Accelerated Christian Education (South Africa) - ACE Ministries
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Accelerated Christian Education (South Africa) - ACE Ministries

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S.A. CURRICULUM GUIDE<br />

With<br />

SCOPE AND SEQUENCE<br />

For<br />

• SOUTH AFRICAN-DEVELOPED P<strong>ACE</strong>S<br />

• GUIDELINES FOR DIAGNOSTIC TESTING AND<br />

HIGH SCHOOL TRANSFER LEARNERS<br />

• 4 th EDITION CURRICULUM GUIDE<br />

<strong>Accelerated</strong> <strong>Christian</strong> <strong>Education</strong><br />

(<strong>South</strong> <strong>Africa</strong>)<br />

Revised October 2011<br />

0

AFRIKAANS<br />

NEW AFRIKAANS LEARNING MATERIALS –<br />

AFRIKAANS IS PRET (Available in January 2012)<br />

The entire programme is focused towards the<br />

learner who does NOT have Afrikaans as his<br />

home language and allows for ample<br />

opportunity to develop listening, speaking and<br />

reading skills in a fun filled way with integrated<br />

language exercises.<br />

The emphasis is on a strong communicative<br />

approach lending itself to a combination of<br />

group work and self-study. It will therefore be<br />

advisable to lock-step the learners.<br />

Learners in Grade 3 (level1) are exposed to a<br />

basic Afrikaans phonetic reading programme<br />

and then the focus moves to developing<br />

appropriate vocabulary using themes.<br />

The materials cover the first 5 levels (Grade 3-7)<br />

of the Afrikaans curriculum for Home Language<br />

and First Additional Language speakers and<br />

include:<br />

• One reading book per level<br />

• Four workbooks per level – one per quarter<br />

with score keys<br />

• Audio-CD with every workbook also<br />

available in MP3 format to use with cell<br />

phones or i-pods<br />

• Formal assessments similar to checkups<br />

included in workbook<br />

• One teachers guide per level divided into<br />

4 quarters<br />

• Diagnostic test<br />

AFRIKAANS P<strong>ACE</strong>s<br />

(Grade 3-7 only available till Nov 2012)<br />

The Afrikaans P<strong>ACE</strong>s were developed in order<br />

to take account of the requirement in <strong>South</strong><br />

<strong>Africa</strong> to study two of the official languages<br />

from Grade 3 to the completion of Grade 12.<br />

With reference to inspection reports concerning<br />

‘gaps’ in presenting Afrikaans in some <strong>ACE</strong><br />

Schools, the following guidelines for the<br />

effective instruction of Afrikaans are<br />

established:<br />

1. A language is initially learned through<br />

hearing.<br />

2. For a language to be learned, it is first<br />

heard, then spoken, afterwards read and<br />

then written.<br />

3. Although the Afrikaans P<strong>ACE</strong>s consist of<br />

listening activities, it is not sufficient for<br />

effective language instruction / education.<br />

With the necessary creative use of P<strong>ACE</strong>s,<br />

instruction can be made more effective.<br />

1<br />

4. The National Curriculum Statement for<br />

Languages, Literacy and Communication<br />

and Additional Languages gives good<br />

guidelines for how a second language on a<br />

communicative approach should be<br />

taught.<br />

You are advised to seriously study the<br />

Curriculum Statement to ensure that the<br />

communicative approach can be<br />

successfully combined with the P<strong>ACE</strong>s.<br />

5. The following, introductory, activities give<br />

an idea of which listening-, speaking-,<br />

reading- and writing activities should be<br />

followed for sensible and effective<br />

language instruction:<br />

LISTENING ACTIVITIES (hearing)<br />

Games, stories, talks, songs, questions,<br />

interviews, idiomatic language use,<br />

comprehension, fables, completion of full<br />

sentences, tales, instructions, poems, thematic<br />

treasure hunts, jokes, videos, TV advertisements,<br />

debates, cryptic descriptions, logical thought<br />

development, chain talks, problem solving,<br />

descriptions, telephone discussions, poetry,<br />

reading, imitation, dictation, public speaking,<br />

etc.<br />

SPEECH ACTIVITIES (speaking)<br />

Games, stories, talks, songs, questions,<br />

interviews, idiomatic language use,<br />

comprehension, fables, completion of full<br />

sentences, tales, instructions, poems, thematic<br />

treasure hunts, jokes, videos, TV advertisements,<br />

debates, cryptic descriptions, logical thought<br />

development, chain talks, problem solving,<br />

poetry, reading by students, puppets, drama,<br />

public speaking, etc.<br />

READING ACTIVITIES<br />

These include Afrikaans P<strong>ACE</strong> reading activities,<br />

as well as stories, writing boards, questions,<br />

pictures, dictionary use, fables, comics, word<br />

variations, mimicking, treasure hunt, crosswords,<br />

videos, TV advertisements, picture variations,<br />

handling of definite subjects, reading, masks,<br />

concerts, flannel boards, flip cards, research,<br />

etc.<br />

WRITING ACTIVITIES<br />

These include Afrikaans P<strong>ACE</strong> writing exercises,<br />

as well as contextual questions, paragraphs,<br />

word-inserts, tests, essays, treasure hunts,<br />

crossword puzzles, dictation, comprehension,<br />

word painting, etc.<br />

PRACTICAL AFRIKAANS<br />

The Afrikaans P<strong>ACE</strong>s give sufficient exposure to<br />

and exercise of formal Afrikaans, e.g. letter<br />

writing, comprehension, greetings,<br />

abbreviations, grammar, correct language use,<br />

etc. The P<strong>ACE</strong>s also supply listening-, reading-<br />

and speech activities – with Supervisor<br />

guidance and grading of the activities. This

helps in acquiring practical skills and can be a<br />

part of the accumulative oral and writing<br />

aspect of Afrikaans in the Learning Centre on a<br />

weekly evaluating basis.<br />

ORAL AND CREATIVE AFRIKAANS<br />

(Group class education)<br />

NB!! Students must spend a minimum of 60<br />

minutes a week on communicative skills in a<br />

group. Make sure you follow a well-planned<br />

communicative education programme which<br />

consists of the following 3 phases:<br />

Foundation Phase:<br />

• Listening skills - and activities whereby two<br />

thirds include repetition (grammar)<br />

• Listening lesson - stories, pictures, songs,<br />

poems, etc.<br />

In this phase the teacher is very active and in<br />

the foreground.<br />

Intermediate Phase: (Listen and do)<br />

Instructions, dramatizations, commands, mimic,<br />

games, etc.<br />

Here the student gets actively involved.<br />

Senior Phase:<br />

Speech (oral activities and accompaniment)<br />

Reading<br />

Writing<br />

The First Edition Afrikaans P<strong>ACE</strong>s have been<br />

written on First Language Level and are of a<br />

high, but obtainable, standard. A student who<br />

takes Afrikaans as a second language can be<br />

advanced with one or even two years for<br />

evaluation purposes.<br />

e.g. Level 36 for 2 nd Language evaluation =<br />

Level 48 (36 + 12 = 48) or even<br />

Level 60 (36 + 24 = 60).<br />

The discretion of the teacher is always<br />

applicable and the Afrikaans Diagnostic Test<br />

should be used.<br />

AFRIKAANS P<strong>ACE</strong> USE IN THE LEARNING CENTRE<br />

Second Language at Grade Level 2 only<br />

involves orals (communicative). At Grade 3<br />

level, students begin with Afrikaans P<strong>ACE</strong> 1-12.<br />

When a student completes P<strong>ACE</strong> 24, oral<br />

phonic sound revision must be done, while the<br />

student continues normal P<strong>ACE</strong> work in the<br />

Learning Centre. For phonic sound revision, the<br />

following course, consisting of 5 books can be<br />

used:<br />

• Afrikaans Phonetic Dictionary 1-5<br />

“Leer om te Lees en Spel”<br />

Smile <strong>Education</strong> Systems (Pty) Ltd.<br />

Smile Enterprises<br />

P O Box 84518<br />

Greenside<br />

2034<br />

Email: richard@smilesa.co.za<br />

Tel: (011) 477-1013<br />

Each book contains: Stories<br />

Comprehension exercises<br />

2<br />

Word Building<br />

Language activity programmes<br />

Applied perceptual exercises<br />

Students can work in these books individually,<br />

although oral assistance from the teacher is<br />

essential.<br />

The natural approach in language education<br />

occurs in the following order:<br />

• hearing<br />

• speaking<br />

• reading<br />

• writing<br />

Each student from Grade 3 must have a<br />

creative (practical) workbook for written<br />

activities (See syllabus).<br />

ACCUMULATIVE EVALUATION WITH THE HELP OF<br />

AFRIKAANS P<strong>ACE</strong>S<br />

Through studying the Afrikaans P<strong>ACE</strong>s, a<br />

teacher who is familiar with the <strong>ACE</strong> P<strong>ACE</strong><br />

methods as applied in English, Word Building,<br />

Social Studies and Science, will be able to build<br />

in evaluation controls for listening, reading,<br />

writing and speaking. Before you can decide<br />

on a grade for different facets, the official<br />

syllabus must be consulted (progress and<br />

evaluation).<br />

EXAMPLE:<br />

You can evaluate a student’s reading skills<br />

once a week in the Learning Centre and give a<br />

symbol or grade for each reading exercise e.g.<br />

6/10. At the end of the term you should have<br />

at least 9 evaluation points which you can use<br />

to calculate an average reading grade. You<br />

can also have the student read poems, do<br />

prepared or unprepared reading, evaluate<br />

written work etc.<br />

To use P<strong>ACE</strong>s intelligently you must evaluate the<br />

P<strong>ACE</strong>s in terms of listening, reading, writing and<br />

speaking activities. Afterwards, work out an<br />

evaluating system for the aspects of language<br />

education that can be evaluated in the<br />

Learning Centre. A programme like this, with<br />

the help of all other Afrikaans speaking<br />

teachers and monitors, can be implemented.<br />

The end result must have a balance between<br />

formal language education and communicative<br />

education. For evaluation purposes<br />

you could implement a file and grade card<br />

system, which should be at hand so all teachers<br />

are able to do evaluations.<br />

In addition to class evaluation, an evaluation of<br />

the following aspects of language could also<br />

be done by a qualified teacher in the Learning<br />

Centre:<br />

Listening, Speaking and Reading Activities:<br />

• reading of grammar and paragraphs in a<br />

P<strong>ACE</strong> by the teacher and student

• unprepared reading by the student<br />

• comprehension reading by the teacher<br />

• prepared reading by the student<br />

Formal written work:<br />

• Comprehension<br />

• paragraphs<br />

• essays<br />

• spelling<br />

• creative writing in P<strong>ACE</strong>s<br />

A Goal Chart (in a compact file) could be<br />

prepared for every student, which should be<br />

available to the teachers as the need arises.<br />

NAAM: PIET STEYN ST/GROEP/VLAK 6<br />

JAAR: 2002 TERMYN 1<br />

TAALFASETTE UIT 1 2 3 4 5 6<br />

Leesbegrip 20 15 14 15<br />

Voorber. lees 10 7 6 7<br />

Onvoor. lees 10 7 7 6<br />

Begripstoets 10 8 6 7<br />

Spelling 10 10 9 9<br />

Kreatiewe skryfw. 20 15 14<br />

Ens.<br />

At the end of the term, grades accumulated in<br />

the Learning Centre are added to grades<br />

accumulated in the creative group class, in<br />

order to give an accurate evaluation of each<br />

student’s Second Language ability.<br />

An Afrikaans Diagnostic Test is available from<br />

the Warehouse.<br />

Students doing Afrikaans as Home Language<br />

should start on P<strong>ACE</strong> work during the grade 2<br />

year.<br />

SA AFRIKAANS<br />

1001<br />

Om die a, e, en I klanke te skryf.<br />

Om nuwe woorde te lees en te skryf.<br />

1002<br />

Om die o, u en y klanke te skryf.<br />

Om woorde te lees en te skryf.<br />

1003<br />

Om die aa, ee en oo klanke te leer.<br />

Om te lees en te skryf.<br />

1004<br />

Om die ou en oe klanke te lees .<br />

Om te leer om van een tot tien te tel.<br />

1005<br />

Om die ui en ie klanke te lees en te skryf.<br />

Om die dae van die week te leer.<br />

1006<br />

Om die ei en ê klanke te lees en te skryf.<br />

Om van my huis te leer.<br />

3<br />

1007<br />

Om die uu en eu klanke te lees en te skryf.<br />

Om van my familie te leer.<br />

1008<br />

Om die ooi, aai, oei en eeu klanke te lees en te<br />

skryf.<br />

Om nuwe woorde te leer.<br />

1009<br />

Om te leer wanneer ons hoofletters gebruik.<br />

Om die maande van die jaar te leer.<br />

1010<br />

Om die vier seisoene van die jaar te leer.<br />

Om van leestekens te leer.<br />

1011<br />

Om die volgende klanke te leer: ê, ie, aa, ee,<br />

eeu, oo, y.<br />

Om woorde te hersien en te spel.<br />

1012<br />

Om die volgende klanke te leer: ei, oe, ou, ui,<br />

uu, eu, aai, oei, ooi.<br />

Om nuwe woorde te leer en spel.<br />

1013<br />

Om die alfabet te leer, lees en te skryf.<br />

Om klinkers en medeklinkers te leer.<br />

1014<br />

Om begin klanke van woorde te leer: te, dr, vr,<br />

br, kr, pr, gr, sp, st, sk, sl, sw.<br />

Om kleure te leer.<br />

1015<br />

Om die l, k, h, en b klanke te lees.<br />

Om die l, k, h, en b klanke te skryf.<br />

1016<br />

Om die n, m, r, en w te leer.<br />

Om nuwe woorde te lees en te skryf.<br />

1017<br />

Om die v, g, s en p letters te leer.<br />

Om nuwe woorde te lees en te skryf.<br />

Om nuwe woorde te leer spel.<br />

Om my gesig te leer ken.<br />

1018<br />

Om t, d, j en f woorde te lees en te skryf.<br />

Om nuwe woorde met t, d, j en f te leer spel.<br />

1019<br />

Om meer te leer van sinne wat ons iets vertel,<br />

iets vra en iets uitroep.<br />

Om nuwe woorde te leer, te skryf en te spel.<br />

1020<br />

Om te leer wat ‘n meervoud is.<br />

Om meer van verskillende beroepe te leer.<br />

1021<br />

Om sinne te maak met ek/my, hy/sy en sy/haar.<br />

Om sinne te maak met jy/jou, ons/ons en<br />

hulle/hulle.

1022<br />

Om meer te leer van woorde met kort en lang<br />

klanke.<br />

Om meer te leer van verkleinwoorde.<br />

1023<br />

Om te leer wat ‘n voorsetsel is.<br />

Om die “ei” en “y” klanke te leer.<br />

1024<br />

Om die verskil tussen woorde wat met “b” en<br />

“d” begin, te leer.<br />

Om te leer dat ons woorde soms anders.<br />

uitspreek as wat ons dit spel.<br />

1025<br />

Om meer van klinkers te leer.<br />

Om kort en lang klinkers te herken, lees en skryf.<br />

Om te leer wat teenoorgesteldes is.<br />

1026<br />

Om die name van diere en die geluide wat<br />

hulle maak te leer.<br />

Om meer te leer van medeklinkers.<br />

Om te leer wat ‘n lettergreep is.<br />

1027<br />

Om meer te leer van meervoude.<br />

Om te leer wat oop en geslote lettergrepe is.<br />

Om te leer wat die verskillende tye van die dag<br />

genoem word.<br />

Om te leer wat om te sê wanneer ons iemand<br />

groet.<br />

1028<br />

Om nuwe verkleinwoorde te leer.<br />

Om versamelname te leer.<br />

1029<br />

Om manlike en vroulike vorme van mense te<br />

leer.<br />

Om manlike en vroulike vorme van diere te<br />

leer.<br />

Om te leer waar om leestekens in sinne te<br />

gebruik.<br />

1030<br />

Om te leer wat trappe van vergelyking is.<br />

Om te leer wat intensiewe vorme is.<br />

1031<br />

Om van persoonlike voornaamwoorde te leer.<br />

Om meer van verskillende beroepe te leer.<br />

Om nuwe woorde te leer, lees en skryf.<br />

1032<br />

Om te leer hoe om sinne reg te skryf.<br />

1033<br />

Om te leer wat ‘n samestelling is.<br />

Om plekname te leer en ook te leer wat daar<br />

gebeur.<br />

Om ontkennende sinne te maak.<br />

1034<br />

Om te leer om stelsinne na vraagsinne te<br />

verander.<br />

4<br />

Om te leer watter woorde ons gebruik om ‘n<br />

vraag mee te vra (wie, waar, wat, waarom,<br />

waarheen).<br />

Om te leer om ‘n kort storie te lees en vrae<br />

daaroor te beantwoord.<br />

1035<br />

Om te leer wat ‘n idioom is.<br />

Om te leer waar om voegwoorde te gebruik.<br />

1036<br />

Om afkortings te leer en te skryf.<br />

Om te leer wat sinonieme is.<br />

Om te leer om ‘n paragraaf te skryf.<br />

Om te leer om ‘n brief te skryf.<br />

1037<br />

Om my leesvaardighede uit te brei: stillees,<br />

begripslees en hardop lees.<br />

Om nuwe spelwoorde te leer –<br />

woordeskatuitbreiding.<br />

1038<br />

Meervoude.<br />

Manlik en vroulik.<br />

Begripstoets.<br />

1039<br />

Verkleining.<br />

Begripslees.<br />

Spelling.<br />

1040<br />

Byvoeglike naamwoorde – verbuiging, trappe<br />

van vergelyking.<br />

Begripslees.<br />

1041<br />

Om sinne te skryf oor ‘n strokiesprent.<br />

Om woordekat uit te brei – die huis (buite, die<br />

badkamer), soorte wonings (bv. vir diere,<br />

insekte).<br />

1042<br />

Die werkwoord – verlede en toekomende tyd.<br />

1043<br />

Die werkwoord – wil, kan, moet, mag.<br />

Bywoord van tyd – woordvolgorde.<br />

Die infinitief.<br />

1044<br />

Stelling, vraag, bevel en uitroep.<br />

Voornaamwoorde.<br />

1045<br />

Die dubbele ontkenning.<br />

Die telwoord.<br />

Woordeskat oor die plaas, en die horlosie.<br />

1046<br />

Voorsetsels.<br />

Teenoorgesteldes.<br />

1047<br />

Lidwoorde – ‘n, die.<br />

Die gebruik van dankie, asseblief, ens.

Woordeskat – die jaargetye.<br />

1048<br />

Om Afrikaans te verstaan en te praat.<br />

Om Afrikaans vlot te lees en korrek te skryf.<br />

Om te leer wanneer gebruik ons v en f.<br />

Om die alfabet te hersien.<br />

1049<br />

Om te verstaan wat ek lees.<br />

Om te leer wat ‘n selfstandige naamwoord<br />

(s.nw.) is.<br />

1050<br />

Om woorde te leer.<br />

Om te verstaan wat ek lees.<br />

1051<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1052<br />

Om hersiening te doen van:<br />

• die selfstandige naamwoord<br />

• versamelname<br />

• vraagsinne<br />

• enkelvoud en meervoud<br />

• werkwoorde<br />

• teenwoordige, verlede en toekomende tyd<br />

• voornaamwoorde<br />

Om te verstaan wat ek lees en woordeskat te<br />

leer.<br />

1053<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1054<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1055<br />

Om te verstaan wat ek lees.<br />

Om woordeskat te leer.<br />

1056<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1057<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1058<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1059<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1060<br />

Om woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

Om hersiening te doen van werkwoorde,<br />

bywoorde, sinonieme, antonieme, homofone,<br />

homonieme en intensiewe vorme.<br />

5<br />

1061<br />

Om te verstaan wat gelees is.<br />

Om woordeskat uit te brei.<br />

1062<br />

Leer wat ‘n selfstandige naamwoord (s.nw.) is.<br />

Leer nuwe woorde ken.<br />

1063<br />

Om die fonetiese tekens te leer en te onthou.<br />

Leer die byvoeglike naamwoord (b.nw.) ken.<br />

1064<br />

Om die fonetiese tekens te leer en te onthou.<br />

Leer om te verstaan wat ek lees en te onthou.<br />

1065<br />

Om te verstaan en te onthou wat ek lees.<br />

Woordeskat.<br />

1066<br />

Om nuwe woordeskat te leer.<br />

Om te begryp wat ek lees.<br />

1067<br />

Om nuwe woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1068<br />

Om nuwe woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1069<br />

Om nuwe woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1070<br />

Om nuwe woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1071<br />

Om nuwe woordeskat te leer.<br />

Om te verstaan wat ek lees.<br />

1072<br />

Om te verstaan wat ek lees.<br />

Om hersiening te doen van:<br />

• selfstandige naamwoorde en werkwoorde<br />

• lydende en bedrywende vorm<br />

• byvoeglike naamwoorde, bywoorde en<br />

trappe van vergelyking<br />

• teenwoordige tyd, verlede tyd en<br />

toekomende tyd<br />

• voornaamwoorde, lidwoorde en telwoorde<br />

• direkte en indirekte rede<br />

• ontkenning en samestelling<br />

• vraagsinne, enkelvoud en meervoud<br />

• sinonieme en antonieme<br />

• voegwoorde<br />

• homofone en homonieme<br />

1073<br />

Om te leer hoe klanke voortgebring word, die<br />

Afrikaanse fonetiese alfabet, vokale,<br />

konsonante en diftonge, oop en geslote<br />

lettergrepe en verskillende skryftekens.<br />

Om spelwoorde en idiome te leer.

1074<br />

Om te leer van idiome en spreekwoorde, die<br />

los of vas skryf van woorde, hoofletters en<br />

afkortings.<br />

Om stukke poёsie te lees en vrae daaroor te<br />

beantwoord.<br />

1075<br />

Om te leer van die selfstandige naamwoord,<br />

versamelname, idiome en meervoude.<br />

Om stukke prosa en poёsie te lees en vrae<br />

daaroor te beantwoord.<br />

1076<br />

Om te leer van idiome en spreekwoorde.<br />

Om stukke prosa en poёsie te lees en vrae<br />

daaroor te beantwoord.<br />

1077<br />

Om te leer van idiome en spreekwoorde.<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

1078<br />

Om van werkwoorde, verlede-, teenwoordige-<br />

of toekomende tyd, hulp- en<br />

koppelwerkwoorde, asook deelwoorde te leer.<br />

Om van werkwoorde en selfstandige<br />

naamwoorde vaste verbindinge te leer.<br />

1079<br />

Om van werkwoorde en selfstandige<br />

naamwoorde in vaste verbindinge te leer.<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

1080<br />

Om prosa te lees en vrae daaroor te<br />

beantwoord.<br />

Om van bywoorde, die samestelling van sinne,<br />

homonieme en homofone te leer.<br />

Om te leer om informele briewe te skryf.<br />

Om sinne en paragrawe te skryf.<br />

Om ‘n voorbereide mondeling te doen.<br />

1081<br />

Om van idiome en spreekwoorde te leer.<br />

Om prosa te lees en vrae daaroor te<br />

beantwoord.<br />

1082<br />

Om van idiome en spreekwoorde te leer.<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

1083<br />

Om vrae oor te lees tekste te beantwoord.<br />

Om woordeskat uit te brei.<br />

1084<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

Om van direkte en indirekte rede en<br />

ontkenning te leer.<br />

1085<br />

Om my woordeskat en spelling uit te brei.<br />

Om ‘n informele brief te skryf.<br />

6<br />

1086<br />

Om my woordeskat en spelling uit te brei.<br />

Om ‘n poskaart te kan skryf.<br />

1087<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei, deur<br />

verskeie soorte leestukke te lees en vrae<br />

daaroor te beantwoord, nl.:<br />

• prosa<br />

• dialoog<br />

• poёsie<br />

1088<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1089<br />

Om die spelling en betekenis van die woorde<br />

te leer.<br />

Selfstandige naamwoorde: manlik en vroulik.<br />

1090<br />

Om my woordeskat en spelling uit te brei.<br />

Begripstoets.<br />

1091<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1092<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1093<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1094<br />

Om my woordeskat en spelling uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1095<br />

Om my woordeskat en spelling te verbeter en<br />

uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1096<br />

Om my woordeskat en spelling te verbeter en<br />

uit te brei.<br />

Om my begrip van Afrikaans uit te brei deur ‘n<br />

leesstuk te lees en vrae daaroor te<br />

beantwoord.<br />

1097<br />

Om te leer van die verdeling van spraakklanke<br />

in vokale, diftonge en konsonante.

Om te leer van die onderverdeling van<br />

konsonante in stemhebbende en stemlose<br />

klanke, eksplosiewe en frikatiewe.<br />

1098<br />

Om met begrip te lees.<br />

Om te leer hoe om ‘n opstel te skryf.<br />

1099<br />

Om meer te leer van die ontstaan van<br />

Afrikaans – Taalgeskiedenis.<br />

Om vrae te beantwoord oor gedigte vanuit die<br />

Tweede Taalbeweging.<br />

1100<br />

Om te leer hoe om ‘n begripstoets te<br />

beantwoord.<br />

Om spelreёls te leer en toe te pas.<br />

1101<br />

Om idiome te leer en my woordeskat uit te brei.<br />

Om stukke prosa lees en vrae daaroor te<br />

beantwoord.<br />

1102<br />

Om stukke prosa lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van byvoeglike naamwoorde,<br />

lidwoorde, telwoorde en tussenwerpsels.<br />

1103<br />

Om stukke prosa lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van werkwoorde, die verskillende<br />

tye van werkwoorde, hulp- en<br />

koppelwerkwoorde, deelwoorde en die infinitief<br />

in Afrikaans.<br />

1104<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van bywoorde, voorsetsels,<br />

voegwoorde en informele briewe.<br />

1105<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van woordeskat en woordvorming.<br />

1106<br />

Om gedigte te lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van sinonieme, antonieme,<br />

homonieme, homofone, doeblette, paronieme,<br />

verkortings, woordverwarring en betekenis –<br />

onderskeiding, asook formele briewe.<br />

1107<br />

Om stukke prosa te lees en vrae daaroor te<br />

beantwoord.<br />

Om te leer van ontkenning, sinne, die ontleding<br />

van sinne, direkte en indirekte rede asook die<br />

lydende en bedrywende vorme.<br />

1108<br />

Om literêre begrippe aangaande die<br />

verhaalkuns te leer.<br />

7<br />

Om vrae te beantwoord oor ‘n voorgeskrewe<br />

werk.<br />

1109<br />

Om te leer hoe om informele briewe te skryf.<br />

Om te leer hoe om die volgende formele<br />

briewe te skryf:<br />

• dekbrief<br />

• sakebrief<br />

• brief aan die pers<br />

1110<br />

Om te leer van die volgende tipes selfstandige<br />

naamwoorde: soortname, eiename, abstrakte<br />

selfstandige naamwoorde, versamelname;<br />

massaname, maatname.<br />

Om te leer van taalgebruik: versamelname.<br />

1111<br />

Om te leer hoe om ‘n begripstoets te<br />

beantwoord.<br />

Om te leer hoe om die volgende tipes opstelle<br />

te skryf:<br />

• verhalende opstel<br />

• beskrywende opstel<br />

1112<br />

Om te leer van die volgende:<br />

Die Voornaamwoord:<br />

• persoonlike vnwe.<br />

• besitlike vnwe.<br />

• betreklike vnwe.<br />

• vraende vnwe.<br />

• onbepaalde vnwe.<br />

• wederkerende vnwe.<br />

• wederkerige vnwe.<br />

• aanwysende vnwe.<br />

Die Byvoeglike Naamwoord:<br />

• funksie en kenmerke<br />

• intensiewe vorme<br />

• verbuiging van die attributiewe b.nw.<br />

• trappe van vergelyking<br />

Idiomatiese Taalgebruik:<br />

• idiomatiese uitdrukkings<br />

• spreekwoorde<br />

Om my woordeskat uit te brei.<br />

1113<br />

Die byvoeglike naamwoord - attributief,<br />

predikatief.<br />

Woordeskat: die diereryk – wilde diere, voёls,<br />

insekte ens.<br />

1114<br />

Byvoeglike naamwoord – vergelykings.<br />

Uitbreiding van woordeskat – bome, struike,<br />

blomme, ens.<br />

1115<br />

Die lidwoord.<br />

Uitbreiding van woordeskat – klimaat, reёn,<br />

wind en storms.<br />

1116<br />

Die Telwoord.<br />

Uitbreiding van woordeskat – grootte, vorm en<br />

kleur.

1117<br />

Die werkwoord – oorganklik, onoorganklik.<br />

1118<br />

Die werkwoord, teenwoordige deelwoord.<br />

Uitbreiding van woordeskat.<br />

1119<br />

Die werkwoord – verlede deelwoorde.<br />

Uitbreiding van woordeskat.<br />

1120<br />

Die werkwoord – skeibaar en onskeibaar<br />

samegestelde werkwoorde.<br />

Uitbreiding van woordeskat.<br />

1121<br />

Maak sinne met persoonlike voornaamwoorde,<br />

(1ste, 2de en 3rde persoon).<br />

1122<br />

Literêre begrippe i. v. m. verhaalkuns<br />

(kortverhaal).<br />

Kenmerke van die kortverhaal.<br />

1123<br />

Om gegewe tekste met insig en begrip te lees.<br />

Die beantwoording van vrae oor die gegewe<br />

tekste.<br />

1124<br />

Om die belangrike elemente van die prosakuns<br />

in te skerp.<br />

Om die verhaal “Vanya” te ontleed.<br />

1125<br />

Die beantwoording van ‘n geïntegreerde<br />

taaloefening.<br />

Die maak van ‘n uittreksel (précis).<br />

1126<br />

Om die belangrike elemente van die prosakuns<br />

in te skerp.<br />

Om die verhaal “Die Koning se Wingerd” (F. A.<br />

Venter) te ontleed.<br />

1127<br />

Die kenmerke van ‘n drama.<br />

8<br />

1128<br />

Die beantwoording van vrae oor Job.<br />

1129<br />

Die skryf en beantwoording van die volgende<br />

briewe:<br />

• vriendskaplike brief<br />

• sakebrief<br />

• die amptelike brief<br />

• aansoekbrief<br />

• brief aan die pers<br />

1130<br />

Betekenisleer (Semantiek).<br />

AFRIKAANS (TWEEDE TAAL) EERSTE ADDISIONELE<br />

TAAL<br />

Nuwe Passe Graad 9-12:<br />

1073<br />

Geskrewe werk.<br />

Sin tipes.<br />

Homofone, homonieme, spreekwoorde.<br />

1085<br />

Geskrewe werk.<br />

Koerantberigte.<br />

1086<br />

Taalwerk – telwoord, lidwoord:<br />

• dialoog<br />

• lees en skryf, praat en skryf<br />

1097<br />

Geskrewe werk.<br />

Sakebriewe, faksbriewe, E-pos.<br />

Die opstel.<br />

Die gedig.<br />

1109<br />

Geskrewe werk.<br />

Briewe – informele, formele, sake.<br />

Briewe aan die Pers.

LANGUAGE OF LEARNING AND<br />

TEACHING: ENGLISH<br />

English as a subject must be recognised for<br />

what it is – a language. It forms part of the<br />

learning area: “Languages, Literacy and<br />

Communication (LLC).”<br />

A language needs to be more than just<br />

grammar and written work. It needs to be<br />

expressed in its various forms. Most of these<br />

ideas are already built into the programme.<br />

The 3 rd Edition P<strong>ACE</strong>s need to be implemented<br />

before turning to Conventional Ideas.<br />

Please take note of the following:<br />

READING<br />

1. ABCs Learning-to-Read Programme (Grade<br />

1).<br />

2. Social Studies and Science P<strong>ACE</strong>s 1001 to<br />

1036 (Basic Reading to Grade 3).<br />

3. Readmaster: a computer programme used<br />

to enhance reading skills, as well as to test<br />

speed and comprehension while<br />

expanding vocabulary. (For Grades 1-12.)<br />

4. Literature for High school – Basic Literature<br />

9, <strong>Christian</strong> Growth and Introduction to<br />

Missions.<br />

5. All Literature P<strong>ACE</strong>s come with answer<br />

sheets that require creative written work.<br />

6. Literature & Creative Writing: These P<strong>ACE</strong>s<br />

are available for levels 2 to 7 at present,<br />

and will replace the Basic Literature series.<br />

Literature and Creative Writing is a core<br />

subject and should therefore be prescribed<br />

for all students.<br />

7. All students should spend an additional 60<br />

minutes per week in a group lesson on<br />

speaking, listening and expression skills.<br />

Refer to Procedures Manual Vol. II page 95<br />

(just after paragraph 1), and 177 on<br />

conducting mini-classes.<br />

8. Literature I and Literature II (# 21121, 21134,<br />

score key # 22121): These are elective<br />

courses for students in the FET band. The<br />

following Literature books are required:<br />

122 To Be The First # 165<br />

124 Man Sent From God # 147<br />

126 The Flood # 148<br />

128 Let Us Pray # 131<br />

130 The Hiding Place # 104<br />

132 The Scottish Chiefs # 106<br />

134 The Law # 120<br />

136 None Dare Call It<br />

Conspiracy # 150<br />

138 The Late Great Planet Earth # 151<br />

140 Foxe’s Book of Martyrs (no longer available)<br />

142 Ben Hur # 108<br />

144 Billy Sunday # 153<br />

9<br />

STUDENT CONVENTION GUIDELINES<br />

The events for this convention cover Creative<br />

Composition, Illustrated Story Telling, Poetry<br />

Writing and Recitation, Dramatic Monologue,<br />

plus many others. If each topic was taught in<br />

conventional lesson form, and then each child<br />

submitted one entry per month, you would<br />

have made early progress into preparing for this<br />

event. The student would also have covered<br />

most aspects of the Creative English Curriculum<br />

plus extras not required e.g. puppets. (Refer to<br />

Manual for topics).<br />

ORALS<br />

Book reports and oral presentations are an<br />

integral part of English education, and so all<br />

children should be involved in an oral report<br />

and book report on a regular basis.<br />

Each student should be required to present at<br />

least one oral report per month. Should the<br />

student apply for C or E Privilege, he/she must<br />

present an additional oral report each month.<br />

Supervisors should use the standard ‘Oral<br />

Report’ scoring sheet (Item # 377) to give<br />

effective feedback to each student. This sheet<br />

should form part of the student’s CASS<br />

(Continuous Assessment) portfolio.<br />

Book reports can be written on each Literature<br />

Book issued from P<strong>ACE</strong> 49 - 107. Should the<br />

student apply for C or E Privilege, he/she must<br />

present an additional, approved book report as<br />

well.<br />

Please also refer to p. 45 to 48 of Procedures<br />

Manual Vol. II.<br />

WORD BUILDING (3 rd edition)<br />

Spelling & Vocabulary development is covered<br />

in these P<strong>ACE</strong>s and can be enhanced with<br />

Computer Software - Word Builder, CD-ROM<br />

Testing.<br />

SPEECH<br />

These are High School Elective P<strong>ACE</strong>s and are<br />

illustrated with a video and audio tape.<br />

✦ ✦ ✦ ✦ ✦ ✦ ✦ ✦<br />

The following English P<strong>ACE</strong>S were developed for<br />

the <strong>South</strong> <strong>Africa</strong>n market to accommodate<br />

<strong>South</strong> <strong>Africa</strong>n requirements, and differences in<br />

approaches in the <strong>South</strong> <strong>Africa</strong>n milieu to that<br />

of the United States. For example, in <strong>South</strong><br />

<strong>Africa</strong> we use different conventions for letterwriting,<br />

there are variations in punctuation and<br />

so on.

SA ENGLISH<br />

1036<br />

Sentences and Paragraphs.<br />

Writing Letters and Addressing Envelopes.<br />

Poems.<br />

1048<br />

Telephone Manners and Being Polite.<br />

Writing Friendly Letters, Business Letters and<br />

Postcards.<br />

1060<br />

Using the Apostrophe.<br />

Synonyms, Antonyms, Homonyms and<br />

Heteronyms.<br />

Complete Sentences and Sentence Fragments.<br />

10<br />

1072<br />

Punctuation and Capitalization.<br />

How to Prepare an Outline.<br />

SA CURSIVE WRITING<br />

2601<br />

Cursive letters: i, t, n, m, r, p, u, v, e, s, c, x, o<br />

2602<br />

Cursive letters: a, d, q, j, y, g, z, l, h, b, k, f<br />

2603<br />

Cursive capitals: A – Z

HUMAN AND SOCIAL SCIENCES<br />

SOUTH AFRICAN GEOGRAPHY & HISTORY<br />

It is essential to supplement Social Studies<br />

P<strong>ACE</strong>s with local history and geography<br />

content as this is not only a national curriculum<br />

requirement, but it is also recommended in the<br />

Procedures Manual Vol. 1 page 77. Students<br />

must be exposed to their own country’s<br />

heritage and culture.<br />

New SA Social Studies P<strong>ACE</strong>S have therefore<br />

been developed to take account of this at all<br />

Grade levels from Grade 4-9. These P<strong>ACE</strong>s<br />

include the necessary projects required by the<br />

national curriculum and therefore additional<br />

work from the Project Manuals is not required.<br />

NOTE:<br />

The Educators Board desires that all students<br />

work all 4th Edition Social Studies P<strong>ACE</strong>s (for<br />

their Biblical and character values) and S.A.<br />

Social Studies P<strong>ACE</strong>s. However, we do realise<br />

that this is not practical for below-average<br />

students. The S.A. P<strong>ACE</strong> Sequence must<br />

therefore be followed and all 4th Edition Social<br />

Studies P<strong>ACE</strong>s which have been omitted from<br />

the sequence, can be worked for enrichment<br />

purposes for students who show acceleration<br />

ahead of their chronological age.<br />

SA SOCIAL STUDIES<br />

1012<br />

Learning About Provinces of <strong>South</strong> <strong>Africa</strong>.<br />

Learning About Freedom in <strong>South</strong> <strong>Africa</strong>.<br />

Learning About Pledges in <strong>South</strong> <strong>Africa</strong>.<br />

1023<br />

Learning About Provinces of <strong>South</strong> <strong>Africa</strong>.<br />

Learning About Laws of <strong>South</strong> <strong>Africa</strong>.<br />

1045<br />

Settlements.<br />

Basic maps.<br />

The rest of the world.<br />

1046<br />

Farming and food production.<br />

Resources and services.<br />

Access to food and water.<br />

The environment.<br />

1047<br />

History of the local area.<br />

Democracy and leadership.<br />

<strong>Christian</strong>ity and <strong>Christian</strong> leaders.<br />

1048<br />

History of transport and travel.<br />

Modern transport.<br />

1052<br />

Physical structure and resources.<br />

Mining and manufacturing.<br />

11<br />

1053<br />

Climate and mapwork.<br />

1054<br />

Population and health.<br />

1055<br />

Ancient civilizations.<br />

1056<br />

Early <strong>South</strong> <strong>Africa</strong>n societies.<br />

1057<br />

Provincial heritage, government and<br />

democracy.<br />

1067<br />

Trade, transport and development.<br />

1068<br />

Climate, environmental issues and mapwork.<br />

1069<br />

Democracy and global population patterns.<br />

1070<br />

Ancient <strong>Africa</strong>n civilizations and the history of<br />

exploration.<br />

1071<br />

History of science and technology.<br />

1072<br />

History of medicine.<br />

1073<br />

<strong>South</strong> <strong>Africa</strong>n history.<br />

1074<br />

Industrialization.<br />

1075<br />

Colonialism and British control of <strong>South</strong> <strong>Africa</strong>.<br />

1076<br />

World War I and World War II.<br />

1077<br />

<strong>South</strong> <strong>Africa</strong>n after World War II.<br />

1078<br />

Settlements, transportation and natural<br />

resources.<br />

1079<br />

Development and the sustainable use of<br />

resources.<br />

1080<br />

Maps and photographs.

MATHEMATICS, MATHEMATICAL<br />

LITERACY<br />

INTRODUCTION TO THE <strong>ACE</strong> MATH CURRICULUM<br />

With the swing away from drills, repetition,<br />

tables, bonds, etc. toward self-discovery and<br />

problem-solving approaches, it has once again<br />

caused consternation in certain circles as to<br />

the validity of our current Math P<strong>ACE</strong>s. It<br />

should, however, be remembered that the socalled<br />

‘New Maths’ approach originates from<br />

the 1950’s and earlier. Although it has some<br />

merit, an all out approach in this direction<br />

could prove somewhat counter-productive as<br />

in years past. One has to understand that in life<br />

the so-called pendulum always swings back<br />

and forth. Somewhere in the middle is the<br />

balance. It is a fact of life that there will always<br />

be folk who live a structured approach to life,<br />

and those who live life spontaneously. Neither<br />

approach is wrong but somewhere in-between<br />

there is a balance. Therefore, to throw away<br />

the existing P<strong>ACE</strong>s which represent the<br />

structured approach would be irrational, but by<br />

the same token to embrace the ‘New’<br />

approach totally would also be irrational. We<br />

have therefore decided to use the P<strong>ACE</strong>s as<br />

they are, with the following guidelines:<br />

ABC’s of <strong>ACE</strong><br />

Do all 12 P<strong>ACE</strong>s in sequence, introducing<br />

worksheets at relevant intervals based on<br />

discovery and problem-solving. Worksheets<br />

should be available and adapted from local<br />

Maths forums in your area. There are many free<br />

worksheets available on the Internet – a<br />

particularly good source is www.edhelper.com<br />

or www.primaryworksheets.co.uk. Drills in bonds<br />

are encouraged. (+ 10-15 minutes per day).<br />

Junior Primary: (Grades 2 & 3) (now new 4 th<br />

edition)<br />

Follow sequence from P<strong>ACE</strong> 13 to 36, again<br />

using worksheets at relevant intervals. The<br />

supervisor should include 10 - 15 minutes per<br />

day of group drills in mental arithmetic.<br />

Senior Primary: (Grades 4 to 7) (now new 4 th<br />

edition)<br />

Follow P<strong>ACE</strong> order as laid out in the SA P<strong>ACE</strong><br />

Sequence. Worksheets on problem-solving,<br />

etc. should be done at least once a week at a<br />

designated time in a group setting. The<br />

Mathbuilder computer programme helps<br />

reinforce all the math skills at this level. Please<br />

provide timetable drills for students.<br />

High School:<br />

Follow P<strong>ACE</strong> order as laid out in the SA P<strong>ACE</strong><br />

Sequence. Various textbooks can be used to<br />

supplement and reinforce principles. All SA<br />

P<strong>ACE</strong>s have been developed with this in mind.<br />

12<br />

A mathematical set with compass, dividers,<br />

etc., is required for Geometry P<strong>ACE</strong>s. Various<br />

computer programmes can also be used to<br />

reinforce mathematical procedures in P<strong>ACE</strong>s<br />

that a student has difficulty with. Algebra I,<br />

Geometry and Algebra II courses are all<br />

available on video (Algebra I is also available<br />

on CD ROM), and should be viewed lesson by<br />

lesson in order for the student to obtain<br />

maximum benefit from these courses.<br />

NEW SA MATH 133 – 144 P<strong>ACE</strong>S<br />

This course replaced the College Math P<strong>ACE</strong>s in<br />

the FET phase.<br />

It is essential that the learner has access to the<br />

Learning Channel videos for Math Higher<br />

Grade.<br />

These can be obtained from The Learning<br />

Channel – Phone (011) 214-7100.<br />

GENERAL<br />

1. The P<strong>ACE</strong>s put a tremendous amount of<br />

emphasis on repetition in order to ensure<br />

that the principles being taught, ‘stick’ well.<br />

For P<strong>ACE</strong>s 1049 to 1072 we suggest that<br />

Supervisors get students to do selected<br />

examples of at least 50% of the P<strong>ACE</strong><br />

content, only if concepts are grasped.<br />

Students must complete each Checkup<br />

and Self Test in totality to ensure all<br />

principles have been covered and<br />

understood. If a student fails one of these<br />

P<strong>ACE</strong>s, they should then be asked to do all<br />

the remaining activity numbers and redo<br />

the Checkups and Self Test, again in<br />

totality.<br />

It is suggested a Supervisor with<br />

mathematical knowledge select examples<br />

from these P<strong>ACE</strong>s, (not necessarily<br />

even/odd numbers), that will cover all the<br />

objectives of the P<strong>ACE</strong>s. Remember that<br />

at least 50% of the P<strong>ACE</strong> content must be<br />

done.<br />

2. Please ensure that students have the<br />

correct or maximum amount of time for<br />

Maths each day (as laid down in the<br />

<strong>Education</strong> Department Handbooks).<br />

We suggest that along with English, Math<br />

be concentrated on before the 1 st tea<br />

break of each day. Maths and English<br />

normally require the best concentration<br />

hours of the day, and also constitute the<br />

most time allocated in terms of the<br />

National Curriculum. If they don’t get this<br />

time, they will not have sufficient time to<br />

complete the twelve P<strong>ACE</strong>s each year.<br />

3. You will need a qualified staff member with<br />

at least MATHEMATICS I for Junior<br />

Secondary Phase, and MATHEMATICS II for<br />

Senior Secondary Phase.

PLEASE NOTE:<br />

1. 3 rd Edition P<strong>ACE</strong>s (level 8-11) build upon<br />

concepts and are totally self-contained.<br />

2. 4 th Edition Math course (level 2-7) begins at<br />

level 2.<br />

3. SA P<strong>ACE</strong>s introduce new concepts and will<br />

require more supervisor assistance. They<br />

cover sections of the S.A. National<br />

Curriculum Statements not supplied in the<br />

P<strong>ACE</strong>s.<br />

4. P<strong>ACE</strong>S relating to American Business Math<br />

(77 – 79) have been removed from the<br />

core curriculum, and has been replaced<br />

by new <strong>South</strong> <strong>Africa</strong>n P<strong>ACE</strong>s that cover<br />

similar concepts.<br />

5. At the Grade 8 level SA P<strong>ACE</strong>s 90 – 95 have<br />

been provided to take account of the<br />

geometry requirements of the <strong>South</strong><br />

<strong>Africa</strong>n syllabus at the Grade 8 level.<br />

6. The new sequence for Math Grades 10-12<br />

ensures that students are adequately<br />

prepared for the SAT and NBT, and also<br />

meets the requirements of the NCS in the<br />

FET Band and therefore the NSC<br />

examination.<br />

7. Elective credits for graduation in 2008 and<br />

beyond. Students majoring in Math<br />

Literacy may take Math 109-132 for added<br />

elective credits. Students majoring in Math<br />

may take Math Literacy courses for added<br />

elective credits.<br />

8. A math dictionary, “Mason’s Math<br />

Dictionary,” is valuable as a reference while<br />

working through the high school Math.<br />

Mr. Peter Mason Tel: (044) 874 – 7892 or<br />

mason@lantic.net<br />

9. A Math handbook and study guide for<br />

grades 10 -12 is also available from Beryl<br />

Lutherin at Berlut books email:<br />

beryl@lutrin.co.za<br />

MATH - HIGH SCHOOL SUMMARY<br />

1. Follow S.A. P<strong>ACE</strong> Sequence as laid out in<br />

the SA P<strong>ACE</strong> Sequence for Grades 1 to<br />

12.<br />

2. Remember, a staff member with<br />

Mathematics II is essential for High<br />

School students.<br />

3. Ensure all necessary equipment is<br />

available.<br />

4. Credits will be earned by correctly<br />

following these guidelines and the lesson<br />

time guidelines in the Procedures<br />

Manual.<br />

5. Video/DVD courses (or CD ROM<br />

alternative) are essential viewing for<br />

students to maximize their potential.<br />

13<br />

SA MATH<br />

SA1010<br />

Add 1- cent pieces, 5-cent pieces and 10-cent<br />

pieces.<br />

Learn shorter and longer.<br />

Tell the time.<br />

SA1011<br />

Number words.<br />

Cups and litres.<br />

Circle, square, triangle, rectangle.<br />

SA1024<br />

1c, 5c, 10c & 20c coins.<br />

Litres, 2l and 5l.<br />

Measuring Length.<br />

SA1036<br />

Rands and Cents.<br />

Counting Change.<br />

Measuring Length, Weight and Liquids.<br />

Adding and Subtracting Like Fractions.<br />

SA1048<br />

Rands and Cents.<br />

Measuring Length, Weight and Liquids.<br />

Adding and Subtracting Like Fractions.<br />

SA1060<br />

Count rands and cents.<br />

Add and subtract rands and cents.<br />

Write out words for rands and cents.<br />

Multiply rands and cents.<br />

Round to the nearest rand.<br />

Measure to the nearest half centimetre.<br />

Learn the metric units of measure for length,<br />

volume and weight.<br />

Change larger metric units of measure to<br />

smaller metric units of measure.<br />

Learn the meanings of the prefixes: centi-, milli-<br />

and kilo-.<br />

Learn about pictographs.<br />

Solve word problems.<br />

SA1072<br />

Using <strong>South</strong> <strong>Africa</strong>n Currency.<br />

Multiplying and Dividing Money.<br />

Using the S.I. System.<br />

SA1088<br />

Financial freedom.<br />

Calculating percentages from decimals and<br />

fractions.<br />

Working out a formal budget.<br />

Calculating profit and loss of sales.<br />

Calculating discounts.<br />

Understanding the current account and savings<br />

account of a bank.<br />

Understanding how interest is earned and<br />

charged.<br />

SA1091<br />

Terms used when Loaning Money.<br />

Calculation of Simple and Compound Interest.<br />

Principles when Borrowing Money.<br />

Metric System.<br />

SA1092

Geometrical Terms.<br />

The Protractor.<br />

Kinds of Angles.<br />

Further Aspects of Angles.<br />

Solution of Simple Equations.<br />

Solution of Equations for Geometry.<br />

Using Equations to Solve Geometrical Problems.<br />

SA1093<br />

Parallel Lines.<br />

Quadrilaterals.<br />

Geometry Problems.<br />

SA1094<br />

Revision of Geometry Concepts.<br />

Theorems.<br />

Geometry Problems.<br />

Triangles.<br />

Isosceles Triangles, etc.<br />

SA1095<br />

Congruency.<br />

Pythagoras.<br />

Area/Perimeter.<br />

The Protractor.<br />

SA1132A<br />

Trigonometric Ratios.<br />

SA1132B<br />

Trigonometric Graphs.<br />

SA1133<br />

data collection methods.<br />

simulations for real-world situations.<br />

measures of central tendency (mean, median,<br />

mode).<br />

construct box and whisker.<br />

percentiles.<br />

statistical inference.<br />

SA1134<br />

Counting Principles.<br />

Probability of Single Events.<br />

Addition of Probabilities.<br />

Multiplication of Probabilities.<br />

Conditional Probability.<br />

The Binomial Theroem.<br />

SA1135<br />

Graphing Rational Functions.<br />

Graphing the Inverse of a Function.<br />

Graphing Linear Inequalities.<br />

Linear Programming.<br />

SA1136<br />

Logarithms.<br />

More Challenging Logarithms.<br />

Logarithmic Functions and their Graphs.<br />

Properties of Logarithms.<br />

Solving Logarithmic Equations.<br />

Solving Exponential Equations using Logarithms.<br />

Applications of Exponential and Logarithmic<br />

Functions.<br />

14<br />

SA1137<br />

Arithmetic Sequences.<br />

Geometric Sequences.<br />

Arithmetic and Geometric Means.<br />

Arithmetic Series.<br />

Geometric Series.<br />

Infinite Geometric Series.<br />

Convergent and Divergent Sequences.<br />

SA1138<br />

Compound Interest.<br />

Ordinary Annuities.<br />

Present Value of an Annuity.<br />

SA1139<br />

Frequency Distributions, Histograms, and<br />

Frequency Polygons.<br />

Measures of Central Tendency.<br />

Range and Deviation.<br />

The Normal Distribution.<br />

SA1140<br />

Right Triangles.<br />

Law of Cosines.<br />

Law of Sines.<br />

General Triangles.<br />

Areas of Triangles.<br />

SA1141<br />

Fundamental Identities.<br />

Proving Identities.<br />

Reduction and Cofunction Identities.<br />

Two-Angle Identities.<br />

Double-Angle Identities.<br />

SA1142<br />

Limits.<br />

Average Gradient.<br />

First Principles of Differentiation.<br />

Standard Forms of Differentiation (Short Form)<br />

Applications of Differentiation.<br />

Finding the Equation of the Tangent.<br />

SA1143<br />

Solving Cubic Equations.<br />

Sketching Differential Graphs of the Form<br />

y = ax 3 + bx 2 + cx + d.<br />

How to Interpret Cubic Graphs.<br />

Determining Equations of Cubic Graphs.<br />

Practical Applications of Differentiation.<br />

SA1144<br />

Chords.<br />

Angles in a Circle.<br />

Cyclic Quadrilaterals.<br />

Tangents.

SA MATH - PROJECTS<br />

Grades 1-3:<br />

Geometry.<br />

Max's Fantastical Zoo.<br />

Data Handling.<br />

Grades 4-6:<br />

Tree Measurement.<br />

Smarties, Line Plots and Graphing.<br />

Fault Lines.<br />

Polygon Capture.<br />

Analyzing Numeric and Geometric Patterns of<br />

Paper Pool.<br />

Pumpkin Pie For All!<br />

Grades 7-9:<br />

Five-Pointed 3D Star.<br />

Chambered Nautilus.<br />

Math of the Ferris Wheel.<br />

Building Polyhedra.<br />

Free Standing Structure.<br />

Roman Numerals.<br />

Geometry With Quilts.<br />

Noodle Structures.<br />

Math In Ancient Civilizations.<br />

Mathematics at the Mall.<br />

Concrete Creatures and Marble Mysteries.<br />

Making Pentominoes.<br />

SA MATHEMATICAL LITERACY<br />

Grade 10:<br />

1109<br />

Analyzing Cell Phone Accounts.<br />

Analyzing Contracts and Adverts.<br />

1110<br />

The Impact of Interest on our Lives.<br />

Mortgage and Home Loans.<br />

The Budget.<br />

1111<br />

Linear Functions.<br />

Non-Linear Functions.<br />

1112<br />

Estimating Measuring Length and Distance.<br />

Calculating Areas, Perimeters and Volume.<br />

1113<br />

Introduction to Data Handling.<br />

Illustrating Data Graphically.<br />

Analyzing Data.<br />

1114<br />

Data Handling.<br />

Statistics.<br />

15<br />

Grade 11:<br />

1121<br />

Random Experiments.<br />

Experimental Probability.<br />

Theoretical Probability.<br />

1122<br />

Estimating and Calculator Work.<br />

Working with Formulae.<br />

Becoming an Entrepreneur.<br />

1123<br />

Functional Relationships.<br />

Simultaneous Equations.<br />

The Quadratic Function.<br />

1124<br />

Two-Dimensional Shapes.<br />

Three-Dimensional Shapes.<br />

Converting Units of Measurement.<br />

Maps and Compass Directions.<br />

1125<br />

Collecting Data.<br />

Selecting Samples.<br />

1126<br />

Organising Data.<br />

Analysing Data.<br />

Measures of Central Tendency.<br />

Measures of Variability.<br />

Graphing Data.<br />

Grade 12:<br />

1133<br />

Ratios.<br />

Investments and loans.<br />

Tax.<br />

1134<br />

Linear relationships.<br />

Linear programming.<br />

1135<br />

Two-dimensional shapes.<br />

Three-dimensional shapes.<br />

Properties of shapes.<br />

Maps and compass directions.<br />

1136<br />

Trigonometry.<br />

1137<br />

Central tendency and spread.<br />

Summarising and displaying data.<br />

1138<br />

Revision.

SCIENCE AND BIOLOGY<br />

Up to Grade 9 Science and Biology are<br />

integrated into one learning area, namely<br />

Natural Sciences. From Grade 10 upwards,<br />

these two subjects are separated into Physical<br />

Science and Life Science (Biology).<br />

FOUNDATION PHASE SCIENCE (new 4 th edition<br />

P<strong>ACE</strong>s for levels 1-4)<br />

(Grades 1-3):<br />

P<strong>ACE</strong>s 1001 to 1036 should be covered fully, as<br />

these are also part of the student’s reading<br />

programme.<br />

INTERMEDIATE PHASE SCIENCE<br />

(Grades 4-6):<br />

Use the STA Science Kit S grades 5, 6, 7<br />

“Experiment Notes”, or similar, for all practical<br />

experiments. Experiments for grade 4 can be<br />

gained from the grade 5 experiment notes.<br />

One half hour practical class per week will<br />

cover all the experiments, and practical marks<br />

can be assigned for CASS.<br />

Grade 4:<br />

Certain P<strong>ACE</strong> numbers are for enrichment on<br />

the P<strong>ACE</strong> sequence chart. It is recommended<br />

that the students do these P<strong>ACE</strong>s even though<br />

they are not part of the National Syllabus. Only<br />

below-average students should be allowed to<br />

leave some out.<br />

NOTE<br />

1. If the student is below average<br />

intellectually, rather issue just those P<strong>ACE</strong>s<br />

that supplement the Revised National<br />

Curriculum Statement. Average to above<br />

average students should try and cover all<br />

enrichment P<strong>ACE</strong>s as well, so as to stay in<br />

P<strong>ACE</strong> sequence for reading purposes.<br />

2. The sections on plants, animals and man &<br />

birds, are excellent sections for project<br />

work.<br />

3. The use of STA experiment notes, or similar,<br />

is recommended.<br />

Grade 5:<br />

1. Allow students to continue in the standard<br />

P<strong>ACE</strong> sequence in Science, if possible.<br />

2. If the student is slow, rather issue just those<br />

P<strong>ACE</strong>s that cover the essential Curriculum<br />

requirements. All other students should try<br />

and complete the enrichment P<strong>ACE</strong>s, too.<br />

3. The sections on soil, life cycle of insect and<br />

germination of plants are excellent for<br />

project work.<br />

4. The use of STA grade 5 experiment notes, or<br />

similar, is imperative. Do all the experiments<br />

with students (get students involved too in<br />

setting up apparatus and performing<br />

experiments).<br />

16<br />

One half hour period per week is ample<br />

time.<br />

Grade 6:<br />

1. Try and encourage full use of all P<strong>ACE</strong>s -<br />

even those that are not required by the<br />

Revised National Curriculum Statement. The<br />

student’s reading level must not be<br />

interfered with if possible.<br />

2. Project work is again encouraged, e.g.<br />

crystal growing, food chains, feeding<br />

habits.<br />

3. Follow all the grade 6 experiments in STA<br />

experiment notes, or similar, - one half hour<br />

period per week is sufficient.<br />

SENIOR PHASE SCIENCE (Grades 7 – 9)<br />

Grade 7:<br />

1. The order of P<strong>ACE</strong>s has been slightly<br />

changed in some instances so as to cover<br />

the National Curriculum Statement in its<br />

sequence.<br />

2. Use the STA experiment notes, or similar, to<br />

cover the forty experiments (one 30 minute<br />

period per week in a group setting).<br />

3. Project work is again encouraged,<br />

specifically for ants, termites and plants.<br />

Grade 8:<br />

Special Equipment: Grade 8 Science Kit for<br />

practical investigations, available from STA (See<br />

p. 16), or similar.<br />

1. SA Science P<strong>ACE</strong>s 1085 – 1090 have been<br />

developed to cover the requirements of<br />

the National Curriculum Statements for<br />

Natural Sciences at the Grade 8 level. The<br />

American Science P<strong>ACE</strong>s 85 – 96, (which<br />

cover Earth Science), are utilised for the<br />

Human and Social Sciences Learning Area.<br />

2. The apparatus for all grade 8 experiments<br />

can be ordered from STA, or similar.<br />

3. One half hour period per week should be<br />

spent on group practicals.<br />

Grade 9:<br />

1. Biology 1097-1108. Please make use of the<br />

prescribed videos for this course. This<br />

course may be commenced in Grade 8<br />

after SA Science 1085 to 1090 has been<br />

completed.<br />

2. SA Science P<strong>ACE</strong>s 97 – 102 have been<br />

developed to cover the requirements of<br />

the National Curriculum Statements for<br />

Natural Sciences at the Grade 9 level.<br />

3. The apparatus for all experiments can be<br />

ordered from STA, or similar.<br />

Grade 10:<br />

1. Physical Science P<strong>ACE</strong>s 1109 - 1120 must be<br />

worked together with correlating Science<br />

videos 1109 – 1120. These also deal with the<br />

practical aspects. The videos are available<br />

from <strong>ACE</strong> Warehouse.

2. The SEP Physical Science grade 10<br />

Worksheets can also be used for practicals.<br />

Apparatus available from STA (See p. 22),<br />

or similar .<br />

3. Life Sciences (SA) 10 (Biology). Activity Pac<br />

containing text and student workbook.<br />

Grade 11:<br />

1. Chemistry videos 1121 - 1132 are available<br />

for purchase with Chemistry P<strong>ACE</strong>s 1121 -<br />

1132.<br />

2. All P<strong>ACE</strong> practicals must be done with the<br />

students in the Science lab.<br />

3. Life Science 11 (Biology) is available for<br />

Grade 11. A complete Activity Pac<br />

containing text and student workbook.<br />

4. Video teachings for greater understanding<br />

of the P<strong>ACE</strong>s can be purchased from:<br />

Video Systems – Phone: (031) 903-7895<br />

The Learning Channel – Phone (011) 214-7100<br />

Please also make use of videos available<br />

from your local educational library / video<br />

bank:<br />

Pretoria - (012) 322-7685<br />

Cape Town - (021) 948-7504<br />

Grade 12:<br />

1. All Physics P<strong>ACE</strong>s 1133 - 1144 are worked in<br />

conjunction with the Physics videos 1133 -<br />

1144.<br />

2. All P<strong>ACE</strong> practical work must be done with<br />

students in a Physical Science lab.<br />

3. Life Sciences 12 (Biology): A complete<br />

Activity Pac containing text and student<br />

workbook.<br />

PRACTICALS<br />

In Grade 10, students begin to work individually<br />

on practical assignments as indicated in the<br />

Activity Packs. These are accompanied by<br />

videos.<br />

Scientific Teaching Aids (STA) for apparatus and<br />

SEP worksheets:<br />

Durban:<br />

PO Box 10003<br />

Ashwood<br />

3605<br />

Tel: (031) 701-0741 / Fax: (031) 702-9898<br />

Science/Biology Equipment:<br />

Edutrade: (011) 794-3411<br />

Toys R Us: (011) 606-3700<br />

SCIENCE AND BIOLOGY - HIGH SCHOOL<br />

SUMMARY<br />

1. Follow SA P<strong>ACE</strong> Sequence, plus complete<br />

all practical experiments for Grade 8 to 12.<br />

2. A qualified high school Science/Biology<br />

teacher is essential. Part time teachers can<br />

17<br />

be used, depending on the number of<br />

students.<br />

3. Laboratory and STA Equipment (or similar<br />

scientific equipment) for each grade level<br />

is required.<br />

4. Videos/DVD’s for Biology in Grade 11 and<br />

12 can be purchased from:<br />

Video Systems - Phone (031) 903-7895<br />

The Learning Channel:<br />

Phone (011) 214-7100<br />

6. Have one TV/VCR combination available<br />

for every 5 to 10 high school students for<br />

use with Math, Science and Biology videos.<br />

SIMILAR SCIENCE EQUIPMENT AVAILABLE FROM:<br />

* Japie Stander <strong>Education</strong> -Tel: (011) 888-1375<br />

(Grades 8 & 9 only)<br />

MINI SCIENCE KITS AVAILABLE FROM:<br />

* Potchefstroom University - Tel: (018) 2992354<br />

- Prof. Du Toit<br />

(Grades 4 – 12) kits & teacher training<br />

e-mail: checjdt@puknet.pk.ac.za<br />

* Somerset <strong>Education</strong>al – Tel: (042) 2432030 or<br />

0800 – 42 – 44 – 70 (Grades 4 - 12)<br />

SA SCIENCE<br />

1085<br />

Elements and Compounds.<br />

Decomposition of substances by heating,<br />

electrical energy.<br />

Formation of new substances from simpler<br />

substances.<br />

Classification of elements as metals and nonmetals.<br />

General characteristics of metal elements.<br />

General characteristics of non-metal elements.<br />

1086<br />

The History of the Periodic Table.<br />

Periods.<br />

The first 20 elements of the Periodic Table.<br />

Atomic Number.<br />

Some characteristics of the first 20 elements.<br />

Formation of compounds.<br />

1087<br />

What Is An Atom?<br />

Energy Levels of The Elements.<br />

Reactions of Elements.<br />

Formation of Hydrogen Gas.<br />

Formation of Oxygen Gas.<br />

Reaction of Oxygen Gas with Group I And II<br />

Elements.<br />

Hydrogen Gas and Its Properties.<br />

1088<br />

Classification of the Elements.<br />

Structure of Matter.<br />

Particle Model of Matter.<br />

Density of a Liquid.

1089<br />

Difference between a Compound and a<br />

Mixture.<br />

Separation of Mixtures.<br />

1090<br />

Force.<br />

Work.<br />

Power.<br />

Energy.<br />

1097<br />

Pressure.<br />

Revision from Grade 8.<br />

Calculating Pressure.<br />

Liquids.<br />

The Gas Phase.<br />

Air Pressure.<br />

Atmospheric Pressure.<br />

1098<br />

Electricity.<br />

The Atom – a revision.<br />

The Neutral Atom.<br />

Charging Atoms.<br />

Electrostatics.<br />

Two Types of Electrical Charges.<br />

Detecting and Labelling a Charge.<br />

What is Electricity?<br />

1099<br />

Measuring Current with an Ammeter.<br />

Effect of the Number of Cells on the Current in<br />

a Circuit.<br />

Measuring Potential Difference in the Circuit.<br />

Resistance.<br />

Safety Precautions.<br />

Fuses.<br />

Trip Switch.<br />

1100<br />

Introduction to Light.<br />

Interesting Facts about Light.<br />

Formation of an Image.<br />

Reflection of Light.<br />

Regular or Diffused Reflection.<br />

Refraction of Light.<br />

Spectrum of White Light.<br />

1101<br />

Revision of Grade 8 Chemistry.<br />

Atoms, Molecules and Compounds.<br />

Balancing of Chemical Equations.<br />

Combustion.<br />

Reactions of Oxygen Gas with that of Other<br />

Elements.<br />

Carbon Dioxide.<br />

Chemical Production of Carbon Dioxide.<br />

Testing for Carbon Dioxide.<br />

18<br />

Uses of Carbon Dioxide.<br />

1102<br />

Acids and Bases.<br />

Indicators.<br />

Reaction of Dilute Acids with Metals.<br />

The Reaction of Acids with Metal Oxides.<br />

Neutralisation of an Acid.<br />

Neutralisation Reaction between HCl and<br />

NaOH.<br />

Reaction of Dilute Acids with Carbonates.<br />

SA BIOLOGY / LIFE SCIENCES – GRADE 10-12<br />

SA LIFE SCIENCES (BIOLOGY) – Grade 10<br />

A complete Activity Pac containing text and<br />

student workbook, practical work, exercises,<br />

assessment tasks and tests cover the following:<br />

P<strong>ACE</strong> 1: Tissues, Cells and Molecular Studies<br />

P<strong>ACE</strong> 2: Food Production and Energy Release<br />

P<strong>ACE</strong> 3: Human Nutrition and Gaseous Exchange<br />

P<strong>ACE</strong> 4: Environmental Studies<br />

P<strong>ACE</strong> 5: Diversity, Change and Continuity<br />

SA LIFE SCIENCES (BIOLOGY) – Grade 11<br />

A complete Activity Pac containing text and<br />

student workbook, practical exercises,<br />

assessment tasks and tests cover the following:<br />

P<strong>ACE</strong> 1: Tissues, Cells and Molecular Studies<br />

P<strong>ACE</strong> 2: Plant and Animal Diversity<br />

P<strong>ACE</strong> 3: Life Processes in Plants and Animals –<br />

Support and Transport<br />

P<strong>ACE</strong> 4: Life Processes in Humans – Transport<br />

and Excretion<br />

P<strong>ACE</strong> 5: Environmental studies – Population<br />

Studies<br />

P<strong>ACE</strong> 6: Environmental studies – Human<br />

Influences – Impact on the<br />

Environment<br />

SA LIFE SCIENCES (BIOLOGY) – Grade 12<br />

A complete Activity Pac containing text and<br />

student workbook, practical work, exercises,<br />

assessment tasks and tests cover the following:<br />

P<strong>ACE</strong> 1: Tissues, Cells and Molecular Studies<br />

P<strong>ACE</strong> 2: Tissues, Cells and Molecular Studies –<br />

Genetics<br />

P<strong>ACE</strong> 3: Life Systems of Plants and Humans –<br />

Reproduction<br />

P<strong>ACE</strong> 4: Life Systems of Plants and Humans –<br />

Responding to the Environment:<br />

Humans<br />

P<strong>ACE</strong> 5: Diversity, Change and Continuity –<br />

Creation vs. Evolution

ECONOMIC AND MANAGEMENT<br />

SCIENCES<br />

EMS is a new learning area in grades 7 to 9,<br />

which includes basic Accounting skills. P<strong>ACE</strong>s<br />

are available for grades 7, 8 and 9.<br />

ACCOUNTING can be taken as a major subject<br />

starting from Grade 10, following on Economic<br />

and Management Sciences Grade 9. This a<br />

non-P<strong>ACE</strong> course; workbooks and answer keys<br />

are available directly from the publishers.<br />

Recommended providers:<br />

• Japie Stander Accounting (10-112)<br />

Tel: (011) 794-4033<br />

Email: japie@iafrica.com<br />

• New Era Accounting (10-12)<br />

Tel: (031) 208-6946<br />

Email: newgen@netactive.co.za<br />

• A Logical Approach Series (10-12) can be<br />

purchased from most school book suppliers.<br />

Workbooks are divided into about 12 chapters<br />

with revision sections at the end of each<br />

chapter. Students should score each exercise<br />

as they work through the workbook, and scores<br />

must be recorded on the SPC.<br />

SA ECONOMIC AND MANAGEMENT SCIENCES<br />

GRADES 7, 8 AND 9<br />

1073<br />

The economic cycle.<br />

Wants and needs.<br />

Demand and supply.<br />

The Sectors of the economy.<br />

Production and economic activity.<br />

Power relationships.<br />

1074<br />

To learn about sustainable growth and<br />

development.<br />

Economic growth and development.<br />

Savings and investment.<br />

The Reconstruction and Development Program<br />

(RDP).<br />

Biblical guidelines on finances.<br />

1075<br />

To learn about management, consumer and<br />

financial skills.<br />

General management in business.<br />

Administration.<br />

Human resources.<br />

1076<br />

To learn about entrepreneurial knowledge and<br />

skills.<br />

Entrepreneurship.<br />

Market research and advertising.<br />

19<br />

Starting a business.<br />

1085<br />

The economic cycle<br />

Money and trade<br />

Economic systems<br />

Trade unions<br />

Inflation<br />

1086<br />

Sustainable growth, reconstruction and<br />

development<br />

The <strong>South</strong> <strong>Africa</strong>n economy<br />

Reconstruction and development<br />

Technology<br />

Banks and savings<br />

1087<br />

Managerial, consumer and financial skills<br />

Financial concepts<br />

Accounting skills<br />

Leadership and management<br />

1088<br />

Entrepreneurial knowledge and skills<br />

Basic opportunities in <strong>South</strong> <strong>Africa</strong><br />

Forms of ownership<br />

Financial concepts<br />

1097<br />

The economic cycle<br />

Demand, supply and pricing<br />

The influence of trade unions<br />

1098<br />

Sustainable growth, reconstruction and<br />

development<br />

Savings and investment<br />

Productivity and economic prosperity<br />

Conditions of employment<br />

1099<br />

Entrepreneurial knowledge and skills<br />

Developing a business idea<br />

The business plan<br />

Small, medium and micro enterprises<br />

Forms of ownership<br />

1100<br />

Managerial, consumer and financial skills<br />

Accounting as a management tool<br />

The use of computer technology in<br />

accounting<br />

Transactions<br />

Recording transactions<br />

1101<br />

Managerial, consumer and financial skills<br />

Accounting terminology<br />

General ledger<br />

Financial Statements<br />

Chamber of Business, Nafcoc and Die<br />

Afrikaanse Handelsinstituut.

SA BUSINESS STUDIES<br />

GRADES 10, 11 AND 12<br />

The recommended text book for NSC is "Enjoy<br />

Business Studies - gr12" (Heinemann)<br />

1109<br />

The Micro-Environment.<br />

The Market Environment.<br />

The Macro-Environment.<br />

Interrelationship of the Different Environments.<br />

Business Sectors.<br />

1110<br />

The Eight Business Functions.<br />

Relationship Between Business Functions.<br />

1111<br />

Socio-Economic Issues.<br />

Social Responsibility.<br />

Entrepreneurial Qualities.<br />

1112<br />

Sole Proprietorship.<br />

Partnership.<br />

Close Corporation.<br />

Profit Companies.<br />

- Private Company.<br />

- Public Company.<br />

- State-Owned Company.<br />

Cooperative.<br />

Non-Profit Company.<br />

Choosing the Correct Form of Ownership.<br />

1113<br />

Creative Thinking.<br />

Problem-Solving Techniques.<br />

Business Opportunities.<br />

Business Location.<br />

1114<br />

Contracts.<br />

Business Information.<br />

Business Plans.<br />

Conflict Management.<br />

1115<br />

Self-Management.<br />

Business Relationships.<br />

Team Performance.<br />

1133<br />

Macro-Economic Challenges.<br />

Different Environments.<br />

Macro-Environment Business Strategies.<br />

Business Sectors.<br />

Labor Legislation.<br />

Social Responsibility.<br />

1134<br />

Introduction.<br />

Success Factors.<br />

The Business Plan.<br />

Financial Records.<br />

Business Investment.<br />

20<br />

1135<br />

Forms of Ownership.<br />

Sole Trader (Sole Proprietorship).<br />

Partnership.<br />

Close Corporation.<br />

Private Company.<br />

Public Company.<br />

Cooperative Society or Company.<br />

Insurance.<br />

1136<br />

Problem Solving.<br />

Creative Thinking.<br />

Ethical Business Practice.<br />

Business Information.<br />

1137<br />

The Difference between Leadership and<br />

Management.<br />

Leadership Styles.<br />

Theories of Management and Leadership.<br />

The Role of Personal Attitude in Leadership.<br />

Power and Authority.<br />

Motivation.<br />

Management Controls.<br />

The Levels of Management.<br />

The <strong>Christian</strong> Leader.<br />

1138<br />

Employment Legislation.<br />

Human Resources Management.<br />

1139<br />

Choosing a Career.<br />

Team Dynamics.<br />

Conflict Management.<br />

Quality of Performance.

TOURISM<br />

TOURISM 1<br />

Tourism Through the Ages.<br />

What is Tourism?<br />

What is a Tourist?<br />

The Importance of Tourism.<br />

Tourism Services are Interrelated.<br />

Sectors in the Tourism Industry.<br />

TOURISM 2<br />

Sectors in the Tourism Industry.<br />

Benefits of Tourism.<br />

Careers in Tourism.<br />

TOURISM 3<br />

Responsible and Sustainable Tourism.<br />

The Elements of Ecotourism.<br />

Culture and Tourism.<br />

World Heritage Sites.<br />

TOURISM 4<br />

Geography and Tourism.<br />

Map Reading and Tour Planning.<br />

Travel.<br />

Trends and the Economy.<br />

<strong>South</strong> <strong>Africa</strong> and the SADC.<br />

TOURISM 5<br />

Tourism in <strong>South</strong> <strong>Africa</strong>.<br />

Physical Features of <strong>South</strong> <strong>Africa</strong>.<br />

Climate.<br />

Social and Demographic Features.<br />

Economic Features.<br />

Gauteng.<br />

Free State.<br />

KwaZulu-Natal.<br />

Mpumalanga.<br />

TOURISM 6<br />

Northern Cape.<br />

Limpopo.<br />

Eastern Cape.<br />

North-West.<br />

Western Cape.<br />

TOURISM 7<br />

Communication.<br />

Providing Quality Service.<br />

TOURISM 8<br />

Teamwork in Tourism.<br />

Written Communication.<br />

Technology in Tourism.<br />

21<br />

Khanyisa (“Shine a light”) <strong>Education</strong>al Services<br />

(Recommended resource available from the<br />

<strong>ACE</strong> Warehouse)<br />

Using the curriculum:<br />

VISUAL ARTS<br />

Grade 8 and 9: Art forms a compulsory part of<br />

the NCS in the Senior Phase. Grade 8 and 9<br />

modules introduce the student to all the basic<br />

art elements, design elements, and introduce<br />

and explain the art terminology used.<br />

The Grade 8 and 9 curriculum is predominantly<br />

PRACTICAL.<br />

The course consists of 36 exercises of 1 to 2<br />

hours each per grade. i.e. a total of 36 – 72<br />

hours per grade depending on how the<br />

learner.<br />

The Grade 10–12 modules are used if the<br />

student wishes to take Art as a Matric subject. A<br />

minimum of 5 hours per WEEK is required by the<br />

Department of <strong>Education</strong>. We recommend 5<br />

hours during the school day and 5 hours as<br />

home work.<br />

The Grade 10-12 curriculum is BOTH PRACTICAL<br />

AND THEORETICAL (Art History is studied)<br />

Note: the theme for the Grade 12 art will<br />

change annually but the procedure will stay<br />

the same i.e. a certain number of art works<br />

must be produced, an Art Exhibition must be<br />

held and a final art exam completed.<br />

What if a Grade 10 student decides to take Art<br />

as a major?<br />

PRACTICAL<br />

The Grade 8 and 9 curriculum is a pre-requisite<br />

for the Grade 10-12 modules.<br />

1. Set aside 5 hours (min) per week. The<br />

Grade 8 course should be completed in 10<br />

weeks and grade 9 course in 10 weeks. A<br />

student who is able to set aside 10 hours<br />

per week i.e. 5 hours of class time and 5<br />

hours per week homework could<br />

complete the Grade 8 and 9 curriculum in<br />

one term,<br />

2. Once the Grade 8 and 9 curriculum has<br />

successfully been completed, the student<br />

can continue with the Grade 10 practical<br />

course.<br />

THEORY<br />

The Grade 10 student can immediately start<br />

working on the Art History modules. There is no<br />

pre-requisite for these modules.

COMPUTYPING<br />

Computyping is an elective subject or can be<br />

used to meet outcomes in Technology in<br />

Grades 8-9. As from 2010 the subject cannot be<br />

taken as a FET major.<br />

GENERAL<br />

After setting the computer according to the<br />

guidelines, use the current P<strong>ACE</strong>s as is for<br />

exercises, Checkups, Self Tests and P<strong>ACE</strong> Tests.<br />

The current P<strong>ACE</strong>s are totally usable. In typing,<br />

students master the skills of:<br />

• reproducing a document according to<br />

specifications<br />

• speed<br />

• accuracy<br />

All these skills are taught and drilled very well in<br />

the existing P<strong>ACE</strong>s.<br />

Disable all automatic settings such as spell<br />

check, auto-correct, etc. on the computer. Do<br />

not allow the student to go back and correct<br />

text while doing an exercise. Follow all other<br />

usual procedures for typing as when using a<br />

typewriter (such as a student should look at the<br />

text only and not his / her hands, etc.).<br />

Scope and Sequence<br />

Typing commences at Grade 1 level with<br />

Typemaster I (Grades 1 - 3), continuing onto<br />

Grade 4 level with Typemaster II (Grades 4 - 6).<br />

These computer programmes are a must for all<br />

primary school learning centres especially in<br />

today’s computer age.<br />

Following Typemaster II, all students must begin<br />

with P<strong>ACE</strong> number 601, irrespective of what<br />

grade level they are in. P<strong>ACE</strong> numbers 601,<br />

602, 603 and 604 are the most important to a<br />

beginner as they teach how to use the<br />

keyboard and give drills for touch-typing.<br />

The P<strong>ACE</strong>s are designed to be used by more<br />

than one student - except for P<strong>ACE</strong> 601 - as the<br />

P<strong>ACE</strong>s are not written in, but only used for<br />

exercise purposes. The student should hand the<br />

P<strong>ACE</strong> back to the Supervisor before typing the<br />

P<strong>ACE</strong> Test.<br />

Each student must have a file, preferably a<br />

lever arch file, to keep the typing neat and in<br />

numerical order for each year. Start the file<br />

with P<strong>ACE</strong> 601, filing from the bottom to the<br />

top, with Exercise No. 1 at the bottom and the<br />

last exercise at the top.<br />

The Supervisor must also initial each page of<br />

each exercise in the P<strong>ACE</strong>, in order to ensure<br />

that all the exercises have been properly<br />

completed and checked before the student<br />

proceeds to type the Test.<br />

22<br />

A clean sheet of paper is to then be placed on<br />

top of the last exercise and marked “P<strong>ACE</strong> No.<br />

601”. Then Exercise No. 1 of P<strong>ACE</strong> 602 is to be<br />

filed on top of that, up to the last, thus the<br />

Supervisor can see at a glance how the student<br />

is progressing.<br />

Pass Mark<br />

The pass mark is 50%. To make 80% the goal,<br />

the P<strong>ACE</strong>s would have to be much simpler. The<br />

P<strong>ACE</strong>s are designed for the student to progress<br />

through practice as this is a practical subject. It<br />

is not recommended that a student repeat a<br />

P<strong>ACE</strong>, this would frustrate the student and they<br />

would become bored. Rather the student<br />

should repeat an exercise if:<br />

• the exercise is badly set out,<br />

• spacing concepts not clearly understood,<br />

• the work does not look neat, especially<br />

when typing letters, or<br />

• more than 8 - 10 errors.<br />

Speed Tests are included in all the P<strong>ACE</strong>s. They<br />

should be done twice per week.<br />

Extra speed tests should be given each week to<br />

students who appear to be advancing too fast.<br />

A book of speed tests is available from book<br />

stockists for each standard.<br />

Grade 8:<br />

A student taking the subject of typing has a<br />

great advantage starting at this point and will,<br />

of course, begin with P<strong>ACE</strong> 601 through to the<br />

end of the 8 series (P<strong>ACE</strong> 608).<br />

Should a student finish the number 6 series<br />

before the end of the year, they may proceed<br />

with the number 7 series, but not further than<br />

703 in the Grade 8 year. It is better to add<br />

more typing exercises by using the Junior<br />

Intermediate Speed Tests or giving sections<br />

from the Bible or P<strong>ACE</strong>s to type.<br />

It is essential that the student strive for accuracy<br />

and proper setting out of the work. Quality is<br />

the keyword, not quantity.<br />

The amount of work for the year is easily<br />

attainable and a diligent student will very likely<br />

finish before the end of the year.<br />

The exercises in the P<strong>ACE</strong>s are designed to be<br />

able to be typed in a 20-30 minute period each<br />

day, thus the 15 exercises should take the<br />

average student 3 weeks. The P<strong>ACE</strong> Test was<br />

designed to be typed over the period of a<br />

week - thus each P<strong>ACE</strong> should take<br />

approximately a month to complete, together<br />

with the P<strong>ACE</strong> Test.<br />

Spiritual content is included in the P<strong>ACE</strong>s.

Grade 9:<br />

If a student is in Grade 9 and is starting the<br />

subject of typing for the first time, it is essential<br />

that the student completes P<strong>ACE</strong>s 601, 602, 603<br />

and 604. Thereafter they may proceed with<br />

P<strong>ACE</strong> 701 onwards.<br />

SA TYPING<br />

Grade 6:<br />

601<br />

This workbook is an introduction to typing for<br />

ALL beginners.<br />

Important Parts of a Typewriter.<br />

Posture.<br />

Home-Row (Finger positioning).<br />

Keyboard Exercises (left and right hand).<br />

SP<strong>ACE</strong> Bar.<br />

Individual Finger Drills.<br />

Spacing.<br />

Capitals (Shift key).<br />

Capitals (Shift lock).<br />

Figures - Upper and Lower case.<br />

Commas and Full Stops (correct spacing).<br />

602<br />

Speed and Accuracy (502 strokes: 15 min).<br />

Paragraphs in Double Spacing.<br />

Extra Signs on the Keyboard.<br />

Symbols.<br />

Tabulation.<br />

Keyboard Drill.<br />

Numbered Sentences.<br />

Paragraphs with a Heading in Capitals.<br />

Typing in Afrikaans.<br />

603<br />

Centring.<br />

Paragraphs (block method).<br />

Paragraphs (centred heading).<br />

Speed and Accuracy (10 minutes: 10 wpm).<br />

Syllabification.<br />

Abbreviations.<br />

Typing in Afrikaans.<br />

Roman Numerals.<br />

Tabulation.<br />

Keyboard Drills.<br />

604<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Afrikaans.<br />

Tabulation (figures).<br />

Numbered Paragraphs (centred heading).<br />

Numbered Paragraphs (block method).<br />

Paragraphs.<br />

Keyboard Drill.<br />

605<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Tabulation.<br />

23<br />

Students who complete all 600 and 700 series<br />

P<strong>ACE</strong>s (601 to 608 and 701 to 708) will gain one<br />

full credit.<br />

Typing of Dates.<br />

Paragraphs (block method).<br />

Paragraphs (centred headings).<br />

Figure Drill.<br />

Afrikaans.<br />

Alphabetically Numbered Paragraphs.<br />

Basic Letter.<br />

606<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Tabulation.<br />

Paragraphs (centred headings).<br />

Keyboard Drill.<br />

Numbered Sentences.<br />

Afrikaans.<br />

Headed Paragraphs.<br />

Symbols on the Keyboard.<br />

Basic Letter.<br />

607<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Tabulation.<br />

Paragraphs (centred headings).<br />

Numbered Paragraphs (block method).<br />

Paragraphs Block Method.<br />

Figure Drill.<br />

Afrikaans.<br />

Basic Letter.<br />

608<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Tabulation.<br />

Keyboard Drill.<br />

Paragraphs (block method).<br />

Paragraphs (centred headings).<br />

Numbered Paragraphs.<br />

Figure Drill.<br />

Afrikaans.<br />

Basic Letter.<br />

Grade 7:<br />

701<br />

Speed and Accuracy (10 minutes - 10 wpm).<br />

Numbered Paragraphs.<br />

Headed Paragraphs.<br />

Business Letters.<br />

Tabulation.<br />

Paragraphs (block method).<br />

Keyboard Drills.<br />

Figures.<br />

Afrikaans.<br />

702<br />

Speed and Accuracy (10 minutes - 15 wpm).

Keyboard Drill.<br />

Figure Drill.<br />

Business Letter.<br />

Numbered Paragraphs (alphabetical).<br />

Numbered Paragraphs (with headings).<br />

Paragraphs (block method).<br />

Afrikaans.<br />

703<br />

Speed and Accuracy (10 minutes - 15 wpm).<br />

Tabulation.<br />

Figure Drill.<br />

Business Letters.<br />

Paragraphs (block method).<br />

Numbered Paragraphs (alphabetic and<br />

numbers).<br />

Keyboard Drill.<br />

Afrikaans.<br />

704<br />

Speed and Accuracy (10 minutes - 20 wpm).<br />

Tabulation.<br />

Figure Drill.<br />

Business Letters.<br />

Paragraphs (block method).<br />

Numbered Paragraphs.<br />

Paragraphs (centred heading).<br />

Afrikaans.<br />

705<br />

Speed and Accuracy (10 minutes - 20 wpm).<br />

Tabulation.<br />

Figure Practice.<br />

Business Letters.<br />

Numbered Paragraphs with Headings.<br />

Paragraphs with Centred Headings.<br />

Letters to a Friend.<br />

Paragraphs (block method).<br />

Afrikaans.<br />

706<br />

Speed and Accuracy (10 minutes - 20 wpm).<br />

Keyboard Drill.<br />

Figure Drill.<br />

Paragraphs (block method).<br />

Business Letters.<br />

Typing of Envelopes.<br />

Numbered Paragraphs.<br />

Paragraphs with Centred Headings.<br />

Afrikaans.<br />

707<br />

Speed and Accuracy (10 minutes - 20 wpm).<br />

Tabulation.<br />

Syllabification.<br />

Business Letter.<br />

Numbered Paragraphs.<br />

Paragraphs (block method).<br />

Afrikaans.<br />

708<br />

Speed and Accuracy (10 minutes - 20 wpm).<br />

Numbered Paragraphs with display.<br />

Numbered Paragraphs (block method).<br />

Business Letters.<br />

Figure Drills.<br />

24<br />

Keyboard Drills.<br />

Typing on a Printed Letterhead.<br />

Paragraphs with Centred Headings.<br />

Afrikaans.<br />

Grade 8:<br />

801<br />

Speed and Accuracy - 20 wpm (1 500 strokes).<br />

Typing on a Printed Letterhead.<br />

Alphabetical Numbering.<br />

Business Letters.<br />

Typing over Two Pages.<br />

Numbered Paragraphs.<br />

Menus.<br />

Private Letter.<br />

Afrikaans Paragraphs.<br />

802<br />

Speed and Accuracy 25 wpm (1 875 strokes).<br />

Business Letters Typed over Two Pages.<br />

Menu (Breakfast, Lunch and Dinner).<br />

Tabulation.<br />

Keyboard Practice.<br />

Manuscript.<br />

Numbered Paragraphs.<br />

Afrikaans Paragraphs.<br />

Speed Test (to calculate wpm).<br />

803<br />

Speed and Accuracy - 25 wpm (1 875 strokes).<br />

Scrambled Business Letter typed over 2 pages.<br />

Scrambled Menu’s (Breakfast, Lunch).<br />

Tabulation (Commercial Abbreviations).<br />

Letter typed on a Printed Letterhead and<br />

Extending.<br />

Keyboard Practice.<br />

Manuscript.<br />

Business Letter (over 2 pages).<br />

A La Carte Menu.<br />

Dated Paragraphs.<br />

Afrikaans Paragraphs.<br />

Speed Test to Calculate wpm.<br />

804<br />

Speed and Accuracy.<br />

Letter on Printed Letterhead.<br />

Envelope.<br />

Business Letters.<br />

Menus.<br />

Bilingual Menu.<br />

Speed Test (to calculate wpm).<br />

Manuscript.<br />

Tabulation.<br />

Keyboard Drill.<br />

Carbon Copying.<br />

Numbered Paragraphs.<br />

Afrikaans Exercise.<br />

805<br />

Speed and Accuracy - 25 wpm (1 875 strokes).<br />

Typing a Letter Extending to 2 pages.<br />

Envelope.<br />

Display Work.<br />

Typing across Two Pages.<br />

Typing on a Printed Letterhead.<br />

Menu.

Keyboard Drill.<br />

Carbon Copying.<br />

Programme.<br />

Numbered Paragraphs.<br />

Afrikaans.<br />

806<br />

Speed and Accuracy - 25 wpm (1 875 strokes).<br />

Typing an A4 Envelope.<br />

Typing on a Printed Letterhead.<br />

Tabulation.<br />

Manuscript.<br />

Business Letter with Carbon Copy.<br />

Scrambled Menu.<br />

Numbered Paragraphs with Headings.<br />

Speed and Accuracy Test to Calculate wpm.<br />

Paragraphs with Centred Headings.<br />

Paragraphs with Alphabetical Numbering.<br />

Keyboard Practice.<br />

Afrikaans Paragraph.<br />

25<br />

807<br />

Speed and Accuracy.<br />

Testimonial.<br />

Committee Meeting Report.<br />

Proxy Form.<br />

Will and Testament.<br />

Notice of Meeting with Letter on Letterhead.<br />

Shareholders Report.<br />

Menus: Breakfast, Lunch, Dinner.<br />

Report on Annual General Meeting.<br />

Afrikaans paragraphs.<br />

Agenda.<br />

Lease (Residential Accommodation).<br />

808<br />

Speed and Accuracy (15 minutes - 25 wpm).<br />

Typing on a Printed Letterhead.<br />

Typing Invitations.<br />

Numbered Paragraphs.<br />

Tabulation.<br />

Afrikaans.

MUSIC<br />

Elective credits for music (practical and theory examinations) can be earned as follows:<br />

INSTITUTION COURSE DESCRIPTION CREDITS<br />

UNISA<br />

Grade 12<br />

Grade 6 Practical & Grade 5 Theory<br />

1<br />

Royal Schools/Trinity<br />

Grade 12<br />

Grade 6 Practical & Grade 6 Theory<br />

1<br />

Grade 11<br />

Grade 5 Practical & Grade 4 Theory<br />

1<br />

Grade 10<br />

Grade 4 Practical & Grade 3 Theory<br />

1<br />

Grade 9<br />

Grade 3 Practical & Grade 2 Theory<br />

1<br />

Only UNISA, Royal Schools and Trinity are accepted according to university entrance requirements.<br />

Note: For 1 credit learners must do 150 hours of work.<br />

Please note that some universities require Grade 7 practical for admission to a B. Mus. degree.<br />

TECHNICAL DRAWING /<br />

ENGINEERING GRAPHICS AND DESIGN<br />

This is a non-P<strong>ACE</strong> course. Students use a<br />

textbook and a workbook for each standard<br />

(grade level). Several options are available to<br />

cover the syllabus. Follow the National Syllabus<br />

guidelines.<br />

❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃ ❃<br />

26<br />

Use the material by Johan Engelbrecht from<br />

HSE Publishers. To order online go to<br />

www.hsecc.co.za or phone (012) 344-2454 for<br />

an order form.

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