Menu

Department of Education

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

Select a Learning Area below to access the corresponding Outcomes and Assessment Standards for Grade R.

Arts and Culture

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 use play, fantasy and imagination to develop the skills and knowledge for creating and presenting the Arts.

Assessment standards

We know this when the learner:

  • Dance
    • Through play, co-ordinates simple gross and fine motor movements, including crossing the mid-line.
    • Draws on play, fantasy and imagination to explore a wide variety of movement words, rhythms and changes in tempo.
    • Participates in simple dances based on formations and patterns.
  • Drama
    • Uses voice and movement spontaneously when playing creative drama games.
    • Participates in make-believe situations based on imagination, fantasy and life experiences.
  • Music
    • Sings and moves creatively to children’s rhymes available in own environment.
    • Responds in movement to a variety of rhythms and changes in tempo in sounds, songs and stories.
  • Visual Arts
    • Freely creates images of own world in various media.
    • Uses play and fantasy in two-dimensional and three-dimensional work.
    • Explores and experiments with a wide variety of art materials, techniques (including waste materials), and colour in a spontaneous and creative way.
    • Uses and co-ordinates motor skills in practical work and play (e.g. appropriate handling of scissors, glue applicators, paintbrush and drawing instruments).

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 artworks focusing on self and own environment.

Assessment standards

We will know this when the learner:

  • Dance
    • Talks about own dancing using action words.
  • Drama
    • Thinks about and shows how people and animals move.
    • Uses concrete objects to represent other objects in dramatic play.
  • Music
    • Imitates a variety of natural sounds in own environment.
    • Distinguishes between a talking voice and a singing voice.
  • Visual Arts
    • Talks about, shares and tells stories about own artwork with others.

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 in art activities to develop awareness of self and others in own environment.

Assessment standards

We know this when the learner:

  • Dance 
    • Responds to movement instructions that cover space without bumping or hurting others when moving forwards and backwards.
  • Drama
    • Participates in drama games - takes turns, waits for signals, responds to cues, and shares space.
    • Begins to develop empathy by assuming a variety of familiar roles.
  • Music
    • Brings songs from home and shares them with others.
  • Visual Arts
    • Demonstrates active involvement in individual and group art-making activities and an ability to share art-making equipment.

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 explore, express and communicate personal stories and responses to stories and ideas in own environment.

Assessment standards

We know this when the learner:

  • Dance
    • Expresses ideas and stories creatively through movement activities that are guided but open-ended.
  • Drama
    • Conveys feelings and ideas through facial expression and gesture.
    • Creates sound effects to accompany stories told by the teacher.
  • Music
    • Listens and moves creatively to music, stories, songs and sounds.
  • Visual Arts
    • Responds to what the learner sees, perceives and experiences in own natural and constructed environment.

Economic & Management Sciences

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:

  • Identifies own personal role in the home as a consumer.
  • Recognises that advertisements influence personal needs and wants.
  • Explores and begins to understand the notions of bartering and money and its uses.
  • Recognises that a household consists of people who must live and work together within a framework of rules (concepts of ‘fair’ and ‘unfair’ rules).

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:

  • Differentiates between play and useful tasks at home.
  • Relates stories of responsibilities at home.
  • Recognises the need to do things well and to be committed.
  • Participates in creative activities that will stimulate entrepreneurial thinking (e.g. drawing, cutting, singing, playing, talking).

Languages - Home Language

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 questions, instructions and announcements, and responds appropriately.
  • Demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, and taking turns to speak.
  • Listens with enjoyment to oral texts (simple songs, rhymes, short poems and stories), and shows understanding:
    • acts out parts of the story, song or rhyme;
    • joins in choruses at the appropriate time;
    • draws a picture of the story, song or rhyme;
    • notes details and gives the main idea of an oral text;
    • puts pictures in the right sequence.
  • Develops phonic awareness:
    • recognises that words are made up of sounds;
    • distinguishes between different sounds, especially at the beginning and ends of words;
    • segments oral sentences into individual words (using words of one syllable at first);
    • segments spoken multi-syllabic words into syllables (e.g. ba-na-na) using clapping or drumbeats;
    • 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'.

 

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 will know this when the learner:

 

  • Talks about family and friends.
  • Expresses own feelings and the feelings of real or imaginary people.
  • Sings and recites simple songs and rhymes.
  • Uses language imaginatively for fun and fantasy (e.g. to make up rhyming words).
  • Asks questions when the learner does not understand or needs more information, and responds clearly to questions asked of the learner.
  • Passes on messages.
  • Recounts own personal experiences.
  • Tells own stories and retells stories of others in own words.
  • Participates confidently and fluently in a group.
  • Shows sensitivity when speaking to others.
  • Role-plays different kinds and manners of speech (e.g. telephone conversation).

 

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 and pictorial cues to make meaning:
    • looks carefully at pictures and photographs to recognise common objects and experiences;
    • identifies a picture or figure from the background;
    • makes sense of picture stories;
    • matches pictures and words;
    • uses illustrations to understand simple captions in story books.
  • Role-plays reading:
    • holds a book the right way up, turns pages appropriately, looks at words and pictures and understands the relationship between them, and uses pictures to construct ideas;
    • distinguishes pictures from print (e.g. by pointing at words rather than pictures when 'reading').
  • Makes meaning of written text:
    • understands the purpose of print - that it carries meaning (e.g. that a written word can signify own name);
    • 'reads' in a group with the teacher;
    • makes links to own experience when reading with the teacher, viewing television or pictures;
    • describes and gives opinions of characters in stories or television programmes.
  • Starts recognising and making meaning of letters and words:
    • recognises that written words refer to spoken words;
    • recognises and reads high frequency words such as own name and print in the environment such as 'STOP';
    • 'reads' picture books with simple captions or sentences.
  • Begins to develop phonic awareness:
    • recognises initial consonant and short vowel sounds;
    • recognises and names some common letters of the alphabet such as the letter the learner's name begins with;
    • 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'.

 

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:

 

  • Experiments with writing:
    • creates and uses drawings to convey a message, and as a starting point for writing;
    • forms letters in various ways (e.g. by using own body to show the shapes, writing in sand);
    • understands that writing and drawing are different;
    • 'writes' and asks others to give the meaning of what has been written;
    • talks about own drawing and 'writing';
    • role-plays 'writing' for a purpose (e.g. telephone message, shopping list);
    • uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age;
    • 'reads' own emerging writing when asked to do so;
    • shows in own writing attempts, beginning awareness of directionality (e.g. starting from left to right, top to bottom);
    • copies print from the environment (e.g. labels on household items, advertisements);
    • makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages or letters);
    • manipulates writing tools like crayons and pencils.

 

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.
  • Uses language to think and reason:
    • identifies and describes similarities and differences;
    • matches things that go together, and compares things that are different;
    • classifies things (e.g. puts all toys in box, books on shelves, crayons in tins);
    • identifies parts from the whole (e.g. parts of the body).
  • Uses language to investigate and explore:
    • asks questions and searches for explanations;
    • gives explanations and offers solutions;
    • offers explanations and solutions;
    • solves and completes puzzles.
  • Processes information:
    • picks out selected information from a description.

 

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:
    • recognises that words are made up of sounds;
    • recognises the sounds at the beginnings of some words.
  • Works with words:
    • groups words (e.g. words which rhyme);
    • identifies a word, a letter and a space in print.
  • Works with sentences:
    • communicates ideas using descriptions and action words.
  • Works with texts:
    • talks about texts (e.g. stories) using terms like 'beginning', 'middle' and 'end'.
  • Uses meta-language (e.g. sound, word, letter, rhyme, beginning, middle, end).

Languages - First Additional Language

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, dramatised stories:
    • 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;
    • connects the story to own life, with discussion in the home language.
  • Understands simple oral instructions by responding physically (e.g. ‘Come here, please.’).
  • 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:

 

  • Uses and responds appropriately to simple greetings and farewells, and thanks people.
  • Memorises and performs songs and action rhymes with the right intonation, rhythm and pronunciation.
  • Uses polite forms such as ‘please’, ‘thank you’, and ‘sorry’.

 

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:

 

  • Recognises some high-frequency words in the media (brand names) and the environment (‘STOP’, ‘GO’).
  • Reads picture books.
  • Names the sound own name begins with (first step in phonemic awareness).
  • Learns rhymes and songs which develop phonemic awareness (e.g. ‘We’re going to the zoo, zoo, zoo; you can come too, too, too.’).

 

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:

 

  • Draws pictures on which the teacher writes labels.
  • Understands that writing and drawing are different.
  • Understands the purpose of writing - that it carries meaning.
  • Copies simple words already known orally.
  • Makes attempts at writing, such as trying to write own name.

 

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 some vocabulary relating to:
    • identity (e.g. ‘My name is...’);
    • number (e.g. one, two);
    • size (e.g. big, small);
    • colour (e.g. red, yellow).
  • Identifies similarities (e.g. by responding to an instruction such as ‘Put all the yellow ones together.’).

 

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:

 

  • Shows some understanding of question forms in oral texts (e.g. ‘What...?’, ‘Who...?’, ‘How many/much/old etc....?’, ‘Which...?’, ‘Can....?’).
  • Shows some understanding of the simple present and present progressive tenses in oral texts (e.g. ‘She likes school.’ ‘He is reading.’).
  • Shows some understanding of imperatives in oral texts (e.g. ‘Come here.’ ‘Don’t sit down.’).
  • Shows some understanding of modal verbs in oral texts (e.g. ‘I can skip/run/jump.’).
  • Shows some understanding of negative forms in oral texts (e.g. ‘I don’t like meat.’ ‘I can’t swim.’).
  • Shows some understanding of plurals of nouns (e.g. book, books), including some irregular forms (e.g. tooth, teeth) in oral texts.
  • Shows some understanding of personal pronouns in oral texts (e.g. I, he, she, you, we, they).
  • Shows some understanding of prepositions in oral texts (e.g. in, at, on, to).
  • Shows some understanding of adjectives (e.g. big, small) and adverbs (e.g. slowly, quickly) in oral texts.
  • Understands between 200 and 500 common words in oral texts in context.

Life Orientation

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:

 

  • Explains the importance of drinking only clean water and eating fresh food.
  • Describes steps that can be taken to ensure personal hygiene.
  • Demonstrates precautions against the spread of communicable diseases.
  • Explains safety in the home and at school.
  • Explains the right of children to say ‘no’ to sexual abuse, and describes ways in which to do so.

 

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:

 

  • Identifies basic rights and responsibilities in the classroom.
  • Recognises the South African flag.
  • Knows members of own family,peers and caregivers.
  • Listens to and retells a story with a moral value from own culture.
  • Identifies and names symbols linked to own religion.

 

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:

 

  • Says own name and address.
  • Describes what own body can do.
  • Expresses emotions without harming self, others or property.
  • Adjusts to classroom routine and follows instructions.

 

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:

 

  • Plays running, chasing and dodging games using space safely.
  • Explores different ways to locomote, rotate, elevate and balance.
  • Performs expressive movements using different parts of the body.
  • Participates in free play activities.

Mathematics

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 10 everyday objects reliably.
  • Says and uses number names in familiar contexts.
  • Knows the number names and symbols for 1 to 10.
  • Orders and compares collections of objects using the words ‘more’, ‘less’ and ‘equal’.
  • Solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers of at least 10 and with solutions that include remainders.
  • Solves verbally-stated additions and subtraction problems with single-digit numbers and with solutions to at least 10.
  • Uses the following techniques: 
    • building up and breaking down numbers to at least 10;
    • doubling and halving to at least 10;
    • using concrete apparatus (e.g. counters).
  • Explains own solutions to problems.

 

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).
  • Creates own patterns.

 

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 three-dimensional objects in the classroom and in pictures, including: 
    • boxes (prisms);
    • balls (spheres).
  • Describes, sorts and compares physical three-dimensional objects according to: 
    • size;
    • objects that roll;
    • objects that slide.
  • Builds three-dimensional objects using concrete materials (e.g. building blocks).
  • Recognises symmetry in self and own environment (with focus on 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 (e.g. ‘at the front’or ‘at the back’).

 

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 in terms of day or night.
  • Orders recurring events in own daily life.
  • Sequences events within one day.

  • Works concretely comparing and ordering objects using appropriate vocabulary to describe: 

    • mass (e.g. light, heavy, heavier);
    • capacity (e.g. empty, full, less than, more than);
    • length (e.g. longer, shorter, wider, tall, short).

     

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 physical objects (alone and/or as a member of a group or team) in the environment according to stated features (e.g. collects 10 dead flowers).
  • Sorts physical objects according to one attribute (property) (e.g. red shapes).
  • Draws a picture as a record of collected objects.
  • Answers questions (e.g. ‘Which has the most...?’) based on own picture or own sorted objects.

Natural Sciences

Learning Area: Natural Sciences

 

Learning Outcome 1:  Scientific Investigations

 

The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.

 

Assessment standards

 

We know this when the learner:

 

  • Plans: Contributes towards planning an investigative activity.
  • Achievement is evident when the learner, for example, 
    • asks and answers questions about the investigation, using ‘show and tell ’or stories to say what action is planned.
  • Does: Participates in planned activity.
  • Achievement is evident when the learner, for example, 
    • follows simple instructions with assistance;
    • explains what is being done or played (e.g. games according to the rules).
  • Reviews: Thinks and talks about what has been done.
  • Achievement is evident when the learner, for example, 
    • uses simple words, pictures or other items with assistance to explain what has been done.

Social Sciences (History)

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 and draws pictures illustrating these stories [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 personal experiences in the past and present [chronology and time].
  • Discusses own age in years [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].

Social Sciences (Geography)

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

 

We know this when the learner:

 

  • (There are no Assessment Standards for this Learning Outcome in Grade R.)

 

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:

 

  • Discusses personal experiences of familiar places [people and places].

 

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:

 

  • (There are no Assessment Standards for this Learning Outcome in Grade R.)

Technology

Learning Area: Technology

 

Learning Outcome 1:  Technological Processes and Skills

 

The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.

 

Assessment standards

 

We know this when the learner:

 

  • Investigates 

    • Physically manipulates products to explore their shape, size, colour and the materials they are made of.

    Designs

    • Chooses from a given range, materials or substances that can be used to make simple products.

    Makes

    • Makes simple products from a range of materials provided.

    Evaluates

    • Expresses own feelings about the products made.