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GLOSSARY CAPS – Curriculum and Assessment Policy NCS – National Curriculum Statement

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GLOSSARY CAPS – Curriculum and Assessment Policy NCS – National Curriculum Statement

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  1. CAPS – First Additional Language Foundation Phase“Therefore, I urge you brothers, in view of God’s mercy, to offer your bodies as living sacrifices, holy and pleasing to God- this is your spiritual act of worship. Do not conform any longer to the patterns of this world, but be transformed by the renewing of your mind.” Romans 12:1-2 GLOSSARY CAPS – Curriculum and Assessment Policy NCS – National Curriculum Statement NQF – National Qualifications Framework FAL – First Additional Language FP – Foundation Phase Subject– replaces Learning Area LOLT – Language of Learning and Teaching

  2. Structure of the CAPS documents • Section 1 (pages 1 – 5) • 1.1 Background • brief history • a desire to improve • education in South Africa. • 1.2 Overview • policy Social transformation • statement for learning and teaching in South Africa • cross reference of relevant government documents/policies

  3. Section 1 (pages 1 – 5) continued • 1.3 General aims of the South African Curriculum • focus on knowledge, skills and values • purpose, broad aims and foundational principles • Active critical thinking • High level knowledge and skills • Effective progression • Human rights • Inclusive education • 1.4 Time Allocation • FAL Grade R, 1 and 2= 4 hours a week • FAL Grade 3 = 5 hours a week • Two languages at FAL level have to share the time • Advantages: two languages are offered to the learners • Disadvantages: have to achieve the desired level with less time.

  4. Section 2 (pages 6 – 12) • It is essential to note that the current • FAL document has been written with • English as the FAL. Content has to be • adjusted for other languages. • 2.1 Introduction • Outcomes • Listening and speaking • Reading and phonics • Writing and handwriting • To be continuously integrated • Thinking and reasoning • Language structure and use • 2.2 Teaching and Learning a First Additional Language • Methodology – approaches and strategies for successful teaching are • given. The most important being the teaching of vocabulary in context • e.g. themes and the progression from listening and speaking first to • reading and writing.

  5. Section 3 (pages 13 –16) Overview grids: Yearly requirements for each outcome

  6. Section 4 • Term planners • Per term, per grade • Structured according to outcomes • organised according to these headings • Grade/outcome/subject • Suggested contact time • content, concepts and skills to be taught • Formal and informal assessment tasks • Recommended resources

  7. Flexibility for private Christian schools • Accountability for the Learning Outcomes met, but can • for e.g. add Language as a separate outcome . • Must meet a minimum standard of work but time • allocation and progression can be adapted. • Themes are flexible. e.g. a Bible story of Noah can be used for an animal theme. • Methodology (Method of teaching) is flexible. • Different ideas for Assessment activities can be used. • The right to operate according to Christian beliefs, principles and values.

  8. Biblical Integration • Step 1 be a disciple of Christ. • Importance of Biblical integration in a • Christian school • Called to build character • The Bible is Truth and our foundation • Be intentional – plan the integration • School wide biblical theme • e.g. Romans 12 – Transformation • by Truth • beginning of a lesson e.g. animals • theme – reading of the creation of animals. • during the lesson e.g. writing a prayer in the FAL to thank God for specific attributes of animals. • concluding the lesson e.g. singing a praise song about animals in the FAL. • Support material e.g. Interact Curriculum

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