Natural Science and Technology

Education (NST301): Comprehensive

Study Notes

Implementing the Natural Science and Technology

Curriculum and Understanding the Nature of Natural
Science and Technology

Where NST Fits into the Foundation Phase Curriculum

In the Foundation Phase (Grades R–3), Natural Science and Technology is not a
separate subject. Instead, it is taught as part of Life Skills, which consists of four
study areas: Beginning Knowledge, Personal and Social Well-being, Creative Arts,
and Physical Education. The content and concepts of Beginning Knowledge are
drawn from Natural Sciences, Technology, and Social Sciences (History and
Geography). The instructional time for Beginning Knowledge is 1 hour per week in
Grades R–2 and 2 hours per week in Grade 3.

The specific aims of Life Skills include equipping learners with “awareness of
technological processes” and “understanding of the relationship between people
and the environment.” One aim directly states: “equipping learners with the skills,
knowledge and values to develop their understanding of basic Science and
technological processes.”

Natural Science and Technology Concepts and Skills

Key concepts in Natural Sciences and Technology are organized into knowledge
strands:

 Natural Sciences: Life and Living, Energy and Change, Matter and Materials,
Planet Earth and Beyond

 Technology: Structures, Processing, Systems and Control

Key process skills for both disciplines:

 Natural
Technology
Sciences

Observing Investigate

Comparing Design

Classifying Make

Measuring Evaluate

Experimenting Communicate

Communicating

Scientific Process Skills Explained

 Observing: Noting details of objects, organisms, and events using all five
senses (hearing, seeing, touching, smelling, tasting).

 Comparing: Showing similarities between things. A companion skill is

contrasting (noting differences).

 Classifying: Grouping objects according to their properties.

 Measuring: Using instruments such as rulers, thermometers, clocks, and

syringes.

 Experimenting: Carrying out investigations using appropriate equipment.

 Communicating: Sharing ideas orally, in writing, through drawings,

diagrams, tables, or graphs.

Additional process skills include:

 Predicting: Stating what you think the results will be before an investigation,
 based on past experiences or observations. Teachers can ask: “What do you
think will happen if...?”

 Hypothesising: Putting forward a possible explanation to account for facts;

a hypothesis is tested through further investigation.

 Inferring: Drawing conclusions based on observation, reasoning, or past

experiences; interpreting observations rather than just making them.
(Example: seeing wet ground and inferring it rained.)

Specific Aims of Natural Sciences and Technology

The NST curriculum has three specific aims:

1. Specific Aim 1 – Doing Science and Technology: Learners investigate,

analyse, and use processes and skills (hands-on).

2. Specific Aim 2 – Understanding and Connecting Ideas: Learners grasp

scientific, technological, and environmental knowledge and apply it in new
contexts (minds-on).

3. Specific Aim 3 – Science, Technology and Society: Learners understand the

relevance of NST in society and the environment (hearts-on). This aim
fosters respect for living things and responsible citizenship.

Inquiry-Based Learning and Problem-Solving

Inquiry is the overall process of coming up with ideas about the natural world and
testing them through experimentation. It engages learners in investigating and
constructing explanations. The teacher guides by organising questions and steps.

Inquiry-based learning provides opportunities for children to:

 Learn through doing and talking

 Be involved in problem-solving

 Acquire a flexible approach

 Approach problems in real contexts

 Develop personal qualities and attitudes

Problem-solving involves identifying a problem, thinking of ways to solve it, and
trying out solutions. Learners explore cause and effect, apply knowledge in new
contexts, compare, measure, recognise patterns, and repeat them. The teacher
offers a range of experiences and uses open-ended questions like “What if?”.

How Natural Science and Technology Complement Each Other

Aspect Natural Science Technology

Pursuit of new knowledge

Creation of structures, systems,
and understanding of the
Goal and processes to meet people’s
natural world and
needs and improve quality of life
phenomena

Understanding the natural Understanding human-made

Focus
world objects and solving problems

Discovery through inquiry Making products through

Developmental
and carrying out design, invention, and
methods
investigations production

Practical solution-orientation
Major Investigation through
through the design process
processes scientific processes
(IDMEC)

Evaluation Analysis and application of

Analysis, creation of theories
methods design

The Technology Design Process

Technology in the school context is defined as the “use of knowledge, skills, values
and resources to meet people’s needs and wants by developing practical solutions
to problems, taking social and environmental factors into consideration.” The
design process has five stages represented by the acronym IDMEC:

1. Investigate: Gather information using various resources (books, videos,

 guest speakers). Assess the information through brainstorming, sharing
ideas, and discussions.

2. Design: Develop initial ideas, choose the best idea, sketch on paper, model
ideas, and experiment.

3. Make: Use tools, equipment, and materials to develop a solution to the

identified problem, need, or want.

4. Evaluate: Test the product to determine if it works and what can be

improved.

5. Communicate: Present findings orally, in writing, graphically, or

electronically.

The starting point is exposing learners to a problem, need, or want.

Products of Science

The two key products of Science are scientific facts and scientific concepts. Other
products include theories, laws, and attitudes.

 Scientific facts: Pieces of information with actual existence (e.g., pure water
freezes at 0°C). Children can discover facts through activities.

 Scientific concepts: Ideas that combine several facts or observations (e.g.,

“Green plants grow towards light”). Concepts are developed through
exploration and investigation.

 Scientific theories: Explanations of concepts or regularities that appear true

but cannot be proved (e.g., atomic theory).

 Scientific laws: Assertions so apparently true they can never be disproved

(e.g., Newton’s law of universal gravitation).

 Attitudes towards Science and Technology: Developed from experiences;

teachers should foster positive attitudes through engaging activities.

Knowledge Areas of NST

Natural Science Technology

 Life and Living Structures

Energy and Change Processing

Mechanical systems and

Matter and Materials
control

Planet Earth and Electrical systems and

Beyond control

Understanding Natural Science Knowledge: Life

Science and Physical Science

Core Content of Life Science

Life Science is the study of living things: people, plants, and animals. For
something to be classified as alive, it must be capable of all seven life processes
(remembered by the acronym MRS GREEN):

 Movement

 Respiration

 Sensitivity

 Growth

 Reproduction

 Excretion

 Nutrition

In the Foundation Phase, topics from the Life Skills CAPS document that explore
Life Science include “Plants and seeds” (Term 3, Grade 1). When teaching,
teachers use inquiry-based learning to develop science process skills. Examples
include observing plants growing, comparing seeds, and classifying plants.

Core Content of Physical Science

Physical Science is the study of non-living things, including the structure of matter:
solids (hold their shape), liquids (flow freely), and gases (no set volume). It also
covers materials, their properties and uses, and exploring products and how they
are used.

A relevant subtopic from the Life Skills CAPS document is “Mixing different things
in water to change what it looks like” (Term 3, Grade R).

Topics from the CAPS document for each knowledge strand (examples):

Life Science Physical Science

Healthy living (Term 1, Grade

Sound (Term 2, Grade R)
2)

Plants and seeds (Term 3, Water – objects that float and sink (Term 3,
Grade 1) Grade R)

Teachers should ensure that learners are given opportunities to develop process
skills such as observing, comparing, classifying, measuring, experimenting, and
communicating through these topics.

Understanding Natural Science Knowledge: Energy

and Change and Planet Earth and Beyond

Core Content of Energy and Change

Energy and Change focuses on how energy is transferred in physical and biological
systems, and the consequences of human needs and wants on energy resources. A
sample topic from the Life Skills CAPS document is “Sound – what makes the
sounds we hear” (Term 2, Grade R). Sound is a type of energy.
Core Content of Planet Earth and Beyond

Planet Earth and Beyond incorporates Earth and Space Science. The goal is to
observe and understand patterns that connect what we observe around us. Planet
Earth functions as a system comprising five parts:

1. Biosphere: all of Earth’s living organisms

2. Atmosphere: Earth’s relatively thin covering of gases

3. Lithosphere: Earth’s surface and interior

4. Hydrosphere: Earth’s circulating water system

5. Energy system: the energy that powers all Earth’s systems

Human population, technologies, and practices impact the Earth’s energy system.
This knowledge strand also covers the cosmos: the sun, planets, solar system, and
beyond. A sample topic is “The sky at night” (Term 4, Grade 1).

Experimentation: Identifying and Controlling Variables

A variable is an aspect that influences how a system behaves. In experiments, it is

crucial to know which variable is causing the observed effect. All other variables
must be kept constant.

 Independent variable: The variable the investigator changes.

 Dependent variable: The variable whose value may change because of a

change in the independent variable.

 Controlled variables: All other variables that must be kept constant to

ensure reliable and valid results.

Example: To determine if the size of a parachute affects the rate at which it falls:

 Independent variable: size of the parachute

 Dependent variable: rate at which it falls

 Controlled variables: height from which dropped, weight attached

Another example: To determine the effect of temperature on the rate of dissolving

sugar:

 Independent variable: temperature

 Dependent variable: rate of dissolving

 Controlled variables: amount of water, amount of sugar

Constructing Data Tables and Graphs

 Identify independent and dependent variables.

 Design a table: independent variable in left column, dependent in right.

 Repeat experiment and find average values.

 For graphs: choose appropriate type (bar, line, pictograph). Provide a

heading that includes both variables. Label axes with units and use constant
scales.

Understanding Technology Knowledge: Materials,

Products and Applications, and Basic Operations

Unique Features and Scope of Technology

According to the Technology CAPS document, Technology gives learners

opportunities to:

 Solve problems in creative ways

 Learn in real-life situations outside classroom

 Combine thinking and doing (abstract concepts with concrete

understanding)

 Work collaboratively

 Engage in practical projects using design skills

  Deal with human rights, inclusivity, and environmental issues

 Create positive attitudes towards technology-based careers

Creating an Awareness of Technology

Foundation Phase teachers must develop awareness of Science and Technology

by helping learners understand how technology is used at home, school, and
workplaces. Learners need to gain basic knowledge about:

 Materials, tools, and products

 Products and applications

 Basic operations

 Structures

 Processing

 Systems (energy and control, electricity, mechanisms, simple machines)

Materials
Exploring materials and products increases understanding of Technology. Learners
learn to find ways of identifying common materials, gain knowledge about a range
of materials and their uses, and learn to sort and identify materials by simple
properties. A game idea from Van Heerden (2022:71) uses materials cards to teach
learners about different materials and options for making products.

Products and Application

Learners should investigate how toys, classroom objects, and safe household
items are made, assembled, and finished. They can compare versions of the same
thing, say which they like best, and describe textures. Technology is essentially
procedural; it uses knowledge and skills as resources for action, rather than ends
in themselves.
Basic Operations
This includes the basics of using technological tools. Learners need to understand:

 There are many different kinds of tools and machines

 They perform different jobs

 They accomplish tasks more easily and quickly

 They cannot work by themselves

 They are used in a variety of places

 They take us from place to place

Understanding Technology Knowledge: Structures,

Processing, and Systems

Structures

The purpose of a structure is to protect and support us and make lives easier.
Three types of structures:

 Frame structures: Support on the inside; support a load and span a distance.
Examples: furniture, bridges.

 Shell structures: Support on the outside; protect and contain things.

Examples: shoes, packaging.

 Solid structures: Fixed shape/form; can be used to create other shapes.

Examples: bricks, polystyrene balls.

Processing

Processing occurs when learners use raw materials and combine/mix them to
create new products. Aspects include:
  Food Technology: Designing and making things to eat; involves safety,
nutrition, quality, and the science behind storing, cooking, processing, and
presenting food.

 Textiles: Using elementary sewing skills to make simple items (e.g., finger
puppets).

 Other processing: Making materials waterproof or fire resistant.

Systems

Systems involve simple machines called mechanisms – any device that makes
work easier by controlling movement and force. There are six types:

1. Wedge (example: woodpecker’s bill)

2. Inclined plane / ramp (example: playground slide)

3. Screw

4. Lever (example: scissors; fixed point around which lever pivots is the
fulcrum)

5. Pulley (can change direction of force)

6. Wheel and axle (example: door knob)

Additional Technology Knowledge

Movement

Type Description Example

Playground
Linear One-way movement along a straight line
slide

Up-down, left-right, forwards-backwards

Reciprocal See-saw
along a straight line
Oscillating Movement in an arc shape Swing

Merry-go-
Rotary Movement in a circular direction
round

Forces Acting on Structures

Type Description Example

Compression Pushing force Books on a shelf

Tension Pulling force Trampoline springing back

Torsion Twisting force Turning a tap

Bending Bending force Heavy weight on a shelf

A hook breaks if weight is

Shearing Tearing force
too heavy

Energy
Energy is the ability to do work. Sources are renewable and non-renewable. Non-
renewable includes fossil fuels (coal) and nuclear fuels. Renewable sources include:

 Solar: energy from the sun (heat and light)

 Water: used in water wheels, hydroelectric power

 Wind: used in windmills, wind turbines, kites

Design Process in More Detail

The design process starts with identifying a problem, need, or want. This can be
introduced through stories, poems, or community issues. The five stages are:

Stage Description

Investigate the situation; gather and assess data; write notes

Investigate
stating problem, need, want; define constraints

Equips learners with visual literacy and critical/creative

Design thinking; expose learners to own design experiences; redesign
until desired results; teamwork

Make the solution (model or real thing); organise work; select

Make materials, tools, techniques; match tools with materials; use
tools safely

Use criteria such as appropriateness, functionality, ergonomics,

Evaluate ecological friendliness, safety, durability, comparison with
existing products

Present information to target group; decide how to

Communicate
communicate (oral, written, graphic, electronic)

Design is defined as a creative problem-solving process that adds value by

creating products with purpose, functionality, and aesthetic value.

The Natural Science and Technology Classroom and

Assessment

Role of the Natural Science and Technology Teacher

The ultimate goal in a constructivist, inquiry-based Science classroom is to gain

the learner’s trust. Teachers should:

 Help children understand there are no right/wrong answers; they can take
ownership of knowledge.

 Believe in learners and show that their thinking is important.

 Act on these beliefs, not just talk about them.

 Start slowly, introducing guided inquiry gradually.

Strategies for Successful Science Activities

To ensure successful hands-on activities:

 Try the activity yourself first.

 Discuss the activity before learners start.

 If necessary, demonstrate first.

 Show connections to prior lessons.

 Give clear directions.

 Have all materials ready, packed, and counted for each group.

 Do not hand out materials until the introduction is complete.

Safety in the Foundation Phase NST Classroom

Teachers must take appropriate safety precautions and be role models. Key points:

 Encourage cooperation among learners regarding safety.

 Maintain orderly behaviour to reduce accidents.

 Ensure learners can hear instructions.

 Use common sense.

Safety precautions:
  Wear protective gear (goggles, apron, old long-sleeve shirt).

 Use plastic instead of glass equipment.

 Never taste or eat anything unless specified by the teacher.

 Treat chemicals with respect; nothing stronger than vinegar in Foundation

Phase.

 Check rocks and minerals before allowing children to touch them.

 Do not use dry ice (can cause frostbite).

Equipment and materials:

 Use easy-to-obtain, inexpensive equipment.

 Provide recycled and recyclable materials.

 Purchase from grocery/hardware stores; ask for donations.

 If ordering, use reputable companies.

 Store equipment independently for different activities and label

appropriately.

NST Outside the Classroom

Teaching NST outside the classroom fosters scientific knowledge and skills.
Options include:

 School gardens: Allow observation, measurement, and experimentation

with germinating seeds and plant growth.

 Non-traditional settings: Museums, aquariums, planetariums, science

centres enhance learning.

 Field trips: Take learners beyond school to observe and explore. Requires
planning: decide on venue, fit curriculum, consider cost, obtain permissions
(venue, school, Department of Education, parents). Remind children of
learning objectives.
Assessment in Natural Science and Technology

Overall Purpose of Assessment

The primary goal is to interpret what learners know and can do. Assessment also
evaluates the teacher’s performance. In Science and Technology, the focus is on
progress in scientific process skills and inquiry. Teachers should test what is
taught, not teach to the test.

Science should assess:

 Understanding of content and development of process skills

 Critical thinking and problem-solving

 Relationships between Science/Technology and the real world

 Use of mathematics as a tool for learning

Formative and Summative Assessment

Formative Summative

During the course of

At the end of a unit of study
teaching

Assessment for learning Assessment of learning

Evaluates learners’ Measures achievement after

progress instruction

Informal Formal

Formative assessment is an interactive dialogue that helps teachers adjust

instruction and empowers learners.
What is Assessed in Foundation Phase
Science and Technology?
Four types:

1. Assessment of process skills: Indicators of children’s understanding of

processes.

2. Assessment of inquiry: Proficiency in inquiry (depends on grade, age, and

individual differences).

3. Assessment of attitude: Valuing scientific reasoning and accomplishments.

4. Assessment of content: Emphasis on process-oriented inquiry where

learners construct knowledge.

Types of Assessment
 Observation: Excellent for knowing if learners have developed concepts and
skills; can be informal (general idea) or formal (using checklist with criteria).

 Checklist: Specific criteria checked off for each learner.

 Interviewing: Best way to understand learner thinking; open-ended,

partially structured.

 Science/Technology Journal: Record observations, questions, reflections.

 Portfolio: Collection of learner’s work showcasing progress.

During inquiry-based lessons, teachers can assess by:

1. Assessment over time: Select a few children each lesson.

2. Teacher as roamer: Observe while children work, use checklist.

3. Self-assessment: Children in groups with assigned roles provide feedback.

Programme of Assessment According to
CAPS
 Assessment is a continuous planned process: generating/collecting
evidence, evaluating, recording, and using information to assist learners.

 Both informal (Assessment for Learning) and formal (Assessment of

Learning) with regular feedback.

 In Foundation Phase, assessment is largely informal with formal assessment

of each learner once per term.

 Emphasis on observation to support, encourage, and assess holistic

development.

 Checklists and rubrics may be used; work can be kept in portfolios.

 Reporting: recorded in percentages against codes (7 = 80–100%, down to 1

= 0–29%).

Foundation Phase Beginning Knowledge Topics per Grade and Term

(Summarised from CAPS)

Grade R

Term Topics

Me, At school, In the classroom, Books, Days of the week, My body,

1
Healthy living, Summer, Shapes and colours around us, Festivals

Home, Safety, My family, Weather, Autumn, Sound, Sight, Touch, Taste

2
and smell, Festivals

3 Winter, Transport, Jobs people do, Water (floating/sinking), Fruit,

Vegetables, Dairy farming (butter), Wool farming, Healthy environment,
 Festivals

Spring, Birds, Reptiles, Dinosaurs, Wild animals, Finding out about one
4
wild animal, Sport, Festivals

Grade 1

Term Topics

1 Me, At school, Healthy habits, The weather, Religious/special days

My family, Safety in the home, My body, Keeping my body safe,

2
Religious/special days

My community, Pets, Manners and responsibilities, Plants and seeds, Food,

3
Religious/special days

Homes, Picture maps, Water (uses, saving, safe drinking), The sky at night
4
(moon, stars), Religious/special days

Grade 2

Term Topics

What we need to live (food, water, air, sunlight), Myself and others,
1 Everyone is special, Healthy living (purifying water, smoking, alcohol,
drugs), Religious/special days

Seasons, Animals (farm, wild, camouflage), Animals and creatures that

2
live in water (fresh/salt), Animal homes, Religious/special days
 Soil (types, creatures, plant growth), Transport (road, rail, air, water),
3
Road safety, People who help us, Religious/special days

Our country (map, flag, anthem), Ways we communicate, Life at night,

4
Religious/special days

Grade 3

Term Topics

About me (timeline), Feelings, Health protection (first aid), Keeping

1
my body safe, Rights and responsibilities, Religious/special days

Healthy eating (food groups, balanced diet), Insects (characteristics,

observing, helpful/harmful), Life cycles (mammal, insect, amphibian,
2
bird), Recycling (reduce, reuse, recycle, compost), Religious/special
days

Public safety (dangerous places, electricity, poisons), Pollution (types,

effects), How people lived long ago (change/continuity), Space (Earth
3
from space, planets, stars, telescopes, satellites), Religious/special
days

Products and processes (from plants, animals, soil), Religious/special

4
days

These topics provide the context for developing scientific knowledge, process
skills, and technological awareness. Teachers should ensure they integrate inquiry-
based learning and the design process where appropriate, and assess learners’
progress through observation, checklists, portfolios, and other formative methods.