Revised National Curriculum Statement Grades R-9 (Schools) - Grade One

Learning Area: Arts and Culture

Learning Outcome 1:   Creating,  Interpreting  and  Presenting

The learner will be able to create, interpret and present work in each of the art forms.

Organising principle: The learner will be able to develop skills and knowledge through exploring and experiencing art based upon self and own environment.

Assessment standards

We know this when the learner:

• Dance
  • Builds own movement vocabulary using:
    • locomotor movements such as walking, running, leaping and galloping;
    • axial movements such as turning, rolling, falling, swinging, reaching, bending, rising, stretching, stamping and kicking;
    • exploring movement possibilities of different body parts;
    • movement ideas from own environment;
    • combinations of movements in movement sentences such as run-stop-turn-reach-drop.
  • Demonstrates in movement an understanding of numbers and simple geometric shapes such as circles, lines, angles and squares.
• Drama 
  • Participates in simple dialogue and action sequences based on familiar experiences in own family or community.
  • Responds through drama to stimuli in games and stories, including making up endings to stories presented by the teacher.
• Music 
  • Claps and stamps number rhythms and rhymes in tempo.
  • Keeps a steady pulse while accompanying a song.
  • Sings number and letter songs and rhymes.
  • Sings tunes rhythmically and at varying tempi and loudness.
• Visual Arts 
  • Engages in creative art processes:
    • presents images of own world in various media;
    • uses the senses and emotions to explore design elements, with emphasis mainly on primary colours and line.
  • Discovers simple geometric shapes such as circles, lines, triangles and squares, and combines and arranges them in patterns.

Learning Outcome 2:  Reflecting

The learner will be able to reflect critically and creatively on artistic and cultural processes, products and styles in past and present contexts.

Organising principle: The learner will be able to think about and respond to art and culture activities designed to stimulate awareness of own creativity, imagination and possibilities.

Assessment standards

We will know this when the learner:

• Dance
  • Responds to fantasy ideas through movement.
• Drama
  • Uses imaginary objects in dramatic play.
  • Begins to see differences between self and the role being played.
• Music
  • Experiments with different sounds to accompany fables and stories as sound effects.
  • Differentiates between high and low, long and short, loud and soft sounds.
• Visual Arts
  • Explains what is being conveyed in own art and what the learner thinks is conveyed in others’ artworks.
• Composite
  • Interprets words, poems, stories and ideas through play, fantasy and the imagination.

Learning Outcome 3:  Participating and Collaborating

The learner will be able to demonstrate personal and interpersonal skills through individual and group participation in Arts and Culture activities.

Organising principle: The learner will be able to participate and co-operate imaginatively with others in art activities in a safe environment.

Assessment standards

We know this when the learner:

• Dance
  • Responds to images through movement, adhering to control commands and signals such as ‘stop’, ‘start’, ‘freeze’, ‘hand control’, ‘no bumping’ and ‘find a space’.
• Drama
  • Demonstrates ability to take on a role in drama - teacher stimulated.
  • Participates in drama exercises that focus on safety, trust and acceptance of others’ needs.
• Music
  • Participates in musical call and response games and activities.
  • Plays rhythm, clapping, skipping and singing games in pairs.
• Visual Arts
  • Participates in art activities in terms of choice and organisation of materials, with attention to safety and responsible behaviour in the work space.
• Composite
  • Makes decisions and choices, and follows instructions in art activities.

Learning Outcome 4:  Expressing and Communicating

The learner will be able to analyse and use multiple forms of communication and expression in Arts and Culture.

Organising principle: The learner will be able to use imagination and fantasy to explore, experience and communicate ideas.

Assessment standards

We know this when the learner:

• Dance
  • Explores vowel and consonant sounds and numbers as well as fantasies through movement and movement-games.
• Drama
  • Explores the shape, weight and feel of words and sounds in creative drama games.
  • Portrays characters and objects from stories using body shapes and sounds.
• Music
  • Uses own imagination and fantasy stories to create sounds.
• Visual Arts
  • Uses imagination and fantasy to play with and explore shapes, forms, lines, colours and patterns.
  • Creates personal visual responses to own fantasy world.

Learning Area: Economic and Management Sciences

Learning Outcome 1:  The Economic Cycle

The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem’.

Assessment standards

We know this when the learner:

• Recognises the roles of members of the household as consumers (e.g. saving, buying).
• Identifies different advertising media influencing needs and wants.
• Identifies the value of the different units of money used to buy things.
• Starts understanding that goods (e.g. clothes, food) and services (e.g. electricity) have a price.
• Identifies ways in which income is earned through members of the household who are working (e.g. parents working, earning pocket money).

Learning Outcome 2:  Sustainable Growth and Development

The learner will be able to demonstrate an understanding of sustainable growth,reconstruction and development, and to reflect critically on its related processes.

Assessment standards

We know this when the learner:

• Describes tasks and responsibilities at school and why they need to be done.
• Displays teamwork skills in undertaking tasks at school.
• Names ways and the importance of using limited classroom materials without waste.
• Expresses thoughts and feelings about completing a task successfully, responsibly and on time.
• Describes the role of the teacher as a leader in the classroom.
• Uses artistic skills (e.g. drawing, cutting, measuring, pasting) to design and produce environmentally friendly products that could be sold or exchanged in the community.

Learning Area: Languages - Home Language

Learning Outcome 1:  Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

• Listens attentively to instructions and announcements, and responds appropriately.
• Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, taking turns to speak, and asking questions for clarification.
• Listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:
  • listens for the main idea and important details in the story;
  • acts out parts of story, song or rhyme;
  • joins in choruses;
  • draws a picture of the story and writes a few words about it;
  • puts pictures in right sequence and matches captions with pictures;
  • answers open questions about the story;
  • expresses feelings about the story;
  • communicates back the sequence of ideas.
• Listens, enjoys and responds appropriately to riddles and jokes.
• Listens to messages and conveys them correctly.
• Develops phonic awareness:
  • distinguishes between different phonemes, especially at the beginning of words;
  • recognises some rhyming words in common rhymes and songs such as ‘We ’re going to the zoo, zoo, zoo; you can come too, too, too’;
  • recognises plurals (‘s’ and ‘es’), ‘-ing’ and ‘-ed’ at the end of words.

Learning Outcome 2:  Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

• Talks about personal experiences, feelings and news.
• Communicates ideas using interesting descriptions and action words.
• Sings, recites, act out and mimes songs, poems and rhymes.
• Uses language imaginatively for fun and fantasy.
• Passes on messages.
• Recounts in sequence personal experiences.
• Tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary.
• Contributes to class and group discussions:
  • by taking turns, asking quesions and showing sensitivity to the rights and feelings of others;
  • reports back on behalf of group following group work;
  • responds to questions asked by listeners.
• Uses appropriate language for different occasions and with different people:
  • interviews an adult visitor to the class;
  • role-plays relevant situations such as making new friends;
  • varies tone and volume of voice.

Learning Outcome 3:  Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

• Uses visual cues to make meaning:
  • predicts from the cover of a book what the story is about;
  • uses illustrations to interpret the meaning of stories, and tells a story;
  • interprets information including simple tables and graphical images found in print, media and advertising such as calendars and rosters, HIV/AIDS posters.
• Role-plays reading:
  • holds a book the right way up;
  • turns pages appropriately;
  • looks at words and pictures;
  • uses pictures to construct ideas.
• Makes meaning of written text:
  • reads a story with the teacher and:
    • discusses the main idea,
    • identifies the details (e.g. main characters, sequence of events, setting),
    • says whether the story was liked and why.
• Recognises letters and words and makes meaning of written text:
  • reads simple written materials (labels, stories, etc.) for different purposes;
  • reads own writing and the writing of classmates;
  • uses phonic and word recognition skills to decode new or unfamiliar words in context (e.g. visual cues like shape of word and letter patterns, picture clues, context clues, and letter-sound relationships).
• Develops phonic awareness:
  • recognises and names letters of the alphabet;
  • understands the difference between letter names and letter sounds;
  • understands that letter names remain constant but the sounds they represent may vary;
  • understands the letter-sound relationships of most single consonants and short forms of vowels in words like ‘hat’ and ‘mat’;
  • segments simple words with single initial consonants and short vowels (CVC pattern) into onset (the first sound) and rime (the last part of the syllable) (e.g. f-at, c-at, m-at, h-at, s-at);
  • groups common words into word families (e.g. fat, cat, mat, hat, sat);
  • recognises the ‘silent e’ in common words such as ‘cake’;
  • recognises two letter blends at the beginning of words (e.g. gr-een, bl-ow);
  • recognises common consonant diagraphs (single sounds spelt with two letters) at the beginning and end of words (e.g. sh, th, ch);
  • recognises some high-frequency sight words such as ‘the’, ‘a’, ‘to’, ‘my’, ‘your’, ‘like’ and including own name and print in the environment.
• Reads for information and enjoyment:
  • reads picture books with simple captions.

Learning Outcome 4:  Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

• Writes with increasing legibility:
  • manipulates writing tools like crayons and pencils effectively;
  • develops letter formation and handwriting skills, drawing patterns, tracing and copying words);
  • forms letters of the alphabet successfully.
• Does pre-writing:
  • creates and uses drawings as a focus for writing;
  • responds to a picture by writing simple sentences;
  • discusses with classmates (in pairs or groups) topics and ideas for writing.
• Writes for different purposes:
  • compiles lists;
  • writes simple labels or captions for drawings;
  • creates simple texts such as birthday cards (with written and visual text);
  • uses simple strategies for getting and recording information, such as carrying out a survey of how many languages are spoken in a group;
  • organises information in simple graphical forms, such as a chart or roster;
  • collects suitable pictures and graphics to illustrate text.
• Drafts and revises:
  • contributes ideas to a group writing a story (initially with teacher as scribe);
  • revises a draft of the group’s story to be clearer and more interesting;
  • writes and reads own draft to teacher and classmates, and starts to make revisions.
• Writes so that others can understand, using writing conventions:
  • uses letters to form single words and short sentences;
  • leaves spaces between words;
  • uses left to right, top to bottom orientation to print;
  • writes own sentences, with the support of writing frames where necessary;
  • starts to use basic punctuation (capital letters and full stops).
• Begins to build vocabulary and starts to spell words so that they can be read and understood by others:
  • writes words that represent familiar people, places and things;
  • spells common words correctly;
  • attempts to spell unfamiliar words using knowledge of phonics (emergent spelling);
  • builds own word bank and personal dictionary.

Learning Outcome 5:  Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

• Uses language to develop concepts:
  • demonstrates developing knowledge of concepts such as quantity, size, shape, direction, colour, speed, time, age, sequence;
  • understands and uses the conceptual language of different learning areas necessary at this level and in preparation for the next level.
• Uses language to think and reason:
  • understands and uses language for logic and reasoning, such as cause and effect;
  • classifies information (e.g. groups of different kinds of animals);
  • identifies parts from the whole (e.g. parts of a bicycle, parts of a plant);
  • identifies similarities and differences, using appropriate language (e.g. like, the same as, different from).
• Uses language to investigate and explore:
  • asks questions and searches for explanations;
  • offers explanations and solutions;
  • uses simple strategies for getting and recording information, such as carrying out a survey of how many languages are spoken in a group, or finding relevant information in texts;
  • solves picture and word puzzles.
• Processes information:
  • organises information in simple graphical forms such as a chart, timeline, etc.

Learning Outcome 6:  Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment standards

We know this when the learner:

• Relates sounds to letters and words:
  • uses phonics to read and spell words.
• Works with words:
  • knows where a written word begins and ends, and leaves spaces between words;
  • spells some familiar words correctly;
  • forms the plural of familiar words;
  • groups words (e.g. words which rhyme);
  • uses capital letters for names (e.g. Brenda).
• Works with sentences:
  • writes simple sentences (e.g. ‘Jay won the race.’);
  • uses punctuation - a capital letter at the beginning of a sentence and a full stop at the end;
  • uses nouns, pronouns (I, you, she, he, etc.) and prepositions correctly;
  • uses simple present and past tenses correctly.
• Works with texts:
  • sequences text (e.g. by using words like ‘then’ and ‘next’ in a recount);
  • talks about texts (e.g. stories) using terms like ‘beginning’, ‘middle’ and ‘end’.
• Develops critical language awareness;
  • recognises the difference between language used in the classroom (e.g. at news time) and when playing with friends;
  • explores why different language is used in different contexts.
• Uses meta-language (terms such as sentence, capital letter, full stop, dictionary).

Learning Area: Languages - First Additional Language

Learning Outcome 1:  Listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment standards

We know this when the learner:

• Understands short, simple stories:
  • mimes the story;
  • joins in choruses at appropriate points (e.g. 'He huffs and he puffs and he blows the house down.’);
  • draws a picture of the story;
  • puts pictures in the right sequence;
  • answers simple, literal ‘yes/no’ and open questions with one-word answers;
  • says how the story made the learner feel (using home language if necessary).
• Understands simple descriptions (e.g. by listening to a description of an object or person and matching it with a picture).
• Understands simple oral instructions by responding physically (e.g. ‘Put up your hand’.).
• Develops phonic awareness:
  • distinguishes between different sounds at the beginning and ends of word (e.g. words that begin with 'b');
  • recognises plural 's' at the end of words (e.g. one book, two books.)
• Shows respect for classmates by giving them a chance to speak, and by listening to them.

Learning Outcome 2:  Speaking

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment standards

We know this when the learner:

• Responds appropriately to simple questions with single words or formulaic phrases such as ‘I’m fine’ and ‘My name is ...’.
• Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation.
• Uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’.
• Uses and responds appropriately to simple greetings and farewells, makes simple requests and thanks people.
• Expresses self in simple ways if given an oral structure (e.g. ‘I like ...’ and ‘I don’t like ...’).
• Pronounces familiar words clearly.

Learning Outcome 3:  Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standards

We know this when the learner:

• Uses pictures to understand written texts:
  • makes sense of a picture story (e.g. by identifying a picture that is out of sequence);
  • matches pictures and words (e.g. uses written words to label objects or pictures);
  • uses illustrations to understand simple captions in story books.
• Matches words and objects by sticking labels on objects, starting with those that are similar in the home language (e.g. ruler/irula, board/ibhodi, desk/idesika).
• Follows printed instructions on one-word flash cards (e.g. ‘Stand’, ‘Jump’, ‘Smile’).
• Reads picture books with simple one-word or two-word captions.
• Builds up sight recognition of common words (e.g. a, the, my, can, and).
• Develops phonic awareness:
  • recognises initial consonants and short vowel sounds (e.g. as in ‘c-at’, ‘f-at’).

Learning Outcome 4:  Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standards

We know this when the learner:

• Copies familiar words and short sentences (e.g. labels or titles for own drawings).
• Uses simple, familiar words to complete sentence ‘frames’ (e.g. ‘My name is...’; ‘I like...’; ‘I do not like...’).
• Writes lists with titles (e.g. ‘My Friends’).

Learning Outcome 5:  Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning.

Assessment standards

We know this when the learner:

• Understands concepts and vocabulary relating to: 
  • identity (e.g. ‘My name is...’);
  • number (e.g. one, two);
  • shape (e.g. circle, square);
  • size (e.g. big, small);
  • time (e.g. now);
  • age (e.g. ‘I am 6.’);
  • direction (e.g. left, right);
  • sequence (e.g. first, second);
  • ability (e.g. ‘I can...’).
• Identifies things from simple descriptions (e.g. ‘I am an animal. I have four legs. I have a very long neck. I have two small horns. Who am I?’).
• Uses language for thinking: 
  • identifies similarities and differences (e.g. ‘Put all the circles together.’ ‘Find the one that is different.’);
  • identifies parts from the whole (e.g. parts of the face, a body);
  • classifies things (e.g. ‘Put plastic things in one pile and wooden things in another.’);
  • sequences things (e.g. from biggest to smallest).
• Records information on simple charts using ticks and crosses, or simple ‘yes’and ‘no’.
• Understands and uses some mathematical language (e.g. add, take away from).

Learning Outcome 6:  Language Structure and Use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment standards

We know this when the learner:

• Understands question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’).
• Understands simple sentences in oral texts (e.g. ‘I want to go home.’).
• Understands the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’).
• Understands imperatives in oral texts (e.g. ‘ Come here.’ ‘Don’t sit down.’).
• Understands some modals in oral texts (e.g. ‘I can skip/run/jump.’).
• Understands some negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’).
• Understands plurals of nouns in oral texts (e.g. book, books), including some irregular forms (e.g. tooth, teeth).
• Understands some personal pronouns in oral texts (e.g. my, your, his, her, our, their book).
• Understands some prepositions in oral texts (e.g. in, at, on, to).
• Understands a few adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts.
• Understands between 500 and 1000 common spoken words in context by the end of Grade 1.

Learning Area: Life Orientation

Learning Outcome 1:  Health Promotion

The learner will be able to make informed decisions regarding personal,community and environmental health.

Assessment standards

We know this when the learner:

• Identifies nutritious choices from a range of commonly-available foods and drinks.
• Explains steps to ensure personal hygiene and links these steps to environmental health.
• Distinguishes between situations that are safe and those that require precautions against communicable diseases.
• Identifies dangers and appropriate precautions on the route to school.
• Recognises situations that may be, or may lead to, sexual abuse, and names a person to whom this can be reported.

Learning Outcome 2:  Social Development

The learner will be able to demonstrate an understanding of and commitment to constitutional rights and responsibilities, and to show an understanding of diverse cultures and religions.

Assessment standards

We know this when the learner:

• Draws up classroom rules and explains school rules and why they should be followed.
• Identifies,draws and colours the South African flag.
• Explains relationships with members of the family, extended family, school and broader community.
• Sequences pictures of stories with a moral value from a range of South African cultures, including own culture.
• Matches symbols associated with a range of religions in South Africa.

Learning Outcome 3:  Personal Development

The learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world.

Assessment standards

We know this when the learner:

• States personal details.
• Describes own body in a positive way.
• Shows and identifies different emotions, including respect for living things.
• Copes with anger and disagreement in non-destructive ways.
• Manages the changed environment of the class and school.

Learning Outcome 4:  Physical Development and Movement

The learner will be able to demonstrate an understanding of, and participate in, activities that promote movement and physical development.

Assessment standards

We know this when the learner:

• Demonstrates ways of throwing, striking, rolling, bouncing, receiving and moving with a ball or similar equipment.
• Uses a combination of body parts to locomote, rotate, elevate and balance,with or without equipment.
• Responds to a variety of stimuli and expresses a range of different moods and feelings through movement.
• Participates in free play activities using a variety of equipment.

Learning Area: Mathematics

Learning Outcome 1:  Numbers, Operations and Relationships

The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment standards

We know this when the learner:

• Counts to at least 34 everyday objects reliably.
• Counts forwards and backwards in: 
  • ones from any number between 0 and 100;
  • tens from any multiple of 10 between 0 and 100.
• Knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34.
• Orders, describes and compares whole numbers to at least 2-digit numbers.
• Solves money problems involving totals and change in rands and cents.
• Solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders.
• Can perform calculations, using appropriate symbols, to solve problems involving: 
  • addition and subtraction with whole numbers and solutions to at least 34;
  • repeated addition with whole numbers and with solutions to at lease 34;
  • estimation.
• Performs mental calculations involving addition and subtraction for numbers to at least 10.
• Uses the following techniques: 
  • building up and breaking down numbers;
  • doubling and halving;
  • using concrete apparatus (e.g. counters);
  • number-lines.
• Explains own solutions to problems.
• Checks the solution given to problems by peers.

Learning Outcome 2:  Patterns, Functions and Algebra

The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment standards

We know this when the learner:

• Copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes).
• Copies and extends simple number sequences to at least 100.
• Creates own patterns.
• Describes observed patterns.
• Identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and times.

Learning Outcome 3:  Space and Shape (Geometry)

The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment standards

We know this when the learner:

• Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures, including: 
  • boxes (prisms) and balls (spheres);
  • triangles and rectangles;
  • circles.
• Describes, sorts and compares physical two-dimensional shapes and three-dimensional objects according to: 
  • size;
  • objects that roll or slide;
  • shapes that have straight or round edges.
• Observes and builds given three-dimensional objects using concrete materials (e.g. building blocks and construction sets).
• Recognises symmetry in self and own environment (with focus on ‘left’, ‘right’, ‘front’ and ‘back’).
• Describes one three-dimensional object in relation to another (e.g. ‘in front of ’ or ‘behind’).
• Follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other.

Learning Outcome 4:  Measurement

The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment standards

We know this when the learner:

• Describes the time of day using vocabulary such as ‘early’, ‘late morning’, ‘afternoon’ and ‘night’.
• Compares events in terms of the length of time they take (longer, shorter, faster, slower).
• Sequences events using language such as ‘yesterday’, ‘today’ and ‘tomorrow’.
• Places birthdays on a calendar.
• Estimates, measures, compares and orders three-dimensional objects using non-standard measures: 
  • mass (e.g. bricks, sand bags);
  • capacity (e.g. spoons, cups);
  • length (e.g. hand spans, footsteps)

Learning Outcome 5:  Data Handling

The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment standards

We know this when the learner:

• Collects everyday objects (alone and/or as a member of a group or team) in the classroom and school environment according to given criteria or categories.
• Sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours.’).
• Gives reasons for collections being grouped in particular ways.
• Draws a picture as a record of collected objects.
• Constructs pictographs where stickers or stamps represent individual elements in a collection of objects.
• Describes own collection of objects, explains how it was sorted, and answers questions about it.

Learning Area: Social Sciences (History)

Learning Outcome 1:  Historical Enquiry

The learner will be able to use enquiry skills to investigate the past and present.

Assessment standards

We know this when the learner:

• Answers simple questions about stories of the past [answers the question].
• Retells stories about the past, with guidance writes short sentences about the past, draws pictures, makes models, and acts [communicates the answer].

Learning Outcome 2:  Historical Knowledge and Understanding

The learner will be able to demonstrate historical knowledge and understanding.

Assessment standards

We know this when the learner:

• Discusses own and other people’s experiences in the past and present [chronology and time].
• Compares own age with the ages of others, and explains concepts such as old, young, older than, younger than [chronology and time].

Learning Outcome 3:  Historical Interpretation

The learner will be able to interpret aspects of history.

Assessment standards

We know this when the learner:

• Responds to stories about the past (e.g. listens to a story about the past and makes comments) [source interpretation].
• Begins to distinguish between fantasy and reality [source interpretation].
• Chooses and talks about an object that represents the past (e.g. photographs or an item used in the home for social or cultural activities) [representation of the past].

Learning Area: Social Sciences (Geography)

Learning Outcome 1:  Geographical Enquiry

The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.

Assessment standards

Where are important things located in the local area?

We know this when the learner:

• Indicates direction and position of objects in relation to self (e.g. left, right, in front, behind) [answers the question].

Learning Outcome 2:  Geographical Knowledge and Understanding

The learner will be able to demonstrate geographical and environmental knowledge and understanding.

Assessment standards

We know this when the learner:

• Describes own experience of a place, and compares it to someone else’s experience of a similar or different place [people and places].
• Describes own likes and dislikes about a local area or place [people and the environment].

Learning Outcome 3:  Exploring Issues

The learner will be able to make informed decisions about social and environmental issues and problems.

Assessment standards

We know this when the learner:

• Identifies and describes issues affecting personal health or safety in the school and/or home environment [the issue].
• Identifies the factors which make certain places harmful or unsafe in the school and/or home environment [factors affecting the issue].
• Suggests ways to improve personal health or safety by proposing solutions or alternatives that will reduce the risk to personal health or safety [making choices].