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Curriculum and Assessment Policy Statement

Intermediate PhaseGrades 4-6

National Curriculum Statement (NCS)

CAPS

CurriCulum and assessment PoliCy statement Grades 4-6

natural sCienCes and teCHnoloGy

NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

disClaimer

In view of the stringent time requirements encountered by the Department of Basic Education to effect the necessary editorial changes and layout to the Curriculum and Assessment Policy Statements and the supplementary policy documents, possible errors may occur in the said documents placed on the official departmental websites.

There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been translated in the various African Languages. Please note that the content of the documents translated and versioned in the African Languages are correct as they are based on the English generic language documents at all three language levels to be implemented in all four school phases.

If any editorial, layout or vernacular inconsistencies are detected, the user is kindly requested to bring this to the attention of the Department of Basic Education.

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CAPS

FOREWORD By THE mINISTER

Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Preamble to the Constitution 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.

Education and the curriculum have an important role to play in realising these aims.

In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South African schools and comprises of the following:

(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

mrs anGie motsHeKGa, mP minister oF BasiC eduCation


CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)


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CONTENTS

seCtion 1: introduCtion to tHe CurriCulum and assessment PoliCy statement .... 3

1.1 Background ..................................................................................................................................................... 3

1.2 overview .......................................................................................................................................................... 3

1.3 General aims of the south african Curriculum ............................................................................................ 4

1.4 time allocation ................................................................................................................................................ 6

1.4.1 Foundation Phase ................................................................................................................................... 6

1.4.2 Intermediate Phase ................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12 .......................................................................................................................................... 7

seCtion 2: introduCtion to natural sCienCes and teCHnoloGy .................................... 8

2.1 introduction ..................................................................................................................................................... 8

2.2 What is science and technology?.................................................................................................................. 8

2.3 natural sciences and technology as a school subject ............................................................................... 9

2.4 organisation of natural sciences and technology Curriculum ................................................................. 9

2.5 Purpose of studying natural sciences and technology ........................................................................... 11

2.6 Specificaims ................................................................................................................................................. 12

2.6.1 Specific Aim 1: Knowing Natural Sciences and Technology ................................................................. 12

2.6.2 Specific Aim 2: Investigating Phenomena in Natural Sciences and Designing and making Solutions in Technology ............................................................................. 15

2.6.3 Specific Aim 3: Appreciating and Understanding the History, Importance and Applications of Natural Sciences in Society ............................................................................................................................... 17

2.7 developing language skills: reading and writing ....................................................................................... 19

2.8 time ................................................................................................................................................................ 20

2.9 resources ...................................................................................................................................................... 20

seCtion 3: Content taBles ............................................................................................................ 21

natural sciences and technology: Grade 4 .......................................................................................................... 21




2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

seCtion 4: assessment .................................................................................................................... 60

4.1 introduction ................................................................................................................................................... 60

4.2 informal assessment or daily assessment ................................................................................................. 61

4.3 Formal assessment ....................................................................................................................................... 62

4.4 assessment requirements for natural sciences and technology ........................................................... 63

4.4.1 Grade 4 ................................................................................................................................................. 63

4.4.2 Grade 5 ................................................................................................................................................. 64

4.4.3 Grade 6 ................................................................................................................................................. 65

4.5 examinations ................................................................................................................................................. 66

4.5.1 Grade 4 ................................................................................................................................................. 66

4.5.2 Grade 5 ................................................................................................................................................. 67

4.5.3 Grade 6 ................................................................................................................................................. 68

4.6 recording and reporting .............................................................................................................................. 69

4.7 moderation of assessment ........................................................................................................................... 70

4.8 General ........................................................................................................................................................... 70


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SECTION 1: INTRODUCTION TO THE CURRICULUm AND ASSESSmENT POLICy STATEmENT

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.

1.2 overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the GeneralEducation and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the NationalQualificationsFramework(NQF),promulgatedinGovernmentGazetteNo.27819of20July2005;



(iv) The policy document, An addendum to the policy document, the National Senior Certificate: AqualificationatLevel4ontheNationalQualificationsFramework(NQF),regardinglearnerswithspecialneeds, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: AqualificationatLevel4ontheNationalQualificationsFramework(NQF),regardingtheNationalProtocolfor Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996(ActNo.84of1996,) form the basis for the minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools.

1.3 General aims of the south african Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;


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• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• 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.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).



1.4 time allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

suBJeCtGrade r (Hours)

Grades 1-2 (Hours)

Grade 3 (Hours)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4

mathematics 7 7 7

Life Skills

• Beginning Knowledge

• Creative Arts

• Physical Education

• Personal and Social Well-being

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

total 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets for Grade 3.

1.4.2 intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

suBJeCt Hours

Home Language 6

First Additional Language 5

mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills

• Creative Arts

• Physical Education

• Personal and Social Well-being

4

(1,5)

(1)

(1,5)

total 27,5


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1.4.3 senior Phase

(a) The instructional time in the Senior Phase is as follows:

suBJeCt Hours

Home Language 5

First Additional Language 4

mathematics 4,5

Natural Sciences 3

Social Sciences 3

Technology 2

Economic management Sciences 2

Life Orientation 2

Creative Arts 2

total 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

suBJeCt time alloCation Per WeeK (Hours)

Home Language 4.5

First Additional Language 4.5

mathematics 4.5

Life Orientation 2

A minimum of any three subjects selected from Group B Annexure B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.

12 (3x4h)

total 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above, and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.



SECTION 2: INTRODUCTION TO NATURAL SCIENCES AND TECHNOLOGy:

2.1 introduCtion

What is today known as ‘science’ has roots in African, Arabic, Asian, European and American cultures. It has been shaped by the search to understand the natural world through observation, codifying and testing ideas, and has evolved to become part of the cultural heritage of all nations. It is usually characterised by the possibility of making precise statements which are susceptible to some sort of check or ‘proof’ (McGraw-HillConciseEncyclopaediaofScience and Technology, Second Edition, p.1647).

Technology has existed throughout history. People use the combination of knowledge, skills and available resources to develop solutions that meet their daily needs and wants. Economic and environmental factors and a wide range of attitudes and values need to be taken into account when developing technological solutions.

2.2 WHat is sCienCe and teCHnoloGy?

To be accepted as science, certain methods of inquiry are generally used. These methods lend themselves to replication, attempts at objectivity and a systematic approach to scientific inquiry. The methods include formulating hypotheses, and designing and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the resulting methods and results are carefully examined and debated before they are accepted as valid. Knowledge production in science is an ongoing endeavour that usually happens gradually but, occasionally, knowledge leaps forward as a new theory replaces the dominant view. As with all other knowledge, scientific knowledge changes over time as scientists acquire new information and people change their ways of viewing the world. Throughout history people have used knowledge of Technology and skills to invent, develop and make things that solve problems that they experience in order to improve the quality of their lives. The knowledge and skills used to make stone-age tools are an example of this.

In all cultures and in all times people have wanted to understand how the world works. Sometimes their lives depend on understanding it and sometimes, people want to make sense of the physical world and they need explanations that satisfy them.

Science is a systematic way of looking for explanations and connecting up the ideas we have. Over many centuries, people in science have come to agree that they need to write down and publicise the investigations they do, that their claims and ideas need to be tested by other scientists and that other people should be able to repeat investigations to see whether the results turn out the same.

Scientific investigations are often about things that nobody really understands yet, so scientists are frequently involved in debates and disagreements. However, as more and more people work on the same questions, they tend to reach a consensus about what is really happening in nature.

The science knowledge we teach at school is not in doubt as most of it has been tested and has become generally accepted but a good teacher will tell the learners something of the debates, the arguments and confusion among the people who were the first to investigate such phenomena.

Scientists continue to explore on the frontiers of the unknown. Why is climate changing around the world? What is making the universe expand? What causes the Earth’s magnetic field to change? Nobody knows for sure.


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2.3 natural sCienCes and teCHnoloGy as a sCHool suBJeCt

Natural Sciences and Technology in the Intermediate Phase is compulsory for all learners. It is therefore critical for promoting and developing scientific and technological literacy as Natural Sciences and Technology are both compulsory subjects for all learners in Grades 7 to 9.

In grades 4 to 6 Natural Sciences and Technology are integrated. Sciences and technology together should be able to build a learners investigative skills especially discovery skills when doing practical experiments, and also research skills using reference books and other media. When analysing the results of experiments, Intermediate phase science and technology learners will practise observing skills and critical thinking. During Science and Technology lessons the intermediate phase learner will draw simple diagrams showing a single viewpoint in 2-Dimensions to represent experimental apparatus and design ideas for models that utilise the concepts being taught in Technology, e.g. a simple structure or a wheeled vehicle. In Science learners will draw conclusions from their experimental results in Technology they will begin to evaluate designs in terms of fitness-for-purpose, aesthetic appearance and possible impacts on society and the environment.

2.4 orGanisation oF tHe natural sCienCes and teCHnoloGy CurriCulum

In the Natural Sciences and Technology Curriculum, six ‘Knowledge Strands’ are used as organisers for the Physical Sciences, Life Sciences, Earth Sciences and Technology components of the subject.

The Knowledge Strands are:

• Life and Living

• matter and materials.

• Energy and Change.

• Earth and Beyond.

• Technology Structures

• mechanical and Electrical systems and control

Each Knowledge Strand is developed progressively across the three years of the Intermediate Phase.

The Knowledge Strands are a tool for organising the subject content. When teaching Natural Sciences and Technology, it is important to emphasise the links learners need to make with related topics to help them achieve a thorough understanding of the nature of and connectedness in science and technology. Links must also be made progressively, across grades, to all Knowledge Strands.



natural sCienCes and teCHnoloGy ConCePt and Content ProGression

strands Grade 4 matter and materials and structures

energy and change and structures

life and living and structures

earth and beyond and mechanisms

• Properties of materials.

• Combination of materials.

• Strengthening materials

• Phases of materials

• Air and Energy

• mechanisms that use moving air

• Sound

• musical Instrument

• Living and non-living things.

• Features of plants and animals.

• Requirements for growth.

• Habitats

• Behaviour patterns of animals.

• Space exploration.

• moving on land.

• Objects in the sky: Sun, moon, Earth, stars

strands Grade 5 matter and materials and structures

energy and change and mechanisms

life and living and mechanisms

life and living and earth and beyond

• Properties of materials.

• Uses of materials.

• Technology process: build a structure

• Concept of Energy.

• Renewable and non-renewable.

• Different forms of energy.

• Light

• Heat

• Sound

• Electrical

• movement: Energy systems.

• machines

• Food chains.

• Life cycle of plants.

• Life cycle of animals.

• Senses

• Structure of Earth

• Surface of Earth

• Sedimentary rocks.

• Fossils

strands Grade 6 matter and materials energy and change life and living and mechanisms

earth and beyond and electrical

systems

• mixtures, solutions, melting.

• Soluble and insoluble.

• Rate of dissolving

• Electricity Circuits

• Conductors and Insulators.

• Energy transfer.

• Basic safety

• Electrical circuit to solve a problem

• Environment and water resources.

• Nutrition and food groups.

• Healthy

• environment.

• Animals with skeletons.

• Types of movement.

• movement and mechanical systems

• Solar system: Sun, Earth, moon.

• Ecosystems.

The content framework focuses on the ideas, skills, concepts and connections between them, rather than a listing of the facts and procedures that need to be learned. Particular instructional strategies or methodologies are not prescribed. Teachers have the freedom to expand concepts and to design and organise learning experiences according to their own local circumstances.


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The cognitive and practical skills that have been identified must be taught, and assessed, in an integrated way (and at the appropriate grade level) in the context provided by the Knowledge Strands.

The recommended sequence for the teaching of the Knowledge Strands in this document for Grade 4,5 and 6 is:

Grade 4

1. Life and Living and Structures

2. matter and materials and Structures

3. Energy and Change and Structures

4. Earth and Beyond and mechanisms

Grade 5

1. matter and materials and Structures

2. Energy and Change and mechanisms

3. Life and Living and mechanisms

4. Life and Living and Earth and Beyond

Grade 6

1. Energy and Change

2. Earth and Beyond and Electrical Systems

3. matter and materials

4. Life and living and mechanisms

However, teachers could decide on the sequence within a particular term. In all grades, learners must be supported when doing investigations and addressing the technological Design Process. They need to expand on the concepts or knowledge to which they have been introduced and to deepen their understanding of the subject matter.

2.5 PurPose oF sCienCe and teCHnoloGy

2.5.1 Developmentofscientificandtechnologicalknowledgeandunderstanding

Scientific and technological knowledge and understanding can be used to

• answer questions about the nature of the world around us and

• apply science in technology to improve the quality of life

It can prepare learners for economic activity and self-expression. It lays the basis of further studies in science and technology and prepares learners for active participation in a democratic society that values human rights and promotes acting responsibly towards the environment.



2.5.2 Development of science process skills (Scientific Investigations) and technological skills (Designprocess)

The teaching and learning of science involves the development of a range of process skills that may be used in everyday life, in the community and in the workplace. Learners can gain these skills in an environment that supports creativity, responsibility and growing confidence. Learners develop the ability to think objectively and use a variety of forms of reasoning while they use process and design skills to investigate, reflect, synthesise, design make, evaluate and communicate.

2.5.3 development of an understanding of the relevance of science and technology in society

Both science and technology have made a major impact, both positive and negative, on our world. Careful selection of content, and use of a variety of ways of teaching and learning science and technology, should promote understanding of science and technology as human activities, as well as the history of science and the relationship between Natural Sciences and Technology and other subjects. It also helps learners to understand the contribution of science and technology to social justice and societal development as well as the need for using scientific knowledge responsibly in the interest of ourselves, of society and the environment. Understanding science also helps us to understand the consequences of decisions that involve ethical issues.

2.6 sPeCiFiC aims

There are three broad subject-specific aims in Natural Sciences and Technology which relate to the purposes of learning science. These are

1. Specific Aim 1, which relates to the knowing of the subject content (‘theory’).

2. Specific Aim 2, which relates to doing science or practical work and investigations and to design and make practical solutions to everyday problems.

3. Specific Aim 3, which relates to understanding the applications of science and technology in everyday life, as well as understanding the history of scientific discoveries and technological solutions and the relationship between indigenous knowledge and science and technology.

WHat do tHe tHree aims mean and HoW do tHey relate to assessment?

2.6.1 Specific Aim 1: Knowing Science and Technology (concepts, processes, phenomena, mechanisms, principles, theories, laws, models, etcetera).

This involves knowing, understanding, and making meaning of science and technology in a way that enables learners to make many connections between the ideas and concepts in their minds. making such connections makes it possible for learners to apply their knowledge in new and unfamiliar contexts. The process of acquiring a deep understanding of Science and Technology is about more than just knowing a lot of facts. The scope of the knowledge that learners should acquire includes knowledge of the process and design skills related to carrying out investigations and solving problems.

The following cognitive (thinking) skills comprise the range of skills that all learners should develop in the context of working through the curriculum in a school year. These skills also indicate what should be assessed, at the appropriate grade level, in a variety of different kinds of assessments during the year. note: that not every skill will be assessed in every assessment, but teachers must ensure that, by the end of the year, the assessments provide evidence that learners have been assessed on all of these.


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2.6.1.1 acquire knowledge

in the process of acquiring knowledge learners must …

• access information from a variety of sources (teachers, reference books, textbooks, internet, experts, peers, parents, etcetera).

• select key ideas.

• recall facts

• describe concepts, processes, phenomena, mechanisms, principles, theories, laws, models in the Natural Sciences and Technology.

• sketch design ideas

• draw simple 2 D plans

assessment

In order to assess these competences (or cognitive skills), teachers should use the following verbs in the tasks or assessments that they set: state, name, label, list, define, describe and any other verbs that would show that knowledge of the subject is being assessed.

2.6.1.2 understand, comprehend, make connections between ideas and concepts to make meaning of science and technology

in the process of making meaning and achieving understanding learners must …

• build a conceptual framework of science and technological ideas.

• organise or reorganise knowledge to derive new meaning

• write summaries

• write design briefs

• develop flow charts, diagrams and mind maps

• recognise patterns and trends

• understand the impact of technology and science

• write specifications and constraints

assessment

In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or assessments they set: explain, compare, rearrange, give an example of, illustrate, calculate, interpret, suggest a reason, make a generalisation, interpret information or data, predict, select, differentiate or any other suitable verbs which would indicate that understanding of the subject is being assessed.



2.6.1.3 apply knowledge of science and technology in new and unfamiliar contexts

learners must be able to …

• use information in a new way.

• apply knowledge to new and unfamiliar contexts

• use knowledge to design solutions to problems, needs and wants.

assessment

In order to assess these competencies (cognitive skills), teachers should use the following verbs in the tasks or assessments that they set: demonstrate, interpret, predict, compare, differentiate, illustrate, solve and select, as well as any other appropriate verbs which would assess a learner’s ability to apply knowledge. The key is that the learners will have to apply knowledge about something that they have learnt, and which they understand, in a context or situation about which they have not yet acquired specific knowledge, or they must use the knowledge in a new way.

2.6.1.4 Analyse,evaluateandsynthesisescientificandtechnologicalknowledge,conceptsandideas

in the process of learning science and technology learners must be able to …

• analyse information/data

• recognise relationships between existing knowledge and new ideas.

• critically evaluate scientific information

• critically evaluate issues, proposed solutions, products and processes

• identify assumptions

• categorise information

assessment

In order to assess these competencies (cognitive skills) teachers should use the following verbs in the tasks or assessment that they set: appraise, argue, judge, select, evaluate, defend (a point of view), compare, contrast, criticise (an argument or assumption) differentiate, distinguish, discuss or any other suitable verbs that would indicate that analysis, evaluation and synthesis have been assessed.


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2.6.2SpecificAim2:InvestigatingPhenomenainNaturalSciencesandDesigningandMakingSolutionsintechnology

Learners must be able to plan and carry out investigations as well as solve problems that require some practical ability. This ability is underpinned by an attitude of curiosity and an interest in wanting to find out how the natural world works.

The following range of skills relate to doing practical work in Science and to designing and making solutions in Technology. All seven skills will not apply to every activity equally. The skills are aligned to what learners would be doing in the normal course of carrying out an investigation. Teachers must select those skills that apply to, and which can be assessed in, the context of specific activities. By the end of the Grade 6 year, at least the first six skills must have been assessed at a grade-appropriate level.

note:

While doing practical investigations and designing and making solutions involves a specific range of skills, knowledge and understanding of doing science and technology can, and should, be assessed within the context of the cognitive domains of Specific Aim 1.

learners must be able to:

2.6.2.1 Follow instructions

This is essential, especially in the lower grades and in large classes. Teachers cannot expect all learners to use unfamiliar equipment and tools and to do so independently without giving them a clear set of instructions to follow. The amount of assistance required would indicate the level of performance in this regard. Adherence to safety rules would be part of this.

2.6.2.2 Handle equipment, apparatus and tools

This should include knowledge of the apparatus and tools that is, naming it and knowing what it is used for. It includes using a variety of different kinds of equipment. ‘Handling equipment’ is a generic skill and would apply to any equipment used for many different kinds of investigations and practical tasks. Handling improvised equipment requires the same skills as would be required for handling standard laboratory equipment and simple tools. The emphasis is on using equipment appropriately and safely (and not on memorising the names of apparatus only).

2.6.2.3 make observations

A variety of different kinds of observations are possible and observations can be recorded in different ways, such as:

• drawings

• descriptions

• grouping of materials or examples based on observable similarities and/or differences

• measurements

• comparing materials before and after treatment



• observing results of an experimental investigation which will involve recording information in an appropriate way

• counting

2.6.2.4 record information or data

This should include recording observations or information as drawings, descriptions, in simple table format, as simple graphs, etcetera. Again, the skill of ‘recording’ is transferable across a range of different scientific activities.

2.6.2.5 measure

Learners should know what to measure, how to measure it and have a sense of the degree of accuracy that is required. A variety of things could be measured including (but not limited to) length, volume, temperature, weight or mass, numbers (counting). measuring is a way of quantifying observations and in this process learners should learn to make estimations.

2.6.2.6 interpret

Learners should be able to convert information from one form in which it was recorded, for instance a table, into, for example, an appropriate graph.

Learners should be able to perform appropriate simple calculations, to analyse and extract information from tables and graphs, apply knowledge of theory to practical situations, recognise patterns and/or trends, appreciate the limitations of experimental procedures and make deductions based on evidence.

2.6.2.7 design/plan investigations, experiments or solutions to everyday problems

Not all investigations are based on the ‘classic’ dependent-independent variables and controls. For example, an investigation could involve observing soil profiles or counting populations.

Designing an investigation is a different process from planning an investigation. In the design process options need to be considered depending on the hypothesis and variables may have to be identified.

When designing and making solutions to everyday problems, the needs and wants of people are taken into account. When developing products and systems sensitivity to economic and environmental factors as well as a wide range of attitudes and values need to be taken into account.

Skills include:

• identifying a problem

• hypothesising

• investigating a situation

• selecting apparatus or equipment and/or materials

• selecting appropriate materials and tools

• identifying variables


17CAPS

• suggesting ways of controlling variables

• planning an experiment

• suggesting ways of recording results

• understanding the need for replication or verification

• writing a design brief

• identifying specifications and constraints

• designing solutions to everyday problems

• making/building a model of the solution designed

• evaluating the final product

In Grades 4, 5 and 6, learners must be assisted to plan and/or design a simple investigation, experiment or design and make a solution to an everyday problem.

note: skills 2.6.2.1 to 2.6.2.6 (following instructions, handling equipment, making observations, recording information, measuring and interpreting information) would all be required, in one form or another, in order to carry out an experiment or investigation or to do practical work. By separating seven different kinds of skills (2.6.2.1 to 2.6.2.7), these skills can apply to the variety of different kinds of practical work that are appropriate for a particular grade in Science and Technology including simple investigations, experiments and designing and making/building solutions to everyday products.. This approach makes it easier to assess learners in a range of different circumstances and it enables a teacher to judge a learner’s ability to do science and technology. The skills are based on what learners would do in the normal course of doing practical work. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task.

2.6.3 SpecificAim3:AppreciatingandUnderstandingtheHistory,ImportanceandApplicationsofScienceand technology in society

The third aim of Science and Technology is to enable learners to understand that school science and technology can be relevant to their lives outside of the school and that it enriches their lives.

Learners must be exposed to the history of science and technology and indigenous knowledge systems from other times and other cultures. Scientific and Technological knowledge and understanding have been developed over time by people who were curious and who persevered with their quest for knowledge. Our present understanding of science will change and will be improved by modern scientists making new discoveries. New discoveries will lead to new technologies and the improvement of existing technologies.

The skills that are linked to Specific Aim 3 are cognitive rather than practical skills. These are the same as the ones identified for Specific Aim1.

Because knowledge that will be acquired in respect of Specific Aim 3 always relates to specific subject content, the content provides the context for learning about various aspects of Science and Technology in society. It should therefore be taught in an integrated way in order to both enhance the subject and to clarify the relationship between the subject and society i.e. indigenous knowledge systems that relate to a specific topic, related history of scientific discoveries and the applications of science in everyday life.



2.6.3.1 Understanding the history and relevance of some scientific discoveries and technologicaldevelopments

The subject content provides the context for learning about the history of scientific discoveries and technological solutions and their relevance for society. These aspects, the history and relevance, should be linked to and taught with the topics and content that are relate to a particular discovery or a particular scientist.

2.6.3. relationship of indigenous knowledge to science and technology

All knowledge grows out of a view of how the world works. One of the differences between modern science and technology and traditional, indigenous knowledge systems is that they have their origins in different world views. Learners should understand the different cultural contexts in which indigenous knowledge systems were developed.

Examples of indigenous knowledge that are selected for study should, as far as possible, reflect different South African cultural groupings. They will also link directly to specific areas in the Science and Technology subject content.

2.6.3.3 the value and application of science and technological knowledge in industry, and the impact on the quality on people’s lives and/or the environment

This is about the applications and relevance that knowledge of Science and Technology has found in various aspects of society. Examples should be relevant to the subject content that learners are dealing with at a particular time. For example, there are technological products like different structures and mechanisms that were designed using relevant science knowledge and that have a impact on the quality if people’s lives.

skills

Whilst the kind of knowledge is different for Specific Aims 1 and 3, the content should be taught in an integrated way in order for learners to more easily understand the history, relevance and applications of science. Importantly, the skills that must be developed and assessed for Specific Aim 3 are the same as those of Specific Aim 1.

Learners must

• access information.

• select key ideas.

Specific Aim 1.1

• recall information

• describe knowledge of natural sciences.

• build a conceptual framework.

• organise or reorganise knowledge

• understand the impact of technology and science

Specific Aim 1.2

• write summaries


19CAPS

• develop flow charts and mind maps

• recognise patterns and trends

• apply knowledge in new contexts.

• use knowledge in a new way

Specific Aim 1.3

• analyse information/data

• critically evaluate scientific information

• critically evaluate issues, proposed

• solutions, products and processes

Specific Aim 1.4

• recognise relationships between existing knowledge and new ideas

• recognise the contribution of indigenous

• knowledge and early scientists

• identify assumptions

• categorise information

The three Specific Aims are aligned to the three Learning Outcomes in both science and technology and with which teachers are familiar. Within each of these aims, specific skills or competences have been identified. It is not advisable to try to assess each of the skills separately, nor is it possible to report on individual skills separately. However, well designed assessments must show evidence that, by the end of the year, all of the skills have been assessed progressively at a grade-appropriate level. There must be a clear link between the aims and the outcomes of learning. The processes of teaching, learning and assessment will provide the links between the Specific Aims and the achievement of the outcomes.

2.7 deVeloPinG lanGuaGe sKills: readinG and WritinG

Teachers of Natural Sciences and Technology should be aware that they are also engaged in teaching language across the curriculum. This is particularly important for learners for whom the Language of Learning and Teaching (LoLT) is not their home language. It is important to provide learners with opportunities to develop and improve their language skills in the context of learning Science and Technology. It will therefore be critical to afford learners opportunities to read scientific and technological texts, to write reports, paragraphs and short essays as part of the assessment, especially (but not only) the informal assessments for learning.



2.8 time

The time allocation for Natural Sciences and Technology is 3½ hours per week and the curricula for Grades 4, 5 and 6 have been designed to be completed within 32 weeks out of 40 weeks in the school year. This leaves 8 weeks in the year for examinations, tests and disruptions due to other school activities. The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom and to accommodate the interests of the learners. the time allocated is also an indication of the weighting of each topic.

In all grades, a significant amount of time should be spent on doing practical tasks and investigations which are an integral part of the teaching and learning process.

2.9 resourCes

The resources needed for teaching Natural Sciences and Technology are listed against each topic in order to assist teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used.

Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment, can be stored safely.

Ideally every learner should have access to sufficient workspace and equipment to carry out investigations and for designing and making things. For safety reasons no more than three learners may share space and equipment in instances where space and equipment are limited due to large classes. With regard to equipment, schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials and consumables must be acquired through a planned budgeting process.

While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more important for learners to have the experience of carrying out a variety of investigations and for learners to make their own technology models than to depend on the availability of equipment. In instances where equipment is limited, teachers should be encouraged to improvise. The same skills can be developed using improvised equipment. Also, if there are no alternatives, it is more effective for teachers to demonstrate an investigation than not to do investigations or construct models due to a lack of equipment. Secure storage for equipment must be provided by the school.

Teachers should ensure that learners are familiar with rules regarding the safe use of equipment. The Natural Sciences and Technology classroom should be equipped with charts, hand lenses, bioviewers and relevant biostrips, reference books, scissors, models, Field Guides, identification keys, glass beakers, and, if at all possible, access to appropriate DVDs and a DVD player.

A selection of simple tools (for technology) is essential, for example: hammers, craft knives, cutting mats, glue guns, safety rulers, scissors, pliers and science equipment such as glass beakers, test tubes, spirit or Bunsen burners, thermometers should also be acquired. Consumable chemicals for practical investigations and experiments and materials for Technology such as cardboard, glue, wire, string, drawing paper, plastic ‘link-strip’, should be replenished when necessary.

Fresh plant material can be obtained from the surroundings and teachers should ensure that appropriate plants (e.g. Impatiens) are planted on the school grounds. Fresh animal material can very often be obtained at reasonable cost from the local butcher.

Teachers must be qualified to teach the subject and must familiarise themselves with the equipment and how it is used.


21CAPS

SE

CTI

ON

3: C

ON

TEN

T TA

BLE

S

nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 4

Gr

ad

e 4

ter

m 1

str

an

d: l

iFe

an

d l

iVin

G a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

livi

ng a

nd n

on-

livin

g th

ings

that

sh

are

the

wor

ld

with

us

•li

ving

and

non

-livi

ng th

ings

: -

Cha

ract

eris

tics

of liv

ing

thin

gs, P

lant

s an

d an

imal

s: -

fe

edin

g,

grow

th,

repr

oduc

tion,

br

eath

ing,

ex

cret

ion,

sen

sitiv

ity, l

ocom

otio

n -

Non

-livi

ng th

ings

: non

e of

the

abov

e -

Som

e th

ings

app

ear

to b

e de

ad b

ut w

ill c

ome

‘aliv

e’, g

iven

the

right

con

ditio

ns, e

.g. d

ried

yeas

t, dr

ied

bean

s, a

n in

cuba

ted

ferti

lised

egg

. -

Som

e th

ings

wer

e liv

ing

and

are

now

dea

d: d

ead

woo

d, le

aves

.

• Th

ink

abou

t and

dis

cuss

livi

ng th

ings

. Wha

t do

they

ha

ve in

com

mon

? H

ow a

re th

ey d

iffer

ent f

rom

non

-liv

ing

thin

gs.

• Id

entif

y an

d so

rt a

sele

ctio

n of

livi

ng a

nd n

on-li

ving

ob

ject

s an

d gi

ve re

ason

s to

exp

lain

the

sorte

d gr

oups

• D

emon

stra

te th

at th

ings

that

app

ear t

o be

non

-livi

ng

will

live

und

er th

e rig

ht c

ondi

tions

: e.g

. hat

chin

g of

eg

gs, g

erm

inat

ion

of s

eeds

, etc

.

Pic

ture

s of

var

iety

of p

lant

s,

anim

als,

hab

itat,

etc.

C

ards

for s

ortin

g ex

erci

seVa

riety

of l

ivin

g an

d no

n-liv

ing

thin

gs

2½ w

eeks

(8¾

hou

rs)

•Fe

atur

es o

f pla

nts

and

anim

als

-B

asic

stru

ctur

e of

pla

nts:

roo

ts,

stem

s, l

eave

s,

flow

ers,

frui

ts, s

eeds

-Vi

sibl

e di

ffere

nces

bet

wee

n pl

ants

: e.

g. s

mal

l, la

rge,

gro

w in

wat

er, p

rodu

ce fr

uits

, flow

ers,

etc

. -

Tabu

late

the

vis

ible

diff

eren

ces

betw

een

at le

ast

3 pl

ants

• B

ody

plan

s of

ani

mal

s:

-H

ead,

tail,

bod

y, li

mbs

, sen

se o

rgan

s -

Visi

ble

diffe

renc

es b

etw

een

anim

als:

sm

all,

larg

e;

inve

rtebr

ates

, ins

ects

, mam

mal

s.

-Ta

bula

te t

he v

isib

le d

iffer

ence

s be

twee

n at

leas

t 3

anim

als

• Id

entif

y, la

bel a

nd d

escr

ibe

the

parts

of a

pla

nt:

root

s, s

tem

s, le

aves

and

flow

er, f

ruit

or s

eeds

. •

Iden

tify

, lab

el a

nd d

escr

ibe

at le

ast o

ne a

nim

al;

body

pla

n on

ly

(not

e: th

at th

e bo

dy p

lan

will

be

diffe

rent

for

inve

rtebr

ates

and

ver

tebr

ates

)

Live

exa

mpl

esP

ictu

res

of p

lant

s an

d an

imal

s



Gr

ad

e 4

ter

m 1

str

an

d: l

iFe

an

d l

iVin

G a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2 w

eeks

(7 h

ours

)r

equi

rem

ents

of

plan

ts a

nd a

nim

als

• r

equi

rem

ents

for g

row

th o

f pla

nts

-P

lant

s ne

ed li

ght,

wat

er a

nd a

ir to

gro

w -

Pla

nts

can

be g

row

n fro

m c

uttin

gs o

r see

ds -

See

ds n

eed

wat

er a

nd w

arm

th to

ger

min

ate

• G

row

pla

nts

from

see

ds o

r cut

tings

.O

bser

ve a

nd re

cord

obs

erva

tions

ove

r tim

e(T

he o

bser

vatio

n of

this

pra

ctic

al ta

sk w

ill b

e do

ne

over

tim

e at

sch

ool w

hile

lear

ners

will

eng

age

with

the

next

sec

tion)

See

ds a

nd c

uttin

gsP

ictu

res

Hab

itats

of a

nim

als

-C

once

pt o

f a h

abita

t: di

ffere

nt k

inds

of h

abita

ts

such

as

gras

slan

d, w

etla

nd, f

ores

t, riv

er.

-A

nim

als

need

a p

lace

(hab

itat)

whe

re th

ey c

an

surv

ive.

-A

nim

als

need

food

, wat

er, a

pla

ce to

she

lter o

r es

cape

pre

dato

rs a

nd to

repr

oduc

e

-E

xam

ples

of h

abita

ts o

f ind

igen

ous

anim

als

(3

exam

ples

)

-Id

entif

y a

habi

tat o

n or

clo

se to

the

scho

ol g

roun

ds.

Des

crib

e th

e ha

bita

t. -

Pai

r diff

eren

t ani

mal

s w

ith th

e co

rrec

t hab

itat/f

ood/

shel

ter.

Pro

vide

reas

ons

for e

ach

pairi

ng.

Cas

e st

udy

Pic

ture

s

Rea

l exa

mpl

es

1 w

eek

(3½

hou

rs)

diff

eren

t st

ruct

ures

ani

mal

she

lters

Ani

mal

s sh

elte

rs c

an b

e

-m

an m

ade

or n

atur

al

-ei

ther

she

ll or

fram

e st

ruct

ures

-m

ade

of d

iffer

ent m

ater

ials

-ha

ve d

iffer

ent s

hape

s, s

izes

-co

nstru

cted

in d

iffer

ent w

ays.

• O

bser

ve a

nd w

rite

abou

t diff

eren

t ani

mal

she

lters

us

ing

give

n in

form

atio

n: c

ase

stud

ies/

pict

ures

(n

ests

, she

lls, h

ollo

w tr

ees,

was

p ne

st m

ade

from

m

ud, d

og k

enne

ls, r

abbi

t hut

ches

, chi

cken

coo

ps,

bird

cag

es, e

tc.)

-Id

entif

y m

anm

ade

and

natu

ral s

truct

ures

-Id

entif

y sh

ell a

nd fr

ame

stru

ctur

es

-Id

entif

y th

e m

ater

ials

diff

eren

t sh

elte

rs a

re m

ade

of.

-R

ecor

d ob

serv

atio

ns.

Boo

ks/m

ater

ial w

ith

Info

rmat

ion

Pic

ture

s


23CAPS

Gr

ad

e 4

ter

m 1

str

an

d: l

iFe

an

d l

iVin

G a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

des

ign

an a

nim

al

shel

ter

tech

nolo

gy p

roce

ss

• P

robl

em s

cena

rio is

pro

vide

d: n

eed

for a

n an

imal

sh

elte

r

• W

rite

a si

mpl

e de

scrip

tion

(des

ign

brie

f) of

the

solu

tion

to th

e pr

oble

m. S

peci

ficat

ions

:

-W

hat i

s it

for?

-H

ow b

ig w

ill it

be?

-W

hat w

ill it

be

mad

e of

?

• S

ketc

h th

e de

sign

idea

: 2 d

imen

sion

al d

raw

ing

• E

valu

ate

the

suita

bilit

y of

the

desi

gn.

Boo

ks/m

ater

ial w

ith

Info

rmat

ion

Pic

ture

s

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust c

over

bot

h th

e sc

ienc

e an

d te

chno

logy

com

pone

nts

of th

e su

bjec

t.

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2



Gr

ad

e 4

ter

m 2

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

esr

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

mat

eria

ls

•Pr

oper

ties

of m

ater

ials

: -

Nat

ural

and

man

-mad

e m

ater

ials

-m

etal

s

-N

on-m

etal

s (in

clud

ing

cera

mic

s: g

lass

, por

cela

in,

potte

ry a

nd p

olym

ers:

pla

stic

s, ru

bber

, fab

rics)

-D

escr

iptio

ns o

f mat

eria

ls

-U

ses

of m

ater

ials

: sui

tabi

lity

of d

iffer

ent m

ater

ials

for

diffe

rent

pur

pose

s.

• C

ompa

re m

ater

ials

use

d in

dai

ly li

fe.

• E

xplo

re p

rope

rties

that

can

be

seen

, fel

t, he

ard

and

tast

ed: d

escr

ibe

mat

eria

ls u

sing

wor

ds li

ke h

ard,

sof

t, sp

ringy

, stic

ky, b

rittle

, wet

, dry

, run

ny, s

tiff,

shin

y, d

ull,

stro

ng.

• D

istin

guis

h be

twee

n ob

ject

s (th

ings

) bas

ed o

n th

e m

ater

ials

from

whi

ch th

ey a

re m

ade.

• (T

wo

or m

ore

obje

cts

can

be m

ade

of th

e sa

me

mat

eria

l).

• E

valu

ate

the

suita

bilit

y of

mat

eria

ls u

sed

to m

ake

vario

us

fam

iliar

pro

duct

s

Exa

mpl

es o

f mat

eria

ls to

use

: w

ood,

pla

stic

, sal

t, m

ealie

-mea

l, st

eel,

glas

s, s

yrup

, pai

nt, w

ater

an

d ev

en a

ir.

2 w

eeks

(7 h

ours

)

Com

bina

tions

of

mat

eria

ls

Com

bina

tion

of m

ater

ials

to m

ake

mat

eria

ls w

ith n

ew

prop

ertie

s

• B

y m

ixin

g m

ater

ials

, new

mat

eria

ls m

ay b

e cr

eate

d:

-Th

e pr

oper

ties

of th

e ne

w m

ater

ials

may

be

diffe

rent

fro

m th

e pr

oper

ties

of th

e st

artin

g m

ater

ials

-m

ater

ials

may

be

rein

forc

ed b

y pl

acin

g re

info

rcin

g m

ater

ial i

nsid

e an

othe

r mat

eria

l

-m

ater

ials

can

be

com

bine

d to

mak

e ne

w p

rodu

cts.

-C

ompa

re th

e pr

oper

ties

befo

re a

nd a

fter t

he

com

bina

tion

lear

ners

mus

t eng

age

in a

t lea

st 1

pra

ctic

al a

ctiv

ity (a

t sc

hool

) usi

ng a

giv

en re

cipe

.

exam

ples

of p

ossi

ble

activ

ities

:

• m

ix c

lay

and

wat

er a

nd v

ary

the

amou

nts

of w

ater

to

chan

ge c

onsi

sten

cy o

f cla

y. C

hang

e st

reng

th o

f obj

ect

by m

ixin

g st

ring

or g

rass

into

cla

y. In

dige

nous

bui

ldin

g m

ater

ials

.

• m

ix s

and,

gra

vel,

cem

ent a

nd w

ater

to m

ake

conc

rete

.

• m

ix fl

our a

nd w

ater

to m

ake

play

dou

gh o

r glu

e (a

dd o

il).

• m

ix p

last

er o

f Par

is a

nd w

ater

(or P

olyfi

lla) t

o m

ake

hard

pl

aste

r

• m

ix e

poxy

resi

n an

d ha

rden

er.

• m

ix je

lly-p

owde

r with

var

ying

am

ount

of w

ater

to fi

nd th

e rig

ht m

ix fo

r ver

y st

iff je

lly

• m

ix li

quid

s to

giv

e of

f sm

elly

gas

ses

(vin

egar

and

ble

ach)

(T

each

ers

mus

t sup

ervi

se th

is a

ctiv

ity)

• m

ix s

ugar

and

bic

arbo

nate

of s

oda

with

wat

er, h

eat

toge

ther

to m

ake

a ki

nd o

f sw

eet.

• m

ix fl

our a

nd b

icar

bona

te o

f sod

a to

mak

e se

lf-ra

isin

g flo

ur.

not

e::

In a

ll th

e in

vest

igat

ions

car

ried

out,

lear

ners

mus

t rec

ord

the

chan

ges

that

occ

ur w

hen

mak

ing

the

new

mat

eria

l.

Cla

y, s

and,

cem

ent,

flour

, jel

ly

pow

der,

Pla

ster

of P

aris

, epo

xy

resi

n, w

ater

, foo

d co

lour

ing,

vi

nega

r, bl

each

, sug

ar,

bica

rbon

ate

of s

oda


25CAPS

Gr

ad

e 4

ter

m 2

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

esr

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½

wee

ks

(5¼

hou

rs)

stre

ngth

enin

g m

ater

ials

•W

ays

to s

tren

gthe

n m

ater

ials

to b

e us

ed in

bu

ildin

g st

ruct

ures

:

-fo

ldin

g

-tu

bing

-br

aces

(gus

sets

) an

d st

ruts

acr

oss

corn

er j

oint

s (s

treng

th o

f a tr

iang

le)

-C

hang

ing

the

shap

e of

a p

iece

of

mat

eria

l m

ay

incr

ease

the

mat

eria

l’s a

bilit

y to

with

stan

d fo

rces

(p

ush

or p

ull)

Poss

ible

act

iviti

es

• C

arry

out

fair

test

s w

ith p

aper

, (fla

t, fo

lded

or a

s a

tube

) in

vario

us w

ays

to c

ompa

re th

e ab

ility

of e

ach

to c

arry

a lo

ad.

• C

arry

out

fair

test

s to

com

pare

cor

ner j

oint

s th

at a

re

brac

ed in

var

ious

way

s.

• E

xplo

re th

e sc

hool

bui

ldin

gs a

nd s

choo

l gro

unds

to

find

exam

ples

of f

oldi

ng, t

ubin

g an

d tri

angl

es th

at

have

bee

n us

ed to

stre

ngth

en s

truct

ures

. Lis

t the

ex

ampl

es o

f

-Fo

ldin

g

-Tu

bing

-Tr

iang

les

Car

d/pa

per/s

ciss

ors/

craf

t kn

ives

/etc

.

Exa

min

e: g

ates

, fen

cing

co

rner

pos

ts, r

afte

rs, r

oof

shee

ting,

hol

low

pol

es fo

r ro

of s

uppo

rt, n

etba

ll po

sts

etc.

1 w

eek

(3½

hou

rs)

Phas

es o

f su

bsta

nces

•

solid

s, li

quid

s an

d ga

ses

-so

lid :

shap

e do

es n

ot c

hang

e

- li

quid

: flow

s bu

t sta

ys in

a c

onta

iner

- g

as:

will

not

sta

y in

a c

onta

iner

but

will

spr

ead

upw

ards

and

sid

eway

s.

•Ph

ase

chan

ges:

-H

eatin

g so

lids

may

cha

nge

them

into

a li

quid

sta

te

-C

oolin

g do

wn

hot

liqui

ds w

ill c

hang

e th

em i

nto

solid

s ag

ain

-P

rope

rties

of d

iffer

ent p

hase

s

Prac

tical

act

iviti

es th

at m

ust b

e de

mon

stra

ted

by

the

teac

her

- Hea

t a s

ubst

ance

to le

t it m

elt a

nd a

llow

it to

sol

idify

ag

ain.

(pos

sibl

e ex

ampl

es: c

andl

e w

ax; n

apht

hale

ne;

butte

r; le

ad; e

tc.)

- Obs

erve

the

diffe

renc

e be

twee

n th

e so

lid a

nd li

quid

fo

rms

of a

sub

stan

ce. (

poss

ible

exa

mpl

es: w

ater

and

ic

e, s

olid

wax

and

liqu

id w

ax, m

elte

d ch

ocol

ate

and

solid

cho

cola

te, e

tc.)

Diff

eren

t sol

ids,

liqu

ids,

gas

es

such

as

perfu

me,

gas

from

bl

each

, vin

egar

, gas

from

gas

st

ove,

cig

aret

te li

ghte

r, pe

trol

vapo

ur

Pic

ture

s



Gr

ad

e 4

ter

m 2

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

esr

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2 w

eeks

(7 h

ours

) to

tal

8 w

eeks

(28

hour

s)

air

(Gas

)•

air

and

ener

gy -

Air

is in

visi

ble

but i

s a

real

sub

stan

ce(g

as)

-A

ir oc

cupi

es s

pace

but

is c

ompr

essi

ble

- W

ind

is a

ir m

ovin

g in

the

sam

e di

rect

ion

-E

nerg

y is

tran

sfer

red

by m

ovin

g ai

r -

Win

d ca

n do

use

ful

wor

k be

caus

e it

can

mak

e th

ings

mov

e

Prac

tical

act

iviti

es th

at c

ould

be

dem

onst

rate

d by

th

e te

ache

r or

don

e by

lear

ners

them

selv

es (a

t sc

hool

) •

Squ

eeze

air

in p

last

ic b

ags,

bal

loon

s or

pla

stic

bo

ttles

: air

resi

sts

bein

g co

mpr

esse

d•

Clo

se th

e op

enin

g of

syr

inge

or b

icyc

le p

ump

and

push

in p

lung

er.

Rec

ord

wha

t hap

pens

.

Bal

loon

s, p

last

ic b

ags,

sy

ringe

s, b

icyc

le p

ump

• m

achi

nes

that

use

ene

rgy

from

mov

ing

air.

-E

xam

ples

of

mac

hine

s (v

ehic

les

or o

bjec

ts)

that

us

e w

ind

ener

gy to

do

wor

k or

mak

e th

ings

mov

e.

-Th

e ty

pe o

f stru

ctur

e of

eac

h m

achi

ne.

-Id

entif

y, o

bser

ve a

nd w

rite

abou

t diff

eren

t mac

hine

s (v

ehic

les

or o

bjec

ts) t

hat u

se w

ind

ener

gy to

mov

e or

do

wor

k, (f

rom

info

rmat

ion

prov

ided

) -

Iden

tify

the

type

of

stru

ctur

es o

f ea

ch m

achi

ne:

shel

l or f

ram

e st

ruct

ure.

-

mot

ivat

e w

hy th

e st

ruct

ure

are

suita

ble

for

thes

e m

achi

nes.

-

mak

e a

sim

ple

hand

held

win

dmill

.

Cas

e st

udy:

Pic

ture

s of

mac

hine

s us

ing

win

d en

ergy

. Was

te m

ater

ials

su

ch a

s: c

ardb

oard

, wire

, sof

t dr

ink

cans

, pla

stic

.

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies,

ess

ays

etc.

mid

-yea

r ex

amin

atio

n on

firs

t tw

o te

rms’

wor

k (4

5min

) for

40

mar

ks.

The

exa

min

atio

n m

ust i

nclu

de q

uest

ions

on

both

th

e S

cien

ce a

nd T

echn

olog

y co

nten

t and

pro

cess

es

cove

red

durin

g te

rms

1 an

d 2.

•

Ref

er to

the

rang

e of

the

skill

s sp

ecifi

ed u

nder

sp

ecifi

c A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be a

sses

sed

in w

ritte

n w

orks

heet

s,

repo

rts, h

omew

ork

exer

cise

s, te

sts

and

exam

s. T

he

cogn

itive

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of

inve

stig

atio

ns.

One

sel

ecte

d ca

se s

tudy

Ref

er to

the

skill

s sp

ecifi

ed u

nder

spe

cific

Aim

2.


27CAPS

Gr

ad

e 4

ter

m 3

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

str

uC

tur

esr

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2 w

eeks

(7 h

ours

)

soun

d

•so

und,

ene

rgy,

and

mus

ic

-S

ound

is a

type

of e

nerg

y.

-S

ound

trav

els

thou

gh m

ater

ials

: vib

ratio

ns c

an b

e he

ard

and

felt

-Vi

brat

ions

pas

s en

ergy

on

to o

ther

thin

gs,

-Q

uick

and

slo

w v

ibra

tions

giv

e hi

gh a

nd l

ow

soun

ds:

- m

usic

al N

ote/

s; h

igh

and

low

Not

e/s

• m

ake

vario

us o

bjec

ts v

ibra

te: s

tring

, rul

er, h

acks

aw

blad

e.

• Li

sten

to ti

ckin

g so

und

of c

lock

thro

ugh

the

air,

thro

ugh

a ba

g fil

led

with

wat

er, t

hrou

gh a

sol

id s

uch

as a

woo

den

tabl

e.

• C

hang

e th

e le

ngth

and

tens

ion

of th

e vi

brat

ing

obje

ct to

hea

r diff

eren

t sou

nds.

• Li

sten

to, a

nd c

reat

e di

ffere

nt h

igh

and

low

sou

nds

by s

ingi

ng o

r pla

ying

an

inst

rum

ent.

Stri

ng, r

uler

, hac

ksaw

bla

de,

elas

tic b

ands

, clo

ck

mus

ical

inst

rum

ents

suc

h as

gu

itar,

flute

, etc

.

1 w

eek

(3½

hou

rs)

mak

ing

soun

d lo

uder

.

-B

oxes

and

tube

s m

ake

soun

d lo

uder

• In

vest

igat

e ho

w th

e sh

ape

and

form

of d

iffer

ent

mus

ical

inst

rum

ents

mak

e th

e so

und

loud

er.

• m

ake

and

play

with

a ti

n-ca

n te

leph

one.

1 w

eek

(3½

hou

rs)

Reflectedsoun

d

noi

se p

ollu

tion

- R

eflec

tion

of s

ound

- S

ound

pol

lutio

n by

veh

icle

s/m

achi

nes/

fact

orie

s

List

en to

sou

nd re

flect

ion

(ech

o) fo

rmed

by

clap

ping

, sh

outin

g in

an

empt

y ha

ll, in

nat

ure.

Res

earc

h co

nseq

uenc

es o

f ong

oing

sou

nd.

- E

ffect

of n

oise

pol

lutio

n on

the

hear

ing

of h

uman

s

-R

esea

rch

legi

slat

ion

on

soun

d po

llutio

n fro

m

fact

orie

s ve

hicl

es, m

achi

nes:

link

to h

uman

righ

ts.

Boo

ks o

r oth

er p

rinte

d re

sour

ces

The

inte

rnet

mus

ical

inst

rum

ents

suc

h as

gu

itar,

flute

, etc

Stri

ng, t

in-c

ans

Cas

e st

udy



Gr

ad

e 4

ter

m 3

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

str

uC

tur

esr

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

indi

geno

us

mus

ical

in

stru

men

ts

•C

ase

stud

y: V

arie

ty o

f mus

ical

inst

rum

ents

in

dige

nous

to th

e lo

cal a

rea

-C

ompa

re m

usic

al i

nstru

men

ts f

rom

tw

o di

ffere

nt

cultu

res.

Ref

eren

ce b

ooks

, pic

ture

s,

inte

rnet

.

3 w

eeks

(11½

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

mus

ical

inst

rum

ent:

des

ign

and

mak

e a

solu

tion

•te

chno

logy

pro

cess

-Id

entif

y a

need

or a

pro

blem

-S

ugge

st a

pos

sibl

e so

lutio

n to

the

prob

lem

-D

esig

n a

solu

tion,

ta

king

gi

ven

spec

ifica

tions

an

d co

nstra

ints

into

acc

ount

-(s

peci

ficat

ions

m

ust

incl

ude

shel

l st

ruct

ure

and

stre

ngth

enin

g of

stru

ctur

es)

-m

ake

an i

nstru

men

t th

at w

orks

by

blow

ing

on i

t or

pl

ucki

ng it

s st

rings

-E

valu

ate

the

final

pro

duct

usi

ng th

e sp

ecifi

catio

ns

•te

chno

logy

act

ivity

Lear

ners

mus

t

-re

spon

d to

a s

tory

or s

cena

rio (p

robl

em s

tate

men

t) an

d id

entif

y th

e pr

oble

m

-dr

aw th

e pe

ople

and

a p

ossi

ble

solu

tion

to th

e pr

oble

m

-ta

ke th

e gi

ven

spec

ifica

tions

and

con

stra

ints

into

acc

ount

an

d dr

aw a

fina

l des

ign

(she

ll st

ruct

ure

)

-us

e to

ols

and

mat

eria

ls in

cla

ss to

mak

e an

inst

rum

ent

that

wor

ks b

y bl

owin

g on

it o

r by

pluc

king

its

strin

gs.

-ev

alua

te th

e fin

al p

rodu

ct u

sing

the

spec

ifica

tions

A sc

enar

io(s

tory

) tha

t inv

olve

s pe

ople

with

a n

eed

or p

robl

em in

re

gard

to s

ound

, mus

ic, m

usic

al

inst

rum

ents

Too

ls +

mat

eria

ls

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. One

sel

ecte

d tra

nsla

tion

task

. Ass

essm

ent f

or le

arni

ng (i

nfor

mal

) us

ing

a va

riety

of s

trate

gies

and

app

ropr

iate

form

s of

as

sess

men

t in

test

s, h

omew

ork,

wor

kshe

ets,

repo

rts,

sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust i

nclu

de q

uest

ions

on

the

Tech

nolo

gy c

onte

nt c

over

ed d

urin

g th

e te

rm

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.


29CAPS

Gr

ad

e 4

ter

m 4

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

Find

ing

out a

bout

sp

ace

• S

pace

exp

lora

tion

-Vi

sits

to th

e m

oon

and

mar

s

-m

achi

nes/

craf

t ne

eded

for

spa

ce t

rave

l (s

impl

e ex

ampl

es ).

-Ty

pe o

f stru

ctur

es, m

ater

ials

and

ene

rgy

used

for

spac

e cr

aft.

-m

achi

nes

and

ener

gy (f

uel)

are

esse

ntia

l for

spa

ce

expl

orat

ion:

-Ty

pes

of s

truct

ures

use

d fo

r spa

ce c

raft:

pic

ture

s

-P

ossi

ble

mat

eria

ls

for

build

ing

spac

e cr

aft

spec

ifica

tions

re

gard

ing

tem

pera

ture

an

d pr

essu

re.

-Li

sten

and

resp

ond

to s

torie

s/in

form

atio

n on

moo

n an

d/or

mar

s ex

plor

atio

n.

Cas

e st

udy

on s

pace

trav

el

or m

oon

land

ings

or m

ars

expl

orat

ion.

Pic

ture

s, p

hoto

s, d

iagr

ams

1½ w

eeks

(5¼

hou

rs)

our

pla

ce in

sp

ace:

obj

ects

in th

e sk

y

• Th

e S

un

-ap

pear

s to

be

mov

ing:

rota

tion

of th

e E

arth

.

-ris

es in

the

east

, set

s in

the

wes

t vis

ible

for

only

ab

out h

alf o

f a 2

4 ho

ur d

ay

-ris

ing

and

setti

ng in

dica

tes

dire

ctio

ns: E

ast ,

Wes

t an

d N

orth

and

Sou

th.

-a

ball

of b

urni

ng (v

ery

hot)

gas;

a s

tar

-pr

ovid

es h

eat a

nd li

ght e

nerg

y to

Ear

th.

-O

bser

ve th

e ap

pare

nt m

ovem

ent o

f the

Sun

-D

eter

min

e di

rect

ion

by u

sing

the

Sun

-

Det

erm

ine

time

pass

ing

by

usin

g th

e S

un:

chan

ging

sha

dow

len

gths

and

dire

ctio

n us

ing

a ve

rtica

l stic

k.

-R

ecor

d ob

serv

atio

ns b

y m

arki

ng s

hado

w p

ositi

ons

on a

dia

gram

(Sun

dial

)

Pic

ture

s, p

oste

rs, s

oLar

sy

stem

mod

el

1½ w

eek

(5¼

hou

rs)

• T

he m

oon

-co

ld, r

ocky

obj

ect

-m

oves

(rev

olve

s) a

roun

d E

arth

-ris

es i

n th

e ea

st,

sets

in

the

wes

t: in

dica

tes

dire

ctio

n.

-re

flect

s S

unlig

ht: n

o lig

ht o

f its

ow

n.

-m

oon

phas

es

-‘m

oon

stor

ies’

: st

orie

s pe

ople

told

long

ago

abo

ut

the

moo

n.

-O

bser

ve th

e m

ovem

ent o

f the

moo

n (r

isin

g in

the

east

, set

ting

in th

e w

est)

-O

bser

ve th

e gr

adua

l cha

ngin

g of

the

shap

e of

the

moo

n ov

er a

per

iod

of a

cal

enda

r m

onth

. m

ake

sim

ple

draw

ings

of t

he d

iffer

ent p

hase

s: H

ow lo

ng

does

it ta

ke fo

r the

sha

pe o

f the

moo

n/ph

ase

to b

e re

peat

ed?

-Li

sten

to, r

ead

or te

ll st

orie

s pe

ople

told

long

ago

ab

out t

he m

oon.

(Ind

igen

ous

know

ledg

e).

Pic

ture

s, p

oste

rs, s

olar

sy

stem

mod

el, t

orch



Gr

ad

e 4

ter

m 4

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

• Th

e E

arth

- the

‘Blu

e P

lane

t’

-Th

e E

arth

is a

pla

net i

n th

e so

lar s

yste

m

-D

iffer

ence

s be

twee

n pl

anet

s an

d st

ars

-Th

e E

arth

mov

es(r

evol

ves)

aro

und

the

Sun

onc

e a

year

: cau

ses

seas

ons

(no

expl

anat

ion)

-Th

e E

arth

is a

rock

y ba

ll in

spa

ce.

-m

ost

of t

he s

urfa

ce o

f th

e E

arth

is c

over

ed w

ith

wat

er (s

ea).

-C

ontin

ents

and

isla

nds

Tabu

late

the

diffe

renc

e be

twee

n pl

anet

s an

d st

ars

Pos

ters

, pic

ture

s, s

olar

sy

stem

mod

el, g

lobe

1 w

eek

(3½

hou

rs)

• T

he S

tars

-A

ppea

r to

be m

ovin

g

-Vi

sibl

e at

nig

ht

-P

ositi

ons

of b

est k

now

n gr

oups

of s

tars

(c

onst

ella

tions

) at d

iffer

ent t

imes

of t

he y

ear.

-(In

-dep

th k

now

ledg

e of

con

stel

latio

ns n

ot

nece

ssar

y)

-Th

e S

un is

nea

rest

sta

r to

the

Ear

th

-S

tar s

torie

s(lo

re):

belie

fs a

nd s

torie

s of

the

indi

geno

us p

eopl

e ab

out t

he m

ilky

Way

, Orio

n-

Ple

iade

s an

d th

e S

outh

ern

Cro

ss: I

ndig

enou

s K

now

ledg

e S

yste

ms

used

for p

redi

ctin

g se

ason

s an

d w

hen

to p

lant

cro

ps.

- Id

entif

y th

e di

ffere

nt p

ositi

ons

of th

e co

nste

llatio

ns

usin

g ‘s

tar c

harts

’, or

pos

ters

.

-Li

sten

to/re

ad a

nd re

spon

d to

sto

ries

abou

t the

Sun

an

d th

e st

ars

and

thei

r ro

le in

bel

iefs

in d

iffer

ent

cultu

res,

for

exa

mpl

e fo

r id

entif

ying

sea

sons

for

pl

antin

g an

d gr

owin

g cr

ops.

Pos

ters

, pic

ture

s

Sta

r cha

rts

Info

rmat

ion/

stor

ies

abou

t cu

ltura

l bel

iefs

The

teac

her,

elde

rly p

erso

n,

tradi

tiona

l hea

ler r

ead

or te

ll st

orie

s ab

out p

lant

ing

and

grow

ing

crop

s an

d be

liefs

in

diffe

rent

cul

ture

s.


31CAPS

Gr

ad

e 4

ter

m 4

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

tota

l 8

wee

ks(2

8 ho

urs)

mov

emen

t•

mov

ing

on la

nd: m

echa

nica

l sys

tem

s -

Vehi

cles

use

d fo

r tra

nspo

rt of

peo

ple

and

good

s on

Ear

th.

-S

impl

e m

echa

nism

s us

ed i

n ve

hicl

es t

o en

able

ro

tary

mot

ion;

whe

els

and

axle

s: th

e de

velo

pmen

t of

the

whe

el fr

om lo

g ro

llers

to m

ore

heav

y bl

ocks

(to

bui

ld p

yram

ids)

, to

hea

vy w

oode

n di

scs

with

m

ovin

g ax

les

and

light

er d

iscs

spi

nnin

g on

fixe

d ax

les.

-Id

entif

y di

ffere

nt

mac

hine

s (v

ehic

les)

us

ed

for

trave

lling

on

land

(mot

orca

r, bu

s, tr

ain,

mot

orbi

ke,

bicy

cle,

etc

): al

l hav

e w

heel

s an

d ax

les

that

ena

ble

them

to m

ove.

Pic

ture

s, p

oste

rs, p

hoto

s,R

eal e

xam

ples

of w

heel

s,

axle

s in

car

s, b

icyc

les,

toys

.

• m

ovin

g in

spa

ce:

• P

ropu

lsio

n us

ing

gas:

Bal

loon

rock

et o

n a

strin

gIn

vest

igat

e ho

w a

bal

loon

can

be

prop

elle

d w

hen

an

infla

ted

ballo

on is

rele

ased

. -

Atta

ch b

allo

on to

a d

rinki

ng s

traw

thre

aded

ont

o a

fishi

ng li

ne p

ulle

d tig

ht b

etw

een

two

poin

ts.

Rel

ease

the

infla

ted

ballo

on a

nd o

bser

ve h

ow it

tra

vels

alo

ng th

e fis

hing

line

.

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

End

of y

ear e

xam

inat

ion

(45

min

) for

40

mar

ks

on th

e w

ork

done

in fo

ur (4

) ter

ms.

The

cla

ss te

st

and

exam

inat

ion

mus

t inc

lude

que

stio

ns o

n th

e Te

chno

logy

con

tent

cov

ered

dur

ing

the

year

. R

ecor

d on

e pr

ojec

t (ca

n be

don

e in

any

term

) R

efer

to th

e ra

nge

of s

kills

spe

cifie

d un

der

Spe

cific

Aim

s 1

and

3. n

ote:

that

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns, p

ract

ical

wor

k an

d th

e te

chno

logi

cal d

esig

n pr

oces

s sh

ould

als

o be

as

sess

ed in

writ

ten

wor

kshe

ets,

repo

rts, h

omew

ork

exer

cise

s an

d te

sts.

The

cog

nitiv

e sk

ills

liste

d un

der

Spe

cific

Aim

s 1

and

3 w

ill a

lso

appl

y to

kno

wle

dge

and

unde

rsta

ndin

g of

inve

stig

atio

ns.

One

sel

ecte

d pr

actic

al ta

sk.

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.



nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 5

Gr

ad

e 5

ter

m 1

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

4 w

eeks

(14

hour

s)

Prop

ertie

s of

mat

eria

ls

•C

ompa

rison

of m

ater

ials

rega

rdin

g

-S

olid

, liq

uid,

gas

(lin

k to

Gra

de 4

)

-Fo

rces

that

can

be

exer

ted

on d

iffer

ent m

ater

ials

:

Pus

h(co

mpr

essi

on),

pull

(tens

ion)

, tw

ist (

tors

ion)

, ben

d an

d sh

ear.

• In

vest

igat

e th

e ef

fect

of d

iffer

ent f

orce

s on

mat

eria

ls a

nd

dem

onst

rate

and

exp

lain

the

diffe

renc

e be

twee

n th

e pr

oper

ties

of m

ater

ials

by

com

pres

sing

, or s

tretc

hing

or

twis

ting

or b

endi

ng o

r she

arin

g th

em.

Any

sol

id, l

iqui

d, g

as (e

.g. i

ce,

wat

er .

stea

m, e

tc.)

cand

le w

ax,

iron

bar

glas

s

plas

tic ru

ler

woo

den

rule

r

sele

ctio

n of

text

iles

elas

tic b

and.

•Pr

oper

ties:

-H

ardn

ess:

a m

easu

re o

f the

abi

lity

to w

ithst

and

bein

g sc

ratc

hed,

cut

or d

ente

d.

-To

ughn

ess:

a m

easu

re o

f how

muc

h en

ergy

is n

eede

d to

bre

ak th

e m

ater

ial

-S

tiffn

ess:

a m

easu

re o

f how

muc

h a

mat

eria

l will

resi

st

a be

ndin

g fo

rce

OR

Flex

ibili

ty: a

mea

sure

of h

ow e

asily

the

mat

eria

l will

ben

d

-S

treng

th in

tens

ion:

a m

easu

re o

f its

abi

lity

to w

ithst

and

pulli

ng fo

rces

.

Exa

mpl

es:

-H

ardn

ess:

scr

atch

ing

a ca

ndle

and

iron

bar

with

a s

harp

ob

ject

-To

ughn

ess:

hitt

ing

glas

s an

d an

iron

bar

with

ham

mer

-S

tiffn

ess/

flexi

bilit

y: b

endi

ng a

pla

stic

rule

r and

a w

oode

n ru

ler

-S

treng

th in

tens

ion:

stre

tch

mat

eria

l suc

h as

diff

eren

t te

xtile

s or

ela

stic

ban

ds.

lear

ners

mus

t eng

age

in a

t lea

st 2

pra

ctic

al a

ctiv

ities

th

emse

lves

(at s

choo

l) to

exp

lore

the

prop

ertie

s of

di

ffere

nt m

ater

ials

.

The

fact

ors

that

will

affe

ct th

e re

sults

mus

t be

iden

tified

in

each

cas

e.

Exa

mpl

es:

- c

ompa

re 3

kin

ds o

f woo

d fo

r ha

rdne

ss b

y ha

mm

erin

g na

ils in

to th

em(fa

ctor

: siz

e of

nai

l , s

ize

of h

amm

er)

-co

mpa

re d

iffer

ent k

inds

of p

last

ic b

ottle

s fo

r to

ughn

ess

by h

ittin

g th

em w

ith a

ham

mer

/cut

ting

(pos

sibl

e fa

ctor

s;

size

of b

ottle

, thi

ckne

ss o

f pla

stic

).

-co

mpa

re 3

kin

ds o

f pla

stic

rule

r for

flex

ibili

ty(b

y fli

ckin

g)(p

ossi

ble

fact

ors:

thic

knes

s of

rule

r)

-co

mpa

re 3

kin

ds o

f ela

stic

ban

ds/a

ny o

ther

mat

eria

l tha

t ca

n be

stre

tche

d fo

r stre

ngth

in te

nsio

n(po

ssib

le fa

ctor

s : t

hick

ness

/wid

th/le

ngth

of m

ater

ial)

3 ki

nds

of w

ood,

nai

ls, h

amm

er

3 ki

nds

of p

last

ic b

ottle

s, 3

kin

ds

of e

last

ic fa

bric

or b

ands


33CAPS

Gr

ad

e 5

ter

m 1

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

use

s of

mat

eria

ls

• m

ater

ials

use

d in

fram

e st

ruct

ures

to s

uppo

rt lo

ads

-In

dige

nous

m

ater

ials

th

at

are

used

in

th

e co

nstru

ctio

n of

trad

ition

al h

ouse

s.

-In

dige

nous

tec

hnol

ogie

s (s

truts

and

bea

ms

in

fram

e st

ruct

ures

) tha

t are

use

d in

the

cons

truct

ion

of h

ouse

s to

sup

port

load

s (th

e ro

of).

-R

ound

sha

pes

, e.

g. Z

ulu

hut

(ugu

qa),

Xho

sa

rond

awel

, Nam

a ‘m

atjie

shui

s’, i

gloo

Rec

ord

the

resu

lts in

a ta

ble.

• R

esea

rch:

read

abo

ut a

nd o

bser

ve m

ater

ials

that

ar

e us

ed a

nd a

re d

esig

ned

to s

uppo

rt lo

ads(

used

fo

r bui

ldin

g st

ruct

ures

spe

cific

ally

to s

uppo

rt lo

ads

like

wat

er ta

nks/

tow

ers,

pow

er li

nes,

hou

ses,

tra

ditio

nal h

omes

.)

-th

e sh

ape

of th

e m

embe

rs o

f the

bui

ldin

g

- (f

oldi

ng, t

ubin

g)

-st

reng

hten

ing

of th

e st

ruct

ure

(bra

ces

and

stru

ts)

-co

mpa

re m

ater

ials

use

d to

con

stru

ct t

radi

tiona

l ho

mes

and

mat

eria

ls u

sed

to c

onst

ruct

a m

oder

n bu

ildin

g

Cas

e st

udy

Pic

ture

s/po

ster

s

Rea

l exa

mpl

es

Boo

ks/m

ater

ial w

ith

Info

rmat

ion

3 w

eeks

(10½

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

stru

ctur

e to

su

ppor

t a lo

ad:

desi

gn a

sol

utio

n.

•te

chno

logy

: des

ign

proc

ess

-Id

entif

y a

need

or a

pro

blem

(with

ass

ista

nce)

-Li

st s

peci

ficat

ions

and

con

stra

ints

-S

ugge

st a

pos

sibl

e so

lutio

n to

the

prob

lem

-E

valu

ate

an e

xam

ple

of g

iven

stru

ctur

e us

ing

the

spec

ifica

tions

(fit f

or p

urpo

se)

-C

omm

unic

ate;

adv

ertis

e or

repo

rt on

the

solu

tion.

•le

arne

rs m

ust

-re

spon

d to

a s

tory

or s

cena

rio (p

robl

em s

tate

men

t) an

d id

entif

y th

e pr

oble

m (

rega

rdin

g a

stru

ctur

e w

hich

mus

t sup

port

a lo

ad)

-id

entif

y,

with

he

lp,

poss

ible

sp

ecifi

catio

ns

and

cons

train

ts.

-sk

etch

a p

ossi

ble

solu

tion

(2 d

imen

sion

s) t

o th

e pr

oble

m

-m

ake

a m

odel

/pro

toty

pe/p

rodu

ct

to

solv

e th

e pr

oble

m.

-ev

alua

te th

eir o

wn

prod

uct (

use

pict

ures

/dra

win

gs

and/

or d

escr

iptio

n of

the

stru

ctur

e.)

Boo

ks/m

ater

ial w

ith

Info

rmat

ion

Pic

ture

s



Gr

ad

e 5

ter

m 1

str

an

d: m

atte

r a

nd

mat

eria

ls a

nd

str

uC

tur

es

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust i

nclu

de q

uest

ions

on

the

Tech

nolo

gy c

onte

nt c

over

ed d

urin

g th

e te

rm

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.


35CAPS

Gr

ad

e 5

ter

m 2

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

ener

gy•

Con

cept

of e

nerg

y

-E

xpla

in t

he c

once

pt e

nerg

y: s

omet

hing

tha

t is

ne

eded

to b

e ab

le to

do

wor

k (th

e ca

paci

ty to

do

wor

k).

Pic

ture

s, p

oste

rs, r

eal

exam

ples

• r

enew

able

and

non

-ren

ewab

le s

ourc

es o

f en

ergy

-Th

e co

ncep

ts o

f re

new

able

and

non

-ren

ewab

le

sour

ces

of e

nerg

y

-E

xam

ples

of

re

new

able

an

d no

n-re

new

able

so

urce

s of

ene

rgy,

e.g

. fos

sil f

uels

, run

ning

wat

er,

win

d et

c.

• Li

st a

dvan

tage

s an

d di

sadv

anta

ges

of re

new

able

an

d no

n-re

new

able

sou

rces

of e

nerg

y.

• In

vest

igat

e th

e ef

fect

of d

epriv

ing

a fla

me

of

oxyg

en.

Pic

ture

s, p

oste

rs, r

eal

exam

ples

•d

iffer

ent f

orm

s of

ene

rgy:

-P

oten

tial E

nerg

y: s

tore

d en

ergy

and

can

be

used

- (n

ot n

eces

sary

to k

now

diff

eren

t typ

es)

-K

inet

ic E

nerg

y: a

ll m

ovin

g ob

ject

s po

sses

s ki

netic

en

ergy

.

-E

xam

ples

of p

oten

tial a

nd k

inet

ic e

nerg

y

• In

vest

igat

e ex

ampl

es o

f pot

entia

l and

kin

etic

en

ergy

:

-po

tent

ial

ener

gy:

mag

nets

, el

ectri

c ce

lls,

a st

retc

hed

sprin

g or

ela

stic

ban

d, a

n ob

ject

tha

t ca

n do

wor

k by

falli

ng(b

ecau

se o

f the

gra

vita

tiona

l fo

rce

of th

e E

arth

), fo

od ,

etc

-ki

netic

ene

rgy:

any

mov

ing

obje

ct; m

ovin

g w

ater

; m

ovin

g ai

r, w

ind,

mov

ing

part

of a

mac

hine

, etc

Pic

ture

s, p

oste

rs, r

eal

exam

ples



Gr

ad

e 5

ter

m 2

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

3 w

eeks

(10½

hou

rs)

ener

gy w

e ca

n se

e, h

ear a

nd fe

el

Our

sen

ses

can

only

det

ect a

sm

all p

ortio

n of

the

light

an

d so

und

in th

e un

iver

se.

•li

ght:

Ene

rgy

we

can

see.

S

ourc

es: S

un, c

oal,

para

ffin,

can

dle,

woo

d,

elec

trici

ty, w

ind,

wat

er, e

tc. f

or p

rodu

cing

ligh

t en

ergy

. •

Hea

t: E

nerg

y w

e ca

n fe

el.

Ene

rgy

sour

ces

for h

eatin

g th

ings

: Sun

, coa

l, pa

raffi

n, c

andl

e, w

ood,

ele

ctric

ity ,

win

d , w

ater

, etc

. -

War

m a

nd c

old

rela

ted

to ri

se a

nd fa

ll of

te

mpe

ratu

re: T

empe

ratu

re is

an

indi

catio

n of

the

amou

nt o

f hea

t a b

ody

poss

esse

s. -

Fire

nee

ds th

ree

thin

gs in

ord

er to

sta

rt: fu

el,

oxyg

en a

nd a

sou

rce

of s

tart-

up e

nerg

y, p

ossi

ble

dang

erou

s si

tuat

ions

whe

n w

orki

ng w

ith fi

re.

-H

eat e

nerg

y flo

ws

from

an

obje

ct w

ith a

hi

gher

tem

pera

ture

to a

n ob

ject

with

a lo

wer

te

mpe

ratu

re.

• s

ound

: Ene

rgy

that

we

can

hear

. S

ourc

es: c

lapp

ing,

sho

utin

g, s

ingi

ng, m

usic

al

inst

rum

ents

, et

c (L

inks

to G

rade

4)

• In

vest

igat

e lig

ht, h

eat a

nd s

ound

. -

Iden

tify

and

tabu

late

diff

eren

t sou

rces

of l

ight

, hea

t an

d so

und

ener

gy, a

t hom

e, a

t sch

ool.

(e.g

. sto

ve

for h

eatin

g us

ing

coal

/woo

d/el

ectri

city

, etc

.) -

Det

ect a

ris

e an

d fa

ll in

tem

pera

ture

by

usin

g th

e se

nse

of to

uch

(war

m a

nd c

old)

. -

mea

sure

tem

pera

ture

s ch

ange

s in

a b

eake

r of

w

ater

that

is b

eing

hea

ted

usin

g a

cand

le. R

ecor

d te

mpe

ratu

re c

hang

es.

-Id

entif

y th

e ca

uses

of fi

res

in o

wn

neig

hbou

rhoo

d.

List

the

caus

es. A

ll le

arne

rs s

houl

d pa

rtici

pate

and

co

ntrib

ute

to th

e lis

t. S

ugge

st w

ays

in w

hich

thes

e fir

es c

ould

hav

e be

en p

reve

nted

. -

mak

e a

post

er s

how

ing

wha

t to

do in

the

case

of

a fir

e.

Pic

ture

s, p

oste

rs, r

eal

exam

ples

Pic

ture

s, p

oste

rs, r

eal

exam

ples

, war

m a

nd c

old

obje

cts

Ther

mom

eter


37CAPS

Gr

ad

e 5

ter

m 2

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

ener

gy fo

r mov

ing

thin

gs (w

ork)

•el

ectr

ical

ene

rgy:

A so

urce

of e

lect

rical

ene

rgy

is n

eede

d: c

ell/b

atte

ry o

r m

ains

ele

ctric

ity.

-E

lect

ricity

is

used

for

lig

htin

g, h

eatin

g, d

rivin

g m

achi

nes,

etc

. -

Diff

eren

t us

es o

f el

ectri

cal

ener

gy a

t ho

me,

at

scho

ol,

in

shop

s,

fact

orie

s,

hosp

itals

, st

reet

lig

htin

g et

c.

-S

afet

y w

hen

usin

g el

ectri

city

: el

ectri

cal

ener

gy

can

be d

ange

rous

. K

now

rul

es f

or t

he u

sage

of

elec

trica

l ene

rgy.

S

ourc

es o

f ene

rgy

used

to m

ove

thin

gs, e

.g. f

ossi

l fu

els,

wat

er, E

arth

’s g

ravi

tatio

nal p

ull,

sprin

gs o

r el

astic

ban

ds.

Inve

stig

ate

ener

gy u

sed

for m

ovin

g th

ings

. Use

giv

en

rese

arch

mat

eria

l, ca

se s

tudi

es, p

ictu

res,

etc

.(mus

t in

clud

e fo

ssil

fuel

s, w

ater

, Ear

th’s

gra

vita

tiona

l pul

l, sp

rings

/ela

stic

ban

ds)

Pic

ture

s, p

oste

rs, r

eal

exam

ples

, pos

ter o

f the

wat

er

cycl

e, e

tc

1 w

eek

(3 h

ours

)en

ergy

sys

tem

s•

syst

ems

that

sto

re a

nd re

leas

e en

ergy

-P

arts

of

syst

ems

that

stre

tch

and

bend

: sp

rings

, ru

bber

ban

ds.

-P

arts

of s

yste

ms

that

can

fall:

wat

er

• In

vest

igat

e si

mpl

e sy

stem

s (p

repa

red

by te

ache

r)

that

use

spr

ings

/rubb

er b

ands

: e.g

. cat

apul

t, m

odel

ve

hicl

e us

ing

twis

ted/

stre

tche

d ru

bber

ban

d/sp

ring

etc.

Obs

erve

how

they

wor

k. O

pera

te th

e sy

stem

s (m

ake

them

wor

k).

• In

vest

igat

e si

mpl

e sy

stem

s (p

repa

red

by te

ache

r)

that

use

obj

ects

that

fall

(gra

vity

) to

mak

e th

em

mov

e: e

.g. w

ater

, (w

ater

whe

el),

a w

eigh

t fal

ling

caus

ing

whe

els

to tu

rn, w

ind

(win

dmill

) etc

. Obs

erve

ho

w th

ey w

ork.

Ope

rate

the

syst

ems

(mak

e th

em

wor

k).

Rea

l exa

mpl

es

Pic

ture

s , p

oste

rs



Gr

ad

e 5

ter

m 2

str

an

d: e

ner

Gy

an

d C

Ha

nG

e a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

mac

hine

s an

d m

echa

nism

s

• m

echa

nism

s

-W

heel

s an

d ax

les,

gea

rs a

nd a

xles

.

-hi

nges

Iden

tify

the

flow

of e

nerg

y: p

oten

tial t

o ki

netic

in

mac

hine

or m

echa

nism

. (sy

stem

)

• Id

entif

y m

achi

nes

that

mov

e or

hav

e m

ovin

g pa

rts

that

are

bas

ed o

n th

e pr

inci

ple

of w

heel

s an

d ax

les.

Th

is w

ill in

clud

e ex

ampl

es o

f gea

rs a

nd p

ulle

ys.

Dem

onst

rate

the

wor

king

of w

heel

s an

d ax

les

by

‘bui

ldin

g’ e

xam

ples

usi

ng b

ottle

tops

, car

dboa

rd

circ

les,

roun

d tin

s, b

otto

ms

of p

last

ic b

ottle

s an

d ic

e cr

eam

stic

ks, s

osat

ie s

ticks

, etc

.

• Id

entif

y m

achi

nes

that

mov

e or

hav

e m

ovin

g pa

rts th

at a

re b

ased

on

the

prin

cipl

e of

hin

ges.

D

emon

stra

te th

e w

orki

ng o

f hin

ges

by ‘b

uild

ing’

ex

ampl

es o

f hin

ges

usin

g ca

rdbo

ard,

etc

.

Rea

l exa

mpl

es

Pic

ture

s , p

oste

rs

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies,

ess

ays

etc.

mid

-yea

r ex

amin

atio

n on

firs

t tw

o te

rms’

wor

k (5

0min

) for

45

mar

ks.

The

clas

s te

st a

nd e

xam

inat

ion

mus

t inc

lude

qu

estio

ns o

n th

e Te

chno

logy

con

tent

cov

ered

dur

ing

the

term

Ref

er to

the

rang

e of

the

skill

s sp

ecifi

ed u

nder

sp

ecifi

c A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be a

sses

sed

in w

ritte

n w

orks

heet

s,

repo

rts, h

omew

ork

exer

cise

s, te

sts

and

exam

s. T

he

cogn

itive

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of

inve

stig

atio

ns.

One

sel

ecte

d ca

se s

tudy

Ref

er to

the

skill

s sp

ecifi

ed u

nder

spe

cific

Aim

2.


39CAPS

Gr

ad

e 5

ter

m 3

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

3 w

eeks

(10½

hou

rs)

mov

ing

an o

bjec

t

(lin

ks to

ter

m 2

G

rade

5)

•te

chno

logy

pro

cess

:

-id

entif

y a

need

or a

pro

blem

-id

entif

y sp

ecifi

catio

ns a

nd c

onst

rain

ts (a

ssis

ted)

-su

gges

t an

d dr

aw

a po

ssib

le

solu

tion

to

the

prob

lem

-m

ake

the

solu

tion,

if

poss

ible

usi

ng t

he w

heel

s an

d ax

les

mad

e in

term

2

-ev

alua

te m

achi

ne u

sing

the

spec

ifica

tions

•th

e w

hole

of t

he fo

llow

ing

proc

ess

mus

t be

done

in C

lass

: des

ign

and

mak

e a

solu

tion

to

a pr

oble

m

-R

espo

nd

to

a st

ory

or

scen

ario

(p

robl

em

stat

emen

t) an

d id

entif

y th

e pr

oble

m r

egar

ding

a

mac

hine

tha

t ca

n be

use

d to

mov

e ob

ject

s/an

ob

ject

usi

ng e

last

ic/ru

bber

ban

ds/s

prin

gs a

nd/o

r fa

lling

wei

ghts

.

-Le

arne

rs m

ust w

rite

in th

eir o

wn

wor

ds w

hat t

hey

will

do

to s

olve

the

prob

lem

.

-id

entif

y(w

ith h

elp)

spe

cific

atio

ns a

nd c

onst

rain

ts

rega

rdin

g si

ze,

foun

d m

ater

ial,

type

of

mat

eria

l, co

nstru

ctio

n m

etho

d, ty

pe o

f obj

ect t

o be

mov

e.

-dr

aw a

pos

sibl

e so

lutio

n to

the

prob

lem

-m

ake/

build

the

mod

el

-ev

alua

te t

he m

odel

usi

ng t

he s

peci

ficat

ions

and

co

nstra

ints

that

hav

e be

en id

entifi

ed.

mat

eria

l suc

h as

:

Bot

tle to

ps, t

ins,

pla

stic

bo

ttles

, ice

-cre

am s

ticks

, so

satie

stic

ks, c

ardb

oard

, gl

ue, r

ubbe

r/ela

stic

ban

ds/

sprin

gs, s

tring

, wei

ghts

like

sa

nd b

ags,

sto

nes,

etc

.

Tool

s: s

ciss

ors,

cra

ft kn

ives

, pu

nche

s, h

acks

aw, e

tc.

Pic

ture

s/di

agra

ms/

sorti

ng

card

s

2½

wee

ks

(8¾

hou

rs)

Energyflow

and

bi

odiv

ersi

ty•Fo

odchainsandflo

wofenergy:

-Fo

od c

hain

s al

way

s st

art w

ith g

reen

pla

nts.

The

y pr

oduc

e fo

od: p

rodu

cers

(Rev

ise

phot

osyn

thes

is)

-A

ll an

imal

s de

pend

on

gree

n pl

ants

for

foo

d:

ener

gy.

-E

nerg

y flo

ws

from

th

e S

un,

to

plan

ts

that

ph

otos

ynth

esis

e, t

o th

e an

imal

s th

at e

at p

lant

s an

d ca

rniv

ores

that

eat

ani

mal

s.

-E

xpla

in a

nd d

escr

ibe

food

cha

ins

with

up

to 4

or

gani

sms.

-S

eque

nce

a fo

od c

hain

usi

ng g

iven

org

anis

ms.

Pic

ture

s/di

agra

ms/

sorti

ng

card

s



Gr

ad

e 5

ter

m 3

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2½

wee

ks(8

¾ h

ours

) to

tal

8 w

eeks

(28

hour

s)

Bio

dive

rsity

of

livin

g th

ings

•Pl

ants

:P

lant

s m

ake

thei

r ow

n fo

od b

ut d

epen

d on

ligh

t, so

il,

wat

er, a

ir -

soil:

nut

rient

s, w

ater

,anc

hora

ge -

wat

er: p

hoto

synt

hesi

s, tr

ansp

ort a

nd s

uppo

rt -

air:

carb

on d

ioxi

de fo

r pho

tosy

nthe

sis;

oxy

gen

for

resp

iratio

n•

Soi

l for

ms

from

bro

ken

dow

n/w

eath

ered

rock

s an

d de

cayi

ng p

lant

s an

d an

imal

s -

Onl

y th

e to

psoi

l con

tain

s nu

trien

ts fo

r pla

nts.

-

Soi

l is

form

ed v

ery

slow

ly. -

If to

psoi

l is

lost

, soi

l bec

omes

less

ferti

le.

•Pl

ant l

ifecy

cle

Pla

nts

go th

roug

h di

ffere

nt s

tage

s -

polli

natio

n in

flow

ers:

pol

len

and

egg

-fe

rtilis

atio

n: s

eeds

and

frui

t -

germ

inat

ion:

see

dlin

g -

grow

th: y

oung

pla

nt

-m

atur

atio

n: m

atur

e pl

ant

-flo

wer

ing,

pol

linat

ion,

frui

ting

and

seed

dis

pers

al

• a

nim

als

• A

ll an

imal

s de

pend

on

plan

ts fo

r foo

d•

Exa

mpl

e of

an

anim

al (i

nsec

t, am

phib

ian,

rept

ile o

r m

amm

al) d

iffer

ent s

tage

s.

-fe

rtilis

atio

n: s

perm

and

egg

-pr

egna

ncy:

birt

h an

d ba

by -

grow

th: y

oung

ani

mal

-

mat

urat

ion:

adu

lt an

imal

-

repr

oduc

tion:

pro

duce

offs

prin

g -

Pla

nt o

r ani

mal

cha

nges

thro

ugh

its li

fe c

ycle

-D

eath

can

occ

ur a

t any

sta

ge o

f the

life

cyc

le.

• Id

entif

y an

d la

bel d

iagr

ams

of th

e st

ages

of p

lant

an

d an

imal

life

cyc

les

• S

eque

nce

pict

ures

of t

he s

tage

s of

pla

nt a

nd a

nim

al

life

cycl

es

• N

ame

the

stag

es a

nd p

roce

sses

of o

ne p

lant

and

on

e an

imal

life

cyc

le (n

o m

etam

orph

osis

).


41CAPS

Gr

ad

e 5

ter

m 3

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust i

nclu

de q

uest

ions

on

the

Tech

nolo

gy c

onte

nt c

over

ed d

urin

g th

e te

rm.

One

sel

ecte

d tra

nsla

tion

task

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.



Gr

ad

e 5

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

ea

rtH

an

d B

eyo

nd

r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns; p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

stru

ctur

e of

the

eart

h

•C

entr

e of

the

eart

h: v

ery

hot,

mel

ted

rock

• La

yers

of h

ard

rock

on

top

of m

elte

d ro

ck

• D

iffer

ent t

ypes

of r

ock:

-ig

neou

s

-se

dim

enta

ry

-m

etam

orph

ic

mai

n ch

arac

teris

tics

of e

ach.

Des

crib

e th

e st

ruct

ure

of th

e E

arth

(sim

ple

term

s: n

o dr

awin

gs o

r ter

ms

such

as

man

tle a

nd c

ore)

.

Pic

ture

s, p

oste

rs m

odel

of t

he

stru

ctur

e of

the

Ear

th

1½ w

eeks

(5¼

hou

rs)

surf

ace

of e

arth

•

surf

ace

of th

e la

nd o

n ea

rth

-co

vere

d w

ith s

oil a

nd ro

cks

-to

psoi

l: al

l life

form

s de

pend

on

plan

ts g

row

ing

in

tops

oil:

nutri

ents

and

wat

er

-S

oil,

mix

ture

of p

artic

les

-cl

ay

-si

lt

-sa

nd

-S

oil t

ypes

: diff

eren

ces

betw

een

-cl

ay

-lo

am

-sa

nd

Inve

stig

ate,

obs

erve

and

des

crib

e th

e ap

pear

ance

, sm

ell,

text

ure

of d

iffer

ent s

oil t

ypes

: cla

y, lo

am, s

and.

R

ecor

d ob

serv

atio

ns a

s a

tabl

e.

Sam

ples

of d

iffer

ent s

oils

ty

pes

Pic

ture

s, P

hoto

grap

hs,

Dia

gram

s, R

eal s

peci

men

s


43CAPS

Gr

ad

e 5

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

ea

rtH

an

d B

eyo

nd

r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns; p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

our

s)

roc

ks

• s

edim

enta

ry ro

cks

-Fo

rmat

ion

of s

edim

enta

ry r

ocks

by

wat

er a

nd

win

d: c

once

pt o

f sed

imen

tatio

n.

-m

ain

prop

ertie

s/ch

arac

teris

tics

of

sedi

men

tary

ro

cks.

-E

xam

ples

of

se

dim

enta

ry

rock

s:

sand

ston

e,

limes

tone

, s

late

(on

e ex

ampl

e on

ly, p

refe

rabl

y fro

m lo

cal a

rea)

.

-S

ome

sedi

men

tary

rock

s co

ntai

n fo

ssils

.

Illus

trate

the

form

atio

n of

sed

imen

tary

rock

s by

la

yerin

g di

ffere

nt m

ater

ials

Pic

ture

s, D

iagr

ams

Pho

togr

aphs

(wor

ldw

ide

and

in S

outh

Afri

ca)

Cla

y

Pla

ster

of P

aris

Con

tain

ers

Varie

ty o

f par

ts o

f pla

nts.

She

lls,

Bon

es

1½ w

eeks

(5¼

hou

rs)

Foss

ils

• Fo

ssils

form

ed in

sed

imen

tary

rock

s: p

roce

ss.

-R

emai

ns o

f liv

ing

orga

nism

s th

at li

ved

long

ago

.

-Im

porta

nce

of fo

ssils

: evi

denc

e/re

cord

of h

isto

ry o

f lif

e on

Ear

th.

-Im

porta

nt

foss

ils

foun

d in

S

outh

A

frica

su

ch

as

foss

il pl

ants

, ar

thro

pods

, di

nosa

urs,

ea

rly

mam

mal

s, e

arly

hom

inid

s an

d hu

man

s (C

radl

e of

H

uman

kind

)

Pra

ctic

al a

ctiv

ity d

one

at s

choo

l:

mak

e a

mod

el o

f a fo

ssil

usin

g cl

ay, p

last

er o

f Par

is,

leav

es, s

hells

, bon

es.



Gr

ad

e 5

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

ea

rtH

an

d B

eyo

nd

r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns; p

ract

ical

wor

k an

d de

mon

stra

tions

3 w

eeks

(10½

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

sens

es in

ani

mal

s an

d hu

man

s.

•im

port

ance

of s

ense

s

-S

ense

s he

lp a

nim

als

and

hum

ans

to s

urvi

ve.

-A

nim

als

need

thei

r se

nse

orga

ns in

ord

er to

find

fo

od,

find

mat

es,

look

afte

r th

eir

youn

g, a

void

da

nger

and

pro

tect

them

selv

es.

-Id

entif

y an

d de

scrib

e ho

w

an

anim

al’s

se

nse

orga

ns h

elp

it to

sur

vive

(fe

ed,

sens

e da

nger

, fin

d a

mat

e, lo

ok a

fter

its y

oung

, etc

.) (a

t lea

st 2

di

ffere

nt e

xam

ples

)

•se

nse

orga

ns

-ey

es: s

eein

g

-ea

rs: h

earin

g

-to

ngue

: tas

ting

-no

se: s

mel

ling

-sk

in: t

ouch

The

sens

e or

gans

are

stim

ulat

ed b

y th

ings

in th

e en

viro

nmen

t: S

timul

atio

n of

the

sens

e or

gans

:

-ey

es: l

ight

-ea

rs: s

ound

-to

ngue

: che

mic

als

-no

se: c

hem

ical

s

-sk

in: p

ress

ure

and

heat

inve

stig

ate

the

stim

ulat

ion

of th

e di

ffere

nt s

ense

s.

• S

eein

g (k

alei

dosc

ope,

col

ours

, lig

hts

etc)

• H

earin

g (m

usic

, sin

ging

, cla

ppin

g, e

tc. t

o ex

perie

nce

soft

and

loud

sou

nds,

hig

h an

d lo

w

pitc

hes)

• Ta

stin

g (s

imila

r loo

king

sub

stan

ces

such

as

salt,

su

gar,

crea

m o

f tar

tar t

o ex

perie

nce

salty

, sw

eet,

bitte

r and

sou

r tas

tes)

• To

uchi

ng, e

.g. d

iffer

ent o

bjec

ts in

a c

lose

d ba

g to

ex

perie

nce

roug

h, s

moo

th, s

oft,

hard

text

ures

.

• S

mel

ling,

e.g

. ide

ntify

ing

diffe

rent

frui

ts a

nd s

pice

s w

hen

blin

dfol

ded.

Diff

eren

t col

oure

d pa

per,

light

s, m

usic

al in

stru

men

ts ,

salt,

sug

ar, c

ream

of t

arta

r/le

mon

juic

e, e

tc

roug

h, s

moo

th, s

oft,

woo

lly,

text

iles,

diff

eren

t fru

its,

spic

es, o

r oth

er s

ubst

ance

s th

at h

ave

dist

inct

ive

smel

ls.

*Boo

ks o

r oth

er p

rinte

d re

sour

ces


45CAPS

Gr

ad

e 5

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

ea

rtH

an

d B

eyo

nd

r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns; p

ract

ical

wor

k an

d de

mon

stra

tions

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

End

of y

ear e

xam

inat

ion

(50

min

) and

45

mar

ks

on th

e w

ork

done

in fo

ur (4

) ter

ms.

The

cla

ss te

st

and

exam

inat

ion

mus

t inc

lude

que

stio

ns o

n th

e Te

chno

logy

con

tent

cov

ered

dur

ing

the

year

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk.

One

pro

ject

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.



nat

ur

al

sCie

nC

es a

nd

teC

Hn

olo

Gy:

Gr

ad

e 6 G

ra

de

6 te

rm

1r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ks

str

an

d: e

ner

Gy

an

d C

Ha

nG

e

tim

eto

pic

Con

tent

Poss

ible

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork

and

dem

onst

ratio

ns

2 w

eeks

(7 h

ours

)

elec

tric

ity

•el

ectr

ical

circ

uits

and

circ

uit d

iagr

ams:

-E

lect

rical

cha

rge:

neg

ativ

e an

d po

sitiv

e ch

arge

s in

al

l mat

ter.

(no

men

tion

of e

lect

rons

or p

roto

ns)

-E

lect

rical

cur

rent

: mov

emen

t of c

harg

es ‘c

arry

ing’

en

ergy

thro

ugh

the

circ

uit

-E

lect

rical

circ

uit:

a so

urce

of e

lect

rical

ene

rgy

(cel

l/ba

ttery

) an

d ot

her

circ

uit

com

pone

nts

conn

ecte

d to

eac

h ot

her

-E

lect

rical

circ

uit

com

pone

nts:

cel

l/bat

tery

, bu

lbs/

lam

ps, i

nsul

ated

wire

s, s

witc

h: s

ymbo

ls fo

r circ

uit

com

pone

nts:

cel

l/bat

tery

, bu

lb,

switc

h, i

nsul

ated

w

ires

-E

lect

rical

circ

uit d

iagr

ams:

sim

ple

circ

uit d

iagr

ams

usin

g di

ffere

nt c

ombi

natio

ns o

f the

com

pone

nts

Inve

stig

ate

an e

lect

rical

circ

uit w

ith th

e fo

llow

ing

com

pone

nts:

cell/

batte

ry (i

nput

dev

ice)

bulb

/lam

p (o

utpu

t dev

ice)

insu

late

d w

ires

switc

h (c

ontro

l/pro

cess

dev

ice)

Iden

tify

and

draw

sym

bols

for t

he c

ircui

t com

pone

nts

Exp

lain

and

dra

w s

impl

e el

ectri

cal c

lose

d ci

rcui

t di

agra

ms

Cel

ls, b

ulbs

, ins

ulat

ed w

ires,

sw

itche

s,

diag

ram

s

1½ w

eeks

(5¼

hou

rs)

•C

ondu

ctor

s an

d in

sula

tors

: Con

cept

of

cond

ucto

rs a

nd in

sula

tors

.

-m

ater

ials

, e.g

. met

als

(coi

ns, p

aper

clip

s, p

iece

s of

w

ire) t

hat a

re g

ood

cond

ucto

rs.

-m

ater

ials

th

at

are

good

in

sula

tors

(p

oor

cond

ucto

rs),

e.g.

pla

stic

, car

dboa

rd, w

ood,

rubb

er.

• In

vest

igat

e th

e el

ectri

cal c

ondu

ctiv

ity o

f diff

eren

t m

ater

ials

:

-pa

per c

lip

-co

in

-pi

ece

of w

ire

-pl

astic

-ca

rdbo

ard

-ru

bber

Dra

w a

tabl

e of

mat

eria

ls th

at a

re g

ood

cond

ucto

rs

and

thos

e th

at a

re p

oor c

ondu

ctor

s (in

sula

tors

).

Cel

ls, b

ulbs

, ins

ulat

ed w

ires,

sw

itche

s

Con

duct

ors:

coi

ns, p

aper

cl

ips,

pie

ces

of w

ire, m

etal

ut

ensi

ls, e

tc

Insu

lato

rs: p

last

ic, c

ardb

oard

, w

ood,

rubb

er o

bjec

ts


47CAPS

Gr

ad

e 6

ter

m 1

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ks

str

an

d: e

ner

Gy

an

d C

Ha

nG

e

tim

eto

pic

Con

tent

Poss

ible

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork

and

dem

onst

ratio

ns

2½ w

eeks

(8¾

hou

rs)

ener

gy tr

ansf

ers

in a

n el

ectr

ical

ci

rcui

t: sy

stem

• C

once

pt o

f a s

yste

m:

-P

arts

of a

sys

tem

wor

k to

geth

er

-C

hang

e in

one

par

t of a

sys

tem

(circ

uit)

affe

cts

all

the

parts

of t

he s

yste

m.

-In

puts

and

out

puts

ener

gy tr

ansf

er fr

om o

ne p

art o

f a s

yste

m to

an

othe

r cel

l/bat

tery

to c

ircui

t

-C

once

pt o

f ele

ctric

al e

nerg

y tra

nsfe

r.

-E

lect

rical

ene

rgy

stor

ed in

cel

ls

-R

elat

ions

hip

betw

een

the

num

ber o

f cel

ls a

nd th

e am

ount

of e

nerg

y.

(mor

e ce

lls =

mor

e en

ergy

)

•r

esis

tanc

e

-C

once

pt o

f res

ista

nce

-R

elat

ions

hip

betw

een

the

num

ber

of b

ulbs

in

serie

s an

d th

e br

ight

ness

of t

he b

ulbs

.

-C

once

pt o

f cur

rent

Inve

stig

ate

the

effe

ct o

f inc

reas

ing

the

num

ber o

f the

ce

lls in

ser

ies

on th

e br

ight

ness

of t

he la

mps

. Rec

ord

the

resu

lts.

Inve

stig

ate

the

effe

ct o

f inc

reas

ing

the

num

ber o

f la

mps

in s

erie

s on

the

brig

htne

ss o

f the

lam

ps.

Rec

ord

the

resu

lts.

Cel

ls, b

ulbs

, ins

ulat

ed w

ires,

sw

itche

s

Cel

ls, b

ulbs

, ins

ulat

ed w

ires,

sw

itche

s

1 w

eek

(3½

hou

rs)

ener

gy tr

ansf

er to

su

rrou

ndin

gs

•en

ergy

tran

sfer

from

diff

eren

t app

lianc

es o

r m

achi

nes

to s

urro

undi

ngs:

-he

at (g

eyse

r, st

ove,

ket

tle)

-so

und

(dril

l, va

cuum

cle

aner

, hai

r dry

er)

- li

ght (

light

bul

bs)

-m

ovem

ent (

elec

trica

l fan

)

-E

nerg

y lo

ss (w

aste

d en

ergy

)

Pic

ture

s of

tool

s an

d ap

plia

nce

e.g.

ele

ctric

dril

l, el

ectri

c iro

n, k

ettle

, foo

d m

ixer

, etc



Gr

ad

e 6

ter

m 1

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ks

str

an

d: e

ner

Gy

an

d C

Ha

nG

e

tim

eto

pic

Con

tent

Poss

ible

act

iviti

es: i

nves

tigat

ions

, pra

ctic

al w

ork

and

dem

onst

ratio

ns

1 w

eek

(3½

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

safe

ty a

nd

elec

tric

ity•

Bas

ic s

afet

y w

ith m

ains

ele

ctric

ity.

-C

once

pt o

f vol

tage

-H

igh

and

low

vo

ltage

: vo

ltage

s hi

gher

th

an

80 V

can

kill

peo

ple

•in

sula

tion

•ill

egal

con

nect

ions

- W

arni

ng s

igns

and

haz

ard

sym

bols

.

-Im

porta

nce

of in

sula

tion

of e

lect

rical

app

lianc

es,

mac

hine

s an

d w

ires:

dan

ger

of w

orn

of d

amag

ed

insu

latio

n.

-C

onse

quen

ces

of u

nsaf

e us

e of

ele

ctric

ity: d

ange

r of

ille

gal

conn

ectio

ns t

o th

e na

tiona

l el

ectri

city

su

pply.

-A

ctio

ns in

an

emer

genc

y.

Iden

tify

war

ning

sig

ns/h

azar

d sy

mbo

ls o

n ap

plia

nces

an

d E

SK

Om

tran

sfor

mer

s.

Rec

ogni

se il

lega

l con

nect

ions

.

Dra

w u

p a

list o

f saf

ety

rule

s fo

r wor

king

with

el

ectri

cal a

pplia

nces

and

mac

hine

s.

Pic

ture

s of

sig

ns a

nd s

ymbo

ls

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust i

nclu

de q

uest

ions

on

both

the

scie

nce

and

tech

nolo

gy c

onte

nt c

over

ed d

urin

g th

e te

rm

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.


49CAPS

Gr

ad

e 6

ter

m 2

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

ele

Ctr

iCa

l sy

stem

s r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

3 w

eeks

(10½

hou

rs)

an

elec

tric

al

circ

uit t

o so

lve

a pr

oble

m: a

larm

sy

stem

nee

ded

for

prot

ectio

n

•te

chno

logy

pro

cess

-id

entif

y a

need

or a

pro

blem

-id

entif

y sp

ecifi

catio

ns a

nd c

onst

rain

ts

-su

gges

t and

dra

w a

pos

sibl

e so

lutio

n to

the

prob

lem

-ap

ply

know

ledg

e of

sim

ple

circ

uits

to d

esig

n

-an

d m

ake

alar

m

-ev

alua

te d

evic

e us

ing

the

spec

ifica

tions

-sy

stem

s di

agra

ms:

inpu

t- pr

oces

s-ou

tput

•d

esig

n an

d m

ake

a so

lutio

n to

the

prob

lem

:

-re

spon

d to

a s

tory

or s

cena

rio (p

robl

em

stat

emen

t) an

d id

entif

y th

e pr

oble

m re

gard

ing

an e

lect

rical

circ

uit n

eede

d to

per

form

a c

erta

in

func

tion

, e.g

. des

ign

and

mak

e an

ala

rm

cons

istin

g of

a b

atte

ry, a

buz

zer o

r bel

l, sw

itch.

-w

rite

in (t

heir

own

wor

ds) w

hat t

hey

will

do

to

solv

e th

e pr

oble

m: d

esig

n sw

itch

that

will

be

trigg

ered

by

a th

ief.

-id

entif

y(w

ith h

elp)

spe

cific

atio

ns a

nd c

onst

rain

ts

rega

rdin

g si

ze, c

ompo

nent

s ne

eded

, con

stru

ctio

n m

etho

d, e

tc

-dr

aw a

pos

sibl

e so

lutio

n to

the

prob

lem

: circ

uit

diag

ram

with

exp

lana

tion

-bu

ild th

e m

odel

-ev

alua

te th

e m

odel

usi

ng th

e sp

ecifi

catio

ns

and

cons

train

ts id

entifi

ed: l

ist a

dvan

tage

s an

d di

sadv

anta

ges.

Pic

ture

s, p

oste

rs, r

eal

exam

ples

of c

ircui

ts

Cel

ls, b

ulbs

, ins

ulat

ed w

ires,

sw

itche

s, b

uzze

r, be

ll



Gr

ad

e 6

ter

m 2

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

ele

Ctr

iCa

l sy

stem

s r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2½

wee

ks

(8¾

hou

rs)

sola

r sys

tem

•so

lar s

yste

m:

-C

once

pts:

sta

r, pl

anet

, m

oon

(link

to

and

exte

nd

Gra

de 4

).

-E

arth

, moo

n an

d S

un a

re p

art o

f our

sol

ar s

yste

m:

the

Sun

and

sta

rs o

nly

appe

ar to

mov

e as

the

Sun

ris

es a

nd s

ets

each

day

. In

real

ity, i

t is

the

Ear

th

whi

ch is

spi

nnin

g th

at m

akes

the

Sun

app

ear

to

mov

e.

•th

e su

n

-Th

e S

un i

s a

star

, be

caus

e it

prod

uces

its

ow

n en

ergy

-Th

e S

un is

the

sour

ce o

f hea

t and

ligh

t ene

rgy

-Th

e S

un is

muc

h bi

gger

tha

n th

e E

arth

and

the

m

oon,

and

is m

uch

furth

er a

way

than

the

moo

n.

-Th

e S

un is

at t

he c

entre

of o

ur s

olar

sys

tem

.

-m

any

othe

r sta

rs (S

uns)

• t

he e

arth

-Th

e E

arth

is a

pla

net m

ade

of ro

ck.

-Th

e E

arth

rota

tes

(spi

ns) o

n its

ow

n ax

is: t

he ri

sing

an

d se

tting

of t

he S

un a

nd s

tars

-Th

e E

arth

revo

lves

in o

rbit

arou

nd th

e S

un.

-Th

e E

arth

get

s its

hea

t and

ligh

t fro

m th

e S

un.

-Th

e S

un o

nly a

ppea

rs to

mov

e fro

m th

e pe

rspe

ctiv

e of

an

obse

rver

on

the

surfa

ce o

f the

Ear

th.

-Th

e E

arth

has

an

atm

osph

ere

and

wat

er.

Con

stru

ct a

mod

el o

f par

t of t

he s

olar

sys

tem

s: S

un,

Ear

th a

nd m

oon,

sho

win

g th

e po

sitio

ns o

f the

thre

e bo

dies

as

wel

l as

thei

r rel

ativ

e si

zes

(not

to s

cale

).

Pic

ture

s, p

oste

rs, s

olar

sy

stem

mod

el


51CAPS

Gr

ad

e 6

ter

m 2

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

ele

Ctr

iCa

l sy

stem

s r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

•o

ther

pla

nets

Eig

ht m

ajor

pla

nets

in o

ur s

olar

sys

tem

.

-In

ner p

lane

ts a

re ro

cky.

-O

uter

pla

nets

are

gas

gia

nts.

•th

e m

oon

-Th

e m

oon

is a

sat

ellit

e of

the

Ear

th

-Th

e m

oon

is m

ade

of ro

ck a

nd is

abo

ut ¼

siz

e of

th

e E

arth

.

-Th

e m

oon

revo

lves

in o

rbit

arou

nd th

e E

arth

.

-Th

e m

oon

refle

cts

light

from

the

Sun

.

-Th

e m

oon

does

not

hav

e an

atm

osph

ere.

-m

any

othe

r pla

nets

hav

e m

oons

, som

etim

es m

ore

than

one

Rea

l exa

mpl

es

Pic

ture

s , p

oste

rs



Gr

ad

e 6

ter

m 2

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

ele

Ctr

iCa

l sy

stem

s r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2½ w

eeks

(8¾

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

life

on

plan

et

eart

h •

Feat

ures

of t

he s

un, e

arth

and

moo

n in

rela

tion

to: -m

ovem

ent

-si

ze

-at

mos

pher

e

-ra

diat

ion

of li

ght

-pr

esen

ce o

f wat

er

•su

ppor

ting

life

on e

arth

: key

ele

men

ts

-he

at a

nd li

ght f

rom

the

Sun

(rad

iatio

n)

-ai

r/atm

osph

ere

with

oxy

gen

-w

ater

-so

il

•Ec

osystemmustp

rovidesufficient

-ai

r

-w

ater

-fo

od

-sh

elte

r/hab

itat f

or p

lant

s an

d an

imal

s.

• D

iffer

ent e

cosy

stem

s su

ppor

t diff

eren

t kin

ds o

f or

gani

sms:

des

erts

, riv

ers,

mou

ntai

ns, s

ea, r

ocky

sh

ore,

pon

d, w

etla

nd, g

rass

land

, for

est.

• S

elec

t an

ecos

yste

m o

n th

e sc

hool

gro

unds

for t

his

stud

y. R

ough

ly m

easu

re 5

mx5

m s

quar

e. In

this

sq

uare

list

thre

e pl

ants

and

thre

e an

imal

s th

at a

re

foun

d in

the

ecos

yste

m.

-de

term

ine

the

cond

ition

s th

ere

that

hel

p th

ese

anim

als

and

plan

ts to

live

ther

e: fo

od, w

ater

, lig

ht,

shel

ter.

-lis

t th

e po

ssib

le t

hrea

ts t

o th

is e

cosy

stem

(A

ll le

arne

rs s

houl

d co

ntrib

ute

to th

e lis

t)

-m

ake

sugg

estio

ns o

n ho

w to

ove

rcom

e th

e th

reat

s:

all l

earn

ers

shou

ld m

ake

sugg

estio

ns.


53CAPS

Gr

ad

e 6

ter

m 2

str

an

d: e

ar

tH a

nd

Bey

on

d a

nd

ele

Ctr

iCa

l sy

stem

s r

esou

rces

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies,

ess

ays

etc.

mid

-yea

r ex

amin

atio

n on

firs

t tw

o te

rms’

wor

k (6

0 m

in) f

or 5

0 m

arks

.

The

clas

s te

st a

nd e

xam

inat

ion

mus

t inc

lude

qu

estio

ns o

n th

e Te

chno

logy

con

tent

cov

ered

dur

ing

the

term

Ref

er to

the

rang

e of

the

skill

s sp

ecifi

ed u

nder

sp

ecifi

c A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

and

pra

ctic

al w

ork

shou

ld a

lso

be a

sses

sed

in w

ritte

n w

orks

heet

s,

repo

rts, h

omew

ork

exer

cise

s, te

sts

and

exam

s. T

he

cogn

itive

ski

lls li

sted

und

er S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of

inve

stig

atio

ns.

One

sel

ecte

d ca

se s

tudy

Ref

er to

the

skill

s sp

ecifi

ed u

nder

spe

cific

Aim

2.



Gr

ad

e 6

ter

m 3

str

an

d: m

atte

r a

nd

mat

eria

ls

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns p

ract

ical

wor

k an

d de

mon

stra

tions

1 w

eek

(3½

hou

rs)

mix

ture

s ,

solu

tions

and

m

eltin

g

•m

eltin

g an

d di

ssol

ving

-D

iffer

ence

bet

wee

n m

eltin

g an

d di

ssol

ving

-Te

mpo

rary

cha

nge

•m

ixtu

res

-C

onsi

t of

at

leas

t tw

o di

ffere

nt s

ubst

ance

s su

ch

as s

alt a

nd s

and,

diff

eren

t typ

es o

f dry

bea

ns, t

ea

leav

es a

nd s

ugar

.

•d

isso

lvin

g

-O

ne s

ubst

ance

may

dis

solv

e in

a li

quid

eg.

sal

t in

wat

er, c

oppe

rsul

phat

e in

wat

er.

•m

eltin

g:

-H

eat m

ust b

e ad

ded

to c

ause

the

chan

ge fr

om s

olid

to

liq

uid

eg.

cand

le w

ax,

napt

hale

ne.

Diff

eren

ce

betw

een

diss

olvi

ng a

nd m

eltin

g.

•Pr

actic

al a

ctiv

ities

that

mus

t be

com

plet

ed a

t sc

hool

.

-O

bser

ve t

he m

akin

g of

mix

ture

s: e

.g.

salt

and

sand

, diff

eren

t typ

es o

f dry

bea

ns, t

ea le

aves

and

su

gar.

-O

bser

ve

the

proc

ess

diss

olvi

ng

one

solid

su

bsta

nce

in a

liqu

id.

-O

bser

ve th

e pr

oces

s of

dis

solv

ing

a liq

uid

into

a

liqui

d.

-O

bser

ve t

he h

eatin

g of

a s

ubst

ance

to

caus

e m

eltin

g

-R

ecor

d th

e di

ffere

nce

betw

een

mel

ting

and

diss

olvi

ng.

-R

ever

se m

eltin

g by

coo

ling

-R

ever

se d

isso

lvin

g by

eva

pora

tion.

mix

ture

s: m

ater

ials

to m

ake

mix

ture

s, s

alt s

ugar

, san

d,

dry

bean

s, e

tc.

mel

ting:

Can

dle

wax

/na

phth

alen

e , b

urne

r for

he

atin

g, g

lass

con

tain

ers

Dis

solv

ing:

wat

er, s

ugar

, sal

t, co

pper

sul

phat

e , c

onta

iner

s

2½ w

eeks

(8¾

hou

rs)

solu

ble

and

inso

lubl

e su

bsta

nces

• s

olub

le a

nd in

solu

ble

subs

tanc

es.

-Te

rmin

olog

y: s

olut

ion,

sol

vent

, sol

ute.

-S

ubst

ance

s ar

e

-S

olub

le in

wat

er e

g. s

alt i

n w

ater

: sol

utio

n

-In

solu

ble

in w

ater

eg.

san

d in

wat

er: m

ixtu

re

-In

solu

ble

in w

ater

but

sol

uble

in o

ther

liqu

ids:

oil

pain

t in

turp

entin

e: s

olut

ion.

•Pr

actic

al a

ctiv

ities

that

mus

t be

com

plet

ed a

t sc

hool

.

-In

vest

igat

e di

ffere

nt s

ubst

ance

s to

see

if th

ey a

re

solu

ble/

inso

lubl

e in

wat

er:

-m

easu

re a

nd m

ix 1

00 m

l of

wat

er a

nd 5

ml

of

diffe

rent

sol

ids:

e.g

. sug

ar, s

alt,

copp

er s

ulph

ate,

oi

l , v

ineg

ar, fl

our,

sand

-Te

st d

iffer

ent

solu

tions

by

filte

ring

to s

ee i

f th

e so

lid c

an b

e se

para

ted

from

the

liqui

d.

-Te

st in

solu

ble

mix

ture

s to

see

if th

e so

lid c

an b

e se

para

ted

from

the

liqui

d.

-R

ecor

d ob

serv

atio

ns r

egar

ding

the

sol

ubili

ty o

f di

ffere

nt s

olid

s as

dra

win

gs a

nd b

y w

ritin

g.

Con

tain

ers

, wat

er, s

ugar

, sa

lt, c

oppe

r sul

phat

e, o

il,

vine

gar,

flour

, san

d, e

tc


55CAPS

Gr

ad

e 6

ter

m 3

str

an

d: m

atte

r a

nd

mat

eria

ls

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns p

ract

ical

wor

k an

d de

mon

stra

tions

•m

ixtu

res

-Th

e so

lid c

an b

e se

en in

the

liqui

d

-Th

e m

ixtu

re c

an a

ppea

r clo

udy

-Th

e so

lid c

an b

e se

ttled

out

of t

he m

ixtu

re

• s

olut

ions

-A

solid

can

not b

e se

en

-Th

e so

lutio

n ha

s a

‘gla

ssy’

app

eara

nce

-Th

e so

lid d

oes

not s

ettle

out

•C

onse

rvat

ion

of m

atte

r

-S

olid

s ar

e st

ill p

rese

nt in

sol

utio

ns: m

atte

r bro

ken

dow

n in

to s

mal

l par

ticle

s ; n

ot v

isib

le to

the

nake

d ey

e

• t

each

ers

dem

onst

ratio

n:

Dem

onst

rate

that

oil

pain

t can

be

diss

olve

d in

tu

rpen

tine

Dem

onst

rate

that

wax

can

be

diss

olve

d in

met

hyla

ted

spiri

ts

Dra

w/il

lust

rate

wha

t hap

pens

to s

olid

s:

-in

a m

ixtu

re

-in

a s

olut

ion

3 w

eeks

(10½

hou

rs)

rat

e of

dis

solv

ing

•Fa

ctor

s th

at a

ffect

the

rate

of d

isso

lvin

g

-te

mpe

ratu

re

-gr

ain

size

•Pr

actic

al a

ctiv

ities

that

mus

t be

com

plet

ed a

t sc

hool

.

-C

arry

out

a fa

ir te

st w

ith h

elp

from

the

teac

her

to

dete

rmin

e th

e in

fluen

ce o

f diff

eren

t tem

pera

ture

s on

the

rat

e of

dis

solv

ing

(sam

e vo

lum

e of

liqu

id,

sam

e m

ass/

volu

me

of s

olid

, sa

me

grai

n si

ze).

Rec

ord

obse

rvat

ions

as

a gr

aph.

-C

arry

out

a fa

ir te

st w

ith h

elp

from

the

teac

her

to

dete

rmin

e th

e in

fluen

ce o

f diff

eren

t gra

in s

izes

on

the

rate

of d

isso

lvin

g (s

ame

volu

me

of li

quid

, sam

e m

ass/

volu

me

of s

olid

, sam

e te

mpe

ratu

re) R

ecor

d ob

serv

atio

ns a

s a

grap

h.

Con

tain

ers,

wat

er

(hea

ting

sour

ce)

Sol

ids(

salt,

sug

ar, e

tc)

The

sam

e so

lid w

ith d

iffer

ent

grai

n si

zes

(e.g

. sug

ar o

r sal

t)



Gr

ad

e 6

ter

m 3

str

an

d: m

atte

r a

nd

mat

eria

ls

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns p

ract

ical

wor

k an

d de

mon

stra

tions

1½ w

eeks

(5¼

hou

rs)

tota

l

8 w

eeks

(28

hour

s)

envi

ronm

ent a

nd

wat

er re

sour

ces

•im

port

ance

of w

ater

for p

lant

s an

d an

imal

s ec

osys

tem

s

-W

ater

is a

sol

vent

: tra

nspo

rt of

sub

stan

ces

-H

abita

ts fo

r pla

nts

and

anim

als.

-D

ispe

rsal

of s

eeds

•W

etla

nds:

Spo

nges

to re

gula

te fl

ow o

f wat

er:

conc

ept o

f a w

etla

nd

-G

roun

dwat

er a

nd w

etla

nds

act

as r

esou

rces

for

hu

man

s: w

ater

nee

ded

to s

uppo

rt al

l life

.

-Lo

catio

n of

one

wet

land

in S

outh

Afri

ca.

-R

esea

rch

the

impo

rtanc

e of

a s

peci

fic w

etla

nd:

impa

ct o

f th

e lo

ss o

f w

etla

nds

on b

iodi

vers

ity

(hum

ans/

plan

ts a

nd a

nim

als

-W

rite

a br

ief r

epor

t on

the

impo

rtanc

e of

wet

land

s

Boo

ks, i

nfor

mat

ion

on

wet

land

s, p

ictu

res

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

The

clas

s te

st m

ust i

nclu

de q

uest

ions

on

the

scie

nces

an

d te

chno

logy

con

tent

cov

ered

dur

ing

the

term

.

One

sel

ecte

d tra

nsla

tion

task

.

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.


57CAPS

Gr

ad

e 6

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2 w

eeks

(7 h

ours

)

nut

ritio

n

•Fo

od g

roup

s: C

lass

ifica

tion

of fo

od ty

pes:

- fo

od fo

r gro

wth

-O

ils a

nd f

ats:

foo

d fo

r en

ergy

and

pro

tect

ion

of

orga

ns.

-Vi

tam

ins

and

min

eral

s: fo

ods

for p

rote

ctin

g bo

nes,

te

eth

and

the

imm

une

syst

em.

•a

bala

nced

die

t and

dis

ease

s

-A

bala

nced

die

t con

tain

s su

ffici

ent q

uant

ities

from

al

l thr

ee fo

od g

roup

s an

d vi

tam

ins

and

min

eral

s.

-D

isea

ses r

esul

t fro

m n

ot h

avin

g a

heal

thy,

bal

ance

d di

et, e

.g. t

ooth

dec

ay, r

icke

ts, c

onst

ipat

ion,

obe

sity

, di

abet

es.

-S

ort

and

tabu

late

diff

eren

t fo

ods

into

the

thr

ee

maj

or fo

od g

roup

s

-R

ead

labe

ls o

n fo

od p

acka

ging

to

iden

tify

the

thre

e fo

od g

roup

s.

-C

arry

out

a s

tarc

h te

st w

ith i

odin

e on

diff

eren

t fo

ods

such

as

brea

d, a

pple

, egg

.

-E

valu

ate

a gi

ven

diet

to

dete

rmin

e if

it co

ntai

ns

suffi

cien

t qua

ntiti

es o

f all

food

gro

ups.

Pic

ture

s of

diff

eren

t foo

d ty

pes

Food

pac

kagi

ng

Diff

eren

t foo

ds

Iodi

ne s

olut

ion

Pam

phle

ts

Cha

rts

Pos

ters

1 w

eek

(3½

hou

rs)

Hea

lth o

f the

pl

anet

•a

heal

thy

envi

ronm

ent i

s im

port

ant f

or th

e he

alth

of p

eopl

e

All

hum

ans,

pla

nts

and

anim

als

need

a p

lace

whe

re

they

can

car

ry o

ut th

eir l

ife p

roce

sses

suc

cess

fully

.

-H

uman

s, p

lant

s an

d an

imal

s ne

ed f

ood,

cle

an

wat

er, a

ir an

d sh

elte

r to

com

plet

e th

eir

life

cycl

es

succ

essf

ully

: dep

end

on e

nviro

nmen

t.

-H

uman

s ca

n ha

ve a

neg

ativ

e or

pos

itive

effe

ct o

n th

e en

viro

nmen

t: ch

oose

to h

ave

a po

sitiv

e im

pact

on

the

envi

ronm

ent

-Li

st w

ays

to im

prov

e th

e im

med

iate

env

ironm

ent

for

them

selv

es a

nd f

or t

he p

lant

s an

d an

imal

s ar

ound

them

.

-Id

entif

y on

e ac

tion

to i

mpr

ove

the

envi

ronm

ent

and

carr

y it

out,

e.g.

gro

w p

lant

s or

veg

etab

les,

m

ake

a w

orm

ery,

mak

e a

com

post

hea

p, r

ecyc

le

was

te, o

rgan

ise

a lit

ter c

lean

up,

sav

e w

ater

, sav

e el

ectri

city

.

Info

rmat

ion

on n

egat

ive

and

posi

tive

effe

cts

on th

e en

viro

nmen

t



Gr

ad

e 6

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

3 w

eeks

(10½

hou

rs)

ani

mal

s w

ith

skel

eton

s

mov

emen

t

•ty

pes

of s

kele

ton

-E

xosk

elet

on: c

once

pt o

f an

exos

kele

ton;

exa

mpl

es

of

anim

als

with

ex

oske

leto

ns:

inse

cts,

cr

abs,

sp

ider

s, s

corp

ions

-E

ndos

kele

ton:

co

ncep

t of

an

en

dosk

elet

on;

exam

ples

of

anim

als

with

end

oske

leto

ns:

fish,

fro

gs, b

irds,

rept

iles,

mam

mal

s.

-S

imila

ritie

s an

d di

ffere

nces

bet

wee

n th

e sk

elet

ons

of d

iffer

ent a

nim

als

with

end

oske

leto

ns•

Hum

an e

ndos

kele

ton:

-

Bon

es o

f the

hum

an s

kele

ton:

-sk

ull:

prot

ects

the

brai

n -

back

bone

mad

e up

of

man

y ve

rtebr

ae:

prot

ects

th

e sp

inal

cor

d, s

uppo

rts to

rso

-rib

s: p

rote

ct th

e lu

ngs

and

hear

t, br

eath

ing

-sh

ould

er b

lade

s, u

pper

lim

bs,(a

rms)

hip

bon

es

and

low

er li

mbs

(leg

s) :

mov

emen

t -

Impo

rtanc

e of

diff

eren

t par

ts o

f the

ske

leto

n -

Bon

es a

re h

eld

toge

ther

by

ligam

ents

and

can

m

ove

in th

e jo

ints

. •

end

oske

leto

n:

-P

ossi

ble

beca

use

of

skel

eton

an

d m

uscl

es.

mus

cles

ar

e at

tach

ed

to

the

bone

s to

m

ake

mov

emen

t pos

sibl

e.

-m

uscl

e co

ntra

ctio

n m

oves

bon

es in

ske

leto

n.

-A

ntag

onis

tic m

uscl

es

•ex

oske

leto

n: -

Pos

sibl

e be

caus

e of

sk

elet

on

and

mus

cles

. m

uscl

es a

re a

ttach

ed to

insi

de o

f exo

skel

eton

-m

uscl

e co

ntra

ctio

n m

ore

‘hin

ged:

pa

rts

of

exos

kele

ton.

-O

bser

ve a

nd s

tudy

pic

ture

s of

diff

eren

t an

imal

sk

elet

ons

-Id

entif

y an

d la

bel d

iagr

ams

of th

e hu

man

ske

leto

n

Pic

ture

s/po

ster

s/di

agra

ms

Pic

ture

s/po

ster

s/D

iagr

ams

X-r

ays

of s

kele

ton

if po

ssib

le.

mod

el o

f hum

an s

kele

ton


59CAPS

Gr

ad

e 6

ter

m 4

str

an

d: l

iFe

an

d l

iVin

G a

nd

meC

Ha

nis

ms

res

ourc

es

For a

ll ac

tiviti

es:

text

book

Wor

kshe

ets/

wor

kboo

ksti

me

topi

cC

onte

ntPo

ssib

le a

ctiv

ities

: inv

estig

atio

ns, p

ract

ical

wor

k an

d de

mon

stra

tions

2 w

eeks

(7 h

ours

)

tota

l

8 w

eeks

(28

hour

s)

type

s of

m

ovem

ent/m

otio

n

• m

ovem

ent:

Diff

eren

t typ

es:

- li

near

(stra

ight

line

)

-re

cipr

ocal

(up

and

dow

n)

-ro

tary

(rou

nd a

nd ro

und)

•m

echa

nism

s to

ach

ieve

diff

eren

t typ

es o

f m

ovem

ent:

-ro

tary

mot

ion

into

line

ar m

otio

n

-ro

tary

mot

ion

into

reci

proc

al m

otio

n.

•u

se m

echa

nism

s to

cha

nge

the

mag

nitu

de o

f m

ovem

ent

mec

hani

cal s

yste

ms

to c

hang

e th

e in

put m

ovem

ent

into

a d

iffer

ent k

ind

of o

utpu

t mov

emen

t, su

ch a

s

-C

rank

/win

dlas

s

-P

ulle

y

-G

ear

-Id

entif

y m

achi

nes

used

to

ca

use

mov

emen

t (in

dige

nous

kno

wle

dge)

suc

h as

cra

nks,

pul

leys

, ge

ars

-O

pera

te m

odel

s of

-cr

ank

-w

indl

ass

-pu

lley

-ge

ars

prep

ared

by

the

teac

her .

Obs

erve

how

diff

eren

t mec

hani

sms

wor

k. T

abul

ate

the

adva

ntag

es o

f eac

h m

echa

nism

.

Pic

ture

s, p

oste

rs, r

eal l

ife

exam

ples

of c

rank

s, p

ulle

ys,

gear

s or

mod

els

prep

ared

by

the

teac

her

ass

essm

ent

One

form

al re

cord

ed c

lass

test

. Ass

essm

ent f

or

lear

ning

(inf

orm

al) u

sing

a v

arie

ty o

f stra

tegi

es a

nd

appr

opria

te fo

rms

of a

sses

smen

t in

test

s, h

omew

ork,

w

orks

heet

s, re

ports

, sum

mar

ies

and

essa

ys e

tc.

End

of y

ear e

xam

inat

ion

(60

min

) for

50

mar

ks

on th

e w

ork

done

in fo

ur (4

) ter

ms.

The

cla

ss te

st

and

exam

inat

ion

mus

t inc

lude

que

stio

ns o

n th

e Te

chno

logy

con

tent

cov

ered

dur

ing

the

year

.

Ref

er to

the

rang

e of

ski

lls s

peci

fied

unde

r S

peci

fic A

ims

1 an

d 3.

not

e: th

at k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

, pra

ctic

al w

ork

and

the

tech

nolo

gica

l des

ign

proc

ess

shou

ld a

lso

be

asse

ssed

in w

ritte

n w

orks

heet

s, re

ports

, hom

ewor

k ex

erci

ses

and

test

s. T

he c

ogni

tive

skill

s lis

ted

unde

r S

peci

fic A

ims

1 an

d 3

will

als

o ap

ply

to k

now

ledg

e an

d un

ders

tand

ing

of in

vest

igat

ions

.

One

sel

ecte

d pr

actic

al ta

sk

One

pro

ject

Ref

er to

rang

e of

ski

lls li

sted

und

er S

peci

fic A

im 2

.



SECTION 4: ASSESSmENT

4.1 introduCtion

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience.

Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to:

• enable the teacher to judge a learner’s progress in a reliable way.

• inform learners of their strengths, weaknesses and progress.

• assist teachers, parents and other stakeholders in making decisions about the learning process and the progress of learners.

Assessment should be mapped against the content and intended aims specified for Natural Sciences and Technology and in both informal and formal assessments it is important to ensure that in the course of a school year::

• all of the subject content is covered.

• the full range of skills is included

• a variety of different forms of assessment are used.

Barriers to learning and assessing

• Although there are many barriers to learning, teachers need to identify and build on strengths of learners in order to affirm their uniqueness. all learners need to experience success.

• Alternative strategies must be applied: more time, enlarged text, use of information communication technology, amanuensis or scribes in cases of learners with special educational needs.

• The use of alternative assessment relates to the change in the form of assessment used to accommodate all learners. It is important to vary the assessment strategy appropriately.

• Learners’ personal involvement with tasks often improves their attention span, patience, persistence and commitment.

• Designing and making real products that can be used can give learners a sense of achievement and improve their self-esteem.

• The following strategies, depending on the physical barriers of LSEN learners, could apply when supporting:


61CAPS

- Using the support of others to help pupils take part safely in practical work, for example, the assistance of adults or other learners to help them to hold or manipulate tools, or to carry out activities according to instructions. It is important that the learners should retain control of the making process and be the decision makers.

- Learners can describe their design ideas for others to record or to translate into a drawing, whilst retaining control of the design idea and the modifications.

- Work on shorter, more focused tasks, rather than longer, open tasks. Doing so can provide learners with incremental elements of success, and regular motivation and reward.

- Use ICT applications, such as specialist software, to help sequencing and following instructions during practical work.

- Use modelling, role play, tape recorders, video and photographs to communicate, develop and record their ideas.

- Communicate using a range of methods avoiding over-reliance on the written word.

4.2. inFormal assessment or daily assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning.

Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks.

Self assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes.

Informal, ongoing assessments should be used to scaffold the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programmes of Assessment.

4.3 Formal assessment

Grades Formal school-based assessments end-of-year examinations

R – 3 100% n/a

4 – 6 75% 25%

7 – 9 40% 60%

10 and 11 25% 75%

12 25% including school-based mid-year examinations and ‘trial’ examinations External examination: 75%



All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessments. Formal Assessment task are marked and formally recorded by the teacher for progression purposes. All formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances etc. Formal assessment tasks form part of a year-long formal Programmes of Assessment in each grade and subject.

the cognitive demands of assessment used should be appropriate to the age and developmental level of the learners in the grade. Assessments in Natural Science and Technology must cater for a range of cognitive levels and abilities of learners with this context. The assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills that have been specified under the Specific Aims.

The design of these tasks should therefore ensure that the full range of content and skills are assessed within each year of the Intermediate Phase. The Specific Aims, the topics and content and the range of skills must be used to inform the planning and development of assessment tasks.

Weighting of cognitive levels for the assessment of content in Grades 4, 5 and 6

Knowing science and technology

understanding science and technology

ApplyingScientificand technological

knowledge

evaluating, analysing

synthesising Scientificandtechnological

Knowledge

% 40% 30% 15% 15%

Useful verbs State

Name

Label

List

and others ...

Explain

Describe

Compare

Plan

Rearrange

Give an example of

and others …

Predict

Compare

Design

Use knowledge

Demonstrate

and others …

Evaluate

Suggest a reason

and others ...

note:

These cognitive skills apply to all three Specific Aims: Knowing and doing Science and Technology and Science and Technology and society.

note:

A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every learner’s performance. As far as possible, teachers should try to let learners write more than one class test per term in order to get a better picture of the abilities of the learners in the class. One formal class test per term is the minimum number that must be recorded.


63CAPS

4.4 assessment reQuirements For natural sCienCes and teCHnoloGy

4.4.1 Grade: 4

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout the term:

ProGramme oF Formal assessment

Formal, reCorded sCHool-Based assessments 75%

end-oF-year internal

sCHool Based eXamination 25%

Content inVestiGations and deVeloPinG teCHnoloGiCal solutions

Written eXamination (45

minutes) :

40 marKs

• Four formal class tests: 30 marks each

• One mid-year examination: 40 marks

• One project can be done in any term: 40 marks: recorded in term 4

The skills are specified in Specific Aims 1, 2 and 3.

The class tests and examination mUST include questions on both Science and Technology

• Science: A selection of eight (prescribed) representative practical tasks, which cover the range of skills described in Specific Aim 2, of which three must be recorded.

• Practical tasks differ with regard to the skills that can be assessed. The marks allocated per activity will therefore vary between 20 and 40.

• Technology: A full technological design process (with support) addressing all the skills prescribed. The marks allocated for this activity will therefore vary between 20 and 40.

Content, concepts and skills across both sciences and technology and across all topics, including knowledge of investigations and some of the skills associated with practical work, must be assessed in the written exam.

sCHool-Based assessment (during the year)

term 1 term 2 term 3 term 4

• One formal class test.

• One selected practical task


• One case study

• One mid-year examination (45 minutes)

• One formal class test


• One selected translation task


• One project

• One selected practical task.

25% 25% 25% 25%

Convert to 75% (year marK) 25 %(eXam marK)



4.4.2 Grade: 5

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout the term







minutes) :45 marks

• Four formal class tests (30 to 40 marks each)

• One mid-year examination (45 marks)

• one project :can be done in any term but should be recorded in term 4 (50 marks)

The skills are specified in Specific Aims 1,2 and 3.

The class tests and examination mUST include questions on both Science and Technology content


• Practical tasks differ with regard to the skills that can be assessed. The marks allocated per activity will therefore vary but should not be less than 20.

• Technology: A full technological design process (with support) addressing all the skills prescribed. The marks allocated per activity will therefore vary but should not be less than 20.







• One case study




• One selected translation task


• One project


25% 25% 25% 25%

Convert to 75% (year marK) 25 %(eXam marK)


65CAPS

4.4.3 Grade: 6







minutes) :50 marks

• Four formal class tests (40 to 45 marks each)

• One mid-year examination (50 marks)

• one project can be done in any term but must be recorded in term 4 (60 marks)

The skills are specified in Specific Aims 1, 2 and 3.

The class tests and examination mUST include questions on both Science and Technology content


• Practical tasks differ with regard to the skills that can be assessed. The marks allocated per activity will therefore vary but should not be less than 20.

• Technology: A full technological design process(with support) addressing all the skills prescribed. The marks allocated per activity will therefore vary but should not be less than 20.







• One case study




• One selected translation task.


• One selected practical task.

• One project

25% 25% 25% 25%

Convert to 75% (year marK) 25 % (eXam marK)



4.5 eXaminations

4.5.1 Grade 4

in Grade 4 there is one examination paper on the whole year’s work. the examination paper will be set for 45 minutes and 40 marks.

end-of-year examination

toPiC timeWeiGHtinG

% marKs (40)

t 1

• Living and non-living things

• Features of plants and animals

• Requirements for growth

• Different structures

• Animal shelter

1½ weeks

2½ weeks

2 weeks

1 week

1 week (8 weeks)

5

8

6

3

3 (25)

10

t 2

• Properties of materials

• Combination of materials to get new properties

• Ways to strengthen materials

• Solids, liquids and gases

• Air and Gas

1½ weeks

2 weeks

1 ½ weeks

1 week

2 week (8 weeks)

5

6

5

3

6 (25)

10

t 3

• Sound

• musical Instrument

4 weeks

4 weeks (8 weeks)

13

12 (25)10

t 4

• Finding out about space

• Our place in space

• movement

1 ½ weeks

5 weeks

1 ½ weeks (8 weeks)

5

15

5 (25)

10

totals 32 weeks 100 40

the weighting for the topics in a term must serve as a guideline for teachers. the purpose of providing the weighting is to ensure that all topics are covered.


67CAPS

4.5.2 Grade 5


end-oF-year eXamination

toPiC timeWeiGHtinG

% marKs (45)

t 1

• Properties of materials

• materials in frame structures

• Designing a solution

4 weeks

1 week

3 weeks (8)

13

3

9 (25) 11

t 2

• Energy

• Energy: Light, heat, sound, electrical

• Energy for moving things

• Systems that store and release energy

• mechanisms

1½ weeks

3 weeks

1 week

1 week

1½ week (8 weeks)

5

9

3

3

5 (25)

12

t 3

• Design and make a solution: moving an object

• Energy flow and Food chains

• Biodiversity of plants and animals

3 weeks

2½ weeks

2½ weeks (8 weeks)

9

8

8 (25)11

t 4

• Below the surface of Earth

• On the surface on Earth

• Sedimentary rocks

• Fossils

• Senses in animals and humans

1 week

1½ weeks

1 week

1½ weeks

3 week (8 weeks)

3

5

3

5 (25)

9

11

totals 32 weeks 100 45

the weighting for the topics in a term must serve as a guideline for teachers. the purpose of providing the weighting is to ensure that all topics are covered.



4.5.3 Grade 6


end-oF-year eXamination

toPiC timeWeiGHtinG

% marKs (45)

t 1

• Electricity

• Conductors

• Energy transfers : electrical circuit

• Energy transfers: to surroundings

• Safety and electricity

2 weeks

1½ weeks

2½ weeks

1½ weeks

1 week (8 weeks)

5

4

5

4

3

(25)

13

t 2

• Electrical circuit problem (t)

• Solar system

• Life on Planet Earth

3 weeks

2½ weeks

2½ weeks (8 weeks)

9

8

8

(25)

12

t 3

• mixtures, solutions, melting

• Soluble and Insoluble substances

• Rate of dissolving

• Water resources

1 week

2 ½ weeks

2 weeks

1½ weeks (8 weeks)

3

8

9

5

(25)

12

t 4

• Nutrition and food groups

• Healthy of the planet

• Animals with skeletons

• Types of movement (T)

2 weeks

1 week

3 weeks

2 weeks

6

3

9

6

(25)

13

totals 32 100% 50

the weighting of the topics in a term must serve as a guideline for teachers. the purpose of providing the weightingistoensurethatalltopicsaresufficientlycovered.


69CAPS

4.6 reCordinG and rePortinG

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her/his readiness to progress or being promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the Table below.

note: the seven point scale should have clear descriptions that give detailed information for each level.

teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards.

Recording is a process in which the teacher documents the level of a learner’s performance. Teachers record the actual raw marks against the task using a record sheet.

Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead.

Reporting is a process of communicating learner performance to learners, parents, the school, districts and other stakeholders, such as employers, tertiary institutions, etcetera.

In Grades R – 12, teachers report in percentages against the subject, using the following scale:

Codes and percentages for reporting in Grades r – 12

ratinG Code desCriPtion oF ComPetenCe PerCentaGe

7 Outstanding achievement 80 – 100

6 meritorious achievement 70 – 79

5 Substantial achievement 60 – 69

4 Adequate achievement 50 – 59

3 moderate achievement 40 – 49

2 Elementary achievement 30 – 39

1 Not achieved 0 – 29

Schools are required to provide quarterly feedback to parents on the Programme of Assessment, using a formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of performance of a learner.



4.7 moderation oF assessment

moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. moderation should be implemented at school, district, and, if necessary provincial levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

In Grade 6 the Formal School Based Assessment and the practical tasks should be moderated by the relevant subject specialist(s) at school and district levels in an ongoing way. moderation in Grade 6 serves the following purposes:

1. It should ascertain whether the subject content and skills have been taught and assessed.

2. It should ensure that the correct balance of cognitive demands are reflected in the assessment.

3. It should ensure that the assessments and marking are of an acceptable standard and consistency.

4. It should identify areas in which the teacher may need further development and should lead to support for such development.

4.8 General

This document should be read in conjunction with:

4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; and

4.7.2 The policy document, National Protocol for Assessment Grades R – 12.

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