what will happen; > communicates back a sequence of events or ideas in the oral text; > answers questions about the oral text; > express feelings about the oral text giving reasons; > works out cause and effect in the oral text. AS2.1.5   Listens, enjoys and responds appropriately to riddles and jokes. AS2.1.6   Listens to a speaker the learner cannot see (e.g. on the telephone) and responds to questions and instructions. AS3.1.1   Listens attentively (extending concentration span) and responds to an extended sequence of instructions appropriate to the learner’s level. AS3.1.2   Demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and summarising or commenting on what has been heard. AS3.1.3   Recognises and shows respect for different varieties of language AS3.1.4   Listens with enjoyment to stories, poems, songs and other oral texts and shows understanding: > listens for the topic or main idea; > listens for details; > predicts what will happen; > communicates back a sequence of events or ideas in the text; > answers questions about the oral text; > expresses feelings about the text, giving reasons; > works out cause and effect in the oral text; > draws pictures to illustrate understanding of the oral text, and writes it in own words. AS3.1.5   Listens, enjoys and responds appropriately to riddles and jokes. AS3.1.6   Listens to a speaker the learner cannot see (e.g. on radio, intercom) and responds to questions and instructions. LANH.LO2 (GET)   Communicate confidently and effectively in spoken language in a wide range of situations. ASR.2.1   Talks about family and friends. ASR.2.2   Express own feelings and the feelings of real or imaginary people. ASR.2.3   Sings and recites simple songs and rhymes. ASR.2.4   Uses language imaginatively for fun and fantasy (e.g. to make up rhyming words). ASR.2.5   Asks questions when the learner does not understand or needs more information, and responds clearly to questions asked of the learner. ASR.2.6   Passes on messages. ASR.2.7   Recounts own personal experiences. ASR.2.8   Tells own stories and retells stories of others in own words. ASR.2.10   Shows sensitivity when speaking to others. AS1.2.1   Talks about personal experiences, feelings and news. AS1.2.2   Communicate ideas using interesting descriptions and action words. AS1.2.3   Sings, recites, acts out and mimes songs, poems and rhymes. AS1.2.5   Passes on messages. AS1.2.6   Recounts in sequence personal experiences. AS1.2.7   Tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary. AS1.2.8   Contributes to class and group discussions: > by taking turns, asking questions and showing sensitivity to the rights and feelings of others; > reports back on behalf of group following group work; > responds to questions asked by listeners. AS1.2.9   Uses appropriate language for different occasions and with different people: > interviews an adult visitor to the class; > role-plays relevant situations such as making new friends; > varies tone and volume of voice. AS2.2.1   Recounts personal experiences and more general news events. AS2.2.2   Uses language imaginatively for fun and fantasy (e.g. telling jokes and riddles, playing word games, and making up own rhymes). AS2.2.3   Creates and tells simple stories with a beginning, middle and ending, using descriptive language, and avoiding repetition. AS2.2.8   Contributes to class and group discussions: > initiates topics in group discussions; > takes turns and asks relevant questions; > suggests and elaborates ideas; > shows sensitivity to the rights and feelings of others; > reports back on group’s work; > asks questions for clarity and information; > answers questions and gives reasons for answers > gives constructive feedback to others AS2.2.9   Suggests ways of solving problems. AS2.2.10   Uses appropriate language for different purposes (e.g. apologies, invitations) and with different people (e.g. interviews people, role-plays). AS2.2.11   Uses appropriate volume and intonation (e.g. speaking quietly with a partner in class and more loudly with friends in the playground). AS3.2.1   Recounts personal experiences and more general news events, and expresses feelings and opinions about them. AS3.2.2   Uses language imaginatively for fun and fantasy (e.g. telling jokes, creating own poems and code language). AS3.2.3   Creates and tells stories with a beginning, middle and ending, which use descriptive language, avoid repetition and have elements of plot and characterization. AS3.2.4   Uses different expressions and gestures when telling a story. AS3.2.8   Contributes to group and class discussions: > initiates topics in group discussion; > takes turns and asks relevant questions; > suggests or elaborates ideas; > shows sensitivity to the rights and feelings of others; > summarises a group’s work; > asks questions for clarity and information; > answers questions and gives reasons for answers; > gives constructive feedback to others. AS3.2.10   Interviews people for a particular purpose. AS3.2.11   Makes oral presentations (e.g. on given topics, on interviews conducted, reporting back from fieldtrips): > with support and guidance from teacher, develops class guidelines for a good presentation; > describes what is going to be presented and how; > uses basic strategies to engage listeners (e.g. making eye contact); > varies volume and pitch of voice. AS3.2.12   Engages in conversation as a social skill. AS1.2.4   Uses language imaginatively for fun and fantasy. ASR.2.9   Participates confidently and fluently in a group. ASR.2.11   Role-plays different kinds and manners of speech (e.g. telephone conversation). LANH.LO4 (GET)   Write different kinds of factual and imaginative texts for a wide range of purposes. ASR.4.1   Experiments with writing: > creates and uses drawings to convey a message, and as a starting point for writing; > forms letters in various ways (e.g. by using own body to show the shapes, writing in sand); > understands that writing and drawing are different; > 'writes' and asks others to give the meaning of what has been written; > talks about own drawing and 'writing'; > role-plays 'writing' for a purpose (e.g. telephone message, shopping list); > uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age; > 'reads' own emerging writing when asked to do so; > shows in own writing attempts, beginning awareness of directionality (e.g. starting from left to right, top to bottom); > copies print from the environment (e.g. labels on household items, advertisements); > makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages or letters); > manipulates writing tools like crayons and pencils. AS1.4.1   Writes with increasing legibility: > manipulates writing tools like crayons and pencils effectively; > develops letter formation and handwriting skills, drawing patterns, tracing and copying words); > forms letters of the alphabet successfully. AS1.4.2   Does pre-writing: > creates and uses drawings as a focus for writing; > responds to a picture by writing simple sentences; > discusses with classmates (in pairs or groups) topics and ideas for writing. AS1.4.3   Writes for different purposes: > compiles lists; > writes simple labels or captions for drawings; > creates simple texts such as birthday cards (with written and visual text); > uses simple strategies for getting and recording information, such as carrying out a survey of how many languages are spoken in a group; > organises information in simple graphical forms,such as a chart or roster; > collects suitable pictures and graphics to illustrate text. AS1.4.5   Writes so that others can understand, using writing conventions: > uses letters to form single words and short sentences; > leaves spaces between words; > uses left to right, top to bottom orientation to print; > writes own sentences, with the support of writing frames where necessary; > starts to use basic punctuation (capital letters and full stops). AS1.4.6   Begins to build vocabulary and starts to spell words so that they can be read and understood by others: > writes words that represent familiar people, places and things; > spells common words correctly; > attempts to spell unfamiliar words using knowledge of phonics (emergent spelling); > builds own word bank and personal dictionary. AS2.4.2   Uses pre-writing strategies to initiate writing: > participates in group brainstorming activities to get ideas for writing; > shares ideas with classmates and teacher; > chooses a topic to write about that is personally significant and that is suitable to the learnerfs age and circumstances. AS3.4.3   Drafts a piece of writing for different purposes: > selects a text form to suit the purpose and audience (e.g. diary entry to record feelings about an event); > writes a selection of short texts for different purposes (e.g. one- or two-paragraph stories, simple book reviews, recipes, letters, dialogues, instructions); > where appropriate, writes a title that reflects the content. AS1.4.4   Drafts and revises: > contributes ideas to a group writing a story (initially with teacher as scribe); > revises a draft of the groupfs story to be clearer and more interesting; > writes and reads own draft to teacher and classmates, and starts to make revisions. AS3.4.4   Revises own writing: > discusses own and others' writing to get or give feedback; > edits own writing (e.g. deleting or adding words to clarify meaning, re-ordering sentences, checking and correcting spelling and punctuation); > revises own writing after getting feedback from others. AS2.4.5   'Publishes' (makes public) own writing: > shares work with others by reading it aloud and/or displaying it in the classroom; > makes own books or contributes to class anthologies. AS3.4.6   Builds vocabulary and spells words independently: > varies vocabulary for interest and specific purposes; > experiments with and manipulates words from stories, reading, media, jokes, oral language of friends and others; > builds word bank and personal dictionary; > uses dictionary to check spellings and meanings of words; > uses knowledge of phonics and spelling rules to write unfamiliar words. AS2.4.7   Writes so that others can understand, using appropriate grammatical structures and writing conventions: > uses writing frames that show different kinds of sentence and text structures; > uses basic punctuation (capital letters and full stops); > experiments with other punctuation marks such as exclamation and/or question marks; > uses some narrative devices (e.g. once upon a time, the end); > applies knowledge of grammar; > uses some informational text structures, such as recipes. AS2.4.8   Writes with increasing legibility: > uses handwriting tools and implements effectively; > forms letters clearly and easily; > writes with greater ease and speed as a result of frequent practice. AS3.4.8   Writes legibly: > writes with ease and increasing speed as a result of frequent practice; > completes a writing task within a set time. AS2.4.3   Writes for different purposes: > writes drafts and short texts for various purposes: - lists, such as tasks for the week, - simple expressive texts such as thank you cards and letters, - simple informational texts such as recipes, - simple recounts of personal experiences and events, - simple stories, - poems and songs; > writes a title that reflects the content. AS2.4.4   Revises writing: > discusses own and othersf writing to get or give feedback; > makes attempts at editing own writing (e.g. deleting or adding words to clarify meaning, checking and correcting spelling and punctuation); > revises own writing after talking with others. AS2.4.6   Builds vocabulary and starts to spell words so that they can be read and understood by others: > experiments with words drawn from own language experiences; > spells common words correctly; > uses homophones with increasing accuracy (e.g. one/won, for/four, too/to); > attempts to spell unfamiliar words using knowledge of phonics; > builds word bank and personal dictionary; > uses dictionary to check on spellings and meanings of words. AS3.4.2   Uses pre-writing strategies to initiate writing: > uses various pre-writing strategies to gather information and choose a topic (e.g. brainstorming, free writing, talking with friends, visual images); > begins to plan writing. AS3.4.5   'Publishes' (makes public) own writing: > shares work with others by reading it aloud and/or displaying it in the classroom; < shares writing with intended audience, such as family or friends (e.g. letters, messages, instructions); > makes own books or contributes to class anthologies. AS3.4.7   Uses appropriate grammatical structures and writing conventions: > begins to group sentences into paragraphs; > uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks); > applies knowledge of grammar; > uses knowledge of other texts as models for writing; > uses narrative structure; > uses informational text structures, such as experiments. LAN1.LO5 (GET)   Use language to think and reason, as well as to access, process and use information for learning. ASR.5.1   Understands concepts and some vocabulary relating to: > identity (e.g. ‘My name is...’); > number (e.g. one, two); > size (e.g. big, small); > colour (e.g. red, yellow). ASR.5.2   Identifies similarities (e.g. by responding to an instruction such as ‘Put all the yellow ones together.’). AS1.5.3   Uses language for thinking: > identifies similarities and differences (e.g. ‘Put all the circles together.’ ‘Find the one that is different.’); > identifies parts from the whole (e.g. parts of the face, a body); > classifies things (e.g. ‘Put plastic things in one pile and wooden things in another.’); > sequences things (e.g. from biggest to smallest). AS1.5.4   Records information on simple charts using ticks and crosses, or simple ‘yes’ and ‘no’. AS1.5.5   Understands and use some mathematical language (e.g. add, take away from). AS2.5.3   Uses language for thinking: > identifies similarities and differences (e.g. compares a fish and a dolphin); > identifies parts from the whole (e.g. parts of a car); > classifies things by putting similar things together, and by identifying the odd one out; > sequences things (e.g. from tallest to shortest). AS2.5.4   Works with charts: > fills in charts (e.g. a timetable of daily activities); > carries out a class survey (e.g. of favourite foods) and records the information in a chart or simple bar graph; > makes a timeline showing important dates in the past (e.g. events in own ‘life history’). AS2.5.6   Keeps a personal dictionary. AS3.5.1   Understands concepts and vocabulary relating to measurement (e.g. ‘How long is it?’, ‘How far is it?’). AS3.5.3   Uses language for thinking and problem-solving: > compares things critically (e.g. ‘Which is more useful, a bicycle or a car? Who uses bicycles and cars? Which are better for the environment?’); > discusses and solves problems in groups (e.g. ‘How can we keep our environment clean?’). AS3.5.4   Collects and records information in different ways: > carries out a simple survey (e.g. ‘How learners come to school – by taxi, bus, car, bicycle or on foot?’); > records information in different ways (e.g. a table, a chart, a diagram, a bar graph). AS3.5.5   Uses language to understand concepts and vocabulary relating to different Learning Areas (e.g. makes a timeline for history). AS3.5.6   Keeps a personal dictionary and uses a children’s dictionary (if possible, both a bilingual and a monolingual dictionary). AS3.5.7   Asks questions for clarification. AS1.5.1   Understands concepts and vocabulary relating to: > identity (e.g. ‘My name is...’); > number (e.g. one, two); > shape (e.g. circle, square) > size (e.g. big, small); > time (e.g. now); > age (e.g. ‘I am 6.’); > direction (e.g. left, right); > sequence (e.g. first, second); > ability (e.g. ‘I can...’). AS1.5.2   Identifies things from simple descriptions (e.g. ‘I am an animal. I have four legs. I have a very long neck. I have two small horns. Who am I?’). AS2.5.1   Understands concepts and vocabulary relating to: > identity (e.g. ‘I speak isiXhosa, English, and Afrikaans.’); > number (e.g. 11, 12); > shape (e.g. triangle, star); > size (e.g. long, tall, short); > direction (e.g. up, down); > sequence (e.g. fourth, fifth); > ability (e.g. ‘I can/could...’). AS2.5.5   Understands and uses some everyday language which is necessary for Mathematics: > listens to, reads and solves simple word problems for Mathematics, with attention to words such as ‘more’, ‘less’, ‘share’, ‘half ’, ‘left’, ‘altogether’ (e.g. ‘Yusuf has ten sweets. He gives two sweets to Nwabisa. How many sweets does he have left?’). AS3.5.8   Transfers information from one mode to another: > listens to a short talk and fills in information on a chart or labels a diagram; > uses information from a visual or written text to create a chart, bar graph, or mind map, or to label a diagram; > uses information from a chart, bar graph, diagram, mind map or picture to write or complete a short text. LANH.LO3 (GET)   Read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. ASR.3.1   Uses visual cues to make meaning: > looks carefully at pictures and photographs to recognise common objects and experiences; > identifies a picture or figure from the background; > makes sense of picture stories; > matches pictures and words; > uses illustrations to understand simple captions in story books. ASR.3.2   Role-plays reading: > holds a book the right way up, turns pages appropriately, looks at words and pictures and understands the relationship between them, and uses pictures to construct ideas; > distinguishes pictures from print (e.g. by pointing at words rather than pictures when 'reading'). ASR.3.3   Makes meaning of written text: > understands the purpose of print - that it carries meaning (e.g. that a written word can signify own name); > reads in a group with the teacher; > makes links to own experience when reading with the teacher, ASR.3.4   Starts recognising and making meaning of letters and words: > recognises that written words refer to spoken words; > recognises and reads high frequency words such as own name and print in the environment such as STOP; > reads picture books ASR.3.5   Begins to develop phonic awareness: > recognises initial consonant and short vowel sounds; > recognises and names some common letters of the alphabet such as the letter the learner's name begins with; > recognises some rhyming words in common rhymes and songs such as We're going to the zoo, zoo, zoo; you can come too, too, too'. AS1.3.1   Uses visual cues to make meaning: > predicts from the cover of a book what the story is about; > uses illustrations to interpret the meaning of stories, and tells a story; > interprets information including simple tables and graphical images found in print, media and advertising such as calendars and rosters, HIV/AIDS posters. AS1.3.3   Makes meaning of written text: > reads a story with the teacher and: - discusses the main idea, - identifies the details (e.g. main characters, sequence of events, setting), - says whether the story was liked and why. AS1.3.2   Role-plays reading: > holds a book the right way up; > turns pages appropriately; > looks at words and pictures; > uses pictures to construct ideas. AS1.3.4   Recognises letters and words and makes meaning of written text: > reads simple written materials (labels, stories, etc.) for different purposes; > reads own writing and the writing of classmates; > uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships). AS2.3.1   Uses visual cues to make meaning: > predicts from the cover of a book what the story will be about; > in relation to images, print media and advertising: - interprets the main message, - identifies purpose, audience, and where it will be found; > expresses personal response to print and media images. AS2.3.3   Makes meaning of written text: > reads a story on own or with the teacher and: - describes the main idea, - identifies key details (e.g. main characters, sequence of events, setting), - identifies and discusses cultural values in the story, - identifies cause-effect relations (why something is happening in a story), - draws conclusions, - expresses whether the story was liked and why; > reads simple instructions in the classrooms; > reads texts at a slightly more complex level (simple fiction and non-fiction books, simple instructions, invitations and greetings cards, word puzzles, etc.). AS2.3.4   Recognises and makes meaning of letters and words in longer texts: > reads with increasing speed and fluency; > reads aloud and uses correct pronunciation and appropriate stress; > uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text; > uses self-correcting strategies such as rereading, pausing, practising a word before saying it out loud). AS3.3.1   Uses visual cues to make meaning: > reads graphical texts such as photographs, maps, flow diagrams, charts, and: - explains orally or in writing their meaning and purpose, - uses the information in appropriate ways (e.g. a map for direction), - evaluates the image for design features and effectiveness. AS3.3.3   Makes meaning of written text: > comments on a story or poem the learner has read, and demonstrate understanding by answering questions on: - main idea, - key details such as main characters, sequence of events, setting, cultural values, - cause-effect relations, - conclusions (e.g. 'What does this story/fable teach us?'), - whether or not the story was liked and why; > reads instructions related to real life interests and needs; > reads a wide variety of fairly complex texts such as fiction and non-fiction books, tables of contents and indexes. AS3.3.4   Reads texts alone, and uses a variety of strategies to make meaning: > reads a printed text fluently and with understanding: - pronounces words with accuracy when reading aloud, - reads aloud with expression, using appropriate stress, pausing and intonation, - uses word recognition and comprehension skills to read unfamiliar texts (e.g. phonics, contextual cues, predicting), - uses a range of automatic monitoring and self-correcting methods when reading such as re-reading, reading on, pausing, and practising the word before saying it out loud. AS1.3.5   Develops phonic awareness: > recognises and names letters of the alphabet; > understands the difference between letter names and letter sounds; > understands that letter names remain constant but the sounds they represent may vary; > understands the letter-sound relationships of most single consonants and short forms of vowels in words like 'hat' and 'mat'; > segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. fat, c-at, m-at, h-at, s-at); > groups common words into word families (e.g. fat, cat, mat, hat, sat); > recognises the 'silent e' in common words such as 'cake'; > recognises two letter blends at the beginning of words (e.g. gr-een , bl-ow); > recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and end of words (e.g. sh, th, ch); > recognises some high-frequency sight words such as 'the', 'a', 'to', 'my', 'your', 'like' and including own name and print in the environment. AS2.3.5   Develops phonic awareness: > recognises vowel sounds spelled with two letters (vowel diagraphs) (e.g. ea, ee, ay, ai, ar, er, or, ir, ur, ou, oo, oi); > recognises single consonants spelled with two letters (consonant diagraphs) (e.g. wh, th, sh, ph, ll, ss, zz); > recognises two-letter and three-letter consonant blends at the beginnings and ends of words (e.g. bl, str, lp, nds); > recognises the first sounds (onset) and last syllable (rime) in more complex patterns (e.g. dr-eam, cr-eam, str-eam, scr-eam); > recognises more complex word families (e.g. dream, cream, stream, scream); > recognises known rhymes (e.g. fly, sky, dry); > recognises some more complex suffixes (e.g. zz+es, -ies, -ly); > recognises an increasing number of high-frequency sight words. AS3.3.5   Consolidates phonic knowledge: > recognises that the same sound can be spelled in different ways (e.g. play, pain, plate); > recognises that the same spelling can represent different sounds (e.g. bread, read); > recognises some more vowel sounds spelled with two letters (vowel diagraphs) (e.g. oi, ou, oa, aw); > recognises the use of 'gh' and 'ght' at the end of words; > recognises vowels with two sounds (diphthongs) (e.g. ere, air, are, au). AS1.3.6   Reads for information and enjoyment: > reads picture books with simple captions. AS2.3.6   Reads for information and enjoyment: > reads picture books and simple stories of own choice; > shows appreciation of stories from different cultures; > starts to use the dictionary to check spelling and meaning of words; > reads a variety of texts for enjoyment such as magazines, comics, non-fiction books. AS3.3.6   Reads for information and enjoyment: > chooses fiction and non-fiction books and says what was liked or not liked about them; > reads and appreciates books written by authors from different cultures about a range of different contexts and relationships; > reads different kinds of texts such as comics, magazines, newspapers; > develops vocabulary by using a dictionary and keeping a personal dictionary; > uses table of contents, index, key words, headings, captions and page numbers to find information; > plays word games that draw on reading, vocabulary knowledge and skills; > identifies and finds information sources such as community members, library books; > starts to analyse oral, written and visual texts for socio-cultural values, attitudes and assumptions (e.g. in an advertisement on soap powder, talk about who it is meant to appeal to, and roles played by females and males). Non-Curriculum Topics Thutong Learning Space Topic Taxonomy Foundation Phase
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