National Curriculum Statement (NCS) E G Curriculum and Assessment A U Policy Statement G N A L E M O H H S I L G N E Foundation Phase Grades R-3 (cid:31)(cid:30)(cid:29)(cid:28)(cid:27)(cid:26)(cid:25)(cid:24)(cid:23)(cid:27)(cid:30)(cid:22)(cid:28)(cid:21)(cid:20) (cid:19)(cid:18)(cid:17)(cid:30)(cid:16)(cid:22)(cid:15)(cid:18)(cid:20)(cid:22)(cid:14) (cid:31)(cid:30)(cid:29)(cid:28)(cid:27)(cid:26)(cid:25)(cid:24)(cid:23)(cid:27)(cid:30)(cid:22)(cid:28)(cid:21)(cid:20) (cid:31)(cid:30)(cid:29)(cid:28)(cid:27)(cid:26)(cid:25)(cid:24)(cid:23)(cid:22)(cid:21)(cid:23)(cid:20)(cid:22)(cid:28)(cid:19)(cid:18)(cid:23)(cid:17)(cid:21)(cid:31)(cid:25)(cid:24)(cid:17) CurriCulum and assessment PoliCy statement Grades r-3 enGlish home lanGuaGe CAPS ENGLISH HOME LANGUAGE GRADES R-3 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0400-8 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) AGRICULTURAL MEANNGALGISEHM EHNOTM PER LAACNTGICUEASG GE RGARDAEDSE 1S0 R-1-23 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations. Education and the curriculum have an important role to play in realising these aims. in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002). Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) to produce this document. From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis. the National Curriculum Statement Grades R-12 accordingly replaces the subject statements, Learning Programme Guidelines and subject Assessment Guidelines with the (a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12. MRS ANGIE MOTSHEKGA, MP MINISTER OF BASIC EDUCATION CCAAPPSS ENGLISH HOME LANGUAGE GRADES R-3 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 CONTENTS seCtion 1: introduCtion to the CurriCulum and assessment PoliCy statements ..3 1.1 Background .....................................................................................................................................................3 1.2 overview ......................................................................................................................................................3 1.3 General aims of the south african curriculum .............................................................................................4 1.4 time allocation ................................................................................................................................................6 1.4.1 Foundation Phase ...................................................................................................................................6 1.4.2 Intermediate Phase .................................................................................................................................6 1.4.3 Senior Phase...........................................................................................................................................7 1.4.4 Grades 10-12 ..........................................................................................................................................7 seCtion 2: introduCinG the lanGuaGes .....................................................................................8 2.1 home language Grades r-3 introduction ....................................................................................................8 2.2 an integrated approach ..................................................................................................................................8 2.3 time allocation ..............................................................................................................................................10 2.4 assessment ...................................................................................................................................................10 2.5 listening and speaking ................................................................................................................................10 2.6 reading and writing focus time ...................................................................................................................11 2.7 Writing ............................................................................................................................................................18 2.8 Grade r ..........................................................................................................................................................20 seCtion 3: Content and teaChinG Plans for lanGuaGe skills .....................................22 3.1 Grade r home language: english ...............................................................................................................31 3.2 Grade 1 home language: english ................................................................................................................53 3.3 Grade 2 home language: english ................................................................................................................80 3.4 Grade 3 home language: english ..............................................................................................................105 Glossary............................................................................................................................................131 CAPS 1 ENGLISH HOME LANGUAGE GRADES R-3 2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 SECTION 1 introduCtion to the CurriCulum and assessment PoliCy statements for enGlish home lanGuaGe Grades r-3 1.1 Background The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector. To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12. 1.2 overview (a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: (i) Curriculum and Assessment Policy Statements for each approved school subject; (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012). (b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the (i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005. (c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014: (i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12; (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007; (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005; CAPS 3 ENGLISH HOME LANGUAGE GRADES R-3 (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.= (d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools. 1.3 General aims of the south african Curriculum (a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of: • equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; • providing access to higher education; • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences. (c) The National Curriculum Statement Grades R-12 is based on the following principles: • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • Progression: content and context of each grade shows progression from simple to complex; 4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) ENGLISH HOME LANGUAGE GRADES R-3 • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. (d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to: • identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively; • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). CAPS 5