MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

INTERMEDIATE PHASE SUBJECT POLICIES

SUBJECT: ENGLISH FAL
1 PREAMBLE ENGLISH FAL: The First Additional Language refers to a language
which is not a mother tongue but which is used for certain
communicative functions in a society, that is, a medium of learning and
teaching in education. The curriculum provides strong support for those
learners who will use their first additional language as a language of
learning and teaching. By the end of Grade 6, these learners should be
able to use their home language and first additional language effectively
and with confidence for a variety of purposes, including learning.
1.1 SKILLS The First Additional Language curriculum is packaged according to the
following skills. (Time Allocation is 10 hours per 2 week cycle)
1. Listening and Speaking
2. Reading and Viewing
3. Writing and Presenting
4. Language Structure and Conventions
2 TARGETS: All learners have a potential to pass English. Learners who by any
Our School Target: 85% reason cannot obtain a minimum pass percentage of 50% in any task
District Target: 70% will be given extended opportunity to attain the required standard.
3 COMPLETION AND Annual Teaching Plans are prescribed and stipulated in the CAPS
SUBMISSION OF ATPs policy document. It must be photocopied and always available in the
Educators File from the beginning of the 1st term throughout the year.
4 EDUCATOR FILE AND Each teacher need to keep a file. The file among other things, should
RESOURCE FILE consist: ATP, Lesson Plans, Subject Policy, Programme of Assessment,
Formal Assessment Tasks and Memoranda, Cass Records, Moderation
Plan, Subject Intervention (Improvement) Plan, Indication of textbooks
or other resources to be used etc.
5 LESSON PLANNING It is imperative that teachers prepare their lessons before going to class.
AND SUBMISSION Detailed lesson plans will be submitted to the Departmental Head,
every Tuesday during break time (@09h00.
Lesson plans should show how teaching time will be utilised i.e. time
allocation which is 5 hours per week as we agreed on 5 days cycle in
our school.
6 INFORMAL ASSESSMENT TASKS
Time Allocation is 5 hours per week, which makes it (10 hours) within a two weeks cycle
Classwork and Homework Learners should have exercise books for Classwork and Homework.
Activities Educators must give learners Classwork and Homework daily. (1
Classwork and 1 Homework for each lesson). These would be
checked and controlled timeously by an educator.
Class Tests Monthly Tests must be administered to assess learner progress and also
prepare them for a Formal Assessment Task
7 FORMAL ASSESSMENT TASKS (School – Based Assessment (SBA) and End of the Year
Examination)
MINIMUM PROMOTION REQUIREMENT is 40% to 49% (Level 3)
SBA = 75% comprises of: tests, examinations, projects, assignments and investigations
End of the Year Examination = 25%
Minimum requirements Term 1 Term 2 Term 3 Term 4 Total
SBA 2 tasks 1 task 2 tasks 1 task 06
EXAMINATION 1 Exam 1 Exam 02
ASSESSMENT Procedure ▪ PROGRAMME OF ASSESSMENT (POA)
Every educator must submit a detailed POA for the whole year at
the beginning of the First term for endorsement by the
Departmental Head or Subject Head and made available to learners
and parents.
▪ COGNITIVE LEVELS
Balanced Cognitive Levels are a requirement at all times.
▪ PRE-ASSESSMENT MODERATION
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

Before an assessment task is administered, it must be moderated by

the Departmental Head/Subject Head. Evidence of moderation
must be available.
▪ POST ASSESSMENT MODERATION
As soon as learners’ task have been marked, completed mark sheets
must be submitted to the Departmental Head for moderation
accompanied by a sample of Low, Middle and Top Achievers
marked scripts
▪ ITEM ANALYSIS
For each task, an educator must analyse learners’ responses per
question, in terms of the areas where learners did not do well and
diagnose reasons for such performance. An educator will be
required to account for poor performance of learners.
▪ SUBJECT IMPROVEMENT PLAN & REMEDIAL
PROGRAMME
Subject educators should do remedial work for each task given to
learners. Evidence of remedial work should be made available.
8 RECORDING & Copies of all Assessment Tasks Questions and Memo (informal &
REPORTING formal) including Record Sheets assessment records are kept in the
Educator File as evidence.
9 RESOURCES/LTSM Each educator should keep records of all Learner Support Material
Learning & Teaching supplied by the school to learners. Each educator is responsible for
Support Material the retrieval of LTSM from learners using numbers coded. Prescribed
FAL language textbooks, a reader (containing the recommended text
types), DBE Workbook.
Classroom resources e.g. newspapers, magazines, brochures, flyers,
advertisements, posters, etc.
10 PHASE MEETINGS AND Phase meetings are held every Tuesday @14h00.
SUBJECT COMMITTEE Subject committee meetings will be held twice each term (at the
MEETINGS beginning and end of the term) to prepare for the forthcoming one.
Among other things, the meeting will discuss progress made in a term;
revisit the ATP and pace setters, plans for the oncoming term, issues
regarding assessment including remedial work etc.
Subject Heads may chair phase meetings on delegation by the
Departmental Head.
11 CLUSTER AND From time to time staff development programmes will be held.
WORKSHOPS Through:
REPORTING ▪ SUBJECT CLUSTER/SUBJECT EXPERTS INVITED
English educators are expected to fully participate in a Circuit
Cluster information sessions.
Subject experts can be invited to assist with identified aspects of
the content work. The Departmental Head together with the
subject heads will coordinate this.
▪ WORKSHOPS REPORTS
English educators attending workshops should prepare for a
report back session with a Departmental Head to share
information about the proceedings of the workshop. All materials
collected at the workshop should be photocopied and shared with
other colleagues.
Materials received at workshops remain the property of the
school.
▪ PEER INFORMATION SHARING SESSION
From time to time subject teachers will share expertise through
internal subject discussions as a committee.
12 INCLUSIVITY 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. To address barriers in the
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

classroom, teachers should use various curriculum differentiation

strategies such as those included in the Department of Basic Education’s
Guidelines for Teaching and Learning (2010).
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

SUBJECT: ISIZULU HL
1 ISENDLALELO ISIZULU HL: Ulimi Lwasekhaya – Ulimi Lwebele. Ulimi
abafundi abalufunda emakhaya ngokungungwa abantu
abakhuluma lolu limi, ulimi abafunda ngalo ukucabanga. Ulimi
Lwasekhaya lubuye lubizwe ngoLimi Lwebele. Izinga lolimi
lokuqala kufanele libe sezingeni lokuthi kungafundiswa ngalo.
Ukulalela, ukukhuluma kanye namasu okusetshenziswaa kolimi
ayothuthukiswa aphucukiswe kodwa kugcizelelwe kakhulu
esigabeni esiphakathi semfundo lapho amakhono abafundi
okufunda nokubhala ayothuthukiswa khona. Ithebula elingezansi
likhombisa amakhono abalulekile ohlelweni lwezifundo zoLimi
Lwasekhaya (Lwebele).
1.1 AMAKHONO OLIMI Uhlelo lokufunda loLimi Lwasekhaya kubekwe njengoba
kulandela: konke okuqukethwe wulimi sikufundiswa kumzungezo
kwesonto elilodwa. (amahora ayi-6).
1. Ukulalela nokukhuluma
2. Ukufunda
3. Ukubhala
4. Isakhiwo solimi nokusetshenziswa kwalo
2 ITHAGETHI: Bonke abafundi kulindeleke ukuba balwazi ulimi lwebele futhi
Ithagethi yesikole: 85% baphumelele ngo – 50%. Abafundi abangaphumelelanga
Ithagethi yesifunda: 70% ukufinyelela ku – 50% bayonikwa ithuba elengeziwe ukuqinisekisa
ukuthi bayaphumelela ngezinga elifanele neliwumgomo.

3 UKUQEDWA Izinhlelo zokufundisa zonyaka zinqunywe futhi zichazwe

NOKUHAMBISWA kudokhumenti lenqubomgomo ye CAPS. Kumele ihluthwe igaywe
KWESINHLELO itholakale njalo kufayela labafundisi kusukela ekuqaleni kwesigaba
ZOKUFUNDISA ZONYAKA sokuqala unyaka wonke.
(ATPs)
4 IFAYELA LITHISHA Uthisha ngamunye udinga ukugcina ifayela. Ifayela phakathi
NEFAYELA kwezinye izinto, kufanele liqukethe: ATP, Amasu esifundo,
LEZINSIZAKUSEBENZA Inqubomgomo yesifundo, Uhlelo lokuhlola, Imisebenzi yokuhlola
okuhlelekile kanye neMemoranda, amarekhodi we-CASS, Amasu
wokuhlolisisa, Uhlelo lokungenelela kwezihloko, Izinkomba
zezincwadi zemibhalo noma ezinye izinsizakusebenza
ezizosetshenzisw, njll.
5 UKUHLELWA Kubalulekile ukuthi othisha balungiselele izifundo zabo
KWESIFUNDO ngaphambi kokuya eklasini. Izinhlelo ezineminingwane yezifundo
NOKUHAMBISA zizohanjiswa kwiNhloko yomnyango masonto onke, njalo
ngoLwesithathu ngesikhathi sekhefu esingu 9h00 ekseni. Izinhlelo
zesifundo kufanele zikhombise ukuthi isikhathi sokufundisa
sizosetshenziswa kanjani okungukuthi ukwabiwa kwesikhathi
okungamahora ayi-6 ngeviki emjikelezweni wezinsuku ezi-5
esikoleni sethu.
6 IMISEBENZI YOKUHLOLA ENGEKHO EMTHETHWENI
Ukwabiwa kwesikhathi kungamahora ayi-6 ngeviki esikoleni sethu.
Imisebenzi yaseklasini kanye Abafundi kufanele babe nezincwadi zokubhalela umsebenzi
nemisebenzi yasekhaya waseklasini, umsebenzi wasekhaya kanye nokubhala.
Othisha kumele banikeze abafundi umsebenzi waseklasini kanye
nomsebenzi wasekhaya nsuku zonke.
(1 Umsebenzi waseklasini kanye 1 umsebenzi wasekhaya
wesifundo ngasinye). Lokhu kuzohlolwa futhi kulawulwe
ngesikhathi nguthisha.
Ukuhlolwa Kwaklasini Ukuhlolwa kwanyanga zonke kufanele kulawulwe ukuyohlola
inqubekela phambili yabafundi futhi nokuzilungiselela Imisebenzi
Ehlelekile Yokuhlola.
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

7 IMISEBENZI YOKUHLOLA EHLELEKILE [Ukuhlola okususelwa esikoleni (SBA) kanye

noKuhlolwa Kokuphela Konyaka]
OKUDINGEKILE UKUZE UPHUMELELE – 50% kuya ku 59% (Izinga lesi- 4)
SBA = 75% liqukethe: izivivinyo amaphrojekthi, izabelo kanye nophenyo End
of the Year Examination = 25%
Isidingo esincane Ithemu 1 Ithemu 2 Ithemu 3 Ithemu 4 Isamba
SBA 3 amathaski 3 amathaski 2 amathaski 3 amathaski 11
Ukuhlola 0

INQUBO YOKUHLOLA ▪ UHLELO LOKUHLOLA (POA)

Wonke uthisha kufanele alethe Uhlelo Olunemininingwane
Yokuhlola unyaka wonke ekuqaleni kweThemu Lokuqala
lokuvunyelwa iNhloko yoMnyango noma iNhloko yesifundo
futhi atholakale kubafundi kanye nabazali.
▪ AMAZINGA OKUQONDA
Amazinga Okuqonda alinganiselayo ayisidingo ngaso sonke
isikhathi.
▪ UKUHLOLISISA UKUHLOLWA KWANGAPHAMBILI
Ngaphambi kokuthi kubhalwe umsebenzi wokuhlola, kufanele
kuhlolwe iNhloko yoMnyango/iNhloko yeSifundo. Ubufakazi
kufanele butholakale.
▪ UKUHLOLISISA UKUHLOLWA EKUGCINENI
Lapho nje umsebenzi womfundi usumakiwe, amashidi
amamaki awediwe kufanele anikwe kwiNhloko yoMnyango
ezowahlolisisa ahambisane nesampula yamakhophi abhalwe
phansi yempumelelo Ephansi, Ephakathi kanye nePhezulu
▪ UKUHLAZIYWA KWENTO
Ngomsebenzi ngamunye, uthisha kufanele ahlaziye
izimpendulo zabafundi ngombuzo ngamunye, ngokuya
ngezindawo lapho abafundi bebengayenzi kahle futhi bahlole
izizathu zokusebenza okunjalo. Kuzodingeka uthisha achaze
mayelana nokungaphumeleli kwabafundi.
▪ UHLELO LOKUTHUTHUKISWA KWEZIHLOKO
&UHLELO LOKULUNGISA
Abafundisi bezifundo kufanele benze umsebenzi wokulungisa
umsebenzi ngamunye onikezwe abafundi. Ubufakazi
bomsebenzi wokulungiswa kufanele butholakale.
8 UKUQOPHA NOKUBIKA Amakhophi ayo yonke imibuzo yokuhlola kanye neMemo
(Engahlelekile neHlelekile) kufaka phakathi amarekhodi okuhlola
agcinwa kuFayela likaThisha njengobufakazi.
9 IZINSIZAKUSEBENZA/LTSM Uthisha ngamunye kufanele agcine amarekhodi azo zonke izinto
IZINSIZA KUFUNDA zokusekelwa zabafundi ezinikezwe abafundi yisikole. Uthisha
NOKUFUNDISA ngamunye unesibopho sokubuyiselwa kwe-LTSM kusuka
kubafundi basebenzisa izinombolo ezinamakhodi:
Incwadi ebhaliwe yesiZulu HL, incwadi yokufunda (equkethe
izinhlobo zemibhalo enconyiwe), izincwadi zokusebenzela
zikaDBE.
Izinsizakusebenza Zekilasi njenge.:
Amaphephandaba, omagazini, izincwajana, amaflaya, izikhangiso,
amaphosta, njll.
10 IMIHLANGANO YESIGABA Imihlangano yesigaba ibanjwa njalo ngoLwesine @ 14h00.
KANYE NEMIHLANGANO Imihlangano yeKomidi Lezifundo izobanjwa kabili ithemu
YEKOMIDI LEZIFUNDO ngayinye (ekuqaleni nasekupheleni kwethemu) ukulungiselela
ithemu elandelayo. phakathi kokunye, umhlangano uzoxoxa
ngenqubekela phambili eyenziwe ngethemu, ibuye ibheke amaATP
kanye nezindlela zesivinini, amasu ethemu elizayo, izindaba
eziphathelene nokuhlola okubandakanya umsebenzi wokulungisa
njll.
Izinhloko zesifundo zingahola imihlangano yesigaba
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

ngokuthunjwa iNhloko yoMnyango.

11 IQOQO KANYE NOMBIKO Kwezinye izikhathi izinhlelo zokuthuthukisa abasebenzi
WEMIHLANGANO zizobanjwa. Lokhu kuyokwenzeka kanje:
YOKUFUNDISANA ▪ UKUMEMA OCHWEPHESHE BEQOQO
Othisha besiZulu kulindeleke ukuthi babambe iqhaza
ngokugcwele kwizikhathi zolwazi seqoqo lesifunda.
Ochwepheshe besifundo bangacelwa ukusiza ngezinto
ezihlonziwe zokuqukethwe umsebenzi. INhloko yoMnyango
kanye neNhloko yeSifundo yibona abayoxhumanisa
balungisele lokhu.
▪ IMIBIKI NGEMIHLANGANO YOKUFUNDISA
Othisha besiZulu kuyomele bazilungisele ukuzobika
kwiNhloko yoMnyango babelane ngolwazi mayelana
nokuqhubeke engqunqutheleni. Zonke izinto ezitholwe
kwingqungquthela iyogaywa bese yabiwa nozakwabo. Izinto
ezitholwe engqungqutheleni zihlala ziyimpahla yesikole!
▪ UKWABELANA NGOLWAZI NOZAKWENU
Ngezikhathi ezithile othisha bezifundo bazokwabelana
ngobuchwepheshe ngezingxoxo zezifundo zangaphakathi
njengekomidi..

12 UKUHLANGANISWA/ Ukubandakanya kufanele kube yingxenye ephakathi yenhlangano,

UKUBANDAKANYA ukuhlela nokufundisa esikoleni ngasinye. Lokhu kungenzeka
kuphela uma bonke othisha benokuqonda okunengqondo kokuthi
baqaphele nokuthi bazilungisa kanjani izithiyo zokufunda, nokuthi
bangakuhlelela kanjani ukwehluka. Ukubhekana nezithiyo ekilasini
, othisha kufanele basebenzise amasu ahlukahlukene
wokuhlukanisa izifundo njengaleyo efakwe eMnyangweni
Wezemfundo yesiSekelo’s Imihlahlandlela yokufundisa konke
nokufunda (2010)

SUBJECT: MATHEMATICS
1 PREAMBLE Mathematics is a language that makes use of symbols and notations to
describe numerical, geometrical and graphical relationships. It is a
human activity that involves observing, representing and investigating
patterns and quantitative relationships in physical and social phenomena
and between mathematical objects themselves. It helps to develop
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

mental processes that enhance logical and critical thinking, accuracy

and problem-solving that will contribute in decision-making.
1.1 FOCUS OF CONTENT Mathematics in the intermediate phase covers five Content Areas.
AREA 1. Numbers, Operations and Relationships;
2. Patterns, Functions and Algebra;
3. Space and Space (Geometry); 4. Measurement; and
5. Data Handling.

1.2 WEIGHING OF CONTENT AREA

Content Area Grade 4 Grade 5 Grade 6
Numbers. Operations and lationships 50% 50% 50%
Re
Patterns, Functions and Algebra 10% 10% 10%
Space and Shape 10% 10% 10%
(Geometry)
Measurement 10% 10% 10%
Data Handling 10% 10% 10%
100% 100% 100%
2 TARGETS: Our School All learners have a potential to pass Mathematics. Learners who by any
Target: 85% reason cannot obtain a minimum pass percentage of 50% in any task
District Target: 70% will be given extended opportunity to attain the required standard.
3 COMPLETION AND Annual Teaching Plans are prescribe and stipulated in the CAPS policy
SUBMISSION OF ATP’s document. It must be photocopied and always available in the
Educator’s File from the beginning of the 1st term throughout the year.
4 EDUCATOR FILE AND Each teacher need to keep a file. The file among other things should
RESOURCE FILE consist: ATP, Lesson Plan, Subject Policy, Programme of Assessment,
Formal Assessment Tasks and Memoranda, Cass records, Moderation
plan, Subject Intervention (Improvement)Plan, indication of textbooks
or other resources to be used etc.
5 LESSON PLANNING & It is imperative that teachers prepare their lessons before going to class.
SUBMISSION Detailed lesson plans will be submitted to the Departmental Head,
weekly every Tuesday during break time @09h00.
Lesson plans should show how teaching time will be utilised i.e. time
allocation which is 6 hours per week as we agreed on 5 days cycle in
our school.
6 INFORMAL ASSESSMENT TASKS
Classwork and Homework Learners should have exercise books for Classwork and Homework.
Activities Educators must give learners Classwork and Homework daily. (1
Classwork and 1 Homework for each lesson). These would be
checked and controlled timeously by an educator.
Class Tests Monthly Tests must be administered to access learner progress and also
prepare them for a Formal Assessment Tasks.
7 FORMAL ASSESSMENT TASKS (School-Based Assessment (SBA) and End of the year
Examination)
MINIMUM PROMOTION REQUIREMENT is 50% to 59% (Level 4)
SBA = 75% comprises of: tests, examinations, projects, assignments and investigations
End of the Year Examination = 25%
Minimum requirements Term 1 Term 2 Term 3 Term 4 Total
SBA 2 tasks 2 task 2 tasks 2 task 08
EXAMINATION 1 Exam 1 Exam 02
7.1 MINIMUM PASS REQUIREMENT:
40% to 49% (Level 3) required in Mathematics for promotion
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

ASSESSMENT ▪ PROGRAM OF ASSESSMENT (POA)

PROCEDURE Every educator must submit a detailed POA for the whole year at
the beginning of First term for endorsement by the Departmental
Head or Subject Head and made available to learners and parents.
▪ COGNITIVE LEVELS (Pg. 296)
Balanced Cognitive levels are a requirement at all times.
▪ PRE-ASSESSMENT MODERATION
Before an assessment task is administered, it must be moderated by
the Departmental Head/Subject Head. Evidence of moderation
must be available.
▪ POST ASSESSMENT MODERATION
As soon a learner’s tasks have been marked, completed mark sheets
must be submitted to the Departmental Head for moderation
accompanied by a sample of Low, Middle and Top achievers
marked copies.
▪ ITEM ANALYSIS
For each task, an educator must analyse learners’ responses per
question, in terms of the areas where learners did not do well and
diagnose reasons for such performance. An educator will be
required to account for poor performance of learners.
▪ SUBJECT IMPROVEMENT PLAN & REMEDIAL
PROGRAMME
Subject educators should do remedial work for each task given to
learners. Evidence of remedial work should be made available.
8 RECORDING & Copies of al Assessment Task Questions and Memo (informal &
REPORTING informal) including Record Sheets assessment records are kept in the
Educator File as evidence.
9 RESOURCES/LTSM Each educator should keep records of all Learner Support Material
Learning & Teaching supplied by the school to learners. Each educator is responsible for the
Support Material retrieval of LTSM from learners using numbers coded.
Prescribed Mathematics textbooks, DBE Workbooks and Teaching
Aids.
Classroom resources e.g.
Learners may be asked to create and bring models as teaching Aids to
represent concrete objects required for better understanding.
10 PHASE MEETINGS AND Phase meetings are held every Thursday 14h00.
SUBJECT COMMITTEE Subject committee meetings will be held twice each term (at the
MEETINGS beginning and end of the term) to prepare for the forthcoming one.
Among other things, the meeting will discuss progress made in a term,
revisit the ATP and pace setters, plans for the oncoming term, issues
regarding assessment including remedial work etc.
Subject heads may chair phase meetings on delegation by the
Departmental Head
11 CLUSTER AND From time to time staff development programmes will be held. This
WORKSHOPS will be through:
REPORTING ▪ SUBJECT CLUSTER EXPERTS INVITED
Mathematics Educators are expected to fully participate in a Circuit
Cluster information sessions.
Subject experts can be invited to assist with identified aspects of
the content work. The Departmental Head together with the subject
heads will coordinate this.
▪ WORKSHOP REPORTS
Mathematics Educators attending workshops should prepare for a
report back session with the Departmental Head to share
information about the proceedings of the workshop. All materials
collected at the workshop should be photocopied shared with other
colleagues.
Materials received at workshops remain the property of the
school!
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

▪ PEER INFORMATION SHARING SESSION

From time to time subject teachers will share expertise through
internal subject discussions as a committee.
12 INCLUSIVITY 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. 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)

SUBJECT: NATURAL SCIENCES AND TECHNOLOGY

1 PREAMBLE Natural Sciences and Technology: Grade 4 – 6. Natural Sciences and
Technology are combined into one subject that is compulsory for all
learners. The knowledge strands are used as a tool for organising the
content of the subject Natural Sciences and Technology.
The teaching and learning of Natural Sciences and Technology involves
the development of a range of process and design skills that may be
used in everyday life, in the community and in the workplace. Learners
also develop the ability to think objectively and use a variety of forms
of reasoning while they use these skills. Learners can gain these skills
in an environment that taps into their curiosity about the world, and that
supports creativity, responsibility and growing confidence.
Science and Technology learnt at school should produce learners who
understand that school science can be relevant to their lives outside of
school.
Natural Sciences Strands Technology Strands
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

Life and Living Structures

Matter and Materials Processing
Energy and Change Systems and Control
Planet Earth and Beyond
1.1 SPECIFIC AIMS AND There are three specific aims in Natural Sciences and Technology:
SKILLS 1. Doing Science and Technology
Learners plan and do simple investigations and solve problems that
need some practical ability. There are attitudes and values that
underpin this ability.
2. Understanding and connecting ideas
The main task of teaching is to build a framework of knowledge for
learners and to help them make connections between the ideas and
concepts in their minds. Learners must discuss and relate to
previously acquired knowledge and experience and connections
must be made.
3. Science, Technology and Society
Learners should understand the practical uses of Natural Sciences
and Technology in the society and the environment and have the
values that make them caring and creative citizens.
2 TARGETS: All learners have a potential to pass NSTECH. Learners who by any
School Target: 85% reason cannot obtain a minimum pass percentage of 50% in any task
District Target: 70% will be given extended opportunity to attain the required standard.
3 COMPLETION AND Annual Teaching Plans are prescribed and stipulated in the CAPS
SUBMISSION OF ATPs policy document. It must be photocopied and always be available in the
Educators File from the beginning of the 1st term throughout the year.
4 EDUCATOR FILE AND Each teacher needs to keep a file. The file among other things, should
RESOURCE FILE consist: ATP, Lesson Plans, Subject Policy, Programme of Assessment,
Formal Assessment Tasks and Memoranda, Cass records, Moderation
plan, Subject Interventions (improvement) Plan, indication of textbooks
or other resources to be used etc.
5 LESSON PLANNING It is imperative that teachers prepare their lessons before going to class.
AND SUBMISSION Detailed lesson plans will be submitted to the Departmental Head
weekly, every Tuesday during break time at 09h00.
Lesson plans should show how teaching time will be utilised i.e. time
allocation which is 3, 5 hours per week as we agreed on 5 day cycle in
our school.
6 INFORMAL ASSESSMENT TASKS
Classwork and Homework Learners should have exercise books for Classwork and Homework.
Activities Educators must give learners Classwork and Homework daily. (1
Classwork and 1 Homework for each lesson). These would be
checked and controlled timeously by an educator.
Class Tests Monthly Tests must be administered to assess learner progress and also
to prepare them for a Formal Assessment Tasks.

7 FORMAL ASSESSMENT TASKS (School-Based Assessment (SBA) and End of the year
Examination
MINIMUM PROMOTION REQUIREMENT is 30% to 39% (Level 2)
SBA = 75% comprises of: tests, examinations, projects, assignments and investigations End
of the Year Examination = 25%
Minimum requirements Term 1 Term 2 Term 3 Term 4 Total
SBA 2 tasks 2 tasks 2 tasks 1 task 07
EXAMINATION 1 Exam 02
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

ASSESSMENT ▪ PROGRAMME OF ASSESSMENT (POA)

PROCEDURE Every educator must submit a detailed POA for the whole year at
the beginning of First term for the endorsement by the
Departmental Head or Subject Head and made available to learners
and parents.
▪ COGNITIVE LEVELS
Balanced Cognitive Levels are a requirement at all times.
▪ PRE-ASSESSMENT MODERATION
Before an assessment task is administered, it must be moderated by
the Departmental Head/Subject Head. Evidence of moderation
must be available.
▪ POST ASSESSMENT MODERATION
As soon a learner’s tasks have been marked, completed mark sheets
must be submitted to the Departmental Head for moderation
accompanied by a sample of Low, Middle and Top achievers
marked copies.
▪ ITEM ANALYSIS
For each task, an educator must analyse learners’ responses per
question, in terms of the areas where learners did not do well and
diagnose reasons for such performance. An educator will be
required to account for poor performance of learners.
▪ SUBJECT IMPROVEMENT PLAN & REMEDIAL
PROGRAMME
Subject educators should do remedial work for each task given to
Learners. Evidence of remedial work should be made available.
8 RECORDING & Copies of al Assessment Task Questions and Memo (informal &
REPORTING informal) including Record Sheets assessment records are kept in the
Educator File as evidence.
9 RESOURCES/LTSM Each educator should keep records of all Learner Support Material
Learning & Teaching supplied by the school to learners. Each educator is responsible for the
Support Material retrieval of LTSM from learners using numbers coded.
Classroom resources
Prescribed NSTECH textbook, Teaching Aids.
The school will make possible effort to ensure that the essential
equipment, tools, apparatus, materials and consumables are provided if
the budget allows that. Otherwise, ask learners to improvise as building
models.
Learners may be required to make their own technology models than to
depend on the availability of equipment.
10 PHASE MEETINGS AND Phase meetings are held every Thursday @ 14h00.
SUBJECT COMMITTEE Subject committee meetings will be held twice each term (at the
MEETINGS beginning and end of the term) to prepare for the forthcoming one.
Among other things, the meeting will discuss progress made in a term,
revisit the ATP and pace setters, plans for the oncoming term, issues
regarding assessment including remedial work etc.
Subject heads may chair phase meetings on delegation by the
Departmental Head
11 CLUSTER AND From time to time staff development programmes will be held. This
WORKSHOPS will be through:
REPORTING ▪ SUBJECT CLUSTER EXPERTS INVITED
Natural Sciences and Technology Educators are expected to fully
participate in a Circuit Cluster information sessions.
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

Subject experts can be invited to assist with identified aspects of the

content work. The Departmental Head together with the subject
heads will coordinate this.
▪ WORKSHOP REPORTS
Natural Sciences and Technology Educators attending workshops
should prepare for a report back session with the Departmental Head
to share information about the proceedings of the workshop. All
materials collected at the workshop should be photocopied shared
with other colleagues.
Materials received at workshops remain the property of the
school!
▪ PEER INFORMATION SHARING SESSION
From time to time subject teachers will share expertise through
internal subject discussions as a committee.
12 INCLUSIVITY 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. 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)
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

SUBJECT: LIFE SKILLS

1 PREAMBLE Life Skills deals with the holistic development of the learner throughout
childhood. It equips learners with knowledge, skills and values that
assist them to achieve their physical, intellectual, personal, emotional
and social potential. The subject encourages learners to acquire and
practise life skills that will assist them to become independent and
effective in responding to life’s challenges and to play an active and
responsible role in society.
1.1 SPECIFIC AIMS AND Life Skills is divided into three different, but interrelated study areas:
SKILLS 1. Personal and Social Well-being (PSW)
2. Physical Education (PE)
3. Creative Arts (Visual Arts and Performing Arts).
2 TARGETS: All learners have a potential to pass Life Skills. Learners who by any
School Target: 85% reason cannot obtain a minimum pass percentage of 50% in any task
District Target: 70% will be given extended opportunity to attain the required standard.
3 COMPLETION AND Annual Teaching Plans are prescribed and stipulated in the CAPS
SUBMISSION OF ATPs policy document. It must be photocopied and always be available in the
Educators File from the beginning of the 1st term throughout the year.
4 EDUCATOR FILE AND Each teacher needs to keep a file. The file among other things, should
RESOURCE FILE consist: ATP, Lesson Plans, Subject Policy, Programme of Assessment,
Formal Assessment Tasks and Memoranda, Cass records, Moderation
plan, Subject Interventions (improvement) Plan, indication of textbooks
or other resources to be used etc.
5 LESSON PLANNING It is imperative that teachers prepare their lessons before going to class.
AND SUBMISSION Detailed lesson plans will be submitted to the Departmental Head
weekly, every Tuesday during break time at 09h00.
Lesson plans should show how teaching time will be utilised i.e. time
allocation which is 4 hours per week as we agreed on 5 day cycle in
our school.
6 INFORMAL ASSESSMENT TASKS
Time allocated is Four hours per week, and educators are expected to do all 3 study areas every week.
Personal and Social Well-being 1½ hours
Physical Education 1 hour
Creative Arts 1½ hours
TOTAL 4 hours
Classwork and Homework Learners should have exercise books for Classwork and Homework.
Activities Educators must give learners Classwork and Homework daily. (1
Classwork and 1 Homework for each lesson). These would be
checked and controlled timeously by an educator.
Class Tests Monthly Tests must be administered to assess learner progress and also
to prepare them for a Formal Assessment Tasks.
7 FORMAL ASSESSMENT TASKS (School-Based Assessment (SBA) and End of the year
Examination
MINIMUM PROMOTION REQUIREMENT is 30% to 39% (Level 2)
SBA = 75% comprises of: tests, examinations, projects, assignments and investigations
End of the Year Examination = 25%
Minimum requirements Term 1 Term 2 Term 3 Term 4 Total
SBA 3 tasks 3 tasks 3 tasks 3 tasks 10
EXAMINATION 1 Exam 01
ASSESSMENT ▪ PROGRAMME OF ASSESSMENT (POA)
PROCEDURE Every educator must submit a detailed POA for the whole year at
the beginning of First term for the endorsement by the
Departmental Head or Subject Head and made available to learners
and parents.
▪ COGNITIVE LEVELS
Balanced Cognitive Levels are a requirement at all times.
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

▪ PRE-ASSESSMENT MODERATION
Before an assessment task is administered, it must be moderated by
the Departmental Head/Subject Head. Evidence of moderation
must be available.
▪ POST ASSESSMENT MODERATION
As soon a learner’s tasks have been marked, completed mark sheets
must be submitted to the Departmental Head for moderation
accompanied by a sample of Low, Middle and Top achievers
marked copies.
▪ ITEM ANALYSIS
For each task, an educator must analyse learners’ responses per
question, in terms of the areas where learners did not do well and
diagnose reasons for such performance. An educator will be
required to account for poor performance of learners.
▪ SUBJECT IMPROVEMENT PLAN & REMEDIAL
PROGRAMME
Subject educators should do remedial work for each task given to
Learners. Evidence of remedial work should be made available.
8 RECORDING & Copies of al Assessment Task Questions and Memo (informal &
REPORTING informal) including Record Sheets assessment records are kept in the
Educator File as evidence.
9 RESOURCES/LTSM Each educator should keep records of all Learner Support Material
Learning & Teaching supplied by the school to learners. Each educator is responsible for the
Support Material retrieval of LTSM from learners using numbers coded.
Prescribed Life Skills textbooks, DBE Workbooks and Teaching Aids.
Classroom resources e.g.:
newspapers, magazines, brochures, flyers, advertisements, posters, etc.
10 PHASE MEETINGS AND Phase meetings are held every Thursday 14h00.
SUBJECT COMMITTEE Subject committee meetings will be held twice each term (at the
MEETINGS beginning and end of the term) to prepare for the forthcoming one.
Among other things, the meeting will discuss progress made in a term,
revisit the ATP and pace setters, plans for the oncoming term, issues
regarding assessment including remedial work etc.
Subject heads may chair phase meetings on delegation by the
Departmental Head
11 CLUSTER AND From time to time staff development programmes will be held. This will
WORKSHOPS be through:
REPORTING ▪ SUBJECT CLUSTER EXPERTS INVITED
Mathematics Educators are expected to fully participate in a Circuit
Cluster information sessions.
Subject experts can be invited to assist with identified aspects of
the content work. The Departmental Head together with the subject
heads will coordinate this.
▪ WORKSHOP REPORTS
Mathematics Educators attending workshops should prepare for a
report back session with the Departmental Head to share
information about the proceedings of the workshop. All materials
collected at the workshop should be photocopied shared with other
colleagues.
Materials received at workshops remain the property of the
school!
▪ PEER INFORMATION SHARING SESSION
From time to time subject teachers will share expertise through
internal subject discussions as a committee.
12 INCLUSIVITY Inclusivity should become a central part of the organisation, planning
and teaching at each school. This can only happen if all teachers have a
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

sound understanding of how to recognise and address barriers to

learning, and how to plan for diversity. 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)

SUBJECT: SOCIAL SCIENCES

1 PREAMBLE Social Sciences consists of History and Geography. Both History and
Geography should be taught and assessed during every term of the
school year. Although the two disciplines are kept separate, this
curriculum is designed to complement the knowledge (content, skill and
concepts
1.1 SPECIFIC AIMS AND o Learners are trained to speculate, to debate, to make connections, to
SKILLS select, to prioritise and to persist, in tracking real issues and
important questions.
o Learners are encouraged to ask questions: Who? Where? What?
Why? When? How? Should? Could? Is/Are? and by the time they
reach the Senior Phase: If? The questions learners ask give teachers
a good indication of prior knowledge, perceptions, interests, insights
and concerns.
o Map skills (focus: Africa and the World)
2 TARGETS: All learners have a potential to pass Social Sciences. Learners who by
School Target: 85% any reason cannot obtain a minimum pass percentage of 50% in any task
District Target: 70% will be given extended opportunity to attain the required standard.
3 COMPLETION AND Annual Teaching Plans are prescribed and stipulated in the CAPS
SUBMISSION OF ATPs policy document. It must be photocopied and always be available in the
Educators File from the beginning of the 1st term throughout the year.
4 EDUCATOR FILE AND Each teacher needs to keep a file. The file among other things, should
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

RESOURCE FILE consist: ATP, Lesson Plans, Subject Policy, Programme of Assessment,
Formal Assessment Tasks and Memoranda, Cass records, Moderation
plan, Subject Interventions (improvement) Plan, indication of textbooks
or other resources to be used etc.
5 LESSON PLANNING It is imperative that teachers prepare their lessons before going to class.
AND SUBMISSION Detailed lesson plans will be submitted to the Departmental Head
weekly, every Tuesday during break time at 09h00.
Lesson plans should show how teaching time will be utilised i.e. time
allocation which is 3 hours per week as we agreed on 5 day cycle in
our school.
6 INFORMAL ASSESSMENT TASKS
The total time allocated for Social Sciences is three hours per week.
Time allocation is approximately 15 hours each directive per 10-week term, therefore 3 hours total
contact time per week
Classwork and Homework Learners should have exercise books for Classwork and Homework.
Activities Educators must give learners Classwork and Homework daily. (1
Classwork and 1 Homework for each lesson). These would be
checked and controlled timeously by an educator.
Class Tests Monthly Tests must be administered to assess learner progress and also
to prepare them for a Formal Assessment Tasks.
7 FORMAL ASSESSMENT TASKS (School-Based Assessment (SBA) and End of the year
Examination
MINIMUM PROMOTION REQUIREMENT is 30% to 39% (Level 2)
SBA = 75% comprises of: tests, examinations, projects, assignments and investigations
End of the Year Examination = 25%
Minimum requirements Term 1 Term 2 Term 3 Term 4 Total
SBA 2 tasks 2 tasks 2 tasks 1 tasks 07
EXAMINATION 1 Exam 01

Assessment marks for each subject should be shown separately on school reports – as score for History
and another for Geography. They should then be added together and divided by two to five an average
score for Social Sciences.
ASSESSMENT ▪ PROGRAMME OF ASSESSMENT (POA)
PROCEDURE Every educator must submit a detailed POA for the whole year at
the beginning of First term for the endorsement by the

Departmental Head or Subject Head and made available to learners

and parents.
▪ COGNITIVE LEVELS
Balanced Cognitive Levels are a requirement at all times.
▪ PRE-ASSESSMENT MODERATION
Before an assessment task is administered, it must be moderated by
the Departmental Head/Subject Head. Evidence of moderation
must be available.
▪ POST ASSESSMENT MODERATION
As soon a learner’s tasks have been marked, completed mark sheets
must be submitted to the Departmental Head for moderation
accompanied by a sample of Low, Middle and Top achievers
marked copies.
▪ ITEM ANALYSIS
For each task, an educator must analyse learners’ responses per
question, in terms of the areas where learners did not do well and
diagnose reasons for such performance. An educator will be
required to account for poor performance of learners.
▪ SUBJECT IMPROVEMENT PLAN & REMEDIAL
PROGRAMME
Subject educators should do remedial work for each task given to
Learners. Evidence of remedial work should be made available.
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5

8 RECORDING & Copies of al Assessment Task Questions and Memo (informal &
REPORTING informal) including Record Sheets assessment records are kept in the
Educator File as evidence.
9 RESOURCES/LTSM Each educator should keep records of all Learner Support Material
Learning & Teaching supplied by the school to learners. Each educator is responsible for the
Support Material retrieval of LTSM from learners using numbers coded.
Prescribed Social Sciences textbooks, Atlas/World Map and aerial
photographs.
Classroom resources e.g.:
newspapers, magazines, brochures, flyers, advertisements, posters, etc.

10 PHASE MEETINGS AND Phase meetings are held every Thursday @ 14h00.
SUBJECT COMMITTEE Subject committee meetings will be held twice each term (at the
MEETINGS beginning and end of the term) to prepare for the forthcoming one.
Among other things, the meeting will discuss progress made in a term,
revisit the ATP and pace setters, plans for the oncoming term, issues
regarding assessment including remedial work etc.
Subject heads may chair phase meetings on delegation by the
Departmental Head
11 CLUSTER AND From time to time staff development programmes will be held. This
WORKSHOPS will be through:
REPORTING ▪ SUBJECT CLUSTER EXPERTS INVITED
Social Sciences Educators are expected to fully participate in a
Circuit Cluster information sessions.
Subject experts can be invited to assist with identified aspects of
the content work. The Departmental Head together with the subject
heads will coordinate this.
▪ WORKSHOP REPORTS
Social Sciences Educators attending workshops should prepare for
a report back session with the Departmental Head to share
information about the proceedings of the workshop. All materials
collected at the workshop should be photocopied shared with other
colleagues.
Materials received at workshops remain the property of the
school!
▪ PEER INFORMATION SHARING SESSION
▪ From time to time subject teachers will share expertise through
internal subject discussions as a committee.
12 INCLUSIVITY 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. 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)
MATSHANGULE PRIMARY SCHOOL INTERMEDIATE PHASE 4-5