Natural Science

and Technology
Education

NST301
 Contents:
Unit 1:
Implementing the Natural Science and
Technology Curriculum and
understanding the Nature of Natural
Science and Technology

Unit 2:
Understanding Natural Science
Knowledge: (Life science and Physical
science

Unit 3:
Understanding Natural Science
Knowledge (Energy and change and
Planet Earth and beyond)

Unit 4:
Understanding Technology Knowledge:
(Materials, Products and applications and
Basic operations)

Unit 5:
Understanding Technology Knowledge:
(Structures, Processing, and systems)

Unit 6:
The Natural Science and Technology
Classroom and Assessment
 Exam structure:
Question 1: 10 marks
Short answer
True/ false
Multiple choice

Question 2: 15 marks
Essay Question

Question 3: 15 marks
5 short paragraph questions

Question 4: 30 marks
2 experiment questions

Question 5: 15 marks
3 short paragraph questions

Question 6: 15 marks
Application questions

Total: 100 marks

Time allocated: 120 minutes
 Unit 1
🎯 Purpose of NST in the Foundation Phase
NST in the Foundation Phase is part of the Life Skills learning
area under Beginning Knowledge.
It aims to:
Develop scientific and technological literacy.
Promote curiosity, inquiry, exploration, and critical thinking.
Lay a foundation for formal NST learning in the Intermediate
Phase.

🌟 Specific Aims of NST (CAPS)

NST education is structured around three key aims:
Doing Science and Technology:
Learners investigate, analyse, and apply scientific and
technological processes and skills.

Understanding and Connecting Ideas:

Learners develop an understanding of key scientific and
technological knowledge and connect ideas across
disciplines and real-world contexts.

Science, Technology, and Society:

Learners recognise the relevance of NST in daily life, the
environment, and societal development.

🧠 Understanding Natural Science

Natural Science is the pursuit of understanding natural
phenomena using a systematic and evidence-based approach.

Characteristics:
Based on inquiry, experimentation, and observation.
Focused on discovering how the natural world functions.
Emphasizes how, why, and what happens in nature.
 Unit 1
🛠️ Understanding Technology
Technology is the application of knowledge to meet human
needs and solve problems.
Characteristics:
Involves creating structures, systems, and processes.
Focus is on design, invention, and production.
Addresses practical issues and improves the quality of life.

Technology Develops:
Design skills
Problem-solving abilities
Understanding of how society, environment, and values
influence technology

🔗 How Natural Science and Technology Complement Each

Other

Natural Science Technology

Understand how the Applies this knowledge to

“natural” world works solve problems

Involves observation and Involves designing and

investigation making

Develops technological
Develops scientific literacy
literacy

Example: Studying heat Example: Designing an

and energy energy- efficient stove
 Unit 1
🧪 Scientific Process Skills in Natural Science
These are the core skills learners use to conduct
investigations:

Observing:
Using senses to gather information.

Comparing:
Identifying similarities and differences.

Classifying:
Grouping objects/events based on criteria.

Measuring:
Quantifying objects or outcomes using appropriate tools.

Experimenting:
Planning and performing tests.

Communicating:
Using language, drawings, graphs, or charts to explain
findings.

🛠️ Technological Process Skills

These relate to the Design Process, which is central to
Technology education:
1. Investigate
2. Design
3. Make
4. Evaluate
5. Communicate
 Unit 1
🧩 Content Areas in NST (Foundation Phase)
🧬 Natural Science Strands:
1. Life and Living – Plants, animals, habitats, life processes.
2. Matter and Materials – States of matter, properties of
materials, changes.
3. Energy and Change – Energy forms, movement,
electricity, heat.
4. Planet Earth and Beyond – Weather, seasons, solar
system, natural resources.

🛠️ Technology Strands:
1. Structures – Types: natural, man-made, shell, frame,
solid.
2. Processing – Transforming materials (e.g., food, textiles).
3. Systems & Control –
Mechanical systems (e.g., levers, wheels)
Electrical systems (e.g., simple circuits)

🧠 Understanding Concepts and Skills

Concept: Big ideas learners understand through
experience (e.g., “energy causes change”).

Skill: Practical ability developed through repetition and

guidance (e.g., “measuring temperature”).

Concepts are discovered, skills are practiced.

 Unit 1
🛠️ Using Concepts to Generate Activities
Design learner-centred activities based on:
A theme (e.g., “Water”).
Key concepts (e.g., “water can be a solid, liquid or gas”).
Scientific/Technological skills (e.g., “observe
evaporation”).

Example Activity:
Theme: Water
Concept: Water changes form
Activity: Observe how water evaporates when placed in the
sun
Skills: Observing, recording, communicating findings

🧠 Interdisciplinary Nature of NST

NST is inherently interdisciplinary:
Integrates Life Sciences, Physical Sciences, Earth and
Space Science, and Technology.
Draws from Mathematics (measurement, data),
Languages (instructions, communication), and Social
Sciences (ethics, society).
Encourages learners to see real-world connections
between subjects.
 Unit 1
🧩 Problem-Solving in NST
NST encourages learners to:
Identify real-world problems (e.g., keeping food cool).
Brainstorm and test solutions (e.g., using insulation).
Reflect and improve designs.

The teacher’s role:

Create a safe, open environment.
Pose questions that encourage deep thinking.
Allow for trial and error and peer collaboration.

🔬 Inquiry-Based Learning (IBL)

Inquiry-Based Learning = learning through asking,
investigating, discovering, and explaining.
Key Features:
Child-led investigations
Encourages questioning and exploration
Develops critical and reflective thinking
Emphasizes the process, not just the product

🌟 Advantages of Scientific Inquiry

Promotes critical thinking
Develops problem-solving abilities
Enhances creativity
Strengthens communication skills
Links learning to the real world
Clarifies complex ideas
Keeps learners actively engaged
 Unit 1
🧪 Products of Science and Technology
Facts:
Observable truths (e.g., “Water boils at 100°C”)

Concepts:
General ideas formed from observations (e.g., “Plants need
sunlight”)

Theories:
Explain observed patterns (e.g., “Atomic theory”)

Laws:
Universally accepted truths (e.g., “Law of gravity”)

Applications:
Real-world uses (e.g., using heat to cook food)

Attitudes:
Values like curiosity, honesty, environmental care

Attitudes are shaped by classroom culture. Teachers should

foster positive, inquiry-driven environments where learning is
fun and exploratory.
 Unit 2
🌿 LIFE SCIENCE
Definition: Life Science is the study of living organisms, how
they grow, reproduce, adapt, and interact with their
environments.

🌱 A. Characteristics of Living Things (MRS GREN)

All living organisms must show the following seven life
processes:

Process Description

Ability to move all or some parts of a

Movement
body

Respiration Breaking down food to release energy

Sensitivity Responding to stimuli

Growth Increase in size or number of cells

Producing offspring to continue the

Reproduction
species

Excretion Removal of waste products

Nutrition Taking in and using food

 Unit 2
🌱 Key Topics in Life Science for Foundation Phase
1. Basic Needs of Living Things
All living things (humans, animals, plants) require:
Air (oxygen)
Water
Food
Shelter/habitat
Without these, they cannot grow, survive, or reproduce.

2. Plants
Living organisms that make their own food through
photosynthesis.
Needs: sunlight, water, air (CO₂), nutrients, space.
Parts of a plant: roots, stem, leaves, flowers.
Activities: Seed germination experiments, leaf rubbing,
diagram labelling.

3. Animals
Differ from plants as they cannot make their own food.
Have senses, internal systems, and behaviors.
Learn about:
Types: mammals, birds, fish, insects, reptiles,
amphibians.
Habitats: land, water, trees, underground.
Adaptations: polar bear’s fur, camel’s hump.
Activities: Sorting animals by traits, creating habitat
dioramas.
 Unit 2
4. Human Body
Body parts: head, arms, legs, torso, hands, feet, etc.
Five senses: sight, hearing, touch, taste, smell.
Basic hygiene: hand washing, brushing teeth, keeping
clean.
Activities: Senses exploration stations, hygiene role-play.

5. Food and Nutrition

Importance: Provides energy and supports growth.
Introduce the food pyramid: fruits, vegetables, grains,
proteins, dairy.
Balanced diet concept.
Activities: Sorting healthy/unhealthy foods, drawing
lunchboxes.

🔍 Classification in Life Science

Why we classify: To organize the diversity of life.
Linnaean system (introduced simply):
Kingdom → Phylum → Class → Order → Family → Genus →
Species
Simplify for Foundation Phase with terms like “groups” or
“families of animals.”
Activity: Grouping local animals or plants.
 Unit 2
🧬 Differences Between Living and Non-Living Things
Feature Living things Non-living things

yes- all living things

Made of Cells No
are cellular

No- size and shape

Grow and yes- grow in size
made be changed if
Develop and complexity
broken

yes- reproduce
Reproduce No
offspring

Respond to the yes- react to light,

No
environment sound and touch

yes- through
Use energy No
respiration

No- may be moved

Move yes
forcefully

yes- remove waste

Excrete waste No
products

👉 Example:
A dog = living
A rock = non-living
A car = not living (man-made, can move but doesn’t grow,
reproduce, or respond)
 Unit 2
🔬 PHYSICAL SCIENCE
Definition: Physical Science explores the properties of non-
living matter, energy, and the ways materials interact.

🧱 A. What is Matter?
Matter is anything that:
Has mass (it weighs something),
Takes up space (volume),
Is made of particles (atoms, molecules).

🧊 B. Three States of Matter

Solid-
Fixed shape, definite volume
e.g: ice, rock, pencil
Liquid-
Takes shape of container, flows
e.g.: water, juice
Gas-
No fixed shape or volume, invisible, expands freely
e.g.: air, steam

⚗️ C. Properties of Materials
Learners explore:
Texture (smooth, rough)
Flexibility (bendy, rigid)
Absorbency (soaks water or not)
Transparency (clear or opaque)
Magnetism (magnetic or not)
 Unit 2
🔁 D. Changes in Materials
Physical changes:
reversible, no new substance formed
e.g., melting, cutting, dissolving sugar in water.
Chemical changes:
irreversible, new substance formed
e.g., baking bread, rusting metal

🌈 E. Sound and Light

Sound:
Comes from vibrations, travels in waves.
Loud vs. soft, high vs. low pitch.
Activities: rubber band guitar, drum sounds.
Light:
Travels in straight lines, helps us see.
Shadows: formed when light is blocked.
Activities: Shadow puppets, tracing shadows outside.

🧪 INQUIRY-BASED LEARNING EXAMPLES

Topic Activity Process skills applied

Observing, measuring,
States of matter Ice melting and freezing
communicating

Predicting, observing,
Plant growth Bean in cotton wool
measuring

Animal Sorting animal picture

Comparing and classifying
classification cards

Exploring objects that Observing, communicating,

Sounds
make noises experimenting

Hygiene and Taste testing using lemon, Observing, communicating,

senses sugar, etc predicting
 Unit 3
⚡ A. ENERGY AND CHANGE
🔍 Definition
"Energy cannot be created or destroyed, but it can be
transferred and transformed."

This is the Law of Energy Conservation—a foundational idea for

understanding physical processes in science.

Subtopic Description

Types: light, heat, sound, electricity,

Energy Sources
motion, magnetism

Energy and Energy is potential until used through

Control mechanisms like levers, pulleys, motors

Force, motion, gravity, magnetism,

Physical
electricity, light, sound, temperature,
Processes
and heat

Combining materials to make products

Processing (e.g., food items, crafts, textile-based
objects)

Electrical systems, mechanical systems,

Systems simple machines – how parts interact to
do work

Transformation of matter (e.g., cooking,

Chemistry
dissolving, chemical changes)
 Unit 3
🔌 1. Energy Sources
Energy exists in various forms, each useful in different ways:
Light – enables us to see (e.g., sunlight, bulbs)
Heat – keeps us warm, cooks food
Sound – used in communication and expression
Electricity – powers devices and machines
Motion – movement of objects, people, animals
Magnetism – found in magnets, earth’s magnetic field

🧰 2. Energy and Control

Energy needs to be directed to be useful:
Examples: muscles moving legs, batteries powering torches,
water driving turbines
Mechanisms are tools/devices that control energy to do
work:
Levers, pulleys, gears, motors, wheels and axles

🧪 3. Physical Processes
Processes involving:
Forces (push/pull)
Motion (speed, direction)
Gravity (why things fall)
Balance (equal forces)
Magnetism, Electricity
Heat & Temperature
Light & Sound
Learners observe how things move, heat up, cool down, float,
sink, or react to magnets.
 Unit 3
🧵 4. Processing
Children explore making useful or fun products by:
Combining raw materials (e.g., flour + water for dough,
paper + glue for puppets)
Types of products:
Food: fizz bundles, bath salts, snacks
Textiles: sock puppets, pencil cases
Evaluate products on:
Smell, taste, texture, quality, appearance, cost

🧠 5. Systems
Understanding how parts work together to perform a function.
⚡ Electrical Systems
Involve batteries, wires, bulbs, switches
Teach concepts of circuits, safety, and energy flow
Example: Lighting up a small bulb using a battery and wire

⚙️ Mechanical Systems
Tools and devices that transfer or transform force
Include simple machines (next section)

⚗️ 6. Chemistry in the FP
Chemistry is introduced through:
Mixing, heating, and transforming substances
Activities like baking, dissolving sugar in water, and
making bath bombs
Key learning: materials can change state or combine to
make something new
 Unit 3
🛠️ 7. Simple Machines
Machines make work easier by changing the way force is used.

Children can build, explore, and experiment with:

Wedge:
Cuts or splits (e.g., axe, knife, shark teeth)

Inclined Plane:
Sloped surface (e.g., ramp, stairs, slide)

Screw:
Converts rotational motion into linear motion (e.g., jar lid,
light bulb)

Lever:
Rotates around a fixed point (e.g., seesaw, crowbar, scissors)

Pulley:
Uses a wheel and rope to lift objects (e.g., flagpole, elevator,
fishing rod)

Wheel and Axle:

Rotates to move things easily (e.g., car wheels, doorknob,
pizza cutter)
 Unit 3
🌍 B. PLANET EARTH AND BEYOND
(Earth and Space Science)
🪐 Goal:
Help learners observe, recognise patterns, and understand the
Earth's systems and the human impact on them.
🌎
Key Themes

Theme Concept and Teaching ideas

Weather Seasonal changes, cloud types, rainfall, temperature

Day/ Night & Rotation and revolution of Earth; shadows; suns

Seasons position

Earth’s Resources Soil, rocks, water; sustainability; conservation

Oceans and Sea

Animals in the sea, currents, waves, tides
Life

Environment and Human impact, pollution; recycling; natural habitats

Ecology and animal adaptations

Geography Landforms, volcanoes, rivers, mountains & maps

Astronomy Moon phases, stars, constellations, solar system

🌦️ Five Broad Fields in Earth & Beyond

[Link] – Rocks, minerals, natural resources
[Link] – Oceans, marine life, tides
[Link] – Weather, climate patterns
[Link] – Celestial bodies, planets, stars
[Link] – Interactions between organisms and their
environments
 Unit 3
🔎 C. IDENTIFYING AND CONTROLLING VARIABLES
🧪 What is a variable?
A variable is any aspect of an experiment that can change
or influence the outcome.

Type of Variable Description

Independent The factor the experiment changes

Dependent The factor that is measured or observed

Factors that are kept constant to ensure a

Controlled
fair test

🧠 Example 1: Parachute Experiment

Aim: Does parachute size affect falling speed?
Independent: Size of parachute
Dependent: Rate of fall
Controls: Height dropped, object weight
Purpose: To ensure reliable, fair results

🧠 Example 2: Temperature and Sugar

Aim: Does temperature affect sugar dissolving rate?
Independent: Temperature
Dependent: Time to dissolve
Controls: Same water amount, same sugar amount
 Unit 3
📊 D. INTERPRETING DATA
What is Data Interpretation?
Data interpretation is the process of organizing,
analyzing, and drawing conclusions from data.

Key Skills:
Looking for patterns
Evaluating results to support or reject a hypothesis
Identifying errors or outliers
Communicating findings

Types of Data Representation:

Tables – Organize data neatly
Bar Graphs / Pictographs – Visual comparison
Line Graphs – Trends over time (more relevant for IP
learners)
Average values – Used to make results more reliable

Tips:
Use clear headings
Label X and Y axes on graphs
Always repeat tests to validate results
 Unit 4
💡 The Role of Technology in the Foundation Phase
Technology develops learners’:
Cognitive skills (problem-solving, reasoning)
Psychomotor skills (cutting, assembling)
Social and emotional development (teamwork, confidence)

🧠 Technology Is More Than Computers

In the FP, technology education includes:
Exploration of materials and tools
Hands-on design and construction
Awareness of tools used at home and school
Thinking critically about solutions and improvements in
everyday life

🧵 1. Materials
📌 Key Concepts:
Materials are the substances used to make products (e.g.,
wood, plastic, fabric, metal).
Learners explore materials to understand:
Properties (hard, soft, waterproof, transparent,
absorbent)
Uses and limitations
Environmental impact and sustainability

🧪 Teaching Ideas:
Use hands-on materials to explore texture, weight, and
flexibility.
Allow sorting and testing (e.g., What floats? What bends?)
Encourage learners to match materials to product function.
 Unit 4
🧺 2. Products and Appliances
📌 Key Concepts:
Learners investigate how common products:
Are made (materials used)
Are assembled (how parts fit together)
Are finished (paint, polish, coating)

📚 Teaching Tips:
Use broken or simple toys to show parts and assembly.
Compare different versions of a product (e.g., cloth vs.
plastic bags).
Explore appliances like staplers or sharpeners to learn how
they work.

🧰 3. Basic Operations
📌 What Are Basic Operations?
These are physical actions used to manipulate and assemble
materials.

🛠️ Key Operations:
[Link] – with scissors or craft knives
[Link] – to add shape or function
[Link] – using glue, staples, tape, stitching
[Link] – bending, rolling, curving
[Link] – buttons, zippers, clips
[Link] – putting parts together into a whole product

🧠 Why Important?
Promotes fine motor control
Supports the Design Process
Encourages problem-solving and trial-and-error
 Unit 4
⚙️ 4. Simple Machines (Mechanical Systems)
📌 What Are Simple Machines?
Simple machines are tools that help people do work more easily
by changing the direction or amount of force.

🧠 The 7 Simple Machines:

Machine Function and Examples

Moves on a pivot to life loads

Lever
E.g. Seesaw, crowbar, scissors

A wheel that rotates around a rod

Wheel & Axle
E.g. Cart, bicycle, pizza cutter

A wheel and rope system to life/ lower

Pulley
E.g. Flagpole, well, crane

A sloped surface to move objects more easily

Inclined Plane
E.g. Ramp, slide

Pushes material apart or into something

Wedge
E.g. Knife, axe

Converts rotation into lifting

Screw
E.g. Lid, corkscrew, bolt

Rotating wheels with teeth that transfer

Gear motion
E.g. Clock, egg beater
 Unit 4
🛠️ 5. The Technology Design Process (IDMEC)
📌 What is the Design Process?
It is a structured method for solving problems and creating
solutions in Technology.

🧩 IDMEC Explained:
Step What learners do

Identify a problem, explore existing solutions,

I- Investigate
ask questions

Plan a product using sketches, label materials,

D- Design
write steps

Build the product, apply basic operations, use

M- Make
tools and materials

Test if it works, reflect on successes and

E- Evaluate
challenges

C-
Present the product verbally or visually
Communicate

🧠 How to Use in FP:

Start with everyday problems (e.g. “How can we keep lunch
warm?”)
Use drawings and oral storytelling to explain ideas
Build with safe, accessible materials
Focus on creativity and collaboration over perfection
 Unit 5
🏗️ PART 1: Structures and Processing
🔹 1. STRUCTURES
🌍 What are Structures?
Definition: Anything that supports a load or encloses a space
to offer protection.
Types:
Shell Structure: Support comes from the outside (e.g.,
eggshell, dome).
Frame Structure: Support comes from the inside (e.g.,
bridges, buildings).

🦴 Skeletons as Structures
Function: Supports muscles, skin; protects internal organs.
Human Skeleton:
206 bones total.
Divided into:
Axial Skeleton (80 bones): Skull, vertebrae, sternum,
ribs.
Appendicular Skeleton (126 bones): Limbs, shoulder,
and pelvic girdles.

🧲 Forces Acting on Structures

Compression: Pushing (e.g., books on shelf).
Tension: Pulling (e.g., stretched rope).
Torsion: Twisting (e.g., opening a jar).
Bending: Deformation under weight (e.g., shelf sagging).
Shearing: Sliding layers (e.g., scissors cutting).
 Unit 5
🔹 2. PROCESSING
🔧 What is Processing?
Application of procedures to raw materials to enhance or
transform them.
Involves mixing, combining, modifying to create value-added
products.
Occurs at both industrial and basic classroom levels.

🥗 Types of Processing:
Food Processing:
Converts raw food to edible or storable products.
Involves:
Combination (fruit salad)
Extraction (color from berries)
Preservation (pickling)
Aggregation (grinding maize)

Textile Processing:
Origin: Latin texere = "to weave".
Involves turning fibers → yarn → fabric → garment.
Methods:
Weaving: Plain, Twill, Satin, Jacquard
Knitting: Weft and Warp
Non-woven: Bonding, Felting

Clay Processing:
Natural, sticky earth derived from decomposed rocks.
Primary clay: Near origin, larger particles.
Secondary clay: Transported, finer particles.
Processing involves shaping and firing.
 Unit 5
⚙️ PART 2: Systems and Design Process
🔹 3. SYSTEMS
🔄 What is a System?
A collection of interconnected parts working together.
Uses a mechanism to make work easier.
Consists of:
Input: Energy, force, material
Process: Mechanism or transformation
Output: Result or product

🔩 Simple Machines (Mechanisms)

Wedge (e.g., knife)
Inclined Plane (e.g., ramp)
Screw
Lever (e.g., see-saw)
Pulley
Wheel & Axle (e.g., car wheels)

⚡ Energy in Systems
Energy = Ability to do work
Renewable sources: Sun, water, wind
Non-renewable: Fossil fuels, nuclear

🔄 Types of Movement
Linear: Straight (e.g., train)
Reciprocal: Back and forth (e.g., saw)
Oscillating: Arc (e.g., pendulum)
Rotary: Circular (e.g., wheel)
 Unit 5
🔹 4. THE DESIGN PROCESS
🧠 Steps of the Design Process
1. Investigate: Identify the problem, gather data, define constraints.
2. Design: Create solutions that are functional and aesthetic.
3. Make: Build a prototype or final product using selected
tools/materials.
4. Evaluate:
Criteria:
Appropriateness
Functionality
Ergonomics
Ecological friendliness
Safety
Durability
Comparison with existing products
5. Communicate:
Present design clearly.
Tailor information for the target group.

🧩 Use of Models
Models help in visualising and testing ideas (e.g., atom, solar
system).
Encourage learner-made models focusing on:
Key features
Scale
Scientific reasoning

💡 Classroom Integration Ideas

Match nests to birds.
Evaluate shoes for different terrains.
Design climate-appropriate houses.
Potato print stationery designs.
Design and build pull-along toys.
 Unit 6
🧠 1. The Constructivist NST Classroom
🏗️ From Teacher-Centered to Learner-Centered
Traditional teaching was teacher-driven, but learners must now
construct knowledge through inquiry and hands-on activities.
Constructivist, process-oriented learning requires building trust
with learners to foster curiosity and critical thinking.

👩‍🏫 Role of the NST Teacher (Martin, 2012)

Encourage exploration and autonomy.
Begin with a mix of expository and guided inquiry activities.
Support learners in devising and executing their own
investigations while maintaining order and productivity.

🧪 2. Conducting Science Activities Successfully

✔️ Strategies (Martin, 2012)
Practice the activity yourself beforehand.
Discuss and demonstrate before starting.
Provide clear, structured instructions (use notes if needed).
Prepare and count materials for each group.
Do not distribute materials until after full instructions.

⚠️ 3. Safety in the NST Classroom

🦺 Key Safety Guidelines

Model good safety behavior as the teacher.
Discuss safety at the start of the year and during relevant
activities.
Use plastic instead of glass equipment.
Require protective gear (goggles, aprons).
Avoid tasting, and restrict chemicals to safe materials (e.g.,
vinegar).
Never use dangerous substances like dry ice.
 Unit 6
🔍 4. The Discovery Area
🧲 What Is It?
A designated space with objects and materials linked to the
weekly theme for learners to observe, explore, and experiment.
🛠️
Considerations for Setup:
Safety: Materials must be age-appropriate.
Size: Easily handled by small hands.
Appeal: Engaging and interesting.
Availability: Enough for active interaction.
Attitude: Teacher enthusiasm encourages participation.
🔬 Skills Developed:
Observation, sensory exploration, comparison, classification
Experimentation with gravity, light, magnets, temperature
Cause and effect thinking (e.g., “What will happen if…”)

🌿 5. NST Outside the Classroom

🚸 Outdoor Learning Areas (Martin, 2012)
Extend the classroom to school grounds: gardens, weather
stations, observation spots.
Effective for both boys and girls—encourages scientific
thinking.
Involve learners, parents, and community stakeholders.
🪴 Example: Vegetable Garden
Promotes understanding of plant growth, germination, and
ecosystems.

📝 6. Assessment in NST
📚 Purpose of Assessment
Primary: Understand what learners know and can do.
Secondary: Reflect on and improve teacher performance.
Focus on process, inquiry, and progress.
 Unit 6
📊 7. Types and Tools of Assessment
🔍 Formative vs. Summative
Formative: (For Learning)
Ongoing, informal and during learning
To improve teaching and learning

Summative: (Of Learning)

Structured, formal, end of period
Measure cumulative progress

✅ Examples of Tools:
Observations
Checklists
Portfolios
Interviews
Practical activities

🧠 8. What to Assess in Foundation Phase NST

Observation: Both qualitative and quantitative.
Practical Skills: Performance-based assessments.
Concept Mastery: Using outcomes from CAPS.
 Unit 6
🎓 9. Learning Outcomes in Life Skills
Knowledge
Reasoning
Skills
Products
Disposition (attitudes & values)

🧬 10. Accommodating Learner Differences in Assessment

🧩 Strategies:
Use Multiple Intelligence Theory to offer varied
assessment options.
Assess through strengths: visual, kinesthetic, linguistic,
etc.
Provide cultural and language accommodations.

📋 11. Recording & Reporting Assessment

💼 According to CAPS Life Skills:
Continuous, formal & informal assessment
Record actual marks, codes, or percentages
Evidence-based communication with parents
Reports must reflect learner readiness for progression