Curriculum and assessment policy statement - E-Classroom

CURRICULUM AND ASSESSMENT POLICYSTATEMENT(CAPS)INTERMEDIATE PHASENATURAL SCIENCES AND TECHNOLOGYFINAL DRAFT1

SECTION 1NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR NATURAL SCIENCES ANDTECHNOLOGY1.1 BackgroundThe National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in theschooling sector.To improve its implementation, the National Curriculum Statement was amended, with the amendments cominginto effect in January 2011. A single comprehensive Curriculum and Assessment Policy document was developedfor each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject AssessmentGuidelines in Grades R - 12.The amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011)replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades10 - 12 (2004).1.2 Overview(a)(b)(c)(d)The National Curriculum Statement Grades R – 12 (January 2011) represents a policy statement forlearning and teaching in South African schools and comprises the following:(i)(ii)Curriculum and Assessment Policy documents for each approved school subject as listed in thepolicy document National Senior Certificate: A qualification at Level 4 on the NationalQualifications Framework (NQF); andThe policy document National Senior Certificate: A qualification at Level 4 on the NationalQualifications Framework (NQF).The National Curriculum Statement Grades R – 12 (January 2011) should be read in conjunction with thefollowing documents:(i) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4on the National Qualifications Framework (NQF), regarding the National Protocol for AssessmentGrade R – 12, published in the Government Gazette, No. 29467 of 11 December 2006; and(ii) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4on the National Qualifications Framework (NQF), regarding learners with special needs,published in the Government Gazette, No.29466 of 11 December 2006.The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines forGrades R - 9 and Grades 10 - 12 are repealed and replaced by the Curriculum and Assessment Policydocuments for Grades R – 12 (January 2011).The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of thisdocument constitute the norms and standards of the National Curriculum Statement Grades R – 12 andtherefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form thebasis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the2

processes and procedures for the assessment of learner achievement to be applicable to public andindependent schools.1.3 General aims of the South African Curriculum(a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to be knowledge,skills and values worth learning. It will ensure that learners acquire and apply knowledge and skills inways that are meaningful to their own lives. In this regard, the curriculum promotes the idea of groundingknowledge in local contexts, while being sensitive to global imperatives.(b) The National Curriculum Statement Grades R - 12 serves the purposes of:• equipping learners, irrespective of their socio-economic background, race, gender, physical ability orintellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningfulparticipation in society as citizens of a free country;• providing access to higher education;• facilitating the transition of learners from education institutions to the workplace; and• providing employers with a sufficient profile of a learner’s competences.(c) The National Curriculum Statement Grades R - 12 is based on the following principles:• Social transformation; ensuring that the educational imbalances of the past are redressed, and thatequal educational opportunities are provided for all sections of our population;• Active and critical learning; encouraging an active and critical approach to learning, rather than roteand uncritical learning of given truths;• High knowledge and high skills; the minimum standards of knowledge and skills to be achieved ateach grade are specified and sets high, achievable standards in all subjects;• Progression; content and context of each grade shows progression from simple to complex;• Human rights, inclusivity, environmental and social justice; infusing the principles and practices ofsocial and environmental justice and human rights as defined in the Constitution of the Republic ofSouth Africa. The National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues ofdiversity such as poverty, inequality, race, gender, language, age, disability and other factors;• Valuing indigenous knowledge systems; acknowledging the rich history and heritage of this countryas important contributors to nurturing the values contained in the Constitution; and• Credibility, quality and efficiency; providing an education that is comparable in quality, breadth anddepth to those of other countries.(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to:• identify and solve problems and make decisions using critical and creative thinking;• work effectively as individuals and with others as members of a team;• organise and manage themselves and their activities responsibly and effectively;3

• collect, analyse, organise and critically evaluate information;• communicate effectively using visual, symbolic and/or language skills in various modes;• use science and technology effectively and critically showing responsibility towards the environmentand the health of others; and• demonstrate an understanding of the world as a set of related systems by recognising that problemsolving contexts do not exist in isolation.(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. Thiscan only happen if all teachers have a sound understanding of how to recognise and address barriers tolearning, and how to plan for diversity.1.4 Time Allocation1.4.1 Foundation Phase(a) The instructional time for subjects in the Foundation Phase is as indicated in the table below:SubjectI. Home LanguageII. First Additional LanguageIII. MathematicsIV. Life Skills Beginning Knowledge Arts and Craft Physical Education Health EducationTime allocation perweek (hours)64 (5)761 (2)221(b) Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language isallocated 5 hours and Beginning Knowledge is allocated 2 hours as indicated by the hours inbrackets in the table above.4

1.4.2 Intermediate Phase(a) The table below shows the subjects and instructional times in the Intermediate Phase.Time allocation perSubjectweek (hours)I. Home Language6II. First Additional Language5III. Mathematics6IV. Science and Technology3.5V. Social Sciences3VI. Life Skills4 Creative Arts1.5 Physical Education1.5 Religion Studies11.4.3 Senior Phase(a) The instructional time in the Senior Phase is as follows:Time allocation per weekSubject(hours)I. Home Language5II. First Additional Language4III. Mathematics4.5IV. Natural Sciences3V. Social Sciences3VI. Technology2VII. Economic Management Sciences 2VIII. Life Orientation2IX. Arts and Culture25

1.4.4 Grades 10-12(a)The instructional time in Grades 10-12 is as follows:SubjectI. Home LanguageII. First Additional LanguageIII. MathematicsIV. Life OrientationV. Three ElectivesTime allocation per week(hours)4.54.54.5212 (3x4h)The allocated time per week may be utilised only for the minimum required NCS subjects as specifiedabove, and may not be used for any additional subjects added to the list of minimum subjects. Should alearner wish to offer additional subjects, additional time must be allocated for the offering of thesesubjects.6

SECTION 2CURRICULUM AND ASSESSMENT POLICY STATEMENT: NATURAL SCIENCES AND TECHNOLOGYGRADE 4INTRODUCTIONIn Grade 4, the content of Natural Sciences and some aspects of Technology have been integrated to ensure asmooth transition between these subjects and to allow learners and teachers to experience the interconnectednessof Natural Sciences and Technology. It also prepares learners for both Natural Sciences andTechnology in the Senior Phase. The different contexts have been grouped together in such a way to ensure thatthe learning experience is meaningful for both teachers and learners.When teaching Natural Sciences and Technology, it is important to emphasise the links that learners need to makewith related topics to help them to achieve a deeper understanding of the nature of the different strands and theconnectedness to everyday life. These links must also be made across grades.The knowledge framework focuses on ideas, skills, concepts and the connections between them. It does notprescribe particular instructional strategies, except where, for example, practical work is indicated. Educators havethe freedom to expand on concepts and to design and organise learning experiences according to their localcircumstances. All the knowledge areas must, however, be addressed in each grade of study.The cognitive and practical skills that have been identified must be taught and assessed in an integrated way in thecontext provided by the knowledge areas. Both the Scientific and Design processes must be introduced graduallyfrom Grade 4 onwards to ensure that learners acquire the range of necessary cognitive and other skills. The rangeof skills that are acquired in the context of Natural Sciences and Technology are similar and in many instances,they overlap.7

3. Specific Aim 3 which relates to understanding the interrelationship of Natural Sciences and Technology andthe relevance for the environment and the community.These three aims are aligned to the three Learning Outcomes with which teachers are familiar. Within each ofthese aims, specific skills or competencies have been identified. It is not advisable to try to assess each of theskills separately, nor is it possible to report on individual skills separately. However, well designed assessmentsmust show evidence that, by the end of the year, all of the skills have been assessed. There must be a clear linkbetween the aims and the outcomes of learning. The assessments are the link.Whilst learner performance can be reported on separately for Specific Aims 1 (knowing) and 2 (doing Science andTechnology), all of Specific Aim 3 (Science and Technology in society) can be integrated into either Specific Aim 1or Specific Aim 2.1. SPECIFIC AIM 1: ACQUIRING KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGYThe following cognitive (thinking) skills comprise the range of skills that all learners should develop in the contextof working through the curriculum in this school year. These skills also indicate what should be assessed, at theappropriate grade-level, in a variety of assessments during the year. Note that not every skill will be assessed inevery assessment but teachers must ensure that, by the end of the year, learners have been assessed on all ofthese.1.1. ACQUIRE KNOWLEDGESkillsLearners must… access information from a variety of sources (teachers, reference books, textbooks, the internet, experts,peers, parents, etc.) select key ideas obtained from resources recall and describe knowledge of the Natural Sciences and Technology.AssessmentsIn order to assess these competencies (or cognitive skills), teachers should use the following verbs in thetasks or assessments that they set: state, name, label, list, define, describe, explain and any other verbsthat would show that knowledge of the subject is being assessed.9

1.2 UNDERSTAND AND MAKE MEANING OF NATURAL SCIENCES AND TECHNOLOGYSkillsLearners must… analyse acquired knowledge evaluate acquired knowledge synthesise (or reorganise) knowledge to create new meaning through written summaries, flow charts,diagrams and mind maps.AssessmentsIn order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasksor assessments that they set: explain, compare, rearrange, give an example of, illustrate, calculate,interpret, suggest a reason, generalise, interpret information/data, analyse, predict, select, differentiate orany other suitable verbs which would indicate that understanding of the subject is being assessed at theappropriate grade level.1.3 APPLY KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGY IN NEW AND UNFAMILIARCONTEXTSSkillsLearners must… analyse and evaluate knowledge and apply this to new and unfamiliar contexts.AssessmentsIn order to asses these competencies (cognitive skills), teachers should use the following verbs in the tasksor assessments that they set: explain, interpret, predict, compare, differentiate and select, as well as anyother appropriate verbs which would assess a learner’s ability to apply knowledge. The key is that thelearners will have to apply knowledge about something that they have learnt, and which they understand, in10

a context/situation about which they have not yet acquired specific knowledge, at the appropriate gradelevel.SkillsLearners must… access information from a variety of sources (teachers, reference books, textbooks, the internet, experts,peers, parents, etc.) select key ideas obtained from resources recall and describe knowledge of the Natural Sciences and Technology.AssessmentsIn order to assess these competencies (or cognitive skills), teachers should use the following verbs in thetasks or assessments that they set: state, name, label, list, define, describe, explain and any other verbsthat would show that knowledge of the subject is being assessed.11

SPECIFIC AIMS 2:Whilst the skills specified in Specific Aims 1 and 3 apply equally to Natural Sciences and Technology, the skills that relate to ―doing‖ NaturalSciences and Technology are different.(a) INVESTIGATE PHENOMENA IN NATURAL SCIENCES(b) APPLY THE DESIGN PROCESS TO SOLVE PROBLEMSThe following range of skills relate to doing practical work in Natural Sciences.All seven skills will not apply to every practical activity equally. The skills arealigned to what learners would be doing in the normal course of practical work.Teachers must select those that apply to, and which can be assessed in, thecontext of specific activities. By the end of each year, all seven skills musthave been assessed at a grade appropriate level.The following range of skills relates to developing solutions for identified problemsor human needs. All five skills will not apply to every activity equally. The skills arealigned to what learners would be doing in the normal course of developing asolution. Teachers must select those that apply to, and which can be assessed in,the context of specific activities. By the end of each year, all five skills must havebeen assessed at a grade appropriate level.Learners must be able to:Learners must be able to:2.1 FOLLOW INSTRUCTIONSThis is essential, especially in the lower grades and in large classes. Teacherscannot expect all learners to use unfamiliar equipment and to do soindependently without giving them a clear set of instructions to follow. Thedegree of assistance required would indicate the level of performance in thisregard. Adherence to safety rules would be part of this. In Grade 4, teachersmust provide clear instructions and assist learners to follow these succinctinstructions.2.1 INVESTIGATE A SITUATIONLearners must collect data and information, must find out about new techniques, etc.Skills needed include accessing and processing skills, recording, identifying,predicting, comparing, observing, classifying and interpreting.12

2.2 HANDLE EQUIPMENT/APPARATUSThis should include knowledge of the apparatus, i.e. naming it and knowingwhat it is used for. It includes equipment such as a thermometer for measuringtemperature or a ruler for measuring length, as well as using a pair of scissorsor a craft knife for cutting paper and cardboard.―Handle equipment‖ is a generic skill and would apply to any equipment usedfor different kinds of investigations. Handling improvised equipment requiresthe same skills as would be required for handling standard laboratoryequipment.2.2 DESIGN A SOLUTIONThis should include the following skills: writing a design brief using a given problem statement generating possible solutions according to set specifications (supplied orcreated) choosing a solution that will best satisfy the specifications justifying the choices made drawing a final conclusion.2.3. MAKE OBSERVATIONSA variety of observations are possible and observations can be recorded indifferent ways such as: drawings descriptions grouping of materials/examples based on observable similarities and/ordifferences measurements comparing materials before and after treatment observing results of an experimental investigation which will involvetabulating the data counting.2.3 CONSTRUCT THE FINAL SOLUTIONThis should include the following skills: using tools, equipment and materials to construct a solution measuring, cutting, joining, shaping, combining, separating, mixing, etc.13

2.4. RECORD INFORMATION/DATAThis should include the recording of observations or information as drawings,descriptions, tables, graphs, etc. This recording skill is transferable across arange of scientific activities.2.4 EVALUATE THE FINAL SOLUTIONThis should include the following skills: the critical evaluation of the final product against the specifications and designbrief the making process any possible improvements needed.2.5. MEASURELearners should know what to measure, how to measure it and have a senseof the degree of accuracy that is required. A variety of things should bemeasured including length, volume, temperature, numbers (counting), etc.Measuring is a way of quantifying observations and in this process learnersshould learn to estimate.2.5 COMMUNICATE THE PROCESSThe processes followed from 2.1 – 2.4 must be presented in oral or written form andmust include sketches2.6. INTERPRETLearners should be able to convert information from one form to another, e.g.pictures wordssentences key wordslabel diagrams, table appropriate graph14

2.7. DESIGN/PLAN INVESTIGATIONS OR EXPERIMENTSSkills include: identifying a problem selecting apparatus/equipment and/or materials wherenecessary planning an experiment using a given problem statement identifying the factors that will influence the outcome (variables: dependentand independent) controlling variables/designing suitable control predicting the outcome of the experiment suggesting ways of recording results planning and/or designing and investigation/experiment with assistance(grades 4-6 learners).Note: Skills By separating the different kinds of skills (2.1 to 2.7 for Natural Sciences and 2.1 to 2.5 for Technology), these skills can apply to a variety ofpractical work/problem-solving situations that are appropriate for a particular grade in Natural Sciences and Technology, including investigations/experiments.This approach makes it easier to assess learners in a range of different circumstances and it makes it possible for a teacher to make judgments about a learner’sability to do science and technology. The skills are based on what learners would do in the normal course of practical work or solving problems.15

. UNDERSTAND THE INTERRELATIONSHIPS BETWEEN NATURAL SCIENCES AND TECHNOLOGY, ANDTHE APPLICATION OF NATURAL SCIENCES AND TECHNOLOGY FOR SOCIETY AND THE ENVIRONMENT3.1 UNDERSTAND THE HISTORY, IMPORTANCE AND RELEVANCE OF SCIENCE ANDTECHNOLOGY AND THE IMPORTANCE OF INDIGENOUS KNOWLEDGESkillsLearners must… understand how indigenous cultures have used scientific principles and technological products forspecific purposes understand how science and technology have benefited society and the environment select key ideas to construct the history of scientific or technological discoveries and how science andtechnology have benefited or analyse and evaluate the application of scientific principles and technological products used byindigenous cultures in everyday life (both positive and negative consequences)analyse, discuss anddebate the positive or negative effects of science and technological products on society and theenvironmen16

FLOW DIAGRAM: RELATIONSHIPS BETWEEN THE KEY CURRICULUM ELEMENTSThe following diagram illustrates how the aims relate to learning outcomes, and to one another, and how the ranges of skills must be infused into the subjectcontent. The diagram also shows how assessment relates to the content, the practical work and Science and Society as well as the skills. The diagram shows what has to be taught (Specific Aims 1, 2 and 3) of which the subject content provides the context for everything else. It shows the skills that must be taught and it shows how teachers should go about assessing the learners. The diagram illustrates the ―infusion‖ of cognitive and other skills into everything that is taught and assessed.SkillslistedinNatural Sciences content specified inCurriculum Statement(skills described in Specific Aim 1)Assessmentofthe threeSpecificAimsPracticalworkspecified intheCurriculumStatement(Skillsdescribed inSpecificAim 1)Science andSocietyincorporated intothe contentspecified in theCurriculumStatement (Skillsdescribed inSpecific Aim 3)knowledgeand the fullrange ofskillsappropriatefor thesubject.17

TIMEThe Grade 4 curriculum is taught over 32 of the 40 weeks in the school year. This leaves 8 weeks in the year forexaminations and disruptions due to other school activities. The time allocated per topic is a guideline only.ASSESSMENTSAssessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills)in a subject by collecting, analysing and interpreting the data and information obtained from this process to:enable the teacher to make reliable judgements about a learner’s progressinform learners about their strengths, weaknesses and progressassist teachers, parents and other stakeholders in making decisions about the learning process and theprogress of learners.Assessment should be mapped against the content and intended aims specified for a subject.Assessment should be both informal and formal. In both cases regular feedback should be provided to learners toenhance the learning experience. In both informal and formal assessments it is important to:- cover all of the subject content- include the full range of skills- use a variety of different forms of assessment.Informal assessmentRegular assessments form part of the teaching and learning activities in the classroom.Informal assessment can occur in every lesson, at any stage of the lesson. This can be done through questionsand answers, class work (e.g. short pieces of written work completed during the lesson), open-book tests orhomework exercises. These assessment activities should not be seen as separate from the learning activities inthe classroom and should be used to provide feedback to learners to improve learning and teaching.Informal assessments can be scored by teachers or learners. Self-assessment and peer assessment activelyinvolves learners and allows them to learn from and reflect on their own performance. Grade 4 learners may needassistance and encouragement to cope with their involvement in the scoring of assessments.18

Informal, continuous assessment should be used to scaffold the acquisition of knowledge and skills and should beused as preparation for the formal tasks in the Programme of Assessment.Informal assessments do not need to be recorded unless the teacher wishes to do so. In such instances, a simplechecklist may be used to record this assessment and to provide feedback.The results of informal assessments do not have to be taken into account when determining a learner’s final markfor promotion or certification purposes.Formal assessmentFormal assessment provides teachers with a systematic way of evaluating how well learners are progressing in agrade and a particular subject.Formal assessment tasks are recorded and used to determine whether learners shouldgrade.be promoted to the nextTeachers have to submit their annual formal Programme of Assessment to the School Management Team (SMT)before the start of the school year. This will be used to draw up a school assessment plan in each grade. Theschool assessment plan should be provided to learners and parents in the first week of the first term.Examples of formal assessments include projects, oral presentations, practical task, tests, examinations, etc. ForNatural Sciences and Technology, possible projects are suggested by the curriculum.Formal assessments are part of the continuous programme of assessment in each grade and subject. Formalassessments are school-based and are weighted as follows for the different grades:GradesFormal school-basedassessmentsEnd-of-year examinations4-6 75% 25%This is departmental policy.The cognitive demands of the assessment should be appropriate to the age and developmental level of thelearners in the grade.The assessment tasks should be carefully designed to cover the content of the subject as well as the range ofskills stated in the Specific Aims. The design of these tasks should therefore ensure that a variety of content and19

skills are assessed. Objectives, topics and content in the subject should be used to inform the planning anddevelopment of assessment tasks.Formal assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities oflearners.20

Assessment of content and skillsSpecific Aim 1.1Specific Aim1. 2:Specific Aim 1.3 and 3.1Natural Sciences and Technology(knowing, remembering )60%Natural Sciences and Technology(understanding, applying)30%(analysing, evaluating, creating)10%It isimportant thatallNatural Sciences45%Technology15%Natural Sciences20%Technology10%Natural Sciences and Technologyassessmentsaredesigned to reflect this weighting. If assessments provide evidence that the aims have been assessed appropriately, it will not be necessary to record performance againstaims separately.The requirements (number and nature of tasks) for Natural Sciences and Technology are indicated below:21

ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES AND TECHNOLOGY: GRADE: 4PROGRAMME OF FORMAL RECORDED SCHOOL-BASED ASSESSMENT75%END-OF-YEAR EXAMINATION25%50 % 25%SEMESTER 1 SEMESTER 2 Gr 4 : 45 minutes: 30 marksTERMS 1 + 2 TERMS 3 + 4 1 test 1 test NOTE: Tests must be set to assess at least 2 of the aimsand both the subjects. The marks allocated should range from 15 to 30. 1 examinationGr 4: 45 minutes: 30 marksNOTE: The examination must be set to assess all 3 the aimsand both the subjects. 1 translation task 1 translation taskNOTE: 1 practical task 1 practical task The translation tasks and practical tasks must be set tocover a range of skills. The marks allocated should range from 10 to 20.NOTE:The examination must bedesigned to assess all 3 of theaims and both the subjects.22

project projectNOTE: 2 different activities chosen out ofassignmentcase study 2 different activitieschosen out ofassignmentcase studySince the subject ―Natural Sciences and Technology‖ iscomprised of two subjects, learners should complete oneproject for each of the two components per year. It issuggested that a project should be completed in each of thetwo semesters. The marks allocated for these activities must range from15-30.Convert to 50 % Convert to 25% Convert to 25%RECORDINGRecords of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records shouldbe used to monitor learning and for future planning.23

TEST 1TRANSLATIONTASK 1PRAC 1ACTIVITY TASK 1 1ACTIVITY 2PROJECT 1EXAM 1TEST 2TERMMARKATERMMARKBTRANSLATIONTASK 2PRAC 2ACTIVITY 3ACTIVITY 4PROJECT 2TERMMARKDTERMMARKCPossible template for recording learner performanceTeachers may elect to adopt this template or they may wish to develop their own. All formal tasks must be recorded (on a template). All conversions must bereflected.SEMESTER 1 SEMESTER 2NAMESTERM 1TERM 2TERM 3TERM 4.25 15 10 20 70 % 15 25 30 70 % 25 10 15 20 70 % 20 30 50 %Max1. Learner 1 15 7 7 18 47 67 13 19 24 56 80 16 8 10 14 48 69 13 26 39 782. Learner 2etc24

CALCULATING TERM MARKSExample:In order to calculate the TERM MARK for TERM 1:Learner 1 gets the following marks:Test 1 :Translation task 1 :Practical task 1 :Activity1 :The table for the term is . This is 67% ( 67)This is the TERM MARK for TERM 1 (at A)The learner gets a rating code of 5: substantial achievementIn the same way, calculate the term marks for each of TERM 2 (80%) at B, TERM 3 (69%) at C and TERM 4(78%) at D.25

END-OF-YEAR EXAMINATIONNAMES EXAMINATION CONVERSIONEMax 30 % 251. Learner 1 23 77 192. Learner 2etc.CALCULATING THE EXAM MARKSThe marks for the examination count 25 % or 25 marks out of a 100 of the FINAL MARK. This is departmentalpolicy.The marks for the written, end-of- the-year exam must therefore be converted to a mark out of 25.For example:Learner 1 gets 23 marks out of 30 for the examination is equal to 77% ( 77%)Conversion of mark: 19 marks out of 25 at E This is the EXAM MARK.FINAL MARKIn Grade 4, the term marks for terms 1 and 2 (together) count 50% ( ) of the YEAR MARK,and the term marks for terms 3 and 4 (together) count 25% (¼) of the YEAR MARK.The EXAM MARK (at E) counts 25% (¼) of the YEAR MARK. This is departmental policy.26

For example:Conversions:First, convert the total for the first semester (Terms 1 and 2), i.e. for TERM MARKS A and B, to a mark out of50.T1(A) + T2 (B)67% + 80% = 37 marks out of 50 (F) SEMESTER 1Next, convert the total for the second semester (Terms 3 and 4) i.e. for TERM MARKS C and D, to a mark outof 25.T3 (C) +T4 (D)69% + 80% = 18 marks out of 25 (G) SEMESTER 2Finally, the EXAM MARK has been converted to a mark out of 25 (at E). The learner got18 marksout of 25 (E) EXAM MARKFINAL MARKNow add the first semester mark out of 50 i.e. 37 (F)to the second semester mark out of 25 i.e. 18 (G)to the exam mark out of 25 i.e. 19 ( E)TOTAL 100 74 THIS IS THE FINAL MARKThis learner therefore gets 74% at the end of the year, which is 6 on the rating scale: meritoriousachievement.ReportingReporting is a process of communicating learner performance to learners, parents, school, districts and otherstakeholders such as the employers, tertiary institutions, etc.27

In Grades R -12, teachers report in percentages against the subject, using the following scale:Codes and percentages for reporting in Grades R -12RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE7 Outstanding achievement 80-1006 Meritorious achievement 70-795 Substantial achievement 60-694 Adequate achievement 50-593 Moderate achievement 40-492 Elementary achievement 30-391 Not achieved 0-29Schools are required to provide quarterly feedback to parents on the Programme of Assessment, using a formalreporting tool such as a report card. The schedule and the report card should indicate the overall level ofperformance of a learner, i.e. the percentages calculated for each quarter (term) at A, B, C and D.28

GENERAL:LanguageLearning material must focus on the development of the learners’ understanding of the terminology of the subject(in conjunction with the knowledge and skills!!).A glossary of all terms used must be included in all learning material.Practical workExamples of practical work that could be done are included. Teachers are allowed to use other examples, butpractical work that must be done by the learners at school is marked PL.Practical work that is marked P/D can either be done by the learners themselves or the teachers maydemonstrate the practical work.ProjectsAs only one project per subject can be done per year, the teacher may choose to use any of the research activitiesas a project. Note that because Natural Sciences are combined with some Technology in the Intermediate Phase,learners should complete two projects: one for each subject component and one in each semester.All the other research activities must therefore be done at school and the teacher should provide the learners withthe relevant resources or instruct the learners to collect and bring to school the resources.Making of ModelsThe time allocation makes it possible for models to be made at school. Learners must collect and bring thenecessary material to school and/or the teacher must collect and provide the material.It is advisable that all models are made from found materials.Learners must make ONE model per year individually — all the others may be made in groups.Time allocationThe time allocation per topic must serve as a guideline to teachers.29

Translation TasksThese are exercises where learners learn to interpret information presented in different ways, e.g. table, graphsetc. and to ―translate‖ the information into a different format, e.g.tablegraphtextdiagramgraphtablemind maptext, etc.30

NATURAL SCIENCES AND TECHNOLOGY GR 4Term 1Hours Topic Content Skills Activities and practical work Resources2 Living andnon-livingthingsIdentify living and nonlivingthingsLiving things carry out the seven lifeprocesses, feeding, growth,reproduction, breathing, excretion,sensitivity, movement.Some things appear to be dead butwill come alive, given the rightconditions, e.g. dried yeast, driedEmphasis on process skillslike• observing differences• sorting• classifying• sketching• oral and written descriptionsLearners must be able to :• identify and sort a selection of livingand non-living objects and givereasons to explain the groups• discuss and explain the fact thatthings that appear to be non-living willlive under the right conditions: e.g.eggs, seeds, etc.For all activities:TextbookWorksheetsPictures of variety ofplants, animals, habitat,etc.Cards for sorting exerciseVariety of living and nonlivingthingsbeans, an incubated fertilised egg.4 Features of *Basic structure of plants: roots, *identify differencesLearners must be able todiscuss and explain that things thatplant and stems, leaves, flowers, fruits, seeds, *label-identify, label and describe the partswere living are now dead: dead wood,animals*sortof plantsleaves, etc.they cannot move about• classifying/comparing-identify , label and describe at leastPictures of plants and• sketchingone animalanimals*Animals have head, tail, body, limbs, • oral and written descriptions -identify and tabulate the differencesLive examplessense organsbetween plants and animals.3 What do plants*Plants need light, water and air• observePractical P/Dneed in order*Seeds need water and warmth to• record findingsLearners grow plants from seed andto live?germinate•measurecuttings and*Plants can be grown from cuttings• Oral and written descriptionsobserve and record observations overtime31

2 Habitats of plants• observing differencesLearners must be able to explain theSeeds and cuttingssoil, light, water, shelter,• sortingconcept habitat and give examples of• classifying/comparinghabitats of at least 3 different• sketchingindigenous plants• oral and written descriptionsPictures2 Structures * natural and man-made structures• Observing differencesLearners must:* Shell and frame structures• Sorting identify natural and man-made• Classifying/comparingstructures• Sketching• Oral and written descriptions identify shell and frame structures.6 Animals need a suitable place to feed* designingBuild structure at schoolPicturesor shelter.* sketchingUse given specification to build aReal examplesMake an animal shelter out of found* measuringshell structure/feeding apparatus- birdmaterial.* makingfeeder/bird bath, etc.4 What do*Animals need a habitat in which to• book researchLearners must be able toanimals needlive for feeding and shelter.• observing differences* explain concept habitatFound materialin order to(wetlands/grasslands, etc.)• sorting/ Classifying* pair different animals with theCraftlive?* Animals have different socialpatterns in order to find a mate and• sketching• oral and written descriptionscorrect habitat/food/shelter withmotivationknives/scissors/glue/stickytakes, etc.look after their young,* identify social patterns of differente.g. some live alone, some live inanimalspairs, some live in family groups liketroops, prides, colonies32

3 ObservationUnderstanding the needs of different• observingLearners must investigate (observe/taking care ofanimals—linked to habitat and social• oral and written descriptionsand write about) how animals live andBooks/material withan animalpatternsurvive:InformationObserve and write about a livingPicturesanimal over time.1 Plant andPlants, animals and humans have aCase studyanimal rightsright to live and a right to a safe,Discuss human, plant and animalhealthy environmentrightsIdentify and discuss organisationsthat protect plants and animalsENRICHMENTVisit to a farm, zoo, nature reserve, pet shop. Invite a speaker from the SPCA, Bird Club, etc.Information on topicASSESSMENT27Label diagrams, draw diagrams, tabulate differences, use given scenario to identify issues regarding animal rights, build a structure accordingto given specifications33

Term 2Hours Topic Content Skills Activities and practical work Resources2 MaterialsChoosing andchangingmaterialsPropertiesof materials(natural and man-made)Ceramics; polymers• observing differences• sorting• classifying• describing• recordingEmphasis not on memorising offacts or definitionsLearners must• experience and compare materials usedin daily life• explore properties they can see, feel,hear and taste• use words like hard, soft, springy,sticky, brittle, wet, dry, runny, stiff, shiny,dull, strong.TextbookWorksheetsExamples of materials touse:wood, plastic, salt, mealiemeal,steel, glass, syrup, paint,waterand even air.6 MaterialsChoosing andchangingmaterialsLearners must• combine materialsto make new products• compare the properties beforeand after• use the materials to make orshape it for a purpose.• following instructions (a recipe)• identify factors that will affectthe propertiesof the mixture• predicting the change in theproperties of the mixture• measuring• observing differences• oral and written descriptionsLearners must engage in at least 2practical activities themselves(at school) P/LExamples of possible activities:• Mix clay and water-vary the amounts ofwater to change consistency of claychangestrength of object by mixingstring of grass into clay.• Mix sand, cement and water to makeconcrete.• Mix flour and water to make play doughTextbookWorksheetsClay, sand, cement, flour,jelly powder, Plaster ofParis, epoxy resin, water,food colouring, vinegar,bleach, sugar, bicarbonateof soda34

or glue (add oil).• Mix Plaster of Paris and water (or Polyfilla) to make hard plaster• Mix epoxy resin and hardener.• Mix jelly-powder and water and foodcolouring to make a new kind of jelly• Mix liquids to give off smelly gasses(vinegar and bleach)• Mix sugar and bicarbonate of soda withwater, heat together to make a kind ofsweet.• Mix flour and bicarbonate of soda tomake self-raising flour.2 MaterialsThe properties ofEmphasis on process skills like:Practical activities that must beTextbooksolids, liquids and gases• observing differencesdemonstrated by the teacher; P/DWorksheetsSolids, liquids• sortingand gases• classifying1. Heat a substance to let it melt and• describingallow it to solidify again.Different solids, liquids• oral and written descriptions(possible examples:candle–wax;Gases likenaphthalene; butter; lead; metal, etc.)perfume, gas from bleach,vinegar,2. Observe the difference between thegas from gas stove, petrolsolid and liquid forms of a substance.vapour35

(possible examples: water and ice/ solidwax and liquid wax, etc.Leaner's must the able to describe theproperties of the different phases4 Air and wind * Air is a real substance(gas)Observing differencesPractical activities that could beTextbook* Wind is moving air• sortingdemonstrated by the teacher. P/DWorksheets* Energy transfer• recordingOR• oral and written descriptionsDone by learners themselves (atschool) P/LBalloons, plastic bags,syringes, bicycle pumpExamples of possible experiments:Pictures of machines used• air in a plastic bag or balloon--airfor wind energyresists being compressed• close opening of syringe or bicyclepump and push in plunger2 Using wind toWind energy can be used tolet• sketchingLearners must use a given problemgenerateobjects move• designingstatement tomovementdesign a frame structure that useswind to fly/moveLearners must write in their ownwords what they will do to solve theproblem.Learners must be given clear criteria36

egarding size, found material, typeof material, construction methodsketch the structure6 Strengthening of structures • observing differences• recording• oral and writtendescriptionsPractical activities that must be doneby learners at school. P/LLearners must investigate the followingstrengthening techniques practically:• foldingTextbookWorksheetsCard/paper/scissors/craftknives/etc.• tubing• using triangular webs(strong joints)Learners must identify the factors that willinfluence the strength of the solutionformed in each case.6 Make a structure • making models• oral and writtendescriptionsMODELLearners must IN CLASS• make the structure they designedCard/paper/scissors/craftknives/cutting mats/ glue/glue guns, etc.• evaluate the structure according to thegiven criteriaENRICHMENTUse ―self made‖ material to create an object for a purpose, identify factors that will influence the properties of the ―self made― material.ASSESSMENTTabulate differences; follow instructions; recall properties of solids, liquids and gases; building a structure according to given specifications2837

Term 3Hours Topic Content Skills Activities and Practical work Resources4 Sound andmusicalinstrumentsSound is a type of energy.Sound travels though materials.Vibrations can be heard andfelt.Vibrations pass energy on toother things.Quick and slow vibrations givehigh and low notes.Musical notes; high and lownotesEmphasis on process skills like• follow instructions• observe differences• compare• predict• describe• identify factors that influencesoundPractical activities that must be doneby learners at school. P/LLearners must:• make objects vibrate (string, ruler,hacksaw blade)• listen to ticking sound of clock throughair, bag with water, solid like woodentable.• change length and tension of thevibrating object to hear different sounds.TextbookWorksheetsString, ruler, hacksawblade, clockMusical instruments likeguitar, flute, etc.3 Boxes and tubes make soundObserving differencesBook research / practicalBooks or other printedlouder• recordingLearners must do research on how theresourcesReflection of sound• oral and writtenshape and form of different musicalThe internetdescriptionsinstruments make the sound louder.3 SoundSound pollution by• identify issues• oral and writtenCase studyBooks or other printedpollutionvehicles/machines/factoriesdescriptionsResearch consequences of ongoingresourcessound pollution on hearing of humansThe internetResearch legislation on sound pollution/factories/vehiclesLink to human rights38

3 Animals usedAnimals used by man to carry• identify issuesResearch / case studyTextbookby manand move objects• oral and writtenLearners must research the use ofInformationdescriptionsanimals used for the transport of goodsWorksheetsand draught animals and compare withthe use of modern technologies thatsolve similar problems and their impacton the environment.Focus again on animal rights3 MechanismsMechanisms that are used by• describingBook researchBooks or other printedthat are usedman to move objects• sketchingLearners must identify and describe howresourcesby manFocus on wheels, axles and• oral and written descriptionsthe following mechanisms are used byThe internethinges.people to move objects:Energy transfer•wheels and axles•hinges3 Machines that can be used to• describingLearners must use a given problemTextbookmove objects• sketchingstatement toWorksheets• oral and written descriptionsdesign a machine that can be usedto move objects/an object.Learners must write in their ownwords what they will do to solve theproblem.Learners must be given clear criteriaregarding size, found material, typeof material, construction method,39

type of object to be moved.sketch the machine6 Make a machine •make models• evaluate a productLearners must IN CLASS• make the machine they designed• evaluate the machine according to theCard/plastic/scissors/craftknives/safety rulers, cuttingmats/glue/glue guns, etc.given criteriaENRICHMENTListen to sound produces by different instruments (bought and self-made); compare sound regarding high/low and loud /soft notes. Investigatehow sound is produced by vocal chords.ASSESSMENTResult of book research (clear criteria necessary); recall of knowledge regarding properties of sound; recall knowledge regardingwheels/axles/hinges.2840

Term 4Hours Topic Content Skills Activities and practical work Resources4 Our place inspace the universe galaxies stars the solar system planets moons• interpret information• describe• oral and writtendescriptionsLearners must know and be able toexplain the concepts and theirrelationships to each other universe galaxies stars the solar system planets moonsTextbookWorksheetsPictures/postersSolar system modelLearners must know that different objectsshine for different reasons planets stars moons2 Movement of Sun and stars appear to be• interpret informationLearners observe apparent movement ofTextbookobjects in themoving• describethe sun and the stars;Worksheetssky Movement of the earth• oral and writtendescriptionsLearners realise that the apparentmovement is the result of the earth’sPictures/postersSolar system modelmovement.41

4 The earth andThe earth is a rocky ball in• observingLearners must know that:Textbookearthspace.• describingthe earth• is an object moving throughWorksheetsmaterialsMost of the surface iscovered with water (sea).• Oral and writtendescriptionsspace;• looks like a ball;PicturesThe earth has a layered• is made up of different types of rock.structure.There are different types ofrocks.Earth materials are rocks, soils, waterand gases.Earth materials are solidrocks, soils, water andgases of the atmosphere.The atmosphere is aroundThe atmosphere is around the earth andconsists mainly of hydrogen, nitrogen,oxygen and carbon dioxide.the earth.The different gases of theatmosphere.4 Soil Top soil is soil on the• observingP/L InvestigationTextbooksurface of the earth.• describing• oral and writtenLearners rub stones together to try andWorksheetsAll life depends on thislayer of soil..descriptionsmake soil and to experience how long ittakes for soil to form.Samples of different typesof soilSoil is formed from theweathering of rocks..Soil is made of a mixtureof particles. (clay, silt andLearners understand and can explain:• breaking up of soil, erosion, depositionof particles, sediment.42

sand particles).Loamy soil is a mixture ofLearners practically investigate andall 3 particles and humus.describe the appearance, smell andtexture of different types of soil.5 Properties ofSandy soil is a mixture of• follow instructionsP/L Investigation: (Do different kindsFilter funnels, filterdifferent soilsparticles, mainly sand, and• measureof soil hold differing amounts ofpaper/cotton wool,retains very little water.• observewater?)measuring cylinders andClay soil is a mixture ofparticles, mainly clay, and• record• oral and writtenE.g. Learners pour a measured quantityof water into equal quantities of soil andcupsretains water well.descriptionsmeasure the amount of water retained.Loamy soil is a mixture ofall 3 particles (sand, clay,silt) and also containshumus.Loamy soil is fertile and isbest for plant growth.They compare sandy, clay and loamysoil.Learners sketch, draw and describe theirfindings.OrWhat type of soil is best for growingseedlings?Bean or lentil seeds, foamLearners make up different kinds of soilcups/flower pots and aand plant seedlings to see which type ofselection of different soilssoil promotes the best growth.and compost43

5 Earthwormsand otheranimals in thesoil4 Stories fromthe stars28Enrichment:Assessment Earthworms are harmlessworms that live in the soil.• observing• oral and written They break down organicmatter (dead plant matter)in the soil.descriptions Their droppings enrich thesoil. Their burrows aerate thesoil. They mix the soil. African farmers usedconstellations of the starsto indicate when to plant.• listening• observing• recording The sun is a star (ournearest star).Learners collect some earthworms. TextbookThey observe an earthworm to see how it Worksheet/notebookmoves and make observations about Library books fortheir sense organs (linked to life and informationliving).Earthworms, etc.Learners draw and describe howMagnifying glassesearthworms move.Learners read up about earthworms andother creatures that live in the soil.They draw and write about them.Teacher reads stories about the sun and Information booksstars and their role in planting andTextbookgrowing in different cultures.Worksheet/notebookFind an elderly person or traditionalhealer to come and tell stories aboutplanting and the stars and the sun.DVDs on the moon and moon exploration; invite an amateur astronomer to give a talk; invite a farmer or soil analyst to explain theimportance of soil; start a food gardenTest: writing to describe different soils; drawing and writing about the investigations into water retention or the best soils forgrowing plants; drawing and writing about observations about the stars, moon and poems and songs about stars and moon.44

GRADE 5CURRICULUM AND ASSESSMENT POLICY STATEMENT: NATURAL SCIENCES AND TECHNOLOGYGRADE 5INTRODUCTIONIn Grade 5, the content of Natural Sciences and some aspects of Technology have been integrated to ensure asmooth transition between these subjects and to allow learners and teachers to experience the inter-connectednessof Natural Sciences and Technology. It also prepares learners for both Natural Sciences and Technology in theSenior Phase. The different contexts have been grouped together in such a way to ensure that the learningexperience is meaningful for both teachers and learnersWhen teaching Natural Sciences and Technology, it is important to emphasise the links that learners need to makewith related topics to help them to achieve a deeper understanding of the nature of the different strands and theconnectedness to everyday life. These links must also be made across grades.The knowledge framework focuses on ideas, skills, concepts and the connections between them. It does notprescribe particular instructional strategies, except where, for example, practical work is indicated. Educators havethe freedom to expand on concepts and to design and organise learning experiences according to their localcircumstances. All the Knowledge Areas must, however, be addressed in each grade of study.The cognitive and practical skills that have been identified must be taught, and assessed, in an integrated way in thecontext provided by the Knowledge Areas. Both the Scientific and Design processes must be introduced graduallyfrom Grade 4 onwards to ensure that learners acquire the range of necessary cognitive and other skills. The rangeof skills that are acquired in the context of Natural Sciences and Technology are similar and, in many instances, theyoverlap.GRADE 5NATURAL SCIENCESFour knowledge areas are used as organisers of theNatural Sciences content framework. Each knowledgearea is developed across all three years of theIntermediate Phase: matter and materials (strand 1) life and living (strand 2) energy and change (strand 3) Earth and beyond (strand 4).TECHNOLOGYTwo knowledge strands are used as organisers of theTechnology content framework. Each knowledge strandis developed across all three years of the IntermediatePhase. The knowledge strands are placed in ascendingorder, size and complexity as a framing device.These knowledge strands are: structures (strand 1) systems and control (strand 2)45

The recommended sequence for the teaching of the knowledge strands in this document for Grade 5 is:1. matter and materials + structures (content) + the scientific and design processes (strand 1)2. life and living (strand 2)3. energy and change + mechanisms + the scientific and design processes (strand 3)4. Earth and beyond (Strand 4).AIMSThere are three broad, subject-specific aims in Natural Sciences and Technology. These are4. Specific Aim 1 which relates to the knowledge/content (theory) of both subjects5. Specific Aim 2 which relates to doing science and technology; this will include practical work and designing andmaking models6. Specific Aim 3 which relates to understanding the interrelationship of Natural Sciences and Technology and therelevance for the environment and the community.These three aims are aligned to the three Learning Outcomes with which teachers are familiar. Within each of theseaims, specific skills or competences have been identified. It is not advisable to try to assess each of the skillsseparately nor is it possible to report on individual skills separately. However, well designed assessments must showevidence that, by the end of the year, all of the skills have been assessed. There must be a clear link between theaims and the outcomes of learning. The assessments are the link.Whilst learner performance can be reported on separately for Specific Aims 1 (knowing) and 2 (doing Science andTechnology) all of Specific Aim 3 (Science and Technology in society) can be integrated into either Specific Aim 1 orSpecific Aim 2.1. SPECIFIC AIM 1: ACQUIRING KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGYThe following cognitive (thinking) skills comprise the range of skills that all learners should develop in the context ofworking through the curriculum in this school year. These skills also indicate what should be assessed, at theappropriate grade level, in a variety of assessments during the year. Note that not every skill will be assessed inevery assessment but teachers must ensure that, by the end of the year, learners have been assessed on all ofthese.Skills1.2. ACQUIRE KNOWLEDGELearners must… access information from a variety of sources (teachers, reference books, textbooks, the internet, experts,peers, parents, etc). select key ideas obtained from resources recall and describe knowledge of the Natural Sciences and Technology.46

AssessmentsIn order to assess these competences (or cognitive skills), teachers should use the following verbs in thetasks or assessments that they set: state, name, label, list, define, describe, explain and any other verbs thatwould show that knowledge of the subject is being assessed.1.4 UNDERSTAND AND MAKE MEANING OF NATURAL SCIENCES AND TECHNOLOGYSkillsLearners must… analyse acquired knowledge evaluate acquired knowledge synthesise (or reorganise) knowledge to create new meaning through written summaries, flow charts,diagrams and mind maps.AssessmentsIn order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasksor assessments that they set: explain, compare, rearrange, give an example of, illustrate, calculate,interpret, suggest a reason, generalise, interpret information/data, analyse, predict, select, differentiate orany other suitable verbs which would indicate that understanding of the subject is being assessed at theappropriate grade level.1.3 APPLY KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGY IN NEW AND UNFAMILIARCONTEXTSSkillsLearners must…analyse and evaluate knowledge and apply this to new and unfamiliar contexts.AssessmentIn order to asses these competencies (cognitive skills), teachers should use the following verbs in thetasks or assessments that they set: explain, interpret, predict, compare, differentiate and select, as wellas any other appropriate verbs which would assess a learner’s ability to apply knowledge. The key isthat the learners will have to apply knowledge about something that they have learnt, and which theyunderstand, in a context/situation about which they have not yet acquired specific knowledge, at theappropriate grade level.47

SkillsLearners must… access information from a variety of sources (teachers, reference books, textbooks, internet, experts,peers, parents, etc.) select key ideas obtained from resources. recall and describe knowledge of the Natural Sciences and Technology.AssessmentsIn order to assess these competencies (or cognitive skills), teachers should use the following verbs in the tasksor assessments that they set: state, name, label, list, define, describe, explain and any other verbs that wouldshow that knowledge of the subject is being assessed.48

2. SPECIFIC AIMS 2:Whilst the skills specified in Specific Aims 1 and 3 apply equally to Natural Sciences and Technology, the skills that relate to ―doing‖ Natural Sciencesand Technology are different.(c) INVESTIGATE PHENOMENA IN NATURAL SCIENCESThe following range of skills relate to doing practical work in Natural Sciences.All seven skills will not apply to every practical activity equally. The skills arealigned to what learners would be doing in the normal course of practical work.Teachers must select those that apply to, and which can be assessed in, thecontext of specific activities. By the end of each year all seven skills musthave been assessed at a grade appropriate level.(d) APPLY THE DESIGN PROCESS TO SOLVE PROBLEMSThe following range of skills relates to developing solutions for identified problemsor human needs. All five skills will not apply to every activity equally. The skills arealigned to what learners would be doing in the normal course of developing asolution. Teachers must select those that apply to, and which can be assessed in,the context of specific activities. By the end of each year all five skills must havebeen assessed at a grade appropriate level.Learners must be able to:Learners must be able to:2.6 FOLLOW INSTRUCTIONSThis is essential, especially in the lower grades and in large classes. Teacherscannot expect all learners to use unfamiliarequipment and to do so independently without giving them aclear set of instructions to follow. The degree of assistancerequired would indicate the level of performance in this regard. Adherence tosafety rules would be part of this. In Grade 5, teachers must provide clearinstructions and assist learners to follow these.2.4 HANDLE EQUIPMENT/APPARATUSThis should include knowledge of the apparatus i.e. naming it and knowingwhat it is used for. It includes equipment such asa thermometer for measuring temperature or a ruler for measuring length, aswell as using a pair of scissors or a craft knife for cutting paper and cardboard.2.3 INVESTIGATE A SITUATIONLearners must collect data and information, must find out about new techniques, etc.Skills needed include accessing and processing skills, recording, identifying,predicting, comparing, observing, classifying and interpreting.2.7 DESIGN A SOLUTIONThis should include the following skills writing a design brief using a given problem statement generating possible solutions according to specifications (supplied or created) choosing a solution that will best satisfy the specifications49

―Handle equipment‖ is a generic skill and would apply to any equipment usedfor different kinds of investigations. Handling improvised equipment requiresthe same skills as would be required for handling standard laboratoryequipment.justifying the choices madedrawing a final conclusion.2.3. MAKE OBSERVATIONSA variety of observations are possible and observations can be recorded indifferent ways such as: drawings descriptions grouping of materials/examples based on observable similarities and/ordifferences measurements comparing materials before and after treatment observing results of an experimental investigation which will involvetabulating the data counting.2.4. RECORD INFORMATION/DATAThis should include the recording of observations or information as drawings,descriptions, tables, graphs, etc. This recording skill is transferable across arange of scientific activities.2.8 CONSTRUCT THE FINAL SOLUTIONThis should include the following skills: using tools, equipment and materials to construct a solution measuring, cutting, joining, shaping, combining, separating, mixing, etc.2.9 EVALUATE THE FINAL SOLUTIONThis should include the following skills: the critical evaluation of the final product against the specifications and designbrief the making process any possible improvements needed.2.5. MEASURELearners should know what to measure, how to measure it and have a senseof the degree of accuracy that is required. A variety of things should bemeasured including length, volume, temperature, numbers (counting) etc.Measuring is a way of quantifying observations and in this process learner’sshould learn to estimate.2.10 COMMUNICATE THE PROCESSThe processes followed from 2.1 – 2.4 must be presented in oral or written form andmust include sketches.2.6. INTERPRETLearners should be able to convert information from one form another, e.g.50

pictures –> wordssentences key wordslabel diagrams,table appropriate graph2.7. DESIGN/PLAN INVESTIGATIONS OR EXPERIMENTSSkills include: identifying a problem selecting apparatus/equipment and o/r materials wherenecessary. planning an experiment using a given problem statement identifying the factors that will influence the outcome (variables: dependentand independent) controlling variables/designing suitable control. predicting the outcome of the experiment suggesting ways of recording results.planning and/or designing and investigation/experiment with assistance (grades4-6 learners).Note: Skills By separating the different kinds of skills (2.1 to 2.7 for Natural Sciences and 2.1 to 2.5 for Technology), these skills can apply to a variety ofpractical work/problem-solving situations that are appropriate for a particular grade in Natural Sciences and Technology, including investigations/experiments.This approach makes it easier to assess learners in a range of different circumstances and it makes it possible for a teacher to make judgments about a learner’sability to do science and technology. The skills are based on what learners would do, in the normal course of practical work or solving problems.51

3. UNDERSTAND THE INTERRELATIONSHIPS BETWEEN NATURAL SCIENCES AND TECHNOLOGY, AND THE APPLICATION OF NATURALSCIENCES AND TECHNOLOGY FOR SOCIETY AND THE ENVIRONMENT.3.1 UNDERSTAND THE HISTORY, IMPORTANCE AND RELEVANCE OF SCIENCE AND TECHNOLOGY AND THE IMPORTANCE OF INDIGENOUSKNOWLEDGESkillsLearners must understand how indigenous cultures have used scientific principles and technological products for specific purposes understand how science and technology have benefited society and the environment select key ideas to construct the history of scientific or technological discoveries and how science and technology have benefited or analyse and evaluate the application of scientific principles and technological products used by indigenous cultures in everyday life ( both positive andnegative consequences) analyse, discuss and debate the positive or negative effects of science and technological products on society and the environment.52

FLOW DIAGRAM: RELATIONSHIPS BETWEEN THE KEY CURRICULUM ELEMENTSThe following diagram illustrates how the aims relate to learning outcomes, and to one another, and how the ranges of skills must be infused into the subjectcontent. The diagram also shows how assessment relates to the content, the practical work and Science and Society as well as the skills. The diagram shows what has to be taught (Specific Aims 1, 2 and 3) of which the subject content provides the context for everything else. It shows the skills that must be taught and it shows how teachers should go about assessing the learners. The diagram illustrates the ―infusion‖ of cognitive and other skills into everything that is taught and assessed.Skillslistedinthe threeSpecificAimsNatural Sciences content specified inCurriculum Statement(skills described in Specific Aim 1)Practicalworkspecified intheCurriculumStatement(skillsdescribed inSpecificAim 1)Science andSocietyincorporated intothe contentspecified in theCurriculumStatement (skillsdescribed inSpecific Aim 3)Assessmentofknowledgeand the fullrange ofskillsappropriatefor thesubject.53

TIMEThe Grade 5 curriculum is taught over 32 of the 40 weeks in the school year.This leaves 8 weeks in the year for examinations and disruptions due to other school activities. The time allocatedper topic is a guideline only.ASSESSMENTAssessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) ina subject by collecting, analysing and interpreting the data and information obtained from this process to:enable the teacher to make reliable judgements about a learner’s progressinform learners about their strengths, weaknesses and progressassist teachers, parents and other stakeholders in making decisions about the learning process and theprogress of learners.Assessment should be mapped against the content and intended aims specified for a subject.Assessment should be both informal and formal. In both cases regular feedback should be provided to learners toenhance the learning experience. In both informal and formal assessments it is important to:Informal assessment- cover all of the subject content- include the full range of skills- use a variety of different forms of assessment.Regular assessments form part of the planned teaching and learning activities in the classroom.Informal assessment can occur in every lesson, at any stage of the lesson. This can be done through questionsand answers, class work (e.g. short pieces of written work completed during the lesson), open-book tests orhomework exercises. These assessment activities should not be seen as separate from the learning activities in theclassroom and should be used to provide feedback to learners to improve learning and teaching.Informal assessments can be scored by teachers or learners. Self-assessment and peer assessment activelyinvolves learners and allows them to learn from and reflect on their own performance. Grade 4 learners may needassistance and encouragement to cope with their involvement in the scoring of assessments.Informal, continuous assessment should be used to scaffold the acquisition of knowledge and skills and should beused as preparation for the formal tasks in the Programme of Assessment.Informal assessments do not need to be recorded unless the teacher wishes to do so. In such instances, a simplechecklist may be used to record this assessment and to provide feedback.The results of informal assessments do not have to be taken into account when determining a learner’s final mark forpromotion or certification purposes.54

Formal assessmentFormal assessment provides teachers with a systematic way of evaluating how well learners are progressing in agrade and a particular subject.Formal assessment tasks are recorded and used to determine whether learners shouldgrade.be promoted to the nextTeachers have to submit their annual formal Programme of Assessment to the School Management Team (SMT)before the start of the school year. This will be used to draw up a school assessment plan in each grade. Theschool assessment plan should be provided to learners and parents in the first week of the first term.Examples of formal assessments include projects, oral presentations, practical task, tests, examinations, etc. ForNatural Sciences and Technology, possible projects are suggested by the curriculum.Formal assessments are part of the continuous programme of assessment in each grade and subject. Formalassessments are school-based and are weighted as follows for the different grades:55

Grades Formal school-bBased assessments End-of-year examinations4-6 75% 25%This is departmental policyThe cognitive demands of the assessment should be appropriate to the age and developmental level of the learners in the grade.The assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills stated in the Specific Aims.. The design ofthese tasks should therefore ensure that a variety of content and skills are assessed. Objectives, topics and content in the subject should be used to inform theplanning and development of assessment tasks.Formal assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities of learners.Assessment of content and skillsSpecific Aim 1.1Natural Sciences and Technology(knowing, remembering )60%Natural SciencesTechnology45% 15%Specific Aim1. 2:Natural Sciences and Technology(understanding, applying)30%Natural SciencesTechnology20% 10%Specific Aim 1.3 and 3.1(analysing, evaluating,creating)10%Natural Sciences andTechnologyIt is important that all assessments are designed to reflect this weighting: if assessments provide evidence that the aims have been assessed appropriately, it willnot be necessary to record performance against aims separately.The requirements (number and nature of tasks) for Natural Sciences and Technology are indicated below:56

ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES AND TECHNOLOGY: GRADE: 5PROGRAMME OF FORMAL RECORDED SCHOOL BASED ASSESSMENT75%END-OF-THE-YEAREXAMINATION25%50 % 25%SEMESTER 1 SEMESTER 2 Gr 5 : 50 minutes: 40 marksTERMS 1 + 2 TERMS 3 + 4 1 test 1 test NOTE: Tests must be set to assess at least 2 of the aimsand both the subjects. The marks allocated should range from 15 to 30.1 examinationGr 5: 50 minutes: 40 marks1 Translation task1 Practical task1 Translation task1 Practical taskNOTE: The examination must be set to assess all 3 the aimsand both the subjects.NOTE: The translation tasks and practical tasks must be set tocover a range of skills. The marks allocated should range from 10 to 20.NOTE:The examination must bedesigned to assess all 3 of theaims and both the subjects. Project 2 different activities chosen out ofassignmentcase Study Project 2 different activitieschosen out ofassignmentcase StudyNOTE:Since the subject ―Natural Sciences and Technology‖ iscomprised of two subjects, learners should complete 1project for each of the two components per year. It issuggested that a project should be completed in each of thetwo semesters. The marks allocated for these activities must range from15-30.Convert to 50 % Convert to 25% Convert to 25%57

TEST 1TRANSLATIONTASK 1TASK 1PRAC 1ACTIVITY 1ACTIVITY 2PROJECT 1EXAM 1TEST 2TERMMARKATERMMARKBTRANSLATIONTASK 2PRAC 2ACTIVITY 3ACTIVITY 4PROJECT 2TERMMARKTERMCMARKDRECORDINGRecords of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records shouldbe used to monitor learning and for future planning.Possible template for recording learner performanceTeachers may elect to adopt this template or they may wish to develop their own. All formal tasks must be recorded (on a template). All conversions must bereflected.SEMESTER 1 SEMESTER 2NAMESTERM 1TERM 2TERM 3TERM 4.Max25 15 10 20 70 % 15 25 30 70 % 25 10 15 20 70 % 20 30 50 %1. Learner 1 15 7 7 18 47 67 13 19 24 56 80 16 8 10 14 48 69 13 26 39 783. Learner 2etc58

CALCULATING TERM MARKSExample:In order to calculate the TERM MARK for TERM 1:Learner 1 gets the following marks:Test 1 :Translation task 1 :Practical task 1 :Activity1 :The table for the term is . This is 67% ( 67)This is the TERM MARK for TERM 1 (at A)The learner gets a rating code of 5: substantial achievementIn the same way calculate the term marks for each of TERM 2 (80%) at B, TERM 3 (69%) at C and TERM 4 (78%) atD.END- OF-YEAR EXAMINATIONNAMES EXAMINATION CONVERSIONMax 40 % 251. Learner 1 24 60 152. Learner 2 etc.ECALCULATING THE EXAM MARKS The marks for the examination count 25 % or 25 marks out of a 100 of the FINAL MARK. This is departmentalpolicy. The marks for the written, end-of-the-year exam must therefore be converted to a mark out of 25.59

For example: Learner 1 gets 24 marks out of 40 for the examination is equal to 60% ( 60%) Conversion of mark: 15 marks out of 25 at E This is the EXAM MARKFINAL MARK In Grade 4, the term marks for terms 1 and 2 (together) count 50% () of the YEAR MARK. and the term marks for terms 3 and 4 (together) count 25% (¼) of the YEAR MARK. The EXAM MARK (at E) counts 25% (¼) of the YEAR MARK. This is departmental policy.For example:Conversions: First, convert the total for the first semester (Terms 1 and 2) i.e. for TERM MARKS A and B, to a mark out of50.T1(A) + T2 (B)67% + 80% = 37 marks out of 50 (F) SEMESTER 1Next, convert the total for the second semester (Terms 3 and 4) i.e. for TERM MARKS C and D, to a mark outof 25.T3 (C) +T4 (D)69% + 80% = 18 marks out of 25 (G) SEMESTER 2 Finally, the EXAM MARK has been converted to a mark out of 21 (at E). The learner got 18 marksout of 25 (E) EXAM MARKFINAL MARKNow add the first semester mark out of 50 i.e. 37 (F)to the second semester mark out of 25 i.e. 18 (G)to the exam mark out of 25 i.e 15 ( E)TOTAL 100 67 THIS IS THE FINAL MARKThis learner therefore gets 74% at the end of the year which is 5 on the rating scale: meritoriousachievement.ReportingReporting is a process of communicating learner performance to learners, parents, school, districts and otherstakeholders such as the employers, tertiary institutions, etc.60

In Grades R -12, teachers report in percentages against the subject, using the following scale:Codes and percentages for reporting in Grades R -12RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE7 Outstanding achievement 80-1006 Meritorious achievement 70-795 Substantial achievement 60-694 Adequate achievement 50-593 Moderate achievement 40-492 Elementary achievement 30-391 Not achieved 0-29Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formalreporting tool such as a report card. The schedule and the report card should indicate the overall level ofperformance of a learner i.e. the percentages calculated for each quarter (term) at A, B, C and D.GENERALLanguageLearning material must focus on the development of the learners understanding of the terminology of thesubject(in conjunction with the knowledge and skills!!)A glossary of all terms used must be included in all learning material.Practical workExamples of practical work that could be done are included. Teacher are allowed to use other examples butpractical work that must be done by the learners at school is marked PLPractical work that is marked P/D can either be done by the learners themselves or the teachers maydemonstrate the practical work.ProjectsAs only one project per subject can be done per year, the teacher may choose to use any of the researchactivities as the chosen project. Note that because National Sciences is combined with some Technology inthe Intermediate Phase, learners should complete two projects: one for each subject component one ineach semester.All the other research activities must therefore be done at school and the teacher should provide thelearners with the necessary relevant resources or instruct the learners to collect and bring to school theresources.61

Making of ModelsThe time allocation makes it possible for models to be made at school. The learners must collect and bringthe necessary material to school and/or the teacher must collect and provide the material.It is advisable that all the models are made from found material.Learners must make ONE model per year individually—all the others may be made in groups.Time allocationThe time allocation per topic must serve as a guideline to teachers but allow for some flexibilityTranslation TasksThese are exercises where learners learn to interpret information presented in different ways e.g. table, graphs etc.and learn to ―translate‖ the information into a different format e.g. table graphgraph tabletextmind mapdiagram text, etc.62

Hours Topic Content Skills Activities and Practical work Resources4 MaterialsSolid, liquid, gas*Designing fair testsLearners must be able to explain the TextbookProperties: colour, Identify factors that influence conceptsWorksheetsComparison of materials smel, hardness,results ―fair test‖ andtoughness, flexibility,strength in tension,*Recording results ―factors‖ that will have an effecton the outcome of a test. (ThePictures of variety ofmaterial,Fair testingterm ―variable‖ will only beintroduced in Gr 7)Learners must identify factors and fairDifferent materials6 Fair test Identify factors that influenceresultsDesign fair testsTerm 1Designing fair tests Identify factors that influenceresults*Recording resultstests using given examples1. Practical activities that must bedone by learners at school(P/L)Design fair test and carry out the testwith assistance from the teacherDifferent materials6 Forces Forces: push, pull, twist, bendEffect of different forces ondifferent materialsDesigning fair tests Identify factors that influenceresults Predict*Recording resultsPossible examples: DO at least 2*Compare different kinds of plasticbottles for toughness*Compare 3 kinds of glue to findstronger glue*Compare 3 kinds of plastic rulers forflexibility*Compare 3 kinds of wood for hardness,etc.2. Practical activities that must bedone by learners at school P/LDesign a fair test to determine the effectof push, pull, twist and bend forces ondifferent materials. (test as least 2materials and all forces)TextbookWorksheetDifferent materials63

2 Materials made for apurposeMaterials used to support aloadObserving differences• Sorting• Classifying• Sketching• Oral and written descriptions4 Structures Structures and support loads Describing•Sketching• Oral and written descriptionsResearchLearners research different materialsdesigned to support different loads.Learners must use a given problem Textbookstatement toWorksheet design a structure which will supporta load Learners must write in their ownwords what they will do to solve theproblem. Learners must be guided to write asimple design brief and constraints. Learners must be given clear criteriaregarding size, found material, typeof material, construction method Sketch the structureMODELLearners must IN CLASS*make a structure that can support aload, using the criteria and design brief*evaluate the structure using the designbrief and constraintsEvaluate a given investigation to determine if the test was fair; visit a factory where load-bearing materials are manufactured.6 Make a structure Make modelsEvaluate a productENRICHMENTASSESSMENT28Books or other printedmaterialThe InternetReal examples of materialsCard/plastic/scissors/craftknives/ safety rulers, cuttingmats, / glue/ glue guns, etc.Ability to determine factors that will influence results of investigations; recall knowledge about and identify different forces working on objects;design model according to specifications64

Hours Topic Content Skills Activities and Practical work Resources3 Biodiversity of livingthings past and presentDifferent kinds of plants andanimals living todayIn the past (millions of yearsago) there were other kinds ofplants and animals - nowextinctPlant and animal fossils3 Biodiversity of plants Different species of plantsEach species has specific size/shapeDifferences between species –compare leaves, fruit, stemsBiodiversity of an area—measured by counting thenumber of different species4 Medicinalplants4 Plants make their ownfood in theirleaves(photosynthesis)and animals feed onplants and/or otheranimalsUses of indigenous plantsNeed to conserve plants andhabitatsPlants make their ownfood (glucose and starch) ingreen leaves using air,sunlight for energy*soil for water and anchoragefor roots.Animals do not make their ownfood; they have to feed onplants and other animals.Term 2Sort/classifyCompareOral and written descriptionsSort/classifyCompareOral and written descriptions* Observing differences• Sorting• Classifying• Describing• Sketching• Oral and written descriptionsSort/classifyCompareOral and written descriptionsLearners study a variety of living plantsand animals (at least one plant and oneanimal); fossilsLearners studya variety of plants—leaves/fruit/stemsthe biodiversity of an areaLearners must research and be able toname /identify indigenous plants used as medicines and/or plants used as food and/or plants used to make different dyesLearners must be able toexplain the process of photosynthesisExplain the difference betweencarnivores, herbivores and omnivoresidentify examples of carnivores,herbivores, omnivoresTextbookWorksheetInformationPicturesTextbookWorksheetInformationPicturesLeavesTextbookWorksheetPicturesInformation on indigenousmedicinalplants:name, use, habitat,conservationTextbookWorksheetStoriespictures65

Definitions :carnivores, herbivores,omnivores4 Food chains All animals depend on greenplants for energy.Food chains always start withgreen plants- producer of foodEnergy flows away from plantsthrough other animals to topcarnivores6 Life Cycles of plants andanimalsAnimals go through differentstages in their life cycle: spermand egg, embryo, baby, younganimal, adult animal, by meansof different processes :fertilisation, pregnancy, birth,growth, maturation.*Observing differences• Sorting• Classifying• Sketching• Oral and written descriptionsSequenceName stages andprocessesOral and writtendescriptionsLearners must be able to explain given food chains up to 4organisms sequence a food chain using givenorganisms construct a food chain with familiarorganismsLearners must be able to sequence pictures of the stages ofplant and animal life cycles name the stages and processes ofone plant and one animal (nometamofphosis). explain how the plant or animalchanges through its life cycle.TextbookWorksheetPicturesExample of food chainsCards to build food chainsTextbookWorksheet/notebooksPictures or diagramsDeath can occur at any stageof the life cycle.Plants also go through differentstages in their life cycles: pollenand egg, seed, seedling, youngplant, mature plant, flowers,fruits by means of differentprocesses : fertilisation,germination, growth, maturation, flowering, pollination, fruitingand seed dispersal.66

4 Human and animalsensesThe senses help humans andanimals to survive.The sense organs arestimulated by things in theenvironment.Animals need their senseorgans in order to find food,find mates, look after theiryoung and protect themselves.Using sensesRecordingOral and writtendescriptionsPractical activities on stimulating thedifferent senses. seeing (kaleidoscope, colours, etc) hearing (tapes, singing, clapping,etc. to experience soft and loudsounds, high and low pitches) Tasting white substances such assalt, sugar, panado, cream of tartarto experience salty, sweet, bitter andsour tastes Touching, e.g. different objects in abag to experience rough, smooth,soft, etc. textures. Smelling, e.g. learners identifydifferent fruits and spices whenblindfolded.TextbookWorksheets/notebooksPictures of a variety ofanimals, stories aboutanimals, DVDs of animalbehaviourENRICHMENTASSESSMENTLearners to describe how an animal’ssense organs help it to survive (feed,sense danger, find a mate, look after itsyoung, etc.)Visit a museum to look at fossils; DVDs on local biodiversity and fossils; visit a botanical garden or nature reserve to experience biodiversity;make models of an animal life cycle with clay, play dough or wood glue and paper mache.Write descriptions of different plants and animals; drawings (with labels) of leaves; writing to explain the differences between herbivores,carnivores and omnivores; written explanation of changes in a life cycle.2867

Term 3Hours Topic Content Skills Activities and Practical work Resources4 Energy Concept of energyObservingLearners must be able to explainTextbookdifferences/similarities the concept ―energy‖ and WorksheetDifferent types of energy:Potential/kinetic/light/sound• Sorting• Classifying identify energy resources usedin given examplesPictures/electric/magnetic• Sketching different types of energy• Oral and written descriptions The transfer of energy from onetype to another4 Energy sources Sun, wind, water, earth’sgravitational force, springs,elastic bands, magnets.Renewable and non-renewablesources of energyObserving differences• Sorting• Classifying• Sketching• Oral and written descriptionsLearners must be able to Identifyenergy sources used in examplesprovided.The energy sources must be used toheat and move things as well as causephase changes.TextbookWorksheetPictures1 Safety Fire*needs fuel, heat, air*safety• Oral and written descriptionsRenewable and non-renewable sourcesResearch /case studyLearners must be able to explain what isneeded to make a fire as well as the safety persuasions when makingfires/ impact of for example veld fires/buildings burning, onpeople/environment/economyBooks or printed materialsThe InternetTextbookWorksheetPictures3 Energy for heatingRise in temperatureEnergy for heating things*gas, wood, paraffin, coal*Sun's energyWarm/coldRise in temperature*Observing differences* measuring* recording• Sorting• Oral and written descriptionsLearners must be able to identifyenergy sources used to heat thingsLearners measure temperature usingtouch sense68

3 Energy for changing aphaseChange of phase:(gaining and losing energy)*solid->liquid->gas*gas->liquid->solidWhen liquids evaporate,*they take energy from theenvironment*they leave their surroundingscooler(e.g.sweat)• Predicting the change inthe temperature and state• Measuring• Observing differences.• Oral and written descriptions*Heat ice to melt-> heat water toevaporate*Cool steam to condensate->cool watertofreeze*Heat wax to melt->cool to solidify*Use thermometer to measuretemperatureLet water evaporate ->measuretemperatureTextbookWorksheetMaterials to melt andevaporate2 Water cycle Evaporation/CondensationPrecipitationApply knowledge ofevaporation/condensation, etc.on water cycleTextbookWorksheetWater cycle2 Energy for movingobjects3 Machines that canmoveEnergy involvedEnergy for moving thingsFossil fuels; water, earth’sgravitational force; springs orelastic bands to moveMachines that use the earth’sgravitational force and springsor elastic bands to moveObserving differences• Sorting• Classifying• Sketching• Oral and written descriptionsDescribing•Sketching• Oral and written descriptionsResearch/case studyLearners research machines that usedifferent energy sources like fossil fuels,gravitational force,springs, elastic bandsLearners must use a given problemstatement to design a machine that makes useof gravitational force and/orsprings/elastic bands to move. Learners must write in their ownwords what they will do to solve theproblem. Learners must be guided to write asimple design brief and constraints. Learners must be given clear criteriaregarding size, found material, typeof material, construction method.Books or printed materialInternetTextbookWorksheet69

6 Make modelsEvaluate a productENRICHMENTResearch alternative energy sources; biogas; nuclear, etc. Sketch the machineMODELLearners must IN CLASS*make the machine*evaluate the machine using the designbrief and constraintsCard/plastic/scissors/craftknives/ safety rulers, cuttingmats, / glue/ glue guns, etc.ASSESSMENTIdentify types of energy; predict changes in materials; working model of machine that use spring/gravity to move, explain phase change usingenergy transfe70

Term 4Hours Topic Content Skills Activities and Practical work Resources4 Rocks of theEarthBelow the surface of theEarth there is a great depth ofrockThe Earth is hot, deep down4 Igneous rock Igneous rock is formedwhen hot molten rock iscooled and hardened.3 Weathering of rocks Weathering of rocks--broken up to become soilErosionDepositionSediment6 Sedimentary rocks-- Sedimentary rocks--formation:Some contain fossils• Oral and writtendescriptions Sketching• Oral and writtendescriptions• Describing• Classifying• Oral and writtendescriptions• Oral and writtendescriptions• ClassifyingFollowing instructions ( arecipe)• MeasuringLearners mustBe able to explain the build of the earth insimple termsLearners must• be able to explain how igneousrocks are formed• what the main properties are• be able to name at least one example.Practical Hit stones together to makesoil-- toexperience how long it takes for soil toform.Learners must be able to explain theconceptsErosion, deposition, sedimentLearners must• be able to explain how sedimentaryrocks are formed• what the main properties are• be able to name at least one example.Practical activities that must be doneby learners at school. P/LLayer different types of material torepresent the formation of sedimentaryrocksText books,worksheets, picturesExamples of different rocksPictures, photos of differentrocksRocksDifferent types of soil/seedssee-through containers--clear plastic/glassPictures photos of differentrocksExamples of different rocks71

6 Fossils FossilsTells us about plants andanimals that lived in SA longago• Oral and writtendescriptions• SketchingFollowing instructions ( arecipe)• Measuring• • SketchingLearners must be able to• explain what fossils are• explain how fossils are formed• explain the importance of fossilsregarding knowledge of plants andanimals that lived long ago Know about important fossils found inSAPictures/photos of fossilsfound in SAClay, Plaster of Paris,different objects,containersPractical activities that must be doneby learners at school. P/LMake a fossil-- using clay, plaster ofParis, leaves, shells, etc3 Metamorphic rocks Metamorphic rocksFormed from Igneous andsedimentary rocks-- heat andpressureENRICHMENT• Oral and writtendescriptions• ClassifyingVisit museum to view collection of rocks/ go on field trip to collect rocksLearners must• be able to explain how metamorphicrocks are formed• what the main properties are• be able to name at least one example.Examples of different rocksPictures, photos of differentrocksASSESSMENTDescribe formation of different rocks; recall properties of different rocks; explain how fossils are formed; explain importance of fossils2672

GRADE 6CURRICULUM AND ASSESSMENT POLICY STATEMENT: NATURAL SCIENCES AND TECHNOLOGYGRADE 6INTRODUCTIONIn Grade 4, the content of Natural Sciences and some aspects of Technology have been integrated to ensure a smooth transition between these subjects and toallow learners and teachers to experience the inter-connectedness of Natural Sciences and Technology. It also prepares learners for both Natural Sciences andTechnology in the GET Phase. The different contexts have been grouped together in such a way to ensure that the learning experience is meaningful for bothteachers and learners.When teaching Natural Sciences and Technology, it is important to emphasise the links that learners need to make with related topics so that they acquire athorough understanding of the nature of the different strands and the inter-connectedness to everyday life. These links must also be made across grades.The knowledge framework focuses on ideas, skills, concepts and connections between them. It does not prescribe particular instructional strategies, exceptwhere, for example, practical work is indicated. Educators have the freedom to expand on concepts and to design and organise learning experiences according totheir local circumstances. However, all the knowledge strands must be addressed in each grade of study.The identified cognitive and practical skills must be taught and assessed in an integrated way in the context provided by the knowledge strands. Both the scientificand design processes must be introduced gradually from Grade 4 onwards to ensure that learners acquire the range of necessary cognitive and other skills. Therange of skills that are acquired within the context of the Natural Sciences and Technology are very similar and will overlap in many instances.73

GRADE 4NATURAL SCIENCESFour ―knowledge strands‖ are used as organisers of the Natural Sciencescontent framework. Each knowledge strand is developed across all three yearsof the Intermediate Phase.These knowledge strands are: Matter and Materials (Strand 1) Life and Living (Strand 2) Energy and Change (Strand 3) Earth and Beyond (Strand 4)TECHNOLOGYTwo ―knowledge strands‖ are used as organisers of the Technology contentframework. Each knowledge strand is developed across all three years of theIntermediate Phase. The knowledge strands are placed in ascending order,size and complexity as a framing device.These knowledge strands are: Structures (Strand 1) Systems and Control (Strand 2)The recommended sequence for the teaching of the knowledge strands in this document for Grade 6 is:1. Life and Living (Strand 2)2. Matter and Materials and Structures (content) and the Scientific and Technological processes (Strand 1)3. Energy and Change (and Life and Living and Mechanisms and the Scientific and Technological processes) (Strand 3)4. Earth and Beyond (Strand 4)74

AIMSThere are three broad, subject-specific aims in Natural Sciences and Technology.7. Specific Aim 1 relates to the knowledge/content (theory) of both subjects.8. Specific Aim 2 relates to doing science and technology. This will include doing practical work and designing andmaking models.9. Specific Aim 3 relates to understanding the interrelationship of Natural Sciences and Technology and therelevance for the environment and the community.These three aims are aligned to the three Learning Outcomes with which teachers are familiar. Within each of theseaims, specific skills or competencies have been identified. It is not advisable to try to assess each of the skillsseparately nor is it possible to report on individual skills separately. However, well designed assessments mustprovide evidence that all the skills were assessed during the year. There must be a clear link between the aims andthe outcomes of learning. The assessments are the link.Whilst learner performance can be reported on separately for Specific Aims 1 (knowing) and 2 (doing Science andTechnology) all of Specific Aim 3 (Science and Technology in Society) can be integrated into either Specific Aim 1 orSpecific Aim 2.1. SPECIFIC AIM 1: ACQUIRING KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGYThe following cognitive (thinking) skills comprise the range of skills that all learners should develop in the context ofworking through the curriculum in this school year. These skills also indicate what should be assessed, at theappropriate level for the grade, in a variety of assessments during the year. Note that not every skill will beassessed in every assessment but teachers must ensure that learners are assessed in all the skills during the courseof the year.2.1. ACQUIRE KNOWLEDGESkillsLearners must… access information from a variety of sources (teachers, reference books, textbooks, the Internet, experts,peers, parents etc.)75

select key ideas obtained from resources recall and describe knowledge of the Natural Sciences and Technology.AssessmentsIn order to assess these competencies (or cognitive skills), teachers should use the following verbs in the tasksor assessments: state, name, label, list, define, describe, explain and any other verbs that would show thatknowledge of the subject is being assessed.2.2. UNDERSTAND AND MAKE MEANING OF NATURAL SCIENCES AND TECHNOLOGYSkillsLearners must… analyse acquired knowledge evaluate acquired knowledge synthesise (or reorganise) knowledge to make new meaning using written summaries, flow charts,diagrams, mind maps, etc.AssessmentsIn order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks orassessments: explain, compare, rearrange, give an example of, illustrate, calculate, interpret, suggest a reason,make a generalisation, interpret information/data, analyse, predict, select, differentiate or any other suitableverbs which would indicate that understanding of the subject is being assessed at the appropriate grade level.76

2.3. APPLY KNOWLEDGE OF NATURAL SCIENCES AND TECHNOLOGY IN NEW AND UNFAMILIARCONTEXTSSkillsLearners must… analyse and evaluate knowledge and apply this to new and unfamiliar contexts.AssessmentsIn order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks orassessments: explain, interpret, predict, compare, differentiate and select as well as any other appropriateverbs which would assess a learner’s ability to apply knowledge. The key is that the learners will have to applyknowledge about something that they have learnt, and which they understand, in a context/situation aboutwhich they have not yet acquired specific knowledge, at the appropriate grade level.SkillsLearners must… access information from a variety of sources (teachers, reference books, textbooks, the Internet, experts,peers, parents etc.) select key ideas obtained from resources recall and describe knowledge of the Natural Sciences and Technology.AssessmentsIn order to assess these competencies (or cognitive skills), teachers should use the following verbs in the tasksor assessments that they set: state, name, label, list, define, describe, explain and any other verbs that wouldshow that knowledge of the subject is being assessed.3. SPECIFIC AIMS 2:Whist the skills specified under Specific Aims 1 and 3 apply equally to Natural Sciences and Technology, the skillsthat relate to ―doing‖ Natural Sciences and Technology are different.77

(e) INVESTIGATING PHENOMENA IN NATURAL SCIENCES(f)APPLYING THE DESIGN PROCESS TO SOLVE PROBLEMSThe following range of skills relate to doing practical work in Natural Sciences.All seven skills will not apply equally to every practical activity. The skills arealigned to what learners would be doing in the normal course of doing practicalwork. Teachers must select those that apply to, and which can be assessed in,the context of specific activities. By the end of each year, all seven skills musthave been assessed at a grade appropriate level.The following range of skills relates to developing solutions for identified problemsor human needs. All five skills will not apply equally to every activity. The skills arealigned to what learners would be doing in the normal course of developing asolution. Teachers must select those that apply to, and which can be assessed in,the context of specific activities. By the end of each year, all five skills must havebeen assessed at a grade appropriate level.Learners must be able to:2.11 FOLLOW INSTRUCTIONSThis is essential, especially in the lower grades and in large classes. Teacherscannot expect all learners to use unfamiliarequipment and to do so independently without giving them aclear set of instructions to follow. The level of assistance required wouldindicate the level of performance in this regard. Adherence to safety ruleswould be part of this. In Grade 4 teachers will have to provide clearinstructions and assist learners in following a clear set of instructions.Learners must be able to:2.5 INVESTIGATE A SITUATIONLearners must gather data and information, must find out about new techniques, etc.Skills needed include accessing and processing skills, recording, identifying,predicting, comparing, observing, classifying and interpreting.2.6 HANDLE EQUIPMENT/APPARATUSThis should include knowledge of the apparatus i.e. naming it and knowing2.12 DESIGN A SOLUTIONThis should include the following skills:78

what it is used for. It includes equipment such asa thermometer for measuring temperature or a ruler for measuring length aswell as using a pair of scissors or a craft knife for cutting paper and card.―Handle equipment‖ is a generic skill and would apply to any equipment usedfor many different kinds of investigations. Handling improvised equipmentrequires the same skills as would be required for handling standard laboratoryequipment.2.3. MAKE OBSERVATIONSA variety of different kinds of observations are possible and observations canbe recorded in different ways such as: drawings descriptions grouping of materials/examples based on observable similarities and/ordifferences measurements comparing materials before and after treatment observing results of an experimental investigation which will involverecording data in table format counting. writing a design brief using a given problem statement generating possible solutions using given or own specifications choosing a solution that will best satisfy the specifications justifying the choices made drawing a final solution.2.13 CONSTRUCT THE FINAL SOLUTIONThis should include the following skills: using tools, equipment and materials to construct a solution measuring, cutting, joining, shaping, combining, separating, mixing, etc.2.4. RECORD INFORMATION/DATA 2.14 EVALUATE THE FINAL SOLUTION79

This should include recording observations or information as drawings,descriptions, in table format, as graphs etc. Again, this skill of ―recording‖ istransferable across a range of scientific activities.This should include the following skills: critically evaluating the final product against the specifications and design brief critically evaluating the making process critically evaluating any possible improvements needed.2.5. MEASURELearners should know what to measure, how to measure it and should have asense of the degree of accuracy required. A variety of things should bemeasured: length, volume, temperature, numbers (counting) etc. Measuring is away of quantifying observations and in this process learners should learn toestimate.2.15 COMMUNICATE THE PROCESSThe processes followed from 2.1 – 2.4 must be presented in oral or written formincluding sketches.2.6. INTERPRETLearners should be able to convert information from one format another e.g.pictures –> wordssentences key wordslabel diagramstable appropriate graph.2.7. DESIGN/PLAN INVESTIGATIONS OR EXPERIMENTSSkills include: identifying a problem selecting apparatus/equipment and o/r materials wherenecessary80

planning an experiment using a given problem statement identifying the factors that will influence the outcome (variables: dependentand independent) controlling variables/designing suitable controls predicting the outcome of the experiment suggesting ways of recording results In grades 4-6 learners should be assisted in planning and/or designing aninvestigation/experiment.Note: Skills By separating the different kinds of skills (2.1 to 2.7 for Natural Sciences and 2.1 to 2.5 for Technology), these skills can apply to the variety ofdifferent kinds of practical work/solving problems that are appropriate for a particular grade in Natural Sciences and Technology, includinginvestigations/experiments. This approach makes it easier to assess learners in a range of different circumstances and it makes it possible for a teacher to makejudgements about a learner’s ability to do science and technology. The skills are based on what learners will do in the normal course of doing practical work orsolving problems.81

3. UNDERSTAND THE INTERRELATIONSHIPS BETWEEN NATURAL SCIENCES AND TECHNOLOGY ANDTHE APPLICATIONS OF NATURAL SCIENCES AND TECHNOLOGY FOR SOCIETY AND THE ENVIRONMENT3.1 UNDERSTAND THE HISTORY, IMPORTANCE AND RELEVANCE OF SCIENCE AND TECHNOLOGYAND THE IMPORTANCE OF INDIGENOUS KNOWLEDGE.SkillsLearners must... understand how indigenous cultures have used scientific principles and technological products for specificpurposes understand how science and technology have benefited, or have been detrimental to, society and theenvironment select key ideas to construct the history of scientific or technological discover how science and technologyhave benefited or analyse and evaluate the application of scientific principles and technological products used by indigenouscultures in everyday life (both positive and negative consequences) analyse, discuss and debate the positive or negative effects of science and technological products onsociety and the environment.82

FLOW DIAGRAM: RELATIONSHIPS BETWEEN THE KEY CURRICULUM ELEMENTSThe following diagram illustrates how the aims relate to learning outcomes and to one another, and how the ranges of skills must be infused into the subjectcontent. The diagram also shows how assessment relates to the content, the practical work and Science and Society as well as the skills. The diagram shows what has to be taught (Specific Aims 1, 2 and 3) of which the subject content provides the context for everything else. It shows the skills that must be taught and it shows how teachers should go about assessing the learners. The diagram illustrates the ―infusion‖ of cognitive and other skills into everything that is taught and assessed.Skillslistedunderthe threeSpecificAimsNatural Sciences content specified inCurriculum Statement(Skills described in Specific Aim 1)Practicalworkspecified intheCurriculumStatement(Skillsdescribed inSpecificAim 1)Science andSocietyincorporated intothe contentspecified in theCurriculumStatement (Skillsdescribed inSpecific Aim 3)AssessmentofKnowledgeand the fullrange ofskillsappropriatefor thesubject.83

TIMEThe curriculum for Grade 4 has been designed to be completed within 32 weeks out of 40 weeks in the school year.This leaves 8 weeks in the year for examinations and disruptions due to other school activities. The time allocatedper topic must serve as a guideline to teachers whilst allowing for some flexibility.ASSESSMENTAssessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) ina subject by collecting, analysing and interpreting the data and information obtained from this process to:enable the teacher to make reliable judgements about a learner’s progressinform learners about their strengths, weaknesses and progressassist teachers, parents and other stakeholders in making decisions about the learning process and theprogress of the learners.Assessment should be mapped against the content and intended aims specified for a subject.Assessment should be both informal and formal. In both cases, regular feedback should be provided to learners toenhance the learning experience. During both the informal and formal assessments it is important to:- cover all of the subject content- include the full range of skills- use a variety of different forms of assessment.Informal assessmentRegular assessments are part of the planned teaching and learning activities that take place in the classroom.Informal assessment can occur in every lesson. It can take the form of informal assessment tasks at the beginning,during or at the end of the lesson. This can be achieved through questions and answers, class work such as shortpieces of written work completed during the lesson, open book tests or homework exercises etc. It should not beseen as separate from the learning activities taking place in the classroom and should be used to provide feedback tolearners and to improve learning and teaching.84

Learners or teachers can make informal assessments. Self-assessment and peer assessment actively involveslearners in assessment and it allows learners to learn from and reflect on their own performance. In grade 4 learnerswill have to be assisted in order to increase their confidence with regard to self and peer assessment.Informal, ongoing assessments should be used to structure the acquisition of knowledge and skills and should be thestepping stones leading to the formal tasks in the Programmes of Assessment.Informal assessments do not need to be recorded unless the teacher wishes to do so. In such instances, a simplechecklist may be used to record this assessment and to provide feedback.The results of informal assessments do not have to be taken into account when determining a learner’s final mark forpromotion or certification purposes.Formal assessmentFormal assessment provides teachers with a systematic way of evaluating how well learners are progressing in agrade and in a particular subject.The tasks that are used for formal assessment are recorded and used to determine whether learners are makingprogress and if they should be promoted to the next grade.The teacher must plan and submit the annual formal Programme of Assessment to the School Management Team(SMT) before the start of the school year. This will be used to draw up a school assessment plan in each grade.Learners and parents should be provided with the school assessment plan during the first week of the first term.Examples of formal assessments include projects, oral presentations, practical task, tests, examinations, etc. ForNatural Sciences and Technology, possible projects are suggested by the curriculum.Formal assessments form part of a year-long formal programme of assessment in each grade and subject. Formalassessments are school-based and are weighted as follows:Grades Formal school-based assessments End-of-year Examinations4-6 75% 25%This is Departmental policy.The cognitive demands of assessment used should be appropriate to the age and developmental level of thelearners in the grade. The assessment tasks should be carefully designed to cover the content of the subject as well85

as the range of skills that have been specified under the Specific Aims. The design of these tasks should thereforeensure that a variety of content and skills are assessed. Aims, topics and content in the subject should be used toinform the planning and development of assessment tasks.Formal assessments in Natural Sciences and Technology must cater for a range of cognitive levels and abilities oflearners.86

Assessment of content and skillsSpecific Aim 1.1Natural Sciences and Technology(knowing, remembering )60%Natural SciencesTechnology45% 15%Specific Aim1.2:Natural Sciences and Technology(understanding, applying)30%Natural SciencesTechnology20% 10%Specific Aim 1.3 and 3.1(analysing, evaluating,creating)10%Natural Sciences andTechnologyIt is important that all assessments are designed to reflect this weighting. If assessments provide evidence that the aims have been assessed appropriately, it willnot be necessary to record performance separately against aimsThe requirements (number and nature of tasks) for Natural Sciences and Technology are indicated below.87

ASSESSMENT REQUIREMENTS FOR NATURAL SCIENCES AND TECHNOLOGY: GRADE 4PROGRAMME OF FORMAL RECORDED SCHOOL-BASED ASSESSMENT75%END-OF-YEAR EXAMINATION25%50 % 25%SEMESTER 1 SEMESTER 2 Grd 6: 60 minutes: 50 marksTERMS 1 + 2 TERMS 3 + 4 1 test 1 test NOTE: Tests must be set to assess at least 2 of the aimsand both the subjects. The marks allocated should range from 15 to 30. 1 examinationGrade 6: 60 minutes: 50 marksNOTE: The examination must be set to assess all 3 of theaims and both the subjects. 1 translation task 1 translation taskNOTE: 1 practical task 1 practical task The assessments of translation tasks and practical tasksmust be set to cover a range of skills. The marks allocated should range from 10 to 20.NOTE:The examination must bedesigned to assess all 3 of theaims and both the subjects.88

project projectNOTE: 2 different activities chosen from:assignmentscase studies 2 different activitieschosen from:assignmentscase studiesSince the subject ―Natural Sciences and Technology‖ iscomprised of two subjects, learners should complete oneproject for each of the two components per year. It issuggested that a project should be completed in each of thetwo semesters. The marks allocated for these activities must range from15-30 marks.Convert to 50 % Convert to 25% Convert to 25%RECORDINGRecords of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records shouldbe used to monitor learning and to plan ahead.89

TEST 1TRANSLATIONTASK 1PRAC 1ACTIVITY TASK 1 1ACTIVITY 2PROJECT 1EXAMINATION 1TEST 2TRANSLATIONTASK 2PRAC 2ACTIVITY 3ACTIVITY 4PROJECT 2TERMMARKDTERMMARKATERMMARKBTERMMARKCPOSSIBLE TEMPLATE FOR RECORDING LEARNER PERFORMANCETeachers may elect to adopt this template or they may wish to develop their own. All formal tasks must be recorded (on this or a different template). Allconversions must be reflected.SEMESTER 1 SEMESTER 2NAMESTERM 1TERM 2TERM 3TERM 4.Max25 15 10 20 70 % 15 25 30 70 % 25 10 15 20 70 % 20 30 50 %1. Learner 1 15 7 7 18 47 67 13 19 24 56 80 16 8 10 14 48 69 13 26 39 784. Learner 2etc.90

CALCULATING TERM MARKSExample:In order to calculate the TERM MARK for TERM 1:Learner 1 gets the following marks:Test 1 :Translation task 1 :Practical task 1 :Activity 1 :The mark for the term is . This is 67% ( 67)This is the TERM MARK for TERM 1 (at A)The learner gets a rating code of 5: substantial achievementIn the same way, calculate the term marks for each of TERM 2 (80%) at B, TERM 3 (69%) at C and TERM 4 (78%)at D.END-OF-YEAR EXAMINATIONNAMES EXAMINATION CONVERSIONEMax 50 % 251. Learner 1 23 46 122. Learner 2etc.91

CALCULATING THE EXAMINATION MARKS The marks for the examination count 25 % or 25 marks out of a 100 of the FINAL MARK. This is Departmentalpolicy. The marks for the written examination at the end of the year must therefore be converted to a mark out of 25.For example: Learner 1 gets 23 marks out of 50 for the examination is equal to 46% ( 46%) Conversion of mark: 46 11,5 = 12 marks out of 25 at E This is the EXAMINATION MARKFINAL MARK In Grade 6, the term marks for term 1 and 2 together count 50% (half) of the YEAR MARK the term marks for term 3 and 4 (together) count 25% (a quarter) of the YEAR MARK The EXAMINATION MARK (at E) counts 25% (a quarter) of the YEAR MARK. This is Departmental policy.For example:Conversions First, convert the total for the first semester (Terms 1 and 2) i.e. for TERM MARKS A and B, to a mark out of50.T1 (A) + T2 (B)67% + 80% = 37 marks out of 50 (F) SEMESTER 1Next, convert the total for the second semester (Terms 3 and 4) i.e. for TERM MARKS C and D, to a mark outof 25.T3 (C) +T4 (D)69% + 80% = 18 marks out of 25 (G) SEMESTER 2 Finally, the EXAMINATION MARK has to be converted to a mark out of 25 (at E). The learner got 12marks out of 25 (E) EXAMINATION MARK92

FINAL MARKNow add the first semester mark out of 50 i.e. 37 (F)to the second semester mark out of 25 i.e. 18 (G)to the examination mark out of 25 i.e. 12 (E)TOTAL: 100 67 THIS IS THE FINAL MARKThis learner therefore gets 67% at the end of the year which is 5 on the rating scale: Meritoriousachievement.ReportingReporting is a process of communicating learner performance to learners, parents, school, districts and otherstakeholders such as the employers, tertiary institutions, etc.In Grades R -12, teachers report in percentages against the subject, using the following scale:Codes and percentages for reporting in Grades R -12RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE7 Outstanding achievement 80-1006 Meritorious achievement 70-795 Substantial achievement 60-694 Adequate achievement 50-593 Moderate achievement 40-492 Elementary achievement 30-391 Not achieved 0-29Schools are required to provide quarterly feedback to parents on the Programme of Assessment93

using a formal reporting tool such as a report card. The schedule and the report card should indicate the overall levelof performance of a learner i.e. the percentages calculated for each quarter (term) at A, B, C and D.GENERAL:LanguageLearning material must focus on the development of the learners’ understanding of the terminology of the subject(together with knowledge and skills).A glossary of all the terms used must be included in all learning material.Practical workExamples of practical work that could be done are included. Teachers are allowed to use other examples butpractical work that must be done by the learners at school is marked PL.Practical work that is marked P/D can either be done by the learners themselves or the teachers may demonstratethepractical work.Projects:As only one project per subject can be completed per year, the teacher may choose to use any of the researchactivities as the chosen project. Note that because Natural Sciences is combined with some Technology in theIntermediate Phase, learners should complete two projects: one for each subject component one in each semester.All the other research activities must therefore be completed at school and the teacher should provide the learnerswith the necessary relevant resources or instruct the learners to collect and bring the resources to school.Making modelsThe time allocation makes it possible for models to be made at school. The learners must collect and bring thenecessary material to school and/or the teacher must collect and provide the material.It is advisable that all the models are made from materials found by the learners.Learners must make ONE model per year individually. All the others may be made in groups.Time allocationThe time allocation per topic must serve as a guideline to teachers but allow for some flexibility.94

Translation TasksThese are exercises where learners learn to interpret information presented in different ways e.g. tables, graphs etc.They have to learn to ―translate‖ the information into a different format e.g. table graphgraph tabletextmind mapdiagram text, etc.table graphgraph tabletext mind mapdiagram text etc.95

Term 1Hours Topic Content Skills Activities and practical work Resources6 Photosynthesis Green leaves use theenergy of the sun, carbondioxide (CO 2) and waterto make glucose andstarch. The leaves emitoxygen (O 2) into the air.Animals depend on plantsfor their food and oxygen.Animals emit carbondioxide which is used byplants to make morefood. growing plantsLearners can explain what happens Textbook observingduring photosynthesis, e.g. they label a recordingdiagram of plants and animals to show drawingthe following:Diagram of plants and labelling starch in the leavesanimals or worksheet water is taken up by the roots carbon dioxide is taken in by theleaves oxygen is given out by leaves andtaken in by animals food is eaten by animals carbon dioxide is given out byanimalsP/L/D Investigations: Do plants needlight to grow?Learners grow one plant in a darkcupboard and one in a sunny place.Do plants need water? Learners growFlower potsGood soilSeedlings e.g. lentils96

two plants and only water one of them.Learners draw and record theirobservations over a period of time.4 Nutrition andClassification of food• sortingLearners must be able to:Pictures of different foodfood groupstypes:Carbohydrates (andoils/fats): food for energyProtein: food for growthVitamins and minerals:• classifyingsort different foods into the threefood groupsread labels on food packaging toidentify the three food groups.typesFood packagingfoods for protectingbones, teeth and theimmune system.Discussion about diseases associatedwith a poor diet.A balanced diet containssufficient quantities fromall three food groups.Diseases result from nothaving a healthybalanced diet e.g. toothdecay, rickets,constipation, obesity,diabetes etc.97

3 A healthyAll humans, plants andMaking decisionsLearners have to think of ways toAppropriate materials andenvironment isimportant for theanimals need a placewhere they can carry outWorking in the environmentimprove their immediate environment forthemselves and for the plants andtoolshealth of thetheir life processesanimals around them.planetsuccessfully.All humans, plants andanimals need food, cleanwater, air and shelter tocomplete their life cyclessuccessfully.They identify an appropriate task toimprove their environment and carry itout e.g. grow plants or vegetables, makea wormery, make a compost heap,recycle waste, organise a litter clean up,Human development canetc.have a negative orpositive effect on theenvironment.We can choose to have apositive effect on ourenvironment.3 Animals withSome animals haveidentifyLearners study pictures of animalPictures of different animalsbonesbones e.g. fish, frogs,birds, reptiles, mammals.Bones form the skeletonnamedrawlabelskeletons and real bones.Learners identify and name the parts anddescribe their functions.with backbonesPictures and X-rays ofbonesand have different parts:98

skull, a backbone madeLearners indicate where there areup of many vertebrae,ribs, shoulder blades,front limbs, hips and backlimbs.moveable joints on these skeletons.Learners draw an outline of their ownbody on paper, a wall or the floor. draw inthe bones and label them.Collections of real bonesBig sheets of paper or fabricor floor spaceMuscles are attached tothe bones to make theLearners look at real bones.Chalkanimal move.The skull protects thebrain.The backbone protectsthe spinal cord.The ribs protect the lungsand heart.Bones are held togetherby fixed or moveablejoints.3 Movement ofMovement is possible Observing differencesLearners must realise that the movementTextbookhumans andanimalsbecause of:*skeleton*muscles sorting classifying sketchingof animals and humans are only possiblebecause of the presence of skeletonsand muscles.WorksheetPictures99

Movement of muscles oral and written descriptions Learners must be able to: explain how muscles move explain how the movement of musclescause the movement of the body of thehuman or animal2 EndoskeletonsEndoskeletons Observing differencesLearners must be able to:TextbookExoskeletonsExoskeletonsExamples of animals sorting classifying explain the concepts Endo- andExoskeletonsWorksheetPictures sketching identify animals with these different oral and written descriptionsskeletons2 Different typesMovementInterpret informationResearch/case studyBooks or printed materialof movementChanging of the types ofOral and written descriptionsLearners do research to identifyThe Internetmovement Sortingmachines used by man to causeTextbookChanging of themagnitude of themovement Classifying Sketchingmovement (indigenous knowledge)Learners must be able to demonstrateWorksheetPicturesknowledge and understanding of how:Mechanical systems different types of movement can beaddressed:achievedCrank/windlassPulley how mechanical systems can be usedto change the input movement into aGeardifferent type of output movement100

Cam/crank how mechanical systems can changethe magnitude of the movement.2 Design a system Design briefDesignLearners must use a given problemTextbookSpecificationWrite a design briefstatement to design a mechanical systemWorksheetConstraintsSpecificationto be used to change the type ofConstraintsmovement/magnitude of the movement.Learners must write in their own wordswhat they will do to solve the problem.Learners must write a simple design briefdescribing specifications and constraints(on their own).Learners must be given clear criteriaregarding size, found material, type ofmaterial, construction method, etc.Learners must sketch the system.4 A mechanical system to• Making modelsMODELCard/plastic/scissors/craftsolve a problem• Oral and writtenLearners must IN CLASS:knives/safety rulers/cuttingdescriptionsbuild the systemmats/glue/glue guns, etc.evaluate the system using thedesign brief and constraints101

ENRICHMENTASSESSMENTTest leaves e.g. spinach for starch. Grow plants and feed them with different kinds of liquids e.g. sugar water, salt water, tea, worm tea(from wormery) liquid fertiliser. Start a food or herb garden at school. Set up/organise a cultural food fair.Label drawings to show photosynthesis. Record observations of investigations with growing plants. Menu of a balanced diet. Graph toshow the results of the survey - how many times a week they eat carbohydrates. Movement changes made by different mechanisms(working model)29102

Term 2Hours Topic Content Skills Activities and practical work Resources2 MeltingDissolvingDifference betweenmelting and dissolving*Temporary changes/permanentchangesObserving differences:sortingclassifying predicting sketching oral and written descriptionsPractical activities that must becompleted at school. P/L or P/DLearners must: observe the processes of melting anddissolving be able to explain the differencebetween melting and dissolving be able to explain the concepts oftemporary changes/permanentchanges be able to identify temporarychanges/permanent changesTextbookWorksheetApparatus and resources todemonstrate or doexperiments.6 Solutions Soluble and insolubleFollow instructions:Practical activities that must beTextbooksubstances* Observing differencescompleted by learners at school orWorksheet• Sortingthat must be demonstrated by teacherApparatus and resources to*Dissolve• ClassifyingP/L/ P/Ddemonstrate or do*Even mixture Predictingexperiments*Solvent, solute, solution Record findings• Oral and written descriptionsLearners must make solutionsExamples:* flour in water* oil in water103

Saturated solutionsPractical activities that must becompleted by learners at school. P/LLearners must make solutionsExamples:* sugar /salt /copper sulphate/coffeein water* sugar/salt/coffee in milk/vinegar* vinegar/milk in waterLearners must be able to explain theconcept ―saturated solution‖.Practical activities that must bedemonstrated by teacher P/DExample* sugar /salt /copper sulphate in water6 + 4 Rate ofThe rate of dissolving in* Design fair testsA Practical activity that must beTextbookdissolvingrelation to the temperature Predict resultscompleted by learners at school. P/LWorksheet Recording resultsOR P/D (see note)Apparatus and resources to104

The rate of dissolving inrelation to the grain sizeDesign fair test and carry out the testwith help from the teacher.Learners must be able to identify thefactors that will influence the rate ofdissolving.demonstrate or doexperiments.Use any solute and solvent and carry outthe experiment at different temperatures(at least 3 different temperatures).NOTE: Either A or B to be doneby learners themselves. Theother one must be ademonstrationB Practical activities that must becompleted by learners at school. P/LOR P/D (see note)Design fair test and carry out the testwith help from the teacher.Learners must be able to identify thefactors that will influence the rate ofdissolving.Use any solute and solvent and carry outthe experiment using different grain sizes105

(at least 2 different grain sizes).2 ConservationLearners must be able to explain theTextbookof matterconcept ―conservation of matter‖.Worksheet3 EnvironmentsFunctions of water in the SketchingResearch/case studyBooks or printed materialand waterresourcesecosystems of plants andanimal life, and biodiversity Record findings• Oral and written descriptionsLearners must in class:The Internetresearch the functions of water inecosystems(people/animals/plants)4 Wetlands Wetlands as habitats for Identify issuesResearch/case studyanimals Oral and written descriptionsLearners must be able to: explain the concept ―wetland‖Books or printed materialThe InternetWetlands as sponges thatregulate flow of water explain the importance of wet landsas habitats for animals/sponges toregulate the flow of water/resourcesGroundwater andfor humans.wetlands as resources forhumans name and know the location of leastone wetland in SA explain the importance of that specificwetland explain the impact of the loss of106

ENRICHMENTASSESSMENTwetlands on biodiversity(humans/plants and animals)Research different household mixtures. Read labels. Field visit to a wetland.Identify factors that influence the rate of dissolving. Draw conclusions regarding factors using given observations.27Term 3Hours Topic Content Skills Activities and practical work Resources6 Differences The sun is a starResearchRevise the following concepts: star, Textbooksbetween the The earth is a planet Writingplanet, moon (as covered in Grade 4). Notebooks/workbooksearth, moon The moon is a satellite of ComparingCompare the sun, earth and moon. Objects to compare sizesand sunthe earthLearners read about the sun, earth and of sun (e.g. big beach ball) The earth, moon and sunmoon, and construct a table to compare earth (ping-pong ball) andare part of the solarthe features of all three.moon (e.g. marble).system The sun is the source ofDemonstrate the relative sizes of the sun,heat and light energyearth and moon using suitably sized The sun is huge in sizeobjects.compared to the earth andthe moon.Movements of the earth, sun and moon. The sun is at the centre ofthe solar system.Learners must be able to explain that The sun is a star, becausethe ―rising and setting of the sun andit produces its own energy.stars‖ are because of the earth’s rotation107

The earth is a planet,made of rock and itrevolves in orbit around thesun. It gets its light fromthe sun.The earth rotates (spins)on its own axis.The earth has anatmosphere and water.The moon is made of rockand is about 1/5 size of theearth. It revolves in orbitaround the earth. Themoon reflects light from thesun.The moon does not havean atmosphere.The sun and stars onlyappear to move as the sunrises and sets each day. Inreality, it is the earth whichis spinning that makes thesun appear to move.around its own axis.The sun only appears to move from theperspective of an observer on the surfaceof the earth.108

3 Force ofForce between objectsInterpret informationLearners must understand and be able togravityOral and written descriptionsexplain the concept of gravity,Gravity of the earth - directionunderstand that gravity is a force and thatdownthis force is working downwards towardsthe earth.Practical InvestigationInvestigate the force of gravity by lettingobjects fall/ throwing objects up, etc.4 Day and night The earth rotates around itsInterpret informationLearners must be able to explain theTextbooksown axis.Sketchingconcepts of:WorksheetsOral and written descriptions night and day because of the rotation ofPicturesDifferent times for the differentthe earthregions on earth. 1 day = 24 hours day is when the sun is shiningDirections (N-S-E-W) different times for the different regionson earth Directions: in class and outside Direction in terms of sunrise/sunset Direction in terms of the globe model109

5 The earth isThe earth is the onlyObserveLearners visit or observe an ecosystemTextbooksunique - it’splanet which supportsDrawNotebooks/ workbooksecosystemslife because it has air,WriteORPicturessupport lifewater, soil and warmthfrom the sun.Use pictures of plants and animals inThe earth has differentecosystems thatdifferent ecosystems e.g. in a riverecosystem, a mountain ecosystem, asupport different formsrocky shore, a pond, a desert, a forest, aof life.grassland, etc. to determine the type ofEach ecosystemanimals and plants that live there.provides enough air,water, food andUse a picture or ecosystem andshelter for the plantsdetermine the conditions there that helpand animals that livethese animals and plants to live there.there.Use a given scenario to determine thepossible threats to an ecosystem andmake suggestions on how to overcomethem.3 hrs thenMoon phases The moon’s appearanceDesign and makeLearners design and make a calendar forTextbooksongoingseems to change over theObservea month on which they can record (draw)Notebooks/ workbooksobservationcourse of a month.Predictthe shape of the moon each night.and drawingWe can record theDrawInvestigation: Does the moon’s shape110

changes in the moon’sLabelchange each day?appearance on a calendarLearners observe the moon each nightfor a month.for a month and draw a picture of it onThe moon waxes (appearsthe calendar. Each time they predict theto grow in size for half themoon’s shape for the next day.month and wanesThey label the full moon, quarter moon(appears to diminish in(also called the ―half moon‖), gibboussize) for the rest of themoon, crescent moon and new moon.month.Learners must be able to identify, nameThe moon is not visible forfive days of the month (thisand draw the different phases of themoon.is called new moon).5 Stars and starThe stars appear to moveResearchLearners must be able to identify at leastTextbookspatternsacross the sky in a fixedIdentify (constellations on star3 of the most important and well-knownNotebooks/ workbookspattern (constellations)maps)star patterns (constellations) that can beStar mapsMoon, stars, stars patternsare used for:seen in the Southern Hemisphere e.g.the Southern Cross, Orion’s belt, theLibrary books* navigationPleiades, etc.The Internet* cultural significanceLearners must be able to explain how tofind direction (south) by using theSouthern Cross.111

ENRICHMENTASSESSMENT26Research/case study Learners must research how and bywhom the moon, stars and starpatterns were/are used for navigationOR Learners must research the culturalsignificance of the moon, stars andstar patterns for the differentindigenous peoples of SA and theworld.Visit to a planetarium or observatory; start an astronomy club at schoolTest; table to compare the features of the sun, earth and moon; learners’ own moon watch calendar; drawing and writing to explain thephases of the moon; learners’ own writing about an ecosystem.112

Term 4Hours Topic Content Skills Activities and practical work Resources4 Electricity Electrical circuits:chargecurrentcircuit componentssymbols for circuit componentscircuit diagram• classifying• oral and writtendescriptions sketchingLearners must be able to explain thefollowing concepts:electrical chargeelectrical current - flow of chargeselectrical circuit.- cell and circuitcomponentsTextbookWorksheet4 Electricity Conductors and insulators Follow instructions* observing differences• sorting• classifying Predicting record findings• oral and written descriptions4 Electricity Energy transfer from* follow instructionscell to circuit parts* oobserving differencesMore cells = more charge + • sortingmore energy• classifyingSymbols for circuit componentsDrawing of simple electrical circuits.Practical activity that must becompleted by learners at school. P/LLearners must investigate practically theelectrical conductivity of differentmaterials: conductor insulatorPractical activity that must becompleted by learners at school. P/LLearners must investigate practically theinfluence of more cells in series on theApparatus to conduct ordemonstrate all activitiesApparatus to conduct ordemonstrate all activities113

Predicting Record findings• Oral and written descriptions4 Electricity Resistance follow instructionsEnergy transfer from* observing differencescell to circuit parts• sorting• classifyingMore lamps provide more Predictingresistance to the flow of the Record findingscurrent.• Oral and written descriptions2 Electricity Energy transfer from device to * observing differencessurroundings:• sorting* heat• classifying* sound Predicting* light• oral and written descriptions* movement1 Electricity Safety/dangers * observing differences• sorting• classifying predicting• Oral and written descriptionsbrightness of the lamps.Practical activity that must becompleted by learners at school. P/LLearners must investigate practically theinfluence of more lamps in series on thebrightness of the lamps.Learners must be able to identify the typeof energy transfer from devices to thesurroundings by making use of givenexamples.Learners must be aware of the dangersregarding the usage of electrical power.Learners must be able to identifypossible safety hazards by making use ofgiven examples.Learners must be able to suggest what todo in case of an emergency.One of these practicalactivities could bedemonstrated by teacher.TextbookWorksheetTextbookWorksheet114

3 Design aAn electrical circuit designed• sketchingLearners must use a given problemTextbookcircuitto solve a problem• designingstatement to design an electrical circuit toWorksheetperform a certain function e.g. causemovement/make a noise, etc.Learners must write in their own wordswhat they will do to solve the problem.Learners must write a simple designbrief, specifications and constraints (ontheir own).Learners must be given clear criteriaregarding size, found material, type ofmaterial, construction method.Learners must sketch the circuit.6 Build a model An electrical circuit made to • making modelsMODELApparatus/resources andsolve a problem• oral and written descriptions Learners must IN CLASS:tools to make the model*build the circuit*evaluate the circuit using the designbrief and constraints.ENRICHMENTInvestigate the working of a cell. Listen to a talk by an electrician on what he does everyday.ASSESSMENTDraw circuit diagrams. Identify components in given diagrams, Predict the outcome of experiments. Write a design brief with specificationsand constraints. Make a working model.115