•IP Teaching and

Learning

•IPTL6111

•Lecturer: T.Naiker
Lesson outcomes:

LO3: Examine the purpose of different components in the CAPS

document.

LO4 : Investigate the different assessments that the CAPS

document outlines.
LO3: Examine the purpose of different components in the CAPS
document.

The document includes the following;

SECTION 1: Introduction to the Curriculum and Assessment Policy Statement.

SECTION 2: Introduction to natural sciences and technology

SECTION 3: Content tables

SECTION 4: Assessment
Examine the purpose of different components in the CAPS document.

Section 1: Introduction to the curriculum and assessment policy statement.

• Background
• Overview
• General aims of the South African Curriculum
• Time Allocation
• Foundation Phase
• Intermediate Phase6
• Senior Phase. 7
• Grades 10-12
Examine the purpose of different components in the CAPS document.

SECTION 2: introduction to natural sciences and technology

• Introduction
• Teaching Natural Sciences and Technology
• How Natural Sciences and Technology complement each other
• Organisation of the Natural Sciences and Technology Curriculum
• Allocation of teaching time
• Specific aims
• Major Process and Design Skills
• Resource
• Progression map of Natural Sciences and Technology content knowledge and concepts
• Detailed summary of Natural Sciences and Technology concepts and content, and time
allocations
Examine the purpose of different components in the CAPS document.

SECTION 3: Content tables

• Natural Sciences and Technology: Grade 4.

• Natural Sciences and Technology: Grade 5
• Natural Sciences and Technology: Grade 6
Examine the purpose of different components in the CAPS document.

• SECTION 3: Content tables

• Introduction
• Informal assessment or daily assessment
• Formal assessment
• Programme of formal assessment for natural sciences and technology grades 4, 5 and 6
• Recording and reporting
• Moderation of assessment
• General
In Killen and Hattingh's "Teaching Strategies for Quality Teaching and
Learning" (2022), the authors discuss the different types of assessments that
are outlined in the Curriculum and Assessment Policy Statement (CAPS)
document. The book provides further insights and strategies on how teachers
can use these assessments to promote effective teaching and learning
practices.
LO : 4 Investigate the different assessments that the CAPS document outlines.

Here are some of the types of assessments that are mentioned in the book:

1. Formal assessments: As mentioned earlier, formal assessments are generally written tests or
exams that are administered at the end of a term or semester. According to Killen and Hattingh,
formal assessments can be used to evaluate learners' knowledge and understanding of the
content covered in class. The authors suggest that teachers can use a variety of question types,
such as multiple-choice, short-answer, and essay questions, to ensure that assessments are
comprehensive and fair. Examples of formal assessments include end-of-year exams, mid-year
exams, and unit tests.
2. Informal assessments: Informal assessments are ongoing assessments that teachers can
use to gauge learners' understanding of the content as they teach. Killen and Hattingh
suggest that informal assessments can take many forms, such as class discussions, quizzes,
and group work. The authors emphasize that informal assessments are important because
they provide teachers with ongoing feedback on learners' progress and allow them to adjust
their teaching strategies accordingly. These assessments provide teachers with ongoing
feedback on learners' progress and help them adjust their teaching strategies accordingly.
3. Performance-based assessments: Performance-based assessments require learners to
demonstrate their understanding of the content through the completion of a task or
project. Killen and Hattingh suggest that performance-based assessments can be used to
evaluate learners' problem-solving skills, creativity, and ability to work collaboratively.
The authors provide examples of performance-based assessments, such as project-based
learning, case studies, and simulations.
4. Self-assessments: Self-assessments allow learners to reflect on their own progress and
understanding. According to Killen and Hattingh, self-assessments can be used to promote
metacognition and help learners take ownership of their learning. Teachers can provide learners
with rubrics and checklists to guide their self-assessment. These assessments can promote
metacognition and help learners take ownership of their learning.
5. Peer assessments: Peer assessments involve learners evaluating the work
of their peers. Killen and Hattingh suggest that peer assessments can be used
to promote learners' critical thinking and communication skills. The authors
provide examples of peer assessments, such as peer editing, peer feedback,
and peer evaluation. These assessments can promote critical thinking and
communication skills.
It is important to note that the CAPS document provides guidelines on the types of
assessments that can be used, but does not dictate the specific assessments that must be
used. Teachers have the flexibility to use a variety of assessment methods to meet the
needs of their learners and to ensure that assessments are fair, valid and comprehensive.

In conclusion, Killen and Hattingh's "Teaching Strategies for Quality Teaching and
Learning" (2022) provides further insights into the different types of assessments that
are outlined in the CAPS document. By using a variety of assessments, teachers can
promote effective teaching and learning practices and ensure that assessments are
comprehensive, fair, and valid.
Q: What are the different types of assessments that the Curriculum and Assessment
Policy Statement (CAPS) document outlines?
• A: The CAPS document outlines different types of assessments that teachers can use to assess
learners' progress against the learning outcomes and assessment standards.

• These assessments include formal assessments, informal assessments, performance-based assessments,

self-assessments, and peer assessments.

• Formal assessments are written tests or exams that are administered at the end of a term or semester,
while informal assessments are ongoing assessments that teachers can use to gauge learners'
understanding of the content.
Q: What are the different types of assessments that the Curriculum and Assessment
Policy Statement (CAPS) document outlines?
• A Performance-based assessments require learners to demonstrate their understanding of the content
through the completion of a task or project.

• Self-assessments allow learners to reflect on their own progress and understanding, while peer
assessments involve learners evaluating the work of their peers

• Teachers have flexibility in using these assessments to meet the needs of their learners and to ensure
that assessments are fair, valid, and comprehensive..
Q: What are the different types of assessments that the CAPS document outlines?

A. Formal assessments only

B. Informal assessments only

C. Performance-based assessments only

D. All of the above

Answer: D. All of the above. The CAPS document outlines different types of assessments that teachers
can use to assess learners' progress against the learning outcomes and assessment standards. These
assessments include formal assessments, informal assessments, performance-based assessments, self-
assessments, and peer assessments. Teachers have flexibility in using these assessments to meet the needs
of their learners and to ensure that assessments are fair, valid, and comprehensive.