GRADE R

EARLY IDENTIFICATION
&
SCREENING
INDEX
1. Purpose of Screening Page 1

2. Guidelines when observing learners’ Page 2

3.1. Sections in the Screening Tool Pages 3 & 4

3.2. Activities: Observation Pages 5 to 12

4. Addendum B, C & D: Screening Tool (Do not Print) Pages 12 to 15

5.1. Addendum E, F & G: Recording Sheet Excel Pages 15 & 16

Spreadsheet Format

5.2. Addendum E, F & G: Class Summary of Screening Page 16

Results

5.3. Addendum H: School Summary Page 17

5.4. Link to Capture and Submit Screening Results Page 17
Grade R: EARLY IDENTIFICATION AND SCREENING OF ALL GRADE R
LEARNERS IN PUBLIC ORDINARY SCHOOLS AND REGISTERED
INDEPENDENT SITES

1. Rationale / Purpose of this screening tool:

1. One of the key priority outcomes of the Directorate: Specialised

Education and Support is to screen and identify learners experiencing
barriers to learning as early as possible.
2. This process is intended to assess the level and extent of support required
in a Gr R classroom to maximise learners’ participation in the learning
process. This screening should not be seen as a referral process.

3. The screening further aims to achieve the following:

3.1. It guides how further support and interventions must be provided to

learners who have been identified through the screening process
conducted.
3.2. The process is intended to determine how support can be
coordinated and appropriately provided.
3.3. To strengthen the School-Based Support Team as the delivery arm of
the support service at school level.
3.4. To develop and capacitate the School-Based Support Teams to be
able to identify learners’ additional support needs.
3.5. To develop the Grade R teacher’s skills in responding to learner
diversity.
3.6. To inform parent training, e.g.: developmental milestones, listening
skills, learning through play, and developing resources etc.
3.7. To inform CBST’s and IE Teams of the nature and level of support
required by schools.
3.8. To inform Therapy support by promoting learning through play.
3.9. To assist Learning Support Teachers to design support programs for
parents, learners and teachers.

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2. TIPS DURING THE IDENTIFICATION AND SCREENING

Observe learners’ perceptual skills during daily classroom activities over the first 30 days of school. Provide
multiple opportunities for observation throughout the day — during Daily Program— to gain a full picture of
each learner’s development.

Guidelines for Observing and Supporting Grade R Learners

• Screen learners informally during daily activities to observe their natural

responses and developmental progress.

• Focus on a small group of learners each day to ensure thorough

screening, especially in early literacy, early mathematics and fine-motor
skills.

• Provide multiple opportunities for practice, as outlined in the Screening

Tool, to reinforce skills and concepts.

• Plan activities that will offer multiple opportunities, which are hands-on,
using concrete apparatus. These activities should offer self-expression,
reasoning and thinking and problem solving.

• Create a classroom that is non-threatening, calm and conducive to

teaching young learners.

• Observe learners closely ensuring that they are following instructions.

• Monitor foundational behaviours, such as: correct sitting posture, proper

crayon grip, and ability to maintain focus.

• Keep accurate records of progress using Early Screening Recording

Spreadsheet.

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 3. The Early Identification and Screening Tool:
3.1. Why the different sections in the Early Screening Tool.

Social Gross &

Early
& Fine Cognitive
Language
Emotional Motor

Sections:

General
• Captures key learner details: full Completing this section provides a
name, date of birth, and clear starting point for understanding
gender. the learner’s context, guiding early
• Indicates if the learner has identification of barriers and
repeated the grade appropriate support. All information
• Note any physical impairments must be recorded clearly, accurately,
• Home Language and based on verified school records
• School Details making use of the drop-down options
provided.

Section 1:
Social & Emotional Development This section helps teachers identify
how well the learner interacts with
others, manages emotions, and
adapts to the school environment.

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Section 2:
Gross Motor Development Gross motor development is essential
for movement, coordination, and
physical readiness for school activities.
Screening these skills helps identify
learners who may struggle with
balance, body control, or basic
physical tasks that support later
learning, including writing and
participation in play.

Section 3:
Fine Motor Development Fine motor development is crucial for
tasks that require hand-eye
coordination, precision, and control,
such as writing, cutting, and self-care.
Screening these skills helps identify
learners who may need support to
develop the dexterity and
coordination necessary for classroom
activities and daily routines.

Section 4:
Language Development Early language development is critical
for communication, understanding
instructions, and expressing needs. It
forms the foundation for literacy and
mathematics, social interaction, and
learning across all other subjects.

Section 5:
Cognitive Development Cognitive development is essential for
reasoning and thinking, problem-
solving, and understanding the world.
Screening these skills helps identify
learners’ abilities in memory,
reasoning, counting, and observation.
It will enable early support for those
who may struggle with basic cognitive
skills that underpin learning in all
areas.

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 3.2. Narrative explaining and examples of activities during
observation:

Examples of activities in the classroom

1 SOCIAL & EMOTIONAL DEVELOPMENT set-up

Does the learner …….

1.1 Relates to peers / Shares & plays well • Role-play in play situations.
• Role-play different situations.
• Works effectively as individuals
and with others as members of a
team, implied through
participation in discussions and
reporting or responding to
situations
• Free play activities in areas such
as the fantasy corner or block/
construction corner.

1.2 Obeys / Follow instructions (group) • Listen to instructions and

announcements and respond
appropriately.
• Listens to a complex string of
instructions and acts on them.
• Follow instructions to walk, run,
jump, skip, climb, etc.
• Adapts to classroom routine.

1.3 Separate easily from parents • This relates generally to arrival

and departure greetings.

1.4 Expresses needs appropriately • Use language to develop

concepts in all subject areas.
• Express feelings about a picture
and give reasons.

1.5 Demonstrates independence • The overall curriculum

encourages the development of
visual discrimination, gross and
fine motor, and hand-eye
coordination, which supports
independence. Able to work

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 independently, without support.
e.g. able to complete a simple
puzzle.
• Able to express needs: use the
toilet independently.
• Identifies own locker: name and
symbol.

1.6 Talks about self • Hear children share their own

story / news (daily "news" or
morning rings).
• Talks about personal
experiences.

1.7 Relates to teacher • Responds to teacher’s questions

appropriately.
• Follows teacher’s instructions
during group activities.
• Participate in circle time
discussions and share ideas.
• Seek help or clarification from
the teacher when needed.
• Shows understanding of
teacher’s cues (verbal or non-
verbal).

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2 GROSS MOTOR DEVELOPMENT

Is the learner able to….

2.1 Run in different directions • Running backwards and forwards.
• Running faster and slower.
• Walk and run in different
directions.

2.2 Balance on one foot • Balancing on one foot in various

games.
• Balancing: walking on a line.
• Identify different ways of moving
across balancing beams.
• Balancing: Walking on a rope,
walking on tyres, logs, planks,
stones, etc.

2.3 Catch a ball (big ball/bean bag) • Plays catch with bean bags, big
balls.

2.4 Jump over and move under obstacles • Climbing over low level objects
such as tyres or chairs.
• Move under a table and chair.

2.5 Crosses the midline • Develops directionality: moves

parts of the body to the left or
right, up or down.
• Cross the midline, take the right
hand across the midline to touch
the left shoulder.
• Crossing the midline.
• Crossing the midline promotes
acquisition of reading and writing
skills.

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3 FINE MOTOR DEVELOPMENT

Is the learner able to….

3.1 Manipulate crayons • Holds crayons correctly using an
acceptable pencil grip.
• Holds crayons correctly showing
preference for a particular hand
to be used: left/right hand
dominance.

3.2 Tearing paper • Tear on a thick line.

3.3 Use a scissors to cut on a thick line or cut play • Uses scissors to cut out bold
dough outlined pictures and shapes.
3.4 Fasten buttons • Using tongs and tweezers
• Threading and weaving
• Manipulating playdough
(shaping, twisting, rolling,
pinching)
• Dressing frames are typically
used for practicing self-help skills
like fastening buttons and zips.
3.5 Build a puzzle (min 6 to 25 pieces) • Complete a simple puzzle

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4 LANGUAGE DEVELOPMENT

Does the learner….

4.1 Recognise own name and symbol Places Learners Commonly Find Their
Names in a Grade R Classroom:
• Lockers / Cubbies / Bag Hooks
• Birthday Chart
• Artwork Display Board
• Table Group Labels
• Personal Belongings
4.2 Talks ‘reads’ about pictures and posters / • Use language to investigate and
storybook / picture explore
• Which sound does not belong
• Sequencing Pictures
• In a story picking out the picture
that is different
• Matches things that go together
• Find and Tell Game: points to
parts of the body
• Play: ‘I spy’
4.3 Singing action songs • Sing simple action songs.
• Listen to and copies rhythmic
patterns.
4.4 Recites simple rhymes and does actions (with • Join in when teacher starts the
help) rhyme.
• Copies actions shown by the
teacher.
• Shows enjoyment and
engagement (smiling, clapping,
moving).

4.5 Listen to simple instructions and act on them. • Listen without interruption.
• Responds appropriately to single
instructions (e.g., “Stand up,”
“Clap your hands”).
• Listen to short stories with
enjoyment and join in the chorus
at the appropriate time.
• Listen to simple instructions and
acts on it.

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 • Demonstrates listening behavior
(eye contact, quiet while
listening).

5 COGNITIVE DEVELOMENT

Does the learner….

5.1 Distinguish between day and night. • Identifies pictures or objects
related to daytime (e.g., sun,
birds, people playing outside).
• Identifies pictures or objects
related to night (e.g., moon, stars,
people sleeping).
• Uses correct vocabulary like
“day,” “night,” “morning,”
“evening” when prompted.
• Talks about things that happen
during the day and during the
night.

5.2 Copy a simple pattern • Copy a Simple Pattern (e.g.,

colours, shapes, objects).
• Repeats the sequence correctly
(e.g., red-blue-red-blue).
• Uses the same materials or
objects as demonstrated (blocks,
beads, crayons).

5.3 Count to 10 (oral) • Count concrete objects

appropriately.
• Count to 10 (Oral).
• Recite Simple Rhymes and
• Sing body awareness action
songs.
5.4 Name 4 Objects • Learners can correctly name four
familiar objects (e.g., ball, chair,
book, cup).
• Responds when asked “What is
this?” for common classroom or
home items.

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 • Uses clear and understandable
words (even if pronunciation is
not perfect).
• Shows confidence by naming
objects without hesitation after
prompting.
• Can name objects in different
contexts (pictures, real items, or
during play).
5.5 Sorts and matches objects • Learners can group objects by a
common feature (e.g., color, size,
shape).
• Matches identical objects (e.g.,
two red blocks, two spoons).
• Completes sorting tasks with
minimal assistance after
demonstration.
• Shows understanding by grouping
according to colour, size etc.
• Participate actively in sorting
games or activities (e.g., sorting
toys into baskets).
5.6 Discuss daily program in picture form Identify Key Daily Activities
• Arrival & Greeting
• Morning Circle
• Snack Time
• Indoor Play / Learning Centers
• Story Time
• Outdoor Play
• Lunch
• Rest Time
• Closing Circle

5.7 Drawing of a person What to Look For

• Basic Features: Head, body, arms,
legs.
• Additional Details: Eyes, mouth,
nose, fingers, clothing.
• Proportions and Placement: Are
parts connected correctly? Is the
figure recognizable?
• Grip and Control: How the child
holds the pencil/crayon.

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 • Effort and Confidence: Does the
child attempt details or give up
quickly?

How to Conduct
1. Give the child a blank sheet and
crayons/pencils.
2. Observe the process and the final
drawing.

4. Annexure B, C & D: Early Identification and Screening Tool

Teachers should view this as an overview only – there is no need to print

a copy for each learner. Observations can be recorded directly on the
Recording Spreadsheet (Addendums B, C & D).

Key Guidelines for Using the Screening Tool

• Purpose: The Screening Tool serves as an overview and guide for
teachers; it is not necessary to print a copy for each learner.
• Observation Process: Observations will be conducted during normal
daily classroom activities.
• Recording Findings: Teachers should record observations directly on the
Excel Recording Sheets.
• Scoring Method: Use the drop-down options in the spreadsheet:
o 1 – Learner is able to complete the activity.
o 0 – Learner is unable or struggles to complete the activity.
• Automated Calculation: Each section will calculate automatically. If the
total score turns red, the learner is flagged as at risk.
• Data Transfer: All recorded data will automatically populate the Class
Summary Spreadsheet.

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Example of the Screening Tool:
This tool is provided for reference purposes only. It should be viewed as an
overview and must not be printed for each learner.

GRADE R: EARLY IDENTIFICATION AND SCREENING TOOL TO ENSURE APPROPRIATE

SUPPORT
FOR USE BY TEACHERS TO IDENTIFY LEARNERS NEEDING SUPPORT

Name of School: __________________________ Circuit: ________ District:

_______________________________

Learner: Surname: _______________________ Name: _____________________________

Date of Birth - Year: _____ Month: _____ Day:

_____ Gender: Male / Female

Is the learner repeating this grade? Yes / No Are there any physical impairments? Yes / No

Home Language of learner (HL):

LOLT: ________________________
___________________

Able Unable
1 SOCIAL & EMOTIONAL DEVELOPMENT 1- 0- COMMENTS CONCERN
Mark Mark
Does the learner …….
1.1 Relates to peers / Shares & plays well
1.2 Obeys / Follow instructions (group)
1.3 Separate easily from parents
1.4 Expresses needs appropriately
1.5 Demonstrates independence
1.6 Talks about self
1.7 Relates to teacher
Support Yes No
TOTAL: (If 4 or less = early indicator for support)
/7 Needed

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 Able Unable
2 GROSS MOTOR DEVELOPMENT 1- 0- COMMENTS CONCERN
Mark Mark
Does the learner….
2.1 Run in different directions
2.2 Balance on one foot
2.3 Catch a ball (big/bean bag)
2.4 Jump over and move under obstacles
2.5 Crosses the midline
Support Yes No
TOTAL: (If 3 or less = early indicator for support) /5 Needed
Able Unable
3 FINE MOTOR DEVELOPMENT 1- 0- COMMENTS CONCERN
Mark Mark
Is the learner able to….
3.1 Manipulate crayons
3.2 Tearing paper
3.3 Use a scissors to cut on a thick line
3.4 Fasten buttons
3.5 Build a puzzle (min 6 to 25 pieces)
Support Yes No
TOTAL: (If 3 or less = early indicator for support) /5 Needed
Able Unable
4 LANGUAGE DEVELOPMENT 1- 0- COMMENTS CONCERN
Mark Mark

Is the learner able to….

4.1 Recognise own name and symbol
4.2 Talk about pictures and posters / storybook /
picture
4.3 Singing action songs
4.4 Recite simple rhymes and do actions (with help)
4.5 Listen to simple instructions and act on them.

/5 Support Yes No
TOTAL: (If 3 or less = early indicator for support) Needed

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 Able Unable
5 COGNITIVE DEVELOMENT 1- 0- COMMENTS CONCERN
Mark Mark
Does the learner….
5.1 Distinguish between day and night.
5.2 Copy a simple pattern
5.3 Count to 10 (oral)
5.4 Name 4 Objects
5.5 Sorts and matches objects
5.6 Discuss daily program in picture form
5.7 Drawing of a person
Support Yes No
TOTAL: (If 4 or less = early indicator for support) /7 Needed
OBSERVATION /ADDITIONAL INFORMATION:

5. Recording: Identification and Screening Results:

5.1. Annexure E, F & G: Recording Spreadsheet

✓ Recording spreadsheets can be downloaded or accessed via the
attached files.

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Please click on link to download the Spreadsheet!

 AFRIKAANS
Click on the LOLT
ENGLISH
Early Identification and Screening Grade R 2026
ISIXHOSA

5.2. Annexure E, F & G: Class Summary - Find Attached soft copy

SUMMARY: GRADE R SCREENING

NAME OF SCHOOL:

CIRCUIT:

DISTRICT:

NR OF CLASSES:

TOTAL NR OF LEARNERS:

TOTAL NR OF LEARNERS SCREENED:

TOTAL NR OF LEARNERS NEED SUPPORT IN: SCHOOL STAMP

SECTION 1:
SECTION 2:
SECTION 3
SECTION 4:
SECTION 5:

TOTAL NR OF LEARNERS WHO NEED SUPPORT IN 3 AND MORE SECTIONS:

NAME OF GRADE HEAD / DEPARTMENAL HEAD:

NAME OF PRINCIPAL:

DATE COMPLETED:

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5.3. School Summary (Annexure H)
✓ Departmental Head / Grade Head is responsible for collating the Class
Summary and transferring the information onto the School Summary
(Annexure H).
✓ The school’s data must be captured and submitted using the provided
link.

5.4. Link to submit / upload by using Annexure H

 GRADE R: Early Identification and

Screening Results 2026 – Fill out form

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