Curr LifeSkills PhysEdu
Curr LifeSkills PhysEdu
Curr LifeSkills PhysEdu
for
Schools of Skills
and Schools with Skills Units
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
SECTION 4
Assessment...............................................................................................................................47
SECTION 5
Reference ................................................................................................................................55
SECTION 1
1.1 Overview
(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.
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 2
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 3
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. .
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:
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).
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 4
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.
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
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
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 5
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.
Creative Arts
Life Skills / LO
Education /
Sciences &
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 6
SECTION 2
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)
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 7
SECTION 3
YEAR 1: TERM 1
10 Assessment
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 9
ANNUAL TEACHING PLAN
YEAR 1: TERM 2
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 10
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 11
ANNUAL TEACHING PLAN
YEAR 1: TERM 3
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 12
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 13
ANNUAL TEACHING PLAN
YEAR 1: TERM 4
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 14
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)
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 15
ANNUAL TEACHING PLAN
Year 2: Term 1
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 17
Week Topic/Sub-topic Content Method/ activities
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 18
ANNUAL TEACHING PLAN
Year 2: Term 2
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?
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 19
ANNUAL TEACHING PLAN
Year 2: Term 3
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 20
ANNUAL TEACHING PLAN
Year 2: Term 4
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 21
ANNUAL TEACHING PLAN
Year 3: Term 1
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 23
ANNUAL TEACHING PLAN
Year 3: Term 2
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 24
ANNUAL TEACHING PLAN
Year 3: Term 3
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 25
ANNUAL TEACHING PLAN
Year 3: Term 4
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 26
ANNUAL TEACHING PLAN
Year 4: Term 1
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 27
ANNUAL TEACHING PLAN
Year 4: Term 2
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 28
ANNUAL TEACHING PLAN
Year 4: Term 3
Week Topic/Sub-topic Content Method/ activities
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 29
ANNUAL TEACHING PLAN
Year 4: Term 4
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 30
PHYSICAL EDUCATION
YEARS 1, 2, 3 & 4
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)
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 31
PHYSICAL EDUCATION RESOURCE FOR YEARS 1-4
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 32
Also note that safety precautions have to be observed throughout the Physical Education
Programme.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 33
TERM 2 YEARS 1-2 Recommended resources
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:
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- 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:
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- 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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 34
TERM 3 YEARS 1-2 Recommended resources
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:
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- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility
Games:
x Obstacle course
x Catch the tigers tail; horse and cart, chase your partner, cops and robbers etc.
WEEK 6-8 3 hours Textbook, resources on rhythmic movement
activities
Fitness:
x Circuit training
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
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:
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; rope
skipping
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 With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 35
TERM 4 YEARS 1-2 Recommended resources
WEEKS 1–3 3 hours Textbook, resources on safety and athletic
activities
Fitness:
Athletics – Crouch start- Starting command: On your marks…get set…go! 50 m sprint; running in
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 Water activities that promote confidence
x Mini cricket
x Tennis set; tunnel crawls
WEEKS 4-5 2 hours Textbook, resources on athletic activities
Fitness:
x Athletics – Relay running, long jump, high jump. Cardiovascular fitness: Paarlauf
Sport: Cricket - Fielding and bowling Gymnastics:
Rhythmic with hand apparatus
x Tennis- Serve and follow-through; volley
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:
x Athletics – Middle distance running, cross country running.
Sport: Cricket - Wicket keeper and field placing Gymnastics: Agility
x Tennis- Serve and follow-through; volley
x Swimming- Races
Games: Athletic games
x Water activities- giant steps, dive to fetch colour disks; ring-a- ring- rosie
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 Tennis- Serve and follow-through; volley
x Swimming- Races
Games:
x Obstacle course
x Circle dodge ball; Relay races; Free tag; catch your partner; shuttle relay etc.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 36
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
x Swimming- Confidence exercises, breathing, kicking, gliding, buoyancy.
Games:
x Athletic games- team races
x Games that include rotation, elevation and balance.( Individual)
x Water activities that promote confidence
x Mini cricket
x Tennis set; cat and mouse (Impuku nekati)
WEEKS 4-5 2 hours Textbook, resources on athletic activities
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 Water activities that promote confidence
x Mini cricket
x Tennis set
x Traditional games
WEEK 6-8 3 hours Textbook, resources on movement sequences
activities
Fitness:
Athletics – Crouch start- Starting command: On your marks…get set…go! 50 m sprint; running in
lanes.
x Cardio vascular fitness- Shuttle relay
Sport: Cricket - Catching Gymnastics: Rhythmic
with/ without hand apparatus
x Tennis- Forehand and backhand shots
x Swimming- Confidence exercises, breathing, kicking, gliding, buoyancy.
Games:
x Athletic games
x Games that include rotation, elevation and balance.( Group)
x Water activities that promote confidence
x Mini cricket
x Tennis set; three -legged game
x Rhythmic Gymnastics
WEEKS 9–10 2 hours Textbook, resources on athletic activities
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; rope
skipping
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 with Music Rhythmic Gymnastics; traditional dance; ropes skipping.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 37
TERM 2 YEAR 3 Recommended resources
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 Netball- Catching and passing Hockey- Grip and dribble Soccer- passing
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:
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:
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)
WEEKS 9–10 2 hours Textbook, resources on games and sport
Fitness:
x Circuit training: Stations (1) Running into back lying (2) sit-ups (3) squad jumps (4) press-ups
(5) Burpees
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 38
TERM 3 YEAR 3 Recommended resources
WEEKS 1–3 3 hours Textbook, resources on safety and rhythmic
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:
x Shuttle relay games
x Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
WEEKS 4-5 2 hours Textbook, resources on rhythmic movements
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- Catching and passing Hockey- passing Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics-
Rhythmic/ floor work
Games:
x Obstacle course
x Catch the tigers tail; horse and cart, chase your partner, cops and robbers etc.
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:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility/
rhythmic
Games:
x Obstacle course
x . Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
x Gymnastics: Pyramids
WEEKS 9–10 2 hours Textbook, resources on rhythmic movements
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; rope
skipping
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 With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 39
TERM 4 YEAR 3 Recommended resources
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
Sport: Cricket - Batting- forward defensive; backward defensive Gymnastics:
Safety and support/assistance
x Tennis- Ground shots
x Swimming- Safety precautions
Games: Athletic games
x Water activities that promotes water safety
x Mini cricket
x Tennis set, T. Ball.
WEEKS 4-5 2 hours Textbook, resources on athletic activities
Fitness:
x Athletics – Relay running, long jump, high jump. Cardiovascular fitness: Paarlauf
Sport: Cricket - Field placing
Gymnastics: Agility
x Tennis- Serve and follow-through; volley
x Swimming- Front crawl and backstroke and other swimming strokes
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:
x Athletics – Middle distance running, cross country running.
Sport: Cricket - Wicket keeper and field placing
Gymnastics: Agility
x Tennis- Serve and follow-through; volley
x Swimming- Races
Games: Athletic games
x Water activities- giant steps, dive to fetch colour disks; ring-a- ring- rosie
x Mini cricket
x Tennis set: Dwarf tennis
WEEK 9-10 2 hours Textbook, resources on rhythmic movements
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; rope
skipping
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics-
Handstand, headstand
Games:
x Obstacle course
x With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 40
TERM 1 YEAR 4 Recommended resources
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
Games: Athletic games
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
Games: Athletic games
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)
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; rope
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 Tennis- Forehand and backhand shots
x Swimming- Butterfly stroke arm action and dolphin kick;
x Water activities- safety ; water polo games
x Mini cricket
x Rhythmic Gymnastics
WEEKS 9–10 2 hours Textbook, resources on athletic activities
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 41
TERM 2 YEAR 4 Recommended resources
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 Netball- Catching and passing Hockey- Grip and dribble Soccer- passing
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:
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- 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)
WEEKS 9–10 2 hours Textbook, resources on games and sport
Fitness:
x Circuit training: Stations (1) Running into back lying (2) sit-ups (3) squad jumps (4) press-ups
(5) Burpees
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics.-
Rhythmic
Games:
x Obstacle course
x Catch the tigers tail; horse and cart, chase your partner, cops and robbers etc.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 42
TERM 3 YEAR 4 Recommended resources
WEEKS 1–3 3 hours Textbook, resources on safety and rhythmic
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:
x Shuttle relay games
x Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
x Indigenous games; volleyball; softball etc.
WEEKS 4-5 2 hours Textbook, resources on rhythmic movements
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- Catching and passing Hockey- passing Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics-
Rhythmic/agility
Games:
x Obstacle course
x Catch the tigers tail; horse and cart, chase your partner, cops and robbers etc.
x Indigenous games; volleyball; softball etc.
WEEK 6-8 3 hours Textbook, resources on rhythmic movements
Fitness:
x Circuit training
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Agility/
rhythmic
Games:
x Obstacle course
x . Mini netball, mini-hockey; mini soccer; touch rugby; mini-basketball etc. as open skill
application
x Gymnastics: Pyramids
WEEKS 9–10 2 hours Textbook, resources on rhythmic movements
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; rope
skipping
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics- Floor
sequence
Games:
x Obstacle course
x With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games, v
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 43
TERM 4 YEAR 4 Recommended resources
WEEKS 1–3 3 hours Textbook, resources on safety and rhythmic
movement activities
Fitness:
Athletics – Throws- throwing a tennis ball; long jump; high jump
x Cardio vascular fitness- circuit training; lap running
Sport: Cricket - Batting- forward defensive; backward defensive Gymnastics:
Safety and support/assistance
x Tennis- Ground shots
x Swimming- Safety precautions
Games: Athletic games
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
x Athletics – Relay running, long jump, high jump. Cardiovascular fitness: Paarlauf
Sport: Cricket - Field placing
Gymnastics: Floor exercise
x Tennis- Serve and follow-through; volley
x Swimming- Refinement other swimming strokes
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: Circuit training
x Athletics – Middle distance running, cross country running.
Sport: Cricket - Wicket keeper and field placing
Gymnastics: Floor routine
x Tennis- Serve and follow-through; volley
x Swimming- Races
Games: Athletic games
x Water activities- giant steps, dive to fetch colour disks; ring-a- ring- rosie
x Mini cricket
x Tennis set: Dwarf tennis
WEEK 9-10 2 hours Textbook, resources on
rhythmic movements
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; rope
skipping
Sport:
x Netball- Catching and passing Hockey- Grip and dribble Soccer- dribble…
passing
x Basketball- Lay-up Rugby- Passing and kicking Gymnastics-
Handstand, headstand
Games:
x Obstacle course
x With Music Rhythmic Gymnastics; traditional dance;
x Follow the leader; rope skipping games
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 44
Assessment Tool for Physical Education
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 45
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.
4.2.1 Definition
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 47
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.
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 48
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.
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 49
Please note the time allocation for Life Skills: Four (4) hours per week is allocated
for Life Skills in all years.
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 50
c. Case study
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
g. Other tasks
The outline below will be followed when setting the Personal and Social Well-
being examination and test papers.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 51
The Year 1-3 examinations and tests will consist of two sections. Total for
examination or test:
25 Marks
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 52
4.4 Recording and Reporting
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 53
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.
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.
4.6 General
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 54
SECTION 5
REFERENCE
o Identify security, safety and environmental risks in the local environment ( SAQA
US ID 113966)
C) NCS grades R-12, CAPS for Life Skills, grades 4-6, DBE, 2010
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - LIFE SKILLS AND PHYSICAL EDUCATION 55