Implementing the Natural Science and

Technology Curriculum
Specific Aims for Natural Science and Technology across
Phases
Foundation Phase (Grades R-3)

• Natural Science and Technology forms a small part of Life Skills within the
Beginning Knowledge study area.
• The Life Skills curriculum is organised into four study areas: Beginning Knowledge,
Creative Arts, Physical Education, and Personal and Social Well-being.
• Beginning Knowledge draws content and concepts from Natural Sciences,
Technology, and Social Sciences (History and Geography).
• Instructional time: 1 hour per week for Grades R-2, 2 hours per week for Grade 3.

Intermediate Phase (Grades 4-6)

• Natural Sciences and Technology is a single subject with 3.5 hours per week.
• Specific aims:
o Doing Science and Technology: Learners develop practical skills through
investigations, designing, and making.
o Understanding and applying concepts: Learners connect scientific and
technological concepts to everyday contexts.
o Understanding the nature of Science and Technology: Learners appreciate
the role of Science and Technology in society and the environment.

Senior Phase (Grades 7-9)

• Natural Sciences and Technology are separate subjects.

• Natural Sciences: 3 hours per week; Technology: 2 hours per week.
• Natural Sciences aims focus on scientific inquiry, understanding the natural world,
and developing scientific literacy.
• Technology aims focus on the design process, problem-solving, and developing
practical solutions using materials, structures, and systems.

Integration of Natural Science and Technology within

CAPS
Curriculum Organisation

• The CAPS Life Skills document specifies that Beginning Knowledge is integrated
with Personal and Social Well-being in the Foundation Phase.
 • Topics are suggested to integrate content across study areas (e.g., "Water" includes
science concepts like floating/sinking, technology uses like saving water, and social
aspects).
• Progression is built into the curriculum: topics become more complex across grades
(e.g., Grade R: "My Body"; Grade 3: "Keeping my body safe" and "Health
protection").

Knowledge Areas

• Natural Science knowledge areas: Life and Living, Energy and Change, Matter and
Materials, Planet Earth and Beyond.
• Technology knowledge areas: Structures, Processing, Mechanical Systems and
Control, Electrical Systems and Control.
• These complement each other: Science pursues new knowledge about the natural
world; Technology creates practical solutions to meet human needs.

Inquiry-Based Learning
Definition and Rationale

• Inquiry is an investigative approach that encourages curiosity, exploration, and

questioning — the opposite of rote learning.
• Inquiry-based learning allows learners to construct their own knowledge through
discovery, observations, and experiments following scientific methods.
• Children are viewed as "emergent scientists" who develop understanding through
active participation.

Benefits of Inquiry in the Classroom

• Develops process skills of science (observing, comparing, classifying, measuring,

experimenting, communicating).
• Helps children learn independently — they formulate their own questions and draw
conclusions.
• Fosters intrinsic motivation — a desire to understand "why".
• Equips learners with practical problem-solving procedures.
• Reduces behavioural problems — active engagement prevents disengagement.

Teacher's Role

• Plan hands-on experiences in a supportive environment.

• Use open-ended questions (e.g., "What do you think will happen if...?").
• Scaffold learning — guide children to reorganise data and form new concepts rather
than simply telling them facts.
• Value and encourage wonder, inquisitiveness, and curiosity throughout the day.

Example: A Grade 1 teacher asks, "What do you think will happen if we put this ice cube in
the sun?" — promotes prediction, observation, and explanation.
Problem-Solving Nature of Science and Technology
Core Concept

• Problem-solving involves identifying a problem, thinking of ways to solve it, and

trying out solutions.
• In Science and Technology, problem-solving is flexible — learners explore cause and
effect, apply knowledge in new contexts, compare, measure, and recognise patterns.
• Edward de Bono distinguishes between removing the cause (traditional problem-
solving) and design ("Here is the situation. How can we move forward?").

Skills for Problem-Solving (Spivak et al.)

• Analysing a situation to determine possible problems.

• Brainstorming potential solutions.
• Envisioning steps toward solving the problem.
• Anticipating consequences of those solutions.

Facilitating a Problem-Solving Climate

• Create time: Large blocks of uninterrupted time allow trial-and-error.

• Create space: A suitable, safe area for experimentation and co-operative work.
• Use materials: Open-ended materials (e.g., boxes, blocks, recyclables) encourage
more problem-solving than closed-ended materials.
• Model problem-solving: Teachers think aloud — talk about how they approach
problems and why solutions worked or not.
• Choose appropriate problems: Problems should be relevant to learners' lives, have
multiple solutions, and allow evaluation.

Encouraging Questions

• Use divergent (open-ended) questions ("How many ways can we...?") rather than
convergent ("What colour is this?").
• Accept all answers equally; encourage elaboration.
• Record children's ideas to validate their thinking.

Example: "What are all the ways we can use this wrapping paper?" — encourages
brainstorming multiple possibilities.

Technology Design Process (IDMEC)

The Five Stages

1. Investigate: Gather information using books, videos, experts. Brainstorm ideas, share
and discuss.
2. Design and plan: Develop initial ideas, choose the best one, sketch out ideas, model
and experiment.
 3. Make: Use tools, equipment, and materials to develop a solution to an identified
problem, need, or want.
4. Evaluate: Test the product to determine if it works and what can be improved.
5. Communicate: Share results orally, in writing, graphically, or electronically.

Application in Foundation Phase

• Learners design and make simple artefacts (e.g., a container, a toy, a puppet).
• Emphasis on creativity and critical thinking — learners express opinions, make
choices, plan how things are done.
• Co-operative learning is encouraged.
• Learners develop fine motor skills by cutting, shaping, folding, and joining materials
using simple tools.

The Design Process Cycle

• The process is iterative — learners may revisit earlier stages as they evaluate and
improve their designs.

Core Concepts and Skills for Developing Beginning

Knowledge
Scientific Process Skills (Natural Sciences)

• Observing: Noting details using all five senses.

• Comparing: Showing similarities between objects/events.
• Classifying: Grouping objects according to properties.
• Measuring: Using instruments (rulers, thermometers, clocks).
• Experimenting: Carrying out investigations using appropriate equipment.
• Communicating: Using words, drawings, diagrams, tables, graphs.
• Additional skills: Predicting (stating expected results), Hypothesising (suggesting an
explanation), Inferring (drawing conclusions from observations).

Technological Process Skills

• Investigate: Find information about a problem or need.

• Design: Plan and sketch a solution.
• Make: Build or create the designed solution.
• Evaluate: Test and reflect on the product.
• Communicate: Share the design process and results.

Seven Key Concepts for Understanding Natural Science and Technology

1. Conservation: Careful preservation and protection of something (e.g., saving water).

2. Cause and Effect: Understanding consequences of actions (e.g., watering a plant vs.
not watering).
3. Place: Where something is found; reflecting on one's place in the world.
 4. Adaptation: How living things become better suited to their environment (e.g.,
camouflage).
5. Relationships and Interdependence: How all things depend on each other (e.g., food
chains).
6. Diversity and Individuality: Variety in nature and how things are the same/different.
7. Change: Understanding that change is constant and can be intentional or
unintentional (e.g., water changing to ice).

Content Knowledge Areas (Strands)

Natural Science Technology

Life and Living (plants, animals, human body) Structures (frame, shell, solid)
Processing (food, textiles, simple
Energy and Change (light, heat, sound, electricity)
products)
Matter and Materials (solids, liquids, gases, Mechanical Systems and Control (simple
properties) machines)
Planet Earth and Beyond (weather, solar system, Electrical Systems and Control (simple
earth's structure) circuits)

Teaching Approaches for Foundation Phase

• Teachers must plan intentional learning experiences — children do not automatically

learn science concepts through play alone.
• Use mind maps to brainstorm subtopics and generate activities (e.g., the theme
"Water" can be explored through concepts like conservation, change, place).
• Integrate multiple intelligences (visual, bodily-kinaesthetic, musical, etc.) through
varied activities.
• Play pedagogy (e.g., Reggio Emilia approach) is effective for introducing scientific
vocabulary.
• The STEAM approach (adding Arts to STEM) helps children express ideas creatively
and think in interdisciplinary ways.

Natural Science Knowledge: Life Science

and Physical Science
Core Content under Life Science
• Life Science is the study of living things: people, plants, and animals
• Focus areas: life processes, healthy living, biodiversity, habitats, human body
functions
• To be classified as alive, an organism must perform all seven life processes (MRS
GREN):

Process Meaning
Movement Ability to change position or move parts
Respiration Release energy from food
Sensitivity Respond to changes in environment
Growth Increase in size
Reproduction Produce offspring
Excretion Get rid of waste materials
Nutrition Take in and use food

• Key distinction: Living things need food, air, water; grow; move on their own; are
sensitive; reproduce; respire; excrete; have a definite life cycle; made of cells
• Non-living things do not show any of these characteristics
• Example topic: Plants and seeds (Grade 1, Term 3) — learners observe seed growth,
identify plant parts, and explore needs of plants

Core Content under Physical Science

• Physical Science is the study of non-living materials: wind, water, sound, light, and
matter
• Focus areas: structure of matter, properties of materials, reactions and changes,
products and uses
• Three states of matter:
• Solids — hold their shape, have set volume and shape (e.g., metal, wood, rock)
• Liquids — flow freely, have set volume but take shape of container (e.g., water, oil)
• Gases — no set volume or shape, fill available space (e.g., air, steam)
• Also covers: materials and their properties (hardness, flexibility, transparency),
forces (push/pull), simple machines (lever, wheel and axle, pulley, inclined plane,
screw, wedge)
• Example topic: Mixing different things in water to change what it looks like (Grade
R, Term 3) — exploring dissolving, floating, sinking
• Another example: Sound (Grade R, Term 2) — exploring how vibrations create sound

Application of Science Processing Skills

• Process skills are the abilities to process new information through concrete
experiences (Copple & Bredekamp, 2009)
• Inquiry-based learning uses these skills: learners construct knowledge through
discovery, observation, and experiments following scientific methods
• Key process skills include:
• Observing — using senses to gather information
• Classifying — grouping objects by properties
• Measuring — using tools to quantify (length, volume, weight)
• Communicating — sharing findings through talk, drawings, writing
• Inferring — explaining observations based on prior knowledge
• Predicting — stating what will happen based on evidence
• Experimenting — testing ideas through fair tests
 • Example application: In a "sticky glues" activity, learners predict which kitchen
substance (jam, honey, salad cream) makes the best glue, test by sticking paper, and
record results. This practices predicting, experimenting, observing, and
communicating.
• Teachers should ask open-ended questions (e.g., "What do you think will happen?")
to promote inquiry and problem-solving
• Process skills are more important than memorising scientific facts — learners learn to
"do science" rather than just "learn about science"

Lesson 3: Understanding Natural Science

Knowledge
Energy and Change
• Energy and Change focuses on how energy is transferred in physical and biological
systems and on the consequences of humans' needs and wants for energy resources.
• Key sub-topics: energy sources (light, heat, sound, electricity, motion, magnetism),
energy control, basic operations of technological tools, physical processes (force,
motion, gravity, friction, simple machines), and processing (food, textiles, other
products).
• Sound is a type of energy. Example from Life Skills: "What makes the sounds we
hear?" (Term 2, Grade R).
• Force is a push or a pull. Forces exist in pairs. An object cannot begin to move on its
own — it needs a force.
• Simple machines make work easier: lever, pulley, wheel and axle, inclined plane,
wedge, screw.
• Friction is a force that slows down or stops moving objects; produced when two
objects rub together.
• Energy can change form (e.g., light to heat, motion to sound). It is often controlled
by mechanisms (electrical systems like simple circuits; mechanical systems like
wheels and levers).

Planet Earth and Beyond

• Planet Earth and Beyond focuses on the structure of the planet, how Earth changes
over time, how weather changes, and Earth's place in the solar system and universe.
• Earth functions as a system of five parts:
o Biosphere: all living organisms
o Atmosphere: Earth's thin covering of gases
o Lithosphere: Earth's surface and interior
o Hydrosphere: Earth's circulating water system
o Energy system: the energy that powers all Earth's systems
• Human population, technologies, and practices impact Earth's energy system — this
creates both dangers and opportunities.
• Cosmos is included: sun, planets, solar system, and beyond. Understanding solar
distances and planetary movement is key.
• Example from Life Skills: "The sky at night" (Term 4, Grade 1).
Identifying and Controlling Variables
• Variable: an aspect that influences how a system behaves.
• Three types of variables:
o Independent variable: the variable the investigator changes.
o Dependent variable: the variable whose value may change because of the
independent variable.
o Controlled variables: all other variables that must be kept constant to ensure
reliable and valid results.

Example – parachute experiment:

• Lesson aim: "To determine if the size of the 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

Example – dissolving experiment:

• Lesson aim: "To determine the effect of temperature on the rate of dissolving."
• Independent variable: temperature
• Dependent variable: rate of dissolving
• Controlled variables: amount of water, amount of sugar
• Why controlled variables are important: to ensure results are reliable and valid
(fair test).

Interpreting Data
Constructing data tables:

• Identify the independent and dependent variable.

• Design a table to capture relevant information.
• Validate testing by repeating the experiment and finding the average value.

Organising data in a graph:

• Decide on graph type (bar graph, line graph, pictograph).

• Provide a heading below the graph that includes both the independent and dependent
variable.
• Label the x-axis and y-axis with titles and correct units (if applicable).
• Use a constant scale on each axis.
• Plot data using the average value.

Example table (pendulum experiment):

LENGTH OF STRING (CM) NUMBER OF SWINGS (Trial 1, Trial 2, Average)

60 2, 3, Average: 2.5
40 2, 3, Average: 2.5
20 2, 3, Average: 2.5

Note: The actual data shown is incomplete; in practice, learners would record their own trial
results and calculate averages.

Lesson 4: Understanding Technology

Knowledge — Materials, Products and
Applications, and Basic Operations
The Unique Features and Scope of Technology
According to the Technology CAPS document, technology allows learners to:

• Solve problems in creative ways

• Learn in real-life situations outside the classroom
• Link abstract concepts with concrete understanding
• Engage in practical projects using technological (design) skills
• Work collaboratively
• Develop life skills: problem-solving, decision-making, critical and creative thinking
• Build positive attitudes toward technology-based careers

Creating an Awareness of Technology

Foundation Phase teachers must develop an awareness of how technology is used at home,
school, and at family members' work sites. Learners need to understand concepts and
knowledge to participate effectively in technological activities.

Key technology topics for Foundation Phase learners include:

• 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:

• Explore materials
• Identify common materials
 • Gain knowledge about material uses
• Sort and identify materials by simple properties (e.g., hard/soft, rough/smooth)

Example activity — "Mad Materials" spinner game:

• Use two spinners: one with objects (e.g., kettle, shoe), one with materials (e.g.,
chocolate, paper)
• Learners spin both and discuss combinations: "Is it functional to make a kettle from
chocolate?"
• Encourages thinking about material properties and suitability

Spinners for matching objects with materials in a classroom game to explore material
properties.

Products and Applications

Learners should investigate how toys, classroom objects, and safe household items are made,
assembled, and finished for their purpose. Compare versions of the same item (e.g.,
different spoons) and say which they prefer and why.

Example activity — "Sticky Glues":

• Learners examine kitchen substances (honey, jam, mayonnaise, syrup, flour-water

mix)
• Describe texture, predict which is stickiest
• Test by sticking two pieces of paper and hanging weights
• Surprise result: salad cream often works best

According to Mitchley (1995), technology is procedural — skills and knowledge are

acquired along the way, not given as a pool to remember.
Basic Operations
This covers the basics of technological tools. Learners need to understand that tools and
machines:

• Come in many different kinds

• Perform many different jobs
• Make tasks easier and quicker
• Cannot work by themselves (need people or power like electricity)
• Are used in a variety of places (homes, schools, factories, farms)
• Take us from place to place

Example: Using a tape recorder — learners need to insert a tape, press play/rewind, and turn
it on/off. Using a computer — learn mouse, keyboard, or touchscreen.

Image: Identifying simple machines on a bicycle

Count of simple machines found on a bicycle: levers, pulleys, wedges, wheels/axles, screws,
inclined planes.

Tool Activities (selected examples)

Activity Description
Tool Activity 1 Use a sheet of tool pictures; ask questions like: Which item must be
(Answering questions) pushed/pulled? Which is made of wood? Which can rotate?
Tool Activity 2 (Visual
Display 5 tools, remove one, learners guess the missing tool.
memory)
Tool Activity 4 Listen to clues and name the tool: "I pick up dirt" → vacuum
(Riddles) cleaner.
Tool Activity 5 (Feel
Feel a tool in a bag and describe its properties before naming it.
and guess)
Test rolling vs. non-rolling objects down a ramp; compare wheel
Wheel activities
shapes (circle, triangle, square) to find the best roller.
Concepts about wheels and simple machines

• Wheels and axles — wheels turn around an axle; both turn together
• Inclined plane/ramp — a slanting surface that makes lifting easier
• Lever — a rod balanced on a fulcrum; helps lift with less effort
• Pulley — a grooved wheel with a rope; changes direction of force
• Screw — an inclined plane wrapped around a cylinder
• Wedge — two inclined planes back-to-back; used for cutting or splitting

Key takeaway: Technology knowledge in the Foundation Phase focuses on building

awareness of materials, how products are made and used, and the basic operation of tools and
machines. These concepts prepare learners for more advanced problem-solving and design
activities.

Understanding Technology Knowledge:

Structures, Processing, and Systems
Structures
• Purpose of structures: to protect, support, and make lives easier.
• Three types of structures:

Frame Structures

• Support on the inside; span a distance and carry loads.

• Examples: furniture, bridges.

Shell Structures

• Support on the outside; protect and contain things.

• Examples: shoes, packaging.

Solid Structures

• Fixed shape or form; used to create other shapes.

• Examples: bricks, polystyrene balls.

Key takeaway: Both natural (trees, shells, spider webs) and man-made (buildings, shoes)
structures fall into one of these three types.

Forces Acting on Structures

Forces are pushes or pulls that act on structures. Five main types:
 • Compression: pushing force that squeezes or compresses material. Example: books
pressing down on a shelf.
• Tension: pulling force that stretches material. Example: a trampoline pulling on its
springs.
• Torsion: twisting force.
• Bending: force that causes a curve. Example: a heavy weight bending a shelf.
• Shearing: tearing force that cuts or rips. Example: a hook breaking under too much
weight.

Structures must be designed to withstand these forces, especially in man-made constructions

like bridges and buildings.

Processing
Processing involves using raw materials, combining and mixing them to create new products.

Food Processing

• Food Technology: designing and making edible items; ensuring safety, nutrition,
quality, and appeal.
• Includes science of storing, cooking, processing, and presenting food.
• Example: making a simple fruit salad or baking bread.

Textile Processing

• Learners use elementary sewing skills to make simple items.

• Example: creating a finger puppet from fabric scraps.

Other Forms of Processing

• Making materials waterproof or fire resistant.

• Combining, shaping, moulding, or painting materials to change their properties.
• Examples: candle-making, paper-making, waterproofing a container.

Applying the Design Process

The Technology Design Process consists of five sequential stages. Teachers guide learners
through real-world problems to develop solutions.

Stage Description
Investigate Gather information, assess data, define the problem, identify constraints.
Develop visual literacy, critical and creative thinking; redesign as needed;
Design
work collaboratively.
Build a model or final product; select materials, tools, and techniques; use
Make
them safely.
Check against design criteria (functionality, durability, safety); compare with
Evaluate
existing products.
 Present the solution to a target audience using appropriate methods
Communicate
(drawings, models, writing, speaking).

Example of application: Learners identify a problem (e.g., a cat stuck in a tree), investigate
possible solutions, design a rescue tool, build a prototype, test it, and share results with the
class.

Additional Notes on Systems and Movement

Systems in technology include simple machines (mechanisms) that control movement and
force. The six simple machines:

• Wedge
• Inclined plane (ramp)
• Screw
• Lever
• Pulley
• Wheel and axle

Four types of movement in technology:

Type Description Example

Linear One-way along a straight line Playground slide
Reciprocal Up-down, left-right, forwards-backwards along a straight line See-saw
Oscillating Movement in an arc shape Swing
Rotary Movement in a circular direction Merry-go-round

Energy types (renewable: solar, wind, water; non-renewable) are also part of technology
knowledge, but the lesson focuses on structures, forces, processing, and the design process.

Lesson 6: The Natural Science and

Technology Classroom and Assessment
Role of the Natural Science and Technology Teacher
• The teacher fosters trust and encourages inquiry-based learning using a
constructivist approach (children construct their own knowledge through
discovery).
• Acts as a mediator and facilitator, not merely a transmitter of facts.
• Plans hands-on experiences and creates a supportive, safe environment for
exploration.
• Uses open-ended questions (“What do you think will happen?”) to promote problem-
solving and critical thinking.
• Ensures concepts are relatable to children’s everyday lives.
 • Models scientific attitudes: curiosity, respect for evidence, perseverance,
cooperation, open-mindedness.
• Provides a rich environment with varied materials and activities that cater to
multiple intelligences and learning styles.
• Example: Instead of telling children that magnets attract metal, let them test various
objects and discover the property themselves.

Key takeaway: The teacher’s role is to guide children’s own discovery, not to deliver ready-
made answers.

Strategies for Successful Science and Technology

Activities
• Trial activities beforehand to identify potential problems and refine instructions.
• Set clear expectations and rules for behaviour and safety.
• Use appropriate protective gear (e.g., goggles when mixing substances).
• Encourage cooperative learning and group work to build social skills.
• Provide open-ended materials (wood scraps, fabric, recyclables) that allow multiple
solutions.
• Plan activities that address different learning styles:
o Visual learners: pictures, diagrams, demonstrations.
o Auditory learners: discussions, explanations, songs.
o Tactile/kinaesthetic learners: handling materials, building, moving.
• Use varied teaching methods: stories, games, experiments, field trips, challenges.
• Allow time for trial and error; value children’s ideas and solutions.
• Example: For a “make a boat” activity, provide different materials (corks, foil, straws)
and let children test their designs.

Safety in the Science and Technology Class

• Never taste or eat anything unless explicitly instructed by the teacher.
• Use only mild chemicals (nothing stronger than vinegar in Foundation Phase).
• Check rocks and minerals before allowing children to touch them (no sharp or toxic
specimens).
• Do not use ice (risk of frostbite).
• No running, playing, or lighting matches near chemicals.
• Spills and drops must be cleaned immediately.
• Teachers must supervise at all times and set clear safety rules.

Key rule: Treat all materials with respect; young children need direct guidance to avoid
harm.
Natural Science and Technology Outside the Classroom
• Field trips enhance engagement and develop scientific skills in real-world contexts.
• Examples: visits to botanical gardens, nature reserves, farms, hardware stores,
construction sites.
• Teacher responsibilities:
o Plan and obtain permissions.
o Integrate the outing with curriculum topics.
o Ensure safety (adequate supervision, first aid, emergency plan).
• Visitors (e.g., a builder, gardener, scientist) bring authentic expertise into the
classroom.
• Outdoor activities include: observing plants/animals, collecting natural materials,
weather study, exploring local structures.
• Example: A walk around the school to identify different habitats (under a rock, in a
bush) and record findings with drawings.

Overall Purpose of Assessment

• Primary goal: interpret what learners know and can do.
• Also used to evaluate the teacher’s performance and adjust instruction.
• Focus on progress in scientific process skills and inquiry.
• Avoid teaching to the test; instead, test what is taught.
• Assessment should cover:
o Understanding of content and process skills.
o Critical thinking and problem-solving.
o Relationships between science/technology and the real world.
o Use of mathematics as a tool for science/technology.

Education triangle: Teachers must balance what to teach (curriculum), how to teach
(methodology), and how to measure (assessment).

Assessment Strategies
Formative Summative
During teaching At end of unit
Assessment for learning Assessment of learning
Purpose: evaluate progress Purpose: measure achievement
Informal Formal

Types of Assessment in Foundation Phase

• Assessment of process skills: Observe children’s actions that demonstrate

understanding (e.g., using a magnifying glass, measuring).
 • Assessment of inquiry: Proficiency in questioning, predicting, experimenting
(depends on grade and age).
• Assessment of attitude: Values scientific reasoning, accomplishment, and benefits of
advancing science/technology.
• Assessment of content: Emphasis on process-oriented inquiry where learners
construct their own knowledge.

Methods

• Observation over time (note children’s engagement, skills, and understanding).

• Checklists (pre-defined criteria for specific skills or behaviours).
• Interviewing (ask open-ended questions to gauge understanding).
• Portfolios (collect work samples, drawings, photos to show progress).
• Self-assessment within group activities (e.g., “How well did you cooperate?”).

Continuous Assessment Steps

1. Evaluate the evidence.

2. Generate and collect evidence.
3. Record the findings.
4. Use the information to understand and assist learners.
o Helps teachers adjust teaching strategies and provide regular feedback.

Programme of Assessment according to CAPS

• Foundation Phase assessment is largely informal.
• Formal assessment of each learner takes place once per term.
• Emphasis on observation for holistic development (support, encourage, assess).
• Assessment must align with the curriculum (what to teach), methodology (how to
teach), and assessment (how to measure).
• Use checklists and portfolios to document progress for parent-teacher meetings.
• Example: For an inquiry-based activity on floating/sinking, the teacher uses a
checklist with items like “predicts outcome,” “tests objects,” “records results,”
“explains why it floats.”