INTERMEDIATE PHASE

AFRIKAANS FIRST ADDITIONAL LANGUAGE - INTERMEDIATE PHASE(GRADE 4-6)

 In this phase, learners move towards adolescence. They are receptive, energetic and sometimes restless. They become curious and aware of ‘who’ and ‘what’ they want to become. Their identities are shaped on accordance with our multi-cultural societies. Learners also become sensitive about their own actions and learn to work together in groups.

SOCIAL SCIENCE INTERMEDIATE PHASE - HISTORY (GRADE 4-6)

History is about learning how to think about the past, and by implication the present, in a disciplined way. History is a process of enquiry and involves asking questions about the past. What happened? When did it happen? Why did it happen? It is about how to think analytically about the stories people tell us about the past.

ENGLISH HOME LANGUAGE IN THE INTERMEDIATE PHASE

The English Home Language provides for language proficiency that reflects the basic interpersonal communication skills required in social situations and the cognitive academic skills essential for learning across the curriculum. Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine, and empower their understandings of the world they live in. However, the emphasis and the weighting for Listening and Speaking from Grade 7 onwards are lower than those of the reading and writing skills.

Language is a tool for thought and communication. It is also a cultural and aesthetic means commonly shared among a people to make better sense of the world they live in. Learning to use language effectively enables learners to acquire knowledge, to express their identity, feelings and ideas, to interact with others, and to manage their world. It also provides learners with a rich, powerful and deeply rooted set of images and ideas that can be used to make their world other than it is; better and clearer than it is. It is through language that cultural diversity and social relations are expressed and constructed, and it is through language that such constructions can be altered, broadened and refined.

MATHEMATICS INTERMEDIATE PHASE

Mathematics is a language that makes use of symbols and notations to describe numerical, geometric 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 mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute in decision-making.

The teaching and learning of Mathematics aims to develop:

  • A critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations;
  • Confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics
  • A spirit of curiosity and a love for Mathematics
  • An appreciation for the beauty and elegance of Mathematics
  • Recognition that Mathematics is a creative part of human activity
  • Deep conceptual understanding in order to make sense of Mathematics
  • Acquisition of specific knowledge and skills necessary for:
  • The application of Mathematics to physical, social and mathematical problems
  • The study of related subject matter (e.g. other subjects)
  • Further study in Mathematics

FOCUS OF CONTENT AREA

Mathematics in the Intermediate Phase covers five Content Areas.

  • Numbers, Operations and Relationships;
  • Patterns, Functions and Algebra;
  • Space and Shape (Geometry);
  • Measurement; and
  • Data Handling.

Each content area contributes towards the acquisition of specific skills. The table below shows the general focus of the content areas as well as the specific focus of the content areas for the Intermediate Phase.

SOCIAL SCIENCE INTERMEDIATE PHASE - GEOGRAPHY

The subject 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, skills and concepts) outlined in each.This Social Sciences curriculum aims to provide opportunities for learners to look at their own worlds with fresh, critical eyes and perhaps more importantly, it aims to introduce learners to a world beyond their everyday realities. Schools should be special places that provide learners with knowledge to which they would otherwise not have access.The importance of depth of knowledge is recognised. Real knowledge demands that learners develop expertise and confidence as a result of in-depth learning. The topics in this curriculum specify pace through hours allocated. Times indicate the depth required Learners are trained to speculate, to debate, to make connections, to select, to prioritise and to persist, in tackling real issues and important questions.

WHAT IS GEOGRAPHY ?

Geography is the study of the human and physical environment. Geography is an integrated discipline that examines both physical and human processes over space and time. Geography helps us to understand our complex world. It offers us a bridge between the human and physical sciences.

There are many branches of Geography. Physical Geography examines natural processes and features including the atmosphere, landforms, and ecosystems. Human Geography is concerned with the activities and impact of people on the earth.

The concept that unifies Geography is space. All geographical phenomena have a spatial dimension. They also operate in a continuously changing environment.

GEOGRAPHY THEREFORE INCLUDES THE STUDY OF :

  • Spatial patterns and trends: the location of people and places in the world;
  • Similarity and difference: how environments and lifestyles compare and the reasons for similarities and differences;
  • Movement: how and why people, goods, water, land and air move and change,
  • Planet Earth: land, water and air;
  • Human settlement: where people live and why;
  • Human activities: what people do, how the environment affects them and how they affect the environment;
  • Interdependence: the links between climate, vegetation, wildlife, resource distribution, and human settlement and activity; and
  • Change: the changing nature of people and places.

Geographical education contributes to literacy, oracy, numeracy and graphicacy or spatial literacy. It also supports the development of personal and social competence.

Purpose of Social Sciences – History

WHAT IS HISTORY

History is the study of change and development in society over time. The study of History enables us to understand and evaluate how past human action impacts on the present and how it influences our future.

History is about learning how to think about the past, and by implication the present, in a disciplined way. History is a process of enquiry and involves asking questions about the past: What happened? When did it happen? Why did it happen then? It is about how to think analytically about the stories people tell us about the past and how we internalise that information.

THE STUDY OF HISTORY ALSO SUPPORTS CITIZENSHIP WITHIN A DEMOCRACY BY :

  • Explaining and encouraging the values of the South African Constitution;
  • Encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns;
  • Promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia; and
  • Preparing young people for local, regional, national, continental and global responsibility

Specific aims of History CAPS for the Intermediate and Senior Phases

History is a process of historical enquiry. A rigorous process of enquiry enables learners to:

  • Understand the range of sources of information available to study the past
  • Extract and interpret information from different sources
  • Evaluate the usefulness of sources, checking for reliability, stereotyping and subjectivity
  • Recognise that there is often more than one perspective of historical events
  • Explain why there are different interpretations of historical events and how people react to these interpretations
  • Participate in constructive and focused debate through the careful evaluation of historical evidence.
  • Participate in constructive and focused debate through the careful evaluation of historical evidence.
  • Engage critically with issues of heritage and public representations of the past and with conservation.
  • Following this approach is critical to every content topic. In order for learners to apply enquiry skills,
    they will need to have a full grasp and understanding of the content.

life skills- purpose and aims

  • Guide learners to achieve their full physical, intellectual, personal, emotional and social potential;
  • Teach learners to exercise their constitutional rights and responsibilities and to respect the rights of others;
  • Guide learners to make informed and responsible decisions about their health and environment;
  • Develop creative, expressive and innovative individuals;
  • Develop skills such as self-awareness, problem-solving, interpersonal relations, leadership, decision-making, and effective communication;
  • Provide learners with exposure to experiences and basic skills in dance, drama, music and visual arts including arts literacy and appreciation.

PERSONAL AND SOCIAL WELL-BEING

Personal and Social Well-being is the study of the self in relation to the environment and society. The study area provides opportunities for learners to practise life skills required to make informed choices regarding personal lifestyle, health and social well-being. It provides learners with skills to relate positively with and contribute to family, community and society. Learners are equipped with skills that will assist them to deal with challenging situations positively and recognise, develop and communicate their abilities, interests and skills with confidence. They learn values such as respect for the rights of others and tolerance for cultural and religious diversity in order to build a democratic society.

CREATIVE ARTS

Creative Arts provides exposure to and study of a range of art forms including dance, drama, music, and visual arts. The purpose of Creative Arts is to develop learners as creative, imaginative individuals, with an appreciation of the arts. It also provides basic knowledge and skills to be able to participate in creative activities. A safe and supportive environment is created for learners to explore, experience and express thoughts, ideas and concepts within an atmosphere of openness and acceptance. Creative Arts provides opportunities for learners to give expression to their feelings and understandings, individually and in collaboration with others. It creates a foundation for balanced creative, cognitive, emotional and social development. Creative Arts education, when successfully applied, has been proven to improve literacy and to reduce education dropout levels. By the end of the Intermediate Phase Creative Arts, learners should have a basic knowledge and appreciation of all four art forms, and should be able to make an informed choice about the two art forms they would like to focus on during the Senior Phase.


IsiZulu First additional language

ISENDLALELO

IsiTatimende SoHlelo Lwezifundo LukaZwelonke seBanga-R kuya kwele – 12(uTaHFuZwe) sikhombisa inqubomgomo yezinhlelo zezifundo kanye nezokuhlola emkhakheni wokufunda esikoleni. Ukuze kwenziwe ngcono ukusetshenziswa kwaso, kwadingeka ukuthi kube nezichibiyelo ezithile ezizoqala ukusebenza ngoMasingana ngonyaka wezi-2012.Kwabe sekubhalwa umqulu owodwa odidiyele IsiTatimende SeNqubomgomo YoHlelo LweziFundo NokuHlola saleso naleso sifundo, okuwumqulu othatha isikhundla seziTati mende zesiFundo, umHlahla woHlelo lokuFunda kanye nomHlahlandlela wokuHlola Izifundo ebangeni-R kuya kwele-12.