REVISED NATIONAL CURRICULUM STATEMENT€¦ · This resource material should always be used in...

Western Cape Education DepartmentWes-Kaap OnderwysdepartementISebe leMfundo leNtshona Koloni

DIRECTORATE: CURRICULUM DEVELOPMENT

REVISED NATIONAL CURRICULUMSTATEMENT

Learning Area: Life Orientation

Foundation PhaseGrades R to 3

RESOURCE MATERIAL

2003

FOUNDATION PHASE

GRADES R TO 3

REVISED NATIONAL CURRICULUM STATEMENTRESOURCE MATERIAL

The purpose of this material is to provide Foundation Phase educators with anopportunity to:-

• Engage with the Revised National Curriculum Statement in Learning Areacontext

• Enhance understanding of the Learning Area• Enrich Learning Programme development• Support implementation of the Revised National Curriculum in the

Foundation Phase

This material should be presented at a contact session / workshop / cluster meeting of educators.

Outcomes Educators will be able to demonstrate:-

• an understanding of the process of curriculum development• an understanding of the strengthening and streamlining of C2005 in the

Learning Area• an understanding of the essence of the Learning Area

i

This resource material was compiled by Senior Curriculum Planners of the WesternCape Education Department.

Enquiries should be directed to:

G. van Wyk;Senior Curriculum Planner Foundation Phase / ECDTel : (021) 467 2000Email: [email protected]

HOW TO USE THIS DOCUMENT

This resource material should always be used in conjunction with the Revised National CurriculumStatement Grades R – 9 Policy document. (RNCS). It does not stand alone or replace the RNCS .

The resource material has been packaged/presented so that schools are able to explore a range ofoptions with regard to :-

• Accessing and using the material • Storing the material according to their own requirements• Adding further relevant Learning Area resource material that may be supplied by WCED,

or service providers, etc.

It is envisaged that this material could form the core of a useful learning area resource pack thatwill develop and grow as more experience and insight is gained into the Revised NationalCurriculum.

Schools may photocopy this resource material or parts thereof for use in their own teacherdevelopment programmes. The source of the material must be acknowledged.

ii

© 2003 WCEDLayout/Design by Edumedia

CONTENTS

LEARNING AREA: LIFE ORIENTATION

PagePART 1

Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Purpose and Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Self-in-Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Four focus areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Learning Outcomes1. Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2. Social Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

3. Personal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

4. Physical Development and Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

PART 2To the Educator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

To the Learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Learning Outcomes1. Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

2. Social Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

3. Personal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

4. Physical Development and Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

PART 3A planning tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Learning Outcomes and Assessment Standards Grades R - 3

LEARNING AREA: LIFE ORIENTATION

PART 1

DEFINITION

Life Orientation guides and prepares learners for life and its many and varied possibilities. Thefocus is the development of self-in-society and it is therefore concerned with the social, personal,intellectual, emotional and physical growth of learners and with the way in which these facets areinterrelated.

In the Foundation Phase this Learning Area develops skills, knowledge, values and attitudes thatempower learners to make informed decisions and take appropriate actions regarding:

• Health promotion;

• Social development;

• Personal development and

• Physical development and movement.

PURPOSE AND SCOPE

This Learning Area aims to empower learners to:

• Develop positive social relationships and values

• Know their own rights and the responsibilities that these require as well as respect therights of others

• Make informed decisions about their own health and the environment

• Acquire and practise life skills to assist in responding to the challenges of their world

• Participate in and enjoy constructive physical movement activities as an integral part oftheir holistic development.

4 Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - ©

Life Orientation

Self-in-societyLearners must find a place for themselves in a world increasingly different from that in which theirparents lived. Hence the focus of the development of self-in-society (centre circle), with the outercircle being those things that impact on society and the learners, and the four focus areas of theLife Orientation Learning Area occupying the space between the two.

Foundation Phase RNCS resource material compiled by WCED Curriculum Planners - 2003 - © 5

Life Orientation

SELF-IN-

SOCIETY

HEALTHPROMOTION

PER

SON

AL

DEV

ELO

PM

ENT

PHYSICALDEVELOPMENT &

MOVEMENT

SOC

IAL

DEV

ELOP

MEN

TENVIRONMENTAL

DEGRADATION

UN

EMPL

OYM

ENT CRIM

E&

VIO

LENC

EEM

ERGENT

DEMOCRACYGLOBALECO

NO

MY

The following 4 focus areas shape the Learning Outcomes that address thedevelopmental needs of the Foundation Phase learner in the society:

Health promotionMany social and personal problems are associated with lifestyle choices and high-risk behaviours.The Learning Area Statement addresses issues relating to nutrition, communicable diseasesincluding HIV/AIDS, safety, violence, abuse and environmental health.

Social developmentPersonal development needs to be placed in a social context. TheLearning Area Statement therefore, deals with human rights ascontained in the South African constitution, social relationships anddiverse cultures and religions. The term ‘religion’ is used to includebelief systems and worldviews. Individuals will realise that they are partof the broader community, and will learn to see their own identities inharmony with those of others.

Personal developmentPersonal development is central to learning and focuses on life skillsdevelopment, emotional development, self-concept formation and self-empowerment.

Physical development and movementPlay, movement, games and sport contribute to developing positive attitudes and values. This areafocuses on perceptual motor development, games and sport, physical growth and development,and recreation and play.


Life Orientation

Learning Outcome 1: HEALTH PROMOTIONThe learner will be able to make informed decisions regarding personal, community andenvironmental health.


Life Orientation

CCOONNCCEEPPTTSS

Communicablediseases

KKNNOOWWLLEEDDGGEE && SSKKIILLLLSS VVAALLUUEESS && AATTTTIITTUUDDEESS

Knowledge of: • Various ‘childhood’ diseases e.g.

mumps, measles• HIV/AIDS• Prevention/causes/myths

Respect for own body

Safety Knowledge of:• Road safety• Water safety• Poison• Playground• Burn prevention

Skills required to deal with emergenciesi.e. contact persons, phone numbers,etc. Emergency contact details

Respect for rules andenvironmentCaring & helping

Environment Knowledge of water purification:• When required• How i.e. different methods• Conservation

Knowledge of recycling:• Effects of litter on environment• Uses for recycled material

Taking responsibility

No litteringRecycling materialProtecting environment

Nutrition Knowledge of:• Good nutritional habits• Range of commonly available food and

drinks

Making choicesAppropriate decision-making

Abuse Knowledge of:• Situations that lead to abuse• Situations that may lead to sexual

harassment and abuse

Self-respectConfidence AssertivenessTelling others

Personal hygiene Knowledge of:• Good personal hygiene• Environmental health

Respect for own bodyMaking choices

Learning Outcome 2: SOCIAL DEVELOPMENTThe learner will be able to demonstrate and understanding of and commitment toconstitutional rights and responsibilities, and to show an understanding of diverse culturesand religions.


Life Orientation

CCOONNCCEEPPTTSS

Democracy


Knowledge of:• Rights & responsibilities• Rules• Leadership qualities• Skills required for:• Designing rules• Voting • Choices & decision making

RespectParticipationTolerance

Citizenship Knowledge of:• National flag• National symbols• National anthem• Skills of recognition & identification

National prideRespect

Relationships Knowledge of:• Various roles in the family, school &

community• Qualities of friendship• Elements of happy, healthy social

relationships• Skill of identification

RespectLoveAcceptanceForgivenessSharing

Values Knowledge of:• Cultural values• Diverse cultures• Acceptable role models

Pride in and appreciation ofown cultureRespect for culture of others

Religion Knowledge of:• Symbols of own & others’ religions• Important religious days• Food, clothing and decorations

connected to different religions

Pride in and respect for ownreligionRespect for others

Learning Outcome 3: PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potentialto respond effectively to challenges in his or her world.


Life Orientation

CCOONNCCEEPPTTSS

Self-knowledge


Knowledge of:• Personal details• Positive aspects of self• Abilities, interests & strengths• Function & care of body

Skills:• Identify• Describe

Respect for selfSelf-confidenceSelf-worth/esteem

Positive self-concept

Emotionaldevelopment

• Identifying and expressing emotions invarious situations

• Coping with challenging emotions• Understanding and dealing with

emotions in conflict situations• Demonstrating appropriate behaviour

and/or assertiveness• Managing change• Groupwork skills

Respect for people, livingthings and propertySharingAcceptanceCo-operationParticipation

Learning Outcome 4: PHYSICAL DEVELOPMENTAND MOVEMENTThe learner will be able to demonstrate and understanding of, and participate in, activitiesthat promote movement and physical development


Life Orientation

CCOONNCCEEPPTTSS

Basic movementskills with anemphasis on:

• Hand-eye co-ordination

• Manipulation ofobjects


Knowledge of:• Safety• Simple rules• Indigenous outdoor games• Effects of play and movement on the

body

Movement skills• Running, chasing, dodging• Throwing, striking, rolling, bouncing,

receiving & moving an object• Working individually, with a partner

and in teamsFree play activities with/withoutequipment

SafetyRespect for rulesParticipationCo-operationTaking turnsEnjoyment / FunSelf-knowledge

Basic movementskills with anemphasis on the useof the body andadaptingmovements whileusing equipment

Movement skills:• Basic actions of locomotion, rotation,

elevation, balance• Without equipment• With equipment• With an emphasis on control

• Perform the above movements insequence and with repetition

SafetyCo-operationEnjoyment / FunDiscoveryExploration

Basic movementskills with anemphasis onexpression

Movement skills:• Using different parts of the body• Responding to moods and feelings• Performing movement patterns

rhythmically with stimuli• Explores contrasting elements of

movement

CreativityEnjoymentPersonal expressionAppreciation of music &movementExploring ideas

PART 2To the EducatorLife Orientation is instrumental in promoting a meaningful lifestyle for each learner. Each of theoutcomes in this learning area is intended to develop the various personal aspects of the learner,individually, within the group, family and community and within the environment. At FoundationPhase level these are very closely linked to the developmental stages of the learner. The fact thatlearners mature at different rates means that planning and the structure of activities must providefor a full range of responses.

Learning Outcomes (LO’s) can and should each have their own identity, but in this learning area theywill seldom be dealt with in isolation. There will be frequent planned linking with other LO’s in thelearning area, as well as across all six learning areas in this Learning Programme. The essence ofeach LO, however, should not be lost as the Assessment Standards (AS) give clear direction to theselection of concepts, knowledge, skills, values and attitudes.

Because of the emphasis on the development of the individual within this learning area the LearningsOutcomes have been considered from an “I” approach, an individual viewpoint. This however, isconstantly placed back into the family and community perspective, as it is only in this context thateach one (individual) finds their real value.

To the LearnerWHO AM I?

I am important because I am a person and no one else is quite like me. There are many things I liketo do and many things I would like to learn. I need to know how to find out the information I needand how to make choices so that I can make good decisions.

But I don’t always do things on my own. I have a family and friends and there are many people inour diverse community and culture that I know. My family and friends help to protect me and carefor me. I also like to help and care for the people I know. How to care for the environment andhow it affects my health is also very important. In our democracy it is important for me to know myrights and to take responsibility for them while respecting the rights of others.

I am still growing and would like to grow strong and healthy so I need proper food, enough sleepand time to play with my friends and exercise my body. I think learning at school should also be fun.I learn best when I am enjoying what I do.

Life Orientation is a very important part of my learning, because it will help me in all the other thingsI do in school and in the playground and even at home.


Life Orientation

ISSUES that might be important for your learners areset in a speech bubble. These are only possibilities, not

prescriptions. Use the real experiences the class brings withthem for developing discussion and learning.


Life Orientation

Here are the four learning outcomes and some of the things I can learn.

LO 1: The learner will be able to make informed decisions regarding personal, communityand environmental health.

To stay healthy I need to:

• Keep clean• Eat properly

I must know about the prevention and causes of:

• Childhood diseases • HIV/AIDS

We need to look after the world around us so that it does not become polluted and cause healthproblems. This means we must make choices about the environment where we live and play tokeep it clean and safe.

Safety is important in all kinds of places:

• At school• At home• On the road• In water

I know where to find help and who to confide in when I need help.

Have you been inoculated against measlesand mumps?

Why are some foodscalled junk foods?

Do you know how torecycle material and keep

water clean?

Are rules importantfor safety?

If you believe something iswrong, should you be made to do it?

What could you say/do?

Do you know thecontact details of people who

can help when you needit?

LO 2: The learner will be able to demonstrate and understanding of and commitment toconstitutional rights and responsibilities, and to show an understanding of diversecultures and religions.

I know what our national flag looks like and can sing the national anthem.

I also know about our national symbols like the blue crane, the springbok and the kingprotea, the real yellowwood tree and the galjoen fish.

I know what we believe in our family and can identify the symbols and celebrations of our religion. The other religions in our community and country also have symbols and celebrations that we canlearn about.

Different people in our community have different ways of doing things. I like to tell stories about my culture and enjoy listening to other’s telling their stories.

Do I know people whose rights are not respected in my community?I have rights and responsibilities and want others to respect these.I understand that other people also have rights and I will respect them. This means that my schooland classroom rules are important.

• Are people safe in our community?• How can I decide what is a safe

place?

People have different roles to play in our family, our community and our school. I need to respectthese.

Friends are important and we do many things together.To be a happy community we need to learn to accept and to forgive oneanother and to share with each other.


Life Orientation

What do you know about theclothing and diet of different

religions in South Africa?

Do you enjoy hearing about different rolemodels from these cultures?

I know what makes a goodleader and can help to choose thepeoples who will be leaders in my

class and school.

Are you a goodfriend?

LO 3: The learner will be able to use acquired life skills to achieve and extend personalpotential to respond effectively to challenges in his or her world.

Some things I can do well, other things I do not do as well as others can. I enjoy the things I can do well and must practise those things that I don’t do so well.

I can tell you my name and where I live.

I take care of my body because I know how it works and what I need to do to look after it.

I have feelings - sometimes I feel happy, sometimes cross, sometimes sad.When I feel angry it is sometimes difficult not to hurt someone ordamage something. When things I am used to haveto change I sometimes find it difficult not to get upset.Growing up is not always easy.

Working in a group means that we all have to work together and not fight with each other. Lots ofthings are fun to do in a group.


Life Orientation

Do you also know yourtelephone number?

Do you like who you are?

How do you feel when youlose/win?

How can you agree onwhat to do when you each

want to do differentthings?

LO 4: The learner will be able to demonstrate and understanding of, and participate in,activities that promote movement and physical development

Movement activities help my body become strong and healthy. This means I can learn more easily.

I like to make choices and explore different ways ofmoving, even difficult ways:

• On my own

• With a partner or group

• When there are objects that challenge my movement and make me do it differently

• When I play with a ball or hoop or rope to throw, hit, roll, bounce and jump

• Using a combination of body parts to travel, turn and roll, jump and balance

• To express different moods and feelings with sounds

• I can move and make shapes with my body: • fast and slow; • forwards and backwards; • curved and straight; • big and small; • high and low

When we play games we have to decide on rules and keep to them so that everyone has a fairturn


Life Orientation

What do you feel in yourbody when I move and play?

Can you join movementstogether so that you can do

them over and over?

What new things would Ienjoy trying out in a safe

environment?

Do you like playing gameswith you classmates?

TABLE FOR PLANNING

The following table has been created to help with curriculum planning within and betweengrades in the Foundation Phase. It is derived from the Revised National CurriculumStatement Policy Document Learning area Statement for Life Orientation.

The table covers the following content:-

PHASE Foundation Phase (and grade 4)GRADES R, 1, 2, 3, (and grade 4)LEARNING AREA Life OrientationLEARNING OUTCOMES 1, 2, 3, 4AND ASSESSMENT STANDARDS

Each grade is shown in a column.

The grade after the Phase (Grade 4) is also shown in a column to indicate progressionbetween phases. This column is shaded in grey to show that it is not part of the Phase.

Assessment Standards are numbered for convenience:-

Eg : R.1.1 / 1.1.1 / 2.1.3 / 3.4.2

The first digit = the gradeThe second digit = the learning outcomeThe third digit = the individual assessment standard (a bullet in the original policy

document version) Each assessment standard within a learning area thus has its own individual number. Teachers are asked to usethis system for their planning and recording as the WCED will adopt it for purposes of clarity and uniformity.

You can access this table and others for other learning areas through the WCEDCurriculum Directorate webpage. Go to http://curriculum.wcape.school.za/ncs/index.

You can print out these tables.You can also download and save on your hard drive.


Life Orientation

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

17

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

Lea

rnin

g O

utc

om

e 1:

HE

AL

TH

PR

OM

OT

ION

Th

e le

arn

er w

ill b

e ab

le t

o m

ake

info

rmed

dec

isio

ns

reg

ard

ing

per

son

al, c

om

mu

nit

y an

d e

nvi

ron

men

tal h

ealt

h.

Gra

de

RG

rad

e 1

Gra

de

2G

rad

e 3

Gra

de

4

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

R.1

.1 E

xpla

ins

the

impo

rtan

ce o

f drin

king

onl

ycl

ean

wat

er a

nd e

atin

g fr

esh

food

.

1.1.

1 Id

entif

ies

nutr

itiou

sch

oice

s fr

om a

ran

ge o

fco

mm

only

-ava

ilabl

e fo

ods

and

drin

ks.

2.1.

1 D

escr

ibes

sou

rces

of

clea

n an

d un

clea

n w

ater

and

sim

ple

wat

er p

urifi

catio

nm

etho

ds.

3.1.

1 C

ompa

res

heal

thy

and

poor

die

tary

hab

its a

ndde

scrib

es th

e ef

fect

s of

suc

hha

bits

on

pers

onal

hea

lth.

Inve

stig

ates

men

us fr

omva

rious

cul

ture

s an

dsu

gges

ts p

lans

for

heal

thy

mea

ls.

R.1

.2 D

escr

ibes

ste

ps th

atca

n be

take

n to

ens

ure

pers

onal

hyg

iene

.

1.1.

2 E

xpla

ins

step

s to

ensu

re p

erso

nal h

ygie

nean

d lin

ks th

ese

step

s to

envi

ronm

enta

l hea

lth.

2.1.

2 S

ugge

sts

and

inve

stig

ates

act

ions

to m

ake

the

hom

e an

d sc

hool

envi

ronm

ent h

ealth

ier.

3.1.

2 P

artic

ipat

es in

are

cycl

ing

proj

ect,

and

expl

ains

how

rec

yclin

gco

ntrib

utes

to e

nviro

nmen

tal

heal

th.

Exp

lore

s an

d re

port

s on

links

bet

wee

n a

heal

thy

envi

ronm

ent a

nd p

erso

nal

heal

th.

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

18R.1

.3 D

emon

stra

tes

prec

autio

ns a

gain

st th

esp

read

of c

omm

unic

able

dise

ases

.

1.1.

3 D

istin

guis

hes

betw

een

situ

atio

ns th

at a

re s

afe

and

thos

e th

at r

equi

repr

ecau

tions

aga

inst

com

mun

icab

le d

isea

ses.

2.1.

3 Id

entif

ies

com

mun

icab

le d

isea

ses

and

expl

ains

mea

sure

s to

prot

ect s

elf a

nd o

ther

s.

3.1.

3 D

iscu

sses

myt

hssu

rrou

ndin

g co

mm

unic

able

dise

ases

, and

the

caus

esan

d pr

even

tion

of th

ese.

Exp

lain

s ch

ildre

n’s

heal

thrig

hts

and

resp

onsi

bilit

ies,

and

sugg

ests

way

s in

whi

chto

app

ly th

ese

in a

fam

iliar

situ

atio

n.

R.1

.4 E

xpla

ins

safe

ty in

the

hom

e an

d at

sch

ool.

1.1.

4 Id

entif

ies

dang

ers

and

appr

opria

te p

reca

utio

ns o

nth

e ro

ute

to s

choo

l.

2.1.

4 Id

entif

ies

road

sig

nsre

leva

nt to

ped

estr

ians

, and

expl

ains

thei

r m

eani

ng.

3.1.

4Li

sts

and

expl

ains

traf

ficru

les

rele

vant

to r

oad

user

s.

R.1

.5 E

xpla

ins

the

right

of

child

ren

to s

ay ‘n

o’ to

sex

ual

abus

e, a

nd d

escr

ibes

way

sin

whi

ch to

do

so.

1.1.

5 R

ecog

nise

s si

tuat

ions

that

may

be,

or

may

lead

to,

sexu

al a

buse

, and

nam

es a

pers

on to

who

m th

is c

an b

ere

port

ed.

2.1.

53.

1.5

Iden

tifie

s re

leva

ntpe

ople

and

thei

r co

ntac

tde

tails

, to

repo

rt c

ases

of

acci

dent

s, a

buse

, crim

e,fir

e, il

lnes

s an

d in

jury

Lea

rnin

g O

utc

om

e 2:

SO

CIA

L D

EV

EL

OP

ME

NT

Th

e le

arn

er w

ill b

e ab

le t

o d

emo

nst

rate

an

un

der

stan

din

g o

f an

d c

om

mit

men

t to

co

nst

itu

tio

nal

rig

hts

an

d r

esp

on

sib

iliti

es, a

nd

to

sh

ow

an

un

der

stan

din

g o

f d

iver

se c

ult

ure

s an

d r

elig

ion

s.

Gra

de

RG

rad

e 1

Gra

de

2G

rad

e 3

Gra

de

4

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

19

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

R.2

.1 Id

entif

ies

basi

c rig

hts

and

resp

onsi

bilit

ies

in th

ecl

assr

oom

.

1.2.

1 D

raw

s up

cla

ssro

omru

les

and

expl

ains

sch

ool

rule

s an

d w

hy th

ey s

houl

dbe

follo

wed

.

2.2.

1 D

iscu

sses

chi

ldre

n’s

right

s an

d re

spon

sibi

litie

s,an

d pa

rtic

ipat

es in

clas

sroo

m v

otin

g.

3.2.

1 E

xpla

ins

lead

ersh

ipqu

aliti

es in

the

scho

olco

ntex

t and

par

ticip

ates

insc

hool

vot

ing.

Dis

cuss

es c

hild

ren’

s rig

hts

and

resp

onsi

bilit

ies

asst

ipul

ated

in th

e S

outh

Afr

ican

Con

stitu

tion.

R.2

.2 R

ecog

nise

s th

e S

outh

Afr

ican

flag

.1.

2.2

Iden

tifie

s, d

raw

s an

dco

lour

s th

e S

outh

Afr

ican

flag.

2.2.

2 Id

entif

ies

natio

nal

sym

bols

and

sin

gs th

eN

atio

nal A

nthe

m.

3.2.

2 E

xpla

ins

the

mea

ning

of a

nd s

ings

the

Sou

thA

fric

an n

atio

nal a

nthe

m.

Iden

tifie

s an

d ex

plai

nsst

ereo

type

, dis

crim

inat

ion

and

bias

.

R.2

.3 K

now

s m

embe

rs o

fow

n fa

mily

, pee

rs a

ndca

regi

vers

.

1.2.

3 E

xpla

ins

rela

tions

hips

with

mem

bers

of t

he fa

mily

,ex

tend

ed fa

mily

, sch

ool a

ndbr

oade

r co

mm

unity

.

2.2.

3 Li

sts

qual

ities

of a

good

frie

nd a

nd g

ives

reas

ons.

3.2.

3 D

iscu

sses

the

role

of

acce

ptan

ce, g

ivin

g, fo

rgiv

ing

and

shar

ing

in h

ealth

y so

cial

rela

tions

hips

.

Com

pare

s th

e re

latio

nshi

pbe

twee

n el

ders

and

chi

ldre

nin

a v

arie

ty o

f situ

atio

ns in

diffe

rent

cul

tura

l con

text

s.

R.2

.4 L

iste

ns to

and

ret

ells

ast

ory

with

a m

oral

val

uefr

om o

wn

cultu

re.

1.2.

4 S

eque

nces

pic

ture

s of

stor

ies

with

a m

oral

val

uefr

om a

ran

ge o

f Sou

thA

fric

an c

ultu

res,

incl

udin

gow

n cu

lture

.

2.2.

4 Id

entif

ies

valu

es a

ndm

oral

s fr

om d

iver

se S

outh

Afr

ican

cul

ture

s.

3.2.

4 T

ells

sto

ries

of fe

mal

ean

d m

ale

role

mod

els

from

ava

riety

of l

ocal

cul

ture

s.

Com

men

ts o

n m

oral

less

ons

sele

cted

from

the

narr

ativ

esof

a r

ange

of c

ultu

ral g

roup

sin

Sou

th A

fric

a.

R.2

.5 Id

entif

ies

and

nam

essy

mbo

ls li

nked

to o

wn

relig

ion.

1.2.

5 M

atch

es s

ymbo

lsas

soci

ated

with

a r

ange

of

relig

ions

in S

outh

Afr

ica.

2.2.

5 D

escr

ibes

impo

rtan

tda

ys fr

om d

iver

se r

elig

ions

3.2.

5 D

iscu

sses

die

t,cl

othi

ng a

nd d

ecor

atio

ns in

a va

riety

of r

elig

ions

inS

outh

Afr

ica.

Dis

cuss

es s

igni

fican

t pla

ces

and

build

ings

in a

var

iety

of

relig

ions

.

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

20Lea

rnin

g O

utc

om

e 3:

PE

RS

ON

AL

DE

VE

LO

PM

EN

T

Th

e le

arn

er w

ill b

e ab

le t

o u

se a

cqu

ired

life

ski

lls t

o a

chie

ve a

nd

ext

end

per

son

al p

ote

nti

al t

o r

esp

on

d e

ffec

tive

ly t

o c

hal

len

ges

in h

is o

r h

erw

orl

d.

Gra

de

RG

rad

e 1

Gra

de

2G

rad

e 3

Gra

de

4

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

R.3

.1 S

ays

own

nam

e an

dad

dres

s.1.

3.1

Sta

tes

pers

onal

deta

ils.

2.3.

1 Id

entif

ies

posi

tive

aspe

cts

of s

elf.

3.3.

1 D

escr

ibes

ow

nab

ilitie

s, in

tere

sts

and

stre

ngth

s.

Iden

tifie

s ow

n st

reng

ths

and

thos

e of

oth

ers,

and

expl

ains

how

to c

onve

rt le

sssu

cces

sful

exp

erie

nces

into

posi

tive

lear

ning

expe

rienc

es.

R.3

.2 D

escr

ibes

wha

t ow

nbo

dy c

an d

o.1.

3.2

Des

crib

es o

wn

body

ina

posi

tive

way

.2.

3.2

Des

crib

es w

hat t

o do

to tr

eat o

wn

body

wel

l.3.

3.2

Exp

lain

s w

hy o

wn

body

sho

uld

be r

espe

cted

.E

xpla

ins

why

oth

er p

erso

ns’

bodi

es s

houl

d be

res

pect

ed.

R.3

.3 E

xpre

sses

em

otio

nsw

ithou

t har

min

g se

lf, o

ther

sor

pro

pert

y.

1.3.

3 S

how

s an

d id

entif

ies

diffe

rent

em

otio

ns, i

nclu

ding

resp

ect f

or li

ving

thin

gs.

2.3.

3 D

emon

stra

tes

and

disc

usse

s em

otio

ns in

vario

us s

ituat

ions

.

3.3.

3 E

xpla

ins

how

she

or

he c

ope

with

cha

lleng

ing

emot

ions

, inc

ludi

ng d

ealin

gw

ith p

eopl

e liv

ing

with

dise

ase

and

illne

ss.

Con

side

rs a

nd in

terp

rets

the

emot

ions

of o

ther

s.

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

21

R.3

.41.

3.4

Cop

es w

ith a

nger

and

disa

gree

men

t in

non-

dest

ruct

ive

way

s.

2.3.

4 D

emon

stra

tes

appr

opria

te b

ehav

iour

inco

nflic

t situ

atio

ns.

3.3.

4 D

emon

stra

tes

asse

rtiv

enes

s ap

prop

riate

toa

situ

atio

n.

Dem

onst

rate

s th

e ab

ility

tose

lect

and

app

ly u

sefu

lre

spon

ses

in c

onfli

ctsi

tuat

ions

.

R.3

.5 A

djus

ts to

cla

ssro

omro

utin

e an

d fo

llow

sin

stru

ctio

ns.

1.3.

5 M

anag

es th

e ch

ange

den

viro

nmen

t of t

he c

lass

and

scho

ol.

2.3.

5 D

emon

stra

tes

appr

opria

te c

lass

room

beha

viou

r, in

clud

ing

grou

pwor

k sk

ills.

3.3.

5 Id

entif

ies

grou

pwor

ksk

ills

and

appl

ies

them

cons

iste

ntly

.

Ref

lect

s on

and

lear

ns fr

omow

n pe

rson

al e

xper

ienc

e of

wor

king

in a

gro

up.

App

lies

appr

opria

te s

tudy

skill

s.

Lea

rnin

g O

utc

om

e 4:

PH

YS

ICA

L D

EV

EL

OP

ME

NT

AN

D M

OV

EM

EN

T

Th

e le

arn

er w

ill b

e ab

le t

o d

emo

nst

rate

an

un

der

stan

din

g o

f, a

nd

par

tici

pat

e in

, act

ivit

ies

that

pro

mo

te m

ove

men

t an

d p

hys

ical

dev

elo

pm

ent.

Gra

de

RG

rad

e 1

Gra

de

2G

rad

e 3

Gra

de

4

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

Ass

essm

ent

Sta

nd

ard

s

We

kno

w t

his

wh

en t

he

lear

ner

:

R.4

.1 P

lays

run

ning

,ch

asin

g an

d do

dgin

g ga

mes

usin

g sp

ace

safe

ly.

1.4.

1 D

emon

stra

tes

way

s of

thro

win

g, s

trik

ing,

rol

ling,

boun

cing

, rec

eivi

ng a

ndm

ovin

g w

ith a

bal

l or

sim

ilar

2.4.

1 P

artic

ipat

es in

ava

riety

of i

ndig

enou

sou

tdoo

r ga

mes

with

sim

ple

rule

s, in

divi

dual

ly a

nd w

ith a

3.4.

1 D

emon

stra

tes

ava

riety

of p

erce

ptua

l mot

orsk

ills,

in p

airs

and

in te

ams,

usin

g si

mpl

e ru

les.

Par

ticip

ates

in a

var

iety

of

sim

plifi

ed in

vasi

on g

ames

.

LIF

E O

RIE

NT

AT

ION

LE

AR

NIN

G O

UT

CO

ME

S &

AS

SE

SS

ME

NT

ST

AN

DA

RD

S, G

RA

DE

R-3

22

equi

pmen

t.pa

rtne

r.

R.4

.2 E

xplo

res

diffe

rent

way

s to

loco

mot

e, r

otat

e,el

evat

e an

d ba

lanc

e.

1.4.

2 U

ses

a co

mbi

natio

n of

body

par

ts to

loco

mot

e,ro

tate

, ele

vate

and

bal

ance

,w

ith o

r w

ithou

t equ

ipm

ent.

2.4.

2 P

artic

ipat

es in

activ

ities

to d

evel

op c

ontr

ol,

coor

dina

tion

and

bala

nce

inth

e ba

sic

actio

ns o

flo

com

otio

n, e

leva

tion

and

rota

tion,

with

equ

ipm

ent.

3.4.

2 P

erfo

rms

basi

cm

ovem

ents

in s

eque

nce

and

with

rep

etiti

on, w

ith a

ndw

ithou

t equ

ipm

ent.

Dem

onst

rate

s di

ffere

nt w

ays

to lo

com

ote,

rot

ate,

ele

vate

and

bala

nce,

usi

ng v

ario

uspa

rts

of th

e bo

dy, w

ithco

ntro

l.

R.4

.3 P

erfo

rms

expr

essi

vem

ovem

ents

usi

ng d

iffer

ent

part

s of

the

body

.

1.4.

3 R

espo

nds

to a

var

iety

of s

timul

i and

exp

ress

es a

rang

e of

diff

eren

t moo

dsan

d fe

elin

gs th

roug

hm

ovem

ent.

2.4.

3 P

erfo

rms

expr

essi

vem

ovem

ents

or

patte

rns

rhyt

hmic

ally

, usi

ng v

ario

usst

imul

i.

3.4.

3 E

xplo

res

expr

essi

vem

ovem

ents

usi

ng c

ontr

asts

of s

peed

, dire

ctio

n, b

ody

shap

e an

d po

sitio

n.

R.4

.4 P

artic

ipat

es in

free

play

act

iviti

es.

1.4.

4 P

artic

ipat

es in

free

play

act

iviti

es u

sing

a v

arie

tyof

equ

ipm

ent.

2.4.

4 P

artic

ipat

es in

stru

ctur

ed a

ctiv

ities

usi

ngeq

uipm

ent.

3.4.

4 P

artic

ipat

es in

pla

yan

d de

scrib

es it

s ef

fect

s on

the

body

.

Dem

onst

rate

s ba

sic

field

and

trac

k at

hlet

ics

tech

niqu

es.

Per

form

s rh

ythm

icm

ovem

ents

with

aw

aren

ess

of p

ostu

re.

Iden

tifie

s da

nger

s an

dre

spon

sibl

e sa

fety

mea

sure

s in

and

aro

und

wat

er.

REVISED NATIONAL CURRICULUM STATEMENT€¦ · This resource material should always be used in...

Documents

Transcript of REVISED NATIONAL CURRICULUM STATEMENT€¦ · This resource material should always be used in...