Simone Tonkin
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Transcript Simone Tonkin
CAPS – First Additional Language Foundation Phase
“Therefore, I urge you brothers, in view of God’s mercy, to
offer your bodies as living sacrifices, holy and pleasing to
God- this is your spiritual act of worship. Do not conform any
longer to the patterns of this world, but be transformed by the
renewing of your mind.”
Romans 12:1-2
GLOSSARY
CAPS – Curriculum and Assessment Policy
NCS – National Curriculum Statement
NQF – National Qualifications Framework
FAL – First Additional Language
FP – Foundation Phase
Subject – replaces Learning Area
LOLT – Language of Learning and Teaching
Structure of the CAPS documents
Section 1 (pages 1 – 5)
1.1 Background
brief history
a desire to improve
education in South Africa.
1.2 Overview
policy Social transformation
statement for learning and teaching in South Africa
cross reference of relevant government documents/policies
Section 1 (pages 1 – 5) continued
1.3 General aims of the South African Curriculum
focus on knowledge, skills and values
purpose, broad aims and foundational principles
Active critical thinking
High level knowledge and skills
Effective progression
Human rights
Inclusive education
1.4 Time Allocation
FAL Grade R, 1 and 2 = 4 hours a week
FAL Grade 3 = 5 hours a week
Two languages at FAL level have to share the time
Advantages: two languages are offered to the learners
Disadvantages: have to achieve the desired level with
less time.
Section 2 (pages 6 – 12)
It is essential to note that the current
FAL document has been written with
English as the FAL. Content has to be
adjusted for other languages.
2.1 Introduction
Outcomes
Listening and speaking
Reading and phonics
Writing and handwriting
To be continuously integrated
Thinking and reasoning
Language structure and use
2.2 Teaching and Learning a First Additional Language
Methodology – approaches and strategies for successful teaching are
given. The most important being the teaching of vocabulary in context
e.g. themes and the progression from listening and speaking first to
reading and writing.
Section 3 (pages 13 –16)
Overview grids: Yearly requirements for each outcome
Section 4
Term planners
Per term, per grade
Structured according to outcomes
organised according to these headings
Grade/outcome/subject
Suggested contact time
content, concepts and skills to be taught
Formal and informal assessment tasks
Recommended resources
Flexibility for private Christian schools
• Accountability for the Learning Outcomes met, but can
for e.g. add Language as a separate outcome .
• Must meet a minimum standard of work but time
allocation and progression can be adapted.
• Themes are flexible. e.g. a Bible story of Noah can be used
for an animal theme.
• Methodology (Method of teaching) is flexible.
• Different ideas for Assessment activities can be used.
•The right to operate according to Christian beliefs, principles
and values.
Biblical Integration
• Step 1 be a disciple of Christ.
• Importance of Biblical integration in a
Christian school
Called to build character
The Bible is Truth and our foundation
• Be intentional – plan the integration
School wide biblical theme
e.g. Romans 12 – Transformation
by Truth
beginning of a lesson e.g. animals
theme – reading of the creation of animals.
during the lesson e.g. writing a prayer in the FAL to
thank God for specific attributes of animals.
concluding the lesson e.g. singing a praise song about
animals in the FAL.
• Support material e.g. Interact Curriculum