PRINCIPIA PRIMARY SCHOOL

 Oudtshoorn Independent School | Onafhanklike Skool Oudtshoorn
                    Parallel Medium | Parallelmedium                 
                                        



 

Discovery Learning

LITERACY CURRICULUM FOR FOUNDATION PHASE

Home Language and First additional language is taught at the same time in the Foundation Phase, so many of the second language learners will be functioning at a level that exceeds the learning outcomes and assessment criteria of the first additional language laid out by government.  Reporting will reflect these achievements.

 

Purpose

Languages are central to our lives. We communicate and understand our world through language. Language thus shapes our identity and knowledge. Languages serve a variety of purposes, which are reflected in the Languages Learning Area Statement.

These are:

  • Personal – to sustain, develop and transform identities; to sustain relationships in family and community; and for personal growth and pleasure.
  • Communicative – to communicate appropriately and effectively in a variety of social contexts.
  • Educational – to develop tools for thinking and reasoning, and to provide access to information.
  •  Aesthetic – to create, interpret and play imaginatively with oral, visual and written texts.
  • Cultural – to understand and appreciate languages and cultures, and the heritage they carry.
  • Political – to assert oneself and challenge others; to persuade others of a particular point of view; to position oneself and others; and to sustain, develop and transform identities.
  • Critical – to understand the relationships between language, power and identity, and to challenge uses of these where necessary; to understand the dynamic nature of culture; and to resist persuasion and positioning where necessary.

 

 How does the Languages Learning Area contribute to the curriculum?

  • It develops reading and writing, the foundation for other important literacies.
  • It is the medium for much of the other learning in the curriculum, such as Mathematics and the Social Sciences.
  • It encourages intercultural understanding, access to other views, and a critical understanding of the concept of culture.
  • It stimulates imaginative and creative activity, and thus promotes the goals of arts and culture.It provides a way of communicating information, and promotes many of the goals of science, technology and environmental education.
  • It develops the critical tools necessary to become responsible citizens.
  • Languages: combining knowledge, skills and values
  • There are six main Learning Outcomes:
    • The first four outcomes cover five different language skills - listening, speaking, reading, viewing and writing.
    • Outcome 5 deals with the use of languages for thinking and reasoning, which is especially important for the language of learning and teaching. This outcome is not included in the curriculum for second additional languages, since its aim is not to prepare learners to use this language as a language of learning and teaching. The Mathematics curriculum also covers the skills in this outcome to some extent.
    • Outcome 6 deals with the core of language knowledge - sounds, words and grammar - in texts. This knowledge is put into action through the language skills described in the other outcomes.

 

These outcomes have been written to give specific focus to particular kinds of knowledge and skills, and to make them clear and understandable. When we use language, however, we integrate knowledge, skills and values to express ourselves. 

 

If you would like more detailed information about either the English or Afrikaans curriculum, please speak to your child’s classroom teacher.

MATHEMATICS CURRICULUM OUTCOMES

By the end of the year the Reception class should be able to:

 

  • Count to 10 making one to one correspondence.
  • Make and count collections 1-10
  • Estimate size of collections to 20.
  • Understand zero
  • Addition and Subtraction within 6
  • Recognize number words to 6
  • Generate and represent simple counting number patterns
  • Recognise and write numerals to 20.
  • Compare numbers using less, equal and not equal.
  • Count forwards and backwards from 1 – 10.
  • Count by 2’s to 10.
  • Rename numbers, eg. 3 is 2 and 1.
  • Join groups to find a total. E.g. 6 and 2 makes 8.
  • Make up and solve number questions using counting strategies.
  • Grouping sets of objects.
  • Use simple jig-saw puzzles.
  • Shape- Recognise, describe and name shapes
  • Describe functions of objects – rolls, slides, stacks.
  • Reproduce a pattern using shape, colour and size.
  • Perimeter – creating boundaries to enclose space.
  • Concepts of time – e.g. before/after.  Name the days of the week – today, yesterday and tomorrow.

        Order events, eg. Daily activities.

        know days of the week

        Awareness of days of the week; months of the year; birthdays.

        Reading o’clock on an analogue clock.

  • Sort and Classify objects with explanation
  • Length – compare and order using non-standard units.
  • Make oral conclusions from data.
  • Mass – Estimate, compare and order
  • Temperature.  Develop awareness of hot, cold, warm.

LIFE SKILLS FOR FOUNDATION PHASE

  

The following topics may be covered incidentally, in other subject areas or integrated into themes:

 

  • Shapes and colours
  • Gardens and insects
  • Weather and seasons
  • Special days,
  • Familiar places (my village / town / city / neighbourhood)
  • Foods eaten by different communities
  • Special days, Health and Environmental awareness events and National Holidays
  • By the end of grade two, in arts and crafts,  the children will have been provided with a opportunity to explore, as a minimum to explore:
  • Tracing and colouring
  • Drawing and decorating with different mediums (wax crayons, pencils etc.)
  • Painting with fingers, hands, feet
  • Making patterns using different techniques
  • Experimentation with different mediums, textures and colours
  • Painting pictures includes background detail
  • Painting using lines and shapes
  • Planning and creating a poster
  • Make a poster/collage
  • Make mobiles
  • Making masks and puppets
  • Making cards
  • Making musical instruments
  • Using paper maché to make objects
  • Knitting skills
  • Beadwork items
  • Weaving items
  • Construction and making models
  • Clay and play dough objects
  • Using clay/ dough: to make models of objects
  • Make 3 D models with empty boxes/blocks
  • Make simple food items
  • By the end of grade two, in music and dance the children will have had an opportunity to:
  • Sing action songs and rhymes
  • Sing traditional and cultural children’s songs
  • Sing National Anthem
  • Body percussion
  • Make and play with handmade percussion instruments
  • Playing non-melodic percussion instruments
  • Play instrument while singing or listening to music
  • Percussion play- loud and soft, fast and slow.
  • Play notation on melodic and non- melodically instruments
  • Read basic musical symbols
  • Reads high and low notes on the “staff and bars
  • Listen to sounds e.g.(farm animals, sirens and recorded music)
  • Free dancing
  • Cultural dancing
  • Dance showing slow and fast movements
  • Dance according to music
  • Create own dance movements
  • Walking, running, hopping, skipping, swaying etc movements according to music or a beat
  • Play musical games
  • By the end of grade two, in Physical Education the children will have had an opportunity to practice:
  • Locomotive skills-– walking, running, jumping, hopping in different directions and at high and low speeds
  • Climbing activities
  • Balancing skills carry light objects and walk and run
  • Balancing skills, balance on different parts of the body
  • Throwing & Catching skills with apparatus, a partner and a team
  • Playing action games and traditional games with equipment
  • Playing action games and  Indigenous games in pairs and small groups
  • Playing outdoors on safe apparatus and with equipment
  • Sports – engage in novelty races with apparatus athletics and mini-cricket, soccer, netball,, hockey skills etc
  • Strength & Agility activities with apparatus