, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
1. In your own words, explain what the main information in the CAPS document is about.
The main information in this CAPS document is a comprehensive guide for teachers on how to teach
Mathematics in the Foundation Phase (Grades 1-3) in South Africa. It outlines the specific
knowledge, skills, and values that learners should acquire, providing a clear framework for the
curriculum. The document details the five core content areas (Numbers, Operations and
Relationships; Patterns, Functions and Algebra; Space and Shape; Measurement; and Data Handling)
and specifies the expected progression for learners from Grade R to Grade 3. It serves as a policy
statement that combines the curriculum and assessment requirements, offering teachers guidelines on
classroom management, time allocation, content sequencing, and both informal and formal
assessment practices. Essentially, it is the primary resource for planning, teaching, and assessing
Mathematics in the Foundation Phase. (Department of Basic Education, 2011, p. 3-4)
2. Read the section on the general aims of the South African Curriculum and summarise the
aspects listed under this heading.
The general aims of the South African Curriculum, as outlined in the document, are to:
Give expression to valued knowledge and skills: Ensure children acquire and apply knowledge
and skills that are meaningful to their own lives, promoting knowledge in local contexts while
being sensitive to global imperatives (Department of Basic Education, 2011, p. 9).
Serve the purposes of equipping learners: Provide learners with the necessary knowledge, skills,
and values for self-fulfilment and meaningful participation in society, regardless of their
background. It aims to provide access to higher education, facilitate the transition to the
workplace, and offer employers a sufficient profile of a learner's competences (Department of
Basic Education, 2011, p. 9).
Be based on several key principles:
Social transformation: Redressing past educational imbalances and providing equal
opportunities.
Active and critical learning: Encouraging an active and critical approach to learning rather
than rote learning.
High knowledge and high skills: Specifying high, achievable standards in all subjects.
Progression: Showing progression from simple to complex content in each grade.
Human rights, inclusivity, environmental and social justice: Infusing these principles, being
sensitive to issues of diversity.
Valuing indigenous knowledge systems: Acknowledging the rich history and heritage of
the country.
Credibility, quality and efficiency: Providing an education comparable in quality to other
countries (Department of Basic Education, 2011, p. 9-10).
Produce learners who are able to: Identify and solve problems, work effectively in teams,
organise themselves, collect and analyse information, communicate effectively, use science and
technology responsibly, and demonstrate an understanding of the world as a set of related
systems (Department of Basic Education, 2011, p. 10).
1. In your own words, explain what the main information in the CAPS document is about.
The main information in this CAPS document is a comprehensive guide for teachers on how to teach
Mathematics in the Foundation Phase (Grades 1-3) in South Africa. It outlines the specific
knowledge, skills, and values that learners should acquire, providing a clear framework for the
curriculum. The document details the five core content areas (Numbers, Operations and
Relationships; Patterns, Functions and Algebra; Space and Shape; Measurement; and Data Handling)
and specifies the expected progression for learners from Grade R to Grade 3. It serves as a policy
statement that combines the curriculum and assessment requirements, offering teachers guidelines on
classroom management, time allocation, content sequencing, and both informal and formal
assessment practices. Essentially, it is the primary resource for planning, teaching, and assessing
Mathematics in the Foundation Phase. (Department of Basic Education, 2011, p. 3-4)
2. Read the section on the general aims of the South African Curriculum and summarise the
aspects listed under this heading.
The general aims of the South African Curriculum, as outlined in the document, are to:
Give expression to valued knowledge and skills: Ensure children acquire and apply knowledge
and skills that are meaningful to their own lives, promoting knowledge in local contexts while
being sensitive to global imperatives (Department of Basic Education, 2011, p. 9).
Serve the purposes of equipping learners: Provide learners with the necessary knowledge, skills,
and values for self-fulfilment and meaningful participation in society, regardless of their
background. It aims to provide access to higher education, facilitate the transition to the
workplace, and offer employers a sufficient profile of a learner's competences (Department of
Basic Education, 2011, p. 9).
Be based on several key principles:
Social transformation: Redressing past educational imbalances and providing equal
opportunities.
Active and critical learning: Encouraging an active and critical approach to learning rather
than rote learning.
High knowledge and high skills: Specifying high, achievable standards in all subjects.
Progression: Showing progression from simple to complex content in each grade.
Human rights, inclusivity, environmental and social justice: Infusing these principles, being
sensitive to issues of diversity.
Valuing indigenous knowledge systems: Acknowledging the rich history and heritage of
the country.
Credibility, quality and efficiency: Providing an education comparable in quality to other
countries (Department of Basic Education, 2011, p. 9-10).
Produce learners who are able to: Identify and solve problems, work effectively in teams,
organise themselves, collect and analyse information, communicate effectively, use science and
technology responsibly, and demonstrate an understanding of the world as a set of related
systems (Department of Basic Education, 2011, p. 10).
