National Curriculum Statement

Grades 10-12
(General)

PHYSICAL SCIENCES
Department of Education

Sol Plaatje House

123 Schoeman Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 312-5911
Fax: +27 12 321-6770

120 Plein Street

Private Bag X9023
Cape Town 8000
South Africa
Tel: +27 21 465-1701
Fax: +27 21 461-8110

[Link]

© 2003 Department of Education

ISBN 1-919975-61-6

Design and Layout by: Seriti Printing (Pty) Ltd

Printed by the Government Printer Pretoria
 Physical Sciences

HOW TO USE THIS BOOK

This document is a policy document divided into four chapters. It is important for the reader to read and integrate
information from the different sections in the document. The content of each chapter is described below.

■ Chapter 1 - Introducing the National Curriculum Statement

This chapter describes the principles and the design features of the National Curriculum Statement
Grades 10 – 12 (General). It provides an introduction to the curriculum for the reader.

■ Chapter 2 - Introducing the Subject

This chapter describes the definition, purpose, scope, career links and Learning Outcomes of the
subject. It provides an orientation to the Subject Statement.

■ Chapter 3 - Learning Outcomes, Assessment Standards, Content and Contexts

This chapter contains the Assessment Standards for each Learning Outcome, as well as content and
contexts for the subject. The Assessment Standards are arranged to assist the reader to see the intended
progression from Grade 10 to Grade12. The Assessment Standards are consequently laid out in double-
page spreads. At the end of the chapter is the proposed content and contexts to teach, learn and attain
Assessment Standards.

■ Chapter 4 – Assessment

This chapter deals with the generic approach to assessment being suggested by the National Curriculum
Statement. At the end of the chapter is a table of subject-specific competence descriptions. Codes,
scales and competence descriptions are provided for each grade. The competence descriptions are
arranged to demonstrate progression from Grade 10 to Grade 12.

■ Symbols

The following symbols are used to identify Learning Outcomes, Assessment Standards, grades, codes,
scales, competence description, and content and contexts.

= Learning Outcome
S = Scale

= Assessment Standard
Cd = Competence Description

= Grade
C = Content and Contexts

c = Code

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CONTENTS

HOW TO USE THIS BOOK iii

ACRONYMS ix

CHAPTER 1: INTRODUCING THE NATIONAL CURRICULUM STATEMENT 1

PRINCIPLES 1
Social transformation 2
Outcomes-based education 2
High knowledge and high skills 3
Integration and applied competence 3
Progression 3
Articulation and portability 3
Human rights, inclusivity, environmental and social justice 4
Valuing indigenous knowledge systems 4
Credibility, quality and efficiency 4

THE KIND OF LEARNER THAT IS ENVISAGED 4

THE KIND OF TEACHER THAT IS ENVISAGED 5

STRUCTURE AND DESIGN FEATURES 5

Structure of the National Curriculum Statement 5
Contents of Subject Statements 7

LEARNING PROGRAMME GUIDELINES 7

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CHAPTER 2: PHYSICAL SCIENCES 9

DEFINITION 9

PURPOSE 9

SCOPE 10
Scientific inquiry and problem-solving skills 10
Construction and application of scientific and technological knowledge 10
Science, society and environmental issues 11

EDUCATIONAL AND CAREER LINKS 12

LEARNING OUTCOMES 13
Learning Outcome 1: Practical Scientific Inquiry and Problem-solving Skills 13
Learning Outcome 2: Constructing and Applying Scientific Knowledge 13
Learning Outcome 3: The Nature of Science and its Relationships to Technology, Society and the
Environment 14
Relationship to Critical and Developmental Outcomes 14
Weightings of the Learning Outcomes 15

CHAPTER 3: LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT AND

CONTEXTS 17

ASSESSMENT STANDARDS 18
Learning Outcome 1: Scientific Inquiry and Problem-solving Skills 18
Learning Outcome 2: Constructing and Applying Scientific Knowledge 24
Learning Outcome 3: The Nature of Science and its Relationships to Technology, Society and the
Environment 28

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CONTENT AND CONTEXTS FOR THE ATTAINMENT OF ASSESSMENT STANDARDS 34

Core knowledge and concepts 35
Learning Outcome 1: Practical Scientific Inquiry and Problem Solving Skills 36
Learning Outcome 2: Constructing and Applying Scientific Knowledge 38
Learning Outcome 3: The nature of Science and its relationship to Technology, Society
and the Environment 44

CHAPTER 4: ASSESSMENT 55

INTRODUCTION 55

WHY ASSESS 55

TYPES OF ASSESSMENT 56
Baseline assessment 56
Diagnostic assessment 56
Formative assessment 56
Summative assessment 56

WHAT SHOULD ASSESSMENT BE ANDDO? 57

HOW TO ASSESS 57

METHODS OF ASSESSMENT 58
Self-assessment 58
Peer assessment 58
Group assessment 58

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METHODS OF COLLECTING ASSESSMENT EVIDENCE 58

Observation-based assessment 58
Test-based assessment 58
Task-based assessment 59

RECORDING AND REPORTING 59

Methods of recording 59
Reporting performance and achievement 60

SUBJECT COMPETENCE DESCRIPTIONS 60

PROMOTION 62

WHAT REPORT CARDS SHOULD LOOK LIKE 62

ASSESSMENT OF LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING 62

COMPETENCE DESCRIPTIONS FOR PHYSICAL SCIENCES 64

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ACRONYMS

2D Two dimensional
3D Three dimensional
AC Alternating Current
AIDS Acquired Immune Deficiency Syndrome
CASS Continuous Assessment
CO Critical Outcome
DC Direct Current
DO Developmental Outcome
EM Electromagnetic
FET Further Education and Training
GET General Education and Training
HET Higher Education and Training
HIV Human Immunodeficiency Virus
IKS Indigenous Knowledge Systems
LED Light-Emitting Diode
NCS National Curriculum Statement
NQF National Qualifications Framework
P.D. Potential Difference
OBE Outcomes-based Education
SALT Southern African Large Telescope
SAQA South African Qualifications Authority
SI Système International

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CHAPTER 1

INTRODUCING THE NATIONAL CURRICULUM STATEMENT

The adoption of the Constitution of the Republic of South Africa (Act 108 of 1996) provided a basis for curriculum
transformation and development in South Africa. The Preamble states that the aims of the Constitution are to:

■ heal the divisions of the past and establish a society based on democratic values, social justice and
fundamental human rights;
■ improve the quality of life of all citizens and free the potential of each person;
■ lay the foundations for a democratic and open society in which government is based on the will of the
people and every citizen is equally protected by law; and
■ build a united and democratic South Africa able to take its rightful place as a sovereign state in the family
of nations.

The Constitution further states that ‘everyone has the right … to further education which the State, through
reasonable measures, must make progressively available and accessible’.

The National Curriculum Statement Grades 10 – 12 (General) lays a foundation for the achievement of these
goals by stipulating Learning Outcomes and Assessment Standards, and by spelling out the key principles and
values that underpin the curriculum.

PRINCIPLES

The National Curriculum Statement Grades 10 – 12 (General) is based on the following principles:

■ social transformation;
■ outcomes-based education;
■ high knowledge and high skills;
■ integration and applied competence;
■ progression;
■ articulation and portability;
■ human rights, inclusivity, environmental and social justice;
■ valuing indigenous knowledge systems; and
■ credibility, quality and efficiency.

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Social transformation

The Constitution of the Republic of South Africa forms the basis for social transformation in our post-apartheid
society. The imperative to transform South African society by making use of various transformative tools stems
from a need to address the legacy of apartheid in all areas of human activity and in education in particular.
Social transformation in education is aimed at ensuring that the educational imbalances of the past are
redressed, and that equal educational opportunities are provided for all sections of our population. If social
transformation is to be achieved, all South Africans have to be educationally affirmed through the recognition
of their potential and the removal of artificial barriers to the attainment of qualifications.

Outcomes-based education

Outcomes-based education (OBE) forms the foundation for the curriculum in South Africa. It strives to enable
all learners to reach their maximum learning potential by setting the Learning Outcomes to be achieved by the
end of the education process. OBE encourages a learner-centred and activity-based approach to education. The
National Curriculum Statement builds its Learning Outcomes for Grades 10 – 12 on the Critical and
Developmental Outcomes that were inspired by the Constitution and developed through a democratic
process.

The Critical Outcomes require learners to be able to:

■ identify and solve problems and make decisions using critical and creative thinking;
■ work effectively with others as members of a team, group, organisation and community;
■ organise and manage themselves and their activities responsibly and effectively;
■ collect, analyse, organise and critically evaluate information;
■ communicate effectively using visual, symbolic and/or language skills in various modes;
■ use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
■ demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.

The Developmental Outcomes require learners to be able to:

■ reflect on and explore a variety of strategies to learn more effectively;

■ participate as responsible citizens in the life of local, national and global communities;
■ be culturally and aesthetically sensitive across a range of social contexts;
■ explore education and career opportunities; and
■ develop entrepreneurial opportunities.

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High knowledge and high skills

The National Curriculum Statement Grades 10 – 12 (General) aims to develop a high level of knowledge and
skills in learners. It sets up high expectations of what all South African learners can achieve. Social justice
requires the empowerment of those sections of the population previously disempowered by the lack of
knowledge and skills. The National Curriculum Statement specifies the minimum standards of knowledge and
skills to be achieved at each grade and sets high, achievable standards in all subjects.

Integration and applied competence

Integration is achieved within and across subjects and fields of learning. The integration of knowledge and skills
across subjects and terrains of practice is crucial for achieving applied competence as defined in the National
Qualifications Framework. Applied competence aims at integrating three discrete competences – namely, practical,
foundational and reflective competences. In adopting integration and applied competence, the National Curriculum
Statement Grades 10 – 12 (General) seeks to promote an integrated learning of theory, practice and reflection.

Progression

Progression refers to the process of developing more advanced and complex knowledge and skills. The Subject
Statements show progression from one grade to another. Each Learning Outcome is followed by an explicit
statement of what level of performance is expected for the outcome. Assessment Standards are arranged in a
format that shows an increased level of expected performance per grade. The content and context of each grade
will also show progression from simple to complex.

Articulation and portability

Articulation refers to the relationship between qualifications in different National Qualifications Framework levels or
bands in ways that promote access from one qualification to another. This is especially important for qualifications
falling within the same learning pathway. Given that the Further Education and Training band is nested between the
General Education and Training and the Higher Education bands, it is vital that the Further Education and Training
Certificate (General) articulates with the General Education and Training Certificate and with qualifications in similar
learning pathways of Higher Education. In order to achieve this articulation, the development of each Subject
Statement included a close scrutiny of the exit level expectations in the General Education and Training Learning
Areas, and of the learning assumed to be in place at the entrance levels of cognate disciplines in Higher Education.

Portability refers to the extent to which parts of a qualification (subjects or unit standards) are transferable to
another qualification in a different learning pathway of the same National Qualifications Framework band. For
purposes of enhancing the portability of subjects obtained in Grades 10 – 12, various mechanisms have been
explored, for example, regarding a subject as a 20-credit unit standard. Subjects contained in the National
Curriculum Statement Grades 10 – 12 (General) compare with appropriate unit standards registered on the
National Qualifications Framework.

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Human rights, inclusivity, environmental and social justice

The National Curriculum Statement Grades 10 – 12 (General) seeks to promote human rights, inclusitivity,
environmental and social justice. All newly-developed Subject Statements are infused with the principles and
practices of social and environmental justice and human rights as defined in the Constitution of the Republic of
South Africa. In particular, the National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues
of diversity such as poverty, inequality, race, gender, language, age, disability and other factors.

The National Curriculum Statement Grades 10 – 12 (General) adopts an inclusive approach by specifying
minimum requirements for all learners. It acknowledges that all learners should be able to develop to their full
potential provided they receive the necessary support. The intellectual, social, emotional, spiritual and physical
needs of learners will be addressed through the design and development of appropriate Learning Programmes
and through the use of appropriate assessment instruments.

Valuing indigenous knowledge systems

In the 1960s, the theory of multiple-intelligences forced educationists to recognise that there were many ways
of processing information to make sense of the world, and that, if one were to define intelligence anew, one
would have to take these different approaches into account. Up until then the Western world had only valued
logical, mathematical and specific linguistic abilities, and rated people as ‘intelligent’ only if they were adept in
these ways. Now people recognise the wide diversity of knowledge systems through which people make sense
of and attach meaning to the world in which they live. Indigenous knowledge systems in the South African
context refer to a body of knowledge embedded in African philosophical thinking and social practices that have
evolved over thousands of years. The National Curriculum Statement Grades 10 – 12 (General) has infused
indigenous knowledge systems into the Subject Statements. It acknowledges the rich history and heritage of
this country as important contributors to nurturing the values contained in the Constitution. As many different
perspectives as possible have been included to assist problem solving in all fields.

Credibility, quality and efficiency

The National Curriculum Statement Grades 10 – 12 (General) aims to achieve credibility through pursuing a
transformational agenda and through providing an education that is comparable in quality, breadth and depth to
those of other countries. Quality assurance is to be regulated by the requirements of the South African
Qualifications Authority Act (Act 58 of 1995), the Education and Training Quality Assurance Regulations, and
the General and Further Education and Training Quality Assurance Act (Act 58 of 2001).

THE KIND OF LEARNER THAT IS ENVISAGED

Of vital importance to our development as people are the values that give meaning to our personal spiritual and
intellectual journeys. The Manifesto on Values, Education and Democracy (Department of Education, 2001:9-
10) states the following about education and values:

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Values and morality give meaning to our individual and social relationships. They are the common
currencies that help make life more meaningful than might otherwise have been. An education system
does not exist to simply serve a market, important as that may be for economic growth and material
prosperity. Its primary purpose must be to enrich the individual and, by extension, the broader society.

The kind of learner that is envisaged is one who will be imbued with the values and act in the interests of a
society based on respect for democracy, equality, human dignity and social justice as promoted in the
Constitution.

The learner emerging from the Further Education and Training band must also demonstrate achievement of the
Critical and Developmental Outcomes listed earlier in this document. Subjects in the Fundamental Learning
Component collectively promote the achievement of the Critical and Developmental Outcomes, while specific
subjects in the Core and Elective Components individually promote the achievement of particular Critical and
Developmental Outcomes.

In addition to the above, learners emerging from the Further Education and Training band must:

■ have access to, and succeed in, lifelong education and training of good quality;
■ demonstrate an ability to think logically and analytically, as well as holistically and laterally; and
■ be able to transfer skills from familiar to unfamiliar situations.

THE KIND OF TEACHER THAT IS ENVISAGED

All teachers and other educators are key contributors to the transformation of education in South Africa. The
National Curriculum Statement Grades 10 – 12 (General) visualises teachers who are qualified, competent,
dedicated and caring. They will be able to fulfil the various roles outlined in the Norms and Standards for
Educators. These include being mediators of learning, interpreters and designers of Learning Programmes and
materials, leaders, administrators and managers, scholars, researchers and lifelong learners, community
members, citizens and pastors, assessors, and subject specialists.

STRUCTURE AND DESIGN FEATURES

Structure of the National Curriculum Statement

The National Curriculum Statement Grades 10 – 12 (General) consists of an Overview Document, the
Qualifications and Assessment Policy Framework, and the Subject Statements.

The subjects in the National Curriculum Statement Grades 10 – 12 (General) are categorised into Learning Fields.

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What is a Learning Field?

A Learning Field is a category that serves as a home for cognate subjects, and that facilitates the formulation of
rules of combination for the Further Education and Training Certificate (General). The demarcations of the
Learning Fields for Grades 10 – 12 took cognisance of articulation with the General Education and Training
and Higher Education bands, as well as with classification schemes in other countries.

Although the development of the National Curriculum Statement Grades 10 – 12 (General) has taken the
twelve National Qualifications Framework organising fields as its point of departure, it should be emphasised
that those organising fields are not necessarily Learning Fields or ‘knowledge’ fields, but rather are linked to
occupational categories.

The following subject groupings were demarcated into Learning Fields to help with learner subject
combinations:

■ Languages (Fundamentals);
■ Arts and Culture;
■ Business, Commerce, Management and Service Studies;
■ Manufacturing, Engineering and Technology;
■ Human and Social Sciences and Languages; and
■ Physical, Mathematical, Computer, Life and Agricultural Sciences.

What is a subject?

Historically, a subject has been defined as a specific body of academic knowledge. This understanding of a
subject laid emphasis on knowledge at the expense of skills, values and attitudes. Subjects were viewed by
some as static and unchanging, with rigid boundaries. Very often, subjects mainly emphasised Western
contributions to knowledge.

In an outcomes-based curriculum like the National Curriculum Statement Grades 10 – 12 (General), subject
boundaries are blurred. Knowledge integrates theory, skills and values. Subjects are viewed as dynamic, always
responding to new and diverse knowledge, including knowledge that traditionally has been excluded from the
formal curriculum.

A subject in an outcomes-based curriculum is broadly defined by Learning Outcomes, and not only by its body
of content. In the South African context, the Learning Outcomes should, by design, lead to the achievement of
the Critical and Developmental Outcomes. Learning Outcomes are defined in broad terms and are flexible,
making allowances for the inclusion of local inputs.

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What is a Learning Outcome?

A Learning Outcome is a statement of an intended result of learning and teaching. It describes knowledge,
skills and values that learners should acquire by the end of the Further Education and Training band.

What is an Assessment Standard?

Assessment Standards are criteria that collectively describe what a learner should know and be able to
demonstrate at a specific grade. They embody the knowledge, skills and values required to achieve the
Learning Outcomes. Assessment Standards within each Learning Outcome collectively show how conceptual
progression occurs from grade to grade.

Contents of Subject Statements

Each Subject Statement consists of four chapters and a glossary:

■ Chapter 1, Introducing the National Curriculum Statement: This generic chapter introduces the National
Curriculum Statement Grades 10 – 12 (General).
■ Chapter 2, Introducing the Subject: This chapter introduces the key features of the subject. It consists of a
definition of the subject, its purpose, scope, educational and career links, and Learning Outcomes.
■ Chapter 3, Learning Outcomes, Assessment Standards, Content and Contexts: This chapter contains
Learning Outcomes with their associated Assessment Standards, as well as content and contexts for
attaining the Assessment Standards.
■ Chapter 4, Assessment: This chapter outlines principles for assessment and makes suggestions for recording
and reporting on assessment. It also lists subject-specific competence descriptions.
■ Glossary: Where appropriate, a list of selected general and subject-specific terms are briefly defined.

LEARNING PROGRAMME GUIDELINES

A Learning Programme specifies the scope of learning and assessment for the three grades in the Further
Education and Training band. It is the plan that ensures that learners achieve the Learning Outcomes as
prescribed by the Assessment Standards for a particular grade. The Learning Programme Guidelines assist
teachers and other Learning Programme developers to plan and design quality learning, teaching and
assessment programmes.

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CHAPTER 2
PHYSICAL SCIENCES

DEFINITION

The subject Physical Sciences focuses on investigating physical and chemical phenomena through scientific
inquiry. By applying scientific models, theories and laws it seeks to explain and predict events in our physical
environment. This subject also deals with society’s desire to understand how the physical environment works,
how to benefit from it and how to care for it responsibly.

PURPOSE

The Physical Sciences plays an increasingly important role in the lives of all South Africans due to its influence
on scientific and technological development, which underpins our country’s economic growth and the social
well-being of our community. It underpins many of the technologies that we take for granted – the homes we
live in, the food we eat, the clothes we wear, the materials we use, medical diagnosis and treatment, computers
and other information technologies. There is every reason to expect that the knowledge, skills and values
people learn in the Physical Sciences will make even more of an impact on our lives as we move into the
twenty-first century.

The application of Physical Sciences knowledge has a profound impact on world-wide issues and events —
economic, environmental, ethical, political, social and technological.

An understanding of scientific perspectives will enhance participation by citizens when they are called upon to
exercise their rights in deciding on and responding to the directions of science and technology. The subject
fosters an ethical and responsible attitude towards learning, constructing and applying Physical Sciences, and
accommodates reflection and debate on its findings, models and theories.

South Africa has a legacy in which the poor quality and/or lack of education in certain sectors resulted in
limited access to scientific knowledge and the devaluing of indigenous scientific knowledge. Therefore, the
curriculum of Physical Sciences must ensure increased access to scientific knowledge and scientific literacy.

The study of Physical Sciences is aimed at correcting some of these historical limitations by contributing
towards the holistic development of learners in the following ways:

■ giving learners the ability to work in scientific ways or to apply scientific principles which have proved
effective in understanding and dealing with the natural and physical world in which they live;
■ stimulating their curiosity, deepening their interest in the natural and physical world in which they live, and
guiding them to reflect on the universe;
■ developing insights and respect for different scientific perspectives and a sensitivity to cultural beliefs,

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prejudices and practices in society (this aspect should also include the mobilising of African indigenous
scientific knowledge and practices, particularly as these relate to solving social and environmental
challenges in Africa);
■ developing useful skills and attitudes that will prepare learners for various situations in life, such as self-
employment and entrepreneurial ventures; and
■ enhancing understanding that the technological applications of the Physical Sciences should be used
responsibly towards social, human, environmental and economic development both in South Africa and
globally.

SCOPE

The subject Physical Sciences prepares learners for future learning, specialist learning, employment,
citizenship, holistic development, socio-economic development and environmental management by developing
competences in the following three focus areas:

■ scientific inquiry and problem solving in a variety of scientific, technological, socio-economic and
environmental contexts;
■ the construction and application of scientific and technological knowledge; and
■ the nature of science and its relationship to technology, society and the environment.

Scientific inquiry and problem-solving skills

The skills and processes which learners use and develop in the study of Physical Sciences are similar to those
used by scientists at work. They build on skills already developed in the General Education and Training band.
These are the tools that learners need in order to understand the working of the world. The development of
these skills and processes allows learners to solve problems, think critically, make decisions, find answers, and
satisfy their curiosity. These skills are the focus of all science learning and assessment activities in classrooms,
but cannot be developed in isolation. They are best developed within the context of an expanding framework of
scientific knowledge. In addition, learners must be able to use these skills and processes while working with
others to achieve common goals. This will require broadening access to appropriate and sufficient resources,
including adequate time and space for effective inquiry-based science teaching and learning. It is within this
context that this subject also focuses on the construction and application of scientific knowledge.

Construction and application of scientific and technological knowledge

Knowledge in the Physical Sciences is organised around six core knowledge areas. These main knowledge
areas are broad descriptors and ensure proper planning and clustering of concepts, skills and values to support
achievement of learning outcomes. They are organised in such a way that they can be used to achieve all the
Learning Outcomes of the Physical Sciences. This approach allows learners to learn the prescribed core
knowledge and concepts by the end of Grade 12, but with increasing depth and breadth. More examples are

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given under the Assessment Standards. The core concepts to be learned are included and in the section on
‘Content and Contexts for the Attainment of Assessment Standards’ in Chapter 3.

The six core knowledge areas have the following foci:

■ two with a chemistry focus – Systems; Change:

■ three with a physics focus – Mechanics; Waves, Sound and Light; Electricity and Magnetism; and
■ one with an integrated focus – Matter and Materials.

These six knowledge areas and the percentage of annual time in the curriculum to be devoted to them are listed
in Table 2.1.

Table 2.1 The six knowledge areas for the Physical Sciences

Knowledge area Type Time

Matter and Materials Integrated 25.00%
Systems Chemistry 18.75%
Change Chemistry 18.75%
Mechanics Physics 12.50%
Waves, sound and
light Physics 12.50%
Electricity &
magnetism Physics 12.50%

Science, society and environmental issues

The main knowledge areas specified above are used as contexts to develop competences in learners to enable
them to understand the relationships between science and technology, society and environment. It is important,
therefore, for learners in the Physical Sciences to understand:

■ the scientific enterprise and, in particular, how scientific knowledge develops;

■ that scientific knowledge is in principle tentative and subject to change as new evidence becomes available;
■ that knowledge is contested and accepted, and depends on social, religious and political factors;
■ that other systems of knowledge, such as indigenous knowledge systems, should also be considered;
■ that the explanatory power and limitations of scientific models and theories need to be evaluated;
■ how science relates to their everyday lives, to the environment and to a sustainable future; and
■ the importance of scientific and technological advancements and to evaluate their impact on human lives.

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EDUCATIONAL AND CAREER LINKS

The study of Physical Sciences draws upon and builds on the knowledge and understanding, skills, and values
and attitudes developed in the study of Natural Sciences in the General Education and Training band. The study
of the Natural Sciences focuses on four knowledge areas – Life and Living, Earth and Beyond, Matter and
Material, and Energy and Change. The learners in the General Education and Training band are encouraged to
use concepts in a variety of contexts including scientific investigations, constructing science knowledge, and
science, society and the environment.

In the Further Education and Training band, a number of science subjects build on the foundation laid by the
Natural Sciences. The Physical Sciences is one of these subjects. It builds on the Earth and Beyond, Matter and
Material, and Energy and Change knowledge areas of the Natural Sciences. The Learning Outcomes for the
Physical Sciences and Life Sciences subjects ensure continuity by linking directly with the General Education
and Training Learning Outcomes.

The same organising principles and design features have been used in this subject as in the National
Curriculum Statement Grades R-9 (Schools). The nature of science forms the basis from which learning
outcomes have been developed. This allows for the smooth progression of learners. The Physical Sciences
curriculum will not only deepen the knowledge base laid in the General Education and Training band; it will
also provide learners with deeper general knowledge, specialised knowledge and skills. This will enable them
to enter Higher Education and Training or to follow various career pathways, and to take their place in society
as informed and responsible citizens.

Science process skills and the creative mind developed through the problem-solving activities also allow
learners to follow career paths other than those directly related to science; for example, higher education
courses such as Computer Sciences, Mathematics and health-related fields.

Thus, learners who have studied Physical Sciences will have access to:

■ academic courses at institutions such as universities and technikons to study science and science-related
programmes, which can lead to science-based studies (e.g. sciences, engineering, bio-technology and
environmental degrees);
■ professional career paths related to applied science courses and engineering (e.g. science teachers, nurses,
medical doctors, veterinarians, radiographers, dentists, chemical engineers, mechanical engineers and
pharmacists); and
■ vocational career paths (e.g. technicians, technologists and beauty therapists).

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LEARNING OUTCOMES

The three Learning Outcomes of the Physical Sciences are aligned to the three focus areas identified in the
section above on ‘Scope’. Thus, they aim to develop the abilities of:

■ doing (skills), applying and constructing knowledge (Learning Outcome 1);

■ knowing (knowledge) (Learning Outcome 2); and
■ being and becoming (values and attitudes) (Learning Outcome 3).

Learning Outcome 1: Practical Scientific Inquiry and Problem-solving Skills

The learner is able to use process skills, critical thinking, scientific reasoning and strategies to investigate and
solve problems in a variety of scientific, technological, environmental and everyday contexts

The thrust of this Learning Outcome is on the doing aspects and the process skills required for scientific
inquiry and problem solving. Learners’ understanding of the world will be informed by the use of scientific
inquiry skills like planning, observing and gathering information, comprehension, synthesising, generalising,
hypothesising and communicating results and conclusions. In addition to investigation of natural phenomena,
information will be used in problem solving. Problem solving is central to the teaching and learning of Physical
Sciences. Higher-order thinking and problem-solving skills are required to meet the demands of the labour
market and for active citizenship within communities with increasingly complex technological, environmental
and societal problems. Problem solving involves identification and analysis of the problem at hand, and the
design of procedures to reach solutions. These skills find application in all spheres of life and in all contexts.

Learning Outcome 2: Constructing and Applying Scientific Knowledge

The learner is able to state, explain, interpret and evaluate scientific and technological knowledge and can
apply it in everyday contexts.

This Learning Outcome concerns itself with the knowledge of the universe, the world and the environment.
Technology, as understood in this outcome, incorporates ways and means of using the physical sciences in the
service of humankind, thus enhancing and improving the quality of human life. Underlying this Learning
Outcome is the notion of constructing, understanding and applying knowledge in socially, technologically and
environmentally responsible ways. The content (facts, concepts, principles, theories, models and laws) and
skills studied in Physical Sciences helps learners to gain a better understanding of the world they live in, and
to explain physical and chemical phenomena. The context in which learning occurs is important – it establishes
the purposes for the knowledge, and the ideas and experiences to which the knowledge relates. Progression
in this Learning Outcome is ensured through increasing difficulty of concepts and the nature of contexts.

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Learning Outcome 3: The Nature of Science and its Relationships to Technology,

Society and the Environment

The learner is able to identify and critically evaluate scientific knowledge claims and the impact of this
knowledge on the quality of socio-economic, environmental and human development.

It is important for learners to understand the scientific enterprise and, in particular, how scientific knowledge
develops. Modern science is based on traditions of thought that came together in Europe about 500 years ago.
People from other cultures have developed alternative ways of thinking resulting in different knowledge systems,
which are increasingly interactive with Mainstream science. Scientific knowledge is tentative and subject to
change as new evidence becomes available and new problems are addressed. The study of historical,
environmental and cultural perspectives on science highlights how it changes over time, depending not only on
experience but also on social, religious and political factors. Learners at the Further Education and Training stage
evaluate the limitations of the explanatory power of scientific models and of different theories to explain
phenomena. It is also necessary to help learners make informed decisions and enable them to have a broader
understanding of how science relates to their everyday lives, to the environment and to a sustainable future.
Acknowledging this interrelationship between science, society and the environment will contribute to active
debates and responsible decision making on issues related to technological development, environmental
management, lifestyle choices, economics, human health, and social and human development. Scientific and
technological advancements affect all aspects of our lives, and it is important for learners to evaluate that
impact.

Relationship to Critical and Developmental Outcomes

The three Learning Outcomes for the Physical Sciences were designed down from the Critical and
Developmental Outcomes. For the convenience of the reader, the seven Critical Outcomes and the five
Developmental Outcomes discussed in Chapter 1 are reproduced here:

Critical Outcomes

The Critical Outcomes require learners to be able to:

■ identify and solve problems and make decisions using critical and creative thinking (CO1);
■ work effectively with others as members of a team, group, organisation and community (CO2);
■ organise and manage themselves and their activities responsibly and effectively (CO3);
■ collect, analyse, organise and critically evaluate information (CO4);
■ communicate effectively using visual, symbolic and/or language skills in various modes (CO5);
■ use science and technology effectively and critically showing responsibility towards the environment and
health of others (CO6); and
■ demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation (CO7).

14
 Physical Sciences

Developmental Outcomes

The Developmental Outcomes require learners to be able to:

■ reflect on and explore a variety of strategies to learn more effectively (DO1);
■ participate as responsible citizens in the life of local, national and global communities (DO2);
■ be culturally and aesthetically sensitive across a range of social contexts (DO3);
■ explore education and career opportunities (DO4); and
■ develop entrepreneurial opportunities (DO5).

The Learning Outcomes for Physical Sciences and the Critical and Developmental Outcomes relate to each
other as follows:

■ Learning Outcome 1 represents Critical Outcomes 1 to 5 by focusing on process skills, scientific reasoning,
critical thinking and problem solving, and on working effectively with others and individually. The
activities to build Learning Outcome 1 also reflect Developmental Outcome 1.
■ Learning Outcome 2 represents Critical Outcomes 4 and 5 by focusing on constructing, understanding and
applying scientific knowledge. The activities to build Learning Outcome 2 also reflect Developmental
Outcomes 1 and 4.
■ Learning Outcome 3 represents Critical Outcomes 1, 3, 4, 6 and 7 whereby learners show the ability to see
the world as a set of related systems by focusing learners’ understanding of the interrelationship between
science, technology, society, ethics and the environment. Activities required to build Learning Outcome 4
also reflect Developmental Outcomes 2 and 3.

Weightings of the Learning Outcomes

The three Learning Outcomes and the Assessment Standards are of equal importance. This implies that the
Learning Outcomes require the same prominence in terms of teaching and assessment time. Therefore, it is
proposed that Learning Outcomes should not be dealt with separately in the classroom. The planning of
learning units must reflect the integration of the different Learning Outcomes. The Learning Programme
Guidelines provide guidance on how to plan learning units that demonstrate integration of the Learning
Outcomes.

15
Physical Sciences

16
 Physical Sciences

CHAPTER 3

LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT

AND CONTEXTS

The Physical Sciences Subject Statement addresses Critical and Developmental Outcomes through three
Learning Outcomes. In this chapter we introduce the Assessment Standards which describe the ways in which
learners demonstrate the achievement of the Learning Outcomes. The table below shows the thrusts of the
Assessment Standards in the three Learning Outcomes.

Table 3.1 Thrust of the Assessment Standards for each Learning Outcome

Learning Outcome 1: Learning Outcome 2: Learning Outcome 3:

Practical Scientific Constructing and The Nature of Science
Inquiry and Problem- Applying Scientific and its Relationship to
solving Skills Knowledge Technology, Society
and the Environment

Thrusts of Conducting an Recalling and stating Evaluating knowledge

the investigation. specified concepts. claims and science’s
Assessment inability to stand in
Standards isolation from other fields.

Interpreting data to draw Indicating and explaining Evaluating the impact of

conclusions. relationships. science on human
development.

Solving problems

Communicating and Applying scientific Evaluating science’s

presenting information and knowledge. impact on the environment
scientific arguments. and sustainable
development.

The Assessment Standards for the thrusts included in the above table appear in the following pages. The thrusts
are included in the shaded bar running horizontally above the actual Assessment Standards, which spell out
statements of achievement. The Assessment Standards are arranged from left to right (Grade 10 to Grade 12),
in increasing levels of complexity. Examples of how the Assessment Standards can be attained are also
included, preceded by the phrase ‘Attainment is evident when the learner, for example,’. It should be noted that
these are possible examples that may change depending on the context in which the main knowledge areas are
dealt with. The examples are drawn from the list of Core Knowledge and Concepts which appears at the end of

17
Physical Sciences

Grade 10

Learning Outcome 1 Assessment Standards

CONDUCTING AN INVESTIGATION
Scientific Inquiry and Problem-solving We know this when the learner is able to:
Skills
■ Plan and conduct a scientific investigation to
The learner is able to use process skills, critical collect data systematically with regard to
thinking, scientific reasoning and strategies to
accuracy, reliability and the need to control one
investigate and solve problems in a variety of
scientific, technological, environmental and everyday variable.
contexts.
Attainment is evident when the learner, for example,
Progression will be reflected in the differentiation of • plans and conducts an experiment to
the problem situation, as it moves from routine determine the speed of waves in a medium;
problem-solving skills to high order problem-
• plans and conducts an experiment to
solving skills. The Assessment Standards build on
and link with the Assessment Standards for Grades measure property of some materials.
7-9 as provided in the Revised National Curriculum
Statement Grades R-9 (Schools) to reflect on-going
progression. The examples provided illustrate this
increasing complexity of problem-solving skills but
do not necessarily show increasing complexity of
concepts used.

INTERPRETING DATA TO DRAW

CONCLUSIONS
■ Seek patterns and trends in the information
collected and link it to existing scientific
knowledge to help draw conclusions.

Attainment is evident when the learner, for example,

• analyses and interprets the properties of
waves during their transmission in a
medium, and from one medium to another,
to draw conclusions;
• compares the properties of some materials
and interprets .

18
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

CONDUCTING AN INVESTIGATION CONDUCTING AN INVESTIGATION

We know this when the learner is able to: We know this when the learner is able to:
■ Plan and conduct a scientific investigation to ■ Design, plan and conduct a scientific inquiry to
collect data systematically with regard to collect data systematically with regard to
accuracy, reliability and the need to control accuracy, reliability and the need to control
variables. variables.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,
• determines through experiments, properties • designs and carries out an experiment to
of solutions; identify specific variables that affect motion
• investigates the qualitative effect of (e.g. an experiment to verify Newton’s
changing resistance on the current in a second law of motion);
circuit and the quantitative relationship • uses experimentation to determine some of the
between power, voltage and current with properties of organic compounds;
reference to all variables. • synthesises a common organic compound
such as soap.

INTERPRETING DATA TO DRAW INTERPRETING DATA TO DRAW

CONCLUSIONS CONCLUSIONS
■ Seek patterns and trends, represent them in ■ Seek patterns and trends, represent them in
different forms to draw conclusions, and different forms, explain the trends, use scientific
formulate simple generalisations. reasoning to draw and evaluate conclusions, and
formulate generalisations.

Attainment is evident when the learner , for Attainment is evident when the learner, for example,
example, • interprets patterns and trends in data in order
• uses graphical methods to indicate the to analyse and explain the motion of objects;
relationship between resistance and the • interprets the information gathered on the
factors affecting resistance; use of electrical energy, to identify patterns
• establishes the relative strength of acids by and trends of power usage during all
measuring conductivity. seasons, day and night, and formulates
strategies to conserve energy.

19
Physical Sciences

Grade 10

Learning Outcome 1 Assessment Standards

Continued
SOLVING PROBLEMS

Scientific Inquiry and Problem-solving We know this when the learner is able to:
Skills ■ Apply given steps in a problem-solving strategy
to solve standard exercises.
The learner is able to use process skills, critical
thinking, scientific reasoning and strategies to
investigate and solve problems in a variety of Attainment is evident when the learner, for example,
scientific, technological, environmental and everyday
contexts. • draws a diagram, identifies what is known,
selects a suitable equation, solves the
Progression will be reflected in the differentiation of equation and checks that the answer makes
the problem situation, as it moves from routine
sense for a standard kinematics exercise.
problem-solving skills to high order problem-
solving skills. The Assessment Standards build on Apply known problem-solving strategies to
and link with the Assessment Standards for Grades solve multi-step problems.
7-9 as provided in the Revised National Curriculum
Statement Grades R-9 (Schools) to reflect on-going
progression. The examples provided illustrate this
increasing complexity of problem-solving skills but
do not necessarily show increasing complexity of
concepts used.

20
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

SOLVING PROBLEMS SOLVING PROBLEMS

We know this when the learner is able to: We know this when the learner is able to:
■ Apply known problem-solving strategies to ■ Select and use appropriate problem-solving
solve multi-step problems. strategies to solve (unseen) problems.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,

• uses kinematics to calculate the acceleration • decides what information is needed and
of an object being pulled up a slope and then what steps must be followed to determine
uses the calculated value of acceleration to how far away a satellite is, using a laser.
determine the force with which the object is
being pulled. Select and use appropriate
problem-solving strategies to solve novel
(unseen) problems.

21
Physical Sciences

Grade 10

Learning Outcome 1 Assessment Standards

Continued
COMMUNICATING AND PRESENTING
INFORMATION AND SCIENTIFIC
Scientific Inquiry and Problem-solving ARGUMENTS
Skills
We know this when the learner is able to:
The learner is able to use process skills, critical
thinking, scientific reasoning and strategies to ■ Communicate information and conclusions with
investigate and solve problems in a variety of clarity and precision.
scientific, technological, environmental and everyday
contexts.
Attainment is evident when the learner, for example,
Progression will be reflected in the differentiation of • selects and uses appropriate vocabulary, SI
the problem situation, as it moves from routine units, and numeric and linguistic modes of
problem-solving skills to high order problem- representation to communicate scientific
solving skills. The Assessment Standards build on ideas and plans related to experimental
and link with the Assessment Standards for Grades procedures;
7-9 as provided in the Revised National Curriculum • reports that the length of a pendulum is the
Statement Grades R-9 (Schools) to reflect on-going
only factor affecting the frequency.
progression. The examples provided illustrate this
increasing complexity of problem-solving skills but
do not necessarily show increasing complexity of
concepts used.

22
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

COMMUNICATING AND PRESENTING COMMUNICATING AND PRESENTING

INFORMATION AND SCIENTIFIC INFORMATION AND SCIENTIFIC
ARGUMENTS ARGUMENTS
We know this when the learner is able to: We know this when the learner is able to:
■ Communicate information and present scientific ■ Communicate and defend scientific arguments
arguments with clarity and precision. with clarity and precision.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,
• discusses the development of modern • formulates and defends scientific arguments
electronic devices and presents arguments to for wearing safety belts;
explain advantages of using them; • formulates and defends scientific arguments
• argues which motor will produce the around the compulsory installation of air-
greatest turning effect by referring to bags in all means of transport;
appropriate factors; • presents scientific arguments on the risks
• presents a scientific argument on the use of and benefits of the combustion of organic
nuclear reactors for the generation of products and the manufacturing of synthetic
electricity. products on human development, society
and the environment;
• explains the dangers associated with the use
of organic solvents and other organic
products like combustibility and toxicity,
and presents scientific arguments against the
use of synthetic organic solvents.

23
Physical Sciences

Grade 10

Learning Outcome 2 Assessment Standards

RECALLING, STATING AND

Constructing and Applying Scientific DISCUSSING PRESCRIBED CONCEPTS
Knowledge
We know this when the learner is able to:
The learner is able to state, explain, interpret and
evaluate scientific and technological knowledge and ■ Recall and state basic prescribed scientific
can apply it in everyday contexts. knowledge.

Attainment is evident when the learner, for example,

Progression in this outcome is reflected by the
• states components of the atom (protons,
increase in the quantity and depth of understanding of
electrons, neutrons, sub-atomic particles)
concepts used, together with an increasing
and their characteristics;
understanding of the connections between different
• lists sources, uses and quantities of elements
concepts in order to develop a well-organised
obtained from mining in South Africa;
knowledge base.
• states and recognises that there are weak
forces between and strong forces within
molecules.

24
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

RECALLING, STATING AND RECALLING, STATING AND

DISCUSSING PRESCRIBED CONCEPTS DISCUSSING PRESCRIBED CONCEPTS
We know this when the learner is able to: We know this when the learner is able to:
■ Define and discuss basic prescribed scientific ■ Define, discuss and explain prescribed scientific
knowledge. knowledge.

Attainment is evident when the learner, for example, Attainment will be evident when the learner, for
• defines the concepts of atomic number, mass example,
number, atomic mass, isotope and radio- • recalls and explains the concepts of distance,
isotope; speed, time, acceleration, force and
• describes concepts and units related to momentum;
electricity (e.g. electrical charge, electrical • defines energy and explains the differences
current and electron flow); between different types of energy;
• states and explains the motor principle; • discusses the characteristics of the carbon
• describes oxidation and reduction in terms atom (referring to bonding and chain
of the loss and the gain of electrons or the formation) and identifies the functional
change in oxidation number. groups of common families (e.g. alkanes,
alkenes, alcohols, acids, esters);
• describes electrochemical processes.

25
Physical Sciences

Grade 10

Learning Outcome 2 Assessment Standards

Continued
EXPLAINING RELATIONSHIPS
We know this when the learner is able to:
Constructing and Applying Scientific
Knowledge ■ Express and explain prescribed scientific
theories and models by indicating some of the
The learner is able to state, explain, interpret and
relationships of different facts and concepts with
evaluate scientific and technological knowledge and
each other.
can apply it in everyday contexts.
Attainment is evident when the learner, for example,
Progression in this outcome is reflected by the • uses the atomic model of matter to explain
increase in the quantity and depth of understanding howmelting and boiling temperature can be
of concepts used, together with an increasing used to differentiate between substances
understanding of the connections between different having molecular and giant structures;
concepts in order to develop a well-organised • explains the differences between elements,
knowledge base. molecules and compounds.

APPLYING SCIENTIFIC KNOWLEDGE

■ Apply scientific knowledge in familiar, simple
contexts.

Attainment is evident when the learner, for example,

• identifies LEDs in circuits and knows the
type and approximate voltage required for
them to work.

26
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

EXPLAINING RELATIONSHIPS EXPLAINING RELATIONSHIPS

We know this when the learner is able to: We know this when the learner is able to:

■ Express and explain prescribed scientific ■ Express and explain prescribed scientific
theories, models and laws by indicating the principles, theories, models and laws by
relationship between different facts and concepts indicating the relationship between different
in own words. facts and concepts in own words.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,
• describes the relationship between atomic • indicates and explains the relationships between
number, mass number, atomic mass, isotope distance, time, mass, speed, force, acceleration,
and radio-isotope; and balanced and unbalanced forces, and
• compares direct current and alternating represents these relationships in more than one
current in qualitative terms, and explains the form;
importance of alternating current in the • explains the principles underlying the use of
transmission of electrical energy. distillation to separate organic compounds;
• describes, using basic knowledge about
chemical reaction and structural formulae,
typical organic reactions such as addition,
combustion and polymerisation;

APPLYING SCIENTIFIC KNOWLEDGE APPLYING SCIENTIFIC KNOWLEDGE

■ Apply scientific knowledge in everyday life ■ Apply scientific knowledge in everyday life
contexts. contexts.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,
• applies knowledge about electricity and • applies scientific knowledge to identify
magnetism to explain the working of precautions that can be taken to avoid
transformers and builds a transformer; accidents;
• applies knowledge about radioactivity to • shows how energy transformation
explain the use of radio-carbon dating to technologies are applied in everyday life;
determine the age of an artefact. • applies understanding of electrolysis to the
production of chlorine in swimming pool
chlorinators;
• uses available materials to construct an
electrochemical cell.

27
Physical Sciences

Grade 10

Learning Outcome 3 Assessment Standards

EVALUATING KNOWLEDGE CLAIMS

The Nature of Science and its We know this when the learner is able to:
Relationships to Technology, Society
and the Environment ■ Discuss knowledge claims by indicating the link
between indigenous knowledge systems and
The learner is able to identify and critically
scientific knowledge.
evaluate scientific knowledge claims and the impact
of this knowledge on the quality of socio-economic,
Attainment is evident when the learner, for example,
environmental and human development.
• uses scientific knowledge to explain why
certain traditional practices are important;
Progression in this Learning Outcome entails the
• compares the changing interpretations of the
relationship between knowledge systems and claims,
nature and properties of matter.
and the increasing ability to analyse and evaluate
their impact on socio-economic development in the
wider world.

28
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

EVALUATING KNOWLEDGE CLAIMS EVALUATING KNOWLEDGE CLAIMS

We know this when the learner is able to: We know this when the learner is able to:

■ Recognise, discuss and compare the scientific ■ Research, discuss, compare and evaluate
value of knowledge claims in indigenous scientific and indigenous knowledge system
knowledge systems and explain the acceptance knowledge claims by indicating the correlation
of different claims. among them, and explain the acceptance of
different claims.
Attainment is evident when the learner, for example,
• traces and compares the historical Attainment is evident when the learner, for example,
development of different electronic • compares and evaluates various explanations
technologies; from different historical perspectives on the
• compares the ways of explaining lightning concept of force;
by different communities; • researches and evaluates the suitability of
• states controversies around the use of alternative energy sources such as ethanol as
radioactivity. a fuel, wind, solar and nuclear power, and
discusses the acceptance of different
viewpoints based on scientific knowledge.

29
Physical Sciences

Grade 10

Learning Outcome 3 Assessment Standards

Continued
EVALUATING THE IMPACT OF SCIENCE
ON HUMAN DEVELOPMENT
The Nature of Science and its
Relationships to Technology, Society We know this when the learner is able to:
and the Environment ■ Describe the interrelationship and impact of
The learner is able to identify and critically science and technology on socio-economic and
evaluate scientific knowledge claims and the impact human development.
of this knowledge on the quality of socio-economic,
environmental and human development. Attainment is evident when the learner, for example,
• provides names, formulae and uses of
Progression in this Learning Outcome entails the elements and compounds in everyday life
relationship between knowledge systems and claims, and describes their impact on the
and the increasing ability to analyse and evaluate environment;
their impact on socio-economic development in the • states the impact of human demands on the
wider world. resources and products in the earth’s system;
• using scientific principles, summarises the
dangers of ultra-violet radiation and the role
of sunscreens.

30
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

EVALUATING THE IMPACT OF SCIENCE EVALUATING THE IMPACT OF SCIENCE

ON HUMAN DEVELOPMENT ON HUMAN DEVELOPMENT
We know this when the learner is able to: We know this when the learner is able to:
■ Identify ethical and moral issues related to the ■ Research case studies and present ethical and
development of science and technology and moral arguments from different perspectives to
evaluate the impact (pros and cons) of the indicate the impact (pros and cons) of different
relationship from a personal viewpoint. scientific and technological applications.

Attainment is evident when the learner, for example, Attainment is evident when the learner, for example,
• identifies and discusses moral and economic • explains the impact on human beings of
issues related to the use of electronic devices collisions during road accidents;
to protect cellular phone users against • explores the precautions that can be taken to
radiation; avoid accidents and discusses the technologies
• discusses strategies and ethical issues related used to minimise the effects of collisions;
to using chemical substances in sport; • analyses and explains the relationship
• identifies and discusses ethical and moral between force and motion with political,
issues related to global warming. economic, environmental and safety issues
in the development and use of transportation
technologies;
• researches and presents arguments on the
impact of organic reactions on the quality of
human life and the environment;
• researches and presents arguments on the
economic, social and environmental impact
of various energy sources;
• identifies typical organic reactions that add
value to life (e.g. combustion and addition
polymerisation) and researches their impact
on socio-economic development;
• explains the dangers and impact associated
with the use of organic solvents and other
organic products (e.g. combustibility,
toxicity) and suggests intervention strategies;
• discusses ethical issues related to the use of
newly-synthesised drugs without proper
testing.
31
Physical Sciences

Grade 10

Learning Outcome 3 Assessment Standards

Continued
EVALUATING THE IMPACT OF SCIENCE
ON THE ENVIRONMENT AND
The Nature of Science and its SUSTAINABLE DEVELOPMENT
Relationships to Technology, Society
and the Environment We know this when the learner is able to:
The learner is able to identify and critically ■ Discuss the impact of scientific and
evaluate scientific knowledge claims and the impact technological knowledge on sustainable local
of this knowledge on the quality of socio-economic, development of resources and on the immediate
environmental and human development. environment.

Attainment is evident when the learner, for example,

Progression in this Learning Outcome entails the
• discusses the environmental challenges to
relationship between knowledge systems and claims,
proper management of elements and
and the increasing ability to analyse and evaluate
compounds as well as their safe use and
their impact on socio-economic development in the
disposal in everyday life.
wider world.

32
 Physical Sciences

Grade 11 Grade 12

Assessment Standards Assessment Standards

EVALUATING THE IMPACT OF SCIENCE EVALUATING THE IMPACT OF SCIENCE

ON THE ENVIRONMENT AND ON THE ENVIRONMENT AND
SUSTAINABLE DEVELOPMENT SUSTAINABLE DEVELOPMENT
We know this when the learner is able to: We know this when the learner is able to:
■ Evaluate the impact of scientific and ■ Evaluate the impact of scientific and
technological knowledge on sustainable technological research and indicate the
development of resources and suggest long-term contribution to the management, utilisation and
and short-term strategies to improve the development of resources to ensure
management of resources in the environment. sustainability continentally and globally.

Attainment will be evident when the learner, for Attainment is evident when the learner, for example,
example, • analyses and explains the relationship
• discusses scientific factors that influence the between force and motion with political,
different type of reactions and how these are economic, environmental and safety issues
applied in industry and everyday life; in the development and use of transportation
• explains the impact of electronic devices on technologies;
society and the environment; • evaluates strategies used to determine the
• describes the effects of acid rain on the influence and impact of motion on the
process of corrosion of metals; quality of life and the environment;
• mentions the applications of radioactivity • analyses the sustainable use of energy;
and its impact on our lives and the • presents scientific arguments on the risks
environment. and benefits of combustion of organic
products and manufacturing of synthetic
products on human development, society
and the environment;
• explains the impact on the environment of
combustion of fossil fuels (organic
compounds);
• presents a report on the social,
environmental and economic consequences
of the use and discarding of organic
products.

33
Physical Sciences

C CONTENT AND CONTEXTS FOR THE ATTAINMENT OF

ASSESSMENT STANDARDS

In this section content and contexts are provided to support the attainment of the Assessment Standards. The
content indicated needs to be dealt with in such a way as to assist the learner to progress towards the
achievement of the Learning Outcomes. Content must serve the Learning Outcomes and not be an end in itself.
The contexts suggested will enable the content to be embedded in situations which are meaningful to the
learner and so assist learning and teaching. The teacher should be aware of and use local contexts, not
necessarily indicated here, which could be more suited to the experiences of the learner.

Content and context, when aligned to the attainment of the Assessment Standards, provide a framework for the
development of Learning Programmes. More detail regarding the link between the selection of an appropriate
context and the influence that it will have on identifying the core knowledge and concepts is included in the
Learning Programme Guidelines. Examples of how content and contexts could be used to attain the specified
Assessment Standards are reflected above in the examples accompanying the Assessment Standards.

Certain factors must be kept in mind when the main content areas are used to attain the Assessment Standards.
These are:

■ The main content areas are neither Learning Outcomes nor Assessment Standards, but are vehicles to attain
the Assessment Standards.
■ The main content areas should not be over-emphasised and distract teachers from focusing on the Learning
Outcomes, but must support them to guide learners towards attaining the Assessment Standards in an
integrated way.
■ The main content areas are applicable when dealing with all three Learning Outcomes.
■ The main content areas can be arranged in any order in a grade. Care should be taken to ensure that, among
others, the principles of progression and integration are adhered to. For example, knowledge – which is
foundational to others – should be dealt with first.
■ The main content areas have the same weighting.
■ The main content areas do not specify the depth or the level. This will be determined by the Assessment
Standards.
■ The main content areas will be taught in a relevant context, taking into account available resources, the
local environment and the needs of South Africans.
■ The main content areas do not limit teachers to one context.

It is impossible to study all knowledge and concepts in the Physical Sciences. The criteria used to select core
knowledge and concepts were derived from Learning Outcomes, Assessment Standards (specified in this
chapter), and the principles underpinning the National Curriculum Statement Grades 10-12 (General)
(discussed in Chapter 1). In addition, the following factors were taken into consideration when selecting core
knowledge and concepts:

■ Foundational knowledge that builds on the General Education and Training band should be dealt with first.

34
 Physical Sciences

This will provide the basis for further knowledge. Concepts within each knowledge area will build upon
one another from one grade to the next.
■ Maintaining a balance between physics and chemistry.
■ Progression from simple to more complex knowledge with higher cognitive demands.
■ Conceptual progression from one grade to the next.
■ Conceptual coherence both within each grade and between grades.
■ Aspects of all six core knowledge areas will be covered in each grade.
■ Knowledge and concepts that have vast practical significance and relevance, such as natural products with
possible indigenous knowledge system links to industry, nutrition, health and biology, as well as building a
foundation for future science careers and further learning

Core knowledge and concepts

The core defines the minimum requirements for each grade. Percentages included in the tables for Learning
Outcome 2 show the amount of time to be spent on each core knowledge area.

35
Physical Sciences

Grade 10

Learning Outcome 1 ■ Each theme must include at least ONE activity

involving practical investigation and/or data
interpretation linked to an opportunity for
Practical Scientific Inquiry and communicating and presenting information and
Problem-solving Skills scientific arguments.

The learner is able to use process skills, scientific

reasoning and strategies to investigate and solve
problems in a variety of scientific, technological,
environmental and everyday contexts.

Note: Each knowledge area comprises themes.

These themes are underlined. Each theme comprises
core concepts.

36
 Physical Sciences

Grade 11 Grade 12

■ Each theme must include at least ONE activity ■ Each theme must include at least ONE activity
involving practical investigation and/or data involving practical investigation and/or data
interpretation linked to an opportunity for interpretation linked to an opportunity for
communicating and presenting information and communicating and presenting information and
scientific arguments. scientific arguments.

37
Physical Sciences

Grade 10

Learning Outcome 2 MECHANICS

12,5%
Constructing and Applying Scientific ■ Motion in one dimension:
Knowledge • position, displacement, distance;
• speed, average velocity, instantaneous
The learner is able to state, explain, interpret and velocity;
evaluate scientific and technological knowledge and • acceleration;
can apply it in everyday contexts. • description of motion in words, diagrams,
graphs and equations;
Note: The core concepts to be learned are included • frames of reference.
under the underlined theme and form a coherent
whole. ■ Gravity and mechanical energy:
• weight (force exerted by the earth on an
object);
• acceleration due to gravity (acceleration
resulting from the force exerted by the
earth);
• gravitational potential energy;
• kinetic energy;
• mechanical energy (sum of gravitational
potential energy and kinetic energy);
• conservation of mechanical energy (in the
absence of dissipative forces).

38
 Physical Sciences

Grade 11 Grade 12

MECHANICS MECHANICS
12,5% 12,5%
■ Force, momentum and impulse: ■ Motion in two dimensions:
• pairs of interacting objects exert equal forces • projectile motion represented in words,
on each other (Newton’s Third Law); diagrams, equations and graphs;
• momentum; • conservation of momentum in 2D;
• a net force on an object causes a change in • frames of reference.
momentum – if there is no net force on an
object/system its momentum will not change ■ Work, power and energy:
(momentum will be conserved); • when a force exerted on an object causes it
• impulse (product of net force and time for to move, work is done on the object (except
which it acts on an object, momentum if the force and displacement are at right
change); angles to each other);
• a net force causes an object to accelerate • the work done by an external force on an
(Newton’s Second Law); object/system equals the change in
• objects in contact exert forces on each other mechanical energy of the object/system;
(e.g. normal force, frictional force); • power (rate at which work is done).
• masses can exert forces on each other
(gravitational attraction) without being in
contact, fields;
• force between two masses (Newton’s Law of
Universal Gravitation);
• moment of force, mechanical advantage.

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Grade 10

Learning Outcome 2 WAVES, SOUND AND LIGHT

Continued 12,5%
■ Transverse pulses on a string or spring:
Constructing and Applying Scientific • pulse length, amplitude, speed;
Knowledge • graphs of particle position, displacement,
velocity, acceleration;
The learner is able to state, explain, interpret and • transmission and reflection at a boundary
evaluate scientific and technological knowledge and between two springs (or strings);
can apply it in everyday contexts. • relation of pulse speed to medium;
• reflection from a fixed end and a free end;
Note: The core concepts to be learned are included • superposition.
under the underlined theme and form a coherent
whole. ■ Transverse waves:
• wavelength, frequency, amplitude, period,
wave speed;
• particle position, displacement, velocity,
acceleration;
• standing waves with rent boundary
conditions (free and fixed end) as a kind of
superposition.

■ Geometrical optics:
• light rays;
• reflection;
• refraction (change of wave speed in different
media);
• mirrors;
• total internal reflection, fibre optics in
endoscopes and telecommunications.

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Grade 11 Grade 12

WAVES, SOUND AND LIGHT WAVES, SOUND AND LIGHT

12,5% 12,5%
■ Geometrical optics: ■ Doppler Effect (source moves relative to
• lenses, image formation, gravitational lenses, observer):
spectacles, the eye; • with sound and ultrasound;
• telescopes, SALT; • with light – red shifts in the universe
• microscopes. (evidence for the expanding universe).

■ Longitudinal waves: ■ Colour:

• on a spring; • relationship to wavelength and frequency;
• wavelength, frequency, amplitude, period, • pigments, paints;
wave speed; • addition and subtraction of light.
• particle position, displacement, velocity,
acceleration; ■ 2D and 3D wavefronts:
• sound waves. • diffraction;
• interference (special kind of superposition);
■ Sound: • shock waves, sonic boom.
• pitch, loudness, quality (tone);
• physics of the ear and hearing; ■ Wave nature of matter:
• ultrasound. • de Broglie wavelength;
• electron microscope.
■ Physics of music:
• standing waves in different kinds of
instruments.

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Grade 10

Learning Outcome 2 ELECTRICITY AND MAGNETISM

Continued 12,5%
■ Magnetism:
Constructing and Applying Scientific • magnetic field of permanent magnets;
Knowledge • poles of permanent magnets, attraction and
repulsion;
The learner is able to state, explain, interpret and • Earth’s magnetic field, compass.
evaluate scientific and technological knowledge and
can apply it in everyday contexts. ■ Electrostatics:
• two kinds of charge;
Note: The core concepts to be learned are included • force between charges (descriptive);
under the underlined theme and form a coherent • attraction between charged and uncharged
whole. objects (polarisation);
• conductors and insulators.

■ Electric circuits:
• need for a closed circuit for charges to flow;
• electrical potential difference (voltage);
• current;
• resistance;
• principles and instruments of measurement
of voltage (P.D.), current and resistance.

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Grade 11 Grade 12

ELECTRICITY AND MAGNETISM ELECTRICITY AND MAGNETISM

12,5% 12,5%
■ Electrostatics: ■ Electrodynamics:
• force between charges (Coulomb’s Law); • electrical machines (generators, motors);
• electric field around single charges and • alternating current;
groups of charges; • capacitance and inductance.
• electrical potential energy and potential;
• capacitance, physics of the parallel plate ■ Electronics:
capacitor, relation between charge, potential • capacitive and inductive circuits;
difference and capacitance; • filters and signal tuning;
• capacitor as a circuit device. • active circuit elements, diode, LED and field
effect transistor, operational amplifier;
■ Electromagnetism: • principles of digital electronics – logical
• magnetic field associated with current; gates, counting circuits.
• current induced by changing magnetic field
• – transformers; ■ Electromagnetic radiation:
• motion of a charged particle in a magnetic • dual (particle/wave) nature of EM radiation;
field. • nature of an EM-wave as mutual induction
of oscillating magnetic/electric fields;
• EM spectrum;
■ Electric circuits: • nature of EM as particle – energy of a
• relation between current, voltage and photon related to frequency and wavelength;
resistance (Ohm’s Law); • penetrating ability.
• resistance, equivalent resistance, internal
resistance;
• series, parallel networks;
• Wheatstone bridge.

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Grade 10

Learning Outcome 2 MATTER AND MATERIALS

Continued 25 %
■ Observing, describing, classifying and using
Constructing and Applying Scientific materials - a macroscopic view
Knowledge • The material(s) of which an object is
composed.
• Mixtures: heterogeneous and homogeneous.
The learner is able to state, explain, interpret and
• Pure substances: elements and compounds.
evaluate scientific and technological knowledge and • Names and formulae of substances.
can apply it in everyday contexts. • Metals, semimetals and nonmetals.
• Electrical conductors, semiconductors and
Note: The core concepts to be learned are included insulators.
under the underlined theme and form a coherent • Thermal conductors and insulators.
whole. • Magnetic and nonmagnetic materials.

■ Particles substances are made of

• Atoms and molecules (simple and giant)
• Linking macroscopic properties of materials
to micro (particle) structure.
• Intermolecular and intramolecular forces
(chemical bonds). Physical state and density
explained in terms of these forces. Particle
kinetic energy and temperature.

■ The Atom: basic building block of all matter

• Models of the atom.
• Atomic mass and diameter.
• Structure of the atom: protons, neutrons,
electrons.
• Isotopes
• Energy quantization and electron
configuration.
• Periodicity of ionization energy to support
the arrangement of the atoms in the Periodic
Table.
• Successive ionization energies to provide
evidence for the arrangement of electrons
into core and valence electrons.

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Grade 11 Grade 12

MATTER AND MATERIALS MATTER AND MATERIALS

25 % 25 %
■ Electronic properties of matter: ■ Optical phenomena and properties of
• conduction in semiconductors, metals, ionic materials:
liquids; • transmission and scattering of light;
• intrinsic properties and doping – properties • emission and absorption spectra;
by design; • lasers;
• principles of the p-n junction and the • photoelectric effect.
junction diode;
• insulators, breakdown. ■ Organic molecules:
• organic molecular structures – functional
■ Atomic combinations: molecular structure groups, saturated and unsaturated structures,
• A chemical bond as the net electrostatic isomers;
force between two atoms sharing electrons. • systematic naming and formulae, structure-
• Chemical bonds as explained by Lewis physical property relationships;
theory and represented using Lewis • substitution, addition and elimination
diagrams. reactions.
• Electronegativity of atoms to explain the
polarity of bonds. ■ Mechanical properties:
• Oxidation number of atoms in molecules to • elasticity, plasticity, fracture, creep
explain their relative “richness” in electrons. (descriptive);
• Bond energy and length. • Hooke’s Law, stress-strain, ductile and
• Multiple bonds. brittle materials;
• Molecular shape as predicted using the • fracture, strength of materials.
Valence Shell Electron Pair Repulsion
(VSEPR) theory. ■ Organic macromolecules:
• plastics and polymers – thermoplastic and
■ Atomic nuclei: thermoset;
• nuclear structure and stability; • biological macromolecules – structure,
• radioactivity; properties, function.
• ionising radiation;
• rission and fusion and their consequences;
• nucleosynthesis – the Sun and stars;
• age determination in geology and
archaeology.

■ Ideal gases and thermal properties:

• motion of particles;
• kinetic theory of gases;
• temperature and heating, pressure;
• ideal gas law.

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Grade 10

Learning Outcome 2 CHEMICAL CHANGE

Continued 18,75 %
■ Physical and Chemical Change
Constructing and Applying Scientific • Microscopic interpretation of macroscopic
Knowledge changes ( for example changes in
conductivity and temperature)
The learner is able to state, explain, interpret and • Separation of particles in decomposition and
evaluate scientific and technological knowledge and synthesis reactions
can apply it in everyday contexts. • Conservation of atoms and mass.
• Law of constant composition
Note: The core concepts to be learned are included • Conservation of energy
under the underlined theme and form a coherent • Volume relationships in gaseous reactions.
whole.
■ Representing chemical change
• Balanced chemical equations

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Grade 11 Grade 12

CHEMICAL CHANGE CHEMICAL CHANGE

18,75 % 18,75 %
■ Quantitative aspects of chemical change: ■ Rate and Extent of Reaction:
• atomic weights; • rates of reaction and factors affecting rate
• molecular and formula weights; (nature of reacting substances, concentration
• determining the composition of substances; [pressure for gases], temperature and
• amount of substance (mole), molar volume presence of a catalyst);
of gases, concentration; • measuring rates of reaction;
• stoichiometric calculations. • mechanism of reaction and of catalysis;
• chemical equilibrium and factors affecting
■ Energy and chemical change: equilibrium;
• energy changes in reactions related to bond • equilibrium constant;
energy changes; • application of equilibrium principles.
• exothermic and endothermic reactions;
• activation energy. ■ Electrochemical reactions:
• electrolytic and galvanic cells;
■ Types of reaction: • relation of current and potential to rate and
• acid-base and redox reactions; equilibrium;
• substitution, addition and elimination. • understanding of the processes and redox
reactions taking place in cells;
• standard electrode potentials;
• writing of equations representing oxidation
and reduction half reactions and redox
reactions.

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Grade 10

Learning Outcome 2 CHEMICAL SYSTEMS

Continued 18,75 %
■ Global cycles:
Constructing and Applying Scientific * The water cycle:
Knowledge • Physical changes and energy transfers:
The movement of water from the ocean
The learner is able to state, explain, interpret and and land surfaces as controlled by energy
evaluate scientific and technological knowledge and in sunlight. Reservoirs for water on
can apply it in everyday contexts. Earth.
• Macroscopic properties of the three
Note: The core concepts to be learned are included phases of water related to their
under the underlined theme and form a coherent microscopic structure.
whole. * The nitrogen cycle:
• Chemical changes and energy transfers.
The movement of nitrogen between
interrelated biological and geological
systems.
• Industrial fixation of nitrogen

■ The hydrosphere
* Its composition and interaction with other
global systems.
* Ions in aqueous solution: their interaction
and effects.
• Electrolytes and extent of ionization as
measured by conductivity
• Precipitation reactions.

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Grade 11 Grade 12

CHEMICAL SYSTEMS CHEMICAL SYSTEMS

18,75 % 18,75 %
■ Exploiting the lithosphere/Earth’s crust: ■ Chemical industry – resources, needs and the
• mining and mineral processing – gold, iron, chemical connection:
phosphate, (South Africa’s strengths); • SASOL, fuels, monomers and polymers,
environmental impact of these activities; polymerisation;
• energy resources and their use. • the chloralkali industry (soap, PVC, etc);
• the fertiliser industry (N, P, K).
■ The atmosphere: • batteries, torch, car, etc.
• atmospheric chemistry;
• global warming and the environmental
impact of population growth.

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Grade 10

Learning Outcome 3 MECHANICS

12,5%
The Nature of Science and its ■ Possible contexts could include:
Relationship to Technology, Society and • transportation;
the Environment • planets and their movement;
• astronomy, cosmology;
The learner is able to identify and critically • machines and mechanics;
evaluate scientific knowledge claims and the impact • structures, including architecture;
of this knowledge on the quality of socio-economic, • weather systems.
environmental and human development.
WAVES, SOUND AND LIGHT
Note: The contexts provide the means through 12,5%
which core concepts can be used to attain
Assessment Standards. ■ Possible contexts could include:
• communication;
• medical technologies, sonar;
• astronomical instruments;
• starlight and sunlight, microwaves;
• astronomical and terrestrial speed
determination, cosmology;
• cellular communications;
• solar energy

ELECTRICITY AND MAGNETISM

12,5%
■ Possible contexts could include:
• information technologies;
• social and societal changes;
• digital (e-)communications;
• medical technologies;
• storage and transport of energy;
• lightning as electric/capacitative discharge;
• cellular communications;
• power generation, power grid;
• solar energy.

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Grade 11 Grade 12

MECHANICS MECHANICS
12,5% 12,5%
■ Possible contexts could include: ■ Possible contexts could include:
• transportation; • transportation;
• movement; • planets and their movement;
• astronomy, cosmology; • astronomy, cosmology;
• road accidents; • machines and mechanics;
• structures. • structures, including architecture;
• weather systems

WAVES, SOUND AND LIGHT WAVES, SOUND AND LIGHT

12,5% 12,5%
■ Possible contexts could include: ■ Possible contexts could include:
• communication; • communication;
• medical technologies; • medical technologies, sonar;
• astronomical instruments; • astronomical instruments;
• starlight and sunlight; • starlight and sunlight, microwaves;
• eyes, human and animal; • astronomical and terrestrial speed
• earthquakes. determination, cosmology;
• cellular communications;
• solar energy.

ELECTRICITY AND MAGNETISM ELECTRICITY AND MAGNETISM

12,5% 12,5%
■ Possible contexts could include: ■ Possible contexts could include:
• medical technologies; • information technologies;
• communication; • social and societal changes;
• storage and transport of energy; • digital (e-)communications;
• ESKOM power grid; • medical technologies;
• lightning as electric/capacitative discharge; • storage and transport of energy;
• aurora, cyclotrons. • lightning as electric/capacitative discharge;
• cellular communications;
• power generation, power grid;
• solar energy.

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Grade 10

Learning Outcome 3 MATTER AND MATERIALS

Continued 25 %
■ Possible contexts could include:
The Nature of Science and its • chemistry around us;
Relationship to Technology, Society and • chemistry in the home;
the Environment • strengths of materials.

The learner is able to identify and critically

evaluate scientific knowledge claims and the impact
of this knowledge on the quality of socio-economic,
CHEMICAL CHANGE
environmental and human development.
18,75 %
Note: The contexts provide the means through
■ Possible contexts could include:
which core concepts can be used to attain
• chemistry in the home;
Assessment Standards.
• human nutrition.

CHEMICAL SYSTEMS
18,75 %

■ Possible contexts could include:

• waste management;
• water management.

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Grade 11 Grade 12

MATTER AND MATERIALS MATTER AND MATERIALS

25 % 25 %
■ Possible contexts could include: ■ Possible contexts could include:
• chemistry in the home; • chemistry in the home;
• strength of materials; • science in fashion;
• nuclear energy in South Africa; • medical and industrial uses of lasers;
• uses of nuclear technology; • astrophysics;
• radioactivity in medicine. • civil engineering.

CHEMICAL CHANGE CHEMICAL CHANGE

18,75 % 18,75 %

■ Possible contexts could include: ■ Possible contexts could include:

• alternative fuel; • mining and mineral processing;
• mining and mineral processing. • polymers, paints and plastic.

CHEMICAL SYSTEMS CHEMICAL SYSTEMS

18,75 % 18,75 %

■ Possible contexts could include: ■ Possible contexts could include:

• waste management; • waste management;
• mining and mineral processing; • mining and mineral processing;
• alternative energy sources; • cosmetology.
• pollution, dealing with pollution and its
prevention.

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CHAPTER 4

ASSESSMENT

INTRODUCTION

Assessment is a critical element of the National Curriculum Statement Grades 10 – 12 (General). It is a process
of collecting and interpreting evidence in order to determine the learner’s progress in learning and to make a
judgement about a learner’s performance. Evidence can be collected at different times and places, and with the
use of various methods, instruments, modes and media.

To ensure that assessment results can be accessed and used for various purposes at a future date, the results
have to be recorded. There are various approaches to recording learners’ performances. Some of these are
explored in this chapter. Others are dealt with in a more subject-specific manner in the Learning Programme
Guidelines.

Many stakeholders have an interest in how learners perform in Grades 10 – 12. These include the learners
themselves, parents, guardians, sponsors, provincial departments of education, the Department of Education,
the Ministry of Education, employers, and higher education and training institutions. In order to facilitate
access to learners’ overall performances and to inferences on learners’ competences, assessment results have to
be reported. There are many ways of reporting. The Learning Programme Guidelines and the Assessment
Guidelines discuss ways of recording and reporting on school-based and external assessment as well as giving
guidance on assessment issues specific to the subject.

WHY ASSESS

Before a teacher assesses learners, it is crucial that the purposes of the assessment be clear and unambiguous.
Understanding the purposes of assessment ensures that an appropriate match exists between the purposes and
the methods of assessment. This, in turn, will help to ensure that decisions and conclusions based on the
assessment are fair and appropriate for the particular purpose or purposes.

There are many reasons why learners’ performance is assessed. These include monitoring progress and providing
feedback, diagnosing or remediating barriers to learning, selection, guidance, supporting learning, certification and
promotion.

In this curriculum, learning and assessment are very closely linked. Assessment helps learners to gauge the
value of their learning. It gives them information about their own progress and enables them to take control of
and to make decisions about their learning. In this sense, assessment provides information about whether
teaching and learning is succeeding in getting closer to the specified Learning Outcomes. When assessment
indicates lack of progress, teaching and learning plans should be changed accordingly.

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TYPES OF ASSESSMENT

This section discusses the following types of assessment:

■ baseline assessment;
■ diagnostic assessment;
■ formative assessment; and
■ summative assessment.

Baseline assessment

Baseline assessment is important at the start of a grade, but can occur at the beginning of any learning cycle. It
is used to establish what learners already know and can do. It helps in the planning of activities and in Learning
Programme development. The recording of baseline assessment is usually informal.

Diagnostic assessment

Any assessment can be used for diagnostic purposes – that is, to discover the cause or causes of a learning
barrier. Diagnostic assessment assists in deciding on support strategies or identifying the need for professional
help or remediation. It acts as a checkpoint to help redefine the Learning Programme goals, or to discover what
learning has not taken place so as to put intervention strategies in place.

Formative assessment

Any form of assessment that is used to give feedback to the learner is fulfilling a formative purpose. Formative
assessment is a crucial element of teaching and learning. It monitors and supports the learning process. All
stakeholders use this type of assessment to acquire information on the progress of learners. Constructive
feedback is a vital component of assessment for formative purposes.

Summative assessment

When assessment is used to record a judgement of the competence or performance of the learner, it serves a
summative purpose. Summative assessment gives a picture of a learner’s competence or progress at any
specific moment. It can occur at the end of a single learning activity, a unit, cycle, term, semester or year of
learning. Summative assessment should be planned and a variety of assessment instruments and strategies
should be used to enable learners to demonstrate competence.

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WHAT SHOULD ASSESSMENT BE AND DO?

Assessment should:

■ be understood by the learner and by the broader public;

■ be clearly focused;
■ be integrated with teaching and learning;
■ be based on the pre-set criteria of the Assessment Standards;
■ allow for expanded opportunities for learners;
■ be learner-paced and fair; and
■ be flexible;
■ use a variety of instruments;
■ use a variety of methods.

HOW TO ASSESS

Teachers’ assessment of learners’ performances must have a great degree of reliability. This means that
teachers’ judgements of learners’ competences should be generalisable across different times, assessment items
and markers. The judgements made through assessment should also show a great degree of validity; that is,
they should be made on the aspects of learning that were assessed.

Because each assessment cannot be totally valid or reliable by itself, decisions on learner progress must be
based on more than one assessment. This is the principle behind continuous assessment (CASS). Continuous
assessment is a strategy that bases decisions about learning on a range of different assessment activities and
events that happen at different times throughout the learning process. It involves assessment activities that are
spread throughout the year, using various kinds of assessment instruments and methods such as tests,
examinations, projects and assignments. Oral, written and performance assessments are included. The different
pieces of evidence that learners produce as part of the continuous assessment process can be included in a
portfolio. Different subjects have different requirements for what should be included in the portfolio. The
Learning Programme Guidelines discuss these requirements further.

Continuous assessment is both classroom-based and school-based, and focuses on the ongoing manner in which
assessment is integrated into the process of teaching and learning. Teachers get to know their learners through
their day-to-day teaching, questioning, observation, and through interacting with the learners and watching
them interact with one another.

Continuous assessment should be applied both to sections of the curriculum that are best assessed through
written tests and assignments and those that are best assessed through other methods, such as by performance,
using practical or spoken evidence of learning.

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METHODS OF ASSESSMENT

Self-assessment

All Learning Outcomes and Assessment Standards are transparent. Learners know what is expected of them.
Learners can, therefore, play an important part, through self-assessment, in ‘pre-assessing’ work before the
teacher does the final assessment. Reflection on one’s own learning is a vital component of learning.

Peer assessment

Peer assessment, using a checklist or rubric, helps both the learners whose work is being assessed and the
learners who are doing the assessment. The sharing of the criteria for assessment empowers learners to evaluate
their own and others’ performances.

Group assessment

The ability to work effectively in groups is one of the Critical Outcomes. Assessing group work involves
looking for evidence that the group of learners co-operate, assist one another, divide work, and combine
individual contributions into a single composite assessable product. Group assessment looks at process as well
as product. It involves assessing social skills, time management, resource management and group dynamics, as
well as the output of the group.

METHODS OF COLLECTING ASSESSMENT EVIDENCE

There are various methods of collecting evidence. Some of these are discussed below.

Observation-based assessment

Observation-based assessment methods tend to be less structured and allow the development of a record of
different kinds of evidence for different learners at different times. This kind of assessment is often based on
tasks that require learners to interact with one another in pursuit of a common solution or product.
Observation has to be intentional and should be conducted with the help of an appropriate observation
instrument.

Test-based assessment

Test-based assessment is more structured, and enables teachers to gather the same evidence for all learners in

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the same way and at the same time. This kind of assessment creates evidence of learning that is verified by a
specific score. If used correctly, tests and examinations are an important part of the curriculum because they
give good evidence of what has been learned.

Task-based assessment

Task-based or performance assessment methods aim to show whether learners can apply the skills and
knowledge they have learned in unfamiliar contexts or in contexts outside of the classroom. Performance
assessment also covers the practical components of subjects by determining how learners put theory into
practice. The criteria, standards or rules by which the task will be assessed are described in rubrics or task
checklists, and help the teacher to use professional judgement to assess each learner’s performance.

RECORDING AND REPORTING

Recording and reporting involves the capturing of data collected during assessment so that it can be logically
analysed and published in an accurate and understandable way.

Methods of recording

There are different methods of recording. It is often difficult to separate methods of recording from methods of
evaluating learners’ performances.

The following are examples of different types of recording instruments:

■ rating scales;
■ task lists or checklists; and
■ rubrics.

Each is discussed below.

Rating scales

Rating scales are any marking system where a symbol (such as A or B) or a mark (such as 5/10 or 50%) is
defined in detail to link the coded score to a description of the competences that are required to achieve that
score. The detail is more important than the coded score in the process of teaching and learning, as it gives
learners a much clearer idea of what has been achieved and where and why their learning has fallen short of the
target. Traditional marking tended to use rating scales without the descriptive details, making it difficult to have
a sense of the learners’ strengths and weaknesses in terms of intended outcomes. A six-point scale of
achievement is used in the National Curriculum Statement Grades 10 – 12 (General).

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Task lists or checklists

Task lists or checklists consist of discrete statements describing the expected performance in a particular task.
When a particular statement (criterion) on the checklist can be observed as having been satisfied by a learner
during a performance, the statement is ticked off. All the statements that have been ticked off on the list (as
criteria that have been met) describe the learner’s performance. These checklists are very useful in peer or
group assessment activities.

Rubrics

Rubrics are a combination of rating codes and descriptions of standards. They consist of a hierarchy of
standards with benchmarks that describe the range of acceptable performance in each code band. Rubrics
require teachers to know exactly what is required by the outcome. Rubrics can be holistic, giving a global
picture of the standard required, or analytic, giving a clear picture of the distinct features that make up the
criteria, or can combine both. The Learning Programme Guidelines give examples of subject-specific rubrics.

To design a rubric, a teacher has to decide the following:

■ Which outcomes are being targeted?

■ Which Assessment Standards are targeted by the task?
■ What kind of evidence should be collected?
■ What are the different parts of the performance that will be assessed?
■ What different assessment instruments best suit each part of the task (such as the process and the product)?
■ What knowledge should be evident?
■ What skills should be applied or actions taken?
■ What opportunities for expressing personal opinions, values or attitudes arise in the task and which of these
should be assessed and how?
■ Should one rubric target all the Learning Outcomes and Assessment Standards of the task or does the task
need several rubrics?
■ How many rubrics are, in fact, needed for the task?

It is crucial that a teacher shares the rubric or rubrics for the task with the learners before they do the required
task. The rubric clarifies what both the learning and the performance should be focus on. It becomes a powerful
tool for self-assessment.

Reporting performance and achievement

Reporting performance and achievement informs all those involved with or interested in the learner’s progress.
Once the evidence has been collected and interpreted, teachers need to record a learner’s achievements.
Sufficient summative assessments need to be made so that a report can make a statement about the standard
achieved by the learner.

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The National Curriculum Statement Grades 10 – 12 (General) adopts a six-point scale of achievement. The
scale is shown in Table 4.1.

Table 4.1 Scale of achievement for the National Curriculum Statement Grades 10 – 12 (General)

Rating Description of Competence Marks

Code (%)
6 Outstanding 80-100
5 Meritorious 60-79
4 Satisfactory 50-59
3 Adequate 40-49
2 Partial 30-39
1 Inadequate 0-29

SUBJECT COMPETENCE DESCRIPTIONS

To assist with benchmarking the achievement of Learning Outcomes in Grades 10 – 12, subject competences
have been described to distinguish the grade expectations of what learners must know and be able to achieve.
Six levels of competence have been described for each subject for each grade. These descriptions will assist
teachers to assess learners and place them in the correct rating. The descriptions summarise the Learning
Outcomes and the Assessment Standards, and give the distinguishing features that fix the achievement for a
particular rating. The various achievement levels and their corresponding percentage bands are as shown in
Table 4.1.

In line with the principles and practice of outcomes-based assessment, all assessment – both school-based and
external – should primarily be criterion-referenced. Marks could be used in evaluating specific assessment tasks,
but the tasks should be assessed against rubrics instead of simply ticking correct answers and awarding marks in
terms of the number of ticks. The statements of competence for a subject describe the minimum skills, knowledge,
attitudes and values that a learner should demonstrate for achievement on each level of the rating scale.

When teachers/assessors prepare an assessment task or question, they must ensure that the task or question
addresses an aspect of a particular outcome. The relevant Assessment Standard or Standards must be used when
creating the rubric for assessing the task or question. The descriptions clearly indicate the minimum level of
attainment for each category on the rating scale.

The competence descriptions for this subject appear at the end of this chapter.

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PROMOTION

Promotion at Grade 10 and Grade 11 level will be based on internal assessment only, but must be based on the
same conditions as those for the Further Education and Training Certificate. The requirements, conditions, and
rules of combination and condonation are spelled out in the Qualifications and Assessment Policy Framework
for the Grades 10 – 12 (General).

WHAT REPORT CARDS SHOULD LOOK LIKE

There are many ways to structure a report card, but the simpler the report card the better, provided that all
important information is included. Report cards should include information about a learner’s overall progress,
including the following:

■ the learning achievement against outcomes;

■ the learner’s strengths;
■ the support needed or provided where relevant;
■ constructive feedback commenting on the performance in relation to the learner’s previous performance and
the requirements of the subject; and
■ the learner’s developmental progress in learning how to learn.

In addition, report cards should include the following:

■ name of school;
■ name of learner;
■ learner’s grade;
■ year and term;
■ space for signature of parent or guardian;
■ signature of teacher and of principal;
■ date;
■ dates of closing and re-opening of school;
■ school stamp; and
■ school attendance profile of learner.

ASSESSMENT OF LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING

The assessment of learners who experience any barriers to learning will be conducted in accordance with the
recommended alternative and/or adaptive methods as stipulated in the Qualifications and Assessment Policy
Framework for Grades 10 – 12 (General) as it relates to learners who experience barriers to learning. Refer to
White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System.

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Grade 10

c Code S Scale

80%-100%
Cd Competence Descriptions

By the end of Grade 10 the learner with

6
Outstanding outstanding achievement can:

■ use critical thinking and given criteria to

evaluate generated solutions to problem solving;
■ record qualitative and quantitative scientific
information accurately to gauge reliability, and
present findings and conclusions to scientific
investigations in a composite report according to
the prescribed criteria;
■ present scientific data and findings to a set
audience and in a set context by using more than
two models;
■ apply scientific knowledge to different contexts,
and elaborate on indigenous scientific
knowledge and empiricism as worldviews on
knowledge claims;
■ apply scientific knowledge to evaluate ethical
and moral issues that arise from scientific and
technological applications;
■ recommend alternatives that will improve the
management of natural resources and the
environment.

64
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with By the end of Grade 12 the learner with
outstanding achievement can: outstanding achievement can:

■ adapt procedures and processes to achieve a ■ apply scientific knowledge in everyday life
solution to a posed problem, and analyse contexts, analyse and evaluate scientific
problem-solving processes and solutions knowledge and indigenous knowledge system
generated using given criteria; claims by indicating the correlation among them,
■ develop an action plan indicating the and explain the acceptance of different claims;
equipment/tools to be used, procedural ■ formulate a scientific investigable problem when
instructions, and safety and precautionary presented with a complex scenario, and develop
procedures to be taken, and conduct the and apply own criteria to analyse and evaluate
scientific investigation alone; problem-solving processes and solutions
■ evaluate and explain patterns between variables generated;
in a qualitative manner using Physical Sciences ■ evaluate findings, select and use appropriate
concepts, and use specific numeric, symbolic, terminology to condense information, present it
graphical or linguistic (essays) models to display in a composite report according to the
data to a set audience and in a different context; prescribed criteria, and adapt the report for
■ using the conclusions to a scientific problem, different purposes and different audiences;
construct generalisations and apply scientific ■ evaluate different perspectives and suggest a
knowledge in everyday life contexts; justifiable decision regarding the application of
■ trace the origin of scientific knowledge (Western a specific technology, its scientific nature and its
or indigenous knowledge systems), illustrate ability to explain phenomena, events, and
how traditional practices were used from occurrences;
different cultural backgrounds, and analyse the ■ assess South Africa’s contribution to
value of these traditional practices; management, utilisation and development of
■ compare and evaluate the perspectives of three resources and the environment to ensure global
stakeholders regarding the use of the scientific sustainability.
and technological applications and suggest
justifiable short-term and long-term alternatives
to improve the management of natural resources
and the environment.

65
Physical Sciences

Grade 10

c Code S Scale

60%-79%
Cd Competence Descriptions

5 By the end of Grade 10 the learner with

Meritorious meritorious achievement can:

■ generate own problem-solving solutions using

critical thinking skills;
■ predict what will happen to the results of a
scientific investigation when one variable is
modified;
■ communicate information and conclusions to
scientific investigations with clarity and
precision, and display data to a set audience and
context using more than one model;
■ transfer knowledge of some concepts to new
contexts and use this knowledge to construct
new physical science structures;
■ understand that Mainstream science is not the
only way of looking at and explaining
phenomena;
■ identify a factor that influences knowledge
claims so that they are not a neutral process;
■ evaluate the pros and cons of a technological
application and suggest an alternative regarding
the application;
■ measure the impact of scientific and
technological applications on natural resources
and the environment.

66
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with By the end of Grade 12 the learner with
meritorious achievement can: meritorious achievement can:

■ develop an understanding and is able to ■ uncover connections between concepts and

construct scientific knowledge by establishing transfer them to new contexts to establish
connections between concepts and explain how concept webs, and evaluate the philosophy that
scientific knowledge claims influence each supports the development of a scientific theory;
other; ■ analyse and evaluate problem-solving processes
■ identify factors that influence knowledge claims and solutions generated using given criteria, but
to illustrate that they are not a neutral process; also to adapt and manipulate procedures and
■ generate a solution procedure, identify all processes to achieve a solution for changed
variables and indicate their effect on the results scenarios or operating contexts;
while making reference to independent and ■ use Physical Sciences concepts to explain the
dependent variables and using critical thinking patterns and relationships between variables
and logical reasoning skills in a scientific during a scientific investigation in a qualitative
investigation; manner;
■ record scientific information qualitatively and ■ analyse the scientific value of traditional
quantitatively, and present the gathered scientific practices and how scientific development has
information in different representational forms influenced the transition from traditional
(e.g. tables, graphs) to show patterns and trends practices to modern scientific application and
and draw logical conclusions; technologies and vice versa;
■ discuss and compare different cultural ■ evaluate ethical and moral issues that arise from
explanations for natural phenomena, events and science and technology applications and
occurrences with reference to the scientific recommend short-term and long-term
knowledge embedded in them. alternatives to improve the management of
natural resources and the environment.

67
Physical Sciences

Grade 10

c Code S Scale

50%-59%
Cd Competence Descriptions

4 By the end of Grade 10 the learner with

Satisfactory satisfactory achievement can:

■ identify an investigable problem when presented

with a simple scenario and formulate a
scientifically investigable question from given
information;
■ test predictions, communicate findings
symbolically or linguistically, and indicate some
of the relationships between different concepts
and facts;
■ demonstrate an understanding that scientific
knowledge is tentative, that explanations of
phenomena are open to change, and that theories
must be verified;
■ understand that Mainstream science is not the
only way of looking at and explaining
phenomena (this understanding manifests itself
in a learner identifying and discussing different
cultural explanations for a natural phenomenon,
event, or occurrence);
■ compare different scientific and logical
applications.

68
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with By the end of Grade 12 the learner with
satisfactory achievement can: satisfactory achievement can:

■ indicate the relationship between different facts ■ indicate the relationship between different facts
and concepts in own words, thereby expressing and concepts in own words;
and explaining prescribed scientific theories, ■ explain prescribed scientific principles, theories,
models and laws; models and laws;
■ select and use appropriate terminology to ■ explain how two worldviews on scientific
condense information and indicate relationships; knowledge claims influence each other;
■ state ways in which verification of theories ■ use critical and creative thinking and scientific
should take place; reasoning to generate a solution procedure to
■ recognise that scientific knowledge is tentative solve the problem;
and explanations of phenomena are open to ■ conduct an experiment, test or problem-solving
change; exercise with the necessary accuracy and
■ identify factors that influence knowledge claims precision and present data appropriately in
to illustrate that they are not a neutral process; various forms to show patterns and trends;
■ formulate a scientifically investigable problem ■ identify factors that influence knowledge claims
when presented with a scenario, conduct a so that they are not a neutral process, and the
scientific investigation to test predictions and scientific concepts and principles underlying the
hypothesis, individually, and discuss the patterns traditional practices from various cultural
between dependent and independent variables; backgrounds;
■ communicate information and conclusions to ■ present different perspectives of various
scientific investigations with clarity and stakeholders with regard to the use of scientific
precision and display data to a set audience and and technological applications and measure their
context using more than one model; impact on natural resources and the
■ compare scientific concepts and principles in environment.
traditional practices with examples of modern
scientific application.

69
Physical Sciences

Grade 10

c Code S Scale

40%-49%
Cd Competence Descriptions

3 By the end of Grade 10 the learner with adequate

Adequate achievement can:

■ identify a problem when presented with a simple

scenario;
■ collect scientific information from given sources
and carry out procedures to solve the
investigable problem;
■ conduct a scientific investigation to test
predictions on an investigable problem;
■ use basic scientific conventions and SI units to
communicate findings on a scientific
investigation or problem-solving exercise;
■ recall and state basic prescribed scientific
concepts and knowledge;
■ state and recognise relationships between
different facts and concepts and the relationship
of concepts with each other;
■ understand and explain that the gathering of
scientific information and facts is a continuous
process, and trace how a scientific theory
regarding nature has developed over time;
■ independently identify a technological
development in the local environment and
explain ways in which scientific and
technological development has impacted on
people’s lives;
■ identify the scientific concepts and principles
underlying a traditional practice or technology
that is/was used in own or other communities.

70
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with adequate By the end of Grade 12 the learner with
achievement can: adequate achievement can:

■ define and discuss basic prescribed scientific ■ define, discuss and explain prescribed scientific
knowledge and illustrate how a scientific theory concepts and integrate several pieces of
regarding nature has developed over time; information and procedures from content
■ explain that continuous development of knowledge across topics and disciplines to solve
scientific information and facts influences the a problem task;
development of scientific theories, models and ■ generate a hypothesis and design, plan and
laws; conduct a scientific inquiry to collect data
■ use different sources of information to solve the systematically with regard to accuracy,
scientific problem task, individually and in reliability and the need to control variables;
groups, applying various procedures; ■ present collected data appropriately in written or
other forms to show patterns and trends, and
■ in a group, develop an action plan and identify summarise findings using appropriate scientific
the patterns between dependent and independent terminology, symbols, conventions and SI units;
variables and conduct a scientific investigation; ■ communicate or present scientific data and
■ test predictions, communicate findings findings to a set audience and in a set context by
symbolically or linguistically, and indicate some using more than two models;
of relationships between different concepts and ■ explain that continuous development of
facts; scientific theories has to overcome certain
■ identify scientific concepts and principles beliefs and will continue to do so, and trace how
underlying the traditional practices that were a scientific theory regarding nature has
used from different cultural backgrounds. developed over time;
■ identify a technological development (industry-
related) which has contributed to socio-
economic and human development of a
community and the environment;
■ discuss and compare different cultural
explanations for natural phenomena, events and
occurrences with reference to the scientific
knowledge embedded in them.

71
Physical Sciences

Grade 10

c Code S Scale

30%-39%
Cd Competence Descriptions

2 By the end of Grade 10 the learner with partial

Partial achievement can:

■ recall basic scientific concepts and knowledge to

a limited extent;
■ identify a problem from a simple scenario and
follow instructions in order to carry out
scientific investigations;
■ follow instructions to collect scientific
information from given sources and
communicate findings to a scientific
investigation, using everyday language;
■ make a connection between scientific concepts
and traditional practice;
■ describe how scientific theory regarding nature
has developed over time;
■ describe how continuous development of
scientific information and facts influences the
development of scientific theories, models and
laws.

72
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with partial By the end of Grade 12 the learner with partial
achievement can: achievement can:

■ recall basic prescribed scientific concepts, ■ recall prescribed scientific concepts and
theories and facts and only state that continuous theories;
development of scientific information and facts ■ describe the nature of scientific theories and
influences the development of scientific theories understand that continuous development of
models and laws; scientific theories has to overcome certain
■ engage in critical problem-solving activities in a beliefs;
group, using given information and procedures; ■ solve the problem task critically in a group or
■ conduct scientific investigations to test individually;
predictions and hypothesis using a complete list ■ conduct a scientific investigation to test
of step-by-step instructions; predictions and hypotheses using a list of
■ use the basic scientific conventions and SI units instructions and scientific data;
to communicate findings on a scientific ■ gather and format information in a logical
investigation or problem-solving exercise; manner;
■ identify the scientific concepts and principles ■ present scientific data and findings to a set
underlying the traditional practices that were audience and in a set context by using more than
used from different cultural backgrounds and one model;
describe how a scientific theory regarding nature ■ identify two technological developments
has developed over time; (industry-related) that have contributed to socio-
■ solve a problem by substitution but only if a economic and human development of a
relevant formula is given. community and the environment

73
Physical Sciences

Grade 10

c Code S Scale

0%-29%
Cd Competence Descriptions

1 By the end of Grade 10 the learner with

Inadequate inadequate achievement can:

■ recall terminology, symbols, conventions and SI

units;
■ engage in illogical problem-solving activities but
succeed only when the problem requires
substitution of values in an equation;
■ when presented with a simple scenario and
procedures to follow, collect incoherent and
irrelevant data in an illogical manner;
■ explain concepts but relies on memorised facts
to do so;
■ explain traditional practice in terms of beliefs;
■ see scientific knowledge as absolute and having
an uncontested nature.

74
 Physical Sciences

Grade 11 Grade 12

Cd Competence Descriptions Cd Competence Descriptions

By the end of Grade 11 the learner with By the end of Grade 12 the learner with
inadequate achievement can: inadequate achievement can:

■ name basic prescribed scientific concepts, ■ use non-critical thinking skills to solve a
theories, laws and facts and describe a scientific problem when presented with a simple scenario
theory regarding nature; and conduct a scientific investigation using step-
■ see scientific knowledge as absolute but by-step instructions;
recognise that it is not complete (that is, more ■ communicate scientific findings and information
research can add to this knowledge); using everyday language;
■ engage in non-critical problem-solving ■ describe the nature of scientific theories and
activities, whether in a group or individually, identify a technological development (industry-
when presented with a given scenario; related) which has contributed to socio-
■ follow instructions to conduct a simple scientific economic and human development of a
investigation; community and the environment;
■ communicate scientific findings and information ■ describe different cultural explanations for
using everyday non-scientific terms and natural phenomena, events and occurrences with
conventions; reference to the scientific knowledge embedded
■ identify a traditional practice that was used from in them.
different cultural backgrounds.

75
Physical Sciences

76