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Curriculum and Assessment Policy Statement
Intermediate PhaseGrades 4-6
National Curriculum Statement (NCS)
CAPS
CurriCulum and assessment PoliCy statement Grades 4-6
natural sCienCes and teCHnoloGy
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
disClaimer
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There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases.
If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education.
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NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
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FOREWORD By THE mINISTER
Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution states that the aims of the Constitution are to:
• heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following:
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
(c) National Protocol for Assessment Grades R-12.
mrs anGie motsHeKGa, mP minister oF BasiC eduCation
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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CONTENTS
seCtion 1: introduCtion to tHe CurriCulum and assessment PoliCy statement .... 3
1.1 Background ..................................................................................................................................................... 3
1.2 overview .......................................................................................................................................................... 3
1.3 General aims of the south african Curriculum ............................................................................................ 4
1.4 time allocation ................................................................................................................................................ 6
1.4.1 Foundation Phase ................................................................................................................................... 6
1.4.2 Intermediate Phase ................................................................................................................................. 6
1.4.3 Senior Phase........................................................................................................................................... 7
1.4.4 Grades 10-12 .......................................................................................................................................... 7
seCtion 2: introduCtion to natural sCienCes and teCHnoloGy .................................... 8
2.1 introduction ..................................................................................................................................................... 8
2.2 teaching natural sciences and technology ................................................................................................ 8
2.3 How natural sciences and technology complement each other ............................................................... 9
2.4 organisation of the natural sciences and technology Curriculum ......................................................... 10
2.5 allocation of teaching time .......................................................................................................................... 10
2.6 Specificaims ................................................................................................................................................. 10
2.7 major Process and design skills ................................................................................................................. 11
2.8 resource ........................................................................................................................................................ 12
2.9 Progression map of natural sciences and technology content knowledge and concepts .................. 13
2.10 detailed summary of natural sciences and technology concepts and content, and time allocations ...................................................................................................................................... 15
seCtion 3: Content taBles ............................................................................................................ 16
natural sciences and technology: Grade 4 .......................................................................................................... 16
natural sciences and technology: Grade 5 .......................................................................................................... 31
natural sciences and technology: Grade 6 .......................................................................................................... 47
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seCtion 4: assessment .................................................................................................................... 65
4.1 introduction ................................................................................................................................................... 65
4.2 informal assessment or daily assessment ................................................................................................. 65
4.3 Formal assessment ....................................................................................................................................... 66
4.4 Programme of formal assessment for natural sciences and technology grades 4, 5 and 6.................. 67
4.5 recording and reporting .............................................................................................................................. 68
4.6 moderation of assessment ........................................................................................................................... 74
4.7 General ........................................................................................................................................................... 74
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SECTION 1: INTRODUCTION TO THE CURRICULUm AND ASSESSmENT POLICy STATEmENT
1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.
1.2 overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the GeneralEducation and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the NationalQualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;
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(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecialneeds, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A qualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocolfor Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.
(d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996(ActNo.84of1996,) form the basis for the minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools.
1.3 General aims of the south african Curriculum
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
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• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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1.4 time allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
suBJeCtGrade r (Hours)
Grades 1-2 (Hours)
Grade 3 (Hours)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
mathematics 7 7 7
Life Skills
• Beginning Knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-being
6
(1)
(2)
(2)
(1)
6
(1)
(2)
(2)
(1)
7
(2)
(2)
(2)
(1)
total 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3.
1.4.2 intermediate Phase
(a) The instructional time in the Intermediate Phase is as follows:
suBJeCt Hours
Home Language 6
First Additional Language 5
mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills
• Creative Arts
• Physical Education
• Personal and Social Well-being
4
(1,5)
(1)
(1,5)
total 27,5
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1.4.3 senior Phase
(a) The instructional time in the Senior Phase is as follows:
suBJeCt Hours
Home Language 5
First Additional Language 4
mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic management Sciences 2
Life Orientation 2
Creative Arts 2
total 27,5
1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
suBJeCt time alloCation Per weeK (Hours)
Home Language 4.5
First Additional Language 4.5
mathematics 4.5
Life Orientation 2
A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.
12 (3x4h)
total 27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.
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SECTION 2: INTRODUCTION TO NATURAL SCIENCES AND TECHNOLOGy:
2.1 introduCtion
Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand how the physical world works and have needed explanations that satisfy them.
what is science & technology?
Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the resulting methods and results are carefully examined and debated before they are accepted as valid.
The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s – but a good teacher will tell the learners something of the arguments and confusion among the people who were the first to investigate this knowledge. And of course we do touch on some science at the frontiers of the unknown – Why is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field to change? Nobody knows for sure.
Technology has also existed throughout history. People use the combination of knowledge, skills and available resources to develop solutions that meet their daily needs and wants. Economic and environmental factors and a wide range of attitudes and values need to be taken into account when developing technological solutions. Technology also advances as our knowledge and needs expand.
Technological methods include identifying needs, planning, designing, making and evaluating products. The knowledge and skills used to make stone-age tools are an example of this.
Science and Technology have made a major impact, both positive and negative, on our world. Knowledge grows out of a view of how the world works. One of the differences between modern Science and Technology and traditional, indigenous knowledge systems is that they have their origins in different world views. As with all knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world.
2.2 teaCHinG natural sCienCes and teCHnoloGy
Careful selection of content, and use of a variety of ways of teaching and learning Science and Technology, should promote understanding of:
• Science and Technology as activities that sustain enjoyment and curiosity about the world and natural phenomena
• the history of Science and the relationship between Natural Sciences and Technology and other subjects. Learners should understand the different cultural contexts in which indigenous knowledge systems were developed.
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• the contribution of Science and Technology to social justice and societal development
• the need for using scientific and technological knowledge responsibly in the interest of ourselves, of society and the environment
• the practical and ethical consequences of decisions based on Science and Technology. Natural Sciences and Technology lays the basis of further studies in Science and Technology. It prepares learners for active participation in a democratic society that values human rights and promotes responsibility towards the environment. Natural Sciences and Technology can also prepare learners for economic activity and self-expression.
2.3 How natural sCienCes and teCHnoloGy ComPlement eaCH otHer
natural sCienCes teCHnoloGy
Goal Pursuit of new knowledge and understanding of the world around us and of natural phenomena
The creation of structures, systems and processes to meet peoples’ needs and improving the quality of life
Focus Focus is on understanding the natural world
Focus is on understanding the need for human–made objects and environments to solve problems
developmental methods Discovery through carrying out investigations
making products though design, invention and production
major processes Investigative and logical processes
• planning investigations
• conducting investigations and collecting data
• evaluating data and communicating findings
Practical solution-orientated processes
• identifying a need
• planning and designing
• making (constructing)
• evaluating and improving products
• communicating
evaluation methods Analysis, generalisation and creation of theories
Analysis and application of design ideas
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2.4 orGanisation oF tHe natural sCienCes and teCHnoloGy CurriCulum
In this curriculum, Grades 4 to 6 Natural Sciences and Technology are combined into one subject which is compulsory for all learners. Natural Sciences and Technology are also both compulsory subjects for all learners in Grades 7 to 9.
the Knowledge strands in natural sciences and technology
In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural Sciences and Technology.
natural sCienCes strands teCHnoloGy strands
Life and Living
matter and materials
Energy and Change
Planet Earth and Beyond
Structures
Processing
Systems and Control
2.5 alloCation oF teaCHinG time
time for natural sciences and technology has been allocated in the following way:
• 10 weeks per term, with 3½ hours per week
• Grades 4, 5 and 6 have been designed to be completed within 38 weeks
• 7 hours have been included for assessment in terms 1, 2 & 3
• Term 4 work will cover 8 weeks plus 2 weeks for revision and examinations
The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom and to accommodate the interests of the learners.
the time allocations given to the different topics provide an indication of the weighting of each topic.
In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an integral part of the teaching and learning process. See detailed time allocation in section 2.9
2.6 sPeCiFiC aims
This curriculum aims to provide learners with opportunities to put together ideas they have about nature so that they make sense. It also encourages learners to ask questions that could lead to further research and investigation.
There are three specific aims in Natural Sciences and Technology:
SpecificAim1:‘DoingScienceandTechnology’
learners should be able to complete investigations, analyse problems and use practical processes and skills in designing and evaluating solutions.
This means that learners plan and do simple investigations and solve problems that need some practical ability. There are attitudes and values that underpin this ability. Respect for living things is an example of this – learners
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should not strip leaves off bushes just to compare them; if they examine small animals they should care for them and release them unharmed in the place they found them.
SpecificAim2:‘Understandingandconnectingideas’
Learnersshouldhaveagraspofscientific,technologicalandenvironmentalknowledgeandbeabletoapplyit in new contexts.
The main task of teaching is to build a framework of knowledge for learners and to help them make connections between the ideas and concepts in their minds – this is different to learners just knowing a lot of facts. When learners do an activity, just answering the set questions is not enough. Discussion must relate to previously acquired knowledge and experience and connections must be made.
SpecificAim3:‘Science,TechnologyandSociety’
learners should understand the practical uses of natural sciences and technology in society and the environment and have values that make them caring and creative citizens.
Science and Technology learnt at school should produce learners who understand that school science can be relevant to their lives outside of school. Issues such as improving water quality, growing food without damaging the land, and building energy-efficient houses are examples of everyday applications. Similarly, Science and Technology can lead learners to a range of career and job possibilities.
An appreciation of the history of scientific discoveries and technological solutions, and their relationship to indigenous knowledge and different world views, enriches our understanding of the connections between Science, Technology and Society.
2.7 maJor ProCess and desiGn sKills
The teaching and learning of Natural Sciences and Technology involves the development of a range of process and design skills that may be used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence.
The following are the cognitive and practical process and design skills that learners will be able to develop in Natural Sciences and Technology
1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework
2. Observing – noting in detail objects, organisms and events
3. Comparing – noting similarities and differences between things
4. measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume)
5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format
6. Identifying problems and issues – being able to articulate the needs and wants of people in society
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7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena
8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation
9. Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis
10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will vary
11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying. Sometimes an investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs
13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading skills)
14. Designing – showing (e.g. by drawing) how something is to be made taking into account the design brief, specifications and constraints
15. making/constructing – building or assembling an object using appropriate materials and tools and using skills such as measuring, cutting, folding, rolling, gluing
16. Evaluating and Improving products – using criteria to assess a constructed object and then stating or carrying out ways to refine that object
17. Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people
developing language skills: reading and writing
The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and creatively.
Learners are required to read and write particular genres of texts (including instructions, reports and explanations) during Natural Sciences and Technology lessons. Learners need regular opportunities to read and write a range of genres in order to improve their reading and writing skills. The ability to read and write well is also critical when learners are assessed, both informally and formally.
2.8 resourCes
The resources needed for teaching Natural Sciences and Technology are listed against each topic in order to assist teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used.
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Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment, can be stored safely.
Ideally every learner should have access to sufficient workspace and equipment to carry out investigations and for designing and making things. For safety and educational reasons it is recommended that no more than three learners share space and equipment. Teachers should ensure that learners are familiar with rules regarding the safe use of equipment.
Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be provided by the school.
While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more important for learners to have the experience of carrying out a variety of investigations and for learners to make their own technology models than to depend on the availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The same knowledge and skills can be successfully developed using improvised equipment.
In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to do investigations or construct models due to a lack of equipment.
2.9 ProGression maP oF natural sCienCes and teCHnoloGy Content KnowledGe and ConCePts
In all Grades, learners must be supported when doing Investigations and addressing the technological design process. They need to expand on the concepts or knowledge to which they have been introduced and to deepen their understanding of the subject matter.
• Each term includes a Natural Sciences and Technology strand
• The strands are organised to promote clear progression of concepts across the Grades and in the phase.
• It is important to emphasise the conceptual links between the Science and Technology in the different topics. However in certain topics the conceptual links are stronger and more obvious.
• At least two Technology strands will be developed in each Grade. All strands will have been developed over the Intermediate phase.
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Grade 4
strands
ns & tech
strands
ns & tech
strands
ns & tech
strands
ns & tech
life and living structures matter and
materials structures energy and Change
systems and control
Planet earth and Beyond
systems and control
Living and non- living things
Structure of plants and animals
What plants need to grow
Habitats of animals
Structures for animal shelters
materials around us
Solid materials
Strength-ening materials
Strong frame structures
Energy and Energy transfer
Energy around us
Energy and sound
movement energy in a system
Planet Earth
The Sun
The Earth & the Sun
The moon
Rocket systems
Grade 5
strands
ns & tech
strands
ns & tech
strands
ns & tech
strands
ns & tech
life and living structures matter and
materialsProcessing energy and
changesystems
and controlPlanet earth and Beyond
systems and control
Plants and animals on Earth
Animal skeletons
Food chains
Life cycles
Skeletons as structures
metals and non-metals
Uses of metals
Processing materials
Processed materials
Stored energy in fuels
Energy and electricity
Energy and movement
Systems for moving things
Planet Earth
Surface of the Earth
Sedimentary rocks
Fossils
Grade 6
strands
ns & tech
strands
ns & tech
strands
ns & tech
strands
ns & tech
life and living Processing matter and
materials Processing energy and change
systems and control
Planet earth and Beyond
systems and control
Photosyn-thesis
Nutrients in food
Nutrition
Ecosystems and Food webs
Food Processing
Solids, liquids and gases
mixtures
Solutions as special mixtures
Dissolving
mixtures and water resources
Processes to purify water
Electric circuits
Electrical conductors and insulators
mains electricity
Systems to solve problems
The Solar System
movements of the Earth and planets
The movement of the moon
Systems for looking into space
Systems to explore the moon and mars
Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances.
Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South African cultural groupings. They should also link directly to specific content in the Natural Sciences and Technology.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
15CAPS
2.10 detailed summary oF natural sCienCes and teCHnoloGy ConCePts and Content, and time alloCations
Grade 4 Grade 5 Grade 6term toPiC time in
weeKs toPiC time in weeKs toPiC time in
weeKsterm 1Life & Living
• Living and non- living things
• Structures of plants and animals
• What plants need to grow
• Habitats of animals
• Structures for animal shelters
2
2 ½
1
2
2 ½(10 weeks)
• Plants and animals on Earth
• Animal skeletons• Skeletons as
structures• Food chains • Life cycles
2 ½
1 ½
2 ½
1 ½2(10 weeks)
• Photosynthesis• Nutrients in food• Nutrition • Food Processing• Ecosystems
and Food webs
2 ½1 ½1 ½2 ½2(10 weeks)
term 2matter & materials
• materials around us
• Solid materials• Strengthening
materials• Strong frame
structures
3 ½
22
2 ½(10 weeks)
• metals and non-metals
• Uses of metals• Processing
materials• Processed
materials
2
2 ½
3 ½
2(10 weeks)
• Solids, liquids and gases
• mixtures • Solutions as
special mixtures• Dissolving• mixtures and
water resources• Processes to
purify water
½12 ½12 ½2 ½(10 weeks)
term 3Energy & Change
• Energy and Energy transfer
• Energy around us• movement
energy in a system
• Energy and sound
2 ½
2 ½
2 ½
2 ½(10 weeks)
• Stored energy in fuels
• Energy and electricity
• Energy and movement
• Systems for moving things
3
3
1
3
(10 weeks)
• Electric circuits • Electrical
conductors and insulators
• Systems to solve problems
• mains electricity
2 ½
2
2 ½
3(10 weeks)
term 4Planet Earth & Beyond
• Planet Earth• The Sun• The Earth & the
Sun• The moon• Rocket systems
211
2
2
(8 weeks)
• Planet Earth • Surface of the
Earth• Sedimentary
rocks • Fossils
12 ½
2
2 ½(8 weeks)
• The Solar System
• movements of the Earth and planets
• The movement of the moon
• Systems for looking into space
• Systems to explore the moon and mars
2 ½1
1
1
2 ½(8 weeks)
totals* 38 weeks 38 weeks 38 weeks
notes: * These totals include the 7 hours per term for continuous assessment but exclude the 2 weeks set aside for the end of year examinations
General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The purpose of using times as guidelines is to ensure that all topics are assessed.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
16 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SE
CTI
ON
3: C
ON
TEN
T TA
BLE
S
nat
ur
al
sCie
nC
es a
nd
teC
Hn
olo
Gy:
Gr
ad
e 4
Gr
ad
e 4
ter
m 1
str
an
ds:
n
atu
ra
l sC
ien
Ces
: liF
e &
liV
inG
t
eCH
no
loG
y: s
tru
Ctu
res
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
livi
ng a
nd
non-
livin
g th
ings
livi
ng th
ings
• th
ere
are
man
y di
ffere
nt k
inds
of l
ivin
g th
ings
• liv
ing
plan
ts a
nd a
nim
als
can
carr
y ou
t all
the
seve
n lif
e pr
oces
ses
- fee
ding
, gro
win
g, re
prod
ucin
g, b
reat
hing
, ex
cret
ing,
sen
sing
, mov
ing
• so
me
thin
gs a
ppea
r not
to b
e liv
ing
(suc
h as
drie
d be
ans,
dr
ied
yeas
t, a
ferti
lised
bird
egg
), bu
t car
ry o
n ‘li
ving
’ giv
en
the
right
con
ditio
ns
non
-livi
ng th
ings
• no
n-liv
ing
thin
gs c
anno
t car
ry o
ut a
ll of
the
seve
n lif
e pr
oces
ses
• so
me
thin
gs w
ere
livin
g an
d ar
e no
w d
ead:
dea
d w
ood,
dry
le
aves
.
•be
gin
Inte
rmed
iate
Pha
se b
y lo
okin
g at
pic
ture
s an
d/or
re
al e
xam
ples
of d
iffer
ent l
ivin
g th
ings
, inc
ludi
ng p
lant
s,
anim
als,
bre
ad m
ould
, ger
ms*
• ge
rmin
atin
g be
an s
eeds
(pro
vidi
ng w
arm
th, a
nd
moi
stur
e)**
• gr
owin
g ye
ast (
in w
arm
wat
er w
ith s
ugar
)
• lo
okin
g at
pic
ture
s of
hat
ched
egg
s (w
arm
th)
• id
entif
ying
, sor
ting
and
com
parin
g a
sele
ctio
n of
livi
ng a
nd
non-
livin
g th
ings
(inc
ludi
ng fi
re, r
iver
s, ro
cks)
and
all
the
interestingdifferencesbetweenthem
.
• Ex
ampl
es a
nd
pict
ures
of l
ivin
g an
d no
n-liv
ing
thin
gs,
incl
udin
g pl
ants
, an
imal
s, b
read
m
ould
• Se
eds
• ye
ast
• Pi
ctur
es o
f hat
ched
eg
gs
not
es:
* P
oint
out
that
ger
ms
are
livin
g al
thou
gh th
ey a
re to
o sm
all t
o be
see
n w
ith th
e na
ked
eye
** T
he g
erm
inat
ed s
eeds
can
be
used
for t
he in
vest
igat
ion
belo
w
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
17CAPS
Gr
ad
e 4
ter
m 1
str
an
ds:
n
atu
ra
l sC
ien
Ces
: liF
e &
liV
inG
t
eCH
no
loG
y: s
tru
Ctu
res
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
stru
ctur
e of
pl
ants
and
an
imal
s
stru
ctur
e of
pla
nts
• ba
sic
stru
ctur
e of
pla
nts:
root
s, s
tem
s, le
aves
, flow
ers,
fru
its, s
eeds
• vi
sibl
e di
ffere
nces
bet
wee
n pl
ants
: suc
h as
siz
e, s
hape
and
co
lour
of r
oots
, ste
ms,
leav
es, fl
ower
s, fr
uits
and
see
ds
stru
ctur
e of
ani
mal
s
• ba
sic
stru
ctur
e of
ani
mal
s: h
ead,
tail,
bod
y, li
mbs
, sen
se
orga
ns
• vi
sibl
e di
ffere
nces
bet
wee
n an
imal
s: s
uch
as s
ize,
sha
pe,
body
cov
erin
g an
d se
nse
orga
ns
• id
entif
ying
, lab
ellin
g an
d de
scrib
ing
the
parts
of a
pla
nt
• de
scrib
ing
the
visi
ble
diffe
renc
es b
etw
een
at le
ast t
hree
pl
ants
• dr
awin
g, la
bellin
g an
d de
scrib
ing
the
parts
of a
t lea
st o
ne
anim
al
• de
scrib
ing
the
visi
ble
diffe
renc
es b
etw
een
at le
ast t
hree
an
imal
s
• Pi
ctur
es /
exam
ples
of
pla
nt p
arts
• Pi
ctur
es o
f ani
mal
s
1 w
eek
(3
½ h
ours
)
wha
t pla
nts
need
to g
row
Con
ditio
ns fo
r gro
wth
• pl
ants
nee
d lig
ht, w
ater
and
air
to g
row
• ne
w p
lant
s ca
n gr
ow fr
om c
uttin
gs a
nd s
eeds
• se
eds
need
wat
er a
nd w
arm
th to
gro
w (g
erm
inat
ion
of
seed
s)
•in
vest
igat
ing
the
grow
th o
f pla
nts
from
see
ds a
nd c
uttin
gs
by o
bser
ving
, mea
surin
g***
and
reco
rdin
g th
e gr
owth
ove
r tim
e **
** [T
his
can
be u
sed
as a
pos
sibl
e pr
ojec
t]
• Se
eds
and
cutti
ngs
• R
uler
s an
d m
easu
ring
tape
not
es:
***
Lea
rner
s ca
n co
unt t
he n
umbe
r of l
eave
s as
the
plan
t gro
ws
and
mea
sure
the
heig
ht o
f the
ste
m
**
** T
he in
vest
igat
ion
and
obse
rvat
ions
of t
his
prac
tical
task
will
be
done
ove
r tim
e w
hile
lear
ners
con
tinue
with
furth
er w
ork
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
18 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
2 w
eeks
(7 h
ours
)
Hab
itats
of
anim
als
diff
eren
t hab
itats
• a
habi
tat i
s th
e pl
ace
whe
re a
pla
nt o
r ani
mal
live
s
• th
ere
are
diffe
rent
kin
ds o
f hab
itats
suc
h as
gra
ssla
nd,
fore
st, r
iver
, sea
nee
d fo
r a h
abita
t
• an
imal
s ne
ed a
hab
itat f
or fo
od, w
ater
, a p
lace
to s
helte
r, ha
ve b
abie
s an
d es
cape
from
dan
gers
• id
entif
ying
, dra
win
g an
d de
scrib
ing
a ha
bita
t on
or c
lose
to
the
scho
ol g
roun
ds
• m
atch
ing
diffe
rent
ani
mal
s to
thei
r hab
itats
and
giv
ing
reas
ons
why
the
anim
al c
an li
ve th
ere
• de
scrib
ing
and
writ
ing
abou
t hab
itats
of t
hree
Afri
can*
wild
an
imal
s an
d w
hy th
ey a
re s
uite
d to
livi
ng in
thos
e ha
bita
ts
• Pi
ctur
es o
f pla
nts
and
anim
als
and
thei
r hab
itats
2 ½
wee
ks
(8 ¾
ho
urs)
stru
ctur
es
for a
nim
al
shel
ters
ani
mal
she
lters
• an
imal
she
lters
can
be
natu
ral i
nclu
ding
nes
ts, s
hells
, ho
llow
tree
s, w
asp
nest
s or
hum
an m
ade
incl
udin
g do
g ke
nnel
s, c
ages
, kra
als,
sta
bles
• an
imal
she
lters
can
be
shel
l or f
ram
e st
ruct
ures
, can
hav
e di
ffere
nt s
hape
s an
d si
zes,
and
can
be
mad
e fro
m d
iffer
ent
mat
eria
ls
• id
entif
ying
nat
ural
and
hum
an m
ade
anim
al s
helte
rs
• lo
okin
g at
pic
ture
s of
diff
eren
t she
ll an
d fra
me
stru
ctur
es
for s
helte
ring
anim
als
• ca
se s
tudy
abo
ut th
e ne
ed fo
r an
anim
al s
helte
r
•de
sign
ing
and
draw
ing
an a
nim
al s
helte
r, ta
king
into
ac
coun
t its
:
-pu
rpos
e
-sh
ape
and
size
-m
ater
ials
• ev
alua
ting
the
suita
bilit
y of
the
desi
gn
• Pi
ctur
es a
nd
exam
ples
of a
nim
al
shel
ters
not
es:
* Thi
s re
fers
to a
nim
als
that
are
indi
geno
us to
Afri
ca
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
19CAPS
Gr
ad
e 4
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• so
rt a
sele
ctio
n of
livi
ng a
nd n
on-li
ving
thin
gs
• id
entif
y an
d de
scrib
e th
e pa
rts o
f a p
lant
• id
entif
y an
d de
scrib
e th
e pa
rts o
f an
anim
al
• gr
ow p
lant
s fro
m s
eeds
and
mea
sure
and
reco
rd th
eir g
row
th
• de
scrib
e di
ffere
nt h
abita
ts
• de
sign
, dra
w a
nd e
valu
ate
an a
nim
al s
helte
r
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
20 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
3 ½
wee
ks
(12
¼
hour
s)
mat
eria
ls
arou
nd u
sso
lids,
liqu
ids
and
gase
s
• so
lids,
liqu
ids
and
gase
s m
ake
up a
ll th
e m
ater
ials
aro
und
us
• so
me
prop
ertie
s of
sol
ids,
liqu
ids
and
gase
s
-so
lids
keep
thei
r sha
pe
-liq
uids
flow
and
take
the
shap
e of
thei
r con
tain
er
-ga
ses,
suc
h as
air,
tend
to s
prea
d ou
t, ha
ve n
o de
finite
sh
ape
but c
an b
e co
ntai
ned
(like
in a
bal
loon
)
Cha
nge
of s
tate
• he
atin
g an
d co
olin
g (r
emov
ing
heat
) cau
se s
olid
s, li
quid
s an
d ga
ses
to c
hang
e st
ate
-a
solid
firs
t cha
nges
to a
liqu
id (m
eltin
g) w
hen
heat
ed a
nd
then
the
liqui
d ch
ange
s to
a g
as (e
vapo
ratin
g) o
n fu
rther
he
atin
g
-ga
s fir
st c
hang
es t
o a
liqui
d (c
onde
nsin
g) w
hen
cool
ed
and
then
the
liqui
d ch
ange
s to
a s
olid
(fre
ezin
g/so
lidify
ing)
w
hen
cool
ed fu
rther
the
wat
er c
ycle
• w
ater
eva
pora
tes,
con
dens
es, f
reez
es a
nd m
elts
in th
e w
ater
cyc
le
• so
rting
exa
mpl
es o
f com
mon
mat
eria
ls in
to s
olid
s, li
quid
s an
d ga
ses
incl
udin
g w
ood,
sto
ne, p
last
ic, f
abric
, wat
er,
juic
e, te
a, a
ir, c
ooki
ng o
il, c
ooki
ng g
as, a
nd d
escr
ibin
g th
em
•in
vest
igat
ing
evap
orat
ing,
con
dens
ing,
free
zing
and
m
eltin
g us
ing
wat
er a
nd ic
e
•in
vest
igat
ing
mel
ting
and
solid
ifyin
g us
ing
diffe
rent
su
bsta
nces
suc
h as
but
ter/
fat/
mar
garin
e, w
ax, i
cecr
eam
, ch
ocol
ate
• dr
awin
g an
d w
ritin
g ab
out t
he w
ater
cyc
le
• Ex
ampl
es o
f m
ater
ials
and
su
bsta
nces
incl
udin
g w
ood,
sto
ne, p
last
ic,
fabr
ic, w
ater
, jui
ce,
tea,
air,
coo
king
oil,
co
okin
g ga
s
• Ex
ampl
es o
f diff
eren
t su
bsta
nces
suc
h as
ic
e, b
utte
r, w
ax, i
ce
crea
m, c
hoco
late
• Vi
deo
clip
s fro
m
inte
rnet
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
21CAPS
Gr
ad
e 4
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
solid
m
ater
ials
raw
and
man
ufac
ture
d m
ater
ials
• ex
ampl
es o
f som
e ra
w m
ater
ials
we
use
to m
ake
othe
r us
eful
mat
eria
ls
-sa
nd is
use
d to
mak
e gl
ass
-cl
ay is
use
d to
mak
e ce
ram
ics
-co
al a
nd o
il ar
e us
ed to
mak
e pl
astic
s, p
aint
s an
d fa
bric
s
-w
ood
and
fibre
from
pla
nts
are
used
to m
ake
pape
r
-an
imal
woo
l and
hid
e ar
e us
ed to
mak
e fa
bric
s an
d le
athe
r
Prop
ertie
s of
mat
eria
ls
• ra
w a
nd m
anuf
actu
red
mat
eria
ls h
ave
spec
ific
prop
ertie
s.
Thes
e pr
oper
ties
can
incl
ude
bein
g ha
rd o
r sof
t, st
iff o
r fle
xibl
e, s
trong
or w
eak,
ligh
t or h
eavy
, wat
erpr
oof o
r ab
sorb
ent
• re
adin
g ab
out h
ow p
aper
is m
ade
from
pla
nt fi
bres
• de
scrib
ing
the
prop
ertie
s of
raw
and
man
ufac
ture
d m
ater
ials
• Ex
ampl
es o
f raw
an
d m
anuf
actu
red
mat
eria
ls to
exa
min
e th
e pr
oper
ties
such
as
gla
ss p
rodu
cts,
le
athe
r, ce
ram
ics,
fa
bric
s, w
oode
n ite
ms,
pla
stic
pr
oduc
ts
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
22 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
stre
ngth
enin
g m
ater
ials
way
s to
str
engt
hen
mat
eria
ls
• th
ere
are
diffe
rent
way
s to
stre
ngth
en m
ater
ials
(suc
h as
pa
per)
to b
uild
a s
trong
stru
ctur
e:
-w
e ca
n fo
ld p
aper
into
hol
low
pilla
rs w
hich
are
circ
ular
, tri
angu
lar o
r squ
are
-w
e ca
n ro
ll pa
per i
nto
long
thin
tube
s (s
truts
)
•in
vest
igat
ing
whi
ch s
hape
of p
illar
is th
e st
rong
est (
can
supp
ort t
he m
ost w
eigh
t). D
raw
a b
ar g
raph
of t
he re
sults
• m
akin
g pa
per s
truts
by
rolli
ng in
to lo
ng th
in tu
bes
(stru
ts)
• Pa
per,
woo
den
dow
els
(30c
m X
10
mm
) or s
ticks
, st
icky
tape
, pap
er
fast
ener
s to
mak
e st
ruts
2 ½
wee
ks
(8 ¾
ho
urs)
stro
ng fr
ame
stru
ctur
esst
ruts
and
fram
e st
ruct
ures
• st
ruts
are
join
ed in
to tr
iang
ular
sha
pes
mak
ing
a st
rong
, st
able
stru
ctur
e, s
uch
as in
roof
trus
ses,
brid
ges,
cra
nes,
py
lons
and
ske
leto
ns (l
imb
bone
s ar
e st
ruts
)
indi
geno
us s
truc
ture
s
• in
dige
nous
, tra
ditio
nal h
omes
suc
h as
a Z
ulu
hut
(ugu
qa),
Xhos
a (r
onta
bile
and
ung
qu-p
hant
si) a
nd N
ama
(mat
jiesh
uis)
mak
e us
e of
a fr
amew
ork
of s
truts
(suc
h as
br
anch
es)
• lo
okin
g at
pic
ture
s of
fram
e st
ruct
ures
stre
ngth
ened
with
st
ruts
• ex
plor
ing
way
s to
join
stru
ts to
mak
e a
stro
ng s
truct
ure
(join
ing
stru
ts in
to tr
iang
ular
and
squ
are
shap
es)
•de
sign
ing,
mak
ing
and
eval
uatin
g a
stro
ng s
truct
ure
usin
g tu
bula
r stru
ts, s
uch
as a
mod
el o
f a to
wer
, brid
ge,
pylo
n, c
hair
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• Pi
ctur
es o
f fra
me
stru
ctur
es
• Pa
per,
woo
den
dow
els
(30c
m X
10
mm
) or s
ticks
, st
icky
tape
, pap
er
fast
ener
s
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• di
stin
guis
h be
twee
n so
lids,
liqu
ids
and
gase
s
• ex
plai
n ho
w s
elec
ted
mat
eria
ls m
ay c
hang
e th
eir s
tate
• ex
plai
n th
e w
ater
cyc
le in
term
s of
cha
nge
of s
tate
of w
ater
• gi
ve e
xam
ples
of r
aw m
ater
ials
use
d to
mak
e m
anuf
actu
red
mat
eria
ls
• de
scrib
e th
e pr
oper
ties
of ra
w a
nd m
anuf
actu
red
mat
eria
ls
• de
mon
stra
te w
ays
of s
treng
then
ing
mat
eria
ls
• de
mon
stra
te w
ays
of m
akin
g an
d jo
inin
g pa
per s
truts
• de
sign
, mak
e an
d ev
alua
te a
stro
ng s
truct
ure
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
23CAPS
Gr
ad
e 4
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
ener
gy
and
ener
gy
tran
sfer
ener
gy fo
r life
• w
e us
e en
ergy
for e
very
thin
g w
e do
• w
e ge
t our
ene
rgy
from
food
• en
ergy
in o
ur fo
od c
omes
from
the
Sun
(pla
nts
use
the
ener
gy fr
om th
e Su
n to
mak
e fo
od fo
r the
mse
lves
and
for
anim
als
and
peop
le)
ener
gy fr
om th
e su
n
• en
ergy
is tr
ansf
erre
d fro
m th
e S
un, t
o pl
ants
, to
anim
als
in
a se
quen
ce k
now
n as
an
ener
gy c
hain
/ foo
d ch
ain
• id
entif
ying
thin
gs th
at p
eopl
e an
d an
imal
s do
that
requ
ire
ener
gy s
uch
as c
arry
ing
out t
he li
fe p
roce
sses
and
all
othe
r ac
tions
• dr
awin
g an
d w
ritin
g ab
out h
ow th
e en
ergy
from
the
Sun
is
trans
ferr
ed th
roug
h th
e fo
od m
ade
by p
lant
s, to
ani
mal
s/a
pers
on’s
bod
y (e
nerg
y ch
ain
– us
e ar
row
s to
sho
w th
e di
rect
ion
in w
hich
the
ener
gy is
tran
sfer
red
from
the
Sun
)
• Pi
ctur
es a
nd
exam
ples
of
a se
lect
ion
of
mac
hine
s an
d ap
plia
nces
incl
udin
g a
kettl
e, s
tove
, tor
ch,
radi
o, ir
on, f
an/h
air
drye
r, ca
r/bic
ycle
, dr
um
• Vi
deo
clip
s fro
m th
e in
tern
et
2 ½
wee
ks
(8 ¾
ho
urs)
ener
gy
arou
nd u
sen
ergy
• w
e ar
e aw
are
of e
nerg
y ar
ound
us,
incl
udin
g m
ovem
ent,
heat
, lig
ht, s
ound
• en
ergy
is a
lso
stor
ed in
sou
rces
suc
h as
food
, woo
d, c
oal,
oil p
rodu
cts*
, nat
ural
gas
• en
ergy
can
be
trans
ferr
ed fr
om a
sou
rce
to w
here
it is
ne
eded
inpu
t and
out
put e
nerg
y
• m
achi
nes
and
appl
ianc
es n
eed
an in
put o
f ene
rgy
to m
ake
them
wor
k
• m
achi
nes
and
appl
ianc
es p
rovi
de a
n ou
tput
of e
nerg
y (w
ork)
use
ful t
o us
• U
sing
pic
ture
s to
iden
tify
situ
atio
ns w
here
ene
rgy
is
invo
lved
or t
rans
ferr
ed
• de
scrib
ing
the
inpu
t and
out
put o
f ene
rgy
of a
sel
ectio
n of
m
achi
nes
and
appl
ianc
es in
clud
ing
a ke
ttle,
sto
ve, t
orch
, ra
dio,
iron
, fan
/hai
r dry
er, c
ar/b
icyc
le, d
rum
not
es:
* p
etro
l, di
esel
, par
affin
, jet
fuel
, can
dle
wax
are
all
prod
ucts
mad
e fro
m n
atur
al c
rude
oil
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
24 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
mov
emen
t an
d en
ergy
in
a sy
stem
mov
emen
t and
mus
ical
inst
rum
ents
• m
any
mus
ical
inst
rum
ents
(sys
tem
s) u
se m
ovem
ent i
nput
en
ergy
(suc
h as
blo
win
g, b
eatin
g an
d pl
ucki
ng) t
o m
ake
them
wor
k
• m
any
inst
rum
ents
hav
e pa
rts th
at c
an m
ove
or v
ibra
te
• m
usic
al in
stru
men
ts p
rodu
ce s
ound
as
the
mai
n ou
tput
en
ergy
• re
adin
g ab
out /
look
ing
at in
dige
nous
mus
ical
inst
rum
ents
an
d ho
w th
ey w
ork
• re
sear
chin
g, d
esig
ning
, mak
ing
and
eval
uatin
g a
mus
ical
in
stru
men
t (su
ch a
s a
guita
r, sh
aker
, dru
m, b
low
ing
inst
rum
ent s
uch
as p
an p
ipes
, whi
stle
s, fl
utes
) tha
t use
s m
ovem
ent e
nerg
y to
mak
e so
unds
[Thi
s ca
n be
use
d as
a
poss
ible
pro
ject
]
• Ex
ampl
es o
f mus
ical
in
stru
men
ts
• m
ater
ials
to m
ake
mus
ical
inst
rum
ents
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
25CAPS
Gr
ad
e 4
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
ener
gy a
nd
soun
dVi
brat
ions
and
sou
nd
• m
usic
al in
stru
men
ts m
ake
soun
ds th
roug
h vi
brat
ions
-th
e so
und
alw
ays
mov
es o
utw
ards
from
the
par
t tha
t is
vibr
atin
g
-w
e ca
n fe
el o
r hea
r vib
ratio
ns
-vi
brat
ions
tra
vel
thro
ugh
mat
eria
ls s
uch
as a
ir, w
ater
, pl
astic
, met
al a
nd w
ood
mak
ing
soun
ds
• so
unds
can
be
mad
e lo
ud o
r sof
t (vo
lum
e)
• so
unds
can
be
mad
e hi
gh o
r low
(pitc
h)
noi
se p
ollu
tion
• so
und
that
is lo
ud, u
nple
asan
t or h
arm
ful t
o ou
r ear
s an
d co
ntin
ues
for a
long
tim
e, is
des
crib
ed a
s no
ise
pollu
tion
• no
ise
pollu
tion
can
caus
e pe
rman
ent
dam
age
to h
earin
g (h
earin
g ai
ds c
an h
elp
peop
le w
ho a
re h
earin
g-im
paire
d)
• lo
okin
g at
pic
ture
s of
the
hum
an e
ar, i
ts p
arts
and
how
so
und
trave
ls th
roug
h it
• m
akin
g lo
ud a
nd s
oft s
ound
s w
ith y
our v
oice
and
/or
mus
ical
inst
rum
ents
• m
akin
g hi
gh a
nd lo
w p
itche
d so
unds
with
you
r voi
ce a
nd/o
r m
usic
al in
stru
men
ts
• de
scrib
ing
sour
ces
of n
oise
pol
lutio
n in
clud
ing
at h
ome,
sc
hool
, in
the
com
mun
ity a
nd h
ow b
est t
o pr
otec
t our
selv
es
from
it
• Pi
ctur
es o
f the
hu
man
ear
, it’s
par
ts
and
how
one
hea
rs
• Ex
ampl
es o
f mus
ical
in
stru
men
ts m
ade
by
lear
ners
• Vi
deo
clip
s fro
m th
e in
tern
et
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
26 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills fo
r
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm.
For m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• se
quen
ce a
n en
ergy
/ fo
od c
hain
sho
win
g ho
w th
e en
ergy
from
the
Sun
is tr
ansf
erre
d th
roug
h th
e fo
od m
ade
by p
lant
s, to
ani
mal
s/a
pers
on’s
bod
y
• ex
plai
n th
e in
put a
nd o
utpu
t of e
nerg
y of
a s
elec
tion
of m
achi
nes
and
appl
ianc
es
• de
sign
, mak
e an
d ev
alua
te a
mus
ical
inst
rum
ent
• de
scrib
e no
ise
pollu
tion
and
how
bes
t to
prot
ect o
ur h
earin
g
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
27CAPS
Gr
ad
e 4
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
Plan
et e
arth
Feat
ures
of t
he e
arth
• th
e Ea
rth is
roun
d lik
e a
ball
(sph
ere)
and
is m
ade
of ro
ck
• th
e m
ain
surfa
ce fe
atur
es o
f the
Ear
th a
re la
nd (r
ocks
and
so
il), w
ater
and
air
• m
ost o
f the
sur
face
of t
he E
arth
is c
over
ed w
ith w
ater
(o
cean
s an
d se
as)
• th
e la
nd w
e ca
n se
e is
mad
e up
of c
ontin
ents
* and
isla
nds
• th
ere
is a
thin
laye
r of a
ir su
rrou
ndin
g th
e Ea
rth
• th
e Ea
rth h
as m
any
diffe
rent
hab
itats
for l
ivin
g th
ings
eart
h an
d sp
ace
• th
e Ea
rth is
a p
lane
t in
spac
e
• fro
m th
e E
arth
we
can
see
the
Sun,
moo
n an
d st
ars
• in
terp
retin
g pi
ctur
es a
nd m
odel
s sh
owin
g fe
atur
es o
f the
E
arth
incl
udin
g vi
sibl
e fe
atur
es s
uch
as o
cean
s, s
eas,
la
kes,
con
tinen
ts, i
slan
ds a
nd p
olar
ice
caps
• m
akin
g dr
awin
gs o
r mod
els
of th
e Ea
rth
• w
ritin
g de
scrip
tions
of t
he E
arth
and
its
feat
ures
• Pi
ctur
es o
f Ear
th
show
ing
its m
ain
feat
ures
• Pi
ctur
es o
f the
moo
n,
Sun
and
plan
ets
• m
odel
s of
the
Ear
th,
moo
n an
d th
e S
un
• Vi
deo
clip
s
1 w
eek
(3 ½
ho
urs)
the
sun
our
clo
sest
sta
r
• th
e S
un is
a s
tar
-th
e Su
n is
mad
e of
hot
gas
and
giv
es o
ut h
eat a
nd li
ght
-th
e Su
n is
ver
y bi
g (m
uch
bigg
er th
an th
e Ea
rth)
-th
e Su
n is
ver
y fa
r aw
ay, b
ut is
the
clos
est s
tar t
o th
e E
arth
-th
e Su
n pr
ovid
es h
eat
and
light
to
the
Ear
th f
or l
ivin
g th
ings
• in
terp
retin
g pi
ctur
es a
nd m
odel
s of
the
Sun
• m
akin
g dr
awin
gs o
r mod
els
of th
e Su
n
• w
ritin
g de
scrip
tions
of t
he S
un
not
es:
* C
ontin
ents
refe
r to
larg
er la
nd m
asse
s on
the
surfa
ce o
f the
Ear
th
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
28 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
the
eart
h an
d th
e su
nm
ovin
g ar
ound
the
sun
• th
e Ea
rth m
oves
aro
und
the
Sun
in a
pat
hway
cal
led
the
orbi
t
-th
e Su
n is
a s
tar a
nd is
at t
he c
entre
of t
he s
olar
sys
tem
**
-th
e Ea
rth is
one
of e
ight
pla
nets
*** i
n th
e so
lar s
yste
m
the
sun
and
life
• th
e Ea
rth g
ets
the
right
am
ount
of l
ight
and
hea
t fro
m th
e S
un fo
r sup
porti
ng li
fe
• in
terp
retin
g pi
ctur
es a
nd m
odel
s of
the
sola
r sys
tem
• m
akin
g dr
awin
gs a
nd w
ritin
g ab
out t
he E
arth
and
its
orbi
t ar
ound
the
Sun
not
es:
**
This
is a
bas
ic in
trodu
ctio
n to
the
conc
ept o
f the
sol
ar s
yste
m
**
* Pl
uto
is n
ow c
alle
d a
dwar
f pla
net,
and
is th
eref
ore
not i
nclu
ded
as a
pla
net
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
29CAPS
Gr
ad
e 4
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
2 w
eeks
(7 h
ours
)
the
moo
nFe
atur
es o
f the
moo
n
• th
e m
oon
is a
bal
l of r
ock
in s
pace
-th
ere
is n
o ai
r and
wat
er o
n th
e m
oon
-th
e m
oon
is s
mal
ler t
han
the
Ear
th
-th
e m
oon
is c
lose
r to
the
Ear
th th
an th
e Su
n
Phas
es o
f the
moo
n
• th
e Su
n’s
light
shi
nes
onto
the
surfa
ce o
f the
moo
n
-w
e ca
n on
ly s
ee th
at p
art o
f the
moo
n w
hich
the
sunl
ight
sh
ines
on
-th
e ch
angi
ng p
atte
rn o
f sun
light
on
the
moo
n is
cal
led
the
phas
es o
f the
moo
n
-th
e pa
ttern
repe
ats
ever
y 29
½ d
ays
(abo
ut a
mon
th)
moo
n st
orie
s
• cu
ltura
l sto
ries
abou
t the
moo
n te
ll us
abo
ut th
e im
porta
nce
of th
e m
oon
in p
eopl
e’s
lives
• in
terp
retin
g pi
ctur
es a
nd m
odel
s of
the
moo
n
• m
akin
g dr
awin
gs o
r mod
els
of th
e m
oon
• w
ritin
g de
scrip
tions
of t
he m
oon
•in
vest
igat
ing
- obs
ervi
ng a
nd re
cord
ing
the
chan
ging
sh
ape
of li
ght o
n th
e m
oon
each
nig
ht fo
r at l
east
a m
onth
(m
oon
wat
ch)*
• C
alen
dar f
or
reco
rdin
g ph
ases
of
the
moo
n
• C
ultu
ral s
torie
s ab
out
the
moo
n
• vi
deo
clip
s
2 w
eeks
(7 h
ours
)
roc
ket
syst
ems
mod
ellin
g a
rock
et
• pe
ople
hav
e us
ed ro
cket
s to
go
into
spa
ce a
nd to
trav
el to
th
e m
oon
• a
rock
et is
a s
yste
m u
sed
to p
rope
l veh
icle
s in
to s
pace
-A
rock
et m
oves
by
push
ing
exha
ust g
ases
out
thro
ugh
its
back
end
•d
esig
ning
, mak
ing
and
eval
uatin
g a
rock
et m
odel
usi
ng
a ba
lloon
-at
tach
a b
allo
on to
a d
rinki
ng s
traw
thre
aded
ont
o a
fishi
ng
line
pulle
d tig
ht b
etw
een
two
poin
ts
-re
leas
e th
e in
flate
d ba
lloon
and
mea
sure
how
far i
t tra
vels
al
ong
the
fishi
ng l
ine.
Dra
w b
ar g
raph
s an
d ev
alua
te
diffe
rent
bal
loon
rock
ets
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• Ap
para
tus
incl
udin
g ba
lloon
s of
diff
eren
t si
zes,
stra
ws
and
fishi
ng li
ne, h
ooks
, m
easu
ring
tape
s
not
es:
* car
ry o
ut th
e m
oon
wat
ch w
hile
con
tinui
ng w
ith o
ther
wor
k
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
30 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 4
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
As th
is is
the
exam
term
, the
fina
l tw
o w
eeks
may
be
requ
ired
for r
evis
ion
of th
e ye
ar’s
wor
k an
d fo
r exa
min
atio
ns.
For m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• id
entif
y an
d de
scrib
e th
e m
ain
feat
ures
of t
he E
arth
• de
scrib
e th
e m
ain
feat
ures
of t
he S
un a
nd th
e m
oon
• ex
plai
n ho
w E
arth
mov
es a
roun
d th
e S
un
• re
cogn
ise
that
the
phas
es o
f the
moo
n ar
e a
resu
lt of
the
chan
ging
pat
tern
of s
unlig
ht
that
we
can
see
on th
e m
oon
• m
ake
a m
odel
of a
bal
loon
rock
et, a
nd te
st it
• re
cord
and
com
pare
the
dist
ance
s tra
velle
d by
diff
eren
t bal
loon
rock
ets
• ev
alua
te b
allo
on ro
cket
s
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
31CAPS
nat
ur
al
sCie
nC
es a
nd
teC
Hn
olo
Gy:
Gr
ad
e 5
Gr
ad
e 5
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
Plan
ts a
nd
anim
als
on
eart
h
man
y di
ffere
nt p
lant
s an
d an
imal
s
• th
ere
are
man
y di
ffere
nt p
lant
s an
d an
imal
s liv
ing
in
diffe
rent
hab
itats
on
Earth
* (S
outh
Afri
ca h
as a
wid
e va
riety
of i
ndig
enou
s pl
ants
and
ani
mal
s an
d th
eir h
abita
ts)
inte
r-de
pend
ence
• pl
ants
and
ani
mal
s de
pend
on
each
oth
er
• th
ey a
lso
depe
nd o
n th
e re
sour
ces
avai
labl
e (s
uch
as a
ir,
wat
er, s
oil,
food
, and
pla
ces
to h
ide)
in th
eir o
wn
habi
tats
ani
mal
type
s
• th
ere
are
man
y di
ffere
nt k
inds
of a
nim
als,
-so
me
do n
ot h
ave
bone
s, a
nd s
ome
have
har
d ou
ter
‘ski
ns’ o
r she
lls (i
nver
tebr
ates
)
-so
me
have
bon
es (v
erte
brat
es)
• co
untin
g th
e nu
mbe
r of p
lant
s in
a g
iven
are
a an
d di
stin
guis
hing
them
apa
rt by
look
ing
at th
e sh
apes
and
co
lour
s of
thei
r lea
ves
or fl
ower
s or
frui
ts
• de
scrib
ing
-an
imal
s w
ithou
t bon
es, s
uch
as w
orm
s, m
illipe
des,
in
sect
s, s
pide
rs, s
corp
ions
, cra
bs
-an
imal
s w
ith b
ones
, suc
h as
fish
, fro
gs, r
eptil
es, b
irds,
m
amm
als
• Pi
ctur
es o
f pla
nts
and
anim
als
not
es:
* P
lant
s an
d an
imal
s, a
nd th
eir h
abita
ts m
ake
up th
e to
tal b
iodi
vers
ity o
f the
Ear
th
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 ½
wee
ks
(5 ¼
ho
urs)
ani
mal
sk
elet
ons
skel
eton
s of
ver
tebr
ates
• a
verte
brat
e sk
elet
on c
onsi
sts
of b
ones
and
join
ts, a
nd is
in
side
the
body
• bo
nes
are
hard
and
form
a s
trong
fram
e st
ruct
ure
• a
skel
eton
pro
vide
s su
ppor
t for
an
anim
al’s
bod
y an
d pr
otec
tion
for i
ts o
rgan
s;
-sk
ull -
pro
tect
s th
e br
ain
-ba
ckbo
ne w
ith v
erte
brae
- pr
otec
ts th
e sp
inal
cor
d
-rib
s - p
rote
ct th
e lu
ngs
and
hear
t
-sh
ould
er b
lade
s, a
rms,
legs
, hip
bon
es –
for m
ovem
ent
mov
emen
t
• ve
rtebr
ate
anim
als
can
mov
e be
caus
e th
ere
are
- m
uscl
es a
ttach
ed to
the
skel
eton
- jo
ints
bet
wee
n th
e bo
nes*
**
• lo
okin
g at
exa
mpl
es o
f ske
leto
ns in
clud
ing
- fish
, fro
gs,
bird
s, re
ptile
s, m
amm
als
(incl
udin
g hu
man
s), a
nd
iden
tifyi
ng th
e fo
llow
ing
parts
:
-th
e sk
ull
-th
e ba
ckbo
ne
-rib
s
-lim
bs
-sh
ould
er a
nd h
ip g
irdle
s**
• de
scrib
ing
how
diff
eren
t ver
tebr
ate
anim
als
mov
e (in
clud
ing
hum
ans)
• Pi
ctur
es a
nd
exam
ples
of a
nim
al
skel
eton
s / b
ones
not
es:
**
Not
all
anim
als
have
sho
ulde
r and
hip
gird
les
or li
mbs
(suc
h as
fish
and
sna
kes)
**
* In
this
gra
de, d
etai
ls a
bout
how
mus
cles
are
atta
ched
, and
the
stru
ctur
e of
join
ts a
re n
ot re
quire
d
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
33CAPS
Gr
ad
e 5
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
2 ½
wee
ks
(8 ¾
ho
urs)
skel
eton
s as
st
ruct
ures
Fram
e an
d sh
ell s
truc
ture
s
• a
verte
brat
e sk
elet
on is
a fr
ame
stru
ctur
e (a
lso
refe
r to
grad
e 4
Mat
ter &
Mat
eria
ls)
• so
me
inve
rtebr
ate
skel
eton
s ar
e sh
ell s
truct
ures
suc
h as
th
at o
f a c
rab
• m
akin
g a
mod
el* o
f a v
erte
brat
e sk
elet
on u
sing
stru
ts
mad
e fro
m ro
lled
pape
r or d
rinki
ng s
traw
s [T
his
can
be
used
as
a po
ssib
le p
roje
ct]
• Pa
per,
drin
king
st
raw
s, w
oode
n do
wel
s or
stic
ks
(30c
m X
10m
m),
stic
ky ta
pe, m
etal
pa
per f
aste
ners
1 ½
wee
k
(5 ¼
ho
urs)
Food
cha
ins
Food
and
feed
ing
• gr
een
plan
ts m
ake
thei
r ow
n fo
od**
and
bui
ld th
eir
bran
ches
and
ste
ms
usin
g w
ater
and
car
bon
diox
ide
from
the
air,
and
ener
gy fr
om s
unlig
ht. P
lant
s us
e ca
rbon
di
oxid
e fro
m th
e ai
r and
rele
ase
oxyg
en in
to th
e ai
r
• an
imal
s ne
ed fo
od to
car
ry o
ut th
eir l
ife p
roce
sses
(to
mov
e, fe
ed, g
row
, sen
se th
e en
viro
nmen
t, ex
cret
e, b
reat
he
and
repr
oduc
e)
• al
l ani
mal
s de
pend
on
plan
ts a
s th
eir p
rimar
y so
urce
of
food
(her
bivo
res,
car
nivo
res
and
omni
vore
s)
• a
food
cha
in d
escr
ibes
the
feed
ing
rela
tions
hips
bet
wee
n pl
ants
and
ani
mal
s.
• a
food
cha
in
-st
arts
with
a p
lant
, (pr
oduc
es fo
ods)
-th
en fo
llow
s w
ith a
n an
imal
that
eat
s th
e pl
ant
-af
ter t
hat w
ith a
n an
imal
that
eat
s th
at a
nim
al
-in
clud
es th
e tra
nsfe
r of e
nerg
y w
hich
flow
s fro
m th
e pl
ant
thro
ugh
to th
e la
st a
nim
al in
the
chai
n
• se
quen
cing
pic
ture
s an
d dr
awin
g pl
ants
and
ani
mal
s w
hich
form
food
cha
ins
with
up
to fo
ur o
rgan
ism
s ea
ch,
desc
ribin
g th
eir r
elat
ions
hips
• Pi
ctur
es o
f var
ious
pl
ants
and
ani
mal
s
not
es:
* T
his
is a
pro
blem
sol
ving
act
ivity
, whe
re le
arne
rs h
ave
to w
ork
out h
ow a
ske
leto
n fit
s to
geth
er
**
Thi
s im
porta
nt p
roce
ss is
cal
led
“pho
tosy
nthe
sis.
” How
ever
no
furth
er d
etai
l is
requ
ired
in th
is g
rade
, lea
rner
s w
ill de
al w
ith it
in d
etai
l onl
y in
hig
her g
rade
s
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
str
uC
tur
eseq
uipm
ent a
nd
res
ourc
es:
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
2 w
eeks
(7 h
ours
)
life
Cyc
les
Gro
wth
and
dev
elop
men
t
• pl
ants
and
ani
mal
s gr
ow a
nd d
evel
op th
roug
hout
thei
r liv
es
• a
life
cycl
e de
scrib
es th
e st
ages
and
pro
cess
es th
at ta
ke
plac
e as
a p
lant
or a
nim
al g
row
s an
d de
velo
ps
• a
life
cycl
e de
scrib
es h
ow o
ne g
ener
atio
n of
a p
lant
or
ani
mal
giv
es ri
se to
the
next
gen
erat
ion
thro
ugh
repr
oduc
tion
• de
ath
can
occu
r at a
ny s
tage
of t
he li
fe c
ycle
• m
any
anim
als
care
for t
heir
youn
g in
ord
er fo
r the
m to
gro
w
and
deve
lop
• se
quen
cing
pic
ture
s an
d dr
awin
gs o
f the
sta
ges
of
deve
lopm
ent i
n lif
e cy
cles
of
-a
plan
t –
iden
tifyi
ng a
nd la
belli
ng t
he s
tage
s (in
clud
ing
seed
, se
edlin
g,
adul
t pl
ant,
flow
erin
g pl
ant,
fruiti
ng
plan
t) an
d so
me
of t
he p
roce
sses
tha
t oc
cur
(incl
udin
g ge
rmin
atin
g,
grow
ing,
m
atur
ing,
flo
wer
ing,
be
ing
pollin
ated
and
dis
pers
ing
seed
s)
-a
verte
brat
e an
imal
- id
entif
ying
and
labe
lling
the
stag
es
[incl
udin
g ba
by,
youn
g an
imal
, m
atur
e ad
ults
(m
ale
&
fem
ale)
] and
som
e of
the
proc
esse
s th
at o
ccur
incl
udin
g gr
owin
g, m
atur
ing,
mat
ing,
pro
duci
ng e
ggs
and
babi
es
• Pi
ctur
es o
f diff
eren
t st
ages
in th
e de
velo
pmen
t of
vario
us p
lant
s an
d an
imal
s
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• de
mon
stra
te a
n un
ders
tand
ing
of th
e va
riety
of p
lant
s an
d an
imal
s on
Ear
th a
nd th
eir
inte
r-de
pend
ence
• id
entif
y an
imal
s w
ith a
nd w
ithou
t bon
es
• id
entif
y an
d de
scrib
e di
ffere
nt b
ones
and
thei
r fun
ctio
ns in
a v
erte
brat
e sk
elet
on
• us
e st
ruts
to m
ake
a m
odel
of a
ver
tebr
ate
anim
al s
kele
ton
• sh
ow th
e lin
ks a
nd re
latio
nshi
ps in
diff
eren
t foo
d ch
ains
• sh
ow th
e st
ages
and
pro
cess
es in
the
life
cycl
e of
a p
lant
and
an
anim
al
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
35CAPS
Gr
ad
e 5
ter
m 2
str
an
ds:
n
atu
ra
l sC
ien
Ces
: mat
ter
& m
ater
ials
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
met
als
and
non-
met
als
Prop
ertie
s of
met
als
• m
etal
s ar
e us
ed to
mak
e th
ings
bec
ause
they
hav
e ce
rtain
pr
oper
ties
• so
me
prop
ertie
s of
met
als
-sh
iny
-ha
rd
-st
rong
-ca
n be
ham
mer
ed, s
hape
d (m
alle
able
) and
mad
e in
to th
in
wire
s w
ithou
t bre
akin
g (d
uctil
e)
-m
elt a
t hig
h te
mpe
ratu
res
• m
etal
s ar
e m
ined
from
the
Ear
th*
Prop
ertie
s of
non
-met
als
• no
n-m
etal
s ar
e us
ed to
mak
e th
ings
bec
ause
they
hav
e ce
rtain
pro
perti
es
• so
me
prop
ertie
s** o
f sol
id n
on-m
etal
s
-du
ll
-ca
n br
eak
easi
ly (b
rittle
)
•in
vest
igat
ing,
com
parin
g an
d re
cord
ing
the
prop
ertie
s of
som
e m
etal
obj
ects
(suc
h as
cop
per w
ire, c
oins
, nai
ls,
cook
ing
pots
, kni
ves
and
fork
s) a
nd s
ome
non-
met
al
obje
cts
(suc
h as
a p
iece
of c
halk
, a s
tone
, a p
ile o
f san
d, a
pi
ece
of c
oal)
•in
vest
igat
ing
way
s to
mak
e ol
d an
d du
ll m
etal
obj
ects
sh
iny
agai
n
• Ex
ampl
es o
f met
al
obje
cts
such
as
copp
er w
ire, c
oins
, na
ils, c
ooki
ng p
ots,
kn
ives
and
fork
s
• Ex
ampl
es o
f non
- m
etal
obj
ects
suc
h as
a p
iece
of c
halk
, a
pile
of s
and,
a p
iece
of
coa
l
not
es:
*
How
and
whe
re m
etal
s ar
e m
ined
is c
over
ed in
Soc
ial S
cien
ces
**
T
here
are
man
y di
ffere
nt n
on-m
etal
s an
d th
ey h
ave
a va
riety
of d
iffer
ent p
rope
rties
. Her
e th
e fo
cus
is o
nly
on tw
o of
the
mos
t gen
eral
pro
perti
es
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
36 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 2
str
an
ds:
n
atu
ra
l sC
ien
Ces
: mat
ter
& m
ater
ials
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
use
s of
m
etal
so
ther
pro
pert
ies
of m
etal
s
• m
etal
s ar
e us
eful
bec
ause
of t
heir
spec
ial p
rope
rties
-m
etal
s co
nduc
t hea
t
-so
me
met
als
are
mag
netic
and
som
e ar
e no
t
-on
ly ir
on ru
sts
(som
e m
etal
s ta
rnis
h or
bec
ome
dull)
use
s of
met
als
• m
etal
s ar
e us
ed to
mak
e th
ings
suc
h as
coi
ns, w
ire,
jew
elle
ry, f
urni
ture
, bui
ldin
gs a
nd b
ridge
s, m
otor
car
s,
kitc
hen
uten
sils
, roo
fs
• te
stin
g di
ffere
nt m
etal
obj
ects
(suc
h as
coi
ns, i
ron
filin
gs,
nails
, dra
win
g pi
ns, p
aper
clip
s, w
ire) t
o se
e if
they
are
at
tract
ed b
y a
mag
net
• pl
acin
g di
ffere
nt o
bjec
ts in
wat
er (s
uch
as c
oins
, iro
n fil
ings
, nai
ls, d
raw
ing
pins
, pap
er c
lips,
wire
) to
see
if th
ey
rust
***
•re
sear
chin
g an
d w
ritin
g ab
out t
he u
ses
of m
etal
s an
d gi
ving
reas
ons
for t
heir
use*
*** [
This
can
be
used
as
a po
ssib
le p
roje
ct]
• m
agne
ts a
nd o
bjec
ts
such
as
coin
s, ir
on
filin
gs, n
ails
, dra
win
g pi
ns, p
aper
clip
s,
wire
not
es:
***
Rus
ting
is a
slo
w p
roce
ss; l
earn
ers
carr
y on
with
oth
er w
ork
whi
le w
aitin
g fo
r the
resu
lts
**
** F
ocus
on
uses
of m
etal
s in
dai
ly li
fe
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
37CAPS
Gr
ad
e 5
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
3 ½
w
eeks
(12
¼
hour
s)
Proc
essi
ng
mat
eria
lsC
ombi
ning
mat
eria
ls
• m
ater
ials
can
be
proc
esse
d to
mak
e ne
w m
ater
ials
/pr
oduc
ts, s
uch
as
-m
ixin
g an
d se
tting
(su
ch a
s pl
aste
r of
Par
is (
or P
olyfi
lla)
and
wat
er to
mak
e pl
aste
r)
-m
ixin
g an
d se
tting
(su
ch a
s sa
nd,
grav
el,
cem
ent
and
wat
er to
mak
e co
ncre
te)
-m
ixin
g (s
uch
as fl
our
and
wat
er t
o m
ake
a st
icky
pas
te
that
can
be
used
as
glue
)
-m
ixin
g an
d co
okin
g (s
uch
as m
akin
g do
ugh)
-m
ixin
g an
d co
olin
g (s
uch
as j
elly
pow
der
and
wat
er t
o m
ake
jelly
)
-m
ixin
g, d
ryin
g an
d/or
firin
g (s
uch
as w
et c
lay
and
stra
w to
m
ake
clay
bric
ks)
• th
e pr
oper
ties
of th
e ne
w m
ater
ials
/pro
duct
s m
ay b
e di
ffere
nt fr
om th
e pr
oper
ties
of th
e m
ater
ials
we
star
ted
with
• pr
oces
sing
sel
ecte
d* d
iffer
ent m
ater
ials
, rec
ordi
ng a
nd
com
parin
g th
eir p
rope
rties
bef
ore
and
afte
r
• w
ritin
g ab
out t
he u
ses
of th
ese
proc
esse
d m
ater
ials
/pr
oduc
ts
• m
ater
ials
and
su
bsta
nces
suc
h as
: pla
ster
of
Paris
(or P
olyfi
lla),
sand
,gra
vel,
cem
ent,
flour
, ing
redi
ents
to
mak
e do
ugh,
jelly
po
wde
r, w
et c
lay
and
stra
w
not
es:
* Lea
ners
nee
d no
t car
ry o
ut a
ll th
ese
exam
ples
, but
sho
uld
expe
rienc
e at
leas
t tw
o of
them
.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
38 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
Proc
esse
d m
ater
ials
Prop
ertie
s an
d us
es
• m
ater
ials
suc
h as
pla
ster
of P
aris
, con
cret
e, fa
bric
s,
cera
mic
s an
d gl
ass,
pla
stic
s an
d pa
ints
, hav
e th
eir o
wn
spec
ial p
rope
rties
• pr
oces
sed
mat
eria
ls a
re u
sefu
l bec
ause
of t
heir
spec
ial
prop
ertie
s. T
hey
can
be s
trong
, dur
able
, wat
erpr
oof,
fire
resi
stan
t, ha
ve in
tere
stin
g co
lour
s or
text
ures
trad
ition
al p
roce
ssin
g
• in
Afri
ca p
eopl
e ha
ve p
roce
ssed
mat
eria
ls fo
r hun
dred
s of
ye
ars
to m
ake
-cl
ay p
ots
and
bric
ks
-ba
sket
s, h
ats,
mat
s, th
atch
ed ro
ofs
mad
e fro
m p
lant
fibr
e su
ch a
s gr
asse
s an
d re
eds
• fin
ding
exa
mpl
es o
f whe
re a
nd h
ow d
iffer
ent n
on-m
etal
m
ater
ials
are
use
d at
hom
e, s
choo
l and
in th
e co
mm
unity
an
d ex
plai
ning
the
prop
ertie
s th
at m
ake
them
use
ful
-pr
esen
ting
findi
ngs
thro
ugh
writ
ing,
dra
win
g an
d pi
ctur
es
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• m
akin
g an
obj
ect f
rom
cla
y (m
odel
ling)
• fin
ding
exa
mpl
es o
f obj
ects
mad
e fro
m p
lant
fibr
e (b
y w
eavi
ng a
nd s
titch
ing)
• C
lay
• Pi
ctur
es a
nd
exam
ples
of o
bjec
ts
mad
e by
wea
ving
pl
ant m
ater
ial
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• co
mpa
re th
e pr
oper
ties
of s
ome
met
al a
nd s
ome
non-
met
al o
bjec
ts
• id
entif
y ob
ject
s th
at a
re a
ttrac
ted
by m
agne
ts
• id
entif
y ob
ject
s th
at c
an ru
st in
wat
er
• pr
oces
s se
lect
ed m
ater
ials
by
mix
ing
them
and
des
crib
e th
eir p
rope
rties
bef
ore
and
afte
r mix
ing
• de
scrib
e th
e us
eful
ness
of d
iffer
ent m
ater
ials
at h
ome,
sch
ool o
r com
mun
ity
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
39CAPS
Gr
ad
e 5
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
3 w
eeks
(10
½
hour
s)
stor
ed
ener
gy in
fu
els
Fuel
s
• en
ergy
is s
tore
d in
fuel
s (in
clud
ing
food
*)
• w
e us
e fu
els
as s
ourc
es o
f use
ful e
nerg
y
• ev
eryd
ay fu
els
that
we
use
incl
ude
coal
, woo
d, p
etro
l, pa
raffi
n, g
as a
nd c
andl
e w
ax
• w
hen
we
burn
thes
e fu
els
we
get u
sefu
l out
put e
nerg
y su
ch a
s he
at a
nd li
ght
Bur
ning
fuel
s
• fu
els
need
hea
t to
set t
hem
alig
ht, a
nd a
ir (o
xyge
n) to
kee
p on
bur
ning
Safetywith
fire
• fir
es c
an b
e a
thre
at in
our
com
mun
ities
• ex
amin
ing
vario
us fu
els
incl
udin
g w
ood,
coa
l, ca
ndle
(wax
), pa
raffi
n, p
eanu
t, a
bisc
uit.
Burn
ing
thre
e di
ffere
nt fu
els
from
abo
ve, a
nd c
ompa
ring
and
desc
ribin
g th
e
-in
put e
nerg
y ne
eded
to m
ake
them
bur
n
-ou
tput
ene
rgy
obta
ined
from
the
fuel
•in
vest
igat
ing
how
long
a c
andl
e w
ill bu
rn w
hen
cove
red
with
diff
eren
t siz
ed g
lass
con
tain
ers
(the
cand
les
will
sto
p bu
rnin
g w
hen
all t
he o
xyge
n is
use
d up
)
• w
ritin
g an
d dr
awin
g ab
out fi
res
in o
ur c
omm
uniti
es
incl
udin
g ca
uses
, pre
vent
ion
and
act o
ut w
hat a
ctio
n to
ta
ke d
urin
g a
fire
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• Ex
ampl
es o
f su
bsta
nces
incl
udin
g w
ood,
coa
l, ca
ndle
(w
ax),
para
ffin,
pe
anut
, a b
iscu
it.
• C
andl
es a
nd
diffe
rent
siz
ed g
lass
co
ntai
ners
not
es:
* F
ood
is o
ften
desc
ribed
as
fuel
for t
he b
ody.
Oxy
gen
is re
quire
d to
rele
ase
ener
gy fr
om fo
od. T
his
proc
ess
is c
alle
d re
spira
tion
and
is n
ot a
focu
s fo
r gra
de 5
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
40 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
3 w
eeks
(10
½
hour
s)
ener
gy a
nd
elec
tric
ityC
ells
and
bat
terie
s
• en
ergy
can
be
stor
ed in
torc
h ce
lls a
nd b
atte
ries
• a
circ
uit i
s a
syst
em th
at tr
ansf
ers
elec
trica
l ene
rgy
to
whe
re it
is n
eede
d
mai
ns e
lect
ricity
• el
ectri
city
from
the
pow
er s
tatio
n is
tran
sfer
red
in a
circ
uit
to o
ur h
omes
and
bac
k to
the
pow
er s
tatio
n
• a
pow
er s
tatio
n ne
eds
a so
urce
of e
nerg
y
• th
e so
urce
of e
nerg
y in
a p
ower
sta
tion
can
be a
fuel
suc
h as
coa
l**
safe
ty w
ith e
lect
ricity
• sa
fety
pre
caut
ions
sho
uld
be ta
ken
whe
n us
ing
elec
trici
ty
• co
nnec
ting
up a
cel
l, w
ires,
and
a li
ght b
ulb
to m
ake
a si
mpl
e ci
rcui
t
• dr
awin
g an
d w
ritin
g to
trac
e ho
w th
e el
ectri
city
com
es f
rom
th
e po
wer
sta
tion
to o
ur h
omes
/sch
ools
, inc
ludi
ng p
ower
st
atio
n, p
ylon
s, s
ubst
atio
n, e
lect
ricity
box
es, w
all s
ocke
ts,
plug
s an
d ap
plia
nces
• C
ells
(bat
terie
s),
leng
ths
of w
ire, l
ight
bu
lbs
not
es:
** T
he fo
cus
here
is o
n co
al-fi
red
pow
er s
tatio
ns. T
here
are
als
o ot
her p
ower
sta
tions
suc
h as
hyd
ro-e
lect
ric a
nd n
ucle
ar p
ower
sta
tions
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
41CAPS
Gr
ad
e 5
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
ener
gy a
nd
mov
emen
tel
astic
and
spr
ings
• w
e ca
n m
ake
thin
gs m
ove
usin
g st
retc
hed
or tw
iste
d el
astic
and
com
pres
sed
sprin
gs
• w
hen
we
stre
tch
or tw
ist e
last
ic o
r com
pres
s a
sprin
g, w
e st
ore
ener
gy in
it
• w
hen
we
rele
ase
the
elas
tic o
r spr
ing
agai
n, w
e ge
t m
ovem
ent e
nerg
y
• de
scrib
ing
how
thin
gs w
ork
that
use
stre
tche
d el
astic
ba
nds
and
com
pres
sed
sprin
gs in
ord
er to
mov
e, in
clud
ing
a ca
tapu
lt*, e
last
ic p
ower
ed a
erop
lane
s, ‘j
ack-
in-a
-box
’
• El
astic
ban
ds a
nd
and
com
pres
sed
sprin
gs, a
cat
apul
t, el
astic
pow
ered
ae
ropl
anes
, ‘ja
ck-in
- a-
box
’
3 w
eeks
(10
½
hour
s)
syst
ems
for m
ovin
g th
ings
whe
els
and
axle
s
• m
any
vehi
cles
are
sys
tem
s th
at u
se w
heel
s an
d ax
les
• w
heel
s an
d ax
les
help
veh
icle
s to
mov
e m
ore
easi
ly
• id
entif
ying
diff
eren
t veh
icle
s th
at h
ave
whe
els
and
axle
s in
clud
ing
pram
s, b
icyc
les,
mot
or b
ikes
, car
s, tr
ucks
• m
akin
g w
heel
s an
d ax
les
and
eval
uatin
g w
heth
er th
ey
mov
e ea
sily
(use
mat
eria
ls s
uch
as b
ottle
tops
, rou
nd
tins
or c
ardb
oard
circ
les
for t
he w
heel
s, s
osat
ie s
ticks
or
dow
els
and
stra
ws
for t
he a
xles
)
• Ap
para
tus
incl
udin
g ca
rdbo
ard,
bot
tle
tops
, rou
nd ti
ns o
r ca
rdbo
ard
circ
les
for
the
whe
els,
sos
atie
st
icks
or d
owel
s an
d st
raw
s fo
r the
axl
es
ass
essm
ent g
uide
lines
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• de
scrib
e th
e ou
tput
ene
rgy
we
get f
rom
bur
ning
mos
t fue
ls
• ex
plai
n w
hat a
fire
nee
ds to
sta
rt an
d co
ntin
ue b
urni
ng (f
uel,
heat
, oxy
gen)
• de
mon
stra
te a
n un
ders
tand
ing
of th
e ca
uses
of fi
re, a
long
with
met
hods
of p
reve
ntio
n an
d w
hat a
ctio
ns to
take
dur
ing
a fir
e
• dr
aw a
nd la
bel t
he c
ompo
nent
s of
a s
impl
e ci
rcui
t cor
rect
ly
• tra
ce th
e el
ectri
city
from
the
pow
er s
tatio
n to
our
hom
es/s
choo
ls
• de
scrib
e th
e ou
tput
ene
rgy
(mov
emen
t) ob
tain
ed fr
om a
stre
tche
d el
astic
ban
d or
co
mpr
esse
d sp
ring
• m
ake
and
eval
uate
set
s of
whe
els
and
axle
s
not
es:
* A c
atap
ult c
an b
e ex
trem
ely
dang
erou
s –
Teac
her d
emon
stra
tion
only
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
42 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
Plan
et e
arth
the
eart
h m
oves
• th
e Ea
rth tr
avel
s in
an
orbi
t (pa
thw
ay) a
roun
d th
e S
un
• th
e Ea
rth ta
kes
abou
t 365
day
s to
trav
el o
nce
arou
nd th
e S
un, t
his
is c
alle
d a
year
• th
e Ea
rth s
pins
on
its o
wn
axis
• th
e Ea
rth ta
kes
abou
t 24
hour
s to
spi
n on
ce, t
his
is c
alle
d a
day
• in
terp
retin
g pi
ctur
es a
nd m
odel
s of
the
sola
r sys
tem
• m
akin
g dr
awin
gs a
nd w
ritin
g ab
out t
he E
arth
and
its
orbi
t ar
ound
the
Sun
• Pi
ctur
es a
nd m
odel
s of
Ear
th, m
oon,
Sun
an
d pl
anet
s.
• Li
ght s
ourc
e su
ch
as to
rch,
lam
p, o
r ca
ndle
• Sa
mpl
es o
f diff
eren
t ty
pes
of s
oil
• m
easu
ring
cylin
ders
, fu
nnel
s an
d fil
ter
pape
r, be
aker
s
• Se
eds
and
rule
rs to
m
easu
re le
ngth
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
43CAPS
Gr
ad
e 5
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
surf
ace
of
the
eart
hr
ocks
• th
e su
rface
of t
he E
arth
is c
alle
d th
e cr
ust,
and
cons
ists
of
rock
s (e
ven
unde
r the
oce
ans)
, and
soi
l
• so
il, a
ir, w
ater
and
sun
light
sup
port
life
on E
arth
soil
com
es fr
om ro
cks
• th
e la
nd is
mad
e up
of r
ocks
, sub
soil
and
top
soil
• so
il su
ppor
ts li
fe o
n Ea
rth
• to
p so
il lie
s on
the
surfa
ce
-to
p so
il is
form
ed w
hen
rock
s br
eak
into
sm
all g
rain
s ov
er
time
soil
type
s
• so
il is
usu
ally
a m
ixtu
re o
f diff
eren
t typ
es o
f soi
l gra
ins
in
diffe
rent
pro
porti
ons
-sa
ndy
soil
– ha
s a
high
pro
porti
on o
f cou
rse
sand
gra
ins
-cl
ayey
soi
l – h
as a
hig
h pr
opor
tion
of fi
ne g
rain
s of
cla
y
-lo
amy
soil
– ha
s a
mix
ture
of
sand
, cl
ay a
nd o
ther
soi
l gr
ains
. Lo
amy
soil
also
con
tain
s hu
mus
(de
com
pose
d co
mpo
st)
• th
e so
il al
so h
as a
ir, w
ater
, rem
ains
of d
ead
orga
nism
s an
d ve
ry s
mal
l liv
ing
orga
nism
s in
it
• so
il fo
rms
very
slo
wly
in n
atur
e –
once
tops
oil i
s lo
st, i
t ca
nnot
be
repl
aced
, and
thus
we
need
to c
onse
rve
it
•in
vest
igat
ing
– di
ffere
nt s
oil t
ypes
-w
ritin
g an
d dr
awin
g ab
out
the
colo
ur,
smel
l and
tex
ture
of
the
soil
-m
easu
ring
and
reco
rdin
g on
a t
able
how
muc
h w
ater
di
ffere
nt s
oils
can
hol
d*
-us
ing
the
resu
lts to
dra
w b
ar g
raph
s
and
/ or
inve
stig
atin
g –
grow
ing
seed
lings
in d
iffer
ent s
oil t
ypes
**
(IntegratingwithLife&Living)
-m
easu
ring,
rec
ordi
ng a
nd c
ompa
ring
the
heig
hts
of t
he
seed
lings
-us
ing
the
resu
lts to
dra
w b
ar g
raph
s [T
his
can
be u
sed
as
a po
ssib
le p
roje
ct]
not
es:
* Th
e sa
me
volu
mes
of s
oil a
nd w
ater
mus
t be
used
to m
ake
it a
fair
test
**
Thi
s in
vest
igat
ion
can
be d
one
whi
le c
ontin
uing
with
oth
er w
ork
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
44 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
sedi
men
tary
ro
cks
Form
atio
n of
sed
imen
tary
rock
• se
dim
enta
ry ro
cks
are
form
ed o
ver a
ver
y lo
ng ti
me
in th
e fo
llow
ing
way
:
-fir
st, r
ocks
bre
ak d
own
into
sm
all g
rain
s
-th
en, m
ud a
nd s
and
is m
oved
by
win
d an
d w
ater
-af
ter t
hat,
mud
and
san
d ge
ts d
epos
ited
in lo
w ly
ing
area
s
-ov
er ti
me,
new
laye
rs o
f mud
and
san
d ar
e de
posi
ted
on
top
of e
xist
ing
laye
rs
-af
ter
a ve
ry lo
ng t
ime,
thes
e la
yers
bec
ome
com
pact
ed
and
hard
ened
and
form
sed
imen
tary
rock
• se
dim
enta
ry ro
cks
alw
ays
have
vis
ible
laye
rs w
ithin
the
rock
• ex
ampl
es o
f sed
imen
tary
rock
are
sha
le, s
ands
tone
and
lim
esto
ne
use
s of
sed
imen
tary
rock
• lim
esto
ne is
use
d to
mak
e ce
men
t
• sa
ndst
one
and
shal
e ar
e us
ed in
bui
ldin
gs
• m
akin
g a
serie
s of
dra
win
gs to
sho
w a
rock
bre
akin
g do
wn
into
sm
alle
r gra
ins
over
tim
e
• dr
awin
g an
d ex
plai
ning
how
sed
imen
tary
rock
s ar
e fo
rmed
• in
terp
retin
g pi
ctur
es s
how
ing
the
laye
rs in
sed
imen
tary
ro
cks
• lo
okin
g at
spe
cim
ens/
pict
ures
of s
edim
enta
ry ro
ck
incl
udin
g sh
ale,
san
dsto
ne a
nd li
mes
tone
• Pi
ctur
es a
nd
or s
ampl
es o
f se
dim
enta
ry ro
cks
such
as
limes
tone
an
d sa
ndst
one
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
45CAPS
Gr
ad
e 5
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
Foss
ilsFo
ssils
in ro
ck
• fo
ssils
are
the
rem
ains
of a
ncie
nt p
lant
s an
d an
imal
s pr
eser
ved
in ro
ck
-fo
ssils
are
foun
d in
som
e la
yers
of s
edim
enta
ry ro
ck
-fo
ssils
are
evi
denc
e/a
reco
rd o
f the
his
tory
of l
ife o
n Ea
rth
• th
ere
are
two
mai
n ty
pes
of fo
ssils
; bod
y an
d tra
ce fo
ssils
Bod
y an
d tr
ace
foss
ils
• bo
dy fo
ssils
form
from
the
hard
par
ts o
f pla
nt a
nd a
nim
al
bodi
es in
clud
ing
teet
h, b
ones
, she
lls, s
tem
s, le
aves
and
se
eds
• tra
ce fo
ssils
form
from
trac
es le
ft by
ani
mal
s in
clud
ing
foot
prin
ts, n
ests
, egg
s an
d dr
oppi
ngs
• so
me
feat
ures
of f
ossi
ls re
sem
ble
the
feat
ures
of p
lant
s an
d an
imal
s liv
ing
toda
y
impo
rtan
ce o
f sou
th a
fric
an fo
ssils
• So
uth
Afric
a ha
s a
parti
cula
rly ri
ch fo
ssil
reco
rd o
f pla
nts,
an
imal
s an
d ea
rly h
uman
s
• im
porta
nt fo
ssils
foun
d in
Sou
th A
frica
incl
ude
the
Coe
laca
nth
and
Afric
an d
inos
aurs
• th
e “C
radl
e of
hum
anki
nd” i
s on
e of
the
site
s w
here
im
porta
nt fo
ssils
of h
uman
kind
hav
e be
en fo
und
in S
outh
Af
rica
• m
akin
g a
mod
el to
sho
w th
e la
yers
of s
edim
enta
ry ro
cks
with
foss
ils e
mbe
dded
in th
em (u
sing
a m
ediu
m s
uch
as
play
dou
gh, c
lay,
pla
ster
of P
aris
, and
rem
ains
of l
ivin
g th
ings
suc
h as
leav
es, s
hells
and
bon
es)
• in
terp
retin
g pi
ctur
es o
f fos
sils
and
com
parin
g th
em to
pl
ants
and
ani
mal
s liv
ing
toda
y
• re
adin
g ab
out f
ossi
ls in
clud
ing
the
Coe
laca
nth
and
Afri
can
dino
saur
s
• Pi
ctur
es a
nd
or s
ampl
es o
f se
dim
enta
ry ro
cks
• Pl
ay d
ough
, cla
y,
plas
ter o
f Par
is,
varie
ty o
f par
ts o
f pl
ants
and
ani
mal
s
• Pi
ctur
es o
f fos
sils
• In
form
atio
n te
xts
abou
t Sou
th A
frica
n fo
ssils
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
46 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 5
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
As th
is is
the
exam
term
, the
fina
l tw
o w
eeks
may
be
requ
ired
for r
evis
ion
of th
e ye
ar’s
wor
k an
d fo
r exa
min
atio
ns.
For m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• de
mon
stra
te th
e Ea
rth’s
mov
emen
t in
its o
rbit
arou
nd th
e S
un
• de
scrib
e th
e Ea
rth’s
mov
emen
t on
its o
wn
axis
• id
entif
y th
e m
ain
elem
ents
(soi
l, ai
r, w
ater
, sun
light
) tha
t sup
port
life
on E
arth
• id
entif
y an
d de
scrib
e di
ffere
nt s
oil t
ypes
cor
rect
ly
• ex
plai
n th
e fo
rmat
ion
of s
edim
enta
ry ro
ck
• di
stin
guis
h be
twee
n bo
dy a
nd tr
ace
foss
ils
• ex
plai
n as
pect
s of
Sou
th A
frica
’s fo
ssil
reco
rd
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
47CAPS
nat
ur
al
sCie
nC
es a
nd
teC
Hn
olo
Gy:
Gr
ad
e 6
Gr
ad
e 6
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
r
esou
rces
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
2 ½
w
eeks
(8 ¾
ho
urs)
Phot
osyn
thes
isPl
ants
and
food
• pl
ants
mak
e th
eir o
wn
food
(glu
cose
sug
ar) b
y a
proc
ess
calle
d ph
otos
ynth
esis
• ph
otos
ynth
esis
take
s pl
ace
mai
nly
in th
e le
aves
• du
ring
phot
osyn
thes
is th
e pl
ant u
ses
sunl
ight
ene
rgy,
ca
rbon
dio
xide
(fro
m th
e ai
r) a
nd w
ater
to m
ake
gluc
ose
suga
r
• pl
ants
cha
nge
som
e of
the
gluc
ose
suga
r int
o st
arch
whi
ch
they
sto
re in
thei
r lea
ves,
ste
ms
and
root
s, fl
ower
s, fr
uits
an
d se
eds
Plan
ts a
nd a
ir
• du
ring
phot
osyn
thes
is th
e pl
ant u
ses
carb
on d
ioxi
de fr
om
the
air a
nd g
ives
off
oxyg
en in
to th
e ai
r
• an
imal
s, in
clud
ing
peop
le, u
se th
e ox
ygen
from
the
air f
or
brea
thin
g an
d gi
ve o
ut c
arbo
n di
oxid
e w
hich
is u
sed
by
plan
ts fo
r pho
tosy
nthe
sis
• dr
awin
g an
d w
ritin
g ab
out h
ow p
lant
s m
ake
food
and
the
thin
gs th
ey ta
ke in
and
giv
e ou
t dur
ing
this
pro
cess
• co
mpa
ring
gluc
ose
suga
r (su
ch a
s gl
ucos
e sw
eets
) and
st
arch
(suc
h as
mai
ze fl
our)
acc
ordi
ng to
thei
r tas
te a
nd
colo
ur
• te
stin
g st
arch
with
iodi
ne s
olut
ion
to s
how
the
colo
ur
chan
ge*
• te
stin
g fo
ods
for s
tarc
h in
clud
ing
cook
ed ri
ce, fl
our,
pota
to,
brea
d, o
il, b
oile
d eg
g, c
hees
e**
• G
luco
se p
owde
r, m
aize
flou
r, io
dine
sol
utio
n,
plas
tic d
ropp
ers,
ex
ampl
es o
f foo
ds
such
as
cook
ed
rice,
flou
r, po
tato
, br
ead,
oil,
boi
led
egg,
che
ese
• Vi
deo
clip
s fro
m
the
inte
rnet
not
es:
* Io
dine
sol
utio
n is
use
d as
an
indi
cato
r - w
hen
drop
ped
onto
sta
rch
it tu
rns
from
bro
wn
to a
blu
e-bl
ack
colo
ur
**
man
y fo
ods
that
com
e di
rect
ly fr
om p
lant
s co
ntai
n st
arch
whi
le fo
ods
that
com
e di
rect
ly fr
om a
nim
als
do n
ot c
onta
in s
tarc
h
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
48 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
r
esou
rces
tim
eto
pic
Con
tent
& C
once
pts
sugg
este
d a
ctiv
ities
: inv
estig
atio
ns, p
ract
ical
wor
k, a
nd
dem
onst
ratio
ns
1 ½
wee
k
(5 ¼
ho
urs)
nut
rient
s in
fo
odFo
od G
roup
s
• fo
ods
can
be g
roup
ed a
ccor
ding
to th
eir f
unct
ions
in th
e bo
dy a
nd th
e m
ain
nutri
ents
they
sup
ply:
-fo
ods
for e
nerg
y -
carb
ohyd
rate
s
-fo
ods
for g
row
th a
nd re
pair
- pro
tein
s
-fo
ods
for
stor
ing
ener
gy (
in t
he f
orm
of
body
fat
s) a
nd
prov
idin
g in
sula
tion
and
prot
ectio
n fo
r ner
ves
and
orga
ns
- fat
s an
d oi
ls
-fo
ods
for
build
ing
bone
s an
d te
eth,
and
mai
ntai
ning
a
heal
thy
imm
une
syst
em -
vita
min
s an
d m
iner
als
• m
ost n
atur
al fo
ods
cont
ain
a m
ixtu
re o
f mor
e th
an o
ne
nutri
ent g
roup
• m
ost p
roce
ssed
(man
ufac
ture
d) fo
ods
have
add
ed s
alt,
suga
r, pr
eser
vativ
es, fl
avou
rings
and
col
ourin
gs
• so
rting
food
s in
to th
e fo
ur d
iffer
ent n
utrie
nt g
roup
s
-ca
rboh
ydra
tes
in f
oods
suc
h as
bre
ad,
suga
r, m
ealie
m
eal,
pota
to, r
ice,
pas
ta
-pr
otei
ns in
food
s su
ch a
s eg
gs, b
eans
, mea
t, fis
h, c
hees
e
-fa
ts a
nd o
ils i
n fo
ods
such
as
mar
garin
e, c
ooki
ng o
il,
butte
r
-vi
tam
ins
and
min
eral
s in
foo
ds s
uch
as f
resh
fru
its a
nd
vege
tabl
es, m
ilk (s
ourc
e of
cal
cium
) •
read
ing
labe
ls o
n fo
od p
acka
ging
to lo
ok fo
r the
nut
rient
s an
d/or
the
addi
tives
in th
e fo
od
• Ex
ampl
es o
f di
ffere
nt fo
ods
repr
esen
ting
the
diffe
rent
food
gr
oups
and
food
pa
ckag
ing.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
49CAPS
Gr
ad
e 6
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 ½
wee
ks
(5 ¼
ho
urs)
nut
ritio
nB
alan
ced
diet
s
• a
diet
refe
rs to
the
sele
ctio
n of
food
s w
e ea
t eve
ryda
y
• a
bala
nced
die
t con
tain
s su
ffici
ent q
uant
ities
of f
ood
from
al
l fou
r nut
rient
gro
ups,
as
wel
l as
wat
er a
nd fi
bre
• so
me
dise
ases
can
be
rela
ted
to d
iet
• ev
alua
ting
a gi
ven
diet
to d
eter
min
e if
it co
ntai
ns fo
od fr
om
all n
utrie
nt g
roup
s
• fin
ding
out
abo
ut a
dis
ease
that
cou
ld b
e di
et re
late
d, s
uch
as to
oth
deca
y, o
besi
ty, d
iabe
tes
or d
efici
ency
dis
ease
s
• Li
sts
of d
iffer
ent
diet
s
• Pi
ctur
es a
nd
info
rmat
ion
abou
t fo
od-r
elat
ed
illnes
ses
2 ½
wee
ks
(8 ¾
ho
urs)
Food
pr
oces
sing
nee
d fo
r pro
cess
ing
food
• fo
od is
pro
cess
ed to
:
- m
ake
it ed
ible
(pre
parin
g, c
ooki
ng)
- m
ake
it la
st lo
nger
(pre
serv
ing)
- im
prov
e its
nut
rient
val
ue (f
erm
entin
g)
• du
ring
proc
essi
ng m
any
food
s m
ay lo
se s
ome
of th
eir
nutri
ents
met
hods
for p
roce
ssin
g fo
od
• th
ere
are
man
y di
ffere
nt m
etho
ds (w
ays)
to p
roce
ss fo
od•
rese
arch
ing
how
to p
roce
ss fo
od (r
aw m
ater
ial)
by
com
bini
ng, c
ooki
ng, f
reez
ing,
pic
klin
g, fe
rmen
ting,
dry
ing
and
salti
ng to
mak
e a
prod
uct,
incl
udin
g in
dige
nous
way
s of
pro
cess
ing
of fo
od in
diff
eren
t com
mun
ities
• ch
oosi
ng a
food
and
pro
cess
ing
it in
som
e w
ay
• Pi
ctur
es a
nd
info
rmat
ion
abou
t ho
w fo
od is
pr
oces
sed
• Fo
ods
for p
roce
ssin
g
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
50 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
ecos
yste
ms
and
Food
w
ebs
diff
eren
t eco
syst
ems
• an
eco
syst
em is
an
area
whe
re li
ving
and
non
-livi
ng th
ings
de
pend
on
each
oth
er in
man
y di
ffere
nt w
ays
• th
ere
are
man
y di
ffere
nt e
cosy
stem
s su
ch a
s riv
ers,
m
ount
ains
, sea
, roc
ky s
hore
, pon
ds, w
etla
nds,
gra
ssla
nds,
fo
rest
s an
d de
serts
, whi
ch s
uppo
rt di
ffere
nt k
inds
of l
ivin
g th
ings
livi
ng a
nd n
on-li
ving
thin
gs in
eco
syst
ems
• in
an
ecos
yste
m th
ere
are
certa
in re
latio
nshi
ps b
etw
een
livin
g th
ings
(pla
nts,
ani
mal
s/pe
ople
, mic
roor
gani
sms)
, and
no
n-liv
ing
thin
gs (a
ir, w
ater
, sun
light
, soi
l) in
a p
artic
ular
ar
ea*
Food
web
s
• in
an
ecos
yste
m p
lant
s an
d an
imal
s ar
e co
nnec
ted
by th
eir
feed
ing
rela
tions
hips
. Thi
s is
cal
led
a fo
od w
eb
• a
food
web
con
sist
s of
:
-pl
ants
(pr
oduc
ers)
whi
ch p
rodu
ce f
ood
for
them
selv
es
and
anim
als
-an
imal
s (c
onsu
mer
s) w
hich
are
her
bivo
res,
car
nivo
res,
om
nivo
res
-m
icro
orga
nism
s (d
ecom
pose
rs)
that
bre
ak d
own
dead
pl
ant a
nd a
nim
al m
atte
r and
retu
rn n
utrie
nts
to th
e so
il
• se
lect
ing
an e
cosy
stem
on/
near
the
scho
ol g
roun
ds fo
r thi
s st
udy.
Rou
ghly
mea
sure
an
area
of 5
m x
5m
squ
are.
• dr
awin
g an
d w
ritin
g ab
out t
hree
pla
nts
and
thre
e an
imal
s th
at a
re fo
und
ther
e
-de
scrib
ing
the
food
, wat
er, a
mou
nt o
f sun
light
and
she
lter
avai
labl
e
-de
scrib
ing
the
feed
ing
rela
tions
hips
(foo
d w
ebs)
-id
entif
ying
the
pos
sibl
e th
reat
s to
thi
s ec
osys
tem
and
po
ssib
le w
ays
to o
verc
ome
them
• dr
awin
g an
d la
bellin
g si
mpl
e fo
od w
ebs
• Pi
ctur
es o
f ec
osys
tem
s su
ch a
s riv
ers,
mou
ntai
ns,
sea,
rock
y sh
ore,
po
nds,
wet
land
s,
gras
slan
ds, f
ores
ts
and
dese
rts
not
es:
* Hea
lthy
ecos
yste
ms
depe
nd o
n su
ffici
ent b
iodi
vers
ity o
f pla
nts,
ani
mal
s an
d th
eir h
abita
ts
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
51CAPS
Gr
ad
e 6
ter
m 1
str
an
ds:
nat
ur
al
sCie
nC
es: l
iFe
& l
iVin
G
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• ex
plai
n ho
w p
lant
s m
ake
thei
r ow
n fo
od (p
hoto
synt
hesi
s)
• so
rt fo
od in
to th
e fo
ur n
utrie
nt g
roup
s
• de
scrib
e a
bala
nced
die
t
• pr
oces
s fo
od in
som
e w
ay
• de
scrib
e an
eco
syst
em
• el
abor
ate
on fe
edin
g re
latio
nshi
ps (f
ood
web
s)
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
52 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 2
str
an
ds:
n
atu
ra
l sC
ien
Ces
: mat
ter
& m
ater
ials
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
½ w
eek
(1¾
ho
urs)
solid
s,
liqui
ds a
nd
gase
s
arr
ange
men
t of p
artic
les
• al
l mat
ter (
solid
s, li
quid
s an
d ga
ses)
is m
ade
up o
f par
ticle
s
• th
e pa
rticl
es a
re a
rran
ged
diffe
rent
ly in
sol
ids,
liqu
ids
and
gase
s
-in
sol
ids
the
parti
cles
are
clo
sely
pac
ked
in a
regu
lar
patte
rn –
spa
ces
betw
een
the
parti
cles
are
sm
all a
nd
parti
cles
vib
rate
in o
ne p
lace
-in
liqu
ids
the
parti
cles
are
clo
sely
pac
ked
in n
o fix
ed
patte
rn –
spa
ces
betw
een
the
parti
cles
are
sm
all b
ut
parti
cles
can
mov
e ar
ound
eac
h ot
her
-in
gas
es th
e pa
rticl
es a
re fa
r apa
rt fro
m e
ach
othe
r –
spac
es b
etw
een
the
parti
cles
are
big
and
par
ticle
s m
ove
in a
ll di
rect
ions
• dr
awin
g* a
nd w
ritin
g ab
out h
ow p
artic
les
are
arra
nged
in a
so
lid, l
iqui
d an
d ga
s•
Vide
o cl
ips
from
the
inte
rnet
1 w
eek
(3½
ho
urs)
mix
ture
sm
ixtu
res
of m
ater
ials
• a
mix
ture
con
sist
s of
at l
east
two
diffe
rent
sub
stan
ces/
mat
eria
ls m
ixed
toge
ther
• in
som
e m
ixtu
res,
the
diffe
rent
sub
stan
ces
are
still
cle
arly
vi
sibl
e af
ter m
ixin
g
-th
e su
bsta
nces
in
such
mix
ture
s ca
n be
sep
arat
ed b
y ph
ysic
al m
eans
suc
h as
sie
ving
, fil
terin
g, h
and
sorti
ng,
settl
ing
and
deca
ntin
g
• m
akin
g m
ixtu
res
incl
udin
g:
-tw
o so
lids
- sal
t and
san
d, s
ugar
and
tea
leav
es, p
eanu
ts
and
drie
d be
ans,
diff
eren
t co
ins,
mix
ture
of
diffe
rent
sw
eets
-a
solid
and
a li
quid
-
sand
and
wat
er, c
halk
and
wat
er,
curr
y po
wde
r and
wat
er, g
rate
d ch
eese
and
milk
-tw
o liq
uids
– o
il an
d w
ater
,
• dr
awin
g an
d w
ritin
g ab
out m
ixtu
res
• Ex
ampl
es o
f m
ater
ials
and
su
bsta
nces
suc
h as
: sa
lt, s
and,
sug
ar,
tea
leav
es, p
eanu
ts,
drie
d be
ans,
coi
ns,
swee
ts, c
urry
po
wde
r, gr
ated
ch
eese
, milk
, oil
• Vi
deo
clip
s fro
m th
e in
tern
et
not
es:
* T
he d
raw
ings
mus
t sho
w th
e sa
me
num
ber o
f par
ticle
s in
the
solid
, the
liqu
id a
nd th
e ga
s. T
he p
artic
les
mus
t all
be th
e sa
me
size
.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
53CAPS
Gr
ad
e 6
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2½ w
eeks
(8¾
ho
urs)
solu
tions
as
spe
cial
m
ixtu
res
solu
tions
• so
lutio
ns a
re a
lso
mix
ture
s
• so
me
solu
tions
can
be
mad
e by
mix
ing
a so
lid a
nd a
liqu
id
toge
ther
suc
h as
sug
ar a
nd w
ater
, sal
t and
wat
er
• so
lutio
ns a
re u
nifo
rm in
app
eara
nce
and
the
solid
can
not
be s
een
afte
r mix
ing
solu
ble
subs
tanc
es
• so
lubl
e so
lids
(sol
utes
) can
dis
solv
e* in
wat
er (s
olve
nt)
• th
e su
bsta
nces
in s
olut
ions
can
not b
e se
para
ted
by
siev
ing,
filte
ring,
han
d so
rting
, set
tling
and
dec
antin
g
• so
me
solu
tes
can
be re
cove
red
(sep
arat
ed) b
y ev
apor
atin
g th
e so
lven
t (su
ch a
s re
cove
ring
salt
from
sea
wat
er)
• w
hen
subs
tanc
es d
isso
lve,
sol
ute
parti
cles
bec
ome
disp
erse
d in
the
spac
es b
etw
een
the
solv
ent p
artic
les
satu
rate
d so
lutio
ns
• a
solu
tion
is s
atur
ated
whe
n no
mor
e so
lute
can
dis
solv
e in
a
give
n am
ount
of s
olve
nt
inso
lubl
e su
bsta
nces
• So
me
solid
s w
ill no
t for
m a
sol
utio
n in
wat
er (i
nsol
uble
so
lids)
•in
vest
igat
ing
diffe
rent
sol
ids
to s
ee if
they
dis
solv
e in
w
ater
incl
udin
g:
-sa
lt, s
ugar
(sol
uble
sub
stan
ces)
-sa
nd, m
ealie
mea
l, flo
ur, m
aize
flou
r, sa
mp,
cur
ry p
owde
r, cu
star
d po
wde
r (in
solu
ble
subs
tanc
es)
• dr
awin
g an
d w
ritin
g ab
out w
hat h
appe
ns to
sol
ids
in
solu
tions
•in
vest
igat
ing
solu
tions
to s
ee if
we
can
reco
ver t
he s
olut
e by
:
-fil
terin
g
-se
ttlin
g
-ev
apor
atin
g th
e w
ater
(cry
stal
lisat
ion)
• dr
awin
g an
d w
ritin
g ab
out c
ryst
allis
atio
n
• Ex
ampl
es o
f m
ater
ials
and
su
bsta
nces
suc
h as
sa
lt, s
ugar
, san
d,
mea
lie m
eal,
flour
, m
aize
flou
r, sa
mp,
cu
rry
pow
der,
cust
ard
pow
der
• m
easu
ring
cylin
ders
, fu
nnel
s, fi
lter p
aper
, be
aker
s, e
vapo
ratin
g di
sh, s
alt,
food
co
lour
ing
not
es:
* A c
omm
on m
isco
ncep
tion
is th
at s
ugar
or s
alt “
mel
ts” a
way
whe
n ad
ded
to w
ater
. Dis
solv
ing
(in th
e ca
se o
f sug
ar a
nd s
alt i
n w
ater
) req
uire
s tw
o m
ater
ials
to b
e m
ixed
t
oget
her.
T
his
is d
iffer
ent f
rom
mel
ting
(in th
e ca
se o
f ice
) whi
ch is
a re
sult
of h
eatin
g on
e m
ater
ial t
o ch
ange
its
stat
e.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
54 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 2
str
an
ds:
nat
ur
al
sCie
nC
es: m
atte
r &
mat
eria
ls
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
dis
solv
ing
rat
es o
f dis
solv
ing
• Fa
ctor
s th
at a
ffect
the
rate
(tim
e ta
ken)
of d
isso
lvin
g
-te
mpe
ratu
re o
f the
mix
ture
-st
irrin
g or
sha
king
the
mix
ture
-gr
ain
size
of t
he s
olut
e
•in
vest
igat
ing,
mea
surin
g an
d dr
awin
g gr
aphs
of t
he
time
take
n to
dis
solv
e a
solu
te:**
-in
hot
or c
old
wat
er
-w
hen
stirr
ing/
shak
ing
or n
ot s
tirrin
g/sh
akin
g
-us
ing
coar
se o
r fine
sal
t
• C
onta
iner
s, b
eake
rs,
ice
crea
m s
ticks
for
stirr
ing,
mea
surin
g sp
oons
, hot
wat
er,
salt
(coa
rse
and
fine)
not
es:
** F
or a
fair
test
, mak
e su
re to
use
a g
iven
am
ount
of s
olut
e [fo
r exa
mpl
e 1
teas
poon
(5 m
l)], a
nd a
giv
en a
mou
nt o
f wat
er [f
or e
xam
ple
½ c
up (1
25m
l)], e
ach
time
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
55CAPS
Gr
ad
e 6
ter
m 2
str
an
ds:
n
atu
ra
l sC
ien
Ces
: mat
ter
& m
ater
ials
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2½ w
eeks
(8¾
ho
urs)
mix
ture
s an
d w
ater
re
sour
ces
wat
er p
ollu
tion
• in
the
envi
ronm
ent,
man
y th
ings
mix
or d
isso
lve
in w
ater
• w
ater
can
be
pollu
ted
by
-in
solu
ble
subs
tanc
es,
such
as
oil,
plas
tics,
tyr
es,
tins,
gl
ass,
toile
t was
te
-so
lubl
e su
bsta
nces
suc
h as
soa
ps, f
ertil
izer
s, in
sect
icid
es,
acid
s an
d ot
her p
oiso
ns
-liv
ing
germ
s fro
m
toile
t w
aste
ca
usin
g w
ater
-bor
ne
illne
sses
suc
h as
dia
rrho
ea
impo
rtan
ce o
f wet
land
s
• na
tura
l wet
land
s ar
e im
porta
nt fo
r
• re
mov
ing
solu
ble
and
inso
lubl
e su
bsta
nces
from
wat
er
• ac
ting
like
spon
ges
and
regu
latin
g th
e flo
w o
f wat
er
• re
adin
g ab
out/v
isit
a sp
ecifi
c w
etla
nd
• w
ritin
g a
brie
f rep
ort o
n th
e im
porta
nce
of w
etla
nds
incl
udin
g:
-ha
bita
ts a
nd b
iodi
vers
ity
-w
ater
qua
lity
or • w
ritin
g ab
out t
he im
pact
of l
oss
of w
etla
nds
for b
iodi
vers
ity
and
wat
er q
ualit
y
• Te
xts
for r
eadi
ng
abou
t wat
er p
ollu
tion
• Vi
deo
clip
s fro
m th
e in
tern
et
2½ w
eeks
(8¾
ho
urs)
Proc
esse
s to
pu
rify
wat
erC
lean
wat
er
• a
clea
n su
pply
of w
ater
is im
porta
nt fo
r peo
ple,
pla
nts
and
anim
als
• w
ater
can
be
clea
ned
by p
roce
sses
suc
h as
sie
ving
, fil
terin
g, s
ettli
ng, d
ecan
ting,
boi
ling
and
addi
ng c
hem
ical
s to
kill
ger
ms
• m
unic
ipal
wat
er is
cle
aned
bef
ore
and
afte
r we
use
it
•in
vest
igat
ing
how
to b
est p
urify
dirt
y w
ater
in c
lass
or/a
nd
at h
ome*
•de
sign
ing,
mak
ing
and
eval
uatin
g a
sim
ple
syst
em
to c
lean
dirt
y w
ater
, (su
ch a
s a
sand
filte
r) a
ccor
ding
to
spec
ifica
tions
and
con
stra
ints
(ref
er to
Sec
tion
2.7)
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• Si
eves
, filte
r pap
er,
funn
els,
con
tain
ers,
ke
ttle,
wat
er
purifi
catio
n ta
blet
s (if
po
ssib
le)
not
es:
* Lea
rner
s sh
ould
not
drin
k th
is w
ater
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
56 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 2
str
an
ds:
n
atu
ra
l sC
ien
Ces
: mat
ter
& m
ater
ials
teC
Hn
olo
Gy:
Pr
oC
essi
nG
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• de
scrib
e so
lids,
liqu
ids
and
gase
s in
term
s of
the
arra
ngem
ent o
f the
ir pa
rticl
es
• ex
plai
n di
ffere
nt k
inds
of m
ixtu
res
(incl
udin
g so
lutio
ns)
• di
stin
guis
h be
twee
n so
lubl
e an
d in
solu
ble
subs
tanc
es
• re
cove
r the
sol
ute
from
the
solv
ent a
nd d
raw
and
writ
e ab
out t
he p
roce
ss
• te
ll w
hat f
acto
rs a
ffect
the
rate
of d
isso
lvin
g
• sh
ow a
n un
ders
tand
ing
of th
e im
porta
nce
of w
etla
nds
• de
sign
, mak
e an
d ev
alua
te a
sys
tem
to p
roce
ss a
nd p
urify
dirt
y w
ater
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
57CAPS
Gr
ad
e 6
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
elec
tric
ci
rcui
tsa
sim
ple
circ
uit
• an
ele
ctric
circ
uit i
s a
syst
em fo
r tra
nsfe
rrin
g en
ergy
• a
sim
ple
circ
uit a
lway
s ha
s th
e fo
llow
ing
com
pone
nts:
-so
urce
of e
nerg
y (s
uch
as a
cel
l/bat
tery
)
-co
nduc
ting
mat
eria
l (su
ch a
s w
ires)
-de
vice
(suc
h as
a lig
ht b
ulb,
buz
zers
, mot
ors)
for c
hang
ing
elec
trici
ty in
to a
use
ful o
utpu
t ene
rgy
• a
circ
uit i
s a
com
plet
e, u
nbro
ken
path
way
for e
lect
ricity
• a
switc
h ca
n be
add
ed to
bre
ak o
r com
plet
e th
e ci
rcui
t pa
thw
ay
Circ
uit d
iagr
ams
• sy
mbo
ls a
re u
sed
whe
n dr
awin
g ci
rcui
t dia
gram
s
• in
vest
igat
ing
how
to m
ake
a si
mpl
e ci
rcui
t usi
ng c
ell/
batte
ry, c
ondu
ctin
g w
ires,
ligh
t bul
b an
d de
sign
and
mak
e a
switc
h to
con
trol t
he c
ircui
t
• dr
awin
g si
mpl
e el
ectri
cal c
lose
d ci
rcui
t dia
gram
s in
clud
ing
the
sym
bols
for c
ell/b
atte
ry, b
ulb,
con
duct
ing
wire
, sw
itch
• Eq
uipm
ent s
uch
as c
ells
/bat
terie
s,
cond
uctin
g w
ires,
lig
ht b
ulbs
and
sw
itche
s
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
58 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 w
eeks
(7 h
ours
)
elec
tric
al
cond
ucto
rs
and
insu
lato
rs
Con
duct
ors
• so
me
mat
eria
ls c
ondu
ct e
lect
ricity
and
are
cal
led
cond
ucto
rs
-m
ost m
etal
s, e
spec
ially
cop
per,
cond
uct e
lect
ricity
insu
lato
rs
• so
me
mat
eria
ls d
o no
t con
duct
ele
ctric
ity a
nd a
re c
alle
d in
sula
tors
-m
ost
non-
met
als,
su
ch
as
plas
tics,
do
no
t co
nduc
t el
ectri
city
• te
stin
g di
ffere
nt m
ater
ials
(suc
h as
met
al p
aper
clip
s, n
ails
, w
ire, s
teel
-woo
l, co
ins,
pla
stic
, gla
ss, c
eram
ic, c
ardb
oard
, pa
per,
woo
d, ru
bber
, cha
lk) i
n an
ele
ctric
circ
uit t
o se
e if
they
are
con
duct
ors
or in
sula
tors
, and
reco
rdin
g th
e re
sults
on
a ta
ble
• Id
entif
ying
whe
re e
lect
rical
insu
lato
rs a
re u
sed
such
as
in
plas
tic in
sula
ted
wire
s, ru
bber
glo
ves
used
by
elec
trici
ans,
gl
ass
and
cera
mic
insu
lato
rs o
n po
wer
line
s
• D
iffer
ent m
ater
ials
in
clud
ing
met
al
pape
r clip
s, n
ails
, w
ire, s
teel
-woo
l, co
ins,
pla
stic
, gla
ss,
cera
mic
, car
dboa
rd,
pape
r, w
ood,
rubb
er,
chal
k
• D
iffer
ent m
ater
ials
in
clud
ing
plas
tic
insu
late
d w
ires,
ru
bber
glo
ves
used
by
ele
ctric
ians
, gla
ss
and
cera
mic
2 ½
wee
ks
(8 ¼
ho
urs)
syst
ems
to s
olve
pr
oble
ms
usi
ng e
lect
ric c
ircui
ts
• el
ectri
c ci
rcui
ts a
re o
ften
used
to s
olve
pro
blem
s th
at
requ
ire e
nerg
y, s
uch
as s
treet
ligh
ting,
ala
rms,
ele
ctric
ga
tes,
traf
fic li
ghts
, fan
s an
d he
ater
s
• el
ectri
c ci
rcui
ts c
an a
lso
be u
sed
in m
odel
s an
d to
ys
•de
sign
ing,
mak
ing,
eva
luat
ing
and
pres
entin
g a
syst
em
that
use
s a
circ
uit t
o pr
oduc
e m
ovem
ent,
light
, sou
nd o
r he
at* i
n a
stru
ctur
e su
ch a
s a
stea
dy h
and
gam
e, h
ouse
, lig
ht h
ouse
or a
toy.
The
circ
uit s
houl
d in
clud
e co
mpo
nent
s su
ch a
s ce
ll/s,
ligh
t bul
b/s,
buz
zer/s
, and
sw
itch/
es (r
efer
to
Sect
ion
2.7)
[Thi
s ca
n be
use
d as
a p
ossi
ble
proj
ect]
• Ba
sic
com
pone
nts
for a
circ
uit,
incl
udin
g co
mpo
nent
s su
ch
as c
ell/s
, lig
ht b
ulb/
s co
nduc
ting
wire
/s,
buzz
er/s
, and
sw
itch/
es
not
es:
* It i
s ge
nera
lly m
ore
diffi
cult
to p
rodu
ce h
eat u
sing
cel
ls, b
ut th
is c
an b
e ex
plor
ed
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
59CAPS
Gr
ad
e 6
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
3 w
eeks
(10
½
hour
s)
mai
ns
elec
tric
ityFo
ssil
fuel
s an
d el
ectr
icity
• fo
ssil
fuel
s w
ere
form
ed in
the
Earth
’s c
rust
milli
ons
of
year
s ag
o fro
m d
ead
plan
ts a
nd a
nim
als
• co
al, o
il an
d na
tura
l gas
are
foss
il fu
els
• in
Sou
th A
frica
coa
l is
mos
tly u
sed
as a
fuel
in p
ower
st
atio
ns•
coal
was
form
ed fr
om fo
ssilis
ed p
lant
s w
hich
got
thei
r en
ergy
from
the
Sun
orig
inal
ly•
in a
pow
er s
tatio
n co
al is
use
d to
boi
l wat
er, t
he s
team
tu
rns
a tu
rbin
e w
hich
turn
s a
gene
rato
r, w
hich
pro
duce
s el
ectri
city
• fo
ssil
fuel
s ar
e no
n-re
new
able
reso
urce
sC
ost o
f ele
ctric
ity•
elec
trici
ty is
cos
tly b
ecau
se -
it re
quire
s in
frast
ruct
ure
incl
udin
g co
al m
ines
, tra
nspo
rt,
pow
er s
tatio
ns, p
ylon
s, s
ubst
atio
ns, w
iring
-so
me
elec
trica
l app
lianc
es r
equi
re m
ore
elec
trici
ty t
han
othe
rs (h
eatin
g ap
plia
nces
use
the
mos
t)•
the
mor
e el
ectri
city
we
use
the
mor
e w
e pa
y an
d th
e m
ore
coal
is u
sed
up•
we
can
save
ene
rgy
in m
any
way
s in
clud
ing
usin
g en
ergy
sa
ving
ligh
t bul
bs a
nd s
olar
wat
er h
eate
rsill
egal
con
nect
ions
• ille
gal e
lect
rical
con
nect
ions
are
a d
ange
r to
peop
le
beca
use
they
are
ofte
n un
safe
ren
ewab
le w
ays
to g
ener
ate
elec
tric
ity•
peop
le a
re lo
okin
g fo
r ren
ewab
le w
ays
to g
ener
ate
elec
trici
ty
• dr
awin
g an
d w
ritin
g ab
out t
o ex
plai
n ho
w fo
ssil
fuel
s su
ch
as c
oal w
ere
form
ed
• dr
awin
g an
d w
ritin
g to
trac
e th
e el
ectri
cal e
nerg
y in
a
sequ
ence
from
an
appl
ianc
e, s
uch
as fr
om y
our T
V s
et, t
o th
e co
al-fi
red
pow
er s
tatio
n an
d ba
ck to
the
orig
inal
sou
rce,
th
e S
un
• ex
amin
ing
labe
ls (i
n ad
verts
, or r
eal e
lect
rical
app
lianc
es)
to fi
nd o
ut h
ow m
uch
pow
er th
ey re
quire
(mos
t ket
tles
requ
ire m
ore
than
200
0 W
, whi
lst a
radi
o m
ight
requ
ire
abou
t 15
W*)
. Rec
ordi
ng fi
ndin
gs o
n a
tabl
e
• R
esea
rchi
ng a
nd w
ritin
g ab
out r
enew
able
way
s to
ge
nera
te e
lect
ricity
incl
udin
g in
win
d po
wer
gen
erat
ors,
so
lar p
anel
s (p
hoto
volta
ics)
**, h
ydro
- ele
ctric
pow
er
gene
rato
rs
• Pi
ctur
es a
nd v
ideo
cl
ips
of fu
els
and
thei
r var
ious
use
s•
Pict
ures
to s
how
ho
w e
lect
ricity
is
gene
rate
d in
a c
oal-
fired
pow
er s
tatio
n•
Exam
ples
of
elec
trica
l app
lianc
es•
Pict
ures
of
rene
wab
le w
ays
to
gene
rate
ele
ctric
ity,
incl
udin
g ex
ampl
es
of w
ind
pow
er
gene
rato
rs, s
olar
po
wer
gen
erat
ors,
hy
dro-
ele
ctric
pow
er
gene
rato
rs
not
es:
* L
earn
ers
in th
is g
rade
do
not h
ave
to k
now
how
Wat
ts (W
), ki
lo W
atts
(kW
) and
kilo
Wat
t hou
rs (k
W.h
) are
mea
sure
d an
d ca
lcul
ated
**
Sol
ar p
anel
s (p
hoto
volta
ics)
are
diff
eren
t fro
m s
olar
wat
er h
eate
rs
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
60 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 3
str
an
ds:
nat
ur
al
sCie
nC
es: e
ner
Gy
& C
Ha
nG
e
teC
Hn
olo
Gy:
sys
tem
s &
Co
ntr
ol
equi
pmen
t and
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
Allo
w fo
r a m
axim
um o
f 7 h
ours
to b
e us
ed fo
r ass
essm
ent
thro
ugho
ut th
e te
rm. F
or m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• dr
aw a
nd la
bel a
n el
ectri
c ci
rcui
t cor
rect
ly
• de
mon
stra
te o
pen
and
clos
ed c
ircui
ts w
ith th
e us
e of
a s
witc
h
• di
stin
guis
h be
twee
n co
nduc
tors
and
insu
lato
rs in
a ra
nge
of m
ater
ials
• tra
ce th
e el
ectri
cal e
nerg
y in
a s
eque
nce
from
an
appl
ianc
e, s
uch
as fr
om y
our T
V
set,
to th
e co
al-fi
red
pow
er s
tatio
n an
d ba
ck to
the
orig
inal
sou
rce,
the
Sun
• ex
plai
n ho
w fo
ssil
fuel
s su
ch a
s co
al a
re fo
rmed
• de
term
ine
whi
ch a
pplia
nces
use
mor
e en
ergy
and
exp
lain
why
this
is s
o
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
61CAPS
Gr
ad
e 6
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
the
sola
r sy
stem
the
sun,
Pla
nets
and
ast
eroi
ds
• th
e Su
n (a
sta
r) is
at t
he c
entre
of o
ur S
olar
Sys
tem
• th
ere
are
eigh
t pla
nets
and
the
aste
roid
bel
t (m
ercu
ry,
Venu
s, E
arth
, mar
s, A
ster
oid
Belt,
Jup
iter,
Satu
rn, U
ranu
s,
and
Nep
tune
) in
orbi
t aro
und
the
Sun
• ea
ch p
lane
t has
its
own
-fe
atur
es,
size
, or
bit
and
posi
tion
in r
elat
ion
to t
he S
un,
com
posi
tion
(roc
ky a
nd g
as p
lane
ts)
and
num
ber
of
moo
ns (s
ome
have
no
moo
ns)
• th
e pl
anet
s an
d As
tero
ids
take
diff
eren
t am
ount
s of
tim
e to
re
volv
e ar
ound
the
Sun
*
moo
ns
• m
oons
, inc
ludi
ng o
ur m
oon
do n
ot g
ive
out t
heir
own
heat
an
d lig
ht
• ou
r moo
n ca
n be
see
n fro
m E
arth
bec
ause
the
light
from
th
e S
un s
hine
s on
to it
s su
rface
• on
the
moo
n w
e ca
n se
e cr
ater
s, li
ghte
r are
as w
hich
are
m
ount
ains
, and
dar
ker a
reas
whi
ch a
re fl
at p
lain
s
• re
sear
chin
g/re
adin
g in
form
atio
n ab
out t
he p
lane
ts fo
cusi
ng
on s
ize,
dis
tanc
e fro
m th
e S
un, a
vera
ge te
mpe
ratu
re,
num
ber o
f moo
ns**
and
any
oth
er fe
atur
es
• m
akin
g m
odel
s of
the
Sol
ar S
yste
m ta
king
into
acc
ount
po
sitio
n in
rela
tion
to th
e Su
n, s
ize
and
feat
ures
of t
he
plan
ets*
**
• de
scrib
ing
and
draw
ing
the
obje
cts
in o
ur S
olar
Sys
tem
• D
etai
led
pict
ures
an
d m
odel
s of
the
Sol
ar S
yste
m
• Pi
ctur
es o
f the
m
oon
not
es:
* I
t is
not n
eces
sary
to m
emor
ize
exac
t num
bers
of s
ize
of p
lane
ts, n
umbe
r of m
oons
, and
dis
tanc
e fro
m th
e S
un
**
The
num
ber o
f moo
ns a
roun
d so
me
plan
ets
may
cha
nge
as m
ore
are
disc
over
ed
**
* It i
s no
t nec
essa
ry to
mak
e th
e m
odel
s of
the
Sol
ar S
yste
m to
sca
le
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
62 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
mov
emen
ts**
**
of th
e ea
rth
and
plan
ets
rot
atio
n (e
arth
)
• in
our
Sol
ar S
yste
m, e
ach
plan
et ro
tate
s (s
pins
) on
its o
wn
axis
-th
e pl
anet
Ear
th is
spi
nnin
g, a
nd o
ne c
ompl
ete
rota
tion
take
s ab
out 2
4 ho
urs.
We
expe
rienc
e th
is a
s a
day
and
a ni
ght
-du
ring
rota
tion
the
side
of
the
Ear
th f
acin
g th
e S
un
expe
rienc
es d
aytim
e, a
nd th
e op
posi
te s
ide
of th
e Ea
rth
expe
rienc
es n
ight
-tim
e
rev
olut
ion
(ear
th)
• al
l pla
nets
als
o re
volv
e (tr
avel
) aro
und
the
Sun
in th
eir o
wn
orbi
ts
• pl
anet
Ear
th re
volv
es a
roun
d th
e S
un in
its
own
orbi
t (p
athw
ay),
and
one
com
plet
e re
volu
tion
take
s 36
5 ¼
day
s.
We
expe
rienc
e th
is a
s a
year
• de
mon
stra
ting
the
mov
emen
ts (r
otat
ion
and
revo
lutio
n) a
nd
of th
e E
arth
usi
ng m
odel
s an
d bo
dy m
ovem
ents
• de
mon
stra
ting
how
day
and
nig
ht o
ccur
usi
ng a
mod
el o
f th
e E
arth
and
a li
ght s
ourc
e (fo
r the
Sun
)
• dr
awin
g an
d w
ritin
g ab
out t
he ro
tatio
n of
the
Earth
in
rela
tion
to th
e Su
n - h
ow d
ay a
nd n
ight
occ
ur
• m
odel
s an
d a
light
sou
rce
such
as
torc
h, la
mp,
or
can
dle
to
dem
onst
rate
the
mov
emen
ts o
f the
Ea
rth
not
es:
****
Vid
eo c
lips
coul
d be
use
d to
hel
p cl
arify
the
mov
emen
ts o
f the
pla
nets
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
63CAPS
Gr
ad
e 6
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
1 w
eek
(3 ½
ho
urs)
the
mov
emen
t of
the
moo
n
rot
atio
n (m
oon)
• th
e m
oon
is s
pinn
ing
and
one
com
plet
e ro
tatio
n ta
kes
abou
t 28
days
rev
olut
ion
(moo
n)
• th
e m
oon
revo
lves
aro
und
the
Ear
th a
nd o
ne re
volu
tion
also
take
s ab
out a
mon
th (a
bout
28
days
)
• to
geth
er, t
he E
arth
and
the
moo
n re
volv
e ar
ound
the
Sun
• de
mon
stra
ting
rota
tion,
and
revo
lutio
n of
the
moo
n ar
ound
th
e E
arth
, usi
ng m
odel
s an
d bo
dy m
ovem
ents
• dr
awin
g an
d w
ritin
g ab
out t
he m
ovem
ents
of t
he m
oon
in
rela
tion
to th
e Ea
rth a
nd th
e so
lar s
yste
m
• m
akin
g a
tabl
e of
com
paris
on b
etw
een
the
Sun
(a s
tar)
, th
e E
arth
(a p
lane
t) an
d th
e m
oon
incl
udin
g: s
hape
, co
mpo
sitio
n, s
ize,
mov
emen
t in
rela
tion
to o
ther
spa
ce
obje
cts,
abi
lity
to p
rodu
ce li
ght
• m
odel
s an
d a
light
sou
rce
such
as
torc
h, la
mp,
or
can
dle
to
dem
onst
rate
the
mov
emen
ts o
f the
m
oon
1 w
eek
(3 ½
ho
urs)
syst
ems
for
look
ing
into
sp
ace
tele
scop
es
• te
lesc
opes
are
use
d to
look
into
spa
ce a
nd g
athe
r in
form
atio
n
• So
uth
Afric
a ha
s bu
ilt a
nd u
ses
som
e of
the
larg
est
tele
scop
es
• re
adin
g a
case
stu
dy a
bout
tele
scop
es s
uch
as s
impl
e te
lesc
opes
, SAL
T (S
outh
ern
Afri
can
Larg
e te
lesc
ope)
, SK
A (S
quar
e Ki
lom
etre
Arr
ay)
• Pi
ctur
es a
nd
info
rmat
ion
abou
t te
lesc
opes
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
64 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Gr
ad
e 6
ter
m 4
str
an
ds:
nat
ur
al
sCie
nC
es: P
lan
et e
ar
tH &
Bey
on
d
t
eCH
no
loG
y: s
yste
ms
& C
on
tro
leq
uipm
ent a
nd
res
ourc
esti
me
topi
cC
onte
nt &
Con
cept
ssu
gges
ted
act
iviti
es: i
nves
tigat
ions
, pra
ctic
al w
ork,
and
de
mon
stra
tions
2 ½
wee
ks
(8 ¾
ho
urs)
syst
ems
to
expl
ore
the
moo
n an
d m
ars
Vehi
cles
use
d on
the
moo
n
• a
few
peo
ple
have
vis
ited
the
surfa
ce o
f the
moo
n an
d ex
plor
ed it
usi
ng a
veh
icle
cal
led
a m
oon
Rov
er
Vehi
cles
use
d on
mar
s
• ro
bots
cal
led
mar
s R
over
s ha
ve b
een
used
to v
isit
and
expl
ore
the
surfa
ce o
f mar
s (p
eopl
e ha
ve n
ot y
et v
isite
d m
ars)
•re
sear
chin
g th
e ke
y fe
atur
es a
nd p
urpo
ses
of th
e m
ars
or m
oon
Rov
ers
incl
udin
g w
heel
s an
d ax
les,
cam
eras
, m
echa
nica
l arm
s, a
nd s
yste
ms
for u
sing
sol
ar e
nerg
y an
d co
mm
unic
atio
ns
•de
sign
ing,
mak
ing
and
eval
uatin
g a
mod
el o
f one
of
thes
e ve
hicl
es w
hich
can
mov
e by
mea
ns o
f whe
els
and
axle
s (r
efer
to S
ectio
n 2.
7)
• m
easu
ring
how
far t
he d
iffer
ent v
ehic
les
can
run
dow
n a
ram
p an
d dr
aw b
ar g
raph
s [T
his
can
be u
sed
as a
pos
sibl
e pr
ojec
t]
• Pi
ctur
es o
f the
moo
n R
over
s an
d m
ars
Rov
ers
• Ap
para
tus
incl
udin
g bo
ttle
tops
, rou
nd
tins
or c
ardb
oard
ci
rcle
s fo
r the
w
heel
s, s
osat
ie
stic
ks o
r dow
els
and
stra
ws
for t
he a
xles
• m
easu
ring
tape
s or
m
eter
stic
ks
ass
essm
ent
guid
elin
es
This
con
tent
and
the
asso
ciat
ed c
once
pts
mus
t be
inte
grat
ed
with
the
aim
s an
d sk
ills
for
Nat
ural
Sci
ence
s an
d Te
chno
logy
(ref
er to
Sec
tion
2).
• Le
arne
rs s
houl
d re
ad, w
rite,
dra
w a
nd d
o pr
actic
al ta
sks
regu
larly
• Ev
iden
ce o
f lea
rner
’s w
ork,
incl
udin
g as
sess
men
ts, s
houl
d be
kep
t in
the
lear
ner’s
not
eboo
k
Scho
ol-b
ased
ass
essm
ent (
incl
udin
g pr
actic
al ta
sks
and
clas
s te
sts)
, che
ckin
g fo
r cor
rect
ness
, and
pro
vidi
ng
cons
truct
ive
feed
back
sho
uld
be d
one
regu
larly
.
As th
is is
the
exam
term
, the
fina
l tw
o w
eeks
may
be
requ
ired
for r
evis
ion
of th
e ye
ar’s
wor
k an
d fo
r exa
min
atio
ns.
For m
ore
deta
iled
guid
elin
es o
n as
sess
men
t, re
fer t
o Se
ctio
n 4.
Checkth
elearne
r’skno
wledg
ean
dthatth
eycan
:
• de
scrib
e ob
ject
s in
our
Sol
ar S
yste
m (p
lane
ts, m
oons
, the
Sun
, Ast
eroi
ds)
• de
mon
stra
te th
e Ea
rth’s
rota
tion
and
revo
lutio
n
• ex
plai
n th
e m
ovem
ents
of t
he m
oon
• id
entif
y th
e es
sent
ial d
iffer
ence
s be
twee
n th
e E
arth
, Sun
and
the
moo
n
• ex
plai
n th
e us
es o
f tel
esco
pes
and
the
impo
rtant
tele
scop
es in
Sou
th A
frica
• m
ake
and
eval
uate
a m
odel
veh
icle
feat
urin
g w
heel
s an
d ax
les
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
65CAPS
SECTION 4: ASSESSmENT
4.1 introduCtion
Assessment is a continuous planned process of identifying, gathering, interpreting and diagnosing, information about the performance of learners. All forms of assessment involve generating and collecting evidence of achievement; evaluating this evidence and using this information to understand and thereby assist the learner’s development and the teaching process.
Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. In both cases regular feedback should be provided to learners.
informal and formal assessment
informal assessment consists of regular checking of learners’ class work (including practical tasks) asking ques-tions orally and giving constructive feedback. marks for informal assessment need not be recorded.
Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These assessment tasks are done throughout the year and include tests and examinations. All marks that are recorded formally contribute to the final year mark.
Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences and Technology. In both informal and formal assessments it is important to ensure that in the course of a school year:
• all of the subject content is covered.
• the full range of major skills is included. (See Section 2.7 and Section 4.5)
• a variety of different forms of assessment are used. (See Section 4.4)
4.2 inFormal assessment or daily assessment
The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning activities taking place in the classroom.
Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom interactions, classwork, investigations and so on. 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 also be used to provide feedback to the learners and to inform planning for teaching.
Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own performance.
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Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes, but for improving teaching and learning.
Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4)
4.3 Formal assessment
Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each grade and subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal Assess-ment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a Grade and in a particular subject. Formal assessment tasks in Natural Sciences and Technology are tests, examina-tions, practical tasks, which may include projects. (See details in Section 4.4.1)
the school-Based assessment component in the different phases is as follows:
Grades Formal sCHool-Based end-oF-year examinations
R - 3 100% n/a
4 - 6 75% 25%
7 - 9 40% 60%
10 and 11 25% 75%
12 25% including school-based mid-year and ‘trial’ examinations External examination: 75%
Formally assessed tests and tasks must together reflect the whole term’s work. Weighting of marks should reflect time allotted to each section in the curriculum content.
the cognitive demands of assessment
The cognitive demands of assessment used should be appropriate to the age and developmental level of the learn-ers in the grade. Assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities of learners within this context. The assessment tasks should be carefully designed to cover the content of the subject as well as the range of major skills that have been specified under the major Process and Design skills. (See Section 2.7)
The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and development of assessment tasks.
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Cognitive levels for the assessment of content in Grades 4, 5 and 6
setting tests and tasks for different cognitive levels
Knowing science and technology
understanding science and technology
Applyingscientificand technological
knowledge
evaluating, analyzing,
synthesising scientificandtechnological Knowledge
Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams
low order questions
50%
middle order questions
35%
High order questions
15%
useful verbs to use when setting questions
State
Name
Label
List
and others ...
Explain
Describe
Compare
Plan
Rearrange
Give an example
and others …
Predict
Compare
Design
Use knowledge to demonstrate
and others …
Evaluate
Suggest a reason
Interpret
and others ...
These cognitive skills apply to all three Specific Aims for Natural Sciences and Technology. (See Section 2.6)
4.4 ProGramme oF Formal assessment For natural sCienCes and teCHnoloGy Grades 4, 5 and 6
Formal assessments term 1 term 2 term 3 term 4 total % For
tHe year
school-based assessments
• 1 Test
• 1 selected practical task *
• 1 Exam or test on work from terms 1 & 2
• 1 selected practical task
• 1 Test
• 1 selected practical task
• 1 selected practical task
75%
exams ** • Exam on work from terms 3 & 4
25%
number of formal assessments
2 2 2 2 Total: 100%
notes: * Grade appropriate assessment on aspects of investigations and technological processes should form part of the selected practical tasks in the assessment programme for the year
** The class tests and examinations must include questions on both Natural Sciences and Technology
a note on tests and examinations
Examinations must include questions on both Natural Science and Technology. Weighting of marks should reflect time allotted to each section in the curriculum content.
A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded.
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Tests and examinations consist of a range of questions that cover the different cognitive levels – knowledge recall, understanding, application, evaluation, analysis and synthesis. Learners are required to respond to questions within a specified time under controlled conditions. Examinations are similar to tests - the only difference is that they cover more content.
a note on practical tasks
In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materi-als, tools and equipment to create, produce or investigate something. The teacher observes the learner demonstrate specific practical skills (e.g. measuring the height of a plant, using tools to manipulate materials to make models, using a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment).
Any practical task should provide opportunities for learners to demonstrate several different skills listed under Sec-tion 2.7 and Section 4.5. These may or may not include design/plan investigation skills. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task.
Practical tasks include a range of activities where learners communicate what they know and can do. Include a range of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include: acting out, speaking, drawing, making models, doing science practical work, working in the environment, writing and doing calculations.
a note on projects
Certain practical activities in Section 3 have been suggested as suitable for possible projects, in which case the mark will still be included as part of the School-based assessment. A project is optional and varies in extent. It may be done in class and should be sufficiently diverse to promote inclusivity. One project per year may be done.
4.5 reCordinG and rePortinG
4.5.1 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 as prescribed in the Cur-riculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to be promoted to the next Grade. 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.
Guidelines on how the major process skills can be recorded for marks in natural sciences and technology
many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill needs to be marked and recorded in each task.
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natural sCienCes maJor inVestiGation ProCess sKills marK alloCation
Writing the topic
Raising/ writing a question to investigate
making a prediction/ hypothesis
Planning the investigation
Collecting data
Recording data
Evaluating and communicating results
total
teCHnoloGy maJor ProCess sKills marK alloCation
Stating a design brief
Listing specifications
Listing constraints
Planning the product
Drawing/designing the product
making the product
Evaluating the product
Presenting the product
total
4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other stake-holders. 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.
teachers will record actual marks against the task by using a record sheet; and report percentages against thesubjectonthelearners’reportcards.Percentagesarereportedandmayberelatedtothe7-pointratingcode as given below.
Schools are required to provide quarterly feedback to parents on the Programme of Formal 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.
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4.5.3 mark allocation
A minimum mark allocation is prescribed for the tests, tasks and examinations for each Grade in the Intermediate Phase. See the guideline below for each Grade under a.
However, should the teacher choose to allocate more marks for tests and tasks, these should also be converted to conform to the total weighting percentages for the Intermediate Phase. See the example below under B.
a: minimum mark allocation for Grades 4, 5 and 6
Grade 4
ProGramme oF Formal assessment
Formal assessments term 1 term 2 term 3 term 4
total marKs For tHe year
total
school-based
assessments
• 1 Test [15 marks]
• 1 selected practical task [10 marks]
• 1 Exam or test on work from terms 1 & 2 [40 marks]
• 1 selected practical task [10 marks]
• 1 Test [15 marks]
• 1 selected practical task [15 marks]
• 1 selected practical task [15 marks]
120 marks
Together make up 75% of total marks for the
year
exams
[60 minutes]
• Exam on work from terms 3 & 4 [40 marks]
40 marksmakes up 25% of total marks for the year
number of formal assessments
2 2 2 2Total 8
assessments
[160 marks]Total: 100%
At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code.
At the end of the year:
steP 1: ADD up all the school-based assessment raw marks from each term to get a total out of 120 marks
steP 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1
steP 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required
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Grade 5
ProGramme oF Formal assessment
Formal assessments term 1 term 2 term 3 term 4
total marKs For tHe year
total
school-basedassessments
• 1 Test [15 marks]
• 1 selected practical task [15 marks]
• 1 Exam or test on work from terms 1 & 2 [45 marks]
• 1 selected practical task [15 marks]
• 1 Test [15 marks]
• 1 selected practical task [15 marks]
• 1 selected practical task [15 marks]
135 marks
Together make up 75% of total marks for the year
exams
[60 minutes]
• Exam on work from terms 3 & 4 [45 marks]
45 marksmakes up 25% of total marks for the year
number of formal assessments
2 2 2 2Total 8
assessments[180 marks]
Total: 100%
At the end of each term (Terms 1 – 3): The marks can be reported as a percentage and related to the 7-point rating code.
at the end of the year:
step 1: ADD up all the school-based assessment raw marks from each term to get a total out of 135 marks
step 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1
step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required
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Grade 6
ProGramme oF Formal assessment
Formal assessments term 1 term 2 term 3 term 4
total marKs For tHe year
total
school-based
assessments
• 1 Test [20 marks]
• 1 selected practical task [15 marks]
• 1 Exam or test on work from terms 1 & 2 [50 marks]
• 1 selected practical task [15 marks]
• 1 Test [20 marks]
• 1 selected practical task [15 marks]
• 1 selected practical task [15 marks]
150 marks
Together make up 75% of total marks for the year
exams
[60 minutes]
• Exam on work from terms 3 & 4 [50 marks]
50 marks
makes up 25% of total marks for the
year
number of formal assessments 2 2 2 2
Total 8 assessments
[200 marks]Total: 100%
At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating code.
at the end of the year:
step 1: ADD up all the school-based assessment raw marks from each term to get a total out of 150 marks
step 2: ADD the Final exam raw mark to the school-based assessment total mark in step 1
step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required
B: should the teacher choose to allocate more marks for tests and tasks, the example below can be used.
recording and reporting for each term
marks should be recorded and converted into a percentage for each term. Percentages are reported and may be related to the 7-point rating code as given below.
How to calculate each learner’s % for each term
Step 1. Addtogetherformallyassessedmarksachievedbyeachlearner
Step 2.Dividebytotalmarkspossible
Step 3. Multiplythismarkby100togivethe%achieved
For example:Learnerscore=34outofapossible60marksforthetestandtasksaddedtogetherforaterm.
34÷60x100=56.6%*
*ratherthanusedecimalpointsroundanyfractionfrom.5andbiggeruptonextwholepercentage.Theaboveexamplewillberoundedupto57%
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recording and reporting at the end of the year
• The four percentages for each term must be calculated to give 75% of the total. this is the school-based assessment mark.
• Thefinalexammarkmust be converted to 25% of the total and added to the School-based assessment mark.
How to calculate each learner’s % for reporting at the end of the year:
Step 1. Use the following formula to convert the four term School-based assessment %’s to 75% of the total:
1stTerm%+2ndTerm%+3rdTerm%+4thTerm%; then divide the total by 400; then multiply by 75.
For example: (57%+65%+74%+60%)÷400X75=48 (This is the equivalent of 48 out of 75)
Step 2. Convert the final year examination mark to 25 % using the following formula:
Markachievedinexambylearner÷totalmarkspossibleinexamX25.
For example: alearnerscores28outofatotalof40marksinthefinalexam:
28÷40X25=17.5 (This is the equivalent of 17.5 out of 25)
Step 3. Add the calculated year mark (School-based assessment) to the exam mark as calculated above to reach the total % for the year.
Thelearnerintheexampleabovehasscored:48+17.5=65.5%fortheyear.(Roundthisupto66%)
• Percentages are reported and may be related to the 7-point rating code as given below.
Codes and percentages for reporting in Grades r – 12
ratinG Code desCriPtion oF ComPetenCe PerCentaGe
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
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4.6 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, if necessary provincial levels. Comprehensive and appropriate mod-eration practices must be in place for the quality assurance of all subject assessments.
In all Grades the formal School-based assessment (including the practical tasks) should be moderated by the rel-evant subject specialist(s) at school and district levels in an ongoing way. moderation serves the following purposes:
1. It should ascertain whether the subject content and skills have been taught and assessed.
2. It should ensure that the correct balance of cognitive demands is reflected in the assessment.
3. It should ensure that the assessments and marking are of an acceptable standard and consistency.
4. It should identify areas in which the teacher may need further development and should lead to support for such development.
5. It should reflect the scope covered by the teacher in line with the term’s requirement
4.7 General
This document should be read in conjunction with:
4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and
4.7.2 The policy document, National Protocol for Assessment Grades R – 12.