curriculum and assessment policy statement (caps) - Department of ...

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Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedKinaestheticThe teacher explains the two sides of one’s body.Let the learners:‣ Stand on one leg and then stand on the other leg.‣ Move rhythmically to the beat of the shaker to the one sideof the classroom. When the shaker stops, the learnersmove to the other side of the classroom.Concrete using 3-D objectsEach learner is given a beanbag.Let the learners:‣ Put the beanbag on the floor next to them.‣ Move the beanbag to the other side of their bodies usingtheir toes, hand etc.‣ Put the beanbag on the floor on the one side of their bodiesand then move it to the other side.Shaker can be homemade – a container with alid, filled with small stones.A beanbag for each learnerApproximateDurationSuggested FormalAssessmentRecognise and exploreobjects that roll• Introduce objects that rollColour • Introduce the colour blue‣ Discuss the “roundness” of objects. Put several objects withround sides in a “feely bag” (a cloth bag). Learners put theirhands into the bag, take an object from it and describe it`sroundness.‣ Learners demonstrate how various objects roll down a sloperaising the table with two bricks.“Feely bag” (A cloth bag with elastic at the top)Inside the bag are:Different sizes of balls, marbles, cylinders,empty cold drink tins, round plastic shapes orbottle tops plastic shape1 day1 dayPosition in space“on and under”‣ Recognise and identify the colour red in learner’s clothing.‣ Play “tippy, tippy touch I see”... blue. All learners run andtouch something blue.‣ Recognise and identify blue objects in the classroom.‣ Put different coloured objects on a table. Let learnersidentify the blue objects individually.‣ Recognise and identify 3-D objects in the environment thatare blue.‣ Recognise and identify the colour blue in pictures.‣ Without actually seeing the object, name a blue object inyour bedroom. Describe it.‣ Use the colour blue during creative art.Develop the concept of “on/ under”Kinaesthetic‣ Learners each sit on their own chair.‣ Learners listen to the teachers` instructions and follow whilstperforming actions e.g. sit on your chair, lie under yourchair.‣ Stand on top of your chair. Sit under the table etc.A variety of coloured objects in classroom andenvironmentPictures with the colour blue in themChair for each learner1 day12 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSemi-concrete using 2-D shapesThe teacher provides the learners with a variety of pictures where theconcept of “on” and “under” is illustrated e.g. a person sitting on ahorse, a baby lying under a blanket etc.Let the learners:‣ Identify the concepts of “on” and “under” from the pictures.Pictures illustrating “on” and “under” conceptsApproximateDurationContinuedSuggested FormalAssessmentPatterns and Functions Copy patterns • Copy patterns using two objects1 dayKinaestheticThe teacher ties a red ribbon and a blue ribbon on four learner’sarms. She creates a pattern by placing a learner with a red ribbon infront of the classroom, then a learner with a blue ribbon. Let thelearners complete the pattern.Concrete using 3-D objectsThe teacher designs a pattern with 3 blue and 3 red bottle tops.Let the learners:‣ Copy the teachers’ pattern.‣ Create their own pattern with the bottle tops.The teacher uses blue and red plastic geometric shapes to pack outa pattern in front of the learners on the carpet.‣ Let the learners copy the pattern.Red and blue ribbonsRed and blue bottle tops for each learnerRed plastic geometric shapes13 | P age
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Shape and SpaceRecognise, and ident
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ContinuedKinaestheticTeacher places
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the teachers’ staff room).Pose qu
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Continued Use numbers in context
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e? Let me peep”‣ Learners peep
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‣ Learners walk along the sides o
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Teacher puts articles with differen
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Content Area Content Clarification
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WEEK 30Use week 30 to make sure you
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ContinuedUse the number 8 in contex
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Add and subtractnumbers with answer
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Understands thesense of direction o
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“More than, lessthan” and “eq
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