Curr LifeSkills PhysEdu

Adapted Curriculum and Assessment Policy Statement
for
Schools of Skills
and Schools with Skills Units
Life Skills and Physical Education

Year 1, 2, 3 and 4
2013
PREFACE TO THE ACADEMIC CURRICULUM
This Curriculum and Assessment Policy Statement has been adapted to meet the needs of
learners who experience barriers to learning and who have been placed in a School of
Skills. It has been designed to enable learners who continue their schooling at a School of
Skills to develop to their potential based on a curriculum that supports their cognitive
ability.
The curriculum content and skills are set out as an Annual Teaching Plan (ATP). It is an
exemplar for the sequencing and pacing of teaching, learning and assessment per term
across the four years and is based on the curriculum as developed with teachers. It is
aligned to the content and skills within the National Curriculum Statement (NCS),
Curriculum and Assessment Policy Statements (CAPS) for the Foundation and Intermediate
Phase.
Year One is an orientation year where learners do a baseline assessment at the start of the
year to identify the content gap they experience in both Home Language and
Mathematics. These results will inform the level of intervention for these two subjects.
Learners in Year One will complete a post assessment at the end of the year to determine
if any progress has been made during the year.
Teachers identify the appropriate curriculum level as indicated in the Home Language
and Mathematics curriculum document when starting to teach. Learners may progress
across the levels within a year or across years as they demonstrate their competence in
Home Language and Mathematics.
Life Skills, Physical Education and Creative Arts follow a four year programme and all
learners engage with these subjects from Year One. Natural Sciences and Technology will
start from Year Two.
It is envisaged that all learners in a School of Skills will exit the school with an appropriate
Certificate of Attainment endorsed by the WCED. It is hoped that this certificate will
enable them to access further or higher education or to be part of the world of work.
ACKNOWLEDGEMENT
A special word of appreciation and thanks go to all in the Western Cape Education
Department and to the teaching staff in the Schools of Skills whose efforts made this
document possible.
CONTENT
Page
SECTION 1
Introduction to the Adapted Curriculum and Assessment Policy Statement ..................1
SECTION 2
Introduction to Life Skills ...........................................................................................................7
SECTION 3
Plans for Teaching ...................................................................................................................9
Life Skills: Year 1 ...................................................................................................................9
Life Skills: Year 2 .................................................................................................................17
Life Skills: Year 3 .................................................................................................................23
Life Skills: Year 4 .................................................................................................................27
Physical Education: Years 1-4 .........................................................................................31
SECTION 4
Assessment...............................................................................................................................47
SECTION 5
Reference ................................................................................................................................55
SECTION 1
INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT
1.1 Overview
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;
o providing access to higher education;
o facilitating the transition of learners from education institutions to the
workplace; and
o 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:
o 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;
o Active and critical learning: encouraging an active and critical approach to
learning, rather than rote and uncritical learning of given truths;
o 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;
o Progression: content and context of each grade shows progression from
simple to complex;
o 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;
o 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
o Credibility, quality and efficiency: providing an education that is
comparable in quality, breadth and depth to those of other countries.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 1
(d) The National Curriculum Statement Grades R - 12 aims to produce learners that
are able to:
o identify and solve problems and make decisions using critical and creative
thinking;
o work effectively as individuals and with others as members of a team;
o organise and manage themselves and their activities responsibly and
effectively;
o collect, analyse, organise and critically evaluate information;
o communicate effectively using visual, symbolic and/or language skills in
various modes;
o use science and technology effectively and critically showing responsibility
towards the environment and the health of others; and
o demonstrate an understanding of the world as a set of related systems by
recognising that problem solving contexts do not exist in isolation.
(e) Inclusion and the National Curriculum Statement
Education White Paper 6 - Special Needs Education: Building an Inclusive

Education and Training System commits the state to the achievement of
equality, non-discrimination and the maximum participation of all learners in the
education system as a whole. Education White Paper 6 makes it an imperative
that the education and training system must change to accommodate the full
range of learning needs, with particular attention to strategies for instructional
and curriculum transformation (Department of Education, 2001 p. 11). These
principles also underlie the new Curriculum and Assessment Policy Statement
(CAPS). One of the most significant barriers to learning is the school
curriculum. Barriers to learning arise from the different aspects of the curriculum
such as the content, the language, classroom organisation, teaching
methodologies, pace of teaching and time available to complete the
curriculum, teaching and learning support materials and assessment
(Department of Education, 2001, p.19). In responding to the diversity of learner
needs in the classroom, it is imperative to ensure differentiation in curriculum
delivery to enable access to learning for all learners. All schools are required to
offer variations in mode of delivery and assessment processes to accommodate
all learners. Respecting diversity implies a belief that all learners have the
potential to learn.
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).
1.2 Background to curriculum adaptation and differentiation
The right of every child to access quality education is enshrined in South Africa’s
Constitution. In 2001, the Minister of Education launched Education White Paper 6,
the Policy on Inclusion, which spells out how barriers to learning should be removed
from, and how inclusive education should be gradually introduced into the entire
education system.
Learners who experience barriers to learning need to be able to exit school with an
appropriate certificate of attainment, which would enable them to access further or
higher education or to be part of the world of work.
The profile of a learner placed in a Special School: School of Skills, which offers an
adapted curriculum programme may be identified by the following characteristics:
The learner
o is 14 or 15 years old
o has received extensive, documented support in the mainstream school
o experiences moderate cognitive barriers to learning which cause very poor
scholastic progress. The learner’s lack of progress may be so severe that he/she
will only be able cope on a Foundation Phase level
o is not severely or profoundly intellectually disabled
o does not experience serious behavioural learning barriers
o may experience a short attention span
o may have a very poor reading ability
o attends school regularly, but does not reap the benefits of the curriculum in spite
of support efforts
o may have spent more time in both Foundation and Intermediate Phase, without
showing significant improvement
o is usually functioning 2 years and more below his/her age cohort and is seriously
at risk of leaving school early, without attaining skills to enter the world of work
successfully
o will benefit by a vocational / practical approach to the curriculum
o will develop skills in order to be able to enter the job market.
These learners have the right to follow an adapted and differentiated curriculum to
achieve their academic goals. The academic curriculum content must not be seen
as a “watered down” version of the mainstream curriculum, but an accurate as
possible reflection of the learner’s functioning level. Therefore each leaner should
have access to the standard of assessment best suited to his/her needs. The
curriculum should be offered in flexible groups to allow straddling to take place.
Each leaner should be respected as an individual with unique strengths and barriers
to learning. These learners must further be afforded the opportunity to achieve in
areas where they can be successful, such as learning a skill. In the majority of cases it
has been found that learners, who do not achieve academically, often benefit and
excel through learning a skill. Thus teachers have an important responsibility to make
sure that all learners from whatever background are appropriately catered for in the
learning environment.
In this instance teachers are therefore required to monitor their own beliefs, attitudes
and behaviours when responding to learners. They should consider the unique
needs of learners when designing and placing learners in appropriate learning
programmes. It is expected that teachers together with the parents must ensure that
learners participate in academic and skills programmes that helps them achieve to
the best of their abilities. .
1.3 The introduction of the Skills Qualification
This is a new way of thinking to provide for learners who are not able to reach their
full potential in mainstream schooling. The proposed Skills Qualification aims to offer
learners with special needs an alternative learning pathway that:
o Is standardised across the schools offering skills curricula

o Is aligned with curriculum policies and relevant skills
o addresses the learner’s need to experience success by building on the strengths
of the learner rather than focusing on deficits
o determines the appropriate placement of the learner in a specific pathway of
learning
o provide the learner with a qualification in a chosen field of work and
o provide the employer with appropriate information.
The purpose of this skills qualification is to provide an adapted curriculum which may
lead to a further qualification at a later stage. Alternate methods of teaching and
assessments based on alternate attainment of knowledge (content, concepts and
skills), for learners who experience moderate cognitive learning barriers forms part of
the skills qualification. It must allow learners to acquire knowledge and skills that are
aligned to the world of work. Each skills course is based on defined concepts and
skills to provide learners with a passport to life-long work and citizenship. The adapted
skills curriculum is aligned to existing SAQA qualifications so that it can be recognised
in the workplace, for Recognition of Prior Learning (RPL).
1.4 Time Allocation
Teaching and learning within a five day cycle is 27½ hours. It is envisaged that 50% of
the notational time be allocated to skills training with sufficient learning and practice
time to develop skilled routine work competence.
The table below proposes the possible instruction time and credits allocated per
subject in an academic year for a learner to be considered for a skills qualification.
Time allocation per week Example:

Subject Credits1
(periods in minutes per week)
Fundamentals:2
1. Home Language (Level 1, 2,or 3) 5x45min (Could be 4 periods in Y 2.3.4) 14 Credits
2. First Additional Language 2x45min (Could be 3 periods in Y 2.3.4) 12 Credits
3. Mathematics (Level 1, 2 or 3) 4x45min 14 Credits
Core:3
1. Life Skills (EMS and SS) 4x45min 14 Credits
2. Natural Sciences and 1x45min 2 Credits
Technology (Not in year 1)
3. Creative Arts 1x45min 2 Credits
4. Physical Education / Sport 1x45min 2 Credits
Electives:
1. Skills: 18x45min 60 Credits
List of 19 electives
Developed in 2011 Developed in 2012
Ancillary Health Care Automotive Repair and Maintenance
Art and Crafts Automotive Spray Painting
Hairdressing Beauty and Nail Technology
Automotive Body Repair Maintenance
Bricklaying and Plastering Housekeeping
Basic Welding and Metal Work Needlework and Clothing
Mixed Farming Basic Sheet Metal Work
Hospitality Studies Upholstery
Early Childhood Development Woodworking
Office Administration
1.5 A Learning Programme
The National Strategy on Screening, Identification, Assessment and Support (SAIS) will
be used to determine whether a learner is eligible to follow an adapted curriculum
and assessment programme in a special school. Learners will complete a four year
learning programme
o YEAR 1: A bridging year to support learners in the academic programme based

on pre-testing and post- testing. Learners will be exposed to a minimum of two
different skills to determine their strengths as well as their interests. Natural
Sciences and Technology will not be offered in year 1. Formal recorded
assessment only for Languages and Mathematics in year 1.
o YEAR 2: Teaching and learning is based on needs identified in post testing, and
learner’s selected skill from orientation year.
1 A credits is based on 10 hours of notional time calculated on 32 weeks per academic year
2 The curriculum will focus on the full band within the GET curriculum CAPS
3 The curriculum will focus on the full band within the GET curriculum CAPS
o YEAR 3: Teaching and learning is based on learners’ needs, and learners
continue with selected skill.
o YEAR 4: Teaching and learning is based on learners’ needs, and learners
continue with selected skill.
A LEVEL 1 QUALIFICATION (120 credits4 per year)

(A four year learning programme)
ACADEMIC SKILLS
CAPS (adapted Grade R-9) SAQA ALIGNED
50% of contact time 50% of contact
time
APPLIED KNOWLEDGE
FUNDAMENTAL CORE ELECTIVE

40 Credits 20 Credits 60 Credits
Language: Language: Year 1: 2+ skills
MATHS
With (SS & EMS)
Creative Arts
Life Skills / LO
Home First Add Technology
Education /
Sciences &
level 1 Year 2: 1 skill
Physical
level 1
Natural
Sport
Year 3: 1 skill
Or level 2 Or level 2
Year 4: 1 skill
Or level 3 Or level 3
14 12 14 14 2 2 2 60
credits credits credits credits credits credits credits credits
4 One (1) credit equals 10 hours of notional time
SECTION 2
INTRODUCTION TO LIFE SKILLS
2.1 What is Life Skills?
Life Skills deals with the holistic development of the learner throughout childhood. It
equips learners with knowledge, skills and values that assist them to achieve their full
physical, intellectual, personal, emotional and social potential. The subject
encourages learners to acquire and practice life skills that will assist them to become
independent and effective in responding to life’s challenges and to play an active
and responsible role in the society. (CAPS, Intermediate Phase, DBE, 2011)
2.2 The purpose of Life Skills in the School of Skill Curriculum
The purpose of Life Skills is to teach the leaner social skills. The curriculum will prepare
the learner for real life situations. The engagement with the topics will assist the
learner to build positive values, change misconceptions about life issues and to
encourage the learner to live for a meaningful life.
2.3 Aims of the Life Skills
Life Skills aims to:

(i) guide learners to achieve their full physical, intellectual, personal, emotional
and social potential;
(ii) teach learners to exercise their constitutional rights and responsibilities and to
respect the rights of others;
(iii) guide learners to make informed and responsible decisions about their health
and environment;
(iv) develop creative, expressive and innovative individuals;
(v) develop skills such as self-awareness, problem-solving, interpersonal relations,
leadership, decision-making, and effective communication.
(Adapted: CAPS, Life Skills grades 4-6, DBE, 2011)
SECTION 3
PLANS FOR TEACHING
YEAR 1: TERM 1
Week Topic/ Sub-topic Content Method/ activities

1 BASELINE ASSESSMENT
2 Self-knowledge Identity: Produce a self-mapping

x Who am I? collage/mind map of all
x Understands own role in the family. characteristics and
x Identify own skills, talents, abilities qualities of the person. Use
and accomplishments. magazines and
newspapers as resources.
3 Self- knowledge x Discuss respect for self and for Use role play to show
others. different emotions.
x Show understanding a range of Show steps of conflict
emotions. management.
x Demonstrate how to manage
conflict.
4 Healthy living x Discuss how to keep the body germ Show pictures/ video/ and
free. illustration of germs
x Know clean and healthy lifestyle infestation etc.
habits, i.e. washing of hands etc.
5 Healthy living x Know what a balanced diet is: Demonstration: Learners
o Food pyramid categorise food types on
various levels on the food
pyramid.
6 Sexuality x Explain the preferences of male and Focus on cultural roles for
females within the community i.e. male and females.
customs of female and male roles.
x Know the development of the body.
7 World of work Do a career self-exploration Use Pace Career
programme. questionnaire
Be realistic with what you
can become based on
your skills and abilities.
DREAM BIG.
8 Safety and Demonstrate safety Use real life scenarios to
security x at home demonstrate issues of
x school safety.
x workshop
9 Personal Explain sources of personal income Learners should draw up
Finances & budgeting. an elementary budget
x Explain the concepts of: Income, from their personal
expenses, savings, budget etc. income/parent’s income.
x Identify ways and means in
which households earn income
e.g. (salaries, wages etc.)
x Explain how to plan spending
and saving from income
(budget).
x Draw up a personal budget.
10 Assessment
ANNUAL TEACHING PLAN
YEAR 1: TERM 2
Week Topic/ Sub-topic Content/Context Method/ activities

1 People and Where I live: Write sentences telling
places x Demonstrate how to draw a sketch someone where to go
map of a local area to explain the using words like “right, left,
route, i.e. travelling from home to north, south, east and
school. west etc.”
x Able to explain the route you will be
travelling from home to school
x Explain compass directions: North,
south, east and west.
2 Sexuality and x Explain child abuse Use third person approach:
HIV/ Aids x AIDS: Know how the virus gets into A story / scenario / case
your body. study.
3 Healthy living x Drug awareness program: Identify Introduce a drug
the locally available illegal drugs i.e. awareness programme.
dagga, tik & cocaine etc.). Negotiate with learners the
x Discuss the produces and suppliers terms and conditions for
of illegal drugs. this discussion.
x Explore gangs and drugs.
4 Democracy and x Explain the Bill of Rights including Use the Constitution of
Human Rights rights and responsibilities South Africa to explain
x Introduce the concept “diversity Human Rights. Talk about
(tolerance and respect), culture, what rights you think all
multi-culture”. children should have.
x Know what culture and multicultural Children have rights AND
aspects of our society responsibilities.
x Cultures: Know the concepts:
o Tolerance and respect Use case studies /scenarios
x Understand the concept
“relationships”: Positive and negative
x How to set boundaries: Rules, time
limits, routines.
x Know what bullying is and how to
avoid it.
5 Relationships Discuss relationships: Different relations are
x Identify factors that cause negative identified, i.e. friendship,
relationships. intimate (sexual) family,
x Focus on healthy relationships in religion and community
terms of well-being and positive organizational
interactions. relationships.
x Foster relationships within a group - Explain: What is a
and how the group deals with “healthy relationship”?
diversity. - Characteristics of a
x Define a group - it is a number of healthy relation is
people with a common purpose. identified and its
x Discuss the rules in a group. contribution towards
x Discuss leadership roles wellbeing and positive
x Discuss the purpose of groups interactions.
- Likewise, unhealthy
relationships are
explained with its own
consequences.
Week Topic/ Sub-topic Content/Context Method/ activities
6 People and Use maps and photos to identify Use different sources to
places where people live: explain the concepts:
x Settlements x Settlements
x Rural settlements x Rural settlements
x Urban Settlements x Urban settlements
7 People and Identify jobs people do in different People in different jobs are
places places: depicted and questions
x Office are being discussed:
x Shops x What job does the
x Factories person do?
x Schools x In which type of
x Hospitals settlement can each of
x Clinics these jobs be found?
x Self-Employment x Can you think of a few
other jobs that people
do that are not shown?
8 Personal Explain how to plan spending and List needs and wants.
Finances savings from income (budget) Draw up a personal
Distinguish between savings and budget to see whether you
investments can satisfy your needs
x Discuss the different products for without overspending.
savings and investments.
x Solve real-life problems and
make decisions related to
savings and investments
9 Safety and Demonstrate how to extinguish fires Demonstration of fire
security x Show the fire triangle with extinguishing equipment
regards to elements of fire: heat, Know the drill to fight
fuel, oxidation agent. various fires: sand, water
x Discuss basic principles of etc.
extinguishing a fire and how to
remove one of the fire elements.
10 Assessment
YEAR 1: TERM 3
Week Topic/Sub-topic 7 Method/ activities

1 Sexuality and x Be aware of risky behaviour: i.e. the Name risky behaviours.
relationships dangers of experimentation. Explain things that people
do that can land them into
trouble.
2 Healthy living x Show the relationship between the Various systems:
basic functions of the human body - Skeletal – bone system
and its organs and personal hygiene. and keep the body rigid.
- Blood circulatory – blood
transport system- from
heart to lungs-to heart –
to rest of the body
- Respiratory – oxygen
system- lungs and
diffusion into blood via
lung capillaries into blood
stream – to working
organs.
- Skeleton Muscles-
responsible for
movement
- Skin- project the body
against foreign objects
- Intestine- Metabolic
system – food system
where nutrition take
place
2 Self-knowledge x Identify personal characteristics that Share in groups unique

promote positive self-esteem and qualities – this will help
self-image. acceptance and self
o What is self-esteem? esteem
o How you value yourself - do you Self-esteem is a term used
have a high regard for yourself? in psychology to reflect a
person's overall evaluation
or appraisal of his or her
own worth.
(Wikipedia 2010)
3 Leadership Leaders: A good leader:

x Define leadership and why do we - Listens to people
need leaders - Is a servant of the
x Qualities of a good leader people and works for
x Discuss the responsibilities of a class the good of others
leader - Works with a team
- Has courage
- Is brave
- Is dedicated and is
wholeheartedly
committed to others
- Is prepared to sacrifice
or give up something
for the sake of others
Week Topic/Sub-topic 7 Method/ activities
4 The work place x Discuss behaviour and attitudes in Identify acceptable and
different work environments. unacceptable behaviours
x Discuss ethical behaviour. Focus on: in a range of situations.
o Morality
o Principles
o Dignity.
5 Diversity Discuss the concept of diversity: Work in groups, allocate a
Different cultures. particular culture to a
x What is a culture? – Norms and values group and ask groups to
of a particular group of people. research the dress, religion,
Main cultural features of the different customs and practices of
cultures, i.e. dress, religion, customs cultures
and practices.
x Discuss the different cultures in South Report back and share info
Africa and means to enhance with the whole class.
tolerance and acceptance in
relationships.
x The eleven official languages
6-7 Needs and Explain and list basic needs of Learners can be asked to
Wants x Individuals collect pictures of different
x Families kinds of needs.
x Communities
x Countries Categorise into primary
Distinguish between primary and and secondary needs
secondary needs
Explain and discuss the problem of Linked the problem of
scarcity scarcity to budgeting
unlimited wants; limited resources to Explain to learners how
satisfy needs and wants adults and they can satisfy
their needs and wants by
drawing up a budget.
Emphasize the importance
of not overspending
8 Safety and x Perform a practical drill-work on Protocol for evacuation
security different emergency situations in the drills
work place.
9 Relationships x Discuss personal boundaries in a - What is a personal
relationship with reference to own boundary?
needs, desires, interests and values. (Framework in which to
operate)
- Personal boundary
(what you suppose to
do and what not)
- What you are allowed
to do and say.
- your parents or family
do not allow you to
become involved in
gangster activities.
10 Assessment
YEAR 1: TERM 4
Week Topic/Sub-topic Content/Context Method/ activities

1 BASELINE ASSESSMENT
2 World of work x Perform an Personal Assessment Task: The Pace exploration task
o Aptitude: strengths and could be used or a
weakness. simplified version thereof.
x Do a career exploration task.
3 Time x Do practical examples of how to Use scenarios of time
management manage one`s time effectively. management.
Focus on: Draw up daily schedules
o Time and productivity; and plans for a day.
o Procrastination; and
o Performing a task within a given
time frame.
4-5 Economic cycle Discuss households: Consumers & Educator uses arrows to
Producers indicate the flow of
Define the concepts: resources and services in
x Household the economic cycle. E.g.
x Consumer the flow of wages to
x Producer households in exchange for
labour; the flow of money
Describe the role of households
to businesses in exchange
(family members) as consumers in
for goods and services.
the need satisfaction process.
Add flash cards’ (arrows
Describe the role of households
and explanations of the
(family members) as producers in the
flow) to illustrate the
need satisfaction process
different flows within the
Illustrate the flow of goods and
economic cycle.
services and money between
Emphasize that consumers
households and businesses
can also be producers
Formal and informal business
x Describe the role of formal and
x Learners to list the
informal businesses in society:
different types of
e.g.
businesses in their
o Job opportunities
community
o Provision of services
x Group into formal and
o Satisfaction of needs
informal businesses
o Reduce poverty
x Indicate whether it is a
Explain the concepts ‘formal’ and
trading, manufacturing
‘Informal business’
or service businesses
Service
Discuss examples of service business,
it’s role and purpose to the economy
e.g. a doctor in private practice
Trading
Discuss trading as a type of business,
it’s role and purpose to the economy
(e.g. spaza shops, flea markets, car
boot sales, shops)
Manufacturing
Discuss manufacturing as a type of
business, it’s role and purpose to the
economy (e.g. brickyard, bakery,
factory etc.)
Week Topic/Sub-topic Content/Context Method/ activities
6 Sexuality and Explain the concepts: "STIs", "STDs", - Show pictures of STD
HIV/ AIDS "HIV", "AIDS" at a basic level. conditions.
x STI- Sexually transmitted infection. - Discuss symptoms,
This could be infection due to causes, presentations,
sexual intercourse. Normally consequences if left
course by a germ that can untreated and
cause a disease. prevention.
x Interpersonal skills that help to - STD- Sexually
reduce the risk of sexually transmitted disease
transmitted infections, including such syphilis etc
HIV Infection in terms of assertive o Assertiveness –
communication, negotiation and Boldness, ie. Saying no!
decision-making. o Negotiation- Find the
middle ground- meet
each other half way.
- Decision making: way
options, rank options
and choose the best
option.
7 People and Buildings in different places Use sources of different
places x Explain the different types of types of building:
buildings and their uses x What do you think
o Shops each building is used
o Post office for?
o Airport x Which settlement do
o Bank you think these
o Garage buildings can be found
o Train station in?
o Places of worship
o Schools etc.
8 Safety & Security Discuss personal safety wrt to use of: Use practical
o Tools; demonstration to illustrate
o Appliances; dangers when working with
o Domestic equipment; and domestic appliances.
o Poisonous & inflammable
substances.
9 - 10 Assessment (Exam)
Year 2: Term 1
Week Topic/Sub-topic Content Method/ activities

1 Self-knowledge x Discuss how to respect the privacy of Use scenarios and case
others. studies that illustrate
x Dealing(coping) with emotions. respect for privacy.
2 Sexuality x Explain gender identity. Use demonstrations and
x Identify and addressing abuse of scenarios to expose
children learners to real life
x Create awareness of abuse. situations or use video/film/
x Know the steps of decision-making drama to depict various
skill. situation of sexuality
x Understands the dangers of AIDS & engagements.
STI/STD.
3 Healthy living x Keep the body germ free: Use sources to illustrate safe
Environmental health risks: water for human
x Water: Understand the importance consumption and use.
of the preserving this precious
resource.
4 Entrepreneurship What is an Entrepreneur Use two case studies of
x Identify the characteristics successful entrepreneurs in
(abilities and own community and
talents) of an entrepreneur compare the
x Analyse your Entrepreneurial characteristics and skills of
Potential the two entrepreneurs.
List the pros and cons of

being an entrepreneur
Allow learners to complete

an example of a
characteristics survey
5 Safety and x Identify safety challenges within the Learners determine own
security community. safety hazards within the
x Discus road safety. community and on the
roads.
6 People and x Identify features (things that are Use sources and answers
places noticeable and can be seen easily.) the questions:
x Identify landmarks – structures or o Choose a landmark or
features of the land and town that feature in the area and
help someone to get their describe it.
destination. o Where can it be found?
x Discuss the difference between o Sketch your landmark
man-made features and natural in your workbook.
features.
7 Democracy and Discuss democracy/human rights. Use relevant sources to
human rights Background information: discuss the first democratic
x South Africa became a democracy election of 1994.
for the first time 1994 after many
years of struggle against apartheid.
8 Leaders Identify the quality of a good leader. Use a source on Nelson
Focus on: Mandela, i.e. Long Walk to
Freedom
x The life and quality of Nelson o Did Mandela enjoy
Mandela growing up in the
x Sacrifices his freedom Transkei?
x Development as a leader o He thinks that
x Becoming the first democratically education was
elected South African president important. Why?
o When did he join the
ANC?
o What important lesson
did he teach us about
freedom?
9 Leaders Discuss the qualities of a good Discuss leaders in own
leader e.g. own community leaders community.
x Ask and answer questions about
the lives and qualities of good
leaders
10 Assessment
Year 2: Term 2

1 Sexuality and Discuss the prevention of: Show pictures / Use stories
HIV / Aids o AIDS & STIs/ STDs or case studies / articles
2 Healthy living x Explore Informed choices relating to Show the food pyramid.
healthy living, i.e.: healthy food, Use pictures.
(Food pyramid)
x Focus on the importance of exercise.
3 Diversity x Address inter-relationship in various - Use the SA constitution.
cultures.
x Discuss etiquette: Able to apply - Use demonstrations to
good manners: To be polite, ie. show good etiquette.
thank you, please, etc.
x Unity in diversity - Rainbow nation
- Customs and practices
in the different groups
and religions
4 Democracy and Democracy/human rights Use sources to explain the
human rights x The rights and responsibilities of rights and responsibilities of
citizens citizens
5-6 Entrepreneurship Introduce ‘Factors of Production’ by - Emphasise the
explaining the following concepts: importance of using
o Natural resources resources responsibly
o Labour
o Capital - Describe your business
o Entrepreneur idea
- What skills, hobbies or
Explain how an entrepreneur will interest do you have
combine the factors of production that will help you make
to gain profit in light of the market your business
day successful?
Explain the following concepts: - Apply the SWOT

x business idea analysis to your business
x Strengths, weaknesses, idea
opportunities and threats (SWOT)
analysis
7 Safety and x Identify the crime committed in the Crime prevention strategies
security neighbourhood and prevention
8-10 Revision, Consolidation and Assessment
Year 2: Term 3

1 Self-knowledge x Discuss the term “Self-image”. Be your-self, exercises,
focus on your own
uniqueness; build your
confidence
2 Sexuality and x Identify Risky behaviour: Understand Role play / movie clips etc.
relationships cultural rites.
o Know what Abortion is.
o Know what family planning is.
x Discuss sexual relationships & dating.

3 Healthy living Discuss sport ethics: Focus on
x Fair play;
x Sportsmanship; and
x Drugs in sport.
4-5 Entrepreneurship Conduct market research - Learners must develop
x Research Process: the questionnaire
o Questionnaire design - Collect the data
o Data collection - Organise the
o Organising and reporting information
o Findings - Compile a report on
their findings
6 Self- Identify positive and negative Use instances and
development influences on self-esteem: scenarios of both positive
x Positive influence promote self- and negative self-esteem.
esteem
x Negative influence that
undermine
self-esteem
7 Healthy living Discuss the effects of habit-forming New paper articles, serious
drugs on the individual. Focus on: cases of drug peddling
x Abuse of drugs
x Hard drugs such as:
o Dagga ( marijuana)
o Cocaine
o Methamphetamine (Tik)
o Behaviours and actions.
8 Work Place x Discuss own position and role in the List the hierarchy in the a
workplace and illustrated graphically typical work place, discuss
(organogram) by work relationships and
referring to the way that work is procedures
organised.
9 Work Place Demonstrate the relationship Use roll-play.
between employer and employee.
x Discuss the role of trade unions.
10 Assessment
Year 2: Term 4

1 World of work x Do a self-assessment programme to Use newspaper adverts to
determine vocational interests show job hunting skills
x Explore job hunting strategies: How
to read an advertisement.
2 Time x Setting goals - Learners set their own
management o Short goals.
o Medium - Set up plan to achieve
o Long term goals personal goals.
3-4 Entrepreneurship Explain and calculate your - Calculate:
x Costs price o Costs price
x Selling price o Selling price
x Profit o Profit
x Interest o Interest
Explain and calculate the start-up Purchases needed to

costs make your first sales –
itemize
List your sources of financing
Calculate fixed and
Operating costs variable costs
5 People and Explain how symbols are used on Identify different symbols
places maps and how to include a key on a map
x Symbols such as:
o a soccer/rugby field
o a river
o a place of worship
o a petrol station
o a hospital
o a park
o a bridge
6 People and Describe and draw a short journey - Write a short paragraph
places x Travelling from one place to a explaining how to get
destination to school
- Remember to use
words such as left, right
etc.
- Take note of land
marks, features and
names of roads
7 Work place x Identify personal duties and - Discuss and complete
responsibilities with reference to a a contract
job description and employment
contract - Types of contracts
x What is a job description: Focus on
o It spells out the duties,
responsibilities and objectives of a
position.
Year 3: Term 1

1 Self-knowledge x Discuss own coping mechanisms in - Employ coping
stressful situations. strategies: Show steps
2 Sexuality: x Discuss the term “Gender”. - Show scenarios of
HIV/AIDS x Identify stereotyping. stereotyping situations
x Avoid stigma. - Use role play to
demonstrate
stereotyping and
stigma connotations.
3 Healthy living x Keep the body germ free: Show learners the
o Know that substances can cause difference between
bodily harm (medication, processed food and fresh
processed food) foods.
o Focus on food preservation.
o Keep drinking water safe.
4 Environmental x Discuss recycling and pollution Clean-up project
health /campaign
5-6 Safety and Discuss public safety/transport: Learners identify safe
security x Identify forms of public transport e.g. situations on the road, rail,
Trains, taxi’s, busses. taxis etc.
x Identify risks when using public
transport
x Identify safety rules associated with
these forms of transport e.g. danger
or warning signs.
Discuss road safety:
x Explain what is meant by road
safety;
x How safety rules help to reduce
risks;
x Identify road signs; and
x Traffic officers.
7 Work place Discuss the rights and responsibilities Explain the different labour
of an individual. Focus on: laws.
x Reference to South African
labour legislation at a basic level Focus on the rights and
of understanding. responsibilities of employer
Labour legislation is discussed: and
x Focus on the rights and employee
responsibilities of the employer
and the employee
8-9 Entrepreneurship Discuss promotion/Advertising Design an ad.
x Designing an advert by
concentrating on: Choose ways to promote
o Price your stall in the local media
o Product/service
o Location Create a logo.
10 Assessment
Year 3: Term 2

1 Healthy living x Explain why food becomes How food gets
contaminated. contaminated
x Drug awareness program: Know the
Socio (home) Consequences
2 Sexuality and x Discuss morals and values wrt to AIDS Discuss morals and values-
HIV/ Aids relating to sexuality
3 Safety and x Know the importance of safety Rules with regards to safety
security clothing in the work place in the work place.
x Know Safety rules in the community
x Know Safety rules in the community
4 Diversity x Know what customs and practices Culture and customs- Use
are in own context and of others articles or learners own
x Understands the importance of experiences
good relationships in the community
x Respecting people with disabilities
x Know the steps in conflict resolution
5 Democracy and Discuss the purpose of the Explain what the
human rights constitution of South Africa constitution is:
The importance of class rules (Code Supreme or highest law,
of Conduct), rules at home and in etc.
the community
6 Democracy and Discuss and illustrate the spheres of Use sources to illustrate and
human rights government discuss the different
x National spheres of government
x Provincial
x Local
7-8 Entrepreneurship Discuss the planning of the stall in - Groups discussions on
terms of: layout, appearance,
x Layout suitability and security
x Appearance of the stalls for the
x Suitability market day
x Security
- Discuss how you are
going to organising
your business
- Discuss who is going to

be in charge and who
will do the work
Year 3: Term 3

1 Self-knowledge Discuss acceptance of yourself: Focus on activities that
x Take responsibility towards yourself demonstrate the skills of
and others. self-responsibility:
o Discipline
o Organise
o Order
o Planning etc.
2 Sexuality and Discuss HIV/AIDS: Risky behaviour Use sources to discuss the
relationships Know the effect of substance abuse dangers of drugs and
and how it relates to sexuality. sexuality
x Know the consequences of good
and bad decision making
3 Leaders Explore team work - Team work: How to
x Discuss the importance of team work succeed as a team
x Explore aspects of teamwork o Leaders and followers:
Discuss group dynamics: - Who are leaders?
Cooperation, trust, respect, - Who are followers?
tolerance - Leadership styles
x Identify the qualities of leaders.
4-6 Personal Savings and Investments - Investigate and report
Finances x Discuss short-term and long-term on the various funeral
insurance policies
Discuss the importance of medical - Investigate and report
aid on the various disability
insurance policies
Discuss how to prepare for - Discuss the importance
retirement of contributing to a
pension fund
Discuss how to make provision for - Discuss with learners
your children’s tertiary education how they can improve
their living standards?
Discuss the importance of setting - Explain how the use of
financial goals. time and resources
can improve living
standards
7 Safety and Know the Law enforcement Active participation in
security agencies neighbourhood watch or
Identify people who help us in the other safety measures in
community e.g. the community
o Police forum
o Community forum
o Police station/Mobile station
o Emergency numbers.
8 Work place Explain information on various Investigate further career
training options in the workplace to options within the
determine possible learning options: workplace, at FET/AET
x Career path in the work place colleges and beyond
x Requirements for promotion
x Further training options beyond the
school of skills.
9-10 Assessment
Year 3: Term 4

1 World of work Discuss: Learners decide
x Job shadowing. what trades they
x Volunteer for work. want to specialised
Discuss career pathways: Where do you in Job shadowing.
go from here? Map out of possible
job/career
pathways.
2 Democracy Discuss and demonstrate the voting Learners participate
system in a democracy in a mock election
x Requirements for voting to illustrate voting
process
3 Time management Discuss: Finish work on time; Role play to
x Prioritise tasks and activities in order to practice skills of
plan time; assertiveness,
x Identify factors that will assist you to confidence etc.
reach your goals e.g.
o Positive self esteem
o Self-management
o Determination, etc.
4-5 Entrepreneurship Apply entrepreneurial knowledge and - Participate in a
skills to actualize the market day at market day at
school. school.
- Reflect on the
positive and less
successful
experiences
during market
day.
- Discussed how
they can be
improved.
6 Personal Finances Discuss how to manage a bank account - Complete
i.e. savings and cheque account. withdrawal
x How to open a bank account slips and deposit
x How to complete deposit and slips from
withdrawal slips different
x Understanding the bank statement banks.
- Discuss the items
Discuss the rights and responsibilities of on a bank
banks and their customers statement.
- Discuss the SA
Consumer’s act
with the learners.
7 People and places Explain the basic services needed in a Design a poster that
community shows all the
x Food different resources
x Water and services that
x Shelter are available in your
x Health care area.
x Energy
Year 4: Term 1
Week Topic/sub-topic Content Method/ activities

1 Self-knowledge Explore the concepts: Self-esteem, self- - Using and applying
awareness and self-image. the skills to enhance
Use a variety of coping strategies in o Self-awareness,
stressful situations o Self-image and
Show how to use referrals: o Self-esteem
o Help line Example:
o contact lists of various support o Be confident
services o Assertive
o Express yourself
freely
- Role play coping
strategies in stressful
situations.
2 Sexuality x Explain AIDS in terms of: Show awareness of AIDS
o Decision making: Take responsibility as a deadly disease
for your decisions;
o Group/ decision making; and
o Managing peer pressure. Demonstrate peer
x Identify risky behaviour: Know the pressure in sexuality
implications of teenage pregnancy
x Know the children’s rights i.e. Sexual Know the constitutional

offences Act. rights in term of sexuality
3-4 Healthy living x Keep the body germ free: Know how What is communicable
communicable disease, i.e. flu) can diseases?: flu, TB etc.
cause bodily harm
x Explain Inoculation. The clinic card
5 Safety and x Discuss “You and the law”. When you clash with the
security x Discuss civil cases (child maintenance) law:
and Criminal cases. o Why?
o What to do?
6 Self-knowledge Demonstrate own strengths to Participate in a
participate in a community upliftment community upliftment
programme. exercise such as safety.
Discuss role modelling.
Positive role models
7 World of work x Do Practical work on job shadowing. - What is a learner
x Participate in a Learnership. ship?
x Discuss the relationships between - Conditions of work
employer and employee; - A work contract
x Understands the basic conditions of - Use practical
employment. scenarios and show
x Understand what a work contract is. real contracts and
paper work of the
work place
8 World of work Discuss workers’ rights and - The right to work
responsibilities. - A constitutional
protection?
- Unemployment
9 - 10 Assessment
Year 4: Term 2

1 Sexuality x Explain HIV/AIDS: The rights and Know your status?
responsibilities of the infected and Pre- and post- counselling
affected according to the should be explained and
Constitution and Acts that protect where to go for this
these rights. services.
x Explain the violation of human rights
of the infected and the affected
according to beliefs and attitudes
towards sexually transmitted
infections in the workplace and
society.
2 Healthy living x Drug awareness program: Know the Advantage and
concept: Rehabilitation. disadvantage of rehab
centres.
3 Diversity x Show patriotism through (Sport). Patriotism and citizenship
Proudly SA campaigns
4-5 Economic cycle Define the concepts: - Explain the role of the
x Government government in the
x Taxes economic cycle
x Direct tax e.g. Income tax - Explain how taxes is
x Indirect tax e.g. value added tax one of governments
(vat) most important
o Indirect tax e.g. value added tax income.
(vat) - Illustrate the flow of
x Illustrate the flow of goods and goods and services
services and money between and money between
households, businesses and households, businesses
government and government
6-7 Safety and Learn basic first aid skills. Demonstration and
security practical applications of
an emergency situation
8 World of work x Do Practical work. Job shadowing/ learner
x Participate in a Learner ship ship/ internships/ voluntary
work
9-10 Assessment
Year 4: Term 3
1 Sexuality and Discuss “Know your HIV status”. HIV/Testing: Pre- and post-
HIV/ Aids x Protect yourself is non-negotiable as counselling.
the only way to avoid HIV infection.
2 Sexuality and x Discuss how to care for someone HIV counselling /
HIV/ Aids living with HIV/ AIDS. treatment and care for the
HIV sufferer.
3 Entrepreneurship Apply entrepreneurial skills to - Select a business idea
actualise the Market Day at school. for market day and
give reasons for
choice.
- Identify the resources
needed to produce
the product
- Identify your target
market
- Complete the swot-
analysis of your
business idea
4 - Product choice
includes:
• research
recommendations
• price
• affordability
• quality
5 - Explain how you will
market your product
- Discuss the advertising
plan
- Design an advert for
your stall at the market
day
6 - Calculate your costs
and selling price
- Calculate your profit
- Calculate the start-up
capital
7 - Planning of the stall:
- Layout
- Appearance
- Suitability
- Security
- Organising your
business
- Discuss who is going to
be in charge and who
will do the work
8 - Participate in the
market day at your
school
9-10 Assessment
Year 4: Term 4

1 World of work Explore job hunting skills: Role play job hunting and
x How to read an advert; include all elements of the
x How to do interviews; and process in a practical way.
x How to draw up a CV.
2 Goal setting Discuss setting realistic goals: Draw up a time table
x Sticking to timeframes Set up realistic goals.
x Stressing the importance of
punctuality.
3 Personal x Define the term credit Discuss the forms of credit:
finances and x Discuss the different forms of - Credit account
savings credit - Credit card
Discuss the importance of having - Overdraft
a good credit rating - Personal loan
4-5 Healthy living Discuss personal and social well- Reflect on yourself; your
being: outlook on life: Positive.
x Positive outlook; How do you present
x Healthy habits; yourself?
x Stress management; and Awareness of healthy
x Healthy reproductive living. reproductive practice:
Family planning.
Positive mind set.
6-10 Revision, consolidation and assessment
PHYSICAL EDUCATION
YEARS 1, 2, 3 & 4
A GUIDE FOR TEACHERS
The Physical Education (PE) component aims to develop learners’ physical wellbeing and
knowledge of movement and safety. It encourages learners to use these to perform in a
wide range of activities associated with the development of an active and healthy
lifestyle. It also aims to develop learners’ confidence and generic skills, especially those of
collaboration, communication, creativity, critical thinking and aesthetic appreciation.
These, together with the nurturing of positive values and attitudes in PE, provide a good
foundation for learners’ lifelong and life-wide learning.
The Physical Education Task (PET) is administered across all four school terms in Years 1-4.
Learners are expected to participate in a Physical Education period once a week, which
is timetabled to take place in a fixed period, labelled Physical Education on the school
timetable. Learner participation and movement performance in the PET will, therefore, be
assessed and reported in each term. The subject adviser will moderate the PET during
announced school visits by observing learners performing the actual assessment task.
The focus of assessment within the PET falls into two broad categories:
a. participation; and
b. movement performance. (See assessment section)
PHYSICAL EDUCATION RESOURCE FOR YEARS 1-4
A GUIDELINE FOR THE SCHOOLS OF SKILLS
Years 1-2 Year 3 Year 4

x Different ways to loco x Movement sequences x Physical fitness programme to
mote, rotate, elevate and that require consistency develop particular aspects of
balance, using various and control in smooth and fitness
parts of the body with continuous combinations x A variety of striking and fielding
control x A variety of target games games
x A variety of modified x Rhythmic movements and x Rhythmic patterns of
invasion games step with attention to movement with coordination
x Rhythmic movements with posture and style and control
focus on posture x A variety of field and track x Refined sequences
x Basic field and track athletics and swimming emphasizing changes of
athletics and swimming activities shape, speed and direction
activities x Safety measures through gymnastic actions
x Safety measures x Safety measures
The following table provides examples of possible physical education activities that can
be presented in years 1-4
Field and track Invasion and target Movement sequences Safety measures
athletic activities Games
x Field athletics: x Netball/basketball x Gymnastrada x Clothing and footwe
adapted shot put, x Soccer sequences which x Surface of the play a
discus, javelin, long x Rugby combine two or x Use and condition of
jump, high jump x Hockey more of the apparatus
x Track athletics: x Tennis following x Warm up and cool
sprints, middle and x Indigenous or movements: down
long distances and community games running, walking, x Basic First-aid
relays. jumping, hopping, x Water safety
skipping x Spacing of learners
Fitness activities and Striking and fielding Rhythmic movements during activities
aspects of fitness Games x Following
x Aerobics: aqua x Modified: cricket, x Aerobics instructions
(water) aerobics, baseball, volleyball x Rhythmic
stepping x Indigenous or gymnastics with or
x Walking/ running/ community games without hand
swimming/ cycling apparatus.
x Swimming games
programmes x Traditional dance
x Flexibility, power, patterns
speed, endurance
NB! The following table is a Physical Education Programme per year group. The content is
a guide for teachers based on the teaching plan in the CAPS. Schools can choose any
activities that suit them given their context. Teachers can adapt and add their own
activities.
Also note that safety precautions have to be observed throughout the Physical Education
Programme.
TERM 1 YEARS 1-2 Recommended resources

WEEKS 1–3 3 hours Textbook, resources on sport and games
Fitness:
Athletics – Crouch start- Starting command: On your marks…get set…go! 50 m sprint; running in
lanes.
x Cardio vascular fitness- Rounders
Sport: Cricket - Batting
x Tennis- Forehand and backhand shots
x Swimming- Confidence exercises, breathing, kicking, gliding, buoyancy.
Games:
x Athletic games, such as relay games ( loco motor) jumps and throws
x Games that include rotation, elevation and balance.( Individual)
x Water activities that promote confidence
x Mini cricket
x Tennis set
Fitness:
x Athletics – Relay running, long jump, high jump. Cardiovascular fitness: Paarlauf
Sport: Cricket - Fielding and bowling
x Tennis- Serve and follow-through; volley
x Swimming- Arm strokes: Crawl and backstroke
Games:
x Athletic games- relay running
x Games that include rotation, elevation and balance.( Partners)
x Water activities that promote confidence, i.e
x Mini cricket; circle dodge ball
x Tennis set
Fitness:
x Athletics – Middle distance running, cross country running.
Sport: Cricket - Wicket keeper and field placing
x Swimming- Races
Games:
x Athletic games
x Games that include rotation, elevation and balance. ( Groups)
x Water activities- giant steps, dive to fetch colour disks; ring-a- ring- rosie
x Mini cricket; relay running;
x Tennis set
WEEKS 9–10 2 hour Textbook, resources on sport and games
Fitness:
x Athletics – Middle distance running
Sport:
x Netball- Catching and passing
x Basketball- Dribble
Games:
x Obstacle course ( Eelements of locomotion, rotation, balance, elevation)
x Circle dodge ball; Relay races; Free tag; catch your partner; shuttle relay etc.
WEEKS 1–3 3 hours Textbook. resources on safety, sport and
games
Fitness:
x Running; agility; speed; power, strength and flexibility
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- passing
x Basketball- Dribble and dodging Rugby- Passing
Games:
x Obstacle course
x Jockeys and horses; Bull in the ring; potato relay.
WEEKS 4-5 2 hours Textbook, resources on games and sport
Fitness:
x Running- jogging; agility- running zigzag; speed- 50 sprint; power-running on the spot,
strength- squad jumps, press-ups, etc.; and flexibility – stretching all body regions
Sport:
x Netball- shooting Hockey- Passing Soccer- Trapping
x Basketball- Passing Rugby- Kicking Volleyball- Passing
Games:
x Obstacle course
x Cranes and crows, keep the basket full, Mr Wolf, traditional games etc.
WEEKS 6–8 3 hours Textbook, resources on games and sport
Fitness:
Sport:
x Netball- Positions and tactics Hockey- Striking at goal Soccer- stop of the
ball
x Basketball- Shooting Rugby- Punting
Games:
x Obstacle course
x Mini soccer; mini basketball; mini hockey , touch rugby, mini netball ( Open skill application)
WEEKS 9-10 2 hours Textbook, resources on games and sport
Fitness:
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking
Games:
x Obstacle course
x Catch the tigers tail; horse and cart, chase your partner, cops and robbers etc.
WEEKS 1–3 3 hours Textbook, resources on safety and rhythmic
movements
Fitness:
x Running- Cardiovascular fitness- lap running
Sport:
x Netball- Running into spaces Hockey- Striking Soccer- Heading
x Basketball- tactics Rugby- Scrumming/ line-out Gymnastics- floor
movements
Games:
x Shuttle relay games
x Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
x Tug-of- war
WEEKS 4-5 2 hours Textbook, resources on rhythmic movement
activities
Fitness:
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility
Games:
x Obstacle course
WEEK 6-8 3 hours Textbook, resources on rhythmic movement
activities
Fitness:
x Circuit training
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- vaulting
Games:
x Obstacle course
x . Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
x Gymnastics: Pyramids
x Rotten egg
WEEKS 9–10 2 hour Textbook, resources on rhythmic movement
activities
Fitness:
strength- squad jumps, press-ups, etc.; and flexibility – stretching all body regions; rope
skipping
Sport:
passing
Games:
x Obstacle course
x With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games
WEEKS 1–3 3 hours Textbook, resources on safety and athletic
activities
Fitness:
lanes.
x Cardio vascular fitness- circuit training
Sport: Cricket - Batting- forward defensive; backward defensive Gymnastics:
Rhythmic with hand apparatus
x Tennis- Volley
x Swimming- Arm and leg actions with various swimming styles, i.e. front crawl, backstroke etc.
Games: Athletic games
x Mini cricket
x Tennis set; tunnel crawls
WEEKS 4-5 2 hours Textbook, resources on athletic activities
Fitness:
Sport: Cricket - Fielding and bowling Gymnastics:
Rhythmic with hand apparatus
x Swimming- Arm strokes: Crawl and backstroke
Games: Athletic games- relay running
x Water activities that promote confidence, i.e.
x Mini cricket
x Tennis set
WEEK 6-8 3 hours Textbook, resources on athletic activities
Fitness:
Sport: Cricket - Wicket keeper and field placing Gymnastics: Agility
x Swimming- Races
x Mini cricket
x Tennis set; catch the dragon’s tail
WEEKS 9–10 2 hours Textbook, resources on athletic activities
Fitness:
x Athletics – Middle distance running
Sport: Cricket - Wicket keeper and field placing Gymnastics: Floor
exercise
x Swimming- Races
Games:
x Obstacle course
x Circle dodge ball; Relay races; Free tag; catch your partner; shuttle relay etc.
TERM 1 YEAR 3 Recommended resources
WEEKS 1–3 3 hours Textbook, resources on safety and movement
activities
Fitness:
Athletics – Sprinting; relay running
x Cardio vascular fitness- Lap running, time trials
Sport: Cricket - Batting and bowling; fielding
x Tennis- Forehand and backhand shots: Grip and foot positions
Games:
x Athletic games- team races
x Games that include rotation, elevation and balance.( Individual)
x Mini cricket
x Tennis set; cat and mouse (Impuku nekati)
Fitness:
Athletics – Sprinting 80 m: relay running- (1) fastest starter (2) bend runner (3) back straight (4)
fastest finisher.
x Cardio vascular fitness- Lap running- time trials
Sport: Cricket - Fielding- defensive and attacking
x Tennis- Foot positions for forehand and backhand respectively
x Swimming- Strokes- arm and leg actions
Games:
x Athletic games
x Games that include rotation, elevation and balance.( partners)
x Mini cricket
x Tennis set
x Traditional games
WEEK 6-8 3 hours Textbook, resources on movement sequences
activities
Fitness:
lanes.
x Cardio vascular fitness- Shuttle relay
Sport: Cricket - Catching Gymnastics: Rhythmic
with/ without hand apparatus
Games:
x Athletic games
x Games that include rotation, elevation and balance.( Group)
x Mini cricket
x Tennis set; three -legged game
x Rhythmic Gymnastics
Fitness:
skipping
Sport:
passing
Games:
x Obstacle course with Music Rhythmic Gymnastics; traditional dance; ropes skipping.
WEEKS 1–3 3 hours Textbook, resources on safety, games and
sport
Fitness:
x Running- Jogging; agility- shuttle relay; speed- 50m sprints; power-squad jumps, strength-
press-ups and flexibility- sit and reach
Sport:
x Basketball- Dribble and dodging Rugby- Passing Gymnastics:
Balancing-
Games:
x Obstacle course
x Chase your partner, cops and robbers etc.
WEEKS 4-5 2 hours Textbooks resources on games and sport
Fitness:
Sport:
x Netball- shooting Hockey- Passing Soccer- Trapping
x Basketball- Passing Rugby- Kicking Volleyball- Passing
Games:
Gymnastics: Floor work
x Obstacle course
x Cranes and crows, keep the basket full, Mr. Wolf, traditional games etc.
WEEK 6-8 3 hours Textbook, resources on games and sport
Fitness:
x Circuit training
Sport:
x Netball- Positions and tactics Hockey- Striking at goal Soccer- stop of the
ball
x Basketball- Shooting Rugby- Punting Gymnastics-
Forward/backward roll
Games:
x Obstacle course
x Mini soccer; mini basketball; mini hockey , touch rugby, mini netball , hand ball( Open skill
application)
Fitness:
x Circuit training: Stations (1) Running into back lying (2) sit-ups (3) squad jumps (4) press-ups
(5) Burpees
Sport:
passing
Games:
x Obstacle course
movements
Fitness:
x Running- Cardiovascular fitness- lap running; Paarlauf; shuttle relay.
Sport:
x Netball- Defense Hockey- Goal keeping Soccer- Heading/
trapping
x Basketball- Passing Rugby- Scrumming/ line-out Gymnastics-
Rhythmic
Games:
application
WEEKS 4-5 2 hours Textbook, resources on rhythmic movements
Fitness:
Sport:
x Netball- Catching and passing Hockey- passing Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics-
Rhythmic/ floor work
Games:
x Obstacle course
WEEK 6-8 3 hours Textbook, resources on rhythmic movements
Participation In rhythmic movements with focus on posture and style.
Fitness:
x Circuit training
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility/
rhythmic
Games:
x Obstacle course
application
WEEKS 9–10 2 hours Textbook, resources on rhythmic movements
Fitness:
skipping
Sport:
passing
Games:
x Obstacle course
WEEKS 1–3 3 hours Textbook, resources on safety and athletic
activities
Fitness:
Athletics – Crouch start- Starting command: On your marks…get set…go! 80 m sprint.
x Cardio vascular fitness- circuit training
Safety and support/assistance
x Tennis- Ground shots
x Swimming- Safety precautions
x Water activities that promotes water safety
x Mini cricket
x Tennis set, T. Ball.
Fitness:
Sport: Cricket - Field placing
Gymnastics: Agility
x Swimming- Front crawl and backstroke and other swimming strokes
x Mini cricket
x Tennis set
WEEK 6-8 3 hours Textbook, resources on athletic activities
Fitness:
Gymnastics: Agility
x Swimming- Races
x Mini cricket
x Tennis set: Dwarf tennis
Fitness:
skipping
Sport:
passing
Handstand, headstand
Games:
x Obstacle course
WEEKS 1–3 3 hours Textbook, resources on safety and movement
Fitness:
Athletics – Sprinting- crouch start; relay running- overhand take over of relay baton
x Cardio vascular fitness- Lap running, time trials; shuttle relay; rope skipping
Sport: Cricket - Batting and bowling; fielding; field placing
x Tennis- Forehand and backhand shots: Grip and foot positions
x Swimming- Breaststroke, arms and legs action
x Water safety and rescues principles
x Mini cricket
x Tennis set
WEEKS 4-5 2 hours Textbook, resources on sequence movement
activities
Fitness: ( First Aid theory)
Athletics – Sprinting 80 m: relay running- (1) fastest starter (2) bend runner (3) back straight (4)
fastest finisher.
x Circuit training in station
Sport: Cricket - Fielding- Wicket keeping and bowling
x Tennis- Foot positions for forehand and backhand respectively
x Swimming- Backstroke – arms and leg action
x Water activities: Relays: Medley.
x Mini cricket
x Tennis set
x Traditional games
WEEK 6-8 3 hours Textbook, resources on movement sequences
activities
Fitness: ( First aid Practicals)
skipping
Athletics – Field items: Long jump; high jump
x Cardio vascular fitness- Shuttle relay
Sport: Cricket - Catching a high ball Gymnastics: Rhythmic
with/ without hand apparatus
x Swimming- Butterfly stroke arm action and dolphin kick;
x Water activities- safety ; water polo games
x Mini cricket
x Rhythmic Gymnastics
Fitness: ( First Aid Practicals)

skipping
Sport:
passing
Games:
x Obstacle course
x With Music Rhythmic Gymnastics; traditional dance; rope skipping
WEEKS 1–3 3 hours Textbook, resources on safety, games and
sport
Fitness:
x Running- Jogging; agility- shuttle relay; speed- 50m sprints; power-squad jumps, strength-
press-ups and flexibility- sit and reach
Sport:
x Basketball- Dribble and dodging Rugby- Passing Gymnastics: Floor
Sequences
Games:
x Obstacle course
x Chase your partner, cops and robbers etc.
WEEKS 4-5 2 hours Textbooks resources on games and sport
Fitness:
Sport:
x Netball- Tactics Hockey- corner Soccer- Trapping
x Basketball- Passing Rugby- scrum and line-out Volleyball- Passing
Games:
Gymnastics- Agility
x Obstacle course
x Cranes and crows, keep the basket full, Mr. Wolf, traditional games etc.
WEEK 6-8 3 hours Textbook, resources on games and sport
Fitness:
x Circuit training
Sport:
x Netball- Positions and tactics Hockey- Striking at goal Soccer- Goal
keeping/ Striking
x Basketball- Shooting Rugby- Punting Gymnastics-
Forward/backward roll
Games:
x Obstacle course
x Mini soccer; mini basketball; mini hockey , touch rugby, mini netball ( Open skill application)
Fitness:
x Circuit training: Stations (1) Running into back lying (2) sit-ups (3) squad jumps (4) press-ups
(5) Burpees
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics.-
Rhythmic
Games:
x Obstacle course
activities
Fitness:
x Running- Cardiovascular fitness- lap running; Paarlauf; shuttle relay.
Sport:
x Netball- Defense Hockey- Goal keeping Soccer- Heading/
trapping
x Basketball- Passing Rugby- Scrumming/ line-out Gymnastics-
Rhythmic
Games:
application
x Indigenous games; volleyball; softball etc.
WEEKS 4-5 2 hours Textbook, resources on rhythmic movements
Fitness:
Sport:
x Netball- Catching and passing Hockey- passing Soccer- dribble…
passing
Rhythmic/agility
Games:
x Obstacle course
x Indigenous games; volleyball; softball etc.
Fitness:
x Circuit training
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility/
rhythmic
Games:
x Obstacle course
application
WEEKS 9–10 2 hours Textbook, resources on rhythmic movements
Fitness:
skipping
Sport:
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Floor
sequence
Games:
x Obstacle course
x Follow the leader; rope skipping games, v
movement activities
Fitness:
Athletics – Throws- throwing a tennis ball; long jump; high jump
x Cardio vascular fitness- circuit training; lap running
Safety and support/assistance
x Tennis- Ground shots
x Swimming- Safety precautions
x Water activities that promotes water safety
x Mini cricket
x Tennis set
WEEKS 4-5 2 hours Textbook, resources on
athletic activities
Fitness: Aerobics
Sport: Cricket - Field placing
Gymnastics: Floor exercise
x Swimming- Refinement other swimming strokes
x Mini cricket
x Tennis set
WEEK 6-8 3 hours Textbook, resources on
athletic activities
Fitness: Circuit training
Gymnastics: Floor routine
x Swimming- Races
x Mini cricket
x Tennis set: Dwarf tennis
WEEK 9-10 2 hours Textbook, resources on
rhythmic movements
Fitness:
skipping
Sport:
passing
Handstand, headstand
Games:
x Obstacle course
Assessment Tool for Physical Education
The assessment tool Limited Adequate Proficient Excellent

for learner
performance in the
two criteria of the
task:
CRITERION 1:
Divide number of times a learner participated by number of PE periods per term and multiply by 100 to
obtain a percentage and then convert to a mark out 15.
FREQUENCY OF 0% = 0 marks (did 16-19% = 4 marks 36-39% = 8 marks 60-69% = 12 marks
PARTICIPATION not participate at all) 20-25% = 5 marks 40-45% = 9 marks 70-79% = 13 marks
1-5% = 1 mark 26-29% = 6 marks 46-49% = 10 marks 80-89% = 14 marks
DURING PHYSICAL
6-9% = 2 marks 30-35% = 7 marks 50-59% = 11 marks 90-100% = 15 marks
EDUCATION PERIODS
10-15% = 3 marks
(15 marks)
CRITERION 2:
While a record will be kept of learner participation per period, each learner will not be assessed on
movement performance in every Physical Education period, but will be formally observed at least two
times across a school term for formal assessment purposes to determine their level of movement
performance.
Allocate a mark out of five (5) for each of the two observations, total out of ten (10) and then divide
by (2), to obtain a final mark out of five (5).
OUTCOME OF Very clumsy and/ Requires further Efficient, Exceptional level
MOVEMENT or ineffective – attention and effective and of skill –
PERFORMANCE movements do refinement – appropriate – movements
(5 marks) not produce the lapses in movements always produce
desired outcome movements mostly produce the desired
at all which do not the correct outcome
(0 -1 mark) always produce desired outcome (5 marks)
the desired (4 marks)
outcome
(2 -3 marks)
Please note: The above instrument is used nationally but teachers can adapt it to suit the
School of Skills context.
SECTION 4
ASSESSMENT
4.1 Introduction
This section on assessment standardises the recording and reporting processes for
Year 1-4 learners within the framework of the adapted skills curriculum in Special
Schools that offer a skills programme. It also provides a policy framework for the
management of school based assessment and school assessment records.
It is still required of teachers to offer a differentiated form of assessment as learners

following an adapted curriculum with a skills focus have specific barriers to learning.
Since a learner or learners may be functioning on different grades or levels
(straddling), the assessment / recording / reporting system must make provision to
reflect the functioning level(s) of each leaner. Each learner, regardless of his/her
number of years in the School of Skills, must have access to the standard of
assessment best suited to his/her needs. The learner’s abilities determine what will
be expected of him/her and the pacing of instruction must accommodate the
individual learner.
4.2 Assessment Principles
4.2.1 Definition
Assessment is a continuous planned process of identifying, gathering and

interpreting information about the performance of learners, using various forms of
assessment. It involves four steps: generating and collecting evidence of
achievement; evaluating this evidence; recording the findings and using this
information to understand and thereby assist the learner’s development in order to
improve the process of learning and teaching. Assessment should be both informal
(Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning
experience.
Assessment is a process that measures individual learners’ attainment of knowledge

(content, and concepts) and skills by collecting, analysing and interpreting the
data and information obtained from this process to:
o enable the teacher to judge a learner’s progress in a reliable way.
o inform learners of their strengths, weaknesses and progress.
o assist teachers, parents and other stakeholders in making decisions about the
learning process and the progress of learners.
Assessment should be mapped against the content, skills, intended aims and
assessment criterion specified in the curriculum. In both informal and formal
assessments it is important to ensure that in the course of a school year:
o all of the content is covered.
o the full range of skills is included.
o a variety of different forms of assessment are used.
4.2.2 Informal Assessment or Daily Assessment
Assessment for learning has the purpose of continuously collecting information on a

learner’s achievement that can be used to improve their learning. Informal
assessment is a daily monitoring of learners’ progress. This is done through
observations, discussions, practical demonstrations, learner-teacher conferences,
informal classroom interactions, etc. Informal assessment may be as simple as
stopping during the lesson to observe learners or to discuss with learners how
learning is progressing. Informal assessment should be used to provide feedback to
the learners and to inform planning for teaching, but need not be recorded. It
should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks. Self assessment
and peer assessment actively involves learners in assessment. This is important as it
allows learners to learn from and reflect on their own performance. The results of
the informal daily assessment tasks are not formally recorded unless the teacher
wishes to do so. The results of daily, informal assessment tasks are not taken into
account for progression, promotion and certification purposes.
Informal, ongoing assessments should be used to scaffold the acquisition of

knowledge and skills and should be the stepping stones leading up to the formal
tasks in the Programmes of Assessment.
4.2.3 Formal Assessment
All assessment tasks that make up a formal programme of assessment for the year
are regarded as Formal Assessment. Formal Assessment Tasks are marked and
formally recorded by the teacher for progression and certification purposes. All
Formal Assessment Tasks are subject to moderation for the purpose of quality
assurance and to ensure that appropriate standards are maintained. Formal
assessment tasks form part of a year-long formal Programme of Assessment.
a. Why use a Formal Assessment task

“Formal Assessment Task (assessment of learning)” – is a systematic way of
assessment used by teachers to determine how well learners are progressing in
a level and in a particular subject.
b. What is a Formal Assessment Task?

It is a set of questions and or instruction that learners need to respond to. A task
may consist of a range of activities. A formal task must be valid, fair and reliable
and must cover sufficient knowledge and or skills to report on the learners’
progress.
Teachers must ensure that assessment criteria are very clear to the learners
before the assessment process. This involves explaining to the learners which
knowledge and skills are being assessed and the required length of responses.
Feedback should be provided to the learners after assessment and could take
the form of whole-class discussion or teacher-learner interaction. Examples of
formal assessments include projects, oral presentations, demonstrations,
performances, tests, examinations, practical demonstrations, etc. The forms of
assessment used should be appropriate to the age and the developmental
level of the learners. The assessment tasks should be carefully designed to cover
the content and or skills of the subject. The design of these tasks should
therefore ensure that a variety of skills are assessed.
Practical Assessment Tasks allow for learners to be assessed on a regular basis

during the school year and also allow for the assessment of skills that cannot be
assessed in a written format, e.g. test or examination.
4.3 Managing Assessment
4.3.1 People Involved in Assessment
The school and the teachers have overall responsibility for the assessment
of learners. Teachers are expected to create a valid, reliable and
credible assessment process.
4.3.2 School Assessment Programme
4.3.2.1 Academic Curriculum
The Programme of Assessment is designed to spread formal assessment tasks in all

subjects in a school throughout a term.
Year X Formal School-Based Assessments Final End-of-Year

Assessments
Term 1 Term 2 Term 3 Term 4
x Suitable forms of x Suitable forms of x Suitable forms of x Suitable forms of
assessment as assessment as assessment as assessment as
determined by determined by determined by determined by
each academic each academic each academic each academic
subject subject subject subject
Dates: Dates: Dates: Dates:
Term
100% 100% 100% 25%
Report
End of CASS
Year 75% 25%
Please note the time allocation for Life Skills: Four (4) hours per week is allocated
for Life Skills in all years.
The programme of assessment is designed to spread formal assessment tasks

throughout the school year.
In Life Skills learners are expected to complete a total of four formal assessment
tasks per grade. The four formal tasks make up 30% of the total mark for the subject
for each of year, i.e. year 1,2, 3 and 4.
The weighting of marks for the four formal assessment tasks is as follows:
Term 1 Term 2 Term 3 Term 4
Task 1 Task 2 Task 3 Task 4
Year 1 Year 2 Year 3 Year 4 Years 1 – 4 Year 1 Year 2 Year 3 Year 4
Assignment Assignment Assignm Assignm Test: Project: Examina- Examina- Examina- Examin
/ Design / Case ent/ ent/ 25 marks 25 marks tion tion tion ation:
and make/ study/ Design Case = 80% = 80% 25 marks 25 marks 25 marks 50
other Design and and study: = 80% = 80% = 80% marks
25 marks make/othe make/ot other = 80%
=100% r her 25 Marks
= 80% 25 marks 25 marks = 80%
= 80% =80%
PE 20%
PE 20% PE 20% PE 20% PE 20% PE 20% PE 20% PE 20% PE 20% PE 20%
75% SBA 25% Examination
Notes: Notes:
Note: For Year 4, the examination will be written out of a mark of 50 and divided by
2, that is, 50 / 2 = 25 marks for recording.
a. Project
The project will be any piece of work in which knowledge, skills and values
which lead towards competence in specified content are demonstrated. The
task will involve collecting, interpreting and presenting findings into a written
product that may be reported or performed by the learners. Learners will
collect data/ resources/ information to perform the task outside of contact
time. The completion of the project must be facilitated by the teacher in class
time to ensure the authenticity of the product.
The nature of the project will be determined by the content covered according
to the annual teaching plan. Learners must be given adequate guidance at
the outset of the project and progress must be monitored throughout. All
assessment criteria applicable to the project must be discussed with the
learners prior to the commencement of the project. Learners must be given
enough time to complete the project. It should be given before the end of the
second term for submission during the third term.
b. Assignment
This form of assessment will allow for a more holistic assessment of knowledge,
skills and values and their application in different contexts. The assignment will
be a problem-solving exercise with clear guidelines and of a specified length.
The focus and nature of the task will be determined by the content covered
according to the annual teaching plan. The teacher will provide learners with
resources and information required to deliver the task.
c. Case study
The case study will involve a detailed description of a specific situation or

phenomenon. The description can either be real or hypothetical and can be
taken from a book, newspaper, magazine, video or the radio. The case study
will enable the teacher to assess whether learners can apply the knowledge,
skills and values to an unfamiliar context. The focus will be determined by the
content covered according to the annual teaching plan for the personal and
Social Well-being. The teacher will provide learners with resources and
information required to deliver the task.
d. Design and make
Design and making involves the production of the actual product using
creative processes to achieve a certain competency. Making is the end
product of a design. Learners will be required to design, make and write
descriptive statements on the task and show an understanding of knowledge
gained and the application of knowledge and skills. The focus will be
determined by the content covered according to the annual teaching plan.
The teacher will provide learners with resources and information required to
deliver the task. All assessment criteria applicable to the task must be discussed
with the learners prior to the commencement of the task.
e. Test
Tests will be administered at the end of the second term. They will consist of a
range of questions that will assess knowledge recall, understanding and
application of knowledge.
f. Examinations
Examinations of at least 45 minutes in Year 1-3 and 75 minutes in Year 4 must be

administered at the end of the year as part of the internal examination
timetable of the school/ district / province. The examinations will address the
knowledge and skills covered according to the annual teaching plan for Life
Skills. They will incorporate more than one type of question and require the
application of knowledge and skills.
g. Other tasks
Other form of assessment could also be used provided it adheres to the

minimum standards of the tasks discussed above.
Outline for examinations and tests
The outline below will be followed when setting the Personal and Social Well-
being examination and test papers.
The Year 1-3 examinations and tests will consist of two sections. Total for
examination or test:
25 Marks
Section A: 15 marks Section B: 10 marks

All questions are compulsory. All questions are compulsory.
x The questions must be matching columns x Case study may be used.
and fill in/ complete sentences or list. x The questions must be a combination of
x They will test understanding and factual three or more types of questions, ranging
knowledge. from state, explain, discuss and describe.
x They will be short open-ended and
knowledge-based questions that include
information that learners have acquired
from the Personal and Social Well-being
class.
x Learners must provide direct responses
and full sentences in point form.
x One question will focus on the
application of knowledge and skills and
responses will either be full sentences in
point form or a short paragraph.
x Learners will solve problems, make
decisions and give advice. They will
provide few direct responses.
Note. Information provided in the case studies must be current, up-to-date, age-appropriate
and learner-friendly.
The Year 4 test will follow the Year 1-3 examination outline. The Year 4
examination paper will consist of three sections. Total for examination: 50 Marks
Section A: 25 marks Section B: 15 marks Section C: 10 marks

All questions are compulsory. All questions are compulsory.
Learners will be expected
x The questions must be x Case study may be used.answer a 10-mark and a 5-
matching columns, true x The questions must be amark questions.
or false, multiple choice combination of three orx Questions will focus on
or list. more types of questions, the application of
x They will test ranging from state, knowledge and skills.
understanding and explain, discuss and x Learners will make
factual knowledge. describe. decisions and give
x Response must be short x They will be short open- advice. They will provide
and direct and maybe ended and knowledge- few direct responses and
one word, a phrase or a based questions that a short paragraph that
sentence. include information that states, explains or
learners have acquired describes an issue.
from the Personal and x Each question will focus
Social Well-being class. on the specific
x Learners must provide information or the
direct responses and full integration of content.
x
sentences in point form. A short text/ diagram/
data can be provided as
a stimulus.
Note. Information provided in the texts must be current, up-to-date, age-appropriate and
learner-friendly.
NB. A marking memorandum or guideline suitable to each of the tasks above

must be used to assess learner performance. The nature of the task and the
knowledge, skills and values that are to be assessed will provide guidance on
the type of the assessment tool. Provision must be made in the marking
memorandum or guideline for the learner’s own interpretation of the questions.
4.4 Recording and Reporting
Recording is a process in which the teacher documents the level of a learner’s

performance in a specific assessment task. It indicates learner progress towards the
achievement of the knowledge and skill. Records of learner performance should
provide evidence of the learner’s progression. Records of learner performance
should also be used to verify the progress made by teachers and learners in the
teaching and learning process. Reporting is a process of communicating learner
performance to learners, parents, schools, and other stakeholders. Learner
performance can be reported in a number of ways. These include report cards,
parents’ meetings, school visitation days, parent-teacher conferences, phone calls,
letters, class or school newsletters, etc.
Good record keeping is essential in all assessment, particularly in continuous

assessment. A record book or file must be kept up to date by each teacher. It
should contain:
o learners’ names;
o dates of assessment;
o name and description of the assessment activity;
o the results of assessment activities, according to Subject;
o comments for support purposes.
Teachers report in percentages against the subject. The various achievement levels
and their corresponding percentage bands are as shown in the table below.
Recording is a process in which the teacher documents the level of a learner’s
performance. Teachers record the actual raw marks against the task using a record
sheet. Records of learner performance should also be used to verify the progress
made by teachers and learners in the teaching and learning process. Records
should be used to monitor learning and to plan ahead.
Note: The seven point scale should have clear descriptions that give detailed
information for each level. Teachers will record actual marks against the task by
using a record sheet; and report percentages against the subject on the learners’
report cards.
Codes and percentages for reporting in Grades R – 12
Rating code Description of Percentage

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
All records must be accessible, easy to interpret, securely kept, confidential and
helpful in the teaching and reporting process. The school assessment policy
determines the details of how record books must be completed. Schools are
required to provide quarterly feedback to parents on the Programme of
Assessment, using a formal reporting tool, such as a report card. The schedule and
the report card should indicate the overall level of performance of a learner.
NOTE:
Criterion referencing is best used to describe learner’s performance in a skill.
Teachers must make use of suitable analytical rubrics when assessing a learner’s
competence for a specific skill using practical demonstrations.
4.5 Moderation of Assessment
Moderation refers to the process that ensures that the assessment tasks are fair,
valid and reliable. Moderation should be implemented at school, district, and
provincial levels if necessary. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments. The
Formal School Based Assessment and the practical assessment tasks should be
moderated by the relevant subject specialists at the district and, if necessary,
provincial levels in consultation with the moderators at school.
Moderation serves five purposes:

1. It must ascertain whether subject content and skills have been sufficiently
covered.
2. The moderator must ensure that the correct balance of cognitive demands are
reflected in the assessments.
3. The assessments and marking are of an acceptable standard and consistency.
4. The moderator must make judgements about the comparability of learner
performance across schools; whilst recognising that teachers teach in different
ways.
5. The subject specialist/moderator must identify areas in which a teacher may
need development and support and must ensure that this support is provided.
Moderation is therefore an ongoing process and not a once-off end-of-year event.
4.6 General
This document should be read in conjunction with:

o White Paper 6 on Special Needs Education: Building an Inclusive Education and
Training System (2001),
o National policy pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R – 12; and (NPPPR) (2011)
o The policy document; National Protocol for Assessment Grades R – 12. (NPA)
(2011)
o Responding to Diversity through Curriculum and Assessment Policy Statements
(2011)
o Guidelines to Ensure Quality Education and Support in Special Schools and
Special School Resource Centres (2007)
o Operational manual to the National strategy on Screening, identification,
Assessment and support (2008)
o Guidelines for full-service/inclusive schools (2010)
SECTION 5
REFERENCE
A) SAQA UNIT STANDARDS: LIFE ORIENTATION AET LEVEL 4:
o Demonstrate knowledge of self in order to understand one`s identity and role

within the immediate community and South African society
o (SAQA US ID 14661)
o Demonstrate an understanding of how to participate effectively in

o the workplace ( SAQA US ID 14569)
o Demonstrate an understanding of factors that contribute towards healthy living

(SAQA US ID 14659)
o Demonstrate an understanding of sexuality and sexually transmitted infections

including HIV/AIDS (SAQA US ID 14656)
o Identify security, safety and environmental risks in the local environment ( SAQA
US ID 113966)
o Demonstrate knowledge of diversity within different relationships in the South

African society (SAQA US ID 14664)
B) NCS grades R-9 Life Orientation, DBE, 2005
C) NCS grades R-12, CAPS for Life Skills, grades 4-6, DBE, 2010
D) Department of Basic Education: Life Orientation CAPS Intermediate Phase , 2010
E) Western Cape Education Department: Physical Education: A Resource for Teacher

Grades 1-

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Adapted Curriculum and Assessment Policy Statement

Life Skills and Physical Education

Life Skills: Year 2 .................................................................................................................17

Life Skills: Year 3 .................................................................................................................23

Life Skills: Year 4 .................................................................................................................27

Physical Education: Years 1-4 .........................................................................................31

INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT

General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R - 12 gives expression to the

(c) The National Curriculum Statement Grades R - 12 is based on the following

(e) Inclusion and the National Curriculum Statement

Education White Paper 6 - Special Needs Education: Building an Inclusive

Inclusivity should become a central part of the organisation, planning and

1.3 The introduction of the Skills Qualification

o Is standardised across the schools offering skills curricula

1.4 Time Allocation

Time allocation per week Example:

1.5 A Learning Programme

o YEAR 1: A bridging year to support learners in the academic programme based

A LEVEL 1 QUALIFICATION (120 credits4 per year)

FUNDAMENTAL CORE ELECTIVE

Home First Add Technology

level 1 Year 2: 1 skill

4 One (1) credit equals 10 hours of notional time

INTRODUCTION TO LIFE SKILLS

2.1 What is Life Skills?

2.2 The purpose of Life Skills in the School of Skill Curriculum

2.3 Aims of the Life Skills

Life Skills aims to:

(Adapted: CAPS, Life Skills grades 4-6, DBE, 2011)

PLANS FOR TEACHING

Week Topic/ Sub-topic Content Method/ activities

2 Self-knowledge  Identity: Produce a self-mapping

Week Topic/ Sub-topic Content/Context Method/ activities

Week Topic/Sub-topic 7 Method/ activities

2 Self-knowledge x Identify personal characteristics that Share in groups unique

3 Leadership  Leaders: A good leader:

Week Topic/Sub-topic Content/Context Method/ activities

Week Topic/Sub-topic Content Method/ activities

List the pros and cons of

Allow learners to complete

Week Topic/Sub-topic Content Method/ activities

 Explain the following concepts: - Apply the SWOT

Week Topic/Sub-topic Content Method/ activities

x Discuss sexual relationships & dating.

Week Topic/Sub-topic Content Method/ activities

 Explain and calculate the start-up Purchases needed to

Week Topic/Sub-topic Content Method/ activities

Week Topic/Sub-topic Content Method/ activities

- Discuss who is going to

Week Topic/Sub-topic Content Method/ activities

Week Topic/Sub-topic Content Method/ activities

Week Topic/sub-topic Content Method/ activities

x Know the children’s rights i.e. Sexual Know the constitutional

Week Topic/Sub-topic Content Method/ activities

Week Topic/Sub-topic Content Method/ activities

A GUIDE FOR TEACHERS

A GUIDELINE FOR THE SCHOOLS OF SKILLS

2 Self-knowledge Identity: Produce a self-mapping

3 Leadership Leaders: A good leader:

Explain the following concepts: - Apply the SWOT

Explain and calculate the start-up Purchases needed to