FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.
The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.
School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.
Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.
The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.
MR HM MWELI
DIRECTOR-GENERAL
DATE:
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Table of Contents
1. INTRODUCTION................................................................................................................................................................................................................ 2
2. ASSESSMENT PRACTICES IN GRADE R .......................................................................................................................................................................4
3. ASSESSMENT FRAMEWORKS FOR TERMS 1 TO 4
Term 1: Home Language: Grade R.................................................................................................................................................................................................7
Term 1: Mathematics: Grade R.......................................................................................................................................................................................................8
Term 1: Life skills: Grade R.............................................................................................................................................................................................................9
Grade R: Rubrics for Term 1..........................................................................................................................................................................................................12
General and Perceptual Development: Term 1
Term 2: Home Language: Grade R................................................................................................................................................................................................16
Term 2: Mathematics: Grade R......................................................................................................................................................................................................17
Term 2: Life Skills: Grade R...........................................................................................................................................................................................................18
Grade R: Rubrics for Term 2..........................................................................................................................................................................................................21
General and Perceptual Development: Term 2
Term 3: Home Language: Grade R...............................................................................................................................................................................................25
Term 3: Mathematics: Grade R.....................................................................................................................................................................................................26
Term 3: Life Skills: Grade R..........................................................................................................................................................................................................27
Grade R: Rubrics for Term 3.........................................................................................................................................................................................................30
General and Perceptual Development: Term 3
Term 4: Home Language: Grade R..............................................................................................................................................................................................34
Term 4: Mathematics: Grade R....................................................................................................................................................................................................35
Term 4: Life Skills: Grade R.........................................................................................................................................................................................................36
Grade R: Rubrics for Term 4........................................................................................................................................................................................................39
General and Perceptual Development: Term 4
1. INTRODUCTION
Learning and teaching experiences in Grade R are based on the principles of integration and play-based learning. It is for
this reason that only informal assessment activities have been included for Grade R in the Curriculum and Assessment
Policy Document Statement (CAPS).
In Grade R most of the assessment takes place through observation with the teacher observing learners in an ongoing
and in planned way, during their daily routine, structured and free play activities when they work in small groups or in
large groups or individually.
All aspects of Grade R, including the classroom environment and teaching and learning practices, should promote the
holistic development of the child. Development that is an integral part of emergent literacy and Mathematics includes
cognitive development and perceptual-motor as well as emotional and social development. All these aspects can be
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struction and exploration activities (imaginative play, outdoor play and “playground games”).
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