ITEM B.1.4: FOUNDATION PHASE - SAOU · - clarity on the formative SBA programme for Grade R; ... Life Skills Topics for ... Additional Language (FAL), Mathematics and Life Skills

GUIDELINES FOR STRENGTHENING CAPS

GRADES R – 3

ITEM B.1.4: FOUNDATION PHASE

STRENGTHENING THE CAPS: BACKGROUND• Number of concerns received from teachers, subject specialists,

parents and education stakeholders about the challenges in the implementation of the Curriculum and Assessment Policy Statements (CAPS) in many subjects across the grades with regards to: - content overload and poor curriculum coverage;- assessment overload in Grades 1-3;- clarity on the formative SBA programme for Grade R;-lack of guidance on the use of cognitive levels; - omissions on the forms of assessment; -weighting of assessment with regards to time and- alignment with SASAMS.

• Presented to HEDCOM which recommended that changes that can be immediately implemented in 2017 be identified

• HEDCOM recommendation noted by CEM.

CHANGES TO BE EFFECTED: SHORT TERM (2017)

• Assessment tasks per subject: number andweighting in terms of time and mark allocation;

• Specification of Forms / Type of assessment tasks;

• Cognitive levels and difficulty levels within thecognitive levels;

• Editorial corrections;

• SBA guidelines; and

• Accommodation and concessions as a principle inthe CAPS

POLICY IMPLICATIONS: 2017 to 2030

Some of the challenges raised and the remediation measures suggested cannot be addressed in isolation from other CAPS related policies such as the National Policy pertaining to the Programme and Promotion Requirements (NPPPR) and the National Protocol for Assessment (NPA).

TYPE IMPLICATIONS

Short Term (2017) Minimal / No serious policy Implications

Medium Term (2018-2019) Some Implications

Long Term (2020 – 2030) Major Implications

PROGRESS REPORT

Activity and Progress Time Frame

Inputs received from National Subject

Committee

February –

October 2016

Draft guideline document: Strengthening

CAPS 2017 circulated to:

• Teacher Development and Curriculum

Management (TDCM) committee members

• Letters sent to Provincial Heads of

Department

December 2016

Inputs received from: all provinces January 2017

MEDIATION OF AMENDMENTS: FOUNDATION PHASE

SHORT TERM 2017 MEDIUM TERM LONG TERM

• Review of the SBA programme: Reduction of number of Formal Assessment Tasks (FATS).

• Include a structured SBA programme for Grade R in the SBA guidelines.

• Include exemplar Life Skills assessment tasks for all study areas in the SBA guidelines.

• Include guidelines on SBA monitoring and moderation in the SBA guidelines.

• Include content weightings for all the language components for HL, FAL and Life Skills in the SBA guidelines.

Development of Annual Teaching Plans (ATPs) for all subjects offered in Grades R-3 to strengthen lesson planning and curriculum coverage

Life Skills Topics for Grades R-3 to be revised and include topics that are aligned to Social Sciences, Natural Sciences and Technology.

Strengthening CAPSFP SUBJECTS CHALLENGES CHANGES FOR 2017

Home Language

(HL), First

Additional

Language (FAL),

Mathematics and

Life Skills

Programme of Assessment

(POA) in the Foundation

Phase is overloaded with too

many formal assessment

tasks

POA for Grades 1-3

amended as follows:

No of Tasks Gr 1 Gr 2 Gr 3

HL 4 4 4

FAL 4 4 4

Mathematics 4 4 4

Life Skills 4 4 4

Total 16 16 16

Grade R 100% formative assessment.

Assessment.

No of Tasks Gr 1 Gr 2 Gr 3

HL 7 7 9

FAL 4 5 6

Mathematics 7 8 10

Life Skills 4 4 4

Total 22 24 29

Exemplar Assessment framework Template

HOME LANGUAGE GRADE 1 TASK 1 TERM1

LanguageSkills

SKILS FORMS OF ASSESSMENT

ASSESSMENT ITEMS

WEIGHTINGS

Listening and speaking

• Listens and responds to stories

• Talks about personal experiences.

Answers closed and open-ended

questions

Oral and observation • Respond to

story read and

told by teacher

role playing etc

• Respond to

questions (self)

• Talk about

personal

experience

Very high

Phonics • Identifies letter-sound relationships of

some single letters ( vowels and

consonants)

Oral and observation • EGRA letter

Recognition

Chart

• Recognise

single letters

phonic poster

Very high

written • Match letter

sound with

picture and

word

High

• Build short words using sounds learnt Oral and observation • Build 2 and 3

letter words with

sounds learnt

high

written • Fill in missing

sound to complete

2 and 3 letter

medium


HOME LANGUAGE GRADE 1 TASK 1 TERM1

LanguageSkills

SKILS FORMS OF ASSESSMENT

ASSESSMENT ITEMS

WEIGHTING

Reading • Reads with the whole class big books

• Uses pictures to predict what the story is about

• Answers questions based on the texts

• Uses phonics, context clues and sight words

when reading• Reads out loud and silently from own book

Oral, practical,

observation,

written

• Emergent

Reading

• Questions

related text

• Word recognition

skills

High

Handwriting Holds pencil and crayon correctly

Forms at least 20 lower case letters correctly

Forms some frequently used capital letters correct Writes words with correct spacing

Observation, written • Copy and write

letters from

writing strip

• Copy and write

letters and

words modelled

by teacher

High

Writing • Draws pictures to convey a message

• Writes sentences using words containing the

phonic sounds • Writes one sentence of own news or shared writing

Observation, written • Draw picture for

story read/told

• Complete short

sentences eg

writing frame

• Write caption for

a picture

Medium


MATHEMATICS GRADE 1 TASK 1 TERM1

CONTENTAREAS

SKILLS AND CONCEPTS FORMS OF ASSESSME

NT

ASSESSMENT ITEMS

WEIGHTING

Numbers,operations and relationships

• Count out concrete objects to 10

• Give a reasonable estimate of a number of objects up to 10

• Count forwards and backwards in ones from any number

between up to 20

• Recognise, identify and read number symbols 1 to 20

• Recognise, identify and read number names 1 to 5

• Compare collection of objects according to many, few; most, least;

more than, less than; the same as, different

• Practically solve word problems in context and explain own solution

to problems involving addition, subtraction, equal sharing and

grouping with answers up to 5.

Oral, practical

observation

• Orally count out

objects up to 10

• Count out forwards

and backwards on

number block/line

• Compare objects

more/less

• Problem solving add

and subtraction up to 5

Very High

Write number symbols 1 to 5

Write number names 1 to 5

• Describe and order numbers from smallest to greatest and greatest to

smallest

• Addition up to 5

• Subtract from 5

Observation,

written

• Count and write

number of objects

• Write number name

and symbols

• Number sequences

up to 5

• Add and subtraction

number sentences

up to 5

High



CONTENT AREAS SKILLS AND CONCEPTS FORMS OF ASSESSMENT

ASSESSMENT ITEMS

WEIGHTING

Patterns • Copy and extend simple patterns using

physical objects and drawings

• Copy, extend and describe simple

number sequences to at least 20.

Observation, oral,

written

• Make repetitive

patters with 2 D

shapes

• Fill missing

numbers on

number line

Medium

Shape and Space

• Describe the position of one object in

relation to another e.g. on top of, in

front of, behind, left, right, up, down,

next to.• Recognise and name 3-D objects in the

classroom and in pictures

• Describe, sort and compare 3-D objects

in terms of colour and size

Observation, oral,

practical

• Use appropriate

vocabulary to

describe position

of objects

• Name 3 D objects

• Describe and sort

3 D objects (colour

and size) eg

boxes

High

Measurement • Sequence events using language such

as yesterday, today, tomorrow

• Describe when something happens

using language e.g. morning,

afternoon, night, early, late

• Name and sequence days of week

and months of year

• Place birthdays on a calendar

Observation, oral,

practical

• Know time in

terms of today,

tomorrow, morning

etc

• Know days of

week and months

of year (action

rhymes)

• Know birthday

month on calendar

High



CONTENT AREAS SKILLS AND CONCEPTS FORMS OF ASSESSMENT

ASSESSMENT ITEMS

WEIGHTING

Measurement • Use language to talk about the comparison e.g. longer,

shorter, taller, wider

• Use language to talk about the comparison e.g. light,

heavy, lighter, heavier

Observation, oral,

practical

• Describe objects

in terms length

and mass

Data Handling • Collect and sort everyday physical

objects.

• Draw a picture of the sorted objects.

Observation, oral,

written

• Sort objects

according to

colour, size and

shape

• Trace and draw

objects

Medium


LIFE SKILLS GRADE 1 TASK 1 TERM1

STUDY AREAS CONTENT and SKILLS FORMS OF ASSESSMENT

ASSESSMENT ITEMS

WEIGHTING

Beginningknowledge & Personal and Social Well Being

• Topics: Me, My family, My school, Healthy

habits:, Weather, Posters and DBE Workbooks

Observation, oral,

practical, written

• Weather

description

• Personal details

• School details

and directions

• Family details

• Personal

hygiene

High

Creative Arts: Performing Arts

Dance • locomotor and non locomotor

movements

Observation, oral,

practical

• Perform body

percussion clap

etc

• Do locomotor

movements in

response to

music

High

Drama • Mime actions • Mime characters

• Roleplay with

puppet/mask

Music • Clapping rhythms • Action rhymes

and songs eg

Heads and

Shoulders


LIFE SKILLS GRADE 1 TASK 1 TERM1

STUDY AREAS SKILLS FORMS OF ASSESSMEN

T

ASSESSMENT ITEMS

WEIGHTING

Creative Arts: Visual Arts

• Create in 2D:Make paintings and drawings

• Create in 3D:Make models

Observation,

oral, practical,

written

• Tracing shapes ,

templates of letters

and numbers

• Illustration of daily

weather

• Poster “Me”

• Finger puppets

family

• Loose construction

of “ School building”

• Make models with

Play dough etc

High

Physical Education

• Locomotor movements• Perceptual motor:

throwing ,catching • Rhythm: skipping• Co-0rdination:

climbing

Observation

practical,

demonstration

• Demonstrate free

movements (running

etc)

• Play with equipment

eg ball

• Play games

• Play in a group

Very high

Provincial Audit of SBA exemplars

Are there Home Rubrics and checklists for Grades R to 3?

Are there SBA exemplars for Grade 1?



Are these used every quarter?




How many rubrics?

How many exemplars?

How many exemplars?

How many exemplars?

How many checklists?

Are all forms of assessment used?



Other support: Are weightings considered for the different topics?

Are weightings considered for the different topics

Are weightings considered for the different topics

P/S Hard copies and electronic copies to be made available to participants during the working session

SASAMS WEIGHTINGS

FIRST ADDITIONAL LANGUAGE (FAL) Components Grade 1 Grade 2 Grade 3

Listening and

Speaking

50 40 20

Reading 30 30 30

Phonics 12 13 13

Writing 8 17 20

Language

Use

17

Term 1:20 % Term 2:30% Term3:30% Term 4:20%

SASAMS WEIGHTINGS: HOME LANGGRADE 1 : TIME ALLOCATION 7 HOURS

Language

Components

Time Allocation Weightings Recommended

weighting

Listening and

Speaking

45 minutes 11% 25%

Phonics and Spelling 75 minutes 18% 25%

Reading (Shared

Reading)

45 minutes 11% 0

(Group Guided

Reading)

2 hours 30 mins 38% 25%

Handwriting 60 minutes 14% 10%

Writing 45 minutes 11% 15%


SASAMS WEIGHTINGSGRADE 1 :TIME ALLOCATION 8 HOURS

Language Components Time Allocation Weightings Recommend

ed weighting

Listening and Speaking 60 minutes 13% 25%


Reading

(Shared and Group Guided Reading)

75 minutes 16% 0

2 hours 30 mins 31% 25%




SASAMS WEIGHTINGS: H/LANGGRADE 2

TIME ALLOCATION 7 HOURS

Language Components Time Allocation Weightings

Recommended

weighting



Reading

(Shared and Group Guided

Reading)

60 minutes 14% 0

2 hours 30 mins 38% 25%




SASAMS WEIGHTINGS: H/LANGGRADE 2 TIME ALLOCATION 8 HOURS

Language Components Time Allocation Weightings Recommended

weighting



Reading

(Shared and Group

Guided Reading)

75 minutes 17% 0

2 hours 30 mins 31% 25%





Language Components Time Allocation Weightings Recommended

weighting



Reading 60 minutes 14% 0

(Shared and Group

Guided Reading)

2 hours 30 mins 38% 25%





Language Components Time

Allocation

Weightings Recommend

ed weighting


Phonics 75 minutes 16% 20%

Reading

(Shared and Group

Guided Reading)

75 minutes 16% 0

2 hours 30

mins

31% 25%


Writing 60 minutes 13% 25%Term 1:20 % Term 2:30% Term3:30% Term 4:20%

SASAMS WEIGHTINGS:LIFE SKILLS

Study Area Grade 1 Grade2 Grade 3

Beginning knowledge

and Personal and social

well-being

40 40 40

Creative Arts 30 30 30

Physical Education 30 30 30

TOTAL 100% 100% 100%


SASAMS WEIGHTINGS: MathematicsContent Area Grade 1 Grade2 Grade 3

Numbers, operations and

Relationships

65% 60% 58%

Patterns, Functions and

Algebra

10% 10% 10%

Space and Shape 11% 13% 13%

Measurement 9% 12% 14%

Data Handling 5% 5% 5%

TOTAL 100% 100% 100%


MATHEMATICS WEIGHTINGS SASAMS

IMPLEMENTATION OF SASAMS IN GRADE R

• 2017 Implementation is experimental

• Aligned to Grade R CAPS

• Compliance with formative assessmentwhich is 100% in Grade R

• Recommendations and inputs onweightings from provinces and districts.

GUIDELINES FOR IMPLEMENTATIONS

Activity Time Frame

Mediation during the decentralised Subject

Committee Meetings in all provinces

30 January to 16

February 2017

Circular sent to Provinces with Guidelines for

immediate implementation

February 2017

Advocacy and support: DBE Website, CD’s

to Provinces, Provincial and District 2017

Road Shows; Provincial and District Subject

Committees, Provincial Over Sight Visits

February to 31

March 2017

Complete processes for Gazetting 01 February to 30

November 2017

Documents

ITEM B.1.4: FOUNDATION PHASE - SAOU · - clarity on the formative SBA programme for Grade R; ... Life Skills Topics for ... Additional Language (FAL), Mathematics and Life Skills