CAPS Introduction and Structure

CAPS: Introduction

• The Curriculum Assessment Policy Statement (CAPS) is a national curriculum for all South African subjects in grades R–12.
• CAPS documents provide curriculum guidelines for each subject.
• The "Teaching English First Additional Language" module uses the CAPS First Additional Language document as a resource.
• CAPS documents are available for download on the module site, allowing teachers to print them for convenient use.
• Teachers are encouraged to bookmark specific pages within the CAPS document for ease of access, particularly those related to the grade level they teach.

CAPS Structure and Content

• The CAPS document features a table of contents for easy navigation.
• The contents page allows teachers to quickly locate specific sections within the document.
• The document provides a breakdown of learning content for each grade, including specific topics and content.
• The CAPS document covers time allocation for grades 4–6 to guide teachers on how to manage time and plan lessons.
• Page 6 of the CAPS document outlines two language levels: home language and first additional language.
  • This information helps teachers assess students' language abilities to determine the appropriate starting point for instruction.

CAPS Language Skills and Teaching

• CAPS focuses on these language skills: listening, speaking, reading, viewing, writing, and presenting.
• The document also covers the instruction of language structures and conventions.
• These skills and structures are also explored in detail in the study guide.
• The CAPS document includes a section (pages 14–24) explaining key linguistic concepts such as letters, verbs, and nouns.
  • This section provides definitions for key teaching terminology, familiarizing teachers with essential language concepts.
• The document provides examples of different text types (letters, emails, magazine articles, newspaper articles) learners will encounter in the intermediate phase.
  • This helps teachers understand the various texts students will experience and how to integrate them into lessons.
• The section on pages 32–33 outlines appropriate text lengths for each grade level (grades 4–6).
  • Teachers can use this information when collecting and selecting texts for instruction.

Planning with CAPS

• The CAPS document emphasizes long-term and short-term planning for classroom instruction.
• Long-term planning involves creating a yearly overview with themes and topics for each term (Term 1 to Term 4).
  • This ensures a comprehensive and structured approach to curriculum delivery.
• Short-term planning requires teachers to create two-week lesson plans in advance.
  • This allows for smooth transitions between teachers in case of absences and facilitates consistent instruction.

Key Questions for Reflection

• What expectations should teachers have for a "Curriculum Assessment Policy Statement" document?
• How can teachers use their knowledge of learners' home language and first additional language skills from the foundation phase (grades R–3) when teaching first additional language in the intermediate phase (grades 4–6)?
• What are the main language teaching approaches recommended by CAPS?
• What learning and teaching support materials are necessary to teach a first additional language in the intermediate phase?