NATURAL SCIENCES AND TECHNOLOGY

National Curriculum Statement (NCS)

Curriculum and Assessment

Policy Statement

Intermediate Phase
Grades 4-6





 Curriculum and Assessment Policy Statement
GRADES 4-6

NATURAL SCIENCES AND TECHNOLOGY

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NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
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There may also be vernacular inconsistencies in the language documents at Home-, First and Second Additional Language levels which have been
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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
FOREWORD by the minister

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:

• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;

• improve the quality of life of all citizens and free the potential of each person;

• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and

• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.

Education and the curriculum have an important role to play in realising these aims.

In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South
African schools and comprises of the following:

(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION

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CONTENTS

Section 1: INTRODUCTION TO THE Curriculum and Assessment Policy Statement..... 3

1.1 Background...................................................................................................................................................... 3

1.2 Overview........................................................................................................................................................... 3

1.3 General aims of the South African Curriculum............................................................................................. 4

1.4 Time Allocation................................................................................................................................................. 6

1.4.1 Foundation Phase.................................................................................................................................... 6

1.4.2 Intermediate Phase.................................................................................................................................. 6

1.4.3 Senior Phase........................................................................................................................................... 7

1.4.4 Grades 10-12........................................................................................................................................... 7

SECTION 2: introduction to natural sciences and technology..................................... 8

2.1 Introduction...................................................................................................................................................... 8

2.2 Teaching Natural Sciences and Technology................................................................................................. 8

2.3 How Natural Sciences and Technology complement each other................................................................ 9

2.4 Organisation of the Natural Sciences and Technology Curriculum.......................................................... 10

2.5 Allocation of teaching time........................................................................................................................... 10

2.6 Specific aims.................................................................................................................................................. 10

2.7 Major Process and Design Skills.................................................................................................................. 11

2.8 Resource......................................................................................................................................................... 12

2.9 Progression map of Natural Sciences and Technology content knowledge and concepts................... 13

2.10 Detailed summary of Natural Sciences and Technology concepts and content,
and time allocations....................................................................................................................................... 15

SECTION 3: CONTENT TABLES............................................................................................................. 16

Natural Sciences and Technology: Grade 4........................................................................................................... 16

Natural Sciences and Technology: Grade 5........................................................................................................... 31

Natural Sciences and Technology: Grade 6........................................................................................................... 47

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Section 4: assessment..................................................................................................................... 65

4.1 Introduction.................................................................................................................................................... 65

4.2 Informal assessment or daily assessment.................................................................................................. 65

4.3 Formal assessment........................................................................................................................................ 66

4.4 Programme of formal assessment for natural sciences and technology grades 4, 5 and 6.................. 67

4.5 Recording and reporting............................................................................................................................... 68

4.6 Moderation of assessment............................................................................................................................ 74

4.7 General............................................................................................................................................................ 74

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Section 1: INTRODUCTION TO THE Curriculum and
Assessment Policy Statement

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.

1.2 Overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

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(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.

1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;

• providing access to higher education;

• facilitating the transition of learners from education institutions to the workplace; and

• providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;

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• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

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1.4 Time Allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

GRADE R GRADES 1-2 GRADE 3

SUBJECT
(HOURS) (HOURS) (HOURS)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4

Mathematics 7 7 7

Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts
(2) (2) (2)
• Physical Education
(2) (2) (2)
• Personal and Social Well-being
(1) (1) (1)

TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours
in brackets for Grade 3.

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS

Home Language 6

First Additional Language 5

Mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills 4
• Creative Arts (1,5)
• Physical Education
(1)
• Personal and Social Well-being
(1,5)

TOTAL 27,5

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1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS

Home Language 5

First Additional Language 4

Mathematics 4,5

Natural Sciences 3

Social Sciences 3

Technology 2

Economic Management Sciences 2

Life Orientation 2

Creative Arts 2

TOTAL 27,5

1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)

Home Language 4.5

First Additional Language 4.5

Mathematics 4.5

Life Orientation 2

 minimum of any three subjects selected from Group B

A 12 (3x4h)
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12, subject to the
provisos stipulated in paragraph 28 of the said policy document.

TOTAL 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.

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SECTION 2: INTRODUCTION TO NATURAL SCIENCES AND
TECHNOLOGY:

2.1 Introduction

Science as we know it today has roots in African, Arabic, Asian, European and American cultures. It has been shaped
by the search to understand the natural world through observation, testing and proving of ideas, and has evolved to
become part of the cultural heritage of all nations. In all cultures and in all times people have wanted to understand
how the physical world works and have needed explanations that satisfy them.

What is Science & Technology?

Science is a systematic way of looking for explanations and connecting the ideas we have. In Science certain methods
of inquiry and investigation are generally used. These methods lend themselves to replication and a systematic
approach to scientific inquiry that attempts at objectivity. The methods include formulating hypotheses, and designing
and carrying out experiments to test the hypotheses. Repeated investigations are undertaken, and the resulting
methods and results are carefully examined and debated before they are accepted as valid.

The science knowledge we teach at school is not in doubt – most of it has been tested and known since the 1800s –
but a good teacher will tell the learners something of the arguments and confusion among the people who were the
first to investigate this knowledge. And of course we do touch on some science at the frontiers of the unknown – Why
is climate changing around the world? What is making the universe expand? What causes the earth’s magnetic field
to change? Nobody knows for sure.

Technology has also existed throughout history. People use the combination of knowledge, skills and available
resources to develop solutions that meet their daily needs and wants. Economic and environmental factors and a wide
range of attitudes and values need to be taken into account when developing technological solutions. Technology
also advances as our knowledge and needs expand.

Technological methods include identifying needs, planning, designing, making and evaluating products. The
knowledge and skills used to make stone-age tools are an example of this.

Science and Technology have made a major impact, both positive and negative, on our world. Knowledge grows out
of a view of how the world works. One of the differences between modern Science and Technology and traditional,
indigenous knowledge systems is that they have their origins in different world views. As with all knowledge, scientific
knowledge changes over time as scientists acquire new information and people change their ways of viewing the
world.

2.2 Teaching Natural Sciences and Technology

Careful selection of content, and use of a variety of ways of teaching and learning Science and Technology, should
promote understanding of:

• Science and Technology as activities that sustain enjoyment and curiosity about the world and natural
phenomena

• the history of Science and the relationship between Natural Sciences and Technology and other subjects.
Learners should understand the different cultural contexts in which indigenous knowledge systems were
developed.

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• the contribution of Science and Technology to social justice and societal development

• the need for using scientific and technological knowledge responsibly in the interest of ourselves, of society
and the environment

• the practical and ethical consequences of decisions based on Science and Technology. Natural Sciences
and Technology lays the basis of further studies in Science and Technology. It prepares learners for active
participation in a democratic society that values human rights and promotes responsibility towards the
environment. Natural Sciences and Technology can also prepare learners for economic activity and self-
expression.

2.3 How Natural Sciences and Technology complement each other

Natural Sciences Technology

Goal Pursuit of new knowledge and The creation of structures, systems and
understanding of the world around us processes to meet peoples’ needs and
and of natural phenomena improving the quality of life

Focus Focus is on understanding the natural Focus is on understanding the

world need for human–made objects and
environments to solve problems

Developmental methods Discovery through carrying out Making products though design,
investigations invention and production

Major processes Investigative and logical processes Practical solution-orientated processes

• planning investigations • identifying a need
• conducting investigations and • planning and designing
collecting data
• making (constructing)
• evaluating data and communicating
• evaluating and improving products
findings
• communicating

Evaluation methods Analysis, generalisation and creation of Analysis and application of design
theories ideas

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2.4 Organisation of the Natural Sciences and Technology Curriculum

In this curriculum, Grades 4 to 6 Natural Sciences and Technology are combined into one subject which is compulsory
for all learners. Natural Sciences and Technology are also both compulsory subjects for all learners in Grades 7 to 9.

The Knowledge Strands in Natural Sciences and Technology

In this curriculum, the knowledge strands below are used as a tool for organising the content of the subject Natural
Sciences and Technology.

Natural Sciences Strands Technology Strands

Life and Living Structures

Matter and Materials Processing
Energy and Change Systems and Control
Planet Earth and Beyond

2.5 Allocation of teaching time

Time for Natural Sciences and Technology has been allocated in the following way:

• 10 weeks per term, with 3½ hours per week

• Grades 4, 5 and 6 have been designed to be completed within 38 weeks

• 7 hours have been included for assessment in terms 1, 2 & 3

• Term 4 work will cover 8 weeks plus 2 weeks for revision and examinations

The time allocated per topic is a guideline and should be applied flexibly according to circumstances in the classroom
and to accommodate the interests of the learners.

The time allocations given to the different topics provide an indication of the weighting of each topic.

In all Grades, a significant amount of time should be spent on doing practical tasks and investigations which are an
integral part of the teaching and learning process. See detailed time allocation in Section 2.9

2.6 Specific aims

This curriculum aims to provide learners with opportunities to put together ideas they have about nature so that they
make sense. It also encourages learners to ask questions that could lead to further research and investigation.

There are three specific aims in Natural Sciences and Technology:

Specific Aim 1: ‘Doing Science and Technology’

Learners should be able to complete investigations, analyse problems and use practical processes and
skills in designing and evaluating solutions.

This means that learners plan and do simple investigations and solve problems that need some practical ability.
There are attitudes and values that underpin this ability. Respect for living things is an example of this – learners

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should not strip leaves off bushes just to compare them; if they examine small animals they should care for them and
release them unharmed in the place they found them.

Specific Aim 2: ‘Understanding and connecting ideas’

Learners should have a grasp of scientific, technological and environmental knowledge and be able to apply
it in new contexts.

The main task of teaching is to build a framework of knowledge for learners and to help them make connections
between the ideas and concepts in their minds – this is different to learners just knowing a lot of facts. When
learners do an activity, just answering the set questions is not enough. Discussion must relate to previously acquired
knowledge and experience and connections must be made.

Specific Aim 3: ‘Science, Technology and Society’

Learners should understand the practical uses of Natural Sciences and Technology in society and the
environment and have values that make them caring and creative citizens.

Science and Technology learnt at school should produce learners who understand that school science can be relevant
to their lives outside of school. Issues such as improving water quality, growing food without damaging the land, and
building energy-efficient houses are examples of everyday applications. Similarly, Science and Technology can lead
learners to a range of career and job possibilities.

An appreciation of the history of scientific discoveries and technological solutions, and their relationship to indigenous
knowledge and different world views, enriches our understanding of the connections between Science, Technology
and Society.

2.7 Major Process and Design Skills

The teaching and learning of Natural Sciences and Technology involves the development of a range of process and
design skills that may be used in everyday life, in the community and in the workplace. Learners also develop the
ability to think objectively and use a variety of forms of reasoning while they use these skills. Learners can gain these
skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and
growing confidence.

The following are the cognitive and practical process and design skills that learners will be able to develop in Natural
Sciences and Technology

1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to
remember relevant facts and key ideas, and to build a conceptual framework

2. Observing – noting in detail objects, organisms and events

3. Comparing – noting similarities and differences between things

4. Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume)

5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format

6. Identifying problems and issues – being able to articulate the needs and wants of people in society

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7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and
natural phenomena

8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation

9. Hypothesizing – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis
is used as a basis for further investigation which will prove or disprove the hypothesis

10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying
the need to make an investigation a fair test by keeping some things (variables) the same whilst other things
will vary

11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and
collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying.
Sometimes an investigation has to be repeated to verify the results.

12. Recording information – recording data from an investigation in a systematic way, including drawings,
descriptions, tables and graphs

13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading
skills)

14. Designing – showing (e.g. by drawing) how something is to be made taking into account the design brief,
specifications and constraints

15. Making/constructing – building or assembling an object using appropriate materials and tools and using skills
such as measuring, cutting, folding, rolling, gluing

16. Evaluating and Improving products – using criteria to assess a constructed object and then stating or carrying
out ways to refine that object

17. Communicating – using written, oral, visual, graphic and other forms of communication to make information
available to other people

Developing Language Skills: Reading and Writing

The ability to read well is central to successful learning across the curriculum. Writing is also a powerful instrument
of communication. Writing allows learners to construct and communicate thoughts and ideas coherently. Frequent
reading and writing practice across a variety of tasks and subjects enables learners to communicate functionally and
creatively.

Learners are required to read and write particular genres of texts (including instructions, reports and explanations)
during Natural Sciences and Technology lessons. Learners need regular opportunities to read and write a range
of genres in order to improve their reading and writing skills. The ability to read and write well is also critical when
learners are assessed, both informally and formally.

2.8 Resources

The resources needed for teaching Natural Sciences and Technology are listed against each topic in order to assist
teachers with planning and preparation. The list is a guide and suitable alternative tools and materials may be used.

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Every learner must have his/her own textbook. Teachers should ensure that a system is in place for recovering
textbooks at the end of every year. Schools must provide secure storage space where textbooks, and other equipment,
can be stored safely.

Ideally every learner should have access to sufficient workspace and equipment to carry out investigations and for
designing and making things. For safety and educational reasons it is recommended that no more than three learners
share space and equipment. Teachers should ensure that learners are familiar with rules regarding the safe use of
equipment.

Schools must make every effort to ensure that the essential equipment is provided. Tools, apparatus, materials
and consumables must be acquired through a planned budgeting process. Secure storage for equipment must be
provided by the school.

While it is acknowledged that it is not ideal to have to improvise equipment, teachers should remember that it is more
important for learners to have the experience of carrying out a variety of investigations and for learners to make their
own technology models than to depend on the availability of equipment. In instances where equipment is limited,
teachers should be encouraged to improvise. The same knowledge and skills can be successfully developed using
improvised equipment.

In instances where there is no alternative, it is more effective for teachers to demonstrate an investigation than not to
do investigations or construct models due to a lack of equipment.

2.9 Progression map of Natural Sciences and Technology content knowledge

and concepts

In all Grades, learners must be supported when doing Investigations and addressing the technological design
process. They need to expand on the concepts or knowledge to which they have been introduced and to deepen
their understanding of the subject matter.

• Each term includes a Natural Sciences and Technology strand

• The strands are organised to promote clear progression of concepts across the Grades and in the phase.

• It is important to emphasise the conceptual links between the Science and Technology in the different topics.
However in certain topics the conceptual links are stronger and more obvious.

• At least two Technology strands will be developed in each Grade. All strands will have been developed over
the Intermediate phase.

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Grade 4

Strands Strands Strands Strands

NS & Tech NS & Tech NS & Tech NS & Tech

Life and Matter and Energy and Systems Planet Earth Systems
Structures Structures
Living Materials Change and control and Beyond and control

Living and Structures Materials Strength- Energy and Movement Planet Earth Rocket
non- living for animal around us ening Energy energy in a systems
The Sun
things shelters materials transfer system
The Earth &
Structure of Strong Energy
Solid the Sun
plants and frame around us
materials
animals structures The Moon
Energy and
What plants sound
need to grow
Habitats of
animals

Grade 5

Strands Strands Strands Strands

NS & Tech NS & Tech NS & Tech NS & Tech

Life and Matter and Processing Energy and Systems Planet Earth Systems
Structures
Living materials change and control and Beyond and control

Plants and Skeletons as Metals and Processing Stored Systems Planet Earth
animals on structures non-metals materials energy in for moving
Surface of
Earth fuels things
the Earth
Animal Energy and
Uses of Processed Sedimentary
skeletons electricity
metals materials rocks
Food chains Energy and
Fossils
movement
Life cycles

Grade 6

Strands Strands Strands Strands

NS & Tech NS & Tech NS & Tech NS & Tech

Life and Matter and Energy and Systems Planet Earth Systems
Processing Processing
Living materials change and control and Beyond and control

Photosyn- Food Solids, Processes to Electric Systems The Solar Systems for
thesis Processing liquids and purify water circuits to solve System looking into
gases problems space
Nutrients in Electrical Movements
food Mixtures conductors of the Earth
and and planets
Nutrition Solutions Systems to
insulators
as special The explore the
Ecosystems
mixtures Mains movement of Moon and
and Food
electricity the Moon Mars
webs Dissolving
Mixtures
and water
resources

Teachers have the freedom to expand concepts and to design and organise learning experiences according to their
own local circumstances.

Examples of indigenous knowledge that teachers select for study should, as far as possible, reflect different South
African cultural groupings. They should also link directly to specific content in the Natural Sciences and Technology.

14 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
2.10 Detailed summary of Natural Sciences and Technology concepts and
content, and time allocations

GRADE 4 GRADE 5 GRADE 6

TERM TIME IN TIME IN TIME IN
TOPIC TOPIC TOPIC
WEEKS WEEKS WEEKS
TERM 1 • Living and non- 2 • Plants and 2½ • Photosynthesis 2½
Life & Living living things animals on Earth • Nutrients in food 1½
• Structures of 2½ • Animal skeletons 1 ½ • Nutrition 1½
plants and • Skeletons as
animals • Food Processing 2½
structures
• What plants need 1 • Food chains
2½ • Ecosystems 2
to grow and (10 weeks)
• Life cycles Food webs
• Habitats of 2 1½
animals
2
• Structures for
2½ (10 weeks)
animal shelters
(10 weeks)
TERM 2 • Materials around 3½ • Metals and non- 2 • Solids, liquids ½
Matter & us metals and gases 1
Materials • Solid materials 2 • Uses of metals 2½ • Mixtures 2½
• Strengthening 2 • Processing • Solutions as 1
materials materials special mixtures
3½ 2½
• Strong frame • Processed • Dissolving
structures 2½ materials 2½
• Mixtures and
(10 weeks) 2 water resources (10 weeks)
(10 weeks) • Processes to
purify water
TERM 3 • Energy and 2½ • Stored energy in 3 • Electric circuits 2½
Energy & Energy transfer fuels • Electrical
Change • Energy around us 2 ½ • Energy and 3 conductors and 2
• Movement electricity insulators
energy in a • Energy and • Systems to solve
system 2½ movement 1 problems 2½
• Energy and • Systems for • Mains electricity
sound 2½ moving things 3 3
(10 weeks) (10 weeks)
(10 weeks)
TERM 4 • Planet Earth 2 • Planet Earth 1 • The Solar 2½
Planet Earth & • The Sun 1 • Surface of the 2½ System 1
Beyond • The Earth & the 1 Earth • Movements of
Sun • Sedimentary the Earth and
2 planets 1
• The Moon rocks
2 • The movement of
• Rocket systems • Fossils
2½ the Moon 1
2 (8 weeks) • Systems for
looking into
2½
space
(8 weeks) (8 weeks)
• Systems to
explore the Moon
and Mars
Totals* 38 weeks 38 weeks 38 weeks

Notes: * These totals include the 7 hours per term for continuous assessment but exclude the 2 weeks set aside for
the end of year examinations

General: Time spent on each topic should serve as a guideline for weighting of marks in Tests and Exams. The
purpose of using times as guidelines is to ensure that all topics are assessed.

CAPS 15
 section 3: content tables

16
Natural Sciences and Technology: Grade 4

GRADE 4 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

TECHNOLOGY: STRUCTURES Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations
Living and Living things • begin Intermediate Phase by looking at pictures and/or • Examples and
non-living real examples of different living things, including plants, pictures of living and
things • there are many different kinds of living things
animals, bread mould, germs* non-living things,
• living plants and animals can carry out all the seven life including plants,
processes - feeding, growing, reproducing, breathing, animals, bread
excreting, sensing, moving mould
• Seeds
• some things appear not to be living (such as dried beans, • germinating bean seeds (providing warmth, and • Yeast
dried yeast, a fertilised bird egg), but carry on ‘living’ given moisture)**
2 weeks • Pictures of hatched
the right conditions • growing yeast (in warm water with sugar)
(7 hours) eggs
• looking at pictures of hatched eggs (warmth)

Non-living things • identifying, sorting and comparing a selection of living and

• non-living things cannot carry out all of the seven life non-living things (including fire, rivers, rocks) and all the
processes interesting differences between them.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

• some things were living and are now dead: dead wood, dry

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

leaves.

Notes: * Point out that germs are living although they are too small to be seen with the naked eye
** The germinated seeds can be used for the investigation below
 GRADE 4 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

Equipment and

CAPS
TECHNOLOGY: STRUCTURES
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations
Structure of Structure of plants • identifying, labelling and describing the parts of a plant • Pictures / examples
plants and of plant parts
animals • basic structure of plants: roots, stems, leaves, flowers, • describing the visible differences between at least three
fruits, seeds plants • Pictures of animals
• visible differences between plants: such as size, shape and
colour of roots, stems, leaves, flowers, fruits and seeds
2 ½ weeks
(8 ¾
hours) Structure of animals
• basic structure of animals: head, tail, body, limbs, sense • drawing, labelling and describing the parts of at least one
organs animal
• visible differences between animals: such as size, shape, • describing the visible differences between at least three
body covering and sense organs animals

What plants Conditions for growth • Investigating the growth of plants from seeds and cuttings • Seeds and cuttings
need to grow by observing, measuring*** and recording the growth over
• plants need light, water and air to grow • Rulers and
time **** [This can be used as a possible project]
1 week (3 measuring tape
½ hours) • new plants can grow from cuttings and seeds
• seeds need water and warmth to grow (germination of
seeds)

Notes: *** Learners can count the number of leaves as the plant grows and measure the height of the stem
**** The investigation and observations of this practical task will be done over time while learners continue with further work

17
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 1

18
STRANDS: NATURAL SCIENCES: LIFE & LIVING
TECHNOLOGY: STRUCTURES Equipment and
Resources:
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Habitats of Different habitats • identifying, drawing and describing a habitat on or close to • Pictures of plants
animals the school grounds and animals and
• a habitat is the place where a plant or animal lives
their habitats
• matching different animals to their habitats and giving
• there are different kinds of habitats such as grassland,
reasons why the animal can live there
2 weeks forest, river, sea

(7 hours)
Need for a habitat
• describing and writing about habitats of three African* wild
• animals need a habitat for food, water, a place to shelter, animals and why they are suited to living in those habitats
have babies and escape from dangers

Structures Animal shelters • identifying natural and human made animal shelters • Pictures and
for animal examples of animal
shelters • animal shelters can be natural including nests, shells, • looking at pictures of different shell and frame structures
shelters
hollow trees, wasp nests or human made including dog for sheltering animals
kennels, cages, kraals, stables
• case study about the need for an animal shelter
• animal shelters can be shell or frame structures, can have
2 ½ weeks • designing and drawing an animal shelter, taking into
different shapes and sizes, and can be made from different
(8 ¾ account its:
hours) materials
-- purpose
-- shape and size
-- materials
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• evaluating the suitability of the design

Notes: * This refers to animals that are indigenous to Africa

 GRADE 4 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

CAPS
TECHNOLOGY: STRUCTURES Equipment and
Resources:
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • sort a selection of living and non-living things
Natural Sciences and Technology (refer to Section 2).
• identify and describe the parts of a plant
• Learners should read, write, draw and do practical tasks
• identify and describe the parts of an animal
regularly
• grow plants from seeds and measure and record their growth
• Evidence of learner’s work, including assessments, should
be kept in the learner’s notebook • describe different habitats
School-based assessment (including practical tasks and • design, draw and evaluate an animal shelter
class tests), checking for correctness, and providing
constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.

19
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

20
TECHNOLOGY: STRUCTURES Equipment and

Suggested Activities: Investigations, practical work, and Resources

Time Topic Content & Concepts
demonstrations

Materials Solids, liquids and gases • sorting examples of common materials into solids, liquids • Examples of
around us and gases including wood, stone, plastic, fabric, water, materials and
• solids, liquids and gases make up all the materials around
juice, tea, air, cooking oil, cooking gas, and describing substances including
us
them wood, stone, plastic,
• some properties of solids, liquids and gases fabric, water, juice,
tea, air, cooking oil,
-- solids keep their shape
cooking gas
-- liquids flow and take the shape of their container
• Examples of different
-- gases, such as air, tend to spread out, have no definite substances such as
shape but can be contained (like in a balloon) ice, butter, wax, ice
cream, chocolate
• Video clips from
3 ½ weeks Change of state internet
(12 ¼ • heating and cooling (removing heat) cause solids, liquids • Investigating evaporating, condensing, freezing and
hours) and gases to change state melting using water and ice
-- a solid first changes to a liquid (melting) when heated and • Investigating melting and solidifying using different
then the liquid changes to a gas (evaporating) on further substances such as butter/ fat/ margarine, wax, icecream,
heating chocolate
-- gas first changes to a liquid (condensing) when cooled
and then the liquid changes to a solid (freezing/solidifying)
when cooled further
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

The water cycle
• water evaporates, condenses, freezes and melts in the • drawing and writing about the water cycle
water cycle
 GRADE 4 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

Equipment and

CAPS
TECHNOLOGY: STRUCTURES

Suggested Activities: Investigations, practical work, and Resources

Time Topic Content & Concepts
demonstrations

Solid Raw and manufactured materials • Examples of raw

materials and manufactured
• examples of some raw materials we use to make other
materials to examine
useful materials
the properties such
-- sand is used to make glass as glass products,
leather, ceramics,
-- clay is used to make ceramics
fabrics, wooden
-- coal and oil are used to make plastics, paints and fabrics items, plastic
2 weeks products
-- wood and fibre from plants are used to make paper
(7 hours) • reading about how paper is made from plant fibres
-- animal wool and hide are used to make fabrics and leather

Properties of materials
• raw and manufactured materials have specific properties. • describing the properties of raw and manufactured
These properties can include being hard or soft, stiff or materials
flexible, strong or weak, light or heavy, waterproof or
absorbent

21
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

22
TECHNOLOGY: STRUCTURES Equipment and

Suggested Activities: Investigations, practical work, and Resources

Time Topic Content & Concepts
demonstrations

Strengthening Ways to strengthen materials • Paper, wooden

materials dowels (30cm X
• there are different ways to strengthen materials (such as
10mm) or sticks,
2 weeks paper) to build a strong structure:
sticky tape, paper
(7 hours) -- we can fold paper into hollow pillars which are circular, fasteners to make
• Investigating which shape of pillar is the strongest (can
triangular or square struts
support the most weight). Draw a bar graph of the results
-- we can roll paper into long thin tubes (struts)
• making paper struts by rolling into long thin tubes (struts)

Strong frame Struts and frame structures • looking at pictures of frame structures strengthened with • Pictures of frame
structures struts structures
• struts are joined into triangular shapes making a strong,
stable structure, such as in roof trusses, bridges, cranes, • exploring ways to join struts to make a strong structure • Paper, wooden
pylons and skeletons (limb bones are struts) (joining struts into triangular and square shapes) dowels (30cm X
2 ½ weeks 10mm) or sticks,
sticky tape, paper
(8 ¾ fasteners
hours) Indigenous structures
• indigenous, traditional homes such as a Zulu hut • designing, making and evaluating a strong structure
(uguqa), Xhosa (rontabile and ungqu-phantsi) and Nama using tubular struts, such as a model of a tower, bridge,
(matjieshuis) make use of a framework of struts (such as pylon, chair [This can be used as a possible project]
branches)

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

guidelines • distinguish between solids, liquids and gases

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Natural Sciences and Technology (refer to Section 2).
• explain how selected materials may change their state
• Learners should read, write, draw and do practical tasks
• explain the water cycle in terms of change of state of water
regularly
• give examples of raw materials used to make manufactured materials
• Evidence of learner’s work, including assessments, should
be kept in the learner’s notebook • describe the properties of raw and manufactured materials
School-based assessment (including practical tasks • demonstrate ways of strengthening materials
and class tests), checking for correctness and providing
constructive feedback should be done regularly. • demonstrate ways of making and joining paper struts

Allow for a maximum of 7 hours to be used for assessment • design, make and evaluate a strong structure
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.
 GRADE 4 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Energy Energy for life • identifying things that people and animals do that require • Pictures and
and Energy energy such as carrying out the life processes and all other examples of
transfer • we use energy for everything we do
actions a selection of
• we get our energy from food machines and
appliances including
• energy in our food comes from the Sun (plants use the
a kettle, stove, torch,
2 ½ weeks energy from the Sun to make food for themselves and for
radio, iron, fan/hair
animals and people)
(8 ¾ dryer, car/bicycle,
hours) drum
Energy from the Sun • Video clips from the
internet
• energy is transferred from the Sun, to plants, to animals in • drawing and writing about how the energy from the Sun is
a sequence known as an energy chain/ food chain transferred through the food made by plants, to animals/a
person’s body (energy chain – use arrows to show the
direction in which the energy is transferred from the Sun)

Energy Energy • Using pictures to identify situations where energy is

around us involved or transferred
• we are aware of energy around us, including movement,
heat, light, sound
• energy is also stored in sources such as food, wood, coal,
oil products*, natural gas

2 ½ weeks • energy can be transferred from a source to where it is

needed
(8 ¾
hours)
Input and output energy
• describing the input and output of energy of a selection of
• machines and appliances need an input of energy to make machines and appliances including a kettle, stove, torch,
them work radio, iron, fan/hair dryer, car/bicycle, drum
• machines and appliances provide an output of energy
(work) useful to us

Notes: * petrol, diesel, paraffin, jet fuel, candle wax are all products made from natural crude oil

23
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 3

24
STRANDS: NATURAL SCIENCES: ENERGY & CHANGE
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Movement Movement and musical instruments • Examples of musical

and Energy in instruments
a system • many musical instruments (systems) use movement input • reading about / looking at indigenous musical instruments
energy (such as blowing, beating and plucking) to make and how they work • Materials to make
2 ½ weeks them work musical instruments
• researching, designing, making and evaluating a musical
(8 ¾ • many instruments have parts that can move or vibrate instrument (such as a guitar, shaker, drum, blowing
hours) instrument such as pan pipes, whistles, flutes) that uses
• musical instruments produce sound as the main output
movement energy to make sounds [This can be used as a
energy
possible project]
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 4 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

Equipment and

CAPS
TECHNOLOGY: SYSTEMS & CONTROL
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Energy and Vibrations and sound • looking at pictures of the human ear, its parts and how • Pictures of the
Sound sound travels through it human ear, it’s parts
• musical instruments make sounds through vibrations
and how one hears
-- the sound always moves outwards from the part that is
• Examples of musical
vibrating
instruments made by
-- we can feel or hear vibrations learners
-- vibrations travel through materials such as air, water, • Video clips from the
plastic, metal and wood internet

2 ½ weeks
(8 ¾ Making sounds
hours) • sounds can be made loud or soft (volume) • making loud and soft sounds with your voice and/or
musical instruments
• sounds can be made high or low (pitch)
• making high and low pitched sounds with your voice and/or
musical instruments
Noise pollution
• sound that is loud, unpleasant or harmful to our ears and • describing sources of noise pollution including at home,
continues for a long time, is described as noise pollution school, in the community and how best to protect ourselves
• noise pollution can cause permanent damage to hearing from it
(hearing aids can help people who are hearing-impaired)

25
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

26
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • sequence an energy / food chain showing how the energy from the Sun is transferred
Natural Sciences and Technology (refer to Section 2). through the food made by plants, to animals/a person’s body
• Learners should read, write, draw and do practical tasks • explain the input and output of energy of a selection of machines and appliances
regularly
• design, make and evaluate a musical instrument
• Evidence of learner’s work, including assessments, should
• describe noise pollution and how best to protect our hearing
be kept in the learner’s notebook
School-based assessment (including practical tasks and
class tests), checking for correctness, and providing
constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term.
For more detailed guidelines on assessment, refer to
Section 4.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 4 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

TECHNOLOGY: SYSTEMS & CONTROL

CAPS
Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Planet Earth Features of the Earth • interpreting pictures and models showing features of the • Pictures of Earth
Earth including visible features such as oceans, seas, showing its main
• the Earth is round like a ball (sphere) and is made of rock
lakes, continents, islands and polar ice caps features
• the main surface features of the Earth are land (rocks and
• making drawings or models of the Earth • Pictures of the Moon,
soil), water and air
Sun and planets
• writing descriptions of the Earth and its features
• most of the surface of the Earth is covered with water
• Models of the Earth,
(oceans and seas)
Moon and the Sun
2 weeks • the land we can see is made up of continents* and islands
• Video clips
(7 hours) • there is a thin layer of air surrounding the Earth
• the Earth has many different habitats for living things

Earth and space

• the Earth is a planet in space
• from the Earth we can see the Sun, Moon and stars

The Sun Our closest star • interpreting pictures and models of the Sun
• the Sun is a star • making drawings or models of the Sun
-- the Sun is made of hot gas and gives out heat and light • writing descriptions of the Sun
1 week -- the Sun is very big (much bigger than the Earth)
(3 ½ -- the Sun is very far away, but is the closest star to the Earth
hours)
-- the Sun provides heat and light to the Earth for living
things

Notes: * Continents refer to larger land masses on the surface of the Earth

27
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

28
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

The Earth Moving around the Sun • interpreting pictures and models of the solar system
and the Sun
• the Earth moves around the Sun in a pathway called the • making drawings and writing about the Earth and its orbit
orbit around the Sun

1 week -- the Sun is a star and is at the centre of the solar system**

(3 ½ -- the Earth is one of eight planets*** in the solar system

hours)

The Sun and life

• the Earth gets the right amount of light and heat from the
Sun for supporting life

Notes: ** This is a basic introduction to the concept of the solar system

*** Pluto is now called a dwarf planet, and is therefore not included as a planet
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 4 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

TECHNOLOGY: SYSTEMS & CONTROL Equipment and

CAPS
Resources:
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

The Moon Features of the Moon • interpreting pictures and models of the Moon • Calendar for
recording phases of
• the Moon is a ball of rock in space • making drawings or models of the Moon
the Moon
-- there is no air and water on the Moon • writing descriptions of the Moon
• Cultural stories about
-- the Moon is smaller than the Earth the Moon
-- the Moon is closer to the Earth than the Sun • video clips

Phases of the Moon

• Investigating - observing and recording the changing
2 weeks • the Sun’s light shines onto the surface of the Moon
shape of light on the Moon each night for at least a month
(7 hours) -- we can only see that part of the Moon which the sunlight (Moon watch)*
shines on
-- the changing pattern of sunlight on the Moon is called the
phases of the moon
-- the pattern repeats every 29 ½ days (about a month)

Moon stories
• cultural stories about the Moon tell us about the importance
of the Moon in people’s lives

Rocket Modelling a rocket • Designing, making and evaluating a rocket model using • Apparatus including
systems a balloon balloons of different
• people have used rockets to go into space and to travel to
sizes, straws and
the Moon -- attach a balloon to a drinking straw threaded onto a fishing
fishing line, hooks,
2 weeks line pulled tight between two points
• a rocket is a system used to propel vehicles into space measuring tapes
(7 hours) -- release the inflated balloon and measure how far it travels
-- A rocket moves by pushing exhaust gases out through its
along the fishing line. Draw bar graphs and evaluate
back end
different balloon rockets [This can be used as a possible
project]

29
Notes: * carry out the Moon watch while continuing with other work
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 4 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

30
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources:
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • identify and describe the main features of the Earth
Natural Sciences and Technology (refer to Section 2).
• describe the main features of the Sun and the Moon
• Learners should read, write, draw and do practical tasks
• explain how Earth moves around the Sun
regularly
• recognise that the phases of the Moon are a result of the changing pattern of sunlight
• Evidence of learner’s work, including assessments, should
that we can see on the Moon
be kept in the learner’s notebook
• make a model of a balloon rocket, and test it
School-based assessment (including practical tasks and
class tests), checking for correctness, and providing • record and compare the distances travelled by different balloon rockets
constructive feedback should be done regularly.
• evaluate balloon rockets
As this is the exam term, the final two weeks may be required
for revision of the year’s work and for examinations.
For more detailed guidelines on assessment, refer to
Section 4.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 Natural Sciences and Technology: Grade 5

GRADE 5 TERM 1

CAPS
STRANDS: NATURAL SCIENCES: LIFE & LIVING
TECHNOLOGY: STRUCTURES Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Plants and Many different plants and animals • counting the number of plants in a given area and • Pictures of plants
animals on distinguishing them apart by looking at the shapes and and animals
Earth • there are many different plants and animals living in
colours of their leaves or flowers or fruits
different habitats on Earth* (South Africa has a wide
variety of indigenous plants and animals and their habitats)

Inter-dependence
• plants and animals depend on each other
2 ½ weeks
• they also depend on the resources available (such as air,
(8 ¾ water, soil, food, and places to hide) in their own habitats
hours)

Animal types
• there are many different kinds of animals, • describing

-- some do not have bones, and some have hard outer -- animals without bones, such as worms, millipedes,
‘skins’ or shells (invertebrates) insects, spiders, scorpions, crabs

-- some have bones (vertebrates) -- animals with bones, such as fish, frogs, reptiles, birds,
mammals

Notes: * Plants and animals, and their habitats make up the total biodiversity of the Earth

31
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 1

32
STRANDS: NATURAL SCIENCES: LIFE & LIVING
TECHNOLOGY: STRUCTURES Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Animal Skeletons of vertebrates • looking at examples of skeletons including - fish, frogs, • Pictures and
skeletons birds, reptiles, mammals (including humans), and examples of animal
• a vertebrate skeleton consists of bones and joints, and is
identifying the following parts: skeletons / bones
inside the body
-- the skull
• bones are hard and form a strong frame structure
-- the backbone
• a skeleton provides support for an animal’s body and
protection for its organs; -- ribs
-- skull - protects the brain -- limbs
1 ½ weeks
-- backbone with vertebrae - protects the spinal cord -- shoulder and hip girdles**
(5 ¼
hours) -- ribs - protect the lungs and heart
-- shoulder blades, arms, legs, hip bones – for movement

Movement
• describing how different vertebrate animals move
• vertebrate animals can move because there are
(including humans)
- - muscles attached to the skeleton
- - joints between the bones***

Notes: ** Not all animals have shoulder and hip girdles or limbs (such as fish and snakes)
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

*** In this grade, details about how muscles are attached, and the structure of joints are not required

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 5 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

CAPS
TECHNOLOGY: STRUCTURES Equipment and
Resources:
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Skeletons as Frame and shell structures • making a model* of a vertebrate skeleton using struts • Paper, drinking
2 ½ weeks structures made from rolled paper or drinking straws [This can be straws, wooden
• a vertebrate skeleton is a frame structure (also refer to
used as a possible project] dowels or sticks
(8 ¾ grade 4 Matter & Materials)
(30cm X 10mm),
hours) • some invertebrate skeletons are shell structures such as sticky tape, metal
that of a crab paper fasteners

Food chains Food and feeding • Pictures of various

plants and animals
• green plants make their own food** and build their
branches and stems using water and carbon dioxide
from the air, and energy from sunlight. Plants use carbon
dioxide from the air and release oxygen into the air
• animals need food to carry out their life processes (to
move, feed, grow, sense the environment, excrete, breathe
and reproduce)
• all animals depend on plants as their primary source of
1 ½ week food (herbivores, carnivores and omnivores)
(5 ¼
hours) • sequencing pictures and drawing plants and animals
• a food chain describes the feeding relationships between
plants and animals. which form food chains with up to four organisms each,
describing their relationships
• a food chain
-- starts with a plant, (produces foods)
-- then follows with an animal that eats the plant
-- after that with an animal that eats that animal
-- includes the transfer of energy which flows from the plant
through to the last animal in the chain

Notes: * This is a problem solving activity, where learners have to work out how a skeleton fits together
** This important process is called “photosynthesis.” However no further detail is required in this grade, learners will deal with it in detail only in higher grades

33
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

34
TECHNOLOGY: STRUCTURES Equipment and

Suggested Activities: Investigations, practical work, and Resources:

Time Topic Content & Concepts
demonstrations

Life Cycles Growth and development • sequencing pictures and drawings of the stages of • Pictures of different
development in life cycles of stages in the
• plants and animals grow and develop throughout their lives
development of
-- a plant – identifying and labelling the stages (including
• a life cycle describes the stages and processes that take various plants and
seed, seedling, adult plant, flowering plant, fruiting
place as a plant or animal grows and develops animals
plant) and some of the processes that occur (including
2 weeks • a life cycle describes how one generation of a plant germinating, growing, maturing, flowering, being
(7 hours) or animal gives rise to the next generation through pollinated and dispersing seeds)
reproduction
-- a vertebrate animal - identifying and labelling the stages
• death can occur at any stage of the life cycle [including baby, young animal, mature adults (male &
female)] and some of the processes that occur including
• many animals care for their young in order for them to grow
growing, maturing, mating, producing eggs and babies
and develop

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • demonstrate an understanding of the variety of plants and animals on Earth and their
Natural Sciences and Technology (refer to Section 2). inter-dependence
• Learners should read, write, draw and do practical tasks • identify animals with and without bones
regularly
• identify and describe different bones and their functions in a vertebrate skeleton
• Evidence of learner’s work, including assessments, should
• use struts to make a model of a vertebrate animal skeleton
be kept in the learner’s notebook
• show the links and relationships in different food chains
School-based assessment (including practical tasks and
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

class tests), checking for correctness, and providing • show the stages and processes in the life cycle of a plant and an animal

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.
 GRADE 5 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

CAPS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Metals and Properties of metals • Investigating, comparing and recording the properties • Examples of metal
non-metals of some metal objects (such as copper wire, coins, nails, objects such as
• metals are used to make things because they have certain
cooking pots, knives and forks) and some non-metal copper wire, coins,
properties
objects (such as a piece of chalk, a stone, a pile of sand, a nails, cooking pots,
• some properties of metals piece of coal) knives and forks
-- shiny • Investigating ways to make old and dull metal objects • Examples of non-
shiny again metal objects such
-- hard
as a piece of chalk, a
-- strong pile of sand, a piece
of coal
-- can be hammered, shaped (malleable) and made into thin
2 weeks wires without breaking (ductile)

(7 hours) -- melt at high temperatures

• metals are mined from the Earth*

Properties of non-metals
• non-metals are used to make things because they have
certain properties
• some properties** of solid non-metals
-- dull
-- can break easily (brittle)

Notes: * How and where metals are mined is covered in Social Sciences
** There are many different non-metals and they have a variety of different properties. Here the focus is only on two of the most general properties

35
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

36
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Uses of Other properties of metals • testing different metal objects (such as coins, iron filings, • Magnets and objects
metals nails, drawing pins, paper clips, wire) to see if they are such as coins, iron
• metals are useful because of their special properties
attracted by a magnet filings, nails, drawing
-- metals conduct heat pins, paper clips,
• placing different objects in water (such as coins, iron
wire
-- some metals are magnetic and some are not filings, nails, drawing pins, paper clips, wire) to see if they
2 ½ weeks rust***
-- only iron rusts (some metals tarnish or become dull)
(8 ¾
hours)
Uses of metals
• researching and writing about the uses of metals and
• metals are used to make things such as coins, wire,
giving reasons for their use**** [This can be used as a
jewellery, furniture, buildings and bridges, motor cars,
possible project]
kitchen utensils, roofs

Notes: *** Rusting is a slow process; learners carry on with other work while waiting for the results
**** Focus on uses of metals in daily life
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 5 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

CAPS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Processing Combining materials • processing selected* different materials, recording and • Materials and
materials comparing their properties before and after substances such
• materials can be processed to make new materials/
as: plaster of
products, such as • writing about the uses of these processed materials/
Paris(or Polyfilla),
products
-- mixing and setting (such as plaster of Paris (or Polyfilla) sand,gravel, cement,
and water to make plaster) flour, ingredients to
make dough, jelly
-- mixing and setting (such as sand, gravel, cement and
powder, wet clay and
water to make concrete)
3½ straw
weeks -- mixing (such as flour and water to make a sticky paste
that can be used as glue)
(12 ¼
hours) -- mixing and cooking (such as making dough)
-- mixing and cooling (such as jelly powder and water to
make jelly)
-- mixing, drying and/or firing (such as wet clay and straw to
make clay bricks)
• the properties of the new materials/products may be
different from the properties of the materials we started
with

Notes: * Leaners need not carry out all these examples, but should experience at least two of them.

37
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 2

38
STRANDS: NATURAL SCIENCES: MATTER & MATERIALS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Processed Properties and uses • finding examples of where and how different non-metal • Clay
materials materials are used at home, school and in the community
• materials such as plaster of Paris, concrete, fabrics, • Pictures and
and explaining the properties that make them useful
ceramics and glass, plastics and paints, have their own examples of objects
special properties -- presenting findings through writing, drawing and pictures made by weaving
[This can be used as a possible project] plant material
• processed materials are useful because of their special
properties. They can be strong, durable, waterproof, fire
resistant, have interesting colours or textures
2 weeks
(7 hours)
Traditional processing
• making an object from clay (modelling)
• in Africa people have processed materials for hundreds of
years to make • finding examples of objects made from plant fibre (by
weaving and stitching)
-- clay pots and bricks
-- baskets, hats, mats, thatched roofs made from plant fibre
such as grasses and reeds

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • compare the properties of some metal and some non-metal objects
Natural Sciences and Technology (refer to Section 2).
• identify objects that are attracted by magnets
• Learners should read, write, draw and do practical tasks
• identify objects that can rust in water
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

regularly

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• Evidence of learner’s work, including assessments, should • process selected materials by mixing them and describe their properties before and
be kept in the learner’s notebook after mixing

School-based assessment (including practical tasks and • describe the usefulness of different materials at home, school or community
class tests), checking for correctness, and providing
constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.
 GRADE 5 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Stored Fuels • examining various fuels including wood, coal, candle (wax), • Examples of
energy in paraffin, peanut, a biscuit. Burning three different fuels substances including
fuels • energy is stored in fuels (including food*)
from above, and comparing and describing the wood, coal, candle
• we use fuels as sources of useful energy (wax), paraffin,
-- input energy needed to make them burn
peanut, a biscuit.
• everyday fuels that we use include coal, wood, petrol,
-- output energy obtained from the fuel
paraffin, gas and candle wax • Candles and
different sized glass
• when we burn these fuels we get useful output energy
containers
such as heat and light
3 weeks
(10 ½
hours) Burning fuels
• fuels need heat to set them alight, and air (oxygen) to keep • Investigating how long a candle will burn when covered
on burning with different sized glass containers (the candles will stop
burning when all the oxygen is used up)

Safety with fire

• writing and drawing about fires in our communities
• fires can be a threat in our communities
including causes, prevention and act out what action to
take during a fire [This can be used as a possible project]

Notes: * Food is often described as fuel for the body. Oxygen is required to release energy from food. This process is called respiration and is not a focus for grade 5

39
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

40
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Energy and Cells and batteries • connecting up a cell, wires, and a light bulb to make a • Cells (batteries),
electricity simple circuit lengths of wire, light
• energy can be stored in torch cells and batteries
bulbs
• a circuit is a system that transfers electrical energy to
where it is needed

Mains electricity
3 weeks • drawing and writing to trace how the electricity comes from
• electricity from the power station is transferred in a circuit
(10 ½ to our homes and back to the power station the power station to our homes/schools, including power
hours) station, pylons, substation, electricity boxes, wall sockets,
• a power station needs a source of energy plugs and appliances
• the source of energy in a power station can be a fuel such
as coal**

Safety with electricity

• safety precautions should be taken when using electricity

Notes: ** The focus here is on coal-fired power stations. There are also other power stations such as hydro-electric and nuclear power stations
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 5 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Energy and Elastic and springs • describing how things work that use stretched elastic • Elastic bands and
movement bands and compressed springs in order to move, including and compressed
• we can make things move using stretched or twisted
a catapult*, elastic powered aeroplanes, ‘jack-in-a-box’ springs, a catapult,
1 week elastic and compressed springs
elastic powered
(3 ½ • when we stretch or twist elastic or compress a spring, we aeroplanes, ‘jack-in-
hours) store energy in it a- box’
• when we release the elastic or spring again, we get
movement energy

Systems Wheels and axles • identifying different vehicles that have wheels and axles • Apparatus including
for moving including prams, bicycles, motor bikes, cars, trucks cardboard, bottle
3 weeks things • many vehicles are systems that use wheels and axles
tops, round tins or
• making wheels and axles and evaluating whether they
(10 ½ • wheels and axles help vehicles to move more easily cardboard circles for
move easily (use materials such as bottle tops, round
hours) the wheels, sosatie
tins or cardboard circles for the wheels, sosatie sticks or
sticks or dowels and
dowels and straws for the axles)
straws for the axles

Assessment guidelines This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
• describe the output energy we get from burning most fuels
Natural Sciences and Technology (refer to Section 2).
• explain what a fire needs to start and continue burning (fuel, heat, oxygen)
• Learners should read, write, draw and do practical tasks
• demonstrate an understanding of the causes of fire, along with methods of prevention
regularly
and what actions to take during a fire
• Evidence of learner’s work, including assessments, should
• draw and label the components of a simple circuit correctly
be kept in the learner’s notebook
• trace the electricity from the power station to our homes/schools
School-based assessment (including practical tasks and
class tests), checking for correctness, and providing • describe the output energy (movement) obtained from a stretched elastic band or
constructive feedback should be done regularly. compressed spring
Allow for a maximum of 7 hours to be used for assessment • make and evaluate sets of wheels and axles
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.

Notes: * A catapult can be extremely dangerous – Teacher demonstration only

41
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 4

42
STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Planet Earth The Earth moves • interpreting pictures and models of the solar system • Pictures and models
of Earth, Moon, Sun
• the Earth travels in an orbit (pathway) around the Sun • making drawings and writing about the Earth and its orbit
and planets.
around the Sun
• the Earth takes about 365 days to travel once around the
• Light source such
Sun, this is called a year
as torch, lamp, or
1 week • the Earth spins on its own axis candle

(3 ½ • the Earth takes about 24 hours to spin once, this is called • Samples of different
hours) a day types of soil
• Measuring cylinders,
funnels and filter
paper, beakers
• Seeds and rulers to
measure length
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 5 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Surface of Rocks
the Earth
• the surface of the Earth is called the crust, and consists of
rocks (even under the oceans), and soil
• soil, air, water and sunlight support life on Earth
Soil comes from rocks
• the land is made up of rocks, subsoil and top soil
• soil supports life on Earth
• top soil lies on the surface
-- top soil is formed when rocks break into small grains over
time

2 ½ weeks Soil types

(8 ¾ • soil is usually a mixture of different types of soil grains in • Investigating – different soil types
hours) different proportions
-- writing and drawing about the colour, smell and texture
-- sandy soil – has a high proportion of course sand grains of the soil
-- clayey soil – has a high proportion of fine grains of clay -- measuring and recording on a table how much water
different soils can hold*
-- loamy soil – has a mixture of sand, clay and other soil
grains. Loamy soil also contains humus (decomposed -- using the results to draw bar graphs
compost)
and / or
• the soil also has air, water, remains of dead organisms and Investigating – growing seedlings in different soil types**
very small living organisms in it (Integrating with Life & Living)
• soil forms very slowly in nature – once topsoil is lost, it -- measuring, recording and comparing the heights of the
cannot be replaced, and thus we need to conserve it seedlings
-- using the results to draw bar graphs [This can be used as
a possible project]

Notes: * The same volumes of soil and water must be used to make it a fair test
** This investigation can be done while continuing with other work

43
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

44
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Sedimentary Formation of sedimentary rock • making a series of drawings to show a rock breaking down • Pictures and
rocks into smaller grains over time or samples of
• sedimentary rocks are formed over a very long time in the
sedimentary rocks
following way: • drawing and explaining how sedimentary rocks are formed
such as limestone
-- first, rocks break down into small grains and sandstone
-- then, mud and sand is moved by wind and water
-- after that, mud and sand gets deposited in low lying areas
-- over time, new layers of mud and sand are deposited on
top of existing layers
-- after a very long time, these layers become compacted • interpreting pictures showing the layers in sedimentary
2 weeks and hardened and form sedimentary rock rocks
(7 hours)

• sedimentary rocks always have visible layers within the • looking at specimens/pictures of sedimentary rock
rock including shale, sandstone and limestone

• examples of sedimentary rock are shale, sandstone and

limestone

Uses of sedimentary rock

• limestone is used to make cement
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

• sandstone and shale are used in buildings
 GRADE 5 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations
Fossils Fossils in rock • making a model to show the layers of sedimentary rocks • Pictures and
with fossils embedded in them (using a medium such as or samples of
• fossils are the remains of ancient plants and animals
play dough, clay, plaster of Paris, and remains of living sedimentary rocks
preserved in rock
things such as leaves, shells and bones)
• Play dough, clay,
-- fossils are found in some layers of sedimentary rock
plaster of Paris,
-- fossils are evidence/a record of the history of life on Earth variety of parts of
plants and animals
• there are two main types of fossils; body and trace fossils
• Pictures of fossils
• Information texts
Body and trace fossils
about South African
• body fossils form from the hard parts of plant and animal • interpreting pictures of fossils and comparing them to fossils
bodies including teeth, bones, shells, stems, leaves and plants and animals living today
2 ½ weeks seeds

(8 ¾ • trace fossils form from traces left by animals including

hours) footprints, nests, eggs and droppings
• some features of fossils resemble the features of plants
and animals living today

Importance of South African fossils

• reading about fossils including the Coelacanth and African
• South Africa has a particularly rich fossil record of plants,
dinosaurs
animals and early humans
• important fossils found in South Africa include the
Coelacanth and African dinosaurs
• the “Cradle of humankind” is one of the sites where
important fossils of humankind have been found in South
Africa

45
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 5 TERM 4

46
STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations
Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • demonstrate the Earth’s movement in its orbit around the Sun
Natural Sciences and Technology (refer to Section 2).
• describe the Earth’s movement on its own axis
• Learners should read, write, draw and do practical tasks
regularly • identify the main elements (soil, air, water, sunlight) that support life on Earth

• Evidence of learner’s work, including assessments, should • identify and describe different soil types correctly
be kept in the learner’s notebook • explain the formation of sedimentary rock
School-based assessment (including practical tasks and • distinguish between body and trace fossils
class tests), checking for correctness, and providing
constructive feedback should be done regularly. • explain aspects of South Africa’s fossil record

As this is the exam term, the final two weeks may be required
for revision of the year’s
work and for examinations.
For more detailed guidelines on assessment, refer to
Section 4.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 Natural Sciences and Technology: Grade 6

GRADE 6 TERM 1

CAPS
STRANDS: NATURAL SCIENCES: LIFE & LIVING
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Photosynthesis Plants and food • drawing and writing about how plants make food and the • Glucose powder,
things they take in and give out during this process maize flour,
• plants make their own food (glucose sugar) by a process
iodine solution,
called photosynthesis
plastic droppers,
• photosynthesis takes place mainly in the leaves examples of foods
such as cooked
• during photosynthesis the plant uses sunlight energy,
rice, flour, potato,
carbon dioxide (from the air) and water to make glucose
bread, oil, boiled
sugar
egg, cheese
• plants change some of the glucose sugar into starch which • comparing glucose sugar (such as glucose sweets) and
starch (such as maize flour) according to their taste and • Video clips from
they store in their leaves, stems and roots, flowers, fruits
2½ colour the internet
and seeds
weeks
• testing starch with iodine solution to show the colour
(8 ¾ change*
hours)
• testing foods for starch including cooked rice, flour, potato,
bread, oil, boiled egg, cheese**

Plants and air

• during photosynthesis the plant uses carbon dioxide from
the air and gives off oxygen into the air
• animals, including people, use the oxygen from the air for
breathing and give out carbon dioxide which is used by
plants for photosynthesis

Notes: * Iodine solution is used as an indicator - when dropped onto starch it turns from brown to a blue-black colour
** Many foods that come directly from plants contain starch while foods that come directly from animals do not contain starch

47
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

48
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Nutrients in Food Groups • sorting foods into the four different nutrient groups • Examples of
food different foods
• foods can be grouped according to their functions in the -- carbohydrates in foods such as bread, sugar, mealie
representing the
body and the main nutrients they supply: meal, potato, rice, pasta
different food
-- foods for energy - carbohydrates -- proteins in foods such as eggs, beans, meat, fish, cheese groups and food
packaging.
-- foods for growth and repair - proteins -- fats and oils in foods such as margarine, cooking oil,
butter
1 ½ week -- foods for storing energy (in the form of body fats) and
providing insulation and protection for nerves and organs -- vitamins and minerals in foods such as fresh fruits and
(5 ¼ - fats and oils vegetables, milk (source of calcium)
hours)
-- foods for building bones and teeth, and maintaining a
healthy immune system - vitamins and minerals
• reading labels on food packaging to look for the nutrients
• most natural foods contain a mixture of more than one
and/or the additives in the food
nutrient group
• most processed (manufactured) foods have added salt,
sugar, preservatives, flavourings and colourings
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 6 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

TECHNOLOGY: PROCESSING Equipment and

CAPS
Suggested Activities: Investigations, practical work, and Resources
Time Topic Content & Concepts
demonstrations

Nutrition Balanced diets • evaluating a given diet to determine if it contains food from • Lists of different
all nutrient groups diets
• a diet refers to the selection of foods we eat everyday
1 ½ weeks • Pictures and
• a balanced diet contains sufficient quantities of food from
information about
(5 ¼ all four nutrient groups, as well as water and fibre
food-related
hours) illnesses
• some diseases can be related to diet • finding out about a disease that could be diet related, such
as tooth decay, obesity, diabetes or deficiency diseases

Food Need for processing food • Pictures and

processing information about
• food is processed to:
how food is
- - make it edible (preparing, cooking) processed
- - make it last longer (preserving) • Foods for processing
- - improve its nutrient value (fermenting)

2 ½ weeks • during processing many foods may lose some of their

nutrients
(8 ¾
hours)
Methods for processing food
• there are many different methods (ways) to process food • researching how to process food (raw material) by
combining, cooking, freezing, pickling, fermenting, drying
and salting to make a product, including indigenous ways
of processing of food in different communities
• choosing a food and processing it in some way

49
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

50
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Ecosystems Different ecosystems • selecting an ecosystem on/near the school grounds for this • Pictures of
and Food study. Roughly measure an area of 5m x 5m square. ecosystems such as
webs • an ecosystem is an area where living and non-living things
rivers, mountains,
depend on each other in many different ways • drawing and writing about three plants and three animals
sea, rocky shore,
that are found there
• there are many different ecosystems such as rivers, ponds, wetlands,
mountains, sea, rocky shore, ponds, wetlands, grasslands, -- describing the food, water, amount of sunlight and shelter grasslands, forests
forests and deserts, which support different kinds of living available and deserts
things
-- describing the feeding relationships (food webs)
-- identifying the possible threats to this ecosystem and
possible ways to overcome them
Living and non-living things in ecosystems
• in an ecosystem there are certain relationships between
living things (plants, animals/people, microorganisms), and
2 weeks
non-living things (air, water, sunlight, soil) in a particular
(7 hours) area*

Food webs
• in an ecosystem plants and animals are connected by their • drawing and labelling simple food webs
feeding relationships. This is called a food web
• a food web consists of:
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

-- plants (producers) which produce food for themselves
and animals
-- animals (consumers) which are herbivores, carnivores,
omnivores
-- microorganisms (decomposers) that break down dead
plant and animal matter and return nutrients to the soil

Notes: * Healthy ecosystems depend on sufficient biodiversity of plants, animals and their habitats
 GRADE 6 TERM 1

STRANDS: NATURAL SCIENCES: LIFE & LIVING

CAPS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • explain how plants make their own food (photosynthesis)
Natural Sciences and Technology (refer to Section 2).
• sort food into the four nutrient groups
• Learners should read, write, draw and do practical tasks
• describe a balanced diet
regularly
• process food in some way
• Evidence of learner’s work, including assessments, should
be kept in the learner’s notebook • describe an ecosystem
School-based assessment (including practical tasks and • elaborate on feeding relationships (food webs)
class tests), checking for correctness, and providing
constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.

51
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

52
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Solids, Arrangement of particles • drawing* and writing about how particles are arranged in a • Video clips from the
liquids and solid, liquid and gas internet
gases • all matter (solids, liquids and gases) is made up of particles
• the particles are arranged differently in solids, liquids and
gases
-- in solids the particles are closely packed in a regular
½ week pattern – spaces between the particles are small and
particles vibrate in one place
(1¾
hours) -- in liquids the particles are closely packed in no fixed
pattern – spaces between the particles are small but
particles can move around each other
-- in gases the particles are far apart from each other –
spaces between the particles are big and particles move
in all directions

Mixtures Mixtures of materials • making mixtures including: • Examples of

materials and
• a mixture consists of at least two different substances/ -- two solids - salt and sand, sugar and tea leaves, peanuts
substances such as:
materials mixed together and dried beans, different coins, mixture of different
salt, sand, sugar,
sweets
1 week • in some mixtures, the different substances are still clearly tea leaves, peanuts,
visible after mixing -- a solid and a liquid - sand and water, chalk and water, dried beans, coins,
(3½ sweets, curry
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

curry powder and water, grated cheese and milk

hours) -- the substances in such mixtures can be separated by
powder, grated

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

physical means such as sieving, filtering, hand sorting, -- two liquids – oil and water,
cheese, milk, oil
settling and decanting
• drawing and writing about mixtures
• Video clips from the
internet

Notes: * The drawings must show the same number of particles in the solid, the liquid and the gas. The particles must all be the same size.
 GRADE 6 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

CAPS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Solutions Solutions • Investigating different solids to see if they dissolve in • Examples of

as special water including: materials and
mixtures • solutions are also mixtures
substances such as
-- salt, sugar (soluble substances)
• some solutions can be made by mixing a solid and a liquid salt, sugar, sand,
together such as sugar and water, salt and water -- sand, mealie meal, flour, maize flour, samp, curry powder, mealie meal, flour,
custard powder (insoluble substances) maize flour, samp,
• solutions are uniform in appearance and the solid cannot
curry powder,
be seen after mixing • drawing and writing about what happens to solids in
custard powder
solutions
• Measuring cylinders,
funnels, filter paper,
beakers, evaporating
Soluble substances dish, salt, food
• soluble solids (solutes) can dissolve* in water (solvent) • Investigating solutions to see if we can recover the solute colouring
by:
2½ weeks • the substances in solutions cannot be separated by
sieving, filtering, hand sorting, settling and decanting -- filtering
(8¾
hours) • some solutes can be recovered (separated) by evaporating -- settling
the solvent (such as recovering salt from sea water)
-- evaporating the water (crystallisation)
• when substances dissolve, solute particles become
• drawing and writing about crystallisation
dispersed in the spaces between the solvent particles

Saturated solutions
• a solution is saturated when no more solute can dissolve in
a given amount of solvent

Insoluble substances
• Some solids will not form a solution in water (insoluble
solids)

Notes: * A common misconception is that sugar or salt “melts” away when added to water. Dissolving (in the case of sugar and salt in water) requires two materials to be mixed
together.

53
This is different from melting (in the case of ice) which is a result of heating one material to change its state.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

54
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

1 week Dissolving Rates of dissolving • Investigating, measuring and drawing graphs of the • Containers, beakers,
time taken to dissolve a solute:** ice cream sticks for
(3 ½ • Factors that affect the rate (time taken) of dissolving
stirring, measuring
hours) -- in hot or cold water
-- temperature of the mixture spoons, hot water,
-- when stirring/shaking or not stirring/shaking salt (coarse and fine)
-- stirring or shaking the mixture
-- using coarse or fine salt
-- grain size of the solute

Notes: ** For a fair test, make sure to use a given amount of solute [for example 1 teaspoon (5 ml)], and a given amount of water [for example ½ cup (125ml)], each time
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 6 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

CAPS
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Mixtures Water pollution • Texts for reading

and water about water pollution
resources • in the environment, many things mix or dissolve in water
• Video clips from the
• water can be polluted by
internet
-- insoluble substances, such as oil, plastics, tyres, tins,
glass, toilet waste
-- soluble substances such as soaps, fertilizers, insecticides,
acids and other poisons
-- living germs from toilet waste causing water-borne
illnesses such as diarrhoea
2½ weeks
(8¾
hours) Importance of wetlands
• natural wetlands are important for • reading about/visit a specific wetland

• removing soluble and insoluble substances from water • writing a brief report on the importance of wetlands
including:
• acting like sponges and regulating the flow of water
-- habitats and biodiversity
-- water quality
or
• writing about the impact of loss of wetlands for biodiversity
and water quality

Processes to Clean water • Investigating how to best purify dirty water in class or/and • Sieves, filter paper,
purify water at home* funnels, containers,
• a clean supply of water is important for people, plants and
kettle, water
2½ weeks animals
purification tablets (if
(8¾ • water can be cleaned by processes such as sieving, • designing, making and evaluating a simple system possible)
hours) filtering, settling, decanting, boiling and adding chemicals to clean dirty water, (such as a sand filter) according to
to kill germs specifications and constraints (refer to Section 2.7) [This
can be used as a possible project]
• municipal water is cleaned before and after we use it

55
Notes: * Learners should not drink this water
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 2

STRANDS: NATURAL SCIENCES: MATTER & MATERIALS

56
TECHNOLOGY: PROCESSING Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • describe solids, liquids and gases in terms of the arrangement of their particles
Natural Sciences and Technology (refer to Section 2).
• explain different kinds of mixtures (including solutions)
• Learners should read, write, draw and do practical tasks
• distinguish between soluble and insoluble substances
regularly
• recover the solute from the solvent and draw and write about the process
• Evidence of learner’s work, including assessments, should
be kept in the learner’s notebook • tell what factors affect the rate of dissolving
School-based assessment (including practical tasks and • show an understanding of the importance of wetlands
class tests), checking for correctness, and providing
constructive feedback should be done regularly. • design, make and evaluate a system to process and purify dirty water

Allow for a maximum of 7 hours to be used for assessment

throughout the term. For more detailed guidelines on
assessment, refer to Section 4.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 6 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Electric A simple circuit • investigating how to make a simple circuit using cell/ • Equipment such
circuits battery, conducting wires, light bulb and design and make a as cells/batteries,
• an electric circuit is a system for transferring energy
switch to control the circuit conducting wires,
• a simple circuit always has the following components: light bulbs and
switches
-- source of energy (such as a cell/battery)
-- conducting material (such as wires)
-- device (such as a light bulb, buzzers, motors) for changing
2 ½ weeks electricity into a useful output energy
(8 ¾ • a circuit is a complete, unbroken pathway for electricity
hours)
• a switch can be added to break or complete the circuit
pathway

Circuit diagrams
• symbols are used when drawing circuit diagrams • drawing simple electrical closed circuit diagrams including
the symbols for cell/battery, bulb, conducting wire, switch

57
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 3

58
STRANDS: NATURAL SCIENCES: ENERGY & CHANGE
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Electrical Conductors • testing different materials (such as metal paper clips, nails, • Different materials
conductors wire, steel-wool, coins, plastic, glass, ceramic, cardboard, including metal
and • some materials conduct electricity and are called
paper, wood, rubber, chalk) in an electric circuit to see if paper clips, nails,
insulators conductors
they are conductors or insulators, and recording the results wire, steel-wool,
-- most metals, especially copper, conduct electricity on a table coins, plastic, glass,
ceramic, cardboard,
paper, wood, rubber,
2 weeks Insulators chalk
(7 hours) • Identifying where electrical insulators are used such as in
• some materials do not conduct electricity and are called • Different materials
plastic insulated wires, rubber gloves used by electricians,
insulators including plastic
glass and ceramic insulators on power lines
insulated wires,
-- most non-metals, such as plastics, do not conduct rubber gloves used
electricity by electricians, glass
and ceramic

Systems Using electric circuits • designing, making, evaluating and presenting a system • Basic components
to solve that uses a circuit to produce movement, light, sound or for a circuit, including
2 ½ weeks problems • electric circuits are often used to solve problems that
heat* in a structure such as a steady hand game, house, components such
require energy, such as street lighting, alarms, electric
light house or a toy. The circuit should include components as cell/s, light bulb/s
(8 ¼ gates, traffic lights, fans and heaters
such as cell/s, light bulb/s, buzzer/s, and switch/es (refer to conducting wire/s,
hours)
• electric circuits can also be used in models and toys Section 2.7) [This can be used as a possible project] buzzer/s, and switch/
es
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

Notes: * It is generally more difficult to produce heat using cells, but this can be explored
 GRADE 6 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

TECHNOLOGY: SYSTEMS & CONTROL Equipment and

CAPS
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Mains Fossil fuels and electricity • drawing and writing about to explain how fossil fuels such • Pictures and video
electricity • fossil fuels were formed in the Earth’s crust millions of as coal were formed clips of fuels and
years ago from dead plants and animals their various uses
• coal, oil and natural gas are fossil fuels • Pictures to show
how electricity is
• in South Africa coal is mostly used as a fuel in power • drawing and writing to trace the electrical energy in a
generated in a coal-
stations sequence from an appliance, such as from your TV set, to
fired power station
• coal was formed from fossilised plants which got their the coal-fired power station and back to the original source,
the Sun • Examples of
energy from the Sun originally electrical appliances
• in a power station coal is used to boil water, the steam • Pictures of
turns a turbine which turns a generator, which produces renewable ways to
electricity generate electricity,
• fossil fuels are non-renewable resources including examples
Cost of electricity of wind power
generators, solar
• electricity is costly because • examining labels (in adverts, or real electrical appliances)
3 weeks power generators,
-- it requires infrastructure including coal mines, transport, to find out how much power they require (most kettles
(10 ½ hydro- electric power
power stations, pylons, substations, wiring require more than 2000 W, whilst a radio might require
hours) generators
about 15 W*). Recording findings on a table
-- some electrical appliances require more electricity than
others (heating appliances use the most)
• the more electricity we use the more we pay and the more
coal is used up
• we can save energy in many ways including using energy
saving light bulbs and solar water heaters
Illegal connections
• illegal electrical connections are a danger to people
because they are often unsafe
Renewable ways to generate electricity
• people are looking for renewable ways to generate • Researching and writing about renewable ways to
electricity generate electricity including in wind power generators,
solar panels (photovoltaics)**, hydro- electric power
generators

59
Notes: * Learners in this grade do not have to know how Watts (W), kilo Watts (kW) and kilo Watt hours (kW.h) are measured and calculated
** Solar panels (photovoltaics) are different from solar water heaters
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 3

STRANDS: NATURAL SCIENCES: ENERGY & CHANGE

60
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • draw and label an electric circuit correctly
Natural Sciences and Technology (refer to Section 2).
• demonstrate open and closed circuits with the use of a switch
• Learners should read, write, draw and do practical tasks
regularly • distinguish between conductors and insulators in a range of materials

• Evidence of learner’s work, including assessments, should • trace the electrical energy in a sequence from an appliance, such as from your TV
be kept in the learner’s notebook set, to the coal-fired power station and back to the original source, the Sun

School-based assessment (including practical tasks and • explain how fossil fuels such as coal are formed
class tests), checking for correctness, and providing • determine which appliances use more energy and explain why this is so
constructive feedback should be done regularly.
Allow for a maximum of 7 hours to be used for assessment
throughout the term. For more detailed guidelines on
assessment, refer to Section 4.
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 6 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

TECHNOLOGY: SYSTEMS & CONTROL Equipment and

CAPS
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

The Solar The Sun, Planets and Asteroids • researching/reading information about the planets focusing • Detailed pictures
System on size, distance from the Sun, average temperature, and models of the
• the Sun (a star) is at the centre of our Solar System
number of moons** and any other features Solar System
• there are eight planets and the asteroid belt (Mercury,
• making models of the Solar System taking into account • Pictures of the
Venus, Earth, Mars, Asteroid Belt, Jupiter, Saturn, Uranus,
position in relation to the Sun, size and features of the Moon
and Neptune) in orbit around the Sun
planets***
• each planet has its own
• describing and drawing the objects in our Solar System
-- features, size, orbit and position in relation to the Sun,
composition (rocky and gas planets) and number of
2 ½ weeks moons (some have no moons)

(8 ¾ • the planets and Asteroids take different amounts of time to

hours) revolve around the Sun*

Moons
• moons, including our Moon do not give out their own heat
and light
• our Moon can be seen from Earth because the light from
the Sun shines onto its surface
• on the Moon we can see craters, lighter areas which are
mountains, and darker areas which are flat plains

Notes: * It is not necessary to memorize exact numbers of size of planets, number of moons, and distance from the Sun
** The number of moons around some planets may change as more are discovered
*** It is not necessary to make the models of the Solar System to scale

61
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

62
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Movements**** Rotation (Earth) • demonstrating the movements (rotation and revolution) and • Models and a
of the Earth of the Earth using models and body movements light source such
and planets • in our Solar System, each planet rotates (spins) on its own
as torch, lamp,
axis • demonstrating how day and night occur using a model of
or candle to
the Earth and a light source (for the Sun)
-- the planet Earth is spinning, and one complete rotation demonstrate the
takes about 24 hours. We experience this as a day and • drawing and writing about the rotation of the Earth in movements of the
a night relation to the Sun - how day and night occur Earth
-- during rotation the side of the Earth facing the Sun
1 week experiences daytime, and the opposite side of the Earth
(3 ½ experiences night-time
hours)

Revolution (Earth)
• all planets also revolve (travel) around the Sun in their own
orbits
• planet Earth revolves around the Sun in its own orbit
(pathway), and one complete revolution takes 365 ¼ days.
We experience this as a year

Notes: **** Video clips could be used to help clarify the movements of the planets
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 GRADE 6 TERM 4

STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND

CAPS
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

The Rotation (Moon) • demonstrating rotation, and revolution of the Moon around • Models and a
movement of the Earth, using models and body movements light source such
the Moon • the Moon is spinning and one complete rotation takes
as torch, lamp,
about 28 days • drawing and writing about the movements of the Moon in
or candle to
relation to the Earth and the solar system
demonstrate the
1 week movements of the
Revolution (Moon)
(3 ½ Moon
• making a table of comparison between the Sun (a star),
hours) • the Moon revolves around the Earth and one revolution
the Earth (a planet) and the Moon including: shape,
also takes about a month (about 28 days)
composition, size, movement in relation to other space
• together, the Earth and the Moon revolve around the Sun objects, ability to produce light

Systems for Telescopes • reading a case study about telescopes such as simple • Pictures and
looking into telescopes, SALT (Southern African Large telescope), SKA information about
1 week • telescopes are used to look into space and gather
space (Square Kilometre Array) telescopes
(3 ½ information
hours) • South Africa has built and uses some of the largest
telescopes

63
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
 GRADE 6 TERM 4

64
STRANDS: NATURAL SCIENCES: PLANET EARTH & BEYOND
TECHNOLOGY: SYSTEMS & CONTROL Equipment and
Resources
Suggested Activities: Investigations, practical work, and
Time Topic Content & Concepts
demonstrations

Systems to Vehicles used on the Moon • researching the key features and purposes of the Mars • Pictures of the Moon
explore the or Moon Rovers including wheels and axles, cameras, Rovers and Mars
Moon and • a few people have visited the surface of the Moon and
mechanical arms, and systems for using solar energy and Rovers
Mars explored it using a vehicle called a Moon Rover
communications
• Apparatus including
• designing, making and evaluating a model of one of bottle tops, round
2 ½ weeks
Vehicles used on Mars these vehicles which can move by means of wheels and tins or cardboard
(8 ¾ axles (refer to Section 2.7) circles for the
hours) • robots called Mars Rovers have been used to visit and
wheels, sosatie
explore the surface of Mars (people have not yet visited • measuring how far the different vehicles can run down a
sticks or dowels and
Mars) ramp and draw bar graphs [This can be used as a possible
straws for the axles
project]
• Measuring tapes or
meter sticks

Assessment This content and the associated concepts must be integrated Check the learner’s knowledge and that they can:
with the aims and skills for
guidelines • describe objects in our Solar System (planets, moons, the Sun, Asteroids)
Natural Sciences and Technology (refer to Section 2).
• demonstrate the Earth’s rotation and revolution
• Learners should read, write, draw and do practical tasks
• explain the movements of the Moon
regularly
• identify the essential differences between the Earth, Sun and the Moon
• Evidence of learner’s work, including assessments, should
be kept in the learner’s notebook • explain the uses of telescopes and the important telescopes in South Africa
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

School-based assessment (including practical tasks and • make and evaluate a model vehicle featuring wheels and axles

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

class tests), checking for correctness, and providing
constructive feedback should be done regularly.
As this is the exam term, the final two weeks may be required
for revision of the year’s work and for examinations.
For more detailed guidelines on assessment, refer to
Section 4.
 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
SECTION 4: ASSESSMENT

4.1 INTRODUCTION

Assessment is a continuous planned process of identifying, gathering, interpreting and diagnosing, information about
the performance of learners. All forms of assessment involve generating and collecting evidence of achievement;
evaluating this evidence and using this information to understand and thereby assist the learner’s development and
the teaching process.

Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to
enhance the learning experience. In both cases regular feedback should be provided to learners.

Informal and formal assessment

Informal assessment consists of regular checking of learners’ class work (including practical tasks) asking ques-
tions orally and giving constructive feedback. Marks for informal assessment need not be recorded.

Formal assessment consists of selected assessment tasks, the marks of which should be recorded formally. These
assessment tasks are done throughout the year and include tests and examinations. All marks that are recorded
formally contribute to the final year mark.

Assessment should be mapped out against the content (concepts and skills) and specific aims for Natural Sciences
and Technology. In both informal and formal assessments it is important to ensure that in the course of a school year:

• all of the subject content is covered.

• the full range of major skills is included. (See Section 2.7 and Section 4.5)

• a variety of different forms of assessment are used. (See Section 4.4)

4.2 INFORMAL ASSESSMENT OR DAILY ASSESSMENT

The purpose of Informal assessment is to continuously collect information on a learner’s achievement that can be
used to improve their learning.

Informal assessment is a daily monitoring of learners’ progress. It should not be seen as separate from the learning
activities taking place in the classroom.

Informal assessment can be done through observation, discussion, practical demonstrations, informal classroom
interactions, classwork, investigations and so on. Informal assessment may be as simple as stopping during the
lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should also
be used to provide feedback to the learners and to inform planning for teaching.

Self-assessment and peer assessment, as part of informal assessment, actively involves learners in assessment
and a teacher playing an overseeing role. This is important as it allows learners to learn from and reflect on their own
performance.

CAPS 65
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
Selected informal assessment tasks may be marked by learners or teachers, but need not be recorded unless
the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and
certification purposes, but for improving teaching and learning.

Informal, on-going assessments should be used to encourage the acquisition of knowledge and skills and should
be the stepping stones leading up to the formal tasks in the Programme of Formal Assessment. (See Section 4.4)

4.3 FORMAL ASSESSMENT

Formal assessment tasks and tests form part of a year-long formal Programme of Assessment in each grade and
subject. Formal assessments are marked and recorded by the teacher for progression purposes. All Formal Assess-
ment tasks must be moderated for the purpose of quality assurance and to ensure that appropriate standards are
maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a
Grade and in a particular subject. Formal assessment tasks in Natural Sciences and Technology are tests, examina-
tions, practical tasks, which may include projects. (See details in Section 4.4.1)

The School-Based Assessment component in the different phases is as follows:

Grades Formal school-based End-of-year examinations

R-3 100% n/a
4-6 75% 25%
7-9 40% 60%
10 and 11 25% 75%
25% including school-based mid-year and ‘trial’
12 External examination: 75%
examinations

Formally assessed tests and tasks must together reflect the whole term’s work. Weighting of marks should reflect
time allotted to each section in the curriculum content.

The cognitive demands of assessment

The cognitive demands of assessment used should be appropriate to the age and developmental level of the learn-
ers in the grade. Assessments in Natural Sciences and Technology must cater for a range of cognitive levels and
abilities of learners within this context. The assessment tasks should be carefully designed to cover the content of
the subject as well as the range of major skills that have been specified under the Major Process and Design skills.
(See Section 2.7)

The Specific Aims, the topics and content and the range of major skills must be used to inform the planning and
development of assessment tasks.

66 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
Cognitive levels for the assessment of content in Grades 4, 5 and 6

Evaluating,
analyzing,
Setting tests and Understanding Applying scientific
Knowing science synthesising
tasks for different science and and technological
and technology scientific and
cognitive levels technology knowledge
technological
Knowledge
Percentages
indicating the
proportion of low, Low order questions Middle order questions High order questions
middle and high
order questions 50% 35% 15%
in tasks, tests and
exams
Useful verbs to State Explain Predict Evaluate
use when setting
Name Describe Compare Suggest a reason
questions
Label Compare Design Interpret
List Plan Use knowledge to and others ...
demonstrate
and others ... Rearrange
and others …
Give an example
and others …

These cognitive skills apply to all three Specific Aims for Natural Sciences and Technology. (See Section 2.6)

4.4 PROGRAMME OF FORMAL ASSESSMENT FOR NATURAL SCIENCES AND TECHNOLOGY

Grades 4, 5 and 6

FORMAL TOTAL % FOR

TERM 1 TERM 2 TERM 3 TERM 4
ASSESSMENTS THE YEAR
• 1 Test • 1 Exam or test • 1 Test • 1 selected
on work from practical task
School-based • 1 selected • 1 selected
terms 1 & 2 75%
assessments practical task * practical task
• 1 selected
practical task

Exams ** • Exam on work

from terms 3 25%
&4
Number
of formal 2 2 2 2 Total: 100%
assessments

Notes: * Grade appropriate assessment on aspects of investigations and technological processes should form
part of the selected practical tasks in the assessment programme for the year

** The class tests and examinations MUST include questions on both Natural Sciences and Technology

A note on tests and examinations

Examinations MUST include questions on both Natural Science and Technology. Weighting of marks should reflect
time allotted to each section in the curriculum content.

A single formal class test in a term will not necessarily provide the most accurate and reliable evidence of every
learner’s performance. One formal class test in the first three terms is the minimum number that must be recorded.

CAPS 67
NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
Tests and examinations consist of a range of questions that cover the different cognitive levels – knowledge recall,
understanding, application, evaluation, analysis and synthesis. Learners are required to respond to questions within
a specified time under controlled conditions. Examinations are similar to tests - the only difference is that they cover
more content.

A note on practical tasks

In carrying out practical tasks learners are required to demonstrate their skills or proficiencies. Learners use materi-
als, tools and equipment to create, produce or investigate something. The teacher observes the learner demonstrate
specific practical skills (e.g. measuring the height of a plant, using tools to manipulate materials to make models,
using a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners
draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of
equipment).

Any practical task should provide opportunities for learners to demonstrate several different skills listed under Sec-
tion 2.7 and Section 4.5. These may or may not include design/plan investigation skills. However, there are some
circumstances in which only some of these skills would apply and not every skill can be assessed in every practical
task.

Practical tasks include a range of activities where learners communicate what they know and can do. Include a range
of tasks to ensure inclusivity and to accommodate different learning styles. These ways to communicate include:
acting out, speaking, drawing, making models, doing science practical work, working in the environment, writing and
doing calculations.

A note on projects

Certain practical activities in Section 3 have been suggested as suitable for possible projects, in which case the mark
will still be included as part of the School-based assessment. A project is optional and varies in extent. It may be
done in class and should be sufficiently diverse to promote inclusivity. One project per year may be done.

4.5 RECORDING AND REPORTING

4.5.1 Recording is a process in which the teacher documents the level of a learner’s performance in a specific
assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Cur-
riculum and Assessment Policy Statements. Records of learner performance should provide evidence of the learner’s
conceptual progression within a grade and her/his readiness to be promoted to the next Grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process. Records should be used to monitor learning and to plan ahead.

Guidelines on how the major process skills can be recorded for marks in Natural Sciences and Technology

Many of these major process skills (also refer to Section 2.7) are combined into one activity. Not every major skill
needs to be marked and recorded in each task.

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 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6

Natural Sciences major investigation process skills Mark allocation

Writing the topic
Raising/ writing a question to investigate
Making a prediction/ hypothesis
Planning the investigation
Collecting data
Recording data
Evaluating and communicating results
Total

Technology major process skills Mark allocation

Stating a design brief
Listing specifications
Listing constraints
Planning the product
Drawing/designing the product
Making the product
Evaluating the product
Presenting the product
Total

4.5.2 Reporting is a process of communicating learner performance to learners, parents, schools, and other stake-
holders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings,
school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc.

Teachers will record actual marks against the task by using a record sheet; and report percentages against
the subject on the learners’ report cards. Percentages are reported and may be related to the 7-point rating
code as given below.

Schools are required to provide quarterly feedback to parents on the Programme of Formal Assessment, using a
formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of
performance of a learner.

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4.5.3 Mark allocation

A minimum mark allocation is prescribed for the tests, tasks and examinations for each Grade in the Intermediate
Phase. See the guideline below for each Grade under A.

However, should the teacher choose to allocate more marks for tests and tasks, these should also be converted to
conform to the total weighting percentages for the Intermediate Phase. See the example below under B.

A: Minimum mark allocation for Grades 4, 5 and 6

Grade 4

PROGRAMME OF FORMAL ASSESSMENT

TOTAL
FORMAL
TERM 1 TERM 2 TERM 3 TERM 4 MARKS FOR TOTAL
ASSESSMENTS
THE YEAR
• 1 Test [15 • 1 Exam or • 1 Test • 1 selected
marks] test on work [15 marks] practical
from terms task [15
• 1 selected • 1 selected Together make
1 & 2 [40 marks]
School-based practical practical up 75% of total
marks] 120 marks
task [10 task marks for the
assessments
marks] • 1 selected [15 marks] year
practical
task [10
marks]
• Exam on
Exams Makes up 25%
work from
40 marks of total marks
[60 Minutes] terms 3 & 4
for the year
[40 marks]

Number Total 8
of formal 2 2 2 2 assessments Total: 100%
assessments [160 marks]

At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating
code.

At the end of the year:

STEP 1: ADD up all the School-based assessment raw marks from each term to get a total out of 120 marks

STEP 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1

STEP 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required

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Grade 5

PROGRAMME OF FORMAL ASSESSMENT

TOTAL
FORMAL
TERM 1 TERM 2 TERM 3 TERM 4 MARKS FOR TOTAL
ASSESSMENTS
THE YEAR

• 1 Test • 1 Exam or • 1 Test • 1 selected

[15 marks] test on work [15 marks] practical
from terms task
• 1 selected • 1 selected Together make
1&2 [15 marks]
School-based practical practical up 75% of
[45 marks] 135 marks
assessments task task [15 total marks for
[15 marks] • 1 selected marks] the year
practical
task
[15 marks]
• Exam on
Exams Makes up 25%
work from
45 marks of total marks
terms 3 & 4
[60 Minutes] for the year
[45 marks]

Number Total 8
of formal 2 2 2 2 assessments Total: 100%
assessments [180 marks]

At the end of each term (Terms 1 – 3): The marks can be reported as a percentage and related to the 7-point rating
code.

At the end of the year:

Step 1: ADD up all the School-based assessment raw marks from each term to get a total out of 135 marks

Step 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1

Step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required

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NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
Grade 6

PROGRAMME OF FORMAL ASSESSMENT

TOTAL
FORMAL
TERM 1 TERM 2 TERM 3 TERM 4 MARKS FOR TOTAL
ASSESSMENTS
THE YEAR
• 1 Test • 1 Exam or • 1 Test • 1 selected
[20 marks] test on work [20 marks] practical
from terms task
• 1 selected • 1 selected Together
1&2 [15 marks]
School-based practical practical make up 75%
[50 marks] 150 marks
task task of total marks
assessments
[15 marks] • 1 selected [15 marks] for the year
practical
task
[15 marks]
• Exam on Makes up
Exams work from 25% of total
50 marks
[60 Minutes] terms 3 & 4 marks for the
[50 marks] year
Total 8
Number of formal assessments
2 2 2 2 Total: 100%
assessments
[200 marks]

At the end of each term (Terms 1 – 3) : The marks can be reported as a percentage and related to the 7-point rating
code.

At the end of the year:

Step 1: ADD up all the School-based assessment raw marks from each term to get a total out of 150 marks

Step 2: ADD the Final Exam raw mark to the School-based assessment total mark in Step 1

Step 3: CONVERT to a percentage and report in relation to the 7-point rating code below, if required

B: Should the teacher choose to allocate more marks for tests and tasks, the example below can be used.

Recording and reporting for each term

Marks should be recorded and converted into a percentage for each term. Percentages are reported and may be
related to the 7-point rating code as given below.

How to calculate each learner’s % for each term

Step 1. Add together formally assessed marks achieved by each learner
Step 2. Divide by total marks possible
Step 3. Multiply this mark by 100 to give the % achieved
For example: Learner score = 34 out of a possible 60 marks for the test and tasks added together for a term.
34 ÷ 60 x 100 = 56.6%*
* rather than use decimal points round any fraction from .5 and bigger up to next whole percentage. The above example will
be rounded up to 57%

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 NATURAL SCIENCES AND TECHNOLOGY GRADES 4-6
Recording and reporting at the end of the year

• The four percentages for each term must be calculated to give 75% of the total. This is the School-based
assessment mark.

• The final exam mark must be converted to 25% of the total and added to the School-based assessment
mark.

How to calculate each learner’s % for reporting at the end of the year:
Step 1. Use the following formula to convert the four term School-based assessment %’s to 75% of the total:
1st Term % + 2nd Term % + 3rd Term % + 4th Term %; then divide the total by 400; then multiply by 75.
For example: (57% + 65% + 74% + 60%) ÷ 400 X 75 = 48 (This is the equivalent of 48 out of 75)
Step 2. Convert the final year examination mark to 25 % using the following formula:
Mark achieved in exam by learner ÷ total marks possible in exam X 25.
For example: a learner scores 28 out of a total of 40 marks in the final exam:
28 ÷ 40 X 25 = 17.5 (This is the equivalent of 17.5 out of 25)
Step 3. Add the calculated year mark (School-based assessment) to the exam mark as calculated above to reach the total
% for the year.
The learner in the example above has scored: 48 + 17.5 = 65.5 % for the year. (Round this up to 66%)

• Percentages are reported and may be related to the 7-point rating code as given below.

Codes and percentages for reporting in Grades R – 12

RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

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4.6 MODERATION OF ASSESSMENT

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district and, if necessary provincial levels. Comprehensive and appropriate mod-
eration practices must be in place for the quality assurance of all subject assessments.

In all Grades the formal School-based assessment (including the practical tasks) should be moderated by the rel-
evant subject specialist(s) at school and district levels in an ongoing way. Moderation serves the following purposes:

1. It should ascertain whether the subject content and skills have been taught and assessed.

2. It should ensure that the correct balance of cognitive demands is reflected in the assessment.

3. It should ensure that the assessments and marking are of an acceptable standard and consistency.

4. It should identify areas in which the teacher may need further development and should lead to support for such
development.

5. It should reflect the scope covered by the teacher in line with the term’s requirement

4.7 GENERAL

This document should be read in conjunction with:

4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R – 12; and

4.7.2 The policy document, National Protocol for Assessment Grades R – 12.

74 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)