CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ORIENTATION 2012 Natural Sciences and Technology Section 3 Activities Presentation 1

ACTIVITY 3.1: Examining concept progression and sequencing OUTCOMES: At the end of the activity, you will be able to: recognise how content is laid out in the Natural Sciences and Technology curriculum;

ACTIVITY 3.1: Examining concept progression and sequencing 1.Make use of Concept and Content Progression table (page 10) and Knowledge Strands (page 11) sections of the Natural Sciences and Technology CAPS to examine sequence of topics within a grade.

ACTIVITY 3.1: Examining concept progression and sequencing 2.For this activity do the following: Establish the sequence of topics within your allocated grades per term. Compare the sequence of topics in the table (within your allocated grades) with the main content section 3 of the CAPS (pages 21 – 59).

ACTIVITY 3.1: Examining concept progression and sequencing WRAP UP POSSIBLE ANSWERS The table on page 10 elaborate on concepts and content progression per knowledge strands from grade 4 to grade 6 and not the sequencing of concepts and content per term. The sequencing of concepts and content per term can be found in the table on page 11 of the Natural Sciences and Technology CAPS.

ACTIVITY 3.1: Examining concept progression and sequencing cont. WRAP UP POSSIBLE ANSWERS The Natural Sciences and Technology CAPS also state on page 11 that teachers can decide on the sequencing of concepts and content within each term. Participants also report on any other issues they identified in the sections.

ACTIVITY 3.2: Examining the Foundation Phase curriculum OUTCOMES: At the end of the activity, you will be able to: critically examine the Natural Sciences and Technology aspects of the Beginning Knowledge study area; anticipate knowledge and skills of learners from the Foundation Phase for planning in grade 4.

ACTIVITY 3.2: Examining the Foundation Phase curriculum 1.In groups examine the Life Skills Beginning Knowledge (grade 3 section) curriculum for the purpose of planning for grade 4 learners. 2.Examine articulation (transition) between the Beginning Knowledge and Natural Sciences and Technology subject in the Intermediate Phase by doing the following exercise:

ACTIVITY 3.2: Examining the Foundation Phase curriculum i.Look at the Life Skills subject (ANNEXURE 11) and identify some common features with regard to the Specific Aims, skills and content, if any, between Beginning Knowledge and the Natural Sciences and Technology subject in grade 4.

ACTIVITY 3.2: Examining the Foundation Phase curriculum ii.Which areas, if any, are likely to make less challenging for a grade 3 learners to understand Natural Sciences and Technology in grade 4? Give reasons for your response. iii.Which areas, if any, are likely to make it more challenging for a grade 3 learners to understand Natural Sciences and Technology in grade 4? Give reasons for your response. iv.How would you mediate these possible challenges for learners in Natural Sciences and Technology in the Intermediate Phase?

ACTIVITY 3.2: Examining the Foundation Phase curriculum WRAP UP POSSIBLE ANSWERS i.Look at the Life Skills subject (ANNEXURE 3) and identify some common features, if any, between Beginning Knowledge and the Natural Sciences and Technology subject in grade 4. Specific Aim: awareness of social relationships, technological processes and elementary science; Process skills; certain aspects of content (participants to mention these)

ACTIVITY 3.2: Examining the Foundation Phase curriculum WRAP UP POSSIBLE ANSWERS ii.Which areas, if any, are likely to make less challenging for a grade 3 learner to understand Natural Sciences and Technology in grade 4? Give reasons for your response. – certain aspects of content (participants to mention these with reasons)

ACTIVITY 3.2: Examining the Foundation Phase curriculum WRAP UP POSSIBLE ANSWERS iii.Which areas, if any, are likely to make it more challenging for a grade 3 learner to understand Natural Sciences and Technology in grade 4? Give reasons for your response. – The Natural Sciences and Technology Specific Aims are not all covered in the Life Skills subject; – Process skills are not described; – (Any other valid identified area)

ACTIVITY 3.2: Examining the Foundation Phase curriculum WRAP UP POSSIBLE ANSWERS iv.How would you mediate these challenges for learners in Natural Sciences and Technology in grade 4? – (Any relevant ways of mediating difficulties based on identified areas)

ACTIVITY 3.3: Developing a Multi-grade Work Schedule OUTCOMES: At the end of the activity, you will have: Developed a multi-grade Work Schedule that could be used in multi-grade schools Developed examples of lesson plans according to the different contexts that could be used in a multi-grade class

ACTIVITY 3.3: Developing a Multi-grade Work Schedule 1.Make use of the Natural Sciences and Technology CAPS to develop a multi-grade Work Schedule. 2.Use the allocate knowledge strand to develop a work schedule group across the grades. 3.Each group will present their term Work Schedule and justify why it is useful for the purpose.

ACTIVITY 3.3: Developing a Multi-grade Work Schedule Plan your lessons according to the following contexts – multi-grade context (under-resourced schools); » state how many grades in the room; » state what grades those are; – multi-grade context (well-resourced schools); » state how many grades in the room; » state what grades those are;

ACTIVITY 3.3: Developing a Multi-grade Work Schedule The lesson should indicate the following aspects (not in any particular order): – Topic per Grade – Duration of the lesson – Teaching and learning activities per grade (such that dead time is eliminated)

ACTIVITY 3.3: Developing a Multi-grade Work Schedule Specific Aims covered Process skills covered Concepts to be learnt Resources (determined by a particular school context) Inclusivity (accommodating learners with certain barriers to learning) Resources (determined by a particular school context) Inclusivity (accommodating learners with certain barriers to learning) Explanation of terminology or new words Beginning Knowledge study area in the Foundation Phase for grade 4/prior knowledge Assessment Teaching and learning activities Teacher reflection

ACTIVITY 3.3: Developing a Multi-grade Work Schedule WRAP UP POSSIBLE ANSWERS The multi-grade Work Schedules should indicate a selected knowledge strand The grade 4 work schedule should reflect Beginning Knowledge The lesson plan should be suitable for the prescribed contexts (as listed above).

ACTIVITY 3.3: Developing a Multi-grade Work Schedule WRAP UP POSSIBLE ANSWERS The lesson should cover all the aspects listed below: Topic Duration of the lesson Specific Aims covered Process skills covered Concepts to be learnt Resources (determined by a particular school context) Inclusivity (accommodating learners with certain barriers to learning)

ACTIVITY 3.3: Developing a Multi-grade Work Schedule WRAP UP Explanation of terminology or new words Beginning Knowledge study area in the Foundation Phase and other grades in the Intermediate Phase Assessment (Differentiates Assessment activities for different grades in a multi-grade class) Teacher reflection

ACTIVITY 3.4: Planning for Grade 4 OUTCOMES: At the end of the activity, you will be able to: mediate the transition from Beginning Knowledge study into Natural Sciences and Technology. plan Natural Sciences and Technology lessons for various contexts

ACTIVITY 3.4: Planning for Grade 4 Make use of prior knowledge: – Beginning Knowledge for the Foundation Phase to plan a Grade 4 lesson – Grade 4 Work schedule to plan a Grade 5 lesson and – Grade 5 Work Schedule to plan a Grade 6 lesson Choose any topic in the allocated knowledge strand to plan a lesson.

ACTIVITY 3.4: Planning for Grade 4 – In your groups plan lessons according to the following contexts: mono-grade context (under-resourced schools) mono-grade context (well-resourced schools) – The lesson should indicate aspects similar to the ones mentioned in Activity 3.3 (not in any particular order) – Present your activity to the whole group

ACTIVITY 3.4: Planning for Grade 4 WRAP UP POSSIBLE ANSWERS The lesson plan should be suitable for the prescribed contexts (as listed above). The lesson should cover all the aspects listed in the activity