National Curriculum Statement (NCS)

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GET CAPS AMENDMENTSNational Curriculum Statement (NCS)Curriculum and AssessmentPolicy StatementFOUNDATION PHASEGRADES 1 – 3

GET CAPS AMENDMENTSCAPS1

GET CAPS AMENDMENTS2A GenericIntroductionGET CAPS AMENDMENTS

THE ABRIDGED CAPS SECTION 4 AMENDMENTS1. IntroductionThe National Curriculum Statement, Grades R – 12 was approved as National Policy andpublished in the Government Gazette 34600, Notices 722 and 723 of 12 September 2011.The National Curriculum Statement, Grades R-12 comprises: Curriculum and Assessment Policy Statements for all approved subjects for GradesR-12;The National Policy pertaining to the Programme and Promotion Requirements of theNational Curriculum Statement Grades R-12; andThe National Protocol for Assessment.A number of concerns were received from teachers, subject specialists, parents and educationstakeholders about the challenges in the implementation of the Curriculum and AssessmentPolicy Statements (CAPS) in many subjects across the grades with regards to: Curriculum/ assessment overload and poor curriculum coverage;Poor quality of formal assessment tasks;Lack of guidance on the use of cognitive levels;Omissions on the forms of assessment and weighting of assessment with regards totime and marks;The need to create more time for teaching and formative assessment;the number of tasks based on the need to make valid and reliable judgements aboutlearning outcomes;Shift from disconnected ‘tagged on’ assessments to credible assessment tasks;The nature of the subject and grade used to determine the required number ofassessment tasks; andTo reduce dominance by any single type or mode, e.g. tests, projects, assignments,case studies, simulations, etc.The Department of Basic Education has considered the concerns and has agreed to undertakea holistic review of the CAPS documents to enhance the effectiveness of the curriculum.However, the curriculum review process is lengthy and includes strict policy processes. Inorder to provide interim relief to teachers whilst supporting effective curriculumimplementation, the DBE developed an abridged version of Section 4 of the CAPS, focusingmainly on the reduction of formal assessment tasks across most subjects. Due to the urgencyof the teachers’ requests, the DBE aims to provide provisional relief whilst allowing therigorous process of reviewing the CAPS to take place.2. PurposeThis document presents an abridged version of Section 4 of the CAPS document. It specificallyprovides the interim changes made to the programme of assessment for subjects in GradesCurriculum and Assessment Policy Statement: Abridged Section 4 – Grades 4-6CAPS3

R-9. The changes were made to relieve teachers from the burden of overload regarding thenumber of assessment tasks, thus improve the focus on teaching and learning. The revisionsin some subjects include guidance regarding cognitive demands and types of assessment.The reduction of tasks varies from subject to subject. There was no reduction of tasks inCreative Arts, Languages, Life Orientation and Social Sciences. In all other subjects, thereduction varies from 1-4 formal assessment tasks per year. For some subjects like CreativeArts and Social Sciences, more clarity and guidance has been provided on mark allocation,percentages and or weighting, type/ form of assessment and examination guidelines.3. OutlineThe following subjects are included in this document and grouped according to Phases:FOUNDATION PHASE SUBJECTSHome LanguageFirst Additional LanguageMathematicsLife SkillsINTERMEDIATE PHASE SUBJECTSHome LanguageFirst Additional LanguageMathematicsLife SkillsNatural Sciences and TechnologySocial SciencesSENIOR PHASE SUBJECTSHome LanguageFirst Additional LanguageMathematicsLife OrientationNatural SciencesSocial SciencesEconomic Management SciencesCreative ArtsTechnologyCurriculum and Assessment Policy Statement: Abridged Section 4 – Grades 4-64GET CAPS AMENDMENTS

GET CAPS AMENDMENTSCAPSFoundationPhase CAPSSection 4AssessmentGrades R to 35

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) SECTION 4 ASSESSMENT: FOUNDATIONPHASE GRADES R TO 3Programme of assessment and MonitoringThe Programme of Assessment (POA) will comprise one Assessment Task (AT) per subjectwhich will be done per term in Grades 1 to 3. This therefore means that there will be 4Assessment tasks per grade. Teachers should plan together for assessment, make sure thatthe assessment activities developed allow learners to demonstrate their understanding of theconcepts/content knowledge/skills and decide on the final date by which these activities willbe completed.Assessment tasks should be jointly planned and developed by the grade-specific teachersand internally monitored at school level to determine whether the activities allow the learnersto demonstrate their understanding of the concepts/content knowledge/skills at appropriategrade levels. This planning and activity development will be internally monitored at schoollevel to determine the extent to which the desired outcome of assessment will be achieved.Departmental heads should provide mentoring and support in the developing of effectiveassessment programmes for inexperienced teachers and others who might need guidanceand support.Oversight and monitoring should also be carried out at district, provincial and national level forquality assurance purposes (assessment tasks are grade appropriate, aligned to thecurriculum for the term, appropriate forms of assessment are used and differentiated tocater for all ability levels).Table 1Number of Assessment TasksGrade 1Term 1Term 2Term 3Term 4Home Language11111111Mathematics1111Life Skills1111Total4444First AdditionalLanguageNumber of Assessment TasksGrade 2Term 1Term 2Term 3Term 4Home Language11111111First AdditionalLanguage6GET CAPS AMENDMENTS

Mathematics1111Life Skills1111Total4444Number of Assessment TasksGrades 3Term 1Term 2Term 3Term 4Home Language11111111Mathematics1111Life Skills1111Total4444First AdditionalLanguageA) HOME LANGUAGE PROGRAMME OF ASSESSMENTAssessment of LearningThe National Protocol for Assessment Grades R-12 defines an Assessment Task as:“A systematic way of assessment used by teacher to determine how well learners areprogressing in a grade and in a particular subject” (page ix). Teachers thus need to have anorganized, methodical approach to the way in which they assess learners. It is also importantto note that on page 10 of section 2 of the Foundation Phase CAPS Home Languagedocument, it is stipulated that:Assessment Task is made up of a number of parts dealing with different aspects of Languagein Grades 1-3. It is important to note that the principle of alignment and integration of thelanguage programme as demonstrated in the ‘Reading and Writing focus time” (pages 11-12,FP CAPS Home Language section 2) should inform the design of an assessment taskwhenever possible.It is also important to note that each assessment task should not be seen as a singleevent or test, but must comply with the principles of continuous assessment at alltimes. The learning goals and focus of each task must be assessed in an integrated waythrough a range of activities. Some learning goals can be assessed at the same time, butothers will be assessed at different times. For example, if grade 2 learners’ ability to write twoparagraphs on a personal experience (section 2, page 30 FP CAPS English Home Language)is to be assessed, the following could also be assessed:-Spells correctly using their phonic knowledge-Uses correct punctuationCAPS7

-Reads own and others writing-Reads aloud to a partnerAssessment for learningAssessment for learning activities may be recorded by using checklists, written recordingin learner’s book and anecdotal notes. The evidence gathered from assessment for learningand assessment of learning should be used to inform the learner’s progress at any given time.Forms of assessment will differ from term to term and grade to grade according to the stagesof cognitive and metacognitive development of learners. For example, grade 1 learner will domore oral activities than grade 3 learnersIn order to design a Programme of AssessmentThe assessment task should be structured in such a way that there is a balance of skills that are assessed. This will assist in not assessing the same skills and concepts whileneglecting others;Use the Grade overview in Section 3 of the CAPS (all languages) as a guide to ensure content coverageThe Grade Overview Section 3 of English Home Language CAPS: -Grade 1 is found starting on page 55;-Grade 2 is found starting on page 81 and-Grade 3 is found starting on page 105content coverage is per term as indicated in Section 3 and not per week; and selection of content/skills and knowledge must not leave a gap throughout the four termsListening & Speaking, Phonics, Reading & Comprehension, Handwriting and Writing are thecomponents of the Annual Teaching Plan (ATP) in Section 3 of CAPS. In view of this, it isnecessary to structure the language Programme of Assessment according to these fivecategories or components.The assessment of oral activities should be integrated with Life Skills and Mathematicswhenever possible. Oral reading activities will include all word recognition skills (sight words,contextual analysis, structural analysis, phonics, oral reading fluency and comprehension).Decoding skills such as phonological awareness, Letter/ sound recognition, as well as theanalysis and synthesis of words should also not be neglected. These activities can be doneduring focussed phonic lessons and consolidated in the Reading and Writing focus time usingboth seen and unseen texts at the learners’ reading levels.8GET CAPS AMENDMENTS

Mapping of Home Language Assessment Task for the TermLanguageGrade RGrade 1Grade 2Grade 3componentListening and Oral: ListensOral: Retells the main Oral: Tells a storyOral: Makes anspeakingand responds to parts of a familiar story that has aoral presentationstories told andthat is told or readbeginning, middleon a topic using aread (Reading(Life Skills: Creativeand end using props Story boardfocus time)Arts)(puppet/mask) (Life (Animals that liveSkills: Creativein water) (LifeArts)Skills)Props for Listening and speaking activities should be made in the Life Skills lessonPhonicsOral:Oral and Written:Oral and Written:Oral and Written:DistinguishesIdentifies the singleMake words withMake words withaurally betweenletter soundshort vowels (ag,consonant blendsdifferent initialrelationships of somee.g., ig, og,ug)(bl, br, cl, cr)sounds of words letters (vowels and(Reading focus(Reading focus(Reading focus consonants) (Reading time: Focussedtime: Focussedtime)focus time: Focussed Phonic session)Phonic session)Phonic session)Reading andOral: ReadOral: Group GuidedOral: GGR: UsesOral: GGR: ReadsComprehensi enlarged textsReading (GGR) Readsight words,a short text of 100onwith teacher and aloud from own bookdecoding skills120 wordsrespond toduring with teacher(syllabication,independently andquestionsand on his/her owncontextual clues,responds(Shared(word recognition, oral oral reading fluency) questionsReading)reading fluency, readto read texts(prediction,(Reading focus for meaning) (Reading independentlyinferences)time)focus time)(Reading focus(Reading focustime)time)Written: Worksheet Written: Written:Passage fromWorksheet FictionWorksheetunfamiliar textor nonfiction textPassage from a(Readingfocus(Reading focusfamiliar texttime)time)(Reading mprehensionskills Literal questions Literalquestions Prediction Recall: Multiplechoice questions Reorganisation: Predictionreorder events Sequence 3 Rein sequenceevents in the rightorganisationorder Inferences: Inferences(Reading focus time)What, Why, EvaluationHow(Reading focus(Reading focustime)time)(Language activities should be contextualised for each language differently, a child taking isiZulu as Homelanguage will write a shorter text than the learner who uses English to perform a written activity of 5sentences, the same will apply to the number of words in reading texts too)CAPS9

Mapping of Home Language Assessment Task for the TermLanguageGrade RGrade 1Grade 2componentHandwritingTraces picturesWrites lower caseCopies and writesrelated to the text letters correctly.short sentences(Reading focus (Handwriting session) paying attention totime: Sharedcorrect gDirectionalityWrites 2 sentences of Writes (6-8skills (left, right,own news (Term 3)sentences) on antop, bottom)event e.g. Sports- Sentence(Reading focusdayconstructiontime: SharedCriteria: RubricWriting)Contents- Introduction- Description ofthe event- ConclusionLanguage usage:- Sentenceconstruction- Punctuation- TensesGrade 3Copies and writeswords and shortsentences in ajoined scriptneatly.(Handwritingsession),Write 2 paragraphs(8-10 sentences)on a topic e.g. Myfavourite seaanimalsCriteria: Rubric- ContentfactualknowledgeLanguage usage:- Sentenceconstruction- Punctuation- Tenses- SpellingWhen planning and implementing an assessment task the teacher should ensure that: the content, concepts and skills that are being assessed are aligned to curriculum andare cognitively appropriate for the grade; the content, skills and concepts have already been taught and different examples areused for the assessment activity; differentiated assessment practices should be used to accommodate all ability levelsand learning styles; resources (personal word book, picture dictionary, grade appropriate texts for reading)are available for learners to enable them to complete the activity; the evidence is recorded (checklists, assessment rubrics, learner’s class work books,worksheets etc.) by learners or teachers depending on the task/ activity; follow-up interventions for underperforming learners. Where remedial interventions arerequired, the school based support team should be consulted; Enrichment should b